History of Native Americans in the Southwest United States 

1-  Introduction and Brainstorming 

• 1 - Introduction :
  • "What do you already know about Native Americans in the Southwest?"
  • "What cultural or historical elements do you associate with these tribes?"
  • Write your ideas on your notebook.
• 2- Oral comprehension
• Let's watch the video from 2:33 to 7:00minutes :
•  Take notes on these three points:
  1. The names of the tribes mentioned.
  2. Their relationship with the environment (farming, water, housing).
  3. Historical challenges they faced.

2- Research and poster creation

Use the resources provided or your own devices to research these aspects of your tribe:

- How did they manage their environment (water, land, natural resources)?

- What was their way of life (farming, housing, technologies)?

- Find out their origins and history (migrations, conflicts, colonization).

Here is a complete list of 10 Native American tribes for organizing 10 groups of 3 students:

Tribes from the Southwest United States :

Navajo (Diné)

The largest Native American tribe in the U.S. Known for their adobe houses, sheep herding, weaving, and sustainable water management in arid environments. 

 Known for their adobe villages, advanced agriculture, and spiritual ceremonies. They are considered master builders of sustainable structures.

Hopi

An agricultural tribe famous for their rituals, their adaptation to desert climates, and innovative water conservation techniques.

Apache

A semi-nomadic tribe renowned for their hunting skills, craftsmanship, and survival strategies in the Southwest.

Zuni

Artisans and spiritual people, known for their turquoise jewelry, pottery, and advanced farming techniques.

Cherokee (Southeast)

Famous for adapting quickly to European agriculture and technology while preserving their cultural traditions.

Sioux (Lakota/Dakota) (Plains)

A nomadic tribe from the Great Plains, deeply connected to the bison and known for their spiritual rituals and warrior culture.

Cheyenne (Plains)

Another Plains tribe that focused on bison hunting and had significant ceremonial practices, including the Sun Dance.

Iroquois (Haudenosaunee) (Northeast)

Known for their advanced political confederation and sustainable agricultural practices, including the "Three Sisters" farming system (corn, beans, squash).

(Northwest)

A coastal tribe known for salmon fishing, woodworking, and their role as traders in the Pacific Northwest.

Instructions:

• Each group will briefly present their timeline to the class. Focus on:
  1. The major events of your tribe's history.
  2. Their interactions with the environment and sustainable practices."
  3. After your presentation, the class will ask questions about your work. 

Grammar Focus: Past Tenses 

1. The Past Simple

• Usage : Actions terminées dans le passé.

• Structure :

  • Affirmative: Subject + verb (in the past)
    Example: The Lakota hunted buffalo.
  • Negative: Subject + did not (didn't) + base verb
    Example: The settlers didn't respect the treaty.
  • Question: Did + subject + base verb?
    Example: Did the Cherokee build homes from wood?

• Time Markers :
  Yesterday, last year, in 1492, two centuries ago.

2. The Past Continuous

• Usage : Actions en cours à un moment spécifique dans le passé.

• Structure :

  • Affirmative: Subject + was/were + verb-ing
    Example: The warriors were preparing for a ceremony.
  • Negative: Subject + was/were not + verb-ing
    Example: The women weren't making baskets at that moment.
  • Question: Was/Were + subject + verb-ing?
    Example: Were the children playing near the river?

• Time Markers :
  While, when, at that moment, all day.

3. Examples:

• Past simple and past continuous : 
• • "While the Cherokee were farming, they heard news of the settlers' arrival."
  • "The village was celebrating a festival when the army attacked."
  • "The children were playing when the elders told a story."
• Past Continuous :
• • "The Apaches were dancing around the fire when the chief spoke."
  • "While the women were weaving, the children were learning traditional songs."
  • "The warriors were hunting buffalo when the settlers arrived."
• Past Simple :
• • "The Sioux lived in tipis."
  • "Christopher Columbus arrived in the Americas in 1492."
  • "The settlers broke many treaties with the Native tribes."

4. Exercices: Fill the gaps!

Underline time markers (while, when, suddenly, that evening) to identify cues for each tense. 

It was a cold morning in the Lakota village. The sun ___ (rise) slowly over the plains, and the children ___ (play) near the river. The women ___ (prepare) food while the men ___ (get) ready for the hunt. Everyone ___ (seem) busy, but there was also a sense of peace in the air.

Suddenly, a young boy ___ (run) into the village, shouting loudly. He ___ (see) a herd of buffalo far away. While he ___ (speak), the hunters ___ (gather) their weapons. The chief ___ (decide) it was time to act quickly. He ___ (call) the men together and ___ (give) them instructions.

While the hunters ___ (ride) their horses toward the buffalo, the women and children ___ (stay) behind. Some of them ___ (make) clothes from animal skins, and others ___ (sing) traditional songs. The elders ___ (tell) stories about the Great Spirit and the creation of the world.

