“…The way, the only way to stop this evil is for the red man to unite in claiming a common and equal right in the land, as it was first, and should be now, for it was never divided.
We gave them forest-clad mountains and valleys full of game, and in return what did they give our warriors and our women? Rum, trinkets, and a grave.
Brothers — My people wish for peace; the red men all wish for peace; but where the white people are, there is no peace for them, except it be on the bosom of our mother.
…I am Shawnee! I am a warrior! My forefathers were warriors. From them I took only my birth into this world. From my tribe I take nothing. I am the maker of my own destiny!”
–Chief Tecumseh, Shawnee Nation – August 11, 1810 (Tecumseh’s speech to Governor William Harrison)
Exercise 1 Questions For Discussion and Reflection
Directions: After reading the excerpt from Chief Tecumseh’s speech to Governor William Harrison, answer the following questions.
1. In the first paragraph Tecumseh states, “…The way, the only way to stop this evil is for the red man to unite in claiming a common and equal right in the land…” What is the “evil” he refers to? Who is the “red” man? What “land” is he speaking of?
2. In the second paragraph Tecumseh uses a metaphor “We gave them forest-clad mountains…” Explain this sentence. At the end of this statement what did he mean by “…and in return what did they give our warriors and our women? Rum, trinkets, and a grave.”
3. Interpret paragraphs 3 and 4 in your own words.
4. Based on this speech, provide a description of Tecumseh’s character. You might draw a picture of him, or provide a verbal description.
The Shawnee: A Concise History
1. The Shawnee people lived by their own tribal rules and ignored all outside influences. They were a mainly a peaceful people who tended to avoid confrontation unless threatened. They had a strong leader called Tecumseh, who even today holds influence with the Shawnee people. As you read the history of the Shawnee you’ll discover that they, along with the other tribes that joined them played a major role in American history. You’ll also learn the meaning and significance of words from the Shawnee culture such as: wigwams, braves, Moneto, blueberry root tea salve, maize, owl and hawk feathers. You’ll read about the traditions from their past, and their lives today.
2. The origins of the Shawnee people are unclear, but it is known that by 1600, there were probably around 10,000 of them living in the Ohio River Valley (covering most of the current states of Indiana, Ohio, Kentucky, West Virginia, and western Pennsylvania). Beginning about 1630, the Iroquois conquered all of the many tribes inhabiting the region and forced them all to leave. Surprisingly, the Iroquois never occupied the valley, but maintained it as a hunting ground. The Shawnee broke into four bands, which scattered to very different regions.
3. Two bands moved south to eastern Tennessee and allied with the Cherokee, one moved east into south-central Pennsylvania, and one moved west into Illinois. Because of this dispersal into relatively crowded areas, the Shawnee came into many conflicts both with other tribes, and with the growing American colonies. Eventually, many of the Shawnee (along with other tribes such as the Delaware) began drifting back into the Ohio Valley, and by 1758 almost all of the Shawnee were living back in the Ohio valley.
4. Throughout this time, British and French trading and military forces attempted to make allies of the various tribes and develop trade with them. Various wars erupted between the British and French, which were really extensions of wars in Europe. Both sides attempted to recruit tribes as allies in these battles, which eventually led to the French and Indian War of 1754-63 in which the Shawnee fought as allies of the French, and which was won by the British.
5. A number of the tribes, including the Shawnee, continued to resist the British for a time, but increasingly came into conflict with the American colonists (including the famous Daniel Boone) who were steadily encroaching into the region. The conflicts burst into open warfare in 1774, and during the American Revolution (1776-1783), the Shawnee fought with the British against the colonist settlers in the Ohio Valley.
6. The end of the Revolutionary war did not end the conflict between the tribes and the colonists. Various treaties and agreements purported to set boundaries between the Indian areas and the colonists, but the Americans steadily spread out of their regions and encroached upon Indian lands. Numerous attacks and clashes occurred, and the British (still active in the non-colonial regions) encouraged the Shawnee and others in these conflicts, including supplying them with guns and gunpowder. However, a treaty between the tribes and the United States was signed in 1794 in which the Indians ceded all of Ohio to the colonists, and supposedly drew another line between the two.
7. Not all of the Shawnee were in favor of this agreement with the U. S. The great Shawnee Chief Tecumseh was one of the few chiefs who did not sign the treaty in 1794, and he was determined to resist further encroachment by the colonists. Tecumseh struggled to build an alliance with many tribes to resist further American expansion.
