American Bison new - National Park Service · companying transparencies and digital versions on the...

1

American Indians

2

Table of Contents

How To Get Started 3

Curriculum Standards (Kansas) 4

Curriculum Standards (National) 5

Pre-Trunk Activities 6

Lesson A: Tribes of the Plains 7

Lesson B: The Kaw 11

Lesson C: The Wichita 18

Lesson D: The Pawnee 21

Lesson E: The Osage 26

Lesson F: The Hunting Grounds 29

Lesson G: Prairie Survival 32

Lesson H: Indian Removal 36

Lesson I: Prominent Native Americans

of the Midwest 40

Post- Trunk Activities 43

References and Additional Resources 44

Inventory 45

3

How To Get Started

All questions, com-ments, and suggestionsare welcome and shouldbe forwarded to:

Education CoordinatorTallgrass PrairieNational Preserve2480-B KS Hwy. 177Strong City, KS 66869(620)273-8494

Materials contained in this kit are geared toward grades 3-4and correlated to Kansas State Education Standards for thoselevels.

References to items from the trunk will be in bold print andunderlined. Graphics with a Figure Number will have ac-companying transparencies and digital versions on the CD.Watch for the following symbols to help guide you through thebooklet:

Please help us continue to share these treasures with otherstudents by treating the trunk contents with respect.

Good luck and enjoy!

Indicates a class discussion point and potentialwriting activity.

Math Counts! Exercise for mental or writtenarithmetic.

Vocabulary Counts! New vocabulary that mayneed reinforcement.

Community Counts! Opportunity forverbal interaction with community mem-bers.

Indicates further resources on the Web forextension learning.

4

Curriculum Standards (Kansas)

Subjects Benchmarks

Lesson

A

Lesson

B

Lesson

C

Lesson

D

Lesson

E

Lesson

F

Lesson

G

Lesson

H

Lesson

I

History 1 X X X X

2 X X X X

3 X X X X X

4 X X X X X

Life Science 1 X

Civics 2 X X X X

Geography 1 X X X X X X

2 X X X X X X

4 X X X X X X

The activities and materials in this trunk havebeen compiled to meet curriculum standardsfor the State of Kansas Department ofEducation.

5

Curriculum Standards (National)

Standard F (Science in Personal and SocialPerspectives): characteristics and changes in populations;types of resources; changes in environments; science andtechnology in local challenges.

Standard 1A: The student understands family life now and inthe recent past; family life in various places long ago.

Standard 2A: The student understands the history of his or herlocal community.

Standard 2B: The student understands how communities inNorth America varied long ago.

Standard 3E: The student understands the ideas that weresignificant in the development of the state and that helpedto forge its unique identity.

National ScienceEducation Standards

National Center forHistory in the

Schools

6

PRE-TRUNK ACTIVITIES

1. Ask the students, “What is a Native American?” Do any of them personally know a Native American?

2. Have the students list towns,cities, and other place names in Kansas with Native American names. Have them make the same list for outside of Kansas.

3. Where have they seen Native Americans? (Books, TV, movies, coins, etc). What about Native Americans from history, in the news?

7

Lesson A: Tribes of the Plains

Objectives:

- Students will learn what tribes lived on the Plains.- Students will learn what tribes were located in the Flint Hills as well as the specific area of the Tallgrass Prairie National Preserve.

Materials:- Transparencies A2 and A3

Curriculum Standards:

GeographyB1- the student uses maps to locate people, places, and environments.B2- the student analyzes the human character and physical features that give places and regions their character.

8

The interior plains have supported human activity for thelast 10,000 to 14,000 years. These pre-historic Plains Indiansroamed the Great Plains region stretching from the RockyMountains east to the Mississippi, and from Montana/NorthDakota south into southern Texas.

As they moved apart and established their territories,their cultures evolved and were influenced by theirenvironment. We often picture the Plains Indians riding ahorse, but for most of their existence, they did not have horses.The Spaniards introduced horses to the Southwest in the 1700s,and so the southern tribes had horses before the northerntribes.

