Community Awareness Program general public and educational material grades six through eight : Oneida reservation Wisconsin

[From the U.S. Government Printing Office, www.gpo.gov]

TASK II.B.2
NA90AA-D-CZ441

ON' COMMUNITY AWARENESS PROGRAM

@gW
-GENERAL PUBLIC-
and
EDUCATIONAL MATERIAL
GRADES SIX THROUGH EIGHT

ONEIDA RESERVATION
WISCONSIN

This project was funded inpart
with a grant under the Coastal
Zone Management Act of 1972,
as amended, from the U.S.
Department of Commerce, Office
of Ocean and Coastal Resource
Management, Wisconsin Coastal
Management Program

,All
DE
I N I
GB 1.0.
j@)ON
621
C65
1991

ONEIDA WETLANDS

U DEPARTMENT OF COMMERCE NOAA
C 0 T A L S F R V @ C,,Ez, C E N T E R
H()"',;(.)N AVENUE
@-riAi@LESTON SC 29405-2413

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Chapter 1

INTRODUCTIO14 TO WETLANDS

Vocabulary:
a?sol-laku - swamp
kana9wa`ku - wetland
ohsa`;IkA-tAku marsh
onawa3tstal-ke mud

Before the Oneida people and the European settlers
came to Wisconsin there were.many forest lands,
prairies and wetlands. Areas were cleared for farming.
Forests were cut for the timber. Prairies were used
for farming. 'The farmers saw the wetland areas
provided some wildlife but these wet places also
created some problems. During the summer months the
wetlands were filled with stagnant water which provided
breeding grounds for mosquitoes. The land was not good
for growing crops or keeping farm animals.

Native people had always .been thankful for the
variety in nature. They appreciated the assortment of
areas provided by the Earth Mother. They did not want
to see changes made tothe. land and the earth's
creatures displaced or destroyed.

Nevertheless, many wetlands were drained and
filled to provide more farm land.

What are wetlands?

There are many different words for the different
kinds of wetlands: swamp, bog, wet meadow, marsh,
bottomland. The Oneida word for wetland is kana waku.
Wetlands are identified by the water level, the kind of
soil and the types of plants that grow. Recognizing a
wetland is sometimes easy but it can be difficult
because water levels, soils and plants are different
from one area to another. There is no exact formula.
Perhaps you can decide what makes a wetland here at
Oneida and find some on a map of thereservation.

How are wetlands formed?

1. Wetlands are formed when the groundwater table is
near, at, or above the soil surface in a depression.

VIETLAND
FITT ET
GROUNDUATER GROUND

2. .,Wetlands are formed when an layer of soil such as
clay or fine silt prevents water from draining through
the bottom or sides of a depression. This is called a
"perched" wetland. The water level in this type of an
area changes because of rainfall, evaporation and
amount of seepage to the groundwater.

@VIJETLAND

IMPERVIOU@Q LAYER

GROUNDUATER

3. Wetlands are formed when groundwater comes out from
a slope. This might happen on a hillside and is called
a hillside seep.

GROUNDWATER
. ...... HETLAND

4. Another way a wetland can be formed is when an area
is frequently flooded by a lake, river or stream. Many
wetlands are flooded only in the Spring but the water
stays long enough to affect the soil and plant5.

2
@GO U,17D @ @4@

G@ROUND D
HETL.

MARS H

A freshwater marsh is the most common type of
wet.land. The marsh holds water a few inches to a few
feet over the soil. Plants found in a marsh are
usually perennial, which means they grow every year
without being reseeded. These soft-stemmed plants are
sedges, cattail and bulrush. Water depth will determine
which plants will grow.

BOG

A bog is an acid lake or pool usually found in
areas that had,been covered by glaciers. Bogs are
peatlands formed by the gradual decay of plant
material. the peat forms a floating mat of vegetation
over water. The mat may include mosses, sedges,
cattails, shrubs and even some trees. The many soft-
stemmed plants fill the.area like a sponge.

SWAMPS

Swamps usually have many woody plants like trees ir
and shrubs. Some have hardwood trees like the Red
Maple,while others have more evergreen,trees like the
Cedar, Fir and Spruce. Within the swamp forest are
many kinds of shrubs, some of which bear fruit. The
Highbush Blueberry is one that is found regularly.
Draw an wetland area that you know. Which one of
the examples most closely resembles your place? Can
you find it on a reservation-map?

Chapter 2

CHANGES IN THE LAND

Vocabulary:
Oneida on yote"a-ka people of the
standing stone
Oneida, WI okwehowe-ne an Oneida
settlement

Before European settlers came to Wisconsin,
wetland areas provided a place for the native people to
hunt game and gather foods and materials used in their
everyday life. Indian people gathered wild rice,
different kinds of berries and grasses for weaving. In
addition to fish, the native people trapped beaver,
muskrat, mink and otter.. They thanked the Creator for.
their brothers and sisters and used everything from
their harvest.

The fur from these animals.was highly desired by
the Europeans and the pelts became major trade items
for the Indian people.

Indian people liked having the new'European trade
goods such as cooking pots, axes, guns, cloth and .
beads. 'They were happy to trade furs for these things.

By the early 1820's the Oneidas living in their
homeland called New York State, were having ptoblems
because of the number of European immigrants in their
land. The white settlers wanted more and more land.
conditions were very bad. Some Oneida people decided
to move to Wisconsin, another group moved to Ontario,
Canada and some stayed in New York.

In 1823 the Oneida negotiated to get four million
acres of land from the Menominee in Wisconsin.
President James Monroe thought that was too much land
and reduced the amount to only 500,000 acres, less than
13 percent of the land originally promised.

In 1838, the land area was again reduced. This
time to 65,000 acres. At this time there was about 654
Oneida that had moved to this wilderness area.

Some Oneida became farmers and were encouraged to
clear trees from the land. Lumbermen bought up all the
trees and the white settlers wanted the cleared land
for their own farms and livestock. Indian people were
encouraged to sell their land and the federal
government'wanted to move all Indians onto reservations
west of the Mississippi River.

