{"id":1920,"date":"2024-09-10T20:21:38","date_gmt":"2024-09-10T20:21:38","guid":{"rendered":"https:\/\/test.newberry.org\/indigenous-chicago\/?page_id=1920"},"modified":"2024-09-17T20:48:04","modified_gmt":"2024-09-17T20:48:04","slug":"question-2","status":"publish","type":"page","link":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/premodule\/question-2\/","title":{"rendered":"Question 2"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"1920\" class=\"elementor elementor-1920\" data-elementor-post-type=\"page\">\n\t\t\t\t<div class=\"elementor-element elementor-element-a260152 e-flex e-con-boxed e-con e-parent\" data-id=\"a260152\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7a4635f elementor-widget elementor-widget-breadcrumbs\" data-id=\"7a4635f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"breadcrumbs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<p id=\"breadcrumbs\"><span><span><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/\">Home<\/a><\/span><\/span><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-58e613e e-flex e-con-boxed e-con e-parent\" data-id=\"58e613e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-75584c0 elementor-widget elementor-widget-heading\" data-id=\"75584c0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\"><b>Premodule Supporting Question 2:<br><br>How do historians use archives and material culture to make sense of the past?\n\n<\/b><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-fac6dba elementor-widget elementor-widget-toggle\" data-id=\"fac6dba\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2621\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-2621\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Learning Objectives<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2621\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-2621\"><p><span style=\"font-weight: 400;\">By the end of this exercise, I can\u2026\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">describe how historians look at both <\/span><i><span style=\"font-weight: 400;\">form <\/span><\/i><span style=\"font-weight: 400;\">and <\/span><i><span style=\"font-weight: 400;\">content<\/span><\/i><\/li><li style=\"font-weight: 400;\" aria-level=\"1\">analyze an archival object for its <i><span>form<\/span><\/i><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2622\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-2622\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Illinois Learning Standards<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2622\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-2622\"><p><i><span style=\"font-weight: 400;\">Inquiry<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.IS.4 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.IS.5. Gather and evaluate information from multiple primary and secondary sources that reflect the perspectives and experiences of multiple groups, including marginalized groups.<\/span><\/li><\/ul><p>\u00a0<\/p><p><i><span style=\"font-weight: 400;\">Geography<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.G.6. Analyze and explain how humans affect and interact with the environment and vice versa.<\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2623\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-2623\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Vocabulary<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2623\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-2623\"><table><tbody><tr><td><p><strong>Vocabulary\u00a0<\/strong><\/p><\/td><td><p><strong>Pronunciation<\/strong><\/p><\/td><td><p><strong>Definition<\/strong><\/p><\/td><\/tr><tr><td><p><span>advocate (n.)<\/span><\/p><\/td><td><p><b>ad<\/b><span>\u00b7vuh\u00b7keht<\/span><\/p><\/td><td><p><span>someone who speaks or acts in support of a particular person, group of people, or cause<\/span><\/p><\/td><\/tr><tr><td><p><span>anthropology (n.)<\/span><\/p><\/td><td><p><span>an\u00b7thruh\u00b7<\/span><b>paa<\/b><span>\u00b7luh\u00b7jee<\/span><\/p><\/td><td><p><span>the academic study of human cultures<\/span><\/p><\/td><\/tr><tr><td><p><span>anticolonial (adj).