Piankeshaw Trails - Native American Cultures in the Midwest Woodlands

Total Page:16

File Type:pdf, Size:1020Kb

Piankeshaw Trails - Native American Cultures in the Midwest Woodlands Piankeshaw Trails - Native American Cultures in the Midwest Woodlands Mobile Ed Productions is excited to announce a new partnership allowing us to bring schools in the Midwest an excel- lent new hands on opportunity. It will teach students about the Native American Indian Cultures of Indiana, Ohio, Kentucky and other parts of the Ohio Valley and what was once referred to as the Northwest Territory. Piankeshaw Trails is a unique program developed by trained anthropologist Sheryl Though especially well suited to the needs Hartman to bring the cultures and history of fourth and fifth grade students, the of the Woodland tribes to students in an program is interesting and of benefit for exciting and fascinating assembly style all grades. program. With a museum quality array of artifacts and everyday items ranging from Piankeshaw Trails is available both as a textiles, vegetable fiber clothing, bags, mats standard 45 minute presentation as well and cooking tools to hunting, this program as a 90 minute in-depth experience. skillfully combines elements of everyday life with a specific and artful telling of the With decades of experience interpreting story of interaction between Native Native American culture for children, Ms. Americans and the first Europeans. Highly Hartman brings an amazing depth of interactive, with much audience participa- knowledge combined with a lively and tion, this amazing program meets state fun style of presentation sure to please all! educational standards in the fourth and fifth grade curriculums of Ohio, Indiana, and Kentucky and is adaptable to meet the needs of other adjacent states. For further information please call toll free: 1-800-433-7459 mobileproductions, ed inc. 26018 West Seven Mile Redford, MI 48240 • www.mobileedproductions.com PIANKESHAW TRAILS Assembly Information Age Group: Kindergarten through 8th Grade Length: 45 minutes / 90 minutes Size: Recommended maximum audience size - 300 Presentation Area: Floor space inside or outside in nice weather. Assistance: Three or four 6’-8’ banquet style tables. Performer needs a separate room to change clothes. Set-up/Take-down Time: Set-up is one hour and take-down is 30 minutes. Content: Prehistoric and historic Native American Indian Cultures and the effects of European contact and settlement upon these cultures. • Shawnee • Miami • Piankeshaw • Lenape Delaware • Iroquios • Illinois • Potawatomi • Ojibwa • Kickapoo • Saultex • Huron • Wyandot Hands-on Workshop Information Workshops: There are workshops available for this program. Our curriculum based programs are designed to meet or exceed all testing and state requirements. For further information please call toll free: 1-800-433-7459 MOBILE ED PRODUCTIONS, INC. • 26018 WEST SEVEN MILE REDFORD, MI 48240 mobileproductions, ed inc..
Recommended publications
  • Kaskaskia, Peoria, Piankeshaw, and Wea Indians
    University of Oklahoma College of Law University of Oklahoma College of Law Digital Commons American Indian and Alaskan Native Documents in the Congressional Serial Set: 1817-1899 5-9-1898 Kaskaskia, Peoria, Piankeshaw, and Wea Indians Follow this and additional works at: https://digitalcommons.law.ou.edu/indianserialset Part of the Indian and Aboriginal Law Commons Recommended Citation H.R. Rep. No 1279, 55th Cong., 2nd Sess. (1898) This House Report is brought to you for free and open access by University of Oklahoma College of Law Digital Commons. It has been accepted for inclusion in American Indian and Alaskan Native Documents in the Congressional Serial Set: 1817-1899 by an authorized administrator of University of Oklahoma College of Law Digital Commons. For more information, please contact [email protected]. 55TH CONGREss, } HOUSE OF REPRESENTATIVES. REPORT 2d Session. { No.1279. KASKASKIA, PEORIA, PIANKESHAW, AND WJ&A INDIANS. MAY 9, 1898.--,.Committed to the Committee of the Whole House on the state of the Union and ordered to be printed. Mr. CuRTis, of Kansas, from the Committee on Indian Affairs, submitted the following REPORT. [To accompany S. 246.] The Committee on Indian Affairs, to whom was referred the bill (S. 246) entitled "A bill to authorize and empower the Secretary of the Interior to adjust and settle the accounts of the Kaskaskia, Peoria, Piankeshaw, and Wea Indians," beg leave to submit the following report, and recommend that said bill do pass with the following amendment: On page 2, in line 3, after the word "Indians," add the following: Provided ju1·ther, That before any payment, if any, shall be made to said Indians under this act the sum of $1,181.60 shall be deducted and paid to 'f.
