Sunday, February 6, 2011

Three Tribal Chairs Sign Education Consortium

DAY TWO: EDUCATION SUMMIT 
CONCENTRATES ON RED LAKE STUDENTS & EDUCATION
THREE TRIBES FORM EDUCATION CONSORTIUM, 
SIGN FORMAL AGREEMENT
More than 200 students attended Day 2 and it's College Fair
On Thursday January 20th, Day Two of the Education Summit sponsored by the Red Lake Nation College, a college fair was hosted for tribal members, many of whom are high school students.  The Summit was held at the Seven Clans Casino and Event Center at Red Lake,
White Earth Tribal & Community College had several visitors
Around the perimeter of the Seven Clans lobby, representatives from each of the three tribal colleges, local community colleges, the U of M at Duluth, Morris and Crookston, BSU, UND, military services, and other career oriented organizations, staffed booths providing information and answering student questions on post high school career options.  
According to Red Lake Nation College President Dan King, a total of  312 persons registered for Day Two, including 200 Red Lake tribal member high school students, grades 10 to 12.  The day’s activities were geared toward Red Lake students who attend schools in Red Lake and the surrounding area. 
Red Lake Chairman Floyd Jourdain, Jr. was interviewed by Jenny Day of Lakeland News
“Throughout this Education Summit, we want to support and encourage our Red Lake member students to continue their education after high school graduation”, said Red Lake Tribal Chairman Floyd Jourdain, Jr.  “With new leadership at our college, we look forward to dramatic improvements in academics, Ojibwe language preservation, and increased enrollment”, Jourdain noted.  “I’ve challenged the Tribal College to enroll at least 200 Red Lake member students by 2014”, he said.
After a tasty breakfast, at 9:00 am, Day Two began.  Red Lake Nation College submitted a power point presentation entitled “The Value of a College Education” to the 200 students gathered.  Presenters were Red Lake Nation College president Dan King, and Bemidji State University professor, and White Earth member, Dr. Leah Carpenter.  Carpenter has a law degree and a PhD in American Indian Studies.
The three Tribal College Presidents Juanita Bennet, Dr. Ginny Carney, and Dan King
A panel that included Leech Lake Tribal College president, Dr. Ginny Carney, and White Earth Tribal and Community College president Juanita Bennet, (Turtle Mountain) assisted in the presentation by King and Carpenter.  Carney said about 30 Ojibwe language students and instructors from Leech Lake attended the previous day’s activities.  “I’m quite sold on the idea of the three tribal colleges collaborating,” said Carney, “it could lead to us working much more effectively”.
Leech Lake Tribal College's Display Booth
“Fifty years ago someone could go to high school, graduate and do just fine,” said King.  “Today, most jobs require post-secondary training.”  “With Red Lake Nation College as a starting point, it’s going to be easier for members who hadn’t thought of themselves as college material to get used to the idea in a familiar environment with familiar people”.


“Our motto at the college is – ‘A great place to start,’” King said. “We encourage students to start here, build up their confidence and skill levels, and then move on to a four-year college.”
At 10:00 AM, Indian Education expert Dr. Dean Chavers returned to present an invaluable information session on “How to Find and Win College Scholarships!”.  A subject he is quite familiar with having been a former president of the American Indian Scholarship Fund.  He is known to be a passionate warrior for Indian education.
Leech Lake Entertainer/Rapper George Goggleye aka "Wahwahtaybenais"
Entertainment with a message, “Ojibwe Rap” began at 11:00 am.  Local Red Lake and Leech Lake talent, mixed a positive message with rap/hip hop music for a nice blend of culture and musical genres.  Rapper/entertainers included Paul “Tall Paul” Wenell, Jr. (Leech Lake), Shannon StandingCloud (Red Lake), and George Goggleye aka 
“Wahwahtaybenais”.  Wahwahtaybenais coincidently incorporates the importance of Ojibwe language revitalization movement as part of his rap message.