<\/span><\/p><\/td><td><p><b>an<\/b><span>\u00b7tih\u00b7kuh\u00b7<\/span><b>low<\/b><span>\u00b7nee\u00b7uhl<\/span><\/p><\/td><td><p><span>working against colonialism\u00a0<\/span><\/p><\/td><\/tr><tr><td><p><span>archive (n.)<\/span><\/p><\/td><td><p><b>aar<\/b><span>\u00b7kive<\/span><\/p><\/td><td><p><span>a collection of items (often historical documents) held by an institution<\/span><\/p><\/td><\/tr><tr><td><p><span>assimilate (v.)<\/span><\/p><\/td><td><p><span>uh\u00b7<\/span><b>si<\/b><span>\u00b7muh\u00b7layt<\/span><\/p><\/td><td><p><span>to force a person or group of people to give up their languages, religions, and other lifeways and to adopt the languages, religions, and lifeways of another group<\/span><\/p><\/td><\/tr><tr><td><p><span>birchbark<\/span><\/p><\/td><td><p><b>burch<\/b><span>\u00b7baark<\/span><\/p><\/td><td><p><span>the outer part of the birch tree; birch bark is historically, socially, technologically, and spiritually important for Indigenous people with homelands around the Great Lakes<\/span><\/p><\/td><\/tr><tr><td><p><span>colonialism (n.)<\/span><\/p><\/td><td><p><span>kuh\u00b7<\/span><b>low<\/b><span>\u00b7nee\u00b7uh\u00b7li\u00b7zm<\/span><\/p><\/td><td><p><span>when one group of people invades another group of people, steals their natural resources, and controls their politics, social life, and economics<\/span><\/p><\/td><\/tr><tr><td><p><span>diplomacy (n.)<\/span><\/p><\/td><td><p><span>duh\u00b7<\/span><b>plow<\/b><span>\u00b7muh\u00b7see<\/span><\/p><\/td><td><p><span>interactions to build strong relationships between separate governments<\/span><\/p><\/td><\/tr><tr><td><p><span>homelands (n.)<\/span><\/p><\/td><td><p><b>hohm<\/b><span>\u00b7landz<\/span><\/p><\/td><td><p><span>the lands and waters of a particular people since time immemorial<\/span><\/p><\/td><\/tr><tr><td><p><span>institution (n.)<\/span><\/p><\/td><td><p><span>in\u00b7stih\u00b7<\/span><b>too<\/b><span>\u00b7shuhn<\/span><\/p><\/td><td><p><span>an official organization or office that serves a social or political purpose<\/span><\/p><\/td><\/tr><tr><td><p><span>intellectual (n.)<\/span><\/p><\/td><td><p><span>in\u00b7tuh\u00b7<\/span><b>lek<\/b><span>\u00b7choo\u00b7uhl<\/span><\/p><\/td><td><p><span>a person known for their thoughts and ideas<\/span><\/p><\/td><\/tr><tr><td><p><span>manuscript (n.)<\/span><\/p><\/td><td><p><b>meh<\/b><span>\u00b7nyoo\u00b7skrihpt<\/span><\/p><\/td><td><p><span>texts written down on paper, including documents and books<\/span><\/p><\/td><\/tr><tr><td><p><span>material culture (n.)<\/span><\/p><\/td><td><p><span>muh\u00b7<\/span><b>tee<\/b><span>\u00b7ree\u00b7uhl <\/span><b>kuhl<\/b><span>\u00b7chur<\/span><\/p><\/td><td><p><span>the physical objects a group of people makes<\/span><\/p><\/td><\/tr><tr><td><p><span>Neshnab\u00e9(k) (n.) (Potawatomi, Ojibwe(g), Odawa(k))<\/span><\/p><\/td><td><p><span>nish\u00b7<\/span><b>nah<\/b><span>\u00b7behk<\/span><\/p><\/td><td><p><span>a confederacy of three distinct tribal groups whose homelands stretch across the northern and central Great Lakes; these groups share similar languages, histories, cultures and traditional lifeways, and have close political ties<\/span><\/p><br \/><p><i><span>Neshnab\u00e9k<\/span><\/i><span>, <\/span><i><span>Ojibweg<\/span><\/i><span>, and <\/span><i><span>Odawak<\/span><\/i><span> are the plural versions of the words, but you will also see their singular versions, <\/span><i><span>Neshnab\u00e9<\/span><\/i><span>, <\/span><i><span>Ojibwe<\/span><\/i><span>, and <\/span><i><span>Odawa<\/span><\/i><span> throughout the module.<\/span><\/p><\/td><\/tr><tr><td><p><span>perspective (n.)<\/span><\/p><\/td><td><p><span>per\u00b7<\/span><b>spek<\/b><span>\u00b7tuhv<\/span><\/p><\/td><td><p><span>someone\u2019s point of view<\/span><\/p><\/td><\/tr><tr><td><p><span>rebuke (n.)<\/span><\/p><\/td><td><p><span>ruh\u00b7<\/span><b>byook<\/b><\/p><\/td><td><p><span>a sharp critique of someone or a group of people based on their behavior\u00a0<\/span><\/p><\/td><\/tr><tr><td><p><span>removal (n.)