Agricultural Indians of Texas: The Historic Period Video

Video title: The Historic Period

Use this Native American Indian History video entitled The Historic Period to study the major cause of the historical disappearance of most Native American tribes in Texas.

Learn about the similarities and differences in tradition, lifestyle, and culture of the Native American farming tribes and their locations at the time of early European exploration in the 16th century. Identify the key facts about the Jumano, Caddo, Karankawa, Apache, Tonkawa, and Coahuiltecans.

 

Now Playing: Agricultural Indians of Texas: The Historic Period Video
Video Mode: Free Demo© Copyright 2007 - 2024 ZP Online Publishing

Agricultural Indians of Texas: The Historic Period Video. Learning Objectives for this video:

  • History of Indian Agriculture. Learn about The Historic Period. Learn about such farming cultures as the pueblo-building Indians, the Jumano, and the sophisticated agriculturists and traders like the Caddo, and learn about the similarities and differences in tradition, lifestyle, and culture of the Native American farming tribes.
  • Discover the locations of the tribes populating Texas at the time of early European exploration in the sixteenth century.
  • Identify the major causes of the historical disappearance of most Native American tribes in Texas, and summarize key facts about the Jumano, Caddo, Karankawa, Apache, Tonkawa, and Coahuiltecans.
  • Discover what caused the decline of these agricultural Indian populations and the legacies they left behind.
  • Discover the many benefits of using online video for visual learning. Educational video for teaching the K-12 curriculum provides online learning for children and students of all ages and abilities. Using subtitled video - or video with closed captions - enables children to choose between watching, listening to, or reading each presentation whichever best suites their individual learning style. A wonderful option particularly for dyslexia and special needs education.

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