See Updated Version of Blackfeet Lesson Here.
“The white man’s police have protected us only as well as the feathers of a bird protect it from the frosts of winter.”–Crowfoot – Blackfoot Chief
Reading Tasks for Discussion
1. In your own words, explain the meaning of the statement from Chief Crowfoot.
2. After reading the history of the Blackfoot Indians, read Chief Crowfoot’s statement again, and decide if this was a truthful statement or not. Provide examples from the history reading to support your point.
The Blackfoot: A Concise History
1. The Blackfoot Indians, originally known as Niitsitapi, were erroneously referred to as Blackfoot. Although the tribe resides in the Great Plains of Montana and Canadian provinces of Alberta and Saskatchewan, anthropologists believe that they originated from the upper region of North America, and progressively made their way over to the Plains, where they became adapted to the land. The name Blackfoot is said to have come from the color of the moccasins they wore. The color is said to have come from dying the bottoms black. There is also the guess that they traveled through the ashes from prairie fires which turned their moccasins black.
2. The Indians relied heavily on the buffalo for food. Buffalo meat lasted a long time and could be dried and stored for the winter. This was important to the Blackfoot because the winters were long and harsh on the Plains. The buffalo also provided skins for clothing, such as robes and moccasins. The skin was also used as teepee coverings, which kept their shelters warm during the cold winter months. The soap that the Blackfoot used was made from buffalo fat.
3. The first known encounter with whites occurred in 1806, during the Lewis and Clark expedition. As the famous explorers traveled through the Missouri River area, they were confronted by Blackfoot warriors. It is reported that the Blackfoot attempted to steal guns from Lewis’ men because they (the Blackfoot) knew the U.S. government traded guns with the Shoshone and the Nez Perce, tribes who were enemies of the Blackfoot. During the struggle, two warriors were killed. No more was written about this occurrence. For the next ten years the Blackfeet traded with British traders in Canada. They traded animal skins for guns and bullets.
4. The constant contact with European people caused an outbreak of disease among the Blackfoot, mostly cholera and smallpox. The following is a case in point:
“…In one instance in 1837, American Fur Company steamboat, the St. Peter’s, was headed to Fort Union and contracted smallpox on the way. They continued to send a smaller vessel with supplies farther up the river to posts among the [Niitsitapi [Backfoot]. The Niitsitapi contracted the disease and eventually 6000 died, marking an end to their dominant reign over the Plains. Had Hudson’s Bay Company employed English Doctor Edward Jenner’s forty one year old technique of injecting cowpox to make people immune to smallpox, they could have prevented the epidemic they created…”
5. During the mid 1800s, in addition to the smallpox outbreak, the Blackfoot found that their food supply was running out. This was because white hunters were hunting the buffalo (the main food source for the tribe) until the animals were completely gone. In 1855, Blackfoot leader Chief Lame Bull made a peace treaty with the U.S. government. The Lame Bull Treaty promised the Blackfoot twenty thousand dollars in goods and services in exchange for their moving to a reservation. It was a dismal time for the Blackfoot. The following is a description of that period:
“…In 1860, very few buffalo were left, and they became completely dependent on the supplies from the treaty, which were spoiled most the time because it took so long for them to receive it. Hungry and desperate Blackfoot raided white settlements for food and supplies and causing a stir with the United States Army. In January of 1870, the army had attacked, out of revenge, a peaceful Niitsitapi village of 219 people, and when they got through, only 46 remained. Finally, the winter of 1883-1884 became known as “Starvation Winter” because no government supplies came in, there was no buffalo, and 600 more Niitsitapi died of hunger…”
6. The U.S. government passed laws that produced negative effects on the Blackfoot. Laws such as changing the reservation border, which provided the Indians with less land, that they were never compensated for, and caused groups of the tribe to move to Canada. Only one group remained on the reservation in Montana. In 1898, the government dismantled tribal governments and outlawed the practice of traditional religions. Blackfoot children were forced to leave their parents and attend boarding schools, where they were forbidden to speak their native language. The children were also forced to wear non-Indian clothing as a means of assimilating them into the white American society.
