{"id":918,"date":"2024-09-03T18:11:45","date_gmt":"2024-09-03T18:11:45","guid":{"rendered":"https:\/\/test.newberry.org\/indigenous-chicago\/?page_id=918"},"modified":"2024-10-04T19:47:30","modified_gmt":"2024-10-04T19:47:30","slug":"module-2","status":"publish","type":"page","link":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/","title":{"rendered":"Module 2 Landing Page"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"918\" class=\"elementor elementor-918\" data-elementor-post-type=\"page\">\n\t\t\t\t<div class=\"elementor-element elementor-element-47e62b5 e-flex e-con-boxed e-con e-parent\" data-id=\"47e62b5\" 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-0207e7b elementor-widget elementor-widget-heading\" data-id=\"0207e7b\" 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 2: Land and Environment<\/b><br><br>\nHow do shifting political boundaries impact human relationships \nwith lands, waters, and each other?\n<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7d94927 elementor-widget elementor-widget-image\" data-id=\"7d94927\" 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:\/\/i-share-nby.primo.exlibrisgroup.com\/permalink\/01CARLI_NBY\/i5mcb2\/alma991659408805867\" target=\"_blank\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"800\" height=\"596\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-1024x763.jpg\" class=\"attachment-large size-large wp-image-1188\" alt=\"\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-1024x763.jpg 1024w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-300x224.jpg 300w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-768x572.jpg 768w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-1536x1144.jpg 1536w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-2048x1526.jpg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\" \/>\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\">Howard, W., F. Harrison, and John A. Wills. \u201cMap of the Mouth, Chicago River Illinois with the Plan of the Proposed Piers for Improving the Harbour \/ Drawn by F. Harrison Junr. Assist. Civil Engineer\u202f; Feby. 24th 1830, Wm. Howard, U.S. Civil Agt.\u201d 1830, Print. Newberry Library<\/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-f4bc95d e-grid e-con-boxed e-con e-parent\" data-id=\"f4bc95d\" 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-981862d e-grid e-con-full e-con e-child\" data-id=\"981862d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-870d65d elementor-toc--minimized-on-tablet elementor-widget elementor-widget-table-of-contents\" data-id=\"870d65d\" 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__870d65d\" 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__870d65d\" 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__870d65d\" 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-7af07ec e-grid e-con-full e-con e-child\" data-id=\"7af07ec\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-1dc247c elementor-widget elementor-widget-text-editor\" data-id=\"1dc247c\" 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>six 45-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-bccc50c e-flex e-con-boxed e-con e-parent\" data-id=\"bccc50c\" 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-edb2352 elementor-widget elementor-widget-heading\" data-id=\"edb2352\" 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-1a05f09 elementor-widget elementor-widget-text-editor\" data-id=\"1a05f09\" 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;\">How did settler and Indigenous approaches to land differ at the time of treaty-making?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">What were treaty talks like for Indigenous and United States signatories and negotiators? How did Indigenous and settler perspectives on land shape treaty negotiations?\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">How did treaties reshape the physical and political landscapes in the region?<\/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-6a2c4f3 e-con-full e-flex e-con e-child\" data-id=\"6a2c4f3\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-704d2a0 elementor-widget elementor-widget-heading\" data-id=\"704d2a0\" 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-2168947 elementor-widget elementor-widget-text-editor\" data-id=\"2168947\" 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 is largely about how legal agreements between Indigenous people and settlers shaped the political and ecological landscape of what is currently Chicago.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">This unit aligns with the <\/span><i><span style=\"font-weight: 400;\">Indigenous Chicago <\/span><\/i><span style=\"font-weight: 400;\">theme for \u201cland and environment,\u201d which emphasizes the relationship between Indigenous people and lands in the Chicago area. The lands and waters we currently think of as Chicago have been in relationship with Indigenous peoples since time immemorial. This is an Indigenous space in which Native nations have brokered and maintained international agreements; have stewarded the lands, waters, animal populations, and plant life through ecological practices honed over millennia; and have established robust intellectual, technological, scientific, linguistic, spiritual, educational, and political systems.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Treaties and other types of agreements made between Native nations before contact upheld these systems. However, treaties with the United States upended these established ways of life. This unit helps students understand how these treaties were negotiated and what their outcomes were for the ecological and political landscape of what is currently Chicago.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The unit begins by examining different philosophies of land through two key documents: \u201cthe Marquette map,\u201d which illuminates settler priorities for resource extraction, and a 15 minute documentary on histories of Indigenous fire practice in stewarding the health of the land.\u00a0 The documentary also reveals how the land itself can be a historical text. The unit then proceeds to looking at treaty making practices, including through a rich source in which scholars debate historical interpretations of a Myaamia leader\u2019s comments at a treaty council. The third supporting question investigates how the transfers of land use impacted later ecological and political developments in the Chicago area through an examination of several maps. The unit concludes by examining how contemporary Indigenous people in the Chicago area are continuing connections to place through artwork and gardening. <\/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-081aeeb elementor-widget elementor-widget-toggle\" data-id=\"081aeeb\" 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-8491\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-8491\" 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-8491\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-8491\"><p><span style=\"font-weight: 400;\">Beyond the core standards common across the Indigenous Chicago curriculum (described in the Scope and Sequence), this inquiry connects with 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.3.Develop new supporting and essential questions by primary and secondary investigation, collaboration, and use of sources that<\/span> <span style=\"font-weight: 400;\">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.IS.5. Gather and evaluate information from multiple primary and secondary sources that reflect the perspectives and experiences of multiple groups, including marginalized groups.<\/span><\/li><\/ul><p>\u00a0<\/p><p><i><span style=\"font-weight: 400;\">Civics<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.\u00a0<\/span><\/li><\/ul><p>\u00a0<\/p><p><i><span style=\"font-weight: 400;\">Geography<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.G.6. Analyze and explain how humans affect and interact with the environment and vice versa.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.G.7. Evaluate how political and economic decisions have influenced cultural and environmental characteristics of various places and regions<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.G.9.Explain how landscape, land and resource use, and means of interacting with land, animals, and plants each reflect cultural beliefs and identities.