Gary “Rez Dawg” Jourdain (Red Lake) provided DJ music during down times, or fill in times.  Jourdain is also the marketing manager for Seven Clans Casino, Red Lake.
Gifts were given to Red Lake elders and college advisors Eugene Stillday and Larry Stillday by Dan King
About 11:30 am, Lunch was served followed by a signing ceremony of the Education Nation Consortium Agreement.  Eugene Stillday provided an invocation.
“We can always do better, that's the way I always look at things”, said organizer King.  “But overall, I think we did good”, he said.  “There was a lot of positive energy, we had a great turnout of over 200 high school students today, I was very happy with their participation and interest in higher education.  And the Ojibwe rappers were impressive too”, observed King.  “I was very proud of all our Red Lake education staff, faculty, etc.  It was a historic event”, he said.   
“We hope to make this an annual Tribal Summit for our three tribes”, Jourdain said.  “In this first effort we are very encouraged with the strong participation of students and administrators from Red Lake’s school district and local high schools” Jourdain observed.  Jourdain also expressed how pleased he was that the tribal colleges, regional community colleges, and larger Universities and Vo-Tec schools participated in the summit.

The Education Nation Consortium Agreement.
The climax of the two-day Education Summit on Thursday was a very special agreement signed by the Chairs of three Indian Nations.
Leech Lake Tribal Chairman Arthur "Archie LaRose and Red Lake Chairman Floyd Jourdain, Jr. sign the Education Agreement.  White Earth Chairwoman Erma Vizenor was not able to attend and signed the agreement later.
The signing ceremony began about noon and celebrated a new Educational Agreement between Red Lake, Leech Lake, and White Earth Tribes.  The agreement is a compact, a pledge for the three nations to cooperate and work together on educational improvements in such crucial areas as Ojibwe language preservation, Indian education improvements, grant partnering and advocacy efforts.  The three Tribal Chairs, Floyd Jourdain, Jr. of Red Lake, Arthur “Archie” LaRose of Leech Lake spoke and signed the compact.  Erma Vizenor of White Earth was unable to attend and will sign the compact at a later time.  
The signatories, College Presidents, Tribal Chairs, and Education Superintendents
The signing ceremony included the signatures of the three tribal college presidents (King, Carney and Bennet) on the Educational Agreement, and the three Education Directors/Superintendents of schools.  Red Lake’s Brent Gish was the only superintendent of schools able to attend.
SUMMARY OF THE EDUCATION NATION CONSORTIUM RESOLUTION 
BETWEEN RED LAKE, LEECH LAKE WHITE EARTH TRIBAL NATIONS.  
Signed on Thursday, January 20, 2011 


WHEREAS, the three Tribes of Red Lake, Leech Lake and White Earth have historically close ties; and since we are all members of the Great Ojibwe Nation; and all share the same Ojibwe language and culture; and have recently worked together on economic development and social issues; and have similar educational challenges; and each have Tribal Colleges to serve their respective Tribal Communities; 
An honor song was presented by Ogidaaki, the Don Kingbird Drum
BE IT RESOLVED, during the educational summit, the Red Lake Band of Chippewa Indians, the Leech Lake Band of Ojibwe, and the White Earth Band of Ojibwe agree to cooperate, share ideas and work together on making educational improvements to the following major issues affecting Indian education:


The crucial and urgent issue of Ojibwe language preservation; and any and all issues affecting Indian education specific program improvements; and mutually agreed upon educational grant partnering and grant endorsements from this new three-Tribe educational consortium; and mutually beneficial advocacy efforts that will help the Tribes of this new consortium; 


and since all of the Tribes of this new consortium also have tribal colleges to serve their respective tribal communities, the Tribal College Presidents will also work together on all of these areas that can be of mutual benefit to all members of this consortium, and
BE IT FURTHER RESOLVED, the three Tribal leaders and the three Tribal College Presidents will all sign this historic Education Nation consortium agreement, and


BE IT FURTHER RESOLVED, the three Tribal Education Directors/Superintendents, if any, of the three respective K-12 Tribal school systems for Tribal Members, will also work together on all of these areas that can be of mutual benefit to all Members of this consortium, and also sign this historic Education Nation consortium agreement, and


