30 10 345 https://native-history.sites.grinnell.edu/files/original/e5d73ace9fef18083281fef26ba2203e.pdf d1259d13b4d02d6827b525ef5c7d8ea3 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 Presentation on the concept of Civilization Language A language of the resource English Type The nature or genre of the resource Presentation 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. Lesson 1 Presentation 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/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/2ca6bffa2c8f14ce5a0e84d95a8eb0f3.pdf 620efcf71738fdfdce355c615cc7be75 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 "Westward Expansion" Creator An entity primarily responsible for making the resource Madison Wardlaw Temporal Coverage Temporal characteristics of the resource. 1500s Late 1800s 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 Description An account of the resource In American history, the narrative of enslavement focuses on the Atlantic Slave Trade and the horrors these individuals faced upon being forced into servitude in the United States, in turn confining the narrative of Native slavery to the shadows and contributing the erasure of Native Americans in greater culture. In an effort to combat this erasure, this unit will focus on the enslavement of indigenous peoples, situated in an era in which their land was being colonized and Africans were simultaneously forced into bondage. Traditionally, Native enslavement is often excluded or ‘sugar-coated’ in textbooks; this unit, in conjunction of others, could potentially serve as a way to more accurately depict interactions that took place in creating European colonies and settlements. This unit will discuss the onset and continuation of Native American enslavement once European settlers reached North America. Not only will lessons address societal changes, but they will also address the forms in which Native American enslavement were manifested. Though there were laws established by the Spanish government to prevent their enslavement, this slavery often took more veiled forms as an encomienda, mission, or reserve. However, this unit will also detail the ways in which Native peoples were able to create freedom for themselves through revolts and uprisings. Language A language of the resource English Type The nature or genre of the resource Unit Plan Spatial Coverage Spatial characteristics of the resource. Haiti Date Created Date of creation of the resource. 2018 Title A name given to the resource NA Slavery in LA Unit Plan https://native-history.sites.grinnell.edu/files/original/db3edd36594b8bf0b3e5f503f683b436.pptx cfd9367062574235b0d754d2ece2b609 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 Sand Creek Massacre Lesson 6 Presentation Description An account of the resource Presentation accompanying Lesson 6 Creator An entity primarily responsible for making the resource Ben Binversie We Are Still Here Westward Expansion: Who and How https://native-history.sites.grinnell.edu/files/original/b315b672184d4b6a0afeaa3c7e7e0ced.pdf 9be363e31124382b8858148122a1defc 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.) 2 Days Objectives Students will understand that the memory of Sand Creek has been contested ground ever since Chivington led the massacre, and this process of historical memory continues to this day. The way we choose to remember (or forget) important events is important, not only for the sake of the people it affected, but for learning about the event. Students will engage with the process of the Sand Creek Massacre National Monument, its creation and its conflict, different ways of remembering the Sand Creek Massacre, and create a piece of art or other item for a public history exhibit about the Sand Creek Massacre. Materials Lesson 6 Presentation Lesson Plan Text Sand Creek Unit Lesson 6: Historical Memory This lesson will guide students through the creation of the Sand Creek Massacre National Historic Site and the difficulties of historical memory regarding the massacre. Established in 2007, the Sand Creek site involved a detailed and contentious process of locating the site of the massacre. Students will suggest how they would locate the massacre site, and what they would include in the National Historic Site. As a class, students will discuss the importance of National Historic Sites and other ways of remembering the past and will consider questions about who gets to create our stories and how we create them. Ever since the attack, there has been a battle over the memory of Sand Creek, starting with Chivington's letter about the "battle". Remembering Sand Creek is a process, one that continues to this day. In this lesson, students will learn about different ways of remembering, commemorating and memorializing the Sand Creek Massacre, and discuss why they matter. At the end, they will create a small exhibit or piece of ledger art for a museum display or other way of remembering the Sand Creek Massacre. The exhibit activity is included as a part of day 2; however, if your students are really engaged with this project and want to make it into a bigger project, this can be another day and you should allow them to spend some time researching online for some additional information on Sand Creek. Essential Questions: What shapes public memory of historical events? What influences the process of historical memory? How do historians decide on the correct interpretation of historical events? Desired Results Understandings Students Will Know/Will be Able To: • The memory of Sand Creek has been contested ground ever since Chivington led the massacre, and this process of historical memory continues to this day • The way we choose to remember (or forget) important events is important, not only for the sake of the people it affected, but for learning about the event • The process of the Sand Creek Massacre National Monument, its creation and its conflict • Different ways of remembering the Sand Creek Massacre • Create a piece of art or other item for a public history exhibit about the Sand Creek Massacre Assessment Evidence • Students will create an item or piece of ledger art for an exhibit or memorial to the Sand Creek Massacre and write a description for the item or exhibit conveying the important understandings from this unit. Key Terms • Ledger Art • Sand Creek Massacre National Historic Site • Public History • Historical Memory Lesson Materials: Powerpoint presentation Colored pencils and colored paper for ledger art Sources for drawing on for ledger art: Treaty, Chivington Letter, Map Lesson Activities: Introduction Day 1 (~5-7 minutes) • How should we remember the Sand Creek Massacre? (see PPT Slide 2) o Have students write a response to one of the questions and discuss in small groups briefly before eliciting responses for the class to discuss Body Activity Day 1 (~40 minutes) • Sand Creek Massacre National Historic Site o PPT Slides 3-5 o Guide the students through the history and process of creating the Sand Creek Massacre National Historic Site  Suggestions for Slide 4/ evidence used to locate the massacre site • Maps • Government documents and testimony from witnesses • Bullet shells • Other military equipment • Geological evidence • Aerial photographs of the site o As you explain the process of creating the National Historic Site and finding the location of the massacre, encourage students to think about:  Whether the National Park System is the right group to handle the job of commemorating the massacre?  The politics of remembering Sand Creek • The Sand Creek Massacre represents an ugly chapter of American history and does not reflect well on those who perpetrated it. Some people objected to memorializing Sand Creek because they wanted to forget about its evil. Ask students what they think about forgetting about Sand Creek and the effects that could have. Wrap-Up/Conclusion Day 1 (~5 minutes) • Sand Creek Spiritual Healing Run (PPT Slide 6) o Describe the Healing Run and ask students what they think about this way of remembering the event. o Ask students about other ways they might commemorate the event if they were a Cheyenne or Arapaho or the Colorado government o Describe some other ways of commemorating the event (PPT Slide 7) Introduction Day 2 (~5-7 minutes) • Why should we remember Sand Creek? (Slide 8) Body Activity Day 2 (~40 minutes) • Remembering Sand Creek: Make your own exhibit/ ledger art to remember Sand Creek o This item will be displayed publicly (if you so choose to put them up as a class exhibit around the classroom or in the hallways) o Option 1: Examples of ledger art as a suggestion (a few are included in Slide 9): https://sites.google.com/a/bvsd.org/sarah-s-site/projects/project-1-sand-creek  Basically, use sources from this unit (either John Chivington’s letters or one of the treaties- Fort Laramie, Fort Wise, or Little Arkansas), to create a piece of art that reflects something important students have learned through this unit on the Sand Creek Massacre o Option 2: Create a museum exhibit and one item  What will be included? What types of sources? Other things to consider? Wrap-Up/Conclusion Day 2 (~5 minutes) • Have students walk around the classroom to look at each other’s exhibits/artwork Lesson Sources: Whitacre, Christine. "The Search for the Site of the Sand Creek Massacre." Prologue, Summer 2001. Accessed May 8, 2017. https://www.archives.gov/publications/prologue/2001/summer/sand-creek-massacre-1.html. Brooks, Sarah. "Project #1: Sand Creek - Sarah's Site." Horizons K-8: 7/8 Team. Accessed May 08, 2017. https://sites.google.com/a/bvsd.org/sarah-s-site/projects/project-1-sand-creek. Calhoun, Lindsay Regan. Public memory of the Sand Creek massacre. Amherst, NY: Cambria Press, 2012. Kelman, Ari. A misplaced massacre: struggling over the memory of Sand Creek. Cambridge, MA: Harvard University Press, 2015. "The Sand Creek Spiritual Healing Run: A new Arapaho tradition." The Arapaho Project. Accessed May 08, 2017. http://www.colorado.edu/csilw/sandcreekrun.htm. Themes Westward Expansion: Who and How We Are Still Here 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 Sand Creek Massacre Lesson 6 Description An account of the resource This lesson will guide students through the creation of the Sand Creek Massacre National Historic Site and the difficulties of historical memory regarding the massacre. Established in 2007, the Sand Creek site involved a detailed and contentious process of locating the site of the massacre. Students will suggest how they would locate the massacre site, and what they would include in the National Historic Site. As a class, students will discuss the importance of National Historic Sites and other ways of remembering the past and will consider questions about who gets to create our stories and how we create them. Ever since the attack, there has been a battle over the memory of Sand Creek, starting with Chivington's letter about the "battle". Remembering Sand Creek is a process, one that continues to this day. In this lesson, students will learn about different ways of remembering, commemorating and memorializing the Sand Creek Massacre, and discuss why they matter. At the end, they will create a small exhibit or piece of ledger art for a museum display or other way of remembering the Sand Creek Massacre. The exhibit activity is included as a part of day 2; however, if your students are really engaged with this project and want to make it into a bigger project, this can be another day and you should allow them to spend some time researching online for some additional information on Sand Creek. Creator An entity primarily responsible for making the resource Ben Binversie https://native-history.sites.grinnell.edu/files/original/f8cb7295c15854860a6a0bc9f53bb5e1.pptx b844957394a14dc82b7e7a06bd96dc8b 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 Sand Creek Massacre Lesson 5 Presentation Description An account of the resource Presentation accompanying Lesson 5 Creator An entity primarily responsible for making the resource Ben Binversie We Are Still Here Westward Expansion: Who and How https://native-history.sites.grinnell.edu/files/original/70f68bf5fe9eea1d9c2f974e2daa1235.pdf