10 10 345 https://native-history.sites.grinnell.edu/files/original/c60cc4f790222ed670db6b76bc70356f.pdf 0b6a1ea44b8f452f0613af03248fa97e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lat. Amer. Col. Lesson 4 Student Handouts https://native-history.sites.grinnell.edu/files/original/e56a3baed8a9d4078b44f0429d68a0c1.pdf a7a467b0da1de4132a472e451344b6d0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource Pre-European Contact/First Contact Creator An entity primarily responsible for making the resource Yesenia Ayala, Valerie Benoist, Deborah Michaels Temporal Coverage Temporal characteristics of the resource. 1400s 1500s 1600s Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Upper High School Title A name given to the resource Lat. Amer. Col. Lesson 5 Handouts Description An account of the resource Handout to analyze pictographic text by Guaman Poma Language A language of the resource English Spanish Type The nature or genre of the resource Student Handouts Spatial Coverage Spatial characteristics of the resource. Central America South America Date Created Date of creation of the resource. 2018 https://native-history.sites.grinnell.edu/files/original/6e16e50cc60084838b5a82e0237e7fc6.pdf 793f318ab547572a18b94f51c331a0e2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource Pre-European Contact/First Contact Creator An entity primarily responsible for making the resource Yesenia Ayala, Valerie Benoist, Deborah Michaels Temporal Coverage Temporal characteristics of the resource. 1400s 1500s 1600s Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Upper High School Description An account of the resource This lesson is meant to give voice and agency to Indigenous authors who write about the events that occurred during the interactions between Incas and Europeans. Students will have the opportunity to use their critical thinking skills to learn about the perspective of the “colonized” during Latin American colonialism. This lesson examines the work of Guaman Poma, Indigenous author and illustrator—who chronicled the period of the Spanish conquest in both pictography and in alphabetic texts. His voluminous works describe Incan culture and civilization and the role it played before, during, and after the conquest in 1535. In this lesson, students transition from analyzing counternarratives written by Europeans to analyzing those of Indigenous authors. Students will also come to understand the importance of including Indigenous voices and perspectives of the conquest and colonization to fully understand these events in Native History. Language A language of the resource English Spanish Type The nature or genre of the resource Unit Plan Spatial Coverage Spatial characteristics of the resource. Central America South America Date Created Date of creation of the resource. 2018 Title A name given to the resource Lat. Amer. Col. Lesson 5 Lesson Plan https://native-history.sites.grinnell.edu/files/original/8f554e1ea92f48094e9370384e47b2c3.pdf a7a467b0da1de4132a472e451344b6d0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lat. Amer. Col. Lesson 5 Student Handouts https://native-history.sites.grinnell.edu/files/original/c8b24102de6b53832acab115ea8f2ed3.pdf b767f5669541d93a0c6b64c6e6c0c0dd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource Pre-European Contact/First Contact Creator An entity primarily responsible for making the resource Yesenia Ayala, Valerie Benoist, Deborah Michaels Temporal Coverage Temporal characteristics of the resource. 1400s 1500s Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Low High School, Upper High School Description An account of the resource This unit will challenge the Eurocentric narrative that describes a peaceful, progressive colonialism of Latin America. It will allow students to explore the colonial history in the perspective of Indigenous authors and populations. The lessons will allow students to deconstruct concepts and terminology often used in the master narratives. Students will be able to take the information of these indigenous populations’ narratives. Language A language of the resource English Type The nature or genre of the resource Unit Plan Spatial Coverage Spatial characteristics of the resource. Caribbean Cuba Mexico Central America South America Date Created Date of creation of the resource. 2018 Title A name given to the resource Lat. Amer. Col. Unit Plan https://native-history.sites.grinnell.edu/files/original/4ba37eaf112a4a62b81804205372676a.pdf 5face4e584e77765c34c7b61a596f182 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latin American Colonization Lesson 1 Lesson Plan Subject The topic of the resource Pre-European Contact/First Contact Creator An entity primarily responsible for making the resource Yesenia Ayala, Valerie Benoist, Deborah Michaels Description An account of the resource This lesson plan encourages students to think critically about the concept of “civilization.” The ideology of “civilization” served to legitimize colonization in the minds of the colonizers by creating a belief in the inferiority of Indigenous populations and positioned Europeans as superior. A common narrative in many American history textbooks is that Europeans came to the Americas to save and “civilize” the Native tribes and empires. Yet, students are missing an important piece of that narrative: the fact that these indigenous communities already had key elements of “civilization.” Students will learn about definitions of civilization, analyze images related to European and Indigenous cultures, and answer questions that will complicate their notions of “civilization.” Temporal Coverage Temporal characteristics of the resource. 1400s 1500s Language A language of the resource English Spanish Type The nature or genre of the resource Lesson Plan Spatial Coverage Spatial characteristics of the resource. Caribbean Cuba Central America South America Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Low High School, Upper High School Date Created Date of creation of the resource. 