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The Historic Village... Curriculum
New! Meet the People
An Exhibit Highlight: The District 16 School
Terms to Explore From the Ohio Social Studies Content Standards
Connections to Ohio Social Studies Content Standards
Suggested Activities With a Visit to the Historic Village

Natives & Newcomers... Curriculum
An Exhibit Highlight: The Council Oak Carving
Terms to Explore From the Ohio Social Studies Content Standards
Connections to Ohio Social Studies Content Standards
Suggested Activities With a Visit to Natives and Newcomers
Further Information About the Natives and Newcomers Exhibit

Natives & Newcomers...
Suggested Activities With A Visit To This New Two Acre Exhibit

* Pink/Bold face type indicates relationship to an Ohio Social Studies Content Standard

The following activities are suggested as possible ways to help students learn from their experiences in the Council Oak exhibit, our walk-through timeline, the Trading Post, as well as the fields, wigwams, and demonstrations of Natives and Newcomers

Grades K-2  |  Grades 3-5  |  Grades 6-8  |  Grades 9-12

Grades K-2

If a Tree Could See . . . Over many generations, Native Americans of this region gathered under an enormous Oak tree for various important occasions.  The tree became widely known as the Council Oak. Before a visit to Natives and Newcomers students and teachers might talk about what different things may have happened near a tree that was growing to be nearly 300 years old! What might the tree have “seen” 200 years ago, 100 years ago, or just a little while ago?  Then during your visit, see the beautiful carving of Chief Winameg and the boy Dresden Howard, which was made from the Council Oak after its death.  The remaining section of the Council Oak is also on display in this indoor portion of Natives and Newcomers. (Time sequence or timeline activity) (Long ago, Recently, Present time) What Could You Use This For? Before a visit to Natives and Newcomers, help children brainstorm the various ways that a certain material was used by people in the early 1800’s.  Then, during or after your visit, count or list the many ways that wood is being used.  What about other plants, or what about animal fur?  How did the Native Americans use a resource differently than the silversmith and gunsmith in the Trading Post?  (Resource Use) Back to Top

Grades 3-5

Where Did This Carving Come From? The life-like carving on display in the indoor portion of our exhibit was made from a tree known as the Council Oak.  Over the tree’s life of nearly 300 years, this White Oak served as both a social gathering place and a place to conduct important business for Native Americans of this area.  Before a visit, students could learn about Oak trees.  How long do they live?  How large do they get?  Where do they grow?  What would make this tree distinguishable from other trees?  The Council Oak Carving and a surviving section of the tree will be of interest to your group during your visit. If a Tree Could Talk . . . After a visit, students or entire classes might write a story describing what they think may be happening in the Council Oak carving.  Through describing the relationship between Dresden Howard and Chief Winameg, students can explore the effects of the meeting of Ohio’s Natives and its Newcomers.    (Impact of European expansion / Cause and effects of Ohio frontier wars) How is That Old Flag Different From Our Flag? During your visit, have student groups describe the flag flying over the trading post.  After the visit research why it looks that way.  How and why is it different from today’s flag? (Recognize symbols of the United States; flag) When did it Happen? Use our timeline exhibit to help students identify national and local events that influenced Native Americans in the United States. (Timeline construction) How Did They Do That? Help students to make predictions about what they will see in Native American homes of the 19th century. What would Ohio Indians have worn?  What would they have eaten?  What did they make their homes out of, and how did they travel?  What kinds of items did they make with their hands in order to make their lives easier or more comfortable?  Students can then compare their predictions to what they learn at Natives and Newcomers.(Cultural practices and products of groups who lived in the local community.) How Do We Know That Really Happened? Use primary and secondary sources to show students the different ways that we answer questions about Ohio history. Back to Top

Grades 6-8

What’s Up With That Flag? Why does the Trading Post flag look that way? Guide students in discovering the years when the flag actually did look that way? How many flags have there been since 1776? Which one was the first to have at least 17 stars after Ohio became the 17th state? (United States symbols) Same Time, Different Stories Have students create timelines comparing the dates of significant events related to Native American history to other areas of American history. Use our timeline exhibit as a way to begin their activity, or as feedback after their timelines are completed. (Compare two subjects during the same years, for example, Indian Removal and Major Inventions, or Indian Removal and United States Presidents.) (Analyze . . . treaties, land acquisition, Indian removal) (Multiple-tier Timeline) Take a Walk In Someone Else’s Shoes Encourage students to use their visit here, along with their other studies, to attempt to look at both the Native and Newcomer cultures from different perspectives that they have learned or read about. Different students might answer the same questions about Natives and Newcomers from different perspectives (Native, French, English, American, trader, surveyor, soldier, governor, settler). (Analyze different perspectives from multiple sources, fiction and non-fiction) What’s the Big Deal About a Beaver, Anyway? Consider a research activity for students to begin with a visit to Natives and Newcomers. Find out how and where a beaver, which had been successfully hunted by Native Americans, would be used. Research its uses by Native Americans before the arrival of a trading post. Other research might trace the path that the beaver skin would take after the trader moved into the area and traded with the Native Americans for beaver fur.  (Discuss how mercantilism led to increased trade.) Back to Top

Grade 9-12

“Where today are the Pequot . . the Narragansett, the Mohican. . ?” -Tecumseh Ask students to locate where tribes once lived in your local area, or in the Northwest Territory. To where were they later removed?  A portion of this activity could be a map use activity. (Analyze results of oppression . . . exploitation of indigenous peoples) During your visit, a further activity could be to identify, or to make note of, Cultural Practices that were lost in northwest Ohio from 1803-1839.  “We want people to realize that Native Americans are a living people with a history, not just people from history.”  -Daryl Baldwin Ask your students to find aspects of today’s Native American cultures on our timeline exhibit. As a further activity, students might do biographical research about Native Americans who have made, or continue to make, various outstanding contributions to society?  Or, students might research where various Native Nations are located today.  How are today’s tribal governments organized? (Political, Economic, Social effects of our nation’s multicultural diversity) You Grade the Government! Guide students in locating and/or provide copies of documents such as the Northwest Ordinance, Greenville Treaty, Treaty of St. Marys, the Indian Removal Act, and even Presidential letters.  Classes could use these documents, the Natives and Newcomers Exhibit, and their other studies to analyze these policies and their effects on the daily lives of  Native Americans. (Analyze government policy and effects on groups . . . Indian policies) Back to Top

The Historic Village... Curriculum
New! Meet the People
An Exhibit Highlight: The District 16 School
Terms to Explore From the Ohio Social Studies Content Standards
Connections to Ohio Social Studies Content Standards
Suggested Activities With a Visit to the Historic Village

Natives & Newcomers... Curriculum
An Exhibit Highlight: The Council Oak Carving
Terms to Explore From the Ohio Social Studies Content Standards
Connections to Ohio Social Studies Content Standards
Suggested Activities With a Visit to Natives and Newcomers
Further Information About the Natives and Newcomers Exhibit

Educational Overview | Ohio Social Studies Curriculum | Plan Your Visit
Special Events & Programs | Reservation & Payment Forms