TE Meet MI chap 2* - AmazingClassroom.com · 40 Teacher Notes Chapter 2 Chapter 2 Lesson 1 People to Meet Native Americans (nay tiv • am air uh kins) (42) Hopewell people (hope

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Chapter 2Chapter 2Chapter 2Chapter 2Chapter 2Teacher Notes

Chapter 2 Lesson 1

People to MeetNative Americans (nay tiv • am air uh kins) (42)Hopewell people (hope well) (42)

Words to Welcomeartifact (art eh fact) (42)diversity (dih VER seh tee) (44)dugouts (dug outs) (43)historians (hiss tor ee ans) (44)mound (41)ornaments (orn ah ments) (42)

Thinking Like a HistorianLook back into the past. Ask what happened?When did it happen? Who was there? Why didit happen? (44)

When was it?In this lesson we will go back about 2,000 years!

A time line shows key events in the order they took place. They are shown from earliest to latest.

0 1000 1500 2000

1492 Columbus reachesAmerica.

Hopewell People live here.

Michigan

Social

Studies

GLCEs

3H3.0.1

3H3.0.2

3H3.0.5

3H3.0.10

3G4.0.2

3G5.0.2

3E1.0.3

3P3.3.1

Today

Words to Welcome

Michigan's First People

3H3.0.10 time lines ofhistory

In this lesson, studentsare introduced to aprehistoric group ofNative Americans calledthe Hopewell. Thisname comes from afarmer in Ohio, CaptainMordecai C. Hopewell,on whose land manymounds were foundand studied.

The main GLCEs for thelesson are

3G4.0.2 groups whocame here and why

3G5.0.2 adapting to andusing natural resources

3H3.0.1 historianquestions

3H3.0.2 was added,Artifacts are primarysources.

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LessonLessonLessonLessonLesson Teacher Notes

Interesting People fromLong Ago

Think about this while you read:Did early Native Americans trade

for things from far away?

Indian MoundsAt school Linda and Josh were looking at

maps. They looked at a map of their city. Lindaasked Josh, “I see a road called Indian MoundsDrive. What is that?”

“I never heard of it. Let’s ask our teacher,Ms. Ortiz,” says Josh.

Their teacher said, “That is the road whichgoes by the old Indian mounds.”

“What is an Indian mound, Ms. Ortiz?”

She said, “It is a place where some NativeAmericans buried their dead. They are along theshore of the Grand River.”

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Here is a Hopewellmound. This one isnot in Michigan.

3

The Warm Up

Ask your students if theyhave ever thought aboutthe people who long, longago lived where yourtown is now located. Thislesson may give someideas about them.

The Hopewell people areincluded in the study ofMichigan because:

1. It helps students torealize the people herehave changed over time.

2. Diversity is not a newthing to Michigan.

3. Trade has always beenimportant.

4. Artifacts are importantto learning about aculture.

5. The geography alwaysinfluenced the peopleliving here.

3H3.0.5 adapted to andmodified the environ-ment.

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Here is whatone artistthinksa Hopewellman mayhave lookedlike.

Ornamentsare things likeearrings andnecklaces.

Art byGeorgeRasmussen.

Josh and Linda’s eyeswent very wide. They bothsaid, “There are dead peoplethere?”

Ms. Ortiz went on,“Yes, there are old, oldbones. There are also claypots, arrowheads and spear-points. Fancy ornamentswere buried too. Supposeyou wanted to study thesepeople. What could youlearn from these things?

“The spearpoints may tell how theyhunted. We may learn which animals theyhunted. Maybe we can see how they madethe points. What kind of stone was it? Theseare some of the things we can learn. All thethings from the mounds are artifacts. Artifactsare things left behind by people who lived long ago.

“The people who made the mounds werecalled the Hopewell (HOPE well). This grouplived here before the Native Americans we hearof today. We do not know what these peoplecalled themselves. Hopewell is the name of afarmer. Some mounds were found on his land.

“The Hopewell had villages in manystates. Grand Rapids and Muskegon are aboutas far north as they went. There were moundsnear Detroit too.

1

If you live in the GrandRapids area, you maywant to show yourstudents a street map.You should be able tofind the street namedIndian Mounds Driveright next to the GrandRiver and near theGerald Ford Freeway.

The area around themounds is completelyovergrown and sadlynothing can be seenfrom the street.

You can also find thearea of the mounds onGoogle Earth, but theimagery we have seenof this area is lowresolution.

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“The Hopewell probably farmed. Theynever moved too far north. We think they livedwhere their crops grew best.

“Most often the Hopewell lived alongrivers. Perhaps they used the rivers to go toother places and trade. They may have madedugouts. Dugouts are logs hollowed out into boats.There are things in their mounds from far away.Some mounds have sea shells. Where is thenearest sea? Some have things made fromcopper. Where is the nearest copper? Some ofthese came from places over 1,000 miles away.Trade was important to the Hopewell.

The Hopewell Traded with Faraway Places

NORTHCAROLINA

FLORIDA

ALABAMA

CALIFORNIA

COLORADO

CONN

DELAWARE

ARKANSAS

GEORGIA

IDAHO

IOWA

KANSASKENTUCKY

LOUISIANA

MAINE

MASS

MINNESOTA

MISSISSIPPI

MISSOURI

MONTANA

NEBRASKANEVADA

NH

NEW YORK

NORTH DAKOTA

OHIO

OKLAHOMA

OREGON

PENNSYLVANIA

SOUTHCAROLINA

SOUTH DAKOTA

TENNESSEE

TEXAS

UTAH

VT

VIRGINIA

WESTVIRGINIA

WASHINGTON

WISCONSIN

WYOMING

INDIANAILLINOIS

NEW MEXICOARIZONA

MICHIGAN

MARYLAND

NEWJERSEY

This is copperfrom the UpperPeninsula.

0 400 800 miles

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Here is someflint stonefrom Indiana.

This is a sea shellfrom Florida.

A Hopewell madethis hand from mica.The mica may havecome from Tennes-see.

This glass from a volcano in Idaho iscalled obsidian. It can be made intoarrowheads and other things.

2

1

3E1.0.3 location, naturalresources & development

You can also discuss thingswe use today that come fromother places. This will build afoundation for understand-ing imports later.

Bring in something made inanother country. Perhaps youcan show students the labelfrom a shirt made in China orCosta Rico. Find that countryon a world map.

Ask what people 500 yearsfrom now might learn aboutus from things we leavebehind. If that were all theyknew about us, what kinds ofmisunderstandings mightthey develop?

EnrichmentOptions for Lesson 1

Mysterious Mound Builders(Worksheet)

Trade & Travel Long, LongAgo (Get Into the Act!) page44

Hopewell on the Move(Map activity 5 from ML-3)

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“They were good artists and metalworkers. They made things from copperand sometimes silver. They carved pipesfrom stone and used them for smoking.They made clay pots and baked themuntil they were hard. All we know aboutthem we learned from their mounds. TheHopewell people disappeared hundredsof years ago.

"The Hopewell did not live here by them-selves. Other groups were here too. Michigan haddiversity a long time ago. Diversity is a coredemocratic value. It means different kinds of peopleliving and working together. The Hopewell workedwith their trading partners.

