“If the Great Spirit has desired me to be a white man he would have made me so in the first place. He put in your heart certain wishes and plans; in my heart he put other and different desires.”
“Each man is good in the sight of the Great Spirit. It is not necessary for eagles to be crows. Now we are poor but we are free. No white man controls our footsteps. If we must die, we die defending our rights.”
–Chief Sitting Bull – Sioux
“Look at me – I am poor and naked, but I am the chief of the nation. We do not want riches, but we want to train our children right. Riches will do us no good. We could not take them with us to the other world. We do not want riches. We want peace and love.”
–Chief Red Cloud – Sioux
Questions for Reflection and Discussion
1. Interpret what Chief Sitting Bull is saying. Do you agree/disagree, explain why.
2. What is Chief Red Cloud saying?
3. Compare the two sayings, are there any similarities, if so what are they? Are there any differences between the two? What are they?
The Sioux: A Concise History
1. Originally the Sioux occupied the territory spanning from the Arkansas River in the south to the western tributary of Lake Winnipeg, and westward towards the eastern slopes of the Rocky Mountains. The Sioux were discovered by the French in 1640, near the Mississippi River. The French took formal possession of the region in 1685.
2. During the War of 1812 the Sioux sided with the British. In 1837, the Sioux ceded all of the lands west of the Mississippi to the United States for the sum of $3,000,000. The U.S. government did not honor all the provisions of the treaties, which caused hostilities towards the U.S. among the Sioux. There was a revolt by the Sioux in 1862 because of the failure of the government to uphold its part of the bargain. Nearly 1,000 white settlers were killed, but the Indians were subdued at the end of the revolt. Some Sioux were hanged, others were held captive.
3. The Sioux who were not captured by the U.S. army fled into Dakota territory, while others escaped into the British dominions. Some Sioux Indians attacked settlements and forts. The strength of the tribe was greatly reduced at this point. Treaties were still being made but were not honored by either the Sioux or the by the U.S.
4. When Gold was discovered in the Black Hills, which were part of the Sioux reservation, the U.S. wanted the Sioux to move to what they referred to as Indian Territory (all the land west of the Mississippi River, not including Missouri and Louisiana and Arkansas), and proposed to buy the land which would be vacated, but this time the Sioux refused to move. In 1875, Chief Sitting Bull, along with Chief Red Cloud visited the national capital, but President Grant could not persuade them to sign the agreement.
5. In the spring of 1876 a military force was sent to fight the Sioux, which resulted in the historic Battle of Little Big Horn or Custer’s Last Stand. General Custer and all of his soldiers were slain. It is remembered as one of the most significant victories of the Indian Nations. Later after having been defeated in several additonal encounters with U.S. army, the Indians returned to their reservations.
6. The government failed to keep the obligations made to the Sioux, especially payments still owed to the Indians for certain lands they had sold. During this time the crops had failed and the U.S. Congress had cut back the supplies. Government agents were sent to the reservation, but were not interested in helping the half famished Indians. This caused great dissatisfaction among the Indians, and all of these circumstances led to plans for an uprising by the Sioux .
7. The following two paragraphs describe the Battle of Wounded Knee and the aftermath:
On Dec. 15 [1890] a body of Indian police, acting under orders from General Miles, attempted to arrest Sitting Bull in his camp, about 40 miles northwest of Fort Yates, N. D. A skirmish ensued, and in it the noted chieftain, together with his son Crowfoot and six other Indians, was killed. The remnant of the band made its way to the Bad Lands.
On Dec. 28 a battle occurred near Wounded Knee, S. D., between a cavalry regiment and the men of Big Foot’s band. Thirty of the whites were killed, while the Indian dead numbered over 200, including many of their women and children. Over 3,000 Indians then fled from the agency and encamped near White Clay Creek, where, on the next day, another encounter occurred. The result of this engagement was the dispersal of the Indians with heavy loss, and the death of eight soldiers of the 9th Cavalry. Several other skirmishes occurred during the week which followed, with loss of life on both sides. On Jan. 14, 1891, two councils were held with General Miles, and the chiefs, seeing the hopelessness of their cause, agreed to surrender their arms and return to the agency.
Sioux Indians-Wounded Knee-
8. The war was practically ended, and on Jan. 21 the greater part of the troops were withdrawn from the neighborhood of the reservation. On the 29th, a delegation of Sioux chiefs, under charge of Agent Lewis, arrived in Washington for the purpose of conferring with the Secretary of the Interior. The conference began on Feb. 7, and continued four days, at the close of which the Indians were received by President Harrison at the White House. They were assured that the cutting down of the congressional appropriation was an accident, and that the government desired faithfully to carry out every agreement made. On their return home the chiefs stopped for a short time at Carlisle, Pa., where the children of several of them were attending school. In 1899 the total number of Sioux was 27,215, divided into nineteen bands, and located principally in South Dakota.
