)0, DOCLHEIVI 11E51. Mt ED 032 969 RC 003 701 lUte Unit with History. Suggested Activities. and Teachers' Guide.) Montelores Studies Center. Cortez. Colo. Sports Agency-Office of Education (DHEW). Washington. D.C. Bureau of Elementary and SecondaryEducation. Pub Date 1681 Note-75p. EDRS Price MF -$0.50 HC Not Available from EDRS. Descriptors-Activity Units. *American Indians. Curriculum Enrichment. Grade 4. History. *History Instruction. *Instructional Materials. Resource Materials. *Social Studies Units. Teaching Guides,'Units of Study (Sublect Fields) Identifiers -*Utes This curriculum unit for fourth grade students. developed by theMontelores Studies Center. Cortez. Colorado. which is funded by the Elementary and Secondary Education Act. Title III. presents a his tory of the Ute Indians. suggestedactivities for students. and a teachers' guide. The historysection *outlinesthehistorical development of the Ute Indians from the time of their migration from Asia to the present The activities section contains a set of suggested activities, reference to materials available from Montelores Studies Center. andan annotated bibliography. The teachers' guide lists organizations andresource persons to be contacted for additional information and resource materials. [Not available in hardcopy due to marginal legibility of original document.) (TL) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATIIJN Jr)

(\I THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE p.r PERSON OR ORGABIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS C.) STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION w POSITION OR POLICY. Shor-f-

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g HAVE YOU EVER WONDERED WHERE THEPEOPLE IN THE

UNITED STATES CAMEFROM? MANY CAME HERE FROMOTHER

COUNTRIES IN THE NOT-TOO -LONG AGO: MAYBE YOUR

GRANDPARENTS CAME FROMANOTHER COUNTRY: MANY PEOPLE

LIVED HERE BEFORETHE PEOPLE FROMEUROPE CAME, HOWEVER,

PEOPLE HAVE ASKED WHERE THEINDIANS CAME FROM. No

ONE KNOWS FOR SURE,BUT THERE IS ONEIDEAtTHAT MOST

PEOPLE THINK ISLIKELY. MANY THOUSANDS OF YEARS AGOPEOPLE IN THE WORLD

WERE HUNTERS INORDER TO GET THEIRFOOD: THESE BANDS

OF HUNTERS WOULDFOLLOW THEIR GAME: WHEREVER THE

HERDS MIGRATED.THE HUNTERS WOULDSTAY WITH THEM.

IN NORTHERN ASIA SOME OFTHESE NOMADS(BANDS OF

HUNTERS) CROSSED OVER THENARROW BAND OF WATERCALLED THEY CROSSED THEBERING STRAITS IN SEARCH OFGAME:

BACK AND FORTHSEVERAL TIMES ANDFINALLY SOME FAMILIES

BEGAN TO LIVE ONTHEAMERICAN SIDE: GRADUALLY THEIR

GRANDCHILDREN ANDGREAT-GRANDCHILDREN BEGANMOVING

FURTHER AND FURTHERSOUTH IN SEARCHOF 'GAME AND HUNTING DIRECTIONS GROUNDS. DIFFERENT BANDS WENT IN DIFFERENT

AND THEN SETTLEDDOWN: GRADUALLY DIFFERENT LANGUAGES

AND DIFFERENTHABITS DEVELOPED. IT IS THOUGHT THAT

THIS IS HOW THEDIFFERENT TRIBES OFINDIANS DEVELOPED. YEARS TO IT WAS A LONG PROCESS ANDTOOK THOUSANDS OF

COMPLETE (1) (2)

THE FIRST PEOPLE IN COLORADO WERE THOSE-CALLED

THE FOLSOM MAN WHO MOVED SOUTH INTONEW MEXICO:

MUCH LATER, IN THE TIME OF CHRIST. THE_BASKET MAKERS

LIVED ALONG THEDOLORES AND SAN JUAN RIVERS. SOME

SEVEN HUNDRED YEARS LATER THESE PEOPLELEFT AND THE

ANCESTORS OF THEPUEBLO INDIANS. THE CLIFF DWELLERS,

BEGAN BUILDING THEIR CLIFFDWELLINGS LIKE THOSE IN

IIESA VERDE: BECAUSE OF DROUGHT AND RAIDS BY UNFRIENDLY

NEW INDIANS. THECLIFF DWELLERS HAD LEFT THIS AREA

BY1300, MANY DIFFERENT TRIBES OF INDIANS LIVED IN

DIFFERENT PARTS OFCOLORADO: THE TRIBE THAT LIVED

MOSTLY ON THEWESTERN SLOPE WAS THE UTES: BY LANGUAGES AND CUSTOMS THEY WERERELATED TO A LARGER

GROUP OF TRIBES CALLED THESHOSHONE: THIS GROUP

INCLUDED THEUTES, SHOSHONE, SNAKE AND OTHER TRIBES

WHO LIVED INIDAHO. UTAH. PARTS OF NEVADA,COLORADO,

ANDWYOMING: THE UTE TRIBE HUNTED AND LIVED WEST OF THE CONTINENTAL DIVIDE OFTHE ROCKYMOUNTAINS

INCOLORADO. AND IN PART OF EASTERNUTAH AND

NORTHERNNEW MEXICO' BECAUSE THEY WERE RELATED IN MANY WAYS THE

UTES GENERALLY WERE FRIENDLY AND TRADED AMONG THEM-

SELVES AND THESE OTHER TRIBES: THEY WERE NOT AS

FRIENDLY WITH OTHER TRIBES WHO LIVED TO THEIREAST

AND SOUTH OHENAVAJO AND APACHE) (3)

WHEN TWO OR MORE TRIBES WANTEDTO USE THE SAME

LAND TO HUNT,THERE WERE OFTENCONFLICTS OF ONE

TYPE OR ANOTHER. SOMETIMES BATTLES RESULTED. ALL PEOPLES HAVE HAD THEIRWAYS OF LIFE CHANGED

BY DIFFERENT FORCES. THINK OF HOW PEOPLE LIVED BEFORE THEY HADCARS: ALL PEOPLES HAVE ACCEPTED

IDEAS AND INVENTIONSFROM OTHER GROUPS ANDHAVE

SHARED THEIRDISCOVERIES AS WELL. THIS IS HOW

IDEAS ARE SPREADAND IMPROVED.

THE UTE PEOPLE FOR MANY YEARSLIVED AS NOMADS

DEPENDING ON THEIRTRAPS AND HUNTING TOGET THEIR SOUTHWEST FOOD. As THE NAVAJOSMOVED INTO THE

THEY BROUGHTWITH THEM A STRONGERBOW THAN THE KIND

IN USE BY THEUTES. THE UTES LEARNED HOW TO MAKE

AND USE THISDOUBLECURVED BOW FROM THENAVAJOS,

THEY, IN TURN,LEARNED BETTER WAYS OFTANNING

LEATHER AND MAKINGBASKETS FOR STORAGEFROM THE

UTES, LATER ANOTHER GROUP OF PEOPLE MOVEDINTO

LAND NEAR THEUTES) HUNTING TERRITORY; THESE WERE

THE FIRSTEUROPEANS IN THE SOUTHWEST THE SPANISH. THEY HAD MOVED FIRST INTOMEXICO AND THEN NORTH

AND SOUTH FROMTHERE. EVENTUALLY THEY CONTROLLED

ALL THE LANDSALONG THERIO GRANDE RIVER. ONE OF

THE PLACES WHERESPANISH OFFICIALS VISITED AND

TRADED WAS THETAOS PUEBLO. (4)

AROUND 1640 SOME UTES WERE TRADINGTHERE AND

CAME INTO POSSESSIONOF SOME HORSES. THEY

BEGAN ACQUIRINGMORE HORSES ANDBECAME EXCELLENT HUNTING THEY RIDERS. BY USING HORSES FOR THEIR

WERE ABLE TOCATCH FASTER ANDBIGGER ANIMALS. MANY CHANGES IN THEIR LIFECAME ABOUT BECAUSEOF

THE USE OF HORSES. THEY NOT ONLY WERE ABLE TO OF THEIR BANDS HUNT DIFFERENTLYBUT FLOW THE SIZE

INCREASED ANDTHEY FORMED BIGGERGROUPS, BEFORE Now ONLY FAAILYGROUPS LIVED ANDHUNTED TOGETHER,

THEY WERE ABLETO HAVE MUCH LARGERGROUPS. THERE

WERE SEVEN OFTHESE LARGER BANDSFINALLY. AGAIN,

AS THEUTES LEARNED FROM ;THESPANISH. THE SPANISH

LEARNED FROM THEM. IDEAS AND WAYS OF LIFE WERE

EXCHANGED BACK ANDFORTH? THE UTES WERE WELL-OFF IN THISPERIOD AS THEY

HAD GOOD HUNTINGGROUNDS AND WERE ALSOGOOD TRADERS.

THEIR HERDS OF HORSESINCREASED AND THEY TRADED

HORSES TO TRIBES INTHE1NORTH FOR MORE WEALTH,

SOMETIMES ADDITIONALWEALTH WAS GAINED IN RAIDS ON

OTHER TRIBES TO GETMORE HORSES OR OTHERGOODS THE BANDS LIVED AND TRAVELED TOGETHERAS A WHOLE.

IN THE SUMMER THEYLIVEh AND HUNTED IN THE

MOUNTAINS AND IN THE WINTERLIVED IN THE MILDER

LOWER VALLEYS. IF THE HUNT AND TRADING WERE SUCCESSFUL. THEY ALL SHARED THEBENEFITS. (5)

IF THE HUNTING SEASON WERE BAD. THEY ALL SUFFERED

EQUALLY: SOON THEUTES WERE CROSSING TO THE GREAT

PLAINS TO ADD THE BUFFALO TO THEIR BUCKSKIN CULTURE.

THE SPANISH WERE CURIOUS ABOUT THE LANDS AND

PEOPLE WHO LIVED NORTH OFTHEIR SETTLEMENTS IN

NEW MEXICO. THEY SENT VARIOUS EXPEDITIONS OUT TO

GET MORE INFORMATION ABOUTTHESE REGIONS. THE

FIRST RECORDED EXPEDITION WAS LEDBY DON JUAN

RIVERA IN 1765. (OVER TEM YEARS BEFORE THE

UNITED STATES CAME INTOEXISTENCE.) HE WAS

SEARCHING FOR GOLD AND SILVERBUT HIS ROUTE BECAME

THE BASIS FOR SOME OF THEOLD SPANISH TRAIL.

THE SAME YEAR AS THEDECLARATION OF INDEPENDENCE

(1776) ANOTHER EXPEDITION LEFTABIQUIU,NEW MEXICO.

IN SEARCH OF A NEWROUTE TOCALIFORNIA. THE LEADERS

WERE TWO MISSIONARIES:ESCALANTE AND TOMINQUEZ.

THEY HOPED ALSO TO CONVERT THEINDIANS TO

CHRISTIANITY. THE TWELVE MEN TRAVELED THROUGH MOST

OF1776 AND USED UTES AS GUIDES. FROM THESE CONTACTS THEY LEARNED ALOT ABOUT THIS TRIBE THAT

BEFORE HAD BEEN LITTLEKNOWN TO THEM. THEY

TRAVELED OVER1500 MILES AND SAW 50,000 SQUARE

MILES OF TERRITORY THATNO EUROPEAN HAS SEEN BEFORE.