<\/span><\/li><\/ul><p>\u00a0<\/p><p><i><span style=\"font-weight: 400;\">History<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.H.3. Evaluate the methods used to promote change and the effects and outcomes of these methods on diverse groups of people.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.H.9\u00a0 Analyze the relationship between historical sources and the secondary interpretations made from them.<\/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.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SS.9-12.H.13. Analyze multiple and complex causes and effects of events in the past.<\/span><\/li><\/ul><p>\u00a0<\/p><p><span style=\"font-weight: 400;\">It is important to note that this inquiry requires that you be prepared to confront the potentially internalized messages that students might have around Indigenous relationships with place. American media often portrays Indigenous relationships with land as hyper spiritual or romanticized, which can result in stereotypical and inaccurate views of Native people as primitive. Be ready to contextualize for students that Indigenous peoples have long developed extensive strategies for land management in accordance with Indigenous legal systems and ecological knowledge.\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-8492\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-8492\" 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-8492\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-8492\"><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><span style=\"font-weight: 400;\">This inquiry consists of six 45 minute class blocks. 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 you students. This inquiry lends itself to differentiation and modeling of historical thinking skills while assisting students in reading the variety of sources.<\/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-8493\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-8493\" 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-8493\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-8493\"><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;\">European exploration in the New World (1673-1830s)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Land purchases from American Indian Nations (1795-1830s)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The Indian Removal Act (1830s)<\/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;\">Manifest Destiny (1790s-1830s)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The settlement of the West (1790s-1830s)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Innovations in technology, agriculture, and business (1800-1840)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The Trail of Tears. (1830s-1860s)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Andrew Johnson and the Constitution. (1830s-1860s)\\<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">California Gold Rush. (1795-1830s)<\/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-7abffc2 e-flex e-con-boxed e-con e-parent\" data-id=\"7abffc2\" 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-4aefd4f elementor-widget elementor-widget-heading\" data-id=\"4aefd4f\" 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-d5f17c1 e-flex e-con-boxed e-con e-parent\" data-id=\"d5f17c1\" 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-b990345 elementor-widget elementor-widget-toggle\" data-id=\"b990345\" 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-1941\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1941\" 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-1941\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1941\"><p><span style=\"font-weight: 400;\">The second module of the Indigenous Chicago curriculum focuses on the transformation of the land and environment of the Chicago region, including the cession of land through treaties that led to the removal of Native people.\u00a0 Historians have recently emphasized the close ties between Native removal and the alterations of land and waterways. In the nineteenth century, these were known as \u201cinternal improvements,\u201d and today, we refer to them as \u201cinfrastructure.\u201d\u00a0 Non-Native explorers to the Great Lakes region identified and recorded natural mines of copper, saltpeter, and other resources beginning in the 17th century and demonstrated a desire to extract wealth from the land throughout the colonial period. Later, after a series of treaties that reshaped the balance of power in the region and removed thousands of Indigenous peoples from their homelands, the United States pursued large-scale canal and drainage projects that fundamentally reshaped the wetlands ecosystem. In spite of removal and the attempts to sever their ties to this place, Native people retain their ties to Chicago and continue to maintain and renew reciprocal relationships with this land.<\/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-1942\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1942\" 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\">Land and Relationality<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1942\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-1942\"><p><span style=\"font-weight: 400;\">Indigenous creation 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. Maintaining these relationships through reciprocal care is an important aspect of Indigenous approaches to land and has long motivated removed Native people to stay connected to their ancestral homelands. These relationships are rooted in Indigenous systems of law that prioritize the health and well-being of humans, lands, waters, animals, and plants. In teaching these connections to your students, it is important to attend to the long-standing relationships that Indigenous people hold with land while also taking care to not romanticize or essentialize those connections in a stereotypical way. Indigenous people have been stewarding and caring for the land we live on since time immemorial, but it is a myth that\u00a0 the land went unchanged or untouched prior to colonization. Rather, Indigenous people in this region historically managed the land intentionally, including by using controlled burns to manage ecosystems and increase species diversity. Native people have always altered land, but unlike European approaches that emphasized extracting from the land to meet human wants, Indigenous engagements with land are based in reciprocal relations that aim to promote collective long term health\u00a0 in accordance with Indigenous scientific knowledge and legal systems. In contrast, the changes made to land after colonization that we discuss below (such as the rerouting of the Chicago river and draining of regional marshes) have negatively impacted the health of the land, as well as Native peoples\u2019 ability to maintain their traditional lifeways and reciprocal relationships with it.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The marshes in the Chicago-region were frequently used for wild-ricing by Neshnab\u00e9 people until settlers drained them and removed Neshnab\u00e9 people from their homelands. For more on this, you might explore this short 26 minute documentary, <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=aCKz-0J9i7s\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">Mnomen (Wild Rice): The Food that Grows on Water<\/span><\/i><\/a><span style=\"font-weight: 400;\">, produced by the Gun Lake Match-E-Be-Nash-She-Wish Pottawatomi Nation. The video highlights wild rice as a traditional food source, emphasizes its importance for connecting Neshnab\u00e9 communities to the Great Lakes region, explains its importance for other wildlife and fish, and notes its use within ceremonies. Removal interrupted reciprocal relationships between Indigenous peoples and the marshes that were thousands of years old, disrupting Indigenous peoples\u2019 ability to caretake the wild rice beds and ensure the health of the marshes themselves.\u00a0 Those changes impacted the health of other animal and plant species. Consider how social and political changes continue to impact the health of the land as well as Indigenous relations with it.