The biggest loss of Oneida land came about because
of the General Allotment Act in 1887. This law divided
up reservation land into parcels. Each person was
given a parcel but often families were not given land
near each other-which caused a breakdown of close
family ties.

After 1908 property taxes had to be paid on each
plot of land. Many lost their land to tax sales and
foreclosures. Between 1923 and 1924 over 5,600 acres
were drained on the Oneida Reservation. By the middle
of the 1920's only a few hundred acres still belonged
to Oneida people.

During this time of increased farming and land
loss, many thousands of acres were cleared for farming.
Wetlands were drained to create more land for crops.
Some farmers that had wet meadows waited until the
ground was frozen to harvest the 'marsh hay.

River channels were dug out so large boats could
travel on the waterways. The dredged silt that was
removed was placed along wet shorelines, eliminating
more wetland area. River sites were used for homes and
factories.

For over 150 years the wetlands in Wisconsin have
decreased. Today, many people are beginning to realize
the importance of wetlands. These areas are necessary
for wildlife, for the-quality of water and they protect
us from floods.

The Oneida Reservation still has wetland areas.
These places need to be protected.

. . ........... ........

Great Siue "em., T,,ac,s

Chapter 3
REPTILES, AMPHIBIANS AND FISH

Vocabulary-
snake otku, awista/ni, or kwa'7watkwal
turtle alno-wale'@
frog kwa 1 e - 1 e"
^t
fish nya`@tek /syake
-minnows oka"la

TURTLES

Turtles are one of the reptiles found in
wetlands. They like to live in the mud.
They use their quick jaws to catch and eat fish,-frogs,
and insects. They are very resourceful. Several
different types of turtles can be found in Wisconsin.,

The turtle is very special to Oneida people.
According to our creation story, the earth on which we
stand is said to rest on a giant turtle's back. The
turtle also represents one of our three clans.

Because of the loss of wetlands,,some turtle
species are becoming extinct. Remember, to protect
your brothers and sisters and let them live'with their
own families. Never take them home. If you find
turtles in a dangerous place, carefully move'them to
water, only if it is safe for you to do.

SNAKES

Snakes can be found in many different habitats.
The snakes found in wetland areas may be found'swimming
through the water, sliding through tall grasses or-
sleeping in warm sunny places.

A few of the snakes sometimes found
in this area are the Smooth Green Snake,
the'Eastern Ribbon Snake and the Northern Water Snake.

The.Smooth Green Snake is a bright grass green.
snake that grows to be between 14 and 26 inches. It
likes to hide in the green grasses and eats spiders and
other insects.

The Eastern Ribbon Snake is a slender garter snake'
with three bright stripes running the length of its
body. The snake can be between 18 and 40 inches when
full grown. The Ribbon Snake likes wet meadows,
marshes and weedy lake or stream shorelines. They feed
on frogs, salamanders and small fish.

The Northern Water Snake is the largest of these
three. It can grow to a length of 22 to 53 inches. it
is reddish, brown or gray and has dark crossbands on
its neck region with dark blotches on its back and
sides. The belly is white, yellow or gray. Sometimes
this snake is mistaken for the poisonous water
moccasin snake.

The Northern Water Snake is not poisonous but will
strike if frightened or cornered. This snake likes to
sun itself on rocks or stumps near lakes, ponds, swamps
and marshes.

FROGS
A number of different kinds of frogs can be found
in wetlands. There are more than 3,000 different
species of frogs throughout the world.
Frogs have long legs that are used for
quick jumps. Frogs eat many many insects
and are welcomed by farmers and others who have to be
concerned with insect damage.

FISH

The Golden Shiner, minnows, suckers and carp are
,some of different fish to be found. Many other
varieties live in rivers and streams connected to the
wetlands. They use the slow water areas to lay eggs.
This is an important breeding ground for many kinds of
fish.

Another fish found in deeper wetlands is the Black
Bullhead. These fish are protected by a sharp spine on
its back and one of each side behind its head. The
bullhead are able to live in shallow, low oxygen waters
of a wetland.

The fish look like catfish because of the barbels
on its face that resemble cat whiskers. This species is
a member of the catfish family. The whiskers are
their feelers and tasters and help the bullhead to move
along the muddy, murky bottoms in searching for food.

Bullhead eat insects,
small crayfish, leeches,
snails, frogs and plants.
They usually feed at night
which makes their barbels a

necess
ity for survival.

Some important game fish, especially Northerns
from Duck Creek, like to swim into the floodplain
wetlands. Crayfish are abundant food sources in the
wetlands on the Oneida reservation.

SALAMANDERS

Sala-manders-are amphibians that live in moist
environments. They spend part of their life in water.
one salamander with black and olive-yellow blotches is
called the Tiger Salamander. They burrow into fallen
leaves and soil like moles.

Each spring they lay around 100 gelatin covered
eggs in shallow water. They need wet potholes and
ponds to breed their eggs and to keep their skin moist
which helps them breath.

Salamanders live on insect larvae, worms, frogs
and smaller salamanders.

CLAMS

Clams are an important addition important to the
entire-ecosystem. They are filter feeders. Clams
filter two liters of water in an hour and keep the
water clean. Some clams, like the Purple Wartyback
Clam recently found in the,Flambeau River, live eighty
years.

Chapter 4 WINGED CREATURES - INSECTS AND BIRDS

Vocabulary:
bugs - nya?tekatsi?nu-wake
mosquito - okalyahta"one?
- 'htu
tick ose
cricket - sli*kslik
horsefly - onlaekok
spider - tsyona?tsyake/htu
butterfly. - kana-w^
birds - nya?teiatsu?t^"gskaje
redwing blackbird - kaskali,
duck - talu?ko
goose - kShuk
heron - oh " kwalute?
aV
eagle - atuenyute?
hawk - kalhakuha"@

Wetlands are home for many different kinds of
birds, large and small. The swamps and marshes are
also home to many varieties of insects. A trip to a
wetland will prove this.

