Activities/ Assignment

• Student Consideration: Discussion- what stories from your family history stick out to you? Are they stories of a home or land that you are unfamiliar with? Is it family that you never were able to meet, and what do you think about their stories?

• Context for Gansworth: Eric Gansworth, is a writer, poet, and artist, and a citizen of the Onondaga Nation (Eel Clan), raised in the Tuscarora Nation of New York. His work is in fiction, poetry, memoir, drama, painting, and photography, and has been widely published and shown, "Eel" is one such poem that details his personal family history but also provides context for the Tuscarora legacy in the modern era- specifically in the context of the clans that once were.

Discussion Questions

• What symbolism do you consider when you picture an eel? What stories do you know of that feature an eel- and if you cannot think of one- why not?

• Why do you think the eel was one of the original tribal animals for the Tuscarora while they lived in North Carolina?

  
  

(Map) Using the resources provided (along with the map), students will assess in 500 words what choice would an individual have made about staying in NC or moving to NY to join the Iroquois Nation. What are the students' thoughts if they were to make that choice?

("Eel") Students will write a 1-2 page essay detailing what animal they would pick to create a clan. The animal must have at least two sources to point to the symbolic and literary significance of their chosen animal.

The people in this confederacy are varied, but what stands out is their specific mode of governance, standing today as "the oldest participatory democracy in the world" and "a model for the future US Constitution". (Source 2: Influence on Democracy). The ruling body of the Confederacy is the Grand Council, who oversees issues relating to the confederacy as a whole, but "each nation maintains it own council with Chiefs chosen by the Clan Mother and deals with its own internal affairs." (Source 1: Who We Are)

This can be found here: https://www.haudenosauneeconfederacy.com

Particularly for the assignment and reflection, you will need the sections on "Historical Life as a Haudenosaunee", "Values", "Symbols", and "Common Misconceptions".

https://www.haudenosauneeconfederacy.com/historical-life-as-a-haudenosaunee/

https://www.haudenosauneeconfederacy.com/values/

https://www.haudenosauneeconfederacy.com/symbols/

https://www.haudenosauneeconfederacy.com/cultural-misconceptions/

As an extra endeavor, students can observe and note the creation story of the Haudenosaunee Confederacy: https://www.haudenosauneeconfederacy.com/confederacys-creation/

Please write one paragraph about each of these two points.

This lesson focuses on Chief Tecumseh’s famous speech, “Live Your Life,” which emphasizes themes of personal integrity, responsibility, and the collective wellbeing of communities. Through an examination of the speech, students will explore its historical context, its relevance to indigenous culture (specific to the Northeast Woodlands region), and its broader implications for leadership, morality, and cultural survival. By the end of the lesson, students will be able to critically analyze the speech and apply its lessons to contemporary issues in leadership and community ethics, as well as in other contexts.

You may want to co-teach and/or partner with a Social Studies or History teacher to concentrate on the historical context in their class/course, freeing you, as the literature specialist, to concentrate on dissecting the poem/speech, close reading, analysis, making connections, etc.

This lesson can be adapted for secondary and post-secondary students by adjusting expectations.

• The great Shawnee warrior Tecumseh

• Tecumseh: Chief, Facts & Battles

• Tecumseh | Facts, Biography, & Significance

• Poem Analysis: "Live Your Life" by Chief Tecumseh

• So Live Your Life – Chief Tecumseh (A Native American Poem)

• Chief Tecumseh Essay by Emerson: Explore the Life & Legacy of the Native Leader

• Literary Devices: Live Your Life By Chief Tecumseh

1. Before Reading (15 minutes)

• Brainstorming Activity: Begin with a brief class discussion. Ask students to reflect on what makes a good leader and what qualities define effective leadership in their own lives. Write student responses on the board.

• Context Setting: Provide a brief introduction to Chief Tecumseh, his cultural background, and his role in the history of Native American resistance. Adopt a multimodal approach that includes video, text, and the reading of his "Live Your Life" speech.

