SlideShare a Scribd company logo
Native Americans or American Indians are the Indigenous people and cultures of the United States and 
were the original settlers. 
We usually refer to Native Americans as American Indians, this is because when Columbus had first landed 
in America, he thought he had sailed all the way to the country of India. He called the locals Indians and the 
name stuck for some time. 
GOING THROUGH BERING STRAIT... 
According to the most generally accepted theory of the settlement of the Americas, migration came from 
Eurasia through Bering Strait (a land bridge that used to join Siberia to Alaska during a period of glaciations / 
between 60,000 – 25,000 years ago), the numbers of migration are unknown but it is believed that it has 
stopped for about 12,000 ago when Bering land bridge flooded. In 1986 there was a study made by linguist 
Joseph Greenberg which claims that were three major waves of migration happened according to genetic 
data and language differences, this theory was full approved in 2012. 
Availability of unobstructed routes for human migration southward from Beringia 
during the ice age (summarized) 
Dates BCE Beringia "Land Bridge" Coastal route Mackenzie Corridor 
38,000–34,000 accessible (open) open closed 
34,000–30,000 submerged (closed) open open 
30,000–22,000 accessible (open) closed open 
22,000–15,000 accessible (open) open closed 
15,000–today submerged (closed) open open 
SOCIETY, REGIONS AND LANGUAGE 
After the migration or migrations, it was several thousand years before the first complex civilizations 
arose, at the earliest emerging 5000 BCE. Paleo-Indian inhabitants of the Americas were hunter-gatherers. 
Many Arctic, Subarctic, and coastal peoples hunted and gathered, while agriculture was adopted in 
appropriate regions. Within this timeframe, roughly pertaining to the Archaic Period, 
numerous archaeological cultures have been identified. 
Due to the vastness and variety of the climates, ecology, vegetation, fauna, and landforms, ancient peoples 
migrated and coalesced separately into numerous separate peoples of distinct linguistic and cultural
groups. According to the oral histories of many of the indigenous peoples of the Americas, they have been 
living there since their genesis, described by a wide range of traditional creation stories. 
The Native Americans developed individual groups or nations. It is estimated that when the first Europeans 
arrived in 1492 there were 15 to 20 million Native Americans living in the land. They lived throughout North 
and South America. In the United States there were Native Americans in Alaska, Hawaii, and the mainland of 
the United States. Different tribes and cultures lived in different areas. Sometimes smaller tribes were part 
of a bigger tribe or nation. As best as historians can tell, these tribes were fairly peaceful prior to the arrival 
of Columbus and the Europeans. There were hundreds of tribes throughout the United States when 
Columbus first arrived. Many of them are well known such as the Cherokee, Apache, and the Navajo. They 
spoke over 1,000 languages. The Native Americans throughout North America had a number of similarities. 
Each group or nation spoke the same language, and almost all were organized around an extended clan or 
family. They usually descended from one individual. Each group had a series of leaders, in some cased the 
leaders inherited their rolls in others they were elected. 
The regions they were organized were: 
 Arctic/Subarctic - These Native Americans survived some of the coldest weather on the planet. They 
include the Inuit people of Alaska who l ived primarily off of whale and seal meat. 
 Californian - Tribes living in the area that is today the state of California such as the Mohave and the 
Miwok. 
 Great Basin - This is a dry area and was one of the last to have contact with Europeans. The Great 
Basin tribes include the Washo, Ute, and Shoshone. 
 Great Plains - One of the largest areas and perhaps most famous group of American Indians, the 
Great Plains Indians were known for hunting bison. They were nomadic people who lived in teepees 
and they moved constantly following the bison herds. Tribes of the Great Plains include the 
Blackfoot, Arapahoe, Cheyenne, Comanche and Crow. 
 Northeast Woodlands - Includes the Iroquois Indians of New York, the Wappani, and the Shawnee. 
 Northwest Coast/Plateau - These Native Americans were known for their houses made of cedar 
planks as well as their totem poles. Tribes include the Nez Perce, Salish, and the Tlingit. 
 Southeast - The largest Native American tribe, the Cherokee, lived in the Southeast. Other tribes 
included the Seminole in Florida and the Chickasaw. These tribes tended to stay in one place and 
were skilled farmers. 
 Southwest - The southwest was dry and the Native Americans lived in tiered homes made out of 
adobe bricks. Famous tribes here include the Navajo Nation, the Apache, and the Pueblo Indians. 
Major Groups organized by language: 
 Algonquian - A large group of over 100 tribes that speak the Algonquian languages. They spread 
across the entire country and include tribes such as the Blackfeet, Cheyenne, Mohicans, and the 
Ottawas. 
 Apache - The Apaches are a group of six tribes that spoke the Apache language. 
 Iroquois - The Iroquois League was a grouping of five Native American Nations: the Seneca, 
Onondaga, Mohawk, Oneida, and Cayuga. The Tuscarora nation joined later. These nations were 
located in the Northeastern part of the United States. 
 Sioux Nation - The Great Sioux Nation is a group of peoples generally called the Sioux. They are 
divided into three major groups: Lakota, Western Dakota, and Eastern Dakota. The Sioux were Great 
Plains Indians.
WHAT DO WE EAT? 
Depending on the tribe and the area they lived in, Native Americans got their food by different methods 
including farming, hunting, fishing, and gathering. Most tribes used a combination of these four ways to get 
their food, but many specialized in one area such as farming or hunting. 
- Many American Indian tribes grew crops for food, but the 
experts in farming tended to come from the southern states like the 
Southeast and the Southwest. Tribes like the Navajo and the Cherokee 
grew large crops and employed advanced farming procedures such as 
irrigation to bring water to dry areas and crop rotation to keep the 
ground fertile over many years. They would grow enough extra food so 
they could store it and survive the winter. The main crop that the Native 
Americans grew was corn, which they called maize. Maize was eaten by many of the American 
Indian tribes because it could be stored for the winter and ground into flour. Maize was eaten nearly 
daily by many tribes and was a major part of much of American Indian culture. All of the maize plant 
was used including the husks for crafts and the cob for fuel in fires. Although maize was the primary 
crop, many other crops were cultivated by the tribes including squash, beans, pumpkins, cotton, and 
potatoes. 
- Many tribes got most of their food from hunting. Hunting was a big part of Native American culture. 
- Native Americans in the Great Plains area of the country relied heavily on the buffalo, also called the 
bison. Not only did they eat the buffalo as food, but they also used much of the buffalo for other 
areas of their lives. They used the bones for tools. They used the hide for blankets, clothes, and to 
make the covers of their tepees. They even made rope from bison hair and used the tendons as 
thread when sewing. Almost every part of the buffalo was used. The bison is a big and powerful
animal that travelled in large herds. In order to hunt them the American Indians had to 
be clever and work together. They would often get the buffalo to stampede off a cliff or 
into a pit. 
- In other areas of the country the American Indians hunted using weapons such as the 
bow and arrow or using snares and traps. They hunted deer, ducks, rabbits and other 
animals. 
- In the coastal areas or near large lakes, tribes would specialize in fishing. They often 
used spears or nets to catch fish. Fish could be smoked or dried to be stored for the winter. In the 
north, some Native Americans would ice fish. This is where they would cut a hole in the ice and fish 
using spears. 
- Gathering is when people get their food from the environment around them. Native Americans 
would gather food such as berries, nuts, or other fruit from naturally growing trees and berry 
bushes. Most Native Americans used gathering to get some portion of their food. 
HOME SWEET HOME 
Since North America is such a big continent, different tribes had very different weather to contend 
with. In the Arizona deserts, temperatures can hit 120 degrees Fahrenheit, and in the Alaskan tundra, - 
50 is not unusual. Naturally, Native Americans developed different types of dwellings to survive in these 
different environments. Also, different American Indian tribes had different traditional lifestyles. Some 
tribes were agricultural-- they lived in settled villages and farmed the land for corn and vegetables. They 
wanted houses that would last a long time. Other tribes were more nomadic, moving frequently from 
place to place as they hunted and gathered food and resources. They needed houses that were portable 
or easy to build. Here are descriptions and pictures of some of the Native American house styles the 
people developed over the years to fit these needs: 
Wigwam Homes: used by Algonquian Indians in the woodland regions. 
Wigwams are small houses, usually 8-10 feet tall. Wigwams are made of 
wooden frames which are covered with woven mats and sheets of 
birchbark. The frame can be shaped like a dome, like a cone, or like a 
rectangle with an arched roof. They were easy to build. 
Longhouses: Their structure is similar to Wigwams but they’re longer. Mats and 
wood screens divided the longhouse into separate rooms. Each longhouse housed 
an entire clan-- as many as 60 people! The Iroquois were farming people who lived 
in permanent villages. 
Tepees: Tepees were tent-like American Indian houses used by Plains tribes. Like 
modern tents, tepees are carefully designed to set up and break down quickly. As a tribe 
moved from place to place, each family would bring their tipi poles and hide tent along 
with them.
Grass Houses: Grass houses are good homes for people in a warm climate. In the northern 
plains, winters are too cold to make homes out of prairie grass. But in the southern plains 
of Texas, houses like these were comfortable for the people who used them. 
Wattle and Daub Houses (or Asi): are permanent structures that take a lot of effort to build. 
Like longhouses, they are good homes for agricultural people who intended to stay in one 
place, like the Cherokees and Creeks. Making wattle and daub houses requires a fairly warm 
climate to dry the plaster. 
Chickees: Chickee houses consisted of thick posts supporting a thatched roof and a flat 
wooden platform raised several feet off the ground. They did not have any walls. 
Chickees are good homes for people living in a hot, swampy climate. The long posts 
keep the house from sinking into marshy earth, and raising the floor of the hut off the 
ground keeps swamp animals like snakes out of the house. Walls or permanent house 
coverings are not necessary in a tropical climate where it never gets cold. 
Adobe Houses (aka as Pueblos): Adobe pueblos are modular, multi-story houses 
made of adobe (clay and straw baked into hard bricks) or of large stones cemented 
together with adobe. Each adobe unit is home to one family, like a modern 
apartment. Adobe houses are good homes to build in a warm, dry climate where 
adobe can be easily mixed and dried. These are homes for farming people who have 
no need to move their village to a new location. 
Earthen Houses: Earthen house is a general term referring to several types of Native 
American homes including Navajo hogans, Sioux earth lodges, subarctic sod houses, 
and Native American pit houses of the West Coast and Plateau. Earthen houses made 
by different tribes had different designs, but all were semi-subterranean dwellings -- 
basement-like living spaces dug from the earth, with a domed mound built over the 
top. Earthen houses are good for people who want permanent homes and live in an area that is not 
forested. Living partially underground has several benefits, especially in harsh climates-- the earth offers 
natural protection from wind and strong weather. 
Plank Houses: Plank houses are made of long, flat planks of cedar wood lashed to a 
wooden frame. Native American plank houses look rather similar to old European 
houses, but the Indians didn't learn to build them from Europeans-- this style of 
house was used on the Northwest Coast long before Europeans arrived. Plank houses 
are good houses for people in cold clim ates with lots of tall trees. Only coastal tribes, 
who make their living by fishing, made houses like these. 
Igloos: Not all Inuit people used igloos -- some built sod houses instead, using 
whale bones instead of wooden poles for a frame. Igloos are good houses for the 
polar region, where the earth is frozen, the snow cover is deep, and there are few 
trees. Snow is a good insulator, and dense blocks of ice offer good protection 
against the arctic winds.
Brush Shelters: are temporary Native American dwellings used by many tribes. Brush 
shelters are typically very small, like a camping tent. Most Native Americans only made a 
brush shelter when they were out camping in the wilderness. But some migratory tribes 
who lived in warm dry climates, such as the Apache tribes, built brush shelters as homes 
on a regular basis. They can be assembled quickly from materials that are easy to find in 
the environment, so people who build villages of brush shelters can move around freely 
without having to drag teepee poles. 
WHAT TO BELIEVE IN? ... 
Native American religion is hard to explain. This is because there were very many tribes the religious 
principles were passed down verbally. Many of these groups had their own beliefs though many of them 
were similar in the major aspects. The religion and spiritual beliefs of Native Americans played an 
important role in their everyday life. Each tribe and peoples had their own unique beliefs, legends, and 
rituals, but they all believed that the world was filled with spirits. 
To most of us the mention of religion brings to mind notions of God, a supreme over ruler, and 