The bugs feast on the wide variety of plants and
the birds find a rich supply of food eating the bugs
and sometimes small fish.

Many birds feed on marsh plants as well as
insects. Ducks have special strainers on the bills
that filter out food,from the muddy water.

Du 'ck highways used by mallards and other waterfowl
are called I-Iflyways". These are selected wetlands used
for nesting places and rest stops during migration.
Oneida has many excellent examples of flyways which
attract many species.

There is a variety of ducks that make their homes
in this area. The American Black Duck,. the Green-
winged Teal, the Wood Duck, Gadwall, Northern Pintail
and Mallard are a few to be found in this area. Others
s7top over during their migration each year.

The male Mallard is easy to recognize. It has a
green head with a white collar around his neck, a brown
breast and a grey body. The-female or hen Mallard is
drab in color and is camouflaged to look like dried
grasses.

Another bird that is easy to identify is the red-
winged Blackbird. These smaller birds live their
entire life in the wetland, building nests out of the
rough grass and reeds.

The Great Blue Heron is one of the largest wetland
birds in this area and can be found by lakes, ponds,
rivers and marshes. The heron can usually be seen
standing at the end of the water watching for fish or
frogs to eat. Sometimes they will dine on snakes and
even mammals.

The Night Heron can be found in the Oneida
wetlands. It is shorter than the Great Blue and has a
short neck. It has a distinctive voice that sounds
like a barking "quawk!". As its name suggests, this
bird is active at night and usually roosts*in the
daytime.

The Sandhill Crane is another large bird that has
been seen on the Oneida Reservation. It can have a
wingspread of 80 inches. The Sandhill Crane breeds
mostly in the far north Arctic region but uses this
area as a regular stop.

-Z
V
7@j

Piping Plover are very numerous on the-Cii-e-ida
wetlands. They can be seen even in drainage ditches
where wetlands once were. These little birds make
nests on the ground. Their eggs look.like pebbles.
The Piping Plover is an endangered species and cannot
survive without the wetlands.

Some birds, such as the eagle, have diminished in
numbers and are threatened or endangered. Wetlands
provide a safe breeding ground for them. Without
wetlands they could be lost forever.

INSECTS AND SPIDERS

How many different kinds of insects and spiders
have you seen in a wetland? Which ones have you seen
skimming across the water, holding onto leaves or
flying?

Insects and spiders are among the most numerous
animals on Mother Earth. Some are tiny predators.
Wetlands are important breeding grounds for many
species either in or near the water. Insects can lay
their larvae in water or on leaves and plant material.

In wetland areas you can find many different kinds
of waterbugs, beetles, flies, mosquitos, spiders,
mites, butterflies and moths. Wetland insects can be as
big as a three inch water bug or as small as a deer
tick, the size of grain of black sand.

Indian people have always told stories about these
creatures. Their small size does not diminish their
importance. Each creature has a purpose and a job in
keeping the balance of nature.

Chapter 5 FOUR LEGGEDS

Vocabulary:
bear ohkwali
beaver tsyoni@htu
muskrat - ano-ki
raccoon - -ti-lu"
deer - osk,,nu-.tu-
BEAVE otter - tawi-ne

Beavers are very large rodents and are very
important to wetlands. They help by building dams to
hold water back which floods areas. These dome houses
made may be three feet high and as much as nine feet
wide.

Their lodges have one or more underwater
entrances. Beavers spread wood chips on their floor to
.absorb excess moisture. Their favorite construction
materials are poplar, aspen, willow, birch and maple.

In some places humans destroy beaver dams to keep
a stream flowing, not allowing the area to flood.
Usually this is only a temporary solution because
beavers will rebuild each time.

MUSKRAT

Muskrats are also rodents, a member of the rat
family. They live by small streams in wetland areas.
Like the beaver, they have flat tails. Webbed hind
feet and the flat tail helps them to swim.

Muskrats are excellent swimmers and spend most of
the time in the water. They prefer slow moving water
and avoid strong currents and rocky areas. They build
large complicated burrows with underwater entrances.
They eat wetland vegetation. When too many muskrat
inhabit an area and over harvest the food sources, they
move out as a whole family.

RACCOON

Raccoons are grayish mammals with bushy tails and
hands-like fleet. They have broad faces with marking
that give them the appearance of wearing a mask.
Raccoons like to live in wetland area and eat frogs,
reptiles, fruits and nuts. They often build their
homes in hollow trees.

Raccoons are nocturnal which means they usually
sleep during the day and are active at night.

OTTER

The river otter is another animal found in stream
areas. The fur of the otter was often used in trading.
It is still valued by Indian people and'is used on
traditional dance outfits.

The otter has a long body and is dark brown in
-color. When wet, the otter looks black. Its belly is
a lighter color and it has whitish whiskers. Unlike
beavers and raccoons, otters are active during the day
unless disturbed by humans.

DEER

White-tailed Deer like to live near farmlands, in
brushy areas near swamps. They are tan or reddish
brown in the summer and turn grayish brown in the
winter. Deer are usually nocturnal but may be active
at other times.

Deer like to graze an green plants, nuts, berries,
corn and plants growing in the wetland waters. Deer
often come to marshes to graze. Whitetails snort
through their noses to signal danger to the other deer
in the area.

Deer meat has always been a primary sourc e of food
for Indian people. The hides are used for clothing.
Deer hoofs are used as jingles on dance outfits. Every
part of the deer is used.

BLACK BEAR

Black Bear range in size from 4 1/2 feet to 6 1/4
feet long. They have broad footprints 4 to 5 inches on
the fore feet. Hindprints are 7 9 inches long and 5
inches wide.

Bears prefer to live in forests and swamps.
Although usually nocturnal, bears have sometimes been
seen during the day feeding at dumps. They often
appear to be moving slow but bears can run up to thirty
mile"s per hour. They are powerful swimmers and can
climb trees for protection or to get food.

