What you said about how this class could be better

“If the people were quiet”   “If people do not talk so we can listen to the directions.”   “If I pay attention more”   “If I get more into the lessons and stop spacing out.”   “If I would listen more”   “If Ms. Heyer put the students who are not participating in their

assignment out of the classroom.”   “If nobody was talking so much.”

RS 17:416.18 — Educators' right to teach

 (3) A teacher has the right to remove any

persistently disruptive student from his classroom when the student's behavior prevents the orderly instruction of other students or when the student displays impudent or defiant behavior and to place the student in the custody of the principal or his designee pursuant to R.S. 17:416(A)(1)(c).

RS 17:416.18 — Educators' right to teach

 (6) A teacher has the right to be treated with civility and respect as provided in R.S. 17:416.12.

RS 17:416:12 B.  When any public school student is speaking with any public school system employee while on school property or at a school sponsored event, such student shall address and respond to such public school system employee by using the respectful terms "Yes, Ma'am" and "No, Ma'am" or "Yes, Sir" and "No, Sir", as appropriate, or "Yes, Miss, Mrs., or Ms. (Surname)" and "No, Miss, Mrs., or Ms. (Surname)" or "Yes, Mr. (Surname)" and "No, Mr. (Surname)", as appropriate, each such title to be followed by the appropriate surname.

RS 17:416.18 — Educators' right to teach

(7) A teacher has the right to communicate with and to request the participation of parents in appropriate student disciplinary decisions pursuant to R.S. 17:235.1 and 416(A).

RS 17:416(A)(1)(c)(iv)  When a pupil is removed from a classroom pursuant to this Subparagraph, the teacher may require that the parent, tutor, or legal guardian of the pupil have a conference with the teacher in the presence of the principal or his designee before the pupil is readmitted.

If you interrupt instructionYou will be given one warning. Your name will go on the

board. The second time I have to correct you, it is an automatic detention.

 If you continue to interrupt you will be sent to TOR. All work that you miss from that class period will receive a zero.

You will not be allowed back into the classroom until I have spoken with your parents about your behavior.

Any other ideas??????????/

FROM THE BEGINNING OF TIME UNTIL 1492

The First Inhabitants of Louisiana

How do we know about the past?

Archaeology The study of past

human culturesArchaeologists study

ARTIFACTS Artifacts are objects

produced or shaped by human craft, especially a tool, weapon or ornament of archaeological or historical significance

An Archaeologist at Work

Types of Artifacts

Arrowheads

2000 Year Old Pottery

Archaeology in Louisiana

Knowledge of prehistoric Native Americans culture comes through the careful study of ____________.

European explorers recorded observations in ___________________________________, ___________________________________, and _________________________________.

Those first-hand accounts, along with sketches and artifacts, provide more detailed information about ___________________________________.

Archaeology in Louisiana

Knowledge of prehistoric Native Americans culture comes through the careful study of artifacts.

European explorers recorded observations in letters, diaries and government reports.

Those first-hand accounts, along with sketches and artifacts, provide more detailed information about Historic Indian Cultures.

Paleo Period (10000-6000 B.C.)

Last great Ice Age ends.

Paleo Indians arrive in Louisiana.

Ice Age animals become extinct.

The Paleo People

Lived from 10,000-6.,000 B.C.

During the Ice Age when ocean levels dropped, Siberian people migrated across the land bridge to Alaska in search of game.

Some moved by water down the coast all the way to the tip of South America.

The Landbridge from Asia to North America

The Paleo PeoplePaleo Indians spoke a

developed language, made fine clothing of skins, baskets of split cane, spear points and tools of flint and wove cloth from palmetto fibers.

They were nomads who hunted big game and traveled in small extended-family groups of 30-40 people.

Slaying a Wooly Mammoth

John Pearce Site

Well Preserved Paleo Site

Contains artifacts but no human bones

Artifacts are also found in Macon Ridge and the Piney Hills Including spear points,

knife blades and scrapers

Arrowhead

Archaic Period (6000-2000 B.C.)

Modern Louisiana climate and landforms are in place.

Indians become hunter gatherers.

First Indian mounds are built in America.

Stonehenge and Egyptian pyramids are constructed in the Old World.

Archaic Indians

They were hunter gatherers meaning they survived by hunting and gathering food, who enjoyed a rich, varied diet.

The warming climate made this possible.

Food was plentiful, so they didn’t need to travel as much and probably moved with the seasons over a smaller area.

Archaic Genius

Practiced maximum forest efficiency, meaning they used everything the land had to offer and developed a variety of new weapons and tools including the atlatl.

They were the original mound builders.

Atlatl

A tool used to aid in spear throwing

The atlatl is an example of ancient technology

Watson Brake

Located near the Ouachita River

Eleven mounds were discovered to have organic material dating back to 3500 B.C.

Among the oldest mounds in the United States.

Indian Mounds were also found on Louisiana State University campus.

LSU Indian Mounds

Built for religious reasons as platforms for temples and to bury the dead

Neo Period (2000 B.C.-1492 A.D.)

