Adaptive Cultures UNIT 4 WEEK 1. Read the article Adaptive Cultures before answering Numbers 1 through 5. Weekly Assessment Unit 4, Week 1 Grade 6 181

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1 Read the article Adaptive Cultures before answering Numbers 1 through 5. UNIT 4 WEEK 1 Adaptive Cultures Environments are different around the world, but in almost all of them, you can find people. We live high in the mountains and along the shore at sea level. We live on islands and on plains. We live in hot, dry deserts and in cold, snowy areas. We live where rain is common and where rain is rare. We live where the sun shines nearly every day and where the sun does not show its face for months at a time. We fit into these environments and make them work for us, getting shelter, food, and water from them. But just how do people make their surroundings work for them? Here are a few examples. The Inca and Machu Picchu The Inca people once thrived in South America. Nearly 600 years ago, they built an amazing metropolis on the slopes of the Andes Mountains. Called Machu Picchu, for Old Mountain, this city was carefully planned and designed. It fits right in with the natural rock outcroppings of the mountain. Machu Picchu is built of huge stones that were moved over long distances and carved into blocks. The stones form buildings, stairs, and terraces around the mountain. They are placed so close together that not even the thin blade of a knife can fit between them. The terraces were most likely used for farming crops such as potatoes and maize. The Inca left no written records, so scientists cannot be sure of what purpose the metropolis served. Likewise, no one can be certain why the city was abandoned about a hundred years after it was built. Pueblo Peoples Like the Incas, the Pueblo peoples of what is now the southwestern United States built settlements to suit their natural environment. Their homes were built out of adobe, a mixture of clay and straw formed into bricks and baked hard in the sun. Multi-story Pueblo homes were often built into hillsides. They contained many units, each one home to a family, much like modern-day apartments. A series of ladders allowed residents to move from level to level. To keep out intruders, the residents simply removed the ladders. Weekly Assessment Unit 4, Week 1 Grade 6 181

2 UNIT 4 WEEK 1 Pueblo homes worked well for farming people because they did not need to pick up and move to find food. Pueblo peoples raised corn, pumpkins, and beans, and they also hunted deer and rabbits. The Inuit The far north is an extreme environment. Snow and ice cover the ground all year long. Although it may not seem like a hospitable place for human beings, it is home to the Inuit. Today, some Inuit people live here in sod houses. Others live in houses made of wood that is shipped to their settlements on the edge of the icy seas. The traditional Inuit house is the igloo that is built of blocks cut from ice or hardpacked snow. Igloos are used much less now than in the past, but hunters and fishermen who are away from home may still seek shelter in one. Unlike Machu Picchu buildings and adobe pueblos, igloos are built without partitions. Sometimes, a seal skin may be hung to make separate rooms for privacy. Historically, Inuit lived by hunting whales, seals, caribou, arctic fox, and fish. They also ate bird eggs, seaweed, berries, roots, and grasses. Today s Inuit eat many of these foods, but they also import a wide variety of food. The Incas, Pueblo peoples, and Inuit had to be industrious to build their homes and secure food to eat. They kept very busy just doing the things they needed to in order to survive. We may not work as hard as they did to find food and shelter, but no matter when or where we live, we all make our environments work for us. 182 Grade 6 Weekly Assessment Unit 4, Week 1

3 Now answer Numbers 1 through 5. Base your answers on Adaptive Cultures. 1 This question has two parts. First, answer part A. Then, answer part B. Part A: Which statement best describes the author s point of view about Machu Picchu? A It was the most beautiful Inca settlement. B It was built with its environment in mind. C It was created for the sole purpose of farming. D It was constructed quickly without much thought. Part B: Which sentence from the text best supports your answer in part A? A It fits right in with the natural rock outcroppings of the mountain. B Machu Picchu is built of huge stones that were moved over long distances and carved into blocks. C The terraces were most likely used for farming crops such as potatoes and maize. D Likewise, no one can be certain why the city was abandoned about a hundred years after it was built. Weekly Assessment Unit 4, Week 1 Grade 6 183

4 2 Circle the word in the excerpt that helps to explain what metropolis means. The Inca people once thrived in South America. Nearly 600 years ago, they built an amazing metropolis on the slopes of the Andes Mountains. Called Machu Picchu, for Old Mountain, this city was carefully planned and designed. 3 With which statements about the Pueblo peoples would the author most likely agree? Select two options. A They enjoyed having a permanent home. B They preferred to live in small groups. C Hunting was not their main source of food. D They had difficulty protecting their homes. E They should have found better places to live. F They did not work hard to build their homes. 184 Grade 6 Weekly Assessment Unit 4, Week 1

5 4 This question has two parts. First, answer part A. Then, answer part B. Part A: Read the excerpt from the text. Unlike Machu Picchu buildings and adobe pueblos, igloos are built without partitions. Sometimes, a seal skin may be hung to make separate rooms for privacy. What is the meaning of the word partitions as it is used in the text? A open doors B huge stones C adobe bricks D dividing walls Part B: Which phrase from the excerpt best helps to explain what partitions means? A Machu Picchu buildings B adobe pueblos C a seal skin may be hung D to make separate rooms 5 What most likely does the author believe about the life of the modern Inuit? A It the same as that of the traditional Inuit. B It is less difficult than that of the traditional Inuit. C It includes more problems than that of the traditional Inuit. D It has a different environment than that of the traditional Inuit. Weekly Assessment Unit 4, Week 1 Grade 6 185