Chapter 6 PLANTS AND LAND USE

Vocabulary:
grass (hay) onekli
cowslips - yuloPuhkwa'@Ike'*lha;'
waterlily - yotsi?tsyake/lha?
rice - watn A> -^@ -kwas
elderberry - ala-sek
blueberry - otst6khwi
smartweed - yotskalatko"

Wetlands can sometimes be identified because of
the kinds of plants that grow there. Plants that can
grow in water are called aquatic of hydrophytic
.vegetation. All of the wetland plants hold the soil in
place with their roots and keep the water from washing
the land away.

Wetlands can often be spotted by tall grass-like
plants. Probably the one that you recognize most often
is the cattail. The cattail is a kind of sedge. There
are 113 different kinds of sedge in Wisconsin. There
are fifteen different kinds of cattail. The cattail is
a favorite to many of birds. Native people used the
cattail for food and taught the early settlers how to
grind the roots into meal.

Arrowhead is another plant that is easy to spot.
There are six different kinds of Arrowhead but they all
have a distinctive leaf shaped,like an arrow. One type
has leaves as much as 16 inches across. The plant
grows fromwet muck and provides food for ducks and
muskrats. Sometimes this plant is called "Duck
Potato".

Wild rice was another aquatic plant that provided
food for the.Indian people. Rice is considered an
annual which means it will only grow for one season and
must be reseeded * Some of the ripe rice must be
dropped into the water for next year's crop. Some
bands of Ojibwa still harvest rice every year and they
are careful to let some of the rice fall back into the
water.

Elderberries,.blueberries, waterlily roots called
tubers, and cowslips all provide food sources for
animals, birds and humans. Smartweed seeds are a
favorite of ducks and geese.

Chapter 7 PROTECTING WETLANDS

Vocabulary:
water - aw^-ke..,
wetland - kana-wa u
marsh - oh-,sa';Ik^-taku
swamp - a?so'.1aku
mud - onawa'@tsta`-ke
pond - we'hkwayA
riverbank - atsydkta

Wetlands provide a special kind of place f or
plants and animals. Wetlands provide a collecting
place for rain and help control flood waters. They act
like giant sponges and are able to hold great amounts
of water. Then, these areas release the water slowly
over time.

Wetlands help clean polluted water. Because water
moves slowly in a wetland, the pollutants settle out.,
The plants absorb certain nutrients and chemicals that
could cause serious pollution downstream. The dirty
water becomes clean.

Certain birds ' insects, snakes, and other animals
find that wetlands are the most perfect place to live.
They can find all the rich tasty food,they need to
survive. Some endangered species are found in the
wetlands,that remain. About 35% of all plants and
animals listed as threatened or endangered in the
United States either live.in wetlands or need the
wetlands in some way. If wetlands are destroyed, these
plants and animals will be lost forever.

People still like to live on the edge of lakes,
ponds, rivers and streams. Some people still fill in
the land so they can build in these places. Farmers
still fill or drain wetlands to increase their crops or
grazing land. Some people still do not realize the
importance of wetlands for all of us.

The Oneida Tribe has a law known as the "Shore.land
Protection Ordinance" which protects the wetlands from
destruction. There are three main threats to our .
wetlands here - agriculture, land use, and pollution.

We all need to work together to find ways to
protect wetlands.

Chapter 8 WE GIVE THANKS

Vocabulary:

Tvyethinuhwela:tu yukinulha,ohutsya:ke
We give thanks to Mother Earth

Tvyethinuhwela:tu ohne:kanua
We give thanks to the water

Tvyethinuhwela:tu kaluhtehsuha
We give thanks to the trees

Tvyethinuhwela:tu oneklilshu:ha
We give thanks to the grasses

Tvyethinuhwela:tu kutili
We give thanks to the animals

Tvyethinuhwela:tu otshvhahshuha
.We give thanks to,the birds

Tvyethinuhwela:tu kana waku
We give thanks to the wetland

PROTECTORS OF THE LAND

By now you have come to realize that wetlands are
important for the survival of our Mother Earth. We are
grateful for the variety of places we have been given.
Humans, animals, fish, birds, insects and plant life
all rely on wetlands to keep our world in balance.

The Creator was very wise to make some places dry
and others wet. The Creator knew which plants would
hold the soil in place. The right foods were put in
place. The families of animals complemented each
other.

Humans sometimes forget about the balance and see
a need for more farm lands, or want to build a house in
a place not good for a house. Sometime we dump our
garbage or factories dump their waste products in a
wetland thinking "no one lives there".

When we offer tobacco and give thanks for all we
have been given, we must also ask to know the right way
to treat the wetlands and all who live there. Then we
must have the courage to become protectors of the land.

I I

Life and death are both part of the Name -the predator and the preY in each link of these
wetland cycle. All animals depend wetland food chains.
on others for food, from the
largest to the smallest. Example:
(mayf7y)
Green wetland plants-
frog eats insect
capturing the sun to
w eats
grow-are at the D@ Z,
eats
center of it all.
Thefoodchains eats
here
illustrated eats
are two of many eats
possible wetland
eats
food chains.
-eats
Can, ou think eats
-Ile
of -any others-: eats

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14

pop
I(S
Ili IT tjj e

Wildlife. Whatzits
lariv animals have special aaapta-
tions that allow them to live in their
habitat. An example is the flat tail of
the muskratwhich serves as a rudder
(for steering) while swimming. Match
the followin-r wetland adaptations
with the drawin-s:
A. Featherless extra skin to help
paddle throuc@h the water.
B. Keeps this animal from sinking in
the mud while looking for fish, snails,
frogs, or other things to eat.
C. Propels this animal through the -wate-,-
and helps in grooming its fur.'
D Used for siftino- water and mud to
strain out bits of food.
E. Lon-,- slim, strong, and pointed to
reach into the water and catch or 'skewer
fish and frogs.
F., Strong, chisel-like teeth for cutting
trees and brush. D

. . . . . . . . . . . .