THE WHOLE TRIP TOOK 158 DAYS: THE ROUTE _BECAME

A BASIS FOR SOMEMORE OF THESPANISH TRAIL. (6)

THE INDIANS BECAME MORE FAMILIARWITH THE

SPANISH BUT HAD LITTLE CONTACT WITHTHE AMERICANS

UNTIL THE1820's. MEN IN THOSE DAYS USED TO WEAR

TALL HATS MADEOF BEAVER FUR. THEY WERE VERY

POPULAR AND MEN WOULDPAY HIGH PRICES FORBEAVER

FUR TO MAKE THEM. THERE WERE MANY BEAVER IN THE

ROCKY MOUNTAINS AND TRAPPERS(CALLED MOUNTAIN MEN)

MOVED INTO THEMOUNTAINS TO GET THEM, THESE MEN

LIVED ALONE OR WITHA PARTNER AND RARELYWERE AROUND

CIVILIZATION. ONCE OR TWICE A YEAR 'THEY -WOULD

GATHER AT LARGEMEETINGS CALLED RENDEZVOUSWHERE

THEY WOULD GETSUPPLIES AND TRADE THEIRFURS: THE

FIRST RENDEZVOUS ONUTES TERRITORY TOOK PLACE IN

THE1830's,

IN 1848, THE UNITEDSTATES AND MEXICO FOUGHT

A WAR. ONE OF THE RESULTS OF THIS WARWAS A

BOUNDARY CHANGE. NOW THE TERRITORY OF THEUTES

-VAS CLAIMED BY THEUNITED STATES. THE FIRST TREATY

BETWEEN THEUTES AND THE UNITEDSTATES WAS SIGNED

AT ABIQUIU, IN 1849. IT DIDN'T TRY TO DRAW LINES

AROUND THE TERRITORY OFTHEUTES, BUT INSTEAD JUST

PROMISED PEACE BETWEENTHE UTES AND THEUNITED STATES, GENERALLY THE UTES AND THEUNITED STATES HAD KIT CARSON A GOOD RELATIONSHIP. SOME AMERICANS LIKE

LIKEDTHEUTES VERY MUCH. CARSON ENLISTED MANY UTES INTO THE ARMY TO SERVEAS SCOUTS FORBOTH

MILITARY AND EXPLORATIONPURPOSES. (7)

MANY OF THE UTES WHO CAME TO KNOWAMERICAN WAYS WELL

LEARNED THEM BY CONTACTWITH THE ARMY.

MORE AND MOREAMERICANS CAME WEST AT FIRST

FOR FURS, THEN FORGOLD AND SILVER,AND FINALLY FOR LANDS THAT THE LAND. As THESE PEOPLE SETTLED ON UTES CONSIDERED THEIR OWN,THEUTES BECAME ANGRY.

BY 1855. THERE WERE SOMEBATTLES WHICH TOOKPLACE

BETWEEN THEUTE BRAVES AND THEAMERICAN ARMY AND

SETTLERS.A TREATY OF PEACE WAS AGAINSIGNED, THE UTES NEVER HAD ANOUTBREAK OF WAR WITHTHE

UNITED STATES AFTER THIS. THERE WERE SOME BATTLES

BUT NEVER DIDTHE UTES BREAK THEIRTREATY AGREEMENT. IN RETURN FOR THEUTE LANDS WHICH WERE BEING

USED BY THEAMERICAN SETTLERS,INDIAN AGENCIES WERE

SET UP TO DISTRIBUTEGOODS TO THEM. ONE WAS FOR COLORADO, ONE WAS THEWHITE RIVER UTES IN NORTHERN

FOR THEUNCOMPAHGRE UTES IN MIDDLECOLORADO AND

ONE WAS FOR THEBANDS MAKING UP THESOUTHERN UTES.

THIS AGENCY WAS FIRST INNEW MEXICO AND LATER IN

SOUTHERN COLORADO. THERE WAS AN AGENCY BRIEFLY IN

DENVER FOR THE UTES WHO WENT TO THEEASTERN SLOPE

OH HUNTING TRIPS. THESE AGENCIES WERE OFTEN STAFFED WITHPEOPLE

WHO WERE NOT ABLE TODO THEIR JOB WELL. SOME

CONTRACTORS FOR THEINDIANS WERE LAZY AND SOME WERE

DISHONEST. (8)

THEY ALMOST NEVER MERE ABLE TOPROVIDE THEINDIANS

WITH WHAT THEYHAD PROMISED, FOOD SUPPLIES WERE

OFTEN ROTTEN BY THETIME THEY WEREDELIVERED. CLOTHES

AND BLANKETS HADBEEN USED AND WEREWORN OUT, SOMETIMES THEY HAD EVEN BEENUSED ON PATIENTS WHO

HAD BEEN SICK WITHDISEASES LIKE SMALLPDX. NOT

ALL AGENTS WERE RADPEOPLE. BUT THEREWERE TOO

FEW GOOD AGENTSTO OVERCOME THEINFLUENCE OF THE

BAD: ENOUGH PEOPLE FROM THEUNITED STATES HAD COME

TOCOLORADO BY 1861 THAT THE AREA WASMADE A FOR TERRITORY. THIS MEANS THAT IT HAD A GOVERNMENT

THE AREA BUT WASNOT YET A STATE ASIT IS NOW. AS

MORE AND MOREPEOPLE CAME INTO THETERRITORY. PRESSURE

GREW TO"DO SOMETHING" ABOUT THEUTES: SOME

NEWSPAPERS ANDPEOPLE WANTED THEUTES PUT ON INDIAN

TERRITORY (NOW THESTATE OF OKLAHOMA) AHD REMOVED

FROMCOLORADO. OTHERS WANTED THEM PUSHED WEST

OUT OF THE TERRITORY. THE UTES. AWARE OF WHAT

WAS BEING SAIDTRIED TO KEEP THEIRTRADITIONAL WAS STILL LANDS. THE OUTCOME OF THESE PRESSURES ANOTHER TREATY. THATOF1864, IT WAS THE FIRST

TIME THEUTES HAD HAD THEIR TERRITORYLIMITED, (9)

I

IN RETURN THEY WERE PROMISED150 CATTLE

ANNUALLY FORig YEARS, ALMOST 3500 SWEEP FOR FIVE

YEARS. AND$10.000 ANNUALLY IN GOODS AND A LIKE

AMOUNT IN PROVISIONS.THE UNITED STATES GOVERNMENT

NEVER FULFILLEDANY OF THESE PROVISIONS. BY 1868, PRESSURES HAD GROWN FOR ANEW TREATY,

OURAY HEADED THE GROUP OFUTES WHO WENT TO

WASHINGTON/DX. FOR THE TALKS. KIT CARSON. DYING

AT THE TIME. WENTALONG TO HELP. THE UTES TOLD

OF HOW THEY HADBEEN CHEATED ON TIC EARLIERTREATY,

ABOUT THE WORMY RICEAND THE OTHER WEPT PROMISES.

THIS TINE. THEY WERE TOLD. THINGSWOULD BE DIFFERENT.

ALMOST 16.000.000 ACRES WERE RESERVEDFOR THEUTES

"FOREVER:: THEN GOLD WAS DISCOVERED IN THESAN JUANS

NEARSILVERTON. THOUSANDS OF MINERS RUSHED INTO

THIS LAND RESERVED"FOREVER° FOR THE UTES, WRAY

PROTESTED AS DID OTHERUTE LEADERS. RUT. THERE WAS

APPARENTLY NO WAY THAT THE.UNITED STATES GOVERNMENT

COULD ENFORCE ITSPROMISES, THE OUTCOME. AGAIN.

WAS THECESSION OF 1873 WHICH GREATLY LIMITED THE

RANGE OF THEUTES AGAIN. THEY COULD FIGHT AGAINST

TROOPS OF THEUNITED STATES GREATER IN NUMBERS

AND FIREPOWER AND RISK BEING KILLEDOR REMOVED

TOINDIAN TERRITORY. (10) MEANS OF OR THEY COULD TRY TOWORK OUT PEACEFUL POSSIBLE. KEEPING AS MUCHOF THERESERVATION AS

IT WAS A HARD CHOICETO MAKES OURAY WAS ONE OF THE MOSTFAMOUS OF THE.

UTE CHIEFS. HE WAS BORN INTAOS IN 1833 OF

APACHE AND UTE PARENTS. THERE HE LIVED WITH CUSTOMS ASPANISH FAMILY, LEARNINGTHE LANGUAGE AND OF OF THESPANISH: HE WITNESSED THE TAKE-OVER CONTACT WITH SANTA FE BY THEAMERICANS AND CAME INTO THEIR THINKING THEM AS WELL. HE LEARNED MUCH ABOUT ABOUT 1850 HE AND BEHAVIORFROM THESECONTACTS. UTE WAYS REJOINED HISPEOPLE. THEN HE LEARNED COURTING FLUTES, AND OTHER THEBEAR DANCE, THE OURAY MARRIED A MAYS. A COUPLE OF YEARS LATER BEAUTIFUL YOUNGUTE GIRL. HE ASKED HER PARENTS, TEPEE. KILLED A DEERFOR HER ANDHUNG IT BY HER

SHE CAME OUT, TOOKHER PONY ANDPRETENDED SURPRISE WEN SHE SAWTHE DEER. SHE THENTOOK IT HOME AND ATE HER PREPARED ASTEW FROM IT. HEN THE GROOM MARRIAGE. COOKING, ITCOMPLETED THERITUAL FOR THE FRIDAY. ONE SON WAS BORN TOTHE COUPLE ANDWAS NAMED

THIS WAS OURAY'S ONLYCHILD. THIS FIRST MARRIAGE DIDNOT LAST. SEVERAL YEARS WITHCHIPETAI SHE LATEROURAY SAW AND FELL IN LOVE GOOD WORKED HARD ASA WI FE AND WASABLE TO BE AS LASTED A LEADER ASLIE..THIS VERY HAPPY MARRIAGE

THE REST OF HISLIFE. (11)

ONE OF THE GREAT SADNESSES OFOURAY'S LIFE

WAS OVER HIS SON: WHILE ON A HUNTING AND RAIDING

TRIP ON THE EASTERNSLOPE,SIOUX INDIANS ATTACKED

THE CAMP AND KIDNAPPEDTHE BOY: APPARENTLY HE WAS

LATER SOLD TO THEARAPAHO WHO RAISED HIM AS ANARAPAHO:.

THEY AND THE UTES WERE DEADLYENEMIES: MANY YEARS

LATER THE BOY, NOWA YOUNG MAN. WASBROUGHT TOOURAY

WHILE HE WAS IN'WASHINGTON. D.C., ON BUSINESS.THE.

BOY HAD LIVED ASANARAPAHOE AND REFUSED TO CONSIDER

THE UTES AS HISPEOPLE AND REJECTEDOURAY AS HIS

FATHER= OURAY SIGNED TREATIES AND SPOKE FORTHEUTES

TOTHE-AMERICANS: HE WAS NOT CHIEF-OF ALL THE

UTES REALLY. BUT IT WAS EASIER FOR THEAMERICANS

TO ACT AS WERE: IT WAS ONLY BY AMERICAN SUPPORT AND HIS OWNSTRONG WILL THAT HEWAS-ABLE,

TO KEEP HISAUTHORITY: SOME OF THE UTES FEARED

HIM TOO. SAPOVANERO, CHIPETA'S BROTHER, ONCE

TRIED TO KILL HIM OVERTHE1863 TREATYv SAPOVANERa

THOUGH:OURAY HAD BETRAYED THEUTES: OURAY WRESTLED

THE KNIFE AWAY IN THEFIGHT AND WOULD HAVE KILLED

HIS OPPONENT EXCEPTCHIPETA BEGGED FOR .HERBROTHER'S

LIFE. AFTERWARDS, NO ONE WAS MORE LOYAL TOOURAY.

OR HAD GREATERTRUST FROM MIME THANSAPOVANERO. (12)

BESIDES KIT CARSON, ANOTHERANGLO WHO OFTEN

HELPED THEUTES AS AN INTERPRETER WASOTTO HEARS.

HE WAS A SMALL MAN, WEIGHINGLESS THEN100 LBSs.

WITH INTENSE EYESAND A BRISTLY BEARD: BORN IN

RUSSIA IN 1840, HE WAS ORPHANEDTWO YEARS LATER.