BE IT FINALLY RESOLVED, the three Tribes will together create a new charter of operations to establish a process for adding new members, voting, and also sign this new document.
Giga-waabamin miinawaa (I'll see you again)

Monday, January 31, 2011

Tribal Triad Join Hands on Education

The Red Lake Tribal Council, Tribal College and School District have joined hands and sponsored an Education Summit in concern for the Nation’s youth.  The two-day event took place on Wednesday and Thursday January 19th and 20th, 2011 at the Seven Clans Casino and Event Center at Red Lake.  
The first day centered on the three northern tribes, Red Lake, Leech Lake and White Earth working together for better education and language preservation. Activities concentrated on the youth of the Nations.  The event’s emcee was motivational speaker, Chance Rush, a frequent participant in Red Lake Youth Leadership Summits.


“We are hosting this educational summit with the purpose of improving education in Indian Country and for Red Lake members”, said Dan King, President of Red Lake Nation College.  According to King, part of the idea for the summit was spurred by the Economic Summit held last August at the same venue.  The Economic Summit launched in 2006 is also a collaboration of the three tribes.
On Wednesday, events began at 11:00 am with a drum song by the Don Kingbird drum Ogidaaki.  Kingbird is Red Lake Nation College Drum Keeper and college instructor.  Following the drum was an opening prayer by Red Lake Elder and Spiritual Advisor, Larry Stillday.  Stillday of Ponemah is a fluent Ojibwe speaker and advisor to Red Lake Nation College.  


Red Lake Chairman Floyd Jourdain, Jr. then welcomed those attending.  Jourdain said that the purpose for the Education Summit is to improve education in Indian Country and Red Lake.  “In that effort we are reaching out to our friends at Leech Lake and White Earth”, said Jourdain.  “The three tribes represent 80% of the American Indians in the state of Minnesota”, Jourdain noted.
Red Lake Chairman Floyd Jourdain, Jr. interviews with Lakeland News reporter Jenny Day
“In this historic alliance, we will work closely with our Ojibwe brothers and sisters and seek a regular dialogue of what works best for each tribe”, Jourdain went on.  “We can share the best Ojibwe language teachers and college education programs.  Further, we can collaborate on grant application partnerships and mutually beneficial advocacy efforts”, concluded Jourdain.


A noon luncheon followed Jourdain’s address.
Work began at 1:30 PM with a session entitled, “Ojibwe Language Survival Project”.  “With an alarmingly small group of fluent Ojibwe speakers,” noted King, “there is a need to address the issue of Ojibwe language preservation.”  