decidedly personal being. Nothing just like this is found among the Indians. Yet, they seem to have 
formulated rather complex and abstract notions of a controlling power or series of powers pervading the 
universe. 
Native American religion tends to focus 
around nature. The landscape, animals, 
plants, and other environmental elements 
play a major role in the religion of Native 
Americans. Many of the legends passed 
down were an attempt to explain events 
that occurred in nature. 
Most Native American tribes have a long 
tradition of telling stories about their 
history and beliefs. These stories and 
legends weren't written down, but were passed down orally from generation to generation. A lot of their 
stories had to do with nature and how certain things came to be. Most tribes had a story about how the 
earth and people were created called creation myths. 
Native American religion includes a number of practices, ceremonies, and traditions. These 
ceremonies may be in honour of a number of events. The practice of taking certain hallucinogens was 
commonly used to gain greater insight or communicate with the gods. Ceremonies may include feasts, 
music, dances, and other performances. 
Symbolism, especially with animals, is often a common part of Native American religion. Animals were 
used to represent certain ideas, characteristics, and spirits. Some Native American tribes used animals to 
tell the story of creation. Some creation stories, one by the Tlingit Indians, were centered on a raven.
In the past, Native American religion was not classified as a religion. Their beliefs were not understood 
and the complexity of their religion was not seen. This was partly the result of not having a written set of 
guidelines. 
In the place of preachers and clergymen were shaman and medicine men. 
These men were sometimes said to communicate with the gods. They were 
wise and experienced and they enjoyed a higher level of status among their 
groups. They had important roles in decisions, ceremonies, and traditions. 
Native American religion is something that is hard to define. To gain a full 
understanding you really need to grow up submersed in the beliefs, practices, 
and traditions of a tribe. 
Some facts of their beliefs: 
- GUARDIAN SPIRITS 
The Native Americans in the Pacific Northwest believed that all living things were watched over by 
guardian spirits. This included animals, trees, people, and even some inanimate objects like the 
wind, storms, and water. Young boys would have to discover their own personal guardian spirit 
before they could become men. Each boy would venture off alone to commune with nature looking 
for a sign from his guardian spirit. Once found, this spirit would bestow a special characteristic or 
power on the boy and he would return to the tribe a man. 
- THE GREAT SPIRITS 
The Great Spirit was a supreme being that watched over everything including the other spirits of 
the world. There were different versions of the Great Spirit. Both the Sioux and the Algonquian 
Nations had the concept of a Great Spirit. The Blackfoot people believed in the "Old Man" who 
created all things and taught the Blackfoot how to gain spiritual wisdom. 
- MEDICINE MEN AND WOMEN 
The spiritual leaders of the Native American Indians were the medicine men and women of the 
village or tribe. These men and women often used herbs to help heal sick people. They also calle d on 
the spirits to help the tribe asking for assistance in areas such as healing, good weather, and help in 
battle. Sometimes the medicine man or woman was a respected elder who was known for being 
wise and who others went to for advice. 
- THREE WORLDS 
Some of the Indian tribes in the Southeastern United States believed in the 
"three worlds" including the Upper World, the Lower World, and This World. 
The Upper World was considered perfect and pure. The Lower World was scary 
and chaotic. In between the two was This World where man lived. The spirits 
were able to travel between the different worlds and man was responsible for 
maintaining a balance between the three worlds. 
- RITES OF PASSAGE
One of the most important times in any Native American's li fe was their coming of age. This was 
when they went from being considered a child to being an adult. Different tribes had different ways 
of celebrating this moment. In some tribes the boy or girl had to undergo an ordeal to prove they 
were worthy. Young men who passed the ritual would often be given a new name to indicate their 
status. 
- VISION QUESTS 
In order to get closer to the spirits, some men went on vision 
quests. They would go off into the wilderness alone. Usually they 
would fast (not eat) and sometimes they would take drugs or inflict 
wounds on their bodies. In the end, they hoped to gain a vision 
from the spirits that would guide them or help them make an 
important life decision. 
- KACHINAS 
Indian tribes in the Southwest called their spiri ts kachinas. They 
made special decorated kachina dolls that represented the 
different spirits. They also made kachina masks that helped them 
to channel the spirits. 
Creation Myth: 
~ There were five main gods in the world. The leader of the gods was the Great Hare. The 
other four gods were the winds from each corner of the earth. 
One day the Great Hare created people. He made a number of people and animals. He wasn't 
sure what to do with them so he put them into a large bag. He wanted to make a place for them 
to live, so he made the forests, rivers, and lakes. He created deer to live in the forests. 
The other four gods, however, weren't happy with what the Great Hare had made. They went 
into the forests and killed the deer. When the Great Hare found the dead deer, he was 
saddened. He tossed the skins of the deer throughout the forest and many more deer sprang to 
life. He then let the people out of the bag and spread them around the forest to live together 
with the deer. 
How People Got Different Languages Myth (According to Blackfoot Tribe beliefs) 
One day a great flood moved through the land of the Blackfoot covering everything. All the 
people gathered at the top of the tallest mountain. The Great Spirit, or "Old Man", appeared on 
the mountain and turned the water into different colours. He had each group of people drink a 
different colour of water. They all began to speak different languages. The Blackfoot drank the 
black water and spoke the Blackfoot language.
IT’S A FASHION 
The clothing of Native Americans was closely related to the environment in which they 
lived and their religious beliefs. Ranging from tropical and desert regions, to woodlands 
and mountains, to Arctic tundra, Native Americans developed diverse styles of clothing. 
Native American clothing was made from natural resources and materials, and was 
dependent of the resources available in the region; materials included large mammals; 
buffalo, bear, deer, elk, moose, wildcats, small mammals; otters, rabbits, beavers, weasels, 
bird-feathers, fish-skin and snake-skin. 
The costumes and clothing of Native American people varied from tribe to tribe. Different 
tribes would be recognized by their clothing and by how their costumes were decorated. 
They used to combine Animal skins, plant fibers & woven cloth (sheep wool, 
cotton, feathers and even human hair). When the Europeans arrived many of the 
American Indian tribes were forced into contact with each other. They began to see 
how others dressed and took the ideas that they liked. Soon many tribes began to 
dress more alike. Woven blankets, fringed buckskin tunics and leggings, and 
feather headdresses became popular among many tribes. 
AFTER STRANGERS’ ARRIVAL... 
Religion 
Many groups of colonists went to the Americas searching for the 
right to practice their religion without persecution. The Protestant 
Reformation of the 16th century broke the unity of Western 
Christendom and led to the formation of numerous new religious 
sects, which often faced persecution by governmental authorities. In 
England, many people came to question the organization of the Church of England by the end of the 16th 
century. One of the primary manifestations of this was the Puritan movement, which sought to "purify" the 
existing Church of England of its many residual Catholic rites that they believed had no mention in the Bible. 
A strong believer in the notion of rule by divine right, Charles I, King of England and Scotland, persecuted 
religious dissenters. Waves of repression led to the migration of about 20,000 Puritans to New 
England between 1629 and 1642, where they founded multiple colonies. Later in the century, the 
new Pennsylvania colony was given to William Penn in settlement of a debt the king owed his father. Its 
government was set up by William Penn in about 1682 to become primarily a refuge for persecuted English 
Quakers; but others were welcomed. Baptists, Quakers and German and Swiss Protestants flocked to 
Pennsylvania. The lure of cheap land, religious freedom and the right to improve themselves with their own 
hand was very attractive. 
Slavery 
Slavery existed in the Americas, prior to the arrival of Europeans, as the Natives often captured and held 
other tribes' members as captives. Some of these captives were even forced to undergo human
sacrifice under some tribes, such as the Aztecs. The Spanish followed with 
the enslavement of local aborigines in the Caribbean. As the native 
populations declined (mostly from European diseases, but also and 
significantly from forced exploitation and careless murder), they were 
often replaced by Africans imported through a large commercial slave 
trade. 
By the 18th century, the overwhelming number of black slaves was such that Native American slavery was 
less commonly used. Africans, who were taken aboard slave ships to the Americas, were primarily obtained 
from their African homelands by coastal tribes who captured and sold them. The high incidence of disease 
nearly always fatal to Europeans kept nearly all the slave capture activities confined to native African tribes. 
Rum, guns and gunpowder were some of the major trade items exchanged for slaves. 
Diseases and population loss 
The European and Asian lifestyle included a long history of sharing close quarters with domesticated 
animals such as cows, pigs, sheep, goats, horses, and various domesticated fowl, which had resulted 
in epidemic diseases unknown in the Americas. Thus the large-scale contact with Europeans after 1492 
introduced novel germs to the indigenous people of the Americas. 
If we were to compare the overall health of American Indians in North America with that of Europeans in 
1500, we would find that Indians were generally healthier. There are a number of reasons for this. 
First, Indians had better diets and they were less likely to face starvation and hunger. The first Europeans to 
reach North America often commented on the large size of the Indians. American Indians were larger than 
the Europeans simply due to better diets and less starvation. Unlike the Europeans, Indian political leaders 
did not store their wealth but accumulated prestige by giving food to those in need. No one in an Indian 
village or an Indian band starved unless all did so. 
Secondly, American Indian populations did not have many of the infectious diseases that were endemic in 
Europe. A number of reasons have been suggested for this lack of disease. Some scientists have suggested 
that Indian people came to this continent through the cold, harsh climate of the north and that this acted as 
a germ filter which screened out infectious diseases. Others have suggested that Indians were disease -free 
because of the lack of domesticated animals. Measles, smallpox, and influenza are among the diseases which
are closely associated with domesticated animals. Lacking the large domesticated animals, there were 
comparatively few opportunities in this hemisphere for the transfer of infections from animal reservoirs of 
disease to human beings. 
European Diseases: 
The diseases brought to this continent by the Europeans included bubonic plague, chicken pox, pneumonic 
plague, cholera, diphtheria, influenza, measles, scarlet fever, smallpox, typhus, tuberculosis, and whooping 
cough. The diseases introduced in the Americas by the Europeans were crowd diseases: that is, individuals 
who have once contracted the disease and survived become immune to the disease. In a small population, 
the disease will become extinct. Measles, for instance, requires a population of about 300,000 to survive. If 
the population size drops below this threshold, the virus can cause illness and death, but after one epidemic, 
the virus itself dies out. 
Another important factor in the European diseases was the 
presence of domesticated animals. The source of many of 
the infections was the domesticated animals which lived in 
close proximity with the humans. 
Overall, hundreds of thousands of Indians died of European 
diseases during the first two centuries following contact. In 
terms of death tolls, smallpox killed the greatest number of Indians, followed by measles, influenza, and 
bubonic plague. 
Epidemics of smallpox (1518, 1521, 1525, 1558, 1589), typhus (1546), influenza(1558), diphtheria (1614) 
and measles (1618) swept ahead of initial European contact, killing between 10 million and 20 
million people, up to 95% of theindigenous population of the Americas. The cultural and political instability 
attending these losses appears to have been of substantial aid in the efforts of various colonists to seize the 
great wealth in land and resources of which indigenous societies had customarily made use.
Such diseases yielded human mortality of an unquestionably enormous gravity and scale – and this has 
profoundly confused efforts to determine its full extent with any true precision. Estimates of the pre- 
Columbian population of the Americas vary tremendously. 
Others have argued that significant variations in population size over pre-Columbian history are reason to 
view higher-end estimates with caution. Such estimates may reflect historical population maxima, while 
indigenous populations may have been at a level somewhat below these maxima or in a moment of decline 
in the period just prior to contact with Europeans. Indigenous populations hit their ultimate lows in most 
areas of the Americas in the early 20th century; in a number of cases, growth has returned.

