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 5: Ho Chunk Treaties and Relocation
Lesson EQ: How have the Ho Chunk’s lives and land been shaped by the American Government?
MMSD Standards:
Behavioral Sciences 1: Compare and contrast individual perspectives and differences.
Political Science and Citizenship 1: Identify the Major Wisconsin and U.S. treaties and how the affected Wisconsin Tribes.
Economics 3: Explain how goods and services produced in Wisconsin have changed over time.
Economics 4: List Wisconsin’s natural, human, and economic resources.
Materials Needed:
Overhead Projector
Laptop
Social Studies Notebook
Objectives:
SWBAT: Compare and contrast the size and location of the Ho Chunk’s land over time
SWBAT: Establish a connection between the changes in Ho Chunk land and their relocations with treaties.
SWBAT: Express their thoughts and what they learned in a journal entry at the conclusion of the lesson.
SWBAT: Identify the reasons for which the government sought the Ho Chunks land.
Lesson Context:
This will be the last lesson in a unit about the Ho Chunk Nation. This lesson will be a continuation off of our previous lesson where the students learned about treaties, how they are created, and how they can be used unfairly. This lesson will focus on the treaties the Ho Chunk created with the American Government, how those treated changed their land, and how they relocated them throughout the years. This lesson will be heavily dependent on the powerpoint and the maps in it.
Lesson Opening:
I will open the lesson by letting the students know that we will be talking about the treaties that the American Government made with the Ho Chunk Nation. I will open my powerpoint and will begin with a slide showing the Ho Chunk territory in 1825, The Treaty of 1825 was done to distinguish the boundaries of several Native American Nations, including the Ho Chunk. I will also tell the students that at this time the Ho Chunk held 10,500,000 acres of land at this time.
Procedure:
1. The next slide will show the land held by the Ho Chunk after the Treaty of 1829, where the Ho Chunk ceded their land in Southern Wisconsin and Northern Illinois to the American Government in exchange for $18,000 annually for 30 years and other valuables. At this point I will ask the students what they notice about their land after the Treaty of 1829. The students will likely mention that around 1/3 of their land was ceded.
2. The next slide will show the land held by the Ho Chunk after the Treaty of 1832, where the Ho Chunk ceded just under half of their remaining land to the American Government in exchange for land in the Northeastern region of Iowa along with money and other valuables. At this point I will ask the students what they notice about their land after the Treaty of 1832. The students will likely mention that a great deal of their land was lost again.
3. The next slide with show the land held by the Ho Chunk after the Treaty of 1837, where the Ho Chunk ceded all of their land East of the Mississippi River to the American Government. At this point I will ask the students what they notice about their land after the Treaty of 1837. The students will likely mention that all of the Ho Chunk’s original territory has been ceded to the Government.
4. At this time I will ask the students to talk with those at their table groups about why they think the American Government created treaties with the Ho Chunk in order to gain their land. I will walk around the room and listen in on their conversations and after they have had time to discuss their ideas I will then ask each group to share their thoughts as to why they feel that the American Government wanted their land.
5. Once the students have shared their thoughts with the rest of the class, I will explain that the Treaty of 1825 said that the Ho Chunk’s land would not be invaded by white settlers without their permission. However, their land was rich with lead, a very precious material, and because of this white settlers kept moving into their land, going against the treaty they had created, leading to Ho Chunk into war. The treaty of 1929 was used to force the Ho Chunk out of areas that were very rich with lead deposits.
6. I will then explain that soon after this was the Black Hawk War. Some in the Ho Chunk tribe were related to Black Hawk’s tribe fought with him while others in the tribe fought with the US Army. When Black Hawk was defeated the Ho Chunk wanted to clear up accusations that they helped Black Hawk. Due to this, and an increase in interest in settling in Wisconsin, more of their land was ceded to the Government.