The session was presented by Dr. Anton Treuer, Leech Lake member and Professor of Ojibwe at Bemidji State University.  Treuer, a fluent speaker and true champion of Ojibwe language revitalization, received his BA from Princeton, and Masters and PhD from the U of M.  Treuer is the author of eight books including Ojibwe in Minnesota and The Assassination of Hole in the Day.
Treuer was partnered with Eugene Stillday, elder and fluent Ojibwe speaker from Ponemah.  Stillday is a spiritual and cultural advisor for the Red Lake Tribal Council.  He is also a Red Lake Nation College Ojibwe language and cultural advisor.  Both Stillday and Treuer are involved in developing Ojibwemowin (Ojibwe language) dictionaries, both for everyday usage and developing academic vocabulary e.g. mathematics. 
Language preservation was brought home in a sharply defined manner as Treuer put up a slide showing just how few fluent Ojibwe speakers there are left in Minnesota and Wisconsin.  According to Treuer there are just a few more than 700 fluent Ojibwe speakers in the United States, (there are many more in Canada) more than half, 400 are from Red Lake, and most of those from Ponemah.
At 2:45pm, Dr. Dean Chavers, nationally known expert on Indian Education gave a very upbeat presentation.  He provided a summary report on dramatic “turnaround stories” of low performing schools who, with hard work and collaboration, transformed into top achievers.  The session was entitled,  “Exemplary Programs in Indian Education”.  
Dr. Dean Chavers leans in to share a thought with Red Lake School Board member, Roy Nelson
Chavers has written 25 books, and is the founder of the “Catching the Dream Foundation”.  He is also a former president of the American Indian Scholarship Fund.  He received his Masters and PhD from Stanford University.  “If you haven’t seen the “true story” film “Stand and Deliver”, said Chavers, “make a point of it and you will see what we can do”.
Red Schools Superintendent prepares his presentation on Reforming Red Lake Schools.  Emcee Chance Rush is to his left, Eugene Stillday to his right.
The last session of the day “Reforming Red Lake Public Schools” began at 4:00 PM.  Representatives from the Red Lake School district presented their master plan for reforming the school and student learning.  Information was shared on current reform results and improvements.  Ev Arnold former Principal of Red Lake High School and current Turnaround Officer for Red Lake Schools, led the presentation.  He was assisted in this unveiling by Red Lake School Superintendent Brent Gish.
Arnold went through a slide show presentation, while several questions were asked from time to time by the audience.  Arnold discussed the implementation stages, followed by reform initiatives.  This included a focus on teacher growth, which Arnold claims will enhance student academic growth.  The school will also focus on student’s different learning styles and accommodate those styles.
Several progress reports will have to be outlined at various intervals and submitted to both State and Federal governments, as well as the Red Lake School Board, said Arnold.  This includes several items regarding academics, but also attendance, truancy, discipline incidents, drop out rates, and college enrollment rates.  Similar reporting is done on teachers, including performance levels and attendance.
Finally, the number of minutes in a school year that all students will be required to be at school will be increased.  For school year 2009-2010 the time was 168 days at 340 minutes per day which equals 57,120 minutes.  For 2010-2011 time in the classroom will increase to 178 days at 360 minutes per day which equals 64,080 minutes.  Both Arnold and Gish felt quite positive as to the progress in reforming Red Lake Schools.
Red Lake Nation College Academic Dean Steven StandingCloud  has Dr. Anton Treuer sign his recent book "Ojibwe in Minnesota 
After a break at 5 PM, their was a dinner for participants with two key-note speakers from the afternoon sessions, Drs. Treuer and Chavers.  Treuer spoke further of his efforts in preserving the Ojibwe Language, and Chavers speech was entitled, “Catching the Dream”.
Red Lake College President Dan King discusses the Summit with Red Lake Tribal Administrator Lea Perkins
“We can always do better, that's the way I always look at things”, said King.  “But overall, I think we did good on the following items: there was a very positive energy, with a great turnout of over 200 high school students”, noted King.  The overall turnout, according to King, was 225 on Day One, and 312 registered on Day Two.  “I felt the discussion was excellent on the topics of Ojibwe Language preservation and school reform”, King commented.
 
“I feel very good that our Red Lake Nation College message - that we offer a quality education - is getting out”, concluded King.  “I was very proud of all our Red Lake education staff, faculty, etc.  It was a historic event.”  

Wednesday, December 29, 2010

Native Poet Diane Burns: Gone to Soon.


Accidentally, I came upon Diane Burns. (1957-2006) (Lac Courte Oreilles/Chemeheuvi) It was after I posted my “Top Ten Things to say to a White Guy” on this blog. (See August 2010) A friend connected to the Smithsonian's National Museum of the American Indian (NMAI), whose membership magazine has printed Burns’ works, said my post reminded her of a Burns poem that she then shared with me. It is the last and the longest of four poems I share with you. I like her direct, unapologetic, in-your-face attitude. 


Burns had striking features, which got her work as a model,  but what impressed people the most was the force of her words. Unfortunately, as is the case of many great talents, she drank herself to death at age 50, leaving behind a 15-year-old daughter and a scattering of poems so fierce they continue to churn up in literary anthologies two decades later.


Former NMAI magazine editor Terence Winch said “she first emerged as a powerful literary voice in the 1970s working as a poet and model in New York City. Burns’s first and only book of poetry, Riding the One-Eyed Ford (Contact II Publications, 1981), further established her reputation as a unique talent by challenging Native American stereotypes through sharp wit and honesty. In the 1980s, Burns joined a circle of poets and writers in Manhattan’s Lower East Side, reading her work at the renowned Bowery Poetry Club and Poetry Project at St. Mark's Church in-the-Bowery." 