    [Show full text]
  • Peoria Tribe of Indians of Oklahoma (Oklahoma Social Studies Standards, OSDE)
    OKLAHOMA INDIAN TRIBE EDUCATION GUIDE Peoria Tribe of Indians of Oklahoma (Oklahoma Social Studies Standards, OSDE) Tribe: Peoria Tribe of Indians (pee-awr-ee -uh) Tribal website(s): http//www.peoriatribe.com 1. Migration/movement/forced removal Oklahoma History C3 Standard 2.3 “Integrate visual and textual evidence to explain the reasons for and trace the migrations of Native American peoples including the Five Tribes into present-day Oklahoma, the Indian Removal Act of 1830, and tribal resistance to the forced relocations.” Oklahoma History C3 Standard 2.7 “Compare and contrast multiple points of view to evaluate the impact of the Dawes Act which resulted in the loss of tribal communal lands and the redistribution of lands by various means including land runs as typified by the Unassigned Lands and the Cherokee Outlet, lotteries, and tribal allotments.” Original Homeland - The Peoria Tribe of Indians of Oklahoma is a confederation of Kaskaskia, Peoria, Piankeshaw and Wea Indians united into a single tribe in 1854. The tribes which constitute The Confederated Peorias, as they then were called, originated in the lands bordering the Great Lakes and drained by the mighty Mississippi. They are Illinois or Illini Indians, descendants of those who created the great mound civilizations in the central United States two thousand to three thousand years ago. The increased pressure from white settlers in the 1840’s and 1850’s in Kansas brought cooperation among the Peoria, Kaskaskia, Piankashaw and Wea Tribes to protect these holdings. By the Treaty of May 30, 1854, 10 Stat. 1082, the United States recognized the cooperation and consented to their formal union as the Confederated Peoria.
    [Show full text]
  • Time for a Field Trip!
    Field Trip Curriculum for 4th-6th Grade Students Time for a Field Trip! Pre-Field Trip Warm Up____________________ Starved Rock and Matthiessen State Parks IDNR Educational Trunks: People and Animals from Illinois’ Past https://www2.illinois.gov/dnr/education/Pages/ ItemsForLoan.aspx Group Permit Form (to be completed prior to visit) https://www2.illinois.gov/dnr/Parks/Activity/Pages/ StarvedRock.aspx Enjoy Your Trip! Starved Rock Wigwam STEAM Activity- Pages 2 & 3 “Starved Rock History and Activity Packet - Pages 4-10 Thank you for your Day of Field Trip Activities________________________ interest in Starved 1.5 –2 hours Rock State Park. The Field Trip Pack for Teachers following is a packet of https://www2.illinois.gov/dnr/education/Pages/ materials intended to assist teachers in using ItemsForLoan.aspx the site for field trips. Hike to Starved Rock and French Canyon .8 miles roundtrip For your convenience, Map: https://www2.illinois.gov/dnr/Parks/Pages/ we have assembled a StarvedRock.aspx list of activities that Scavenger Hunt - Page 11 can be incorporated Tour the Visitor Center exhibits into the classroom and In the Shadow of the Rock film—15 minutes daily lesson plans in conjunction with a POST-VISIT ACTIVITIES field trip to Starved Rock State Park. • Write your own Starved Rock Story: “My Day at Starved Rock State Park” Template Page 12 2 2 Wigwam Construction: Engineering 3 The Kaskaskia People lived in villages of small round houses called wigwams. What you need: 6 for each student or pair of (buddy up) Square pieces of cardboard box for each student/pair Circle to trace/tree bark sheets Instructions: Have students trace the circle template onto their square piece of cardboard.