<\/span><\/p><\/td><td><p><span>ruh\u00b7<\/span><b>moov<\/b><span>\u00b7uhl<\/span><\/p><\/td><td><p><span>taken away; in the context of Native history, <\/span><i><span>Removal <\/span><\/i><span>refers to the forced separation of Native people from their homelands<\/span><\/p><\/td><\/tr><tr><td><p><span>settlers v. Indigenous people (n.)<\/span><\/p><\/td><td><p><b>seh<\/b><span>\u00b7tuh\u00b7lrz \/\/ ihn\u00b7<\/span><b>di<\/b><span>\u00b7juh\u00b7nuhs <\/span><b>pee<\/b><span>\u00b7pl<\/span><\/p><\/td><td><p><span>Indigenous peoples\u2019 origin stories connect them to a place since before human memory; settlers arrive in a place to set up their own societies (even though other people already live there)<\/span><\/p><br \/><p><i><span>Note that Native and Indigenous mean similar things. You will see them used to mean the same thing in this exercise.\u00a0<\/span><\/i><\/p><\/td><\/tr><tr><td><p><span>stereotype (n.)<\/span><\/p><\/td><td><p><b>steh<\/b><span>\u00b7ree\u00b7oh\u00b7type<\/span><\/p><\/td><td><p><span>a commonly-used idea or image of a type of person that is oversimplified and\/or inaccurate\u00a0<\/span><\/p><\/td><\/tr><tr><td><p><span>strategic (adj.)<\/span><\/p><\/td><td><p><b>stra<\/b><span>\u00b7tuh\u00b7jic<\/span><\/p><\/td><td><p><span>taking a specific approach to achieve a certain goal\u00a0<\/span><\/p><\/td><\/tr><tr><td><p><span>treaty (n.)<\/span><\/p><\/td><td><p><b>tree<\/b><span>\u00b7tee<\/span><\/p><\/td><td><p><span>A formal, binding, and permanent agreement between two or more national governments\u00a0<\/span><\/p><\/td><\/tr><\/tbody><\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2624\" class=\"elementor-tab-title\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-2624\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Background<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2624\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"region\" aria-labelledby=\"elementor-tab-title-2624\"><h4><i><span style=\"font-weight: 400;\">Simon Pokagon and the 1893 World\u2019s Fair<\/span><\/i><\/h4><p><span style=\"font-weight: 400;\">Many <\/span><b>Neshnab\u00e9k<\/b><span style=\"font-weight: 400;\"> experienced violent and painful <\/span><b>removals<\/b><span style=\"font-weight: 400;\"> from their <\/span><b>homeland<\/b><span style=\"font-weight: 400;\"> during the late 1700s and early 1800s. Many Native people resisted <\/span><b>removal<\/b><span style=\"font-weight: 400;\">. After the <\/span><b>Treaty<\/b><span style=\"font-weight: 400;\"> of 1833, for example, the Pokagon Band used their strong association with the Catholic Church to remain in their <\/span><b>homelands<\/b><span style=\"font-weight: 400;\">. You can read more about this on the Pokagon Band\u2019s website under \u201c<\/span><a href=\"https:\/\/www.pokagonband-nsn.gov\/our-culture\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">History<\/span><\/a><span style=\"font-weight: 400;\">.\u201d\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The 1893 Chicago World\u2019s Fair was a major event in Chicago history and occurred only 60 years after the <\/span><b>Treaty<\/b><span style=\"font-weight: 400;\"> of 1833. The fair was also known as the Chicago Columbian Exposition.<\/span> <span style=\"font-weight: 400;\">1892 marked 400 years after Christopher Columbus\u2019s invasion of North America, so the 1893 event was meant to celebrate <\/span><b>colonialism<\/b><span style=\"font-weight: 400;\"> and four centuries of \u201cprogress.\u201d At the fair, <\/span><b>anthropologists<\/b><span style=\"font-weight: 400;\"> organized an American Indian building and village. The village reinforced <\/span><b>stereotypes<\/b><span style=\"font-weight: 400;\"> about Native communities as prehistoric, uncivilized, and backward. The fair falsely showed Native people as the opposite of progress and innovation. The fair also included an exhibit on Indian boarding schools, which were violent <\/span><b>institutions<\/b><span style=\"font-weight: 400;\"> to <\/span><b>assimilate<\/b><span style=\"font-weight: 400;\"> Native children. Instead of showing them as violent, the fair used performances by Native children to promote the schools as efforts to \u201ccivilize\u201d Native people.