Mitakuye Owasin 9 Kota with Our Neighbors” Feel Should Not Be Recorded

L ear ning from the Dak ot a

This Unit Guide is based on Painting the Dakota: Seth E astman at Fort Snelling, published by Afton Historical S ociety Press, and is a gift from the Shakopee Mdewakanton Dakota Community.

The Book, The Paintings, The Unit An Introduction

This guide for a Fifth Grade So- • A background article entitled, from an outsider’s perspective. cial Studies Unit is based on the Teaching Young Children His artistry and inclusion of de- Inside this guide book Painting the Dakota: Seth about Native Americans, by tail provide a unique look at Da- Eastman at Fort Snelling, pub- Debbie Reese, kota life in the early to mid– lished by Afton Historical Soci- 1800’s in the Mississippi and Unit Guide Outline 2 • ety Press. The Shakopee Mdewakanton Minnesota River Valley. But he Dakota History from a Dakota 4 Point of View Dakota Community-Allies: could not show us Dakota life The unit can be used as a two media/art video production Plum Stone Game 6 from a Dakota point of view. For week unit, but resources and Wauncipi (We Are Dancing), Dakota Language Lives! 7 example, he painted events and activities are provided to expand Dakota Family Graphic 8 • items that many Dakota people the unit. “Breakfast in Mankato: Da- Mitakuye Owasin 9 kota with Our Neighbors” feel should not be recorded. (see Teacher Resources 10 Teachers are encouraged to use from Wintercount:Stories of teacher’s notes throughout the this guide not as a fixed script, the Shakopee Mdewakanton Unit Guide) but rather as a foundation from Dakota Community, The book, “Painting the Dakota, which to build. • A short video program pro- Seth Eastman at Fort Snelling duced by Allies: media/art for also provides valuable insight this unit called Mitakuye into the activities of Fort Snel- Owasin. ling, the life and work of Seth Eastman, and the history of the Lori K. Crowchild, an Eastman Dakota people in Minnesota. descendant, writes in the forward This Unit Guide also serves to to Painting the Dakota, provide a Dakota adjunct to the “It is my hope that Painting the book. Dakota will inspire readers to Activities and resources are pre- learn more about Native Ameri- sented throughout this publica- cans. In understanding more tion, a Unit Outline can be found about this country’s Native peo- on pages two and three. Unit ple, their successes, and their Goals and Objectives are found tragedies, perhaps we can elimi- on the back page (along with a nate the ignorance that often quote about traditional Dakota leads to racism directed at Native leadership from Ohiyesa (Dr. Adaptations according to sched- Americans.” Charles A. Eastman, Seth East- ule, student interest, or curricular This unit focuses on an intro- man’s grandson). requirements are encouraged. Materials may be duction to the past and present reproduced for This unit guide has been de- classroom use. Resources for the unit package of the Dakota people from a All other uses signed by Dakota people to pro- include; Dakota point of view. United require written vide a Dakota point of view and permission States history, and Seth East- • to allow creative and educational © Shakopee The TPT/Afton Historical man’s paintings are used as touch Mdewakanton freedom for teachers. Dakota Society Press television pro- points from which Dakota life Community duction, Seth Eastman: Paint- can be explored. ing the Dakota, Seth Eastman painted the Dakota Mit akuye Owas in 2=CA Learning from the Dakota

Unit Guide Outline

ACTIVITY: Examine the diagram of Fort Snelling on p. 13 of A. The Background & The Introduction “Painting the Dakota.” Visit the historic Fort if possible. Visit the lower area (site of the 1862 Dakota Concentration Camp) if possible. 1. The Background: The Context, Looking at the Paintings Objective: To orient the students to the materials of the unit • Go to the Fort Snelling State Park website for and time period of Seth Eastman's arrival at Fort Snelling visitor information