2. During Reading (25 minutes)

• Activity: Have students listen to and read Chief Tecumseh’s "Live Your Life" speech. Provide the text of the speech (digital or hard copy) so that students may annotate while they listen and read.

• Discussion Prompts (can be written on the board for students to reflect on during listening/reading):

  • What values does Tecumseh emphasize in his speech?

  • How does his view of personal conduct relate to larger societal and community values?

  • What does Tecumseh suggest about the relationship between individual actions and the wellbeing of the group?

  • How does Tecumseh’s call for integrity and honor compare to Western leadership ideals?

• Small Group Activity: In small groups (3-4 students), have students analyze the speech using the following guiding questions:

  • What is Tecumseh’s vision for how individuals should “live their life”?

  • In what ways does this vision speak to both personal responsibility and collective action?

  • What role does the community play in Tecumseh’s call to action?

  • How can Tecumseh's ideas be applied to modern challenges (e.g., leadership in social movements, environmental sustainability, or personal responsibility)?

3. After Reading (15 minutes)

• Have each group present their analysis and key insights. Facilitate a whole-class discussion in which students connect Tecumseh’s lessons and themes to a broader exploration of Native American culture, customs, oral traditions, and leadership models.

• Focus on the relevance of his philosophy in today’s world. For instance, how do concepts of honor, integrity, and community wellbeing resonate in current leadership styles and social movements?

Project/Presentation Assessment (Choice Board):

Choice 1: Students may also demonstrate their learning by connecting the lessons and themes of Tecumseh's "Live Your Life" to a multimodal popular culture text, such as song lyrics, a music video, film, comic/graphic novel, etc. Students should do a close reading and analysis of how the pop culture product they chose illustrates the same themes, teachings, and lessons of Chief Tecumseh's "Live Your Life" poem.

Choice 2: Students could also demonstrate their learning by doing a project or presentation comparing/contrasting Tecumseh's speech/poem with other famous speeches by American presidents, politicians, or activists advocating for social change. For example, President Kennedy's Inaugural Address (1961) or Martin Luther King's "I Have a Dream" Speech (1963). How do the leadership qualities and/or lessons Chief Tecumseh's speech contains compare/contrast with more contemporary speeches and leaders?

Closure & Ticket out the Door Prompts (5 minutes):

• Recap key points from the class and reiterate the importance of understanding Native American leadership as a valuable framework for personal and social development in the 21st century.

• Invite students to think about one aspect of Tecumseh’s vision (such as honor, unity, or personal responsibility) that they can apply to their own lives moving forward.

• Journal Prompt: If you knew you were going to die in a year, what would you change about the way you are living now?

• Indiana County History and Heritage

• IUP Native American Awareness Council

• Massawomeck Territory - Pennsylvania Region

• Mystery of the Monongahela Indians

• Chesapeake Voyages

• Observations on Ancient Tribes

What Happened to the Massawomeck? Where are the Massawomeck Writers?

• What Life Was Like

• Villages of the Monongahela

Analysis of “The Water Bearer” and Extinction

• “The Water Bearer” 

• Languages and Extinction

2. What Happened to the Massawomeck? Where are the Massawomeck Writers? 

   1. Now that you have researched some to begin, dive deeper into the Massawomeck, who they are, and where they are. It will be noticed that the Massawomeck and Monongahela Culture have, for lack of a better term, disappeared. 

   2. Find what you can about this disappearance. Focus explicitly on writers, language, and (lack thereof) information. Again, be prepared to share your findings with those seated around you. You are not bound to these websites; use them as a starting point! Additional background information will be shared to help fill gaps in understanding. 

3. Analysis of “The Water Bearer” and Extinction

   1. First, just read the poem “The Water Bearer.” This poem mentions Massawomeck, language, water, and land. Additionally, it brings up an idea that language can become extinct. Do not mark it up and do not begin to answer any questions. Simply just read. I do encourage you to look up words and phrases or references you do not know in order to build context. 

