eels Gadess8 socal Studies, ESgjnge Arts Performing ws fT inceased public knowledge ripe envronment and of henead for conservation of ararlesouees have ‘uted in ifestle changes famary cultures (52) Humans throughout the srk create aifering socal, (Sua and economic y= fensand organizations t0 Fepther meet thelr phys (alan spintual needs. (.8) se Thestandad of fiving of var is peoples throughout the vot depends on environ neta quality; the ava ‘ruse, and distribution of resources. and the societies! pei structure and cul- ‘ue 9) = eee ta ‘besos cpe Mee considerations Keaton minutes eee mines MBlomindes hommes fone SPS the Fret Tleof the ing May nthe Good Setmmepaeannen BF A Look at Lifestyles Pee cic , peeteemioane inate td Peel eatogc tcc rissiccip hearst aaa a erat ace et Co) 2 Percent ai) OBJECTIVES Stents wl understand ht he esa feotrens we tue eet our base ee Ec ind poet Hens wi corare thet own ese Seeceatianan nan era) ‘The natural resources of America seemed timitless to the pioneers that settled there ‘more than 200 years ago. Hundreds of Years prior to the arival of the pioneers the American Indians living in the 48 con- tiguous states practiced farming and hunt- using fire to lea land for agriculture Brflush out game. Some tribes were omadic while some developed settle: evnts; and al used the natural resources ofthe land. skewise, the early settles used the sor veces fr food and shelter. nila. thelr {nfluence on the resources WAS small an American indians and American pio rer) SST ee A } + tnd oh oman dg dass ve students compete the tet age {estates Bie ec ree tgoups Tadinal Ameran nn Ey once and Yay Have the groups nd narom down he Hesipe salen {oie tee tee mot Impatnt nes. posed ite threat tothe sustainability of the resources. But, gradually, the smal, largely self-sufficient settlements were replaced by busting cites that depended ithe agriculture and forest products. Wildlife provided furs, hides, and meat: timber provided the th century most {ommmon building material and fuel source ‘asthe population and economy grew, pio- ‘eers pushed the frontier westward. Settlers harvested forests and wildlife for {he products they provided, and sometimes they cut and burned forests because trees vere perceived a obstacles to settlement ied agriculture. Large areas of forest were Gradually converted to cropland and pas: ree for domestic livestock grazing: By 1850, Se milion ates of what had once been 2 Test forest covering the easter United States, were converted into CTOPS. sacgroun information adapted wth permission, Bacharach D Ket, ad Roger A Se, {rom fy Renewable Resources Hitorcl Tends and per pallenges: Washington OC Resources ot ‘the Future, 199 make copies ofthe student pages. PETTSTaeCuLN PART A—Defini: eet Defining Our 1, Ask students to name thit u ings the need tive (food, water fun, hom fiat ate esate,apartment, stores, parents, telephones, transportation, gas). Write their responses on the board. 2. Ask each student to copy this list on apiece of paper and put one of the following letters next to each item on the list: 5: Its essential for basic survival by all living things. need it to maintain my current lifestyle. LI don't need this item, but like hav- ing itt isa luxury that makes my life easier or nicer. 3. On the board or on chart paper, ‘make three columns: S-Survival, ‘M-Maintain current lifestyle, -Luxury. ‘Ask students to contribute at least one item per column ftom their individual lists to make a class list. 4. Have students look over all three colurnns on the board carefully. Discuss the following questions: 1 Are there any items listed as essen- tial for survival that really are not? Why? « Are any items listed in more than fone column? Why? What are the criteria for evaluating an item's necessity? 1 Which items, if any, listed under “Maintain current lifestyle” are real- ly luxuries? 1 On what basis do you judge an item aluxury? Which items on the luxury list could ‘you give up without a major change jn your lifestyle? With a major change? Who gains from having a luxury? How? Why? Who gains from giving up a luxury? How? Why? 5. Finally, ask students to identify Where the items come from. (Guide the discussion continually back to the source of each item until they begin to realize they all come from natural resources) Explain that there are two types of resources: renewable and nonrenewable. (For a discussion of renewable and nonrenewable resources, see Activity 14,"Renewable or Not?") Put an R next to items made from renewable resources on all three lists, N next to those made from non- renewable resources, or Bfor those ‘tems made from both. 6. Explain that over the next couple of lass periods, they will explore how traditional American indians and early pioneers viewed and used i their lives, shel sera 4. The Lakota, end of the sac The legend de: things, and the bal [Sioux] give us the leg- ted pipe and the circle. scribes the unity of all lance of the cycles of the seasons and star of alliving and nonliving things. tt” O2 Polectteaming ree «rex activity Gud Teminds us