Geneva College

Beaver Falls, PA

Lesson Plan Template

Name: Gwyneth Hudson_____________________________________________ Date: _12/6/2021 (Day 1)______

Subject: _Pennsylvania History_________________________________ Grade Level: _7__________________

I. Topic
Today’s lesson is an introduction to the Native American peoples in Pennsylvania. The students will learn about
the origins of the Native American people in the area and the three different periods of Native American history.
II. PA or Common Core Standards
 PA Academic Content Standards for History Standard 8.2.7.C.: “Explain how continuity and change have
impacted Pennsylvania history as related to local communities.”
o “Belief systems and religions”
o “Commerce and industry”
o “Technology”
o “Politics and government”
o “Physical and human geography”
o “Social organizations”
 PA Academic Content Standards for Reading in History and Social Studies Standard CC.8.5.6-8.G.: “Integrate
visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and
digital texts.”
 PA Academic Content Standards for Reading in History and Social Studies Standard CC.8.5.6-8.J.: “By the end
of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band
independently and proficiently.”
 PA Academic Content Standards for Reading in History and Social Studies Standard CC.8.5.6-8.D.:
“Determine the meaning of words and phrases as they are used in a text including vocabulary specific to
domains related to history/social studies.”
 PA Academic Content Standards for Writing in History and Social Studies Standard CC.8.6.6-8.I.: “Write
routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.”
III. Learning Objectives: Objectives must be written using observable verbs
 The students will be able to explain the vocabulary words from the textbook reading.
 The students will be able to compare the periods of Native American civilization in N. America and PA.
 The students will be able to contrast the periods of Native American civilization in N. America and PA.
 The students will be able to interpret information from a timeline.
 The students will be able to summarize the reading and the lecture in a chart.
IV. Materials
The teacher will need index cards and printer paper to provide to the students. She will also need her
Powerpoint presentation (Appendix A) and her copy of the textbook The Pennsylvania Journey.
V. Lesson Development
A. Introduction
The students will have been asked to read pages 24 to the first paragraph on 29 in their textbook for
homework. Moreover, the information in their text in Chapter 2, the chapter on Native Americans,
 should be review for most of them. Thus, to open the lesson, the teacher will do some sort of review
exercise with the students based largely on the vocabulary words in the passage they read for
homework and a little bit on the characteristics of the different types of Native Americans over the
history of North America. This will allow her to gauge the students’ prior knowledge of the material and
will also provide a low-risk way for students to get engaged in the lesson right off the bat, even though
the day’s lesson might be one they have heard probably four or five times.
B. Lesson development (activities, procedures)
After reviewing, which will take about seven minutes, the teacher will have the students take the eleven
index cards she has given them and write down each of the vocabulary words she wants to make sure
they understand. These words are “legends,” “ruins,” “disintegrated,” “artifacts,” “archaeologists,”
“primary sources,” “prehistoric,” “historic,” “sinew,” “excavation,” and “radiocarbon dating.” The class
will talk briefly about each one and decide on a definition to write on the other side of the card. Once
they have done this, which will take about fifteen minutes, the teacher will launch into the Powerpoint
lecture for the rest of the period, hitting the highlights of the night’s reading. The students will take
notes on their graphic organizer (Appendix B). Before ending the lesson, she will have the students tell
her the dates that each of the periods of Native American civilization encompassed, based on the
timeline at the beginning of the chapter.
C. Evidence of differentiated instruction (content, process, product, or learning environment)
The students are getting opportunities to interact with the information in a variety of ways, thus making
this lesson exhibitory of process differentiation. They read the textbook, which is the most helpful way
of digesting information for some students. They also get to play a Kahoot and quiz themselves on the
information, as well as to hear it taught by the teacher and take notes, both of which are helpful
methods for students who learn best auditorily and by writing things down.
D. Closure (summary)
The teacher will conclude the lesson by having the students write a brief paragraph on the back of their
graphic organizer that compares and contrasts Native American periods. The students will be required
to mention at least two ways the groups were similar and two ways in which they were different. Finally,
the teacher will ask the students to read pages 29 (“Where Did They Live?”) to 33 (“Political Power”) for
homework.
VI. Assessment/evaluation
 The students will be informally assessed on their ability to explain vocabulary words when the teacher holds
a discussion with them about what the definition should be on the flashcards they make.
 The students will be informally assessed on their ability to compare the periods of Native American
civilization in N. America and PA when they write a paragraph on the back of their graphic organizer as an
exit ticket.
 The students will be informally assessed on their ability to contrast the periods of Native American
civilization in N. America and PA when they write a paragraph on the back of their graphic organizer as an
exit ticket.
 The students will be informally assessed on their ability to interpret information from a timeline when she
asks them to tell her the dates that each of the periods spanned based on what they read in their text.
 The students will be informally assessed on their ability to summarize the reading and the lecture in a chart
when the teacher collects their graphic organizers at the end of class and looks at them later.
VII. Modifications or accommodations
The teacher will allow a student to use a Chromebook or other electronic device to complete the graphic
organizer if the student is one who struggles with a motor impairment. They will also be allowed to move their
seat to the front of the room and write with a clipboard if they are struggling to see the Powerpoint.
VIII. Self-evaluation
Cooperating Teacher Approval _N/A_______________________________________ Date _N/A________________