8. In the meantime, Tecumseh’s younger brother Tenskwautawa, also known as the “Shawnee prophet” began leading a spiritual revival of the traditional ways in 1805. This movement contributed significantly to the development of Tecumseh’s following. The purpose of the new religion was to revitalize the Indians’ own culture and stop the encroachment by whites upon Indian lands. Tenskwautawa preached to the people that the Great Spirit had given him the power to find and expose anyone who did not follow the traditional ways, to cure all diseases, and had bestowed upon him the power to keep death away in sickness and on the battlefield!
9. Tecumseh continued his negotiations with the whites, and with the Indians from other tribes. In 1808, the British (in Canada) promised him support, and by the time the War of 1812 between Britain and the United States broke out, he had recruited over 1,000 warriors into Canada to fight with the British. Although the Shawnee and other Indian allies fought bravely and fiercely, the British commanders were less than competent, and after some initial successes, the war proceeded badly. Tecumseh was killed on October 6, 1813.
10. Many Shawnee had been moving to Missouri for over 30 years, and now a great many more followed. Those remaining were pressured, and the Indian Removal Act of 1830 eventually forced all Shawnee out of Ohio into Missouri. But they were soon pressured to move further, and several large groups settled in Kansas. But the opening of Kansas to white settlement once again caused friction. Finally, after the end of the Civil War, the Shawnee (along with numerous other tribes) were settled in to their current locations in Oklahoma.
Exercise 2 Vocabulary Practice
Directions: Circle or highlight the meaning closest to that of the boldfaced words from the reading. Use the context of the sentences to help you figure out the meaning of each word.
1. Beginning about 1630, the Iroquois conquered all of the many tribes inhabiting the region and forced them all to leave.
roost
perch
live in
2. Two bands moved south to eastern Tennessee and allied with the Cherokee, one moved east into south-central Pennsylvania, and one moved west into Illinois.
kindred
associate
disunited
3. Because of this dispersal into relatively crowded areas, the Shawnee came into many conflicts
reconciliation
breakup
ending
4. Eventually, many of the Shawnee began drifting back into the Ohio Valley…
proceed unhurriedly
unanchored
tied down
5. Various wars erupted between the British and French…
subside
start abruptly
discharged
6 …between the British and French, which were really extensions of wars in Europe.
curtailment
arm
spreading a belief or practice into new regions
7. Both sides attempted to recruit tribes as allies in these battles…
disband
assemble or enlist
repossess
8 …increasingly came into conflict with the American colonists… who were steadily encroaching into the region.
hawkish
intrusive without right or permission
remaining stationary
9. Various treaties and agreements purported to set boundaries between the Indian areas and the colonists.
neglect
intend
contemplate
10. However, a treaty between the tribes and the United States was signed in 1794 in which the Indians ceded all of Ohio to the colonists…
defend
relinquish
grant
11. Tecumseh was one of the few chiefs who did not sign the treaty in 1794.
agreement
disagreement
lease
12. In the meantime Techumseh’s younger brother Tenskwautawa began leading a spiritual revival of the traditional ways…
bring again into activity
decline
rally
13 …the British commanders were less than competent…
inept
unable
efficient
14. But the opening of Kansas to white settlement once again caused friction.
conflict
concord
harmony
Exercise 3 Questions for Comprehension and Discussion
1. Explain why the Shawnee divided up and moved into different areas of North America.
2. Discuss the reasons why the British and French forces tried to persuade the Shawnee and other tribes to become allies.
3. What prompted the conflict between the Shawnee and the American colonists?
4. Discuss why, during the American Revolutionary war, the Shawnee and other tribes fought on the British side.
5. Provide reasons why the British continued to encourage the Shawnee to fight the Americans after the Revolutionary war ended.
6. Discuss why Tecumseh refused to sign the treaty of 1794 with the American colonists.
7. Just before the war of 1812, Tecumseh had recruited over a thousand warriors, and joined the British military to fight the Americans. Discuss a prominent reason why the Americans won this war.
Exercise 4 Questions for Reflection and Discussion
1. Analyze and discuss the possible reason(s) the Shawnee referred to the whites as“ “Americans”, when they (the Indians) were the original people living in this country.
2. Discuss the reasons for the continuing conflict between the Shawnee and the colonists even after the Revolutionary war ended.
3. Why did the colonists continue to encroach on the Indian’s land even after the treaties were signed?
4. Tecumseh’s following grew as his brother the Shawnee prophet renewed the old spiritual traditions. Discuss the reasons for the increased popularity of this religious revival among the Indians.
Exercise 5 Tecumseh’s Speech
Directions: Read the following speech made by Chief Tecumseh. Then, in your own words, explain what he is saying in each sentence.
1.”So live your life that the fear of death can never enter your heart.