More Related Content

What's hot

Who Were The Plains Indians
Who Were The Plains IndiansWho Were The Plains Indians
Who Were The Plains IndiansBrayton College
 
Native Americans Introduction
Native Americans IntroductionNative Americans Introduction
Native Americans IntroductionMarissa Engelhard
 
Who were the first americans
Who were the first americansWho were the first americans
Who were the first americans
Kelly Milkowich
 
Unit 1 Coming to America created by Mrs. Williams
Unit 1 Coming to America created by Mrs. WilliamsUnit 1 Coming to America created by Mrs. Williams
Unit 1 Coming to America created by Mrs. Williams
Ronna Williams
 
9. amerindian civilization
9. amerindian civilization9. amerindian civilization
9. amerindian civilization
Diana Paola Garzón Díaz
 
Riade vigo nativeamericanspt2
Riade vigo nativeamericanspt2Riade vigo nativeamericanspt2
Riade vigo nativeamericanspt2riaenglish
 
Slideshow america
Slideshow americaSlideshow america
Slideshow america
vhclass
 
2 Native American Powerpoint
2 Native American Powerpoint2 Native American Powerpoint
2 Native American PowerpointWinona Spencer
 
Native americans ppt
Native americans pptNative americans ppt
Native americans ppt
Margret Chu
 
Us I Chapter 1 Section 1 & 2
Us I Chapter 1 Section 1 & 2Us I Chapter 1 Section 1 & 2
Us I Chapter 1 Section 1 & 2
msserritella
 
The First Americans
The First AmericansThe First Americans
The First Americans
Mark Sweeney
 
Native americans tribes
Native americans tribesNative americans tribes
Native americans tribespaddydog
 
Native American Indians by MJAC
Native American Indians by MJACNative American Indians by MJAC
Native American Indians by MJAC
Miracle-Josette Creighton
 
Intro to am ind
Intro to am indIntro to am ind
Intro to am ind
johnjoedan
 

What's hot (19)

Who Were The Plains Indians
Who Were The Plains IndiansWho Were The Plains Indians
Who Were The Plains Indians
 
Native Americans Introduction
Native Americans IntroductionNative Americans Introduction
Native Americans Introduction
 
Who were the first americans
Who were the first americansWho were the first americans
Who were the first americans
 
Unit 1 Coming to America created by Mrs. Williams
Unit 1 Coming to America created by Mrs. WilliamsUnit 1 Coming to America created by Mrs. Williams
Unit 1 Coming to America created by Mrs. Williams
 
9. amerindian civilization
9. amerindian civilization9. amerindian civilization
9. amerindian civilization
 
Riade vigo nativeamericanspt2
Riade vigo nativeamericanspt2Riade vigo nativeamericanspt2
Riade vigo nativeamericanspt2
 