Geneva College
Beaver Falls, PA
 Lesson Plan Template

Name: Gwyneth Hudson______________________________________________ Date: _12/7/2021__________

Subject: _Pennsylvania History_________________________________ Grade Level: _7__________________

I. Topic
The topic of today’s lesson is Native American culture. After gaining an introductory knowledge of the different
periods of Native American history yesterday and an understanding of their origins, the students will learn about
the various tribes that existed in Pennsylvania – where exactly their territory was and what their practices were.
II. PA or Common Core Standards
 PA Academic Content Standards for History Standard CC.8.2.7.C.: “Explain how continuity and change have
impacted Pennsylvania history as related to local communities.”
o “Belief systems and religions”
o “Commerce and industry”
o “Technology”
o “Politics and government”
o “Physical and human geography”
o “Social organizations”
 PA Academic Content Standards for History Standard CC.8.2.7.A.: “Identify the social, political, cultural, and
economic contributions of specific individuals and groups from Pennsylvania.”
 PA Academic Content Standards for Reading in History and Social Studies Standard CC.8.5.6-8.J.: “By the end
of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band
independently and proficiently.”
 PA Academic Content Standards for Writing in History and Social Studies Standard CC.8.6.6-8.F.: “Conduct
short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of
exploration.”
 PA Academic Content Standards for Writing in History and Social Studies Standard CC.8.6.6-8.I.: “Write
routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.”
III. Learning Objectives: Objectives must be written using observable verbs
 The students will be able to describe the culture and way of life of the Native Americans in Pennsylvania.
 The students will be able to generate research questions about the lifestyle of the Native Americans.
 The students will be able to explore various sources in conducting research.
 The students will be able to summarize their research findings.
IV. Materials
The teacher will need access to a few Chromebooks so that students can conduct research. She will have the
sites already up and ready to go, so students are not doing searching on the internet. She will also need a few
books and articles (Appendix C) to be available throughout the classroom, as well.