HE CAME TO THEUNITED STATES WHILE STILL AYOUNG IN SOY OF ELEVEN:HE LIVED WITH A POOR UNCLE

SAN FRANCISCO WHILE LEARNING&GUSH. THEN HE HE WORKED DID MANYDIFFERENT THINGS INHIS LIFE, THE UNION IN THECALIFORNIA MINING CAMPS,JOINING. CALIFORNIA VOLUNTEERS ON THEIRWAY TOSANTA FE,

JOINED144T CARSON ON HIS1865 NAVAJO CAMPAIGNS AND MEARS ENDED UP INCONEJOS, COLORADO WITH ASTORE. FIRST HE BUILT THEN TURNEDHIS IMAGINATIONLOOSE, SINCE THE MILL COULD A GRIST MILLTO MAKE FLOUR. STARTED USE MORE WHEATTHAN WHAT WASAVAILABLE, HE AND GRAIN THAN A WHEAT FARM, THEN HE HAD MORE FLOUR MARKET ACROSS HE COULD USE. *WANTED TO TAKE IT TO A CAREER OF THE PASSES: FROM THIS BEGINNING GREW

BUILDING TOLL ROADSAND WAYS OFTRANSPORTATION IN UTES A LOT BUT THESAN JUANSs It WORKED WITH THE FOR HIS OWN HEUSUALLY KE T HIS EYES OPEN

OPPORTUNItIES:. ANOTHERA fMMIGRANT1 WHOWAS IMPORTANTTO THE ADAMS. UTE DURING THIS PERIOD WASGENERAL CHARLES . . W)

HIS REAL LAST NAME WAS SCHWANBECK AND HE CAME FROM

GERMANY: HE LEFT GERMANY BECAUSE OF HIS POLITICAL

IDEAS AND CAME TO THEUNITED STATES: HE GAINED

THE HONORARY TITLE OFGENERAL AFTER THE GOVERNOR

WANTED HIM TO BE HIS BODYGUARD, ADAMS BECAME THE

AGENT AT %/HITE RIVER AND GAINED THE RESPECT AND

FRIENDSHIP OF OURAY FOR HIS HONESTY MID FAIRNESS.

THIS FRIENDSHIP LASTED UNTIL ALMOST THE END OF

OURAY'S LIFE: ADAMS TRIED ALWAYS TO TREAT THE

UTE PEOPLE WELL WHILE HE WAS THEIR AGENT:

DURING A PERIOD OF CHANGE. THERE ARE

ALWAYS A LOT OF PROBLEMS: THERE WERE ZANY PROBLEMS

BETWEEN THE UTES ANDAMERICANS DURING THIS TIME:

AS THE UTES SAW THEIR LANDS BEING TAKEN AWAY THEY

OFTEN BLAMED THEIR LEADERS OURAY HAD TO OFTEN

DEFEND HIS LIFE: ALSO THERE WERE MANY ANGLOS WHO

WANTED TO HELP THEUTES BUT FAILED TO DO SO BECAUSE

THEY DID NOT CLEARLY UNDERSTAND THEIR --PROBLEMS.

AN EXAMPLE OF THIS SORT OF MAN WAS NATHAN rtEKER.

HE HAD HAD A LONG AND INTERESTING LIFE DOING MANY

DIFFERENT THINGS: HE HAD TRIED TO START TOWNS IN

WHICH LIFE WOULD BE PERFECT, flE HAD BEEN A POET,

A WARCORRESPONDENT IN THECIVIL WAR, AND HIS BIGGEST UNDERTAKING WAS WHEN HE TRIED TO START A TOWNIN

COLORADO: IT WASCALLEDUNION COLONY THEN BUT IS

NOW KNOWN ASGREELEY: (14)

TODAY THE TOWN OF MEEKER(NAMED AFTER

NATHAN) STANDS NEAR WHAT WAS THEWHITE RIVER

AGENCY. THIS AGENCY BEGAN IN1868. ALL THE

FIRST AGENTS WANTED TOTEACH THEUTES HOW TO FARM.

THE UTES AT THAT TIME THOUGHTFARMING WAS WOMEN'S

WORK AND HUNTING WASFOR MEN. THEY DIDN'T WANT

TO FARM VERYBADLY BECAUSE OF THESEFEELINGS. MEEKER. WHO BECAME THE AGENT IN1878 DIDN'T UNDER-

STAND HOW THEUTES FELT AND SO HE FORCED THEMTO DITCHES, TRY FARMING. HE MADE THEM DIG IRRIGATION

BUILD FENCES. PLOW,AND SO FORTH. THEY DIDN'T

WANT TO DO THESETHINGS BUT THEY DID. A YEAR LATER IN1879, THINGS WERE VERY TENSE:

THE INDIANS HAD NOT RECEIVED THEIRPROMISED SUPPLIES

FOR A YEAR. THE FOOD WAS SETTING IN THE DEPOTIN RAWLINS. WYOMING AND ROTTING. THE MAN WHO WAS

SUPPOSED TO PAY FORTHESE SUPPLIES HADRUN AWAY

WITH THE MONEY. THE RAILROAD WOULDN'T RELEASE

THE SUPPLIESWITHOUT PAYMENTS BUT IT WAS THE UTES

WHO SUFFERED MOSTFROM ALL OF THIS ALSO, WHEN SUPPLIES DID COME FROMOTHER PLACES.

MEEKER INSISTED ON DISTRIBUTING THEMONCE A WEEK:

THE UTES. BEING HUNTERS, LIKED TOTRAVEL AWAY FROM

THE AGENCY FOR AMONTH OR TWO AT A TIME. HAVING

TO BE THERE ONCE AWEEK MAKDE THEM ANGRY. (15)

THAT SUMMER. THERE WERE MANYWILDFIRES BECAUSE OF

THE DRY WEATHER. PEOPLE BLAMED THE UTES AND SAID

THEY HAD SET THE FIRESON PURPOSE. NEWSPAPERS

AGAIN URGED THAT THEUTES BE REMOVED BY FORCE TO

OKLAHOMA: THE FINAL BLOW CAME WHENMEEKER WANTED TO PLOW

THE HORSERACE TRACK, HAVING HORSES AND RACING THEM

WERE IMPORTANT TO THEUTES AT THIS TIME. FARMING WAS

NOT: MEEKER INSISTED ON GOING AHEAD WITHHIS PLANS

EVEN WHEN HE WASWARNED NOT TO CONTINUE: WHEN THE

INDIANS BEGAN TO THREATEN HIM FORTHIS, HE SENT FOR

TROOPS FOR PROTECTION. A TROOP FROM WYOMING MOVED

SOUTH IN ANSWER TO HISREQUEST. UTE HUNTING PARTIES

DISCOVERED THE SOLDIERS, THEY MET WITH THE LEADERS

OF THE TROOPS ANDASKED THEM NOT TO COME ONTHE

RESERVATION, THE INDIANS 'FEARED ThAT THETROOP'S

REALPURPOSE WAS TO TAKE THEM TO INDIAN TERRITORY

INOKLAHOMA. THE TROOPS CONTINUED INTOUTE TERRITORY ANYWAY.

A BATTLE RESULTED BETWEEN THEUTES AND SOLDIERS, AND

MANY ON BOTH SIDES WERE HURTAND KILLED, THE REMAINING

TROOPS WERE SURROUNDED AND ARESCUE FORCE WAS REQUESTED.

THE COLORADO NEWSPAPER BUILT THEINCIDENT UP INTO A

NEWINDIAN WAR, THE BATTLE WASiREFERRED TO AS THE (16)

THORNBURGH MASSACRE AND PEOPLETHOUGHT THE WHOLE

UTE NATION WAS AT WAR, THIS WAS NOT TRUE BUT

READERSDIDN'T REALIZE THIS, AT THE WHITE RIVERAGENCY ANOTHER BAD

INCIDENT WAS BUILDING UP, BAD FEELINGS BETWEEN THE

INDIANS AND MEEKER HAD BEENBUILDING UP, WHEN NEWS SOME OF THEINDIANS OF THE BATTLEREACHED THE AGENCY

DECIDED TO SETTLEMATTERS ONCE AND FORALL. THEY THEN KILLEDMEEKER AND SEVERAL OF HISEMPLOYEES, ANOTHER WOMAN AND HER THEY TOOK HISWIFE/ DAUGHTER/

TWO SMALL CHILDRENAS HOSTAGES, WHEN NEWS OF THESE

EVENTS GOT OUTTO THE REST OF THETERRITORY/ PEOPLE

WERE ANGERED ANDWANTED TO MOVE AGAINSTTHEINDIANS, OURAY WAS WORRIED ABOUT WHATMIGHT HAPPEN,

HE FIRST LET IT BE KNOWNTHAT ALL THEUTES WERE NOT SAPOVANERO AND GENERAL ON THE WARPATH, THEN HE SENT

ADAMS AS HIS REPRESENTATIVESTO FIND THE CAPTIVES

FROM THEWHITE RIVER AGENCY AND GETTHEM RELEASED, THEY NOT ONLY GOT THE RELEASEOF THE CAPTIVESBUT GOT THERE SEVERAL OF THEINDIANS INVOLVED TO STAND TRIAL, IN THE END/ WAS MUCHARGUMENT OVER WHO COULDTESTIFY.

ONLYCHIEF DOUGLASS WAS PUT IN JAIL, MANY OF THE

INDIANS FELT THAT THEY HAD BEENPUNISHED FOR TRYING

TO PROTECTTHEMSELVES. DOUGLASS WAS NOT TRIED BUT

WAS HELD INPRISON FOR MANYMONTHS BEFORE FINALLY (17)

BEING RELEASED, OURAY HAD INSISTED THAT ANY TRIALS

BE HELD INWASHINGTON/D,C., AND NOT IN COLORADO

BECAUSE OF THE ARTICLES WHICHHAD APPEARED IN

NEWSPAPERS, HE FELT THAT HIS OLD FRIEND ADAMS WOULD

NOT SUPPORT HIM, HE ALSO HOPED HE COULD DEPEND ON

CARL SCHURZ; SECRETARY OF THE INTERIOR. SCHURZ WAS A

GERMAN WHO HAD COME TO THE UNITEDSTATES MANY YEARS

BEFORE AND HAD BECOME IMPORTANT INTHE COVERNMENT,

HE HAD ALWAYS BEEN FAIR TO ALL TRIBES OFINDIANS

AND WAS REGARDED AS AFRIEND BY OURAY AND OTHERS, OURAY DIED SHORTLY AFTER THIS AND THEN THE

UTES WERE PLACED ON SEPARATE RESERVATIONS, THE

WHITE RIVER AND UNCOMPAHGREUTES WERE MOVED TO UTAH

ON THEUINTAH RESERVATION IN 1881, THE SOUTHERN BANDS

OF UTES WERE MOVED ONTORESERVATIONS IN SOUTHERN

COLORADO, BOUNDARIES ON THESE HAVE CHANGED SOME

BUT NOT A GREAT DEAL SINCE THATTIME MANY ABLE CHIEFS FOLLOWED OURAY INTO POSTIONS

OF LEADERSHIP, TWO OF THE MOST FAMOUS WERE BUCKSKIN

CHARLEY AND IGNACIO, BUCKSKIN CHARLEY OR CHARLES BUCK

WAS ASOUTHERN UTE WHO HAD BEEN A GOOD FRIEND OF

OURAY'SI HE HELPED CHIPETA BURY OURAY AND LATER HELPED

IN A FORMAL REBURIAL CEREMONY ATIGNACIO, (18)

A MUSTACHE ALWAYS MARKED HIM IN HIS PICTURES: HIS

NICKNAME CAME FROM THE DAYS IN WHICH HE HADBEEN AN

ARMY SCOUT. HE WAS FAMOUS AS AN ANTELOPE HUNTER: THESE SKINS WERE USED TO MAKE BUCKSKINS LIKEOURAY.