Slideshow america
Slideshow americaSlideshow america
Slideshow america
 
2 Native American Powerpoint
2 Native American Powerpoint2 Native American Powerpoint
2 Native American Powerpoint
 
Native americans ppt
Native americans pptNative americans ppt
Native americans ppt
 
Us I Chapter 1 Section 1 & 2
Us I Chapter 1 Section 1 & 2Us I Chapter 1 Section 1 & 2
Us I Chapter 1 Section 1 & 2
 
The First Americans
The First AmericansThe First Americans
The First Americans
 
The first americans
The first americansThe first americans
The first americans
 
Native americans
Native americansNative americans
Native americans
 
The Iroquois Tribe
The Iroquois TribeThe Iroquois Tribe
The Iroquois Tribe
 
Native americans tribes
Native americans tribesNative americans tribes
Native americans tribes
 
Iroquois
IroquoisIroquois
Iroquois
 
Native American Indians by MJAC
Native American Indians by MJACNative American Indians by MJAC
Native American Indians by MJAC
 
Intro to am ind
Intro to am indIntro to am ind
Intro to am ind
 
Iroquois Ppt
Iroquois PptIroquois Ppt
Iroquois Ppt
 

Similar to Written project about Native Americans before Columbus' arrival

Native north americans
Native north americansNative north americans
Native north americans
jdavids
 
North american cultures
North american culturesNorth american cultures
North american cultures
Mr. D D
 
Photo essay by kimberly demusz
Photo essay by kimberly demuszPhoto essay by kimberly demusz
Photo essay by kimberly demusz
Kimberly Demusz
 
Native_Americans_of_North_America_PPT.pptx.pdf
Native_Americans_of_North_America_PPT.pptx.pdfNative_Americans_of_North_America_PPT.pptx.pdf
Native_Americans_of_North_America_PPT.pptx.pdf
pomosiqi
 
Native_Americans_of_North_America_PPT.pptx.pdf
Native_Americans_of_North_America_PPT.pptx.pdfNative_Americans_of_North_America_PPT.pptx.pdf
Native_Americans_of_North_America_PPT.pptx.pdf
luxasuhi
 
Native americansoverviewoftribesinnorthamerica
Native americansoverviewoftribesinnorthamericaNative americansoverviewoftribesinnorthamerica
Native americansoverviewoftribesinnorthamericancanducci
 
Native Americans
Native AmericansNative Americans
Native Americans
St Mary Catholic School
 
First Peoples
First PeoplesFirst Peoples
First Peoples
bm606296
 
Honors geo. ch 2 p.p (pt. 3)
Honors geo. ch 2 p.p (pt. 3)Honors geo. ch 2 p.p (pt. 3)
Honors geo. ch 2 p.p (pt. 3)tobin15
 
Honors geo. ch 2 p.p (pt. 3)
Honors geo. ch 2 p.p (pt. 3)Honors geo. ch 2 p.p (pt. 3)
Honors geo. ch 2 p.p (pt. 3)tobin15
 
2 early civilizations
2 early civilizations2 early civilizations
2 early civilizations
srushing
 
Native American First Settlers
Native American First SettlersNative American First Settlers
Native American First SettlersCyntia Ocañas
 
1.pre columbiannorthamerica
1.pre columbiannorthamerica1.pre columbiannorthamerica
1.pre columbiannorthamerica
Pinecrest Academy Nevada
 
Diapositivas johan cardona tejada
Diapositivas johan cardona tejadaDiapositivas johan cardona tejada
Diapositivas johan cardona tejada
Johan Cardona Tejada
 
the first people of america.ppt
the first people of america.pptthe first people of america.ppt
the first people of america.ppt
ssuserc25394
 
Indigenous Cultures of the Central Americas.pptx
Indigenous Cultures of the Central Americas.pptxIndigenous Cultures of the Central Americas.pptx
Indigenous Cultures of the Central Americas.pptx
EvaPeng7
 

Similar to Written project about Native Americans before Columbus' arrival (20)

Native north americans
Native north americansNative north americans
Native north americans
 
North american cultures
North american culturesNorth american cultures
North american cultures
 
Photo essay by kimberly demusz
Photo essay by kimberly demuszPhoto essay by kimberly demusz
Photo essay by kimberly demusz
 
Native_Americans_of_North_America_PPT.pptx.pdf
Native_Americans_of_North_America_PPT.pptx.pdfNative_Americans_of_North_America_PPT.pptx.pdf
Native_Americans_of_North_America_PPT.pptx.pdf
 
Native_Americans_of_North_America_PPT.pptx.pdf
Native_Americans_of_North_America_PPT.pptx.pdfNative_Americans_of_North_America_PPT.pptx.pdf
Native_Americans_of_North_America_PPT.pptx.pdf
 
Native americansoverviewoftribesinnorthamerica
Native americansoverviewoftribesinnorthamericaNative americansoverviewoftribesinnorthamerica
Native americansoverviewoftribesinnorthamerica
 
Native Americans
Native AmericansNative Americans
Native Americans
 
First Peoples
First PeoplesFirst Peoples
First Peoples
 
Cheyenne Indians
Cheyenne IndiansCheyenne Indians
Cheyenne Indians
 
Honors geo. ch 2 p.p (pt. 3)
Honors geo. ch 2 p.p (pt. 3)Honors geo. ch 2 p.p (pt. 3)
Honors geo. ch 2 p.p (pt. 3)
 
Honors geo. ch 2 p.p (pt. 3)
Honors geo. ch 2 p.p (pt. 3)Honors geo. ch 2 p.p (pt. 3)
Honors geo. ch 2 p.p (pt. 3)
 
2 early civilizations
2 early civilizations2 early civilizations
2 early civilizations
 
Who Were The First Americans
Who Were The First  AmericansWho Were The First  Americans
Who Were The First Americans
 
Woodlands
WoodlandsWoodlands
Woodlands
 
Native American First Settlers
Native American First SettlersNative American First Settlers
Native American First Settlers
 
Wisconsin Native Americans
Wisconsin Native AmericansWisconsin Native Americans
Wisconsin Native Americans
 
1.pre columbiannorthamerica
1.pre columbiannorthamerica1.pre columbiannorthamerica
1.pre columbiannorthamerica
 
Diapositivas johan cardona tejada
Diapositivas johan cardona tejadaDiapositivas johan cardona tejada
Diapositivas johan cardona tejada
 
the first people of america.ppt
the first people of america.pptthe first people of america.ppt
the first people of america.ppt
 
Indigenous Cultures of the Central Americas.pptx
Indigenous Cultures of the Central Americas.pptxIndigenous Cultures of the Central Americas.pptx
Indigenous Cultures of the Central Americas.pptx
 

More from ClaudiaNewells

Who are our students? - ¿Quiénes son nuestros estudiantes?
Who are our students? - ¿Quiénes son nuestros estudiantes?Who are our students? - ¿Quiénes son nuestros estudiantes?
Who are our students? - ¿Quiénes son nuestros estudiantes?
ClaudiaNewells
 
Classroom language
Classroom language Classroom language
Classroom language
ClaudiaNewells
 
La Felicidad abordada desde varias perspectivas.
La Felicidad abordada desde varias perspectivas.La Felicidad abordada desde varias perspectivas.
La Felicidad abordada desde varias perspectivas.
ClaudiaNewells
 
Análisis, crítica y reflexión sobre el diseño curricular de Inglés en el secu...
Análisis, crítica y reflexión sobre el diseño curricular de Inglés en el secu...Análisis, crítica y reflexión sobre el diseño curricular de Inglés en el secu...
Análisis, crítica y reflexión sobre el diseño curricular de Inglés en el secu...
ClaudiaNewells
 
Ética y Construcción de la Ciudadanía. Lo que el Docente hace y dice en sus P...
Ética y Construcción de la Ciudadanía. Lo que el Docente hace y dice en sus P...Ética y Construcción de la Ciudadanía. Lo que el Docente hace y dice en sus P...
Ética y Construcción de la Ciudadanía. Lo que el Docente hace y dice en sus P...
ClaudiaNewells
 
Recopilación de Biografías y artículos sobre el prócer Argentino Manuel Belgrano
Recopilación de Biografías y artículos sobre el prócer Argentino Manuel BelgranoRecopilación de Biografías y artículos sobre el prócer Argentino Manuel Belgrano
Recopilación de Biografías y artículos sobre el prócer Argentino Manuel Belgrano
ClaudiaNewells
 
Manuel Belgrano: su influencia, preocupación y ocupación por la Educación en ...
Manuel Belgrano: su influencia, preocupación y ocupación por la Educación en ...Manuel Belgrano: su influencia, preocupación y ocupación por la Educación en ...
Manuel Belgrano: su influencia, preocupación y ocupación por la Educación en ...
ClaudiaNewells
 
Breve biografía de Manuel Belgrano sobre la Creación de la Bandera
Breve biografía de Manuel Belgrano sobre la Creación de la BanderaBreve biografía de Manuel Belgrano sobre la Creación de la Bandera
Breve biografía de Manuel Belgrano sobre la Creación de la Bandera
ClaudiaNewells
 