Wetlands Crosswofd Puzzle

,\crf)ss

1) PoIllofe tvcllonds Scr.vC as 11.1mral
holding excess w:itcr and
incrcnsing soil T
2) The (luck his-, 11 V: y of"tc1l used by T-1
nmIlards is a
3) This .111ilMll IMS SUCh --I biO 01111CtitC, T_ I
it Cno, its own licinic rrom [lie inside

Oil(.
14 1
4) Thcsc s1cck predafors have special
glands that give offstrong sniells.
5) Tile riest of (tic piping plover.
7) Animals dint may become extinct if
something is no( done to save them.
9) WcOmid, hold wntcr, rclcisc it
slowly Ilicichy helping to prevent
T9
10) Even young black bullhends can 7
dcFend themselves bcciusc of these.

Down

I) I'llis carnivorous imphibian lives in upland area s and breeds in wetkinds.
6) Life and death ire both part of the wcdind
8) These nimicrous, small wetlands serve inany pUrposes, but are disappearing
r.1pidly.
11 ) Wctlands _ groundwater systems that provide water for many
rural and urban people.

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ACKNOWLEDGEMENTS

This curriculum was funded by a grant from the
Wisconsin Coastal Management Program. Assistance was
provided by Kathleen Kalina, Acting Director of the
Oneida Tribe Environmental Department, Artley
Skenandore, Principal of the Oneida Tribal School, Mike
King and Terry Metoxen, Oneida Tribal Conservation
Wardens, the Oneida Tribe Conservation Club, and Cliff
Abbott of the University of Wisconsin-Green Bay.
Materials were obtained from a variety of sources.
Among them were the Madison Metropolitan School
District and the Wisconsin Department of Natural
Resources in Madison. The D.N.R. provided.a good deal
of the information. U.S. Fish and Wildlife provided
the majority of graphics used in these lessons.

Most of all, thanks must be given to the Mother
Earth in the words of the Iroquois people.

We give thanks and greetings to the earth;
she gives us that which makes us strong and
healthy. She supports our feet as we walk
upon her... We are her color, her flesh and
her roots. 'Once we acknowledge and respect
her role, then begins a true relationship and
all that is from her returns to her.

(Thanksgiving address of the North American
Indian, North American Travelling College, 1976)

TEACHER'S GUIDE

ONEIDA WETLANDS

OBJECTIVES

1. To help students identify and develop an awareness
of wetlands, particularly on the Oneida
Reservation.

2. To help students develop an awareness of the
diversity of organisms that inhabit or use a
wetland.

3. To help students understand the Indian ecological
perspective and benefits to the environment.

4. To'help students understand the value and function
of wetlands as well as the consequences of wetland
loss.

5. To help students to begin to evaluate the need for
protection policies and management of areas and
the effect of those policies, including the "hard,"
choices to be made.

6. To help students develop an understanding of the
interconnectedness of all life and have reverence
for that life.

7. To help students gain knowledge and skills to
evaluate their own attitudes and lifestyles and
that of their own family, friends and community
members in order to maintain the integrity of
wetland ecosystems,.

S. To help students appreciate and understand the
words spoken to the Creator in the Thanksgiving
Address.

TEACHER'S GUIDE'

Chapter One INTRODUCTION TO WETLANDS

Vocabulary:
a?sol-laku - swamp
kana-waku - wetland
ohsa?k^.taku - marsh
onawa'@tstal-ke - mud

Activities:,
Models

Students could be encouraged to build models of
the different ways in which wetlands develop. This
would involve their obtaining impervious soils (or
synthetic barriers could be used) to simulate the
natural environments. Discussi on of topography would
lead into map skill development.

Map Reading

This unit could benefit from the application of
topographic map reading, with particular attention to
the Oneida reservation. Other maps with distinct
wetland distribution could be used for comparisons.

Chapter'Two CHANGES IN THE LAND

vocabulary:
Oneida oneyote>a-ka - people-of the
standing stone
Oneida, WI okwehowe-ne - an Oneida
settlement

Chapter Two brings a historical perspective into
the study of wetlands. Students should know a good
deal of this information by this level. The material
can be used to foster discussions of the changes that
have taken place as a result of immigrants into this
area.

This is a 4ood unit to develop the "cause and
effect" of culture change. Increased population
results in-a greater need for food sources which in

turn leads to the need for more land to be cleared for
farming. This results in an increased loss of
wetlands.

The historical component is not intended to place
'.'blame" but to reinforce that people in earlier times
did what was necessary for survival. At that time,
they did not foresee the long range consequences.

Activities:

Make maps indicating the route that.the Oneida
People of Wisconsin took from New York State.

Use an early map of Wisconsin to show the area
ceded from the Menominee to the Oneida and the
reduction of acreage.

Discuss and show on a map the effect of the Dawes
Allotment-Act of 1887.

Make your own slides of landscapes showing th e
vast acres in use for farming vs wooded areas.

Chapter Three REPTILES, AMPHIBIANS AND FISH.

Vocabulary:
"tku-, aw an
snake o ist*' i, or kwa"watkwal
'le?
turtle alno-wa
frog kwale-le"
fish nya?tek^,-syake
minnows okzLa

Activities:

Have students make up Bingo Cards with the,
different species found in wetlands on the Oneida
Reservation. This can beused is a number of"ways
including direct observation on field trips.

Other units in Biology can be integrated into this
material.
Bruchac's Iroquoi s Stories (1985) has some
excellent stories that would fit well into this unit.
The "Three Tales About Turtle" could help develop an
appreciation for the wetland environment. "Raccoon and

the Crayfish" is another story with wetland characters.
There are also a number of stories in this book that
have snake characters.

