{"id":908,"date":"2024-09-03T17:59:17","date_gmt":"2024-09-03T17:59:17","guid":{"rendered":"https:\/\/test.newberry.org\/indigenous-chicago\/?page_id=908"},"modified":"2024-09-16T16:09:54","modified_gmt":"2024-09-16T16:09:54","slug":"module-1","status":"publish","type":"page","link":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/","title":{"rendered":"Module 1 Landing Page"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"908\" class=\"elementor elementor-908\" data-elementor-post-type=\"page\">\n\t\t\t\t<div class=\"elementor-element elementor-element-9049ad8 e-flex e-con-boxed e-con e-parent\" data-id=\"9049ad8\" 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-9898c53 elementor-widget elementor-widget-heading\" data-id=\"9898c53\" 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<h1 class=\"elementor-heading-title elementor-size-default\"><b>Module 1: Chicago is a Native Place<\/b><br><br>\nWhat makes Chicago an Indigenous place, past, present, and future?\n<\/h1>\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-285442d e-flex e-con-boxed e-con e-parent\" data-id=\"285442d\" 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-c4920c6 elementor-widget elementor-widget-image\" data-id=\"c4920c6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t<figure class=\"wp-caption\">\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/archives.newberry.org\/repositories\/2\/archival_objects\/78287\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"768\" height=\"1153\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1-768x1153.jpg\" class=\"attachment-medium_large size-medium_large wp-image-465\" alt=\"\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1-768x1153.jpg 768w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1-200x300.jpg 200w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1-682x1024.jpg 682w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1-1023x1536.jpg 1023w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1-1364x2048.jpg 1364w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1.jpg 1705w\" sizes=\"(max-width: 768px) 100vw, 768px\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<figcaption class=\"widget-image-caption wp-caption-text\">Healing Blanket by Jason Wesaw (Potawatomi)<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\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<div class=\"elementor-element elementor-element-1d56668 e-grid e-con-boxed e-con e-parent\" data-id=\"1d56668\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-32713d6 e-grid e-con-full e-con e-child\" data-id=\"32713d6\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7bfa6aa elementor-toc--minimized-on-tablet elementor-widget elementor-widget-table-of-contents\" data-id=\"7bfa6aa\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;exclude_headings_by_selector&quot;:[],&quot;headings_by_tags&quot;:[&quot;h2&quot;,&quot;h3&quot;,&quot;h4&quot;,&quot;h5&quot;,&quot;h6&quot;],&quot;marker_view&quot;:&quot;numbers&quot;,&quot;no_headings_message&quot;:&quot;No headings were found on this page.&quot;,&quot;minimize_box&quot;:&quot;yes&quot;,&quot;minimized_on&quot;:&quot;tablet&quot;,&quot;hierarchical_view&quot;:&quot;yes&quot;,&quot;min_height&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;min_height_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;min_height_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"table-of-contents.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-toc__header\">\n\t\t\t\t\t\t<h4 class=\"elementor-toc__header-title\">\n\t\t\t\tIn This Module\t\t\t<\/h4>\n\t\t\t\t\t\t\t\t\t\t<div class=\"elementor-toc__toggle-button elementor-toc__toggle-button--expand\" role=\"button\" tabindex=\"0\" aria-controls=\"elementor-toc__7bfa6aa\" aria-expanded=\"true\" aria-label=\"Open table of contents\"><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-chevron-down\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M207.029 381.476L12.686 187.132c-9.373-9.373-9.373-24.569 0-33.941l22.667-22.667c9.357-9.357 24.522-9.375 33.901-.04L224 284.505l154.745-154.021c9.379-9.335 24.544-9.317 33.901.04l22.667 22.667c9.373 9.373 9.373 24.569 0 33.941L240.971 381.476c-9.373 9.372-24.569 9.372-33.942 0z\"><\/path><\/svg><\/div>\n\t\t\t\t<div class=\"elementor-toc__toggle-button elementor-toc__toggle-button--collapse\" role=\"button\" tabindex=\"0\" aria-controls=\"elementor-toc__7bfa6aa\" aria-expanded=\"true\" aria-label=\"Close table of contents\"><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-chevron-up\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M240.971 130.524l194.343 194.343c9.373 9.373 9.373 24.569 0 33.941l-22.667 22.667c-9.357 9.357-24.522 9.375-33.901.04L224 227.495 69.255 381.516c-9.379 9.335-24.544 9.317-33.901-.04l-22.667-22.667c-9.373-9.373-9.373-24.569 0-33.941L207.03 130.525c9.372-9.373 24.568-9.373 33.941-.001z\"><\/path><\/svg><\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<div id=\"elementor-toc__7bfa6aa\" class=\"elementor-toc__body\">\n\t\t\t<div class=\"elementor-toc__spinner-container\">\n\t\t\t\t<svg class=\"elementor-toc__spinner eicon-animation-spin e-font-icon-svg e-eicon-loading\" aria-hidden=\"true\" viewBox=\"0 0 1000 1000\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M500 975V858C696 858 858 696 858 500S696 142 500 142 142 304 142 500H25C25 237 238 25 500 25S975 237 975 500 763 975 500 975Z\"><\/path><\/svg>\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-4281541 e-grid e-con-full e-con e-child\" data-id=\"4281541\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ce1acde elementor-widget elementor-widget-text-editor\" data-id=\"ce1acde\" 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><strong>Subject:<\/strong> History<\/p><p><strong>Grades:<\/strong> 9-12<\/p><p><strong>Language:<\/strong> English<\/p><p><b>Length: <\/b>two 20-minute class periods and three 40-minute class periods<\/p><p><img decoding=\"async\" class=\"aligncenter wp-image-953\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Del-Real_Small-Motif-300x227.png\" alt=\"\" width=\"400\" height=\"302\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Del-Real_Small-Motif-300x227.png 300w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Del-Real_Small-Motif-1024x774.png 1024w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Del-Real_Small-Motif-768x580.png 768w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Del-Real_Small-Motif.png 1048w\" sizes=\"(max-width: 400px) 100vw, 400px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\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-071831e e-flex e-con-boxed e-con e-parent\" data-id=\"071831e\" 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-ec5125a elementor-widget elementor-widget-heading\" data-id=\"ec5125a\" 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\">Supporting Questions (Lessons) Overview<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-587ebf6 elementor-widget elementor-widget-text-editor\" data-id=\"587ebf6\" 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<ol><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">What do we know about Indigenous connections to Chicago since<\/span> <span style=\"font-weight: 400;\">time immemorial?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">How have settler narratives attempted to erase Indigenous presence in Chicago?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">How do Indigenous relationships to land in Chicago persist today?<\/span><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-0c125d7 e-con-full e-flex e-con e-child\" data-id=\"0c125d7\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7b9e885 elementor-widget elementor-widget-heading\" data-id=\"7b9e885\" 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\">Module Description<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-8f30dff elementor-widget elementor-widget-text-editor\" data-id=\"8f30dff\" 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><span style=\"font-weight: 400;\">This inquiry leads students through the ways in which Chicago has always been (and will always be) a Native place by selecting the Chicago lakefront as a case study of mapping Indigenous presence over time.<\/span><\/p><p><span style=\"font-weight: 400;\">All lands in the United States are Native lands. In that sense, all places within the United States are Indigenous spaces. Recognizing the Indigenous histories of a place allows us to more honestly and holistically understand that place\u2019s past(s), present(s), and future(s). Asking students to wrestle with what makes a place Indigenous means asking them to see Indigenous stories as locally visible, relevant, and contemporary.