{"id":1932,"date":"2024-09-10T21:22:55","date_gmt":"2024-09-10T21:22:55","guid":{"rendered":"https:\/\/test.newberry.org\/indigenous-chicago\/?page_id=1932"},"modified":"2024-09-19T20:04:38","modified_gmt":"2024-09-19T20:04:38","slug":"question-3","status":"publish","type":"page","link":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/premodule\/question-3\/","title":{"rendered":"Question 3"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"1932\" class=\"elementor elementor-1932\" data-elementor-post-type=\"page\">\n\t\t\t\t<div class=\"elementor-element elementor-element-8e91179 e-flex e-con-boxed e-con e-parent\" data-id=\"8e91179\" 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-c60a517 elementor-widget elementor-widget-breadcrumbs\" data-id=\"c60a517\" 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-9808408 e-flex e-con-boxed e-con e-parent\" data-id=\"9808408\" 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-d2b8f2f elementor-widget elementor-widget-heading\" data-id=\"d2b8f2f\" 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 3:<br><br>How do historians use maps from different perspectives to understand 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-8872458 elementor-widget elementor-widget-toggle\" data-id=\"8872458\" 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-1431\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1431\" 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-1431\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1431\"><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;\">explain how historians use maps from different perspectives to make sense of the past<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">analyze how maps can reveal information about Indigenous histories\u00a0<\/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-1432\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1432\" 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-1432\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-1432\"><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.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.1. Use maps (created using geospatial and related technologies, if possible), satellite images and photographs to display and explain the spatial patterns of physical, cultural, political, economic and environmental characteristics.<\/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-1433\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-1433\" 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-1433\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-1433\"><table><tbody><tr><td><p><b>Vocabulary\u00a0<\/b><\/p><\/td><td><p><b>Pronunciation\u00a0<\/b><\/p><\/td><td><p><b>Definition<\/b><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">cede (v.)<\/span><\/p><\/td><td><p><b>seed<\/b><\/p><\/td><td><p><span style=\"font-weight: 400;\">give up; within the context of treaties, <\/span><i><span style=\"font-weight: 400;\">ceded <\/span><\/i><span style=\"font-weight: 400;\">lands are those exchanged for good and services, while <\/span><i><span style=\"font-weight: 400;\">unceded <\/span><\/i><span style=\"font-weight: 400;\">lands are lands that were never given up<\/span><\/p><p>\u00a0<\/p><p><i><span style=\"font-weight: 400;\">Cessions <\/span><\/i><span style=\"font-weight: 400;\">are the lands that are transferred under a treaty.<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">colonialism (n.)<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">kuh\u00b7<\/span><b>low<\/b><span style=\"font-weight: 400;\">\u00b7nee\u00b7uh\u00b7li\u00b7zm<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">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 style=\"font-weight: 400;\">diplomacy (n.)<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">duh\u00b7<\/span><b>plow<\/b><span style=\"font-weight: 400;\">\u00b7muh\u00b7see<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">interactions to build strong relationships between separate governments<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">exploitation (n.)<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">ek\u00b7sploy\u00b7<\/span><b>tay<\/b><span style=\"font-weight: 400;\">\u00b7shun<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">taking advantage of someone or something; a power dynamic where the <\/span><i><span style=\"font-weight: 400;\">exploiter<\/span><\/i><span style=\"font-weight: 400;\"> benefits and the <\/span><i><span style=\"font-weight: 400;\">exploited<\/span><\/i><span style=\"font-weight: 400;\"> does not\u00a0<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">inherent (adj.)<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">ihn\u00b7<\/span><b>heh<\/b><span style=\"font-weight: 400;\">\u00b7ruhnt<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">an essential characteristic that belongs to a person, living being, group, etc. on their own (not because of outside forces; just because it is there and theirs)<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">kinship (n.)<\/span><\/p><\/td><td><p><b>kin<\/b><span style=\"font-weight: 400;\">\u00b7shihp<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">family relationships; sharing a sense of connectedness<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">myth (n.)<\/span><\/p><\/td><td><p><b>mith<\/b><\/p><\/td><td><p><span style=\"font-weight: 400;\">a commonly believed story that is not actually true<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">navigation (n.)<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">na\u00b7vuh\u00b7<\/span><b>gay<\/b><span style=\"font-weight: 400;\">\u00b7shn<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">figuring out where you are and charting a route to where you want to go<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">relationality (n.)