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An Indigenous People

ExploringThe Regions

RevisedBy

Beverley Bucknor

1Atlantic Union Conference Teacher Bulletin www.teacherbulletin.org

An Indigenous People - Exploring The Regions

An Indigenous PeopleNative Americans

Exploring the Regions

From the verdant lands in the north to the glowing deserts of the mid-west and the variety of terrain in the south, Native Americans have lived with ingenuity, practicing ecology and fostering a strong sense of community.

In the words of Sitting Bull a Sioux Indian; “Let us put our minds together and see what life will make for our children.” Discover this in another unit of An Indigenous People – Ex-ploring the Regions.

As you work through the unit, you will discover facts about how children lived and thought. You will find opportunities to compare and contrast their experiences with your own.

Open the pages of An Indigenous People Exploring the Regions and you will find answers to these questions and many more.

Why were families important to the tribe?What impact did the land have on their lives?Why was ecology an integral part of tribal life?

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Northeast Native AmericansLocationFlying as the bird flies starting in southeast Ontario in Canada traveling south to Kentucky and east to Virginia then north to Maine spans the area traveled by the northeast tribes.

LandThis area is verdant territory filled with dense forests, meandering rivers, and picturesque lakes, bordered by dramatic coastal terrain facing the Atlantic Ocean. ClimateSeasons are very distinct in the northeast. Springs are mild leading into warm summers, cool autumns and cold winters.

TribesAlgonquin, Delaware, Iroquois (Seneca, Cayuga, Mohawk, Onondaga, Oneida), Massachusetts, Micmac, Mohican, Narragansetts, Ojibwa live in this territory. LanguageMost of the northeast Native Americans spoke the ‘Algonkin’ language.

Way of LifeVillages were constructed near a body of water such as a brook, river, or lake. Each member of the family is considered very important. The work load was shared by every member of the family.

TransportationDugout canoes, rafts and floats

OccupationHunters, animal trappers, fishermen, women planted and harvested crops.

HousesLonghouses were used for meetings and as homes. The following buildings, in varying com-binations, could be found in each village; single family homes, wigwams and square houses with a pyramid roof.

FoodThe diet consisted of natural resources such as meat, fish, vegetables, nuts, fruits, and maple syrup.

ClothingClothing was made from weaving and skins. They wore fur robes, leggings, and moccasins in winter. Short, light apron skirts and a loose top over the shoulders were worn in summer.




The Village Community – The Iroquois

Iroquois Tribes had about 12 to 13 village communities. These villages were also called bands. Each village had 300 to 600 people. The villages were made up of many clans. A clan was several families living together in a longhouse.

The League of the Iroquois

Did you know that the Iroquois had a complex political system that is very similar to the United States national government? The league was made up of five tribes (Seneca, Cayuga, Oneida, Onondaga and Mohawk.) These tribes were led by a council.

The council of the league was composed of 50 sachems who were inherited representatives for the tribes. Each representative had a specific name which was associated with the re-sponsibilities of the position such as the keeper of the longhouse or wampum. The council worked out external problems of the tribes. They also worked out problems common to all the tribes. When a problem was raised before the council, each representative would be given the opportunity to give his perspective and all decisions had to be unanimous.

Individual tribes worked out their own problem. They concentrated on the tribes internal interests. The Iroquois tribes were ambitious. They often warred against other tribes for the purpose of expanding their territories. Warriors who triumphed in wars and battles were given the title of Pine Tree chiefs.




Clan Mother

The Iroquois head of household was called the Clan Mother. She was the oldest woman and owned all the property which included the longhouse and all its belongings. Men’s weapons, clothing and personal belongings were each clan individual’s property.

All the families living in the longhouse were related to the Clan Mother. Each family mem-ber would use the Clan Mother’s family name. The father of the clan used the name of his mother. When a marriage took place, the man would move into his wife’s longhouse home. His children would use their mother’s family name.

Success as a Clan Mother depended on several skills. She was the clan historian who knew the family history. She would mediate when there were problems. She knew who was related to whom. She knew what names were available to use from the clan’s pool of names. There were also specific names for boys and girls. These names and titles were bestowed to denote great events or an important deed. Changes would take place during certain festivals. An Iroquois would have at least two name changes during his or her life.

Iroquois Women

The Iroquois women were wives and mothers. They were considered to be a very important part of the clan and tribe. Along with the Clan Mother, the elder women picked the tribal council and bestowed honor on newly elected representatives to the council. They would remove the chiefs from their office if they failed to perform their duties.

Women in this community cared for the young and old. The able-bodied ones planted, weeded and harvested about a million bushels of corn a year. Other crops were important to add variety to their diet. They planted sunflower seeds, beans and squash. Each morning, women gathered to pound corn into flour for the first meal. This time of the day was often a social event. The women visited each other as they worked. During the fall they would gather nuts such as black walnuts, hazelnut, chestnuts, butternuts and acorns. These nuts were used for starch and oil. Throughout the growing season, women gathered berries a wild food. When the men returned from hunting with their carrion, the women would take the skins and tan them, then fashion them into clothing for each member of the family.

The women’s most important role was child bearer. The future of the tribe depended on the ability of the women to bear children. When the time of birth was eminent, the women would go into the forest to deliver the baby. The newborn baby would be washed in spring water or snow. Then it was wrapped in furs and carried back to the happy villagers.