7. In 1934 the Indian Reservation Act supported the rights of tribes. The act allowed tribes to choose their own government, and to openly practice their cultural traditions. In 1935 the Blackfoot Nation of Montana began their Tribal business Council and their own Constitution, under their own government.
8. Today many Blackfoot live on reserves in Canada, and on the Montana reservation. The Blackfoot sold a large portion of their land to the U.S. thinking there was gold or copper mines, but there was no evidence of either. The land they sold became officially known as Glacier National Park. This is a high rate of unemployment on the Blackfoot Reservation. The main source of income is farming, but there aren’t enough jobs. Many Indians leave the reservation to seek work in other towns and cities. There are Blackfoot owned businesses such as the Blackfoot Writing company, and a group that makes clothing and moccasins. In 1974, they opened the Blackfoot Community College in Browning, Montana. As of 1979, the Montana state government requires all public school teachers to have background in American Indian studies.
Exercise 1 Vocabulary Practice
Directions: The vocabulary words in bold font are from the reading selection you’ve just finished. Find and highlight each of the following words in the paragraphs indicated in parenthesis, then infer the meanings from the context. Highlight any additional words that you aren’t familiar with and do the same with those. Check your answers with your group members, and then refer to your dictionary or thesaurus to confirm your guesses.
1. The Blackfoot Indians, originally known as Niitsitapi, were erroneously referred to as Blackfoot. (1)
2. anthropologists believe that they originated from the upper region of North America (1)
3. They made their way over to the Plains, where they became adapted to the land. (1)
4. The name Blackfoot is said to have come from the color of the moccasins they wore.(1)
5. The Indians relied heavily on the buffalo for food. (2)
6. The first known encounter with whites occurred in 1806, during the Lewis and Clark expedition (3)
7. They were confronted by Blackfoot warriors. (3)
8. There was an outbreak of disease among the Blackfoot, mostly cholera (4)
9. There was also smallpox.(4)
10. Doctor Edward Jenner’s forty one year old technique of injecting cowpox to make people immune to smallpox, they could have prevented the epidemic they created. (4)
11. Chief Lame Bull made a peace treaty with the U.S. government. (5)
12. the government dismantled tribal governments and outlawed the practice of traditional religions 6)
13. The children were also forced to wear non-Indian clothing as a means of assimilating them into the white American society. (6)
14. This is a high rate of unemployment on the Blackfoot Reservation.(8
Exercise 2 Discussion Questions for Comprehension
1. Where did the Blackfoot originate from?
2. Name three things that the Indians used the buffalo for?
3. Were the explorers Lewis and Clark looking for the Blackfoot Indians?
4. Why did the Blackfoot warriors attempt to take guns away from the men in the expedition?
5. Why didn’t the men from the Hudson Bay Company give the medicine to the Blackfoot?
6. Describe what occurred during the period known as Starvation Winter.
7. Explain why the Blackfoot children taken away from their families. Why weren’t the adults taken?
8. Provide reasons for the high unemployment rate on the Blackfoot Reservation today.
Exercise 3 Research Activities
Directions: Choose a person or an event from the following list for research and prepare a presentation for class or for group discussion.
Lewis and Clark
Edward Jenner
Chief Lame Bull
The Lame Bull Treaty
Exercise 4 Writing Activities
Write an essay in which you express your opinion about the events leading up to the period known as the Starvation Winter.
Write an essay in which you discuss the small pox epidemic and the effect it had on the Blackfoot and other tribes.
Sources:
• The Blackfeet Nation
Blackfoot MythThe Berries in the Stream
One day Coyote was walking along and he was very hungry. He came to the edge of a stream and there in the water he saw some bright red berries. He dived into the water, right to the bottom of the stream, but could find no berries.
