The Education Department

Home , Connecticut Land Company, Moses Cleaveland, Ohio Country

Education Department 10825 East Boulevard Cleveland, OH 44106 Phone: (216)721-5722 ext. 1502 Fax: (216) 721-0645 www.wrhs.org

Dear Teacher, Thank you for booking a program with the Western Reserve Historical Society! We are very pleased that you have chosen Into the Woods, Grades 3 and 4. This packet is designed for use with your class before and after the museum visit. An outline of the program, Ohio and Common Core Academic Content Standards for Social Studies, Science, and Language Arts match-ups, and some helpful background information are included in the pages that follow.

We believe that the use of these materials before your field trip help prepare your students for a more meaningful experience on program day. Some of the information and activities are also appropriate for use after the program as reinforcement and follow-up.

We look forward to your program!

Sincerely,

The Education Department

Location: History Center or Outreach Grades: Grade 3-4 Time: 2 Hour Program at History Center / 90 min program as Outreach Description: Students compare and contrast Eastern Woodland American Indians with Early Settlers with hands-on activities about their land use and daily life. While imagining what life was like for these early peoples, students develop ideas about the similarities and differences in the ways cultures meet common human needs.

History Historical Thinking and Skills 1. Events in local history can be shown on timelines organized by years, decades and centuries. 2. Primary sources such as artifacts, maps and photographs can be used to show change over time. Heritage 3. Local communities change over time.

Geography Spatial Thinking and Skills 4. Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid and cardinal directions. Places and Regions 5. Daily life is influenced by the agriculture, industry and natural resources in different communities.

Government Civic Participation and Skills 10. Individuals make the community a better place by solving problems in a way that promotes the common good.

Economics Economic Decision Making and Skills 15. Both positive and negative incentives affect people’s choices and behaviors. Scarcity 16. Individuals must make decisions because of the scarcity of resources. Making a decision involves an opportunity cost, the value of the next best alternative given up when an economic choice is made.

Speaking and Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

History Historical Thinking and Skills 1. The order of significant events in Ohio and the United States can be shown on a timeline. Heritage 3. Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and conflict.

Geography Places and Regions 11. The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies. Human Systems 12. People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio and the United States. 13. The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the cultural diversity of the United States.

Speaking and Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 3. Identify the reasons and evidence a speaker provides to support particular points. Presentation of Knowledge and Ideas 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

INTO THE WOODS Pre-visit Questions Grade 3

1. The Early Settlers first came to the Western Reserve in the late 1790s. Our area was a very different place then. In your Answer Document describe some of the changes that have taken place over the past 200-plus years. Think about the buildings, the land features, jobs and technology.

2. Moving people and products from one place to another in the Western Reserve was very difficult when people first came here. In your Answer Document describe how people and products were transported 200 years ago.

3. People who trade for (or purchase) goods and services are called consumers. Which statement below describes consumers?

A. Native Americans made tools from stone and bones.

B. Native Americans traded for items made of metal.

C. Native Americans hunted, fished and planted to get their food.

D. Native Americans made shelters from tree bark and branches.

4. People who make goods or provide services are called producers. Which statement describes producers?

A. Early Settlers traded at the general store.

B. Farmers often used oxen to plow their fields.

C. The grist mill owner ground grain into flour.

D. A potter might go hunting for food.

INTO THE WOODS ANSWER DOCUMENT Pre-visit Questions Grade 3

NAME: ______

1. Write your response to question 1 in this space.

2. Write your response to question 2 in this space.

3. A B C D O O O O

4. A B C D O O O O

INTO THE WOODS Post-visit Questions Grade 3

1. Think about the food eaten by the Native Americans and the Early Settlers and how it was grown and prepared. In your Answer Document compare the similarities and differences in the food and how it was made.

2. On the grid in your Answer Document, draw symbols for the physical and human features listed below to make a map.

A B C D E

Pond, B5 Cabin, C2 Waterfall, A1, Blacksmith shop, D4

3. The landforms, bodies of water and plants of the Western Reserve have been changed by the people who have lived here over the past 200 years. In your Answer Document describe two ways the geography has changed.

4. While learning about Native American and Early Settler ways of life, you used a variety of sources.

What sources helped in your investigation?

