ED 116 996 Indian Ethnic Heritage Studies Curriculum Development

DOCUMENT RESUME

ED 116 996 95 SO 008 825

AUTHOR Allery, Alan J. TITLE The Indians Speak for"Themselves. Literature Booklet. Indian Ethnic Heritage Studies Curriculum Development Project, 1974-75.

. INSTITUTION South9akota State Div. of Elementary and Secondary Educa ion, Pierre. SPONS AGENCY Office of Education (DREW), Washington, D.C. PUB DATE 75 NOTE 96p.;.For related documents, see SO 008 824-826 and 829; Not available in hard copy due to marginal reproducibility of original document

EDRS PRICE. MF-$0.76 Plus Postage. HC Not Available from EDRS.

DESCRIPTORS ' *American Indian Culture; *American Indians; Class. Activities; Directed Reading Activity; *Ethnic Studies; Guides; Interdisciplinary Approach; Intermediate Gihdes; Lesson Plans; fLiteratUre; Paetr/LSelf Concept; Social Studies

ABSTRLCT Student activities and a teacher's guide comprise each of the ten lessons of this ethnic studies unit. The unit's goals are to focus on life, Nays, and history of theDakota/Lakota Indian people; include the transition period as well as their past and present; provide activities which' are intended to improve the self-concept of students; utilize learn-by-doing activities; provide° a variety of activities which will allow students tolearn in different ways and at different rates; and provide content and suggested activities for the ethnic-heritage teacher at the intermediate-grade levels. Examples of some lessontitles are Friendship, Courage, Old Age, and Loneliness Dwelt in Our Minds as in the Minds of All People; We Are a nature-Loving PeOple, Or Well-being Depends upon Our Closeness to Our Mother, the Earth; Let Us Tell You How It Was with Us; and Let It Be Known That Ve Have Just Cause. Activities include selected poetry or prose readings, di3cussion topics, and exercises. Materials are reproducible as student hhndouts. (ND)

***********************************************************************- * Documents acquired by ERIC include many infbrmal unpublished *materials not .available from other sources. ERIC makes ever? effort* *to obtain the best copy available. Nevertheless, items ofmarginal * *reproducibility are often encountered and this affects the quality * *of the microfiche and hardcopy reproductions ERIC makes available * *via the ERIC Document Reproduction Service (EDRS). EDRS is not *responsible for the quality of the original document. Reproductions* *supplied by EDRS are the best that-can be made from the original. * ***************************************h.******************************* U.S. DEPARTMENT OF WEALTH,EDUCATION & WELFARE THIS DOCUMENT HAS BEEN REPRO- NATIONAL INSTITUTE OF . EDUCATION EDUCATIONSENTSTATEDATINGDUCEDTHE OFFICIAL IT PERSON EXACTLY DOPOINTS POSITIONNOT NATIONAL OR OFNECESSARILY AS ORGANIZATION VIEW RECEIVEDOR POLICYINSTITUTEOR OPINIONS REPRE- FROM ORIGIN- OF ,r DepartmelltDIVISIONIndian Education OF ofELEMENTARY Education AND and SECONDARY CultUral EDUCATIONAffairs ThomasState C.ofSuperintendent ToddSouth Dakota Pierre, south Dakota :"INDIAN ETHNIC HERITAGE STUDIES CURRICULUM 57561 DEVELOPMENT IMOJECT" - 1974-75 under.Thi,s.unit the o6Zeadeuhip Indian CuCtuqae., Culfticutum waz initated; encounaged, Donatd BaAnhant, OkmeA State SupeAintendent o6 and'deve.pped Schoots 06 South Dakota. PROJECT ST. A.F F! - ADMINISTRATION Mr.NaomiJosfeDr. Terry PhilSpauldingWhite PexaVik Eagle - Consultant, Coordinator of Material Curriculum ConsultantAsista,t Superintendent, DESE,Coordinator. Humah Resource Management, Overall Project DeveTopthent and Implementation 1 INDIAN ETHNIC HERITAGE ADVISORY COMMITTEE: Supervisor ,: 1 zi WRITERS.: Mrs.Mr.Sister EvelynEdgar Charles LoudnerBergen Hudsbn - Acting Chairman, State Indian Education State.Board of Education Superintendent, Marty Indian School 1 Advisory Committee p AlanSisterMona d:Bublitz CharlesAllery - -PalmTeacher No'rthern Corps, State Black College, Hills Aberdeen,State College, Sisseton, South Dakota, Sduth-I Dakota Spearfish, South Dakota Nu. Ethnic Heritage Studies, ESEA, U.S. Office of Education,This Project,was made possible through a grant from Title IX Washington,.D.C. C ,Grateful Acknowledgements to the following persons. ho.contriputed inception to its completion: -b.-the Project' from its Mike Eckman and Mitch Chapet, Equat Education Oppoittunitg PkogAdm, DESE l' . 0 t D.'..Dn.V.Roxy Orville JimPeAteZto, Davis HepteA,' and Coytouttant, sta66401 ConzuZtantD4 the Sociat Soc,iat SeucesSciepceConso RoyScience'C-nsoittium,UNivensity Musky andctium, Sta4,4 uniumizty o4 the o4Geneftat Camado,o4 Camado, Assistahce Center, NoAtheAn CoZmado - College, BoutdekGiteetey BouZdek ABOUT THE AUTHOR O DakotaALAN J. and ALLERV i4 an was enAolled born and mcmbek raised o4 theon theTuttez Twtde Mountain Mountain Chippewa. Indian Resmation in NoAth a HeandAlan taughtin graduated 1975 two 4A.om yeaftelt,Lan4oAd in NoAtheAn1970'4Aom State Mayville PubZic'High College State in Abe4deen8choat in with. lams6oftd, a Masten. North of ScienceDakota. in Education. Coliege with a Batchetm o4 Science in Education AbetdeenPitesentey,IndianFollowing Culuticueum where thishe andhe le L AiS,wi4e, DevelopmentwoAkeda Counselok two Matgajtet,oand yeaits PILogAamand -Cooedas theat tfzeLtinatpA.Recount,Reseitvation two o4 Nonth sonsMinmity CooAdinatoA Dakota. PkogAan ion the Afflotican: and'One'daughtet keside ih at NoAth&n, StateAlan CoUege.devapped the 4oZtowing units Pk th,is pitoject and these a&e: 1 . (2)(1) TheScience Tndians Speak FOA Themselves In Indian Putspective-, GOALS' dF u'CURRICULUM THE ETHNIC PROJECT HERITA GcE TOTO FOCUS INCLUDE ON LIFE,THE TRANSITION WAYS AND HISTORY PERIOD OFASWELL THE AS THE DAKOTA/LAKOTA INDIAN PAST'AND THE RESENT PEOPLE,' THETO INPROVIDESTUDENTS THE UNITS ACTIVITIES, THAT WILL WHICH BE ARE INTENDED TO IMPROVE DEVELOPED.' SELF-CONCEPT OF TOTo UTILIZEPROVIDE LEARN-BY-DOINGA VARIETY OF ACTIVITIESACTIVITIES;,. WHICH WILL ALLOW STUDENTS C TO LEARN TEACHERTOIN PROVIDE,CONTENT DIFFERENT AT THE WAYSINTERMEDIATE AND SUGGESTED GRADE ACTIVITIESLEVEL. FOR THE AND'AT DIFFERENT RATES. ETHNIC HERITAGE -1 I 0 ', TABLE OFTONTENTS r THE INDIANS, PAGE SPEAK FOR THEMSELVES ' PAGE INTRODUCTION TO UNITS, 1 3. MOTHER EARTH HAS BEENWE GOODHAVE TORESPECTED US AND HER AND HER ANIMALS, ' TEACHER'SACTIVITY BEFORE° GUIDE -LESSON LESSOR 1 1 - PRE-COLUMBIAN POETRY 6-72-5 a TEACHER'S GUIDE - LESSONHATESSTREAMS, 40NATURE PLAINS. AND FEARS AND DESTROYS IT. ONLY. THE WHITE'MAN j7-3932 -36 Du INTRODUCTION TO STUDENT NARRATIVE AND MODERN INDIAN 8 4. ACTIVITIESTHE GREAT - SPIRIT.LESSON 4HAS GIVEN US THESE 4 la. FRIENDSHIP, COURAGE, OLD AGE, LONELINESSSECOND DAY - LESSON 1ALLDWELT - PEOPLEMODERN IN OUR POETRY HINDS,* AS IN THE MINDS OF - PRE-COLUMBIAN 13-14 9-12 .TEACHER'S, GUIDE' - LESSON 5DOLANDS. NOT ASK US-FOR THE LAND.' WE HAVE ALWAYS LIVED HERE. 42-44 45 lb. FRIENDSHIP, COURAGE, OLD AGE, LONELINESSACTIVITIES ON POETRY 15 5 THEACTIVITIES WHITE MAN - LESSONDOES NOT KEEP HIS 5 WORD. 46 ALLDWELT PEOPLE IN-OUR MINDS, AS IN.THE MINDS OF - MODERN POETRY 7 16-17 TREATIES,WE MUST DCAL WITH HIM IN WARS, NOT . 47-52 TEACHER'S GUIDE - LESSON 2 k8 TEACHER'S GUIDE - LESSON 6 5453' ° 4' 2. WEACTIVITIES ARE A NATURE - LESSONMOTHER,BEING DEPENDSTHE EARTH UPON OUR CLOSENESS TO OUR - LOVING PEOPLE, OUR WELL- 21-2819-20 -6: ACTIVITIESNOW YOU HAVE - LESSON OUR LANDS. 5LIVE AND DIE WITH DIGNITY. LEAVE US TO 55-62 TEACHER'SACTIVITIES GUIDE - LESSON - LESSON 3 3 29 -a0 31 ACTIVITIESTEACHER'S GUIDE- LESSON - LESSON 7 7 63. TABLE0F CONTENTS PAGE 2 7. TEACHER'SLET US TELL GUIDE YOU HOW IT WAS WITH US LESSON 8 _ c66-72'73-74 RAGE 9 8. ACTIVITIES LESSON 8 75 76 s V . TEACHER'SWE HAVE BEEN GUIDE MADE TOWAY- GIVE OF UP LIFE A SUPERIOR FOR ARTIFICIAL VALUES LESSON 9 77-81 82 9. ACTIVITIESIS OUR HERITAGE A THREATYOU NOT TO HONEST YOU? WHYABOUT ARE THE MASSACRE AT LESSON 9 83' TEACHER'S GUIDE WOUNDED KNEE? LESSON 10 84-86 87 ti 10. ACTIVITIESLET IT BE KNOWN THATFOR WE OUR,HAVE ACTION.JUST CAUSE LESSON 10 88 9..BIBLIOGRAPHY = 89-92 . ACTIVITY BEFORE LESSON 1. Do the following activityi colors of construction paper. (Example sheetsPrint in follow large inletters, manual.) each line of the following poem on different t 0 Loneliness is aSunsetthe time without between a yesterdaymountain blueand today.-gray. Loneliness,, Cut the words apart,then"mix them up. LonelinessLodellness is,is a,skymost ofwhere all, exists admitting no planets what you or reallystars# are. Hand,them out to the students, then, have the students get together i9 groups according to the color a of construction paper their words are on.. Then, have them put their words their lines on one, to- getherpaper, to giving- make sentencesthem the. thattitle, sound "Loneliness". good to them. The purpose of this activity is to get the students to enjoy Hayspne student read the result in .front When they finish, have the groups write re-creating a poem while leading into a of'the class. , discussion of its meaning. They s 'hould experience the power of the poetic line compared to the isolated word. Afterflearning1 that the poet'ion, is anas Indian,expressed they in shouldthe poem. realize that they can identify with the thoughts of-an Dis:ssion: 1. What did the word I handed out to you mean When youreadt? ( 0 or 3.2. value?AfterIs there getting more into than. your one groups, way of didputting you Rindyour thatwords your together word in your -Luton a different meanin groups? How did you 4. Whatchoose,yourline does best each tellsparticular line what mean youway? separately? think loneline is? each group to tell, about their line.) Which E. This poem was written by an Indian. o' could you tell that before I told you, or did you think it 6. washiveCdn just you,for a feeling., imaginepoem written any lonely? reasons by anyone? this Indian might have for feceling lonely? ',What are-some rieasons you period.From this discussion, go to Lesson 1, which will take the rest of this class period, plus the next class