9. Today, The Sioux nation is comprised of three divisions: The Lakota, the Dakota, and the Nakota tribes. One large reservation, called Rosebud, is located in south central South Dakota, another is the Pine Ridge Reservation located to the west of the Rosebud reservation, and the Cheyenne River and Standing Rock Reservations in the north central part of South Dakota. The Sioux are very traditional people, maintaining their old customs and rituals. On the Rosebud reservation the government is composed of a Tribal Council, and a Tribal Committee. They have an elementary school, high school, and a university. The major economic occupation on the reservation is cattle ranching and farming. In addition, employment is generated by the university, the Indian Health Service, Bureau of Indian Affairs, and St. Francis Indian School.
Exercise 1 Vocabulary Practice (words in context)
Directions: The following sentences are from the reading selection you’ve just finished. Find and highlight each of the sentences and the words in bold. The numbers in parenthesis, show the paragraphs where the sentences are located. 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
- The U.S. government did not honor all the provisions of the treaties…(2)
- There was a revolt by the Sioux…because of the failure of the government to uphold its part of the bargain…(2)
- but the Indians were subdued at the end of the revolt (2)
- The Sioux who were not captured by the U.S. army fled…while others escaped into the British dominions. (3)
- When Gold was discovered in the Black Hills, which were part of the Sioux reservation…(4)
- It is remembered as one of the most significant victories of the Indian Nations.(5)
- Government agents were sent to the reservation, but were not interested in helping the half famished Indians.(6)
- This caused great dissatisfaction among the Indians, and all of these circumstances led to plans for an uprising by the Sioux .(6)
- …a battle occurred…between a cavalry regiment and the men of Big Foot’s band. (7)
- … a delegation of Sioux chiefs,…arrived in Washington for the purpose of conferring with the Secretary…(8)
- The Sioux are very traditional people, maintaining their old customs and rituals. (9)
Exercise 2 Questions for Comprehension
Directions: Answer the statements either T (True) or (F) False
- The Sioux were discovered by the French in 1640, near the Mississippi River
- During the War of 1812 the Sioux sided with the Americans.
- The U.S. government honored all the provisions of the treaties.
- When Gold was discovered in the Black Hills, which were part of the Sioux reservation, the U.S. wanted the Sioux to move.
- In the spring of 1876 a military force was sent to fight the Sioux, which resulted in the historic Battle of Little Big Horn or Custer’s Last Stand.
- General Custer and his soldiers won this battle.
- On Dec. 28 a battle occurred near Wounded Knee, S. D., between a cavalry regiment and the men of Big Foot’s band.
- Today, The Sioux nation is comprised of three divisions: The Lakota, the Dakota, and the Nakota tribes.
- The Sioux are very modern, with the latest computers for the schools.
- One large reservation, called Rosebud, is located in south central South Dakota, another is the Pine Ridge Reservation located to the west of the Rosebud reservation.
Exercise 3 Questions for Reflection and Discussion
1. Discuss why you think the Battle of Little Big Horn is also referred to as Custer’s Last Stand?
2. Why do you think the U.S. government reneged on its promises to the Sioux?
Exercise 4 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.
War of 1812
Chief Sitting Bull
Chief Red Cloud
President Ulysses S. Grant
Battle of Little Big Horn
Battle at Wounded Knee
Exercise 5 Writing Activities
Write an essay in which you express your opinion on the events leading up to and including the Battle at Little Big Horn.
Write an essay in which you discuss the battle at Wounded Knee, and the effect it had on the Sioux and other Indian tribes.
Sources:
Sioux Nation
Rosebud Sioux
Wikipedia
Chief Red Cloud
Sioux Myth: Coyote, Iktome, and Iya
The mythical character Iktomi is from the Lakota Sioux. He is a spider-trickster spirit, although he can take any shape including human. Iktomi has been portrayed as being both good and bad, and has many powers. In many myths Iktomi is usually paired with Coyote, another trickster. There are some myths where Iktomi helps protects people from harm, or shows them ways to live a better life. There are those who see Iktomi as casting his web over the world. Contemporary American Indians interpret this as meaning the internet and world wide web. The following is a story involving Iktomi, Coyote, and Iya the Rock.
Coyote was walking with his friend Iktome. Along their path stood Iya the rock. Iya the rock was not just any ordinary rock, but a special rock that had powers.