HE TRIED TO HELP HIS PEOPLE LEARNTO LIVE A NEW

TYPE OF LIFE. INSTEAD OF BEING HUNTERS AND TRAVELING

ALL -THE TIME, HE TRIEDTO GET THEM TO BE FARMERS AND

SETTLE IN ONE PLACE, HE HIMSELF FARMED TO SET A

GOOD EXAMPLE. WHEN THE TRIBE NEEDED MONEY HE ORGANIZED

A GROUP TO SPEND SOME TIME INCOLORADO SPRINGS AS A

TOURIST ATTRACTION. HE LIVED A LONG AND USEFUL LIFE,

IGNACIO WAS A BIG MAN. WELL OVER SIX FEET TALL.

HE WAS VERY IMPRESSIVE IN APPEARANCE. THE TOWN IN

SOUTHERN COLORADO IS NAMED AFTER HIM, IN 1895 THERE

WAS A DISPUTE OVER WHETHER TO DIVIDE UP THE LAND TO

INDIVIDUALS OR TO KEEP IT IN TRIBAL TRUST, IGNACIO,

WITH THE UTEMOUNTAIN UTES. MOVED TO NAVAJO SPRINGS

(NEAR TOWAOC) BECAUSE. AS A SEPARATE BAND. THEY WANTED

TO ZEE THEIR IDEAS CARRIED OUT. A STRONG TRIBAL

ORGANIZATION STILL REMAINED. TODAY THERE ARE OVER

1000 UTE MOUNTAIN UTES. THEY HAVE NEARLY 450,000

ACRES OF LAND HELD BY THE TRIBE INCOLORADO AS WELL

AS OVER100,000ACRES INNEW MEXICO AND OVER 2,000

IN UTAH. THIS DOES NOT INCLUDE THE NEARLY 10,000

ACRES OF INDIVIDUALLY OWNED LAND IN UTAH, As OF (19) OWN AGENCY, 1969, THE UTEMOUNTAIN UTES HAVE THEIR THE THE TRIBE'S CHIEF ISJACK HOUSE WHO HAS HELD (LIKE THEUNITED POSITION MANYYEARS' THE RULING bODY THERE ARE STATES CONGRESS) ISTHETRIBALCOUNCIL: CHAIRMAN ON THECOUNCIL, SIX ELECTEDMEMBERS PLUSTHE INOCTOBER TO SERVE EVERY YEAR TWO MEMBERSARE ELECTED CANYON GROUP INUTAH. A THREE-YEARTERM, THE ALLEN EVERY YEAR, THE CHARIMAN OF THOUGH. ELECTTHEIR MEMBER THE CHARIMAN IS ELECTED THECOUNCIL ISSCOTT JACKET, COUNCIL MEMBERS TOSERVE A EVERY YEARBY THE OTHER LEADER ANDREPRESENT- ONE-YEAR TERM, HE IS THE OFFICIAL AS THE ATIVE OF THETRIBE IN MUCHTHE SAME WAY GOVERNOR FOR PRESIDENT IS FOR THEWHOLE COUNTRYOR THE

COLORADO, DEAL IN THE THE UTE TRIBE HASCHANGED A GREAT THEIR WAY OF MAKING ALIVING, THEIR PAST300 YEARS, HAVE ALL CHANGED, WAY OFUSING LAND,THEIR CUSTOMS PEOPLE CHANGEDOVER THE BUT, HAVEN'T THEWAYS OF ALL

SAMEPERIOD? CP

S'S) tr

-

SUGGESTED ACTIVITIES

Ute Unit

Montelores Studies Center

E.S.E.A. Title III only as suggestions The followingactivities are meant Teachers who find for this unitand not aslimitations. unit could profitablyshare otherideas effective with this

-. these ideas sothat futurerevisions could_ incorporate activities- are limitedto 'these Ideas,While some -of these to include-Language social studies- only,others are an,attempt

----arts, 'music andart- in order -to-provide- -interdisciplinary activitiesthat-might beof benfit. paralleling the studenttext iginclude(-- -Tae material .

in .order to :provide amore_orderly-meamsArriLatIon.

Guideli*es for the sewishing to do -additionalreading may.tio--

found Inthe--annotated.bibliography-

(1) (2)

I. Where is the originof the Ute Mountain Utes? North A. The most common theoryof Indian origin in America is that earlytribes crossed the Bering

Straits (probably onhunting expeditions) andgrad-

ually settled there. Later they migratedsouth where

they gradually settledin various groups anddeveloped

different forms of culture. The process tookthou-

sands of years andseveral waves of groups. the Shoshone B. The Utes are relatedto the variants of linguistic group in the inter-Sierraand Rockies

region. They are generally groupedin the Basin

culture. western C. The Utes at one timecontrolled central and New Col-olseteliel ItertiteasitUtah,. and SOW of northern

Mexico with periodicmovements into southernWyoming. friendly with the Snake,Shoshone, D. They were generally Paiutes and othertribes to the north andwest. Their

cultures weresimilar and there werefrequent trading

exchanges. Relations with the Kiowa,Arapaho and Cheyennes to

the east and theApaches and Navajos to the south

were generallyunfriendly. The Apaches and Navajos

were related groupswho moved in to the areaafter

the Utes were established. The general mutualcondition

was one ofhostility. As an exception though,the Utes were friendlywith the Xicarilla Apachesin

northern New Mexico.

F. The Ute Mountain Utes are oneband of Utes from the

group generallyknown as Southern Utes. There were

seven bands of Utesat one time; three of these

collectively formed the SouthernUtes. The Ute

Mountain Utes were known asthe Weminuche band. The

Capote and Moache bands werethe other two groups.

Activity set 1:

1. The overhead projectorand/or globe can be used to illustrate possible routes ofmigration.

2. There is a colored transparencyfor use with this section which can servefor introduction, discussion

or review. showing the 3. There are severalother transparencies extent of Ute traditionalterritory and various

geographical and topological factors involved.

Use of these can stimulatediscussion of how

groups would trade.What would be traded? Why

did there need to be itemsto be used as mediums

of exchange? How were the relativevalues of these

items established? Why would the Utes tradewith

one group butfight with another? Students might

even work on abarter system of their ownin class

using various tokensand then, at the endof a week, (4)

see who hasaccumulated wealth as someasured. this L. Writing exercises mightbe included to combine content with skills beingworked on in English. For

example, if sentencedevelopment is being stressed,

content can be drawn from anyof these portions of

the student manual.

5. Students might work ontheir map-making skills by

doing their own mapsof trade routes or relative

location of Ute territory.

II. How did the Utes livebefore their contact with Europeans and during the very earlycontacts with the Europeans?

A. Before about 1270 theydepended on traps, snares, berry-gathering, etc., for food.

B. Then they came in contactwith the Navajos who were moving their way south andacquired the double-

curved bow. (Adaptability) This increased the

power of the bowgreatly.

..

Old bow New bow

This made them betterhunters and enabled themto

live at a better level. They, in return, provided

the Navajos withknowledge of better waysof tanning

hides and basket-weaving. (5)

contact they cameinto direct C. In1640(approximately) From thissourcethey with theSpanish inTaos. of became amajor source acquired thehorse, which needed Prior tothis, theUtes change intheir lives. Now, by support eachfamily band. a largearea to off they couldlive better hunting moreefficiently. could live Also, largergroups asmaller area. results. together withbetterhunting treaty withEuropeans time oftheir first D. By1675 (the governorof Taos,Oter- which wasmade withthe Spanish one of be0an tochange from min) thetribalstructure together traveling aseasonalroute small f,tglybands seven Eventuallythere were to oneof largerbands. followed aregularpattern of thesebands. They also the seasons. of movementdetermined by

Activity set2: isavailablefor use in 1. A coloredtransparency review. forintroduction or class withthis section In how learn from oneanother. 2. AW$fousshow peoples bow help acquisitionof the many wayscould the

the Utes? the horse? would bebroughtabout by 3. What changes the largerhunting area Some answersmight include campsite,thedifferent availablefrom asingle possibility resultingfrom the socialorganization and the newcriteria for of increasedband size leadership beyond ageand sex, theincreased aggres-

siveness possiblebecause of thegreater mobility, Great Plains etc. Now the Ute couldbegin to hunt the (Spanish) on the easternslope for buffalo. His horse enabled him to getthere and his bow(Navajo) enabled

him to drive an arrowthrough a buffalo. situation where 4. Role playing mightbe tried with a

several peoplemight be underconsideration for Which band leadershipwith differentattributes.

should be chosen? Why? Indians of various 5. Many librarieshave books about Book reports,oral tribes, horses,etc., available.

or writtenmight be tried. post-European, pre-American III. How did the Uteslive in this

period? a muchgreater A. They were stillnomadic but could cover agricultural economy, area.While they didnot have an Game ranged they lived quitewell from their'hunting.

from buffalo todeer to smalleranimals. hunting, raiding andtrading. The B. The men did the "house- women werein charge of the campsand general roles. keeping." These were distinctand separate

Future attemptsto alter thesewould create serious

tensions. period for theUtes as they C. This was a prosperous (7)

had rich huntinggrounds, the means tobe successful

in the hunt, theability to be mobile,etc. They

also had good relationswith the Spanish and hencedid

a lot of tradingfor horses. In return, theytraded

a great dealwith tribes to the northwho had less

access tohorses. (This trading also resultedin a

new source ofwealth for the Utes.) this D. There were probably10,000 Utes at the peak of

period. Today there are approximately2000 Utes

in Colorado. (This does not include theUintah

reservation in Utah.) The 1700's were the high

point of the Utes inaffluence and in power. The benefits of hunts and raids wereshared equally

among bandmembers. No one suffered orwanted for

food or shelter unless thewhole group was in need.

Activity set 3:

1. -There is acolored transparency to accompanythis

set.

2., Slides of traditionalbuckskin items, beadwork,

bows, and other handicraft maybe shown.

3. Under giVen circumstances, someitems from the

Four Corners Museum maybe shown in class.

Advance request andplanning is necessary though.

4. Some photos from the Bureauof American Ethnology

are availablefor display and discussion. (8)

be used. These legends 5. Some legendsof the Utes can symbolic than they are oftenmuch morecomplex and be presented appear onthe surface. However, they can (The same aswith on thesimpler level atthis age. deal with Nature Greek myths.) Often these legends seek to and thesupernatural in themeand apparently they are rather present anexplanation of things as The than setting apattern andfinding examples.

Utes did notdevelop a highlyritualized religion These examples but an oftenrather animistic one. here of legends are,of course,greatly abbreviated class. but could be usedin a morelengthy form in explanative legend isfrom 'a4 This exampleof an Boni and Primitive Religionby Robert Lowie,

Liveright,1924. slaying people. Cottontail waswandering about, When the arrows He lay inambush for theSun. burnt up, hetook a shot againsthis enemy were the Sun club and withit knockedoff a piece of fire, which caused alarge fire. Fleeing from the weed, he soughtrefuge under acertain fireproof yellow which protectedhim, so thatonly a little Cottontail left spot was made onhis neck. But as his 1, his protectionand walked onthe hot ground, snowfall were burnedoff. Finally Sun caused a (9)

punished his that put out thefire. Now, however, Sun

enemy bytransforming him into arabbit and decreeing

that thenceforth itshould be easy for anyoneto track

him in the snow, around b. The Utes frequentedthe hot sulfur springs

Glenwood Springs. The origin of thesewaters was

explained as follows. (This and the followingfrom

The Utes: A Forgotten Peopleby Wilson Rockwell.)

k Ute chieftain andhis young warriors oncecamped wanted to there. The young men,being hot-blooded,

cross theContir_tental Divide toraid other tribes

for booty. The wise chief opposedtheir plan because

there were sofew oVthem. Despite this, theywent them there an The older manpromised to wait for by his campfire atthe side of thespring. Time passed

but the young mea neverreturned. The chieftain

waited for them andgrieved for them untilhis death.