• http://www.dnr.state.mn.us/parks_and_recreation/ Some time before the unit begins (perhaps the Friday before state_parks/fort_snelling/index.html the two week unit is scheduled), distribute books, and place • Go to the Minnesota Historical Society Fort Snelling web- posters around the classroom. • site for information that could be used for a handout. Read the forward to “Painting the Dakota” aloud . http://www.mnhs.org/places/sites/hfs/history.html#outpost • Ask students to view the paintings and write a paragraph (or two) on what they see. NOTE: These reactions should not ASSIGNMENT: Read Chapters 1, 3, and 4 of Painting the Dakota. Or be evaluated, but rather used to shape choices in activities assign single chapters to selected students (or groups of students) to and lessons for the unit according to the students’ level of report orally on their chapter to the class. information. • Share facts about the world in 1830 (the year Seth Eastman DISCUSSION: What part did money and power play in the creation arrived at Fort Snelling) from the unit guide (page 1) or and location of Fort Snelling? from other sources. Write them on the board, provide a handout of these or similar facts, or read them from the unit. DISCUSSION: Why might some Dakota people be unwilling to visit • If there is not enough time to view the TPT program during the Fort? the Introductory section of the unit share information from “About the Paintings,” page 95 of the Eastman book and 4. Dakota History: From a Dakota Point of View page 1 of this guide. Objective: to provide information about the history of the Dakota people in Minnesota from a Dakota point of view ASSIGNMENT: Examine the paintings and other illustrations in the book. • Share the information from the article “From a Dakota Point of View” (hand out copies, read aloud or share information 2. Introduction: An Overview from the article) from page 4 of the Unit Guide. Objective: To provide an overview of the subjects of the book, and this unit ACTIVITY: Ask the students to view the painting on pages 20, 54, 55, and 71 of “Painting the Dakota.” Ask, “What do you see?” Rec- • Teacher's background: Read the short piece on traditional ommend that the students look very closely at details. Make a list on teaching/learning from page 6 of the unit. the board. • Describe video/television as storytelling with modern tech- nology. ACTIVITY: Look at the painting on page 14 of Painting the Dakota: • Show the video “Painting the Dakota.” Seth Eastman at Fort Snelling. Ask “What can we learn from this painting about how Dakota life had changed?” (Hint: fences, sod DISCUSSION: Ask the students to describe what they learned. houses, guns, farms)

ASSIGNMENT: Read (or reread) pages 9 and Chapter 1 "Frontier ASSIGNMENT: Read Chapter 2 of Painting the Dakota Fort" of Painting the Dakota: Seth Eastman at Fort Snelling. Note: Dakota phrases translated into English can sometimes serve to B. Two Cultures: Dakota & Neighbors support stereotypes. Phrases like 'fire sticks' maza wakan(p. 25), Iron Horse' he mani (p33), 'talking paper' wo ya tanyi pi (p.50) can lead

students to view the Dakota as simple, less intelligent people. It is im- 3. 1830: The United States, Fort Snelling and Seth Eastman portant to understand that translation of languages needs to be ap- Objective: To provide a national and local context. proached carefully.

• Look at the map on page eight of “Painting the Dakota.” 5. Dakota with their Neighbors: Past and Present Interrela- Discuss how differently the continent looked politically, tionships and how the United States was organized at the time. Cor- Objective: To gain understanding of the complex relationships relate facts with other textbooks. • between Dakota people and non-Dakota people in Minnesota. NOTE: To the Dakota, some events and items should not be recorded. In the Eastman book it is noted that the cere- NOTE: Dakota sense of time can be more closely represented by a mony in the painting on page 58 "was not meant to be cap- spiral rather than a line. This segment from the program Wintercount tured in pictures." The paintings of the burial scaffolds on moves from past to present in a way familiar to Dakota people. pages 17 and page 73 provoke feelings of great discomfort

in many Dakota people. Learning From the Dakota 2=CA!

Unit Guide Outline continued

Objective: To connect familiar places with the Dakota lan- ACTIVITY: View the video “Breakfast in Mankato: Dakota with guage and people. Our Neighbors” Ask the students to react to the video. ACTIVITY: Distribute the Dakota Presence in the River Valley map. Have students point out places with which they are fa- ASSIGNMENT: Read Chapter 6 “Return to a World Familiar and miliar. Strange” from Painting the Dakota. ACTIVITY: Have students write their family members and Discussion: How have relationships between Dakota and non- friends traditional Dakota birth order names. Dakota people changed or not changed? 9. Traditional Dakota Fun: Objective: To promote teamwork and team play in the class- C. Dakota World: Beliefs, Family, Fun room. To ensure that a well rounded sense of Dakota people

as is given. 6. Dakota Beliefs: Mitakuye Owasin Objective: To expose students to one part of a complex sys- • Collect (or distribute materials for the plum stone game. tem of Dakota belief and worldview. To provide a sense of the And play the game. (Instructions on page ***) Dakota people that is not dependent on a time line notion of

history.