Breve historia de la llegada de los españoles a América y fundaciones de las ...
Breve historia de la llegada de los españoles a América y fundaciones de las ...Breve historia de la llegada de los españoles a América y fundaciones de las ...
Breve historia de la llegada de los españoles a América y fundaciones de las ...
ClaudiaNewells
 
Educación Latinoamericana a través de la historia desde la invasión española ...
Educación Latinoamericana a través de la historia desde la invasión española ...Educación Latinoamericana a través de la historia desde la invasión española ...
Educación Latinoamericana a través de la historia desde la invasión española ...
ClaudiaNewells
 
Briefly history about Lusitania sinking
Briefly history about Lusitania sinkingBriefly history about Lusitania sinking
Briefly history about Lusitania sinking
ClaudiaNewells
 
Written Work about World War II
Written Work about World War IIWritten Work about World War II
Written Work about World War II
ClaudiaNewells
 
Written Project about World War I
Written Project about World War IWritten Project about World War I
Written Project about World War I
ClaudiaNewells
 
Este es un class planning para la introducción del verbo "Like" en estudiante...
Este es un class planning para la introducción del verbo "Like" en estudiante...Este es un class planning para la introducción del verbo "Like" en estudiante...
Este es un class planning para la introducción del verbo "Like" en estudiante...
ClaudiaNewells
 
Trabajo Práctico sobre la necesidad de Escuelas Inclusivas
Trabajo Práctico sobre la necesidad de Escuelas InclusivasTrabajo Práctico sobre la necesidad de Escuelas Inclusivas
Trabajo Práctico sobre la necesidad de Escuelas Inclusivas
ClaudiaNewells
 
Actividades para promover el desarrollo de las Inteligencias Intrapersonal, I...
Actividades para promover el desarrollo de las Inteligencias Intrapersonal, I...Actividades para promover el desarrollo de las Inteligencias Intrapersonal, I...
Actividades para promover el desarrollo de las Inteligencias Intrapersonal, I...
ClaudiaNewells
 
Trabajo sobre las Inteligencias Múltiples: Intrapersonal, Interpersonal y Esp...
Trabajo sobre las Inteligencias Múltiples: Intrapersonal, Interpersonal y Esp...Trabajo sobre las Inteligencias Múltiples: Intrapersonal, Interpersonal y Esp...
Trabajo sobre las Inteligencias Múltiples: Intrapersonal, Interpersonal y Esp...
ClaudiaNewells
 
Sinopsis y análisis psicopedagógico de la película "La Sociedad de los Poetas...
Sinopsis y análisis psicopedagógico de la película "La Sociedad de los Poetas...Sinopsis y análisis psicopedagógico de la película "La Sociedad de los Poetas...
Sinopsis y análisis psicopedagógico de la película "La Sociedad de los Poetas...
ClaudiaNewells
 
Pequeño resumen de la Pedagogía Positivista y de la Escuela Nueva
Pequeño resumen de la Pedagogía Positivista y de la Escuela NuevaPequeño resumen de la Pedagogía Positivista y de la Escuela Nueva
Pequeño resumen de la Pedagogía Positivista y de la Escuela Nueva
ClaudiaNewells
 
Alumnos del S XXI
Alumnos del S XXIAlumnos del S XXI
Alumnos del S XXI
ClaudiaNewells
 

More from ClaudiaNewells (20)

Who are our students? - ¿Quiénes son nuestros estudiantes?
Who are our students? - ¿Quiénes son nuestros estudiantes?Who are our students? - ¿Quiénes son nuestros estudiantes?
Who are our students? - ¿Quiénes son nuestros estudiantes?
 
Classroom language
Classroom language Classroom language
Classroom language
 
La Felicidad abordada desde varias perspectivas.
La Felicidad abordada desde varias perspectivas.La Felicidad abordada desde varias perspectivas.
La Felicidad abordada desde varias perspectivas.
 
Análisis, crítica y reflexión sobre el diseño curricular de Inglés en el secu...
Análisis, crítica y reflexión sobre el diseño curricular de Inglés en el secu...Análisis, crítica y reflexión sobre el diseño curricular de Inglés en el secu...
Análisis, crítica y reflexión sobre el diseño curricular de Inglés en el secu...
 
Ética y Construcción de la Ciudadanía. Lo que el Docente hace y dice en sus P...
Ética y Construcción de la Ciudadanía. Lo que el Docente hace y dice en sus P...Ética y Construcción de la Ciudadanía. Lo que el Docente hace y dice en sus P...
Ética y Construcción de la Ciudadanía. Lo que el Docente hace y dice en sus P...
 
Recopilación de Biografías y artículos sobre el prócer Argentino Manuel Belgrano
Recopilación de Biografías y artículos sobre el prócer Argentino Manuel BelgranoRecopilación de Biografías y artículos sobre el prócer Argentino Manuel Belgrano
Recopilación de Biografías y artículos sobre el prócer Argentino Manuel Belgrano
 
Manuel Belgrano: su influencia, preocupación y ocupación por la Educación en ...
Manuel Belgrano: su influencia, preocupación y ocupación por la Educación en ...Manuel Belgrano: su influencia, preocupación y ocupación por la Educación en ...
Manuel Belgrano: su influencia, preocupación y ocupación por la Educación en ...
 
Breve biografía de Manuel Belgrano sobre la Creación de la Bandera
Breve biografía de Manuel Belgrano sobre la Creación de la BanderaBreve biografía de Manuel Belgrano sobre la Creación de la Bandera
Breve biografía de Manuel Belgrano sobre la Creación de la Bandera
 
Breve historia de la llegada de los españoles a América y fundaciones de las ...
Breve historia de la llegada de los españoles a América y fundaciones de las ...Breve historia de la llegada de los españoles a América y fundaciones de las ...
Breve historia de la llegada de los españoles a América y fundaciones de las ...
 
Educación Latinoamericana a través de la historia desde la invasión española ...
Educación Latinoamericana a través de la historia desde la invasión española ...Educación Latinoamericana a través de la historia desde la invasión española ...
Educación Latinoamericana a través de la historia desde la invasión española ...
 
Briefly history about Lusitania sinking
Briefly history about Lusitania sinkingBriefly history about Lusitania sinking
Briefly history about Lusitania sinking
 
Written Work about World War II
Written Work about World War IIWritten Work about World War II
Written Work about World War II
 
Written Project about World War I
Written Project about World War IWritten Project about World War I
Written Project about World War I
 
Este es un class planning para la introducción del verbo "Like" en estudiante...
Este es un class planning para la introducción del verbo "Like" en estudiante...Este es un class planning para la introducción del verbo "Like" en estudiante...
Este es un class planning para la introducción del verbo "Like" en estudiante...
 
Trabajo Práctico sobre la necesidad de Escuelas Inclusivas
Trabajo Práctico sobre la necesidad de Escuelas InclusivasTrabajo Práctico sobre la necesidad de Escuelas Inclusivas
Trabajo Práctico sobre la necesidad de Escuelas Inclusivas
 
Actividades para promover el desarrollo de las Inteligencias Intrapersonal, I...
Actividades para promover el desarrollo de las Inteligencias Intrapersonal, I...Actividades para promover el desarrollo de las Inteligencias Intrapersonal, I...
Actividades para promover el desarrollo de las Inteligencias Intrapersonal, I...
 
Trabajo sobre las Inteligencias Múltiples: Intrapersonal, Interpersonal y Esp...
Trabajo sobre las Inteligencias Múltiples: Intrapersonal, Interpersonal y Esp...Trabajo sobre las Inteligencias Múltiples: Intrapersonal, Interpersonal y Esp...
Trabajo sobre las Inteligencias Múltiples: Intrapersonal, Interpersonal y Esp...
 
Sinopsis y análisis psicopedagógico de la película "La Sociedad de los Poetas...
Sinopsis y análisis psicopedagógico de la película "La Sociedad de los Poetas...Sinopsis y análisis psicopedagógico de la película "La Sociedad de los Poetas...
Sinopsis y análisis psicopedagógico de la película "La Sociedad de los Poetas...
 