His campfire and its ashescontinued to warmthe but springs andthat is why they are not only warm.

have cwative power's fromthe chieftain's concernand

other virtues. their hunting 6. The Utes did not goby Grand Lake on The and raidingexpedittons to the easternslope.

reason given bylegend is that there once wasa

hunting party of Uteswho camped thereduring one Cheyennes summer. A raiding partyof Arapahoes and from North Park sweptdown on the camp. The women and sent to the and children werehastily put on a raft

middle of the lakefor safety. While the shorebattle

raged, a big wind came upand swamped theraft, killing

all the women andchildren. Although the Utes wonthe

battle, they had losttheir families. Thus, they

chose not to return tothe area. legend was takenfrom d. The followingcreation myth or Colorado by Helen The Ute Indiansof Southwestern

Sloan. Daniels. no In the beginningof time there wereno mountains, In those streams, no huntinggrounds and noforests. things. days there were noIndians, no animals,no living the Even was there noearth, but onlythe blue sky and

cloud., and thesunshine and therain. center of the sky,lived The Manitou,who dwelt in the the all alone. There were nosmaller gods. -- -he was rulter of all, andthe sun and therain came at his

desire.

At last he grewlonely and wishedfor new things to it do and new work. So he took astone and whirled

around until hebosed a hole throughthe floor of through at thenothingness Heaven. Then he looked

below. And he was pleased. When he made a bighole in the sky and wasable to

to look through he tookthe snow and the rain,and

this he poured through. With it he also puredthe

the stones and the dirtfrom the floor of Heaven.

All this fell into thegreat nothingness and the

Manitou was pleased withhis work.

By and by, when hehad poured for days, helooked down and saw below him agreat mountain which had

been built by the rain andthe snow, the dirt and

the rocks. Andfar below the mountain he could see

a great plainwhich stretched away and away asfar

as he couldsee---for there was a greatquantity of

dirt and rock which hehad poured.

Seeing the mountain,the Manitou was curiousto know what lay beyond and whatwonder the dirt and therocks had worked. So he made the holelarger and stepped

to the summit ofthe mountain which hehad formed.

He found thatthe earth and thestones had spread out and formed the worldwhich was large atd vast. But

it was bare and the Manitouwished for something to

make it more beautiful.

He stooped andtouched the earth with hisfingers and whereever he touched, theretrees sprang forth and

forests were made greenwith trees and shrubs.

The sunshine which camethrough the hole inthe sky warmed the air and melted the snow, and greatlakes

were made; the water runr4mgdown the sides of the

mountains made the streams. On the level land of the

plains great lakes were formed and rivers flowed and

seas grew, and grass sprung up andflowers and the

world became very beautiful.

So was the world created and it was a world of Sunshine

and warmth---a pleasant world where the rain fell on

afternoon of every day and trees grew, and flowers and

shrubs. And the Manitouseeing it, was very pleased.

Every day he came down from his home in the sky to roam

in the fields and to rest by the side of the streams

or in the shade of theforests---and the world became

his playground where he rested when his work wasdone.

But by and by, it became lonely and theManitou wished

for some one to inhabit these lands which he had

made so he could talk. So he created the living

creatures and put them on the earth---but that is

another story.

6. Short writing exercises based on the form and idea of

legends might be tried by the children if they seem well

versed enough.

7. An oral reading of a legend that can be divided into parts

might be taped by a small group for presentation to the

whole class. (3) be correlated withthis unit 8. 8. Art class activities can

if the art teacher andsocial studies teacherplan

together far enough inadvance. See a more detailed

suggested art plan followingthis section.

9. Music activities mightalso be correlated. Mutual planning in terms of time, etc., areagain very

important for the success ofthese activities. A

list of suggestionsfollows the art section. (14)

The art consultant forthis unit is Mrs. JacquelineDobbins who can be reached through HE -1 or Cortez JuniorHigh for

further information or suggestions. The following series of

activities were suggested.

I. Fourth grade students could become awareof the connotation of colors. Red usually denotes qualities of bravery or war; blue, peace and loyalty; green, fertility andgrowth; black, evil; yellow, warmth and kindness; and white,purity. While the Indians used symbols that were recognizeable as repre- sentations of objects and colorgassociated withcertain values (not necessarily the ones above), studentsshould be cautioned against trying to "read a story" from Indian designs as they were not made to tell a story. Colorg favored by the Ute Mountain Utes were greens andblues in their designs and beadwork. Geometric patterns were traditional favorites among the Utes until contact with tradersintroduced floral patterns. After this period both geometric and floral patterns became standard for designs.

2. Students might attempt work with variousmediums to develop both these geometric andfloral patterns in order to develop a greater appreciation ofIndian art.

3. The use of paper and mediums to draw or paint about

Indian themes or scenery is a common anduseful means of correlating social studies and art.

4. Beadwork is one area inwhich the Utes were often crafts- classroom unit mayprohibit beadingas men. The cost of a $1.00 per child),but an appreciation a classactivity (about Beads wereoriginally valued for the process canbe developed. and did not serve asmoney, for theirdecorative purposes by some ofthe east coasttribes per se. ("Waumpum" was used of the beadworkwere but not by allIndians.) The origins fragments on thewest coastand decorations madeof seashell abalone, olivella,and Baja California. These clam, conus, along establishedroutes long spiny oystershells were traded Beads were madeby before the Europeantrader arrived. irregular pieces,drilling them breaking theshell into small strung on a cordand thenrolled through with ahand pump drill, became thedesired uniformdiameter. on sandstoneuntil the discs most work and werethus the most Small beadsrepresented the valuable. which the Utespracticed with 4. Basketweaving isalso a craft potters, but usedwillows to weave great skill. They were not The outer baskets which wereboth decorativeand functional. of pinon pitch. surface of these waswaterproofed by the use technique usedby the Utesand The following pagesshow the "How to WeaveBaskets" which was are takenfrom the booklet at the written at the UteMountain Agencyand is available

Cortez PublicLibrary. (16)

1. The Utes would cut small branchesof the willow in the fall of the desired thickness(small). The sumac willow is the preferred variety. These could be kept in water tokeep them soft and pliable.

2. Starting at the big end of the twig,pull it into three parts. The mouth can hold one portion and eachhand hold a portion.

3. Hold the end of one part in yourteeth. Then take the pith out with one hand. When you finish with each twig you will have three willow strips.

3. A strip can be held between one hand andthe mouth. The other hand can use a knife to remove the bark. After the bark has been removed, the strips can be dyed.

4. Soak the willow strips until they are soft. Wrap s strip around a pliable willow twig. Bend the twig into a coil and fasten the coils together as the weaving progresse6 Holes are made with awls tofasten the strips through to hold the coils together. The ends of the strips can be hiddenbetween the coils. When the base is large enoughs beginto work the coils upward from the base to form thebowl.

5. Weave in other twigs as they areneeded. By counting stitches (as in knitting) the colored strips canbe worked in to serve as the pattern. It might be easier (although less traditional) to use paint on the finished product however. (17)

Line There is an openroad in the designcalled the Spirit so that theSpirit of the basket can goin and out.

basket must stop atthe The last striparound the top of the is used. open road. A double looplacing for the last row

The basket istraditionally then cleanedin yucca root suds to make it shine,but other sources maydo an adequate job.

The water jugs arethe only ones ooveredwith pinon itch; the open wider basketshave the design onthe inside showing and thus need nocovering, eitherfunctionally or artistically.

Re Quict-t- (18)

The music consultant for thismaterial was Miss Nancy Long of

RE-1 who has also volunteered to makeherself available for additional information. She may be contacted at Manaugh School in Cortez. Miss Long suggests that the followingapp-roach might be useful and appropriate for intermediatestudents.

1. Begin by introducing theinstruments of the Indians, especially the drum and the flute. These have many varieties and may be played for different purposesand in different ways;

2. Generalizations about Indian music in terms ofrhythm and tonality may be made as well.

3. Tapes of various chants and dances canbe played to give greater familiarity with Indian musicand also provide an opportunity for discrimination.

4. The Bear Dance is performed annually inthe spring. It is secular rather than sacred in natureand often is used as a courting dance; Because of its post-puberty connotation, it is not exactly a fourth-grade level activity. However, it is the most typical of the ifte dances which is still per- formed regularly and is simple enough to learn that a teacher might wish to have her class learn how to do it. Ernest House or Norman Lopez of Towaoc mightbe willing to help if contacted in advance. Nancy Long could also serve as a consultant for this. There is a possibility of perhaps later getting a videotape of this dance, but this will depend on severalmatters. (19)

dances isdescribed inWilson The historyof these two People asfollows: Rockwell's TheUtes: A Forgotten liked alldancing, theBear While the Uteshavetraditionally in sandstonedrawings. Dance isthe oldestand is recorded explained as a manwho went tosleep The originof it is would go to acertain placein the and dreamedthat if he Upon awakeninghe did soand mountains hewould see abear. back and forth. The bearthen taught saw abear shuffling sing withit. The Bear the man howto do thisand what to enclosed withupright Dance isheld in alarge circular space The entranceto the poles holding awillow brushfence. has the "bearden" enclosure is onthe eastwhile the west hole is thatis playedby using a area wherethe covered the hole. The women notched morachestick vibrated over of men facingthem. The line up onthe Southwith a line and the twolines faceeach womenselect theirpartners forth in timeto themusic. other whilethey moveback and the three daysand threenights while The dancelasts for instead ofremaining inlines. participantspair off from that ofthe Plains The Sun Dancewas adapted It is Arapho) sometimearound 1900. Indians(probably the full moon. It is more held annuallyin Juneduring the also associatedcurativeproperties. religious innature and is upright in thecenter of theenclosure A tallpole is placed of-these twelve the edge. From each and smallerpoles around fork to the ,pole extendingfrom the smaller polesthere is a (20)

center pole. Brush is piled up aroundenclosure leaving an

entrance on the east side. There are small enclosuresfor

each of the ten to twelveparticipants on this outer edge.

For four days and nights thedance continues. The dancers

abstain from food and water duringthe duration of the dance.

They emerge from theirshelters to the accompaniment ofthe whistles and drums and come slowly tothe center pole and

then return. There are rests between times soit is not

a continuous dance. Other dances which have beenassociated with the Utes include the Lame Dance done only by womenrepresenting their carrying the spoils of victoryfrom the battlefield, the

Scalp Dance, the DraggIng_Feet Dahe (whi:ch is similar to the other social dances but was after theScalp Dance), and other round dances.

The following information istaken from Northern Ute

Music by Frances Densmore. There is one (very old) copyof

this available through the CortezPublic Library.

