Ho-Chunk Lands Today?
Lesson #: 21
Grade: 4th
Subject Area: Social Studies
Context
Materials
Introduction/Investment
Show a map of the Ho-Chunk lands. Ask the students what they notice when compared to the lands of the Menominee and Ojibwe.
Based on their responses, push the students to predict why the Ho-Chunk may have had less land than the other Nations.
Content
The important information for the map is:
1832- Black Hawk War which pitted the US government against any Nation that had any relations with the Sauk
Whole-Class Activity
To put the Ho-Chunk in a contemporary framework, begin with the Badger Army Ammunition Factory in Sauk City.
After you have talked about this, ask the children what they think. Is this good or bad? Why?
After discussing this idea of the land, ask them to think about whose land this actually is? Why are the Ho-Chunk ‘buying’ the land back from Wisconsin?
Practice
Have the students write a letter stating their opinion on the issue of buying the land back and what it means to the Ho-Chunk and the personal feelings of the students.
This is to tie the social action aspect into the lesson because this offers the students a first-hand experience doing something that has some meaning behind it.
Assessment
For the assessment, have each student fill out an exit slip of what they know and add it to the list of things that they have learned in the unit so far about American Indians. This way you can see what they students are grasping and also, if there are things that need to be talked about again.
Grade: 4th
Subject Area: Social Studies
Context
Materials
- Exit Slip
- Map of Ho-Chunk lands in Wisconsin
Introduction/Investment
Show a map of the Ho-Chunk lands. Ask the students what they notice when compared to the lands of the Menominee and Ojibwe.
Based on their responses, push the students to predict why the Ho-Chunk may have had less land than the other Nations.
Content
The important information for the map is:
1832- Black Hawk War which pitted the US government against any Nation that had any relations with the Sauk
- Gave the US the ability to push the Ho-Chunk out and take their lead-rich land
- Pushed the Ho-Chunk to lands in Iowa
- Only a few people signed the treaty but were not from the Bear Clan… VERY IMPORTANT
- Used as a buffer between the Sioux and Chippewa who were enemies
- Less land but better land.
- Chief Baptiste described as “bad country for Indians.”
- Not very suitable for the Ho-Chunk with few trees and cold weather
- This is the land that the Winnebago of Nebraska still live on.
- The Ho-Chunk in Wisconsin are ancestors of those that never left Wisconsin or those that returned from the land cessions that they made 30+ years.
- The federal government would not grant the Ho-Chunk reservation status.
Whole-Class Activity
To put the Ho-Chunk in a contemporary framework, begin with the Badger Army Ammunition Factory in Sauk City.
- Most contaminated of all ammunition sites in Wisconsin
- Costs of $250 million for cleanup
- Land it being sold to the Ho-Chunk…
After you have talked about this, ask the children what they think. Is this good or bad? Why?
After discussing this idea of the land, ask them to think about whose land this actually is? Why are the Ho-Chunk ‘buying’ the land back from Wisconsin?
Practice
Have the students write a letter stating their opinion on the issue of buying the land back and what it means to the Ho-Chunk and the personal feelings of the students.
This is to tie the social action aspect into the lesson because this offers the students a first-hand experience doing something that has some meaning behind it.
Assessment
For the assessment, have each student fill out an exit slip of what they know and add it to the list of things that they have learned in the unit so far about American Indians. This way you can see what they students are grasping and also, if there are things that need to be talked about again.