Former magazine publisher Jeff Wright remembers traveling around with Burns as part of a state-funded CETA spin-off called POET (Poets’ Overland Expeditionary Troupe), “She was like an Indian princess living on the Lower East Side,” says Wright. “She was like the best bad girl that ever lived, and when she walked around she made everyone else wild. I fell in love with her immediately, like everyone else. But I was always afraid to get too close, because of the dark side.” 
________________________
Our people slit open the badger
to see the tomorrows 
in its blood.
Now 
look at me 
and see what our 
tomorrows hold
~Riding the One-Eyed Ford, Diane Burns, 1981
Diane Burns, 1993













Being a recovering alcoholic myself, I can vouch for the following poem. My guess is only those who have been through it know of what she speaks, although powerful for all I would assume.


No one can tell you 
ahead
of time
What
It’s like
To sweat & shake
& cold turkey 
and be Afraid 
to stay 
awake and 
Afraid 
to 
sleep 
and 
Afraid 
to not do 
either.
~Booze ’N’ Loozing Blues, Diane Burns, 1981
Daughter Britta with Dad Steve Ruona, 2006 at Burns' Memorial Service 

On American Indian Stereotypes 


I am Tequila Mockingbird. Yes, I am related to Isaiah Mockingbird, and yes, I am that face in the moon on the cover of the Carson’s record album. And the Marshmallow beer girl, and that’s me on every stick of Land O’Lakes butter… I can trace my lineage back to the beginning of time when the world was nothing but a scrap of mud on the tip of a loon’s nose.
~Diane Burns, from her 1983 essay, Tequila Mockingbird


I love the following poem, in my view it is a completely sophisticated, contemporary use of language. As former editor Terence Winch said, “This was not work that catered to white assumptions and stereotypes: just the opposite, in fact. Hers is a complex voice in which humor, bitterness, and hipness all coexist in service to the poem. This was a voice like that of many of my Indian friends and colleagues, but one rarely heard by the non-Native world”.


The poem was written in 1989. 
Diane Burns, Poet

Sure You Can Ask Me A Personal Question


How do you do? 
No, I am not Chinese. 
No, not Spanish. 
No, I am American Indian, Native American. 


No, not from India. 
No, not Apache 
No, not Navajo. 
No, not Sioux. 
No, we are not extinct. 
Yes, Indian. 


Oh? 
So that's where you got those high cheekbones. 
Your great grandmother, huh? 
An Indian Princess, huh? 
Hair down to there? 
Let me guess. Cherokee? 


Oh, so you've had an Indian friend? 
That close? 


Oh, so you've had an Indian lover? 
That tight? 


Oh, so you've had an Indian servant? 
That much? 


Yeah, it was awful what you guys did to us. 
It's real decent of you to apologize. 
No, I don't know where you can get peyote. 
No, I don't know where you can get Navajo rugs real cheap. 
No, I didn't make this. I bought it at Bloomingdales. 


Thank you. I like your hair too. 
I don't know if anyone knows whether or not Cher 
is really Indian. 
No, I didn't make it rain tonight. 


Yeah. Uh-huh. Spirituality. 
Uh-huh. Yeah. Spirituality. Uh-huh. Mother 
Earth. Yeah. Uh-huh. Uh-huh. Spirituality. 


No, I didn't major in archery. 
Yeah, a lot of us drink too much. 
Some of us can't drink enough. 


This ain't no stoic look. 
This is my face.
Diane Burns was both a poet and painter. She was born in 1957 and passed away in 2006. When she died in 2006, she was working on a novel about a Native American beauty queen. 


For more information on Burns, check out her obituary. http://www.thevillager.com/villager_198/dianeburnsnative.html 

Monday, December 6, 2010

How Do You Define Warrior?

"The first peace, which is the most important, is that which comes within the souls of people when they realize their relationship, their oneness with the universe and all its powers, and when they realize that at the center of the universe dwells the Great Spirit, and that this center is really everywhere, it is within each of us." ~Black Elk, Holy Man of the Oglala Lakota, 1863-1950




WARRIOR


Are You a Warrior?