“Now most Hopewell mounds are gone.People made room for farms and homes. Themounds were removed. That is sad. Once specialfeatures like these are gone, we cannot get themback. They are lost forever."

Linda said, “Wow, the Hopewell soundinteresting!”

Ms. Ortiz went on, “You can see things foundin the mounds. They are in the museum down-town. You can also go to web sites on the internet.Keep in mind the Hopewell lived in other places.Michigan was just a small part of the area wherethey lived. They lived so long ago historians canonly know a little about them.”

This is a Hopewell clay bowl.It is supposed to be a beaverwith a stick in its mouth.

Core DemocraticValue, diversity

Get Into the Act!Trade & Travel Long, Long Ago3H3.0.2, ~3H3.0.5, ~3G4.0.3This activity shows where materi-als found in Hopewell moundsoriginated.

A map of the US, such as a AAAmap, is cut into 7 to 10 pieces.Choose a student to hold each mappiece. First, the team of playersmust line up so the map sectionsthey hold are in the proper order.Select an item card showing a pic-ture of obsidian or seashell that wasfound in a Michigan Hopewellmound. Hand the card of the ob-ject to the student at the startingplace and it is passed to the studentholding the map section withMichigan.

This activity can be extended tospeculate on what Michigan mate-rial was traded for the item fromfar away. Students can speculate ifthe Michigan Hopewell made thetrip all the way to the source or ifthe materials passed through manyhands along the way.

(We supply color or black andwhite PDFs for the items used onthe CD.)

LessonLessonLessonLessonLesson Questions &

Answers

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Historians are detectives. They try to solve mysteries from the past. They studyclues people like the Hopewell left behind. They do this to learn what really happened.They try to put the puzzle of the past together. Historians may need to makeguesses. The longer back in time, the more they have to guess. Some facts mayalways be unknown.

The Hopewell were not the first people here. They came and went.Other groups came after them. All of these early people may be called NativeAmericans.

Think About It. Write About It!

1. What clues did the Hopewell leave behind? How do these clues help us knowabout them? 3H3.0.1 (p 42-44) The Hopewell left behind artifacts like clay pots,arrowheads, spear points and fancy ornaments. These clues help us in severalways. The spear points may show us how the Hopewell hunted. We may learnwhich animals they hunted. Maybe we can see how they made the points. Whatkind of stone was it? These are some of the things we can learn. All the thingsfrom the mounds are artifacts.

2. Did the Hopewell trade for things far away? Explain your answer. 3H3.0.1 (p43)

Most often the Hopewell lived along the rivers. Perhaps they used the rivers togo to other places and trade. They may have made dugouts. Dugouts are logshollowed out and used as boats. There are things in the mounds from far away.Some mounds have seashells. Where is the nearest sea? Some have things madefrom copper. Where is the nearest copper? Some of these came from places 1,000miles away. Trade was important to the Hopewell.

3. What did the Hopewell do with their dead? 3H3.0.1 (p 41)

The Hopewell buried their dead in dirt mounds.

Brain Stretchers 3H3.0.5Compare and contrast the Hopewell with people now. Make a chart show-

ing trade, travel and taking care of the dead. Label each part of your chart.

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ChapterChapterChapterChapterChapterQuestions &

Answers

46

Take a Stand!Historians want to learn more about the Hopewell. Should they dig up

their mounds to do this? Is this respectful of the dead in the mounds? Givereasons to support your stand. 3H3.0.5, 3G5.0.2, 3P3.3.1

Yes, we should dig up the mounds to increase our knowledge of ourcountry’s history. It is always good to improve our knowledge. The people havebeen dead so long, they will not care. Students might add this is for the commongood.

No, it is not respectful to the dead nor to the living Native Americansbecause they do not want the graves dug up. Would you want your ancestors’graves dug up and parts of their bodies studied or put into museums?

[Note: Are there cultural differences between what European based groupsthink about ancestors from long, long ago and what Native American groups feelabout distant ancestors? The Hopewell may not even be directly related totoday’s Native American groups, but does it matter? What would you, or theNative Americans, say if there were Viking graves in Michigan and they weredug up?]

2 Lesson 12 Lesson 12 Lesson 12 Lesson 12 Lesson 1

Teacher NotesTeacher NotesTeacher NotesTeacher NotesTeacher Notes


Answers

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S

N

W E

Miles

100 2000

Blackline master map for Meet Michigan

by Hillsdale Educational Publishers

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Chapter 2 Lesson 2

Ideas To Exploreadapting to the environment - changing the way youlive to use what nature provides. (51)

People To MeetAnishnabeg (ah NISH nAH beg) - the people (54)Gijikens or Giji (gij eh kins) (54)Nabek (na bek) (54)Odawa or Ottawa (oh DA wa), (ott uh wa) (50)Ojibway, Ojibwa or Chippewa (oh jib way) (50)Potawatomi (POT a WAT oh me) (50)tribe (50)

Places to DiscoverAlaska (ah las ka) -a state in the United States (52)Asia -a large region across the Pacific Ocean (52)China (chy nuh) -a large country in Asia (52)Europe (YOUR up) -an area of land across the Atlantic Ocean (France is a country in Europe.) (55)India (in dee uh)- another large country in Asia (50)North America -the land where Canada, the United States and Mexico are found (51)

Words to Welcomebirchbark(55)canoe (cuh new) (55)moccasin (mock uh sin) (54)sap (56)wigwam (wig wam) (50)wild rice (56)

Words to Welcome

Michigan

Social

Studies

GLCEs

3H3.0.1

3H3.0.5

3H3.0.7

3G4.0.2

3G5.0.2

This lesson introducesstudents to the groups ofNative Americans wholived here at the time ofEuropean contact.

It discusses some of thetheories why various tribescame to Michigan and howthey adapted to the envi-ronment and used itsnatural resources.

The main GLCEs are3H3.0.5 adapted to andmodified the environment

3G4.0.2 groups who camehere and why

3G5.0.2 adapting to andusing natural resources canalso be added here

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Michigan’s TribesThink about these questions while you read:

Where did the first people in Michiganlive before they came here?

About when did they arrive?

What I Found At the FarmIt was April and I was ready for spring. I

was restless. School was getting on my nerves.I liked my teacher, but you can only take somuch sitting in a classroom. I had forgotten allabout the field trip Mrs. Sanford had planned.We were going to a farm, but this was not amodern farm. On this farm they used horses asthey did over 100 years ago. Mrs. Sanfordthought it would be good for us to learn aboutthe old ways farmers once used.

Finally the bus stopped and they let us out.Now we could stretch our legs. There were twohorses on the other side of the fence. They werethe biggest horses I had ever seen. Imean HUGE! Mrs. Jackson came to helpkeep an eye on us. She parked her carnext to the fence. You will not believewhat happened. One of those horseswalked over by it and licked herwindow. Gross! Mrs. Jackson let out alittle squeal. She ran over and shooed thehorse away. That was funny.

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This story is here to helpcapture student interestabout the excitement offinding a Native Americanartifact.

Replica arrowheads can bepurchased and it wouldmake it more interesting forstudents to see an object.3riversarchery.com has aninexpensive set of threearrowheads

The Warm Up

Tell your students theywould probably like to getout of school for a while andtoday we are going on afield trip with another class.We don’t even need to leavethe room because we willuse our imaginations!

