Question:
A marching band is a group in which instrumental musicians perform while marching, often for entertainment or competition. Instrumentation typically includes brass, woodwind, and percussion instruments. Most marching bands wear a uniform, often of a military style, that includes an associated school or organization's colors, name or symbol. Most high school marching bands, and some college marching bands, are accompanied by a color guard, a group of performers who add a visual interpretation to the music through the use of props, most often flags and rifles.
Many bands have auxiliaries that add a visual component to the performance. For ceremonial bands, this could be a traditional color guard or honor guard. For drum & bugle corps and corps-style field bands, this could include Dance lines, majorettes, Auxiliary units may be collectively referred to as color guard or visual ensemble.  Auxiliaries may perform as independent groups. In the early 1970s, color guards began to hold their own competitions in the winter (after the American football season, and before the beginning of the summer drum and bugle corps season). These became known as winter guard. There are also numerous dance competitions in the off-season.  The color guard of a marching band or drum and bugle corps may contain sabers, mock rifles, and tall flags. In modern bands, other props are often used: flags of all sizes, horizontal banners, vertical banners, streamers, pom-poms, even tires, balls, and hula hoops or custom built props. The color guard may also employ stage dressing such as backdrops, portable flats, or other structures. These can be used simply as static scenery or moved to emphasize block drill, and are often used to create a "backstage" area to store equipment and hide personnel.  While military color guards were typically male, band color guards tend to be primarily female, though it is becoming more common for men to join as well. A few independent units are all-male. Guard members nearly always wear a special uniform or costume that is distinctive from that of the band, not necessarily matching in design or color. The men's and women's guard uniforms are usually designed in one of two ways: nearly identically, but with gender-specific parts (i.e. skirts) adapted for the use of the opposite sex; or complimentarily, with the two uniforms designed similarly but with variations in color or form. The color guard uniform, especially in a high school marching band, need not be in school colors; in fact, they rarely are. These uniforms are designed to represent a certain aspect of the halftime show, characterize the guard members through costumes, or tell some sort of story, and can thus be in any design or color (a surprisingly common complaint among the high school audience is that guard uniforms and equipment "aren't school colors").  Indoor color guards have become popular within high schools and universities throughout the United States. These groups perform a theme-based show in competitions after the outdoor marching band season ends. Indoor color guard shows are typically performed in school gymnasiums and are adjudicated.
Answer this question using a quote from the text above:

what is a color or honor guard

Answer:
While military color guards were typically male, band color guards tend to be primarily female, though it is becoming more common for men to join as well.

Answer the question at the end by quoting:

Lewis Henry Morgan (November 21, 1818 - December 17, 1881) was a pioneering American anthropologist and social theorist who worked as a railroad lawyer. He is best known for his work on kinship and social structure, his theories of social evolution, and his ethnography of the Iroquois. Interested in what holds societies together, he proposed the concept that the earliest human domestic institution was the matrilineal clan, not the patriarchal family. Also interested in what leads to social change, he was a contemporary of the European social theorists Karl Marx and Friedrich Engels, who were influenced by reading his work on social structure and material culture, the influence of technology on progress.
After graduating in 1840, Morgan returned to Aurora to read the law with an established firm. In 1842 he was admitted to the bar in Rochester, where he went into partnership with a Union classmate, George F. Danforth, a future judge. They could find no clients, as the nation was in an economic depression, which had started with the Panic of 1837. Morgan wrote essays, which he had begun to do while studying law, and published some in The Knickerbocker under the pen name Aquarius.  On January 1, 1841, Morgan and some friends from Cayuga Academy formed a secret fraternal society which they called the Gordian Knot. As Morgan's earliest essays from that time had classical themes, the club may have been a kind of literary society, as was common then. In 1841 or 1842 the young men redefined the society, renaming it the Order of the Iroquois. Morgan referred to this event as cutting the knot. In 1843 they named it the Grand Order of the Iroquois, followed by the New Confederacy of the Iroquois. They made the group a research organization to collect information on the Iroquois, whose historical territory for centuries had included central and upstate New York west of the Hudson and the Finger Lakes region.  The men intended to resurrect the spirit of the Iroquois. They tried to learn the languages, assumed Iroquois names, and organized the group by the historic pattern of Iroquois tribes. In 1844 they received permission from the former Freemasons of Aurora to use the upper floor of the Masonic temple as a meeting hall. New members underwent a secret rite called inindianation in which they were transformed spiritually into Iroquois. They met in the summer around campfires and paraded yearly through the town in costume. Morgan seemed infused with the spirit of the Iroquois. He said, "We are now upon the very soil over which they exercised dominion ... Poetry still lingers around the scenery...." These new Iroquois retained a literary frame of mind, but they intended to focus on "the writing of a native American epic that would define national identity".

Were they able to reach their goal?
They tried to learn the languages, assumed Iroquois names, and organized the group by the historic pattern of Iroquois tribes.