<\/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-1943\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-1943\" 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\">The Transformation of Chicago\u2019s Waterways <\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1943\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-1943\"><p><span style=\"font-weight: 400;\">The area\u2019s marshes and oak savannas\u2013rich in game, fowl, fish, and edible plants\u2013mediated between the western tallgrass prairies and the woodlands of the Great Lakes basin. Perhaps even more significantly, the area\u2019s waterways and portages intersect intermittently with a continental divide, flowing either into Lake Michigan and the Great Lakes or towards the Illinois River to the Mississippi River and eventually the Gulf of Mexico. The Chicago area\u2019s local abundance as well as its position as the lowest, shortest continental divide between the watersheds of the Mississippi River and the Great Lakes have made it a highly strategic and coveted geography over its long history. Over several centuries, Indigenous peoples have periodically established themselves in this transition zone to trade with travelers moving through, hold diplomatic deliberations and other kin gatherings, and project power into the surrounding regions.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The territory immediately southwest of Lake Michigan is filled with rivers and lakes that fluctuate with the seasons and have experienced substantial alterations over both historical and geological timescales. However, changes to the region\u2019s waterways rapidly accelerated under settler occupation as seen in the re-routing of the Chicago river, the draining of the area\u2019s marshes, and the replacement of the Chicago portage with the Illinois-Michigan Canal (which was later expanded with the Chicago Sanitary and Ship Canal).<\/span><\/p><p><span style=\"font-weight: 400;\">From the first non-Native settlers that arrived in the region in the late 17th century, settlers long envisioned transforming the Chicago waterways to suit European desires for extraction, trade, and Christian evangelism. Early Jesuits were in favor of building a canal because they thought it would enable them to travel more quickly between the Great Lakes and the Mississippi River basin and reach more Indigenous communities. However, for more than a century after initial contact, they were unsuccessful. Native people controlled the landscape and the portage routes, and they successfully resisted French and British attempts to incorporate the region into these respective European empires. Indigenous people continued to resist colonial encroachment following the Seven Years War (or French and Indian War), even as the Americans laid claim to the Chicago area.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The Americans, like the British and French before them, set their sights on taking control of Chicago, but unlike their predecessors, they prioritized taking control of the waterways. Their initial surveys of the region focused on the advantageous location of the mouth of the Chicago River, the possibility to create a harbor, and the potential construction of a canal. With this in mind, the first treaty cessions in the region (see below, 1795 and 1816) focused on taking control of these water routes.\u00a0 This shifted the balance of power in the region significantly. As the Americans invested in transforming local waterways at the beginning of the 19th century, the physical and social landscape began to change. The parallel timelines of the forced removal of Indigenous peoples (discussed below) and these environmental transformations are not a coincidence. Transforming the land to suit the desires of settlers drove efforts to dispossess Indigenous peoples of their land. Later, settlers would repeat similar patterns of attempting to remove Native people from land that held rich natural resources, such as following the discovery of gold in the Black Hills and in California.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The changes made to Chicago\u2019s waterways transformed Chicago from an environment carefully managed by and suited for Indigenous needs to one that would support a settler economy. Both the mouth of the Chicago River and the portage were shallow waterways ideally suited for canoes. The mouth of the river lay just behind a submerged sandbar, making the entrance to the river no more than a few feet deep, and the portage was similarly shallow, even during the wet seasons. This harbor kept the shoreline protected from large waves, and the calm, shallow water between the sandbar and the shore provided an ideal habitat for many types of plants and fish. The shallow Chicago and Des Plaines Rivers, as well as the wetlands across the land south of Lake Michigan were also important habitats for both plant and animal relatives that Indigenous people relied on, especially wild rice and fur-bearing aquatic mammals like beaver and otter. They were also important breeding grounds for fish. However, since larger American ships often ran aground in these shallow waters, U.S. officials began planning to alter the waterscape to benefit Euro-American shipping. Beginning in 1816, American officials rebuilt Fort Dearborn ( it was burned down in 1812) at the mouth of the Chicago River and surveys of the lands ceded in 1816 began two years later. By 1822, Congress gave permission for the creation of a canal along the existing portage route. U.S. officials broke ground on the Illinois-Michigan Canal in 1836. Plans to reroute the river and create a harbor suitable for larger ships also began in this period. Congress earmarked funding for harbor improvements in 1828 and 1831 and began construction in 1833. The buzz around these engineering projects drew incoming waves of American settlers and land speculators, many of whom expressed their disdain at the wetland and marsh-dominated region, declaring it unsuitable for capital investors. In order to make the land more desirable for these buyers, U.S. officials began several draining projects along the southern section of Lake Michigan starting in 1832. These efforts would continue over the next decades, ultimately destroying 367,485 acres of wetlands.<\/span><\/p><p><span style=\"font-weight: 400;\">In addition to happening alongside the forced removal of Native people, these changes to Chicago\u2019s waterways were also spurred by a time of technological advancement and innovation in the United States. Inventions like the steamboat in 1809 directly prompted changes to Chicago\u2019s waterways, and the overall excitement around innovation, spurred in part by the expansion of the U.S. Patent Office, contributed to an environment that promoted the creation of technologies that could give humans power over nature.\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-1944\" class=\"elementor-tab-title\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-1944\" 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\">Maps and Colonialism<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1944\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"region\" aria-labelledby=\"elementor-tab-title-1944\"><p><span style=\"font-weight: 400;\">Indigenous people have long created maps to keep record of lands, waters, relations with each other, and the stars. These maps don\u2019t necessarily look like European maps. Instead of being printed on paper, they might be painted or beaded onto leather, etched into bark, or told orally through stories and place names. When Europeans arrived, they didn\u2019t recognize these kinds of maps. They thought they had to create new ones. As settlers moved through the Chicago region, they attempted to map the area for several purposes.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">First, the manuscript maps that were created in North America by early explorers and settlers served important <\/span><span style=\"font-weight: 400;\">navigational purposes<\/span><span style=\"font-weight: 400;\">. Later groups of explorers used maps from those who traveled through the region before them to learn about waterways, food sources, and the location of various Native communities. Holding knowledge about a place and how to move through it socially and geographically gave these settlers the ability to navigate the land and eventually, fueled their desire to control the space.