Who are the Ho-Chunk?
Lesson #: 19
Grade: 4th
Subject Area: Social Studies
Context
Materials
Introduction/Investment
On the board, represent the following information:
Content
The major content to know about the Ho-Chunk:
Whole-Class Activity
For this lesson, lecture bingo would be a great way to involve all the students and also engage them into the information that they will be learning. In reality, this lesson, like the two other “starting” lessons are very important to the students getting a sense of the history of the Ho-Chunk Nation.
As a major aspect of the lecture bingo, make sure that the students stop and talk about the things that they have. When the first student gets bingo, have them stop and explain two of the three terms that they got. This way, each student is accountable for knowing the information.
Practice
First, read the quote, “Do you want our country? Yours is much larger that ours. Do you want our wigwams? You live in palaces. My father, what can be your motive?” (Quote from Speaker Little Elk, 1829)
For the practice of this lesson, have the think-pair-share in small groups about the quote and what it means.
With the talks that have already been done around loss of lands, try to push the students understanding about why someone would take the lands from the Ho-Chunk.
Assessment
The assessment will be based on the conversations as a group and in the pairs. As for the formal assessment aspect, offer the students the chance to take what they learned and apply it to other tribes.
What are common themes you have noticed? This would be a goo question to ask to have the students apply their understanding.
Grade: 4th
Subject Area: Social Studies
Context
Materials
- Lecture Bingo
Introduction/Investment
On the board, represent the following information:
- Tribe/Nation: Ho-Chunk
- Geography: Headquarters are in Black River Falls. Many areas around the state with small parcels of land. 6 tribal casinos
- Language: Siouan
- Population: 6,000+
- Status: Federally recognized without a reservation
Content
The major content to know about the Ho-Chunk:
- Known as the Winnebago (People of the stinking water) But in the Algonquian language, this is not considered an insult
- Ho-Chunk means “People of the big voice” or “People of the sacred language.”
- Only tribe that speaks a non-Algonquian language -> speak Siouan Language
- Broken up into 12 different clans
- Earth clans such as the Bear Clan, these were the War-time Chiefs
- Sky clans such as the Thunderbird Clan, these were the Peace-time Chiefs
- Only American Indian Nation without a formal reservation
- Lands owned by the Ho-Chunk that they bought and as the tribe buys more and more land.
- 2,000+ acres in Wisconsin
- Their lands in 1825 consisted of most of SW Wisconsin, including Madison
- Black Hawks War had a large impact on the land
- Due to some Ho-Chunk supporting Black Hawk, US government used this to take away there land
- Ho-Chunk lands were rich in the Galena, which is a lead ore.
- Very important to the reasons for Ho-Chunk losing their lands
Whole-Class Activity
For this lesson, lecture bingo would be a great way to involve all the students and also engage them into the information that they will be learning. In reality, this lesson, like the two other “starting” lessons are very important to the students getting a sense of the history of the Ho-Chunk Nation.
As a major aspect of the lecture bingo, make sure that the students stop and talk about the things that they have. When the first student gets bingo, have them stop and explain two of the three terms that they got. This way, each student is accountable for knowing the information.
Practice
First, read the quote, “Do you want our country? Yours is much larger that ours. Do you want our wigwams? You live in palaces. My father, what can be your motive?” (Quote from Speaker Little Elk, 1829)
For the practice of this lesson, have the think-pair-share in small groups about the quote and what it means.
With the talks that have already been done around loss of lands, try to push the students understanding about why someone would take the lands from the Ho-Chunk.
Assessment
The assessment will be based on the conversations as a group and in the pairs. As for the formal assessment aspect, offer the students the chance to take what they learned and apply it to other tribes.
What are common themes you have noticed? This would be a goo question to ask to have the students apply their understanding.