Chapter Four WINGED CREATURES INSECTS AND BIRDS

Vocabulary:
bugs - nya-7tekatsi7nu-wa"ke
mosquito - okalyahta". ne7
tick - os(E@htu
cricket - sli@:slik
horsefly onla-ko"k
spider - tsyona?tsyakehtu
butterfly - kana.WA a
birds - nyaltejatsuPt^gskaje
redwing blackbird - kaskall"
duck - talu?ko*'
goose - kahuk
heron - oha"ekwalute?
eagle - atu*'-nyute?
hawk - kalhak-dha?

Activities:

Birdwatching or insect counting could be a way to
illustrate the vast variety of birds and insects found
in wetlands. The statistics,of such a count could be
used to identify wetland areas and comparisons between
areas used to develop analyses of target areas.

This exercise could also b e done with fictitious
numbers and hypotheses formulated.

create a miniwetland terrarium and raise insects.

The Audubon Society's nature guide Wetlands is a
valuable resource to expand on the vast numbers of
species that inhabit wetlands. The volume includes
habitat areas. Some species are not listed as
inhabiting this area but have been seen. An example is
the Sand Hill Crane.

The Piping Plover can be easily recognized and
have interesting habits. Many regional chapters of the
Audubon Society sponsor "Save the Plover" programs.
Additional information can be obtained from Audubon.

How many species can your students identify?
Check to see if they are listed for this area or if
they are outside of what is considered their geographic
area.

Chapter Five - FOUR LEGGEDS

Vocabulary:
bear ohkwali
beaver tsyonihtu
muskrat - ano-ki
raccoon - Ati-plu
deer - oskAnu-tu
otter - tawi-ne .1
bear - ohkwali''

Activities:

Describe the eating habits of the mammals that
live in wetlands. Show how the environment is
essential for the survival of these species. Explain
how loss of even some of this environment threatens the
survival of these species..

Perhaps some of the students have pelts that could
be brought into the classroom for display. Connect
these exhibit pieces with a review of the fur trade and
the impact on the culture.

The Iroquois people have honored the bear in many
stories. The collection of bear stories gathered from
informants in 1939 through the WPA project would be
good additional material in this chapter. This
booklet is not listed in the Bibliography because it is
untitled, not dated and there is no editor listed. It
is probably available through the tribal library.

Members of the Bear Clan could visit class to
discuss this clan's contribution to the community.

Chapter Six PLANTS AND LAND USE

Vocabulary:
grass (hay) onekli
cowslips - yulo?uhkwa?ke'lha?
water lily - yotsi7tsyake'lhaP
rice - watn^. > A"Okwas
elderberry - ala-sek
blueberry - otstokhwi
smartweed - yotskalatko'

Activities:

Wetland plants can often be spotted from a
distance. There are many more than the few mentioned
in this chapter. A field trip to a wetland area could
provide an opportunity for the students to see the
diversity of hydrophytic vegetation.

Many wetland plants are used by humans. All are
used by the other creatures. Plan a program to see how
the plants and which part of the plants are utilized.

Bring in some uncooked wild rice and perhaps a
"tasty" dish for students to sample. Many parents have
wild rice recipes. Have the students put together a
Wetland Plant Cookbook.

Have the.students use some of the reeds for
basketweaving or have a demonstration from a member of
the community.

Chapter 7 PROTECTING WETLANDS

Vocabulary:
water aw,,-ke
wetland kana-waku
marsh oh-;@P'>kA-taku
swamp a?so-laku
mud onawaPtsta"oke
pond W(@hkwayll
riverbank atsya"kta

Activities:

Get a copy of.the Oneida 'I'Shoreland-Wetland
Protection Ordinance" so the students can understand
the policy established by the Tribe.

Have the students develop questionnaires to ask
their family and friends. From the results students
will be able to assess how much the general community
understands about wetlands. This can be used to
determine the need for wetland restoration, a plan of
action for wetland protection and/or restoration, and
the benefits to.the community.

The results of this survey could form the basis
for a community education program that is planned for
Oneida and could help diminish the loss of wetlands in
the area.

Students could be actively involved in the
education of other people in the community as well as
presentations to the lower elementary grades. By
taking an active role, students will be empowered to
become leaders in wetland protection and perhaps save
some species.

Chapter 8 WE GIVE THANKS

Vocabulary:
Tvyethinuhwela:tu yukinulha ohutsya:ke
We give thanks to Mother Earth

Tvyethinuhwela:tu ohne:kanua
We give thanks to the water

Tvyethinuhwela:tu kaluhtehsuha
We give thanks to the trees

Tvyethinuhwela:tu oneklilshu:ha
We give thanks to the grasses

TvYethinuhwela:tu kutili
We give thanks to the animals

Tvyethinuhwela:tu otshvhahshuha
We give thanks to the birds

Tvyethinuhwela:tu kana waku
We give thanks to the wetland

Activities:

Have a Longhouse Faithkeeper from each clan come
to the class to offer tobacco and Thanksgiving for all
that the students have learned.

KEY TO PRONUNCIATION

Vowels:

a as in ah or father
as in egg or eight
as in ski or machine
0 as in hope or low
U as in tune
A as in son or fun

Consonants:
h as in hill (a breath sound)
k as in skill or ski (actually closer to a Ig'
sound)
as in like or Bill
n as in nice or fan
s as in soap or pass
as in is or easy (actually closer to a
1z' sound only if it is between'two
vowels)
t as in stove or still (actually close to a Id'
sound)
w as in wave or sow
y as in you
is a catch, a quick stop of air as between
the syllables in 'uhuhl (slang for no)
marks the syllable with the stress or accent
(loudest)
marks a vowel that is dragged a little
(when a dragged vowel also has the accent
mark then that syllable has a slightly
falling tone)

An Oneida Nature Glossary
1977, Oneida Language Project

SELECTED BIBLIOGRAPHY

1977 An Oneida Nature Glossary
Oneida Language Project, Oneida Tribe of
Indians of Wisconsin, Oneida, WI

1976 Wetland Use in Wisconsin: Historical
Perspective and Present Picture
Wisconsin Department of Natural Resources,
Madison