A. Letters, diaries, photographs or drawings.

B. Biographies, map atlas, interviews.

C. Videos, CDs, books, interviews and websites.

D. Artifacts, maps, models, pictures.

INTO THE WOODS ANSWER DOCUMENT Post-visit Questions Grade 3

NAME: ______

1. Write your response to question 1 in the space below.

2. On the grid below, draw symbols for the physical and human features listed to make a map.

A B C D E

Pond, B5 Cabin, C2 Waterfall, A1 Blacksmith shop, D4

3. Write your response to question 3 in the space below.

4. A B C D O O O O

INTO THE WOODS Pre-Visit Questions Grade 4

1. So many people moved into the Ohio territory that Ohio was able to become a state in 1803. Which statement describes the reasons people came to Ohio?

A. People came to Ohio to buy more land.

B. People came to Ohio to start businesses.

C. People came to Ohio because they had relatives here.

D. All of the above.

E. None of the above.

2. The people moving into Ohio in the early 1800s made many changes in the environment. In your Answer Document identify two ways that the early settlers affected the physical environment of Ohio.

3. Read the following paragraph. Which sentence tells the main idea?

Women were the farmers in an Indian village. With the help of the children, they planted seeds, pulled weeds and picked the crops. Sometimes they attached the shoulder bone of a large animal to a stick and used it as a hoe. They dug holes and placed fertilizer and seed in each one. They would plant the seeds of beans, squashes and pumpkins in the same hole.

A. They attached an animal shoulder bone to a stick to use as a hoe.

B. Women were the farmers in an Indian village.

C. Beans, squash and pumpkin seeds were planted in the same hole.

D. Children helped the women with farming chores.

E. Women placed fertilizer in the same hole with the seeds.

4. Read the statements below. Choose the statement that is a fact rather than an opinion.

A. The settlers were smarter than the Indians.

B. Indians traded for many of the things they needed.

C. Indians liked living out of doors.

D. Early settlers did not value the environment.

E. Indians enjoyed living in wigwams.

INTO THE WOODS ANSWER DOCUMENT Pre-visit Questions Grade 4

NAME: ______

1. A B C D O O O O

2. Write your response to question 2 in the space below.

3. A B C D E O O O O O

4. A B C D E O O O O O

INTO THE WOODS Post-visit Questions Grade 4

1. Native Americans lived in the area we call Ohio for many years before the European traders or settlers came. In the Answer Document describe two cultural practices (ways of doing things) of the native people who once lived here.

2. Think about the Native American and the early settler artifacts that you saw.

What was similar about the two cultures?

A. Both cultures made objects out of metal.

B. Both cultures created stone implements.

C. Both cultures used natural resources.

D. Both cultures sold items for money.

3. Moses Cleaveland came to northeast Ohio in 1796 to measure the land and lay out a town. Many settlers moved to this area. In the Answer Document describe the impact of this expansion on the American Indians hunting grounds in Ohio.

4. While learning about Native American and Early Settler ways of life, you used a variety of sources.

What sources helped in your investigation?

A. Letters, diaries, photographs or drawings.

B. Biographies, map atlases, interviews.

C. Videos, CDs, books, interviews and websites.

D. Artifacts, maps, models, pictures.

INTO THE WOODS ANSWER DOCUMENT Post-visit Questions Grade 4

NAME: ______

1. Write your response to question 1 in the space below.

2. A B C D O O O O

3. Write your response to question 3 in the space below.

4. A B C D O O O O

INTO THE WOODS Post-visit Questions Grade 4

2. Think about the Native American and the early settler artifacts that you saw.

What was similar about the two cultures?

A. Both cultures made objects out of metal.

B. Both cultures created stone implements.

C. Both cultures used natural resources.

D. Both cultures sold items for money.

4. While learning about Native American and Early Settler ways of life, you used a variety of sources.

What sources helped in your investigation?

A. Letters, diaries, photographs or drawings.

B. Biographies, map atlases, interviews.

C. Videos, CDs, books, interviews and websites.

D. Artifacts, maps, models, pictures.

INTO THE WOODS ANSWER DOCUMENT Post-visit Questions Grade 4

NAME: ______

1. Write your response to question 1 in the space below.

2. A B C D O O O O

3. Write your response to question 3 in the space below.

4. A B C D O O O O

INTO THE WOODS Post-visit Questions Grade 4

2. Think about the Native American and the early settler artifacts that you saw.

What was similar about the two cultures?

A. Both cultures made objects out of metal.

B. Both cultures created stone implements.

C. Both cultures used natural resources.

D. Both cultures sold items for money.

4. While learning about Native American and Early Settler ways of life, you used a variety of sources.

What sources helped in your investigation?