I was asked in the quiet solitude of day
And I wondered long into the night

What does a Warrior make?

If by a Warrior you mean
One who always tries to do the right thing?
Even when doing what is right tears my heart in two
One who does the right thing just because it is right?

If by a Warrior you mean
Someone who always makes time to listen
Who brings you a smile when you least expect it?
Who laughs with you everyday, today, just like yesterday?
And cries a flood of tears so yours do not fall alone

If by a Warrior you mean
One who stands up for those in need?
Who fights for those who cannot, or will not?
One who turns the other cheek in the face of rage, hatred and bigotry?
Walks away when my blood screams out injustice,
And a fist is all it seems I have left to choose
Because walking away is the right choice!

If by a Warrior you mean
Someone who will always be there for you
Always tries to move Heaven and Hell to keep his promises to you
Someone, whose soul withers and cries when I cannot, have not
Someone who always takes your side
Supports you when you are wrong because that is when you need it the most

If by a Warrior you mean
A person of honour, of compassion, faith and humility
Someone of strength, trust, of love and respect
Someone of ethics and integrity, and the will to live by them
The courage to fight for your dreams and . . . and fight for my own
Someone, who will always apologise and say I am so, so very sorry I hurt you

If by a Warrior you mean
All of these things and more
Then all I can say to you is this, just this, only this . . .

I do not know if I am a Warrior

But I want to be . . .

Tuesday, November 23, 2010

Squanto and The Harvest Feast of 1621

Who Picked up the tab at the "First" Thanks-giving? 
This cute little joke on the left is not only  cosmic but also literal truth. When the Pilgrims invited Squanto to invite his family over for a celebration of good harvest, they got their first taste of Indian extended families.

  




When the English ship Mayflower crossed the Atlantic in 1620, they landed near the area that had been previously inhabited by the Wampanoag (Wam pa NO ag) Indians. These 102 Pilgrims or The Puritan exiles called the place Plymouth Plantation. They ate from abandoned cornfields grown wild.

Wampanoags were Algonquian-speaking peoples, members of a large group that was part of the Woodland Culture, as are the Ojibwe. These Indians lived in villages along the coast of what is now Massachusetts and Rhode Island. They lived in round-roofed houses called wiigiwaaman (wigwams). These were made of poles covered with flat sheets of elm or birch bark.

Like many tribes, the Wampanoags moved seasonally to follow the food. In the spring they would fish in the rivers for salmon and herring. In the planting season they moved to the forest to farm, and hunt deer and other animals, not only for food but for clothing and tools. At the end of the hunting season the people moved inland for greater protection from the winter. From December to April they lived on food stored in the earlier months.
The basic dress for men was the breech clout, a length of deerskin looped over a belt in back and in front. Women wore deerskin wrap-around skirts. Deerskin leggings and fur capes made from deer, beaver, otter, and bear skins gave protection during the colder seasons, and deerskin moccasins were worn on the feet. Both men and women usually braided their hair and a single feather was often worn in the back of the hair by men.

Leaders of the Algonquin people were called "sachems" (SAY chems). Each village had its own sachem and tribal council. Political power flowed upward from the people. Any individual, man or woman, could participate and hold political power.

The Wampanoags treated each other with respect. Any visitor to a Wampanoag home was provided with a share of whatever food the family had, even if the supply was low. This same courtesy was extended to the Pilgrims when they met.

This courtesy and kindness by the Wampanoags helped the Pilgrims to survive. The wheat the Pilgrims had brought with them would not grow in the rocky soil. They needed to learn new ways and the man who came to help them was called "Tisquantum" (Tis SKWAN tum) anglicized as Squanto (SKWAN toe). Squanto was originally from the village/tribe of Patuxet (Pa TUK et) which curiously once stood on the exact site where the Pilgrims built Plymouth.


The Patuxet were wiped out by a series of plagues that decimated the indigenous peoples of southeastern New England in the second decade of the 17th century. It is said that only Squanto survived, although he too would succumb to small pox in 1622. In 1605, Squanto went to England with a friendly English explorer named John Weymouth, learned to speak English. and returned with Weymouth.