V. Lesson Development
A. Introduction
 The teacher would open the lesson with the question, “What do you think people would write about
your way of life if they were going to document it in a textbook?” She would then probe a little further,
asking, “Based on your reading last night, how do you think they would describe the different facets,
such as clothing, family, housing, work, and hobbies or pastimes in America today?” Finally, she will ask
her students, “What questions might you still have about someone’s culture if they told you all of that?”
This discussion should take ten to twelve minutes.
B. Lesson development (activities, procedures)
The teacher will begin the actual lesson by tying it right into the opening discussion. She will tell the
students that they are going to have the option today to partner up with someone in the class and
conduct some further research on the different Native American tribes in Pennsylvania. If some students
would prefer to work alone, that will also be allowed. Before the pairs split up and find a place around
the room, she will remind the students of the classroom rules and what will happen if they fail to abide
by them. She will inform them that their task is to first come up with a question they had about
something in last night’s reading that can be researched further, providing them with non-examples of
research questions to make sure they understand. Once they have come up with a question, they need
to get it approved by the teacher herself to ensure that it is appropriate and able to yield results. They
then have a number of online resources around the room that they can explore to find what they are
looking for, as well as a number of printed ones. Finally, they will be given instructions about how to
attribute their information to a given source (the teacher will have a slip with a proper works cited entry
written on it at each station). She will also tell them that anytime they use an idea or direct quotation
from an article, they need to put a citation in parentheses. Upon explaining all the directions, she will
release the students to their work. After about 20 minutes, she will bring everyone together again, and
the students will each share what their research question was, and they will share a brief paragraph that
they wrote in answer to it.
C. Evidence of differentiated instruction (content, process, product, or learning environment)
The lesson exhibits differentiated instruction in terms of process in that the teacher allows for students
who wish to conduct research on their own the opportunity to do so. Some students might be having a
day where they would just prefer to work by themselves, or may have recently had a negative
experience with group work, so the teacher should not just require them to do it. The lesson also allows
for students to conduct research online or by reading physical articles, which also differentiates process.
D. Closure (summary)
To close the lesson, the teacher will walk the students through a few key points of the reading that they
will be expected to know for the quiz on Friday. She will then ask them to read pages 36 and the “Vision
Quest” section on page 39 for homework.
VI. Assessment/evaluation
 The students will be assessed on their ability to describe the culture and way of life of the Native Americans
in Pennsylvania when they participate in the opening discussion, and when they present their research at
the end of the class period.
 The students will be assessed on their ability to generate research questions about the lifestyle of the Native
Americans when they bring their question to the teacher to get her approval.
 The students will be assessed on their ability to explore various sources in conducting research when the
teacher watches them as they move about the room during class time and as they present their findings at
the end of class.
 The students will be assessed on their ability to summarize their research findings when they present to the
class the paragraph they wrote at the end of the period.
VII. Modifications or accommodations
 The teacher will make sure that students with diagnosed learning disabilities are partnered with a higher learner
in the class who knows what they are doing and will be helpful to the lower learner as research is conducted.
VIII. Self-evaluation
Cooperating Teacher Approval _N/A_______________________________________ Date
_N/A__________________

Geneva College
Beaver Falls, PA

Lesson Plan Template

Name: Gwyneth Hudson______________________________________________ Date: _12/8/2021__________

Subject: _Pennsylvania History_________________________________ Grade Level: _7__________________