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Native nations\u2019 relationships with this place long pre-date the arrival of settlers, and Native people have never relinquished their relations with the area we currently know as Chicago. When French, and later British and American settlers, arrived, they were entering an established Native world. They required guidance from Native people to survive, and Native people developed relationships with these settlers based on their own needs, expectations, and kinship structures.\u00a0\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Chicago continues to be a Native place, with one of the largest urban intertribal communities in the United States today (<\/span><i><span style=\"font-weight: 400;\">intertribal<\/span><\/i><span style=\"font-weight: 400;\"> refers to people from multiple tribes being present and\/or people from multiple tribes sharing space, ideas, and connections). This community includes both Indigenous people who have returned to their homelands after Removal and other Indigenous people whose families have come here both on their own and through federal programs like relocation, which sought to assimilate Native people by moving them from reservations to cities for work. The community now represents thousands of people from dozens of Native nations across North, Central, and South America.\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-132e71c elementor-widget elementor-widget-toggle\" data-id=\"132e71c\" 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-2011\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-2011\" 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-plus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/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-2011\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-2011\"><p><span style=\"font-weight: 400;\">Beyond the core standards common across the Indigenous Chicago curriculum (described in the Scope and Sequence), this inquiry highlights the following additional <\/span><a href=\"https:\/\/socialstudies.education.illinois.edu\/docs\/socialstudiesnetworklibraries\/default-document-library\/inquiry-based-learning-standards_v4_12-8-23.pdf?sfvrsn=ded82a6a_3\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Illinois learning standards<\/span><\/a><span style=\"font-weight: 400;\">:\u00a0<\/span><\/p><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.7. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources while acknowledging counterclaims, perspectives, and biases.<\/span><\/li><\/ul><p>\u00a0<\/p><p><i><span>Geography<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.G.5. Analyze different ways of representing geographic information in order to compare cartographers&#8217; perspectives, biases, and goals.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS. 9-12.G.10. Analyze how historical events and the diffusion of ideas, technologies and cultural practices have influenced migration patterns and the distribution of the human population.<\/span><\/li><\/ul><p>\u00a0<\/p><p><i><span>History<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.H.5. Analyze the factors and historical context, including overarching movements, that influenced the perspectives of people during different historical eras.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.H.10. Identify and analyze ways in which marginalized communities are represented in historical sources and seek out sources created by historically oppressed peoples.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.H.14. Analyze the geographic and cultural forces that have resulted in conflict and cooperation. Identify the cause and effects of imperialism and colonization.<\/span><\/li><\/ul><p>\u00a0<\/p><p><span style=\"font-weight: 400;\">It is important to note that this inquiry requires students and teachers to take as a starting point that Indigenous people have long considered the Chicago area both home and an important site for trade and transit. Going into the module, teachers and students must recognize Indigenous people as still present and active in shaping the Chicago area. <\/span><\/p><\/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-2012\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-2012\" 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-plus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/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\">A Note on Inquiry<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2012\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-2012\"><p><span style=\"font-weight: 400;\">Following best practices in social studies research and guidance from the Illinois State Board of Education, <\/span><i><span style=\"font-weight: 400;\">Indigenous Chicago<\/span><\/i><span style=\"font-weight: 400;\"> modules use an Inquiry Design Model (IDM). Inquiry prioritizes a cyclical model of learning in which students ask questions, learn to apply new tools and concepts, evaluate evidence, share their conclusions and take informed action, all of which then prompt new questions (Grant, Swan, &amp; Lee 2023). Inquiry texts can be any source of information that allows us to meaningfully interpret the past. While many students might first think of historical documents in colonial archives, sources for inquiry for Indigenous histories also include oral traditions, oral histories, community knowledge keepers, and artwork, among others. You will see examples of these sources throughout the Indigenous Chicago modules. The two core questions running through the seven modules are: <\/span><b>How is Chicago an Indigenous place, past, present, and future? And what relationships with people, places, policies, and events have shaped the Chicago Native community over time?\u00a0<\/b><\/p><p><span style=\"font-weight: 400;\">If the inquiry design model is new to you, begin with this overview from the <\/span><a href=\"https:\/\/c3teachers.org\/inquiry-design-model\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">C3 Teachers Framework<\/span><\/a><span style=\"font-weight: 400;\">. In addition to the content standards listed above, all <\/span><i><span style=\"font-weight: 400;\">Indigenous Chicago <\/span><\/i><span style=\"font-weight: 400;\">modules also align with the following ISBE Inquiry Standards:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.IS.3. <\/span><b>Develop new supporting and essential questions<\/b><span style=\"font-weight: 400;\"> by primary and secondary investigation, collaboration, and use sources that reflect diverse perspectives (e.g., political, cultural, socioeconomic, race, religious, gender).<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.S.4. <\/span><b>Determine the kinds of sources<\/b><span style=\"font-weight: 400;\"> 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.IS.5. <\/span><b>Gather and evaluate information<\/b><span style=\"font-weight: 400;\"> from multiple primary and secondary sources that reflect the perspectives and experiences of multiple groups, including marginalized groups.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.IS.8. <\/span><b>Evaluate evidence to construct arguments<\/b><span style=\"font-weight: 400;\"> and claims that use reasoning and account for multiple perspectives and value systems.<\/span><\/li><\/ul><p>\u00a0<\/p><p>This inquiry is expected to take two 20-minute class periods and three 40-minute class periods. The inquiry time frame could expand if you think your students need additional instructional experiences (e.g., supporting questions, formative performance tasks, featured sources, writing). We encourage you to adapt the inquiry to meet the needs and interests of your students. This inquiry lends itself to differentiation and modeling of historical thinking skills while assisting students in reading the variety of sources.