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Miami Leaders OTHERS Past and Present Throughout the Gallery

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Miami Leaders OTHERS Past and Present Throughout the Gallery MIAMI Living in Balance with Others Gallery Connections Miami Leaders There are many examples of Miami leaders OTHERS past and present throughout the gallery. Grade 8 Students can explore the historical timeline in Living in Balance with Others the Mihtohseenionki exhibit and highlight the decisions the Miami made in providing for their people. Teacher Background Miami leaders of today carry many of the same responsibilities they did in the past. Below are some qualities of Miami leaders. • They consider the overall welfare of the Miami People now and for generations to come. • They serve the Miami People, but do not control them. • They lead by example, showing respect and kindness to the Miami People. • They often have great oratory skills. There are many different types of leaders within a tribal community. Some are elected officials and some are recognized for their knowledge or abilities that distinguish them as community leaders. Many elders in the Miami community have great influence because of their knowledge and kindness. They are con- sidered leaders because people look to them for guidance. Other kinds of leaders, including young people who have obtained degrees in law, economics, business, linguistics, anthro- pology, and education are emerging, as well. All help our elected officials make important decisions, so they, too, are leaders. Changes brought on by the Europeans and the dominant American society have altered the leadership structure and responsibilities of the Miami. Many tribal leaders must have both traditional and contemporar qualities to be successful. Leaders must be able to work in a traditional fashion within their own commu- nity, but also be effective at working with other nations or governments who might have different values and beliefs. 47 ACTIVITY – MIAMI LEADERS Miami Leaders position, not just council members. With the election, it is a majority-rules decision. Indiana Academic Standards: Grade 8 3. The chief (called akima in Miami) introduces Social Studies: Standard 2 – Civics and Government an issue to be discussed and the council (8.2.1, 8.2.2, 8.2.4) members proceed to talk about it until Language Arts: Standard 4 – Writing Process consensus is reached. Have each council (8.4.2, 8.4.4, 8.4.7, 8.4.8); Standard 5 – Writing member consult with their family members Applications (8.5.3, 8.5.6, 8.5.7) to decide their position on the issue. Make sure there are some families that are Objectives culturally focused (community health and Students will be able to: longevity) and others who are economically 1. better understand how Miami tribal decisions focused (money minded). are made; 4. Have council discuss the issue below. Be sure 2. appreciate the process by which the decisions to provide the pros and cons throughout the are made; discussion as well as to encourage students 3. identify the essential ideas relating to to come up with more. Before the council leadership and government in Miami life; votes, allow council members to consult with 4. compare the roles of leaders in Miami their other family members. The council government with those of leaders and in then votes after much discussion. A decision state and national government; cannot be made unless a consensus is reached. 5. compare the responsibilities of individuals (A consensus means that everyone has to and groups in Miami government with come to agreement and be willing to support those in state and national government; a specific decision. This is a traditional and Miami way of making decisions.) 6. write a descriptive essay or report comparing the Miami form of representative democracy Contemporary Issue with the form of representative government The tribe needs to decide whether or not to described by the U. S. Constitution. open and operate their own tribal school for tribal members. Time Needed Pros One 45-minute class period. Students will The Tribe will be able to: need additional time to complete their essay. • teach language and culture; • teach traditional values and beliefs; Materials Needed • incorporate the traditional role of elders as teachers’ aids; None • implement programs that incorporate families and siblings to help instill a community Procedure atmosphere; and The purpose of this activity is for students to • abolish the grading system and use a more experience the tribal decision-making process. traditional means of measuring progress. The class will become the decision-making Cons: body of the tribe, the leaders. • Financial obligations would be extensive. 1. Divide the class into groups of 3. Each group • Are there members who are educated and will represent a major family of the tribe. skilled to teach and operate the school? If Within that family, they are to choose a family not, then the tribe will need to train people representative to sit on the tribal council. They for the positions, which will be another can even choose a family name if they like. expense. 