12 10 345 https://native-history.sites.grinnell.edu/files/original/c7e82feff2e1d5256938776e91f607bc.pdf d984c618ddc83558948741f93920d12b 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 • Students will understand that European maps and knowledge is not superior or more objective than Native American knowledge of space. • Students will understand that white Americans and Native Americans depicted geographical space and nature differently in their maps because of their different understandings of those concepts. • Students will understand that different understandings of the land around the Missouri river are still relevant today in the Standing Rock movement. • Identify traits on maps within Native and European cartographical traditions • Analyze visual sources to learn about white and Native American understandings of the land of North America • Trace ideas from historical sources to modern social justice issues Materials Projector or copies of powerpoint for each student copies of worksheet for each student Lesson Plan Text Introduction (10 minutes) • On classroom map or google earth, locate the intersection of the Yellowstone and Missouri Rivers near the Montana/North Dakota border. (PowerPoint Slide 2) o Brainstorming: As a class, or in small groups, brainstorm a list of answers to the question "How do humans and rivers interact?" Potential answers should include drinking water, transportation, enjoyment of nature, pollution/clean-up, hydroelectric power • Trace each river's path away from the confluence through Indian Reservations, National Parks, and major cities. • If you have time, ask students to connect ideas on their list to specific places along the rivers, i.e. people living on the Standing Rock reservation get drinking water from the river, visitors to Yellowstone connect with nature by visiting that river, large factories in major cities along the rivers pollute them. "What do you think these rivers mean to the people who live in the places they pass through? How do they interact with them?" Looking at Maps (25 minutes) • Project each map and read aloud the historical context. o (PowerPoint Slide 3) Map 1: Created by Sitting Rabbit, a Mandan Indian, in 1907 when the North Dakota State Historical Society asked him to document Native American history related to that land. o (PowerPoint Slide 4) Map 2: Created by F. V. Hayden in 1869 for the War Department Bureau of Topographical Engineers to document the types of rock found in the area. • Whole class: (PowerPoint Slide 5 and 6) work together to analyze each map. Students can share answers with the whole group, or turn and talk to a peer before a few groups share out. • Prompt with questions: • What do you see in this map that you would expect to find on a map? What is unusual about it? • What did the cartographer label? • What symbols did the cartographer use? What do you think they stand for? • What kind of things could you find using this map? What does it not tell you? • What do you think was important to the cartographer? How can you tell? • Small groups: (Worksheet) Students work in groups of 2 to 4 to complete a Venn Diagram comparing and contrasting the two maps. • "What is similar and differnet about these maps and the people who made them?" • Synthesis Question: "How can two groups of people make such different maps of the same place?" • Reconvene as a large group and debrief on answers to the essential questions. Standing Rock (15 minutes) • Introduce the Standing Rock movement with this video clip: http://standwithstandingrock.net/pipeline-re-routed-standing-rock/ • Point to Standing Rock on Sitting Rabbit's map. As a group, discuss "why did Sitting Rabbit include Standing Rock on his map?" • (PowerPoint Slide 7) Students fill out an exit ticket answering: "how does the content of this video connect to the messages, conflicts, or ideas present in maps from the past?" (Sitting Rabbit's map showed that he was concerned with human use of the land while the army geologists cared about the type of rock so they could extract it, and today Standing Rock protesters are worried about clean drinking water, not industry.) SLIDE 6: STANDING ROCK INFO AND QUESTION 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 Visualizing Expansion Lesson 4: Maps of the Missouri River Valley Description An account of the resource In this lesson, students will compare two maps documenting the confluence of the Missouri and Yellowstone rivers to discover how two different groups of people can understand the same location in varying ways. One map was created by a Mandan Indian documenting the human interaction with the region, while the second map was prepared for the federal Bureau of Topographical Engineers, and it is primarily concerned with geology. Finally, students will connect these sources to the recent Standing Rock movement to illustrate connections between historical maps and modern social justice issues. Essential Questions: What can maps and art teach us about the past? What does a visual depiction of land reveal about the people who made it? How did Native Americans and white settlers engage with expansion into the Plains differently? How can two groups of people understand the same place differently? What is the legacy of these understandings today? Creator An entity primarily responsible for making the resource Ellen Schneider Date A point or period of time associated with an event in the lifecycle of the resource 1869/1907 https://native-history.sites.grinnell.edu/files/original/c91ed1cd97e6cd410fde0df07c14f45f.pdf ad7459c249618f41380918c11fa2e7d4 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 Maps of the Missouri River Worksheet Creator An entity primarily responsible for making the resource Ellen Schneider https://native-history.sites.grinnell.edu/files/original/8617d1a939a5ab3eb93c3b052ce5dd6e.pdf cdbf67a9f799d3f1ad4b99cd2edfed1e 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 • White settlers viewed westward expansion as an exciting opportunity and a civilizing mission, but Native Americans were violently removed from their homes and placed in military camps. • Two authors can create very different visual records of one person based on their personal biases • Stereotypes are created based on existing biases and power dynamics • Evaluate visual sources for biases • Situate works of art within a familiar historical narrative • Compare and contrast visual sources' messages and biases • Explore and trouble stereotypes about Native Americans in "the west" Materials Copies of worksheets for each student Blank paper drawing supplies Lesson Plan Text Introduction: Uncovering Existing Understandings (10 minutes) • Prompt students to draw "the wild west." • Instructions: “On a blank piece of paper, take 5 minutes to do a quick sketch of what you think of when you imagine “the wild west.” Think about who is there, what the setting looks like, and what the people are doing.” Encourage students to get ideas down, not worry too much about creating great art in five minutes. • Students pair off and discuss reflective questions (see handout 1) about their drawings. Alternatively, students can just write down their answers, or discuss them as a whole group. • “What is happening in your image? Why did you pick that? What people did you