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A Letter from Many Roots Day

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A Letter from Many Roots Day

Read a letter about traditions shared in an American community.

Read the letter

Read the letter. Then answer the questions.

A Letter from Many Roots Day

October 14, 1978
Dear Tomas,
Last Saturday, our community center in Minneapolis held Many Roots Day. Families shared customs, foods, languages, and stories. I learned that American communities have many cultures. No single tradition tells the story of everyone in America.

At the Ojibwe table, an Ojibwe family showed a bundle of manoomin, or wild rice. They explained that some Ojibwe families harvest rice from lakes in canoes, as their grandparents did. One person pushes the canoe with a long pole. Another gently knocks the rice into the canoe with two wooden sticks. Long ago, families used birchbark canoes. Today, many use metal canoes, but they still knock the rice by hand. Then they dry and cook the rice. The family said this tradition is important to many Ojibwe communities, though families may practice it in different ways.

At the Cherokee Nation table, a teacher showed the Cherokee syllabary. Sequoyah created this writing system in the 1800s. Children read words from a booklet while an older speaker shared Cherokee words aloud. At the Japanese American table, families shaped mochi, a rice cake that many families make for New Year's celebrations.

Each table had the group's name. I understood why that mattered. Ojibwe, Cherokee, and Japanese American families have different histories and traditions. People can keep a tradition meaningful while using new tools or sharing it in a new place. I hope our class has a day like this someday.
Your friend,
Lena

1.
What is the main idea of Lena's letter?
Question 1 options
2.
How were the three tables different?
Question 2 options
3.
Why did the center put the group's name at each table?
Question 3 options
4.
Circle the two details that show people were teaching or sharing traditions at Many Roots Day.

5.
Which plan would be the most respectful way for a class to learn about the Cherokee Nation?
Question 5 options

Think about the groups

Use details from the letter to compare the cultures and traditions.

6.
A student says, “Every Ojibwe family must harvest wild rice in exactly the same way.” Which response best uses the letter?
Question 6 options
7.
What do the Cherokee Nation table and the Japanese American table have in common?
Question 7 options
8.
Circle the two details that show a tradition can continue while some tools or methods change.

9.
What can Lena infer about the people at Many Roots Day?
Question 9 options
10.
A museum label says, “The Ojibwe and Cherokee have the same culture because both are Native American nations.” Which correction is best?
Question 10 options
11.
What idea is supported by Ojibwe families using metal canoes but still knocking the rice by hand?
Question 11 options
12.
Circle the two details that show traditions can be shared by more than one generation.

13.
Lena's class wants to create a new display about American cultures. Which choice would best follow the example in her letter?
Question 13 options

Write with evidence

Answer in complete thoughts. Use details from Lena's letter.

14.
How are the Ojibwe wild-rice tradition and the Japanese American mochi tradition different? Use one detail about each from the letter.
15.
Why is it important to name the group when describing a tradition? Use two details from the letter.