7. After this, the Ho Chunk met many challenges. Small pox was being spread through their tribe, killing roughly ¼ of their population, and none of their provisions promised by the government were being provided. The Ho Chunk were struggling to survive and their leaders were refusing to meet with the government until they would receive what was promised to them in the Treaty of 1832. In 1837, the Treaty of 1837 was signed, however, most of the Ho Chunk that went to the meeting were young and did not have the authority in their tribe to negotiate treaties. The American Government’s negotiators told the Ho Chunk they will have 8 years to move out of their Wisconsin lands, however, it is written in the treaty that they actually have 8 months.
8. At this time I will turn back to the powerpoint and will pull up a new map that shows the direction that the Ho Chunk were relocated following 1837. I will explain what each symbol represents at this time.
9. The first slide will show a red arrow pointing towards a reservation in Iowa. I will explain that this is the land that the Ho Chunk were relocated to following 1832 up to 1837 due to the amount of that they had ceded.
10. The next slide will show a red arrow pointing to a reservation in the middle of Minnesota. I will explain that in the Treaty of 1846, the Ho Chunk ceded their reservation in Iowa in exchange for land on the Mississippi on Long Prairie Reservation. However, in the years to follow the Ho Chunk still did not receive their annuities and again struggle to survive. They suffer from dysentery and scurvy and are also in the middle of the Chippewa and Sioux who are hostile with one another. They request a new treaty and to be moved south of the Minnesota River
11. The next slide will show a red arrow pointing to a small reservation in southern Minnesota. I will explain that with the Treaty of 1855, the Ho Chunk were relocated to the Blue Earth reservation, a very fertile land but the Ho Chunk were surrounded by hostile civilians who protested their relocation there. They continued to not receive their annuities and struggled to cope with their conditions.
12. I will then explain that in the Treaty of 1859, the Ho Chunk ceded the western half of their reservation to the government. As the years continue the hostile citizens from Mankato create a secret society called the Knights of the Forest, and it was their goal to remove the Ho Chunk from Mankato.
13. The next slide will show a red arrow pointing to a reservation in the Dakota Territory. I will explain that in 1863, congress passed a special act to relocate the Ho Chunk to the Crow Creek Reserve in South Dakota. I will explain that the land there was awful for them and the conditions were nearly unlivable. In response, massive amounts of the Ho Chunk leave the reservation, many heading down the Missouri River to the Omaha Reservation in Nebraska.
14. The next slide will show a red arrow pointing to a reservation at the Northeast Edge of Nebraska. I will explain that by 1864 most of the Ho Chunk had already left Crow Creek due to the poor conditions. With the Treaty of 1865, the Ho Chunk cede their land in South Dakota and in exchange the government purchased the northern section of the Omaha Reserve for the Ho Chunk. This is the last treaty that the Ho Chunk made with the American Government.
15. The next slide with show many dotted lines that lead back the Ho Chunk’s original land in Wisconsin. I will explain that throughout all of the relocations that the Ho Chunk faced, they were very attached to their land in Wisconsin and because of this they kept sneaking back into their land. They would get caught and would be shipped back to whichever reservation they were relocated to at the time, but they would go back again anyways. I will explain that by 1871 the Army temporarily stopped chasing the Ho Chunk out of Wisconsin and by 1875 the government gave up Ho Chunk removal policies and allowed the Ho Chunk to remain in their homeland.
16. I will then explain that because the Ho Chunk were allowed to return, many went back, but not all and this resulted in the creation of the Nebraska Winnebago. In 1881 an act of Congress permitted the Ho Chunk 40 acre homesteads in Wisconsin. This was the last relocation of the Ho Chunk.
Closure:
I will end the lesson by asking the students how many acres of land belonged to the Ho Chunk before relocation. I will explain that through relocation and treaties the Ho Chunk went from 10,500,000 acres to 40-acre lots. I will ask the students to write a journal entry about what they learned today and if anything surprised them. If they had any resonating questions or comments I will tell them to include it in their journal entry. Once they are done I will collect their social studies notebooks.
Assessment:
I will informally assess the students understanding of the lesson based on what they write in their journal entries.