A. Letters, diaries, photographs or drawings.

B. Biographies, map atlases, interviews.

C. Videos, CDs, books, interviews and websites.

D. Artifacts, maps, models, pictures.

INTO THE WOODS ANSWER DOCUMENT Post-visit Questions Grade 4

NAME: ______

1. Write your response to question 1 in the space below.

2. A B C D O O O O

3. Write your response to question 3 in the space below.

4. A B C D O O O O

Into the Woods - 3rd and 4th Grade

Behavioral Objectives: Students will be able to: 1. Recognize materials found in the environment that were used by Native Americans to build their settlements. 2. Explain the difference in the lifestyle of the Woodland Indians after contact with the European settlers. 3. Decide what items were needed for survival in the pioneer days of early European settlement in the Western Reserve (1798-1820). 4. Interpret maps showing physical features of the land. 5. Compare the kinds of work done and tools used by each culture, Native Americans and early settlers, to provide themselves with food, clothing and shelter. 6. Formulate decisions about the allocation and use of natural resources from the viewpoints of each culture. 7. Interpret that different peoples and cultures can find different solutions to the viewpoints of each culture. 8. Judge the impact on the environment made by each culture.

Activities: In a Native American immersion space, students participate in a critical thinking exercise and a hands-on archeological activity to interpret the material culture and life style of the Woodland Peoples. In a hands-on bartering activity, students will discover how Native Americans and European traders exchanged goods. Students will create an Early Settler settlement using a map grid to explain the concepts of land purchase/ownership and land use. After entering a blacksmith shop, students will participate in some of the domestic chores that constituted daily life of cabin-dwellers in the wilderness.

Background Information for the Teacher

Native Americans of the Western Reserve Area

In the mid-seventeenth century, Ohio’s history transitioned from the Prehistoric Period to the Historic Period. European explorers changed the nature of how Ohio’s history was documented and disseminated. French cartographers and missionaries provided early sketches of the Ohio country and recorded in their journals observations of the land and native peoples they encountered.

The Native Americans who inhabited the Western Reserve area of Ohio during the Prehistoric Period were reported and identified by late sixteenth century explorers as the Erie. On the earliest European made maps of this region, however, the French words, “La Nation du Chat” cover their territory, an area stretching from Toledo, Ohio to Buffalo, New York along the south shores of Lake Erie and Lake Ontario. Translated, “The nation of the Cat,” these people were referred to as the cat people, but this was incorrect. What the early French explorers meant instead of cat was raccoon, an animal which they referred to as a wild cat. It was the plentiful furs of the raccoon, with its striped tail, that made up the clothing of the Erie seen by the French, and which inspired the name, “Nation of the Cat.”

The Erie lived in sedentary villages in wigwams or long houses, similar to the villages of the Iroquois in New York. They used bark and tree branches to make their shelter. The Erie were hunters and gatherers and also grew crops of corn, pumpkins and squash. When the land in the area of their village was agriculturally depleted, they migrated a short distance away and established a new village. The Erie, like all Northeastern Woodland Native Americans in the Great Lakes region, depended on the vast forest, moderate weather and good rainfall to sustain their food gathering and producing activities.

The Erie used what was close at hand for making tools and clothing. They used bone, bark, stone and wood to make needles, axes, scraping tools, mortars and pestles and pointed arrow heads. They used clay to make bowls, bark and vines to make baskets, animal furs and hides to make their clothing and porcupine quills for decorating.

When contact with Europeans occurred, the way of life for the Northeastern Woodland Indians changed drastically. The Iroquois in New York began to trade for goods offered by the European traders. The Iroquois wanted metal knives, axes, cast iron pots and pans, woven blankets, clothing and rifles. In exchange, the European traders wanted animal fur pelts, particularly beaver pelts. European traders sold the beaver pelts in Europe where there was a high demand for tall beaver felt hats.

European Traders and the Ohio Country

In the 1650s, the Iroquois Confederacy, engaged in the fur trade with European traders, faced depleted resources and turned its attention to the rich hunting grounds of the Ohio country. Other Native Americans, like the Erie, already occupied the prime lands in the Ohio country and resisted the Iroquois advance into their territory. The Erie rebuffed the opportunity to join the Iroquois Confederacy and a conflict ensued. From 1653-1656, in an event known to Europeans as

© · Cleveland, OH · www.wrhs.org the Beaver Wars, the Iroquois annihilated the Erie population located just south of Lake Erie and gained access to the hunting lands in the Ohio country. A few Erie probably escaped the annihilation and assimilated themselves with other tribes of the Eastern Woodland Indians located elsewhere in the United States.