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Hundreds of Indigenous peoples from across the United States and the hemisphere came to work at the fair for their own reasons. Some simply came for the adventure, some came to make money, and some came to protest how white settlers represented Native people. You can learn more about Native people at the 1893 and 1933 World&#8217;s Fair in the project\u2019s <\/span><a href=\"https:\/\/map.indigenous-chicago.org\/pr\/indigenous-chicago\/li\/9f8d3cee-f80d-4140-9d60-f14c986fb09d\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">City Story<\/span><\/a><span style=\"font-weight: 400;\"> on this topic.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">One famous response came from Potawatomi leader Simon Pokagon, who pushed back on settlers\u2019 ideas of Native people as \u201cuncivilized.\u201d Simon Pokagon was a leader of the Pokagon Band of Potawatomi during this time. He had Potawatomi, Odawa, and Ojibwe ancestry, which was common due to how closely related <\/span><b>Neshnab\u00e9k<\/b><span style=\"font-weight: 400;\"> are. During his life (1830-1899), Pokagon wrote several books about Potawatomi history and culture. He was an <\/span><b>advocate<\/b><span style=\"font-weight: 400;\"> for his people. For example, he met with President Lincoln several times to petition for money that the government owed his community. Pokagon also used his writing<\/span> <span style=\"font-weight: 400;\">to assert Potawatomi peoples\u2019 claims to their <\/span><b>homelands<\/b><span style=\"font-weight: 400;\">. As a well-known Native leader, Pokagon appeared on one of the parade floats and wrote a speech that was delivered at the fair. He also presented the mayor of Chicago with a copy of the 1833 <\/span><b>Treaty<\/b><span style=\"font-weight: 400;\"> of Chicago printed on birch bark. Most notably, Pokagon also printed a booklet called <\/span><i><span style=\"font-weight: 400;\">The Red Man\u2019s Greeting<\/span><\/i><span style=\"font-weight: 400;\"> (also called <\/span><i><span style=\"font-weight: 400;\">The Red Man\u2019s <\/span><\/i><b><i>Rebuke<\/i><\/b><span style=\"font-weight: 400;\">) on <\/span><b>birchbark<\/b><span style=\"font-weight: 400;\">. His booklet critiqued the World&#8217;s Fair and colonization. The booklet confronts the impacts of <\/span><b>colonialism<\/b><span style=\"font-weight: 400;\"> for Native people, as well as the lands, waters, and other living beings of the Chicago area. Pokagon worked with publishers to print, sell, and gift copies of the book both during and after the fair.<\/span><\/p><p><span style=\"font-weight: 400;\">Pokagon\u2019s choice of <\/span><b>birchbark <\/b><span style=\"font-weight: 400;\">marked his book as different from the paper pamphlets and booklets other people shared at the fair. As he says in the book\u2019s opening, Neshnab\u00e9k people have used <\/span><b>birchbark<\/b><span style=\"font-weight: 400;\"> for many reasons for millenia; his book represents generations of Neshnab\u00e9k knowledge about how and when to harvest, process, and use <\/span><b>birchbark<\/b><span style=\"font-weight: 400;\">. Creating the book was a massive effort: unlike paper that could be run through a printing press many pages at a time, copies of the <\/span><i><span style=\"font-weight: 400;\">Greeting<\/span><\/i><span style=\"font-weight: 400;\"> had to be printed one page at a time. The printing of the books probably took many people to harvest the bark, cut it and treat it appropriately, set the pages, and bind them together.