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The farmer hitched the horses to a plow.He explained why it was important to plow afield before planting the seeds. He told us it washard work for the horses to pull the plow. Thenthey went to work. They slowly moved acrossthe ground. The metal plow turned the dirt overas it went. He said using horses is much, muchslower than using a tractor. He had to stop andlet the horses rest. You could see they were all

sweaty. While they were resting, heasked the class to come over and seehow the plow worked.

You had to be careful as you walked.The dirt was soft after it was plowed.There were also some big stones in thedirt. So I was watching when I saw

something in the ground. It just caught my eye.It did not look like a normal stone, but it wasmade of stone. I picked it up. It was thin andpointed. I held it up and asked, “What is this?”

The farmer spoke. He said, “Young lady,what you have there is a spearpoint. It is some-thing made by the Native Americans probablyhundreds or thousands of years ago. It is madeof a kind of stone called flint.“

I stood and gave it to him. He told me,“You keep this artifact and take it to school. Yourclass can study it. Maybe it will get all of you

If you live in an area withAmish farmers, ask yourstudents if they have seenfarmers plowing with horses.

49


excited to learn about the people who lived herea very long time ago.”

Back on the bus I passed the spear pointaround. Everyone got to hold it and look at it.We were all excited and we did want to learnmore. We had many questions for Mrs. Sanfordby the time we returned to school. Who exactlymade the spearpoint? How long ago did theylive here? What was life like for those people?What sort of homes did they have?

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Picture drawnby GeorgeRasmussen.

You may wish to discuss theparts of the spear that aremissing. What happened tothe shaft and sinew orleather fastenings. Why isonly the stone part leftbehind after thousands ofyears?

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Go Back in TimeLet’s answer some of those questions.

What was happening hundreds of yearsago right where you are sitting? Whatwould you see? You might see wigwams.Wigwams are made of birchbark. Thebark goes over a frame of wood. The birchbark was peeled off birch trees.

The people you see speak differently.They dress differently too. Who are they?They are Native Americans. They were

the first people here. Native means first. Thesepeople may also be called Indians. The nameIndians was used by people who were lost.Those people came here from far away andthought they had found India!

Let’s meet the people who first livedwhere you live now. They lived in tribes. A tribeis like a big, big group of relatives all living in thesame neighborhood.

They may be called Odawa. This soundslike oh DA wa. They might be Ojibway. Thissounds like oh JIB way. Others were thePotawatomi. This sounds like POT a WAT o me.These are the names of three tribes. Each tribehad its own ways of doing things. Each had itsown beliefs and language.

A wigwam.

The wooden framefor a wigwam.

India

If you have a wall map ofthe world, explain someEuropeans wanted to reachIndia by sea. They decidedto sail west. Point outIndia. Show what a longtrip it would be. Explainthe Europeans did notknow about America, sowhen they first arrive theyfelt they had arrived inIndia and called the peoplethey met here Indians.

Here is a detailed web sitefor additional teacherbackground on the Ottawa.

http://www.tolatsga.org/otta.html

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They Lived Close to NatureMost of us live very differently than

these first people. They lived very close tonature. If they needed something, they found itor made it. They adapted to the environment.They changed the way they lived to use what natureprovided. Today, we depend on a store havingit. We use money to pay for it.

When they were hungry, the tribeshunted or fished for food. They could notopen the freezer to get something for supper.If they needed a plant, they grew it or knewwhere to find it. Almost every day they sawthe sun rise. They saw the sun go down.They saw the stars at night. You are probablywatching TV when the sun goes down. Mostnights you do not see the stars because you areindoors.

They understood that all things areconnected. Each plant and animal is a part ofa bigger picture. The tribes did not kill moreanimals than they needed for food. They kneweach animal gave up its life so they could use itfor fur or food.

How Did They Get Here?Have people always lived here? Most who

study history do not think so. These historiansthink there were no people in North America atfirst. North America includes three nations. They are

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Alllivingthingsareconnected.

6

BS

3G5.0.2 adapting to and usingnatural resources

Get Into the Act!Why Would They Live There?3H3.0.5, 3G4.0.2, 3E1.0.3

Tell the class they are a group ofNative Americans long, long ago.They are looking for a new placeto live. Have them walk aroundthe classroom or around theschool on a pretend trek. As theywalk, talk about their needs. Helpthem break their needs down intothe most basic requirements-food, water, shelter and otherresources. Which of these is themost important? Rank them.

You could have pictures of thingsthey need to find as they walkalong... a lake for water, etc.

What causes people to settle in aplace? What things are they look-ing for? Ask them if they wouldsettle where your town is located?Why or why not?

Extend the activity by askingwhere in your town would youcamp and why? If they had beenNative Americans from long ago,what things would they have leftbehind in the garbage? Has any-one ever found such things fromvery long ago? To find out, checkwith your local historical societyor a local museum.

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Canada, the United States and Mexico. They thinkthe first groups moved from Asia. To help you findAsia, look for China on a map. China is a nationin Asia. These groups crossed a strip of land toreach Alaska. That land is now covered by part ofan ocean. We call this area of water the Bering(BEAR ing) Strait. Some historians think they mayhave moved from other places instead. The firstpeople here may have come from South America.Historians are still searching for the final answer.

If no one lived here, why did they come?People move for different reasons. Perhaps therewas not enough food in Asia. This would pushpeople away. Maybe the hunting was better in

The first people reach Michigan. The gap they crossed from Asia is now called theBering Strait. DNA from some Hopewell teeth tells us they had ancestors in Asia and SouthAmerica.

Alaska

NorthAmerica

Asia

Bering Strait

5


China

Japan

South America

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North America. This would pull them here.Maybe they wanted to explore. Maybe theywanted to escape a war. That would push themaway. Once in North America, they spread out.Finally, some of them reached Michigan.

When Did They Arrive?How long ago did the first people come

here? We think it was about 12,000 years ago!They reached southern Michigan first. Why?

Before that time, this land was coveredwith ice! Yes, it was covered with a glacierof ice. Thousands of years ago this icebegan to melt. It melted first in the southwhere it was warmer. People could live inthe south while it was still icy in the north.

How do we know these things? Peoplewho study the past tell us. These historianslook for clues buried in the ground. Some-times they dig up things left behind by thefirst people. They may find arrowheads, stonetools and other clues. Do you know anyone whohas found an arrowhead or spear point?

How Many Were There?Going back 400 years, when the

tribes lived here alone, there werefewer people. Maybe 35,000 to

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The first peoplewho lived inMichigan probablycame here about12,000 years ago.

A stone arrowheadis an artifact fromthe past.

5 If you want to make thislesson more interesting andhave an appropriate place,make an archaeological digoutside. Buy some things thatmight be related to a NativeAmerican village. Examplescan be stone arrow points,spear points, stones used togrind grain and bones fromfoods that may have beeneaten. Bury these objects afew inches under the earthand let students carefully digthem up. Discuss what theseobjects tell us about peoplewho lived here long ago.

If you have a local museum, itmay have real items that havebeen unearthed in your town.

You may wish to extend thediscussion to the things weleave behind today and whatthose items may tell futurearchaeologists about us.

[The same idea for makingyour own dig is found inchapter 3 on page 122.]

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45,000 people lived in Michigan then. It is hardto know for sure. Historians make the best guessthey can.