0 0

0 (EXAMPLE SHEET;, r " ' QN RED CONSTRUCTION PAPER) I o CV . 'LONELINESS IS O THE TIME- 3 ' 'BETWEEN YESTERDAY U AND TODAY. 0 , ON BLUE CONSTRUCTION PAPER) a LONELINESS IS SUNSET WITHOUT -\ MOUNTAIN BLUE -GRAY, 4 '0 Pt I 0 71 A)jective:LESSON 1 PRE-COLUMBIANTo atquaint'the AND MODERN studentsINDIAN-POETRY with the emotions they share with Indians, as expressed in the poetry. 5 ductipY have the students Open their literature bookletsAs' soon to as the the-dis'cussion Introduction ofand the read,it poem and and the the activity following have finished (as presented the. previous intro- lesson title pages aloud. , Then turn the page to the pre-Columtian poetry and say:. "Here are,sollA more peelT,c, - 'written theby Indthl.ocean in 1492. When they have flinished, conduct the following discussion: These are translationsThey were written of the and Indian's sung by songs. the native Americaneople,long before Colum64s crossed Read these two poems .0 yourselves:. s 1.. Whenpicture you thinkthem?. of:the How does.the Indian Oglatapeople Siouxliving of here the infirst. America poem befOrefit into, Columbus' your picture? time, how do you , , % 2.- WorldDo you War know I orof II.)anyone who might feel the same way as the old , warrior? (Ask shout a :General 4 Read the'poem on ?riendship. 3. -Today youthere think are theymany feel?more old peoplq kiving because of advanced medical and healtftce: -How do The-same as the" did warrior? 2.1. Do you thinkhave athe bestfriend?. Indian in theIs thispoem friendwould be/aloyal loyal to you?friend? Why? 4.*3. How are the things this'Indian CSansiderednecessaryAre /ou a loyal friend?io.his friendship (loyalty-, fearlessness, COuld you say to aofriend all of the things in the poem and mean them?, o Look at the next page in your booklets.. Thd Indian people always felt a kinship orsteadfastness) closeness to naturestill importantand took tonames `friendships from nature to astoday? they saw them. Can yeil think of any Indian names that use things. of nature in,them? (Flying Eagle, Running Bear, Walking Elk, Rain- in-the -Face, Red Cloud,,Sitting Bull, 0 etc.) 4110 Read the next two. poems. 1. alike?-In the firstWould poem,the army the beSioux a great compare one theor adeath,of small one? an eagle to Why. would this song be encouraging in war? Why? (Great, becausethe fleeing of the of comparisonan army. to How are they anaCOLJd eagle,Infailure? the""Song he thebe comparinggreatest of Failure," themeof birds.) owlsthe 6ibux'comparesto fellow warriors? himself to a wolf. Why would they hoot at him? What kind of animal is the wolf? Why is this Sioux Have a student read a1o4 the introduction to Sitting3. Bull's las The third poem gives the Dakota attitude toward a warm is song. death. What is it? Say: away.onThere a reservation are three differentand fought thoughts to stay expressedfree all ofin Sitting Bull's song. How do you think he felt about his life when he sang this s his life. He sang th*,s'song when his freedom was taken Sitting Bull never wanted to live 9 "If . INTRODUCTION who settled in America from Europe. The Indian way of life was misunderstood, then almost Only in the last few decades h s the plight of the complete y annihilated by the "transplant Indian people been re- Americans" cognizedhuman rights and a mayslow help process make offuture restitqtion progress towardMaking the nation aware of the painful disintegration of Of sorts begun. better Indian-white.relationships more certain. the Indian heritage, birthyght, culture, and Where to begin - with the young people. How to begin -c.by letting the "Indi in t e literature of this unit. an people speak for themselves"., Tbe:r be- 6 wilderment,nature lovers indignation, and land tenants.and painful resignation areThe apparent first few lessons get the student to "think Indian", From there the unit takes the hope ully tostudents identify through with thethe Indianpoignant people speeches as and 'writings of Sitting Bull, Crazy Horse, and Red Cloud to theMuch of the success of the unit will depend on the teacher's affirmation of the modern. Indian at Alcatraz. Preparing and conducting of the activities., found only in the teacher's manual, not instructionsinSomedtctivities the student are activity areincluded. to bebooklet. carried out before the lesson begins and are The discdssion questions can be replaced by the Therefore, advsnce preparation on the teacher's part is essential. teacher's when desired. Detailed INTRODUCTION REINFORCEDAMERICA. THIS IMAGE. THE INDIAN PEOPLE WERE LABELED "SAVAGES" BY THE "TRANSPTHIS JUDGMENT WAS BASED MOSTLY ON THE WAY THEY LOO TODAY'S INDIAN PEOPLE ARE STILL LIVIN1 IN THE SHADOW THIS LABEL PLACED ON NT AMERICANS" WHO FOUND THEM LIVING IN IN RECENT TIMES, MODEREN MOVIES HAVE THEIR ANCESTORS. - A GREAT DEAL OF,-INFORMATION IS AVAILABLE WHICH TELLS ABO6T THE REAL INDIAN WAY OF LIFE-ITS IDEALISM WEREAND WRITTEN BY THE SIOUX PEOPLE OF SOUTH DIGNITY.flAKOTA. ALL OF THE POEMS, SPEECHES, AND PROSE IN'THIS-UNIT WERE WRITTEN BY INDIANS. C MOST OF THEM THEY ARE LIKE TODAY. LET THIS LITERATURE SPEAK TO YOU AND TELL YOU WHAT THE 1\1DIAN PEOPLE WERE LIKE LONG AGO AND WHAT FRIENDSHIP, COURAGE, OLD AGE, OFMINDS,LONELINESS ALL ASPEOPLE' INDWELT, THE MINDSIN OUR LESSONPRE-COLUMbIAN #1 POETRY THE OLD WARRIORMIGHTY, '(OGLALA MIGHTY, SIOUX) GREAT IN WAR, Ilk BEHOLD ME, OLD AND WRETCHED! SO WAS j HONORED; , FRIENDSHIP (DGLALA SIOUX) FRIEND, WHATEVER HARDSHIPS THREATEN I'LLIF THOU BEFRIEND CALL ONTHEE; Mt, ALL-ENDURING, FEARLESSLY, I'LL BEFRIEND THEE, SoLbrERsi,Wpq SONG OF ENCOURAGEMENT. (TETON SIOUX) YouEVEN FLb. THE EAGLE DIES. SONGA OF FAILURE (TETONWOLF SIOUX) BUTI CONSIDERED MYSELF, THE OWLS ARE HOOTING AND FF_AR. THE NIGHT SONG OF THE DEATHLESS VOICE (DAKOTA) I THEREWHOTHIS DIEDWAS. WAS THE AJOY WARRIOR, DEAfil IN HIS OF VOICE!A 'WARRIOR INTRODUCTION:LITERATURE OF THE AMERICAN INDIAN THECHANGED SIOUX, THE SITTING HISTORY BULL OF WASWESTERN AN EXTRAORDINARILY AMERICA HAD HE CLEVERBEEN ABLE LEADER TO SECURE WHO MIGHT ADEQUATE HAVE TRANSPLANTTHEARMS UNITEDFOR HISAMERICANS. STATES WARRIORS. AUTHORITIES AFTER THE DEFEAT OF HIS LAST SONGHE WAS WAS MURDERED SUNG AFTER BY INDIANHE HAD POLICESURRENDERED IN THE TO HIRE OF CUSTER. HE SANG THIS THESONG LAST IN SONG1876. OF SITTING BULL, THE TETON SIOUX NowA WARRIORI HAVE BEEN. A HARDIIT +AVE. I'S TIME ALL OVER: LESSON I - MODERN INDIAN POETRY There is not enough time duri6g one class period to get in the activities and poem discussions so the pOetrythe next lesson day's,lesson. extends over two days., This section is for theJirst day if possible, otherwise put it with yourTo Students: booklet, with Archie You'have studied some poems sung by Sioux Indians Washburn's-poem 'on loneliness., Archie Washburfi is a young before Columbus' time. Now turn to the fifth page of Navajo living today. Read his thoughts on loneliness. 1. Rememberand show the it topoem .them:) we just put together in groups on Do you notice anything that is the same with loneliness? (Have it written on a transparencythe two poems? (Same title, 2. happened?WhichBeginning poem lines on lone1iness,compares the-same.) lonelin6ss tothings and which compares it to times things 4.3. Which poem compares loneliness to ideas And which compares as/you know it? it to feelings? Turn to your first activity for Lesson 1 and dolt.After the students' have handed their lonelinessWhich poem poems describes in, loneliness best staple them together rici put construction paperif desired. covers on them. Place this loneliness"'booklet somewhere in the room where the students may read it Section #2 of Lesson 1 Say: "You havewas beenliterature written studying bybooklets Minervaloneliness draws,a Allen, and picturewriting 9fabout one loneliness.person's loneliness. - (To be done the second day)1 youngAssiniboine Indian woman." The poem hason pageno title, six of but your it Have a student read poem aloud. Discussion: 1. Who s alone, weary,-tired in-the poem? 2. CanIndian, you nottell white? from theat poem words what or kindphrases of telllife youshe thatled? she's Indian, not white? . (Hardworking, lines 4-8) How does she tell, you that she's 4. One(Many phrase moons within and sunsthe poem-tellshave passed.) the way the .Indians told the passing of time. What is it? s, 5. "setLines aside 9 and to 10 wait say toshe meet is lonelyold friends because again." her friends have gone away, then at the end it says she is Where will she meet her friends? J. ,:. 7.6. 'Do youDoes know this any poem old paintpeople a whopicture have ofled someone hardworking crying, lives, living, outlived waiting, their ormourntng? friends, and only wait to cards, etc.,-foryou to use in making a collage.Look at Activity #2 on the first page ofdie? your activity booklets. , Here are magazines, newspapers, greeting ,a posterboard,° glue, marker, pens, scissors, etc.)(The teacher will have to have all' of theHmaterials'for the collage listed above ready beforehand: Also ACTIVITY #1 ONPOETRY: Everyone experiences things in different ways. You'have seen how two Indians, think and feel about telling what loneliness is to you. WhenYouloneliness. mayyou usefinish, the samehand stylethe poems as the in twoto yourwriters teacher. studies, Take 'out a sheet of"paper and write your own loneliness poem beginning each line with the word "lorreliness". 9 ACTIVITY #20N POETRY: Make a.collage of :loneliness. Collect pictures, headlines, numbers, sayings, and anything which you a PL think could represent loneliness. Glue or paste all of these items on a large poster board. E9

O A "MODERN *INDIAN POETRY O ti LONELINESS 13'1 ARCH I E WASHBURN, A MANAJO el LONELINESSLONELINESS IS WAS LIKE WHEN A DARKI WAS CLOUD LEFT DRIFTINGALONE ATOVERHEAD. . iLONELINESS WAS WHEN,IHEARD MY. HOME AUNTWITH DIEMY LITTLEIN AN ACCIDENT,BROTHERS. , LONELINESS IS WHEN YOU'RE NOTALONE CARED IN AFORDARK ROOM-WITH NO HUMAN SOUL. .. LONELINESS NEVER FADED AWAY WHEN YOU'REWHENIN AYOU MOVED:MOTION, WERE A SMALL CHILD, ALLEN, A YOUNGASSINIBOINE INDIAN WOMAN. THE FOLLOWING UNTITLED POEM DRAWS A PICTURE OF ONE PERSON'S-1.0NELINESS. IT WAS WRITTEN BY MINERVA O cis WRINKLEDSHE IS ALONE. AND GRAY. ALONE WITH CLEAR MEMORIES.. WORNHARD WORKFEET SHOWSAND HANDS., ITS REFLECTION HOLESIN HERON EYES DIMMED SO LIGHT HER. TEETH WHERE TIRED 1/4 ANDHAVESINEW BUFFALO NOWAS MEANING. PULLED. ROBES. HANDS TIRED a WORN FROMSHE'S TANNING TOO WEARY HIDES TO THINK AND HOPE. DARK WHQLONELINESSTIME HAVE HAS GONE NOSHE MEANING,AWAY. HAS, FOR.LONG.TIME BUT LIFE KEEPS FRIENDS MARCHING ON. MANY MOONS SUNS HAVE PASSED; DRYOLD SONGS.MEAT COOKING BRINGS THE PAST BACK CLEAR SMELL OF PIPE SMOKE. TOSET MEET ASIDE TO WAIT TD FRIENDS AGAIN,. . LESSON 2 -'TEACHER'S GUIDE . . Purpose,:, Yo continue and strengthen the process of getting the studebts -to. "think Indian": a . . . 4 1. Objective: . Students will understand, and identify with the ' . rndian's feelings toward nature. . Ois lesson gives insight into the Indian's strong kinship wit4-nature. The format of these next few . 0 les!,ons'lends itself to oral interpretation by class members.. Seject good readers-to , . . tape the spee_hes ahead .9 ofstu,,,hits. .class? with to reada narrator in the readingspirit or"' the theintroduzAions. writer, poSsibly by ) Involve-as many students A's _possible andreadingAosthem.the try w get tti' 1!-Introduction" from Much the- . Earth.-.% Have a picture-of-pollution pfThe the other earth students tb show can after follow the thelesson tape is by read. reading along in theil-Jbopklets. 4 ' - °Play, Chief"Can Lutheryou imagirie-anyone Standing Bear's thinking statement of theon the ground'as tape and a say:mothering power? a , HoW was the ground like a mother to. the Indians? When you,think of-a mother, what '(prwided food,sorts ofshelter, things'do clothing, you picture etc.). her doing for her children?"In your studies about nature, shave you studied differencesairlong Do people still feel that strongly about the ground ?" the many kinds of-plants and animals? k What are some of these differences? How and when do you think these divisions came about? seeing, tasting, hearing, tch4ching, smelling?": Do you ever .noticeOcute, any differencesa Teton Sioux:" in things of nature by Usiffg,,your "Listensenses to.the next statement on the tape and see if you have shared any of the observations made by while, Play tape of statement. While theytre outside, encourage them to take off their shoes (if possible) and to sit on the After the statement of Okute, Prepare to take the students outside for a short ground. 4 -18- Then liave them. find two things which are very similar end zlb_idly, thenkwith their senses to discover diferences. . TaketHeth inside when they-have finished to do activities. - -1 ... 'Wave them do the Activity Sheet on Lesson ACTIVITY #1 ON NATURE:- 0 those who do like to Ceoutside, walkinY barefoot, Peoplesitting can.often on the be divided Into:two'groups, those who do and.those wflo don't. ground, sleeping in a tent, talkingQ to Let's divide people into .animals.animals and those who don't: They'd rather. be inside a house, sitting in chairs,-wearing shoes, Decide wfiich group you befO-ng-to, , thd reasons yOu belong to that group. afraid of ACTIVITY #2 ON NATURE:' While outside,' yoy,staied two things which were Similar but no-L.-identical. c Now test your ivory.- Howe . . , - were 5they simq '''''' `'d , How. different? In the blanks below, write "D" if the,opjects wire different in that re- f () . ,, shape "S" f th y were the same, and leave :!t blank If you couldn't observe thaf aspect. width weightcolorsize". tastesoundage - lengthtexture intelligencedisposition,. , N, 'w study two classmates. Ma4show they are similar e,) or. different. 0 racesize ' intelligencedisposition weightnationality agecolor (hair) : Who has greater height observation powers, you or Okute?; clothing . .4, o ot Cif OURWE ARE WELL-BEING A NATURE =LOVINGDEPENDS PEOPI:E.UPON OUR 2. 0 CLOSENESS TO OUR,MOTHERj THE EARTH TAKEN"INTRODUCTION: FROM TOUCH THE EABIEb COMPILED BY THE SPIRIT° OF THE EARTH" T.C. Mb LUHAN FULLY"THE UNDERSTOOD'BYPAIN OF THE INDIAN,THE WHITE AS MAN,HE EXPERIENCED AND PERHAPS, THE EVER DEATH WILL. OFHIS WAY OF LIFE, HAS NOT BEEN WHEN BLACK ELK,_A HOLY MAN WHENREVERENCEtFOROF THE THE OGLALA WILD SIOUX,HERDSTHE EVERYDAY WERESPEAKS. KILLED ENVIRONMENT OF "THEAND THEBEAUTY THATSACRED ANDWAS LANDS STRANGENESSINTEGRALLY OF THEIR. INTERWOVEN ANCESTORS WITH OVERRUN. THEN OF.THE.EARTH." HE SPEAKS OF IflbIAN LIFE. THEAT LEASTINDIANS ONE WERE FORM OF THE WILL AND SPIRIT oF THE COULD NOT WITHOUT SERIOUS LOSS BE SEPARATED INDIANT NATIONS DWINDLED AND DIED.`' WHO FROM WHERE AND HOW THEY LIVED." . INTRODUCTION; BORNENROLLNEBRASKA IN 1868,AT AND THE CHIEFSOUTH INDIAN LUTHERDAKOTA. SCHOOL STANDING AT CARLISLE, BEAR SPENT PENNSYLVANIA, HIS EARLY YEARSWHICH ONWAS THf= ESTABLISHED PLAINS OF IN AT THE AGE OF 11, HE WAS ONE OF THE FIRST STUDENTS,TO 1879. RESERVATIONAFTER FOUR YEARSIN SOUTH. AT THEDAKOTA, SCHOOL, HE BECAME A TEACHER AND TAUGHT:AT THE ROSEBUD A HE JOINED BUFFALO BILL'S WILD WEST SHOW AS AN INTERPRETER IN 1898 AND SPENT HIS LATER YEARS LECTURING AND WRITING; o OKUTE, 'OR SHOOTER, AN OLD TETON SIOUX, IN SPEAKING IN 1911 ABOUT HIS HOLY BELIEFS NTRODUCTION: WASEXPLAINS NATURE, THAT HIS PEOPLE BELIEVED IN A MYSTERIOUS POWER WHOSE GREATEST MANIFESTATION OKUTE: ALIKE,FROM MY BOYHOOD I HAVE OBSERVED LEAVES, TREES, AND GRASS, AND THEY MAY HAVE A GENERAL LIKENESS, BUT ON EXAMINATION I I HAVE NEVERHAVE FOUNDFOUND TWOTHAT THEY DIFFER SLIG}{TLY. PLANTS ARE gbF DIFFERENT FAMILIES. , , IT IS THE SAME WITH ANIMALS,. BEST ADAPTED THEYTHEIT SEEDS ISWILL THE OFGROW SAME THE BEST-WHERE WITHPLANTS HUMAN ARE THE BEINGS;BLOWN.,ABOUT ACTION THERE OF THEBY.IS THE SUNSOME WINDAND PLACE UNTIL WHICH THEY-REACH IS THE THE PRESENCE-OF MOISTURE ARE MOST PLACE WHERE TO EACH. PLANTSFAVORABLE ARE TOA BENEFITTHEM, AND TO THERESOMETHING, THEY TAKE ROOT THE CROWS, BUZLARDS AND FLIES ARE. SOMEWHAT SIMILAR IN THEIR USE, AWEVEN THE CERTAIN ANIMALS FULFILL THEIR PURPOSE BY DEFINYTE AND GROW. *ALI:LIVING CREATURES AND ALL. ,ACTS, ASNAKES VERY HAVEWIDE A'PURPOSECOUNTRY UNTIL IN BEING, THEY FOUND A PROPER IWTHE EARLY DAYS THE ANIMALS PROBABLY ROAMED OVER PLACE, HISLACK;OFRESPECT YOUTH CLOSE TOFOR ITS GROWING, SOFTENING LIVING INFLUENCE. THINGS; THE OLD.LAKOTA WAS WISE. HE KNEW THAT MAN'S HEART AWAY FROM NATURE BECOMES44ARDi' HE SOON LED TO LACK'OP RESPECT FOR HUMANS, TOO, SOKNEW' HE KEPT THAT

I itsifi//.411--11 7 r 1 , , w .; ' . - - 4 -:. ; 17 ,;TYriAP '; MON \ ,\V I f i L.: imil ...'. 516,7.1.;,;1 / f ff,,&'.. ,----....e./..' -. .*P%"'....1.0'.. ' ..,:r.;\ I r ' " . . . ---je r - ri;:.4(Ii, - 30...... /. -IN.BANDS HIS STATEMENT,OF PLAINS PEOPLECHIEF STANDINGNOW KNOWN BEAR AS THESPEAKS SIOUX OF THE LAKOTA, WHICH IS THE TRIBAL NAME OF THE (THE EASTERN BANDS CALL THEMSELVES THE DAKOTAS). WESTERN LAKOTA ,CHIEFTENDS LUTHERTO BE USEDSTANaNG INTERCHANGEABLY BEAR WITH DAKOTA. ONTHE THE ATTACHMENT GROUND WITH GROWING A FEELING WITH AGE.OF BEING CLOSE TO A MOTHERING POWER.HE LAKOTA WAS A TRUE NATURIST - -A LOVER OF NATURE. THE OLD PEOPLE, CAME LITERALLY TO LOVE THE SOIL AND THEY SAT OR RECLINED HE LOVED THE `EARTH. AND ALL THINGS OF THE EARTH, IT WAS GOOD FOR THE SKIN TO,TOUCH THEFLEWEARTH. EARTH IN THEAND AIRTHE CAMEOLD PEOPLE,LIKEDTO REST UPON TOTHE REMOVE EARTH THEIRAND IT MOCCASINS WAS THE FINALAND.WALK ABIDING WITH PLACETHEIR TIPIS WERE BUILT UPON THE EARTH AND THEIR ALTARS WERE MADE OF EARTH; BARE FEET ON THE SACRED OF ALL THINGS,THAT LIVED THE BIRDS THAT ,ITS.LIFE-GIVINGAND GREW. FORCES. THAT IS WHY THE OLD INDIAN STILL SITS UPON THE EARTH INSTEADTHE OF SOIL PROPPING WAS SOOTHING, HIMSELF UPSTRENGTHENING, AND CLEANSING,'AND HEALING. FOR HIM, TO SIT OR LIE UPON THE GROUND IS TO BE ABLE TO THINK MORE DEEPLY AWAY FROM ;AND :TO FEELTO OTHER LIVES.ABOUT HIM. HE CAN SEE MORE CLEARLY INTO THE MYSTERIES OF LIFE AND COME CLOSER IN KINSHIP FOR THE CLOSEANIMAL DID AND SOME BIRD OF WORLD THE LAKOTASTHERE EXISTED COME TO A THEIRBROTHERLY .KINSHIPFEATHERED FEELING WITH AND THAT ALLFURRED KEPTCREATURES FRIENDS-THAT THE OF THE EARTH, SKY AND WATER WAS A REAL AND ACTIVE PRINCIPLE. LAKOTA SAFE AMONG THEMND SO IN TRUE BROTHERHOOD'THEY SPOKE A'COMMON TONGUE. -25- AN ANIMAL DEPENDS A GREAT DEALON THE NATURAL CONDITIONS AROUND IT. IF THE BUFFALO WERE HERE TODAY, ROAMI INTHINK THE ITOLD WOULD DAYS BETHEY DIFFERENT WERE RUGGED BECAUSE AND ALLHEALTHY, THE NATURAL AND DRANK CONDITIONS PURE WATER HAVE AND' ITCHANGED; ATEIS THETHE BUFFALO SAMEMEAT WITHOF WERE THE THE FREEBUFFALO INDIANS; TO THEY HAVE LESS FREEDOM AND THEY FALL AN EASY PREY TO DISEASE,

26 INTRODUCTION: ADDRESSINGCECILIO BLACKTOOTH THE GOVERNMENT SPEAKS COMMISSIONERS ABOUT WHY HER AT PEOPLE WOULD NOT WARNER'S HOT SPRINGS AT THE TURN OF THE CENTURY, SURRENDER THEIR LAND. CECILIO BLACKfOOTH: WE THANK YOU FOR COMING HERE:TO TALK TO US IN A WAY WE CAN UNDERSTAND. PLACE, WHERE WE ALWAYS LIVED. IT IS THE FIRST TIME ANYONE YouHAS DONESEETHE SO. GRAVEYARD OUT THERE? THERE YOU ASK US'TO THINK WHAT PLACE WE LIKE NEXT RABBIT-HOLEBEST TO THIS MOUNTAIN?. WHEN GOD,;MADE THEM, HE GAVE US THIS PLACE. ARE OUR FATHERS AND OUR,GRANDFATHERS. YOU SEE THAT EAGLE-NEST WE HAVE ALWAYS BEER HERE.MOUNTAIN AND THAT WE DO NOT CARE FOR.ANY OTHER pLACE....WEHAVE ALWAYS WE CANNOT LEAVE THEM. OUR CHILDREN WERE BORN HERE--HOW,4CAN WE GO LIVED HERE. ::WE:WOULD RATHER DIE HERE. AWAY? IF YOU GIVE US OUR THEFATHERSANYWHERE BEST DID, PLACE ELSE:' IN .WE THE WERE WORLD, IT IS NOT SO BORN HERE AND OUR FATHERS ARE BURIED HERE,...WEWANT'THIS PLACE AND NOT ANY OTHER... GOOD FOR US AS THIS,,..THIS IS OUR HOME,..,WE CANNOT LIVE LESSON 3 - TEACHER'S GUIDE Objective:Purpose: To get the student to Theaccept students the Indian will understand.why the Indians did not attitude toward the white man's relationsilip respect the white man's attitudes toward with nature. Have. pictures of pollutiRn. to show the students. nature. "conquering of,a wilderness" attitude is taught..The indichotomy this lesson. between the,Indian's.appreciation and Begin the lesson by saying: respect of nature,and the white man's nature? Did you express any appreciation for it? The"When Indian was people'sthe last relationshiptime you used with something natureWere whithhasyou alwaysable, came tofrom reptace it? been special, as you studied in the last lesson. ofNot people everyone who sharedcouldn't or liveunderstood'this.closeness. in harmony with'nature." In lesson '3 we will learn what the 5 Indian people thought at the end and say: Play tape of thief Luther Standing Bears,first statement while the,students read along. Is this a tree that knows how to take Stop thetape root and flourish? "Chief Luther Standing Bear is:comparing the White Man to a Has the white man ever been able to feel as Re-read the last sentence. close to naturetree. as the Indian was? Will there ever be other Does this menMake. who the will White be Mansons a offoreigner the and alien to the land?Listen to whdt a California Indian woman says of the White Man's misuse of the earth?" earth. (Play.Wintd, ' Woman's tape.) ,'The Wintu Indian woman emphasizes something about the Indian way,of life. Have pictures ready, and say.: What is it? (They respected nature and,didn't misuse it.) 0 What picture dOes she paint of the white man? (A picture of a race that hurts thepressed earth, toward that doesn'tnature inpay them? attention to the earth'sChief needs.) tu:.her Standing Bear mat&s another statement about the white man's attitude toward nature and the Look at these pictures. What attitude is ex- Indian people., WhatPlay do.yoU the tape. think.of A hen you hear the word "Wilderness"? Would the Indian people have considered this 116 a wilderness? In his. firstiStatement in this-lesson, Chief Standing Bear says the white man "still hates the'man who justicquesttoned z' upon us and the families we loved." path across the continent." Then he later says theCan white yoU thinkman "with of any brutal-frenzy reasons he mightheaped feel in- this way? /// Open your Activity Booklets -Co Lesson 3's activities, Co Write Activity 2 or a separate sheet of paper.

o 1 LESSON 3 - ACTIVITIES ACTIVITY #1 The=following is a list of animals the Indian often came in contact with during his lifetime. of some sort; "F" if In the you'veblanks seen before the theanimal name roving of the free,or animal -"N" write if "P"you've if you'venever seenseen one.the animal within a pen weasel beaverraccoon rabbitskunk buffalobeardeer. oposumporcupine foxcoyote eaglechipmunk°squirrel, moose.turkeyelk owl'prairie dog ACTIVITY #2 for animals that they oftenalone spOke and youto themmeet insome a commonof the tongue.animals listed above.In Lesion Two's statement, you learned that the Indian people felt such-a brotherhood .Imagine that you are a yoling Indian traveling through a wooded area What would you say? Write a short conversation between 7 you and the animals you meet. -31- 3. ANDMOTHER WE EARTHHAVE RESPECTEDHAS BEEN GOODHER ANDTO US ONLY THE WHITEANDHER ANIMALS,DESTROYSMAN HATES STREAMS,IT NATURE ANDPLAINS. FEARS TOUCH THE EARTH rIARRATOR: THIS STATEMENT COMES FROM CHIEF LUTHER STANDING BEAR'S AUTOBIOGRAPHY CHIEF LUTHER STANDING BEAR: PUBLISHED IN 1933, ;OT UNDERSTAND AMERICA, THE WHITE MAN DOES NOT UNDERSTAND THE INDIAN FOR THE REASON THAT HE DOES HE IS TOO FAR REMOVED FROM ITS. FORMATIVE PROCESSES, THE W ROOTS OF THE TREE OF HIS LIFE HAVE NOT YET GRASPED THE ROCK AND AND HE STILL HATES THE MAN WHO SOIL. . THE QUESTIONEDMANIS FROMSTILL EUROPE VESTED')HIS PATH IS STILLITACROSS WILL A.FOREIGNER THEBE UNTILCONTINENT, OTHERAND AN MEN ALIEN, ARE ABLE TO DIVIDE AND MEET BUT IN THE INDIAN, THE SPIRIT OF THE LAND ITS.RHYTHM.

-33- .21 4INTRODUCTION: HYDRAULICNEEDLESSIN. THE DESTRUCTIONFOLLOWINGMINING HAD PASSAGE, TORNOF THE UP LANDANTHE OLD EARTH.IN HOLYWHICH WINTU SHE LIVEDWOMAN (OF CALIFORNIA) SPEAKS SADLY ABOUT THE a . A PLACE WHERE GOLD MINING AND PARTICULARLY WHENINDIAN WE DIG '.''OMAN ROOTS NE MAKE LITTLE HOLES, THE WHITE PEOPLE NEVER CARED FOR LANIYOR DEER OR BEAR, WHEN WE INDIANS KILL MEAT, WE EAT,IT ALL UP, WEFOR ONLY GRASSHOPPERS, USE DEAD WOOD, WE DON'T RUIN THINGS, BUT,THE' WHITE PEOPLE PLOW UP THE GROUND, PULL BONN.THE -IdE SHAKEWHEN DOWN'ACORNSWE BUILT HOUSES.. AND PNENUTS, WE MAKE LITTLE HOLES. qE DON'T KILLCHOPPhEN DOWNNEEVERYMING, BURN THE GPASSTREES. ' THE ,TREE SAYS, -SON' Imo', pn. I NI SORE, DON'T HURT ME,' R,UT THEY CHOP FT DOWN AND CUT IT UP, ?PEES, THE SPIRIT OF r ROCKSTHE LAID AND HATES'SCATTER THEM,' THEM THE ON THEINDIANS GROUND, NEVER HURT ANYTHING, BUT wHITE 6EOPLE DESIROY ALL, THEY BLAST O .1- - WHITETHE ROCK PEOPLE SAYS,.."DON'T. PAY NO ATTENTION, YOU ARE HURTING PE." BUT THE' WHEN ,THE INDIANS USE HOWROCKS, CAN THEY THE TAKESPIRIT LITTLE OF THEEARTH ROUND ONES LIKE THE FOR THEIR COOKING WHITE MAN? ,tr EVER4ERE_THE WHITE MAN HAS TOUCHED IT, IT IS SORE'. a CHIEF LUTHER STANDING BEAR: TANGLED GROWTH AS "WILD." WE DID NOT THINK OF THE GREAT 'OPEN PLAINS, THE BEAUTIFUL ROLLING HILLS, AND WINDING t. nrty TO THE WHITE,MAN WAS NATURE,A "WILDERNESS" AND ONLY TO HIM WAS THE STREAMS WITH AND WITHWERE"INFESTED'' BRUTALSURROUNDED FRENZY WITH WITH "WILD" HEAPED THE ANIMALS BLESSINGSINJUSTICES AND OF"SAV"AGE UPON THE USGREAT "- AND PEOPLE, MYSTERY,THE FAMILIES - WE 'LOVED WAS IT !:WILD" FOR US, A TO US IT WAS TAME, NOT UNTIL THE HAIRY MAN FROM THE EAST CAME- AND EARTH WAS BOUNTIFUL AND-VE,WHEN -BEGAN,THE VERY ANIMALS OF THEEOREST-BEGANFLEEING FROM HnAPPROACHY THEN ITWAS lliAT FOR US THE "WILD,4EST f 1 II -- CHIEF:LUTHER STANDING BEAROF THE-OGLALA BAND OF SIOUX o -36- LESSON This lesson begins with an activity before the lesson. - TEACHER'S GUIDE It is found only in this manual, not in the activity Purpose:-booklets... TO Itlet will thy; most students likely experience take a whole a feeling class periodof having something valuable (land)so'this then losinglesson it.is planned for two days: 4rspeak out for the land. Objective:Pre-Lesson Activity: Tell the class that you are going to conduct an The students,will understand why the, Indians ih Lesson (Probably one Class period) actiaty in which you act as a scrt'of "Great. Leader." andSelect spokesman three orlfourfrom among students them. (Group*X):Then tell to them be yourthat followers.you 4re going to bargain between the groupsLet thEotber with students (Group Z) seledt a Tell Group Z, the.large group, that the desks, leader b;4. mustwhichthey make representhave transactions all ofland, the and landwith the (desks)your textbooks, group, and you andwhich have represent all of the money during each transaction they must also give you a beads and mosey. and beads (textbooks). Tell them that they member of their . Then leave the room with your group and enter saying something to the effect that you are a civilized : people. desiringsettlegroup. to stay on: and live. peacefully Ask if they will trade some desks for textbooks. with the inhabitants of the room, but you will need some land tcy' Conduct"Since transactionswP outnumber until yoby Ourso many.members,)group is much will now be your laisger than the other. You may haVe'three desks and you may keep Great Leader, over your Then tell them: former leader. three text- We mustbooks. have most of the desks since our group is so Then move the three desks away Thefrom rest the we must take back to use in existing on the others along with a few group members and their textbooks.large. desks (land).."' Get __questions on whether you should allowgiventogether themto thewith to other keepyour anygroup.group desks and ordiscuss textbooks. what you should do with the smaller group, whom you now control. Also ask what rights should be Bring up soonand so as forth. both groups realize how powerless Group ZTell has thebecome. other (now smaller Group i) group that they may make suggestions for the ,,rights that they wantLet your group members decide whether to use their suggestions, etc. Conclude the activity as Ask1. the students: -Which, seethed, more desirable to you to have, desks (land) or textbooks (beads and money)? 3.2.. When we.first began, which group seemedDuringtrading better theprogressed? totrading be in? did you feed that Group Z was treated fairly? Why? Did you change yourWere mind you as treatedthe fairly as indi- 4. Thosetestbooksviduals? of you later? who started in Group Z and ended in Group X, did you value the desks at first, then the Those of you who stayed with Group Z, did you wish you had moire textbooks or desks Next Day - Part II of Lesson 4 Tomorrow we will study about the Indians-andin'the the end?land. attitude toward giving it up. PlayOpen. tapeyour ofliterature first statement. booklets to lesson' 4, whitch explains the Indian's feelings for the land and their What is it? ThisDid chiefthe Indian has apeople strong believe attitude they toward'the owned the differencela'nd? between the value ofand and the value of money. (NO)Tlien, why did they feel so strongly about giving O it up.? Play tape of second statement. (Because they believed God had given it to them to live toward selling the land. on.) What type of feelings for, somewhatthe land, like rivers the andoak foreststree? does he exprets in Sittingthe.rest Bull ofhis repeats statement? the Blackfoot Chief's attitude Why, does he think the Indian'is Cecilio Blacktooth feel so strongly about the land?HerePlay tapeagain of the third.ttatement.. Indian people try to explain their feelings for How does she tell the Government commissioners? the land on which they live. What makes' In a nice way?: Open your bOoklets to the Activity for Lesson 4. Would you let her people stay on their land? Why or why not? ' andLESSON tell 4 about this experience, telling haw you Have you ever had somethio you considered very specia,1 whichACTIVITY you felt about it. lost or had taken away from you? Write . LESSON 4

1 I.(2 , . -

ACROSS: 1. . "A truenaturist" 4.2.3. TribehadEasternCould he in thehave CaliforniaBands weapons changed of Siouxand history's ammunition course DOWN: 2'1. Worked.Mothering in power' Buffalo Bill's Wild West Show -41- 0 THE GREAT SPIRIT-HASGI 4, US p ALWAYS LIVED HERE, ASKTHESELANDS, US FOR THE LAND, WE HAVE )0 NOT M

O .INTRODUCTION: A-CHIEF OF ONE OF THE PRINCIPAL BANDS OF THE NORTHERN BLACKFEET, UPON BEING ASKED-TO SIGN MAN.ONE OF THE FIRST LAND TREATIES RESPONDS WITH A REJECTION-DE THE MONEY VALUES, OF THE WHITE Aby CHIEF OF BLACKFEET: OUR LAND IS MORE VALUABLE THAN YOUR MONEY. IT WILL LAST FOREVER.. IT WILL NOT EVEN PERISH BY THE . ' MENFLAMES AND 'OFANIMALS. FIRE., As LONG AS THE SUN SHINES AND THE WATERS FLOW, THIS LANDWILL BE HERE LIE CANNOT SELL THE LIVES OF MEN AND ANIMALS; THEREFORE WE CANNOT SELL THIS LAND. TOG$yE LIFE TO', IT WAS PUT HERE FOR US BY'TK GREAT SPIRIT AND WE CANNOT SELL IT BECAUSE IT DOES NOT BELONG TO US. . . YOU ANYTHINGTHECAN COUNTGRAINS WEYOUR OFHAVE SANDMONEY THAT AND AND YOU THE CAN BLADES TAKE OFWITH GRASSOF YOUrBUT THESE THE PLAINS.LAND, NEVER. BURN IT WITHIN THE NOD OF A BUFFALO'S HEAD, BUT ONLY THE AS A PRESENT TO YOU,.WE WILL GIVE YOU GREAT SPIRIT CAN COUNT

1 %g TATANKA YOTANKA, OR, SITTING BULL, SIOUX WARRIOR I idISH ALL TO KNOW THAT I DO NOT PROPOSE TO SELL ANY PART OF MY COUNTRY, NOR WILL 1 I HAVE-THE WHITES C't 'GROVE OF OAKCUTTING TREES. OUR TIMBER ALONG THE RIVERS, MORE I LOVE TO LOOK AT THEM, BECAUSE THEY ENDUR,THE WINTRY STORM AND THE ESPECIALLY OUR OAKS, AO PARTICULARLY-FOND OF THE LITTLE SUMMER'S HEAT, AND -- NOTIUNLIKE OURSELVES -- SEEM TO FLOURISH BY THEM. fl sk -LESSON .5Purpose: To let:the TEACHER'Sstudents knol.:KOfGUIDE the betrayal felt by the Indian people at the hands of the white man. Objective: Theland. students shOUld feel, - understand why_ thelndian people felt it necessary to fight for the ., Say: Play the thetape Inintroduction ofthe Sitting introduction Bull'sto Sitting wespeech learn Bull's and of theLastSitting introduction Song Bull's at the-end being to it. ofon Lessonthe warpath 1. from 1869 to 1876. What statement is made about Turn back.to Whathis abil-ity.asbeing qualities on the doa warpath? warthe chief?first two paragraphs of his speech portray? .!.Tri the introduction we just listened to, what repsons4 were given fdr Is it a great warrior-to you?' WhyIs orthe why 15reaking,of not? a treaty as mentioned in the introduction and the last paragraph of the speech a very What are some of his opinions of the white people?' .61 serious offense? Play the tape of Red Cloud's statement and its introduction. Would you call-his last statement vicious? . Say: Once-more we learn of the breaking of a. treaty by the white people. What Was-the treaty? How did they , What.wasbreakOpenin this it?your it?situation?. activity booklets.to the Activity for Lesson In his speech Red Cloud tellsHow why dd the you Indian feel aboutpeople the signed breaking the treatyof treaties"by in the first the whiteplace. people? How would you react, 4,1 -45- ACTIVITYLESSON 5 #1'0N.LAND:-ACTIVITY BOOKLET white people should have to live o Draw an outline of the Unitediaates (you mAY leave Alaska and Hawaii 9 and mark it with slanting lines (///). off). Then decide how much land the Decide how much land the Indian people should have to live on and mark it with dots . , A ACTIVITY #2 ON LAND: Tell whyyou divided the.land the way you did in the first activity.

-46- 5. 0 HIS WORD.THEHIM WHITE IN WARS, NAN DOESNOT TREATIES;NOT KEEP WE MUST DEAL WITH TOUCH THE EARTH INTRODUCTION: .TATANKA YOTANKA, OR'SITTING BULL, SIOUX WARRIOR, TRIBAL LEADER OF THE HUNKPAPA7ETON NVISIONFROM 1869.TO AND IN j876, LATER LIFE A.SACRED "DREAMER,"-WATFIE,WATATMALMOlf CONTINUOUSLY WHITE SETTLERSWERE POURING INTO THE LAND, AND EVEN MORE DISASTROUSLY BLACK HILLS COUNTRY. HUNTINGDISCOVERY;-FOR THE GROUNDS, INDIANS, THE GOVERNMENT LAND GOLD WHICH HAD IN KEENHAD 3875.0RDERED BEENDISCOVERED GUARANTEED:TO THEIN THESIOUX THEM TO LEAVEIN THE THEIR TREATY POWDER RIVER OF-1868. FOLLOWING THIS THE WAR OF"(THAT)IN 18761877, HEALTHYWAS SITTING FOUGHT FEET BULL TO CAN ENFORCEEXPRESSED HEAR THETHE HIS VERYGOVERNMENT'S GREAT HEART LOVE OF ORDERHOLY EARTH FOR-I-IIS NATIVE SOIL. AT-A-POWDER RIVER. COUNCIL UP ALWAYS BEFORE DAWN, HE USED TO SAY ' HE LIKEDTOBATHEAIS-BARE FEET,. WALKING ABOUT IN THE MORNING.DEW.H (-A BIOGRAPHER SITTING BULL: ti OF SITTING BULLY SHALL SOON SEE THE RESULTS OF THAT 16/0 BEHOLD, MY BROTHERS, THE'SPRING HAS COMEj THE EARTH HAS RECEIVED THEEMBRACE OF ,THESUN AND WE 'EVERY SEED IS AWAKENED ANS SO HAS ALL ANIMAL LIFE. IT IS THROUGH THIS MYSTERIOUS POWER THAT WE TOO, HAVESELVES, OUR BEINGTCYINHABIT AND WE THIS THEREFORE LAND. YIELD TO OUK NEIGHBORS,YET, EVEN HEAR ME, PEOPLE, WE HAVE NOW TO DEAL WITH ANOTHER RACE - SMALL AND FEEBLE WHEN OUR OUR ANIMAL NEIGHBORS, THE SAME RIGHT,AS OUR- FATHERS FIRST OFMET POSSESSION THEM, BUT-NOW, IS A DISEASEGREAT AND WITH OVERBEARING. THEM. THEY TAKE TITHES FROM THE POOR AND WEAK TO SUPPORT THESE PEOPLE HAVE MADE MANY RULES THAT THESTRANGELY' RICH MAY ENOUGH THEY HAVE A MIND TO TILL THE SOIL-AND THE LOVE THE RICH WHO RULE, T-0 CLAIM THISJIOTHER BREAK, BUT THE OFPOOR OURS,-THE MAY NOT.. EARTH, FOR THEIR OWN AND FENCE THEIR,NEIGHBORS AWAY; THAT NATION IS LIKE A SPRING FRESHET THAT OVERRUNS ITS BANKS AND DESTROYS ALL WHO ARE IN THEY DEFACE HER WITH THEIR BUILDINGS AND ITS THEIRPATH,. REFUSE. WE CANNOT DWELL SIDE BY'SIDE. ONLY SEVEN YEARS AGO WE,MADE A TREATY BY WHICH WE WERE ASSURED THAT.THE BUFFALOSUBMIT COUNTRYOR SHALL SHOULD WE SAY BE TO LEFT THEM: TO US FOREVER. "FIRST KILL ME BEFORE YOU TAKE POSSESSION -OF MY FATHERLAND. NOW THEY THREATEN TO TAKE THAT FROM-US. MY BROTHERS, SHALL WE ." INTRODUCTION:IFA y-- LUTA, OR 'PO CLOUD) A PRINCIPAL CHIEF OF THE OGLALA SIOUX, WAS BORN AT THE FORK. tHE WHITES TO DRIVE OFA THEROAD THROUGH PLATTE RIVER, NEBRASKA, IN 1822. POWDER RIVER COUNTRY TO THE GOLD REGIONS OF THROUGHOUTTHEY PROCEEDD HIS LIFETO DISREGARD HE FOUGFT-EVERyATTEMPT THE TREATY BY BUILDINGOF MONTANA. A TREATY IN 161-GAVE,THE WHITES THE ORTS AND TOATTEMPTINGRIGHT TO PASS TO OPENTHROUGH ROADS. "DANGER THE HUNTING GROUNDS OF HIS PEOPLE, AND ANGERED BY THE LACK OF GOODINDIAN FAITH TERRITORY. IN 1866, AT A COUNCIL AT FORT LARAMIE, WYOMING, RED CLOUD REPEATED HIS REFUSAL OF THE WHITES, DEFIANTLYREIS CLOUD:ADDRESSED HIS PEOPLE. WILLIAM S. WNEY) TO ASK FOR A PATH THROUGH NEAR YE, DAKOTAS! WHEN THE GREAT FATHER AT WASHINGTON SENT US HIS CHIEF OUR HUNTING-GROUNDS; A WAY FOR HIS SOLLIER (MAJOR IRON ROAD TO THE MOUNTAINS GENERAL ANDUS, THE BUT WESTERN TO SEEK SEA)-,WE'WERE TOLD THAT THEY cLD IN THE FAR WEST. ;z,OUR OLD CHIEFS, WISHEDcMERELY TO PASS THROUGH OUR COUNTRY, THOUGHT TO SHOW. NOT:TO.TARRY AMONG THEIR YET BEFORE THEFRIENDSHIP ASHES OF AND THE GOOD COUNCIL WILL, FIRE WHEN ARE THEY COLD, ALLOWED THE THISGREAT DANGEROUS., FATHER IS SNAKE IN OUR MIDST.... THE LITTLE PINEY. BUILDINGHIS PRESENCE HIS FORTS HERE IS AN INSULT AMONG US. YOUGRAVESAND HAVE A THREAT. TOHEARD BE PLOWED-FOR THE'IT'IS WOUND AN OF-THE'ORN?INSU WHITE SOLDIER'S AXE UPON DAKOTAS,TO THE SPIRITSI AM FOR OF WAR! OUR ANCESTORS. ARE WE THEN TO GIVE UP THEIR SACRED'

-52- LESSON 6 TEACHER'S GUIDE Purpose: This lesson shows how two great-Sioux chiefs retained ,,,thpir dignity even while they lost their lands; rights, and lives. dignity of Sittfng Bull and Crazy Horse. \, , Objective:`Sitting Bull's, .The students was spoken should while admire he was the in-exile eloquence Tellin andCanada. the students that you are going to listen to the speeches of two greatReview Sioux hisChiefs. speech and its introduction from The first one, Lesson 5. 1. What are.some descriptivePlay thewords introduttfal that paint and a goodspeech picture from LessOn 6. 'Ask them: of Sitting Bull? 2.3. WouldCan 'you Sitting compare Bull Sitting have madeBull awith good any president? leaders of modern Why or why not? times? Play the tape of the Crazy Horse speech and introduction.1. What sort of things did Crazy Horse tell about the Indian opinion Ask them: of life,on a reservation? 3..2. What'sDid the Crazy white Horse's soldiers version act honorablyof the killing with Crazyof Custer Horse? and his men? Open your activity booklets to Lesson 6. 4. died?After hearing Crazy Horse's speech and Major Lemly's report Why? do you feel sad for the way this Chief LESSON 6 - ACTIVITY BOOKLET ACTIVITYIndians #1 by(OPTIONAL): some whites. Look up Lieutenant Caney and his acts during the Viet NaM War and compare them to the treatment of the

ACTIVITYCrazy Horse?:,#2--- Now write a last song of only threeRe-read short Sitting Bull's Last Song from Lesson 1. In what ways does it sentences,sound sad? which you would like to sum up Does he sound as sad as yourlife.

-54-, r Now YOU HAVE OUR LANDS. WITH DIGNITY.' 6; LEAVE US TO LIVE AND DIE o 55 TOUCH THE EARTH INTRODUCTION: BIGHORNSITTING-BULLINDIAN," IN 1876, HE CONSISTENTLYWOULD SITTING SAT, BULL REFUSED FLED TO TO CANADA SUBMIT WHERE TO RESERVATION HE WAS ALLOWED LIFE." TO LIVE IN PEACE. "BUT NOT A RESERVATION INMAN." AFTER THE BATTLE ON LITTLE GOD -MADE ME AN COMMISSIONTHECONSTANT CIRCUMSTANCE SOURCELED'BY OFOFGENERAL'ALFRED AEMBARRASSMENT "RENEGADE" TERRYAMERICAN TO THE CAME AMERICANINDIAN TO CANADA BEING GOVERNMENT. TO TREATED ENTREAT WELL SITTING IN CANADA BULL ANDWAS A FINALLY', AN AMERICAN WITHREPLIEDHIS THESMALL GREATTO BANDGENERAL-TERRY'S WHITE OF SIOUX FATHER, REQUESTREMINDING BY HIMFIRST OF REVIEWINGTHE INNUMERABLE ALL HIS BROKEN TRIBE' RETURN TO THE UNITED STATES AND AGENCY LI SFE, EXPERIENCESTREATIES AND SITTING BULL SITTING BULL: PROMISES, AND THEN HE CONTINUED: FROM OUR OWN COUNTRY? FOR 64 YEARS YOU HAVE PERSECUTED MYPEOPLE. I WILL TELL YOU. WE'HAD NO PLACE TO GO, SO WE TOOK REFUGE HERE. I ASK YOU.WHAT WE HAVE DONE TOCAUSE US TO DEPART IT WAS ON THIS SIDE OF THE BOUNDARY I FIRST LEARNED TO SHOOT AND BE A MAN. FOR THAT REASON I HAVE COME. I WAS RAISED BACK.CLOSE TO, AND TODAY SHAKE HANDS WITH; THESE PEOPLE; I WAS KEPT EVEN ON THE MOVE UNTIL I WAS COMPELLED TO-FORSAe. MY OWN LANDS AND COME HERE. (HE STRIDES TOWARD CANADIAN COMMISSIONER MACLEOD;AND AMERICAN COMMISSIONERS.) OURSUPERINTENDENT COUNTRY, YOU 1ALSH,, TOOK IT SHAKES FROM US,HANDS WITH THEM, THENTHAT TURNS IS THETO THEWAY I CAME TO KNOW THESE PEOPLE, AND-THAT IS THE WAY LOOK HOW I STANDITH THESE PEOPLE (POINTING TO THE CANADIAN I PROPOSE TO LIVE.. WE DID NOT GIVE YOU NORTH WEST MOUNTED POLICE), LOOK AT ME.' YOU THINK I AM A FOOL, BUT YOU AREA GREATER FOOL THAN (THE ABODE OF TRUTH) AND YOU COME HERE TO TE_L US LIES. I AM, THIS HOUSE, WE _L THEDO I HOME NOTWILL WANTOFTHE STAY'WITH TO ENGLISH, HEAR THESE THEM, IS PEOPLE, A MEDICINE HOUSE NOW I HAVE THE COUNTRY WE CAME FROM BELONGED-TO. US.; YOU TOOK IT FROM US; SAIDWE WILL ENOUGH. YOU CAN GO BACK. SAY NO MORE, _ - TAKE-YOURLIES WITWYOU LIVE HERE. . HE OBVIOUSLY4' INTRODUCTION: BELIEVEDCRAZY HORSE HE COULD OF THE NOT, SIOUX FOR INSISTEDHE WAS INDIFFERENT, HE COULD NOT EVEN BE KILLEDCAVALIER, BY AABOUT BULLET. AFRAID HE MIGHT BE PLANNING AN UPRISING, THOSE WHO FEARED HIM MOST GUNFIRE. OTHERS HOURSSENTSHARED FORTY-THREE LATER,HIS BELIEF. HE DIED. POLICEMEN TO ARREST HIM. OF HIS SURRENDER, CHIEF LUTHER STANDING BEAR MAINTAINS THAT ONE RAN A BAYONET INTO HIS,STOMACH. A FEW NOTCRAZY CONSIDER HORSE HIS"FORESAW WHAT WOULD HAPPEN." EQUAL; IT MEANT. THE DOOM OF HIS RACE. "IT MEANT SUBMISSION TO'A PEOPLE WHOM HE DID IT FOR HIMSELF, BUT BECAUSE HISCRAZY HORSE:FEARED NO MAN AND WHENPEOPLE HE DIDWERE SURRENDER, TIRED OF IT WAS NOT BECAUSE HE DESIREDIN THE VERSION OF HIS DEATH BY MAJOR WARFARE.i.i LEMLY, WHO HAD BEEN STATIONED AT CAMP.- CRAZY HORSE: THEI WASCROWS NOT ORROBINSON, HOSTILE ARICKAREES, TOCRAZY THE AND HORSEWHITE TAKE DEFENDEDMAN. THEIR PONIES,HIS CHARACTER BUT AS HE WAS DYING. OCCASIONALLY MY YOUNG MEN WOULD ATTACK A PARTY OF JUST AS OFTEN, THEY DID IT, IN RETURN. WE HAD BUFFALO FOR FOOD, AND THEIR HIDES FOR CLOTHING,'AND WE PREFERRED THE CHASE TO A LIFE OF-IDLENESS WEON WERETHE RESERVATIONS,NOT ALLOWED TO WHERE LEAVE WE THE WERE RESERVATION,TO DRIVEN AGAINST HUNT. OURWE PREFERREDWILL. OUR OWN WAY OF LIVING, WE WERE NO-EXPENSE TO THE GOVERNMENT. AT TIMES-WE DID NOT GET ENOUGH TO EAT, AND ALL WE WANTED WAS PEACE MYAND VILLAGE, TO BE LEFT 'ALL ALONE OF US WOULD HAVE PERISHED OF EXPOSURETHEN ANDLONG HUNGER HAIR (CUSTA)HAD WE NOTCAME RECAPTURED IN THE SAME WAY. BUT THE GRAY FOX (GENERAL CROOK) CAME OUT IN THE SNOW AND BITTER COLD, AND DESTROY THEY SAY WE MASSACRED HIM, BLIT HE WOULD HAVE MASSACRED OUR PONIES. ANDUS HAD PAPOOSES, WE. NOT BUTDEFENDED WE WERE OURSELVES SO HEMMED IN THAT WE HADMAIN TO FIGHTTHE GRAY FOX SENT SOLDIERS TO SURROUND ME AND MY VILLAGE; BUT I WAS TIRED OF FIGHTING. AND FOUGHT TO THE DEATH. OUR FIRST IMPULSE WASTO ESCAPE WITH OUR SQUAWS ALL_ SPOTTEDJAILAGENCYI WANTED. WHILE WAS AGENCY,THE TO TROOPS BE INLEFT PEACE.WERE ALONE, APPROACHING SO I ANTICIPATED THE SITE THEIROE MY COMINGCAMP. AND MARCHED ALL NIGHT. TO SPOTTED THE AGENT TOLD ME I MUST FIRST TALK WITH THE TOUCH- THE - CLOUDS KNOWS-HOW i SETTLED AT TAIL BIGTRIED WHITE TO CHIEFCONFINE OF ME,THE AND WHEN I MADE AN EFFORT TO ESCAPE,, A SOLDIER RAN HIS BAYONET INTO ME, BLACK HILLS. UNDER HIS CARE I CAME HERE UNARMED, BUT INSTEAD OF TALKING, THEY EPILOGUE: I HAVE SPOKEN, THEN, WROTE woR LEMLY, "IN A WEAWAND TREMULOUS VOCE, HE BROKE INTO THE WEIRD AND NOW C") FAMOUS DEATH SONG OF THE SIOUX.. INSTANTLY THERE WERE TWO ANSWERING CALLS FROM BEYOND THE LINE CRAZY HORSE'S OLD FATHER AND MOTHER, WHO BEGGED ASTOOF SEEPICKETS;IT WAS,THEIR UNTIL ANDDYING BIG CRAZY SON, BAT TOLD ME THEY WERE FROM HORSE FELL BACK AND DIED."I HAD NO AUTHORITY TO ADMIT THEM, AND RESISTED THEIR APPEAL, PITEOUS -62- Purpose:LESSON 7 To give theTEACHER'S students GUIDEan Indian's ,view of Indian rights and the way the Indians were treated. Objective,; The students.wll understand hoW some feelingsRed0 CloUd'S and speechattitudes is quitetoward long the andwhite the man discussion were created is detailed 'duringso the teacherthe Indian's will first.yearshavejo decide as a conquered people. whetherthe activities- this lesson will require two days. Play the tape of the Introduction and Red Cloud's speech. A good place for dividing the lesson is after the discussion, before Discussion: 1. In the first two paragraphs, Red Cldud addressed the white people and God in two different ways.' What 1 2. poor,Heare acknowledgesthey? few, ignorant, some difference&eat wild food) between the Indians 'and,whites. (as brothers and friends,rand as God Alillighty and the Great Spirit). (white - white, clothed, many, wise, eat tame food =} What are they? (Indian-.. red skins, r 4.3. RedWhat Cloud labels tells on hisof thepeople breaking does heof denya treaty andhow? and other injustices by non-Indians to the Indians. (traders and thieves, etc.) What 5. Lookareperson? some at the9f thepragraph injustices? beginning "Look at me. ." How would you react upon listening to Red Cloud in 7.6. WhenIn theRed. next Cloud paragraph speaks about Red Cloudthe traders says he how is does"a little he-speak? offended" becauSe-of the drowning of his messengers 8. listeners?Theto lastthe-president. two !Why paragraphs or why not?'tell what Red 'Cloud wants. How is this an understatement? Do you think the way_he asked. antagonized his Open your Activity bdoklets to Lesson 7. -63- ACTIVITYLESSON 7#1 - ACTIVITY BOOKLET a ican newspaper, gave the story front -page' coverage Youthe havenext day.just studied the Words of agreat Sioux Chief, Red Cloud. -Its account included the following statement: The Newlork Times, that famous Amer- - :he"His evidently earnestyouto help mahner,himexercises yesterday.us inhis doingoverhis impassioned so.'. audjeence, gestures, produces the eloquencea vast effect of his on hands,the dense and throngthe magnetism which listened which '-You have children, and so have we. It seems to us that this is not an qnreasonahle request even though it We want to rear our children well, and ask Cloud's speech. In the spacer1.6es below, come youfrorma'savage.' be the editdr. Use quotes froth the speech to tell why,you feel that way about his speech. Write a couple of paragraphs telling your impressions of Red

O LESSON 7 ACTIVITY BOOKLET ACTIVITY. #2 .. . superior to the white man's In Lessons two, three, and four, You studied ways 'in which the -Indian .What does Red Cloud indicate that he consideresas their waUf . people.considered theirway oflife? life What phrasas,are boastful or full of pride? r I- What phrases are humble? . LesSon five.: How are they different? WhyCompare do you this think speech they of are Red different?- Cloud's with the one in In this next exercise, imagine that you Ware an Indian Chief sent on a 0 mission to a people who have taken your 1..a,nds, killed you'r messengers, broken.treaties, and lied abou , what you were signing. Tnstead of being- Lessonhumble, five. write ,a speech to thOse wrongdoers showing your indignatiowihthe spirit of Red Cloud's speech in , t -65- a 2 I C LET US TELL YOU HOW IT WAS WITH US, 7. NARRATOR: ONRECEPTION JUNE 16, 1870,IN NEW RED YORK---,---rTTHATE----ApDREW CLOUD OF THE TETON SIOUX WAS THOSETHE'GUEST WHO OFHAD HONOR-AT COME A TO HONOR THE WAR' LEADER COOPER UNION BEFORE MAKING THE TRIP TO WASHINGTON IN 1870 THAT WAS CALLED COMMAND,------ED THE SIOUX AT FETTEMAAN MAS§ACREIN-1866-AND----THE WAGON Box "RED CLOUD'S PEACE CRUSADE" FIGHT IN 1867 RED CLOUD: BECAUSE HE HAD BURIED THE WAR, HATCHET FOREVER, HERE TO BLESS WHAT I HAVE TO SAY TO YOU TODAY. MY BRETHREN AND MY FRIENDS WHO AREiERE BEFORE-ME-THIS_DAY, GOD THE GOOD SPIRIT MADE U.§-BOTI-1 RESPECTED YOU AS BRO-MERS-, `ALMIGHTY ALMIGHTY HAS MADE US ALL, AND HE IS HE GAVE YOU LANDS\AND HE YOUMADEGAVE HAVE YOUUS LANDS;COME,-BUT MADE HE YOUGAVE ALL US WHITETHESE ANDLANDS; CLOTHED YOU CAMEYOU; INWHEN HERE, AND WE HE MADE US HE MADE US WITH REDSKINS AND POORI.IN FEW, AND WE ARE POOR, WHEN YOU FIRST CAME WE WERE VERY MANY, AND YOU WERE You DO NOT KNOW WHO APPEARS BEFORE YOU TODAY TO SPEAK. FEN; NOW.yOU ARE MANY, AND WE WE ARE GOOD AND NOT BAD, I AM A REPRESENTATIVE OF THE ARETHE GETTING REPORTS VERY THAT YOUORIGINAL HEAR CONCERNING.USAMERICAN RACE, ARE THE ALL FIRST ON PEOPLE OF THIS CONTINENT.. ONE SIDE. IT IS NOT SO. WE ARE ALWAYS WELL-DISPOSED TO THEM. WE HAVE GIVEN YOU NEARLYALL OUR LANDS, AND IF You ARE HERE TOLD WE HAD ANYTHATVERY MORE WE LITTLE ARELAND TRADERS LANDTO GIVE AND, AND WEWE THIEVES, WOULDWANT YOUBE AND NOW, VERY GLAD TO GIVE IT, AS OUR DEAR FRIENDS, TO HELP US WE HAVE NOTHING MORE, WITH THE GOVERNMENT OF THE WE ARE DRIVEN INTO A UNITED STATES. THE GREAT FATHER MADE US POOR AND IGNORANT THE GREAT FATHER, THE GOD FATHER IN HEAVEN, MADE YOU ALL - MADE YOU RICH AND WISE AND MORE SKILLFUL TO EAT TAME FOOD - IN THESE THINGS THATCALIFORNIA;MADE WE US KNOW TO EATNOTHINGASK WILDTHOSE ABOUT,FOOD WHO -HAVE GIVES SETTLED US THERE AND IN THE WILD FOOD, YouUTAH, ASK 'ANDANYBODY YOU WHOWILL HAS FIND GONE THAT THROUGH WE HAVE OUR TREATED COUNTRY TO THEM ALWAYSAND PROSPEROUS; WELL. YOU HAVE CHILDREN; WE HAVE CHILDREN, YOU.WANT TO RAISE YOUR CHILDREN AND MAKE THEM HAPPY 60 WEMANT TO RAISE AND MAKE THEM HAPPY AND PROSPEROUS.AT THE MOUTH OF THE HORSE CREEK, IN 1852, THE GREAT FATHER (PRESIDENT) MADE A TREATY WITH US BY WE ASK YOU TO HELP US DO IT. GOING WHICHTHROUGH.UNTIL WE AGREED TO LET ALL THAT COUNTRY OPEN FOR FIFTYFIVE YEARSAFTERWARD FOR THE THE TRANSIT TROOPS OFWERE THOSE SENT WHO INTO WERE THAT WECOUNTRY, KEPT THIS AND TREATY; WE NEVER TREATED ANY MAN WRONG; WE NEVER COMMITTED THE TROOPS KILLED OUR PEOPLE AND ILLTREATED ANY9MURDER OR DEPREDATION ANDTHEM,US, THERE THEAND ONLYTHUS.WAS NODISTRUBANCE. ONESWAR ANDTHAT TROUBLE EVER REACHED AROSE; US,BUT AND.BEFORE THEN THE AFTER TROOPS THEY REACHED US SINCE THAT TIME THERE HAVE BEEN VARIOUS GOODS SENT FROM TIME TO. TIME TO WERE SENT THERE WE WERE QUIET AND PEACEABLE, (VERY SOON AFTER) THE GOVERNMENT a ' TOOK THEM AWAY.- You, AS GOOD MEN, OUGHT TO HELP US TOCOLONEL THESE FITZPATRICKGOODS. OF THE GOVERNMENT SAID WE MUST ALL GO TO FARM, AND SOME QF THE PEOPLE WENT TO 'FORT LARAMIETOKNOW HAVEAND IT WEREPEACE BADLY AND INTREATED. ORDER TO HAVE PEACE CONTINUE. AND ALSO THE GREAT FATHER,WHO MADE US BOTH. I ONLY WANT TO DO THAT WHICH IS PEACEFUL, AND THE GREAT FATHERS THAT IS ALL WE WANT, ANDI THATCAME ISTO THEWASHINGTON REASON TOWHY SEE THE GREAT FATHER IN ORDER . WE ARE HERE NOW. -69- IN 186` MEN-CAME OUT AND BROUGHT PAPERS. WE ARE IGNORANT AND DO NOT READ PAPERS, AND THEY DID NOT WOULDTELL "Ils NOT.MAKE RIGHT WAR,WHAT WASAND IN THESE PAPERS. GIVE OUR TRADERS SOMETHING. WE WANTED THEM TO TAKE AWAY THEIR FORTS, LEAVE OUR. COUNTRY, THEY SAID WE HAD BOUND OURSELVES TO TRADE ON THE WHEN I WENT TO WASHINGTON MISSOURI,I SAW THE AND GREAT WE SAID,FATHER.' NO, THEWE DIDGREAT NOT FATHER WANT THAT.SHOWED ME WHAT THE TREATIES WERE; ME AND DIDTHE NOT INTERPRETERS LET DECEIVED US. ME KNOW WHAT THE RIGHT SIDE OF THE HE SHOWED ME ALL THESE POINTS WHATTREATYAND SHOWEDI WAS.SAY ANDME THATWHAT THEI REPRESENT.... INTERPRETERS HAD DECEIVED ALL I WANT IS RIGHT AND JUSTICE... I REPRESENT THE SIOUX NATION; THEY WILL BE GOVERNED BY NOT ASK FOR RICHES, BUT WE WANT OUR CHILDREN LOOK AT ME. I AM POOR AND NAKED, BUT'I AM THE CHIEF PROPERLY TRAINED AND BROUGHT UP. d?THE, NATION. WE DO NOT WE LOOK TO YOU FOR YOUR WANT ANYTHrNG WE HAVE- RICHES, WE DO WENOTHINGSYMPATHY. WANT TO BUT HAVE ROB LOVE (US) AND AND PEACE GET THE RICHES OF THIS WORLD AWAY OUR. RICHES WILL ... DO US NO GOOD; WE CANNOT TAKE AWAY INTO THE OTHER WORLD , WE WOULD LIKE TO KNOW WHY COMMISSIONERS ARE SENT FROM US? OUT THERE TO DO -70- 1 4 I WAS BROUGHT UP AMONG THE TRADERS AND THOSE WHO CAME OUT THERE IN THE EARLY TIMES, I HAD A GOOD TIMEFOR.THEYUSE FIREARMS TREATED AND AMMUNITION, US NICELY ANDAND ALLWELL. WENT ON VERY THEY TAUGHT ME HOW TO WEAR CLOTHES AND USE TOBACCO, AND TO WELL UNTIL THE GREAT FATHER SENT OUT ANOTHER KIND OF WERE SO BAD THAT MENHE -COULD MEN WHONOT DRANKKEEP THEMWHISKY, AT HOME,HE SENT AND OUT SO WHISKYMEN,HE SENT THEM MEN OUTI WHOHAVE'SENT DRANK ANDA GREAT QUARRELED, MANY WORDS MEN WHOTO THE GREAT FATHER, BUT I DON'T KNOW THAT THEY THERE, EVER REACH THE GREAT GREATFATHER, FATHER LATELY WOULD NEVER COME.TO HIM, SO IANDA THOUGHT AM GOING I WOULD TO LEAVECOME AND YOU TELL TODAY, YOU ANDMYSELF. I AMTHEY GOING WERE BACKDROWNED TO MYON HOME,THE WAY, THEREFORE I WAS A LITTLE OFFENDED WITH IT, I WANT TO TELL THE PEOPLE THAT THE WORDS I TOLD THE CANWEI CANNOT AMUNDERSTAND.ONEANOTHER; VERY TRUST GLAD HISTHAT AGENTS YOU BELONG AND SUPERINTENDENTS, TO US. I DON'T WANT ANY MORE SUCH MEN. I AM VERY GLAD THAT WE HAVE COME HERE AND FOUND YOU AND THAT WE i'T DON'T WANT .STRANGE PEOPLE THAT WE KNOW NOTHING ABOUT, -71- SENT OUT THERE, WED ARE SO POOR THAT WHEN THEY COME OUT THERE THEIR FIRST THOUGHTS ARE HOW THEY CAN FILL THEIRLANDS OWN THAT POCKETS. BELONG TO US SO THAT WE MAY NOT BE AWE WANT PRESERVES IN,OUR RESERVES. WE WANT HONEST MEN, AND WE WANT. YOU TO HELP TO KEEP US IN THE PREY TO THOSE WHO ARE VICIOUSLY IMPOSED. I AM GOING BACKFAREWELL. HOME, I AM VERY GLAD THAT YOU HAVE LISTENED TO ME, AND LASH YOU GOOD -BYE AND GIVE YOU-AN AFFECTIONATE