Pequeño resumen de la Pedagogía Positivista y de la Escuela Nueva
Pequeño resumen de la Pedagogía Positivista y de la Escuela NuevaPequeño resumen de la Pedagogía Positivista y de la Escuela Nueva
Pequeño resumen de la Pedagogía Positivista y de la Escuela Nueva
 
Alumnos del S XXI
Alumnos del S XXIAlumnos del S XXI
Alumnos del S XXI
 

Recently uploaded

aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
siemaillard
 
Basic phrases for greeting and assisting costumers
Basic phrases for greeting and assisting costumersBasic phrases for greeting and assisting costumers
Basic phrases for greeting and assisting costumers
PedroFerreira53928
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
BhavyaRajput3
 
Synthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptxSynthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptx
Pavel ( NSTU)
 
How to Create Map Views in the Odoo 17 ERP
How to Create Map Views in the Odoo 17 ERPHow to Create Map Views in the Odoo 17 ERP
How to Create Map Views in the Odoo 17 ERP
Celine George
 
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
ESC Beyond Borders _From EU to You_ InfoPack general.pdfESC Beyond Borders _From EU to You_ InfoPack general.pdf
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
Fundacja Rozwoju Społeczeństwa Przedsiębiorczego
 
The Art Pastor's Guide to Sabbath | Steve Thomason
The Art Pastor's Guide to Sabbath | Steve ThomasonThe Art Pastor's Guide to Sabbath | Steve Thomason
The Art Pastor's Guide to Sabbath | Steve Thomason
Steve Thomason
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
EverAndrsGuerraGuerr
 
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and ResearchDigital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
Vikramjit Singh
 
Palestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptxPalestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptx
RaedMohamed3
 
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
TechSoup
 
Language Across the Curriculm LAC B.Ed.
Language Across the  Curriculm LAC B.Ed.Language Across the  Curriculm LAC B.Ed.
Language Across the Curriculm LAC B.Ed.
Atul Kumar Singh
 
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdfUnit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Thiyagu K
 
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
MARUTI SUZUKI- A Successful Joint Venture in India.pptxMARUTI SUZUKI- A Successful Joint Venture in India.pptx
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
bennyroshan06
 
The geography of Taylor Swift - some ideas
The geography of Taylor Swift - some ideasThe geography of Taylor Swift - some ideas
The geography of Taylor Swift - some ideas
GeoBlogs
 
How to Make a Field invisible in Odoo 17
How to Make a Field invisible in Odoo 17How to Make a Field invisible in Odoo 17
How to Make a Field invisible in Odoo 17
Celine George
 
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
siemaillard
 
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXXPhrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
MIRIAMSALINAS13
 
Template Jadual Bertugas Kelas (Boleh Edit)
Template Jadual Bertugas Kelas (Boleh Edit)Template Jadual Bertugas Kelas (Boleh Edit)
Template Jadual Bertugas Kelas (Boleh Edit)
rosedainty
 
Fish and Chips - have they had their chips
Fish and Chips - have they had their chipsFish and Chips - have they had their chips
Fish and Chips - have they had their chips
GeoBlogs
 

Recently uploaded (20)

aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
 
Basic phrases for greeting and assisting costumers
Basic phrases for greeting and assisting costumersBasic phrases for greeting and assisting costumers
Basic phrases for greeting and assisting costumers
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
 
Synthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptxSynthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptx
 
How to Create Map Views in the Odoo 17 ERP
How to Create Map Views in the Odoo 17 ERPHow to Create Map Views in the Odoo 17 ERP
How to Create Map Views in the Odoo 17 ERP
 
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
ESC Beyond Borders _From EU to You_ InfoPack general.pdfESC Beyond Borders _From EU to You_ InfoPack general.pdf
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
 
The Art Pastor's Guide to Sabbath | Steve Thomason
The Art Pastor's Guide to Sabbath | Steve ThomasonThe Art Pastor's Guide to Sabbath | Steve Thomason
The Art Pastor's Guide to Sabbath | Steve Thomason
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
 
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and ResearchDigital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
 
Palestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptxPalestine last event orientationfvgnh .pptx
Palestine last event orientationfvgnh .pptx
 
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
 
Language Across the Curriculm LAC B.Ed.
Language Across the  Curriculm LAC B.Ed.Language Across the  Curriculm LAC B.Ed.
Language Across the Curriculm LAC B.Ed.
 
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdfUnit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
 
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
MARUTI SUZUKI- A Successful Joint Venture in India.pptxMARUTI SUZUKI- A Successful Joint Venture in India.pptx
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
 
The geography of Taylor Swift - some ideas
The geography of Taylor Swift - some ideasThe geography of Taylor Swift - some ideas
The geography of Taylor Swift - some ideas
 
How to Make a Field invisible in Odoo 17
How to Make a Field invisible in Odoo 17How to Make a Field invisible in Odoo 17
How to Make a Field invisible in Odoo 17
 
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
 
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXXPhrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX
 
Template Jadual Bertugas Kelas (Boleh Edit)
Template Jadual Bertugas Kelas (Boleh Edit)Template Jadual Bertugas Kelas (Boleh Edit)
Template Jadual Bertugas Kelas (Boleh Edit)
 
Fish and Chips - have they had their chips
Fish and Chips - have they had their chipsFish and Chips - have they had their chips
Fish and Chips - have they had their chips
 