2. Trouble no one about their religion; respect others in their view, and demand that they respect yours.
3. Love your life, perfect your life, beautify all things in your life.
4. Seek to make your life long and its purpose in the service of your people.
5. Prepare a noble death song for the day when you go over the great divide.
6. Always give a word or a sign of salute when meeting or passing a friend, even a stranger, when in a lonely place.
7. Show respect to all people and grovel to none.
8. When you arise in the morning give thanks for the food and for the joy of living. If you see no reason for giving thanks, the fault lies only in yourself.
9. Abuse no one and no thing, for abuse turns the wise ones to fools and robs the spirit of its vision.
10. When it comes your time to die, be not like those whose hearts are filled with the fear of death, so that when their time comes they weep and pray for a little more time to live their lives over again in a different way.
11. Sing your death song and die like a hero going home.”
Chief Tecumseh, Shawnee Nation (1768-1813)
Exercise 6 Writing Activities
Choose a person or an event from the following list and prepare a presentation for class or for group discussion.
Tecumseh
Tenskwautawa
Daniel Boone
The War of 1812
French and Indian War
The Civil War
Reread the selection A Spirited Struggle, highlighting the main ideas and supporting facts in each paragraph. Then summarize the reading in your own words.
• Shawnee history: (Lee Sultzman)
A Shawnee MythRed Hawk’s Unselfish Gift
1. There once was a great Shawnee hunter and warrior by the name of Red Hawk. From the time he was a small child, his elders taught him the wonders of the land. He was told to always remember to show reverence to the land and all the gifts it provided to its people. This he did, and though he became a master hunter, the animals were never sacrificed in vain. Red Hawk became a revered hunter and warrior, but with each compliment he received, his head swelled and his self-importance grew and grew.
2. One bright morning, Red Hawk was hunting in the woods, and heard a curious sound. He ran toward the sound, and as he approached, he realized the sound was actually chanting, coming from the voices of women. He brushed away some leaves, and saw seven maidens, dressed in shabby clothes chanting and dancing in unison, playing instruments made of rocks and twigs. Red Hawk’s eyes settled on one of the maidens as she stood out from the others. She was the youngest and smallest, and had unusual yet striking features. Upon her face, she had an expression of joy and peace, and was playing her self-made instrument with wild abandon. Red Hawk fell in love with her instantly, and felt determination rise in his soul – he would make her love him in return. Brimming with his usual bravery and confidence, Red Hawk ran to the group of maidens, and greeted them eloquently. Red Hawk was shocked to find that they did not acknowledge him at all. He repeated himself to no avail. He then stepped into the circle of women as they danced and sang, but it was as if he were transparent. Confused, he left the maidens to their ritual.
3. Later that day, Red Hawk sprinted up a great hill to speak to the oldest member of his tribe. He asked him, “Grandfather, I have seen maidens chanting in the woods, but they do not notice me. To them I have no presence. I have fallen in love with the most unusual one, but I can not get her to love me if she doesn’t know I exist.” The elder told him, “These maidens have long been entrancing men, but most men can not see beyond their own pride, and give up trying to win their love. You must figure a way to deserve their attention, then you may get your wish.”
4. Red Hawk spent the night recalling the maidens in his mind. What could he do impress them? He saw them in his mind blissfully singing and dancing, with no concern for him at all. Then he recalled their crude instruments. They did keep a beat, but perhaps they would like some real instruments. Red Hawk spent the next day hunting, and returned to his village with deer and buffalo. His family prepared for a feast, while Red Hawk created drums of many sizes with the animal skins. He then carved and polished some bones with which to hit the drums. Early the next day, he laid the instruments outside of the maiden’s circle, waiting for them to pick them up and relish in his generosity. To his surprise, they did not notice them. Red Hawk left, even more confused.
5. Again that night, he wondered what he could give them to get in their good graces. He decided that he would give them gifts of food. At dawn, he began collecting vegetables, nuts, fruits and berries for the maidens. He laid out the food outside of their circle, along with the untouched drums. Again, the maidens ignored the gifts, and Red Hawk left in shocked disbelief.
6. That night, Red Hawk gave up hope. He had not a clue as to what the maidens wanted. First he felt anger, “How can these maidens not acknowledge me? How could they not thank me for drums I made by my own hands, and then not thank me for the food I gathered with my own hands?” Red Hawk then cried out of frustration, because the beautiful and unusual maiden would never be his.
7. The next morning, Red Hawk returned to his spot, looked upon his unused gifts, and simply sat back in anger and shook his head. He then raised his head and simply watched the harmonious singing and carefree dancing. After many hours, Red Hawk stood and turned to walk back to his village. It occurred to him how much he had enjoyed the music, and without thinking, removed seven long, red feathers from his headdress. He placed them among the unused gifts as an offering of thanks, and turned again toward his village.
