Tag Archives: first nation/indigenous peoples’ history

Pontiac’s Rebellion

“Pontiac’s Rebellion: (1763-66), Indian uprising against the British, named after one of its leaders, Ottawa chief Pontiac. After the French and Indian War, the tribes north of the Ohio River, finding the British victors less generous than the French and unprotective of Indian lands, resolved upon war. Detroit and Fort Pitt withstood sieges in 1763, but the Indians captured many other British posts and spread terror along the Pennsylvania, Virginia, and Maryland frontiers. In 1764 the British subdued the Shawnees and the Delawares in Pennsylvania. Lacking allies, Pontiac submitted in 1766 and was pardoned.”

Excerpted from: Rosenbaum, Robert A. The Penguin Encyclopedia of American History. New York: Penguin, 2003.

Cultural Literacy: Trail of Tears

OK, for the penultimate post of National Native American Heritage Month 2025, here is a Cultural Literacy worksheet on the Trail of Tears. This is a half-page worksheet with a reading of two sentences and two comprehension questions. In other words, a very basic introduction to this great tragedy in the history of the United States.

Incidentally, you might want take a look at the first of the two sentences in the reading: it is long, and might be best rewritten as two sentences. If you do so, you might want to add another question to align with your reading.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Cree

“Cree: One of the major Algonquian-speaking Indian peoples of an immense area from Western Connecticut to Eastern Alberta. They acquired firearms and engaged in the fur trade with Europeans beginning in the 17th century. There were two major divisions: the Woodland Cree, whose culture was essentially an Eastern Woodlands type, and the Plains Cree, bison hunters of the Northern Great Plains. Social organization in both groups was based on local bands. Among the Woodland Cree, rituals and taboos relating to the spirits of game animals were pervasive, as was fear of witchcraft. Among the more militant Plains Cree, rites intended to foster success in the bison hunt and warfare were common. Today over 100,000 Cree live in scattered communities in Canada.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Wampum

Here is a Cultural Literacy worksheet on wampum. This is a half-page worksheet with a reading of one sentence and one comprehension question.

Which is too bad; I grew up, probably having absorbed it passively through popular culture, thinking wampum was currency, or money. In fact, wampum, usually presented in belts, is a complex cultural article in Eastern woodlands tribes of indigenous peoples in North America.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Crazy Horse

“Crazy Horse: (1843?-1877) Sioux Indian chief. Refusing to abide by an 1868 treaty granting the Sioux a large reservation in the Black Hills, Crazy Horse led his warriors in continued raids against enemy tribes as well as whites. In 1876 he joined with Cheyenne forces in a surprise attack against General George Crook in Southern Montana, forcing Crook’s withdrawal. He then united with Chief Sitting Bull near the Little Bighorn River, where he helped to annihilate General George Armstrong Custer’s troops. In 1877, his tribe weakened by cold and hunger, Crazy Horse surrendered to Crook; removed to a military outpost in Nebraska, he was killed in a scuffle with soldiers.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

The Weekly Text, 28 November 2025, National Native American Heritage Month Week IV: A Reading and Comprehension Worksheet on British Settlement in North America

For the final Text of National Native American Heritage Month 2025, here is a reading on British settlement in North America with its accompanying vocabulary-building and comprehension worksheet. While this text never explicitly mentions the indigenous peoples of North America or the devastation brought upon them by British colonists and their successors, I think that might be a useful point of entry for students.

One simple question: Who is missing here? Or, if you prefer, was anyone displaced or marginalized by the arrival in North American of European colonists? Or, you might follow this up with material on the Pequot War, which answers the two previous questions. Or, consistent with the current administration’s view of historical inquiry, you could say that the British arrived to a mostly empty continent (which, of course, is nonsense), and what few indigenous peoples inhabited this land were quick to abandon their complex and ancient culture to start driving Buicks.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Creek

“Creek: Muskogean-speaking North American Indian people that originally occupied much of the Georgia and Alabama flatlands. There were two major divisions: the Muskogee (or Upper Greeks), and the Hitchiti and Alabama (or Lower Creeks). They cultivated corn, beans, and squash. Each Creek town had a plaza or community square, often with a temple, around which were built the rectangular houses. Religious observances included the Busk (Green Corn) ceremony, an annual first-fruits and new-fire rite. In the 18th century, a Creek Confederacy–including the Natchez, Yuchi, Shawnee, and others–was organized to present a united front against both white and Indian enemies. It proved a failure, however, since at no time did all groups contribute warriors to a common battle. The Creek War against the U.S. (1813-1814) ended with the defeated Creeks ceding 23 million acres and being forcibly removed to Indian Territory (Oklahoma). Today, about 50,000 Creeks live in Oklahoma, many of them fully assimilated into white society.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Shawnees

Here is a Cultural Literacy worksheet on the Shawnees, a midwest tribe whose numbers included the now legendary Tecumseh. This is a half-page worksheet with a reading of two–longish, perhaps in need of editing down to something simpler–sentences with two comprehension questions.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Coushatta

“The Coushattas (pronounced coo-SHAH-tuh), or Koasatis, lived in what is now the state of Alabama, especially where the Coosa and Tallapoosa rivers merge to form the Alabama River. They were a Muskogean-speaking people and were closely related to the Creek tribe in history, language, and culture. The Coushattas lived near another Muskogean people, the Alabamas. Both Coushattas and Alabamas were part of the Creek Confederacy. The Coushattas, village farmers, are classified, along with these other tribes, in the Southeast Culture Area.

It is thought that the Coushattas had contact with the Spanish expedition of 1539-43 led by Hernando de Soto, and, after De Soto’s death, led by Moscoso de Alvaro. Other Spanish explorers passed through their territories in the 1500s and 1600s.

In the 1700s, after Rene Robert Cavelier de la Salle’s 1682 voyage of exploration along the lower Mississippi River, the French became established in the region, founding the settlement of Mobile on the Gulf of Mexico in 1710. They became allies and trading partners with many of the Muskogean tribes of the region. Meanwhile, the English were pushing inland from the Atlantic Coast and developing relations with the Creeks living to the east of the Coushattas.

When the French were forced to give up their holdings in 1763 after they lost the French and Indian War against the British, most of the Coushattas dispersed. Some moved to Louisiana. Others joined the Seminoles in Florida, Others went to Texas.

Those that stayed in Alabama threw their lot in with the Creeks and were relocated west of the Mississippi to the Indian Territory (now Oklahoma) at the time of the Trail of Tears in the 1830s; their descendants still live there today. Descendants of those Coushattas who moved to Louisiana presently have a non-reservation community near the town of Kinder, as well as a recently purchased 15-acre reservation. Those in Texas were granted reservation lands in Polk County along with the Alabamas.

Excerpted from: Waldman, Carl. Encyclopedia of Native American Tribes. New York: Facts on File, 1988.

Cultural Literacy: Animism

Here is a Cultural Literacy worksheet on animism. This is a half-page worksheet with a two-sentence reading and two comprehension questions. The first of these two sentences, duty obliges me to mention, is quite long and might be best rewritten, especially for emergent and struggling readers.

While this ethic–I hesitate to call it a religion because of its manifest respect for the material, natural world, something Christians, for example, tend to dismiss as paganism–is global in scope, I post it here during National Native American Heritage Month 2025 because the indigenous peoples on this continent, virtually to a one, were animists in some manner or another.

Incidentally, I particularly like the turn of phrase “so-called primitive people” in this document.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.