The+Legend+of+Ohio+Reinforcing+Activity 

__ **Materials:** __ **-**Book //The Legend of Ohio// -Map of Ohio -Graphic Organizers to describe how the Iroquois affected the environment and the environment affected the Iroquois

__**Objective:**__ Students will be able to identify how people and the environment influences each other with the examples of the Iroquois tribe and their own neighborhood.

__ **Procedures:** __ 1. Before Reading: Review the map of Ohio (and surrounding states) specifically labeling the Allegheny Mountains, Ohio River, where the Glaciers used to be. This will help the students have a greater understanding of where the Iroquois tribe is traveling. 2. Read the book // The Legend of Ohio. // // 3. // Make a graphic organizer listing how the Iroquois environment affected their human activities and how their activities altered the physical environment.

Example of a graphic organizer:
 * **Iroquois Influenced the Environment** || **The Environment influenced the Iroquois** ||
 * They settled in a place with many trees so they built their house of sticks and bark. This led to fewer trees outside. || The climate became colder so they could no longer grow their plants. ||
 * When they settled at the base of the Grandfather mountains, they started to hunt bison, musk, ox and caribou. This led to scarcity of these animals. || So many people moved into the land below the Grandfather Mountain so the bison and herds grew thin. ||
 * They ate plants from the earth, making the earth grow barren. || They found an area with large amounts of grass to feed the bison and white-tailed deer near the Ohio River so they were able to find a new place to settle. ||

4. Everyday we act in ways that affect the environment and the environment affects what we do. Take students on a neighborhood walk and find ways that the environment has influenced the way the neighborhood is built as well as how people interact with the environment. Also, look at ways people have influenced the environment, negatively and positively and probe students' thinking if they are unsure of how their surrounding environment has been affected. Model students' thinking by asking: "How would this area look if the parking lot wasn't there?" "What would the air look or smell like if cars were never invented?" (negative) "What have the flowers done for our area? Local wildlife? Appearance of the surrounding school area?" (positive). Have students complete a graphic organizer similar to the one used for the book. If you do not have time for a neighborhood walk, have students think about their actions and where they live to answer the same questions of how they influence the environment and how the environment influences them.

__**Other standards this book can be used for:**__ Grade 4: History, Heritage 3.Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and conflict.

Grade 4: Geography, Human Systems 14. Ohio's location and transportation systems continue to influence the movement of people, products and ideas in the United States.

Grade 5: Geography, Human Systems 8.American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities.