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Mihtohseenionki Teacher Resource Guide

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Mihtohseenionki Teacher Resource Guide Miami Curriculum Miami Curriculum –Karen Baldwin, with involvement of the Miami Tribe of Oklahoma and the Miami Nation of Indiana Miami Chief 23 Self – Living in Balance with One’s Self Little Turtle. 1. Miami Language (Grades 3-5) Image courtesy of Indiana 2. Living in Two Worlds (Grades 3-5) Historical Society 33 Others – Living in Balance with Others 1. Respecting Your Elders (Grades 3-4) 2. Family Ties (Grade 4) 3. Miami Leaders (Grade 8) 4. Games of the Miami (Grades 3-5) 5. History of the Miami (Grade 8) 6. Government: Sovereignty (Grade 8) 75 Landscape – Living in Balance with the Land 1. Place Names of Indiana (Grades 3-5) 2. Miami Calendar (Grade 4) 79 Creator – Living in Balance with the Creator 1. Handout: Laws of Relationship 2. Handout: Four Directions Circle Jessie Baldwin (Miami Tribe of Oklahoma), 1994. Photo: Karen Baldwin MIAMI CURRICULUM land base, and little traditional culture. Introduction Despite their losses, the Miami retained a strong sense of kinship and maintain a degree of communal status today. The Miami Nation The Miami Nation is an indigenous group of Gallery Connections people of the lower Great Lakes region. Their The Miami Nations were directly involved in traditional homelands include what are now the development and creation of Mihtohseenionki. Indiana, Western Ohio, Eastern Illinois and the Throughout the gallery are specific references lower portions of Wisconsin and Michigan. to Miami art, history and culture past and The Miami’s closest relatives are the Illinois. present. A special section of the gallery focuses Both the Miami and the Illinois languages are specifically on the Miami people and includes different dialects of the same language, and rare historical Miami objects and contemporary their customs and cultures are very similar. objects and clothing on loan to the Eiteljorg Several smaller bands associated with the Museum for limited amounts of time. Constant Miami, including the Wea, Piankashaw and to the gallery are the voices and pictures of the Eel River Miami, maintained a certain degree Miami people, including videos on the Miami of political autonomy. language reclamation project and artist Scott From 1795 to 1854, the Miami were forced to Shoemaker (Miami Nation of Indiana) as he relinquish most of their homelands through makes a pair of moccasins that are on view in several treaties. It didn’t take long before their the gallery. The interactive map provides an entire land base in Indiana consisted of indi- opportunity for students to see and hear about vidual tracts of land set aside for families. In the Miami influence on the Indiana region. 1846, the “Miami tribe of Indians” (as quoted in 1840 treaty) was forcibly removed from Indiana to a reservation in Kansas, although Lesson Plans several extended families totaling about 300 The following lessons were created for people were exempt from the removal. Those Eiteljorg Museum as part of its Indiana remaining in Indiana, whose descendants Woodlands exhibition entitled Mihtohseenionki form the basis of the Miami Nation of Indiana (The People’s Place). This curriculum is relevant today, found themselves without federal to the Miami Nations and should not be used recognition by 1897. This historic separation to universally depict other tribes. It was is the basis of the distinction between the designed to accomplish several goals: Western Miami, who were removed to Kansas and then Oklahoma, and the Eastern Miami, 1. to present history, government, language and who remained in Indiana. culture of the Miami People in a balanced, Western Miami tribal members forced onto accurate and comprehensive manner; a reservation in Kansas did not remain there 2. to counter the many stereotypes young long. The 1867 Treaty forced less than 80 children have about Native Americans; Kansas Miami to allotment lands in Oklahoma, 3. to encourage students to think of Miami where the Miami Tribe of Oklahoma, a federally Indians as real people who live, work and recognized tribe, maintains offices today. play in similar ways to those of other Several families stayed in Kansas and accepted Americans; and American citizenship, which by treaty abolished their tribal rights. By 1900, the Miami Nation 4. to recognize that the Miami People belong consisted of fragmented communities stretching to a nation that, like other nations, has from Indiana to Oklahoma. None was able to governmental, economic, social and hold enough land to support the social organ- cultural needs. ization needed to maintain traditional Miami This curriculum is designed to represent the language and culture. Miami Nation as a true Native Nation. We did Sometime during the 1960s, the Miami Nation not focus on battles, stone tools, and wigwams. had no speakers of their Native language, no The Miami People are a living people with a 21 MIAMI CURRICULUM history, not solely a people from history. To Educators will notice there is not a specific comprehensively educate