\u00a0 However, these maps could never have been created without heavy influence from Native people. During the early contact period, it was common for Jesuits and other early explorers to consult with Native people at trading centers like Michilimackinac (present-day Mackinaw Island) before embarking on a journey and to update their maps and geographical notes accordingly with seasonal changes or the present location of various Native groups.<\/span><\/p><p><span style=\"font-weight: 400;\">Settlers also created navigational maps for <\/span><span style=\"font-weight: 400;\">military purposes<\/span><span style=\"font-weight: 400;\">. These manuscript maps were often created by individuals who were not cartographers, and are frequently hand written and harder to read. For example, an anonymous author created the <\/span><a href=\"https:\/\/drive.google.com\/file\/d\/1VFjmA2PZi1CWfJMN7FOic2x-iu6Q_5YA\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">1812 Hay Map<\/span><\/a><span style=\"font-weight: 400;\"> and its accompanying interpretation for Illinois Governor Ninian Edwards in preparation for military excursions into Indigenous territories. When it was made, the region that became northern Illinois was still \u201cIndian Country\u201d and was not under United States control. Edwards had given little thought to the region up to this point, but that all changed as Shawnee leaders Tecumseh and Tenskwatawa began to organize a coalition of Native people to resist American invasion into their lands. Suddenly, the Native communities that Edwards had ignored were a threat to his vision of colonialism. There are many important details to notice about the map (seen more easily on its <\/span><a href=\"https:\/\/drive.google.com\/file\/d\/10yGFuR071au1JsVP0bTLQdC2eWD665jy\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">digital interpretation<\/span><\/a><span style=\"font-weight: 400;\">): Unlike something for a general audience, it is oriented with north toward the right side of the page and is centered around a cluster of Ho-Chunk villages. The many directions of the writing suggest that it was not created by a professional cartographer and was likely created quickly, perhaps because the author was taking notes while talking to someone else. Specific details such as the number of \u201cmen\u201d at each village and the names of certain Native leaders suggests that this person had extensive knowledge about the region (or was talking to someone who did) and was concerned about the potential military resistance at each site.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">By the time the Hay Map was created, it had become common for white traders to marry Native women as a way of building kinship ties with Native communities &#8211; a move that was necessary for both survival and successful trading, and one that additionally provided useful information for mapping. Though the Hay Map\u2019s authorship is debated, we know that Edwards reached out to several individuals for insight as he was trying to gather information about this region. One of those people was French fur trader Louis Buisson, who was married to Sheshi (Suzanne Chevalier), a Potawatomi woman who was the granddaughter of Potawatomi leader Naunogee and the sister of Archange Ouilmette, the wife of French fur trader Antoine Ouilmette. Might Buisson have created the map using knowledge shared with him by Sheshi and her kin? While it\u2019s impossible to know for sure, we encourage you to use this map with your students to think about the purpose of navigational maps for European exploration and expansion and the influence that Native people had on their creation.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Printed maps for more public audiences served other purposes related to colonialism and empire-building. Often embellished and highly decorative, these maps contained exoticized images of Native people and were <\/span><span style=\"font-weight: 400;\">meant to inspire investment in colonialism<\/span><span style=\"font-weight: 400;\">. Many of these maps portrayed a view of reality that didn\u2019t exist: they sought to claim vast areas of territory, often including areas that settlers had never traveled but were only made aware of by their Indigenous contacts who actually lived on and controlled the land in question. The accuracy of these maps was further complicated by communications between North America and Europe, as early printed maps were primarily based on the written narratives and measurements of Jesuit expeditions that were sent back to Europe. As a result, there was sometimes as much as a fifty-year gap between the Jesuit notes that cartographers in Europe were relying on and the printing and publication of the maps they created. Most of the cartographers who created the first printed maps of the area never set foot in what we now think of as the American Midwest, making them at best a snapshot in time and at worst, wholly unreliable. The <\/span><a href=\"https:\/\/collections.carli.illinois.edu\/digital\/collection\/nby_chicago\/id\/1480\/rec\/1\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">1718 Nicolas de Fer map<\/span><\/a><span style=\"font-weight: 400;\"> in the pre-module is a good example of this type of map. Despite their lack of accuracy and imperial purposes, today, these maps can tell us a great deal about European visions for expansion, the presence and importance of Indigenous people, and the extent to which these early explorers were entering an established Native world. Native people are noted everywhere on de Fer\u2019s map and actively hunting, traveling by canoe, and portaging.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Colonial powers also used early maps to<\/span><span style=\"font-weight: 400;\"> identify natural resources <\/span><span style=\"font-weight: 400;\">that could be exploited for various purposes and to \u201cclaim\u201d land and communicate their perceived power to other colonial nations. Thus, it was common for early French maps to include the location of copper, saltpeter, and iron mines, among other natural resources, so that those on the ground could communicate an area\u2019s potential for exploitation to those in power who remained in Europe\u00a0 The <\/span><a href=\"https:\/\/www.loc.gov\/resource\/g4042m.rb000005\/?r=-0.041,-0.012,1.111,0.477,0\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">1673 map from the Marquette expedition<\/span><\/a><span style=\"font-weight: 400;\">, which was circulated with Marquette\u2019s early narratives, identifies various natural resources and was meant to inspire support for future colonial endeavors.\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-1945\" class=\"elementor-tab-title\" data-tab=\"5\" role=\"button\" aria-controls=\"elementor-tab-content-1945\" 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 Removal<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1945\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"region\" aria-labelledby=\"elementor-tab-title-1945\"><p><span style=\"font-weight: 400;\">The establishment of the city of Chicago was made possible through treaties made with tribal nations who have called the Chicagoland area their home since time immemorial. The following section outlines the seven treaties that either ceded land in the Chicagoland area or were signed at Chicago, and provides an overview of the treaty-making process more broadly.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">It is a myth that Indigenous people did not have systems of private property prior to colonization. Indigenous people had long-standing practices for recognizing territorial boundaries between Native nations in terms of governance, hunting, agriculture, and other needs. Once established, these agreements between Native nations were routinely maintained. In an Indigenous approach to treaties, treaty-making creates, in the words of Ojibwe writer Leanne Simpson, networks of \u201chealthy collective relationships\u201d that maintain \u201cpeaceful coexistence, respect, and mutual benefit.\u201d They require ongoing caretaking and renewal, as they create an \u201congoing reciprocal and dynamic relationship to be nurtured, maintained, and respected.