that the cycles ofthe system were established log bein rumans first appeared and hat humans are both a partof thes and an influence of change.Restts the students the version of hstged | titled “The White Buffalo Ca Vera and the Sacred Pipe” onthe stuet age, or distribute copies fortes dents to read themselves. Atraz {ng the legend aloud, give studes their own copies toreferto. Discuss the following question: What do you think the storys about? eve What are the parts ofthe Buffalo Calf Woman's sacred Pip? What do these parts stand? unity of all things and the gee" = What does she mean when the people to take the ihe tion of the Good Red Road harmony with nature) She shows the Laat i the pipe to six places:the SY ‘What do you think thes= Fay resent? (forces of naturel you think these places re ‘ant? (al the forces 1 linked together) ag nes® What does it mean Wh iva says the people lived MPF jn seal wen they rene things around them 2 like the parts of 2 PIP a a How can we affect iings we do? What can we do to ta reofthe Earth and keep the earth rong and healthy in the future igsign students to research (at 3, the local library, local museum, jyersity) the traditional lifestyle cus- ansofalocal or regional Indian tribe. How did they get their food? (Did fhunt? farm? fish?) tow did they prepare their food? ‘where did they live? (open plains, ‘woodlands, riverbanks, shore) What kinds of homes did they have? What kinds of transportation did they use? (horses, boats?) What were their sources of energy? How did they use energy? What was their clothing like? What vwasitmade from? ‘What artifacts did they leave? (jew- cy baskets, pottery, weapons) Askstudents to answer the same ions, ths time as themselves. enhave them compare their esearch to their own answers. As students share their findings, sd aclass discussion on the differ- Frcesin lifestyle. BAXT C—The Pioneer Inadass discussion, ask your stu to describe a pioneer. What role ioners have in building America? Discus the folowing ® Did pic wiataeee Settle in the forest? if. aie a ‘the first things the robe len i Hand for cabins, ated ‘ea . pe Shey ‘use the same. forest resources Tesgues as traditional American = What sources of ae energy did the pio- = What kind of homes di d id th * Doyouthinkponees havent Products for their own use? Did they sell or trade ther? If so, which ones? 2. Explain that students are going to divide into groups to explore some of the attitudes toward natural resources ‘that the pioneer settlers had. Each group will assume the role ofa pio- eer family. 3. Pass out a copy of the “Pioneers in the Wilderness,” student page to each group. Ask each group to assign one person to each role listed on the sheet. ‘Afterward, bring the groups together to have made on ‘the environment? potkin. The shamans sopbynne and Mark PT in Fret hers ye rg the aan fan t BOING CONNECTIONS appent Arana bees 0 (Efeau 200,573 pe Ken Ta Shamaris Wisdom inthe AMIE CINE. Mi Howse i Made of Mud/sta a ants und er wc ee eae sig aoa Fe nt tee Witenimbathspamshand Aap ces cierto ie st, wettnatonenm deer Sot cope far. C2 pe att 4 fF ‘Sm gat simple words describe a fund Grows. 195 forgot how to speek Te Rettoeharmemerncmiine nee twee er th tnachrsethy tsar anata out om et Shape Grades ery BON the nother pine ee an are pT . tem: does your realife attitude ward natural rescues co it the attitude you held then mu Insecta cee * What ater doyu tink ee been ‘to changes in Americans’ stoma nt ‘since the 1840s? eminent + Cane crise ei Ameren nesor nua ening the envonmert Why ry wt = Doyoubelae the pcs ant ahionf the pat reeset vot present bhai ety and nds Why oy nt « Howean weary ge Now our action aft hee Tre oda (re way ge sn Teton cule task-wnattrey person in America did that?”) Enrichment 1» Watch one of the movies listed in the References (see Appendix 4)and identify the messages given about the environment. Based on the dis- cussion questions used in the activi- fy, have students make up four ques- ‘Hons that explore values and lifestyles in the film. Discuss thetr insights afterward. students could then write a review about the moves emsronmental message, as if they were writing for a ynewspaper. For structure and ideas, jhave students read movie Teviews from local or national newspapers. are uabeth Te Si of the Boe. am Shton Mifflin 1983 Left alone to guard eiytnarsntome ee Shey Mana boy hare prese cera tea nana each the Sint Gades BEN oU4o479002 sermon Van Hawaian ths of Earth, Sere Sy Unveriy of Hawal Pes. See sents twee tawalan myths “Bhek painhow the earth was rested, iy wcanoson Hava erupt why the {np te longer nsummer and other eniptonans Ses aa coun oAlgt tesThe White Buffalo Calf Woman and the Sacred Pipe It was a time when there was little food left in the ‘camp, and the people were hungry. Two young men ‘were sent out to scout for game. They went on foot, for, this was a time long before the horses, the great Spirit, Dogs, were given to the people. The two young men hunted a tong time but had no Tuck. Finally, they climbed to the top of a hill and looked to the west. “What is that?” said one of the young men. “I cannot tell, but it is coming toward us,” said the other. ‘And so it was. At first they thought that it was an ani- tal, but as the shape drew closer they saw it was a wornan, She was dressed in white buffalo skin and car- tied something in her hands. She walked so lightly that it seemed as if she were not walking at all, but floating with her feet barely touching the Earth. Then the young men realized that she must be the Holy Person known as the “White Buffalo Calf Woman” and thelr minds filled with good thoughts. Then the White Buffalo Calf Woman spoke. “Go to your people,” she said, holding up the bundle in her hands so that the young men could see it.