Bruchac, Joseph
1985 Irocruois Stories: Heroes and Heroines,
Monsters and Magic, The Crossing Press,
Trumansburg, NY

Department of Natural Resources
1982 User's Guide to the Wisconsin Wetlands
Inventory
D.N.R., Madison, WI ff

Disinger, John, Editor
1982 Environmental Education in Action VI:
Change Agents In and For Environmental
Education
Ohio State University, College of Education
and School of Natural Resources. Columbus,
Ohio

Niering, William A.
1988 Wetlands: The Audubon Society Nature Guide
First Publication 1985
Alfred A. Knopf, Inc., New York
Excellent source of information

Novitski, R. P.
1982 Hydrology of Wisconsin Wetlands
U.S. Department of Interior Geological Survey
and University of Wisconsin Extension,
Madison

-Oneida Tribe
1981 Shoreland Protection Ordinance
Adopted December 7, 1981 by Action of the
Oneida Tribal Business Committee, Oneida
Resources Management, Oneida Tribe of Indians
of Wisconsin

Shorland-Wetland Protection Ordinance,
revised September 1991

Phillips, John
1970 Wisconsin Wetland Soils: A Review
Department of Natural Resources, Madison

Tehanetorens
n.d. Tales of the Iroquois, Vollume I and Volume.II
Akwesasne Notes, Mohawk Nation, Rooseveltown,
NY

Weller, Milton W.
1981 Freshwater Marshes
Ecology & Wil 'dlife Management, University of
Minnesota Press, Minneapolis

OTHER RESOURCES

John H. Braastad, Wildlife.Biologist, specializes
in Wetland Restoration, U.S. Fish and Wildlife Service,
Green Bay Field Office, 1015 Challenger Court, Green
Bay, WI 54311, (4141 433-3803.

John has given a presentation at Oneida and was
very knowledgeable and had'a good deal of supplementary
materials. Some of this was used to supplement this
curriculum. He would probably-be willing to give a
presentation at the school.

Oneida Conservation Officers, Mike King and Terry
Metoxen, are charged-with the implementation of the
conservation laws. These officers will be cible to
suggest wetland areas suitable for class field trips.

The,-Oneida Conservation Club is very active in
wetland protection. The students and their families
could be encouraged to join the club.

Kathleen Kalina. of the Environmental Department is
a skilled educator and would be able to give presen-
tations on any of the areas covered from an environ-
mental protection perspective. The reservation has a
number of environmental problems that.threatens the
integrity of the wetlands. Kathleen would be able to
address some of these' problems for your class.

Carol Nepton, author of this curriculum guide, can
be reached at the University of Wisconsin-Green Bay.

M M

Life arid death are both part of t1 Name the predator arid t1te preY in each link of these
wetland cycle. All animals depend wetland food chains.
on others for food, from the
largest to the smallest. Example:
Green wetland plants- ts insect (III
frog e a mfl.)')
capturing the sun to
eats
grow-are at the
lv.
eats
center of it all.

eats
The food chains
illustrated here eats
are two of many
possible wetland eats
eats
food chains.
ea ts
N
eats
Can you think
AI
of anyotheis?,
eats

jW)
4
Z'
rx

Imam
ZT_ avla=6 ENALMD

Wetland.s Crossword Puzzle

A c rnss

I ) llodiolc weilands scr%,c as natural
holding excess wnter and
increasing soil inoislurc. 12 1 1 1 1 1
2) I-lie (luck higliv.'ay.oficli used by
mallards is a
3) This ininial his such n big '11)1)ctite, 3
it cnts its own home froin thc-"'nsidc
out. 14 1
4) These sdeck prcdalor'; have spccial
glands thit give offstrong sniells.
51) The ricst of the piping plovcr.
7) Aninials that may become cxtinct if 6 ro 1
sonicilling is not done to save theni.

9) Wctlarikl,@ hold wntcr, release it
slovdy thcicby helping to prevent
T9
10) Evcn young black bullheads can 7
defend ilicniscIN-cs because of these.

Dmi n
I ) This carnivorous amphibian lives in upland areas and breeds,. in wetland@.
6) Life and dcath ire both part of th e wetlind
8) These nunicrous, small wetlands serve many purposes, but are disappearing
rapidly.
I I ) Wctlands - groundwater systems that provide water for many
rural and urban pcoplc.

Answers

11.11411-111-1 0 1 piji'Mrpun Q
Snjoillod (S (g.

liqui (t,
(9

iv.ij,,ritu (f

4r.A%AU (Z
S.)Uids (()I s.10tiod's ( I

IV
Wildlife Whatzits
N-lany animals have special aaapta-
tions that allow them to live in their
habitat. An example is the flat tail of
the muskratwhich serves as a rudder
(for steering) while swimming. Match
the following wetland adaptations
with the drawin-s:
A. Featherless extra skin to help
paddle through the water.

7. -
B. Keeps this animal from sinking in
the mud while looking- for fish, snails,
frogs, or other things to eat.
C. POropels this animal through the-watel.
and helps in groomincr its fur.'
t)
D* Used for sifting water and mud to
strain out bits of"food.
E. Long,-slim, strong, and pointed to
or *skewer
reach into the water and catch
fish and frogs.
F. Strong, chisel-like teeth for cutting
11
ID ZZ)
trees and brush.

Z,
fe@

40 60 MILES
0 20
0 20 AO 60 KILOMETERS
W.

@i,, N!

-46-
88.
41

!.n
t
7-

TU4.14"
-4

V"
iL o. t
Ail
L
wer? 1i `17
A@ %
7

v-
-44-
L!

W..
EXPLANATIO
4

@10
Wet soil .(we tland)

r.
r Zts;z
43
Glacial Aquifer

Wet soils map by B.E. Frazier
and R.W. Kiefer, 1974.
Limit of glacial aquifer from
Devaul, 1975.