More About the OjibwayLet's walk into the woods and meet a

brother and sister. They are your age. Theyare Native Americans. The girl’s name isGijikens (sounds like- GIJ eh kens), whichmeans small cedar tree. Those in her familycall her Giji. Her brother’s name is Nabek(sounds like- nah beck) and it means aboy bear. They are members of theOjibway tribe. Their home is in the UpperPeninsula.

They want to tell you about their tribe.The word Ojibway is a kind of moccasin (mockuh sin). Ojibway is a name used by nearbytribes. The Ojibway called themselvesAnishnabeg (ah NISH nAH beg). It means thepeople. Each tribe had a word in its languagemeaning ‘the people.’ That is the name theyusually called themselves.

Moccasins madefrom deer hide.

Learn more about theNative Americans.Read Life in anAnishinabe Campby Niki Walker fromCrabtree PublishingCompany.

3

3

Try to help students under-stand what it was like to livein Michigan when it wascompletely covered by trees.

Nations of the Western GreatLakes by Smithyman andKalman is another resourcebook you may find helpful asyou present this chapter.

This web site has a onepage background on theAnishnabeg.

http://www.healthfreedom.info/who_are_the_anishinabeg.htm

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Nabek says, “Our tribe is a largeone. It does not just live in Michigan.We live all across the area of the north-ern Great Lakes.”

Giji says, “Our people have livedin other places at different times. Ourlegends say we moved from the Eastlong ago.”

Do Not Be ConfusedThe names of tribes often have

different spellings. This is because thetribes did not use written words.People from Europe wrote the sameword, but often spelled it differently.Ojibway is the same as Ojibwa, or evenChippewa. They all mean the same tribe.

Clothes and FoodFurs and animal skins were used to make

most clothes. Everything used was found innature.

Finding food was very important. Therewere no stores. There were few ways to keepfood from spoiling. The tribes had to huntor fish almost every day.

The tribes often lived along thelakes and rivers. Nabek enjoyed fishingwith his father. They went out in abirchbark canoe.

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A canoe coveredwith birch bark.

Native Americanshad clothes madefrom animals. Theirshirts, pants andmoccasins may bemade from deerhides. This man isstanding by a birchtree.Art by Dirk Gringhuis.

3H3.0.7 daily life

This web site has a moreadvanced student activityusing canoe routes and astate highway map.

http://www.michigan.gov/hal/0,1607,7-160-17451_18670_18793-94377—,00.html

[If you cut and pastethese URLs from theteacher CD and they donot work, be sure nospaces have been intro-duced into the URL.]

4

6

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In the springtime, Indianscollected the sap from thesugar maple trees. Theyoften used birchbarkcontainers. Art by AaronZenz.

Wild rice was important food for sometribes. It grew in swampy places. Giji and Nabekused a canoe to harvest the rice. Nabek paddledthrough the tall rice. Giji pulled the plants overthe canoe and shook them. The dark ripe grainsof rice fell into the canoe.

School?Ojibway boys and girls learned by being

with dad and mom. They watched what theirparents did. Soon they could hunt or makeclothes too. They did not spend time in class-rooms. They learned by watching and doing.

Winter Could Be HardWhen Giji and Nabek were very young,

winter was an adventure. Theythought the snow was fun. As theygrew older, they realized winterwas not an easy time. It was hardto hunt in the deep snow. Foodbecame hard to find and there wasless to eat.

Thank You for Spring!Wow! Spring! Warmer weather meant

more to eat. It was also the time to make maplesugar! The Ojibway went into the forests tocollect sap from the maple trees. They boiledaway the water in the sap. Finally it becamemaple syrup or maple sugar. The warm stickysweet was a treat! The tribes used maple sugarand honey to sweeten their food.

School?

4 6

2

3H3.0.7 daily life


Options for Lesson 2

The Tribes Using Nature toMeet Needs (Worksheet)

Why Would They LiveThere? (Get Into the Act!)page 51

Enrichment


Answers

57

Maple trees can live to be two hundred years old. Maybe your maple syrupcame from the same tree used by the tribes long ago! You can learn more aboutmaple sugar in the next lesson.


1. What did Native American homes in Michigan look like? 3G4.0.4 (p 50)

Native Americans lived in wigwams. A wigwam looks like an upside downbowl. It has a door and an opening on the top for smoke. Wigwams are made ofbirchbark. The bark goes over the frame of wood.

2. How were Native American children educated? 3G4.0.4 (p 56)

Ojibway boys and girls learned by being with dad and mom. They watchedwhat their parents did. Soon they could hunt or make clothes too. They did notspend time in classrooms. They learned by watching and doing.

3. What does the word Anishnabeg mean? 3G4.0.4 (p 54)

The word Anishnabeg means the people.

4. Name three things from nature used by the tribes. Tell how each was used.3G4.0.4 (p 55-56)

1. Furs from animals were used to make clothes.2. Wild rice was an important food for some tribes.3. They would use the water from the lakes and rivers that were near them.4. They used birchbark to make their canoes and wigwams.5. Fish were caught and eaten.6. Animals gave them meat to eat.

5. Give one reason Native Americans moved from place to place. 3G4.0.4 (p 52-53)

They may have moved for better hunting and more food. They may have movedto explore the land. They may have moved to escape a war.

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A bottle ofmaple syrupand a mapleleaf.


Answers

58

6. What did the Michigan tribes eat and what kind of clothes did they wear?3G4.0.4 (p 51, 55-56)

The tribes ate wild animals, fish, corn, beans, pumpkins and wild rice. They woreclothes made from animal skins and furs.

Brain StretchersExplain how important nature was to the tribes. How did this affect their

beliefs?

Nature was key to the survival of the tribes. They had to hunt and fish for theirfood everyday. They also ate corn and beans that they grew. They had to use fursfrom animals to make clothes. They used the birchbark from trees to make theirwigwams and canoes. Nature provided the tribes with their food and homes so itwas very important.

Words In Action!Imagine you are an Ojibway boy or girl from long ago. Tell about a day in

your life.

Students can use their imaginations. Here are some ideas.Ojibway girl: This morning I had to collect water from the stream. I carried it inbig gourds back to camp. I helped make clothes and moccasins from deerskins. Ipicked berries with my sisters. I helped mother cook the food. Then, to preservesome of the food, we dried it over the fire. Finally, I boiled sap to make maplesyrup.

Ojibway boy: I started my day by cutting wood for our fire; then I collected birchbark and cut small trees to make a wigwam. My older brother showed me how tomake arrows and to shoot them with a bow. Father showed me how to makestone ax heads. Later in the day, I joined some men to see how they huntedrabbits.



Answers

59

U . S .

C A N A D A

S

N

W E

Bering Strait

Miles

0 500

U . S .Alaska



58


Chapter 2 Lesson 3

Ideas To Exploremigrate (mi grate) (60)scarce (59)

People To MeetHuron (hYOUR on) tribe - also called the

Wyandotte (wine dot) tribe (63)Menominee (meh NOM eh nee) tribe (62)Miami (my AM ee) tribe (62)Three Fires tribes (62)

Places to Discovermishi gami (mishee gamee) - means big lake (64)Wyandotte (wine dot) (63)

Words to Welcomecustoms (kus tums) (62)legend (lej und) (64)longhouse (63)trade (59)

Words to Welcome

1000 1300 1450 1600

Columbus reaches America in 1492.

