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Indians of the eastern woodland

Encouraged by the wealth found by the Spanish in the settled civilizations to the south, fifteenth- and sixteenth-century English, Dutch, and French explorers expected to discover the same in North America. What they found instead were small, disparate communities, many already ravaged by European diseases brought by the Spanish and transmitted among the natives. Rather than gold and silver, there was an abundance of land, and the timber and fur that land could produce.

The Indians living east of the Mississippi did not construct the large and complex societies of those to the west. Because they lived in small autonomous clans or tribal units, each group adapted to the specific environment in which it lived ( [link] ). These groups were by no means unified, and warfare among tribes was common as they sought to increase their hunting and fishing areas. Still, these tribes shared some common traits. A chief or group of tribal elders made decisions, and although the chief was male, usually the women selected and counseled him. Gender roles were not as fixed as they were in the patriarchal societies of Europe, Mesoamerica, and South America.

A map shows the locations of the Southwest (Pueblo) cultures, the Southeast cultures, and the Eastern Woodland tribes, as well as the ancient city of Cahokia.
This map indicates the locations of the three Pueblo cultures the major Eastern Woodland Indian tribes, and the tribes of the Southeast, as well as the location of the ancient city of Cahokia.

Women typically cultivated corn, beans, and squash and harvested nuts and berries, while men hunted, fished, and provided protection. But both took responsibility for raising children, and most major Indian societies in the east were matriarchal. In tribes such as the Iroquois, Lenape, Muscogee, and Cherokee, women had both power and influence. They counseled the chief and passed on the traditions of the tribe. This matriarchy    changed dramatically with the coming of the Europeans, who introduced, sometimes forcibly, their own customs and traditions to the natives.

Clashing beliefs about land ownership and use of the environment would be the greatest area of conflict with Europeans. Although tribes often claimed the right to certain hunting grounds—usually identified by some geographical landmark—Indians did not practice, or in general even have the concept of, private ownership of land. There were tribal hunting grounds, usually identified by some geographical landmark, but there was no private ownership of land. A person’s possessions included only what he or she had made, such as tools or weapons. The European Christian worldview, on the other hand, viewed land as the source of wealth. According to the Christian Bible, God created humanity in his own image with the command to use and subdue the rest of creation, which included not only land, but also all animal life. Upon their arrival in North America, Europeans found no fences, no signs designating ownership. Land, and the game that populated it, they believed, were there for the taking.

Section summary

Great civilizations had risen and fallen in the Americas before the arrival of the Europeans. In North America, the complex Pueblo societies including the Mogollon, Hohokam, and Anasazi as well as the city at Cahokia had peaked and were largely memories. The Eastern Woodland peoples were thriving, but they were soon overwhelmed as the number of English, French, and Dutch settlers increased.

Mesoamerica and South America had also witnessed the rise and fall of cultures. The once-mighty Mayan population centers were largely empty. In 1492, however, the Aztecs in Mexico City were at their peak. Subjugating surrounding tribes and requiring tribute of both humans for sacrifice and goods for consumption, the island city of Tenochtitlán was the hub of an ever-widening commercial center and the equal of any large European city until Cortés destroyed it. Further south in Peru, the Inca linked one of the largest empires in history through the use of roads and disciplined armies. Without the use of the wheel, they cut and fashioned stone to build Machu Picchu high in the Andes before abandoning the city for unknown reasons. Thus, depending on what part of the New World they explored, the Europeans encountered peoples that diverged widely in their cultures, traditions, and numbers.

Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
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A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
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2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
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you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
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can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
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Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
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Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
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"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
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A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
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Source:  OpenStax, U.s. history. OpenStax CNX. Jan 12, 2015 Download for free at http://legacy.cnx.org/content/col11740/1.3
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