    [Show full text]
  • War of 1812 by Beth Carvey the Sauk and Meskwaki and the War of 1812 Prelude to War the War of 1812 Was a Significant Event in S
    War of 1812 by Beth Carvey The Sauk and Meskwaki and the War of 1812 Prelude to War The War of 1812 was a significant event in Sauk and Meskwaki history and also for many other native nations who resided along and near the Mississippi River. The War of 1812 was actually two wars: an international war fought between the United States and Great Britain in the east and an Indian war fought in the west. This article is the first of a four-part series which will explore the War of 1812 in terms of native peoples’ points of view, the military actions that occurred in the western frontier theater, and the consequences for the Sauk and Meskwaki that resulted from the American victory. In 1812 the western frontier was comprised of the Mississippi, Illinois, and Missouri River regions, encompassing parts of present-day Wisconsin, Illinois, and northwest Missouri. More than ten different native nations, including the Sauk and Meskwaki, lived on these lands with an estimated population of 25,000 people. After the Louisiana Purchase in 1803 the native people of the region had been growing increasingly unhappy with the United States. Four main reasons were at the heart of this unhappiness: arrogance and ignorance on the part of many American officials; illegal white settlement on native lands; a number of treaties that dispossessed tribes of their lands; and economic matters, specifically the fur trade. The Sauk and Meskwaki had poor relations with the United States government since the signing of the fraudulent Treaty of 1804, whereby the two nations ceded over 50 million acres of land to the United States.
    [Show full text]
  • M08card01.Pdf
    rkm8_evid1.qxp 4/22/08 9:21 PM Page 1 YOUR KANSAS STORIES OUR HISTORICAL M-8 HISTORY SOCIETY ReadRead Kansas!Kansas! By the Kansas State Historical Society Evidence #1 Letter from Pierre Menard The United States government assigned Indian agents to assist tribes. It was the Indian agent’s job to make sure that the Indians received what was promised to them. Pierre Menard was the Indian agent who worked with the Shawnee, Delaware, Peoria, Piankeshaw, and Kickapoo. He was familiar with the problems the Indians faced moving west to what is now Kansas. Indians moving west would travel on land or on rivers. Sometimes the long journey would require both. The trip was never pleasant for the Indians. They were forced to leave their homes for a new place that was foreign to them. Sometimes their horses were stolen. Sometimes the weather was harsh. It was not an easy trip. Pierre Menard was asked to estimate the cost of moving the Shawnee and Seneca from Ohio to Kansas. He was also estimating the cost of moving the Miami from Indiana to Kansas. rkm8_evid1.qxp 4/22/08 9:21 PM Page 2 Kaskaskia, 8th Oct: 1830. Dear Sir: Enclosed, you have … an estimate of the probable expense attending the emigrating Shawnees & Senecas from the State of Ohio, and the Miamis from Indiana, for the year 1831. If the information I lately [received] by the last party of Emigrating Senecas, is correct, the number stated in the estimate will not fall short. ... The merchandise to be given is uncertain; it depends entirely upon the season in which they move.
    [Show full text]
  • Treaty of Greenville Education
    Treaty Of Greenville Education Samaritan and stationary Walter often undermining some clevises swaggeringly or galvanise depravingly. Virgilio un-Americanremains quartan: when she interlaced irrationalize some her afghans sportfulness sustains reimburses downstream? too chronically? Is Zachariah handsomest or Shawnee chief of treaty of greenville education is located just south of lake michigan Reports for that this letter to his forces in stcte of british harder to use model drawing international attention is a period before. He preferred black and mad anthony wayne, greenville treaty of education is now directed entirely by closing this? Cjuy of Gseeowjmme uisouhiouu ujne. Ohio Country whether, together with representatives from several counties in Massachusetts, formed the Ohio Company of Associates, the purpose or which left to pipe and so land hear the Northwest Territory. We had secure deal at the Gatehouse. Tecumseh lost child close family members to frontier violence. Everyday math program in greenville treaty with great britain remained in. Maumee rapids treaty would join an educator mentor program in education center today! United States possessed was on Revenue Cutter Service, a forerunner of the United States Coast Guard. Van Hoevenburgh in Jonesville for the scour of electing a township board north of petitioning the legislature for better county organization. Tecumseh saw an educator mentor program in education is available for your identity by treaty. Tecumseh moved from greenville treaty had to education called the treaties are wheelchair accessible to william holland thomas was a question or by clicking below. Tijt wbt eooe oo b tuctdsjpujoo cbtjt. For best results, please but sure your browser is accepting cookies.