As far as historians know, the Native Americans lived alone in Michigan for all this time.

YEAR1492

Michigan

Social

Studies

GLCEs

3H3.0.4

3H3.0.10

3G1.0.1

3G4.0.2

3G5.0.2

3E1.0.1

3G4.0.2 groups who camehere and why &3E1.0.1 scarcity, opportu-nity costswere added to the list ofGLCEs.

This lesson continues withmore information aboutthe Odawa, Ojibway andPotawatomi. It tells howthey are grouped togetherand called the Three Fires.The Native Americanlegend of how maplesugar was discovered is inthis lesson.

The main GLCEs are3H3.0.4 Native Americanlegends,3G4.0.2 groups who camehere and why &3G5.0.2 adapting to andusing natural resources

59


Who Were the Three Fires Tribes?

Think about this while you read.Which tribe lived where you live now?

What did they call themselves?

Who were Giji and Nabek’s neigh-bors? The Ojibway shared the land withthe Odawa and the Potawatomi.

The Odawa may also be calledOttawa or Odawe. All these namesmean the same people. This tribe livedin the northwest Lower Peninsula.Odawa comes from the word “adawa”or “adawe,” which means to trade. TheOdawa traded corn, sunflower seedsand tobacco with other tribes. Tradinghas always been important here.People still trade or exchange thingswith each other.

People trade something they haveplenty of for something that is scarce. If it isscarce, they do not have much of it. A Michigantribe might have copper nearby. They mighttrade it for a buffalo robe from a tribe in thewest.

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Flint stonefor arrowheads

Sunflowerseeds to eat.

Tobaccoto smoke

Buffalo hidesfor blankets

Copperfor weaponsor ornaments

The Tribes Traded

Some tribes in Michiganmay have copper, butnot buffalo hides. Theymay have sunflower seeds,but not flint stone forarrowheads.

3

The Warm Up

Ask students if they evertraded for anything. Baseballcards could be an example.

Why did they make the trade?

Was it to get something theyfelt was more valuable orscarce to them?

3E1.0.1 scarcity,opportunity costs

60


Once the Odawa and the Huron lived tothe east in Canada. Then they moved whenother tribes attacked them. Moving to escapewar is one reason to migrate (MY great) ormove. People may migrate to find food. Peoplemay migrate to avoid disease. Some things pushpeople away from one place. These things makethem want to leave. Other things may pull themto a new place. These things make them want tomove there.

The Potawatomi (POT a WAT o me)

The Potawatomi also movedfrom place to place. By 1750 theysettled in southern Michigan. ThePotawatomi name comes fromOjibway words for fire. It maymean “people of the place of thefire.” They often burned theirfields before planting crops. Thismay be why they have that name.

This tribe lived farther souththan the Ojibway and Odawa.Since they lived in a warmer area,

the Potawatomi could farm more. The landwhere they lived also had better soil. Thishelped their crops grow. They planted corn,

Moving fromplace to placeis migration.

Burning fields before planting crops ischanging or modifying the environment.

A digging stick used bythe tribes for plantingcrops. Art by AaronZenz.

YEAR1640

YEAR1750

4


If you have movedseveral times, perhapsyou can use a map toshow your students thedifferent places whereyou have lived. Tell whyyou left one place foranother. To extend thisdiscussion of your“personal migration,”make a time line of yourlife like the one on page61.

61


squash, beans, tobacco, melons and sunflowers.Because of their crops, the Potawatomi did notmove their villages often. They did not need toalways look for food.

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This map shows the areas used by the tribes living in Michigan about1760. Remember, the tribes moved from time to time. The boundariesoften changed.

©1997 Hillsdale Educational PublishersMiami

Ojibwa (also called Chippewa)

Ottawa

Huron

no tribe here

Ojibwa or Chippewa

Potawatomi

Menominee

Grand Rapids

Detroit

Lansing

Traverse City

Saginaw

Flint

KalamazooBattle Creek

MarquetteSault Ste. Marie

Houghton

Menominee

The Tribes in 1760The Tribes in 1760

This is a time line. It shows what happened and when.

164016301620

Pilgrimsarrive atPlymouthRock.(1620)

First Europeanbelieved toreach Michigan.(1622)

Potawatomi tribereported living inthe eastern UpperPeninsula. (1640)See the map onpage 60.

ManhattanNew Yorkbought by theDutch. (1626)

Which tribelived whereyou do?

1Nations of the Western GreatLakes by Bobbie Kalman &Kathryn Smithyman tellsabout the Three Fires tribesand other tribes in and nearMichigan as well as thechanges brought about byfur trading.

3G1.0.2 use thematic maps

Boundaries are only approxi-mate when shown on mapslike this one that representssomething from so long ago.

62


The Three FiresThe Potawatomi, Ojibway and Odawa are

related. These tribes are sometimes known asthe “Three Fires.” The three tribes all spoke asimilar language. They could talk to each other.They lived in the same kind of homes. They didthings the same way. Sometimes the three tribesworked together. They might do this to protectthemselves from an enemy. These are the rea-sons they are grouped together.

In the 1700s and 1800s, the Three Fires werethe main tribes living in Michigan. They werenot the only tribes though.

Other Tribes in MichiganThe Menominee (meh NOM eh nee) lived

in the Upper Peninsula. The Menominee River isnamed after them. Menominee is an Ojibwayword for “wild rice people.” Wild rice was animportant food for them. Their customs weremuch like those of the Ojibway who livednearby. Customs mean ways of doing things. Itincludes foods, habits and holidays.

The Miami (my am ee) lived in the LowerPeninsula near Niles. This was in the southwestcorner of Michigan. Their area was quite small.Their tribe did not have many people.

Who werethe 3 fires?


Remember, we haveprepared assessmentsfor each chapter and areview for each chapter.

The assessments arenow also available asMicrosoft Word files ona CD so that you canedit them to best fit theneeds of your classroom.

TM

63


The Huron (hYOUR on) tribe once lived inCanada. Later, other tribes attacked them. Thisforced them to move. The Huron tried differentplaces in Michigan for a new home. They movednear Mackinac Island. Next they tried Detroit.The tribe was also known as the Wendat orWyandotte (wine dot). The city of Wyandotte isnamed after them.

The Huron spoke a language that wasdifferent from those of the Three Fires. Theyalso had a different kind of home. The ThreeFires tribes lived in wigwams. The Huron livedin longhouses. Longhouses were larger thanwigwams. Several families lived in each one.The Huron sometimes built walls around theirvillages. They made their villages into smallforts.

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A Huron longhouse. Art by Tim Pickell

When fighting theirenemies, some tribesused war clubs andshields covered withhide. Art by AaronZenz.


You may want to help yourstudents build models ofwigwams and long houses.

Hardware stores usuallystock thin wooden dowelsthat can be cut and soaked inwater so they can be bent tomake a wigwam frame.

A contractor may havescraps of 1” thickStyrofoam™ insulation thatwill allow the dowels to bestuck into it to support yourNative American dwelling.See the wigwam framebelow.

64


The Legend of theFirst Maple Sugar

What is a legend?A legend is an old story.

Legends have been told overand over for a long time. A

legend may have some make-believe parts.