The Longhouse

Longhouse derived its name from its rectangular shape, two long sides 50 to 150 feet long and two short sides, 18 to 25 feet wide. The outer appearance of the longhouse showed lashed poles made from tree trunks that were secured in the ground at equal intervals around the perimeter of the building. Bark was used for the exterior and interior walls. The entrance to the building was on the shorter side, and sometimes had an overhung porch for shelter. On each shorter side the family crest was displayed. This crest was a symbol used to rep-resent the clan. It could be a picture of a bear, wolf, beaver, turtle, deer, snipe, heron or hawk or any other creature that lived in their territory. The bear, the wolf and the turtle were three symbols found in all tribes of Iroquois.

What’s Inside the Longhouse?

The interior was divided into several rooms. The walls were made of tree bark. It was easy to count how many families lived in the longhouse by counting the number of smoke holes in the roof. Sleeping platforms were erected against the inside wall and belongings were stored under the shelves and platforms.

Each family area had a fire. These fires were built in a submerged pit below the center of the house. On occasion, two families would share the fire on each side of the pit.

The Iroquois tribes were mainly corn farmers. The women owned the tools and the plots and would work the fields together. They cooked soup, hominy, and succotash of corn, beans and squash. Maple sugar was also made. The men were responsible for the hunting and fishing. They hunted moose, deer, otter, mink, and waterfowl by stalking, imitating calls, trapping and shooting with bows and arrows.

Materials Used

Raw materials were most important to the success of the northeast tribes. They used light and practical materials due to fact that they had to travel often. Trees, bushes and animal skins were used. For instance, birch-bark canoes and snowshoes were used for transpor-tation. Reeds and bark were used in basketry. Baskets were used for storage and moving materials.

Men and women wore moccasins and leggings. The men wore breechcloth, a kilt, and a coat. The women wore a long skirt and a long-sleeved shirt. All of the clothes were made of tanned skin and most were decorated around the edges. Earlier clothing was decorated by quill embroidery and later by trade beads.




ActivityUse a graphic or word processing program to design a crest that you might have as a symbol to your home.

Imagine that your head of household is your grandmother. What was her family name? What names were used for both boys and girls in her family? Design a legacy book with pertinent information for the next Clan Mother in you family to use as a reference for her leader-ship.

Bible ReferenceUse the Bible, Bible dictionary or concordance to make a list of 10 to 20 names that were use to commemorate and event or personality.




A Truly Good WifeProverbs 31: 10 – 31

The Children’s Living Bible.

If you can find a truly good wife, she is worth more than precious gems.

Her husband can trust her, and she will richly satisfy his needs.

She will not hinder him, but help him all her life.

She finds wool and flax and busily spins it.

She buys imported food, brought by ship from distant ports.

She gets up before dawn to prepare breakfast for her household, and plans the day’s work for her servant girls.

She goes out to inspect a field, and buys it; with her own hands she plants a vineyard.

She is energetic, a hard worker, and watches for bargains.

She works far into the night!

She sews for the poor, and generously gives to the needy.

She has no fear of winter for her household, for she has made warm clothes for all of them.

She also upholsters with finest tapestry; her own clothing is beautifully made – a purple gown of pure linen.

Her husband is well known, for he sits in the council chamber with the civic leaders.

She makes belted linen garments to sell to the merchants.

She is a woman of strength and dignity, and has no fear of old age.

When she speaks, her words are wise, and kindness is the rule for everything she says.

She watches carefully all that goes on throughout her household, and is never lazy.

Her children stand and bless her; so does her husband. He praises her with these words:“There are many fine women in the world, but you are the best of them all!”

Charm can be deceptive and beauty doesn’t last, but a woman who fears and reverences God shall be greatly praised.

Praise her for the many fine things she does. These good deeds of hers shall bring her honor and recognition from even the leaders of the nations.




OUR AMERICAN WOMEN

The Iroquois women were much like the women of today. They were also different in many ways. Read the sentences and write them under the correct picture.

Read the following then place them under the heading that most fits that category.

Active community lifeTanned animal skins

Owned propertyMade clothing for family

Planted gardensBabies born in hospital

Taught children at homeElected chiefs

Eat in restaurantsGathered wild foods

Iroquois Women Today’s Women

Common to Both




American RecipesCorn Meal Pancakes

1 ½c flour ¾c corn meal 4 tsp baking powder 1 tsp salt1 T sugar1 egg 1 ¾c milk2 T butter or margarine

Method:Beat egg, add milk and melted butter.

Mix dry ingredients;Add to liquid, stirring only until moistened.

Bake on a hot griddle

Corn Bread1 cup cornmeal (yellow)1 tsp salt1 T sugar½c flour1 ½c hot water2 T oil3 eggs separated, whites beaten stiff

Method:Mix dry ingredients together.

Combine oil and hot water, and pour over cornmeal mixture.Add beaten egg yolks and beat batter until light.

Fold in stiffly beaten egg whitesBake in well-buttered pan or hot, oiled iron gem pans.

Temperature 400*FTime 20 – 30 minutes

Makes: 12 squares, or 20gems.




Corn Soup1 onion, chopped1 stalk celery, chopped1 to 2 tsp chopped parsley1 can cream style corn1 can whole kernel corn1 ½ tsp salt2 cups milk

MethodSauté the onion in a small amount of oil or margarine. Add remaining ingredients and simmer until celery is tender.