   2. Now, read through the list of group discussion questions below. Pick TWO that spark your interest. As you read a second (or third) time, look for evidence to support an answer(s) to the questions. 

      1. Group Discussion Questions: 

         1. The poem compares language extinction to that of dinosaurs and parents, leaving traces behind. What do you think the poet is trying to convey about the significance of language in shaping identity and memory?

         2. The poem suggests that language can leave "traces" even after extinction. What kinds of traces do languages leave behind, and how might these affect our understanding of cultures and histories that are no longer actively present?

         3. How does the fragmentation of the polysynthetic syntax of the referenced Indigenous languages symbolize the broader challenges faced by these communities?

         4. The narrator describes their identity using elements tied to language and geography. How might the loss of a language influence an individual's or a community's sense of self?

         5. What role does globalization play in the extinction of languages, and how might that connect to the poem’s themes of history and personal identity?

   3. Read the poem “The Water Bearer” with your discussion questions in mind. Formulate some thoughts/answers to your two selected questions with evidence from the poem to support your answers.

   4. Groups will be formed based on the number of students who chose each question. Students will have time to discuss with one another before sharing their final findings with the whole class. 

Assessment:

1. Small Group Discussion and Participation (30%):

   • Evaluate student engagement during the group discussions and presentations. Were they able to analyze the speech critically and connect it to broader cultural and historical contexts?

2. Choice Board Project/Presentation (40%):

   • Assess the depth of analysis in the reflection assignment. Did the student successfully apply Tecumseh’s teachings to a contemporary issue? Were they able to demonstrate critical thinking and creativity in their response?

3. Individual Class Discussion (30%):

   • Active participation in class discussions will be assessed. This includes contributions to the small group discussions as well as the larger class dialogue.

Possible Extension Activities:

At the end of the lesson, encourage students to reflect on the following questions:

• How did understanding Tecumseh’s perspective change or deepen your understanding of leadership?

• In what ways might we draw on Tecumseh’s wisdom to strengthen community ties and personal responsibility today?

Village Life and Homes

Lenape villages were strategically located near rivers and creeks, providing access to fresh water, fertile land, and abundant fishing resources. Their homes, wigwams and longhouses, exemplified their communal and adaptive lifestyle. Wigwams were rounded wood-framed structures, while longhouses, often housing entire extended families, showcased the Lenape’s ingenuity and deep sense of community.

Social Organization

The Lenape were organized into three matrilineal clans: Wolf, Turkey, and Turtle. Clan membership was inherited through the mother, and marriage within one’s clan was forbidden, promoting social balance. Chiefs were chosen within each clan to make decisions about hunting, trade, and war, ensuring the well-being of the community.

Sustenance and Sustainability

The Lenape cultivated the “Three Sisters” (corn, beans, and squash), a sustainable farming technique, while men hunted, fished, and gathered seafood. Their respect for the land and resources highlighted their understanding of ecological balance.

The Dutch Arrival and the Birth of Brooklyn

In the early 17th century, the Dutch arrived in Lenapehoking, forever altering the region. In 1624, they established New Amsterdam, and by 1636, they crossed the East River to found Breuckelen (Brooklyn).

Initially, the Lenape and Dutch engaged in cooperative trade, with the Lenape providing furs in exchange for tools and firearms. However, as Dutch settlements expanded, tensions grew. To protect their settlements and assert control, the Dutch constructed a wall, now modern-day Wall Street, symbolically and physically excluding the Lenape.

Through deceptive treaties and land deals, the Dutch displaced the Lenape from their ancestral lands. This marked the beginning of widespread displacement and the loss of Lenape sovereignty, setting a precedent for future colonization.

Lenape Center, 2023.

Brooklynology. “Native Americans in New York Day 1: A Native Perspective.” YouTube,

www.youtube.com/watch?v=1JXqG-ajRo8. Accessed 11 Nov. 2024.