\u201d<\/span><\/p><p><span style=\"font-weight: 400;\">This approach to legal agreements and diplomacy looked different from the western legal models Americans expected, and settlers did not recognize Indigenous legal systems as valid. American understandings of law had been inherited from European legal traditions and were based on individually held notions of property that could be owned, transferred, and modified. Within a western legal framework, these could be one-time agreements, purchases, or transfers and did not require relationships beyond the single transaction. Whereas Europeans and Americans saw lands as able to be exchanged solely based on their financial value, Indigenous treaty signatories did not see land as interchangeable \u2013 rather, they recognized that their relationships with place reflected generations of knowledge about ecology, medicine, and food, as well as spirituality and language. The difference in these two approaches meant that Indigenous people and Europeans\/Americans did not have the same expectations going into treaty talks.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">After the American Revolution, American leaders set their sights on Indigenous land in the Midwest. One of the motivating factors for the revolution was the Proclamation of 1763, which forbade settlers from invading and settling on Indigenous land west of the Appalachian Mountains. But after the war, when this proclamation was void, there was little to stop settlers from moving onto unceded Native lands, and tensions rose quickly, leading to what is often known as \u201cThe Northwest Indian War.\u201d American leaders who sought Indigenous land in the Midwest believed that it was \u201cdestined\u201d for the United States to expand West, and that Native people, as non-Christians, were not deserving of the land they had. Instead, these leaders, like those that came after them who outrightly used the term \u201cmanifest destiny,\u201d believed that these lands had been given by God to the United States. These beliefs ultimately influenced the violence, and eventually the coercive, fraudulent, and deceitful tactics that US officials used to secure land upon entering into treaty talks. Tribal nations often treatied under duress or without the full knowledge of what they were signing. U.S. officials leading treaty talks (who were called Treaty Commissioners and were usually U.S. Indian agents, businessmen appointed by the U.S. government, political leaders, or military officials) <\/span><span style=\"font-weight: 400;\">aggressively sought the signatures<\/span><span style=\"font-weight: 400;\"> of Native leaders, and when they could not acquire the signatures they desired, they sought out other, more amenable tribal members, or even other communities entirely who might be willing to sign treaties on behalf of those reluctant to do so. Such was the case with the 1795 Treaty of Greenville, where few (if any) representatives from the Neshnab\u00e9k around Chicago attended the treaty negotiations that ceded a six-square mile tract around the mouth of the Chicago River. Instead, the <\/span><span style=\"font-weight: 400;\">land was ceded by Neshnab\u00e9k from other regions, and by other tribes who ceded their claims to the land. Since Chicago had multiple overlapping land claims, these other communities recognized that they did not hold the sole right to cede this land. <\/span><span style=\"font-weight: 400;\">After the treaty was signed, Neshnab\u00e9 leaders from Chicago protested the treaty, arguing that none of them were present for the negotiations and did not grant permission for the land cession.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">In other cases, U.S officials <\/span><span style=\"font-weight: 400;\">strategically timed their negotiations<\/span><span style=\"font-weight: 400;\"> so that Native communities would be in need of support or would be in a position to concede. Treaty talks were often called by U.S. officials following the conclusion of a battle or longer conflict, or when Native communities were in dire need of food and supplies. For example, Native communities in the Chicago area faced supply shortages in the years following the War of 1812. In 1815, U.S. officials began planning for the Treaty of St. Louis. By the time they gathered communities together in 1816, the Neshnab\u00e9k from the Chicago area were hungry (the demands of the fur trade had begun to drive away game) and low on supplies. Illinois governor Ninian Edwards argued that a canal built within the lands the U.S. wanted to acquire would bring prosperity to the Neshnab\u00e9k once again. Tribal leaders were skeptical, but they accepted the treaty with the promise of an annual supply of $1,000 worth of goods, which was desperately needed to feed and provide supplies to their communities.\u00a0 U.S officials were also <\/span><span style=\"font-weight: 400;\">strategic about where they called tribal leaders together<\/span><span style=\"font-weight: 400;\">. For example, the 1816 treaty took place in St. Louis and the 1829 treaty took place in Prairie du Chien, far away from the lands ceded in present-day Chicago. Conversely, Chicago was strategically chosen for the 1821 treaty because it was far away from the lands that were to be ceded in present-day Michigan. Treaty talks typically occurred over several weeks, and entire communities traveled to attend them (it is estimated that at least 8,000 Neshnab\u00e9 attended the 1833 Treaty of Chicago), so holding them away from the lands to be ceded also exhausted the resources of Native communities that were required for these long journeys. Once there, Native leaders were worn down by treaty commissioners seeking even the smallest concession.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">In addition to the strategies outlined above, U.S. officials also<\/span><span style=\"font-weight: 400;\"> used the threat of violence<\/span><span style=\"font-weight: 400;\"> to convince Native leaders to attend treaty talks and cede land. Such was the case after the 1832 Black Hawk War (discussed further in Module 4). This conflict ended in a particularly violent event that has come to be known as the Bad Axe Massacre. Though some Neshnab\u00e9 people actually aided the Americans as scouts and intermediaries during the conflict, and others were held in an encampment in Chicago to prevent their involvement, American officials used the war as an excuse for why removal was necessary, arguing that Black Hawk\u2019s actions represented the violence of all Native communities and that accordingly, the Neshnab\u00e9k must be removed. Treaty Commissioners suggested that the Neshnab\u00e9k might experience similarly violent outcomes if they did not relinquish their final land claims and remove.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The process of treaty-making ostensibly established firm boundaries for the extent of Euro-American settlement, but as settlers flooded regions ceded by tribal nations, the increased number of white settlers and their encroachment on remaining Native land pressured tribal nations to make a greater number of land cessions. As this pressure grew, many Native leaders ultimately signed treaties because they believed that peace, along with other land that was promised to have more game and be free of future incursion by American settlers, offered the best possible futures for their relatives and for future generations. While there were certainly also problems with mistranslation (intentional and accidental) of treaties written in English by U.S. officials, Native leaders had well-established practices of diplomacy across language barriers. It is too simple to say Native people lacked awareness of what they were signing. In many cases, Native people made difficult decisions that considered both the interests of their communities at the time of signing as well as those of future generations.\u00a0\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">A summary of important treaties in the formation of the Chicago area include:\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">1795 Treaty of Greenville: This treaty ended a conflict known as \u201cThe Northwest Indian War.