32 10 345 https://native-history.sites.grinnell.edu/files/original/8c00bca74caf240e14915030ce1e224c.pptx dad1955aab19341c0b4fd31cf31bd8e5 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 Sand Creek Massacre Lesson 1 Presentation Description An account of the resource Presentation for Lesson 1 Creator An entity primarily responsible for making the resource Ben Binversie Westward Expansion: Who and How https://native-history.sites.grinnell.edu/files/original/f842186800b9f7ad8cb7989bb2bd1e5f.pdf 73eeb6e43381fe036a54c28eca9ef3cd 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 that the Civil War is more complex than the traditional dichotomy of Union/Confederate battles , that the Sand Creek Massacre occurred as a part of the land dispossession efforts of the U.S. government , and that the Sand Creek Massacre was not an isolated event, but part of a sustained conflict between Plains tribes, encroaching settlers, and territorial governments Students will be able to describe the important events leading up to the Sand Creek Massacre, explain the various causes of the Sand Creek Massacre, both long-term and immediate, and understand how to weigh the importance of different causes. Materials Lesson 1 Worksheet, Lesson 1 Presentation, Lesson 1 Fort Wise Treaty Lesson Plan Text Sand Creek Unit Lesson 1: Treaties and Civil War Context Description: This lesson will situate the Sand Creek Massacre within the broader context of Native American history and the Civil War. This lesson will describe important events and treaties leading up to the Sand Creek Massacre. By showing how the Civil War and Sand Creek Massacre are not simply simultaneous events, but part of an intertwined process of westward expansion, this lesson will demonstrate how Native American history is U.S. history, and students will be able to understand the context and importance of the following lesson plans on the Massacre and its consequences for U.S.- Indian relations. As historian Ari Kelman says, "We remember the Civil War as a war of liberation that freed four million slaves. But it also became a war of conquest to destroy and dispossess Native Americans.” Sand Creek, he adds, “is a bloody and mostly forgotten link” between the Civil War and the Plains Indian Wars that continued for 25 years after Appomattox." Included in this lesson are the Fort Laramie (link to the digital copy in Lesson Sources) and Fort Wise treaties, which can be used for analysis if students and teacher are already familiar with treaties. However, they are not essential to this lesson plan, but are included for your convenience. Essential Questions: How are the Sand Creek Massacre and the Civil War connected to each other and the larger process of Westward Expansion? What people, events, and larger processes contributed to the Sand Creek Massacre? Desired Results Understandings Students Will Know/Will be Able To: • The Civil War is more complex than the traditional dichotomy of Union/Confederate battles • The Sand Creek Massacre occurred as a part of the land dispossession efforts of the U.S. government • The Sand Creek Massacre was not an isolated event, but part of a sustained conflict between Plains tribes, encroaching settlers, and territorial governments • Describe the important events leading up to the Sand Creek Massacre • Explain the various causes of the Sand Creek Massacre, both long-term and immediate • How to weigh the importance of different causes Assessment Evidence • Class discussion of treaties • Causes of the massacre worksheet Key Terms • Fort Laramie Treaty • Fort Wise Treaty • Civil War • Colorado War • Ethnocentrism • Massacre Materials: Powerpoint Presentation Worksheet: Weighing Causes of the Massacre Lesson Activities: Introduction (10 minutes) • Teacher will lead students through a brief background on the history of treaties between the United States and Native Americans • Use Powerpoint Slides 1 and 2 • Emphasize the power dynamics present in treaty negotiations and the various problems with relying on treaties to negotiate  Many Indian tribes did not have a European-style of governance with one decision-maker, but had many people who led them (but who didn't necessarily speak for the entire tribe) • One leader (perhaps supported by a faction of the tribe) might agree to a treaty without the consent of others  Interpreters: most treaty negotiations involved interpreters, which meant that misunderstandings were bound to happen  Very rarely did the government actually hold up its treaty obligations Body Activity (35 minutes) • Teacher will discuss the two formative treaties (Fort Laramie and Fort Wise, 1851 and 1861) and how they set the stage for the Sand Creek Massacre • Use Powerpoint Slides 3-7 • For Slide 7, emphasize that the war to which William Bent refers is the Colorado War, not the Civil War. Ask students, based on what they learned about the treaties and relations between settlers, the government, and the Cheyenne and Arapaho, why William Bent might say that?  