It was said by several t:c.. that they "heard a song in their sleep," sang it, andeither awoke to find themselves singing italoudor remembered it and wereable to sing it. No information wasobtained on any other method of producing songs. In this connection the writerdesires to record an observation on musical composition amongthe Sioux. A song was sung at a gatheringand she remarked, "That isdifferent from any Sioux song I have heard,it has so many peculiarities. The interpreter replied,"That song was composed recentlyby several men working together. Each man suggested something, and they put it all togetherin the song." This is the only instance of cooperation in thecomposition of an Indian song that has been observed. (21)

and war songsof the Utes areaccompanied The dance songs while the handgame hand drum, andlarge drum, by the morache, beating on ahorizontal pole,and certain songs areaccompanied by by beating on a songs ofthe camp wereformerly accompanied stiff rawhide. the Bear is used to accompanythe songs of The morache noted among The instrumentin variousform has been dance. the Spanish termmorache has many tribesof Indians, and classified as a by usage. It is however become established is comprised with resonator: The instrument "notched stick notches are cut;(2) a of three units: (1)A stick in which these notches;and (3) a short stick(or bone) rubbed over the ground. This resonator resonator placed overa hole in (1922) a a shallowbasket, but incurrent times was f-tmerly longer stick is piece of zincis used. The end of the resonator, whilethe shorterstick is rubbed rested on the accented. perpendicularly, thedownward strokebeing sharply typical ones arecomprised of anotched stick The more with a bonefor a rubbing shaped like thejawbone of a bear, stick. and is used with songsof the Lame Dance The hand drum obtained and is A specimenof the handdrum was others. "Small drum. H. 31 in., described asfollows by Mr.Hawley: wood, thejoint lappedand nailed. dia. 122 in. Shell of bent 12 in. wide, is reinforcedwith a stripof bent wood The inside quite meet; oneskin head 3/16 in. thick;its ends do not It extendshalfway down stretched overthe shell whenwet. Holes are madein the edgeof the the outsideof the shell. correspondingholes in themedian skin li in.apart, also thongs shell and itsreinforcement. Two buckskin line of the holes in oppositedirections in and outthrough these are passed of two stripsof cotton clothcross and tiedinside. A handle bringing angles. A handholdis formed by each otherat right center and wrapping for aboutla inches at the these together of the reinforce- them with astrip of cloth. Near one end loop to suspendit is attachedto the thong ment a buckskin Both outsideand inside that binds theskin head to theshell. The skin is soheavy that theshrink- have beencolored yellow.. round stick misshaped theshell. Drumstick handle, a age has Head of whitecotton cloth like a sectionof a grapevine. end of stick,held by tyttg wrapped severaltimes around one 121 in., dia.7/18in; head, L. its endstogether. Stick, L. 1 1/4 inches." 4 1/4 in., dia. that the largedrum is used It isinteresting to note being introducedamong theUtes with (otherdances...probably) This drum isof the usualtype and is from othertribes. around it and ground, thesingers sitting placed on the the seatingof drumming as theysing. The usualsize permits it is saidthat 14 men areable 8 or 10 drummersaround it, but (22)

at a drum. to be seated flageolet resemblesthe ones In generalconstruction the It is madeof a straightsection used in manyother tribes. pith removed, has been splitlenthwise, the of wood which In lengthit is about11 and the twopieces gluedtogether. diameter 11 inches. It has awhistle mouthpiece inches and in holes are intwo groups with the wtndwayoutside. The sound farthest fromthe mouthpiece of three each,those in the group together thanthose in theother group. being slightly nearer and had anextended The instrumentwas playedfor the writer range and apleasing qualityof tone.

material -istaken fromAmerican Indian The following The book was Songs by MurielDawley and RobertaMcLaughlin. obtained from NancyLong. individual andsocial Music permeatedthe Indian's There was noimportantpersonal ex- life like anatmosphere. where music wasnot a perience nor anyreligious ceremonial use of expression offeeling. "This universal part of the that it wasmedium of com- music was becauseof the belief went out and the unseen." When a man munication between man power. When to insure thehelp of an unseen to hunt, he sang strength might danger and death,he sang that he confronted to insure a When he plantedseeds, he sang be given tohim. healing, to woohis lady He sang toask for good harvest. experience fromhis and to play his games. "He sang every cradle to his grave." Indian song had anowner. A song At one time every to a belonged to anindividual, to aparticular ceremony, group ortribe. The right religious society orto a certain made it could be given orbought. This custom to sing a song for many possible for songs tobe preservedwithout change Probably, this meansthat much ofthe Indian generations-. than the folkmusic music has been moreauthentically preserved of many other peoples. and natural In general,Indian singingis in unison alto, tenor andbass, move alongin voice ranges, soprano, feeling of partsinging. octaves.. This sometimesgives the subleties of pitch,rhythm and voiceproduc- Thbre are many in singing. The tion, that we cannotcapture on paper or from one toneto anothermakes authentic slurring of the voice and a pulsation Indian singing seemout-of-tune to our ears the tunesometimes hardto Or quaver inthe voice makes highly However, tothe Indians,the quaver was distinguish. strived to attainit. desirable andleading singers vocables or songs have noreal words---only Many Indians tra-la-la we without meaningsuch as the neutral syllables to the spirit However, thechoice of soundsis appropriate use. words were notof first impor- of the song. To the Indians actions gave the songits purpose tance. The music, ceremony or or meaning. expression The dance forthe Indians wasanother means of Each dance, like his songs,had its own special of feelings. In most cases, use and wasperformed only on the properoccasion. accompanies the dance,but it is the movementswhich a song partic- portray the meaning. The actions ofceremonial dances, follow patterns whichhave been handeddown from ularly religious, Each one has father to son and donot allow forimprovisation. are a specificmeaning to convey. When personal experiences expressed, the dancer then moveswith more freedom,although he his still uses certain movementsunderstood by all to be sure story or message willbe communicated. The Indian danceswith his whole body; everymuscle seems to be called intoplay. His dancing isdescribed sometimes as complete bodypulsation. With great freedomof movement, he becames the mental imagehe is attempting toportray. Indian flutes,flageolets, and whistles madeof straight- grained wood, cornstalk orreed were played byblowing into one Holes were bored at unevenlengths, so the notes of no end. often used as two instruments werethe same. The flute was most ceremonies several mightbe a soloinstrument, however in some played in unison. Young braves playedlove songs on them and they are sometimesreferred to as a courting instrument. There were manytypes of drums such astom-toms, unihead drums, war drums. Some drums are more uniquewith certain tribes than with others, such asthe large Sioux drumswhich are driven into held in a cradle-likeform,suspended between stakes These The Chippewa,too,used a drum of thistype. the ground. The size of the are mostoften played uponby several drummers. the type of drum tobe used. group probablyhelped to determine used for a small groupand a A unihead orsmall drum might be people were dancingand very largedeep-toned drum when many singing. for Along with thedrums, rattles,bells and flat stows Bells were made of clicking were usedto accentuate therhythm. hoofs with little clappersinside. Rattles were made from gourds, turtle-shells andanimal skins, and were oftenfilled with stones or seeds. Among the Indians of the Northwestrattles in the shapes ofbirds were expecially popular. The various kinds of instrumentsused depended for the mostpart upon the natural material available. Dancers often wore shakersaround the knees and ankles andaround the upper arms andwrists. (24)

IV. What were the Utes first contacts with the Europeans?

A. Don Juan Rivera(1765) lead the first recorded expedi-

tion to come into contac- with the Utes. However,

the best known of the early explorersconneilted with

the Utes was the priest, Escalante, and his groupof

twelve who used Utes as guides. The purpose of their

travels was to find a new way to the Monterrey missions

without having to go thm:Apache country and the

desert. They left Santa Fe in 1776 and traveled through

most of that year. (An interesting and amusing account

of this is given in Sprague's book.)

B. The first significant contactsiwithAnglo-Americans was through fur trappers and traders, the "mountain-men."

The first rendezvous and trading postsestablished in

Ute territory were in the1830's. Since many of these

men thought more like Indiansthan like Anglos, there

was little conflict at this time overland use or posses-

sion.

C. The Mexican War of1848 was a basic turning point in Ute relations with the U.S. The first formal

U.S.-Ute treaty followed in1849. This treaty, at

Abiquiu, New Mexico, didn'tdefine boundaries, but

simply tried to provide for peacefulrelations between the

two groups. Since the Utes were only loosely federated bands without a single chief or ruling group, treaties (25)

never really involvedall of the Utes.

D. There were some Anglos such as Kit Carson whohad quite good relations with the Utes. Carson and other Indian

agents would often enlist Ute men to serve as military

and exploration scouts. They acquired a reputation as

a police force.

E. Trouble developed as settlers began to encroach upon

Ute territory. By 1855, there were hostile feelings

over land useage, huntingexpeditions, etc. Battles

between the Utes against the army and settlersoccurred.

Finally, a peace treaty was signed andthere were few

incidents of large--scale armed violence following

that. There was never an outbreak of warby the Utes after

this.

F. Agencies were established for theWhite River Utes

in the north, the Uncompahgresin 41,4 middle of Colo-

rado. ao4Pr the Southern Utes first in New Mexico and later in Colorado. One (1871-1876) was located in Denver for the purpose of supplying Indians who spent

time hunting on the eastern side of the slope. These

agencies were for the distribution of goods and annuities

which the Utes were to receive in exchange for the

various treaties by which they gave up their land.

The U.S. government had an unbroken record of being The Indian unable to keeptheir end of thebargain. administration had analmost Service duringU.S. Grant's dealing with unparalleled record forcorruption and

corrupt contractors.

Activity set4: for use withthis 1. There is acolored transparency

section. available for thefollowing: 2. Transparencies are Colorado and itsboundaries a. The state of rivers and b. Overlays showingthe major mountain ranges(B) of contemporary c. Another showsthe location cities in orderto help seethe relationship location. (D) between theseand population reduction of Ute d. F and A showthe gradual

territory. travels and the e. G showsboth Escalante's

Spanish Trail. contractors whodidn't 3. Discuss thebehavior of account for alingering deliver. Why? How does this Role-playing might beused suspicion ofthe Anglo?

for this activity. different tribesrelations with 4. Writing of reports on with research the U.S.government couldbe combined Sicux, Ute, here. Students couldalso compare the ( 27 )

Cheokee, etc., in different aspects.

V. What was the result of these Anglo contacts?

A. By 1861 Colorado was a territory and the Anglo population

was moving into the Ute territories. There was much

public pressure in newspapers (editorials, articles,

etc.) to do "something" about the Indian. The solu-

tion often implied was to remove the Indians to Indian

Territory (Oklahoma). The Indians were well-aware of

these ideas and tried to avoid any thing that might lead

to this removal.

B. The Treaty of 1864 was the first one to set definite

boundaries for the Ute reservation and the first to put

any restrictions on Ute travel. In return for these

concessions, they were promised 150 cattle annually

for ten years, somewhat less than 1000 sheep for two

years and 500 for the following three years, $10,000

annually for goods, and 0101000 in provisions. The

government failed to fulfill any of these promises and

pledges. The Utes again found reason to suspect the

white man and his promises.

C. The Treaty of 1868 reduced the boundaries still

further but promised that the land contained within

would be Ute land "forever" and there were the usual

promises of food, annuities in clothes and blankets, (28)

education, allotments, etc. However, these wele often

more than a year late in deliverywhen they came at all.

This worked a great hardship on the Utes asthey had given

up much of their traditionalhunting ground4 and had

trouble surviving through the winters otherwise.

The food, in addition, was often-inferior-and-even

rotten. Promised teachers for skills or particular requested items also were late, or damaged, or

ignored.

D. By 1873 there-were-problemscaused by the. discovery

of gold in the San Juans near Silverton... Miners_

rapidly moved into this region that was to be Ute

hforeverV Again a new treaty-was negotiated with the

Utes which saw the cession by themof the high

mineral-rich mountain area.

Activity set 5:

1. Transparencies can be used toshow the difference in the 1868 and 1873 boundaries as well as using thecolored

transparency.

2. Discuss the gains/losses- of theUtes 4.4ho. xemained...a0-i-eft-

tially peaceful throughoutall of this period while

other tribesoccasionallytook to the warpath.

3, What was the differencein the way in which the Indian and the Anglo wanted to usethe land? Why?

4. Compositions and even poetrywriting might be correlated

here with.the..kOsteS-4441 a topic or the (29!

feelings of the Anglos.

VT. Who were some of the personalities involved in this period?

A. Ouray was born in Taos in 1833 of Apache and Ute

Parentage. Thus he early acquired a knowledge of the way

of life of two tribes. He also worked as a sheep-

herder for a Spanish family there and became awareof

the Spanish culture and familiar with the language.

Because there were many Anglos there hebecame conscious

of the Anglos' way of life as well. He returned to the

Utes as a young man, married, and had a son,Friday.

This boy was kidnapped as an infant from Ouray's

camp on the eastern slope during ahunting trip. The

boy, kidnapped by the Sioux, was raised as anArapahoe.

One of the great tragedies of Ouray'slife culminated

many years later whenFelix Brunot, an Indian agent

who had worked closely with Ouray, brought the boy to

Ouray while Ouray was in Washington, D.C. The boy,

now raised as an Arapahoe(the Ute's deadly enemies),

denied Ouray and the Utes. Ouray had no other children.

