11 10 345 https://native-history.sites.grinnell.edu/files/original/2d8f376f5e5ff921e13b9957fe749a55.pdf a03144cbcf9e355c5df3fe9f547f62ae 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 importance of having an unbreakable code when the German's were expert code breakers. By the end of the lesson, students should also understand that not only were Native Americans vital to winning WWII but also how the legacy originated in WWI. Materials Lesson 2 PowerPoint; Lesson 2 worksheet Lesson Plan Text Description: This lesson plan is meant to be integrated into a larger discussion about World War II and how native peoples narratives have been largely ignored in relation to their military contribution. The lesson plan details the achievements of code talkers, native recruits who were able to write an unbreakable code during the war, and how instrumental their role was in winning the war. The classroom activities are centered around two primary source documents from military officers in both WWI and WWII in an effort to demonstrate the legacy of code talkers in major military battles. 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 peoples in the war? Why is it important to know that code talkers existed prior to WWII? Introduction (20 minutes): * Lesson plan should be emedded in the WWII unit * Remind students of last few lessons that discussed what students knew about code talkers/Native peoples in WWII (with statistics on number of Natives killed in the war) * Have students go around the room and either tell what they know about code talkers or guess why they were important in the war o Make sure to brainstorm, as a class, a few reasons why it's bad that code talkers are frequently left out of the narrative * Power point slide accompanied with a 15 minute lecture on the role of code talkers in WWII o Make sure to analyze the pictures in the PowerPoint slide as well Body Activity (25 minutes): * Divide class in half (students should work in pairs within the two groups); analyze the two primary documents found below about native code talkers in both WWI and WWII o Why is it important that code talkers existed prior to WWII? * Do a classroom share where each group presents their document and their analysis of the document o Student pairs in document I, should link up with student pairs in document II and share their documents. o When doing the class room share out, make the students doing WWI documents do their share out first -> then WWII students go next (to show continuity) o As a class, talk about why it's important that Native code talkers were present in both WWI and WWII. What does it mean that despite their contributions to both wars they are rarely talked about in textbooks? Wrap-Up Activity (5 minutes): * Bringing together the two primary source documents o Learning goals after analyzing both documents: understanding that Native code talkers influence in the wars was instrumental in U.S. victory and that the continuity of their contributions to the wars have been widely unacknowledged 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: Code Talkers Description An account of the resource This lesson plan is meant to be integrated into a larger discussion about World War II and how native peoples narratives have been largely ignored in relation to their military contribution. The lesson plan details the achievements of code talkers, native recruits who were able to write an unbreakable code during the war, and how instrumental their role was in winning the war. The classroom activities are centered around two primary source documents from military officers in both WWI and WWII in an effort to demonstrate the legacy of code talkers in major military battles. 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 1914-07-28/1918-11-11 https://native-history.sites.grinnell.edu/files/original/b2af488b266ce1de51321e8136df7a2e.pptx b702a8fe75ed3117cd5038c6a7c9142c 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 Presentation 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: Code Talkers PowerPoint Description An account of the resource The following PowerPoint is meant to accompany Lesson 2 material Creator An entity primarily responsible for making the resource Ruth Isaac https://native-history.sites.grinnell.edu/files/original/d45681f33dbd433e75942de96c8821ee.pdf e5800c1f30088a4ac84da74460537818 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 will understand the history of mistrust between Native American tribes and the American government. Along with how this mistrust comes out today in movements like Standing Rock. Materials Lesson 3: PowerPoint; Lesson 3: Worksheet Lesson Plan Text As a capstone for the mini-unit this lesson plan is meant to remind students of the continuity of severe injustices the American government perpetuates against Native American communities. The lesson plan brings in records of loyalty that the American government used in WWI, emphasizes the juxtaposition of Native Americans serving in war before gaining American citizenship, and uses the Standing Rock movement to highlight the present injustices that Native American communities continue to face even in the 21st century. Essential Questions: What are the implications of excluding Native American contributions to World War II; why has it been erased? Why did Native Americans feel burned by this country and how are these feelings still present today? Key Terms: * Assimilation * Plaintiff/Defendant * Injunction Materials: * PowerPoint * Corresponding Worksheet Introduction: 10 minutes * Begin with accompanying PowerPoint that discusses the history of Native Americans in