Coyote said; “Why this is a nice looking rock. I think it has powers.” Coyote took off his thick blanket he was wearing and put it on the rock. “Here Iya, take this as a present. Take this blanket, friend rock to keep you from freezing. You must feel cold.”
“Wow, you sure are in a giving mood today friend” said Iktome. “Ah, it’s nothing. I’m always giving things away. Iya looks real nice in my blanket.” “You mean his blanket now,” said Iktome.
The two friends walked on. Pretty soon a cold rain started. The rain turned to hail and sleet. Coyote and Iktome took refuge in a cave, which was cold and wet. Iktome was alright; he had his thick buffalo robe to keep him nice and warm. Coyote only had his shirt, and he was cold. He was freezing so bad that his teeth were chattering.
“Friend of mine,” Coyote said to Iktome, “go back and get my fine blanket. I need it, and that rock has no use for it. He’s been getting along without a blanket for ages. Hurry; I’m freezing!”
So Iktome went back to Iya saying: “Can I have that blanket back please?” Iya the rock said: “No, I like it. What is given is given.”
Iktome returned to Coyote and said: “He won’t give it back.” “That no-good, ungrateful rock!” said Coyote. “Has he paid for the blanket? Has he worked for it? I’ll go get it back myself.” “Friend,” said Iktome, “Iya the rock has a lot of power! maybe you should let him keep it.” “Are you crazy?” replied Coyote, “This is an expensive blanket of many colors and great thickness. I’ll go talk to him.”
Coyote went back and called to Iya: “Hey rock! What’s the meaning of this? What do you need a blanket for? Let me have my blanket back right now!” “No,” said the rock, “what is given is given.”
“You’re a bad rock! Don’t you care that I’m freezing to death? That I’ll catch a cold?” Coyote jerked the blanket away from Iya and put it on. “So there; that’s the end of it!” said Coyote. “By no means the end,” said Iya the rock.
Coyote went back to the cave. the rain stopped and the sun came out again, so Coyote and Iktome sat before the cave sunning themselves, eating fruit and fry-bread with berry soup. After eating, they leaned back and enjoyed the sunshine.
All of a sudden Iktome said; “What’s that noise?” “What noise? I don’t hear anything,” replied Coyote.
“That crashing and rumbling sound far off.” “Why yes friend, I hear it now. It is rather a strong and loud. I wonder what it could be?” “I have a pretty good idea, friend,” said Iktome.
Then they saw the great rock. It was Iya, rolling , thundering and crashing upon them at a great speed!
“Friend, let’s run for it!” cried Iktome. “Iya means to kill us!” The two ran as fast as they could but the rock rolled after them coming closer and closer.
“Let’s swim the river,” Coyote shouted. “The rock is so heavy, he can’t swim.” But the great rock also swam over the river as if he had been made of wood. Finally Iktome cried “Friend Coyote, this is really not my quarrel. I just remembered, I have something important to do at home. Good bye and good luck!” Iktome rolled himself up into a tiny ball and became a spider. He disappeared down a mouse-hole.
Coyote could not do anything but continue to run as fast as he could. The huge rock came rolling after him, shivering and splintering everything in his path!
Coyote ran on and on, the big rock thundering close at his heels. Then Iya the big rock, rolled right over Coyote, flattening him out altogether! Iya took the blanket and rolled back to his own place, saying: “So there!”
On that day Coyote learned a hard lesson, which was: always be generous in heart. If you have something to give, give it forever.
Exercise 1. Reading/Comprehension
Directions: The following sentences are from the story. Choose the answer that best completes each sentence.
1. Coyote gave his blanket to
a. Iktome.
b. Rabbit.
c. Iya the rock.
2. Coyote wanted the blanket back because
a. he was happy.
b. he was cold.
c. he needed a bed.
3. Coyote asked Iktome to
a. get his blanket back from Iya.
b. buy him another blanket.
c. lend him his robe.
4. Coyote and Iktome decided to run into the river because
a. they thought rock would drown.
b. they thought rock could swim.
c. they were too hot.
5. ktome rolled himself up and turned into a
a. bat.
b. spider.
c. rock.
6. At the end of the story rock rolled over
a. Iktome.
b. a hunter.
c. Coyote.
7. This myth teaches that
a. it is better to give than receive.
b. it is wrong to leave your friend.
c. if you give someone something, never take it back.
Exercise 2-Sequencing Activity
Directions: The following sentences are from the story, but are not in the correct sequence. Place the sentences in the correct order as they occurred in the story by putting numbers in front of them.