• Show the video "Mitakuye Owasin." ASSIGNMENT: Read or reread Chapter 7, "Dakota Days" • Ask the students, "What did you learn?" • Read the article "Mitakuye Owasin" from page 9 of the DISCUSSION: What surprises you about Dakota life described in Unit Guide. Chapter 7? What surprises you about Dakota houses? How were work and play and learning and Dakota spiritual life com- ACTIVITY: Invite a Dakota speaker to your classroom (NOTE: bined? Give examples. check the speaker resources on page 11 of the Unit Guide) to provide a glimpse at the complex Dakota worldview and to express what being Dakota means to him or her. D. Dakota Today

ACTIVITY: Select discussion or activities from page 9 of the 10. Dakota Today: Guide. Objective: To ensure that Dakota people are viewed as people of today. 7. Traditional Dakota Family: To Be Related, To Be Re- sponsible • View the included video program Wauncipi. Ask the stu- Objective: To provide basic information about a central part of Da- dents about the traditional and modern things they see in kota life; family. To expose students to a basic definition of tradi- the program. Point out that the program was made by Da- tional Dakota family. kota people and that the music is Dakota music. • Review facts about Dakota people today from Dakota His- NOTE: To be Dakota is to be kin. To be related (Mitakuye Owasin) tory article on page 4 of the unit guide. is to be more than connected, but also to be responsible. Remember that blood relationships are not the only definition of traditional Da- ACTIVITY: Invite a Dakota speaker to come and talk with the stu- kota family! dents about Dakota life today.

ACTIVITY: Use the graphic on page 8 of the Unit Guide to explain ACTIVITY: Research Dakota activities in your community and take a small part of Dakota family relationships. Have students create a the class to an event. graphic representation of their own families using Dakota family relationships. (Non-blood family relationships count!) Ask how different their lives would be if their family was described the Dakota way.

ACTIVITY: Discuss Chapter Two of “Painting the Dakota”

DISCUSSION: Who are the OCETI SAKOWIN? What do the courting and marriage traditions described in Chapter 2 reveal about Dakota ideas about family?

8. Dakota Language: Birth Order and Place names 2=CA" Learning from the Dakota

The World in 1830: The Context

In England in 1830, the first fewer than 1 million by the almost one third of the entire passenger train began run- late 1700s. population of the world, and ning. In only a few years, In France in 1830, photogra- more than twenty times the railroads would stretch phy had just been invented. population of England or the across the continent of North (The first true photograph United States at that time. America, making it easier for was made in 1827.) In the Think of it, one of every other white people to settle decades to follow, many peo- three people alive in 1830 on Indian land. ple would come to think that was living in China! photographs were more ac- In the United States in 1830, curate than paintings in In South America in 1830, John Deere made the first showing what life is like for Simon Bolivar died. Bolivar steel plow. The steel plow Indians and other people. lead revolutions against would be used by settlers to Spain that created the inde- create farmland from the Slavery was abolished in pendent countries of Colum- prairies and woodlands that Mexico in 1829. bia, Peru, Venezuela, Ecua- were home to the Dakota dor and Bolivia, earning him people. Slavery was abolished in the the title "The Great Libera- British Empire in 1833. tor." Ethnohistorian Henry F. Dobyns estimates that the In China in 1830, the Chi- DISCUSSION: The first true Native population of North nese population reached America collapsed from per- 300,000,000 (three hundred Are you surprised by any of photograph haps 18 million in 1500 to million) people. This was these facts? was made in 1827. From a Dakota Point of View

The Minnesota and Mis- Tanka established vil- Some Dakota villages sissippi River Valley (and lages. From these home took advantage of the a much wider area) has sites, the Eastern Dakota presence of non-Indians been home to the Dakota traveled for hunting, by establishing trade, in- for hundreds of years. gathering and meeting ter-marriage, and even The existence of our an- with other bands of Da- adopting many non- cestors was sustained by kota. Our ancestors lived Indian ways of life and their relationship with the in harmony with the religion. Still other vil- earth and their surround- world around them, and lages did not accept or ings. For generations, Dakota culture flour- trust the newcomers and This guide was Dakota families fished ished. did not wish to have tra- from the rivers, gathered ditional ways of life produced by rice from the lakes, and In the 1640’s the first re- changed. By the end of Allies: media/ hunted game on the prai- corded non-Indian con- the 1700’s, the fur trade art ries and in the river val- tact with the Dakota took had become a major way ley woodlands. Along place. For the next 200 of life for many Dakota, the banks of the Lower years, our ancestors toler- and almost all villages Minnesota, leaders of the ated the presence and were trading goods with Eastern Dakota, includ- ever increasing numbers the non-Indians. ing, Sakpe, Mazomani, of non-Indians encroach- Caske and Wambdi ing on their homelands. (Continued on page 5) Learning From the Dakota 2=CA#