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 5: Ho Chunk Treaties and Relocation
Lesson EQ: How have the Ho Chunk’s lives and land been shaped by the American Government?
MMSD Standards:
Behavioral Sciences 1: Compare and contrast individual perspectives and differences.
Political Science and Citizenship 1: Identify the Major Wisconsin and U.S. treaties and how the affected Wisconsin Tribes.
Economics 3: Explain how goods and services produced in Wisconsin have changed over time.
Economics 4: List Wisconsin’s natural, human, and economic resources.
Materials Needed:
Overhead Projector
Laptop
Social Studies Notebook
Objectives:
SWBAT: Compare and contrast the size and location of the Ho Chunk’s land over time
SWBAT: Establish a connection between the changes in Ho Chunk land and their relocations with treaties.
SWBAT: Express their thoughts and what they learned in a journal entry at the conclusion of the lesson.
SWBAT: Identify the reasons for which the government sought the Ho Chunks land.
Lesson Context:
This will be the last lesson in a unit about the Ho Chunk Nation. This lesson will be a continuation off of our previous lesson where the students learned about treaties, how they are created, and how they can be used unfairly. This lesson will focus on the treaties the Ho Chunk created with the American Government, how those treated changed their land, and how they relocated them throughout the years. This lesson will be heavily dependent on the powerpoint and the maps in it.
Lesson Opening:
I will open the lesson by letting the students know that we will be talking about the treaties that the American Government made with the Ho Chunk Nation. I will open my powerpoint and will begin with a slide showing the Ho Chunk territory in 1825, The Treaty of 1825 was done to distinguish the boundaries of several Native American Nations, including the Ho Chunk. I will also tell the students that at this time the Ho Chunk held 10,500,000 acres of land at this time.
Procedure:
1. The next slide will show the land held by the Ho Chunk after the Treaty of 1829, where the Ho Chunk ceded their land in Southern Wisconsin and Northern Illinois to the American Government in exchange for $18,000 annually for 30 years and other valuables. At this point I will ask the students what they notice about their land after the Treaty of 1829. The students will likely mention that around 1/3 of their land was ceded.
2. The next slide will show the land held by the Ho Chunk after the Treaty of 1832, where the Ho Chunk ceded just under half of their remaining land to the American Government in exchange for land in the Northeastern region of Iowa along with money and other valuables. At this point I will ask the students what they notice about their land after the Treaty of 1832. The students will likely mention that a great deal of their land was lost again.
3. The next slide with show the land held by the Ho Chunk after the Treaty of 1837, where the Ho Chunk ceded all of their land East of the Mississippi River to the American Government. At this point I will ask the students what they notice about their land after the Treaty of 1837. The students will likely mention that all of the Ho Chunk’s original territory has been ceded to the Government.
4. At this time I will ask the students to talk with those at their table groups about why they think the American Government created treaties with the Ho Chunk in order to gain their land. I will walk around the room and listen in on their conversations and after they have had time to discuss their ideas I will then ask each group to share their thoughts as to why they feel that the American Government wanted their land.
5. Once the students have shared their thoughts with the rest of the class, I will explain that the Treaty of 1825 said that the Ho Chunk’s land would not be invaded by white settlers without their permission. However, their land was rich with lead, a very precious material, and because of this white settlers kept moving into their land, going against the treaty they had created, leading to Ho Chunk into war. The treaty of 1929 was used to force the Ho Chunk out of areas that were very rich with lead deposits.
6. I will then explain that soon after this was the Black Hawk War. Some in the Ho Chunk tribe were related to Black Hawk’s tribe fought with him while others in the tribe fought with the US Army. When Black Hawk was defeated the Ho Chunk wanted to clear up accusations that they helped Black Hawk. Due to this, and an increase in interest in settling in Wisconsin, more of their land was ceded to the Government.