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Pokagon makes clearly <\/span><b>anticolonial<\/b><span style=\"font-weight: 400;\"> statements throughout his text and emphasizes Chicago as an established Native place. He also makes calculated choices about how to reach a mostly non-Native audience. This reflects a long-standing Potawatomi practice of using the spoken or written word as a form of <\/span><b>diplomacy. <\/b><span style=\"font-weight: 400;\">For example, he makes some statements about the disappearance of Native people. The damaging <\/span><b>myth<\/b><span style=\"font-weight: 400;\"> that Native people will someday die out was common during Pokagon\u2019s time. It may feel strange to see Pokagon \u2013 a living Native person with strong ties to his community \u2013 using words that seem to play into these misrepresentations. Pokagon was likely being <\/span><b>strategic<\/b><span style=\"font-weight: 400;\">: many Indigenous <\/span><b>intellectuals<\/b><span style=\"font-weight: 400;\"> during this period made similar comments, which were meant to capture the interest (and sympathies) of white audiences.\u00a0<\/span><\/p><p>\u00a0<\/p><h4><i><span style=\"font-weight: 400;\">Colonial archives<\/span><\/i><\/h4><p><span style=\"font-weight: 400;\">When people talk about <\/span><b>archives<\/b><span style=\"font-weight: 400;\">, they often mean physical collections of books, letters, journals, and other <\/span><b>manuscripts<\/b><span style=\"font-weight: 400;\"> that are held by libraries, universities, governments, and historical societies, among others. Collections tend to represent the perspectives of the people who collected them. Since formal archives are often part of <\/span><b>settler<\/b><span style=\"font-weight: 400;\"> institutions, they often have more materials that show the perspectives of <\/span><b>settlers<\/b><span style=\"font-weight: 400;\">. Because of this, they can be limited sources of information about Indigenous histories. However, sometimes we can read <\/span><b>settler<\/b><span style=\"font-weight: 400;\">-created archival items \u201cagainst the grain,\u201d or by reading for alternative <\/span><b>perspectives<\/b><span style=\"font-weight: 400;\"> that might not be immediately apparent on the surface of a document.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Historians also look at more than just texts. They can look at <\/span><b>material culture<\/b><span style=\"font-weight: 400;\">, or the items people use that reflect information about their lives, which can also be held in <\/span><b>archives<\/b><span style=\"font-weight: 400;\"> or museum collections. Whether looking at documents or <\/span><b>material culture<\/b><span style=\"font-weight: 400;\">, historians are interested both in the <\/span><i><span style=\"font-weight: 400;\">content<\/span><\/i><span style=\"font-weight: 400;\"> (what it says) and the <\/span><i><span style=\"font-weight: 400;\">form<\/span><\/i><span style=\"font-weight: 400;\"> (how it\u2019s made). Looking at how something was made can help historians understand a lot of things, including how people have interacted with their environments. How and what people use to make things can tell us about their cultural values, technologies, histories, and environmental contexts.<\/span><\/p><p><span style=\"font-weight: 400;\">The <\/span><b>Indigenous material culture<\/b><span style=\"font-weight: 400;\"> in <\/span><b>settler<\/b><span style=\"font-weight: 400;\"> collections have often come from <\/span><b>anthropologists <\/b><span style=\"font-weight: 400;\">or collectors in ways we would say are not ethical today. This means that we should be careful about how we use them. Many museums and <\/span><b>archives<\/b><span style=\"font-weight: 400;\"> today are rethinking how they got their items. In addition, some Indigenous people are using <\/span><b>archives <\/b><span style=\"font-weight: 400;\">to reconnect with knowledges and histories that <\/span><b>colonial <\/b><span style=\"font-weight: 400;\">policies suppressed.