William Bent was a trader who served as the Colorado and Arapaho agent in Colorado, and also married a Cheyenne named Owl Woman and had 4 kids with her • Students will, with a partner, rank the causes of the Sand Creek War in terms of their importance • Use Worksheet: Weighing Causes of the Sand Creek Massacre • Class discussion relating the Sand Creek Massacre to the Civil War  Ask students to draw connections between the causes of the Sand Creek Massacre and what they know about the causes of the Civil War. Which causes are related? Hint at the tension caused by settlers moving westward, which produced conflict among the North and South (free-states vs. Slave states) and between settlers and Native American tribes. Wrap-Up/Conclusion (10 minutes) • Summarize what students learned and discuss the most important causes of the Sand Creek Massacre and briefly prepare them for the next lesson, which will involve determining what actually happened at Sand Creek • Ask students to consider what more they would like to know that might help them determine which causes were most important (Hint at wanting to know how the events actually unfolded and reading some witness accounts of the event- Primary sources can help us learn more about what happened) Lesson Sources: 1851 Fort Laramie Treaty: Treaty of Fort Laramie with Sioux, etc., September 17, 1851. Compiled and edited by Charles J. Kappler. Washington: Government Printing Office, 1904. http://digital.library.okstate.edu/kappler/vol2/treaties/sio0594.htm1861 Fort Wise Treaty: Ratified treaty no. 315, documents relating to the negotiation of the treaty of February 18, 1861, with the Arapaho and Cheyenne Indians. Washington, D.C.: National Archives, February 18, 1861. http://digicoll.library.wisc.edu/cgi-bin/History/History-idx?type=header&id=History.IT1861no315&isize=M Neely, Jr., Mark E. The Civil War and the Limits of Destruction. Cambridge, MA: Harvard University Press, 2007. Themes Westward Expansion: Who and How 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 1 Description An account of the resource This lesson will situate the Sand Creek Massacre within the broader context of Native American history and the Civil War. This lesson will describe important events and treaties leading up to the Sand Creek Massacre. By showing how the Civil War and Sand Creek Massacre are not simply simultaneous events, but part of an intertwined process of westward expansion, this lesson will demonstrate how Native American history is U.S. history, and students will be able to understand the context and importance of the following lesson plans on the Massacre and its consequences for U.S.- Indian relations. As historian Ari Kelman says, "We remember the Civil War as a war of liberation that freed four million slaves. But it also became a war of conquest to destroy and dispossess Native Americans.” Sand Creek, he adds, “is a bloody and mostly forgotten link” between the Civil War and the Plains Indian Wars that continued for 25 years after Appomattox." Included in this lesson are the Fort Laramie (link to the digital copy in Lesson Sources) and Fort Wise treaties, which can be used for analysis if students and teacher are already familiar with treaties. However, they are not essential to this lesson plan, but are included for your convenience. Creator An entity primarily responsible for making the resource Ben Binversie Date A point or period of time associated with an event in the lifecycle of the resource 1851/1861 https://native-history.sites.grinnell.edu/files/original/491b95b98652ad831567b6c312d87864.pdf 1199a4a4e1dabd121a8c9ae3692498ae 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 Unit A cohesive collection of Lesson Plans addressing a common theme or learning objectives. 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 Unit Plan Description An account of the resource This unit fits within the context of the Civil War and Westward Expansion/Indian Removal. It is intended to be used as a complete unit, as the lessons require an understanding of the Sand Creek Massacre. However, if pressed for time, the Background Information Sheet can be substituted for Lesson 1. On November 29, 1864, a group of approximately 675 Colorado cavalrymen led by Col. John Chivington attacked an encampment of approximately 800-900 Cheyenne and Arapaho people, many of whom were women and children, and unarmed. This massacre, as students will learn, is directly related to the Civil War, and as such this unit can fit within a larger unit on the Civil War. Moreover, through this unit, students will gain some perspective about Westward Expansion as seen through the eyes of the Cheyenne and Arapaho people. This unit will use the Sand Creek Massacre to develop understandings of how historians deal with conflicting narratives to create stories. By analyzing the conflicting accounts of the Sand Creek Massacre, students will learn how to interrogate sources, their authors, and their biases. In addition to these historical thinking skills, this unit provides an opportunity to understand the concept of historical memory and the role of national monuments. As the Sand Creek Massacre has largely been written out of most textbooks, this unit encourages students to think about the importance of remembering events. We remember the Civil War as a war of liberation that freed four million slaves,” historian Ari Kelman says. “But it also became a war of conquest to destroy and dispossess Native Americans.” Sand Creek, he adds, “is a bloody and mostly forgotten link” between the Civil War and the Plains Indian Wars that continued for 25 years after Appomattox. The massacre at Sand Creek accomplished the opposite of what Chivington and his allies had sought, as it united formerly divided tribes into a formidable obstacle to expansion rather than speed the removal of Indians and opening of the Plains to white settlers. Creator An entity primarily responsible for making the resource Ben Binversie Date A point or period of time associated with an event in the lifecycle of the resource 1864-11-29 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/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/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 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/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/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