A. __Iya the rock rolled over Coyote.
B. __Coyote and Iktome sat in front of the cave enjoying the sun.
C. __Coyote gave Iya the rock his blanket.
D. __It began to rain and Coyote became very cold.
E. __Coyote wanted his blanket back from Iya.
F. __Iktome and Coyote swam across the river.
G. __Iktome rolled himself up into a ball and changed into a spider.
Exercise 3. Writing Activity
Directions: Write a story about an experience you’ve had where someone gave you a present then wanted it back. You could also write about you giving a gift to someone and then deciding to take it back for some reason.
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.
Answers
Questions for Reflection and Discussion Students choice.
Exercise 1 Vocabulary Practice (words in context)
- provisions noun. a condition or requirement in a legal document : a key provision in civil rights law.
- treaties noun ( pl. -ties) a formally concluded and ratified agreement between countries.
- revolt verb [ intrans. ] rise in rebellion : the insurgents revolted and had to be suppressed.
- bargain noun. an agreement between two or more parties as to what each party will do for the other : the extraconstitutional bargain between the northern elite and the southern planters.
- subdued verb ( -dues , -dued , -duing ) [ trans. overcome, quieten, or bring under control (a feeling or person) Charles went on a campaign to subdue the Saxons.
- dominions noun. (usu. dominions) the territory of a sovereign or government : the Angevin dominions.
- reservation noun. an area of land set aside for occupation by North American Indians or Australian Aboriginals.
- significant adjective. sufficiently great or important to be worthy of attention; noteworthy : a significant increase in sales.
- famished adjective. extremely hungry.
- circumstances noun. a fact or condition connected with or relevant to an event or action : we wanted to marry but circumstances didn’t permit.
- uprising noun an act of resistance or rebellion; a revolt : an armed uprising.
- cavalry noun ( pl. -ries) historical, soldiers who fought on horseback.
- delegation noun. [treated as sing. or pl. ] a body of delegates or representatives; a deputation : a delegation of teachers.
- traditional adjective. existing in or as part of a tradition; long-established : the traditional festivities of the church year.
.Exercise 2 Questions for Comprehension Answer the statements either T (True) or (F) False.
- The Sioux were discovered by the French in 1640, near the Mississippi River-T
- During the War of 1812 the Sioux sided with the Americans.F
- (During the War of 1812 the Sioux sided with the British.)
- The U.S. government honored all the provisions of the treaties…F
- (The U.S. government did not honor all the provisions of the treaties)
- When Gold was discovered in the Black Hills, which were part of the Sioux reservation, the U.S. wanted the Sioux to move. T
- In the spring of 1876 a military force was sent to fight the Sioux, which resulted in the historic Battle of Little Big Horn or Custer’s Last Stand. T
- General Custer and his soldiers won this battle. F
- (General Custer and all of his soldiers were slain. )
- On Dec. 28 a battle occurred near Wounded Knee, S. D., between a cavalry regiment and the men of Big Foot’s band. T
- Today, The Sioux nation is comprised of three divisions: The Lakota, the Dakota, and the Nakota tribes. T
- The Sioux are very modern, people. F
- The Sioux are very traditional people, maintaining their old customs and rituals. T
- One large reservation, called Rosebud, is located in south central South Dakota, another is the Pine Ridge Reservation located to the west of the Rosebud reservation. T
Exercise 3 Questions for Reflection and Discussion
Possible responses.
1. The Battle of Little Big Horn, is also where General George Armstrong Custer and all of his soldiers were killed during this battle.
2. Students’ choice.
Exercise 4 Research Activities
Students’ choice.
Exercise 5 Writing Activities
Students’ choice.
Myth: Coyote, Iktome, and Iya the Rock
Exercise 1. Reading/Comprehension
1. Coyote gave his blanket to
c. Iya the rock.
2. Coyote wanted the blanket back because
b. he was cold.
3. Coyote asked Iktome to
a. get his blanket back from Iya.
4. Coyote and Iktome decided to run into the river because
a. they thought rock would drown.
5. Iktome rolled himself up and turned into a
b. spider
6. At the end of the story rock rolled over
c. Coyote.
7. This myth teaches that
c. if you give someone something, never take it back.
Exercise 2-Sequencing Activity
A. _7_Iya the rock rolled over Coyote.
B. _4_Coyote and Iktome sat in front of the cave enjoying the sun.
C. _1_Coyote gave Iya the rock his blanket.
D. _2_It began to rain and Coyote became very cold.
E. _3_Coyote wanted his blanket back from Iya.
F. _5_Iktome and Coyote swam across the river.
G. _6_Iktome rolled himself up into a ball and changed into a spider.
Exercise 3. Writing Activity
Students’ choice.