Yellow Squash Potato Patties1 ½ c shredded yellow squash (unpeeled)1 c shredded new potatoes (unpeeled)1 small onion, minced2 eggs½ c dried bread crumbs1 tsp salt¼ c toasted wheat germ¼ tsp basil¼ tsp Italian seasoning

MethodCombine all ingredientsMix thoroughlyForm into patties on greased cookie sheetBake until lightly brownedTemperature 350*FMakes 8 pattiesServe with applesauce, hot tomato sauce or yogurt




Honey Baked Acorn Squash

4 small acorn squash2 c orange juice or water4 T honey4 T oil¼ tsp cinnamon1/3 tsp saltButtered peas

MethodCut squash in half and remove the seeds and cellulose strandsArrange squash in greased 8 x 12 bake ware glass dish into which orange juice or water has been poured.Blend honey, oil and seasonings together. Spoon mixture into halves of squash or onto cut squares.Bake covered with foil at 350*F for 30 minutes. Baste with orange juice, then uncover and bake another 30 minutes.Fill with buttered peas.

Navy Bean Soup

1 lb navy beans3 quarts water4 stalks of celery with leaves, chopped1 large onion, chopped2 c canned tomatoes, chopped or pureed1 to 2 tsp salt

MethodWash beans and soak overnight. Add remaining ingredients (except salt) and simmer till beans are tender. Add the salt and about 2 T of oil just before soup is served.




Bean Balls

2 c brown beans1 c cornmeal ½ c flour1 tsp baking soda

MethodBoil beans in plain water until tender.Mix cornmeal, flour, and soda in a large bowl.Add boiling beans and some of the juice to the cornmeal mixture to form firm dough.Roll into balls.Drop in pot of boiling hot water.Cook for 30 minutes at slow boil.Serves 8




Split Pea Soup With Herbs

1 c split peas 1 q water1 large chopped onion 2 stalks chopped celery4 chopped carrots ¼c chopped parsley1 tsp oil1 tsp oregano1 tsp basilVegetable salt to taste

MethodCombine all ingredients.Bring to boil, then reduce heat and simmer for 2 hours.You may make a smoother consistency by blending in the blender.




Medicinal Uses of Herbs and PlantsNative Americans used plants for cooking as well as for treating illnesses. Below, you will find some of the plants, their parts and their uses.

PlantDandelionGum PlantJalapJimson WeedMandrakeBonesetYellow RootCascara SagradaDogwoodElderPeach leavesCat-tailsHoary WillowRed CedarWhite OakPrickly AshNew Jersey teaJack-in–the-PulpitBlue VervainMoonwartRed AlderGreen HelleboreGround IvyGinsengSpignetWild CherryBull Nettle

PartRootsLeavesRootsSeedsPlant boiledRoot-barkRoot-teaCornLeaves boiledLeaf-teaRoot-teaBark-teaBark-teaBark-teaLeaf poulticeRoot poulticeInner bark-teaLeaves, berriesRoot, bark-teaBruised rootsBark – teaGround rootsLeaf-teaRoot-teaRoot-teaBark-teaRoot necklace

UseChest painSores on horsesPurgativeWere sacredInsecticideColicBowel troubleMuscular painStomach acheColds, feverSore mouth, throatLaxativeFevers, coldsHeartburnBoilsSoresCoughHeadacheDiarrheaCutsHigh blood pressureHerniaHivesColicBackacheMeaslesBaby-teething




The Tanning of the Hide

Tanning is a way to change animal skins into leather. The leather was used to make many things. This was done by the women.

Each family had a ‘horse’ and frame for tanning.

The horse was a six-foot log. The bark was taken off it. One end rested on the ground. The other end was 30 inches high. It was set on a pair of slanted legs.

A fresh deer hide was used. The hairy side was put down on the log. The hide was scraped to remove all the flesh and fat.

Tanning ToolsThe tool they used was made from the shinbone of a deer. It was cut into a long slanted blade. This was used as a scraper.

The ‘horse’ was a length of log with one end attached to an inverted ‘v’ stand.

A frame was constructed of four poles lashed in the shape of a rectangle.

The beaming tool had a long wooden handle which had one end attached to a stone or a horn.

The Iroquois produced hides mainly from deer or moose. They would use the brains of the animal too. The women would mix the brains with moss and formed cakes that they dried. Surprisingly, these brain cakes would last for years until used for the soaking process. The hide was cleaned by pushing the tool over it; then washed. Three days of soaking the hide in water and brain mixture followed. This process loosened the hair. After the soak, the hide was wrung out and put on the horse, hair side up. Tools were used to scrape the hair off the hide. This process was hard and took a while to complete. When all the hair was removed, the hide was rubbed on both sides with a mixture of fat. The skin was then sprinkled with water, rolled up tightly and left in that condition until the next day when it was wrung out.

It was now time to beam the hide. This involved stretching the skin on a frame by lacing the perimeter with strips of bark fiber. The lacing was pulled as tight as possible. The term beaming referred to the stretching and softening of the hide. The women would rub the stone end of the tool across the surface of the hide to stretch it. The lashing would be adjusted to continue the stretching. When this process ended, the hide would be colored by smoking it over a corncob fire. Darker shades were achieved when the hide was exposed to the smoke for longer periods of time. The smoking process also closed the pores of the skin and made the hide stronger.

Clothing was fashioned with the hides for the villagers.




MoccasinsThe woodland indians used two kinds of moccasins. Both were soft and didn’t have soles.

The easiest was made from on piece of buckskin or moose hide. They were sewed up the back. The front was sewed from the toe to the top of the foot.

The front seam was folded to shape the shoe. It was often covered with quillwork.

Extra leather was left to make a big cuff at the ankle. It was tied with a string. The cuff was worn turned up or down.

The second style was made from three separate pieces. The body of the moccasin was sewed to a U – shaped piece. This piece covered the top of the foot.

The top lay flat. The larger piece was folded between stitches. This made the two pieces fit together.

The third piece was a tube of hide. It was sewn around the top of the moccasin. The ends of the tube were left open in the front. A lace was put in the tube. The moccasin could then be tied.




Make Your Own Moccasins - Activity

Teacher note: Trace the moccasin pattern on the felt before class for the younger stu-dents.

Materials1 large piece of tan felt per childLarge craft needleYarnScissorsBlack magic marker

Directions:1. Trace your foot on the felt.2. Cut out the pattern.3. Using yarn, sew the toe of the moccasin. Gather as needed to fit.4. Sew the back together.5. Fold down the cuff.6. Tie around the ankle with yarn.




Livelihood of the Iroquois MenUnlike the women who worked continually, the Native American men worked in spurts. They hunted for many hours. Then the men rested between hunts and mended their hunting equip-ment. The real hunting season began in the late fall. Families would band together and go to the woods to hunt for deer and black bears. These animals would not only provide food for the winter months but also skins for clothing, grease for a number of uses and heavy fur robes for sleeping on cold winter nights. The families would hunt from November till mid-winter.

During the early spring, food was scarce. The fall vegetables had been eaten along with meat. It was too early to go gather berries and wild foods. The Indian men, along with their families would then go to the streams and lake shores to spear and net fish. In the evening, the men would continue fishing. A lighted torch was tied to each canoe. The Iroquois canoe was made from elm or birch bark.

One of the major roles of the Iroquois men was being a member of the tribal council. The tribal council was made up of clan chiefs. The chiefs were chosen by the Clan Mother. The tribal council members made all the decisions. The tribal council settled arguments among the people. They disciplined those who disobeyed the rules of the village. The council looked after the well-being of the people.

Besides using the bow and arrow to hunt, the Iroquois would use basically two types of traps to kill animals.

A DeadfallThe Iroquois used snares for small animals and the deadfall for the larger ones.

A deadfall was made of one or more heavy logs. One end was a couple of feet above the ground. It was held up by a set of posts. Bait was put on this trap.

The smallest touch would cause the post to fall. The heavy logs would drop on the animal.




A SnareA simple snare was made with a young, thin, tree. The top of the tree was bent to the ground. A strip of leather attached the young tree to a baited trigger. A slip noose was tied to the trigger.

When an animal touched the food, it would set off the snare. The tree would spring up catching the animal in the noose.




Felling a Tree

The Native Americans usually left the trees of the forest untouched. At times, the trees had to be cut down to clear land for crops. This was too hard to do with stone axes.

They would fell the tree by burning it down. A ring of wet clay was put around the tree. The clay was a couple feet above the ground. It would stop the fire from climbing up the tree. A fire was started at the bottom of the tree. The fire was kept going until it had burned through the trunk. The burned wood was chipped out with a stone axe.

Stone AxesThe axes were made of granular rocks. They wouldn’t chip or flake. These rocks were shaped by pecking off pieces with another stone. The axe had was then smoothed and polished. An axe head could be made in four and a half hours.

There were different styles of axes. They were mainly described in two categories, grooved and ungrooved. The grooved axes were replaced with ungrooved axes. They were called celts.

A tribe made all its axes in the same way. If an ax head was grooved or not, depended on how the handle was put on. The head could be tied to a flat stick.

Sometimes the axe head was grown into the handle. A split was made in a growing branch. The stone would be put in the split. It was left there for a year or two. The split would grow around the axe head. This made a very tight handle.

The handle was never put through a hole in the stone head. The hole would weaken the axe.

The stone axe was a tool and a weapon. It was the first tomahawk.

Other tools were used besides the axe and stone hammer. The woodland indians made chisels and gouges of stone for woodworking. These were clumsy compared to the ‘crooked knife.”The crooked knife was used to make bowls. These bowls were often carved from maple or oak tree knots. They were polished and dyed with a solution of hemlock bark.

Every man owned a crooked knife. Its handle was curved and easy to hold. The blade was curved beaver’s tooth. Beaver’s teeth grow curved. To cut, and indian would pull the blade towards him. Beavers cut down trees with their teeth. The best part of the tooth is the natural cutting edge. The tooth is very hard.




Activity

Native Americans learned from and used nature in their daily lives. What can you learn from the beaver? Look up beavers in an encyclopedia or a Website on animals. Make a Powerpoint presentation and share it with your classmates.




Snowshoes

The Woodland dwellers used snowshoes for walking on the snow. They were made as light as possible.

The snowshoes used for hunting were over three feet long and narrow. The toes turned up a little.

The frame was made from ash wood. It was cut green. The shape was made by heating it over a fire. Then the wood was bent.

One piece of wood was used to make a frame. The ends were tied together in the back.

Two wooden pieces joined the sides together. One piece was in front of the foot. The other, was behind the foot.

Strips of rawhide were used to make the netting. It was strung through holes in the frame.

A thick cord was tied across the back and the toe of the moccasin. This kept the snow-shoe on. A rawhide pad was put under foot.




Making Indian Snowshoes - Activity

MaterialsSkin tone colored pipe cleanersScissorsConstruction paper2 small wooden ice cream spoons1 black fine tip markerGlue

Directions:1. Shape the pipe cleaners into the shape of a man.2. Draw lines across the spoon with magic markers for snow-

shoes.3. Glue pipe cleaner man to the snowshoes.4. Make small feathers with construction paper.5. Glue the feathers to the head.




Local GovernmentEach tribe had its own local council. The council was made up of several clan chiefs. Each was picked by the Clan Mother. She was the oldest woman of the clan. She also removed the clan chief if he did not do his job well. If he did well, he was chief for life.

The tribal council would hear complaints about the members of the tribe. The chiefs sat along the side of the council house. The question to be decided would be passed from hand to hand by wampum string. Sometimes they discussed issues for a long time. When they all agreed, the decision would be given.