There were about thirty different tribes of PlainsIndians, including the Sioux, Crow, Blackfoot, Cheyenne,and Arapaho. The larger tribes were also divided into smallersub-tribes. In the early 1700s, the Kaw and Osage Indiansmoved to the Kansas territory from east of the MississippiRiver. The Kaw controlled most of present-day northern andeastern Kansas, including the region around present-dayKansas City. The Osage occupied the Ozark country to thesoutheast. The Pawnee Indians lived in present-day Nebraskauntil 1875, when they moved to a reservation in Oklahoma.Similar in culture to the Pawnee were the Wichita Indians,who occupied central Kansas and south into Oklahoma andTexas.

indians huntingbuffalo on horseback

(Figure A1)

9

(Map of the ranges of North American PlainsIndians...shaded in green)

ACTIVITY #1

Referring to the map above, and using either thetransparency or a wall map of the United States, have thestudents name the states in which certain tribes werehistorically found.

(Figure A2)

10

The Tallgrass Prairie National Preserve lies in the middle ofthe Flint Hills of Kansas. Four main tribes have beenassociated with the area of the preserve; the Kaw, Wichita,Osage, and Pawnee. Since they moved through the area ofpresent-day Tallgrass Prairie National Preserve, it is difficultto determine any fixed locations for them. Traditional NativeAmerican borders were always changing due to conflicts andmigrations. Diseases also accounted for large populationdeclines, sometimes leaving whole regions uninhabited.

How far east does thetallgrass prairie extend?

What mountain rangeis found on the westernboundary of theshortgrass prairie?

Through which statesdoes this mountainrange run?

vocabularycounts

uninhabited

(Figure A3)

11

Lesson B: The Kaw (Kanza)

Objectives:

- Students will learn the origins of the Kaw nation.- Students will learn the cultural structure of the Kaw.

Materials:

More Than MoccasinsVHS...People of the SouthWind


CivicsB2- the student understands the diversity of American society and political culture.

GeographyB1- the student uses maps to locate present information about people and places.B2- the student analyzes the human and physical

features that give places and regions their character.B4- the student understands how economic, political, cultural, and social processes interact to shape

patterns of human populations.History

B2- the student understands the importance of experiences of groups of people who have contributed to the richness of heritage.

12

Kanza (also Kansa) means “Wind People”.Theyare sometimes called “People of the South Wind”because winds in Kansas often come from the south. TheKansa are also called “Kaw.” They were closely related tothe Osage, Omaha, Ponca, and Quapaw tribes. Thesetribes used to be all one tribe located in the southeasternUnited States, along the Mississippi River.

In 1541, the Spaniard Francisco Coronado led anexpedition into Kansas. There they found temporarysettlements of the Kaw. Along the Arkansas River, theexplorers visited a series of about 25 villages. Some of thevillages were comprised of over 200 round grass houses.

In the late 1600s, the Kaw started to move west asone tribe, probably following the game and avoidingeastern tribes and the first white men to invade theirhomelands. The tribes then split up and moved indifferent directions as they neared the Missouri River.

Francisco Coronado

When the Lewis and Clark expedition made their way up theMissouri River in 1804, they encountered Kansa Indianvillages. Lewis and Clark’s reports mentioned that the Kawwere a “fierce tribe”. However, upon camping onIndependence Creek in July of 1804, they did not encounterany members of the Kaw.

“On the banks of the Kanzas reside the Indians ofthe same name, consisting of two villages, one at about twenty,the other forty leagues from its mouth, and amounting to aboutthree hundred men...This nation is now hunting in the plains forthe buffalo which our hunters have seen for the first time.”

Lewis and Clark

A “league” is an old-fashioned unit ofdistance...the distance a man could walk in anhour...about 3 miles. How many miles were theKanza Indian villages from the mouth of theKansas River?

13

The Kanza moved into present-day Kansas and alsoparts of what are now Iowa, Missouri, and Nebraska.

The Kaw tribal organization consisted of about 15 -16different family units. Each unit, also called a gen, had nameslike Earth People, Buffalo People, Thunder People, etc... Forexample, the Thunder People were allowed to burn the prairieto cause rain and to throw cedar leaves on the fire, which wasbelieved to lessen the intensity of thunderstorms. Each gen alsohad its own sacred bundle, such as a clam shell or pipe, or anyother object that carried spiritual significance.

