Unit: The Ho Chunk Nation
Grade: 4
Unit EQ's:  Who are the Ho Chunk?  What is their nation’s makeup and how was it traditionally run?  What are their beliefs and traditions?  How have their lives and land been shaped by the American Government?
Lesson 2:  The Ho Chunk Nation
Lesson EQ:  Who are the Ho Chunk?  How was their society traditionally set up and run?
MMSD Standards: 
Behavioral Sciences 5: Describe the arts and literature, traditions, customs, and celebrations of the diverse cultural groups in Wisconsin including Wisconsin Native Americans.
History 4:  Describe and explain the history, culture, and contributions of the American Indian tribes and bands in Wisconsin.

Materials Needed:
Map Images
Social Studies Notebook

SWBAT: Establish how the Ho Chunk’s form of government was set up.
SWBAT: Distinguish the two divisions of the Ho Chunk clans.
SWBAT: Organize which clan falls under which division.
SWBAT: Compare and contrast differences between the Ho Chunk and themselves.
SWBAT: Respect the differences between the Ho Chunk and themselves.

Lesson Context:
            This is the second lesson in a unit about the Ho Chunk Nation.  This lesson will focus on the set up of Ho Chunk society and will cover the basic background of their history up until the arrival of the Europeans.

Lesson Opening:
            The teacher will begin the lesson by asking the students to name off as many Native American tribes as they can.  The teacher will call on students and write down the students responses on the white board.  Once a list has been compiled the teacher will ask the students if they know which tribe’s land the school is located on.  The teacher will take guesses and will ultimately reveal that the land that the school is located on it the land of the Ho Chunk Nation and that we will be studying them for the next several lessons.

1.       The teacher will explain that the Ho Chunk have also been referred to as the Winnebago, however, Ho Chunk is the name that they have given themselves.  It means “Hochungra” which translated to “people of the big voice” or “people of the sacred language” as they believe they represent the original people from whom all Siouan-speaking people came.

2.       The teacher will then put up a map of the original territory of the Ho Chunk.

3.       Once the map is up, the teacher will explain that the Ho Chunk originally occupied 10,500,000 acres of land in Southern Wisconsin and Northern Illinois.  The teacher will also point out that the location of the school is located in their territory.

4.       From there, the teacher will turn off the overhead and explain that they are going to be learning about the social set-up of the Ho Chunk Nation.

5.       The teacher will explain that the Ho Chunk were made up of several different clans.  The teacher will ask the students if they know what a clan is?  If a student responds correctly the teacher will reiterate what the student said, but if the class is unsure the teacher will explain that a clan is a group of closely-knit and inter-related families.

6.       The teacher will explain that each clan was named after an animal or spiritual figure and that they were separated into two main divisions, “those who are above” and “those who are on earth.”

7.       At this time the teacher will have the students count of into groups, starting at 1 up to 13.  Once there are 13 separate groups the teacher will give each group a slip of paper with the name of an animal that represents one of the clans of the Ho Chunk.

8.       Once students have received their slip of paper, they will be asked to draw a picture of that animal and write down anything they know about that animal as well. 

9.       Once the students have completed the activity, the teacher will ask the students to come up and share which animal they were given.  They will be asked to tell the class which animal they received and what they know about that animal.

10.  Once a group is done presenting, the teacher will ask the class which division they feel their clan falls under.  Once they say which group the teacher will take their picture and put it on one side of the board of the other.  This will continue until all groups have presented.  The teacher will facilitate the activity so that the Warrior or War People clan and the Hawk clan to present one after the other and explain that their two clans were paired with each other and were seen as one clan.
    a.     The Sky Division
                                         i.     Thunderbird, Warrior or War People, Hawk (who were paired with the warrior clan), Eagle, and Pigeon
    b.     The Earth Division
                                         i.     Bear, Water Spirit, Buffalo, Deer, Elk, Fish, Snake, and Wolf.
    c.      During this time the students will also be asked to get out their social studies notebook and write down the name of the different divisions and the clans included in       each division.

11.   At this time the teacher will then explain that the Thunderbird clan was the most important of the Sky clans and that the Ho Chunk’s Peace Chief was selected from them.  The teacher will also explain that the Bear clan was the most important of the Earth clans and that the Ho Chunks Chief was selected from them.
    a.     At this the students will be asked to circle the Thunderbird clan and the Bear clan in their notebook to signify which clan in each division was most important.

12.   Through this system, the two chiefs governed the Ho Chunk with the help of a council made up of principal members of each of the 12 clans.

            The teacher will end the lesson by explaining that through this system, the Chiefs from the two clans governed the Ho Chunk with the help of a council made up of principal members of each clan.  The teacher will ask the students if they have any resonating questions or comments and will take a couple and end the lesson by telling the students to write down any additional questions or thoughts they may have in their notebooks and then turn them in to the teacher.  The students will not be required to write down any questions or comments but will be encouraged to do so.

            Teacher will informally assess the students understanding based on their involvement with class discussions and the clans activity.  The teacher will also informally assess the students based on what they have written in their notebook.

Picture showing the territroy of the Ho Chunk as of 1825