GLOSSARY

Wetlands Wetland Classes
From: Wisconsin Natural Resources Council of State Adapted from: U.S. Fish and Wildlife Service Circular 39,
Agencies, Managing Wisconsin's Natural Resources 1973). Wetlands of the United States( 1956 A,
Wetlands-Land areas with shallow surface water and/or Type 1 Seasonally flooded basin or flat-A type of wetland
waterlogged soils during at least part of the growing season. which is covered with water, or is waterlogged during some
seasons but is usually well-drained during most of the growing
season. Vegetation on this type of wetland Is quite
variable-ranging from bottornland hardwood forests to open
meadows. This type of wetland may be found in an upland
depression or in an overflowed bottomiand.
Type 2 Fresh or Wet Meadow-A type of wetiand which is not
covered with standing water, but is waterlogged within a few
inches of the surface during most of the growing season.
Characteristic vegetation on this type of wetiand' includes
grasses, sedges, rushes and various broad-leaved plants.
Representative plants are sedges, rushes; redtop grass, reed
grasses, manna grasses, prairie cordgrass, and mints. This type
of wetland may occur in a shallow lake basin, Slough, farmland
sag or on the edge of a shallow marsh.
Type 3 Shallow Marsh-A type of wetland which -is usually
waterlogged during the growing season and often is covered by
water six1or more inches deep. Vegetation characteristic of this
type -of Weiland includes grasses, sedges, bulrushes, burreed,
spikeruslies, cattails, arrowheads, pickerelweed and
smartweeds. This type of welland rnay occur in a shallow lake
basin or slough, on the edge of a deep rnarsh, or as a seep area
on irrigated land.
Type 4 Deep Marsh-A type of wetiand which is covered with
6 inches to 3 feet or more of water during the growing season.
Vegetation characteristic of this type of wetland includes cat-
tails, bulrushes, spikerushes and wild rice. This type of wetland
may occur in a shallow lake basin, a pothole, limestone sink,
slough or on the edge of open water.

PAIN "M Moo 0" ft" jiiiiiigg fi6iW A"" "am A"" 2&%" AW000 Wfiftwo ezai@ fiftwwm

Type 5 Open Water-A type of wetland which is covered with Offier Wetland Terms
three to ten feet of water and has emergent vegetation along its Adapted from: John T. Curtis, Vegetation of Wisconsin (The
edges. Vegetation characteristic of this type of wetland includes University of Wisconsin Press, 1959).
pondweeds, waterlilies, wild celery. coontail and water milfoils.
This type of welland inClUd6s shallow ponds and reservoirs. Fen--7A unique type of wet grassland which occurs over a cold
Type 6 Shrub Swamp-A type of wetland which is usually alkaline spring. Vegeta 'tion characteristic of this type of wetland
includes grasses and sedges and rare plants such as grass of
waterlogged during the growing season and which is often Parnassus, small while ladyslipper orchid, Kalm's lobelia, Rid-
covered with as much as six inches of water. Vegetation dell's goldenrod, rush-like aster, and the lesser fringed gentian.
characteristic of this type of wetland includes alders,, willows, Fens usually occur on hillsides overlGoking,existing or extinct
and dogwoods. This type of wetland may occur along a sluggish glacial lakes.
stream, on a floodplain, or on a disturbed. wet meadow or
shallow marsh. \ Lowland or Wet Prairle-A type of wet grassland which
Type 7 Wooded Swamp-A type of welland which is usually occurs on lowland Subject to inundation by runoff Ir0nl
waterlogged within a few inches of the Surface during the heavy rains or by floodwater from a nearby stream. Grasses
characteristic of this type of wetland include big blUestem,
growing season and which is often covered with as much as one bluejoint, siougligrass, prairie muhly, and wild rye. Some of the
toot of water. Trees characteristic of this type of wetland include most typical species of the lowland prairie are the New England
American elm, silver maple, tamarack, white cedar. black
aster, gayfeather, yellow stargrass, Turk's cap lily and prairie
spruce, balsam. red maple and black ash. dock.
Type 8 Bog-A type of wetland oil acid peat which is Northern Alder ThIckel-A type of-shrub. swamp usually
waterlogged. Vegetation characteristic of this type of wetland found in northern Wisconsin. The shrub which dominates this
includes heath shrubs, sphagnum moss, sedges, black spruce type of wetland'is the'tag alder. Like the southern shrub carr, the
and tamarack. This type of wetland may occur in a lake basin, northern alder thicket usually covers only small areas but where
along a sluggish stream, or on a watershed divide. bogs or sedge meadows have been disturbed, alders may cover
a large area.
Soil Drainage Classes
River Bottomiand or Floodplain Forest-A type of seasonally
Adapted from: U.S. Department of Agriculture Handbook No. flooded wet forest which is found along river valleys and on lake
18, Soil Survey Manual ( 195 1 plains. In the southern part of the state, trees characteristic of
Very poorly drained soll-A type of soil from which @Vater is this type of wetland include silver maple, American elm, black
removed so slowly that the water table remains at or on the willow. cottonwood, swamp white oak, and green ash. In the
surface the greater part of the time. This type Of Soil is USLially northern part of the state, characteristic trees include white
found oil a level or depressed site and is frequently covered.by cedar and black ash.
water.
Poorly drained soll-A type of soil from which water Is Southern Shrub Carr-A type of shrub swamp found in
southern Wisconsin. Shrubs characteristic of this wetland in-
removed so slowly that the soil remains wet for a large part of the clude red osier dogwood and several species of willows. Under
time. The water table is commonly at or near the surface of this natural conditions this type of wetland is usually a narrow band
type of soil during a considerable part ol the year. between a sedge meadow and lowland forest. However. more
Somewhat poorly drained soll-A type of soil from which the extensive shrub carrs have been created where sedge meadows,
water is removed slowly enough to keep it wet for significant fens, or bogs have been altered by fire and/or water level
periods but not all of the time. changes.

Do AM DD U [E

GAYLORD No. 2333 PRINTED IN U.S A.

3 6668 '14108 240