I. Topic
The topic of today’s lesson is the spiritual culture of the Native Americans in Pennsylvania.
II. PA or Common Core Standards
 PA Academic Content Standards for History Standard 8.2.7.C.: “Explain how continuity and change have
impacted Pennsylvania history as related to local communities.”
o “Belief systems and religions”
o “Commerce and industry”
o “Technology”
o “Politics and government”
o “Physical and human geography”
o “Social organizations”
 PA Academic Content Standards for Reading in History and Social Studies Standard CC.8.5.6-8.I.: “Analyze
the relationship between a primary and secondary source on the same topic.”
 PA Academic Content Standards for Reading in History and Social Studies Standard CC.8.5.6-8.J.: “By the
end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band
independently and proficiently.”
 PA Academic Content Standards for Writing in History and Social Studies Standard CC.8.6.6-8.I.: “Write
routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.”
 PA Academic Content Standards for Writing in History and Social Studies Standard CC.8.6.6-8.C.: “Produce
clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.”
III. Learning Objectives: Objectives must be written using observable verbs
 The students will be able to analyze an actual Native American legend about the creation of the world.
 The students will be able to create their own origin story about something in the world based on the one
they experience together in class.
 The students will be able to identify key concepts regarding Native American spiritual culture.
IV. Materials
The teacher will only require her Powerpoint presentation and her textbook for this lesson.
V. Lesson Development
A. Introduction
The teacher will introduce the lesson by having instructions posted on the door when her students
arrive to class. They will read as follows: “ATTENTION: You are now entering your clan’s longhouse after
a day out hunting or working in the garden. You are exhausted and ready to fall into bed, but you
remember that your grandmother promised to tell you a story when you returned, so you enter quickly
and quietly, finding a place on the ground next to one of your best friends and settling in for whatever
tale your grandmother is about to tell.” The teacher will have all the lights off in the classroom when the
students enter and will be dressed in Native American garb, sitting in a chair at the front of the room,
with a virtual fireplace crackling on the board behind her. She will have all the students’ desks cleared to
the sides and will direct students to sit in a semicircle in front of her. She will recount from memory the
Iroquois creation story that is told on page 37 of the textbook.
B. Lesson development (activities, procedures)
 After reciting the story for her students, the teacher will ask one of them to turn on the lights and will
ask the class what they thought of the story. She will then ask the students these three questions that
the book poses after the story: “What is meant by these words in the story? ‘The fire dragon gave her
maize, a mortar, a pot, and fire brands for cooking.’ ‘Teharoniawako built a fire, which made
Sawiskera’s legs flack.’” “How does the legend say the land came to be?” “In what ways does the
legend, like most literature, include both good and evil?” She will also ask them how the story aligns
with what they read for homework last night in their textbook, probing to find out if they can distinguish
between a primary and secondary source. All this will take about twenty-five minutes. Afterward, the
teacher will have students move back to their desks and will, subsequently, spend approximately ten
minutes going over the Powerpoint material based on the text. She will then explain to the students that
she would like them to craft their own creation account of something for homework, using similar
techniques and strategies to the ones they observed in the Iroquois account. Finally, she will give them
time to get started in class.
C. Evidence of differentiated instruction (content, process, product, or learning environment)
This lesson exhibits differentiation of process in that students are getting to interact with the
information through actually experiencing it, through a lecture, through discussion, and through their
own creation of a story. The learning environment will also be differentiated in that, for some of the
lesson, students will be sitting on the floor, and, for some, they will be at their desks.
D. Closure (summary)
The teacher will close the lesson by having students share with her some of the key concepts that they
learned today about Native American spiritual culture. She will then ask them to read pages 33-35 and
38 in preparation for the next class.
VI. Assessment/evaluation
 The students will be informally assessed on their ability to analyze an actual Native American legend about
the creation of the world when they respond to the teacher’s questions after listening to the story.
 The students will be informally assessed on their ability to create their own origin story about something
in the world based on the one they experience together when the teacher looks over their homework.
 The students will be informally assessed on their ability to identify key concepts regarding Native
American spiritual culture when the teacher listens to their responses at the end of class.
VII. Modifications or accommodations
The teacher will allow students with motor impairments to type out their story for homework. She will also
modify the homework assignment for students with learning disabilities, so that they only have to write a few
sentences and not a whole account. They must still demonstrate at least two elements discussed in class.
Students who may have physical disabilities will not be expected to sit on the floor.
VIII. Self-evaluation
Cooperating Teacher Approval _N/A_______________________________________ Date
_N/A__________________

Geneva College
Beaver Falls, PA
 Lesson Plan Template

Name: Gwyneth Hudson______________________________________________ Date: _12/9/2021__________

Subject: _Pennsylvania History_________________________________ Grade Level: _7__________________