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">To learn Indigenous histories, it\u2019s important to seek out sources created from <\/span><b>Indigenous perspectives<\/b><span style=\"font-weight: 400;\">. Sometimes, we can find these items in <\/span><b>colonial archives<\/b><span style=\"font-weight: 400;\">, and other times we have to look for other collections or types of resources. In this exercise, we\u2019re going to look at an <\/span><b>Indigenous<\/b><span style=\"font-weight: 400;\"> authored book that you can find in a <\/span><b>colonial archive<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p><p>\u00a0<\/p><h6><span style=\"font-weight: 400;\">Sources<\/span><\/h6><h6><span style=\"font-weight: 400;\">Beck, David R. M. \u201cFair Representation? American Indians the 1893 World\u2019s Columbian Exposition.\u201d <\/span><i><span style=\"font-weight: 400;\">World History Connected<\/span><\/i><span style=\"font-weight: 400;\"> 13:3 (2016). <\/span><span style=\"font-weight: 400;\">https:\/\/worldhistoryconnected.press.uillinois.edu\/13.3\/forum_01_beck.html<\/span><\/h6><h6><span style=\"font-weight: 400;\">Beck, David R. M. <\/span><i><span style=\"font-weight: 400;\">Unfair Labor? American Indians and the 1893 World\u2019s Columbian Exposition in Chicago.<\/span><\/i><span style=\"font-weight: 400;\"> (Lincoln: University of Nebraska Press, 2019).<\/span><\/h6><h6><span style=\"font-weight: 400;\">Low, John. <\/span><i><span style=\"font-weight: 400;\">Imprints: The Pokagon Band of Potawatomi Indians and the City of Chicago. <\/span><\/i><span style=\"font-weight: 400;\">(Lansing, MI: Michigan State University Press, 2016).\u00a0<\/span><\/h6><h6><span style=\"font-weight: 400;\">Morseau, Blaire, ed. <\/span><i><span style=\"font-weight: 400;\">As Sacred to us: Simon Pokagon\u2019s Birch Bark Stories in their Contexts. <\/span><\/i><span style=\"font-weight: 400;\">(East Lansing: Michigan State University Press, 2023).<\/span><\/h6><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2625\" class=\"elementor-tab-title\" data-tab=\"5\" role=\"button\" aria-controls=\"elementor-tab-content-2625\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Steps<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2625\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"region\" aria-labelledby=\"elementor-tab-title-2625\"><p><i><span style=\"font-weight: 400;\"><img decoding=\"async\" class=\"alignleft wp-image-1541\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Del-Real_Small-Motif-no-background-300x227.png\" alt=\"\" width=\"200\" height=\"151\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Del-Real_Small-Motif-no-background-300x227.png 300w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Del-Real_Small-Motif-no-background-1024x774.png 1024w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Del-Real_Small-Motif-no-background-768x580.png 768w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Del-Real_Small-Motif-no-background.png 1048w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><strong>Note to teachers<\/strong>: We invite you to use the components of the Indigenous Chicago curriculum that best align with the needs of your classroom. The following suggested steps can be modified as needed, and we invite you to use the teacher\u2019s history brief to inspire new exercises that best meet the needs of your students. Please note that we suggest shortening, rather than modifying, the language of historical sources to best reflect the original source\u2019s context, intention, and voice.\u00a0<\/span><\/i><\/p><p>\u00a0<\/p><table><tbody><tr><td><p><span style=\"font-weight: 400;\">You might want to use one of the following resources as you work through the sources below:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">the National Archives\u2019 <\/span><a href=\"https:\/\/www.archives.gov\/files\/education\/lessons\/document-analysis\/english\/analyze-a-written-document-intermediate.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">\u00a0\u201cAnalyzing a Written Document\u201d<\/span><\/a><span style=\"font-weight: 400;\"> guide\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">the Library of Congress\u2019 Teacher\u2019s Guide sheet for <\/span><a href=\"https:\/\/www.loc.gov\/static\/programs\/teachers\/getting-started-with-primary-sources\/documents\/Analyzing_Manuscripts.