8. “Don’t go, Red Hawk,” said a quiet and comforting voice. Red Hawk turned toward the maidens, and saw that it was the voice of the unusual maiden. “We want to thank you for the gifts. We liked the drums and food, Red Hawk, but you only gave us those gifts to impress us and get in our good favor. The feathers you gave us were unselfish and kind gifts of thanks. We now know that you no longer want from us, and we can trust you now. Come join us in our festival, and eat and sing with us!” Red Hawk spent many days with the maidens, experiencing freedom, joy and friendship. Over the course of the days, Red Hawk and his love, Morning Star, grew very close.
Red Hawk and Morning Star gradually fell in love, lived a joyous life, and raised many children. Red Hawk had learned the importance of giving unselfishly, just as the earth does for its people.
Exercise 1. Vocabulary Practice
Directions: The following bolded vocabulary words are from the myth you’ve just read. The paragraphs where they are from are indicated in parenthesis. Try to 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, then refer to your dictionary or thesaurus to confirm your guesses.
1. He was told to always remember to show reverence to the land and all the gifts it provided to its people. (1)
2. and though he became a master hunter, the animals were never sacrificed in vain. (1)
3. He… saw seven maidens, dressed in shabby clothes chanting and dancing in unison, playing instruments made of rocks and twigs. (2)
4. Red Hawk’s eyes settled on one of the maidens… She was the youngest and smallest, and had unusual yet striking features. (2)
5. Red Hawk fell in love with her instantly, and felt determination rise in his soul – he would make her love him in return. (2)
6. Red Hawk ran to the group of maidens, and greeted them eloquently. (2)
7. Later that day, Red Hawk sprinted up a great hill to speak to the oldest member of his tribe. (3)
8. Red Hawk spent the night recalling the maidens in his mind. What could he do to impress them? (4)
9. He saw them in his mind blissfully singing and dancing…(4)
10. Then he recalled their crude instruments. (4)
11. Early the next day, he laid the instruments outside of the maiden’s circle, waiting for them to pick them up and relish in his generosity. (4)
12. He then raised his head and simply watched the harmonious singing and carefree dancing. (7)
13. “Don’t go, Red Hawk,” said a quiet and comforting voice. (8)
14. Red Hawk turned toward the maidens, and saw that it was the voice of the unusual maiden. (8)
Exercise 2. Recalling the Content (True/False)
Directions: Read each of the following statements concerning the myth and decide if it is true or false. If the statement is false, correct it. In each case, find the appropriate part in the myth to confirm your answer.
• Red Hawk was not a master hunter.
• It was the eldest maiden that captured his love.
• The maiden fell in love with Red Hawk immediately.
• The eldest member of the tribe gave Red Hawk advice.
• The maidens were known for entrancing young men.
• The first gift that Red Hawk presented to the maidens was a buffalo.
• Red Hawk gave the maidens gifts of food the second time.
• He finally gave them 6 long red feathers as an offering.
Exercise 3 Questions for Reflection and Discussion
1. What advice did Red Hawk receive from his elders? (para. 1)
2. Red hawk became a great hunter and warrior, and people complimented him. How did the compliments change him? (para. 1)
3. How did the maidens greet Red Hawk the first time he introduced himself? (para. 2)
4. What advice does Grandfather give to Red Hawk? (para. 3)
5. What does Red Hawk do to impress the maidens? (para. 4-5)
6. What was the “true” gift that Red Hawk gave to the maidens, and why did he leave this gift? (para.7)
7. Explain what the young maiden meant when she said to Red Hawk “…We liked the drums and food, Red Hawk, but you only gave us those gifts to impress us and get in our good favor.” (para. 8)
8. What is the moral of this myth?
9. Is there a similar myth in your culture? Share the story with your group.
Red Hawk’s Unselfish Gift
The Shawnee People (Part II)
Shawnee Culture Then
1. The Shawnee men were hunters and fierce warriors. They hunted deer, rabbit, wild turkey, raccoon and other small game. After a hunt, the men held a ritual meeting around a campfire and engaged in long friendly chats with each other. The women were responsible for growing the crops. They grew maize (corn), squash, pumpkins, and melons.
2. The homes they lived in were called wigwams, which were round and small. In addition to the wigwams they also built lodges that were rectangular in shape, and made from bark and sticks of wood , usually used for meetings. During the summer months the tribe would gather together in large villages. Each village had a council house for ceremonial meetings. When winter came the tribe would break up into smaller camp groups.
3. The Shawnee men wore loincloths during the hot weather and leggings with fur caps and skins during the winter months. They also wore moccasins in the warm weather and snowshoes in the winter. The women wore long skirts, and also used furs for warmth. Young Shawnee men who fought in battles and had proven their bravery were referred to as braves. They wore the feathers of an owl or hawk in their bandanas as a sign of their fearlessness.