Connolly, Colleen. “The True Native New Yorkers Can Never Truly Reclaim Their Homeland:

Nearly 400 Years After the Alleged ‘Sale of Manhattan,’ Some Lenape Strive to Reawaken Their Cultural Heritage on the Islands Where Their Ancestors Thrived.” Smithsonian Magazine, 5 Oct. 2018, www.smithsonianmag.com/history/true-native-new-yorkers-can-never-truly-reclaim-their-homeland-180970472/. Accessed  30 Nov. 2024.

McCully, Betsy. “Lenape Native: The History and Culture of New York’s First People.” New

York Nature, 12 Nov. 2018, updated 25 Aug. 2023, https://newyorknature.us/lenapes/. Accessed 1 Dec. 2024.

“The Land We’re On: Living Lenapehoking.” New York Public Library, 6 Mar. 2023,

www.nypl.org/events/programs/2023/03/06/lenapeanthology?nref=56896. Accessed 28 Nov. 2024.

Urban Archive. “A Brief History of Canarsie.” Urban Archive,

www.urbanarchive.org/stories/4tr9V7gnATj. Accessed 25 Nov. 2024.

Complete a close reading of the 1988 article titled "The Thin Red Line," (click here) a publication of The Ohio Historical Society, with the above question in mind.

While reading, be sure to annotate via the Cornell Note taking Method (click here for a template).

Mapping Lenape History

Students will create a map that traces the Lenape's migrations from their ancestral homelands in Brooklyn to their modern-day locations in Oklahoma, Wisconsin, and Canada. Using GIS tools, students will mark key events, such as the Dutch arrival, the construction of Wall Street, and the Treaty of Fort Pitt. They will reflect on how these events transformed the land and displaced its original stewards.

Artifact Analysis

Students will choose a Lenape artifact, such as a wampum belt or ribbon work, and write a detailed analysis of its historical and cultural significance. The analysis should explore how the artifact reflects Lenape traditions and identity, as well as its relevance in the modern context, including its use in cultural preservation.

After reading the article "The Thin Red Line," (click here) and annotating via the Cornell Note taking system, write a one-page reflection focusing on the following questions:

• How are Native American groups portrayed in this article?

• What themes emerge in the narrative (e.g., perseverance, sacrifice, strategy)?

• Review the various author biographies on the last page of the article. Do you find these authors to be credible sources for this material?

• How might the perspective of the text differ if written from a Native American or British point of view?

• Ultimately, what lessons can be learned from Indigenous philosophies of leadership in relation to contemporary issues in society?

Assessment Criteria:

• Clear and thoughtful responses to the guided questions.

• Evidence from the text to support arguments.

• Engagement with historical context and themes.

1. How has Lenape history influenced the development of Brooklyn and American society at large?

2. How can Indigenous voices and stories be amplified in urban spaces like New York City?

3. How does understanding Lenape history challenge traditional narratives of American history?

In your response:

• Use readings, artifacts, or class activities to support your points.

• Discuss connections between Lenape history, urban development, cultural erasure, and contemporary Indigenous struggles.

• Demonstrate critical thinking by analyzing the exclusion of Indigenous narratives and propose specific actions to amplify these voices (e.g., land acknowledgments, educational initiatives, or cultural preservation projects).

This reflection encourages you to engage deeply with the Lenape legacy and connect historical understanding with contemporary advocacy for Indigenous communities.

Additionally, thoughtfully and critically respond to two classmates' posts, offering insights or further questions to deepen the conversation.

Create a post with 3 things you learned about the Shawnee Tribe, 2 things you want to know more about regarding their tribal history and cultural, and 1 question you may still have.

The Shawnee Tribe is an Algonquian-speaking people, who originally occupied lands in southern Ohio, West Virginia and western Pennsylvania. Their name comes from the Algonquian word 'shawum' meaning 'southerner,' and refers to their original location in the Ohio Valley south of the other Great Lakes Algonquian Tribes:

• The Haudenosaunee (Iroquois) drove them from this region around the 1660s because they wanted their rich hunting lands, and the Shawnees scattered.