<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">reh\u00b7<\/span><b>lay<\/b><span style=\"font-weight: 400;\">\u00b7shuhn\u00b7al\u00b7it\u00b7ee<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">the connectedness between two or more people, living beings, groups, places, ideas, etc.; people who are in relationships have certain commitments to those they\u2019re in relationship with; <\/span><i><span style=\"font-weight: 400;\">relationality<\/span><\/i><span style=\"font-weight: 400;\"> implies treating others with care<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">removal (n.)<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">ruh\u00b7<\/span><b>moov<\/b><span style=\"font-weight: 400;\">\u00b7uhl<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">taken away; in the context of Native history, <\/span><i><span style=\"font-weight: 400;\">Removal <\/span><\/i><span style=\"font-weight: 400;\">refers to the forced separation of Native people from their homelands<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">seasonal rounds (n.)<\/span><\/p><\/td><td><p><b>see<\/b><span style=\"font-weight: 400;\">\u00b7zuh\u00b7nuhl <\/span><b>rowndz<\/b><\/p><\/td><td><p><span style=\"font-weight: 400;\">annual patterns of coming together and moving away based on the growth cycles of plants and seasonal migrations of animals<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">settlers v. Indigenous people (n.)<\/span><\/p><\/td><td><p><b>seh<\/b><span style=\"font-weight: 400;\">\u00b7tuh\u00b7lrz \/\/ ihn\u00b7<\/span><b>di<\/b><span style=\"font-weight: 400;\">\u00b7juh\u00b7nuhs <\/span><b>pee<\/b><span style=\"font-weight: 400;\">\u00b7pl<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">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><p>\u00a0<\/p><p><i><span style=\"font-weight: 400;\">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 style=\"font-weight: 400;\">sovereign (adj.)<\/span><\/p><\/td><td><p><b>saa<\/b><span style=\"font-weight: 400;\">\u00b7vr\u00b7uhn<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">the right of a political community to govern itself and engage in agreements with other governments<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">tactics (n.)<\/span><\/p><\/td><td><p><b>tak<\/b><span style=\"font-weight: 400;\">\u00b7tihks<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">verbal or physical actions to meet a certain goal<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">trade (v.\/n.)<\/span><\/p><\/td><td><p><b>trayd<\/b><\/p><\/td><td><p><span style=\"font-weight: 400;\">buying, selling, or exchanging items\u00a0<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">treaty (n.)<\/span><\/p><\/td><td><p><b>tree<\/b><span style=\"font-weight: 400;\">\u00b7tee<\/span><\/p><\/td><td><p><span style=\"font-weight: 400;\">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-1434\" class=\"elementor-tab-title\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-1434\" 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-1434\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"region\" aria-labelledby=\"elementor-tab-title-1434\"><h4><i><span style=\"font-weight: 400;\">Maps and Colonialism\u00a0<\/span><\/i><\/h4><p><b>Indigenous <\/b><span style=\"font-weight: 400;\">people have long created maps to keep record of lands, waters, relations with each other, and the stars. These maps don\u2019t necessarily look like European maps. Instead of being printed on paper, they might be painted or beaded onto leather, etched into bark, and told orally through stories and place names. Maps like these show important information about places, histories, and relationships between people. Indigenous map-makers today draw inspiration from Indigenous mapping traditions to represent Indigenous peoples\u2019 continued relationships with places.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">When Europeans arrived, they didn\u2019t recognize Indigenous people already had maps because they didn\u2019t look like the ones they were used to and sometimes showed different kinds of information. They decided to create new ones. They did this by writing places down on paper in their journals and diaries. Some of these maps made their way back to Europe. Copies of these maps were then shared with European explorers and settlers.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">As settlers moved through the Chicago region, they attempted to map the area for several purposes. First, the maps that early explorers and settlers created in North America helped with <\/span><b>navigation<\/b><span style=\"font-weight: 400;\">. Explorers used these maps to learn about waterways, food sources, and the location of various Native communities. Settlers needed knowledge about how to move through Native spaces socially and geographically. Having this knowledge eventually fueled their desire to control the space.\u00a0 However, these maps could never have been created without heavy influence from Native people. During the early contact period, Jesuits and other early explorers often consulted with Native people at trading centers like Michilimackinac (present-day Mackinaw Island) before going on a journey. They knew Native people had deep knowledge of their territories. They asked Native people to help them understand seasonal changes or the present location of various Native groups, which they then marked on their maps.