\u201d Under this agreement, the Wyandot, Lenni-Lenape (Delaware), Shawnee, Odawak, Ojibweg, Potawatomi, Myaamiaki, Eel River, Kickapoo, and the Weas, Piankashaws, and Kaskaskias (who would later become the Peoria Tribe)\u00a0 ceded a six-mile-square parcel around the mouth of the Chicago River, along with small parcels of land in present-day Indiana and Michigan and large tracts of land in present-day Ohio in exchange for commitments from settlers to provide $20,000 worth of goods up front and $9,500 worth of goods on an annual basis, as well as additional cash payments ranging from $500-$1000 per tribe. Native people also retained the right to hunt, plant, and live on the land ceded, as well as move freely through the land and water ceded. This <\/span><a href=\"https:\/\/babel.hathitrust.org\/cgi\/pt?id=uc1.31210003349790&amp;view=1up&amp;seq=47\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">treaty<\/span><\/a><span style=\"font-weight: 400;\"> is designated as Cession 24 on the Tribal Connections <\/span><a href=\"https:\/\/usfs.maps.arcgis.com\/apps\/webappviewer\/index.html?id=fe311f69cb1d43558227d73bc34f3a32\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">map<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li><\/ul><p>\u00a0<\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">1804 Treaty of St. Louis: While this treaty, signed by the Sauk and Meskwaki, does not cede land in Chicago, it does cede significant portions of present-day Illinois. The treaty exchanges the land that lies between the Fox and Illinois Rivers on the east side and the Mississippi River on the west side, as far north as present-day southern Wisconsin and as far south as present-day Missouri for commitments from settlers to provide $1000 worth of goods annually. This <\/span><a href=\"https:\/\/babel.hathitrust.org\/cgi\/pt?id=uc1.31210003349790&amp;view=1up&amp;seq=82\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">treaty<\/span><\/a><span style=\"font-weight: 400;\"> is designated as Cession 50 on the Tribal Connections <\/span><a href=\"https:\/\/usfs.maps.arcgis.com\/apps\/webappviewer\/index.html?id=fe311f69cb1d43558227d73bc34f3a32\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">map<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li><\/ul><p>\u00a0<\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">1816 Treaty of St. Louis: In this treaty, the Odawak, Ojibweg, and Potawatomi ceded a twenty mile wide strip on the western boundary of Lake Michigan, ten miles north and ten miles south of the Chicago River as well as a strip of land extending to the Fox River \u2013 this established the Indian Boundary Line. They did so in exchange for commitments from settlers to provide $1000 worth of goods annually for twelve years. Native people also retained the right to hunt and fish on the land ceded. This <\/span><a href=\"https:\/\/babel.hathitrust.org\/cgi\/pt?id=uc1.31210003349790&amp;view=1up&amp;seq=140\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">treaty<\/span><\/a><span style=\"font-weight: 400;\"> is designated as Cession 78 on the Tribal Connections <\/span><a href=\"https:\/\/usfs.maps.arcgis.com\/apps\/webappviewer\/index.html?id=fe311f69cb1d43558227d73bc34f3a32\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">map<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li><\/ul><p>\u00a0<\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">1821 Treaty of Chicago: This treaty is named the Treaty of Chicago not because it ceded land in Chicago, but because treaty negotiations took place there. Under the 1821 Treaty of Chicago, the Odawak, Ojibweg, and Potawatomi ceded a large tract of land in present-day southwest Michigan in exchange for commitments from settlers to provide a $1,000 annual annuity and to spend $1500 annually for ten years on a blacksmith, teacher, and agricultural instructor for the Odawa community. To the Potawatomi people, they agreed to provide $5,000 annually for twenty years and to spend $1000 annually for fifteen years on a blacksmith and teacher for the community. Native people also retained the right to hunt and fish on the land ceded. This <\/span><a href=\"https:\/\/babel.hathitrust.org\/cgi\/pt?id=uc1.31210003349790&amp;view=1up&amp;seq=206\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">treaty<\/span><\/a><span style=\"font-weight: 400;\"> is designated as Cession 117 on the Tribal Connections <\/span><a href=\"https:\/\/usfs.maps.arcgis.com\/apps\/webappviewer\/index.html?id=fe311f69cb1d43558227d73bc34f3a32\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">map<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li><\/ul><p>\u00a0<\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">1829 Treaty of Prairie du Chien: Under this treaty, the Odawak, Ojibweg, and Potawatomi ceded land between the Rock River and Lake Michigan north of the boundary line \u2013 mostly what is now Evanston and Wilmette in exchange for commitments from settlers to provide $16,000 annually, $12,000 worth of goods, 50 barrels of salt, and permanent use of the blacksmith at Chicago. Native people also retained the right to hunt on the land ceded. This treaty reserved some parcels of land for individual treaty signers like Sauganaush (Billy Caldwell) (present-day Sauganaush and Edgebrook neighborhoods), Shab-eh-nay, and Chee-Chee-pin-quay (Alexander Robinson), as well as individuals like Archange Ouilmette (present-day parts of Wilmette and Evanston). All together, the treaty reserved tracts for about 15 individuals. This <\/span><a href=\"https:\/\/babel.hathitrust.org\/cgi\/pt?id=uc1.31210003349790&amp;view=1up&amp;seq=305\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">treaty<\/span><\/a><span style=\"font-weight: 400;\"> is designated as Cession 148 on the Tribal Connections <\/span><a href=\"https:\/\/usfs.maps.arcgis.com\/apps\/webappviewer\/index.html?id=fe311f69cb1d43558227d73bc34f3a32\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">map<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li><\/ul><p>\u00a0<\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">1832 Treaty of Tippecanoe: This treaty, one of three signed by the Potawatomi in October of 1832 at Tippecanoe, ceded land in the southernmost part of Chicago from the lake south on what is now the Illinois\/Indiana state line across what is now Big Marsh Park and then extending further south beyond city lines in exchange for commitments from settlers to provide and annuity of $15,000 for twenty years and $85,000 in merchandize. A total of $1,400 was also paid to about two dozen individuals, and leaders Sauganaush (Billy Caldwell), Chee-Chee-pin-quay (Alexander Robinson), and Pierre Le Clerc were also given annual annuities. This treaty also set aside land for nearly two dozen Native individuals. This <\/span><a href=\"http:\/\/ops.libs.uga.edu\/ehistory\/InvasionOfAmerica\/FedStatIndianLand\/177c.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">treaty<\/span><\/a><span style=\"font-weight: 400;\"> is designated as Cession 177 on the Tribal Connections <\/span><a href=\"https:\/\/usfs.maps.arcgis.com\/apps\/webappviewer\/index.html?id=fe311f69cb1d43558227d73bc34f3a32\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">map<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li><\/ul><p>\u00a0<\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">1833 Treaty of Chicago: This treaty with representatives of the Ojibweg, Odawak, and Potawatomi ceded land north of the 1829 treaty boundary extending into what is now southern Wisconsin. Negotiated shortly after the passage of the Indian Removal Act, this treaty also resulted in the removal of Native people in the state west of the Mississippi. The signatories did so in exchange for commitments from settlers that they would provide an annuity of $14,000 for twenty years;\u00a0 $100,000 in goods; $150,000 for houses, blacksmith shops, and agricultural improvements; $70,000 for education; and $150,000 for debt payments. The treaty also included individual payments to Sauganaush (Billy Caldwell), Chee-Chee-pin-quay (Alexander Robinson), and Shab-eh-nay (among other leaders).