-7'2- ar ' LESSON 8 - TEACHER'S GUIDE Indian has lost in living the white man's Objectives:Purpose: way.This lesson should show many valuableThetheir students formerlife willexperiences way realizeof life. thehow many Indian values have changed yet they retain their respect for Discussion before tape: ThereWhen areyou somewere vocabularybetween four words and thesix studentsyears old, will did-you have to have any values that you don't have now?look Up' before the tape is played. What are they? This next literature Wouldselection you havewas writtenadmired aby flower Charles or a picture of a flower Many years later he wrote about his boyhood. Eastman who grew,up as an Indian and lived more? Listen to what he the hasIndian to say.way of life until he was 15 years old. Have them open their activity booklets to Lesson Play tape of Charies Eastman's selection. 8, and writetheir definitions. Discussion: 1.. from his boyhood to manhood? Play Black Elk's speech. 2. HeIn makeswhat waysmany hadstatements Charles aboutEastman's silence. life changed What is he trying to say? `Discussion: 2.1. What is,"sqUare the "power"boxes" doesthat Black,Elkis gone? speak of? 4.3. HaveWhat you is everthe otherthought world of thehe speaksIndian peopleof? as prisoners of war before? Why is it a good comparison?. PlayLESSON the 8 tape- TEACHER'S of Vine GUIDE,Deloria's (cont.) statement. Discussion: 1. HowVine is Deloriesthe tone isof Vinedetermined.) Deloria's statement different from Black Elk's? (Black Elk's is resigned, Open your books to activity #2, lesson 8. 2. Whyphilosophy does Vine of Deloria life) consider the Indian's way of life superior to the white man's? (more human 74 ACTIVITYLESSONDefine 8 the#1:- ACTIVITY following BOOKLETS words: 1.2. arrogancehumility 4.3. profoundlyarticulate 6.5. absolutepoise CX) 7.8. enduranceexistence 10. 9. dignitypatience ,11. 12. reverencecharacter 13.114. philosophy. revise 16.15. ideologicalultimate ACTIVITYLESSON 84-#2 ACTIVITY BOOKLETS in Rolla, North Dakota. .Below is printed an article taken from the "Turtle Mountain Star," the newspaper of Read it. Rolette County, published PUBLISHED IN PAPERS, DAVIS ARTICLE has been published in several area papers. :Davis is the(The son following of Mr. andarticle written by Jeff Davis, an eighth grade student at Ojibwa Indian PROUD TO BE AN INDIAN Mi-s. Johp Davis of Belcourt.) School at Belcourt people could recognize me as Indian I guess I felt just like anyone else I'm proud to be an Indian, yet I don't brag about it. I don't think I'd like I don't think tolike be withto make someone names that fOr makesthemselves trouble. by making trouble.AndI don'tI don't think think I'd they like help to be.inthe Indian anything either like by the having American people Indian watching Movement, and hearing because about I think the Indians are okay the way they area I think some these trouble- people just makers.IndianProud," heritage,or somevother but Ithing...I would rather want beto acceptedbe knowrl by as I'mpeople a wholevery as proud persona person to and be than notan Indian,ajust poor an Indian butIndian. I wouldn'tThey get likethe ideato wear that a allbig Indianssign saying are thatthings way. So they try to stay away froM the Indians.. boy for peoplelike "to Indian be and I'm proud of my likesorry anyone for, orelse. a savage that makes trouble all the Anyway,time. if I'm an Indian, that's not going to make me any better or any worse. - Indians are people just whetherWrite a youletter would to beJeff proud Davis, to beBelcourt, an indiari.: North Dakota telling him what you think of his article. Explain to him 8. WE HAVE.BEEN MADE TO GIVE UP A FOR ARTIFICIALSUPERIOR VALUES. WAY OF LIFE I NTRODUCT ION : OH I YESA, OR CHARLES EASTMAN, A SANTEE DAKOTA PHYSICIAN AND' AUTHOR., WAS BORN IN 1858 NEAR TOREDWOOD CANADA FALLS, WHERE .MINNESOTA,.HE LIVED"THE NOMADIC LIFE.OFTHE I FOUR YEAR'S- LATER, AFTER THE MINNESOTA MASSACRE IN 1862; HE FLED. WITH' HIS UPCLE SIOUX UNTILtHE,WAS 15. - = IN 1887 HE GRADUATED, FROM DARTMOUTH - ACOLLEGE 'GOVERNMEN11.PHYS AND THREE I YEARSC LATER RECEIVED A. DEGREE IN MEDICINE FROM BOSTON UN IVERS ITY I AN TO- THE PINE RIDGE AGENCY, SOUTH DAKOTA, AND AFTERWARDS TURNED TO PRIVATE PRACTICE. HE SERVED 3 YEARS AS ABOUT' T I ME HE BEGAN °TO` WR I TE AND LECTURE; HIS FIRST BOOK, INDIAN BOYHOOD, 3 APPEARED IN 1902 ., , OH I YESA : : .,- , / : , AS A CH I LI-./,:i . %UNDERSTOOD HOW TO GIVE; I HAVE FORGOTTEN THIS S GRACE SINCE I BECAME C I Y I. _ I 7,ED , I LIVED ,.... . 4 . , c GROWTHE NATURAL I NG TREE AN LITE., OBJECT O'REVERENCEWHEREAS I, NO14; LIVE' THE ARTIFICIAL. NOW I WORSHIP WITH THE WHITE MAN BEFORE A. PAINTED LANDSCAPE ANY PRETTY PEBBLE WAS VALUABLE TO. ME THEN; EVERY, , 4. WHOSE VALUE IS ESTIMATED, IN DOLLARS!:1 : THUS THE. INDIAN IS RECONSTRUCl:ED, AS . . . 'THE,NATURAL ROCKS ARE GROUND . TO POWDE-R AND MADE INTO ART I F I CI AL BLOCq' WHICH MAY BE BUILT .e. , INTO THE' WALLS. -OF .MODERN SOCIETY, -1 3 , . t , ' . C .N S. . THE FIRST AMERICAN MINGLED WITH HIS PRIDE A SINGULAR HUMILITY. SPIRITUAL ARROGANCE WAS FOREIGN TO 'HIS NATUREOVER AND THE TEACHING. DUMB CREATION; ON'THE OTHER HAND; HE NEVER CLAIMED THAT' THE POWER OF ARTICULATE SPEECH WAS IT IS TO HIM A PERILOUS GIFT. 4E BELIEVES 'PROOF OF SUPERIORITY PROFOUNDLY IN SILENCESELFHOOD - SILENCEIS EVER ISCALM THE AND'UNSHAKEN BY THE STORMS OF EXISTENCE.-ABSOLUTE POISE OR BALANCE OF BODY, MIND AND SPIRIT. "IT IS THE GREAT MYSTERY!" THE MAN WHO PRESERVES HIS °THE HOLY SILENCE IS HISCOURAGE VOICE!" ORENDURANCE, PATIENCE, IF YOU ASK HIM: "WHAT IS SILENCE?" HE WILL IF YOU ASK; "WHAT ARE THE FRUITS OF SILENCE?" DIGNITY AND REVERENCE. ANSWER: SILENCE IS THE CORNERSTONE OF CHARACTER." HE WILL SAY: "THEY ARE SELF-CONTROL, TRUE INTRODUCTION: HEHAKA SAPA, OR BLACK ELK, THE HOLY MAN SUFFERED BY HIS PEOPLE WHEN THEY WERE C :GED TO LEAVE THEIR OLD HOMELAND AND TAKE UP OF THE SIOUX, TELLS OF THE SPIRITUAL IMPOVERISHMENT THE BLACK ELK: THE WASICHUS (TERM USED FOR WHITEWHITE MEN) MAN'S HAVE WAYS. PUT USIN THESE SQUARE BOXES, OUR POWER IS GONE AND " IS-WITH ,AND..US, WE ARE DYING, FOR THE POWER IS NOT IN US ANYMORE, WHEN WE WERE LIVING BY THE POWER OF THE CIRCLE IN THE WAY WE YOU CAN LOOK. AT OUR SHOULD, BOYSBOYS WEREAND SEEMEN HOW IT AT,IS, TWELVE OR THIRTEEN. WE ARE'PRISIONERS OF WAR WHILE WE ARE WAITING BUT NOW ITTAKES THEM VERY MUCH LONGER TO MATURE, HERE, BUT THERE IS'ANOTHER WORLD. WELL, IT IS AS IT. t 80 VINE DELORIA, JR., 1971 OUR IDEAS WILL OVERCOME YOURIDEAS. WE ARE GOING TO CUT THE COUNTRY'S WHOLE VALUE SYSTEM TO HAVESHREDS. A SUPERIOR IT ISN'T IMPORTANT THAT THERE ARE ONLY 500,000 OF US INDIANS....WHAT WAYIS IMPORTANTOF LIFE, IS THAT WE WE INDIANS SHAVE A MORE HUMAN PHILOSOPHY OF LIFE, ITS:CONSTITUTION, ITS LAWS, IN TERMS WE INDIANS WILL SHOW THISOFIS HUMANCOUNTRY IDEOLOGICAL...WHAT,IS BEINGS, HOW TO INSTEAD ACT HUMAN. OF THE PROPERTY. ULTIMATE VALUE OF A SOMEDAY THIS COUNTRY WILL REVISE IF RED POWER IS TO BE A POWER-IN THIS COUNTRY IT IS BECAUSE IT VAN'S LIFE? THAT IS THE QUESTION. LESSON 9 - TEACHER'S GUIDE South Dakota, and why. Objective:Purpose: This lesson is included to give the students a briefTo givebackground the students and Thesome students knowledge will of knowwhat about has happenedthe Wounded at Woundedi(nee Massacre Knee, and why it is a frame of reference for soMe of the wound 0 the SiOAX people. modernDiscussion: happenings at Wounded Knee, South Dakota. Begin by playing the tape. 2.1. What havewere yousome heard ways aboutthe Indians the Wounded found Kneereservation Massacre life of 1890?hard? WhyHow does Vine Deloria believe it ould you have found it hard? Open your activity booklets to Lesson 9. 3. happened?How does, he say the War Department rationaliZed it? (delayed act of vengeance for Ouster's death) ACTIVITYLESSON 9 Wl:- ACTIVITY BOOKLETS Write a paragraph telling what a history textbook tells about the Wounded Knee Massacre of 1890. e, s- ACTIVITY #2: Look up what happened in Wounded Knee in 1972. Look in newspapers, magazines, and other resource mater- significantials from the to library. what happened in 1972. Give a short report on what you. have found. -Tell your class whether you think the Ma4sacre of e 1890 is 9. IS OUR HERITAGE ATHEWHY THREAT MASSACREARE YOUTO YOU? NOTAT HONEST ABOUT WOUNDED KNEE? FROM RED POWER VINE flELORIA JR.: RESERVATION IN SOUTH DAKOTA, EASTERNIN THE HALFMIDST OF OF THE THE RESERVATION, DEPRESSION, I WAS BORN IN MARTIN, A BORDER TOWN ON THE PINE RIDGE INDIAN MY FATHER WAS INAN 1934,INDIAN WHEN MISSIONARY I WAS 1, THE INDIAN RE GANIZATIONSERVED 18 CHAPELSACT WAS ONPASSED/- THE ALLOWING INDIAN TRIBES FULL RIGHTS OF SELF-GOVERNMENT FOR THE FIRST EVER SINCE THOSE DAYS, WHEN THE SIOUX HAD AGREED. TO FORSAKE WHiTI THE LIFE OF THE LINTER FORSSINCE THE LATE EIGHTEEN _ - C.CC THATLIFESIXTIES. OF AND THE PROPERTY, FARMER, THEY HAD BEEN SYSTEMATICALLY DEPRIVED TRIBAL CEREMONIES AND PRACTICES WERE FORBIDDEN,OF ANY VOICE IN THE RESERVATION WAS FULLY DECISIONS AFFECTING THEIR DOCONTROLLED SO, BY MEN'IN WASHINGTON, MOST OF WHOM HAD NEVER VISITED A RESERVATION AND FELT NO URGE TO AND PRACTICES WERE GIVEN FULLKYLE, RECOGNITION A SMALL SETTLEMENT BY FEDERAL IN AUTHORITIES, THE HEART OF THE RESERVATION,WITH THE PASSAGE TO ATTEND OF THETHE INDIANDANCES, REORGANIZATION :kT, NATIVE CEREMONIES MY EARLIEST MEMORIES ARE OF TRIPS ALONG DUSTY ROADS TO ANCIENT MEN BROUGHT THEIRHALF COSTUMES CENTURY OUTBEFORE, OF HIDING AND WALKED ABOUTTHE GROUNDSI REMEMBER GATHERING BEST DEWEYNE HONORS BEARD, THEN IN HIS LATE EIGHTIES AND A SURVIVOR OF THE THEY HAD EARNED A LITTLEPRISAL, BIG HORN, EVEN AT THAT LATE DATE DEWEY WAS HESITANT TO SPEAK OF THE BATTLE FOR FEAR OF RE- ,CLUDING'BELIEVED WOMEN TO AND HAVE CHILDREN, BEEN A DELAYEDWERE SLAUGHTERED ACT OF VENGEANCE IN 1390 FORBYTHE TROOPERSCUSTER'S MOST MEMORABLE OFDEFEAT. THE SEVENTH EVENT INCAVALRY MY EARLY IN WHATCHILDHOOD IS WAS VISITING WOUNDED KNEE WHERE 200 Sioux, IN7 THE PEOPLE WERE SIMPLY LINED "RETURNEDETCHEDUP ANDTO THESHOTIN THESCENE DOWN. MINDS AFTER OF THEMANY STORM OF THESOME RESERVATION WERE STILL PEOPLE,ALIVE AND BUT WERE IT WASSAVED. DIFFICULT TO FIND ANYONE WHO WANTED THE WOUNDED WERE LEFT TO DIE IN A THREE-DAY DAKOTA BLIZZARD, AND WHEN THE SOLDIERS THE MASSACRE WAS VIVIDLY THETO TALK RESERVATION ABOUT IT. ALWAYS WENT OUT OF THEIR WAY TO HELPMANY THEM. TIMES, OVER THE YEARS, 'MY FATHER WOULD POINT OUT SURVIVORS OF THE MASSACRE, AND PEOPLE ON FOR A 144G TIME THERE WAS A BILL IN CON- GRESS"BATTLE"INDIAN TO PAY WOMENTO INDEMNITIESSTAMP AND OUTCHILDREN THE TO GHOSTTHE FARED SURVIVORS, DANCE MILES RELIGION FROM BUT THE THE OF SCENE WARTHE DEPARTMENTSIOUX.OF THE INCIDENT. AL AYS INSISTED THAT IT HAD BEEN A THIS ES NOT, HOWEVER, EXPLAIN BAYONETED Purpose:LESSON 10 To acquaint the studentsTEACHER'S with modernGUIDE attitudes stemming from past injustices. theyObjective: understand the differences between them. Before playing the tape of this lesson, discuss satire, The student will know why the Indians seized Alcatraz. sarcasm,.and irony with your students,. Make sure . Play the tape. Discussion: 1. This"right proclamation of discovery" satirizes spoken many of inof thethe firstwhite paragraph?man's dealings with the Indian peOple What is the Open your activity booklets to the final activity.3.2. WhatWhat are feelings some grievances, do you have they about bring their up incause? this proclamation? LESSON 10 - ACTIVITY BOOKLET Tehmselves." You h ve come in contact with many 'differentnever Indians knew andbefOre. their views. You have come to the end bf'"The Indians Speak for Now, it is your turn to use the information you have assimilated. The selections have taught you things a out the Indian people ,which you Write a statement in ,.which you give your. opinions and feelings about: . (1) The value of the Indian way of life; (2) The treat- uation.ment of the Indian people; Write this. statement as though you were going,to hand it to one of today's (3) The_ eservation Indian's life; and (4) What can be done to help the sit- Indian leaders.