<\/p><\/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-2013\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-2013\" 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-plus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/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\">Common U.S. History Topics Covered<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2013\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-2013\"><p><span style=\"font-weight: 400;\">Teachers may implement the curriculum and modules in whole or in part. To assist those who choose to implement it in part, we have created a Crosswalk document highlighting points of intersection between common topics covered in U.S. History courses and lessons within the Indigenous Chicago curriculum. The points of intersection in this module include:\u00a0<\/span><\/p><p><i><span style=\"font-weight: 400;\">This module directly relates to:<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Native American societies before European contact (pre-1673)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">How different European colonies developed and expanded (1790s-1830s)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Interactions between American Indians and Europeans (1790s-1830s)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Land purchases from American Indian Nations (1820s-1840s)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Challenges of the 21st century<\/span><\/li><\/ul><p>\u00a0<\/p><p><i><span style=\"font-weight: 400;\">This module could also be paired with teaching about:\u00a0<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Northwest Ordinance (1787)\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The election of Thomas Jefferson in 1800<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Manifest Destiny (1790s-1930s)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Imagery of the West (1790s-1930s)<\/span><\/li><\/ul><\/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<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-7958814 e-flex e-con-boxed e-con e-parent\" data-id=\"7958814\" 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-7e85086 elementor-widget elementor-widget-heading\" data-id=\"7e85086\" 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\">Background for Teachers<\/h2>\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-8d1fc35 e-flex e-con-boxed e-con e-parent\" data-id=\"8d1fc35\" 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-8530a6a elementor-widget elementor-widget-toggle\" data-id=\"8530a6a\" 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-1391\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1391\" 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\">Overview<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1391\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1391\"><p><span style=\"font-weight: 400;\">The first core module of the Indigenous Chicago curriculum begins with the fundamental understanding that the city we now call Chicago has always been a Native place. Nationwide, K-12 standards tend to only talk about Native people during early colonial contact and treaty-making. Traditional narratives of the city typically begin with the encounter between Native people and French explorers Father Jacques Marquette and Louis Jolliet, and end with the removal of Native people from the state of Illinois after the 1833 Treaty of Chicago. In reality, Native people have lived, traveled through, and held relationships with the lands and waters that we now call Chicagoland since time immemorial. Native people continue to live in and maintain relationships with that land today. This section encourages students to ask questions about Indigenous presence and ongoing connections to these lands and waters. The module is well suited to help students build what Alutiiq scholar Leilani Sabzalian calls \u201canticolonial literacy,\u201d or the ability to critically examine colonial materials in ways that reveal Indigenous presence and undermine historical narratives that justify colonial harms. <\/span><\/p><\/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-1392\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1392\" 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\">Indigenous Values<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1392\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-1392\"><p><span style=\"font-weight: 400;\">Native people have been in the Chicago region since time immemorial &#8211; a phrase that means before human memory, or the beginning of time. Each of the Native nations that has a historical connection to Chicago has their own unique creation or origin story that tells them how they came to be. These stories describe Native peoples\u2019 relationships to their homelands and outline relationships between people, as well as plant and animal relatives.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Native peoples\u2019 teachings testify to their origins here in North America \u2013 this is what it means to be Indigenous. One way Indigenous peoples narrate their connections to lands and waters is through story. In Indigenous contexts, stories are not myths or legends \u2013 rather, they are complex teaching tools. In hearing the stories, listeners can pull out lessons that help them figure out how to live sustainably with each other and with lands and waters. Indigenous stories link Native peoples to their homelands and teach about each nation\u2019s relationships with and responsibilities to their lands and waters. Rather than seeing humans as better than plants and animals, these stories narrate all living beings as interdependent. Indigenous stories contain information about ecology and ethnobotany, medicine, language, arts, history, and politics, among others. They also teach us about civics \u2013 how we should treat one another to build sustainable, balanced, interrelated societies.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Indigenous values for land include reciprocal relationships. Indigenous peoples\u2019 languages, religions or spiritual teachings, technologies, medicines, and foods come from their relationships with certain lands. This means that Indigenous people initially approached treaties as commitments to mutual use, but did not see them as whole exchanges of land for money, goods, and services. As treaty-making continued, Indigenous nations made difficult decisions to relinquish their legal ownership of lands in order to protect the safety of their communities. However, connections to land cannot be severed. Indigenous peoples maintain deep relationships with their homelands, whether they live there now or not. Indigenous people see the value of the land as inherent: all life has value just for being alive. They also recognize that lands, waters, plants, and animals have their own rights, perspectives, and desires. In contrast, settler laws value land based on the presence of resources that can meet human wants. Settler systems see the land as inanimate, which means it cannot have its own perspectives or desires.<\/span><\/p><p><span style=\"font-weight: 400;\">Traditional Indigenous laws prioritize the health and well-being of humans, lands, waters, animals, and plants. Indigenous values of generosity and care have shaped Indigenous approaches to land, government, and kinship for millenia. Indigenous people have long welcomed newcomers into their existing kinship networks. This is both because of cultural practices of continually building new relationships and because of the new opportunities to learn, trade, and build diplomatic connections.