Let me tell you of a time from long ago.Come to Mishi Gami the land between

the great waters. Springtime wasbeginning. The last of the snow

had melted. Meet an Ojibwayboy called Wasagesick (wasuh gee sik). He enjoyed

helping his mother. He wastoo young to join the men

when they went hunting. Thatwould come later.

Today his motherasked him to bring watershe needed for cooking.Their camp was far from theriver. It was a long walk for

a young boy. Still, Wasagesickliked walking through the woods.

He did not mind it. He watched thebirds and listened for deer along theway.

Pictures on these pages by Maggie O'Connor. Hillsdale College student.

73H3.0.4 Native Americanlegends

Get Into the Act!Push Them- Pull Them:Why Did They Move?3G4.0.2Print the pictures from theCD for this activity. Startwith a short discussion onwhy people move fromplace to place. Choose sixstudents to be the groupwho will move. They standtogether in front of theclass. The teacher or an-other student holds up oneof the pictures. The sixstudents decide if the itemsin the picture will pushthem to move away or pullthem toward a place. Thenthey move toward or awayfrom the picture. The rest ofthe class may participate bysaying PUSH or PULL.

Examples of PUSH forces:1. war or fighting2. sickness3. lack of food4. colder climate5. trees or other resourcesused up

Examples of PULL forces:1. lots of food2. nice climate3. many resources at hand -trees, water, etc.4. peaceful neighbors

65


Wasagesick filled his birchbark containerwith water. It was now quite heavy. He couldsee camp when a rabbit jumped across his path.He looked at the rabbit and tripped. He did notsee a big tree root and it caught his foot. Hecried out in surprise. All the water spilled. Hefell and hurt his knee.

His mother heard him and ran to him.“Are you all right?” she asked. He ran to herforgetting his container by the tree.

Wasagesick said, “Yes, Mother, I am fine.I am so sorry I spilled all of the water youneeded.”

“That is all right, son. We will have stewanother night,” his mother said.

The next day, Laughing Water was walkingin the woods. She saw her son’s container whereit rested against a big maple tree. It was almosthalf full of water. She said to herself,“Wasagesick did not spill as much as hethought.” She took it home and used it to makedeer stew.

As the stew cooked it had a pleasingsmell. She had never known her stewto smell like this. At that moment,her husband came home. He

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65


Other authentic legends canbe found in Walk in Peace bySimon Otto © 1990. Manyauthentic legends may seema bit unusual to non-NativeAmericans.

66


smelled the stew. He took a twig and got asample and tasted it. A big smile came to hisface. He smacked his lips and told LaughingWater how good it was. Now she tested thestew. It was really good! She shared howWasagesick left his container next to the mapletree. Maybe it had sap from the tree, not wateras she thought.

Her husband told everyone in the campabout the sweet water from the maple tree. Nowwhen it is early spring, the Ojibway gather themaple sap. They boil it down. They make maplesugar that they store in birchbark containers.Now they can enjoy a sweet treat all year long.

Collecting maple sapand making maple syrupis still fun.

It is something we havebeen doing in Michiganfor a long, long time.

If you have a chance to doit, think of the Ojibway,Odawa and Potawatomiboys and girls who did itfirst.

Photo by the author.

6

Enrichment

3H3.0.7 daily life


The Legend Story Web(Worksheet)

Push Them- Pull Them: WhyDid They Move? (Get Into theAct!) page 64

A Tribe Changes Neighbor-hoods: the Huron Migrate(Map activity 6 from ML-3)


Answers

67


1. Which tribe lived in your part of the state during the 1700s? 2H2.0.6 (p 61)

Answer will vary by location. By using the map on page 61, students can select:Menominee, Ojibwa (Chippewa), Ottawa, Potawatomi, Miami, Huron or none.

2. Which tribes were the Three Fires? 3G4.0.4 (p 62)

Potawatomi, Ojibway and Odawa

3. What does scarce mean? Name something that is scarce today. 3E1.0.1 (p 59)

If something is scarce, it means there is not much of it. Today, oil is scarce. Insome parts of the world food and water are scarce.

4. What does the word migrate mean? 3G4.0.2 (p 60)

Migrate means to move from one place to another.

5. Tell something that could push a tribe to move to a new place. Tell somethingthat may pull a tribe to a new place. 3G4.0.2 (p 60)

Tribes may be pushed to a new place to escape war. They may be pushed away toavoid disease. They may be pulled to a better hunting and fishing area.

6. How did the tribes get maple sugar? 3H3.0.4, 3G5.0.2 (p 66)

In early spring, they collected sap from maple trees. They boiled it down to makesugar.

7. What is a legend? Why did the tribes tell legends? 3H3.0.4 (p 64)

A legend is an old story. A legend may have some make-believe parts. Tribes toldlegends to pass stories to new generations.

Brain StretchersDraw a map showing where Michigan’s main tribes lived. Use your left

hand as a guide to make the two peninsulas. Show where each tribe lived. Besure to label your map. 3G1.0.2

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Answers

68

Are scarce things usually more valuable? Explain how being scarce relatesto being valuable. 3E1.0.1

Usually, scarce things are more valuable and they cost more. The demand forscarce things is usually greater than the supply. An example would be antiques.They are no longer made so the supply is small. It may be possible to think ofsomething that is scarce, but the demand for it is so small it is not valuable.Maybe old textbooks fall into that category!

Words In Action!Explain why the Three Fires tribes are grouped together. How are they

alike? How are they different? 3H3.0.1 (p 59-62)

The Three Fires tribes had many similarities so they are often grouped together.

They are alike in the following ways:(a) spoke a similar language;(b) lived in the same kind of homes;(c) did many things the same way and sometimes they worked together.

How they are different:(a) The Potawatomi did more farming.(b) The Odawa and Ojibway lived near the Great Lakes and did more

fishing. The Odawa were known for trading more than the others. (see page 62)


If it was scarce,they did not havemuch of it.

SCARCE

Teacher NotesTeacher NotesTeacher NotesTeacher NotesTeacher Notes


Answers

69

The Tribes in 1760

Grand Rapids

Detroit

Lansing

Traverse City

Saginaw

Flint

KalamazooBattle Creek

MarquetteSault Ste. Marie

Houghton

Menominee



68


Chapter 2 Lesson 4

People To Meet

Hiawatha (HI eh WA tha) (70)Henry Schoolcraft (70)Jane Schoolcraft (70)Henry Wadsworth Longfellow (70)

Places To Discover

Kalamazoo (kal ah mah zoo) (74)Mackinac Island (MACK in aw • EYE land) (74)Menominee (meh NOM eh nee) (74)Muskegon (mus KEE gon) (75)Pontiac (PON tee ak) (75)Saginaw (SAG en aw) (75)

Words to Welcome

invention (in ven shun) (73)snowshoe (73)toboggan (tah BOG an) (74)wisdom (wiz dum) (72)

Words to Welcome

Michigan

Social

Studies

GLCEs

3H3.0.2

3H3.0.4

3H3.0.8

3G1.0.1

3G5.0.2

This lesson continues withmore information aboutNative American legends. Italso discusses other ways oursociety today is affected byNative Americans from thepast. We still eat some of theirfoods. We use some of theirinventions and we have manyNative American place namesin our state.