<\/span><\/p><p><span style=\"font-weight: 400;\">Settlers also created <\/span><b>navigational<\/b><span style=\"font-weight: 400;\"> maps for <\/span><span style=\"font-weight: 400;\">military purposes<\/span><span style=\"font-weight: 400;\">. These maps were often made by people who were not professional mapmakers. For example, an anonymous author created the <\/span><a href=\"https:\/\/drive.google.com\/file\/d\/1VFjmA2PZi1CWfJMN7FOic2x-iu6Q_5YA\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">1812 Hay Map<\/span><\/a><span style=\"font-weight: 400;\"> for Illinois Governor Ninian Edwards. Edwards wanted information about the land ro invade Indigenous territories. By the time the Hay Map was created, it was common for white traders to marry Native women to build <\/span><b>kinship<\/b><span style=\"font-weight: 400;\"> ties with Native communities. This was necessary for both their survival and successful trading, and it also meant that traders could access information for mapping. Edwards reached out to several people for information before starting his military invasion. One of those people (and possibly the mapmaker) was French fur trader Louis Buisson, who was married to Sheshi (Suzanne Chevalier), a Potawatomi woman.<\/span><\/p><p><span style=\"font-weight: 400;\">Artistic versions of printed maps were used to increase public support for colonialism. Many of these maps romanticized the so-called \u201cNew World,\u201d by including colorful images of Native people, plants, and animals. Their goal was to make the \u201cNew World\u201d look interesting to investors, so that others would give money to expand colonialism.\u00a0 Others showed vast empty territory, pretending that the land didn\u2019t have people living on it already. Many of the maps showed areas that settlers had never traveled, and most of the cartographers had never been to the \u201cNew World\u201d\u00a0 so they had often never even seen the land they were drawing. Instead, they used written narratives and measurements of Jesuit expeditions that were sent back to Europe. There could be up to a fifty-year gap between the Jesuits taking their notes and the printing and publication of the maps they created. A lot can change in fifty years! The <\/span><a href=\"https:\/\/collections.carli.illinois.edu\/digital\/collection\/nby_chicago\/id\/1480\/rec\/1\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">1718 Nicolas de Fer map<\/span><\/a><span style=\"font-weight: 400;\"> is a good example of this type of map. While these maps aren\u2019t always very accurate, they do tell us a lot about European plans for expansion. They also demonstrate the presence and importance of Indigenous people. This shows that the \u201cNew World\u201d was actually a Native world that explorers were entering (not discovering!).\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Colonial powers also used early maps to<\/span><span style=\"font-weight: 400;\"> identify natural resources <\/span><span style=\"font-weight: 400;\">that could be taken for various reasons. It was common for early French maps to chart copper, saltpeter, and iron mines, among other natural resources. This could help them tell people with power back in Europe about an area\u2019s potential for <\/span><b>exploitation<\/b><span style=\"font-weight: 400;\">. The <\/span><a href=\"https:\/\/www.loc.gov\/resource\/g4042m.rb000005\/?r=-0.041,-0.012,1.111,0.477,0\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">1673 map from the Marquette expedition<\/span><\/a><span style=\"font-weight: 400;\"> shows various natural resources. This map circulated widely and was meant to inspire support for future colonial endeavors. Once they saw these resources, Europeans used maps to \u201cclaim\u201d specific areas in their name, even though Native people were already living there.\u00a0<\/span><\/p><p>\u00a0<\/p><h4><i><span style=\"font-weight: 400;\">An Established Native Place<\/span><\/i><\/h4><p><span style=\"font-weight: 400;\">Before the city as we know it existed, the many Indigenous nations who lived and had long standing relationships with this place knew it as <\/span><a href=\"https:\/\/www.wiwkwebthegen.com\/dictionary-word\/zhegagoynak\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Zhegagoynak<\/span><\/a><span style=\"font-weight: 400;\">, Gaa-zhigaagwanzhikaag, Zhigaagong, <\/span><a href=\"https:\/\/mc.miamioh.edu\/ilda-myaamia\/dictionary\/entries\/3728\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">\u0160ikaakonki<\/span><\/a><span style=\"font-weight: 400;\">, Shek\u00e2k\u00f4heki, <\/span><a href=\"https:\/\/www.menominee.edu\/tmcs\/the-menominee-clans-story\/place-names-pronunciation-guide\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Sek\u0101koh<\/span><\/a><span style=\"font-weight: 400;\">, and <\/span><a href=\"https:\/\/dictionary.hochunk.org\/#\/L\/g%C5%B3%C5%B3%C5%A1ge%20hon%C4%85k\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">G\u0173\u0173\u0161ge hon\u0105k<\/span><\/a><span style=\"font-weight: 400;\">, among other names. Mispronunciations and misspellings of these words as\u00a0 \u201cChecagou&#8221; or \u201cChicagua&#8221; appear often in early colonial maps. Indigenous languages reflect unique cultures and worldviews, and these Indigenous words for Chicago reveal important details about Native peoples\u2019 relationships with and understanding of this place. It is a sign of respect to prioritize these words over French misunderstandings like Checagou or Chicagua.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Chicago was also important as an intersection of several waterways, and its rich landscape drew many Indigenous peoples to the area. Each Native nation had (and has!) its own language, government system, set of spiritual or religious teachings, and systems for food production, land management, transportation, architecture, and many more. Native people throughout the Great Lakes also had established kinship networks and protocols for <\/span><b>relationality<\/b><span style=\"font-weight: 400;\">, which included relationships for family, <\/span><b>trade<\/b><span style=\"font-weight: 400;\">, <\/span><b>diplomacy, <\/b><span style=\"font-weight: 400;\">ceremony,<\/span> <span style=\"font-weight: 400;\">and mutual protection with other nations. It is a <\/span><b>myth<\/b><span style=\"font-weight: 400;\"> that Indigenous people lacked boundaries before <\/span><b>colonialism<\/b><span style=\"font-weight: 400;\">. Indigenous people had long-standing ways of recognizing territorial boundaries between Native nations for governing, hunting, farming, and other needs. The agreements that outlined how Native nations shared or divided space were not one-time papers like the treaties that would come later. Instead, these agreements were rules and protocols for <\/span><b>relationships <\/b><span style=\"font-weight: 400;\">that needed to be renewed on a regular basis. This helped to make sure that the agreements still met everyone\u2019s needs and that everyone knew what they were agreeing to. For Indigenous people before colonization, making agreements with other tribes was a way of ensuring sustainable, healthy, peaceful coexistence through relationships and respect.