\u00a0<\/span><\/p><\/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-1393\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-1393\" 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\">Abandoning the Bering Strait Theory<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1393\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-1393\"><p><span style=\"font-weight: 400;\">When you work with your students on this module, start by emphasizing that Native people have been here since time immemorial &#8211; a term used to signify a time before human memory, or the beginning of time. Each of the Native nations that has a historical connection to Chicago has their own unique creation or origin story that narrates how they came to be. These stories situate Native peoples\u2019 relationships to the lands that encompasses their homelands and outline the relationality between people, as well as plant and animal relatives. Contrary to the commonly taught Bering Strait Theory, Native peoples\u2019 teachings testify to their origins here in North America \u2013 this is what it means to be Indigenous. One way Indigenous peoples narrate their connections to lands and waters is through story. As you work with students on origin stories, frame them as legitimate historical texts (not as myths or legends) that we can turn to for information about Native nations\u2019 long-standing connections to the Chicago area in the realms of ecology and ethnobotany, medicine, language, arts, history, and politics, among others. These stories often also teach us about civics \u2013 how we should relate to one another to build sustainable, balanced, interrelated societies. We can look to Indigenous stories as historical texts that teach us about Native nations\u2019 long-standing connections to the Chicago area. In Indigenous communities, you might hear the same story many times throughout your life. As a listener, your job is to listen carefully each time you hear the story because you will hear something new based on where you are in your life at the time. Indigenous storytellers know how to shape the story based on what the audience needs. They might tell more or less detailed versions of stories based on the audience. They might also leave out certain information (especially if information in the story is considered sacred) because not everyone has a right to all information all the time within Indigenous storytelling. This is because in Indigenous contexts, knowledge is shared with you when you\u2019re ready, when you need it, and\/or when you can use it to help the community be well.<\/span><\/p><p><span style=\"font-weight: 400;\">Origin stories link Indigenous people to specific homelands, and they can also talk about journeys or migrations from one area to the next. Homelands can be a broad term that includes lands and waters across a large area, including the animals and plants that live there. It is also common for Indigenous people from different nations to have overlapping connections to specific places! And while a story might link to one location at one moment, the Indigenous people of that nation might have long-standing connections with the broader region through seasonal trading, hunting, and fishing routes, among others.\u00a0<\/span><\/p><\/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-1394\" class=\"elementor-tab-title\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-1394\" 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\">Anthropological Eras<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1394\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"region\" aria-labelledby=\"elementor-tab-title-1394\"><p><span style=\"font-weight: 400;\">You may have heard histories that use phrases like the Woodland Period, the Mississippian Culture, or Paleo Indians. Terms like these were invented by anthropologists and archaeologists aiming to characterize large groups of Indigenous cultures over large periods of time using fragmented material evidence. Contemporary tribal nations overwhelmingly do not use these terms to identify themselves and their ancestors. Most anthropological scholarship also arbitrarily draws a boundary between \u201cprehistory\u201d and \u201chistory\u201d at the invention of writing systems, a distinction that makes little sense for the many Native cultures whose elaborate and sophisticated communication systems and technologies have taken forms other than written scripts. Such terms and notions of prehistory risk implying a sharp distinction between the Indigenous groups of archaeological study and Indigenous communities today. This can undermine the ability of Native people to assert treaty and other rights and to claim ancestors and items that remain in museum collections. As you talk with your students about the period before European arrival in North America, try emphasizing instead: The region that we now call the Midwest has been home to dozens of tribal nations since time immemorial. These individual nations were distinct, and attempts to group them as \u201cIndians\u201d by early settlers flattened important distinctions between tribes.\u00a0 Before colonialism, many Native communities moved in and out of the region and interacted with each other through alliance building, trade, negotiation, warfare, and cultural exchange. The region has always provided rich resources, and Native peoples have long engaged in locally interdependent relationships with each other as well as with the lands, waters, animals, and plants.<\/span><\/p><p><span style=\"font-weight: 400;\">These narratives also undermine the importance of oral traditions for Indigenous people. Oral traditions cannot be written off as simple or silly tales. Rather, these are complex stories that have been carefully passed down through generations. Unlike European memory keeping systems, which prioritize writing things down to remember, Native memory keeping systems often prioritize careful and deep listening to be able to retell a story accurately over time. While <\/span><b>settler narratives <\/b><span style=\"font-weight: 400;\">cast doubt on the trustworthiness of oral traditions as sources, many Indigenous cultures around the world have documented traditions of keeping oral records that go back thousands of years.\u00a0<\/span><\/p><\/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-1395\" class=\"elementor-tab-title\" data-tab=\"5\" role=\"button\" aria-controls=\"elementor-tab-content-1395\" 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\">An Established Native Place<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1395\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"region\" aria-labelledby=\"elementor-tab-title-1395\"><p><span style=\"font-weight: 400;\">Before the city as we know it existed, this place was known 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, to the numerous Indigenous nations who lived and had long standing relationships with this place. While you are likely to see several versions of \u201cChecagou&#8221; or \u201cChicagua&#8221; on early colonial maps, or hear pronunciations like these on local Chicago tours, we encourage you and your students to explore the many Native places names for this area. Indigenous languages reflect unique cultures and worldviews, and reveal important details of 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. You may also hear people say that Chicago is named after \u201cthe Algonquian name\u201d for wild onion or a similar allium, but this is a misnomer. There is no single Algonquian word for such a plant, because \u201cAlgonquian\u201d refers to a large group of languages, including those of the Illinois Confederation, Neshnab\u00e9k, Myaamiaki, Sauk, Meskwaki, and Menominee, among others. In other words, there are many Algonquian words for the place we now call Chicago, which are outlined in the pre-module.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">As the many place names for what is now known as Chicago suggest, Chicago was a place where many wild onions, or ramps grew. These plants served as an important form of sustenance for the Native peoples of this region. Ramps are hard to grow and easy to overharvest. That ramps grew here in abundance for generations tells us that Native people were carefully stewarding the land and the plant population. Chicago was also important as an intersection of several waterways (further discussed in the Convergence module). When the first non-Native explorers arrived in the region, people from the Illinois Confederation showed them the Chicago portage, which was a space between the Chicago and DesPlaines River that travelers would carry their canoes, allowing them to travel from the Great Lakes to the Mississippi River Valley, and guided them through the landscape. The portage fluctuated greatly across seasons. At times there was so much flooding that the need to portage completely disappeared and the rivers merged. Other times, there was so little rain or snowmelt that the portage was several miles long. You can imagine how confusing this might have been for settlers who were attempting to map the region. But Native people knew this place and understood its seasonal shifts. Settlers relied on them greatly to navigate this changing landscape.