33 10 345 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/b1d2aa086f453f691800ea4f50beeeb4.pdf 43fc187399d99cefd1ab7adf4d07de23 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 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 Native American Code Talkers Description An account of the resource This unit is intended to work within the framework of World War II and help rework the master narrative that Native American communities disappeared after Westward Expansion. The final lesson plan, in particular, focuses connecting past injustices that the U.S. government committed against Native American tribes and connecting that to present day plights that many of these tribes still face today. The United States is often remembered as a vital player in helping win WWII, but what is so often left out of the narrative is the crucial role that Native Americans played. The misremembrance of the war plays into the idea that Native Americans disappeared and were completely separate from larger American society. This unit seeks to rectify this larger miscommunication and as such should be incorporated into the teacher's larger unit on WWII. While the mini unit does touch on Native American soldiers, the main focus rests on Native code talkers, who helped code American messages that were unbreakable to enemy powers. At a time when coding and decoding messages was the difference between winning or losing battles, students will get a sense of how important these tribes were in winning the war. In addition to simply discussing code talkers, throughout the unit students are asked to analyze a variety of primary and secondary sources to identify biases. The goal is to use these sources to help students build their own narrative of who the code talkers were, how they are remembered today, and the dangers of blindly trusting sources without interrogating their bias. Creator An entity primarily responsible for making the resource Ruth Isaac https://native-history.sites.grinnell.edu/files/original/9ae7806b30f94d0f1ae0881c6b75d52b.pdf f15b7da6b61022f1594bc3fdbe8e2430 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 Painting 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 Last of the Buffalo, 1888 Description An account of the resource Albert Bierstadt https://native-history.sites.grinnell.edu/files/original/98f65d0a22163d5072aae281605cbdae.jpg 1b43a97b8c5606f06dc5a0a5bef53952 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 Cheyenne Warrior Killing a Wagoneer, Cheyenne Warrior Killing a Mexican, Army Soldiers Kill a Crooked Lance Bearer and His Horse 1890-92 Creator An entity primarily responsible for making the resource unknown Cheyenne artist https://native-history.sites.grinnell.edu/files/original/9caf4701272afaf53d465e5857d4fe07.JPG 5b037ef39759891b43b4596199fcf58e 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 Advertisement 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 Poster from Buffalo Bill's Wild West, "An American," 1893 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/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/15a19006f4d9373f7886f88682ef56c6.pdf 39a1a72920c4464da9a906f5bf38a8b0 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 Visualizing Expansion Lesson 4 Presentation Subject The topic of the resource "Westward Expansion" Creator An entity primarily responsible for making the resource Ellen Scheider Description An account of the resource Presentation for lesson 4 Language A language of the resource English Type The nature or genre of the resource Presentation https://native-history.sites.grinnell.edu/files/original/a3f8c214918abd8646bd6e8c18914786.png 21262de5085cfe000bd96424cae0b0ed 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 Sitting Rabbit Map of the Missouri and Yellowstone Rivers Creator An entity primarily responsible for making the resource Sitting Rabbit https://native-history.sites.grinnell.edu/files/original/cc0a96d8efeb62f6eeb026e41891b4ec.png 2887e1689e051dc1c66ca8f3ddc9ca06 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 the Yellowstone and Missouri rivers and their tributaries Creator An entity primarily responsible for making the resource V. F. Hayden