<\/span><\/p><p><span style=\"font-weight: 400;\">These negotiations for shared place made it possible for some<\/span><b> Indigenous people<\/b><span style=\"font-weight: 400;\"> to live in Chicago full time, while others passed through Chicago as part of <\/span><b>seasonal rounds<\/b><span style=\"font-weight: 400;\">. These <\/span><b>rounds<\/b><span style=\"font-weight: 400;\"> were annual patterns of coming to a particular place at a particular time. <\/span><b>Indigenous people<\/b><span style=\"font-weight: 400;\"> developed these cycles based on the growth cycles of plants and migrations of animals. Many <\/span><b>Indigenous people<\/b><span style=\"font-weight: 400;\"> lived this way before colonization because it was a sustainable way of life. These seasons followed a predictable pattern for planting, hunting, fishing, and harvesting. Moving this way allowed for communities to regularly renew their connections to each other. In Chicago, some examples of seasonal activities include (among others):\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><i><span style=\"font-weight: 400;\">Spring: <\/span><\/i><span style=\"font-weight: 400;\">Collecting sap from maple trees to make sugar and syrup, harvesting spring plants like ramps (similar to a green onion) which grow along streams, planting vegetable gardens<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><i><span style=\"font-weight: 400;\">Summer:<\/span><\/i><span style=\"font-weight: 400;\"> Fishing for sturgeon, whitefish, trout, walleye, and other fish in the lakes and rivers, tending to vegetables like corn, beans, and squash<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><i><span style=\"font-weight: 400;\">Fall: <\/span><\/i><span style=\"font-weight: 400;\">Hunting migrating birds like ducks and geese, harvesting wild rice in marshes and small lakes, harvesting remaining vegetables grown over the summer\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><i><span style=\"font-weight: 400;\">Winter:<\/span><\/i><span style=\"font-weight: 400;\"> Hunting muskrats, otters, and beavers in marshes, deer in forested areas, and bison on the prairie<\/span><\/li><\/ul><p>\u00a0<\/p><h4><i><span style=\"font-weight: 400;\">Treaties and Removal\u00a0<\/span><\/i><\/h4><p><span style=\"font-weight: 400;\">Native nations have <\/span><b>inherent<\/b> <b>sovereignty. <\/b><span style=\"font-weight: 400;\">This means that their right to govern themselves and their people is essential and predates the United States. In fact, for the founders of the United States to create a new country, they needed Native nations to recognize them as a real government.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">It is a <\/span><b>myth<\/b><span style=\"font-weight: 400;\"> that <\/span><b>Indigenous<\/b><span style=\"font-weight: 400;\"> people lacked boundaries before <\/span><b>colonialism<\/b><span style=\"font-weight: 400;\">. Indigenous people had long-standing ways of recognizing territorial boundaries between Native nations for governing, hunting, farming, and other needs. To clarify expectations for land use in shared or neighboring spaces, they created <\/span><b>treaties<\/b><span style=\"font-weight: 400;\">. The <\/span><b>treaties <\/b><span style=\"font-weight: 400;\">that outlined how Native nations shared or divided space were not one-time papers. Instead, these <\/span><b>treaties<\/b><span style=\"font-weight: 400;\"> were rules for <\/span><b>relationships <\/b><span style=\"font-weight: 400;\">that needed to be renewed on a regular basis. This helped to make sure that the agreements still met everyone\u2019s needs and that everyone knew what they were agreeing to. For <\/span><b>Indigenous<\/b><span style=\"font-weight: 400;\"> people before colonization, treaty-making was a way of ensuring sustainable, healthy, peaceful coexistence through relationships and respect.<\/span><\/p><p><b>Settlers<\/b><span style=\"font-weight: 400;\"> handled legal agreements and <\/span><b>diplomacy<\/b><span style=\"font-weight: 400;\"> differently. Americans inherited ideas from European legal traditions that prioritized individually held property. This property could be owned, transferred, and modified. These could be one-time agreements, purchases, or transfers and did not require relationships beyond the single transaction. Even though <\/span><b>settlers<\/b><span style=\"font-weight: 400;\"> were newcomers on <\/span><b>Indigenous<\/b><span style=\"font-weight: 400;\"> lands, they chose to import their existing ideas about land. They chose not to recognize <\/span><b>Indigenous<\/b><span style=\"font-weight: 400;\"> laws as valid.<\/span><\/p><p><span style=\"font-weight: 400;\">American leaders who wanted Indigenous land in the Midwest believed that it was \u201cdestined\u201d for the United States to expand West. They thought that Native people did not deserve the land they had because they were not Christian. American leaders believed that these lands had been given to the United States by God. This would later be called \u201cmanifest destiny.