4. The Shawnee women wove baskets and made blankets. They also made vessels out of clay such as plates for eating, and cups for drinking. Another art form was the making of wampum, which consisted of beads crafted from shells. These were sewn on belts or other pieces of clothing. These belts were also used as currency to trade with other tribes.
5. The women were also responsible for taking care of the sick tribal members. They were skillful at mixing herbs, made from the abundance of plants available. They made herbal teas, and healing salves such as blueberry root tea, which was used for treating many types of illnesses such as cramps, colic, and even the hiccups! Willow bark was used to treat colds and asthma.
6. The women were also responsible for cooking, scraping and tanning the hides of animals, which were used for clothing and other items. This process required intelligence, physical strength, and an abundance of patience!
7. The Shawnee were a patrilineal organization. The children were considered as belonging to the clan of their father. The tribe was divided into twelve clans, which were represented by various animals such as the bear, deer, snake, and panther. Each member born into a clan had the rights and privileges of that particular clan. Each clan had a chief as the leader. The position of chief was hereditary, and passed on from father to son. Sometimes the responsibility was passed from an uncle to a sister’s son.
8. The Shawnee believed in a deity named Moneto, a supreme being who ruled the universe. They believed that each person was the in charge of their own behavior, and was held accountable for their actions. All the people that walked the good path earned Moneto’s favor and received blessings; those who did not received sorrow. Moneto was seen as a figure who was constantly weaving a giant net that would eventually be cast over the earth. The good people would be pulled to the heavens in the net. Those left behind would suffer as the earth was consumed in fire.
9. The religious ceremonies of the Shawnee were intertwined with the agricultural cycle. The Bread Dance celebrated spring and the planting season. The Green Corn Dance celebrated the ripening of the crops, and the Autumn Bread Dance was the celebration of the harvest. The one golden rule of the Shawnee was “Do not kill or injure your neighbor, because it is not him that you injure it is yourself. Do good to him and therefore add to his days of happiness and add to your own.”
Shawnee Culture Now
1. The Shawnee reside mainly in Oklahoma today. Hunting is permitted at certain times of the year. The people buy their food from grocery stores and supermarkets. Women still cook some of the old foods such as fry bread and hominy. Regalia is worn for ceremonial occasions, and regular clothes such as jeans are worn the rest of the time. The people buy their clothes from department stores.
2. The tribe has a female chief Glenna J. Wallace and a second chief. A board of council members remains in place to help make decisions for the tribe. The Shawnee remain connected to their roots by holding festivals which include some of the traditional games and foods. In addition to this, the clan system is still somewhat in evidence, although the groups are not as clear as they once were in the past. Today, clans maintain their functions for ceremonial celebrations and other public purposes such as funerals.
3. The tribe owns and operates a casino which generates revenue and jobs for many of the people. Women and men are equals in the job market today.
4. The Shawnee religion is complex and revolves around some of the old traditional beliefs. The Shawnee still revere their great leader Tecumseh. To this day his words are remembered by the Shawnee people. The following is one of the favorite speeches given by Tecumseh to his people.
So live your life that the fear of death can never enter your heart. Trouble no one about their religion; respect others in their view, and demand that they respect yours. Love your life, perfect your life, and beautify all things in your life. Seek to make your life long and its purpose in the service of your people. Prepare a noble death song for the day when you go over the great divide. Always give a word or a sign of salute when meeting or passing a friend, even a stranger, when in a lonely place. Show respect to all people and grovel to none.
When you arise in the morning give thanks for the food and for the joy of living. If you see no reason for giving thanks, the fault lies only in yourself. Abuse no one and nothing, for abuse turns the wise ones to fools and robs the spirit of its vision. When it comes your time to die, be not like those whose hearts are filled with the fear of death, so that when their time comes they weep and pray for a little more time to live their lives over again in a different way. Sing your death song and die like a hero going home. —Tecumseh, Shawnee Nation—
Exercise 1-Vocabulary Practice-Inference
Directions: The following sentences are from the reading selection you’ve just read. Try to guess the meanings of the bolded words. The sentences can be found in the paragraphs indicated in parenthesis. Highlight any additional words that you may not be familiar with and try to guess their meanings as well. Check your answers with your group members, then refer to your dictionary or thesaurus to confirm your guesses.