7. After this, the Ho Chunk met many challenges. Small pox was being spread through their tribe, killing roughly ¼ of their population, and none of their provisions promised by the government were being provided. The Ho Chunk were struggling to survive and their leaders were refusing to meet with the government until they would receive what was promised to them in the Treaty of 1832. In 1837, the Treaty of 1837 was signed, however, most of the Ho Chunk that went to the meeting were young and did not have the authority in their tribe to negotiate treaties. The American Government’s negotiators told the Ho Chunk they will have 8 years to move out of their Wisconsin lands, however, it is written in the treaty that they actually have 8 months.
8. At this time I will turn back to the powerpoint and will pull up a new map that shows the direction that the Ho Chunk were relocated following 1837. I will explain what each symbol represents at this time.
9. The first slide will show a red arrow pointing towards a reservation in Iowa. I will explain that this is the land that the Ho Chunk were relocated to following 1832 up to 1837 due to the amount of that they had ceded.
10. The next slide will show a red arrow pointing to a reservation in the middle of Minnesota. I will explain that in the Treaty of 1846, the Ho Chunk ceded their reservation in Iowa in exchange for land on the Mississippi on Long Prairie Reservation. However, in the years to follow the Ho Chunk still did not receive their annuities and again struggle to survive. They suffer from dysentery and scurvy and are also in the middle of the Chippewa and Sioux who are hostile with one another. They request a new treaty and to be moved south of the Minnesota River
11. The next slide will show a red arrow pointing to a small reservation in southern Minnesota. I will explain that with the Treaty of 1855, the Ho Chunk were relocated to the Blue Earth reservation, a very fertile land but the Ho Chunk were surrounded by hostile civilians who protested their relocation there. They continued to not receive their annuities and struggled to cope with their conditions.
12. I will then explain that in the Treaty of 1859, the Ho Chunk ceded the western half of their reservation to the government. As the years continue the hostile citizens from Mankato create a secret society called the Knights of the Forest, and it was their goal to remove the Ho Chunk from Mankato.
13. The next slide will show a red arrow pointing to a reservation in the Dakota Territory. I will explain that in 1863, congress passed a special act to relocate the Ho Chunk to the Crow Creek Reserve in South Dakota. I will explain that the land there was awful for them and the conditions were nearly unlivable. In response, massive amounts of the Ho Chunk leave the reservation, many heading down the Missouri River to the Omaha Reservation in Nebraska.
14. The next slide will show a red arrow pointing to a reservation at the Northeast Edge of Nebraska. I will explain that by 1864 most of the Ho Chunk had already left Crow Creek due to the poor conditions. With the Treaty of 1865, the Ho Chunk cede their land in South Dakota and in exchange the government purchased the northern section of the Omaha Reserve for the Ho Chunk. This is the last treaty that the Ho Chunk made with the American Government.
15. The next slide with show many dotted lines that lead back the Ho Chunk’s original land in Wisconsin. I will explain that throughout all of the relocations that the Ho Chunk faced, they were very attached to their land in Wisconsin and because of this they kept sneaking back into their land. They would get caught and would be shipped back to whichever reservation they were relocated to at the time, but they would go back again anyways. I will explain that by 1871 the Army temporarily stopped chasing the Ho Chunk out of Wisconsin and by 1875 the government gave up Ho Chunk removal policies and allowed the Ho Chunk to remain in their homeland.
16. I will then explain that because the Ho Chunk were allowed to return, many went back, but not all and this resulted in the creation of the Nebraska Winnebago. In 1881 an act of Congress permitted the Ho Chunk 40 acre homesteads in Wisconsin. This was the last relocation of the Ho Chunk.
Closure:
I will end the lesson by asking the students how many acres of land belonged to the Ho Chunk before relocation. I will explain that through relocation and treaties the Ho Chunk went from 10,500,000 acres to 40-acre lots. I will ask the students to write a journal entry about what they learned today and if anything surprised them. If they had any resonating questions or comments I will tell them to include it in their journal entry. Once they are done I will collect their social studies notebooks.
Assessment:
I will informally assess the students understanding of the lesson based on what they write in their journal entries.