%Ce71E.,a 7, 10, CAUSELET ITFOR BE OUR KNOWN ACTIONS. THAT WE HAVE JUST , r INDIANS OF ALL fRIBES, SAN FRANCISCO, CALIFORNIAPROCLAMATION TO THE GREAT WHITE FATHER AN!) ALL HIS PEOPLE AMERICAN INDIANS BY RIGHT OF DISCOVERY, WE WISHTHE NATIVETO BE FAIRAMERICANS, AND HONORABLE RE-CLAIM IN THE OUR LAND DEALINGS KNOWN AS WITH'THE CAUCASIAN INHABITANTS OF THIS LAND,ALCATRAZ ISLAND. IN THE NAME OF'"ALL AND HEREBY OFFER THE FOLLOWING TREATY: WE WILL PURCHASE SAID ALCATRAZ ISLAND FOR TWENTY-FOUR DOLLARS ($24.00) IN GLASS BEADS AND RED 300 YEARS AGO. WE WASCLOTH,KNOW SOLD, THATA PRECEDENT BUT NE KNOW SET THATBY LAND VALUES HAVE RISEN $24.00 IN TRADE GOODS FOR THESE 16 ACRES IS MORE THAN WAS PAID WHEN THE WHITE MAN'S PURCHASE OF A SIMILAR ISLAND ABOUT. OVER THE YEARS. OUR OFFER OF $.1.24 PER ACRE MANHATTAN ISLAND THEIRIS LARD.GREATER THAN THE 47 PER ACRE THAT THE WHITE MEN ARE NOW PAYING THE CALIFORNIA INDIANS-FOR . THAT LAND FOR THEIR OWN, TO BE PERPETUITYHELD IN TRUST - FOR BY ASTHE LONG AMERICAN AS THE INDIAN SUN SHALL RISE ANDWE THEWILL GIVE TO THE INHABITANTS OF THIS. ISLAND A POR ON OF AFFAIRS AND BY THE BUREAU OF CAUCASIAN RIVERS GO DOWN TO THE SEA, AFFAIRS TO HOLD IN 'WE'''WILL,FURTHER GUIDE THE' INHABITANTS IN THE PROPER WAY OF LIVING. WE WILL OFFER THEM OUR RELIGION) '"RAISE THEM OURAND. EDUCATION) ALL THEIR WHITEOUR LIFE-WAYS)'BROTHERS UP'IN ORDER TO HELP THEM ACHIEVE OUR FROM THEIR SAVAGE AND UNHAPPY STATE. LEVEL OF CIVILIZATION AND THUS WE OFFER. THIS TREATY IN GOOD EAITICAND WISH TO BE '11^1E0FEELFAIR AND HONORABLE THAT THIS IN SO-CALLED OUR DEALINGS. ALCATRAZ WITH ISLAND IS MORE THAN SUITABLE FOR AN INDIAN 'RESERVATION; ALL WHITE. MEN. a ° AS DETERMINED BY THE WHITE-MAN'S OWN STANDARDS. BY THIS WE,MEAN THAT THIS PLACE REIMBLESTMOST . INDIAN RESERVATIONS IN THAT;.. I a CO ITIT HAS IS NO,,FRESHISOLATED RUNNINGFROM MODERN WATER. FACILITIES YkND WITHOUT ADEQUATE MEANS OF TRANSPORTATION. t' c . _ - 3, IT HAS INADEQUATE SANITATIONo . FACILITIES. ;51 - THERETHEREI ISARE NO NO INDUSTRY OIL OR MINERALAND RIGHTS. SO.UNEITLOyrEWIS VERY GREAT. . THERE ARE 1NO HEALTFICARE , 77 THE SOIL IS ROCKY AND NON-PRODUCTIVE; AND. THE LAND DOES NOT SUPPORT GAME. . EACILITIES.. ---- a 9* e. I O

, .11%,. e 41/ J 0 THERE ARE. NO 'EDUCATIONAL FACILITIES'', Cr: . 10. THE1" POPULATION HAS ALWAYS BEEN HELD- AS PRISONERSPOPULATION° AND HAS KEPT ALAYS DEPENDENT EXCEEDED PQN LAND BASE. OTHERS. --THE GOLDEN FURTHER,- IT WOULD BE FITTING AND SYMBOLIC THAT SHIPS FROM ALLGATE, OVER WOULDTHE WORLD, FIRST SEA` INDIAN LAND, AND THUS BE REMINDED.OF THE TRUE-HISTORY-OF THIS ENTERING 77-NATIQN.-.THIS I ND I ANS. - PJ WOULD $E A SYMBOL OF THE GREAT LANDS-ONCE RULED BY FREE AND NOBLE O BIBLIOGRAPHY McLuhan, T.C.,-,Touchthe Earth, A Self-Portrait of York,Indian New Lxistence, York. 1971, Outerbrjdge and Dienstfrey, New Josephy,Sanders; Jr., Thomas Alvin:1.--, E., and Red Peek, Power, Walter the AmericanW., Literature Indian'sNew ofYdrk, Fight the NewAmericanIor York.Freedom Indian, 5-1-97-1-,-McGraw-Hill 1973, /. Air GJenco Press, New York. Book Company, EditedCome to by16wer Margeet Allery Press, Trumansburg, New York Eleven Contemporary Indian Poets,o Ed. by Dick 1974. Lowrie, intro. by Joseph Bruchoe, The Crossing

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