Vocabulary from: Shawnee Culture Then…
1. The men held a ritual meeting around a campfire and engaged in long friendly chats with each other. (para. 1)
2. The Shawnee men wore loincloths during the hot weather and leggings with fur caps and skins during the winter months. (para.3)
3. They also wore moccasins in the warm weather and snowshoes in the winter.(para. 3)
4. They wore the feathers of an owl or hawk in their bandanas as a sign of their fearlessness. (para. 3)
5. They were skillful at mixing herbs, made from the abundance of plants available. (para.5)
6. This process required intelligence, physical strength, and an abundance of patience! (para. 6)
7. The Shawnee were a patrilineal organization. The children were considered as belonging to the clan of their father. (para. 7)
8. The position of chief was hereditary, and passed on from father to son. (para. 7)
9. The Shawnee believed in a deity named Moneto, a supreme being who ruled the universe. (para. 8)
10. The religious ceremonies of the Shawnee were intertwined with the agricultural cycle. (para. 9)
Vocabulary from Shawnee Now
1. The Shawnee reside mainly in Oklahoma today.(para. 1)
2. Regalia is worn for ceremonial occasions, and regular clothes such as jeans are worn the rest of the time. (para. 1)
3. The Shawnee remain connected to their roots by holding festivals which include some of the traditional games and foods (para. 2)
4. The tribe owns and operates a casino which generates revenue and jobs for many of the people. (para. 3)
5. The Shawnee religion is complex and revolves around some of the old traditional beliefs. (para 4)
6. The Shawnee still revere their great leader Tecumseh. (para. 4)
Exercise 2 Questions for Comprehension and Discussion
1. What are some differences between the Shawnee culture of the past and the culture of today?
2. What are some of the similarities?
Exercise 3 Questions for Reflection and Discussion
1. Do you think female Chief Glenna J. Wallace had difficulty in winning the position of Chief, like Cherokee Chief Wilma Mankiller had?
2. In your opinion, are casinos (gambling) have a positive or negative effect on the people as a whole?
Exercise 4. Research Activities
Directions: Choose one of the following questions and present the results of your research.
• List and describe some of the current Shawnee ceremonies.
• What was Glenna J. Wallace’s life before she became Chief of the eastern Shawnee?
Exercise 5 Writing Activities-
Directions: Choose one of the following and write about the topic:
• What are your thoughts about females running for political positions?
• Write an essay in which you compare Glenna J. Wallace’s life as Chief to that of other females who have run for office in other countries. Examples, Hilary Clinton, Ruth Bader Ginsburg, Nancy Pelosi.
Sources:
• Shawnee history: (Lee Sultzman)
Amazon: Tecumseh: A Life
Amazon: The Shawnees and the War for America
Teachers’ Guide and 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: The Shawnee: A Concise History
Exercise 1 Questions For Discussion and Reflection
Suggestions:
Place students in groups, and appoint a group member to take notes while members give their responses. Have each group member read a paragraph aloud. Then have the group choose a member to read a question. For task number 4, the group can either choose one person to draw Tecumseh as the other members verbally express descriptions together, or students can draw their version individually for an assignment, then compare the descriptions during the next class meeting.
Possible Responses to questions:
Tecumseh is referring to the white settlers; the encroachment on Indian lands; the broken treaties. The red man is the Indian.
He is referring to the beauty of the territory which at that time was Indian. The whites introduced alcohol to the tribes, and gave them useless beads in exchange for pieces of land, and many Indians were killed in battles with the settlers.
Tecumseh is saying that he and his people desired peace, but the white men only want war, therefore the only option remaining is to fight and die. In the 4th paragraph he is saying that he is a warrior, who asks nothing from anyone including his own people, and that he alone is responsible for making his choices and for his own fate.
Students’ choice — see suggestions above.
Exercise 2 – Vocabulary Practice
inhabiting – c. to make one’s home or live in
allied – b. become an ally or associate
dispersal – b. breakup
drifting – a. to proceed unhurriedly, or freely
erupted – b. start abruptly
extensions – c. the spreading of something (a belief or practice) into new regions
recruit – b. cause to assemble or enlist
encroaching – b. gradually intrusive without right or permission
purported – b. propose or intend
ceded – b. surrender or relinquish
treaty – a. agreement
revival – a. bringing again into activity and prominence
competent – c. sufficiently qualified or capable or efficient
friction – a. a state of conflict between persons
Exercise 3 Questions for Comprehension and Discussion
The answers are taken directly from the reading, and the paragraphs for the answers are in parenthesis. For your learners with a lower reading level, you might want to give them the paragraph numbers to help them locate the answers.