others about the lesson on Miami culture, because culture is Miami Nation, it is necessary to describe those behavior, the physical enactment of a people’s attributes that make the Miami a nation. beliefs, values, and knowledge. Culture is Thus we have included in this curriculum essentially the way people live and think and the following subjects: is expressed through the products they create. > ties to land; All of these lessons contain cultural elements that should be easily identified as those > economy; behaviors or beliefs that might differ from > politics and government; mainstream America. > language and culture; We hope we have done justice to the Miami People and portrayed their historical and > social structure and roles. contemporary lives in a positive and balanced This curriculum is intended to challenge manner. We hope this learning experience students’ knowledge about the Miami People, creates awareness and understanding so that since it. is through the examination and study the Miami People can emerge from the dusty of other cultures that we learn about ourselves. history books as modern-day neighbors, We hope that students will learn about their friends and fellow Americans. American identities and relationships to other nations by learning about the experiences of the Miami People. Educators should be aware that Miami People had a sophisticated social organization, extensive form of politics, economy, and a fully developed language capable of expressing their philosophy and beliefs. The information used to develop this cur- riculum comes from many sources. We tried diligently to use primary resources and utilize appropriate Miami Tribal representation. Primary resources are first-person accounts of historical events, without contemporary interpretation by historians. All tribal repre- sentatives who helped with the lessons are members of the Miami communities in Indiana and Oklahoma and are knowledgeable about Miami history, language, culture, and politics. 22 MIAMI Living in Balance with One’s Self words for them; any language has this capability. SELF Iilaataweenki (Miami Language) The chart at the bottom of this page gives just a few examples of some terms and phrases Grades 3-5 from the Miami language along with their Living in Balance with One’s Self literal translation. The Miami language is part of the larger Algonquian language family, which includes about 25 different languages. The Miami call their language myaamia iilaataweenki. You may have noticed by now that the word “Miami” is derived from the word myaamia in the Miami language. Because language is the verbal expression of a people’s beliefs, values, and knowledge, it Teacher Background stands to reason that the Miami language The Miami language, like other Native reflects Miami culture. This is especially visible languages, has long been viewed as simplistic in the animate v. inanimate noun classification and primitive, with little value in the modern in Miami, a characteristic that is common to world. This inaccurate view is expressed by other Algonquian-based languages as well. author McClurg in Chief Clarence Godfroy’s Miami nouns are either marked as animate or Miami Indian Stories: inanimate. This distinction can be seen in the final vowel: a final “i” means the noun is The vocabulary of the Miamis was not very inanimate (like kookani, “spoon”) and final great, probably containing not over six hundred vowel “a” means the noun is animate (like or eight hundred words, but it was all they eehsipana, “raccoon”). needed in their savage life. (McClurg 159) The English definition tied to the terms animate and inaminate doesn’t always apply Now linguists, as well as speakers of the to the Miami language but they are the best Miami language, know the Miami language English words to describe this concept. Many was extensive. In fact, many Miami language ceremonial items like feathers (piiwia) and manuscripts from the late 1800s have literally pipes (ahpwaakana) are animate to Miami thousands of entries and vocabulary items. People. Some plants like tobacco (ahseema) Students should realize that any language and cedar (ˇsiinkwaahkwa), stellar objects like has the potential to grow and change. As new the sun (kiilhswa) and stars (alaankwa), and items (like computers) appear, we must create even some body parts (nihciwa, arm) are considered animate to Miami. This is a good Miami English equivalent Literal translation aahkoleeki soohkwaakaniˇ train smoking sled oocia pakantaakani flyswatter thing you hit flies with aacimwaakani phone thing you talk with masaanikaani tent house of threads waapinkolookia elephant gray skin kaayociiki cucumber it has a thorny body waapaahˇsiiki nickel bright, shiny, white soowiteehiaaniˇ I am sorry My heart is sore 23 Living in Balance with One’s Self MIAMI example of the disparity between languages. Miami communities are trying to reclaim This is why we should not imply that some their language. Some Miami children are languages are inferior to others—they are just learning to speak their ancestral language different, that’s all.
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