Great PeaceWar, raids, and violence were common among the Iroquois tribes. The tribes fought against each other. These raids were often to steal goods and captives. Many of the young men were killed. If the wars continued, the tribes would be destroyed.

Dekanawidah was an Iroquois holy man. He claimed to have had a vision about the five tribes uniting together. Under the leadership of the great chief Hiawatha, the League of the People of the Longhouse was formed. It was a peace agreement between the five tribes of the Iroquois. It was called Five Nations. In 1784, the Six Nations of Indians signed the treaty of Fort Stanwix with the United States.

The original five nations comprised of the Mohawk, Oneida, Onondaga, Cayuga, and Seneca. During the Colonial times, only the French called them the Iroquois. To the British, they were called the Five Nations. However, the league named themselves, the Haudenosaunee meaning the People of the Longhouse. Each nation had a name that related to the territory they occupied.




The Nation the name the reason

Mohawk The people of the Flint Country

Keepers of the Eastern Gate

Flint rock found in the earth

The most eastern nation

Oneida People of the Standing Stone

A huge rock on the Oneida country

Onondaga People of the Hills Keepers of the Council Fire

They usually presided over the league meetings.

Cayuga People of the Boat Landing

People of the Mucky Land

The marsh land of Lake Ca-yuga

Seneca People of the Great Hill

Keepers of the Western Gate

Tuscarora The sixth fire Junior league members




The Native Americans tell the story of the how special their nations were.

“Long, long ago, one of the Spirits of the Sky World came down and looked at the earth. As he traveled over it, he found it beautiful, and so he created people to live on it. Before returning to the sky, he gave them names, called the people all together, and spoke his parting words:

‘To the Mohawks, I give corn,’ he said. ‘To the patient Oneidas, I give the nuts and fruit of many trees. To the industrious Senecas, I give beans. To the friendly Cayugas, I give the roots of plants to be eaten. To the wise and eloquent Onondagas, I give grapes and squashes to eat and tobacco to smoke at the camp fires.’ Many other things he told the new people. Then he wrapped himself in a bright cloud and went like a swift arrow to the Sun. There his return caused his Brother Sky Spirits to rejoice.”

Activity - Food for thoughtWhat Biblical story can you partially compare with the above account?

Using the Bible story as a framework, write your own story detailing the talents or gifts God has provided for us.




The Great Council

The five nations were successful in keeping peace among the tribes. Each tribe had its own local government. The Great Council met each year at Onondaga. Each tribe sent men to speak for them. The meeting took place on a hill under the Tree of Great Peace. The Great Council Fire let everyone know that the meeting was going on.

There were 50 seats but only 49 men. One was left empty because no one could ever replace the great Hiawatha. The men were chosen by the Clan Mother who could also remove them from the office if they did not do their work well.

All decisions had to be unanimous. That means that all had to agree. They did not decide by majority. If they couldn’t agree the first time, they had to talk it over again. Sometimes they could not agree. Then they would bury the issue in the ashes. This meant that they would not discuss it anymore. One issue that the tribes could not agree on was their involve-ment in the American Revolution. They covered up the fire and dissolved the League until the Revolution was over.




Decision Making in the Great CouncilThe diagram below shows how the Great Council made decisions. Each tribe had one vote. All tribes had to agree before the decision was made.

QUESTION

1 SENECA 3 ONEIDA

2 4

MOHAWK 5 CAYUGA 6 ONONDAGA

7 DECISION

1. A question was given to the Seneca tribe to discuss.2. The Senecas made a decision and passed the question to the Mohawk tribe. The Sen-

ecas and the Mohawks had to agree.3. The question was passed over the fire to the Oneidas.4. They discussed it and passed it to the Cayugas. The Oneidas and the Cayugas had to

come to the same agreement.5. The question was passed back over the fire to the Senecas and Mohawks.6. If all agreed, it was passed to the Onondagas.7. If all the tribes were in agreement, the Onondagas announced the decision.

If there was any disagreement among the tribes, the question had to be discussed until they all agreed.




Activity – Decisions! Decisions!Can your class make a decision in the same way as the Great Council? Decide what question you want to discuss. Maybe you can choose a recess activity that would involve the whole class. It could be a celebration program commemorating a special event or holiday. Remem-ber, that an order of protocol must be approved by all participants. The decision must also be a unanimous one.

Question: Shall we play kickball or dodge ball during recess?

Question 1 A C 3 2 4

B 5 D 6 E 7 Decision

Describe how your class made its decision._________________________




Iroquois Children

The Iroquois loved their children. When a baby was born, a beautiful cradle board was made. The women made intricate designs and used many floral patterns on the cradleboard. The cradleboard is somewhat like our modern day back-pack.

The children usually played and had a care free life until they were about eight years old. Then the boys and girls were given helpful jobs. The girls gathered nuts, berries, and other wild foods with the women. They would help with the planting, weeding, and harvesting. The girls also would do light chores around the longhouse. The boys trapped small game, shot birds, and squirrels. When a boy killed his first deer without using a bow and arrow, he was then ready to join the men in their hunting parties. A young boy would perhaps choose some old man, who would serve as his teacher. The old man might be an uncle or friend that came to the mother’s longhouse. The boy would then learn the tribal lore. Most of the children’s education came from just being in the village.

Indian games were important to the children, especially the boys. The same skills that were used in games were used in hunting and warfare. Boys younger that ten years old played jack sticks. As they got older, they were able to play lacrosse. The skill of spearing was learned with hoop and javelin. This was a popular game among the older boys. The boys would hurl the javelin and try to spear the hoop. The javelin was held by the index finger just the same as a fish spear.