As soon as he got up on the bank he waited for the water to clear. There were the berries again, right where he’d seen them the first time. He dived in again. He searched the bottom very carefully with his hands but still couldn’t find any berries! Now Coyote was angry.
Another time he tried, but no luck. Finally he thought he had a way to get them. He tied rocks to his legs to make himself heavy so he would stay down longer. He jumped in and searched over the whole bottom but still could find no berries.
He almost drowned before he could pull himself out on the bank where he fell down exhausted. Right there above him he saw the berries! They had only been reflections in the water! Coyote got very angry. He picked up a stick and began to beat the berry bush.
Vocabulary Practice
Directions: Read the sentences below, then choose the correct meaning for the words in bold taken from the story you have just read.
The coyote howled, then licked his paws.
1. A coyote is:___
a. the name of a person.
b. an animal resembling a dog.
c. an animal similar to an elephant.
2. He came to the stream and there in the water, swam the fish. A stream is a:
a. small body of water.
b. large fish tank.
c. type of park.
3. He dived into the water and hit the bottom of the pool. To dive means:
a. jump into something (like water)
b. swim
c. go fishing.
4. After swimming, the man rested on the grassy bank. A bank is a:
a. place to keep money.
b. bed.
c. the edge of a stream or river
5. The woman lost her gloves, so she searched the room for them. To search is to:
a. wear
b. buy
c. look for
6. After running 20 miles, the girl fell down on the ground exhausted. exhausted means:
a. thirsty
b. very tired
c. full of energy
7. She looked into the mirror, and saw her own reflection. A reflection is:
a. an image of one’s self.
b. a new hairstyle
c. a thought about something
Understanding Content (True/False)
Directions: Based on the story you’ve just read, write either true or false in the spaces next to each sentence below.
1. ___Coyote wanted the berries.
2. ___Coyote tried to get apples.
3. ___Coyote dived into the stream to get the berries.
4. ___Coyote finally found the berries at the end of the story.
5. ___Coyote wanted the berries because he was hungry.
6. ___After Coyote became exhausted from diving he went home.
7. ___Once Coyote got the berries, he was very happy.
Teachers’ Guide & Answer Key
Note To Teachers:
The goal of this material is to raise students’ awareness of the American Indian people living in the United States today, and to encourage learners to view Native Indians as an integral part of American society. My hope is that students will see the native people of this country as workers, students, professionals, parents, and leaders of their communities.
Activities:
The construction of the exercises makes the reading material more of a communicative activity, and helps students to better understand the content. There are various pre-reading, while-reading and post-reading tasks for each reading selection. Although the majority of the exercises are suggested for group work, especially during class, students can complete the activities independently as homework assignments. At the following class meeting, their responses can be used as the basis for group discussions. The research activities can also be completed individually or as collaborative group projects. I offer some suggestions for some of the activities throughout the lessons.
Language Skills
The target skills for the lessons are primarily reading and speaking, however, tasks for writing, and research activities are also included. These exercises are intended for ESL students, but everyone can use them. Although the reading level is high-intermediate to advanced, teachers can modify the material as needed for their level of learners.
Answer Key
Reading Tasks for Discussion
1. Students’ choice
2. Students’ choice
The Blackfoot: A Concise History
Exercise 1 Vocabulary Practice
1. erroneously -adverb-wrong; incorrect-
2. anthropologists- noun-a person who studies human societies and cultures and their development.
3. adapted -adapt verb adjust to a different situation or condition
4. moccasins- noun sandal, shoe
5. buffalo noun- an animal related to the cow, only bigger.
6. expedition- noun journey; people on a journey
7. confronted- confront verb challenge
8. cholera- noun an acute, infectious disease, endemic in India and China and occasionally epidemic elsewhere, characterized by profuse
9. smallpox -noun Pathology.an acute, highly contagious, febrile disease, caused by the variola virus, and characterized by a pustular eruption that often leaves permanent pits or scars: eradicated worldwide by vaccination programs.