For almost a century thereafter, the Ohio country served primarily as a hunting ground for the Iroquois Confederacy. There was an abundance of valuable furs available in the Ohio country, particularly the beaver pelts. In the mid-1700s, French traders entered the Ohio country for commercial reasons, focusing primarily on profits from the fur trade. The British soon followed and thus began the competition to establish commercial supremacy over the fur trade in the Ohio country. The Iroquois, now represented by some of the Historic Indians who migrated into the Ohio country, lie at the center of this competition between the two great European powers.

During the 1740s, both the French and British established trade posts along the Cuyahoga River Valley. The two European nations competed with each other to establish trade relationships with the Native Americans. The competition over the Ohio country escalated and in 1754, the French and Indian War began in the United States. From 1754-1763, the French and the British fought to deny each other access to the lands in the Ohio country. Great Britain prevailed and the Treaty of Paris (1763) officially ended the French and Indian War. Great Britain received France’s possessions in modern-day Canada and most of the land located east of the Mississippi River, which included the Ohio country. In the 1760s, the British attempted to regulate trade in the Ohio country. Trade continued to take place in the Ohio country until the frontier wars of the 1790s forever changed the nature of the industry.

Early Settlement of the Western Reserve

In 1787, the Confederation Congress passed the Northwest Ordinance, which officially created the Northwest Territory. The Northwest Ordinance stipulated how various parts of the Northwest Territory would become states and went a step further than the previous ordinances by creating a system of government for the Northwest Territory. The European traders led the way in westward expansion, but the Northwest Ordinance provided for the official survey, sale and settlement of the Northwest Territory.

At the time of the Northwest Ordinances, Native American tribes lived on the lands of the Northwest Territory. Tensions between the Native Americans and the Early Settlers developed over access to available lands. In the 1790s, a series of frontier wars occurred between the two cultures. The United States army won an important victory over the Native Americans in the Battle of Fallen Timbers (1794). The following year, the United States army and the Native Americans negotiated and signed the Treaty of Greeneville. The Treaty of Greeneville (1795) defined the boundaries of Native American and Early Settler land in Ohio. The treaty did not end the tensions between the Native Americans and the Early Settlers; the fighting continued over the next few decades.

Despite the tension between the Native Americans and the Early Settlers, the United States government continued its endeavor to settle the lands in the Northwest Territory. In 1795, a group of investors known as the Connecticut Land Company purchased the remainder of land owned by the state of Connecticut in the Ohio country, known as the Western Reserve. The primary

In the spring of 1796, the Connecticut Land Company sent General Moses Cleaveland and the first party of surveyors to survey the land in the Western Reserve. As a diplomatic courtesy, General Cleaveland and his surveying party stopped in Buffalo, New York to negotiate with the Iroquois the terms of the Connecticut Land Company’s legal claim to the land in the Western Reserve and to secure safe passage for his surveying party. On 4 July 1796, General Cleaveland and his surveying party arrived at the Western Reserve. After two years of surveying the land in the Western Reserve, the preliminaries to settlement were just about completed. In 1798, the shareholders drew lots according to the amount of their investments. The fairness of the scheme meant that each shareholder ended up with property scattered throughout the Western Reserve.

This method of distributing land caused an unusual pattern of settlement in the Western Reserve. Early Settlers with land found themselves widely separated from other settlers and communication was difficult. Early Settlers struggled through the densely wooded wilderness along the range or township lines that had been cut by the surveyors until they arrived at their assigned lot; roads were essentially nonexistent. Early Settlers struggled to clear a space in the woods for a cabin and farmland. While the offerings of nature may have been plenty, manufactured goods were nearly unobtainable; the household goods wore out, broke or were lost on the trip. The Early Settlers did not have the money and seldom had other means to replace the items. A visitor to the Western Reserve, D. Griffiths, noted, “I have heard of a family who had but one bowl, and one spoon which they used in turns. And yet, they say, so rapidly did the spoon go around, that a looker on would have thought there were as many spoons as mouths.” The Early Settlers took a great risk in moving to the Western Reserve and in order to survive they had to be self-sufficient and resourceful.