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Analyzing Manuscripts<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">the Library of Congress\u2019 Teacher\u2019s Guide sheet for <\/span><a href=\"https:\/\/www.loc.gov\/static\/programs\/teachers\/getting-started-with-primary-sources\/documents\/Analyzing_Primary_Sources.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Analyzing Primary Sources<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/li><\/ul><\/td><\/tr><\/tbody><\/table><p>\u00a0<\/p><p><span style=\"font-weight: 400;\">1. Historians use archives and material culture to learn about the past. In this exercise, we\u2019re going to use Pokagon\u2019s 1893 book <\/span><i><span style=\"font-weight: 400;\">The Red Man\u2019s Greeting <\/span><\/i><span style=\"font-weight: 400;\">as an example to learn about how historians learn from the <\/span><i><span style=\"font-weight: 400;\">materiality<\/span><\/i><span style=\"font-weight: 400;\">, or <\/span><i><span style=\"font-weight: 400;\">form<\/span><\/i><span style=\"font-weight: 400;\">, of historical objects. Review the information in the Background section above.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Pokagon made his book out of birchbark rather than commercial paper, even though commercial paper would have been widely available and easier to print multiple copies on. Let\u2019s make some hypotheses. Why do you think Pokagon chose to use birchbark?<\/span><\/p><p>\u00a0<\/p><p><span style=\"font-weight: 400;\">2. Let\u2019s practice how historians look at an archival object. First, we need to build some background knowledge on the materials Pokagon uses. Check out this <\/span><a href=\"https:\/\/youtu.be\/mQE4g35nRRk?si=MpYwu66YijEA6d70\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">CBC documentary<\/span><\/a><span style=\"font-weight: 400;\"> about working with birchbark. <\/span><i><span style=\"font-weight: 400;\">[Teachers we suggest viewing 0:00-1:23 for the introduction and cultural background and then 4:29-7:39 for information on when and how to harvest birchbark.]<\/span><\/i><\/p><ul><li style=\"list-style-type: none;\"><ul><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What is the cultural significance of birchbark for Neshnab\u00e9k?\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What have Neshnab\u00e9k created using birchbark?\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What special properties does birchbark have that makes it useful for baskets, canoes, etc.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do Neshnab\u00e9k know when to harvest birchbark?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What do you think the artist meant when she described the birchbark tree as her teacher? What does this tell you about how Neshnab\u00e9k respect birchbark trees?<\/span><\/li><\/ul><\/li><\/ul><p>\u00a0<\/p><p><span style=\"font-weight: 400;\">3. Now that you know more about <\/span><b>birchbark<\/b><span style=\"font-weight: 400;\">, let\u2019s look at Simon Pokagon\u2019s book physically. You can look at pictures of the book <\/span><a href=\"https:\/\/collections.carli.illinois.edu\/digital\/collection\/nby_eeayer\/id\/5659\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">here<\/span><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p><ul><li style=\"list-style-type: none;\"><ul><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What do you notice about the <\/span><i><span style=\"font-weight: 400;\">form<\/span><\/i><span style=\"font-weight: 400;\"> of the book? What is it made from? How is it put together?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What relationships, trainings, or knowledge about <\/span><b>birchbark<\/b><span style=\"font-weight: 400;\"> did Pokagon need to have to create the book?\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Think about where birch trees grow (across northern North America and widely throughout the Great Lakes). What does Pokagon\u2019s use of birch trees tell us about Potawatomi relationships with these specific lands and waters?