Lacrosse

Many Native American games were used to settle quarrels or speak to the spirit gods to heal a loved one or send rain. The game lacrosse was simply called stickball until the French Canadian settlers rename the sport as lacrosse. It is said that a settler thought that the stick looked like the curved staff that a Catholic bishop’s crosier “la croix”. The earlier sticks did not have netting. The netting was added later. The ball was first fashioned out of wood. Then deer hide was stuffed in a round pouch also made of hide.

Lacrosse was seen as a test of endurance, agility and strength. Players would often train and eat a special diet to prepare for a game. The game was preceded by an all-night dance performed to ask the spirits to give the team the winning position.

The game field was about 500 feet in length. The two teams of six to eight players would face each other and try to carry or throw the ball, without using hands, through the goal at the opposite end of the field. The game was often violent because the players would fight for possession of the ball and send it to the goal which was set between two lines. Emphasis was placed on team effort attain the goal, not on individual players.

It is said that the women would encourage the players by cheering loudly. They would some-times run on to the field with a switch to physically urge the players on to victory.




A Day in the Village

Directions: Pretend you are an Indian boy or girl and write a story on one day’s activities.

Early Morning

Noontime




Sunset

Night time




Special Days -FestivalsThere were six main holidays. The first was the Maple Festival which was held in early spring when the sap began to flow. The nation would give thanks to the Great Spirit for the return of spring. They would also thank the maple trees for giving its deliciously sweet waters.

The day would be filled with ceremonies where the clans gathered to listen to speeches, to pray, to enjoy music and dances, to participate in games and enjoy the feast of food. The Maple festival would have maple syrup and candies.

The smoking of tobacco was a part of all special gatherings. The Native Americans believed that the smoke carried messages of thanks to the Great Spirit. Sometimes tobacco was thrown on the fire. It was considered a sacred plant and was seen at all religious ceremo-nies.

The Planting Festival took place later during the spring season. The clans gave thanks to the Creator for the return of the planting season. The seeds would be blessed as they were placed in the earth.

During early June the Strawberry Festival was held. The celebration of the return of fruits to the earth was the focus of this day. Of course fresh strawberries were part of the feast.

The Green Corn Festival was huge; and lasted four days. This was celebrated in August. At this time the squash, corn and beans were yielded as harvest. The nations would gather to-gether to give thanks for the Three Sisters who were governed by the spirits. Participants of the Festival enjoyed eating corn soup and succotash.

Children born since the mid-winter festival were named at this festival. There would be four days of prayers, songs, dances, games and food to commemorate the special event.

In February, the League would celebrate the Midwinter Festival. It was also referred to as the New Year’s festival. This event lasted seven days and was the longest of all the festivities. Tradition dictated that the event began when two of the elders announced the new-year by stirring the ashes of the old fire and telling the family to clean the home and build a new fire when they visited each house. They did not wear ordinary clothing. They wore robes made of bear or buffalo skins, and wore coronets made of corn husks around the ankles, arms and on their heads.

Part of the event centered on the Thanksgiving Address which lasted for four hours. Fol-lowing the address was the much anticipated dream-telling ceremony. Each participant would tell their dream in a riddle. The listeners would try to solve the riddle. The members of the League cherished the solving of the riddles because it symbolized peace when ones dream was understood. They believed that their hearts and minds were cleaned and ready for the New Year.




The New Year’s festival was a daily ritual of dancing, singing and feasting. All the babies born since the Green Corn Festival were given their names.




Father We Thank Thee

Materials:1. Tan background or cloth2. Brown construction paper for letters and silhouettes3. Use fall leaves or poles to tie at corners for the border.

Suggestions:1. Write a Psalm of thanks such as Psalm 95, 100 and 118.2. Make a list of five things you are thankful for. Illustrate.3. Read Luke 17: 11 -19 and write in your own words the story of the Ten Lepers.




A TIME TO REAP

ECCLESIATES 3:2

Materials:

1. Gold or blue background or cloth2. Red and orange fall leaves. Use to fashion a border.3. Use pictures of fruit and vegetables harvested.

Suggestions:1. Read the Parable of the Sower found in Matthew 13.2. Write what the parable means.3. Copy Ecc. 3: 1 – 84. Use your time wisely and make a list of things you need to do today.




The Condolence Ceremony

When a villager died, the condolence ceremony was performed to help the grieving family. The village peacemaker told a story using the wampum to comfort the bereaved. The beads of the wampum became words to take the grief away.

Usually, the villagers were divided into two groups. One group helped the family mourners to grieve. The other group offered comfort by wiping away tears, cleaning their ears and throats. It was thought that the ritual helped the bereaved to begin to live their regular lives again.

When someone such as a chief died, the whole league participated in the Condolence Cer-emony. The death and ceremony was announced by sending out runners to each nation to announce date and time of the event. The groups were divided up into the elder and the younger brothers. The Onondaga, Mohawk and Seneca joined together to form the elder brothers group. The younger brothers comprised of the Oneida and Cayuga. Each group helped with the comforting and mourning.

The order of the ceremony began with everyone mourning the death of the leader. Next, a new chief was declared. A joyous celebration comprising of songs, delivered thanksgiving prayers and speeches were shared. Orators recited the Great Law of Peace. The names of all the council chiefs were repeated to emphasize that the league would remain strong as it was in the past, the present and will be in the future.