Background Information for the Teacher

Historical Timeline

900-1650 Late Prehistoric Period

1650-Present Historic Period

1653-1656…………..Beaver Wars

1650s………………..Iroquois Confederacy establish hunting grounds in the Ohio Country

1700s………………..Historic Indians migrate to Ohio

1740s………………..French and British traders establish trading posts in Cuyahoga Valley

1756-1763…………...French and Indian War

1763…………………Treaty of Paris

1775-1783…………...Revolutionary War

1787…………………Northwest Ordinance (S)

1794…………………Battle of Fallen Timbers (S)

1795…………………Treaty of Greeneville (S)

1796…………………Town of ‘Cleaveland’ laid out

1803…………………Ohio becomes 17th State (S)

TIMELINE OF OHIO’S NATIVE PEOPLES

13,000-7,000 B.C.E. Paleo-Indians live in Ohio country.

8,000-500 B.C.E. Ohio Archaic Indians use the atlatl for hunting. They also gather plants and trade flint with other groups. 800 B.C.E.-C.E. 100 Early Woodland Indians known as the Adena build burial mounds and earthworks. C.E. 100-500 Middle Woodland Indians known as the Hopewell arrive and continue to build mounds and earthworks. 500-1200 Late Woodland people begin growing corn in addition to other crops, and use bows and arrows to hunt. 900-1550 Late Prehistoric Indians called the Fort Ancient people build permanent settlements in Ohio and farm, hunt and fish. Their fate is unknown. 1650-1843 Historic period: tribes such as the Delaware and Shawnee enter Ohio and remain until they are removed to reservations in Oklahoma and Kansas by the federal government. 1754 The French and Indian War begins in the New World between Great Britain and France with its Indian allies. 1763 France loses all of its land rights in America after losing the French and Indian War and signing the Treaty of Paris. 1763 Chief Pontiac and other Indian supporters wage a series of battles, called Pontiac’s Rebellion, against the British. 1775-1783 The American Revolutionary War takes place.

1794 General Wayne overtakes Indians at Battle of Fallen Timbers. 1795 Most Ohio Indian leaders sign the Treaty of Greenville, giving up most of their land claims in the Northwest Territory. 1803 Ohio becomes a state.

1812 The War of 1812 begins.

1843 The Wyandot, the last of the Ohio Indians, leave for reservations in the west.

Adapted from Ohio Native Peoples, Marcia Schonberg. Chicago: Heinemann Library, 2003

How Do We Learn Without Books?

Introduction:

Unlike the early settlers, the Native Americans left behind no written records. We know a great deal about their lifestyle, but have no first person accounts. How do we know so much about this group of people? We know about these people from the objects they left behind. These objects are called artifacts. Scientists called archeologists dig around in the dirt to find artifacts. Then they examine the artifacts and come to a conclusion.

Activity:

Before your field trip, pass out the worksheet on the following page. Have the students fill out to the best of their knowledge the information for each item that is pictured. They may work individually, in pairs, or in groups.

During the course of their field trip, the students should learn about these items and be able to identify their purposes.

After their field trip, the students should look at the answers they wrote prior to the trip. Were they correct? Were they on the right track? Perhaps they came up with a different idea that was not expressed during the field trip. These ideas may or may not be right. It is important to realize that we can only interpret artifacts with the knowledge we have.

Note: It is important to have the students think about the time period in which the Native Americans lived. Use the timeline in the teacher background section of the teacher packet to help with this.

Name: ______Date: ______

How Do We Learn Without Books?

Instructions: Look at the items pictured below. Think about what each item is and how the Native Americans would have used it. Write this in the space below each item.

What is this object? What is this object?

What was it used for? What was it used for?

What is this object? What is this object?

What was it used for? What was it used for?

What is this object? What is this object?

What was it used for? What was it used for?

Native American and Early Settler Venn Diagram

After the program distribute one copy of the Venn diagram to each student. Students can brainstorm either with a partner or in a small group how the groups are similar and different. This can also be assigned as a homework assignment.

After the initial brainstorming, hold a discussion on the similarities and differences of the two cultures. Although the answer key can help with discussion, students should be encouraged to come up with their own ideas and support those ideas with evidence.

On the back of the Venn diagram, ask students to write whether the two groups are more similar or more different. Below are some examples of sentence ideas to help them express their ideas. The more reasons the students come up with the stronger their argument will be.

Examples:

The Native Americans and the Early Settlers are similar because both groups…

The two groups are different because the Native Americans…and the Early Settlers…