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Native people throughout the Great Lakes and Inohkinki (the Illinois Country) also had established kinship networks and protocols for relationality. As settlers moved through the region \u2013 which Potawatomi, Ojibwe, and Odawa people know as Neshnab\u00e9waki \u2013 they depended on Native people for directions and safe passage. Native people educated settlers on protocols for greetings, gift exchange, and communicating intentions and introduced settlers to other Native nations with whom they maintained long-established and peaceable relations. While narratives of colonization often position European settlers as dominating Native people and easily forcing their removal, it\u2019s important to understand that for at least a full century before the first land cessions in the Chicago-area began, settlers were dependent on Native people for guidance, and they incorporated themselves into established Native kinship networks in order to trade, marry, exchange culture, and learn from the people who already lived here. European powers laying claim to large swathes of the continent through their maps were actually projecting fantasies of a continental empire in territories over which they had minimal influence. Native kinship networks became increasingly important as conflicts between Indigenous nations that were exacerbated by colonial changes spread across the Great Lakes throughout the 17th and 18th century. In these moments, Native nations built relationships with people as either ndenw\u00e9magen (relatives in Bod\u00e9wadmimwen, or the Potawatomi language or myeg yegwan (foreigners in Bod\u00e9wadmimwen). Being a relative was essential for a settler\u2019s ability to survive and trade, so many of these bonds were formed through marriages with Native women. Potawatomi women like Kitihawa and Archange Ouilmette connected their husbands, Jean Baptiste Point du Sable and Antoine Ouilmette (respectively) with local kinship networks. While most of these marriages were between Native women and French men, Jean Baptiste Point du Sable, who was a free Black man likely born in Haiti, provides a unique example of early kinship between Black and Native communities.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Native people throughout the Great Lakes also had established kinship networks and protocols for relationality, which included relationships for diplomacy, ceremony, and mutual protection with other nations. It is a myth that Indigenous people lacked boundaries before colonialism. 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 relationships 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 Indigenous people to live in Chicago full time, while others passed through Chicago as part of seasonal rounds. These rounds were annual patterns of coming to a particular place at a particular time. Indigenous people developed these cycles based on the growth cycles of plants and migrations of animals. Many Indigenous people 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><\/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-1396\" class=\"elementor-tab-title\" data-tab=\"6\" role=\"button\" aria-controls=\"elementor-tab-content-1396\" 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\">Representations of Native people in Settler Sources<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1396\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"region\" aria-labelledby=\"elementor-tab-title-1396\"><p><span style=\"font-weight: 400;\">That Native people have remained and retain their connections to Chicago is perhaps the most important concept to communicate to your students, given the pervasive disappearance narratives that suggest Native people only exist in the past. As settlers increasingly arrived in North America, they created narratives that justified their occupation of Native homelands. Sometimes, they did this through written sources, like letters to each other and to government leaders, or published narratives. Other times, they created visual representations like drawings or maps that showed Native people as savage or uncivilized. While images like John Gast\u2019s <\/span><a href=\"https:\/\/www.loc.gov\/resource\/ppmsca.09855\/\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">American Progress<\/span><\/i><\/a> <span style=\"font-weight: 400;\">are well known in the context of the West and manifest destiny, similar images that position Native people on the margins as white settlement expands exist for Chicago too, as outlined in Supporting Question 2.\u00a0<\/span><\/p><p><b>Settlers<\/b><span style=\"font-weight: 400;\"> also represented Indigenous people as anti-technology, even though Indigenous people had been developing innovative, sustainable technologies for thousands of years. They created an oversimplified either-or <\/span><b>narrative <\/b><span style=\"font-weight: 400;\">where <\/span><b>settlers <\/b><span style=\"font-weight: 400;\">represented progress and <\/span><b>industrialization<\/b><span style=\"font-weight: 400;\"> while <\/span><b>Indigenous <\/b><span style=\"font-weight: 400;\">people represented a primitive way of life destined to die out. Settler imaginations about Indigenous people tend to fall into oversimplified stereotypes, even ones that contradict each other! Most notably, <\/span><b>settler narratives<\/b><span style=\"font-weight: 400;\"> tend to show Native people as:\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">savage and violent<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">meek and spiritual<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">possessing special \u201cmagic\u201d or sentimentality relative to the land<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">as hypersexualized (this is especially true for representations of women and girls)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">desperately impoverished\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">extremely wealthy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">part of the past (but never the present or future)<\/span><\/li><\/ul><p>\u00a0<\/p><p><span style=\"font-weight: 400;\">These fictionalized <\/span><b>settler<\/b> <b>narratives<\/b><span style=\"font-weight: 400;\"> are part of everyday imaginations in the United States and shape how people think about Indigenous people. For more on this see Anton Treuer\u2019s book <\/span><a href=\"https:\/\/www.levinequerido.com\/everything-you-wanted-to-know-about-indians\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">Everything You Wanted to Know about Indians but Were Afraid to Ask: Young Readers Edition<\/span><\/i><\/a><i><span style=\"font-weight: 400;\">, <\/span><\/i><span style=\"font-weight: 400;\">among others.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Images changed over time throughout the late 1700s and early 1800s. While Native people were present (if misrepresented) in earlier images, later ones tended to push Native people to the margins or out of the picture entirely. This is a form of <\/span><b>erasure<\/b><span style=\"font-weight: 400;\">. Where Native people show up in these later images, they are often represented as dying. Historians call this \u201clasting\u201d \u2013 a made-up <\/span><b>narrative <\/b><span style=\"font-weight: 400;\">of the imaginary \u201clast\u201d Native person to do something, which represents Native life ending and <\/span><b>settler <\/b><span style=\"font-weight: 400;\">lives taking over.<\/span><\/p><p><b>Narratives<\/b><span style=\"font-weight: 400;\"> shape how people think about each other. This includes whether people assume Native people are still here or not, and the extent to which people believe the <\/span><b>stereotypes <\/b><span style=\"font-weight: 400;\">listed above. This has real impacts on peoples\u2019 lives: Psychologists have found that when non-Native people assume Native people are part of the past, they trust Native <\/span><b>narratives<\/b><span style=\"font-weight: 400;\"> about their own lives <\/span><i><span style=\"font-weight: 400;\">less <\/span><\/i><span style=\"font-weight: 400;\">and support Indigenous issues <\/span><i><span style=\"font-weight: 400;\">less often<\/span><\/i><span style=\"font-weight: 400;\">. Our ability to see each other and trust each other\u2019s stories about our\/their lives shapes our ability to build <\/span><b>relationships <\/b><span style=\"font-weight: 400;\">and work together, now and in the future.