1. Beginning about 1630, the Iroquois conquered all of the many tribes inhabiting the region and forced them all to leave. (para. 2)
2. One reason the British and French wanted the Shawnee and other tribes to become allies was to develop trade a relationship, and when wars erupted between the British and French, both sides attempted to recruit tribes as allies in these battles. (para. 4)
3. A number of the tribes, including the Shawnee, increasingly came into conflict with the American colonists who were steadily encroaching into their land. (para. 5)
4. Although the tribes originally fought against the British, the steady encroachment of the American settlers resulted in conflicts with the Indians. The conflicts burst into open warfare in 1774, and during the American Revolution (1776-1783), the Shawnee fought with the British against the colonist settlers in the Ohio Valley. (para. 5 and 6)
5. The conflict between colonists and the Indians continued after the Revolutionary war ended… and the British (still active in the non-colonial regions) encouraged the Shawnee and others in these conflicts, including supplying them with guns and gunpowder. (para. 6)
6. The agreement in the 1794 treaty stated that the Indians ceded all of Ohio to the colonists. Chief Tecumseh was one of the few chiefs who did not sign the treaty in 1794, [because] he was determined to resist further encroachment by the colonists. (para. 7)
7. Although the Shawnee and other Indian allies fought bravely and fiercely, the British commanders were less than competent, and after some initial successes, the war proceeded badly. Tecumseh was killed on October 6, 1813. (para. 9)
Exercise 4-Questions for Reflection and Discussion
Possible Responses:
The colonists ignored the fact that the Indians were there already when they arrived. They named the new land America and named themselves Americans. The Indians referred to themselves as “The First People” or “The Original People” depending on the tribe. The tribes did not associate themselves with the colonists so referring to them as Americans or whites did not really matter to them at the time.
After the Revolutionary War ended, the Americans felt that they won the land, and more people continued to come to the new country “America”, which the Indians did not like, hence battles continued.
The colonists did not value the treaties because they did not respect the Indians.
The tribes felt that the Shawnee prophet’s powers were strong enough to defeat the colonists; the old traditions would strengthen the tribe as a whole; many Indians were afraid to go against the Tecumseh, and especially against his brother.
Exercise 5 Tecumseh’s Speech
Tecumseh’s rules for his people — Possible Responses in parenthesis:
1. So live your life that the fear of death can never enter your heart: (Do not fear death)
2. Trouble no one about their religion; respect others in their view, and demand that they respect yours. (Let people worship as they choose; everyone has a right to their own opinion and should be respected, just as your opinion should be respected)
3.Love your life, perfect your life, and beautify all things in your life: (Be grateful to be alive and appreciate the people and things that are in your life, always try to improve your ways, try to see the good in life)
4. Seek to make your life long and its purpose in the service of your people:
(Stay healthy and help others)
5. Prepare a noble death song for the day when you go over the great divide: (Know that everyone dies, so make preparations to die with dignity).
6. Always give a word or a sign of salute when meeting or passing a friend, even a stranger, when in a lonely place: (Be courteous to all people whether you know them or not)
7. Show respect to all people and grovel to none: (Respect everyone do not allow anyone to disrespect you).
8. When you arise in the morning give thanks for the food and for the joy of living. If you see no reason for giving thanks, the fault lies only in yourself: (Be happy and thankful to be alive, and blame yourself if you can find no joy in your life)
9. Abuse no one and nothing, for abuse turns the wise ones to fools and robs the spirit of its vision: ( Don’t abuse anyone in anyway)
10. When it comes your time to die, be not like those whose hearts are filled with the fear of death, so that when their time comes they weep and pray for a little more time to live their lives over again in a different way: (Don’t be afraid to die, and if one lives in a decent way now, they will have no regrets when it’s time to die)
11.Sing your death song and die like a hero going home: (American Indians believed in songs for death; everyone should sing and prepare for death in a brave manner.)
Exercise 6 Writing Activities (students’ choice)
A Shawnee Myth: Red Hawk’s Unselfish Gift
Exercise 1-Vocabulary Practice
reverence (1) : a profound emotion; regard with feelings of respect.
sacrificed (1): kill or destroy.
unison (2): occurring together or simultaneously.
striking (2): sensational in appearance or thrilling in effect.
determination (2): the act of making up your mind about something.
eloquently (2): in an articulate manner.
sprinted (3): run very fast, usually for a short distance.
impress (4): produce or try to produce a vivid impression of oneself.
blissfully (4): happily unaware of one’s surroundings.
crude (4): not carefully or expertly made.
relish (4): derive or receive pleasure from; get enjoyment from something.
harmonious (7): musically pleasing.
comforting (8): soothing; pleasurable.
unusual (8): not usual, common, or ordinary.