2. Next, a chief and second chief will be elected • The tribe would have to develop measures (often referred to as president and vice pres- of accountability to insure children are ident in some tribes) from the general class learning to a required standard. population. All tribal members vote on this 48 ACTIVITY – MIAMI LEADERS Discussion Students at this level will be able to under- stand that Miami leaders are elected, that they Help students focus on the fundamental serve the Miami people and that the Miami ideas behind the decision-making process they people themselves have a great deal of the have just experienced by discussing questions decision-making power. like these. High School: Students in high school civics • How were leaders elected? Did everyone have and U. S. government classes will also benefit an opportunity to participate? Does this from this activity, which provides a “hands-on” seem to be a fair way of selecting leaders? way of dealing with fundamental concepts such How does this compare with the way leaders as popular sovereignty, direct and indirect are selected in state and national elections? democracy, consensus, majority rule, represen- • What is it like to be a chief and a second tative government and civic responsibility. chief? Are chiefs rulers with absolute power The research essay and report are excellent ways over their subjects, or do tribal members/ for older students to continue developing citizens take an active role in selecting leaders their research and writing skills. and making decisions? What kinds of skills do tribal leaders need to be effective? • What kinds of roles and responsibilities do Assessment individuals and groups, such as families, Students should be evaluated on the basis have in Miami government? How does this of individual work and participation and compare with the civic responsibility of cooperation in group activities and discussion. individuals in state and national government? Each student will: • What was it like to make decisions the Miami • describe the basic concept of tribal leadership way, by consensus? How is this different and how a tribal council functions; from making decisions by majority vote? • explain the roles and responsibilities of • What does the word “democracy” mean? leaders, individuals and groups in the Based on their experience with the decision- Miami decision-making process; and making process, would students describe • participate in group research and the writing Miami governmental traditions as demo- of an essay demonstrating a command of cratic? Why or why not? language, research, organizational and drafting strategies. Students will proofread, Essay evaluate and revise their own writing before turning it in. Place students in groups of 3 to research and then write descriptive essays or reports comparing the Miami form of representative Resources democracy with the form of representative • Kickingbird, Kirke and Lynn Shelby. Youth for government described in the U. S. Tribal Government. Constitution. Extending the Lesson If taught prior to or following the Miami history lesson, have students explore the decisions those Miami leaders had to make. Teaching to Other Grade Levels Grades 4 and 5: Students will enjoy taking part in the simulation of electing leaders and holding a tribal council. They should be able to discuss the issue of whether or not to create a tribal school and reach a consensus. 49 Miami Leaders Miami leaders > consider the overall welfare of the Miami People now and for generations to come; “ > serve the Miami People, but do not control them; > lead by example, showing respect and kindness to the Miami People; and > often have great oratory skills. My friend, the clouds appear to be rising in a different quarter, which threatens to turn our light into darkness. To prevent this, it may require the united efforts of us all. We hope that none of us will be found to shrink from the storm that threatens to burst upon our nations. “ —Mihˇsihkinaahkwa, Chief Little Turtle (Miami) to Governor William Henry Harrison, 1812 “ Image courtesy of Indiana Historical Society We’re Miami and we’re proud of it. We just want everybody to know that we’re here; we’ve never left. —Miami Chief Frances Dunnagan (Miami Nation of Indiana), 1996 Image courtesy of Tyann Beesonen (Miami “ “ Nation of Indiana) I believe our children are our future. This is why our language and cultural efforts are so important— we have to prepare our children to be leaders of their Nation someday. They need to know about our government and our traditions—so that the Miami Nation of Oklahoma will always be here! —Miami Chief Floyd Leonard (Miami Tribe of Oklahoma) “ Image courtesy of Miami Tribe of Oklahoma MIAMI Living in Balance with Others Guessing Games Games of the Miami Games of chance are a guessing game: OTHERS Grades 3-5 They also told me that there is as much skill Living in Balance with Others as chance in this game, and that… [they] are extremely clever at it, as at all other games; that they give themselves up to it and spend whole days and nights at it; …that sometimes they do not stop playing until they… have nothing more to lose (Culin 231).
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