The Kaw men were known as fierce warriors whofought off much larger tribes. They plucked their hair fromtheir heads, leaving a small strip of hair on the top and backof the head. They would typically bury warriors with theirweapons believing that the warrior would need his bestfighting equipment to carry on his good work in the spiritualvillage. However, if the warrior was a prominent leader, thetribe would kill the warrior’s best horse and place it on top ofthe grave. They believed that the leader would need his besthorse if he were to lead other warriors in battle in the afterlife.Kaw warrior

ACTIVITY # 2

Divide the class into four or five different familyunits, or gens. Have them discuss what role andresponsibilities they would like to assume in the tribe, thenchoose a name, similar to the examples above. Have themalso create their own sacred bundle and explain itssignificance to the class.

gen

vocabularycounts

significance

14

The Kaw boys were trained to be hunters andwarriors. They were not disciplined as most childrenare today. This lack of discipline was believed to helpthe boys develop aggressive and forceful behaviorsthat would make them good warriors.

Kaw girls were brought up learning theirdomestic responsibilities and worked hard performingtheir daily tasks.

The Kaw also had time for games. The adult mentook part in running and wrestling competitions, horseracing and gambling. The boys played at archerypractice, running, lance throwing, and hunting games.The girls spent time with dolls and playhouses andother activities that helped them learn domestic chores.

Music and dance were also important parts ofthe Kaw culture. Different dances were performed fordifferent occasions, and animal-hide drums, deer-footrattles, and wooden flutes provided the music.

The Kaw women did a lot of the work, includingfarming and putting up the tipis when they were on theirbuffalo hunts. They also butchered the bison and madebuffalo robes and other clothing from animal skins.

Kaw woman

15

Totems and their meanings:

Totems were things that held special meanings forthe Native Americans. Special importance was giventhese totems in the belief they would give strength andprotection to the owner. Totems were used not only byindividuals, but families and tribes could have their owntotems as well. Indians often used animals as theirtotems. Some of the totems of the Kaw included the earthand thunder, but many animals were used as well.

Bear....industrious, power, will power, courage, strength

Buffalo.... sacredness, life, strength, abundance, gratitude

Deer....gentleness, innocence, adventure

Duck.... water energy, can clearly see, deals withemotions

Eagle.... divine spirit, courage, intelligence, freedom

Elk.... strength and agility, pride, majestic, independence

Hawk.... messenger, victory, healing, visionary power

Raccoon.... curiosity, cleanliness

Turtle.... nurturer, shy, protecting

Wolf.... loyalty, perseverance, success, intuition, spirit

ACTIVITY# 3

Choose an animal or object that has specialmeaning for you and that you would like for your totem.Your totem doesn’t have to be from the above list. Drawyour totem and share with the class. What does yourtotem mean to you?

16

The Kaw used at least two different types ofhomes. When on their buffalo hunts, they took theportable skin-covered tipi. The more “permanent”home was a round earth lodge, with the floor dug one tothree feet below the ground (Figure B1). Beams ranfrom post to post around the circle. Other poles raninward and upward to meet at the top. Thin rods, oftenwillow, were laid parallel to each other and laced withbark, then covered with grass, reeds, or bark. A steeply

sloping wall was built this way,with the whole structurecovered with dirt. Theirfireplace was in the center of thetipi, so the smoke could escapethrough the top. Their bedswere raised platforms setagainst the side of the tipi,between the outer circle posts.

a model earth lodge being built atAllegawaho Memorial HeritagePark, near Council Grove, KS

finished earth lodge

(Figure B1)

17

ACTIVITY #4

In 1872 the Kaw went on one of the last bison hunts inKansas. Your tribe is preparing to leave soon for that hunt. Usingcraft paper and crayon/paint, have the students construct anddecorate their own tipis.

When complete, have the tipis assembled to make avillage display. You may want to follow the guidelines on p. 10 ofMore Than Moccasins when making the tipis.

18

Lesson C: The Wichita

Objectives:

- Students will learn the origins of the Wichita nation.- Students will learn about the culture of the Wichita.

Materials:

____ Kansas Kaleidoscope, Oct/Nov, 2005



GeographyB2- the student analyzes the human and physical




19

The Wichita Indians originally had manysettlements in southern Oklahoma and northern Texas.By the time of their first contact with Europeanexplorers, they were found along the Arkansas River incentral Kansas. Their population was at least 30,000.The Spanish explorer, Coronado, and his men traveledthrough Kansas in 1541, and remained in camp nearthe Wichita for nearly a month. When the expeditionmoved on, a Franciscan priest, Juan de Padilla,remained behind as a missionary to the Wichita tribe,making them the first Plains Indian tribe to beChristianized.