\u201d These beliefs influenced the <\/span><b>tactics<\/b><span style=\"font-weight: 400;\"> that US officials used to secure land upon entering into treaty talks. You can read more about the specific <\/span><b>tactics <\/b><span style=\"font-weight: 400;\">U.S. negotiators used in <a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-2\/\" target=\"_blank\" rel=\"noopener\">Module 2, Supporting Question 2<\/a>.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Treaty-making was supposed to set firm borders for where Euro-Americans would settle, but <\/span><b>settlers<\/b><span style=\"font-weight: 400;\"> regularly ignored <\/span><b>treaty<\/b><span style=\"font-weight: 400;\"> boundaries. More <\/span><b>settlers <\/b><span style=\"font-weight: 400;\">meant more conflict and fewer available resources, which pressured Native nations to <\/span><b>cede<\/b><span style=\"font-weight: 400;\"> more land. Many Native leaders signed treaties because they believed that peace might be found in the lands that the <\/span><b>treaties<\/b><span style=\"font-weight: 400;\"> promised. In the <\/span><b>treaty <\/b><span style=\"font-weight: 400;\">talks, Americans promised to permanently set aside lands for Native people where they would have enough food and be free from arriving <\/span><b>settlers<\/b><span style=\"font-weight: 400;\">. Native leaders who accepted this trade believed it offered the best possible futures for future generations of their people. This demonstrates how Native leaders had to make difficult decisions during treaty talks. They had to take care of their communities at the time, and they also had to think about the needs of future generations.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The end of treaties in this region resulted in the <\/span><b>removal <\/b><span style=\"font-weight: 400;\">of Indigenous people who the U.S. thought had lost access to their lands through the treaties. Under <\/span><b>removal<\/b><span style=\"font-weight: 400;\">, the U.S. pressured, threatened, and even physically forced Indigenous people to leave and move further west. <\/span><b>Removal <\/b><span style=\"font-weight: 400;\">was devastating. It meant losing consistent access to the food, medicines, places, homes, and sometimes people that had made them who they were. In spite of <\/span><b>removal<\/b><span style=\"font-weight: 400;\">, Indigenous people have never given up their claims to and connections with these lands.\u00a0<\/span><\/p><p>\u00a0<\/p><h6><span style=\"font-weight: 400;\">Sources<\/span><\/h6><h6><span style=\"font-weight: 400;\">Bowes, John P. <\/span><i><span style=\"font-weight: 400;\">Land Too Good for Indians: Northern Indian Removal. <\/span><\/i><span style=\"font-weight: 400;\">(Norman: University of Oklahoma Press, 2016).\u00a0<\/span><\/h6><h6><span style=\"font-weight: 400;\">Lewis, G. Malcolm, ed. <\/span><i><span style=\"font-weight: 400;\">Cartographic Encounters: Perspectives on Native American Mapmaking and Map Use. <\/span><\/i><span style=\"font-weight: 400;\">(Chicago: University of Chicago Press, 1998.\u00a0<\/span><\/h6><h6><span style=\"font-weight: 400;\">Nelson, John William. <\/span><i><span style=\"font-weight: 400;\">Muddy Ground: Native Peoples, Chicago\u2019s Portage, and the Transformation of a Continent. <\/span><\/i><span style=\"font-weight: 400;\">(Chapel Hill: University of North Carolina Press, 2023).\u00a0<\/span><\/h6><h6><span style=\"font-weight: 400;\">Simpson, Leanne Betasamosake. \u201cLooking after Gdoo-Naaganinaa: Precolonial Nishnaabeg Diplomatic and Treaty Relationships.\u201d <\/span><i><span style=\"font-weight: 400;\">Wicaso Sa Review<\/span><\/i><span style=\"font-weight: 400;\"> 23, no. 2 (2008): 29\u201342.<\/span><\/h6><h6><span style=\"font-weight: 400;\">Tanner, Helen Hornbeck. <\/span><i><span style=\"font-weight: 400;\">Atlas of Great Lakes Indian History. <\/span><\/i><span style=\"font-weight: 400;\">2nd edition.<\/span> <span style=\"font-weight: 400;\">(Norman: University of Oklahoma Press, 1987).\u00a0<\/span><\/h6><h6><span style=\"font-weight: 400;\">Warhus, Marc. <\/span><i><span style=\"font-weight: 400;\">Another America: Native American Maps and the History of Our Land<\/span><\/i><span style=\"font-weight: 400;\"> (New York: St. Martin\u2019s Griffin, 1997).\u00a0<\/span><\/h6><h6><span style=\"font-weight: 400;\">Wilkins, David E. and Heidi Kiiwetinepinesiik Stark. <\/span><i><span style=\"font-weight: 400;\">American Indian Politics and the American Political System. <\/span><\/i><span style=\"font-weight: 400;\">4th ed. (Lanham, MA: Rowman &amp; Littlefield Publishers, 2017).\u00a0<\/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-1435\" class=\"elementor-tab-title\" data-tab=\"5\" role=\"button\" aria-controls=\"elementor-tab-content-1435\" 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-1435\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"region\" aria-labelledby=\"elementor-tab-title-1435\"><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.&nbsp;<\/span><\/i><\/p>\n<table>\n<tbody>\n<tr>\n<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>\n<ul>\n<li><span style=\"font-weight: 400;\">the National Archives\u2019<\/span><a href=\"https:\/\/www.archives.gov\/files\/education\/lessons\/document-analysis\/english\/analyze-a-map-intermediate.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> \u201cAnalyze a Map\u201d<\/span><\/a><span style=\"font-weight: 400;\"> guide<\/span><\/li>\n<li><span style=\"font-weight: 400;\">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_Maps.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Analyzing Maps<\/span><\/a><\/li>\n<li><span style=\"font-weight: 400;\">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><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">1. As historians, we build our knowledge about the past by interpreting sources. Among these sources are maps. This means we have to be able to interpret visual representations of places (like maps). Review the information in the Background section above. Note the differences in <\/span><b>Indigenous<\/b><span style=\"font-weight: 400;\"> and <\/span><b>settler<\/b><span style=\"font-weight: 400;\"> maps in terms of form and purpose.