I. Topic
The topic of today’s lesson is the political life of the Native Americans in Pennsylvania.
II. PA or Common Core Standards
 PA Academic Content Standards for Reading in History and Social Studies Standard CC.8.5.6-8.D.:
“Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.”
 PA Academic Content Standards for Writing in History and Social Studies Standard CC.8.6.6-8.I.: “Write
routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.”
 PA Academic Content Standards for History Standard 8.2.7.C.: “Explain how continuity and change have
impacted Pennsylvania history as related to local communities.”
o “Belief systems and religions”
o “Commerce and industry”
o “Technology”
o “Politics and government”
o “Physical and human geography”
o “Social organizations”
III. Learning Objectives: Objectives must be written using observable verbs
 The students will be able to identify two important details about the great Seneca chief Cornplanter.
 The students will be able to explain the consequences of European contact with Native Americans.
 The students will be able to detail the politics of Native American tribes.
IV. Materials
The teacher will only need her Powerpoint presentation and her textbook for today’s lesson.
V. Lesson Development
A. Introduction
The teacher will begin by collecting the students’ origin stories that they wrote for homework. If any of
the students wish to, they will be allowed to read their stories out loud to the class. The class will then
engage in a time of constructive criticism and discussion about their peer’s work. This will take
approximately fifteen minutes.
B. Lesson development (activities, procedures)
The teacher will then open the floor to the student who signed up to do their Pennsylvania Portrait
presentation on the great Seneca chief Cornplanter. She will ask the students who are listening to the
presentation to write down on an index card two details that they think are important or that strike
them as they listen. The student’s presentation should last approximately ten minutes. After the
presentation is complete, the class will have a brief discussion of things that stood out to them or that
they think are important for everyone to remember. The teacher will then present her Powerpoint
presentation on the politics of the Native Americans. After she is done with this, she will have the
students quickly break into groups and create a brief skit of how contact with the Europeans worked out
for the Native Americans.
C. Evidence of differentiated instruction (content, process, product, or learning environment)
 This lesson exhibits differentiated instruction in terms of process in that it allows for students to be
presented with information in a variety of formats. They will read the material from the textbook, hear it
in a lecture, listen to a presentation by someone other than their teacher on a specific individual, and
role-play the interaction between the Native Americans and the Europeans.
D. Closure (summary)
The teacher will close the lesson having the students write a brief paragraph summarizing the politics of
the Native American tribes. She will then assign them to complete questions 2-9 and 11 for homework.
She will inform them that they will be reviewing for the quiz tomorrow, and that the essay questions will
be the three that they are not completing for homework. She will suggest that they spend some time
studying tonight, even though they will review tomorrow.
VI. Assessment/evaluation
 The students will be assessed on their ability to identify two important details about the great Seneca chief
Cornplanter when they write them down and share them after the student’s presentation.
 The students will be assessed on their ability to explain the consequences of European contact with Native
Americans when they role-play the interaction at the end of class.
 The students will be assessed on their ability to detail the politics of Native American tribes when they write
a brief paragraph about them at the end of class.
VII. Modifications or accommodations
The teacher will allow students who struggle to write quickly to type their paragraph at the end of class. They
will also be allowed to do this when their fellow student is presenting, or they can just hold on to the two details
they want to share in their mind.
VIII. Self-evaluation
Cooperating Teacher Approval _N/A______________________________________ Date _N/A__________________

Geneva College
Beaver Falls, PA

Lesson Plan Template

Name: Gwyneth Hudson_______________________________________________ Date: _12/10/2021_________

Subject: _Pennsylvania History_________________________________ Grade Level: _7_______________