Dakota History (continued from p. 4)

(Continued from page 4) homelands, their way of support and help from the In 1805 US soldiers ar- life, their culture. Federal Government. For rived at Mendota, and the the next decades, life for world of the Dakota be- The events of 1862 ended our people on the Minne- gan to change drastically. with the largest mass exe- sota reservations was one A series of treaties forced cution in United States of poverty and hardship. on the Dakota nation over history—38 Dakota hung Children were sent away the next 50 years would at Mankato, Minnesota. to Indian Boarding see their homeland taken As a result of the Dakota schools, and the govern- away, their ability to pro- boldness in standing up ment’s policy to destroy vide for themselves de- for their rights, the Dakota culture continued. stroyed, and an increas- United States Congress ing reliance upon the abrogated all treaties with Since the 1970’s the government’s promises our ancestors. The same situation for Dakota peo- for payments and goods. congress that promised ple has improved in some The traditional Dakota the Dakota could remain ways. Dakota people are way of life was stolen in their homelands for- now free to practice tradi- and replaced by confine- ever decided the Dakota tions that were once out- ment to reservations. must be removed from lawed. Gaming and other Missionaries, fur traders, Minnesota. Most Dakota tribal enterprises have Indian Agents and the U. families were imprisoned improved life in finan- S. government all worked in a concentration camp cial terms for some Da- Part of one Dakota family to change the culture of at Fort Snelling for the kota. the Dakota. The U.S. winter of 1862. Many of government broke trea- our ancestors died that Today’s Dakota are a di- ties, made endless empty winter in the miserable verse group. We work in promises and slowly at- conditions of the camp. many walks of life, from tempted to eradicate the construction to govern- Dakota nation. The next spring, the ma- ment, from education to jority of Dakota were medicine. We live on Finally, in 1862, the Da- moved from the state, reservations, and in cities kota could no longer al- sent on barges to Crow and towns, throughout low the mistreatment by Creek, South Dakota and the Midwest. the United States govern- eventually removed to ment. After another win- Santee, Nebraska. Other Some of us live com- ter of starvation and a Dakota had previously pletely “modern” lives; spring and summer spent left for Canada and set- many make room in our listening to the agent’s tled there. Some Dakota, lives for traditional prac- lies about the arrival of however, never left their tices. But though Dakota annuity payments and homeland. people defy any easy provisions promised by generalization, the culture treaties, the Dakota could Those Dakota who re- itself remains a constant, tolerate no more, and mained in Minnesota nourishing source of our were forced to fight. Our spent many impoverished collective identity. ancestors battled for their years attempting to gain 2=CA$ Learning from the Dakota

Traditional Education: A Note for Teachers Traditionally, education, like sequences of bad choices. many layers of the story. all other activities, was inte- Traditionally, wintertime Answering the question, grated into Dakota life. was storytelling time. Many “What did you learn?” also stories would be told repeat- could reveal the particular Children were taught edly, allowing the listener to situation of the child, since through observation, experi- learn new things according multi-layered stories told ence, and through stories. to his or her own develop- well can apply to many life Children would observe ment. situations. their elders carrying out tasks. They would attempt Rather than quizzing the While teaching this unit, new skills and learn by trial child on what the storyteller teachers are urged to use and error. Children would wanted the child to learn, the this technique, particularly also learn through the stories storyteller would often end a in the introductory and told to them. Dakota chil- story by asking, “And what, background stages. View- dren learned to sit patiently my child, did you learn?” ing the paintings and the while their elders told them video programs with little or stories. Stories are still cen- Perhaps at a very young age no pressure about what a tral to the culture, teaching the child might answer su- viewer is SUPPOSED to about the world around us, perficially, but as she grew see, will allow the students Tipi raising Phillips neighborhood about acceptable ways to her answers would reveal to experience what they of Minneapolis, May, 1999 behave, and illustrating con- her own ability to see the need to experience.