“Tell your people that itis a good thing | am bringing. | am bringing a holy thing to your nation, a message from the Buffalo People. Put up a medicine lodge for me and make it teady. | will come there after four days have passed.” The young men did as they were told. They went back to their people and gave them the message. Then the rier went through camp and told all the people that something sacred was coming and that all things should be made ready. They built the medicine lodge and made an earth altar that faced the west. Four days passed and then the people saw something coming toward them. When it came closer, they saw it was the White Buffalo Calf Woman. In her hands she carried the bundle and a bunch of sacred sage. The people welcomed her into the medicine lodge and gave her the seat of honor. Then she unwrapped the ‘bundle to show them what was inside. It was the Sacred Pipe. As she held it out to ther, she told them what it meant. “The bow! of the Sacred Pipe,” she said “ism, red stone. It represents the flesh and blood ree OF the Buffalo People and all other Peoples. The woeg® of the Pipe represents all the trees and plant, 72 things green and growing on this Earth. The alt that passes through the Pipe represents the svnt® wind, the breath that carries prayers up to Wake’ Tanka, the Creator.” ‘When she finished showing them the pipe, sh. people how to hold it and how to offerit rae o Sky and the Four Sacred Directions. She told then many things to remember. “The Sacred Pipe,” said the White Buffalo Calf Won, “will show you the Good Red Road. Follow it anditwt take you in the right direction. Now,” she sid,‘lan going to leave, but you will see me again.” Then she began to walk toward the setting sun.The people watched her as she went, and they saw hesty and roll once on the Earth. When she stood up she wa a black buffalo. Then she went farther and rolled aut on the Earth. This time when she stood up she was brown buffalo. She went farther and rolled a third in and stood up. Now the people saw that she wasarel buffalo. Again she walked farther and for fourthart final time she rolled upon the Earth. This timeste became a white calf and continued to walk unt te disappeared over the horizon. As soon as the White Buffalo Calf Woman W259 herds of buffalo were seen all around the Gr people were able to hunt them and they 94° oy with the Sacred Pipe for the blessings Li road given. As long as they followed the Goo eee) the Sacted Pipe and remembered. 25 ets Calf Woman had taught them that al 1 eat connected as parts of the Sacred Pipe, ly and well. we 1d I (story adapted from Michael ).Caduto fo Bruchac's Keepers of the Earth with Ps Fulcrum Publishing, Inc. 1989.) A.pioneers in the Wilderness each group member to one of the roles: 1, ses itn sigh first year fatowing " gs that mst bedonein your rather: other: reenage daughter: voung som: Grandfather: 2. srangethe tems insuritin te ctern vic they must be aeompsted Grandmother: ead this passage aloud in your groups: Youarea pioneer family from Philadelphia. The Yeo" 1s teyjand you have decided to immigrate "9 tenga covered wagon to the Oregon Tener in Philadelphia there is little opportunity for a person to 3. ho will dowhat? acquire land. But in the Oregon Territory, and is yours ‘athe setting, The government is encourad you to go.For the price of the mov work, each family mem! However, the journey 15 4- talf of which will be done in une of 1843. Winters in that patt significant rainfall and occasional ‘snow. Temperatures sega ll and livestock can survive without iter. ‘nthe winter. You wil arrive ‘of Oregon have me frontier and is covered with de {ros forest. wife abounds, quail grouse, passenger pigeo™w Sinon There fsa resident population of indians, but lershave had little contact with them. Youhave brought wit a grain seed ght with you vegetable 304 Fists of 2fewhand tolsand nou Your livestock sis of iya milk cow, two pigs, two sheeP’ 2h et 0 iia the wagon), and 10 chickens. whatevel you bring a few prize possession® yut the ti - tinge you must now have a discuss? fy Orage OU ave to do to W tablish a home 13 on righ Wildemess, (Discuss the Five items list Side ofthis page): A Look at Lifestyles Write down several statements that reflect the jifestyles of each of the following: traditional Early American Indians American. Pioneers isa a Sas Today