The Wichita were an agricultural tribe; plantingcorn, pumpkins and tobacco. They also hunted thebuffalo, as did most of the Plains Indians. Whentraveling to and from their hunts, they carried skinteepees for temporary houses. They also traded withother tribes in the region, even with tribes as far awayas the Pueblo indians in New Mexico.

web research

Research the PuebloIndians of New Mexico.

What might the WichitaIndians and the Pueblohave to trade with eachother?

The name “Wichita” is derived from the name giventhem by the Osage. “Wia-chi-toh” means “peoplewith grass lodges”.

The Wichita had strong traditions of ceremonialdance which closely followed the seasons. The deer dance,performed by the medicine men, was held when the firstgrass appeared, when corn ripened, and when corn washarvested. Other ceremonies were performed to ensuregood harvests, the successful return of war parties, or theabundance of buffalo.

Their permanent houses were cone-shaped and thatchedwith grass, and about forty to fifty feet in diameter, largeenough to house a dozen beds. Fireplaces were located inthe middle, allowing smoke to escape through the top ofthe lodge.

20

By the mid-1700s, the Wichita had moved south intoOklahoma. A smallpox epidemic in 1801 killed many of theWichita people, a fate common among the Native Americans.During the Civil War, they fled to Kansas to the present siteof the city of Wichita. In 1872 they ceded all their lands to theUnited States and settled on a reservation in westernOklahoma.

Some explorers commented that the Wichita weredifferent in stature than the other Plains Indians. They wereshorter, darker, stockier, and covered with tattoos. Both menand women wore tattoes on their faces, arms, and chests,and so were called the “tattoed people” by other tribes. Theycalled themselves “Kitikitish”, meaning “raccoon eyes”because of the dark circles tattoed under their eyes.

vocabularycounts

epidemic

ceded

a Wichita lodge (Figure C1)

ACTIVITY #5

Share Kansas Kaleidoscope, Oct/Nov, 2005 with theclass. There are articles on lodges, culture, personalities,and tattoes.

21

Lesson D: The Pawnee

Objectives:

- Students will learn about the origins of the Pawnee nation.- Students will learn about the Pawnee culture.

Materials:

____ Art supplies(see Activity #7, page 26)







22

a Pawnee lodge

The Pawnee historically lived along tributariesof the Missouri River in present-day Nebraska andnorthern Kansas.

Subsisting on agriculture and hunting, theywere once one of the dominant tribes on the GreatPlains. Although they were fierce warriors, they neverwarred on the United States. In fact, they served asscouts for the U.S. Army during Indian conflicts in the1870s-1890s.

When settling along the rivers, they built theirearth lodges on the higher banks. These lodges, made ofpoles and willow branches, commonly had 4 paintedpoles that represented the four directions and star gods.They could fit as many as 40-50 people in each lodge,with each village containing 10-15 lodges.

( Figure D1)

23

Each lodge was divided into two groups, each withtheir own leader. The men belonged to one of two groups...they were either a hunter or a warrior. As skilled hunters,they preferred buffalo, but would also hunt elk, deer, andbear. Their hunts ranged as far as western Nebraska andKansas.

The women of the lodge were divided into threegroups...young women, mature women, and old women.The young women were still learning their responsibilities, soprobably did not do much labor. The mature women didmost of the labor; these were usually married women withchildren. The older women were too old to work, so theirprimary job was to care for the young children. The womentook care of the planting and harvesting, producing severalvarieties of corn, beans, and squash. They would also butcherany game the hunters brought back.

a Pawnee brave

In the 1830s, there were about 12,000 Pawnee, but dueto warfare and epidemics of cholera and smallpox, theirnumbers had dwindled to about 3,500 by 1860. At that timethey were placed on a reservation in Nebraska, and latermoved to Oklahoma. By 1900, there were only about 600Pawnee left, but today their numbers have grown to about5,500.

(Figure D2)

24

ACTIVITY #6

Notice the round medallions worn by the two men on theright of the picture. Those were peace medals that werecommonly given to American Indian chiefs by Americanexpeditions. This practice started in the late 18th centuryand continued through the end of President AndrewJohnson’s term, 1869.

Show the peace medal transparency, and ask thestudents:

1) Typically, the American president in office at the timewas featured on one side of the medal. Which Americanpresident’s portrait is shown on the medal?

2) What is depicted on the reverse side? Was the meaningof the design being carried out with regards to theIndians?

(Figure D3)

25

the flag of thePawnee Nation

ACTIVITY #7

A Native American calendar, (also called a “wintercount”) was often made by painting a pictograph (asymbol or sign) on an animal hide. Each symbolrepresented one year. So instead of representing daysand months, these calendars showed many years.