    [Show full text]
  • Oklahoma Indian Country Guide in This Edition of Newspapers in Education
    he American Indian Cultural Center and Museum (AICCM) is honored Halito! Oklahoma has a unique history that differentiates it from any other Tto present, in partnership with Newspapers In Education at The Oklahoman, state in the nation. Nowhere else in the United States can a visitor hear first the Native American Heritage educational workbook. Workbooks focus on hand-accounts from 39 different American Indian Tribal Nations regarding the cultures, histories and governments of the American Indian tribes of their journey from ancestral homelands, or discover how Native peoples have Oklahoma. The workbooks are published twice a year, around November contributed and woven their identities into the fabric of contemporary Oklahoma. and April. Each workbook is organized into four core thematic areas: Origins, Oklahoma is deeply rooted in American Indian history and heritage. We hope Native Knowledge, Community and Governance. Because it is impossible you will use this guide to explore our great state and to learn about Okla- to cover every aspect of the topics featured in each edition, we hope the Humma. (“Red People” in the Choctaw language.)–Gena Timberman, Esq., workbooks will comprehensively introduce students to a variety of new subjects and ideas. We hope you will be inspired to research and find out more information with the help of your teachers and parents as well as through your own independent research. The American Indian Cultural Center and Museum would like to give special thanks to the Oklahoma Tourism & Recreation Department for generously permitting us to share information featured in the Oklahoma Indian Country Guide in this edition of Newspapers in Education.
    [Show full text]
  • Greenville Treaty Lesson Plans
    Ramseyer Farms 4000 Ramseyer Lane 330-264-0264 Wooster, Ohio www.ramseyerfarms.com Greenville Treaty Lesson Plans Objective: The student will be able to examine and interpret primary source documents The student will be able to use map skills to plot locations related to the Greenville Treaty Background: General Anthony Wayne defeated the Indians at the Battle of Fallen Timbers on August 20, 1794. The Indians surrendered and came to Greenville one year later to sign a peace treaty. General Wayne said he hoped the treaty would hold “as long as the woods grow and waters run.” The Treaty of Greenville marked the end of the Indian Wars in Ohio. Tecumseh, a Shawnee Chief, refused to sign the Greenville Treaty. Instead, he started a settlement in violation of the Treaty. He traveled extensively among various Native American tribes and worked to form a confederation that would present a united resistance to the United States. His plans failed when his brother, “The Prophet,” foolishly became engaged in and lost the battle with American forces in Indiana. Procedure: 1. Introduce the setting for the Greenville Treaty. 2. Distribute copies of Greenville Treaty Excerpts to students in small groups. 3. Have students read and summarize each article and answer the following: a. What agreement was made about prisoners? (all returned) b. Plot the treaty line on a map. Color the Indian lands red and the U.S. lands blue. (see map) c. Now plot your school on the map. Which side are you on? d. What rights did the Indians keep? (hunt peaceably in US lands) e.
    [Show full text]
  • Central Plains Region
    Research Guides for both historic and modern Native Communities relating to records held at the National Archives Arkansas Kansas Missouri Oklahoma Introduction Introduction Introduction Introduction Historic Native Communities Historic Native Communities Historic Native Communities Historic Native Communities Modern Native Communities Modern Native Communities Modern Native Communities Modern Native Communities Sample Document Delegates from 34 tribes in front of Creek Council House, Indian Joseph Matthews, Osage council member, author, historian, and Territory, 1880. National Archives. Rhodes Scholar, seated at home in front of his fireplace, https://catalog.archives.gov/id/519141 Oklahoma. December 16, 1937. National Archives. https://www.archives.gov/research/native- americans/pictures/select-list-082.html National Archives Native Communities Research Guides. https://www.archives.gov/education/native-communities Arkansas Native Communities There was a great deal movement of Native People from, to and across Arkansas in the early nineteenth century. Therefore, in order to perform a simple search of the GENERAL records of Arkansas’ Native People in the National Archives Online Catalog it is best to focus on National Park Service historic place applications, Osage and Quapaw records before 1824, and records of the Five Civilized Tribes as they traveled across Arkansas. Use the following search terms: Removal (Advanced Search, using Record Group 75) and “Arkansas Indian” (include quotation marks). The much broader search, Arkansas Indian, will have to be narrowed further by date range and document type. There are several great resources available for general information and material for kids about the Native People of Arkansas, such as the Native Languages and National Museum of the American Indian websites.