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">2. Indigenous nations today often share information about their histories on their government websites. The list below offers some examples of how Native nations whose homelands include Chicago talk about their homelands.&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Note that many nations in the list use current state boundaries as reference points \u2013 this is to help the reader connect to recognizable places today, but these state lines did not exist until very recently. While Native nations have relationships with their homelands <\/span><b>since time immemorial<\/b><span style=\"font-weight: 400;\">, current state boundaries for the \u201clower 48\u201d were only set as recently as 1912!<\/span><\/p>\n<p><span style=\"font-weight: 400;\">As you read through the list, create a visualization that shows where these homelands are. Which nations\u2019 homelands overlap? How might this have changed over time? What bodies of water shape these boundaries?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Select list of tribes<\/b><\/td>\n<td><b>Descriptions from tribal websites<\/b><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">Kaskaskia and Peoria, according to the <\/span><a href=\"https:\/\/peoriatribe.com\/history\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Peoria Tribe of Oklahoma Indians Website<\/span><\/a><span style=\"font-weight: 400;\">, Illinois Confederation<\/span><\/td>\n<td><span style=\"font-weight: 400;\">\u201cThe Kaskaskia, along with the Peoria, were two of the principal tribes in what was known as the Illinois Confederacy. At the time of first European contact, the tribes of this confederacy held sway over the present area of southern Wisconsin, northern Illinois and along the west bank of the Mississippi River as far south as the Des Moines River in Iowa. By 1700, however, most of the tribes of the confederacy resided in northern Illinois, chiefly on the Illinois River.\u201d&nbsp;<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">Potawatomi, according to the <\/span><a href=\"https:\/\/www.potawatomiheritage.com\/history\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Citizen Potawatomi website, Neshnab\u00e9k or \u201cThree Fires Council\u201d<\/span><\/a><\/td>\n<td><span style=\"font-weight: 400;\">\u201cIt was at Niagara Falls that the <\/span><i><span style=\"font-weight: 400;\">Neshnabek<\/span><\/i><span style=\"font-weight: 400;\"> disbanded into three distinct tribes. First were the Ojibwe, our Keepers of Medicine, migrating to the north and west of Lake Superior. Next was the Odawa, our Keepers of the Trade, establishing villages to the north of Lakes Superior, Michigan, and Huron. Last to build a fire as one people were the <\/span><i><span style=\"font-weight: 400;\">Bodewadmi<\/span><\/i><span style=\"font-weight: 400;\">, known as Keepers of the Fire, migrating south to the coasts of Lake Michigan.\u201d<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">Odawak, according to the <\/span><a href=\"https:\/\/www.gtbindians.org\/\/history.asp\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Grand Traverse Band of Ottawa and Chippewa Indians<\/span><\/a><\/td>\n<td><p><span style=\"font-weight: 400;\">\u201cWe are the people of the Three Fires Confederacy, the Odawa (Ottawa) the Ojibwa (Chippewa) and Bodowadomi (Pottawatomi) people. Our oral history traces us back to the Eastern Coast of Turtle Island where our spiritual leaders told us that we should travel to the west until we found the food growing on the water. Our people traveled until we found wild rice growing on the water and we knew we were home.&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">We were traders and established trade routes as far east as the Atlantic Ocean, as far west as the Rocky Mountains, as far North as Northern Canada, and as far South as the Gulf of Mexico.\u201d<\/span><\/p><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">Ojibweg, according to the <\/span><a href=\"https:\/\/www.saulttribe.com\/history-a-culture\/story-of-our-people\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Sault Ste. Marie Tribe of Chippewa Indians<\/span><\/a><\/td>\n<td><span style=\"font-weight: 400;\">\u201cThe Anishinaabeg (which can mean \u2018Original People\u2019 or \u2018Spontaneous Beings\u2019) have lived in the Great Lakes area for millenia. \u2026 Sault Tribe\u2019s ancestors were Anishinaabeg fishing tribes whose settlements dotted the upper Great Lakes around Lake Superior, Lake Michigan and Lake Huron, throughout the St. Marys River system and the Straits of Mackinac.\u201d<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">Myaamia, according to the <\/span><a href=\"https:\/\/www.miamination.com\/about\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Myaamia Nation website<\/span><\/a><\/td>\n<td><span style=\"font-weight: 400;\">\u201c<\/span><span style=\"font-weight: 400;\">We originate from the Great Lakes region where our homelands lie within the boundaries of the states of Indiana, Ohio, Illinois, lower Michigan and lower Wisconsin.\u201d<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">Wea, according to the <\/span><a href=\"https:\/\/peoriatribe.com\/history\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Peoria Tribe of Oklahoma Indians Website<\/span><\/a><span style=\"font-weight: 400;\"> (where Wea people are now enrolled)<\/span><\/td>\n<td><span style=\"font-weight: 400;\">\u201cIn the late seventeenth century [the Wea Tribe] lived near the western shore of Lake Michigan.\u201d<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">Sauk and Meskwaki, according to the <\/span><a href=\"https:\/\/www.sacandfoxks.com\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Sac and Fox Nation of Missouri<\/span><\/a><span style=\"font-weight: 400;\"> in Kansas and Nebraska website<\/span><\/td>\n<td><span style=\"font-weight: 400;\">\u201cThe Sac and Fox Nation of Missouri people and their ancestors have been historically located in Canada, Michigan, Wisconsin, Illinois, Iowa, Missouri, Kansas and Nebraska.