draw? What details did you include to communicate who they are? What is the setting you drew? How are you and your partners’ drawings similar and different? What sources or experiences informed the ideas you used in your drawing? Main Activity (40 minutes) • Demonstrate how to use a see/think/wonder chart (5 minutes) • Draw the chart on the board and project Image 2, Cheyenne Warrior Killing a Wagoneer, Cheyenne Warrior Killing a Mexican, Army Soldiers Kill a Crooked Lance Bearer and His Horse. As you think out loud through filling out the first row of the chart, write your example answers on the board. • Explain how to use the see/think/wonder chart and give an example for the first row. Use your own observations or the example given below: • “We will use this chart to unpack three images of Native American Warriors from three different perspectives. In the first column, write about one detail you see observe in the image. Here, I see a line of men wearing black holding guns. Then, I’ll write what that detail makes me think is happening in the image. I think these men are a white army because of their formal clothes and arrangements, and because they have weapons. In the last column, I will write something these details have left me wondering about. I wonder why they are there attacking.” • Students look at images on their own (10 minutes) • Divide the class into thirds and assign each group one of the three image sheets. Pass one image sheet out to each student. See worksheets following this lesson plan • Each student fills out a see/think/wonder chart for their assigned image • Students pair up (5 minutes) • After students have had time to get several good observations on their charts, have each student pair up with someone who looked at the same image they did. Alternatively, if students are having a tough time engaging with the images on their own, they can work in pairs from the start. • In pairs, students compare observations and discuss their biggest questions and ideas about their images. • They agree on the most important details, conclusions, and questions to share to help someone who is seeing this image for the first time understand it. • Jigsaw: 15 minutes • Pass out jigsaw worksheet. Put students into groups so that each group contains at least one student who has looked at each image. They share their images and conclusions from the see/think/wonder worksheet. • Together, they discuss the questions on the jigsaw worksheet. If you want them to write their answers down, appoint a scribe in each group. • As a group, debrief answers and questions that arose during the jigsaw activity. Wrap Up: (5 minutes) • Pass out Exit Slip sheet • Students write a few sentences answering the exit slip questions 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 Visualizing Expansion Lesson 5: Art and Understanding "the West" Description An account of the resource What did a Native American warrior look like in a community insiders' view, a studio artwork, and a commercial image? Essential Questions: What can maps and art teach us about the past? What does a visual depiction of a person or place reveal about the people who made it? How did Native Americans and white settlers engage with expansion into the Plains differently? What are some stereotypes about Native Americans and how did they come to be? Creator An entity primarily responsible for making the resource Ellen Schneider https://native-history.sites.grinnell.edu/files/original/a40f44e485f160d5eb72a5ec96cff24c.pdf a825a9439ee9e01892ab476c12f5fbfc 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 Visualizing Expansion Lesson 5: Art and Understanding "the West" Worksheets Creator An entity primarily responsible for making the resource Ellen Schneider https://native-history.sites.grinnell.edu/files/original/69666b2e7598c54e83ad22ab11f0c6f2.jpg 8513cb50bbd791608a6b8977e7702f60 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 Drawing 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 Omaha Dance Creator An entity primarily responsible for making the resource Etahdleuh https://native-history.sites.grinnell.edu/files/original/b5b7d05caafa17f6fc777fdb8fad0d8e.pdf 06895f01b6d3478da66a5512ab05b5d4 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 Indian Boarding Schools Lesson 1 Student Handouts Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource Handouts on a deeper look into Federal Indian Boarding Schools Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Student Handouts https://native-history.sites.grinnell.edu/files/original/07106e2f475cf23655d6a637a0538feb.pdf 070123c4f8864a1dd5d4cf9c5548fdb7 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 Indian Boarding Schools Lesson 1 Lesson Plan Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource In this lesson students will engage with both the concept and detailed overview (who, what, when, where, how, and why) of Federal Indian boarding schools (FIBS). The goal is for students to gain an in-depth understanding of Federal Indian boarding schools through analysing primary and secondary sources and participating in class and partner discussions. Such understanding is important for students as it will help them to understand the experiences of Native Americans within a setting with which they are intimately familiar (school) and how those experiences have shaped Native American communities. Students will in the following lesson have an in-depth look at Carlisle Indian Industrial School to help contextualize the knowledge learned in Lesson 1. Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Lesson Plan https://native-history.sites.grinnell.edu/files/original/34c2beb4844ac9eb7fbba534c61f9a33.pdf 51e79477fc5265969865d2668085f83c 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 Indian Boarding Schools Lesson 1 Presentation Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource Presentation on introduction to Federal Indian Boarding Schools Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Presentation https://native-history.sites.grinnell.edu/files/original/f58e558dfd04e045e476832e459586c5.pdf b4717b66782bbd33baea7d3b115c5af5 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 Indian Boarding Schools Lesson 2 Student Handouts Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource Handouts for comparing and contrasting Federal Indian Boarding School and own school Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Student Handouts https://native-history.sites.grinnell.edu/files/original/4bd527e139a9d852ee057bd2b3b54ab8.pdf b796a155ee88e8f1afc1ee77c170aa72 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 We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource In this lesson students will practice applying the information they learned about FIBS to the Carlisle Indian Industrial School. The goal is to use compare and contrast skills to begin an in-depth analysis of Carlisle broken into two class sessions. The The first of a two-part lesson, Lesson 2 will consist of a general overview of Carlisle and how it Carlisle is representative of the information about FIBS discussed in the previous sessionLesson 1. The second lesson Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Lesson Plan Title A name given to the resource Indian Boarding Schools Lesson 2 Lesson Plan