His first wife apparently either died or they were

separated, and Ouray married young Chipeta who became

well-known for her charm and diplomacy. By sheer

force of personality, he kept the Utes as a group

peaceful as he was not in any position of authority

over the tribe as awhole. Part of his hold derived (30)

1863 treaty, from fear ofhim too. Once, after the by the blacksmithshop Ouray wasjumped by Sapovanero brother, would at Conejos. Sapovanero,Chipeta's gained the knife have killed him. Thus, when Ouray Chipeta's inter- he would_have- Sapovanero, ,..- Thereafter no one- wasmore_loyal.. ventic: savedhis life.

who became _his .chief.emissary to.. Ouraythan.- Sapovanero on importantmissions. Otto be=ars wasan _Anglowho oftem_acted from Russia at for Ouray. His pastincluded emigrating been-an-orphan sincethe_age-- -- the-age of 11 wherehe had Francisco, hejoined._ of 2. After livingbriefly in San this with- a"period-or' the- Union- Army;and followed working with KitCarson in his1865 campaigns-Then------where he built_a. he--s-ettled inCon-cjos-r.Colorado, Needingmore-wheat-- general storeand then a gristmill. Withflour,..and for-his-millT he-started..a- wheat-farm, to transport-his grain-f_or sale,he needed a way the passes. crops to a more-profitable- market across of building aseries of toll _ --Thus beganhis career networks in the --San Juans roadsand-transportation. emissary oftenfor the-_. He served asinterpreter and basically'an-ecanomicy- Utes althoughhis_interest was not humanitarian,one. Charles Adams(-real-name-, -General- (anhonorary title.) Schwanbeck) was aGerman who hademigrated to the . political reasons. He was- oneof the Anzlas_who_.. respect untilclose to the end gadOuray's genuine at-the-Log-Pino-8- -of their lives,He was thefirst -agent- _He Southern UteAgency and treatedthe Utes reclaim the was_the-man-who,with.Sapovanerol went-to The-- bp-stages. being heldafter the MeekerMassacre. trial.for the_ Indias - --negotiationsdealing with a (31)

involved with this event werethe cause of his and

Ouray's separation. For a more completepersonality

sketch of these three men, seeMarshall Sprague's book.

Activity set 6:

1. There is a coloredtransparency, if its use is desired.

2. Material dealing with thesepeople can be looked up

from several different sources. Reports or posters

depicting events or scenes canbe done either as group

or individualactivities. This combines languagearts,

fine arts, and social studiesmaterial.

3. A model of an Indian agencycould be constructed

showing the agent's home,corrals, warehouse, and

blacksmith shop. Usually there was a schoolhouse or

boarding house present as well. these changes? VII. What were some of theeffects and abrasions of government A. Ouray was blamed by theUtes when the federal did not live up to theterms of the treaties. He was the

target of an assassinationattempt by a SouthernUte

named Hot Stuff. (The name came from anaccident in a

chemistry laboratory atCarlisle when Hot -Stuffhad

achieved a magnifigeatexpledion.) Ouray, instead, killed his assailant andlater killed at least four

more opponentsbecause of their opposition to his

policies. 1868 near what is B. The White RiverAgency was started in (32)

today Meeker, Colorado,for the Utes. The first agents

all tried to introducethe idea of farming tothe Utes.

Having been nomadichunters, they did notaccept the

idea easily.To them, it oftenseemed that it waswomen's

work that was beingasked of them.

C. Nathan Meeker,ex-poet, ex-war correspondent,and full-

time idealist straightfrom the settlement of Horace

Greeley's temperance UnionColony (Greeley), was made

agent in 1878. He had little realunderstanding of the

Indians and consequently wasoften at odds with them

without really understandingwhy. He caused them to

dig irrigationditches, build fences, grub lands,plow,

plant, etc. They still didn't likedoing these things,

but they went alongreluctantly. By 1879, the situation

was very strained. The Indians had notreceived promised''

supplies for a year. These supplies were sittingand

rotting in Rawlins because thecontractor had absconded

and the railroad would notrelease the supplies without

payment. Also, Meeker, when he did havethings to distribute, insisted on doingit on a weekly basis. This

prevented the Indians from hunting anygreat distance

from the agency. Of course, this angered them. The

Anglo settlers meanwhileagitated for Indian "removal"

to Oklahoma and rumors atthe time blamed the Utes for

everything from livestocktheft to a series of wildfires (33)

which broke out during the dry summer. The culminating

point came when Meeker insisted on plowing the Indian's

racetrack to plant crops. He was warned and even threat-

ened about this, but he stubbornly continued. The track

to the Indians was more valuable than a field. Some

gunfire was exchanged and Meeker sent for troops from

Wyoming for protection. The Indians discovered the

troops en route and parleyed with them not to send troops

onto the reservation. They feared that they were to be

removed from their lands. As a result, when the troops

continued on, there was a battle in which many Utes and

soldiers were killed. The remaining troops were

surrounded and a rescue force was sent while the newspapers built the whole incident up as a newIndian war. Meanwhile, at the Agency, some of the Indians, on hearing of the battle, killed Meeker and his aides and took his wife, daughter, another woman and her twosmall children as hostages. Ouray sent emissaries and used his influence to gain return of the hostages and quell the the fighting. General Adams and Sapovanero served on this mission and were successful in getting the returnof the captives. While eventually only one Indian, Chief

Douglass, was put in jail, the Indians felt that they had again been betrayed and -punished for trying to protect themselves. Douglass, incidently, was never brought to (34)

trial, but held in Leavenworth for many mcnths before

finally being released as a source of embarassment.

Ouray, in agreeing to the trial of the Indians involved

in the Massacre, as it became known, insisted that the

trial be held inWashington, D.C. and not in Colorado.

He told the negotiators (including Adams), "You three

(Anglos) are all my enemies. I am one against three.

You hate me...I have not one friend among you. You

will not give me justice and that is why I want to

go to Washington where I will, at least, have one friend.

(Carl Schurz, Secretary of the Interior) Schurz, an

immigrant German, had a reputation for understanding

and being fair to the Indians. He was perhaps the first

high-ranking official to genuinely defend the Indians.

D. The White River and Uncompahgre Utes were moved to Utah

in 1881 after Ouray's death. The Southern Utes were

placed on reservations in Southern Colorado along the

southern border. This final loss of land was heart_

breaking to many Utes but there was no major battle

over it.

Activity set 7:

1. There is a colored transparency as well as one showing

reservation bottadaries.

2. How does mistrust and misunderstanding lead to serious

consequences? (farming-racetrack-Meeker's call for

troops-ambush-agency attack) (35)

3. There are laminated B.A.E. photos of some of these people

available.

VIII.Who were the major chiefs who followed Ouray?

A. Buckskin Charley or Charles Buck was a mustachioed Southern

Ute chief who had been a close associate of Ouray's. He

helped Chipeta bury Ouray after his deaith and later helped in

the formal reburial ceremony in Ignacio. His concern for

helping his people led him to try to set an example for

them by farming by Ignacio. At another time he organized

and led a "wild west" Ute encampment by Colorado Springs

in order to help raise money for the tribe. His nickname

came from his army scouting days during which he became

famous with the military for his hunting prowess in

killing antelope.

B. Ignacio was a Weminuc1 (Ute Mountain) chief who was quite

large for a Ute (61t2" and 225 lbs.). In 1895 there was

a disagreement among the Southern Utes. The Southern Utes

wanted to continue the policy of land allotments within

the reservation (thus leading to the "checkerboard" pattern

of land holdings there). The Weminuche band moved to

Navajo Springs (near Towaoc) because as a separate band

they wanted their own ideas carried out. They chose there

to continue their type of existance characterized by a

strong tribal organization and communal land holdings.

Ignacio, chief at the time of the division, followed with Activity set 8:

1. There are photos of these majorchiefs available for

further discussion and comparisons.

2. More information mightbe sought by students as a class

about, for example, Severn. (or Tabi)

3. Why would the two bandsnot want to live in the same

fashion? Can people disagreeand both have good ideas? a

a

- - - i I a .- .L ( 37)

BIBLIOGRAPHY

The following sources are among those which have been consulted

in the preparation of these materials. Those desiring additional

information might profitably read from these.

Daniels, Helen Sloan. The Ute Indians of Southwestern Colorado. Durango: Durango Public Library Museum Project, N.Y.A., 1911.

This book is available both at the Center and Cortez Public

Libraries. It contains information which is often interesting but

sometimes questionable in interpretation.

Hall, Frank. History of Colorado. Chicago: Blakely Printing Company, 1891.

This multi-volume work is quite complete, as far as it goes.

Hell seems to have used many primary sources in the preparation of

it, and the work shows. Material dealing with the Utes is scattered

throughout.

Lewis, Inez Johnson and Robert A. Luke. Indians of Colorado. Colorado State Library Extension Bulletin #3, second edition.

This pamphlet is at the Cortez Public Library and contains

information about all Colorado tribes, including some about the Utes.

Opler, Marvin K. "The Southern Ute of Colorado," Acculturation in Seven American Indian Tribes, Ralph Linton, editor. New York: D. Appleton-Century, 1940.

This lengthy article tells quite a bit about practices observed among the Utes at that time. Some interpretations may be questioned, but it is one of the more widely-known arti;.::es dealing with the Utes. Rockwell, Wilson. The Utes: A Forgotten People. Denver: Sage Books, 1956.

This book is available only atthe Cortez Public Library as it is now out of print. It lists information underconvenient headings such as legends, food, dances,etc. The author was quite observant but, again, interpretations maybe open to some question.

Swart, Omer C. "Southern Ute Adjustment to ModernLiving." Chicago: University of Chicago Press,1952.

This reprint is available atthe Center Library and contains a lot ofinformation about changes that havetaken place in Ute culture and clearly indicates someof the major problems in existance.

Sprague, Marshall. Massacre: The Tragedy at White River. Boston: Little, Brown and Company,1957.

This is a highly readablebook which contains a great dealof background on the Utes andindividuals, both Ute and Anglo,who were involved inthe Meeker incident. It is a good general out- line of the history of thatperiod although it suffersfrom an occa- sional lapse of thingsbeing sacrificed for readingvalue. The delineation of characters isoften too "white hat" vs."black hat", and the resulting characterizationof Ouray and others suffers as a result. Otherwise the book is bothinformative and entertaining. TEACHERS GUIDE

Ute Fourtb grade Unit

Moutelores Studies Center

E.S.E.A. Title III Addendum to Ute unit

Teachers Guide

Since this booklet was originally done, some new material has been developed which will be useful for teachers on this unit.

For the portion on Ute culture, check with Mr. Gutsch at the Center to see if the VTR of the Indian culture program from last spring (1969) is available.This includes demonstrations of beadwork, basket making and other such crafts.

Field trips to Towaoc have been discussed with

Ernest House. If it is desired to visit thore in order to give a more accurate idea of a contemporary Indian community, contact Mr. Norman Lopez at the Ute Tribal office. Arrangements. should be made at least two weeks in advance as many various offices have to give permission after a date has been requested.

Other activities which have been suggested include the following:

1. Modet.building:%of_ag Indian.village.

2. The use of puppets (hand -held) costumed appropriately.

3. Group work on large relief maps to show various

locations of events, etc.

(a) oral or written - 4. 'Pretendstories . taped, might allow greateruse ofimagination. for specific 5. Letter- writing as aclass project information might beuseful. may show 6. Mural alorg along sheet of paper periods of development orchange.

