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OJIBWA NATION THE SCHOOL AS AN ERASER. A NAME IS A NAME UNLESS YOU DON’T HAVE ONE OR YOU HAVE TOO MANY THE PEOPLE WHO FIRST LIVED IN NORTHERN WISCONSIN.

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Presentation on theme: "OJIBWA NATION THE SCHOOL AS AN ERASER. A NAME IS A NAME UNLESS YOU DON’T HAVE ONE OR YOU HAVE TOO MANY THE PEOPLE WHO FIRST LIVED IN NORTHERN WISCONSIN."— Presentation transcript:

1 OJIBWA NATION THE SCHOOL AS AN ERASER

2 A NAME IS A NAME UNLESS YOU DON’T HAVE ONE OR YOU HAVE TOO MANY THE PEOPLE WHO FIRST LIVED IN NORTHERN WISCONSIN WERE CALLED ALL OF THE FOLLOWING: ANISHINABE SAULTEUR OJIBWE CHIPPEWA

3 WHY DID THE ANISHINABE OR SAULTEIR OR OJIBWE OR CHIPPEWA SETTLE IN NORTHERN WISCONSIN? According to oral traditions, the Ojibwe first lived on the Atlantic coast of North America. About 500 years ago, the ancestors of the Mille Lacs Band began migrating west. According to oral traditions, the Ojibwe first lived on the Atlantic coast of North America. About 500 years ago, the ancestors of the Mille Lacs Band began migrating west.

4 A New Home The Ojibwe's self-sufficient way of life was affected by contact with other people. The Ojibwe moved west to escape the Iroquois Wars, avoid contact with newcomers and their mysterious and deadly diseases. The Ojibwe's self-sufficient way of life was affected by contact with other people. The Ojibwe moved west to escape the Iroquois Wars, avoid contact with newcomers and their mysterious and deadly diseases.

5 The Ojibwe tell the story of them migrating in this order: 1. turtle shaped island (Montreal) 2. Niagara falls3. the Detroit river 4. Manitoulin island 5. Sault Ste. Marie 6. Spirit Island island in Duluth 7. and Madeline island in the Apostle Island of Lk. Superior Making Their Way To Wisconsin Making Their Way To Wisconsin

6 Home Sweet Home Over a period of 500 years the Ojibwe moved down the St. Lawrence to Saulte Ste. Marie and eventually moved into Madeline Island and to present day Wisconsin Over a period of 500 years the Ojibwe moved down the St. Lawrence to Saulte Ste. Marie and eventually moved into Madeline Island and to present day Wisconsin

7 RESERVATIONS IN WISCONSIN TODAY Bad River Ojibwe, Red Cliff Ojibwe, Lac du Flambeau, Ojibwe Menominee,Oneida Mohican (Stockbridge- Munsee), Ho-Chunk,St. Croix Ojibwe, Mole Lake Ojibwe, Forest County Potawatomi,Lac Courte Oreilles Ojibwe Bad River Ojibwe, Red Cliff Ojibwe, Lac du Flambeau, Ojibwe Menominee,Oneida Mohican (Stockbridge- Munsee), Ho-Chunk,St. Croix Ojibwe, Mole Lake Ojibwe, Forest County Potawatomi,Lac Courte Oreilles Ojibwe Map of Wisconsin's Reservations

8 Lac du Flambeau In the mid -1700’s the Ojibwe settle at Lac du Flambeau. In the mid -1700’s the Ojibwe settle at Lac du Flambeau. Trading, hunting, fishing, and harvesting wild rice provide them with a livelihood. Trading, hunting, fishing, and harvesting wild rice provide them with a livelihood.

9 Proud To Be An American In the the late 1890’s the United States government determined that Indian children should attend Indian boarding schools. In the the late 1890’s the United States government determined that Indian children should attend Indian boarding schools. The purpose of these schools was to make the Indian into an American and lose their allegiance to their tribe or reservation. The purpose of these schools was to make the Indian into an American and lose their allegiance to their tribe or reservation.