10. epidemic -Also, ep·i·dem·i·cal. (of a disease) affecting many persons at the same time, and spreading from person to person in a locality where the disease is not permanently prevalent.
11. treaty -noun, plural -ties.a formal agreement between two or more states in reference to peace, alliance, commerce, or other international relations.
12. dismantled- verb- to deprive or strip of apparatus, furniture, equipment, defenses, etc.: to dismantle a ship; to dismantle a fortress.
13. assimilating- as·sim·i·late to bring into conformity with the customs, attitudes, etc., of a group, nation, or the like; adapt or adjust:
14. unemployment-nounthe state of being unemployed, especially involuntarily:without a job.
Exercise 2 Discussion Questions for Comprehension
1. Where did the Blackfoot originate from?
anthropologists believe that they originated from the upper region of North America, and progressively made their way over to the Plains, where they became adapted to the land.
2. Name three things that the Indians used the buffalo for?
Food and clothing.
3. Were the explorers Lewis and Clark looking for the Blackfoot Indians?
No, As the famous explorers traveled through the Missouri River area, they were confronted by Blackfoot warriors.
4. Why did the Blackfoot warriors attempt to take guns away from the men in the expedition?
It’s reported that the Blackfoot attempted to steal guns from Lewis’ men because they (the Blackfoot) knew the U.S. government traded guns with the Shoshone and the Nez Perce, tribes who were enemies of the Blackfoot.
5. Why didn’t the men from the Hudson Bay Company give the medicine to the Blackfoot?
In 1837, American Fur Company steamboat, the St. Peter’s, was headed to Fort Union and contracted smallpox on the way. They continued to send a smaller vessel with supplies farther up the river to posts among the [Niitsitapi [Backfoot]. The Niitsitapi contracted the disease and eventually 6000 died, marking an end to their dominant reign over the Plains. Had Hudson’s Bay Company employed English Doctor Edward Jenner’s forty one year old technique of injecting cowpox to make people immune to smallpox, they could have prevented the epidemic they created…
6. Describe what occurred during the period known as Starvation Winter.
In 1860, very few buffalo were left, and they became completely dependent on the supplies from the treaty, which were spoiled most the time because it took so long for them to receive it. Hungry and desperate Blackfoot raided white settlements for food and supplies and causing a stir with the United States Army. Finally, the winter of 1883-1884 became known as “Starvation Winter” because no government supplies came in, there was no buffalo, and 600 more Niitsitapi died of hunger…
7. Explain why the Blackfoot children taken away from their families. Why weren’t the adults taken?
Blackfoot children were forced to leave their parents and attend boarding schools, where they were forbidden to speak their native language. The children were also forced to wear non-Indian clothing as a means of assimilating them into the white American society.The children were young and could taught to assimilate easier than the adults.
8. Provide reasons for the high unemployment rate on the Blackfoot Reservation today.
The Blackfoot sold a large portion of their land to the U.S. thinking there was gold or copper mines, but there was no evidence of either. This is a high rate of unemployment on the Blackfoot Reservation. The main source of income is farming, but there aren’t enough jobs.
Exercise 3 Research Activities
student’ choice
Exercise 4 Writing Activities
Students’ choice
Blackfoot Myth:Vocabulary Practice
1. b 2. a 3. a 4. c 5. c 6.b 7.a
Understanding Content (True/False)
1. T 2. F 3. T 4. T 5. T 6.T 7.F
Extra: Photo Game
Place students in groups, and have them view each photo at a time. Have them think of questions they’d like to ask the person. They could also collaborate on a story about each person in the photos.
Blackfoot Mother and child
Blackfoot Indian Chief Big Spring
Long Standing Bear Blackfoot Chief
A Blackfoot Indian today