Written project about Native Americans before Columbus' arrival

  • 1. Native Americans or American Indians are the Indigenous people and cultures of the United States and were the original settlers. We usually refer to Native Americans as American Indians, this is because when Columbus had first landed in America, he thought he had sailed all the way to the country of India. He called the locals Indians and the name stuck for some time. GOING THROUGH BERING STRAIT... According to the most generally accepted theory of the settlement of the Americas, migration came from Eurasia through Bering Strait (a land bridge that used to join Siberia to Alaska during a period of glaciations / between 60,000 – 25,000 years ago), the numbers of migration are unknown but it is believed that it has stopped for about 12,000 ago when Bering land bridge flooded. In 1986 there was a study made by linguist Joseph Greenberg which claims that were three major waves of migration happened according to genetic data and language differences, this theory was full approved in 2012. Availability of unobstructed routes for human migration southward from Beringia during the ice age (summarized) Dates BCE Beringia "Land Bridge" Coastal route Mackenzie Corridor 38,000–34,000 accessible (open) open closed 34,000–30,000 submerged (closed) open open 30,000–22,000 accessible (open) closed open 22,000–15,000 accessible (open) open closed 15,000–today submerged (closed) open open SOCIETY, REGIONS AND LANGUAGE After the migration or migrations, it was several thousand years before the first complex civilizations arose, at the earliest emerging 5000 BCE. Paleo-Indian inhabitants of the Americas were hunter-gatherers. Many Arctic, Subarctic, and coastal peoples hunted and gathered, while agriculture was adopted in appropriate regions. Within this timeframe, roughly pertaining to the Archaic Period, numerous archaeological cultures have been identified. Due to the vastness and variety of the climates, ecology, vegetation, fauna, and landforms, ancient peoples migrated and coalesced separately into numerous separate peoples of distinct linguistic and cultural
  • 2. groups. According to the oral histories of many of the indigenous peoples of the Americas, they have been living there since their genesis, described by a wide range of traditional creation stories. The Native Americans developed individual groups or nations. It is estimated that when the first Europeans arrived in 1492 there were 15 to 20 million Native Americans living in the land. They lived throughout North and South America. In the United States there were Native Americans in Alaska, Hawaii, and the mainland of the United States. Different tribes and cultures lived in different areas. Sometimes smaller tribes were part of a bigger tribe or nation. As best as historians can tell, these tribes were fairly peaceful prior to the arrival of Columbus and the Europeans. There were hundreds of tribes throughout the United States when Columbus first arrived. Many of them are well known such as the Cherokee, Apache, and the Navajo. They spoke over 1,000 languages. The Native Americans throughout North America had a number of similarities. Each group or nation spoke the same language, and almost all were organized around an extended clan or family. They usually descended from one individual. Each group had a series of leaders, in some cased the leaders inherited their rolls in others they were elected. The regions they were organized were:  Arctic/Subarctic - These Native Americans survived some of the coldest weather on the planet. They include the Inuit people of Alaska who l ived primarily off of whale and seal meat.  Californian - Tribes living in the area that is today the state of California such as the Mohave and the Miwok.  Great Basin - This is a dry area and was one of the last to have contact with Europeans. The Great Basin tribes include the Washo, Ute, and Shoshone.  Great Plains - One of the largest areas and perhaps most famous group of American Indians, the Great Plains Indians were known for hunting bison. They were nomadic people who lived in teepees and they moved constantly following the bison herds. Tribes of the Great Plains include the Blackfoot, Arapahoe, Cheyenne, Comanche and Crow.  Northeast Woodlands - Includes the Iroquois Indians of New York, the Wappani, and the Shawnee.  Northwest Coast/Plateau - These Native Americans were known for their houses made of cedar planks as well as their totem poles. Tribes include the Nez Perce, Salish, and the Tlingit.  Southeast - The largest Native American tribe, the Cherokee, lived in the Southeast. Other tribes included the Seminole in Florida and the Chickasaw. These tribes tended to stay in one place and were skilled farmers.  Southwest - The southwest was dry and the Native Americans lived in tiered homes made out of adobe bricks. Famous tribes here include the Navajo Nation, the Apache, and the Pueblo Indians. Major Groups organized by language:  Algonquian - A large group of over 100 tribes that speak the Algonquian languages. They spread across the entire country and include tribes such as the Blackfeet, Cheyenne, Mohicans, and the Ottawas.  Apache - The Apaches are a group of six tribes that spoke the Apache language.  Iroquois - The Iroquois League was a grouping of five Native American Nations: the Seneca, Onondaga, Mohawk, Oneida, and Cayuga. The Tuscarora nation joined later. These nations were located in the Northeastern part of the United States.  Sioux Nation - The Great Sioux Nation is a group of peoples generally called the Sioux. They are divided into three major groups: Lakota, Western Dakota, and Eastern Dakota. The Sioux were Great Plains Indians.
  • 3. WHAT DO WE EAT? Depending on the tribe and the area they lived in, Native Americans got their food by different methods including farming, hunting, fishing, and gathering. Most tribes used a combination of these four ways to get their food, but many specialized in one area such as farming or hunting. - Many American Indian tribes grew crops for food, but the experts in farming tended to come from the southern states like the Southeast and the Southwest. Tribes like the Navajo and the Cherokee grew large crops and employed advanced farming procedures such as irrigation to bring water to dry areas and crop rotation to keep the ground fertile over many years. They would grow enough extra food so they could store it and survive the winter. The main crop that the Native Americans grew was corn, which they called maize. Maize was eaten by many of the American Indian tribes because it could be stored for the winter and ground into flour. Maize was eaten nearly daily by many tribes and was a major part of much of American Indian culture. All of the maize plant was used including the husks for crafts and the cob for fuel in fires. Although maize was the primary crop, many other crops were cultivated by the tribes including squash, beans, pumpkins, cotton, and potatoes. - Many tribes got most of their food from hunting. Hunting was a big part of Native American culture. - Native Americans in the Great Plains area of the country relied heavily on the buffalo, also called the bison. Not only did they eat the buffalo as food, but they also used much of the buffalo for other areas of their lives. They used the bones for tools. They used the hide for blankets, clothes, and to make the covers of their tepees. They even made rope from bison hair and used the tendons as thread when sewing. Almost every part of the buffalo was used. The bison is a big and powerful
  • 4. animal that travelled in large herds. In order to hunt them the American Indians had to be clever and work together. They would often get the buffalo to stampede off a cliff or into a pit. - In other areas of the country the American Indians hunted using weapons such as the bow and arrow or using snares and traps. They hunted deer, ducks, rabbits and other animals. - In the coastal areas or near large lakes, tribes would specialize in fishing. They often used spears or nets to catch fish. Fish could be smoked or dried to be stored for the winter. In the north, some Native Americans would ice fish. This is where they would cut a hole in the ice and fish using spears. - Gathering is when people get their food from the environment around them. Native Americans would gather food such as berries, nuts, or other fruit from naturally growing trees and berry bushes. Most Native Americans used gathering to get some portion of their food. HOME SWEET HOME Since North America is such a big continent, different tribes had very different weather to contend with. In the Arizona deserts, temperatures can hit 120 degrees Fahrenheit, and in the Alaskan tundra, - 50 is not unusual. Naturally, Native Americans developed different types of dwellings to survive in these different environments. Also, different American Indian tribes had different traditional lifestyles. Some tribes were agricultural-- they lived in settled villages and farmed the land for corn and vegetables. They wanted houses that would last a long time. Other tribes were more nomadic, moving frequently from place to place as they hunted and gathered food and resources. They needed houses that were portable or easy to build. Here are descriptions and pictures of some of the Native American house styles the people developed over the years to fit these needs: Wigwam Homes: used by Algonquian Indians in the woodland regions. Wigwams are small houses, usually 8-10 feet tall. Wigwams are made of wooden frames which are covered with woven mats and sheets of birchbark. The frame can be shaped like a dome, like a cone, or like a rectangle with an arched roof. They were easy to build. Longhouses: Their structure is similar to Wigwams but they’re longer. Mats and wood screens divided the longhouse into separate rooms. Each longhouse housed an entire clan-- as many as 60 people! The Iroquois were farming people who lived in permanent villages. Tepees: Tepees were tent-like American Indian houses used by Plains tribes. Like modern tents, tepees are carefully designed to set up and break down quickly. As a tribe moved from place to place, each family would bring their tipi poles and hide tent along with them.
  • 5. Grass Houses: Grass houses are good homes for people in a warm climate. In the northern plains, winters are too cold to make homes out of prairie grass. But in the southern plains of Texas, houses like these were comfortable for the people who used them. Wattle and Daub Houses (or Asi): are permanent structures that take a lot of effort to build. Like longhouses, they are good homes for agricultural people who intended to stay in one place, like the Cherokees and Creeks. Making wattle and daub houses requires a fairly warm climate to dry the plaster. Chickees: Chickee houses consisted of thick posts supporting a thatched roof and a flat wooden platform raised several feet off the ground. They did not have any walls. Chickees are good homes for people living in a hot, swampy climate. The long posts keep the house from sinking into marshy earth, and raising the floor of the hut off the ground keeps swamp animals like snakes out of the house. Walls or permanent house coverings are not necessary in a tropical climate where it never gets cold. Adobe Houses (aka as Pueblos): Adobe pueblos are modular, multi-story houses made of adobe (clay and straw baked into hard bricks) or of large stones cemented together with adobe. Each adobe unit is home to one family, like a modern apartment. Adobe houses are good homes to build in a warm, dry climate where adobe can be easily mixed and dried. These are homes for farming people who have no need to move their village to a new location. Earthen Houses: Earthen house is a general term referring to several types of Native American homes including Navajo hogans, Sioux earth lodges, subarctic sod houses, and Native American pit houses of the West Coast and Plateau. Earthen houses made by different tribes had different designs, but all were semi-subterranean dwellings -- basement-like living spaces dug from the earth, with a domed mound built over the top. Earthen houses are good for people who want permanent homes and live in an area that is not forested. Living partially underground has several benefits, especially in harsh climates-- the earth offers natural protection from wind and strong weather. Plank Houses: Plank houses are made of long, flat planks of cedar wood lashed to a wooden frame. Native American plank houses look rather similar to old European houses, but the Indians didn't learn to build them from Europeans-- this style of house was used on the Northwest Coast long before Europeans arrived. Plank houses are good houses for people in cold clim ates with lots of tall trees. Only coastal tribes, who make their living by fishing, made houses like these. Igloos: Not all Inuit people used igloos -- some built sod houses instead, using whale bones instead of wooden poles for a frame. Igloos are good houses for the polar region, where the earth is frozen, the snow cover is deep, and there are few trees. Snow is a good insulator, and dense blocks of ice offer good protection against the arctic winds.