Dakota Pastimes: The Plum Stone Game

In the television program, “Painting the Dakota” Dakota Divide the class into manage- elder Carrie Schommer tells able teams. about the plum pit game. Students who play the game can understand that traditional Carrie Schommer will be in- Dakota life included fun terviewed so that the game instructions can come from This game was usually played an elder. by females, but in modern times, males and mixed gen- der groups play the game, too.

MATERIALS:

Traditionally, the game was played with dried plum pits, but your class can use plum pits, pumpkin seeds, paper pits, small pebbles.

Small bowl for each team.

PREPARATION: Learning From the Dakota 2=CA%

The Dakota Language Lives One important way to know a blue waters” to the Dakota. DISCUSSION: people is through their lan- Minnehaha (pronounced with Look at the “Dakota Presence guage. sounds unfamiliar to English in the River Valley” map. speakers, Mni ga ga, with more There are no Dakota words for What do you see? What places guttural sounds than the ha-ha “I’m sorry.” As Becky Flute, are familiar to you? What do of English) means “laughing esteemed Dakota language you learn? waters,” a particularly apt term teacher taught, “Dakota do not for a waterfall. do things maliciously, and eve- ryone makes mistakes.” Mankato is pronounced in Da- ACTIVITY: kota more like Mahng kah do One way to glimpse the Dakota Make a table of the Dakota and is said to mean Blue Earth. language is to notice the adop- (Manka—earth, toh–blue). Wa- tion of Dakota place names, the basha, on the Mississippi River meaning of those names, and is named after a family of Da- the distortion of the language in kota leaders (Wah pah shah is the mispronunciations. closer to the Dakota pronuncia- To be Dakota is to be related, tion). Shakopee, Minnesota is to be in a family, so place named after the famous Dakota names related to the birth order leader, Sakpe (pronounced names that all Dakota carry are Shahk’ pay). noteworthy. Both boy and girl Also many places in Minnesota first born names live in Minne- are named after Dakota words, sota city names. First born people, or places, but translated girls carry the name Winona into English. Sleepy Eye was a (pronounced more closely to leader of a Dakota band, Red Wee noo’ nah) and first born Use the enclosed “Dakota Presence in the River Valley” for finding and dis- Wing, Hupahu Duta (Hungh cussing Dakota life on the rivers and familiar and not so familiar place names. boys carry the name Caske pah hu duta) also was a Dakota (pronounced Chah skay’) for leader, but the Dakota village which the town of Chaska, in the Red Wing area was Minnesota was named. called Remnichan. birth order names of your Minnesota itself means “sky friends and family.

Birth Order Girl Boy

First Born Winona (Wee noo' nah) Caske (Chahs kay')

Second Born Hapan (Ha pahn') Hepan (Hay pah')

Third Born Hapstin (Hahp' shteen) Hepi (Hay pee')

Fourth Born Wanske (Wahn skay') Catan (Chah tah')

Fifth Born Wihake (Wee hah kay) Hake (Hah kay) 2=CA& Learning from the Dakota

Dakota Family Relationships: A Beginning

To be Dakota is to be kin. But Dakota way, your your fathers’ sisters’ chil- mothers sisters’ children dren are your cousins. The above graphic de- are your brothers and sis- scribes part of the complex ters, just as your mother Make a graphic of your relationships that make up and fathers’ children are family (choose the form Dakota family and commu- your brothers and sisters. your graphic will take; a nity. However your mothers tree, a circle, maybe even BROTHERS’ children are an essay!) as though your In the dominant culture your cousins. Got it? family followed the Dakota your mother’s sisters’ and way of experiencing fam- brothers’ children are your One more time, another ily. cousins. Your father’s way: Your fathers broth- brothers’ and sisters’ chil- ers’ children are your How would your life be dren are also your cousins. brothers and sisters, but different? Learning From the Dakota 2=CA'