I. Topic
Today’s lesson will consist of a brief review period and then a quiz.
II. PA or Common Core Standards
 PA Academic Content Standards for Reading in History and Social Studies Standard CC.8.5.6-8.D.:
“Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.”
 PA Academic Content Standards for Writing in History and Social Studies Standard CC.8.6.6-8.I.: “Write
routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.”
 PA Academic Content Standards for History Standard 8.2.7.C.: “Explain how continuity and change have
impacted Pennsylvania history as related to local communities.”
o “Belief systems and religions”
o “Commerce and industry”
o “Technology”
o “Politics and government”
o “Physical and human geography”
o “Social organizations”
III. Learning Objectives: Objectives must be written using observable verbs
 The students will be able to distinguish between the Paleo, Archaic, and Woodland Indians.
 The students will be able to recall details about Native American life.
 The students will be able to identify key elements of a legend.
 The students will be able to match the vocabulary words from the chapter with their meaning.
 The students will be able to explain in detail one topic from the chapter.
IV. Materials
The teacher will simply need the quizzes (Appendix D).
V. Lesson Development
A. Introduction
The teacher will go over the students’ homework as a review for the chapter. She will also field any
questions they have about the material before they begin the quiz.
B. Lesson development (activities, procedures)
The students will be given about half an hour to complete the quiz. The test will consist of multiple
choice questions, short answer, read-and-think, matching, and essay questions. The students will have a
choice of three different questions that they can answer. These questions will be as follows: “Summarize
the theories of how American Indians arrived in North America.” “Give some examples of how
Cornplanter helped his people. How did he change his teachings later in his life?” and “Describe some
effects of European contact on the native people.”

C. Evidence of differentiated instruction (content, process, product, or learning environment)

This lesson exhibits differentiation of content in that the students have options for which essay question
they answer on the quiz.
D. Closure (summary)
 The teacher will close the lesson by posing an extra credit question to the students. She will then collect
the quizzes.
VI. Assessment/evaluation
 The students will be assessed on their ability to distinguish between the Paleo, Archaic, and Woodland
Indians when they complete the short answer section on the quiz.
 The students will be assessed on their ability to recall details about Native American life when they complete
the multiple choice section of the quiz.
 The students will be assessed on their ability to identify key elements of a legend when they complete the
read-and-think section of the quiz.
 The students will be assessed on their ability to match the vocabulary words from the chapter with their
meaning when they complete the matching section on the quiz.
 The students will be assessed on their ability to explain in detail one topic from the chapter when they
complete the essay section of the test.
VII. Modifications or accommodations
The teacher will reduce the amount of options to the multiple choice questions on the quiz for students with
learning disabilities. She will also cut some of the other questions so that the test is shorter for them.
VIII. Self-evaluation
Cooperating Teacher Approval _N/A_______________________________________ Date
_N/A__________________

Appendix A: Powerpoint Presentation for the Week

 The Powerpoint Presentation is not accessed here, but it is saved on my personal laptop as
[Link]
Appendix B: Graphic Organizer
Appendix C: Links to Research Articles

 [Link]
 [Link]
 [Link]
 [Link]
 [Link]
[Link]
 [Link]
 [Link]
naming-tradition-0
 [Link]
Appendix D: End-of-Unit Quiz