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Today, you can still see issues with Indigenous <\/span><b>erasure <\/b><span style=\"font-weight: 400;\">and \u201clasting\u201d in statues, monuments, and other plaques within Chicago. These images position Native people as historic; suggest that removal was a natural, pre-ordained, and necessary development; and promote the idea that Native people disappeared. But Native people continue to have relationships with Chicago! Some resisted removal and remained in Chicago. Others who were removed continue to think of these lands as their homelands. Still others returned to Chicago later or traveled here from other Native communities. Chicago is, always has been, and always will be a Native place.\u00a0<\/span><\/p><\/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-1397\" class=\"elementor-tab-title\" data-tab=\"7\" role=\"button\" aria-controls=\"elementor-tab-content-1397\" 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\">Treaties and Unceded Land in Chicago<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1397\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"7\" role=\"region\" aria-labelledby=\"elementor-tab-title-1397\"><p><span style=\"font-weight: 400;\">As the United States expanded, they gained possession of Native land through treaties and by force. This means that in the United States (and in what is known as Chicago), there is both land ceded by treaties and unceded land that was taken by force. Other land within the United States (and in Illinois) remains under the control of tribal nations. In Module 2 (Land and Environment), you can find a full list and description of treaties impacting Chicago, as well as more information about the treaty-making process, which was fundamentally unequal. In this section, we have provided preliminary context to support your teaching of land that was recently reclaimed by the Prairie Band of Potawatomi and other land that remains unceded.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">When the U.S. negotiated the 1829, 1832, and 1833 treaties, they reserved parcels of land for several Native individuals, some of whom helped negotiate the treaties. These Native people and their communities were allowed to remain on these unceded parcels of land, and many did. The 1829 Treaty of Prairie du Chien reserved 1,280 acres of land for Potawatomi leader Shab-eh-nay and his descendants in what is now called DeKalb County. Shab-eh-nay initially fought U.S. invasion and was an alliance of Tecumseh\u2019s in his coordinated resistance to U.S. forces (more on this in Module 4- Activism and Resistance!), but he later sought peace with the U.S. government and worked with them to negotiate these later treaties. After the treaty, he and his family traveled between this land and the land in Iowa, then Missouri and Kansas that their relatives were removed to until 1850, when they returned from one of these trips to find the reserved land had been illegally auctioned off. The Indian Non-Intercourse Act prevented the sale of land by any individual Native person until the 1887 Dawes Act. While most of this land remains unceded, in 2024, the Prairie Band of Potawatomi reclaimed 130 acres of the original Shab-eh-nay Reservation, making them the state&#8217;s first federally recognized tribe. You can see both the reclaimed and unceded land on the <\/span><a href=\"https:\/\/felt.com\/map\/Chicago-Treaty-Map-I7TKoJcaQpyBgCJuz5CKKC?loc=41.053,-87.976,8.41z&amp;share=1\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Indigenous Chicago Treaty Map<\/span><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Earlier in the twentieth century, the Pokagon Band of Potawatomi also made (but lost) a formal claim to recover lands on the Chicago lakeshore. When the treaties affecting present-day Chicago were signed, the lakeshore began at what is currently Michigan Avenue, the land east of that has been filled in with rubble from the Great Chicago Fire and other infrastructure projects.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Since the construction changed the shape of the shoreline from what it looked like during treaty negotiations, the newly-created land had never been addressed by a treaty. The treaties had ceded rights to land, ending at the lakeshore, but had not ceded rights to Lake Michigan, to the lakebed, or to the water of the lake.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The Miami Tribe of Oklahoma considers land on the eastern side of the state <\/span><a href=\"https:\/\/myaamia-maps-miamioh.hub.arcgis.com\/apps\/1577260a2a6d4a239bdae81789cc4114\/explore\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">unceded<\/span><\/a><span style=\"font-weight: 400;\"> because the treaty concerning it was signed by a tribe who did not have the sole right to do so.\u00a0<\/span><\/p><\/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-1398\" class=\"elementor-tab-title\" data-tab=\"8\" role=\"button\" aria-controls=\"elementor-tab-content-1398\" 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\">Sources and Further Reading<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1398\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"8\" role=\"region\" aria-labelledby=\"elementor-tab-title-1398\"><p><span style=\"font-weight: 400;\">Bauer, William. \u201cOral History,\u201d in <\/span><i><span style=\"font-weight: 400;\">Sources and Methods in Indigenous Studies, <\/span><\/i><span style=\"font-weight: 400;\">ed. Chris Andersen and Jean M. OBrien (New York: Routledge, 2017).\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Benton, Lauren and Benjamin Straumann, &#8220;Acquiring Empire by Law: From Roman Doctrine to Early Modern European Practice.&#8221; <\/span><i><span style=\"font-weight: 400;\">Law and History Review. <\/span><\/i><span style=\"font-weight: 400;\">28 (1). (February 2010): 1\u201338.<\/span><\/p><p><span style=\"font-weight: 400;\">Edmunds, R. David and Joseph L. Peyser, <\/span><i><span style=\"font-weight: 400;\">The Fox Wars: The Mesquakie Challenge to New France. <\/span><\/i><span style=\"font-weight: 400;\">(Norman: University of Oklahoma Press, 1993).<\/span><\/p><p><span style=\"font-weight: 400;\">Fryberg, S. A., J. Doris Dai, and Arianne E. Eason. \u201cOmission as a Modern Form of Bias Against Native Peoples: Implications for Policies and Practices.\u201d <\/span><i><span style=\"font-weight: 400;\">Social Issues and Policy Review. <\/span><\/i><span style=\"font-weight: 400;\">18 (1) (2024): 148-170.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Keating, Ann Durkin. <\/span><i><span style=\"font-weight: 400;\">Rising Up From Indian Country: The Battle of Fort Dearborn and the Birth of Chicago. <\/span><\/i><span style=\"font-weight: 400;\">(Chicago: University of Chicago Press, 2012).\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Kimmerer, Robin Wall. <\/span><i><span style=\"font-weight: 400;\">Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants. <\/span><\/i><span style=\"font-weight: 400;\">(Minneapolis: Milkweed Editions, 2015).<\/span><\/p><p><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><\/p><p><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><\/p><p><span style=\"font-weight: 400;\">O\u2019Brien, Jean M. <\/span><i><span style=\"font-weight: 400;\">Firsting and Lasting: Writing Indians Out of Existence in New England. <\/span><\/i><span style=\"font-weight: 400;\">(Minneapolis: University of Minnesota Press, 2010).\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The Prairie Band of Potawatomi, \u201cShab-eh-nay Reservation: Frequently Asked Questions,\u201d <\/span><i><span style=\"font-weight: 400;\">Prairie Band of Potawatomi Nation, <\/span><\/i><span style=\"font-weight: 400;\">pbpindiantribe.com.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Sleeper-Smith, Susan. <\/span><i><span style=\"font-weight: 400;\">Indian Women and French Men: Rethinking Cultural Encounter in the Western Great Lakes. <\/span><\/i><span style=\"font-weight: 400;\">(Amherst: University of Massachusetts Press, 2001).\u00a0<\/span><\/p><p><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><\/p><p><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><\/p><p><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><\/p><p><span style=\"font-weight: 400;\">Williams, Robert A. <\/span><i><span style=\"font-weight: 400;\">Savage Anxieties: The Invention of Western Civilization. <\/span><\/i><span style=\"font-weight: 400;\">(New York: St. Martin\u2019s Press, 2012).\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Witgen, Michael. <\/span><i><span style=\"font-weight: 400;\">An Infinity of Nations: How the Native New World Shaped Early North America. <\/span><\/i><span style=\"font-weight: 400;\">(Philadelphia: University of Pennsylvania Press, 2013).