\u00a0 This <\/span><a href=\"https:\/\/babel.hathitrust.org\/cgi\/pt?id=uc1.31210003349790&amp;view=1up&amp;seq=410\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">treaty<\/span><\/a><span style=\"font-weight: 400;\"> is designated as Cession 187 on the Tribal Connections <\/span><a href=\"https:\/\/usfs.maps.arcgis.com\/apps\/webappviewer\/index.html?id=fe311f69cb1d43558227d73bc34f3a32\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">map<\/span><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/li><\/ul><p>\u00a0<\/p><p><span style=\"font-weight: 400;\">The culmination of treaties and land cessions in the Great Lakes region and the place known today as \u201cChicago\u201d resulted in removal, in which those seen as having signed away legitimate title to their lands were pressured, under duress or even through outright violence, to leave their homelands and move further west. For the Neshnab\u00e9k in the Chicago region, removal began two years after the Treaty of 1833. Unlike previous treaties that had allowed continued Indigenous settlement in the region (sometimes even on land ceded), as well as continued rights to hunt and fish on ceded territory, this treaty stipulated that the Neshnab\u00e9k be removed west of the Mississippi. In August of 1835, about 5,000 Neshnab\u00e9 people reported to the Chicago Indian Agency to collect their annual payment for treaty cessions and to be removed across the Mississippi. These Neshnab\u00e9k were expected to remove west, as stipulated in the Treaty of 1833. They were led by Sauganaush (Billy Caldwell) and Padekosh\u0113k, but their removal was to be supervised by U.S. officials. So painful was the prospect of removal for the Neshnab\u00e9k that before departing, they engaged in a mourning procession at the mouth of the Chicago River, in what is now downtown. Mischaracterized by onlookers as a \u201cwar dance,\u201d the procession of 800 Neshnab\u00e9 men was actually a process of grieving their departure from these lands.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">These 5000 people were joined by others. Another group of about 750 Potawatomi people from the Fox River Valley were gathered at the Des Plaines River near present-day Lemont, IL in 1836 to remove west. About 900 additional Potawatomi people led by Shab-eh-nay and Waubunsee joined them just before they reached Peoria, amounting to 1,700 people. Another small removal of remaining Potawatomi people was completed in 1838.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">In spite of removal, Neshnab\u00e9 people, and those who were pushed out of the Chicago region before them for various reasons, have never relinquished their claims to and reciprocal connections with these lands. As we have discussed in other modules, these communities still consider the Chicago region part of their ancestral homelands, and in 2024, the Prairie Band of Potawatomi reclaimed 130 of the 1,280 acres in DeKalb County that was granted to Potawatomi leader Shab-eh-nay in the Treaty of 1829 but then stolen without subsequent treaty making. Earlier in the twentieth century, the Pokagon Band of Potawatomi also made (but lost) a formal claim to recover lands in Chicago, and 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. These formal reclamations and claims, as well as ongoing connections to the land, continue in spite of removal, both by tribal nations who remain hundreds of miles away from Chicago and from members of those communities and other tribal nations who live in the city today. In particular, many Indigenous people who currently live in Chicago are actively involved in caring for the land and renewing traditional lifeways. For example, the Koasati and Hacha\u2019Maori artist <\/span><a href=\"https:\/\/studiox.art\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">SANTIAGO<\/span><span style=\"font-weight: 400;\"> X<\/span><\/a><span style=\"font-weight: 400;\"> has created two new effigy mounds in the city in <\/span><a href=\"https:\/\/studiox.art\/work#\/pokto-cinto-serpent-twin\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Schiller Woods<\/span><\/a><span style=\"font-weight: 400;\"> and <\/span><a href=\"https:\/\/earthartchicago.org\/coiled-serpent-mound\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Horner Park<\/span><\/a><span style=\"font-weight: 400;\"> as a way of reminding Chicagoans of the way Indigenous peoples have built relationships with the land here since time immemorial. The <\/span><a href=\"https:\/\/www.tricksterculturalcenter.org\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Trickster Cultural Center<\/span><\/a><span style=\"font-weight: 400;\">, an art gallery in Schaumburg, has also created Indigenous gardens, which they use to harvest Indigenous plant medicines and teach community members about these practices. Other artists like <\/span><a href=\"https:\/\/collections.eiteljorg.org\/people\/3374\/jason-wesaw\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Jason Wesaw<\/span><\/a><span style=\"font-weight: 400;\">, whose water blanket appears in the Hook, have also created pieces that speak to the ongoing connections that removed Indigenous people hold to the land and waterways here. When teaching about treaties and removal, emphasize that in spite of being forced to leave these lands, Indigenous people have never relinquished their relationships with them, and that the decisions city officials make about our environment still impact these communities.\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-1946\" class=\"elementor-tab-title\" data-tab=\"6\" role=\"button\" aria-controls=\"elementor-tab-content-1946\" 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 Readings<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1946\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"region\" aria-labelledby=\"elementor-tab-title-1946\"><p><span style=\"font-weight: 400;\">Arvin, Maile, Eve Tuck, and Angie Morrill, \u201cDecolonizing Feminism: Challenging Connections between Settler Colonialism and Heteropatriarchy,\u201d <\/span><i><span style=\"font-weight: 400;\">Feminist Formations<\/span><\/i><span style=\"font-weight: 400;\"> 25, no. 1 (2013): 8\u201334.<\/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;\">Bowes, John P. <\/span><i><span style=\"font-weight: 400;\">Land Too Good for Indians: Northern Indian Removal. <\/span><\/i><span style=\"font-weight: 400;\">(Norman: University of Oklahoma Press, 2016).\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Calloway, Colin. <\/span><i><span style=\"font-weight: 400;\">The American Revolution in Indian Country: Crisis and Diversity in Native American Communities. <\/span><\/i><span style=\"font-weight: 400;\">(Cambridge: Cambridge University Press, 1995).\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).\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Lewis, G. Malcolm, ed. <\/span><i><span style=\"font-weight: 400;\">Cartographic Encounters: Perspectives on Native American Mapmaking and Map Use. <\/span><\/i><span style=\"font-weight: 400;\">(Chicago: University of Chicago Press, 1998).\u00a0<\/span><\/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;\">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;\">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;\">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;\">Warhus, Marc. <\/span><i><span style=\"font-weight: 400;\">Another America: Native American Maps and the History of Our Land<\/span><\/i><span style=\"font-weight: 400;\"> (New York: St. Martin\u2019s Griffin, 1997).\u00a0<\/span><\/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;\">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-dfed846 e-con-full e-flex e-con e-parent\" data-id=\"dfed846\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-456851e e-con-full e-flex e-con e-child\" data-id=\"456851e\" 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-977bd00 e-flex e-con-boxed e-con e-parent\" data-id=\"977bd00\" 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-363347b 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=\"363347b\" 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\/08\/Healing-Blanket-scaled-1-682x1024.jpg);\" role=\"img\" aria-label=\"Healing Blanket by Jason Wesaw (Potawatomi)\"><\/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\tHow do shifting political boundaries impact human relationships with lands, waters, and each other?\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-2\/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-2b2501e e-flex e-con-boxed e-con e-parent\" data-id=\"2b2501e\" 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-158347b 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=\"158347b\" 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\/Marquette-Map-1024x429.png);\" role=\"img\" aria-label=\"Marquette Map\"><\/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\tHow did settler and Indigenous perspectives on land differ at the time of treaty-making?