WWI, the loyalty records to prove efforts of assimilation, and transition into Standing Rock background information; first ask students if they know anything about Standing Rock, how much do they know? Try to compile a narrative of the Standing Rock court case solely using student brainstorming. o Briefly ask students at the end of PowerPoint what kind of relationship do they think has existed and currently exists between Native tribes and the United States government? Activity: 35 minutes * Handout the source packet, have students work on the first document, give them about 5 minutes to read through the document followed by 5 minutes to answer the questions with a partner/discuss with a partner, be sure to have students let you know if they finish earlier so they can move onto the next document * On the source packet, have students work on the second document, give them about 5 minutes to read through the document followed by 5 minutes to answer the questions with a partner/discuss with a partner, be sure to have students let you know if they finish earlier so they can move onto the next document * Come back together for a classroom share for about 5 minutes and ask students what they found interesting about both documents o Be sure to write down notes on blackboard/white board, this should not be a full compiled list of the similarities and differences between the two documents because they review that in the next document o Ask students how they think these two documents interact to have them transition to the next activity * On the source packet, have students work on the third document, give them about 5 minutes to work with a partner and fill out the Venn Diagram o Come back together for a classroom share, should be about 5 minutes, and now as students share how they thought these two documents interact add it to the list that was written earlier Closing Activity (Exit Ticket): 5 minutes * On a scrap piece of paper, have students write down a few things they learned about U.S. government treatment in the past vs present and ask students why they think it is important to recognize the continuous mistreatment of Native American tribes. Lesson Sources: https://catalog.archives.gov/id/34392177 http://earthjustice.org/sites/default/files/files/order-denying-PI.pdf http://www.latimes.com/nation/la-na-standing-rock-numbers-20161101-story.html https://www.vox.com/a/world-war-i-maps 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 3: History of Being Forgotten Description An account of the resource As a capstone for the mini-unit this lesson plan is meant to remind students of the continuity of severe injustices the American government perpetuates against Native American communities. The lesson plan brings in records of loyalty that the American government used in WWI, emphasizes the juxtaposition of Native Americans serving in war before gaining American citizenship, and uses the Standing Rock movement to highlight the present injustices that Native American communities continue to face even in the 21st century. Creator An entity primarily responsible for making the resource Ruth Isaac https://native-history.sites.grinnell.edu/files/original/1cf7ac95b8f83fbea19fc47dd5e071f8.pdf b72d64cfdcafb98aeec010d8233972db 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 3: History of Being Forgotten Worksheet Description An account of the resource The corresponding worksheet to Lesson 3 Creator An entity primarily responsible for making the resource Ruth Issac https://native-history.sites.grinnell.edu/files/original/8993c0f21f5eb5c6371e4dfb88b22d03.pptx 82c391a78f880322591a799b1a976837 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 Presentation 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 3: The History of Being Forgotten PowerPoint Description An account of the resource The accompanying PowerPoint for Lesson 3. Creator An entity primarily responsible for making the resource Ruth Isaac https://native-history.sites.grinnell.edu/files/original/36eb2f1f5de21902530af7bcbb4c5e6b.pdf 5edb5b970f17b0ff6f0d4afe0020cee0 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.) 50 minutes Objectives Assessment evidence item one. Assessment evidence item two. Lesson Plan Text The introductory description of the lesson including how you imagine it being used within a unit. 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 number: lesson title Subject The topic of the resource Unit Title https://native-history.sites.grinnell.edu/files/original/d280a846f6ffc1c1728e22f7bb5ad49c.pdf 4fed245134c7825106ca620a2157323a 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 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 Little Arkansas Treaty Description An account of the resource Treaty of October 1865, accompanying Lesson 4 Creator An entity primarily responsible for making the resource Charles J. Kappler We Are Still Here Westward Expansion: Who and How https://native-history.sites.grinnell.edu/files/original/7af367c767f7ccfe7582d2684b6958b4.jpg 1532f6de0fc2693ab6174c55d71c4e33 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 Liz Bio Pic https://native-history.sites.grinnell.edu/files/original/5b0b3d6fdff75536b591505af9cb7873.jpg e474f7be81652db91d581d9bb0138d70 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 Madison Bio Photo https://native-history.sites.grinnell.edu/files/original/91d3e0f038e042bfc1ee7be309926905.jpg 8bf017052e72f92c1f71c6fe296a94b1 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Map 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 Map of tenochtitlan Creator An entity primarily responsible for making the resource Ellen Schneider