\u00a0<\/span><\/li><\/ul><\/li><\/ul><p>\u00a0<\/p><p><span style=\"font-weight: 400;\">4. Let\u2019s check our thinking by listening to Pokagon\u2019s <\/span><b>perspective<\/b><span style=\"font-weight: 400;\">. Simon Pokagon begins <\/span><i><span style=\"font-weight: 400;\">The Red Man\u2019s Greeting <\/span><\/i><span style=\"font-weight: 400;\">(which you\u2019ll read more about in Module 4!) with this explanation:<\/span><\/p><p>\u00a0<\/p><p><span style=\"font-weight: 400;\">My object in publishing the \u201cRed Man\u2019s Greeting\u201d on the bark of the white birch tree, is out of loyalty to my own people, and gratitude to the Great Spirit, who in his wisdom provided for our use for untold generations, this most remarkable tree with manifold bark used by us instead of paper, being of greater value to us as it could not be injured by sun or water.<\/span><\/p><p><span style=\"font-weight: 400;\">Out of the bark of this wonderful tree were made hats, caps and dishes for domestic use, while our maidens tied with it the knot that sealed their marriage vow; wigwams were made of it, as well as large canoes that outrode the violent storms on lake and sea; it was also used for light and fuel at our war councils and spirit dances. Originally the shores of our northern lakes and streams were fringed with it and evergreen, and the white charmingly contrasted with the green mirrored from the water was indeed beautiful, but \u2026 this tree is vanishing from our forests.\u00a0<\/span><\/p><p>\u00a0<\/p><ul><li style=\"list-style-type: none;\"><ul><li><span style=\"font-weight: 400;\">What does Pokagon want readers to understand about birch bark? About Potawatomi relationships with it?<\/span><\/li><li><span style=\"font-weight: 400;\">How does Pokagon\u2019s approach to printmaking reflect <\/span><b>Indigenous<\/b><span style=\"font-weight: 400;\"> histories in this place?<\/span><\/li><\/ul><\/li><\/ul><p>\u00a0<\/p><p><span style=\"font-weight: 400;\">5. Summing it up! Historians can analyze the <\/span><i><span style=\"font-weight: 400;\">form <\/span><\/i><span style=\"font-weight: 400;\">of an object to understand how people related to the places where they live. Simon Pokagon used <\/span><b>birchbark<\/b><span style=\"font-weight: 400;\"> to speak back against <\/span><b>colonial<\/b><span style=\"font-weight: 400;\"> harms to his <\/span><b>homelands<\/b><span style=\"font-weight: 400;\">. Based on this exercise, what additional questions about the lands, waters, and peoples of Chicago do you want to learn about? How do you imagine using historical objects in the archives, including material culture, as a source of information about the past?<\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-aa1626e e-con-full e-flex e-con e-parent\" data-id=\"aa1626e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-a2e4ad0 e-con-full e-flex e-con e-child\" data-id=\"a2e4ad0\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-b1b0ba2 e-flex e-con-boxed e-con e-parent\" data-id=\"b1b0ba2\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-f04e611 elementor-widget elementor-widget-heading\" data-id=\"f04e611\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Downloadable Documents<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-5c6d6c3 elementor-widget elementor-widget-text-editor\" data-id=\"5c6d6c3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Everything in this module will be available to download as Word documents. Coming soon!<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>How do historians use archives and material culture to make sense of the past?<\/p>\n","protected":false},"author":1,"featured_media":1097,"parent":902,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-1920","page","type-page","status-publish","has-post-thumbnail","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Question 2 - Indigenous Chicago<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/premodule\/question-2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Question 2 - 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