Exercise 2-Recalling the Content (True/False)
Red Hawk was not a master hunter. F
It was the eldest maiden that captured his love. F
The maiden fell in love with Red Hawk immediately. F
The eldest member of the tribe gave Red Hawk advice. T
The maidens were known for entrancing young men. T
The first gift that Red Hawk presented to the maidens was a buffalo. F
Red Hawk gave the maidens gifts of food the second time. T
He finally gave them 6 long red feathers as an offering. F
Exercise 3- Questions For Reflection and Discussion
Possible responses:
1. “…He was told to always remember to show reverence to the land and all the gifts it provided to its people.”
2. “…but with each compliment he received, his head swelled and his self-importance grew and grew.”
3. Red Hawk was shocked to find that they did not acknowledge him at all.
4. “These maidens have long been entrancing men, but most men can not see beyond their own pride, and give up trying to win their love. You must figure a way to deserve their attention, then you may get your wish.”
5. Red Hawk created drums of many sizes with the animal skins. He then carved and polished some bones with which to hit the drums. Early the next day, he laid the instruments outside of the maiden’s circle, waiting for them to pick them up and relish in his generosity. (para. 4) and decided that would give them gifts of food. (para. 5)
6. Red Hawk stood and turned to walk back to his village. It occurred to him how much he had enjoyed the music, and without thinking, removed seven long, red feathers from his headdress. He placed them among the unused gifts as an offering of thanks, and turned again toward his village.
7. She was saying that Red Hawk only cared about making the women think highly of him. He didn’t show appreciation for their singing.
(Possible Answer #8)
8. Too much pride is not a good thing. One should respect and appreciate the gifts of others. (The maidens wanted Red Hawk to appreciate their singing)
9. Students’ choice.
Shawnee Culture Reading Material (New)
Exercise 1-Vocabulary Practice-Inference
Directions: The following sentences are from the reading selection you’ve just read. Try to guess the meanings of the bolded words. The sentences can be found in the paragraphs indicated in parenthesis. Highlight any additional words that you may not be familiar with and try to guess their meanings as well. Check your answers with your group members, then refer to your dictionary or thesaurus to confirm your guesses.
Vocabulary from: Shawnee Culture Then…
1. [engaged] engage : verb.(para. 1)
carry out or participate in an activity; be involved in
2. loincloths noun. (para.3)
a garment that provides covering for the loins.
3. moccasins noun. (para. 3)
soft leather shoe; originally worn by Native Americans.
4. bandanas noun. (para. 3)
large and brightly colored handkerchief; often used as a neckerchief.
fearlessness noun. (para. 3)
feeling no fear
5. abundance noun. (para.5)
the property of a more than adequate quantity or supply.
6. process noun. (para. 6)
a particular course of action intended to achieve a result; a procedure.
7. patrilineal adjective. (para. 7)
based on or tracing descent through the male line.
8. hereditary adjective. (para. 7)
occurring among members of a family usually by heredity; inherited.
9. deity noun.(para. 8)
any supernatural being worshipped as controlling some part of the world or some aspect of life or who is the personification of a force
10. intertwined verb. (para. 9)
spin, wind, or twist together.
Vocabulary from Shawnee Now
1. reside verb. (para. 1)
make one’s home in a particular place or community.
2. Regalia noun. (para. 1)
especially fine or decorative clothing.
3. roots noun. (para. 2)
the condition of belonging to a particular place or group by virtue of social or ethnic or cultural lineage.
4. revenue noun. (para. 3)
the entire amount of income before any deductions are made.
5. revolves verb. (para 4)
turn on or around an axis or a center.
traditional adjective. (para 4)
consisting of or derived from tradition; history, time-honored [orthodox] doctrines.
6. revere verb. (para. 4)
feel deep respect or admiration for someone, or something, (as a church).
Exercise 2 Questions for Comprehension and Discussion
1. The differences are in the following: Homes, clothing, the organization of Shawnee government is larger, women are allowed to hold job positions once reserved for men, (Glenna J. Wallace of the eastern band) jobs are different, (today there are casinos, retail stores and gift shops, along with other forms of businesses).
2. The Shawnee clans are still in existence, they continue to hold ceremonies which help the members stay connected to their culture, some foods are still in evidence such as fry bread and hominy, they still revere Tecumseh, and many members hand down his teachings to their children.
Exercise 3 Questions for Reflection and Discussion-
1. Not much is written about Genna’s history, so this is speculation. Chief Glenna J. Wallace probably did have problems due to the fact the Shawnee are patrilineal, and the people were used to men as leaders.
2. On the positive side, the casinos usually generate jobs, and money for education, clinics, and other areas where the tribe needs financial help. The negative effect could be that the traditional Shawnee view gambling as negative in general, and feel that casinos perpetuate this (sometimes) addictive habit and influence tribal members.
Exercise 4. Research Activities (students’ choice)
Exercise 5 Writing Activities (students’ choice)
