CURRICULUM MATERIALS Tonia Faloon Overview Main Ideas The study of both United States and Illinois history is not complete without an exploration of the cultures of the native peoples who originally inhabited the Americas. Numerous native groups thrived in the territory of present-day Illinois prior to European settlement, among them the Sauk and Mesquakie of northern Illinois. Women played an especially important role in Sauk and Mesquakie culture, contributing to the survival and success of these tribes by performing a variety of duties. This lesson examines the specific roles assumed by Sauk and Mesquakie women and men and asks students to compare and contrast these roles with those assumed by their Euro-American counterparts. The cultural differences identified by students show just one of the many sources of conflict between Native Americans and Europeans, which ultimately led to war and removal following the Black Hawk War. Connection with the Curriculum These materials can be used to teach both Illinois and United States history. These activities may be appropriate for Illinois State Learning Standards 15.D.3b, 16.A.5a, 16.C.3b, 16.D.3a, 16.D.5, 18.B.5. Teaching Level • Grades 9-12 • Grades 7-8 with modifications Materials for Each Student • A copy of the narrative portion of the article, or a teacher summary or outline, depending on students' reading levels • Copies of the activity handouts Objectives for Each Student • Identify and analyze the roles of Sauk and Mesquakie women and men in their villages' seasonal subsistence patterns. • Compare and contrast gender roles in Sauk and Mesquakie society to gender roles in Euro-American society. • Analyze the impact of removal of the Sauk and Mesquakie from the perspective of tribal women. • Evaluate the positions of three groups involved in the Black Hawk War. SUGGESSTIONS FOR TEACHING THE LESSON Opening the Lesson Ask students to discuss the concept of "women's work." As a class, list careers from which women were once excluded but pursue actively today. Next, ask students to recall prior knowledge about "women's work" in the eighteenth and nineteenth centuries. Analyze changes in the position of women in American history. Next, ask students about their perceptions of the roles played by Native American women during the eighteenth and nineteenth centuries. Have students speculate by listing possible jobs and duties of Native American women. After students' preconceptions have been explored, assign the narrative portion of the article or an appropriate summary for younger readers. Developing the Lesson Assign Activity 1. Students may work individually or in groups to complete the tables using information from the article. Use the questions following each table as a basis for discussion of gender roles within the Sauk and Mesquakie cultures. For the first table, discuss the relationship of gender to the types of jobs performed, stressing job location. Use questioning to help students relate the proximity of women's duties to the village, thus enabling women to care for children more easily than men, whose duties often took them away from the village to hunt, trade, or conduct war. For the second table, stress the cultural differences between Native Americans and Euro-Americans that become evident when examining gender roles. Discuss the Allie B. Busby quote from the narrative portion of the article, and ask students to speculate on the reasons she might have drawn the conclusion that the Fox (Mesquakie) lacked respect for women. For Activity 2, begin by providing the students some background about the Treaty with the Sauk and Foxes, signed November 3,1804. Basic information is contained on the activity sheet, and teachers who want to extend the

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lesson may find the full text of the treaty on the Internet at http://lincoln.lib.niu.edu/blackhawk/texts.html (simply scroll down the page to find the link). Once students have adequate background, they should prepare their arguments for a mock tribal council. Emphasize the significant political role Sauk and Mesquakie women played in influencing the decisions made by their tribal leaders. Again, students may work in groups at the discretion of the teacher.

Activity 3 is designed as a group role-play and debate to help students understand the views of both Native Americans and Euro-American settlers at the time of the Black Hawk War. Students should have adequate background on the supporters of Black Hawk from the narrative portion of the article, but more information on Keokuk's rise to power can be accessed on the Internet at http://lincoln.lib.niu.edu/blackhawk/pagea1.html#a5. More information on the position of the Euro-American settlers can be obtained from an activity on the Illinois State Museum's online exhibit, "At Home in the Heartland," which can be accessed on the Internet at http://museum.state.il.us/exhibits/athome/1800/voices/mcmurty/index.html.