\u00a0<\/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-0fea50c e-con-full e-flex e-con e-parent\" data-id=\"0fea50c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-d426970 e-con-full e-flex e-con e-child\" data-id=\"d426970\" 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-53ea45f e-flex e-con-boxed e-con e-parent\" data-id=\"53ea45f\" 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-3efac4a elementor-cta--layout-image-right elementor-cta--mobile-layout-image-above elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action\" data-id=\"3efac4a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"call-to-action.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-cta\">\n\t\t\t\t\t<div class=\"elementor-cta__bg-wrapper\">\n\t\t\t\t<div class=\"elementor-cta__bg elementor-bg\" style=\"background-image: url(https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/JeeYeun_Lee_071-768x1024.jpg);\" role=\"img\" aria-label=\"Photo by JeeYeun Lee\"><\/div>\n\t\t\t\t<div class=\"elementor-cta__bg-overlay\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-cta__content\">\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2 class=\"elementor-cta__title elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tHook\t\t\t\t\t<\/h2>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__description elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tWhat makes Chicago an Indigenous place, past, present, and future?\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item \">\n\t\t\t\t\t<a class=\"elementor-cta__button elementor-button elementor-size-\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/hook\/\" target=\"_blank\">\n\t\t\t\t\t\tView Lesson\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\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-24698d2 e-flex e-con-boxed e-con e-parent\" data-id=\"24698d2\" 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-207b49d elementor-cta--layout-image-left elementor-cta--mobile-layout-image-above elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action\" data-id=\"207b49d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"call-to-action.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-cta\">\n\t\t\t\t\t<div class=\"elementor-cta__bg-wrapper\">\n\t\t\t\t<div class=\"elementor-cta__bg elementor-bg\" style=\"background-image: url(https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Mishomi-Book-Map-1024x687.png);\" role=\"img\" aria-label=\"Adapted from E. Benton-Banai, The Mishomis Book: The Voice of the Ojibway (Minneapolis: University of Minnesota Press, 1988), p. 99\"><\/div>\n\t\t\t\t<div class=\"elementor-cta__bg-overlay\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-cta__content\">\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2 class=\"elementor-cta__title elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tSupporting Question 1\t\t\t\t\t<\/h2>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__description elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tWhat do we know about Indigenous connections to Chicago since time immemorial?\n\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item \">\n\t\t\t\t\t<a class=\"elementor-cta__button elementor-button elementor-size-\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-1\/\" target=\"_blank\">\n\t\t\t\t\t\tView Lesson\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\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-abc93fb e-flex e-con-boxed e-con e-parent\" data-id=\"abc93fb\" 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-1b44e98 elementor-cta--layout-image-right elementor-cta--mobile-layout-image-above elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action\" data-id=\"1b44e98\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"call-to-action.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-cta\">\n\t\t\t\t\t<div class=\"elementor-cta__bg-wrapper\">\n\t\t\t\t<div class=\"elementor-cta__bg elementor-bg\" style=\"background-image: url(https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Chicago-in-1820-close-up-1024x552.png);\" role=\"img\" aria-label=\"Chicago in 1820 close up\"><\/div>\n\t\t\t\t<div class=\"elementor-cta__bg-overlay\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-cta__content\">\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2 class=\"elementor-cta__title elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tSupporting Question 2\t\t\t\t\t<\/h2>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__description elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tHow have settler narratives attempted to erase Indigenous presence in Chicago?\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item \">\n\t\t\t\t\t<a class=\"elementor-cta__button elementor-button elementor-size-\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-2\/\" target=\"_blank\">\n\t\t\t\t\t\tView Lesson\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\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-ed43e5b e-flex e-con-boxed e-con e-parent\" data-id=\"ed43e5b\" 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-0a086e6 elementor-cta--layout-image-left elementor-cta--mobile-layout-image-above elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action\" data-id=\"0a086e6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"call-to-action.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-cta\">\n\t\t\t\t\t<div class=\"elementor-cta__bg-wrapper\">\n\t\t\t\t<div class=\"elementor-cta__bg elementor-bg\" style=\"background-image: url(https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/cst.brightspotcdn-1-1024x683.webp);\" role=\"img\" aria-label=\"Chairman Joseph Rupnick (center) stands with other Nation members after signing over 130 acres in DeKalb County in trust to the federal government, which then set it aside as a federal Indian reservation \u2014 the first in Illinois\"><\/div>\n\t\t\t\t<div class=\"elementor-cta__bg-overlay\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-cta__content\">\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2 class=\"elementor-cta__title elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tSupporting Question 3\t\t\t\t\t<\/h2>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__description elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tHow do Indigenous relationships to land in Chicago persist today?\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item \">\n\t\t\t\t\t<a class=\"elementor-cta__button elementor-button elementor-size-\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-3\/\" target=\"_blank\">\n\t\t\t\t\t\tView Lesson\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\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-b31a6a1 e-flex e-con-boxed e-con e-parent\" data-id=\"b31a6a1\" 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-cae9ec0 elementor-cta--layout-image-right elementor-cta--mobile-layout-image-above elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action\" data-id=\"cae9ec0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"call-to-action.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-cta\">\n\t\t\t\t\t<div class=\"elementor-cta__bg-wrapper\">\n\t\t\t\t<div class=\"elementor-cta__bg elementor-bg\" style=\"background-image: url(https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Shab-eh-nay-indenture-640x1024.png);\" role=\"img\" aria-label=\"Shab-eh-nay indenture\"><\/div>\n\t\t\t\t<div class=\"elementor-cta__bg-overlay\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-cta__content\">\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2 class=\"elementor-cta__title elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tWrap-Ups and Extensions\t\t\t\t\t<\/h2>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__description elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tExtend the learning beyond the classroom.