\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-2\/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-729ae58 e-flex e-con-boxed e-con e-parent\" data-id=\"729ae58\" 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-f658822 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=\"f658822\" 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\/Myaamia-place-names-1024x768.png);\" role=\"img\" aria-label=\"Myaamia place names\"><\/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\tWhat were treaty talks like for Indigenous and United States signers and negotiators?\nHow did Indigenous and settler perspectives on land shape treaty negotiations? \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-2\/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-94836f0 e-flex e-con-boxed e-con e-parent\" data-id=\"94836f0\" 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-e56caef 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=\"e56caef\" 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\/case_f548_37_n49_1883_23_o2-1024x680.jpg);\" role=\"img\" aria-label=\"Steamboats and other American shipping vessels at the Rush St. Bridge, 1883. The New Chicago Album, Newberry Library.\"><\/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 did treaties reshape the physical and political landscapes in the Chicago region?\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-2\/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-f59fd25 e-flex e-con-boxed e-con e-parent\" data-id=\"f59fd25\" 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-8221268 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=\"8221268\" 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\/NL000379_o2-1024x739.jpg);\" role=\"img\" aria-label=\"&quot;Gathering Wild Rice&quot; by Seth Eastman, 1853. Newberry Library\"><\/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-2\/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-968ca1d e-con-full e-flex e-con e-child\" data-id=\"968ca1d\" 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<div class=\"elementor-element elementor-element-4a097cc e-flex e-con-boxed e-con e-parent\" data-id=\"4a097cc\" 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-db21bc5 elementor-widget elementor-widget-heading\" data-id=\"db21bc5\" 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-8a7f423 elementor-widget elementor-widget-text-editor\" data-id=\"8a7f423\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Everything in this module will be available to download as Word documents. Coming soon!<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>How do shifting political boundaries impact human relationships with lands, waters, and each other?<\/p>\n","protected":false},"author":1,"featured_media":1188,"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-918","page","type-page","status-publish","has-post-thumbnail","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Module 2 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-2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Module 2 Landing Page - Indigenous Chicago\" \/>\n<meta property=\"og:description\" content=\"How do shifting political boundaries impact human relationships with lands, waters, and each other?\" \/>\n<meta property=\"og:url\" content=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/\" \/>\n<meta property=\"og:site_name\" content=\"Indigenous Chicago\" \/>\n<meta property=\"article:modified_time\" content=\"2024-10-04T19:47:30+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-scaled.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"2560\" \/>\n\t<meta property=\"og:image:height\" content=\"1907\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\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=\"32 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-2\\\/\",\"url\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-2\\\/\",\"name\":\"Module 2 Landing Page - Indigenous Chicago\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-2\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-2\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/wp-content\\\/uploads\\\/2024\\\/09\\\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-scaled.jpg\",\"datePublished\":\"2024-09-03T18:11:45+00:00\",\"dateModified\":\"2024-10-04T19:47:30+00:00\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-2\\\/#breadcrumb\"},\"inLanguage\":\"en\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-2\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en\",\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-2\\\/#primaryimage\",\"url\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/wp-content\\\/uploads\\\/2024\\\/09\\\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-scaled.jpg\",\"contentUrl\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/wp-content\\\/uploads\\\/2024\\\/09\\\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-scaled.jpg\",\"width\":2560,\"height\":1907,\"caption\":\"Howard, W., F. Harrison, and John A. Wills. \u201cMap of the Mouth, Chicago River Illinois with the Plan of the Proposed Piers for Improving the Harbour \\\/ Drawn by F. Harrison Junr. Assist. Civil Engineer\u202f; Feby. 24th 1830, Wm. Howard, U.S. Civil Agt.\u201d 1830, Print. Newberry Library\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/test.newberry.org\\\/indigenous-chicago\\\/curriculum\\\/module-2\\\/#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 2 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 2 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-2\/","og_locale":"en_US","og_type":"article","og_title":"Module 2 Landing Page - Indigenous Chicago","og_description":"How do shifting political boundaries impact human relationships with lands, waters, and each other?","og_url":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/","og_site_name":"Indigenous Chicago","article_modified_time":"2024-10-04T19:47:30+00:00","og_image":[{"width":2560,"height":1907,"url":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-scaled.jpg","type":"image\/jpeg"}],"twitter_card":"summary_large_image","twitter_misc":{"Est. reading time":"32 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/","url":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/","name":"Module 2 Landing Page - Indigenous Chicago","isPartOf":{"@id":"https:\/\/test.newberry.org\/indigenous-chicago\/#website"},"primaryImageOfPage":{"@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/#primaryimage"},"image":{"@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/#primaryimage"},"thumbnailUrl":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-scaled.jpg","datePublished":"2024-09-03T18:11:45+00:00","dateModified":"2024-10-04T19:47:30+00:00","breadcrumb":{"@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/#breadcrumb"},"inLanguage":"en","potentialAction":[{"@type":"ReadAction","target":["https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/"]}]},{"@type":"ImageObject","inLanguage":"en","@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/#primaryimage","url":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-scaled.jpg","contentUrl":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-scaled.jpg","width":2560,"height":1907,"caption":"Howard, W., F. Harrison, and John A. Wills. \u201cMap of the Mouth, Chicago River Illinois with the Plan of the Proposed Piers for Improving the Harbour \/ Drawn by F. Harrison Junr. Assist. Civil Engineer\u202f; Feby. 24th 1830, Wm. Howard, U.S. Civil Agt.\u201d 1830, Print. Newberry Library"},{"@type":"BreadcrumbList","@id":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/#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 2 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\/918","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=918"}],"version-history":[{"count":35,"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/pages\/918\/revisions"}],"predecessor-version":[{"id":2805,"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/pages\/918\/revisions\/2805"}],"up":[{"embeddable":true,"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/pages\/512"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/media\/1188"}],"wp:attachment":[{"href":"https:\/\/test.newberry.org\/indigenous-chicago\/wp-json\/wp\/v2\/media?parent=918"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}