Concluding the Lesson

Discuss the ultimate effect of the Black Hawk War, which was the removal of all Sauk and Mesquakie from Illinois, including those who had remained neutral during the conflict. Revisit the decisions students made in the role-play activities to see if they considered this consequence. Remind students that Sauk and Mesquakie women performed key political, economic, and social roles in their communities in a time when their Euro-American counterparts lacked this type of direct influence.

Extending the Lesson

• Expand the table comparing Native Americans and Euro-Americans to include "religious views" and "land use" in addition to gender roles. Have students research these additional differences in culture that contributed to a lack of understanding, and ultimately, armed conflicts between the two groups.

• Have students research the Black Hawk War in greater depth. A variety of primary sources, images, and interpretive materials are available online at a site created by the Abraham Lincoln Historical Digitalization Project, which can be accessed at http://lincoln.lib.niu.edu/blackhawk/index.html.

• Have students read excerpts from Night Flying Woman, written by Ignatia Broker, an Ojibway (of Minnesota) elder and storyteller. This narrative provides an excellent portrait of Native American life prior to and after contact with Euro-Americans from the perspective of a woman.

Assessing the Lesson

The activities provided may be used to assess students' skills and understanding of the material. Students may be graded on both written work and oral participation in the council and debate activities. A teacher-designed rubric and a student self-evaluation could be used. In addition, a traditional test or quiz could be developed based on the information presented in the narrative and the activities.

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I. Table: Using information from the article, fill in the table with specific duties of Sauk Mesquakie women and men.

Season	Women's Duties	Men's Duties
Late Spring
Summer
Fall (Harvest)
Winter
Early Spring

I. Questions: After completing the table, answer the following questions.

1. Briefly summarize the types of jobs performed by Sauk and Mesquakie women.

2. What is the difference in the location of most women's jobs compared to the location of most men's jobs?

3. Speculate on the reasons for the relationship of gender to job location.

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II. Table: Using information from the article and the previous table, fill in the table with general categories of duties (e.g. agriculture, trade, government, hunting, etc.)

Ethnic Group	Women's Duties	Men's Duties
Sauk and Mesquakie
Euro-Americans

II. Questions: After completing the table, answer the following questions.

1. Why did Euro-Americans perceive Native American women to be "slaves" to their husbands?

2. In addition to labor, what other roles and duties did Sauk and Mesquakie women have that were not open to Euro-American women?

3. Give evidence to support the following statement: "Sauk and Mesquakie women had more freedom and power in their communities than Euro-American women."

4. Speculate on the possible consequences of such fundamental cultural differences between Native Americans and European Americans as those you have identified in the activity.

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Assume the role of a Sauk or Mesquakie woman who is preparing to express her opinion at a tribal council called in response to the signing of an 1804 treaty with United States, represented by territorial governor William Henry Harrison. In the opinion of the United States government, the Sauk and Mesquakie ceded their land by signing this treaty, but the tribe members who signed the treaty were not important chiefs, and had not originally met Harrison with the intention of negotiating a land deal. Consider the following questions as you develop your opinion, and be prepared to present your ideas at a mock council meeting. 1. How will the loss of tribal lands affect your seasonal subsistence patterns?     2. How will the loss of tribal lands affect your trade networks, especially the trade of lead?     3. How will the loss of tribal lands affect your family and social groups?     4. Is this treaty valid? Explain your answer.     5. What will be your proposed plan of action for the tribe should the United States government take action to remove you from your lands?     6. What are the possible consequences of your proposed plan of action?

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The Black Hawk War-Role Play and Decision Making

Divide the students into three groups. (For large classes, more than one group may use the same scenario.) Each group should assume one of the roles listed and identify reasons for its position, keeping in mind any special reasons women might have had for taking that position. When each group has completed its rationale, hold a class debate to discuss the merits of each position.

Group 1: Native American Supporters of Black Hawk

Reasons for fighting removal from Illinois:

Special concerns of women:

Group 2: Native American Supporters of Keokuk

Reasons for agreeing to move to Iowa:

Special concerns of women:

Group 3: Euro-American Settlers in Illinois

Reasons for supporting removal of Native Americans from Illinois:

Special concerns of women:

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