\u201d<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">Ho-Chunk, according to the <\/span><a href=\"https:\/\/ho-chunknation.com\/about\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Ho-Chunk Nation website<\/span><\/a><\/td>\n<td><span style=\"font-weight: 400;\">\u201cThe Ho-Chungra have traditional lands that go from Wisconsin, Minnesota, Iowa, Missouri and Illinois.\u201d&nbsp;<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">Menominee, according to the <\/span><a href=\"https:\/\/www.menominee-nsn.gov\/CulturePages\/BriefHistory.aspx\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Menominee Nation website<\/span><\/a><\/td>\n<td><span style=\"font-weight: 400;\">\u201cThe Menominee Indian Tribe\u2019s rich culture, history, and residency in the area now known as the State of Wisconsin, and parts of the States of Michigan and Illinois, dates back 10,000 years.\u201d&nbsp;<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">Kickapoo, according to the <\/span><a href=\"https:\/\/www.ktik-nsn.gov\/history\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Kansas Kickapoo Tribe website<\/span><\/a><\/td>\n<td><span style=\"font-weight: 400;\">\u201cThe Kiikaapoi were one of many Great Lakes Tribes that occupied the western portion of the woodland area in southern Michigan near Lake Erie. However, European invasion changed the lives and cultures of these woodland tribes forever. \u2026 The Kickapoo never returned to Michigan, instead they \u2026 claimed [lands] in the present-day Illinois and western Indiana. \u2026 The Kickapoo and their allies occupied this territory throughout the remainder of the 1700&#8217;s and on into the middle of the 19th century.\u201d<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">3. Now, you\u2019re going to look at three different maps. To prepare, create a chart like the one below. Fill this out as you go!<\/span><\/p>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Map source or creator<\/b><\/td>\n<td><b>What information can I find about the map maker? <\/b><span style=\"font-weight: 400;\">(author)<\/span><\/td>\n<td><b>What do I think this map was used for? <\/b><span style=\"font-weight: 400;\">(purpose)<\/span><\/td>\n<td><b>What does the map show me? <\/b><span style=\"font-weight: 400;\">(summary)<\/span><\/td>\n<td><b>How does the map compare to the information in other sources?<\/b><\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">4. Take a look at this <\/span><a href=\"http:\/\/wiwkwebthegen.com\/digital-heritage\/cartographic-map-potawatomi-place-names-kyle-malott?page=4\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">place name map of the western Great Lakes<\/span><\/a><span style=\"font-weight: 400;\"> created by Pokagon Band of Potawatomi Advanced Language Specialist Kyle Malott and the <\/span><a href=\"https:\/\/felt.com\/map\/Routes-map-draft-ceTOXwNGQPGfy3gSoe8pAA?loc=43.535,-87.945,5.83z\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Indigenous Chicago routes map<\/span><\/a><span style=\"font-weight: 400;\">. Together, these maps show the Indigenous names for dozens of rivers, harvesting sites, lakes, and villages.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<figure id=\"attachment_1935\" aria-describedby=\"caption-attachment-1935\" style=\"width: 1382px\" class=\"wp-caption aligncenter\"><img fetchpriority=\"high\" decoding=\"async\" class=\"wp-image-1935 size-full\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Malott-Map.jpg\" alt=\"\" width=\"1382\" height=\"855\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Malott-Map.jpg 1382w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Malott-Map-300x186.jpg 300w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Malott-Map-1024x634.jpg 1024w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Malott-Map-768x475.jpg 768w\" sizes=\"(max-width: 1382px) 100vw, 1382px\" \/><figcaption id=\"caption-attachment-1935\" class=\"wp-caption-text\">Place name map of the western Great Lakes created by Pokagon Band of Potawatomi Advanced Language Specialist Kyle Malott<\/figcaption><\/figure><div><br>&nbsp;\n<div><\/div>\n<div>\n<iframe width=\"100%\" height=\"488\" frameborder=\"0\" title=\"Felt Map\" src=\"https:\/\/felt.com\/embed\/map\/Routes-map-draft-ceTOXwNGQPGfy3gSoe8pAA?loc=43.195%2C-93.748%2C5.25z&amp;legend=1&amp;cooperativeGestures=1&amp;link=0&amp;geolocation=0&amp;zoomControls=1&amp;scaleBar=1\" referrerpolicy=\"strict-origin-when-cross-origin\"><\/iframe><p><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><span style=\"font-weight: 400;\">How does the absence of familiar, current political boundaries reshape how we think about place?<\/span><\/li>\n<li><span style=\"font-weight: 400;\">How do these maps represent Indigenous perspectives? What does the number of Indigenous names on the maps tell you about Indigenous relationships with the Great Lakes region?&nbsp;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">How might a historian use these maps to understand Indigenous histories in this place?<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">5. Now, take a look at this<\/span><a href=\"https:\/\/collections.carli.illinois.edu\/digital\/collection\/nby_chicago\/id\/1480\/rec\/1\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> 1718 map<\/span><\/a><span style=\"font-weight: 400;\"> created by French cartographer Nicolas de Fer. De Fer based his map on Jesuit missionaries\u2019 notes about the western Great Lakes and the Mississippi River Valley. Some of the notes were from as early as the late 1600s, which means a lot of time had passed between the notes and de Fer\u2019s mapmaking! In the map, de Fer shows the locations of Indigenous communities, rivers, and resources.