Hiawatha’s Childhood

By the shore of Gitchee Gumee,By the shining Big-Sea-Water,

Rose the black and gloomy pine trees, Stood the wigwam of Nokomis.Dark behind it rose the forest,

Rose the firs with cones upon them;Bright before it beat the water, Beat the clear and sunny water,Beat the shining Big-Sea-Water.

There the wrinkled old NokomisNursed the little Hiawatha,

Rocked him in his Linden cradle,Safely bound with reindeer sinews;Stilled his fretful wail by saying,

“Hush! the Naked Bear will hear thee!”Lulled him into slumber, singing,

“Ewa-yea! My little owlet!How is this that lights the wigwam?

Ewa-yea! My little owlet”

Many things Nokomis taught himOf the stars that shine in Heaven;Showed him Ishkoodah, the comet,

Ishkoodah, with fiery tresses;Showed the Death-Dance of the spirits,

Warriors with their plumes and war-clubs,Flaring far away to NorthwardIn the frosty nights of Winter;

Showed the broad white road in heaven,Pathway of the ghosts, the shadows,Running straight across the heavens,

Crowded with the ghosts, the shadows.




Hiawatha’s Childhood continued…

At the door on Summer eveningsSat the little Hiawatha;

Heard the whispering of the pine trees, Heard the lapping of the waters.

Sounds of music, words of wonder;“Minne-wanna!” said the pine tree,“Mudwas-aushka!” said the water.

Saw the firefly, Wah-wah-taysee,Flitting through the dusk of evening,

With the twinkle of its candleLighting up the brakes and bushes,And he sang the song of children,

Sang the song the Nokomis taught him:“Wah-wah-taysee, Little firefly

Little dancing white-fire creature,Light me with your little candle,

Ere upon my bed I lay me, Ere in sleep I close my eyelids!”

Saw the moon rise from the waterRippling, rounding from the water,Saw the flecks and shadows on it,

Whispered, “What is that, Nokomis?”And the good Nokomis answered:

“Once a warrior, very angry,Seized his grandmother, and threw her

Up into the sky at midnight;Right against the moon he threw her;

Tis her body that you see there.”




Hiawatha’s Childhood continued…

Saw the rainbow in the heaven,In the eastern sky, the rainbow,

Whispered, “What is that? Nokomis?”And the good Nokomis answered:

“Tis the heaven of flowers of the forest,All the wild flowers of the forest,

All the lilies of the prairie,When on earth they fade and perish,

Blossom in that heaven above us.”

When he heard the owls at midnight,Hooting, laughing in the forest,

“What is that?” he cried in terror“What is that,” he said, “Nokomis?”And the good Nokomis answered:“That is but the owl and owlet,Talking in their native language,Talking, Scolding at each other.”

Then the little HiawathaLearned of every bird its language,

Learned their names and all their secrets,How they built their nest in Summer,Where they hid themselves in Winter,

Talked with them whene’er he met them,Called them “Hiawatha’s Chickens.”

Of all beast he learned the language,Learned their names and all their secrets,

How the beavers built their lodges,Where the squirrels hid their acorns,

How the reindeer ran so swiftly,Why the rabbit was so timid,

Talked with them whene’er he met them,Called them “Hiawatha’s Brothers.”

Henry Wadsworth LongfellowFrom the Song of Hiawatha




Activity for Hiawatha’s ChildhoodTeacher directed.

1. In the poem “Hiawatha’s Childhood,” Longfellow describes the things of nature which Hiawatha noticed and asked questions about. Name three things Nokomis taught him from nature.

2. Verse 3 describes the Milky Way, a band of stars in our solar system. Find the line that describes the Milky Way. What symbol is used to describe it?

3. What sounds did Hiawatha hear on the summer evenings? (verse 4)

4. Look up superstition in the glossary. In which lines does Longfellow point out Indian superstitions? (verses 3 and 6)

5. Longfellow is well-known for his nature poems. Do you like the way he describes na-ture? Make a list of the things from nature in the poem. Have someone write them on the board.

6. Write a verse about nature. Draw a picture or find magazine pictures to illustrate.




Beauty

Beauty is seenIn the sunlight,The trees, the birds,

Corn growing and people workingOr dancing for their harvest.

Beauty is heardIn the night,Wind sighing, rain falling,Or a singer chantingAnything in earnest.

Beauty is in yourself.Good deeds, happy thoughts

That repeat themselvesIn your dreams,

In your work,And even in your rest.

-Pueblo Indian Girl

Activity:1. What things did the Pueblo girl find beautiful?2. Write your own poem on the beauty that you see around you.3. Find Bible texts that speak about beauty from within. Copy and illustrate them in a

poster format.4. Verse 3 in the poem describes a different type of beauty. 5. What things make a beautiful person?




“A beautiful character is of value in the sight of God.”

Ellen G. White: Child Guidance p.424

“ Finally brethren, whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things.”

Philippians 4:8

Activity: 1. The quotes above are considered to inspirational, why?2. Illustrate the above quotes and place them around your class or home to remember

what to focus on.3. Find other quotes that you think would be effective to use in inspirational cards.

Design a card that could be sent to someone in need of good news.




Little PapooseLittle papoose

Swung high in the branchesHears a song of birds, stars, clouds,

Small nests of birds,Small buds of flowers.

But he is thinking of his mother with dark hairLike her horse’s mane.

Fair clouds nod to himWhere he swings in the tree

But he is thinking of his fatherDark and glistening and wonderful,

Of his father with a voice like ice and velvet,And tones of falling water,Of his father who shouts

Like a storm.

Hilda Conkling

Iroquois ReligionReligious life of the Iroquois was very well organized. The “Keepers of the Faith” were the religious leaders of the tribe. This group was usually three men and three women. They led out in the religious ceremonies. There were many secret groups with special costumes, masks, songs and dances.