Mitakuye Owasin To be Dakota is to be ter beings. Mitakuye Canada. related. The word Owasin means that hu- "Dakota" means man beings are related Dakota people believe “allies”; friends who not only to the animals that our thoughts, our are connected for the of earth, but to the choices, our actions best interests of all. plants, the rocks, the have consequences, not "Who are you?" means water, the air, the stars, just for ourselves, but "Who is your family?" the moon. Mitakuye for All Our Relations. to a Dakota person. Owasin means that hu- This sense of strong man beings are related family is expressed in not only to the physical, DISCUSSION: the phrase, "Mitakuye material things of the Imagine the universe as Owasin" (All My Rela- universe but also to a complicated web of tions). ideas, to dreams, to fan- living interrelated be- We are all related. tasies, to imagination. ings. How do you feel But Mitakuye Owasin about yourself? How (Mee TAH koo yay Oh To be Dakota is to rec- do you see your envi- To be wah seen) means more ognize the vast, myste- ronment? Do you feel than shared blood. rious web of existence. differently about your Dakota is Traditional Dakota We are related. We are classmates? Does your to families are defined dif- connected. We affect behavior with the ani- ferently than most All Our Relations by mals living around you recognize American families (see our smallest decisions change? How do you the vast, family graphic on page and actions and imagine your relation- 6). And family does thoughts. ship with the people liv- mysterious not always mean blood ing on the other side of web of relation. Traditionally, Modern western science the planet? Dakota families have presents a glimpse of existence included a web of ex- the Dakota way of see- tended family (cousins, ing the universe when ACTIVITY: aunts, uncles, grandpar- they talk about the Choose some animals ents) that includes rela- "butterfly effect." Sci- that live near you, tives by blood, and rela- entists, in developing watch them, imagining tives by deed and ways of looking at that they are teaching choice. weather patterns with you something. What number patterns, dis- do you learn? Write Mitakuye Owasin also covered that the tiniest about your experience. means that human be- change may affect ings are related not only weather systems on the to the two legged hu- other side of the globe. ACTIVITY: man beings, but to the A butterfly flapping its Draw your own picture four legged beings, the wings in Peking, China of the connectedness of winged beings, the wa- could create a storm in the universe. 2=CA Learning from the Dakota

Teacher Resources

GENERAL Oyate.org Keepers of the Earth : BACKGROUND Links to reviews to popular Native American Stories books about Native people and Environmental that you are encouraged to Activities for Children / Erasing Native Stereotypes avoid. Michael J. Caduto and (from the Smithsonian) http://www.oyate.org/books- Joseph Bruchac. Golden : http://www.nmnh.si.edu/ to-avoid/index.html CO : Fulcrum, 1988. (All anthro/outreach/sterotyp. ages) "Superbly written and html Many Links illustrated presentation of Can’t endorse every link, but Native American The First Americans: there are many, wide rang- philosophies about the Tribes of North America / ing links on this site environment. From http:// Jane Werner Watson. New http://saint-johns-brunswick. www.pitt.edu/~lmitten/ York: Pantheon, 1980. “A pvt.k12.me.us/student/ ailabib.htm very easy-to- read and un- projects/Indians/sioux.htm

derstandable book, which A recommended read for introduces the major Native Dakota quotes teachers: Iroquois Corn in a American regional groups: http://www.bluecloud.org/ Culture-Based Curricu- plains, woodlands, Inuit, quote.html lum: A Framework for Re- northwest and southwest. spectfully Teaching about The short glimpses into each American Radio on the Cultures by Carol Cornelius. of the groups are handled by Web The first three chapters dis- providing factual informa- http://airos.org/ cuss stereotypes, how stereo- tion about dwellings, duties of adults and children, and types become standards, how stereotypes become part of respect for religious rites DAKOTA COMMUNITY the curriculum, and how to and ceremonies. Illustrated SITES My child, with pen and ink teach the value of diversity Following are sites by and sketches.” (from http:// through culture-based cur- about some of the federally what have www.pitt.edu/~lmitten/ riculum. recognized Dakota reserva- ailabib.htm) you Where the Waters Gather tions in Minnesota, South and the Rivers Meet Dakota, and Nebraska (the learned Happily May I Walk: Maps and Dakota place Upper Sioux Community American Indians and names has no site at this time) today? Alaska Natives Today / Ar- Paul Durand lene B. Hirschfelder. New 827 Tatepaha Blvd. Lower Sioux Community York: Scribner's, 1986. Faribault, MN 55021 at Morton Minnesota (Grades 5+) "Excellent sum- http://www.jackpotjunction. mary of Native American Through Dakota Eyes: com/culture/ life and activities today. Narrative Accounts of the Very up-to-date, going far Minnesota Indian War of ; Shakopee Mdewakanton towards lifting Indian people Edited by Gary Anderson Dakota Community, Prior out of the nineteenth century and Alan Woolworth; Min- Lake, MN where they've been stranded nesota Historical Society, in many books. Very useful http://www.ccsmdc.org 345 Kellogg Boulevard, St. for adults, too, and as a ref- Paul, MN 55102 erence tool. " http://www. Prairie Island Community, Narratives from Dakota peo- pitt.edu/~lmitten/ailabib. Welch, MN ple about the War of 1862. htm http://www.prairieisland.org/