\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item \">\n\t\t\t\t\t<a class=\"elementor-cta__button elementor-button elementor-size-\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/wrap-ups-and-extensions\/\" target=\"_blank\">\n\t\t\t\t\t\tView Lesson\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\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-7db7b8c e-con-full e-flex e-con e-parent\" data-id=\"7db7b8c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-6f0ae76 e-con-full e-flex e-con e-child\" data-id=\"6f0ae76\" 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-d7c4f07 e-flex e-con-boxed e-con e-parent\" data-id=\"d7c4f07\" 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-4ca5355 elementor-widget elementor-widget-heading\" data-id=\"4ca5355\" 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-ffc16ac elementor-widget elementor-widget-text-editor\" data-id=\"ffc16ac\" 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>Module 1: Chicago is a Native Place What makes Chicago an Indigenous place, past, present, and future? Healing Blanket by Jason Wesaw (Potawatomi) In This Module Subject: History Grades: 9-12 Language: English Length: two 20-minute class periods and three 40-minute class periods Supporting Questions (Lessons) Overview What do we know about Indigenous connections to Chicago [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":512,"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-908","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Module 1 Landing Page - 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\/module-1\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Module 1 Landing Page - Indigenous Chicago\" \/>\n<meta property=\"og:description\" content=\"Module 1: Chicago is a Native Place What makes Chicago an Indigenous place, past, present, and future? Healing Blanket by Jason Wesaw (Potawatomi) In This Module Subject: History Grades: 9-12 Language: English Length: two 20-minute class periods and three 40-minute class periods Supporting Questions (Lessons) Overview What do we know about Indigenous connections to Chicago [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/\" \/>\n<meta property=\"og:site_name\" content=\"Indigenous Chicago\" \/>\n<meta property=\"article:modified_time\" content=\"2024-09-16T16:09:54+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1-768x1153.jpg\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"26 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-1\\\/\",\"url\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-1\\\/\",\"name\":\"Module 1 Landing Page - Indigenous Chicago\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-1\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-1\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/wp-content\\\/uploads\\\/2024\\\/08\\\/Healing-Blanket-scaled-1-768x1153.jpg\",\"datePublished\":\"2024-09-03T17:59:17+00:00\",\"dateModified\":\"2024-09-16T16:09:54+00:00\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-1\\\/#breadcrumb\"},\"inLanguage\":\"en\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-1\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en\",\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-1\\\/#primaryimage\",\"url\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/wp-content\\\/uploads\\\/2024\\\/08\\\/Healing-Blanket-scaled-1.jpg\",\"contentUrl\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/wp-content\\\/uploads\\\/2024\\\/08\\\/Healing-Blanket-scaled-1.jpg\",\"width\":1705,\"height\":2560,\"caption\":\"Healing Blanket by Jason Wesaw (Potawatomi)\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-1\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Curriculum Overview\",\"item\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Module 1 Landing Page\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/#website\",\"url\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/\",\"name\":\"Indigenous Chicago\",\"description\":\"\",\"publisher\":{\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en\"},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/#organization\",\"name\":\"Indigenous Chicago\",\"url\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en\",\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/#\\\/schema\\\/logo\\\/image\\\/\",\"url\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/wp-content\\\/uploads\\\/2024\\\/08\\\/Indigenous-Chicago-Log_Del-Real.png\",\"contentUrl\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/wp-content\\\/uploads\\\/2024\\\/08\\\/Indigenous-Chicago-Log_Del-Real.png\",\"width\":1330,\"height\":1038,\"caption\":\"Indigenous Chicago\"},\"image\":{\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/#\\\/schema\\\/logo\\\/image\\\/\"}}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Module 1 Landing Page - Indigenous Chicago","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/","og_locale":"en_US","og_type":"article","og_title":"Module 1 Landing Page - Indigenous Chicago","og_description":"Module 1: Chicago is a Native Place What makes Chicago an Indigenous place, past, present, and future? Healing Blanket by Jason Wesaw (Potawatomi) In This Module Subject: History Grades: 9-12 Language: English Length: two 20-minute class periods and three 40-minute class periods Supporting Questions (Lessons) Overview What do we know about Indigenous connections to Chicago [&hellip;]","og_url":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/","og_site_name":"Indigenous Chicago","article_modified_time":"2024-09-16T16:09:54+00:00","og_image":[{"url":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1-768x1153.jpg","type":"","width":"","height":""}],"twitter_card":"summary_large_image","twitter_misc":{"Est. reading time":"26 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/","url":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/","name":"Module 1 Landing Page - Indigenous Chicago","isPartOf":{"@id":"https:\/\/test.newberry.org\/indigenous-chicago\/#website"},"primaryImageOfPage":{"@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/#primaryimage"},"image":{"@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/#primaryimage"},"thumbnailUrl":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1-768x1153.jpg","datePublished":"2024-09-03T17:59:17+00:00","dateModified":"2024-09-16T16:09:54+00:00","breadcrumb":{"@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/#breadcrumb"},"inLanguage":"en","potentialAction":[{"@type":"ReadAction","target":["https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/"]}]},{"@type":"ImageObject","inLanguage":"en","@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/#primaryimage","url":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1.jpg","contentUrl":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1.jpg","width":1705,"height":2560,"caption":"Healing Blanket by Jason Wesaw (Potawatomi)"},{"@type":"BreadcrumbList","@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/test.newberry.org\/indigenous-chicago\/"},{"@type":"ListItem","position":2,"name":"Curriculum Overview","item":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/"},{"@type":"ListItem","position":3,"name":"Module 1 Landing Page"}]},{"@type":"WebSite","@id":"https:\/\/test.newberry.org\/indigenous-chicago\/#website","url":"https:\/\/test.newberry.org\/indigenous-chicago\/","name":"Indigenous Chicago","description":"","publisher":{"@id":"https:\/\/test.newberry.org\/indigenous-chicago\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/test.newberry.org\/indigenous-chicago\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en"},{"@type":"Organization","@id":"https:\/\/test.newberry.org\/indigenous-chicago\/#organization","name":"Indigenous Chicago","url":"https:\/\/test.newberry.org\/indigenous-chicago\/","logo":{"@type":"ImageObject","inLanguage":"en","@id":"https:\/\/test.newberry.org\/indigenous-chicago\/#\/schema\/logo\/image\/","url":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Indigenous-Chicago-Log_Del-Real.png","contentUrl":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Indigenous-Chicago-Log_Del-Real.png","width":1330,"height":1038,"caption":"Indigenous Chicago"},"image":{"@id":"https:\/\/test.newberry.org\/indigenous-chicago\/#\/schema\/logo\/image\/"}}]}},"_links":{"self":[{"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/pages\/908","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/comments?post=908"}],"version-history":[{"count":38,"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/pages\/908\/revisions"}],"predecessor-version":[{"id":2413,"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/pages\/908\/revisions\/2413"}],"up":[{"embeddable":true,"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/pages\/512"}],"wp:attachment":[{"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/media?parent=908"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}