  • 6. Brush Shelters: are temporary Native American dwellings used by many tribes. Brush shelters are typically very small, like a camping tent. Most Native Americans only made a brush shelter when they were out camping in the wilderness. But some migratory tribes who lived in warm dry climates, such as the Apache tribes, built brush shelters as homes on a regular basis. They can be assembled quickly from materials that are easy to find in the environment, so people who build villages of brush shelters can move around freely without having to drag teepee poles. WHAT TO BELIEVE IN? ... Native American religion is hard to explain. This is because there were very many tribes the religious principles were passed down verbally. Many of these groups had their own beliefs though many of them were similar in the major aspects. The religion and spiritual beliefs of Native Americans played an important role in their everyday life. Each tribe and peoples had their own unique beliefs, legends, and rituals, but they all believed that the world was filled with spirits. To most of us the mention of religion brings to mind notions of God, a supreme over ruler, and decidedly personal being. Nothing just like this is found among the Indians. Yet, they seem to have formulated rather complex and abstract notions of a controlling power or series of powers pervading the universe. Native American religion tends to focus around nature. The landscape, animals, plants, and other environmental elements play a major role in the religion of Native Americans. Many of the legends passed down were an attempt to explain events that occurred in nature. Most Native American tribes have a long tradition of telling stories about their history and beliefs. These stories and legends weren't written down, but were passed down orally from generation to generation. A lot of their stories had to do with nature and how certain things came to be. Most tribes had a story about how the earth and people were created called creation myths. Native American religion includes a number of practices, ceremonies, and traditions. These ceremonies may be in honour of a number of events. The practice of taking certain hallucinogens was commonly used to gain greater insight or communicate with the gods. Ceremonies may include feasts, music, dances, and other performances. Symbolism, especially with animals, is often a common part of Native American religion. Animals were used to represent certain ideas, characteristics, and spirits. Some Native American tribes used animals to tell the story of creation. Some creation stories, one by the Tlingit Indians, were centered on a raven.
  • 7. In the past, Native American religion was not classified as a religion. Their beliefs were not understood and the complexity of their religion was not seen. This was partly the result of not having a written set of guidelines. In the place of preachers and clergymen were shaman and medicine men. These men were sometimes said to communicate with the gods. They were wise and experienced and they enjoyed a higher level of status among their groups. They had important roles in decisions, ceremonies, and traditions. Native American religion is something that is hard to define. To gain a full understanding you really need to grow up submersed in the beliefs, practices, and traditions of a tribe. Some facts of their beliefs: - GUARDIAN SPIRITS The Native Americans in the Pacific Northwest believed that all living things were watched over by guardian spirits. This included animals, trees, people, and even some inanimate objects like the wind, storms, and water. Young boys would have to discover their own personal guardian spirit before they could become men. Each boy would venture off alone to commune with nature looking for a sign from his guardian spirit. Once found, this spirit would bestow a special characteristic or power on the boy and he would return to the tribe a man. - THE GREAT SPIRITS The Great Spirit was a supreme being that watched over everything including the other spirits of the world. There were different versions of the Great Spirit. Both the Sioux and the Algonquian Nations had the concept of a Great Spirit. The Blackfoot people believed in the "Old Man" who created all things and taught the Blackfoot how to gain spiritual wisdom. - MEDICINE MEN AND WOMEN The spiritual leaders of the Native American Indians were the medicine men and women of the village or tribe. These men and women often used herbs to help heal sick people. They also calle d on the spirits to help the tribe asking for assistance in areas such as healing, good weather, and help in battle. Sometimes the medicine man or woman was a respected elder who was known for being wise and who others went to for advice. - THREE WORLDS Some of the Indian tribes in the Southeastern United States believed in the "three worlds" including the Upper World, the Lower World, and This World. The Upper World was considered perfect and pure. The Lower World was scary and chaotic. In between the two was This World where man lived. The spirits were able to travel between the different worlds and man was responsible for maintaining a balance between the three worlds. - RITES OF PASSAGE
  • 8. One of the most important times in any Native American's li fe was their coming of age. This was when they went from being considered a child to being an adult. Different tribes had different ways of celebrating this moment. In some tribes the boy or girl had to undergo an ordeal to prove they were worthy. Young men who passed the ritual would often be given a new name to indicate their status. - VISION QUESTS In order to get closer to the spirits, some men went on vision quests. They would go off into the wilderness alone. Usually they would fast (not eat) and sometimes they would take drugs or inflict wounds on their bodies. In the end, they hoped to gain a vision from the spirits that would guide them or help them make an important life decision. - KACHINAS Indian tribes in the Southwest called their spiri ts kachinas. They made special decorated kachina dolls that represented the different spirits. They also made kachina masks that helped them to channel the spirits. Creation Myth: ~ There were five main gods in the world. The leader of the gods was the Great Hare. The other four gods were the winds from each corner of the earth. One day the Great Hare created people. He made a number of people and animals. He wasn't sure what to do with them so he put them into a large bag. He wanted to make a place for them to live, so he made the forests, rivers, and lakes. He created deer to live in the forests. The other four gods, however, weren't happy with what the Great Hare had made. They went into the forests and killed the deer. When the Great Hare found the dead deer, he was saddened. He tossed the skins of the deer throughout the forest and many more deer sprang to life. He then let the people out of the bag and spread them around the forest to live together with the deer. How People Got Different Languages Myth (According to Blackfoot Tribe beliefs) One day a great flood moved through the land of the Blackfoot covering everything. All the people gathered at the top of the tallest mountain. The Great Spirit, or "Old Man", appeared on the mountain and turned the water into different colours. He had each group of people drink a different colour of water. They all began to speak different languages. The Blackfoot drank the black water and spoke the Blackfoot language.
  • 9. IT’S A FASHION The clothing of Native Americans was closely related to the environment in which they lived and their religious beliefs. Ranging from tropical and desert regions, to woodlands and mountains, to Arctic tundra, Native Americans developed diverse styles of clothing. Native American clothing was made from natural resources and materials, and was dependent of the resources available in the region; materials included large mammals; buffalo, bear, deer, elk, moose, wildcats, small mammals; otters, rabbits, beavers, weasels, bird-feathers, fish-skin and snake-skin. The costumes and clothing of Native American people varied from tribe to tribe. Different tribes would be recognized by their clothing and by how their costumes were decorated. They used to combine Animal skins, plant fibers & woven cloth (sheep wool, cotton, feathers and even human hair). When the Europeans arrived many of the American Indian tribes were forced into contact with each other. They began to see how others dressed and took the ideas that they liked. Soon many tribes began to dress more alike. Woven blankets, fringed buckskin tunics and leggings, and feather headdresses became popular among many tribes. AFTER STRANGERS’ ARRIVAL... Religion Many groups of colonists went to the Americas searching for the right to practice their religion without persecution. The Protestant Reformation of the 16th century broke the unity of Western Christendom and led to the formation of numerous new religious sects, which often faced persecution by governmental authorities. In England, many people came to question the organization of the Church of England by the end of the 16th century. One of the primary manifestations of this was the Puritan movement, which sought to "purify" the existing Church of England of its many residual Catholic rites that they believed had no mention in the Bible. A strong believer in the notion of rule by divine right, Charles I, King of England and Scotland, persecuted religious dissenters. Waves of repression led to the migration of about 20,000 Puritans to New England between 1629 and 1642, where they founded multiple colonies. Later in the century, the new Pennsylvania colony was given to William Penn in settlement of a debt the king owed his father. Its government was set up by William Penn in about 1682 to become primarily a refuge for persecuted English Quakers; but others were welcomed. Baptists, Quakers and German and Swiss Protestants flocked to Pennsylvania. The lure of cheap land, religious freedom and the right to improve themselves with their own hand was very attractive. Slavery Slavery existed in the Americas, prior to the arrival of Europeans, as the Natives often captured and held other tribes' members as captives. Some of these captives were even forced to undergo human
  • 10. sacrifice under some tribes, such as the Aztecs. The Spanish followed with the enslavement of local aborigines in the Caribbean. As the native populations declined (mostly from European diseases, but also and significantly from forced exploitation and careless murder), they were often replaced by Africans imported through a large commercial slave trade. By the 18th century, the overwhelming number of black slaves was such that Native American slavery was less commonly used. Africans, who were taken aboard slave ships to the Americas, were primarily obtained from their African homelands by coastal tribes who captured and sold them. The high incidence of disease nearly always fatal to Europeans kept nearly all the slave capture activities confined to native African tribes. Rum, guns and gunpowder were some of the major trade items exchanged for slaves. Diseases and population loss The European and Asian lifestyle included a long history of sharing close quarters with domesticated animals such as cows, pigs, sheep, goats, horses, and various domesticated fowl, which had resulted in epidemic diseases unknown in the Americas. Thus the large-scale contact with Europeans after 1492 introduced novel germs to the indigenous people of the Americas. If we were to compare the overall health of American Indians in North America with that of Europeans in 1500, we would find that Indians were generally healthier. There are a number of reasons for this. First, Indians had better diets and they were less likely to face starvation and hunger. The first Europeans to reach North America often commented on the large size of the Indians. American Indians were larger than the Europeans simply due to better diets and less starvation. Unlike the Europeans, Indian political leaders did not store their wealth but accumulated prestige by giving food to those in need. No one in an Indian village or an Indian band starved unless all did so. Secondly, American Indian populations did not have many of the infectious diseases that were endemic in Europe. A number of reasons have been suggested for this lack of disease. Some scientists have suggested that Indian people came to this continent through the cold, harsh climate of the north and that this acted as a germ filter which screened out infectious diseases. Others have suggested that Indians were disease -free because of the lack of domesticated animals. Measles, smallpox, and influenza are among the diseases which
  • 11. are closely associated with domesticated animals. Lacking the large domesticated animals, there were comparatively few opportunities in this hemisphere for the transfer of infections from animal reservoirs of disease to human beings. European Diseases: The diseases brought to this continent by the Europeans included bubonic plague, chicken pox, pneumonic plague, cholera, diphtheria, influenza, measles, scarlet fever, smallpox, typhus, tuberculosis, and whooping cough. The diseases introduced in the Americas by the Europeans were crowd diseases: that is, individuals who have once contracted the disease and survived become immune to the disease. In a small population, the disease will become extinct. Measles, for instance, requires a population of about 300,000 to survive. If the population size drops below this threshold, the virus can cause illness and death, but after one epidemic, the virus itself dies out. Another important factor in the European diseases was the presence of domesticated animals. The source of many of the infections was the domesticated animals which lived in close proximity with the humans. Overall, hundreds of thousands of Indians died of European diseases during the first two centuries following contact. In terms of death tolls, smallpox killed the greatest number of Indians, followed by measles, influenza, and bubonic plague. Epidemics of smallpox (1518, 1521, 1525, 1558, 1589), typhus (1546), influenza(1558), diphtheria (1614) and measles (1618) swept ahead of initial European contact, killing between 10 million and 20 million people, up to 95% of theindigenous population of the Americas. The cultural and political instability attending these losses appears to have been of substantial aid in the efforts of various colonists to seize the great wealth in land and resources of which indigenous societies had customarily made use.
  • 12. Such diseases yielded human mortality of an unquestionably enormous gravity and scale – and this has profoundly confused efforts to determine its full extent with any true precision. Estimates of the pre- Columbian population of the Americas vary tremendously. Others have argued that significant variations in population size over pre-Columbian history are reason to view higher-end estimates with caution. Such estimates may reflect historical population maxima, while indigenous populations may have been at a level somewhat below these maxima or in a moment of decline in the period just prior to contact with Europeans. Indigenous populations hit their ultimate lows in most areas of the Americas in the early 20th century; in a number of cases, growth has returned.