10 Capt. R. H. Pratt Founder of Carlisle Indian School “We can end their existence among us as such separate people by a broad and generous system of English education and training, which will reach all the 50,000 children and in a few years remove all our trouble from them as a separate people and as separate tribes among us, and instead of feeding, clothing and caring for them from year to year, put them in condition to feed clothe and care for themselves. ハ Our experiences in many individual cases in the last few years make it evident that not only may we fit him to go and come and abide in the land where ever he may choose, and so lose his identity” “We can end their existence among us as such separate people by a broad and generous system of English education and training, which will reach all the 50,000 children and in a few years remove all our trouble from them as a separate people and as separate tribes among us, and instead of feeding, clothing and caring for them from year to year, put them in condition to feed clothe and care for themselves. ハ Our experiences in many individual cases in the last few years make it evident that not only may we fit him to go and come and abide in the land where ever he may choose, and so lose his identity”

11 Lac du Flambeau Boarding School Started in Started in Children were taken from parents and enrolled and lived at the school during the year. Children were taken from parents and enrolled and lived at the school during the year. Patterned after military schools. Patterned after military schools. Studied reading, writing, farming carpentry, cooking sewing. Studied reading, writing, farming carpentry, cooking sewing. Required to attend a protestant or Catholic service once a week. Required to attend a protestant or Catholic service once a week. Received better food, clothing and shelter. Received better food, clothing and shelter. Forbidden to speak native tongue, wear Indian clothing, or have long traditional hair. Forbidden to speak native tongue, wear Indian clothing, or have long traditional hair.

12 Indian Boarding Schools were for both boys and girls.

13 WHAT WAS ERASED? In the 1930’s funding for federal Indian schools was reduced. In the 1930’s funding for federal Indian schools was reduced. Also, reformers demanded legislation allowing Indians greater cultural freedom. Also, reformers demanded legislation allowing Indians greater cultural freedom. Lac du Flambeau boarding school and others closed. Lac du Flambeau boarding school and others closed.

14 THE LOST GENERATION DID NOT KNOW THEIR NATIVE TONGUE. DID NOT KNOW THEIR NATIVE TONGUE. DID NOT KNOW THE “WAYS OF THE TRIBE.” DID NOT KNOW THE “WAYS OF THE TRIBE.” DID NOT KNOW HOW TO BE A LOVING, NURTURING PARENT. DID NOT KNOW HOW TO BE A LOVING, NURTURING PARENT.

15 ASSIGNMENT DUE TOMORROW - WRITE A JOURNAL ENTRY THAT EXPLORES YOUR RELATIONSIP WITH YOUR GRANDPARENT OR SOME OTHER ELDER WHO PLAYED AN IMPORTANT ROLE IN YOUR LIFE. TELL ABOUT THE LESSON AND VALUES YOU LEARNED FROM THAT PERSON. IF YOU HAVE NOT HAD SUCH A RELATIONSHIP WITH ANYONE, DESCRIBE YOUR FEELINGS ABOUT NOT HAVE SUCH A CONNECTION WITH AN ELDER. DUE TOMORROW - WRITE A JOURNAL ENTRY THAT EXPLORES YOUR RELATIONSIP WITH YOUR GRANDPARENT OR SOME OTHER ELDER WHO PLAYED AN IMPORTANT ROLE IN YOUR LIFE. TELL ABOUT THE LESSON AND VALUES YOU LEARNED FROM THAT PERSON. IF YOU HAVE NOT HAD SUCH A RELATIONSHIP WITH ANYONE, DESCRIBE YOUR FEELINGS ABOUT NOT HAVE SUCH A CONNECTION WITH AN ELDER. DUE IN ONE WEEK - USING THE IMC AND COMPUTER LAB YOU ARE TO MAKE A PRESTATION BOARD ON ONE INDIAN BOARDING SCHOOL. YOUR REPORT MUST INCLUDE THE FOLLOWING INFORMATION: DUE IN ONE WEEK - USING THE IMC AND COMPUTER LAB YOU ARE TO MAKE A PRESTATION BOARD ON ONE INDIAN BOARDING SCHOOL. YOUR REPORT MUST INCLUDE THE FOLLOWING INFORMATION:LOCATION WHO ATTENDED COURSE OFFERINGS AT LEAST ONE “ PERSONAL STORY” ABOUT THE SCHOOL - FROM A STUDENT, TEACHER, PARENT, GOVERNMENTAL OR TRIBAL OFFICIAL.


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