Using paper grocery sacks or parchment paper as hides,have the students make a calendar by painting ordrawing pictographs. They should choose things thatrepresent a significant event of that school year. Forexample...a blizzard, a celebrity visiting the school, a fire,sports events, field trips, etc.

(Figure D4)

26

Lesson E: The Osage

Objectives:

- Students will learn the origins of the Osage nation.

Materials:

____ Internet____ Basic Sign Language____ More Than Moccasins




features that give places and regions their character.B4- the student understands how economic, political, and cultural, and social processes interact to shape patterns of human populations.

HistoryB2- the student understands the importance of experiences of groups of people who have contributed to the richness of heritage.

27

Longtime residents of Missouri, the Osage wereforest dwellers along the Missouri River, west of St. Louis.Like other plains tribes, they were dependent on hunting,foraging, and raising crops. Their hunts were held in thespring, summer, and fall. The women would butcher theanimals the men killed, but they also gathered wild plantfoods and tended vegetable gardens.

The villages were laid out along a road running eastand west. The two village leaders lived in large houses nearthe center of the village on opposite sides of the main road.Their communities were divided into two large groups calledthe SkyPeople and the Earth People. The Sky People lived onthe north side of the road, and the Earth People lived on thesouth side. These communities were comprised of smallergroups called clans. Each clan had it’s own location in thevillage camping circle and appointed representatives to thevillage councils which advised the two village leaders of theSky and Earth people.

Their houses were rectangular or oval and wouldhouse several families. They often measured up to 100 feetlong, with most houses having an entrance on the east end.A leader’s house had entrances on both ends.

Osage village

(Figure E1)

28

Rules and customs of the village were established by a groupof elders called “Little Old Men”. To become a member of thisgroup, one had to undergo many years of training that beganduring childhood. These trainees went through seven stagesof learning sacred knowledge; each stage more complex thanthe one before.

Visit www.osagetribe.com/language and click on language library for beginner lessons. This is a good elementary site to hear and get a feel for the language.

ACTIVITY #8

ACTIVITY #9

Sign language was commonly used by the Plains Indianswhen trying to communicate with settlers or other tribes thatspoke a different language. Sign language is easy to learn.Using the Indian Sign Language book and More ThanMoccasins, practice basic signs with each other.

Divide into groups and have them write a short dialogueusing sign language, then present it to the class.There aresample dialogues in Indian Sign Language to help you.

web research

29

Objectives:

- Students will learn the range in which the plains tribes hunted.- Students will learn about the Kaw Trail.

Materials:

American Bison activity booklet


GeographyB1- the student uses maps...to locate, use, and

present information about people, places, and environments.B5- the student understands the effects of interaction between human and physical systems.

Lesson F: Hunting Grounds

30

Since the Indians relied so much on the buffalo, theyconducted regular buffalo hunts in the fall and winter. So, theIndians needed to carry their portable homes, called tipis,along the trail whenever they went to hunt the buffalo. Theywould carry their tipis on travois pulled by horses or dogs.

hunting bison onhorseback

Two significant innovations due to contact with white menwere the introduction of horses and guns. When the SpaniardFrancisco Coronado led an expedition from New Mexico intoKansas in 1541, horses were brought along and soon became apermanent part of the Plains Indians culture. Hunting onhorseback with guns would allow them to kill many morebuffalo. They could herd the buffalo into pens or drive themover a cliff. If they could kill more than the tribe could use, thenthe buffalo products could then be used as trade goods. By the1860s, the buffalo had been over-hunted and pushed to thewest.

travois

31

The Osage held three main hunts, each one organized by acouncil of elders.These hunts were held during the spring,summer, and fall. After the men brought back the game theyhad killed, the women butchered the animals and dried orsmoked the meat and prepared the hides. Surplus meat,hides, or maybe vegetables were traded to other Indians orEuropean trappers and traders.

The Pawnee would also travel west to hunt the buffalo. Oncethe buffalo were found, they had to wait for the medicine menof the tribe to say it was alright to start. Once the hunters wereclose enough to shoot, they again had to wait for the signalfrom the warriors. If anyone started before the signal, theywere beaten. The Pawnee were excellent horsemen, holdingon and guiding their horses with just their knees whileshooting a bow and arrow. These skills were valuable not onlyin hunting, but also in warfare.