• By 1730, most of them had returned to their ancestral homeland in the Ohio Valley, where they became embroiled in the unrest that characterized that period.

• In 1761, the Senecas circulated a war belt calling for a general uprising against the British, and the Shawnees were one of only two tribes who responded. This rebellion was discovered and stopped by Sir William Johnson, the British Superintendent of Indian Affairs.

• The Shawnees also joined the Ottawa Chief Pontiac in his uprising against the British in the spring of 1763. Lord Jeffrey Amherst, the British military commander in North America, ended the siege. Joseph Woolley writes to Wheelock in 1765 about the Shawnees and Delawares coming to Johnson Hall to 'polish the covenant chain' with the Haudenosauanees.

• The Shawnee Tribe participated in the large congress at Fort Stanwix in 1768...

• ...and in the summer of 1774, Occom records in his journal that the Shawnees fought with the Virginians in what would become Lord Dunmore’s War, and were rousing other tribes to join them. But because they were severely outnumbered, their chief Cornstalk signed a treaty relinquishing all Shawnee claims south of the Ohio River.

Eventually, the tribe scattered again. One band migrated to Missouri, becoming the Absentee Shawnee. Another settled in eastern Oklahoma (Eastern Shawnee), and the band that is called the Shawnee Tribe (or Loyal Shawnee, because they fought on the side of the Union during the Civil War) relocated to a small reservation in Kansas.

The Shawnee leader Tecumseh and his brother the Shawnee Prophet led another ill-fated uprising against American settlers in the border wars of the Ohio Valley at the turn of the 19th century...

• founding the pan-Indian Prophetstown settlement in 1808...

• ...and fighting on the side of the British in the War of 1812:

• After Kansas became a state, the non-Indian citizens demanded the removal of all Indians; in 1869 the Loyal Shawnee moved to land in Oklahoma offered to them by the Cherokees, though some Shawnees remained on the reservation in Kansas.

• In the 1980s, the Shawnees began the process of gaining a separate tribal status; they became a federally recognized tribe in 2000."

_{Information adapted from Dartmouth Libraries.}

Utilize these resources for more foundational knowledge on the three federally recognized tribes of the Shawnee:

• Shawnee Tribe (Loyal Shawnee)

• Eastern Shawnee Tribe

• Absentee Shawnee Tribes

First Contact with European settlers was fraught with different grievances, eventually leading to the Tuscarora Wars outbreak from 1711-1713. Alongside the pressures and threats of land cession and slavery, many members of the Tuscarora tribe traveled to Pennsylvania with the hope of joining Iroquois Confederacy. While they were initially denied asylum in Pennsylvania, in 1714, many were able to settle in New York, per the map above.

In 1763 and 1766, additional Tuscarora migrated north to settle with other Iroquoian peoples in Pennsylvania and New York and would eventually become part of the Haudenosaunee Nations.

Activity:

Using the map above, answer the following questions with at least 2 complete sentences.

1. What is one observation you can make about the reservations that are found on the map at this time?

2. In terms of land and regional features, what are the differences between North Carolina (where the Tuscarora tribe was originally from) and New York (where the Tuscarora tribe settled)?

3. When the Tuscaroras were settled in 1797, one important factor that became vital for them was the border between the United States and Canada. How would this location be advantageous in beginning a new life (especially in terms of trade), and how would it be a disadvantages (especially if an individual does not agree with the border)?

4. Overall, what does the inclusion of the Tuscarora say about the Haudenosaunee Nations as a community and support system?

"Haudenosaunee Guide for Educators." National Museum of the American Indian, 2009, https://americanindian.si.edu/sites/1/files/pdf/education/HaudenosauneeGuide.pdf

"We Are The Tuscarora Band of Six Nations Indians." Tuscarora Band of Six Nations Indians, First Nations Tribal Sovereignty, 2024, https://tuscarorabandindians-govtribe.co/home