Tisquantum "Squanto"
Later Squanto was captured by a British slaver and sold to the Spanish in the Caribbean Islands. A Spanish Franciscan priest befriended Squanto and helped him to get to Spain and later to England. Squanto found Captain Weymouth, who paid his way back to his homeland.

In England Squanto met Samoset of the Wabanake (Wab NAH key) Tribe, who had also left his native home with an English explorer. They both returned together to Patuxet in 1620. When they arrived, the village was deserted with skeletons everywhere. All had died from an illness the English slavers had left behind. Squanto and Samoset went to stay with a neighboring village of Wampanoags. The Native people of this stretch of shoreline had been killed off in great numbers. In 1614 the British took 24 Indians as slaves and left smallpox, syphilis and gonorrhea behind. That plague swept the "tribes of New England", with mortality reaching 100% in many villages

One year later, Squanto and Samoset were hunting near Patuxet. He was startled to see people from England in his deserted village. For several days, he observed the newcomers, finally deciding to approach them. He walked into the village and said "Welcome," The Pilgrims of course were surprised to meet Indians who spoke English.

The Pilgrims were not in a good condition. They were living in dirt-covered shelters, there was a shortage of food, and nearly half had died during the winter. They obviously needed help. Squanto decided to stay with the Pilgrims for the next few months and teach them how to survive in this new place. He brought them deer meat and beaver skins. He taught them how to cultivate corn and other vegetables and how to build Indian-style houses. He pointed out poisonous plants and showed how others could be used as medicine. He explained how to tap maple trees, use fish for fertilizer, and dozens of other skills needed for survival. Without the agricultural expertise of Squanto the Pilgrims would surely have perished.


By the time fall arrived things were going much better for the Pilgrims. The corn had grown well. There was enough food to last the winter. They were living comfortably in their wiigiwaaman and had also managed to build one European-style building, a church, out of squared logs. They were in better health, and knew more about survival.

In addition, Squanto also served as an intermediary between the Pilgrims and Massasoit, the Grand Sachem of the Wampanoag. As such, he was instrumental in the friendship treaty that was signed, allowing the settlers to occupy the area around the old Patuxet village. Massasoit would honor this treaty until his death in 1661.

These were very lucky breaks for the colonists. Thanks to the good will of the Wampanoag, the Puritans not only survived their first year but had an alliance with the Wampanoags that would give them years of peace.


In the fall of 1621, the Plymouth colonists decided to have a thanksgiving feast in celebration of their good fortune. It later became known as "Thanksgiving", but they never called it that.

The Pilgrims invited Squanto, Samoset, Massasoit (the leader of the Wampanoags), and their immediate families to join them for a celebration, but they had no idea how big Indian families could be.

As the thanksgiving feast began, the Pilgrims were overwhelmed at the large turnout of ninety relatives that the three invited brought with them. The Pilgrims were not prepared to feed a gathering of people that large for three days. Seeing this, Massasoit gave orders to his men within the first hour of his arrival to go home and get more food.

Thus it happened that the Indians supplied the majority of the food: Five deer, many wild turkeys, fish, beans, squash, corn soup, corn bread, and berries. For the first time the Wampanoag people were sitting at a table to eat instead of on mats or furs spread on the ground. The Indian women sat together with the Indian men to eat. The Pilgrim women, however, stood quietly behind the table and waited until after their men had eaten, since that was their custom.

For three days the Wampanoags feasted with the Pilgrims. It was a special time of friendship between two very different cultures. The peace and friendship agreement that was made allowed the Pilgrims to clear the forest where the old Patuxet village once stood and build their new town of Plymouth.

Wouldn't it be wonderful to say that this friendship lasted a long time and to this day? But, unfortunately, that was not to be. Imagine had the Pilgrims taken on the social and spiritual values of their hosts and the teachings of helping those in need as they did in 1621. Might every day be, Thanksgiving Day?

There is still a Wampanoag tribe in New England with ancestors the ones of Thanksgiving fame. There are only about 2000 members left on a reservation on Martha’s Vineyard.

Compiled, Edited, and Written by Omakakii
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