The Iroquois believed that they had an inner spiritual power called orenda. They believed that this power protected them from evil. They thought that nature contained the forces of good and evil.




Many of the customs and ritual of the Iroquois religion have continued into modern times. This had made it easy for people to learn about their beliefs. People who study the customs and cultures of man are called anthropologists. Anthropologists have written down many of these things so that Indian history can be remembered.




Me? An Anthropologist? - Activity

Pretend that you are an anthropologist. Choose one of the religious ceremonies of your church and study it. Ask your parents or your pastor to explain the history and meaning of the ceremony. Write a report telling what you learned. Draw a picture to illustrate. Share your report with the class.

Some ideas are listed below.

Communion serviceOrdinance of humilityBaptismBaby dedicationAnointing of the sickAnointing of ministers, deacons and eldersCommissioning of teachersWedding




Anthropology Interview

Directions: Write the answers to the following questions.

1. What is the name of the ceremony?

2. When is the ceremony held? How often?

3. What special equipment is needed?

4. Are there special clothes required?

5. Who takes part in the ceremony?

6. Have you ever taken part? If so, how did you feel?

7. What is the history of the ceremony? How did it start?

8. What is the meaning of the ceremony?

9. Are there symbols with special meanings?

10. Describe what happens during the ceremony?




Anthropology Report

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




False Face Society

The Iroquois believed in a spirit world. Some of these invisible spirits were called False Faces. These demon-like spirits were thought to cause sickness. The Medicine Men belonged to the False Face Society. The Iroquois believed that Medicine Men could change the curses around and cure the diseases. Often, these were simple problems like toothaches, swollen ankles, and earaches.

The False Face Society had to be invited to the house of the sick person. They wore masks during the ceremony. They believed these gave them powers to cure. The members formed a circle around the sick one and danced and shook rattles. Then they would scoop up ashes from the fire and blow them on the patient. No one could enter during the ceremony. At the end of the ceremony, the False Faces would be rewarded with food and tobacco.

It the patient was cured, he became a member of the False Face Society. He would have to get a mask. If he was able, he would find a tree and carve the mask himself. If he did not have the skill, he would get a carver to make one. Masks completed in the morning were painted red. Those finished in the afternoon were painted black. The masks were all differ-ent. Often the eyes or mouth were twisted and crooked.

The people thought these masks had much power. They treated them carefully and with respect.




Tribal Masks to Make

Paper Mache Masks

Materials:NewspaperScissorsWallpaper paste Container to hold pasteObjects to mold mask (balloons, boxes, bowls etc.)SandpaperPaint and brushesAcrylic sprayAssorted scraps and trims for decorationPictures of Indian masks for ideas

Directions:1. Cut newspaper in ½ inch wide strips.

2. Mix paste into a cream like consistency.

3. Sketch mask and choose mold form for mask.

4. Cover desk with newspaper. Lay mold on newspaper. Lay the first layer of strips with paste side up so that the mask will come off mold easily.

5. Layer strips in the fol lowing order so that the mask wil l be firm. Make sure each layer is wrinkle and bubble free before the next layer is added.




Layers:a. Star-like pattern

b. Horizontal

c. Vertical

d. Diagonal – left to right

e. Diagonal – right to left

6. After six layers, you can add the facial features such as eyes, nose, mouth and chin.

7. Allow paper mache to dry and remove from mold form.

8. Cut holes for eyes.

9. Smooth with sandpaper.

10. Paint mask

11. Add fabric or trim feature with glue.

12. Spray mask with acrylic spray so paint will not smudge.




Paper Tribal Mask

Materials:Construction paper – 12” x 18”Paper scrapsRulerScissorsPencilStapler/staplesGlueYarn – 36” long per mask

Directions:

1. Fold construction paper lengthwise.2. Cut nose in folded side about 10 inches down from top.3. Hold the paper up with nose in place and mark the place where the eyes are to be

cut4. Cut the eyes out together with the paper folded.5. Hold the paper up to your face. Align the mask with nose and eyes. Mark where the

mouth and ears are to be cut.6. Refold the paper and cut out the mouth and ears.7. Open the paper and fold the ears forward so they stand out.8. Refold the paper. Cut vertical slits at the bottom, one inch away from the fold. The

slits should be cut within 1 ½ inches of the mouth.9. Open the paper and fold thin tabs. Overlap pieces and staple to form chin.10. Cut several vertical slits in the top of the mask. Bend or curl the strips forward to

make hair.11. Glue scraps of construction paper to decorate or color with crayons.12. Attach yarn to sides of mask above the ears.




Corn

The Iroquois women grew the corn. This gave the men time to hunt. Corn was the main part of their diet.

They would use fish to bury with the corn seeds which fertilized the soil and helped to produce good strong corn.

Use Your Dictionary and Internet

Look up the following words. Write the meaning. Use each word in a sentence about corn.

Fertilizer_________________________________________________________________________________________________________________________________________________________________________________________________

Maize_____________________________________________________________________________________________________________________________________________________________________________________________________

Staple___________________________________________________________________________________________________________________________________________________________________________________________________




Write a Story

Rewrite the two paragraphs above. Use the new words you have learned. Sub-stitute some of the words in the paragraphs by using the new words.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




Conclusion

This unit detailed the Northeastern part of Native American territory. In the next unit we will continue to explore the mid and southeast areas. Then, compare and contrast the areas.

The references used were primarily from the first edition of the Atlantic Union Native American Unit.


an indigenous people exploring the regionscircle.adventist.org/download/tbexploringregions.pdfan...

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