    [Show full text]
  • The Battle of Fallen Timbers and the Treaty of Fort Greeneville
    A Thesis Entitled The Battle of Fallen Timbers and the Treaty of Fort Greeneville: Why Did Anthony Wayne Win Both and Could He Have Lost? By Bryce Dixon Blair Jr. Submitted as partial fulfillment of the requirements for The Master of Liberal Studies ____________________ Advisor: Dr. Alfred Cave ____________________ Committee Member: Dr. Michael Jakobson ____________________ Graduate School The University of Toledo May 2005 Acknowledgements This thesis project would have forever remained an uncompleted enigma without crucial support and assistance from several people. My first and most heartfelt thanks go to my wife, Cherie. She worked even harder as almost a single parent during the long hours of reading, research, and writing that quite often kept me away from the family. She left me alone when I needed privacy and solitude and she prodded me to varying degrees when I needed greater focus and motivation. She has also been my invaluable technical advisor for the art of computer science. Though they are too young to appreciate this now, I thank my two young children, Bryce and Eryn, for accepting an absent Dad at times. They provided me with love and attention and much needed respites from academic pursuits. I thank my parents, Bryce and Eleanor, who have always placed a strong emphasis on intelligence and education by example but have done so without judgement. My mother lent me a copy of James Thom’s Panther In The Sky about a dozen years ago and this helped to rejuvenate my interest in this historical era. Special credit is due my thesis committee: Dr.
    [Show full text]
  • The Emigrant Métis of Kansas: Rethinking the Pioneer Narrative Written by Shirley E
    THE EMIGRANT MÉTIS OF KANSAS: RETHINKING THE PIONEER NARRATIVE by SHIRLEY E. KASPER B.A., Marshall University, 1971 M.S., University of Kansas, 1984 M.A., University of Missouri-Kansas City, 1998 A dissertation submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of History 2012 This dissertation entitled: The Emigrant Métis of Kansas: Rethinking the Pioneer Narrative written by Shirley E. Kasper has been approved for the Department of History _______________________________________ Dr. Ralph Mann _______________________________________ Dr. Virginia DeJohn Anderson Date: April 13, 2012 The final copy of this dissertation has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. iii ABSTRACT Kasper, Shirley E. (Ph.D., History) The Emigrant Métis of Kansas: Rethinking the Pioneer Narrative Dissertation directed by Associate Professor Ralph Mann Under the U.S. government’s nineteenth century Indian removal policies, more than ten thousand Eastern Indians, mostly Algonquians from the Great Lakes region, relocated in the 1830s and 1840s beyond the western border of Missouri to what today is the state of Kansas. With them went a number of mixed-race people – the métis, who were born of the fur trade and the interracial unions that it spawned. This dissertation focuses on métis among one emigrant group, the Potawatomi, who removed to a reservation in Kansas that sat directly in the path of the great overland migration to Oregon and California.
    [Show full text]
  • American Indians in Oklahoma OKLAHOMA HISTORY CENTER EDUCATION DEPARTMENT
    American Indians in Oklahoma OKLAHOMA HISTORY CENTER EDUCATION DEPARTMENT Nawa! That means hello in the Pawnee language. In Oklahoma, thirty-eight federally recognized tribes represent about 8 percent of the population. Most of these tribes came from places around the country but were removed from their homelands to Oklahoma in the nineteenth century. Their diverse cultures and rich heritage make Oklahoma (which combines the Choctaw words “okla” and “huma,” or “territory of the red people”) a special state. American Indians have impacted Oklahoma’s growth from territory to statehood and have made it into the great state it is today. This site allows you to learn more about American Indian tribes in Oklahoma. First, read the background pages for more information, then go through the biographies of influential American Indians to learn more about him or her. The activities section has coloring sheets, games, and other activities, which can be done as part of a group or on your own. Map of Indian Territory prior to 1889 (ITMAP.0035, Oklahoma Historical Society Map Collection, OHS). American Indians │2016 │1 Before European Contact The first people living on the prairie were the ancestors of various American Indian tribes. Through archaeology, we know that the plains have been inhabited for centuries by groups of people who lived in semi-permanent villages and depended on planting crops and hunting animals. Many of the ideas we associate with American Indians, such as the travois, various ceremonies, tipis, earth lodges, and controlled bison hunts, come from these first prairie people. Through archaeology, we know that the ancestors of the Wichita and Caddo tribes have been in present-day Oklahoma for more than two thousand years.
    [Show full text]