(Continued on page 11) Learning From the Dakota 2=CA

Teacher Resources Continued

Snelling, the Historical Soci- Dakota Curriculum Site (Continued from page 10) ety's collections, and other 400 Dakota words available Sisseton-Wahpeton Com- museums and historic sites for listening on this site munity College, Sisseton, www.mnhs.org http://www. SD dakotacurriculum.com/index. http://www.swcc.cc.sd.us/ Minnesota Department of html index.htm Natural Resources Information about visiting Dakota Language home- Flandreau Santee Sioux Fort Snelling State Park and page other programs Tribe, Flandreau, SD Innovative site with sound www.dnr.state.mn.us http://www.state.sd.us/oia/ files that allow a listener to

sntesoo.htm hear the sounds of the Da- National Park Service Mis- kota language sissippi National River and http://www.geocities.com/ Recreation Area FORT SNELLING, Paris/9463/daklang1.html www.nps.gov/miss SETH EASTMAN

CHARLES EASTMAN Afton Historical Society Press http://www.aftonpress.com/ nativeamerican.htm Internet Public Library http://www.ipl.org/cgi/ref/ Twin Cities Public TV native/browse.pl/A29 http://tpt.org/setheastman/ This site has links to bio- Information on the TPT Pro- graphical information and gram full text of Eastman books.

Minnesota Historical Soci- ety Information on Historic Fort DAKOTA LANGUAGE

Resources for Speakers, Videos, Events

SPEAKER RESOURCES: in the country’s largest mass NATIVE COMMUNITY Shakopee Mdewakanton Da- execution, Dec. 26, 1862) INFORMATION AND kota Community Cultural Mankato, MN EVENT RESOURCE: Resources Department 952-445-8900 EVENTS: The Circle Newspaper Images on pages 1, 11 Shakopee Mdewakanton Da- 3355 36th Avenue S and 12, courtesy of W. PLACES TO VISIT: kota Wacipi, Minneapolis, MN 55406 Duncan and Nivin Mac- Historic Fort Snelling, Http://www.ccsmdc.org Tel: 612-722-3686 Millan and the Afton Minneapolis, MN 3rd week-end in August Historical Society Press. Http://www.wilderness in- The Circle email: quiry.org/mnparks/parks/ Various wacipi (pow-wow) [email protected] Images on page 4 cour- Fort119.html events, and other community tesy of Minnesota His- events, performances, oppor- The Circle website: torical Society. Reconciliation Park tunities happen throughout http://www.thecirclenews. (to honor the 38 Dakota hung the year. Check local media. org/ This distinction must be borne in mind -- that while the early chiefs were spokesmen and leaders in the simplest sense, possessing no real authority, those who headed their tribes during the transition period were more or less rulers and more or less politicians. It is a singular fact that many of the "chiefs", well known as such to the American public, were not chiefs at all according to the accepted usages of their tribesmen. Their prominence was simply the result of an abnor- mal situation, in which representatives of the United States Government made use of them for a definite purpose. Ohiyesa (Dr. Charles A. Eastman)

Unit Goals and Objectives

GOALS: OBJECTIVES:

Students will gain an appreciation of the paint- Students will understand that the Dakota beliefs ings of Seth Eastman as key historical docu- and family structure are complex, and will ments. (History and Art) learn the basics of traditional Dakota family structure and will examine the phrase Students will understand that the interaction of “Mitakuye Owasin” (We are all related). Dakota people, the soldiers and traders connected to Fort Snelling, and the confluence of Students will meet Dakota people through non- the Minnesota and Mississippi Rivers is a vital Native produced and Native produced video part of Minnesota history. (History) programs and/or from Dakota speakers brought to the classroom. Students will be able to give examples of con- flict, cooperation, and interdependence among Students will learn that the Dakota language is the Dakota and the non-Native people of Min- alive and used in English in place names and nesota. (Geography and Citizenship) other words.

Students will understand that Dakota people are Students will work cooperatively to create or part of today’s world, as well as the history of select materials to play a traditional Dakota Minnesota (History, Geography, and Citizen- game. ship) Students will learn basic geography of the Min- (Connected to Preparatory Content Standards in Learn- nesota and Mississippi River confluence area. ing Area Seven: People and Cultures)