Kaw Trail.—This 100-mile long trail began on the Kawreservation, near Council Grove and ran parallel to the SantaFe Trail through the counties of Morris, Chase, and Marion, towhere Florence now stands; and then to what was known asBig Timbers, on Turkey creek, where it intersected the old SantaFeTrail. It was distinctively an Indian trail; its history andtraditions are local and belong to the Kaw tribe and the settlersliving along the route. Every fall, after getting governmentannuities, the tribe would head west to hunt bison. The buffalohides were used as trade goods, one of the last things left for theIndians with which to make a living.

ACTIVITY #10

Make copies of American Bison and have the studentsworkon the different activities.

32

Lesson G: Prairie Survival

Objectives:

- Students will learn about some of the many uses of the prairie plants and animals used by the Plains Indians.

Materials:

- 11 laminated pictures of plants


GeographyB5- the student understands the effects of interaction between human and physical systems.

33

The Plains Indians depended on the bison. It was the“supermarket” that supplied many of their needs. Allparts of the bison were used for their food, clothing,shelter, spiritual tokens, tools, and even fuel. Besidesthe bison, they may have hunted other animals whenthey had the chance. Elk, deer, rabbits, turtles, andother small game could have been hunted as well.

Many of the prairie plants were also used for food andmedicines. Not only were these plants used tosupplement a meat diet, but they also served asemergency rations when hunting was unsuccessful.Indian women were the primary gatherers of wild foodplants.

The following plants utilized by the NativeAmericans are presented here as information only.Proper identification is essential in the use ofnatural foods. Students should be warned not toingest wild foods without their parents consent, andeven then, not without positive identification.

The prickly pear cactus yielded a fruit that waseaten raw, cooked or dried. It could also be added tosoups to help thicken it. The pads were also a sourceof water in an emergency.

Wild rose hips (red berries) were an excellentemergency food, providing large doses ofVitamin C.

34

The groundplum milkvetch produces purple flowersthat result in edible plum-like fruits. These fruits werea minor food source for the Prairie Indians.

Common milkweed was a commonly used plant on theplains. The young shoots, flower buds, and immaturefruits were all used. The shoots were cooked and eaten,and the flowers were collected in the early morningwhile they still had dew on them, then boiled to producea crude type of sugar.

The yucca, or small soapweed, found in sandy, dry areasof the prairie, had many uses. The flower stalk was eatenlike asparagus, the immature fruits were cooked, and thepetals were used raw in salads.

Gayfeather root was often picked in its younger stageswhile it was still tender and sweet. If picked in the fall orwinter, the roots were baked over a fire.

35

Purple coneflower, also called “Echinacea”, wasused to help alleviate pain fron toothaches,sorethroats and burns.

Smooth sumac was used to treat sunburns andsores. It was also used for making red and blackdyes.

The Common sunflower is the state flower ofKansas. Nearly all parts are useful. The seeds canbe eaten raw or roasted; oil can be extracted fromthe seeds; and a yellow dye can be produced fromthe flower.

Watercress is found floating on top of fresh water andwas eaten raw or cooked. It was also useful for treatingstomach aches, rheumatism, and sore throat.

Western yarrow was used for treating coughs,colds, toothaches, and to stop bleeding.

36

Objectives:

- Students will learn the reasons for Indian removal.- Students will learn about the different treaties.- Students will learn where the different tribes were relocated.

Materials:

____ DVD, Plains Indian Museum Powwow


GeographyB4- the student understands how economic, political, cultural, and social processes interact to shape patterns of human populations and conflict.B5- the student understands the effects of interaction between human and physical systems.

HistoryB1- the student understands the significance of major developments in history.B2- the student understands the importance of experiences of groups of people who have contributed to the richness of heritage.B3- the student understands the significance of events, that are important to Kansas and U.S. history.B4- the student engages in historical thinking skills.

LESSON H: Indian Removal

37

The Lewis and Clark expedition of 1804 did much tolure settlers to the western frontier of the expanding UnitedStates. In April, 1806, chiefs representing the Kaw, Osages,and Pawnee made a trip to Washington D.C. to meet withPresident Thomas Jefferson. The President encouraged thechiefs to remain peaceful with the whites, and encouragedtrade with the United States. This meeting, in addition torelations with territorial governors and a strong United Statesmilitary presence, marked the beginning of a peaceful periodbetween the Kaw, Osage, and the United States.

