AMIND 110 MIDTERM STUDY GUIDE
– WEEK 2
1. From the lecture “Where Do Native Americans come from?”
Be able to outline the various hypothesized migration routes taken by the first indigenous Americans.

2. Be able to identify the time period during which the Americas were impacted by glaciers, as well as global warming, and connect these with various theories of migration and human presence in different parts of the Americas.

3. Be able to define the term “culture area.”

4. Be able to identify the various culture areas of North America and connect them with predominant subsistence strategies.

From the NAGPRA/Kennewick man webquest:

5. Be able to outline what NAGPRA means and what rights it gives tribes.

6. Be able to explain what the Kennewick Man controversy is about- who wants him, and what do they want to do with him?

From the Reading for Mann chap 1 “A View From Above”:

7. Be able to define the common usage of the term “Neolithic revolution.”

8. Be able to describe the climatic changes of 1,000-1200 AD occurring in the Americas and their impact on early Mesoamerican civilizations.

9. Be able to discuss what evidence we have today for the existence of the earliest South American civilizations.

-WEEK3
From the lectures “Mesoamerican Cultures” and “What is a Civilization”?:
10. Be able to give at least three examples of criteria for what constitutes a “civilization” and apply them to an early American civilization.

11. Be able to explain the difference between an indigenous civilization and other indigenous groups which do not meet the criteria for “civilization”- how are they different?
12. Be able to identify the location and time period of the Aztec civilization.

13. Be able to describe at least one type of symbolism used by the Aztecs in their religion and art.

14. Be able to define the term “syncretism” and give an example of it as seen today in contemporary Mexican and Chicano art.

From the reading Indian Nations chap 1 the Northeast

15. Be able to explain broadly how tribal sovereignty differs in the U.S. and Canada, and how this difference is related to the development of tribal gaming (casinos).

16. Be able to explain what King Philip’s War was, and the impact it had on the Wampanoag.

17. Be able to describe the contemporary status of Wampanoag people in the Northeast: do they still reside in their traditional lands? Are they federally-recognized tribes? Have they managed to retain aspects of their traditional culture?

18. Be able to identify who the Haudenosaunee were and where they traditionally were located. Are they still there today?

19. Which language family do most Northeastern tribes belong to?

WEEK -4
This week the lecture (Eastern Seaboard) and the reading (Mann ch 2 Why Billington Survived) really overlap, and so do the SLO’s:

20. Be able to outline events leading up the establishment of Plymouth Plantation which led Eastern Seaboard tribes to be generally suspicious of allowing Europeans to land and/or trade with them.

21. Be able to explain what events occurred prior to the Pilgrim’s landing at Plymouth which allowed them to settle there despite local tribes’ reluctance to interact with Europeans.

22. Be able to outline events occurring after the establishment of Plymouth plantation and over the rest of the 1600s which affected relations between the English and local tribes.

23. Be able to identify at least three forms of technology used by Eastern tribes which gave them an edge over European’s possession of guns and steel.

WEEK-5
De Soto
24. Be able to explain the role De Soto’s expedition played in introducing epidemic diseases to the Americas, and the affect this had on American Indian populations.
25.Be able to identify which part of North America DeSoto’s expedition impacted.

Early North America:

26. Be able to identify the three proposed mechanisms leading to the extinction of megafauna in the Americas.

27. Be able to explain what is meant by the “overkill hypothesis” as well as the two alternative explanations for the disappearance of American megafauna.

For the reading:

28. From chapter four “Frequently Asked Questions”:
Be able to define the two types of susceptibility to European epidemic diseases among American Indian populations discussed by Mann.

29. Be able to describe the effect of the introduction of European diseases on American Indian populations in very general terms.

From chapter 5 sections “The Clovis Consensus” and “Continental Divide”

30. Be able to describe “Clovis-first model” of American Indian migration to the Americas.

31. Be able to explain the connection between the “Clovis-first model” and the “Overkill hypothesis.”

32. Be able to outline at least one alternative contemporary theory of migration proposed by either geneticists or archaeologists.
33. Be able to explain what linguistic evidence does NOT support the Clovis Consensus, or the idea that all Native American Indian languages descended from one language family called “Amerind.”

WEEK -6
From the online lecture “Norte Chico.”

34. Be able to describe the economic strategies that the Norte Chico civilization depended on in order to develop from a small-scale society to a large civilization.

35. Be able to explain how the geography of the region where Norte Chico is located impacted their economic strategies.

From the Reading Ch. 6 “Cotton (or Anchovies) and Maize” (stop at “Tiny Cobs”):

36. Be able to explain how the term “Neolithic revolution” needs to be modified in order to apply to Norte Chico’s development into one of the first American civilizations.

37. Be able to define the MFAC hypothesis.

WEEK -7
From the lecture “The Southeast” and the reading
Ch. 8 Made in America only up to “Hundred Years’ War.”

38. Be able to identify what kind of subsistence strategy was the basis of Southeastern cultures and the relation of this strategy to their environment.
39. Be able to discuss at least two type of evidence for the existence of contact between early Southeastern and Mesoamerican societies.
40. Be able to explain the term “gender-linked division of labor” and how it applied to early Southeastern cultures.
41. Be able to give at least one example of how later Southeastern indigenous cultures differed from the earlier moundbuilder civilizations.
42. Be able to identify at least one language group in the Southeastern culture area, and name one tribe connected to this language group.

WEEK -8
Ch. 11 The Great Law of Peace and lecture: “The Northeast.”

43. Be able to describe gender roles in Northeastern societies, especially among the Iroquois.

44. Be able to define the Iroquois League (also known as the Haudenosaunee) and their role in the trade between Europeans and other Native nations during the 17th and 18th centuries.

45. Be able to explain how wampum was used by both Native peoples and European settlers in the Northeast.

46. Be able to define “the Great Law of Peace” and how it was employed among Northeastern tribes.

47. Be able to compare and contrast the governmental structure based on the Great Law of Peace with that of European monarchies as well as the U.S. Constitution.