The main GLCE is 3H3.0.4Native American legends

Concerning 3H3.0.2Some would consider NativeAmerican legends as primarysources, but others might not.

3G5.0.2 adapting to and usingnatural resources can beadded to the list of GLCEs.

As a sort of contest, many of thePeople to Meet at the start ofthe lesson are not labeled soyour students can see who candiscover who they are first.

69


Gifts From The TribesThink about this while you read:

Do the tribes stilltouch our lives today?

Stories and LegendsDo you like a

good story? The tribesdo! They give us somefine stories andlegends. They telllegends and history totheir children. Thisway they keep factsand stories about theirpast alive. Long ago,the tribes did not usewriting. They joinedaround campfires.There they told aboutthe past. In theirtradition, winter wasthe time to share inthis way. Some of theirlegends are now writ-ten for all of us to read.

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Drawn by CassandraBacon, Hillsdale Collegestudent.


The Warm Up

Ask your students: Whenyou think about the peoplewho long ago lived whereour town is, do you everwonder what stories orlegends were told aroundtheir campfires?

In this lesson, you can learnabout one of those legendsthat was rewritten and be-came very popular.

70


The Ojibway tell a legend about aman who did magic. He also played trickson people. In the 1820s Henry Schoolcraftheard this story. Mr. and Mrs. Schoolcraftlived in the Upper Peninsula. Henry’swife, Jane, was an Ojibway. She helpedhim gather stories from her tribe. TheSchoolcrafts felt a need to write thesestories. They did not want the legends tobe forgotten over time.

Later, a famous writer readthese stories. He was HenryWadsworth Longfellow. He wasnot from Michigan. He was nota Native American either.Longfellow changed one legendto sound like a long poem. Healso changed the name of the heroto Hiawatha (HI eh WA tha). Weare not sure why he did that. Hecalled what he wrote The Song of Hiawatha.

Many people like his poem. In it,Hiawatha’s grandmother sends him to find anevil warrior. Hiawatha goes off in his canoe.When the two men meet, there is a big fight.This warrior is strong and protected by a coatmade of seashells. At first, Hiawatha can nothurt him. Then a woodpecker speaks to him.

Henry Schoolcraft

Picture fromArchives ofMichigan 02374

HenryWadsworthLongfellow

YEAR1855

3H3.0.8 actions of individuals.(Mr. and Mrs. Schoolcraft)

There are 22 segments to thepoem Hiawatha. It was finished in1855. Here is a small part of onesegment.

You shall hear how HiawathaPrayed and fasted in the forest,Not for greater skill in hunting,Not for greater craft in fishing,Not for triumphs in the battle,And renown among the warriors,But for profit of the people,For advantage of the nations.First he built a lodge for fasting,Built a wigwam in the forest,By the shining Big-Sea-Water,In the blithe and pleasant Spring-time,In the Moon of Leaves he built it,And, with dreams and visionsmany,Seven whole days and nights hefasted.

2

1

71


The bird tells him where to aim his arrows. Inthe end, Hiawatha wins. Indian legends oftenhave an animal with magical powers. This talk-ing bird is an example.

There was a real mannamed Hiawatha. Helived in the 1500s. Hewas not from Michigan.The real Hiawatha was aleader of the Mohawktribe. He taught how toplant crops and heal thesick.

Guidelines to Live ByThe tribes know

people need rules to live by. Some legends in-clude rules. One of these is The Seven Grandfa-thers and the Little Boy. The story starts long ago.At that time the Ojibway had many problems.Their people were often sick.

The legend tells of seven spirits. They arecalled the seven grandfathers. These spirits areto watch over the earth’s people. A young boy isbrought to the seven grandfathers. They wantthe boy to help the earth’s people. Each spirit

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No one knows what the real Hiawathalooked like. This is what one artist thinks.


Get Into the Act!Make Your Own Legend3H3.0.4

Divide up into groups of 3or 4 and have each one writea legend that explains whysomething is the way it is.You may wish to focus on alocal geographic feature- thelake in the park or the bigstone near the school, the hillnear town, etc. Select a fewto share their legends withthe entire class. Studentsmay want to add artwork toaccompany their legend.

3

2

72


gives the boy a gift of wisdom. He is to go backto his tribe. Then he will share the things helearned.

Here are the gifts they gave to the boy:

1. To seek knowledge is to know wisdom.2. To know love is to know peace.3. To honor all creation is to have respect.4. Bravery is to face the enemy with honor.5. Honesty to face a tough problem is to be brave.6. Humility is to know yourself as a sacred part of creation.7. Truth is to know all of these things.

An otter guides the boy back home.Because of this, the otter is still very special tothe Ojibway. The trip is a long one. By the timethe boy returned, he is an old man. Then he tellsthe wisdom given to him. After that, the tribeshave less sickness and live better lives.

To learn more about legends, talk to aNative American. Find one who reallyknows about them. Perhaps your class mayvisit a Native American center. One ofthese is Nokomis Learning Center inOkemos. There is another one in MountPleasant. Its name is the Ziibiwing Center.

An otterby CharlesSchafer.

3

73


Food and CropsThe next time you bite into a warm buttery

ear of corn, think about the tribes. They were thefirst to grow it. The corn the tribes grew hadsmaller ears than today’s corn.

There would be no pumpkin pie withoutthe tribes. They were the first to grow corn andpumpkins. They were also the first to growsquash and beans. Tobacco was also one of theircrops. It was new to the people of Europe whenthey got here. Europe is a group of countries. Lookon a map. You will find them across the AtlanticOcean.

InventionsDo you know what an invention is? It is an

idea for something no one else has thought of before.Have you ever paddled a canoe? Didyou go down a swift river? The tribesinvented this type of boat. Michigan’sfirst people spent years learning how tomake them just right.

It is hard to walk in deep snow.Have you tried it? When there was deepsnow, the Native Americans had a wayto walk over it! Their invention is thesnowshoe. It lets people walk on topof the snow.

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Snowshoes, invented by the Indians,make walking on deep snow mucheasier. Picture by Frederic Remington.

4

Here is an idea for anactivity that may make thegifts from the tribes moremeaningful.

Have each student draw apicture of one of the gifts.Next, he or she puts thepicture into a small gift bag,perhaps with an inexpen-sive bow added to it. Nowthe students exchange thegift bags with each other.Your class can completethe activity by each studentcommenting on how thepicture represents a giftfrom the tribes.(Thanks to the teacher whoshared this idea with us.)


74


Have you ever gone down a hill on a sled?Traveling on snow led to another invention. Thiswas the toboggan. Today it is used to have fun.The Indians used it for work. Thetoboggan let them move theirbelongings over snow.

The tribes used the bow andarrow, but this had been inventedand used in other parts of theworld too.

NamesDo you remember that the

tribes gave us the name for our state? Michigancomes from the words, ‘mishi’ and ‘gama.’ Theymean great lake or big water.

Other Michigan names come from wordsused by the tribes. Mackinac (MACK in aw) isone. It comes from a word that means greatturtle. The tribes felt the island looked like a bigturtle in the water. Mackinac Island is betweenour two peninsulas. Look at the map on the nextpage.

Several Michigan cities have NativeAmerican names. Here are five:

Kalamazoo (kal ah mah zoo) - meansboiling waterMenominee (meh NOM eh nee) - meansrice gatherers

a toboggan

Members of the tribes haveshared their art with us.This is a small box madefrom porcupine quills.