&nbsp;<\/span><\/p>\n<\/div>\n<p><img decoding=\"async\" class=\"aligncenter wp-image-1950 size-large\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Pg-6-De-Fer-map-783x1024.jpg\" alt=\"\" width=\"783\" height=\"1024\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Pg-6-De-Fer-map-783x1024.jpg 783w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Pg-6-De-Fer-map-229x300.jpg 229w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Pg-6-De-Fer-map-768x1005.jpg 768w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Pg-6-De-Fer-map-1174x1536.jpg 1174w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Pg-6-De-Fer-map-1566x2048.jpg 1566w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Pg-6-De-Fer-map-scaled.jpg 1957w\" sizes=\"(max-width: 783px) 100vw, 783px\" \/><\/p>\n<div>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">As you look at the map, what geographical features (rivers, mountains, lakes, etc.) do you notice?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Would you characterize the map as empty or full? What does that tell you about European understandings of Indigenous territories?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Find \u201cLa Louisiane.\u201d This is an area that the French claimed. What Native nations also have territorial claims in that region? What does this tell you about how multiple nations (European and Indigenous) co-existed?&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What might different peoples\u2019 overlapping uses of space tell us about histories of trade, kinship, and other relationships?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How does this map differ from the Malott and Indigenous Chicago maps? What does that tell you about how the authors\u2019 perspectives shape maps?&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How might a historian use this map to understand Indigenous histories in this place?&nbsp;<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">6. Summing it up! Historians take sources from multiple perspectives to create a holistic understanding of the past. How do these maps show distinct perspectives on lands in the Chicago area? Taken together, what insights about Indigenous peoples\u2019 and settlers&#8217; connections to this region are you starting to notice?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">7. Creative extension! These maps reflect both Indigenous and colonial interpretations of the Great Lakes. Take what you\u2019ve learned and construct a visual representation (a map or another image of your choosing) that includes the names and homelands of the nations whose homelands include the Chicago area. For nations who were removed from Chicago, include both homelands and current territories. Some resources you currently have are:<\/span><\/p>\n<ol>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">The list of information from tribal governments\u2019 websites in the chart above<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">The <\/span><a href=\"http:\/\/wiwkwebthegen.com\/digital-heritage\/cartographic-map-potawatomi-place-names-kyle-malott?page=4\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Malott<\/span><\/a><span style=\"font-weight: 400;\">, <\/span><a href=\"https:\/\/felt.com\/map\/Routes-map-draft-ceTOXwNGQPGfy3gSoe8pAA?loc=43.535,-87.945,5.83z\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Indigenous Chicago<\/span><\/a><span style=\"font-weight: 400;\">, and <\/span><a href=\"https:\/\/collections.carli.illinois.edu\/digital\/collection\/nby_chicago\/id\/1480\/rec\/1\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">de Fer<\/span><\/a><span style=\"font-weight: 400;\"> maps above&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">This <\/span><a href=\"http:\/\/www.native-land.ca\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">interactive map<\/span><\/a><span style=\"font-weight: 400;\"> from Native-Land.ca<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">This <\/span><a href=\"https:\/\/www.arcgis.com\/home\/item.html?id=b04b580b3e5e40cc8152b14583814073\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">interactive map<\/span><\/a><span style=\"font-weight: 400;\"> from the Environmental Protection Agency showing current reservation boundaries<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">The information in <a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/premodule\/question-1\/\" target=\"_blank\" rel=\"noopener\">Premodule Supporting Question 1<\/a> about Indigenous place names<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Share what you created with each other! What information felt important to each of you to put on your maps? What does that tell you about mapmakers\u2019 process and how much the perspective of the mapmaker influences the final image?<\/span><\/p>\n<\/div>\n<\/div><\/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-2cda4df e-con-full e-flex e-con e-parent\" data-id=\"2cda4df\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-b41f424 e-con-full e-flex e-con e-child\" data-id=\"b41f424\" 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-83a63d9 e-flex e-con-boxed e-con e-parent\" data-id=\"83a63d9\" 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-efa5184 elementor-widget elementor-widget-heading\" data-id=\"efa5184\" 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-05b64cd elementor-widget elementor-widget-text-editor\" data-id=\"05b64cd\" 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 maps from different perspectives to understand the past?<\/p>\n","protected":false},"author":1,"featured_media":1950,"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-1932","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 3 - 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-3\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Question 3 - 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