c9012fd47bafae4889ed2b5734a6198d 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 Sand Creek Massacre Lesson 5 Worksheet Description An account of the resource Worksheet accompanying Lesson 5 Creator An entity primarily responsible for making the resource Ben Binversie We Are Still Here Westward Expansion: Who and How https://native-history.sites.grinnell.edu/files/original/639e34f2165bc96d0ad96d5050604542.pdf 440ecc5a8be5498313900ccd77a2c2fe 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 how different sources of information provide us with different understandings of the Massacre and examine and compare different types of sources outside of standard textbook descriptions. Materials Lesson 5 Presentation, Lesson 5 Worksheet Lesson Plan Text Sand Creek Unit Lesson 5: What is History? This lesson will guide students through various historical interpretations of the Sand Creek Massacre, including paintings and oral history about the massacre, as well as traditional textbook descriptions of the Massacre. Through this lesson, students will understand how different types of historical documents provide different insights into events. Specifically, they will understand why textbook descriptions cannot capture the entire reality of history, and we must rely on other types of information to get a more nuanced, complete story. Essential Questions: What counts as history? Who gets to tell the story and with what information? What can oral history and painting tell us about the Sand Creek Massacre that a textbook cannot? Desired Results Understandings Students Will Know/Will be Able To: • Oral histories provide valid historical information and convey different meaning than written history • Textbook descriptions of the Sand Creek Massacre are not adequate and must be supplemented by other sources • Multiple sources and perspectives must be used in order to understand the emotional impact of Sand Creek • Understand how different sources of information provide us with different understandings of the Massacre • Examine and compare different types of sources outside of standard textbook descriptions Assessment Evidence • Analysis of textbook descriptions, paintings, and oral histories of Sand Creek Massacre Key Terms • Oral history Lesson Materials: Lesson 5 Worksheet Lesson 5 Powerpoint Lesson Activities: Introduction (8 minutes) • Textbook Descriptions of Sand Creek o Students should complete Source 1 on Lesson 5 Worksheet as the teacher directs them o The teacher will lead students through the description of Sand Creek found in their textbooks (if there is one) or one of the excerpts provided here (there is one on the worksheet itself, but you can substitute it if you choose) • The teacher should focus on what the descriptions tell us, what kind of evidence they are using, and what is missing from these accounts • Ask the students what else, given what they have learned about Sand Creek so far, and what they see in the textbook descriptions, they would like to see included if they were to tell a story about Sand Creek? What other sources (other than written accounts of what happened/textbook descriptions) might be useful to talk about Sand Creek. Body Activity (40 minutes) • As a class, look at the two paintings for this lesson o Eugene Ridgely, Jr., Vision of Sand Creek Massacre, and Robert Lindneux, Sand Creek Massacre o As you analyze the paintings, encourage students to think about the following questions, in addition to those on their worksheet for Source 2 (which they should complete in small groups).  What do you see?  What elements of the painting seem important?  What emotions does the painting convey? • Introduce students briefly to the topic of oral history and how it differs from written history (see PPT slide 4). o Instruct students to read the quote from Ben Nighthorse Campbell on their worksheet page 4 and reflect on the emotional impact of the Sand Creek Massacre. o Then watch minutes 33:00-36:21 of PBS documentary "Sand Creek Massacre" found here: http://www.pbs.org/video/2365379662/ or https://www.youtube.com/watch?v=dDnPT1qYa64 and have students discuss the worksheet questions in small groups  These are some oral accounts, mostly passed down through descendants, much of which are supported by testimony. Stories change, and they relay information and emotions that cannot be captured in other ways Wrap-Up/Conclusion (8 minutes) • Instruct students to revisit the textbook description(s) from the beginning of class. As they re-read the text, encourage them to think about what the limitations of textbooks are as it pertains to history. What did we learn from the other sources that we could not from the textbooks? Lesson Sources: Cayton, Perry, Reed and Allan Winkler. America: Pathways to the Present, Modern American History. Upper Saddle River, NJ: Prentice Hall, 2003. Lindneux, Robert. Sand Creek Massacre. 1936. Colorado Historical Society, Colorado Historical Society. Archive Grid. Web. Ridgely, Eugene, Jr. Vision of the Sand Creek Massacre. 2011. National Park Service, Centennial One Object Exhibit. Google Arts and Culture. Web. Sand Creek Massacre. Direct by Julie Speer. 2014. Rocky Mountain PBS. Film. Themes Westward Expansion: Who and How We Are Still Here 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 Sand Creek Massacre Lesson 5 Description An account of the resource This lesson will guide students through various historical interpretations of the Sand Creek Massacre, including paintings and oral history about the massacre, as well as traditional textbook descriptions of the Massacre. Through this lesson, students will understand how different types of historical documents provide different insights into events. Specifically, they will understand why textbook descriptions cannot capture the entire reality of history, and we must rely on other types of information to get a more nuanced, complete story. Creator An entity primarily responsible for making the resource Ben Binversie We Are Still Here Westward Expansion: Who and How 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