75


Muskegon (mus KEE gun) -means marshPontiac (PON tee ak) - achief’s nameSaginaw (SAG en aw) -named after the Sauk tribe

Did you know 26 counties have namesfrom the tribes? Muskegon and Washtenaw arejust two of them. See the map on the next page.

The tribes helped to make our state what itis. They have passed on to us things that are apart of our lives now. They have shared theirlegends. They have shared their foods. Theyhave shared their inventions and names. NativeAmericans are not people of the past. They livein all parts of Michigan today. Native Americanslive in cities and on farms. They may be artists,business people, farmers or teachers.

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Mackinac Island

KalamazooKalamazoo

Menominee

Muskegon

SaginawSaginaw

PontiacPontiac

S

N

EW

SESW

NE

NW

Today, NativeAmericans lookmuch like every-one else unlessthey are dressedfor a specialevent. CourtesyBill Mull.

Most maps have a compass.It shows north,

south, east and west. Theidea for a map compasscomes from a real compass.A real compass has a dialthat points north. The dial isattracted to a magneticplace on the earth.

WIA

3G1.0.1 use cardinal direc-tions

76


These counties have names whichcome from Native American words.

Counties without Native American names.

Michigan Counties withNative American NamesMichigan Counties withNative American Names

Crawford

Keweenaw

Gogebic

Ontonagon

Baraga

Houghton

Iron

Dickinson

Marquette

Delta

Alger Chippewa

Luce

MackinacSchoolcraft

Emmet

Alcona

Bay

Benzie

Charlevoix

Cheboygan

Clare

Clinton

Gladwin

GrandTraverse

Gratiot

Huron

Iosco

Isabella

Kalkaska

Kent

Lake

Lapeer

Leelanau

Manistee

Mason

Mecosta

Missaukee

Montcalm

Muskegon

NewaygoOceana

Ogema

Osceola

Oscoda

Ottawa

Presque Isle

Roscommon

Saginaw

St. Clair

Sanilac

Shiawassee

Wexford

Allegan Barry

BerrienBranch

Calhoun

Cass

Eaton

Hillsdale

Ingham

JacksonKalamazoo

Lenawee

Livingston

Macomb

Monroe

Oakland

St. Joseph

WashtenawWayne

AlpenaAntrim

Montmorency

Otsego

Arenac

Tuscola

Ionia

Genesee

Van Buren

Midland

Menominee

WW

SS

EE

NN

0 50 100 miles

Map Scale

Enrichment

3G1.0.2 use thematicmaps

Several counties in thesouthern Lower Penin-sula were named afterpeople in PresidentJackson’s cabinet to try toinfluence the borderdispute with Ohio.

They are Barry, Berrien,Branch, Calhoun, Cass,Eaton, Ingham, Jackson,Livingston and VanBuren.


How Do The TribesTouch Our Lives Today?(Worksheet)

Make Your Own Legend(Get Into the Act!) page71

Michigan’s Highs andLows (Map activity 7from ML-3)


Answers

77


1. What did Henry and Jane Schoolcraft do to help save the legends told by thetribes? 3H3.0.8 (p 70)

Jane, Henry’s wife, was an Ojibway. Jane helped Henry gather stories from hertribe. Henry wrote them down and printed them in books. The Schoolcrafts felt aneed to write these stories. They did not want the legends to be forgotten overtime.

2. What did you learn about the poem, "Song of Hiawatha?" 3H3.0.4 (p 70-71)

Henry Wadsworth Longfellow changed one of the Native American legends tosound like a poem. He changed the name of the hero to Hiawatha for an un-known reason. He called the poem, "Song of Hiawatha."

3. Name three Native American guidelines to live by. 3H3.0.4 (p 71-72)

Any three of the following:1. To seek knowledge is to know wisdom.2. To know love is to know peace.3. To honor all creation is to have respect.4. Bravery is to face the enemy with honor.5. Honesty to face a tough problem is to be brave.6. Humility is to know yourself as a sacred part of creation.7. Truth is to know all of these things.

4. Tell which Native American invention you believe is the best and why. 3H3.0.5(p 73)Students may choose Native American inventions such as the canoe, snowshoeand toboggan.

(a) The canoe is the best Native American invention because I like to usecanoes on the lake.

(b) Snowshoes are the best Native American invention because they make itso easy to walk over deep snow.

(c) The toboggan is the best Native American invention because my friendsand I love to use them to slide down big hills.

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Answers

78

5. Do you think the name of your town is Native American? Explain your an-swer. 3H3.0.1

Answers will vary. Check with your local historical society if you are not sure.

6. Find three nearby places that seem to have Native American names. (They canbe cities, counties, rivers or lakes.) List them. Use the Internet or your schoollibrary. Try to find what some of the names mean. 3H3.0.1 (p 76 for counties)

Answers will vary. Resources that may be helpful: Indian Names in Michigan,by Virgil J. Vogel or http://users.michiweb.net/~orendon/ americans/glosary1.html#1.

Brain StretchersExplain what you have learned about the beliefs of the tribes by reading

their legends. What ideas were important to the Native Americans? Why werethey important to them? 3H3.0.4

Many legends gave guidelines or rules to live by. Some stories have a moral orthe idea that a higher being or spirit is involved. They used legends to explainthe world around them. Legends are used to pass along their culture and historyto their children.

Words In Action!How do the tribes from long ago still touch our lives today? Give four ex-

amples of things they have shared with us. 3H3.0.1, 3G4.0.4 (p 75)

The tribes touch our lives today through Native American names we use forplaces in Michigan. They touch us through their stories and legends that we read.They have shared foods they first grew such as corn, pumpkins, squash and drybeans. We still use some of their inventions, like the canoe, snowshoe andtoboggan. (We also use the bow and arrow, but that invention came from severalsources.) Students can give the four general categories: names, legends, foodsand inventions or they can give specific examples.



Answers

79

Crawford

Keweenaw

Gogebic

Ontonagon

Baraga

Houghton

Iron

Dickinson

Marquette

Delta

Alger Chippewa

Luce

MackinacSchoolcraft

Emmet

Alcona

Bay

Benzie

Charlevoix

Cheboygan

Clare

Clinton

Gladwin

GrandTraverse

Gratiot

Huron

Iosco

Isabella

Kalkaska

Kent

Lake

Lapeer

Leelanau

Manistee

Mason

Mecosta

Missaukee

Montcalm

Muskegon

NewaygoOceana

Ogema

Osceola

Oscoda

Ottawa

Presque Isle

Roscommon

Saginaw

St. Clair

Sanilac

Shiawassee

Wexford

Allegan Barry

BerrienBranch

Calhoun

Cass

Eaton

Hillsdale

Ingham

JacksonKalamazoo

Lenawee

Livingston

Macomb

Monroe

Oakland

St. Joseph

WashtenawWayne

AlpenaAntrim

Montmorency

Otsego

Arenac

Tuscola

Ionia

Genesee

Van Buren

Midland

Menominee



Documents

TE Meet MI chap 2* - AmazingClassroom.com · 40 Teacher Notes Chapter 2 Chapter 2 Lesson 1 People to Meet Native Americans (nay tiv • am air uh kins) (42) Hopewell people (hope