7. Group orindividualprojects/displays may reflect scenes,pictures, etc.

Book reports,oral, written ortaped, might be include! appropriate. Sources that mightbe checked series put out as the Arrow BookClub, the 19 volume

Frontiers of America(Chicago: Children'sPress); Heads West, The S.R.A. pilotLibrary Or. Meeker

Augusta Stevenson,"Young Mr. Meekerand His Exciting

Journey to Oregon,,] Miram E. Mason); KitCarson:

Boy Trapper,Augusta Stevenson(Bobbs Merrill Co.);

Kit Carson,Donald E. Worchester(Houghton-Mifflin); Oliver La Farge A Pictoral yistgaof American Indians, McCall (Crown Pub. Inc.) ;Cowboys and CattleDrives, Edith

(Childrens Press); HuntersBlaze the Trails,Edith McCall

(Childrens Press); TheSanta Fe Trail, SamuelHopkins Adams

(Random House). RATIONALE

There are two majorreasons for thedevelopment of unite dealing with regionalminority culturesfor the students need tofind Montelores area. One is that these in their socialstudies curriculummaterial which is Ute relevant to them andtheir lives. The Ute Mountain somewhat unique and the Spanish-Americanin this area are in their backgrounds. However, becausethey are numerically small, it is unlikelythat any materialswill ever be Anything done commercially produceddealing with them. will therefore haveto be donelocally. Classroom teachers, while interested,often lack the timeand resources for this type ofpreparation.

The second reasonis the onehighlighted by the that the Majority Kerner Commission'sreport which stated society too rarely has anyidea of minorityhistory and

It is impossibleto have a dialogueleading culture. ! mutual understanding to the resolutionof problems without a students here need between groups. The majority-group an opportunityto acquire thisknowledge in order to These develop understandingand compassion forothers.

(1) (2) units are oneattempt to meetthis need. These materials arefor use at thefourth grade level, but the same conceptscan beapplied at the spiral form oforganization seventh gradelevel to devlop a

orinformation. for the fourth The followinggoals are proposed grade level:

Concepts: band opUte2-55unfaill 1. The Utes, ivoludingthe weminuche by adaptabilityto new Utes, havelong been characterized situations and pressures. have trusted theAnglo-American 2. Historically the Utes to find them- in their treatiesand dealingswith him only This has ledto selves disappcintedand oftencheated.

bitterness andmistrust. characterized byegali- 3. The Utes had asocial system tribal group tarianism andgenerosity. The communal of provided for all,both in times ofplenty and in times

need. and historicalconflict 4. Many of the pointsof difference differences in between the Uteand the Anglo arecaused by personality differences. social structure,not by innate instltutions. Similar needshave been metby different Cognitive goals: of Colorado to 1. The student willbe able on a map indicate the traditionalhome of the Utesand the current areas reservedfor them. Ouray, Chipeta, 2. The student willbe able to identify historical Buckskin Charley,and Ignacio interms of their importance andcontributions. identify Scott Jacketand 3. The student willbe able to Jack House in theircurrent roles astribal leaders. examples of mut,4a1 4. The student willbe able to show contributions of oulturebetween the Utes andthose with whom they have comein contact.

Affective goals: the interdependency 1. The studentwill be able to see developed this region. of the groups who,together, have for thesedifferent 2. The studentwill gain a respect cultures andtheir contributions.

Evaluation: the cognitivematerial in 1. Students maybe tested on multiple-choice, a traditionalmanner such ascompletion, etc. may bemeasured on asemantic-differ- 2. Affective changes Results from the ential instrumentor anopen-ended test. (4)

then be comparedto students in thepilot programs may a control groupof other fourthgraders. (5)

The following method ofapproach is suggested for the

teacher in order to become familiar with this unitand

the materials.

1. Read the student manual, A Short History of the UtePeople.

2. Review the unit portion incorporating suggestedactivities.

3. Listen to the tape, "The Utes: Past and Present," by

Omer C. Stewart. This 1960 lecture is by courtesy of

the Colorado State Historical Society. If desired, a

1965 tape by Dr. Stewart (from the same source) is

also available. These are too abstract for use with

students, but they are of interest to teachersbecause

of the overview of the history of the Utes which,he

presents and some of his interpretations. (i.e., Ouray

as a type of IndianQuisling)

4. There are two sets of transparencies to accompanythe

unit. Be careful if you write on these as thecolors

on the first set are cn the uppersurface and will be

easily removed if a wet cloth is used on them.

Set 1: A through H

A. The basic mount shows the territorygiven to the Utes "forever" in1868 and then the portion ceded

in 1873 because of the discoveryof valuable minerals

in the San Juans. The red boundary marks the extent

of the current reservation boundaries. The overlay (6)

shows the counties and riversof Colorado which might

be useful in showircr relativelocations.

B. The basic mount is an outlineof the state. One over- lay shows the mountains, including thecontinental

divide, and the other shows the rivers. By using both,

geographical relationships can be established.

C. This shows the counties of the Stateof Colorado and is really not essential to this unitbut may be useful.

D. The cities may be placed over transparencyB to show geographic relationships and why cities developedwhere

they did. Also, relative locations can be shown through

this transparency.

E. This is a polar projection of the NorthPole on which the Bering Straits may be located as a passageway. A

globe is also useful here.

F. The traditional hunting territory ofthe Utes is marked here and the location of other tribesmight be noted

here in relation to trade relations and thelocation

of hostile groups.

G. This indicates some of the earlierroutes taken in the

area by explorers. Again, it can be superimposed on B.

H. This Mercator projection,although distorted, shows how migration and diffusion might haveoccurred.

c AddalPaidgmr-- -,--ama.madaradartaa

(7)

Set 2: 1 through9 be used inclass to focus Thesetransparencies can and also for attention onbasic ideasfrom the manual the transparencies review anddiscussion. The motifs on dealing primarilywith include thecradle-board for ones Incidentally, whitecradle-boards culture-relatedthemes. The eaglefeather are forboys and tan onesfor girls. leadership andmaterials dealing headdress motifrefers to bow is usedmainly mainly withchiefs. The double-curved conflict. with transparenciesabout areas of from the of a dozenlaminated photos 5. There is a set These couldbe used Bureau ofAmerican Ethnology. into abulletin individually, passedaround, or made pictures may befound board display. Information on the

on theback of thephoto. Ute artifacts. Teachers 6. There is a setof slides of all of these. will probablynot want to use but it is apeyote case 1. This is nottoo clear of the peyotecult. used for storingthe paraphanalia pamphlets #105and 106 inthe (See DenverArt Museum This may beused if onewishes to CenterLibrary.) is a rathersensitive go intothe area. However, it and mightbest be one,especially tothe Indians,

avoided. (8)

2. Metate stone. This was used to grind corn to make

various foods.

Slides 1 and 3 to 10 are of items belonging to Dr. Sydney

Margolin of the School of Medicine, University of Colorado.

3. This feather fan and drum are also part of the equip-

ment used in peyote rituals. The fan, with fine bead-

work on the handle, is used as a symbol of birds, the

messengers between God and Man. The drum is often

(not always) metal covered with a buckskin head

which is moistened before use. The thongs holding

it to its base are tied in the design of a complicated

seven-point star which might represent either the peyote

button or the morning star.

4. This bow illustrates the double-curve bow used for

greater power. Usually sinew was attached to the inner

side of the bow in order to give more strength to it.

Because the Utes were usually astride horses when hunting, bows generally ran from three to four feet

in length instead of being longer. The bows could

be shot accurately up to seventy yeards and could be

fired as fast as a revolver. Arrows were usually about

two feet long with three quills attached.These arrows

often had special decorations or markings to allow

identification of the hunter who brought down the game. (9)

Th quiver in the slide is made of buckskin and then

painted for decoration. Other weapons used by the Utes

included sharp-pointed lances of about six to seven

feet in length and war clubs of stone covered with

horsehide with a wooden handle. Occasionally shields

made of buffalo hide were carried in warfare.When

hunting or fighting braves rode bareback, but other-

wise they used a form of saddles.

5. This headdress belonged to Buckskin Charley.The

feathers of the golden eagle were preferred for these

bonnets but other plumage was sometimes used. The Utes

did not use the long tail on these that the Plains

Indians often did.

6. These are two brightly painted courting flutes used

by the Utes. Made usually out of cedar wood, they

are used by young men to woo young women. They would

make up songs and play and sing them to the girl in

heL teepee at night. Theoretically they tried to

conceal their identity but the girl usually knew

pretty well who her suitor was.

7. These belts show the fine beadwork designs that the

Utes were well-known for. At one time beads were

hand-made, but t'eadwork did not become common until

commercially made beads were available. The designs event or totembut were used are notsymbolic of any Blues and greens were for theirattractiveness. favored by manycf the Utes. used by the Utesas well as 8. The bonebreastplate was The bones used by othermountain tribesand the Sioux. leg bones belowthe knee. for these werethe small deer the steel bit Tt was mucheasier to makethese after Indians. for drilling wasintroduced to the both the floraland the 9. Thistobaccopouch illustrates popular with theUtes geometric patternswhich were around 14 at varioustimes. These pouches average folded over when feet to 2 feetin length. They were pipe was usedfor ceremonial in use. The tobacco casual use. purposesrather than for of Ute basketry. 10. This basket is atypical example of the basketbut Willows are usedfor the weaving container to then pinonpitch is usedto cover the practical andlightweight. waterproof it. These were were usedfor Braided handles ortufts of horsehair

handles. celebrates fourof the most 11. This monumentin Ignacio Charley, Ignacio famous Utechiefs: Oura Y, Buckskin in 1939. There and Severn. It wasofficially dedicated

is a plaque oneach side ofthe monument. 12. This is a closeup ofthe type of plaque on the

monument.

13. At the death of a Ute,burial was as rapid as possible

in caves, arroyos, graves,fissures, etc. The personal

possessions of the deceased wereburied as well or

sometimes burned. Ouray was first buried insuch a

cave by Chipetaand friends such asBuckskin Charley.

Several years later, hisremains were exhumed andthen

reburied in the Ignacio Utecemetery. This twin

monument marks his grave. While Chipeta is repre-

sented on one monument here,her grave is really near

Montrose. Ouray was buried so thathalf his body was

in the Protestant partof the cemetery and halfin the

Catholic portion.

14. This slide, taken at Ignacio,shows a metallic repre- sentation of a Ute teepee. These were originally

made out of buckskin. Buffalo hides were sometimes

used as well. Later, canvas was apopular material.

Usually twelve to fourteenpoles were used in the

construction. If 7. Field trips mightbe of value to thestudents. one is desiredto Towaoc, the personto contact (well in advance) in order to makearrangements is Ernest House,

Chairman of the EducationCommittee there. An interesting (12)

all day tour could be taken to the Ute Museum,four miles

south of Montrose, Colorado on Highway50. This is open

only from May 15 to October 15, however. It is suggested

that teachers contact: Mr. Leslie Burton, Regional Curator

735 N. 3rd Street

Montrose, Colorado 81401

A request for a Self-Guided TourOutline and an appoint- ment for the class out to precede the visitby at least one week. It is also beneficial to havevisited the

Museum before you come with aclass in order to become familiar with the exhibits and the outline.

8. There is a tape to accompany the unitwhich has music from both the Bear Dance and the Sun Dance onit. The

Bear Dance is the oldest andmost typically Ute dance.

It originally developed to represent a manwho has gone to sleep and dreams about meeting a bear. On waking he follows his dream and meets a bear whothen teaches him to dance in a shuffling motion. The dance has traditionally been a type of courting dance aswell. At first men and women are in oppositelines. Then, as the dance progresses through the three-day period,couples pair off instead.

The music is providedby a resonator or beargrowler or (13) morache and a drum. The Sun Dance, which camein the late

1800's and early 1900's from thePlains Indians, is more religious and less secularthan the Bear Dance. It has been used for itscurative properties as well as its religious meaning. The dancers dance for fourdays and nights while abstainingfrom food or water. A tall pole in the center of theclearing is placed upright. Dancers, to the accompaniment of aneagle-bone whistle and drum move to andfrom this center post. For a more detailed explanation of these dances seethe accompanying material on activitiesfcrthis unit.