Pennsylvania History Chapter 2 Quiz

Name: ________________________________________ Date: _______________
Short Answer: The following statements characterize either the Paleo, Archaic, or Woodland Indians. Please
write the name of which one is described on the line provided. (5 points)
1. They were farmers rather than hunters and gatherers alone. As a result of farming, these people were
generally healthier and lived longer. _______________________________________________
2. The name of this group literally means “ancient Indians.” __________________________________
3. Trading was particularly important to this group. _________________________________________
4. They used snares, traps, and nets to catch smaller animals such as deer, bear, and turkeys and foraged
for other food, such as berries, nuts, seeds, and insects. ____________________________
5. They hunted primarily large animals such as mastodons and woolly mammoths, mastodons, and saber-
toothed tigers with spears. ______________________________________________________
Multiple Choice: Select the most appropriate answer relating to Native American lifestyle. (5 points)
1. Which of the following was NOT one of the major river valleys in Pennsylvania that a tribe settled in?
a. The Delaware
b. The Susquehanna
c. The Beaver
d. The Ohio
2. What were the three major clans that were part of the Delaware tribe?
a. Turkey, Turtle, and Wolf
b. Turkey, Fish, and Wolf
c. Pigeon, Turtle, and Deer
d. Eagle, Snake, and Fox
3. Which tribe do archaeologists technically know very little about?
a. The Delaware
b. The Iroquois
c. The Susquehannocks
d. The Monongahela
4. Which of the following was a distinctive feature of Lenape culture?
a. Their culture was matrilineal, meaning family lineage was traced through a woman’s family.
b. Their culture was highly primitive – the people were basically savages.
c. Their culture was very elaborate – they lived in ornate houses and pursued upscale hobbies.
d. Their culture was one of preoccupation with sports and recreation and the men and women did
not work hard.
5. What was the primary resource that Native Americans gathered and used to make clothing?
a. Cloth
b. Deerskin
c. Sinew
d. Leaves and grasses
Read-and-Think: Read the Lenape legend and answer the questions that follow. (3 points).
“The Rainbow Crow was beautiful to hear and to see, back in the days when it never got cold, back in
the Ancient Days, before Snow Spirit appeared in the World.
When the Snow Spirit did appear, all the people and animals were freezing and a messenger was
selected to go up to kijilamuh ka’ong, The Creator Who Creates By Thing What Will Be. The messenger was
to ask The Creator to think of the World as being warm again so that they would not all freeze to death.
Rainbow Crow was chosen to go and he flew upward for three days. He got the Creator’s attention
by singing beautifully , but even though he begged the Creator to make it warm again, the Creator said He
could not, because He had thought of Cold and He could not unthink it. But He did think of Fire, a thing that
could warm the creatures even when it was cold. And so He poked a stick into the Sun until it was burning,
and then gave it to Rainbow Crow to carry back to earth for the creatures. The Creator told Rainbow Crow
to hurry before it burned all up.
Rainbow Crow dove down and flew as fast as he could go. The burning stick charred all of his
beautiful feather until they were black, and since he was carrying the stick in his beak, he breathed the
smoke and heat until his voice was hoarse.
And as the Rainbow Crow was black and had an unpleasant cawing voice forever after, but all the
creatures honored him, for he had brought Tindeh, fire, for everyone to use.
The Crow is to this day, still honored by hunters and animals, who never kill it for food…and, if you
look closely at the Crow’s black feathers you can still see many colors gleaming in the black.

Legend found at the following website: [Link]

1. Of what element does this legend tell the origin? ___________________________________
2. Name at least one feature of the story that makes it a distinctively Native American tale.
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3. What is the other origin story that is told, and what do you think the message of the story is?
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Matching: Connect the vocabulary words with the appropriate definition. (12 points)
1. Legend a. Journey taken by a 12 or 13 year old boy to find guardian spirit
2. Primary Source b. A device used to better throw a spear
3. Prehistoric c. Tracing the family tree through a woman’s family
4. Historic d. Before any written records were made
5. Sinew e. Using rate of decay to determine the age of organic artifacts
6. Vision Quest f. Animal tendons used as thread for sewing clothing
7. AtlAtl g. Oral tradition/origin story passed down through generations
8. Palisade h. An object made by a human, such as a tool or piece of jewelry
9. Animism i. a fence made of wooden stakes designed for defense
10. Radiocarbon Dating j. An artifact or writing from someone who was actually present
11. Matrilineal k. When written records were made
12. Artifact l. The belief that everything in nature has spirits
Essay: Choose ONE of the following prompts on which to write your essay. In addition to providing
adequate detail from what we have covered in this chapter (approximately three short paragraphs), you
will also be awarded points for adhering to proper grammatical and stylistic standards of writing. (15 points)
Essay Options:
1. Summarize the theories of how American Indians arrived in North America.
2. Give examples of how Cornplanter helped his people. How did he change his teachings later in life?
3. Describe some effects of European contact on the native people.

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