Last prehistoric period of Native Americans. Poverty Point and other cultures rise and fall.Pottery and bow and arrow are introduced.Agriculture is adopted.Mound building reaches its peak.Greek and Roman civilizations rise and fall in

the Old World.

The Poverty Point CultureLocated in East Carroll

Parish near EppsToday, it is an historic

site. Six huge earthen ridges

built in a semi-circle next to Bayou Macon.

They were hunter-gathers and Poverty Point was a giant trading center.

The Poverty Point culture dominated the Mississippi Valley.

Cross-Section of a Burial Mound

The Tchefuncte Culture (600 B.C.-200 A.D.)

Appeared after the collapse of the Poverty Point culture.

Hunter gatherers Sites on the Gulf Coast have

thick shell middens. Middens were created when

people lived in one place for a long time.

They ate so many mussels and clams that piles of their shells built up ridges—Shell middens

First Louisiana Indians to make large amounts of pottery.

Tchefuncte Hut

The Hopewell and Marksville Cultures (200 B.C.-400 A.D.)

Lived in the Ohio River Valley.

Established a complex trade system, built large mounds and earthworks, buried artifact and their dead, and organized powerful governments.

Culture spread and was adapted by the Marksville culture.

Marksville State Historic Site Marksville Indians

The Troyville-Coles Creek Culture (400-1100 A.D.)

Replaces the Marksville culture.

Built more, larger mounds enclosed inside an earthen rampart (levee)

Began cultivating plants such as squash, sunflowers, and gourds

Marked the beginning of agriculture, which ended Indians’ nomadic lifestyle.

Introduced bow and arrow.

The Caddo Culture (800 A.D.-Present)

The Plaquemine-Mississippian Culture (1000-1500 A.D.)

Indians in northwest Louisiana

Very sophisticated people

Complex social class system and powerful rulers

Farmers and traders

Farmed and lived in villages

More Native Americans

The 6 Indian Tribes in Louisiana

The Caddo Six tribes in northwest Louisiana, southwest Arkansas,

east Texas, and southeast Oklahoma Trading was important

The Attakapas “man-eater” Lived in southwest Louisiana and the Texas Gulf Coast. They were cannibals, which means they ate human flesh

The Chitimacha Lived in south-central Louisiana along Bayou Teche and

the Atchafalaya River. They farmed, and hunted, and fished

The 6 Indian Tribes in Louisiana

Muskogean Lived in southeast Louisiana around Lake Pontchartrain and the

Florida Parishes. Tribes include the Choctaw, Bayougoula, Tangipahoa, Coushatta,

Houma, and Quinipissas-Mugalashas The Natchez

Main village was located near modern-day Natchez, Mississippi Farmers with a complex class system Worshipped the sun

The Tunica They were great traders Lived in modern day Angola Parish Joined with another tribe and became Tunica-Biloxi

SILENT READING TIME

go to page 89

Use your study guide / Guided Notes

Read to page 93

Historic Indian Culture

Agriculture Grew three basic crops—corn,

beans, and squash. Indians used a method called

mound farming. The nutrients one crop absorbs

from the soil, another replaces.

Diet Indians probably ate a healthier,

better balanced diet than most Europeans.

Soups, breads, cakes, dumplings, hominy, and corn dishes were their favorite foods.

They at fish, deer, and buffalo. They wasted nothing.

Villages Some settlements were

large cities, while others were just a few homes.

The settlements included family dwellings as well as larger public buildings.

The construction of a dwelling varied according to the tribe and the season.

Personal AppearanceMen were about five-and-a-

half feet tall. Women were about five

feet. They wore breechcloths or

skirts.Both were bare-chested. Hairstyles were very

important and had significant social meaning.

They adorned themselves in shell, stone, pearls, and large spools.

They had elaborate tattoos.

Religion

They believed in animism. Most have a creation story. Animism teaches that people associate with

spirits every day. Shamans are priests or holy people who

interact with spirits to ask for help and special favors.

Society and Women

Some tribes has several chiefs.They has a complex class system.It was relatively easy for Indians to move up

through the class system.Women had great power and influence.They also did most of the work.They had a matriarchal system, so women usually

owned the houses, fields, and crops.Chiefs and property descended through the

mother’s bloodline. A woman had the right to divorce her husband.

Clans and Family

Each family believed it descended from a particular animal.

Within each tribe were different clans that were like large extended families.

Ancestors were honored, and elders were respected. Children were never whipped, but they were

punished in other ways. They were usually raised by their mother’s brother

who taught and disciplined them.Their biological father was like an uncle because he

was his sister’s children.

Crime and Punishment

Thieves might be beaten or forced to replace stolen items.

Minor crimes were sometimes settled by the guilty party giving the victim a gift.

Only rape, incest, murder, or witchcraft deserved the death penalty.

Archaeology Activity

Take an item from your booksack and answer the following questions about it.

Read your answers to the class and see if they can guess what the object is

Who might have owned or used and item like this?

What might its purpose have been?

Where did it come from or how was it created?

What does this item say about the culture’s values, wants or needs?