However, as the nineteenth century progressed therewas increasing contact between Americans and Indiangroups. As the nation moved westward, settlers moved ontoIndian lands and began competing with the Indians for theirresources. In addition, slaughtering the bison would also helpthe government to subdue the Indians. Governmentpromises of compensation for lost timber, water access, andhunting territory were fulfilled partially or not at all. So,beginning in the 1840s, U.S. Government policy was to movetribes to reservations. As settlement and agriculturefollowed, the tallgrass prairie and it’s once vast resourcescould no longer sustain the Indians. Their life on the plainswas coming to an end.

The Wichita had occupied central Kansas since beforethe first white men arrived in the1500s. After moving to theOklahoma territory in the 1700s, they returned to the Wichita,Kansas area during the Civil War. In 1872, they ceded all oftheir lands to the United States, and by 1990 there were only1,200 Wichita in the United States. Today, they are known asthe “Wichita and Affiliated Tribes” (the Wichita, Keechi,Waco, and Tawakonie)

The Osage, by a series of treaties starting in 1810,ceded most of their land in Missouri, Arkansas, andOklahoma to the U.S. Their reservation in north-centralOklahoma produced oil, which helped contribute to theprosperity of the Osage. In 1990, there were over 10,000Osage in the United States.

President Thomas Jefferson

38

The lands of the Kanza were shrunk by treatiesfrom more than 20 million acres before 1825 to 2 millionacres, then to 256,000 acres in 1846 and a “DiminishedReserve” of 80,000 acres in 1859.

As government Indian agents and mission schoolssought to change the Kanza into farmers, the tribe becamedependent upon the white man for subsistence and wasdecimated by smallpox and cholera. Even on theDiminished Reserve white squatters illegally occupiedKanza territory.

As the result of an 1846 treaty, a small Kawreservation was established near Council Grove, KS. In1872, despite protests of Chief Allegawaho and most of hispeople, the Kanza were moved by legislative act to a100,137-acre site on Osage land in Oklahoma.

vocabularycounts

subsistence

The Kaw Agency building still remains today and servesas a visitor center focusing on the Kaw history. The 150-acreAllegawaho Memorial Heritage Park, which includes areconstructed Kaw lodge, is also found near Council Grove.Today, the Kanza Museum and the headquarters of the Kawnation are located in Kaw City, Oklahoma.

Kaw mission in CouncilGrove, KS

(Figure H1)

Chief Allegawaho

39

Although Indians today live in the white man’sculture, they are trying to hang onto their traditional customsby preserving their historic tribal culture. Tribes today havetheir own laws, police, and firefighters; and celebrate manyof our holidays just as we do. However, many return to theirtraditional lands each year for inter-tribal meetings, whenthey visit with relatives and take part in powwows. Many ofthe native languages have also been lost through the years,and some tribes offer language courses in hopes that theyoung people will learn and carry on the language.

In 1808, the Pawnee signed a treaty to move to areservation in southern Kansas. By the 1830s, there wereabout 12,000 Pawnee, but due to warfare and disease, theirnumbers were reduced to about 3500 by 1860. Today thereare about 5500 Pawnee, with the tribal headquarters locatedin Pawnee, OK. The Pawnee Indian Museum State HistoricSite in Republic, Kansas houses the excavated floor of an1820s Pawnee lodge.

ACTIVITY #10

Watch the DVD, Plains Indian Museum Powwow.

(Figure H2)

40

Lesson I: Prominent Native Americans

Objectives:

- Students will learn about historically prominent members of the Kaw, Wichita, Osage, and Pawnee tribes, as well as other Midwest tribes.

Materials:

Kansas Kaleidoscope, Oct/Nov 2005, p 10


HistoryB1- the student understands the significance of important individuals and major developments in history.B2- the student understands the importance of experiences of groups of people who have contributed to the richness of heritage.B4- the student engages in historical thinking skills.

41

Charles Curtis was born in 1860 in Topeka, KS. Hewas the son of a white father and a mother who wasone-quarter Kaw. He lived on a Kaw reservation atCouncil Grove, KS for three years. As a boy, Curtis hadlearned to ride Indian ponies bareback and wasknown as a very good rider. His grandfather built arace track, and Charles became a jockey, racing until hewas 16 years old. After he graduated from high school,he studied law and at the age of 21, became a lawyer. Ina few short years, he entered politics and in 1928,would become the first person of Indian heritage to

serve as Vice-President of the United States, underPresident Calvin Coolidge.

