When Smoke Curled Upward from Earth Lodges

5th Grade

How did the environment influence the Pawnee? Did the Pawnee live in earth lodges, year round? How did life for the Pawnee change with the arrival of other cultures? What is the legend of the Pawnee Sacred Bundle?

This field trip challenges students to use a variety of primary sources to develop an understanding of the Pawnee. Through group work at the site, the students will investigate specific aspects of Pawnee life and present their information. From all the presentations, the students will not only develop an understanding of how the environment shaped real peoples lives but also gain an empathy with the Pawnee Nation. The activities will take place at the archeological remains of a large 1820s Pawnee earth lodge village, along the village trail and inside a tipi on the nature trail.

This tour fulfills grade specific standards and provides pre-and post-visit material to help teachers meet those standards.

Economics: Benchmark 1, Indicator 1: The student explains how scarcity of resources required individuals, communities, states, and nations to make choices about goods and services.

Economics: Benchmark 1, Indicator 2: The student determines how unlimited wants and limited resources lead to choices that involve opportunity costs.

Geography: Benchmark 1, Indicator 1: The student explains and uses map titles, symbols, cardinal directions and intermediate directions, legends, latitude and longitude.

Geography: Benchmark 4, Indicator 3: The student describes the effects of human migration on place and population (e.g. population shifts, conflict, acculturation, diffusion of ideas, diseases, crops and culture.)

Geography: Benchmark 4, Indicator 4: The student describes factors that influence and change the location and distribution of economic activities (e.g., resources, technology, transportation and government.)

Geography: Benchmark 5, Indicator 1: The student examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present)

History: Benchmark 1, Indicator 1: The student explains how various American Indians adapted to their environment in relationship to shelter and food (Plains 1700-1820).

History: Benchmark 1, Indicator 2: The student shows how traditional arts and customs of various American Indians are impacted by the environment (Plains 1700-1820).

History: Benchmark 1, Indicator 4: The student examines the interaction between European explorers and American Indians (e.g., trade, cultural exchange, disease).

History: Benchmark 3, Indicator 8: The student explains United States land policy and its impact on American Indians (e.g., sale of western lands).

History: Benchmark 4, Indicator 1: The student uses historical timelines to trace the cause and effect relationships between events in different places during the same time period.

History: Benchmark 4, Indicator 3: The student examines multiple primary sources to understand point of view of an historical figure.

History: Benchmark 4, Indicator 5: The student observes and draws conclusions.

Reading: Benchmark 2, Indicator 5: The student adjusts reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts.

Reading: Benchmark 4, Indicator 5: The student uses information from the text to make inferences and draw conclusions.

Writing: Benchmark 2, Indicator 10: The student arranges information within each paragraph in a logical and effective sequence to meet the information needs of the reader (typically 5-8 sentences). (Organization: prewriting, drafting, revising: N, E, T, P)

Length of tour: approximately one and one-half hour. Cost: $2 per participant Number of students in a group: For the best experience, we recommend no more than 25 students per tour. For registration and scheduling: Contact Richard Gould, site administrator, 785-361-2255; piv@kshs.org. A minimum of two weeks advance registration is needed.