2018 https://native-history.sites.grinnell.edu/files/original/e2ace034ced89490d7357fd9f1ced0c7.jpg 859f11515c059f5926a133b1963737d2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Leah Bio Photo https://native-history.sites.grinnell.edu/files/original/b89e7a84204ed15a60c6951737735272.pdf edf7a00691fcf69159e8a6375e668014 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native History Worksheet Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lesson 1 Worksheet: Source Analysis of Native American Code Talkers Description An account of the resource The following sources are meant to be a part of Lesson 1 and asks students to analyze an array of primary and secondary sources in an attempt to have students rework the master narrative of Native American contributions to WWII. Creator An entity primarily responsible for making the resource Ruth Isaac https://native-history.sites.grinnell.edu/files/original/a7237e7fd213b34e54117d0a33d01fe5.pdf 6b6344e5c65a0728c51e9581f40649ef Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native History Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1 Day Objectives Students should understand the crucial role Native Americans had in WWII by creating an unbreakable code. Along with the inadequacies present in standard history textbooks that scantily cover Native American efforts in WWII. Materials Lesson 1: Worksheet Lesson Plan Text This lesson plan is meant to expose students to how Native Americans contributed to WWII and how that contribution is remembered today. While this lesson plan looks specifically at Native American code talkers, the more traditional war roles (i.e. soldiers) that Native Americans had are not delved into here. Students are asked to analyze sources from standardized textbooks, a New York Times article, and Native American testimonies. By comparing various sources, this unit demonstrates that Native American code talkers are seldom recognized for their vital contributions to WWII. Due to the volume of sources, if you run out of time, you can save the Native American testimonials for Lesson 2. Essential Questions: What are the implications of excluding Native American contributions to World War II; why has it been erased? What was the role of Native Americans in WWII? Introduction to Native Americans in the War: 5 minutes Open class with asking students if they know anything about code talkers, as students respond write down their responses on poster paper/on the board If no responses/conversation helpers: ask about the roles Native Americans could have had in the war, what they think code talkers means (deconstructing the word – what does it make them think of?), some reasons why Native Americans would and wouldn’t want to serve in WWII Be sure to save the information Activity: 45 minutes Hand out the first source, textbook narratives, and give students 10 minutes to read the source and answer the attached questions (can work with a partner to help answer the questions but make sure to give enough time to read the different excerpts), if students finish earlier than the allotted 10 minutes, start classroom share earlier Do a classroom share, for 5 minutes, and write down on the board what students say Ask students: how does this differ from what you thought about code talkers? What does this make you think about code talkers? Hand out the second source, newspaper coverage, and give students 10 minutes to read the source and answer the attached questions (can work with a partner to help answer the questions but make sure to give enough time to read the excerpt from the source), if students finish earlier than the allotted 10 minutes, start classroom share earlier Do a classroom share, for 5 minutes, and write down on the board what students say (make a new column; be sure not to erase what was written for the last two classroom shares) Emphasize: how does this complicate the textbook narratives? What does it mean when we put the two different sources in conversation with one another? Hand out final source, Native American testimonials, and give students 10 minutes to read source and answer the attached questions (can work with a partner to help answer the questions but make sure to give enough time to read the different excerpts), if students finish earlier than the allotted 10 minutes, start classroom share earlier Do a classroom share, for 5 minutes, and write down on the board what the students say (make an additional column on the board/use another piece of poster paper) Ask students: what does it mean that all of these tribes contribute but most aren't recognized? How do these three different sources try to tell the same story? How do the Native American testimonials complicate the other two sources? Closing Activity: Exit Ticket On post – it note have students write down one way one of the sources expanded on their initial brainstorming idea or what they learned from one of the sources; if stuck ask them what seems like the most complete source of Native American code talkers? What is missing from some of the sources? Do textbooks give the most accurate type of account? As they exit, have students put their post-it note with the corresponding column on the board Lesson Sources: America: Pathways to the Present: Modern American History. Upper Saddle River, NJ: Pearson Prentice Hall, 2007. Danzer, Gerald A., J. Jorge Klor De Alva, Larry S. Krieger, Louis E. Wilson, and Nancy Woloch. The Americans. Houghton Mifflin Harcourt School, 2008. Nash, Gary B. American Odyssey: The 20th Century and Beyond. New York: Glencoe, McGraw-Hill, 2005. Native Words Native Warriors. Accessed May 09, 2017. http://www.nmai.si.edu/education/codetalkers/html/. "Navajo Code Talk Kept Foe Guessing." New York Times, September 19, 1945. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lesson 1: Introduction to Native American Involvement in WWII Description An account of the resource This lesson plan is meant to expose students to how Native Americans contributed to WWII and how that contribution is remembered today. While this lesson plan looks specifically at Native American code talkers, the more traditional war roles (i.e. soldiers) that Native Americans had are not delved into here. Students are asked to analyze sources from standardized textbooks, a New York Times article, and Native American testimonies. By comparing various sources, this unit demonstrates that Native American code talkers are seldom recognized for their vital contributions to WWII. Due to the volume of sources, if you run out of time, you can save the Native American testimonials for Lesson 2. Creator An entity primarily responsible for making the resource Ruth Isaac Date A point or period of time associated with an event in the lifecycle of the resource 1941-12-07/1945-09-02 https://native-history.sites.grinnell.edu/files/original/fe3e5d94aecb2fb861fe7577a83436ba.pdf 86870989b90a18fe3259089df66bf1b4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native History Worksheet Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lesson 2 Worksheet: Source Analysis for Native American Code Talkers Description An account of the resource The following sources are meant to be a part of Lesson 2 and ask students to compare code talkers from WWI and WWII. Creator An entity primarily responsible for making the resource Ruth Isaac