In the distance, the hunters ___ (approach) the buffalo quietly. The animals ___ (graze) in the open field, unaware of the danger. Suddenly, one of the hunters ___ (shout), and the buffalo ___ (start) to run. While the hunters ___ (chase) them, the ground ___ (shake) under the thunder of hooves.

Back in the village, everyone ___ (wait) for the hunters to return. After several hours, the first group ___ (arrive), bringing back meat and skins. The children ___ (cheer) loudly, and the women ___ (begin) to prepare a feast. That evening, while the fire ___ (burn) brightly, the whole village ___ (celebrate) together.

3- Written comprehension

By the late 19th century, Indigenous peoples in the United States had lost much of their land and control over natural resources. To survive and avoid complete destruction, they often signed treaties with the U.S. government. However, these treaties were often broken by the government. Surprisingly, starting in the 1960s, some of these treaties helped Indigenous peoples regain their rights to hunt, fish, and manage their natural resources.

The history of Indigenous peoples and their environment is not one single story. It is made up of many different stories, with some similarities and differences. Even though there are more than 575 Indigenous groups, including Alaska Natives and Native Hawaiians, their histories share some common themes. These include the loss of land, forced relocation, the Indian New Deal, the difficult "Termination Era," the return of sovereignty (self-rule) through treaty rights, and the rise of Indigenous leaders in the fight for environmental justice.

Inspired from : 

Indigenous Peoples and the Environment since 1890, Marsha Weisiger

https://doi.org/10.1093/acrefore/9780199329175.013.1104

Published online: 20 September 2023

To go further, see "Indigenous Peoples and the Environment to 1890." 

1. What was the primary challenge faced by Indigenous peoples in the United States in the late 19th century?

     A. Maintaining full control over their land and natural resources
     B. Negotiating fair treaties with the U.S. government
     C. Avoiding complete destruction of their communities
     D. Losing much of their land and control over natural resources

2. According to the passage, which of the following was an important development for Indigenous peoples starting in the 1960s?

     A. They were granted the right to vote in federal elections.
     B. They were able to establish their own sovereign nations.
     C. They regained the rights to hunt, fish, and manage their resources.
     D. They were allowed to freely practice their traditional cultural practices.

3. Which of the following describes a common theme in the histories of Indigenous groups in the United States, as mentioned in the passage?

     A. Successful negotiations and peaceful coexistence with the government
     B. Widespread adoption of Christianity and Western cultural assimilation
     C. Establishment of new reservations and expansion of land holdings
     D. Loss of land, forced relocation, and the fight for environmental justice

4. What did the "Indian New Deal" refer to, according to the passage?

     A. The government's efforts to terminate its relationship with Indigenous tribes
     B. The rise of Indigenous leaders in the environmental justice movement
     C. The government's attempts to reform its policies towards Indigenous peoples
     D. The establishment of new reservations for Indigenous peoples

5. Which of the following was a significant challenge faced by Indigenous peoples during the "Termination Era" mentioned in the passage?

     A. They were forced to relocate to urban areas.
     B. They were denied the right to hunt, fish, and manage their natural resources.
     C. They were required to adopt Western cultural practices and abandon their traditions.
     D. They were no longer recognized as sovereign nations by the U.S. government.

6. What does the passage suggest about the diversity of experiences and perspectives among Indigenous groups in the United States?

     A. There is little common ground or shared experiences among different Indigenous groups.
     B. The experiences of Indigenous groups are more complex and nuanced than a single narrative can capture.
     C. The histories and challenges faced by different Indigenous groups are largely similar.
     D. The experiences of Indigenous groups are primarily defined by their relationship with the U.S. government.

Key words : 

1. Indigenous Peoples

The first people to live in a place, such as Native Americans, Alaska Natives, and Native Hawaiians in the United States.

2. Genocide

The killing of many people from a specific group because of their culture, race, or religion.

3. Treaty

A formal agreement between two groups or countries. In this case, treaties were agreements between Indigenous tribes and the U.S. government.

4. Sovereignty

The power or right of a group or country to govern itself without outside control.

5. Dispossession

Losing land, property, or rights, often by force or unfair actions.

6. Environmental Justice

The idea that everyone, no matter where they live or who they are, should be treated fairly and have a safe, clean environment.

7. Termination Era

A time in the 1950s and 1960s when the U.S. government stopped recognizing some Indigenous tribes and took away their lands and rights.

8. Indian New Deal

A group of laws in the 1930s that gave Indigenous tribes more control over their lands and supported their cultures.

9. Natural Resources

Things found in nature that people can use, like water, trees, and minerals.

10. Displacement

Forcing people to leave their homes or land, often because of war, laws, or government actions.