6 UNIT 4 WEEK 1 Read the article North American Trickster Tales before answering Numbers 6 through 10. North American Trickster Tales Many cultures around the world are fortunate enough to have special stories known as trickster tales. In these tales, a person or animal plays the part of an unlucky character. Through trickery and intelligence, the trickster outsmarts a more powerful enemy. The trickster has some of the characteristics of a hero, but like a coin, the trickster has two sides. For example, at some times the trickster is a valiant figure. At other times, the trickster changes and acts like a coward. However the trickster behaves, he is certainly an unusual, fascinating character. Tricksters in North America In North America, Native Americans and enslaved Africans created the trickster tales that we still retell today. For both cultures, it was typical for an animal to play the part of the trickster, not a person. In the stories of Native American people of the Pacific Northwest, the trickster took the form of Raven. To those of the Southeast, the trickster appeared as Rabbit. Perhaps the most widely known and interesting Native American trickster is Coyote, who figured in stories of people from the West and Southwest. No matter the form, the trickster stirs up some fun while at the same time changing the world. For instance, tales tell how tricksters accomplished extraordinary feats, such as stealing fire for people or bringing people the sun. Some stories feature the trickster acting as the father of the Native American people. This character has been given credit for creating the world and everything upon it. As a father figure, the trickster also can be uncommonly brave and noble, but in other stories he is much more of a scoundrel. Far from being helpful, he just makes mischief! As with all tricksters, his pranks can be both useful and destructive. African people in North America told trickster stories about a rabbit, often called Brer Rabbit. In the stories, Brer Rabbit is clever enough to take on larger and stronger animals, such as alligators and bears, but the rabbit always gets into trouble along the way. It seems like his luck has deteriorated. Suddenly, at the point where there is no hope, Brer Rabbit triumphs by using his wits. The rabbit always wins in the end, often laughing at those he has tricked. One story tells how he bets that he can turn Lion into a riding horse. Then he pretends to be sick so Lion carries him into town. Brer Rabbit wins the bet, riding Lion just like a horse. 186 Grade 6 Weekly Assessment Unit 4, Week 1

7 The Oral Tradition Trickster stories are part of the oral tradition. They have a miraculous story of survival. The stories were not originally written down, but rather told out loud by storytellers. People who are specialists in storytelling have helped preserve these stories. The stories have survived because people have long enjoyed listening to them. The stories touch listeners and make them laugh. People like to hear about a character who shares some of the same burdens they have. They like it when they can see a bit of themselves in a clever and mischievous character. They especially like one that always comes out on top! Trickster tales do more than amuse and entertain. They provide valuable guidance and advice, instructing us about basic parts of human nature. The stories teach about qualities like fairness, kindness, maturity, greed, laziness, and much more. Trickster tales represent the liveliest means to pass along these cultural values. People everywhere can appreciate and learn from the cunning and charming trickster. UNIT 4 WEEK 1 Weekly Assessment Unit 4, Week 1 Grade 6 187

8 Now answer Numbers 6 through 10. Base your answers on North American Trickster Tales. 6 Read the excerpt from the text. The trickster has some of the characteristics of a hero, but like a coin, the trickster has two sides. For example, at some times the trickster is a valiant figure. At other times, the trickster changes and acts like a coward. What is the meaning of the word valiant in the excerpt? A attractive B brave C old D timid 7 Draw a line that matches each point of view on the left with one piece of text evidence that supports it on the right. There will be boxes left over in the right column. Point of View Oral tradition is a helpful method for preserving culture. Text Evidence No matter the form, the trickster stirs up some fun while at the same time changing the world. Trickster tales are valuable teaching tools. Trickster tales represent the liveliest means to pass along cultural values. The stories were not originally written down, but rather told out loud by storytellers. The stories have survived because people have long enjoyed listening to them. People like to hear about a character who shares some of the same burdens they have. The stories teach about qualities like fairness, kindness, maturity, greed, laziness, and much more. 188 Grade 6 Weekly Assessment Unit 4, Week 1

9 8 Why does the author include details about the forms that tricksters can take? Select two options. A to show that the trickster is really the narrator of the story B to prove to the reader that trickster tales are worth reading C to convince the reader that the trickster is always changing D to show how the trickster can play a variety of roles in stories E to explain that all trickster tales have the same main character F to explain that different cultures have different trickster characters 9 This question has two parts. First, answer part A. Then, answer part B. Part A: Read the excerpt from the text. As a father figure, the trickster also can be uncommonly brave and noble, but in other stories he is much more of a scoundrel. Far from being helpful, he just makes mischief! What is the meaning of scoundrel in the excerpt? A bully B leader C teacher D troublemaker Part B: Which phrase from the excerpt best helps to explain the meaning of scoundrel? A father figure B brave and noble C being helpful D makes mischief Weekly Assessment Unit 4, Week 1 Grade 6 189

10 10 This question has two parts. First, answer part A. Then, answer part B. Part A: Which sentence states a point the author makes about trickster characters? A Trickster characters are more intelligent than their enemies. B C D Trickster characters are more dangerous than their enemies. Trickster characters rely on their friends to help them. Trickster characters rarely have any close friends. Part B: Which evidence from the text best supports the point chosen in part A? A the examples of lessons trickster tales teach B C D the summary of a trickster tale featuring Brer Rabbit the explanation of the two sides of trickster characters the description of the different Native American tricksters STOP 190 Grade 6 Weekly Assessment Unit 4, Week 1

11 Now answer Number 11. Base your answer on Adaptive Cultures and North American Trickster Tales. 11 What do the articles explain about culture? What text evidence do the authors use to support their ideas? Support your answer with details from both texts. Weekly Assessment Unit 4, Week 1 Grade 6 191