Maria Tallchief , born in Oklahoma in 1925,was of Osage descent. Trained as a pianist and as adancer she chose to pursue a career as a ballerina.She studied in Russia and later danced with the NewYork City Ballet for 18 years as their principleballerina. Her fame and television exposure madeher one of the most accomplished United Statesballerinas, and contributed greatly to the prestige andpopularity of American ballet.

(Figure I1)

(FigureI2)

42

Brummet Echohawk was of the Pawnee Nation andserved in the U.S. Army during World War II. As anexpert in hand-to-hand combat, he trainedcommandoes. He later became a well-known artistwith international exposure. His comic strip,”LittleChief”, in the Tulsa Sunday World is believed to be theonly regularly published comic strip conceived anddrawn by a Native American. It ran in that paperduring the late 1950s.

Billy Mills was an Oglala Lakota Sioux, raisedon the Pine Ridge Indian Reservation in SouthDakota. In 1950, at the age of twelve, he wasorphaned and moved to the Haskell Institute, anIndian boarding school in Lawrence, Kansas. Whilethere he took up sports and discovered he had atalent for distance running, breaking numerous highschool records. In the late 1950s he attended theUniversity of Kansas on an athletic scholarship.While at KU, he was an All-American cross-countryrunner three times, and was on two nationalchampionship outdoor track teams. After graduatingfrom KU, he was commissioned as a Lieutenant inthe United States Marine Corps. Mills continued totrain and qualified for the 1964 U.S. Olympic team inthe 10,000 meters. At the 1964 Tokyo Olympics, Millsbecame the first American to ever win the 10,000meter event.

Mills was later inducted into the United StatesTrack and Field Hall of Fame and the U.S. OlympicHall of Fame. (See Billy Mills, Kansas Kaleidoscope,

Oct/Nov 2005, p.10)

Billy Mills (left, #722) winningthe 10,000 meter race at the1964 Tokyo Olympics.

Billy Mills

Brummet Echohawk

In what country isTokyo found?

How many miles is10,000 meters?

(6.2 miles)

(Figure I3)

(Figure I4)

43

Post-Trunk Activities

1. Visit the Kaw Mission in Council Grove, KS. Call or check their website www.kawmission.org for a schedule of activities.

2. Visit the Allegawaho Heritage Memorial Park near Council Grove, KS. This 158-acre park is located on the last Kanza reservation.

3. Divide the class into four groups representing the Kaw, Osage, Pawnee, and Wichita tribes. Have each group research their tribe using trunk materials, library books, and websites. Have them prepare a 3-D diorama depicting part of the culture of their tribe.

4. Visit the Mid-America Indian Center in Wichita, Kansas. Call or check their website www.indiancenter.org for a schedule of activities.

44

References and Additional Resources

Kindscher, Kelly; Edible Wild Plants of the Prairie, UniversityPress of Kansas, 1987

Marchand, Michael; Tales Out of School, Emporia StateUniversity, Center for Great Plains Studies, October 1993

Hoxie, Frederick E.; Encyclopedia of North AmericanIndians, Houghton Mifflin,1996

Unrau, William E.; The Kansas Indians, University ofOklahoma Press, 1986

Herring, Joseph B.; The Enduring Indians of Kansas,University Press of Kansas, 1990

The World of the American Indian, National GeographicSociety, 1989

www.pawneenation.org

www.osagetribe.com

www.kawnation.com

www.wichitatribe.com

www.indiancenter.org

www.bigorrin.org

INVENTORYPlease take the time to check all of the items in thetrunk before and after use. If anything is missing ordamaged, please contact us immediately.

Tallgrass Prairie National Preserve

2480B KS Hwy 177Strong City, KS 66869

(620) [email protected]

_____ Activity notebook, including cd w/ pdf file_____ Indian Sign Language book_____ VHS “Voices of the South Wind”_____ Coloring Pages_____ Kansas Kaleidoscope...Oct/Nov 2005_____ Kansas Kaleidoscope...Nov/Dec 1997_____ Return of the Bison Booklet_____ American Bison activity booklet (Nature Conservancy)_____ DVD...The Plains Indian Museum Powwow_____ Transparencies_____ Plains Indians Word Find game

46

American Bison new - National Park Service · companying transparencies and digital versions on the...

Documents

Transcript of American Bison new - National Park Service · companying transparencies and digital versions on the...