4 10 345 https://native-history.sites.grinnell.edu/files/original/13b8a61eb0ea2cc7cffaf6aae7e2540a.pdf 6b7f151749c959bcf8852b32b81bdbe2 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/. Creator An entity primarily responsible for making the resource Amelia Johnson-Post Deborah Michaels Description An account of the resource Teacher guide for final project Subject The topic of the resource We Are Still Here Type The nature or genre of the resource Teacher Guide Language A language of the resource English References A related resource that is referenced, cited, or otherwise pointed to by the described resource. Lakota (Sioux) Dakota Temporal Coverage Temporal characteristics of the resource. 2000s 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. Middle School Low High School Upper High School Title A name given to the resource Sacred Land Final Project Teacher Guide Dakota Lakota (Sioux) Low High School Middle School Upper High School 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/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/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/9d4b380715a3b9009408851378eb148b.pdf 864be841e60fef955305c4a715bb5a47 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 Sand Creek Massacre Lesson 1 Worksheet Description An account of the resource Worksheet to accompany 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/626de7d6d489e49701a62e5e7865fa95.pdf 4368ee46ac52113a46d35ed67c5454dd 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.) 2 Days Objectives Students should understand how to apply historical thinking skills to understand the causes and significance of events. Students will understand how the author/witness' perspective impacts the way they view an event, critically assess the authors’ biases and how they impact the reliability of the sources, compare different accounts of the same event, and corroborate evidence using different sources Lesson Plan Text Unit: Sand Creek Lesson 2: Comparing Accounts This lesson will explore various accounts of the Sand Creek Massacre and enable students to compare conflicting accounts to develop an understanding of what happened at Sand Creek. After reading the first account of the massacre by John Chivington, the students will form groups and analyze other accounts about Sand Creek and compare them critically. It is best to complete Lesson 1: Sand Creek Background beforehand, but if need be, the background information sheet can be used to supplant Lesson 1. This lesson is planned as a 2-day lesson. Look at this lesson in conjunction with lesson 3 to determine if they would fit better together or as separate lessons, depending on the familiarity of your class with primary source analysis and the concept of bias. Essential Questions: How can we use conflicting accounts of the same event to understand what happened at Sand Creek? How can we use the information about a source (author, purpose, date, etc.) to assess its usefulness for history? Desired Results Understandings Students Will Know/Will be Able To: • Students should understand how to apply historical thinking skills to understand the causes and significance of events • Students will understand how the author/witness' perspective impacts the way they view an event • Critically assess the authors’ biases and how they impact the reliability of the sources • Compare different accounts of the same event • Corroborate evidence using different sources Assessment Evidence • Students will engage in a class discussion about the reliability of the accounts • Students will complete the document analysis worksheet for their account • Students will describe which word (Battle, Massacre, Tragedy) best captures what happened at Sand Creek Key Terms • Bias: prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair or partial in that it does not tell the whole story • Corroboration: comparing different pieces of evidence/different sources to evaluate what is reliable. Historians do this when they find evidence from lots of different sources so that they can form a balanced opinion • Primary source: a source of information that was created at the time under study and provide direct or firsthand evidence • Secondary source: a source that was created later by someone who did not experience first-hand or participate in the events or conditions you're researching • Sourcing: the act of questioning a piece of evidence and trying to determine if it is reliable. How do biases and perspectives shape the source? • Battle: a general encounter between armies, ships of war, or aircraft • Massacre: the act or an instance of killing a number of usually helpless or unresisting human beings under circumstances of atrocity or cruelty • Tragedy: a disastrous event Materials: Powerpoint Presentation (Sand Creek Lesson 2 Introduction), Lesson 2 Worksheet Lesson Activities: Introduction (10 minutes) o Teacher will introduce the class to the concept of bias and explain a hypothetical, everyday situation in which bias might be applicable (Use Powerpoint: Sand Creek Lesson 2 Introduction): o Lunchroom Fight: Let's say Jalen and Kerry are in the cafeteria at lunch and they get into an argument about which is better, pudding or jello. This argument becomes the cause of a food fight and Jalen and Kerry get taken to the principal's office. The principal asks who started the food fight, but both Jalen and Kerry claim innocence. In order to understand who started the food fight, the principal interviewed Jalen, Kerry, and three other witnesses from the cafeteria. o Jalen: Kerry did it. I swear. o Kerry: I'm innocent of all wrongdoing. Jello is disgusting. o Witness 1, Mary, who is Jalen's best friend and was sitting next to Jalen in the cafeteria: Kerry throw her pudding at Jalen first, and the pudding flew over Jalen's head and hit Eric in the head, and then everybody started to throw food. o Witness 2, Cafeteria Supervisor, who monitors the tables during lunch, and was interviewed a week later: I saw both of those hooligans at lunch and they were yelling at each other about something and Jalen pushed Kerry's pudding towards her, spilling it on her shirt. Then, Kerry threw her jello at Jalen, and that's how it happened. o Witness 3, Lunch Lady Lucy, who was watching from the other side of the cafeteria and has notoriously bad vision: I saw that little boy Jalen throw something at Kerry, and then everybody started to throw food. I got hit by yesterday's mystery meat. o Discuss how students would assess these witnesses' accounts and using what criteria. Some possible questions to discuss include: o How could there be different stories of the same event if everyone is telling the truth? o Why would people see or remember an event differently? o What makes one person's story more believable than another's? o Who was standing where? o Do any of the witnesses have any interests in the determination of who started the fight? o Do stories change over time? How does the timing of the account matter? o Is there any physical evidence that could help determine who started the fight? o The teacher will explain that the job of the principal in this case is like the job of a historian. o The teacher will emphasize that bias is not inherently bad and does not necessarily imply lying, but can be used to better understand historical events by asking questions about the sources we use. Body Activity (35 minutes) • Read John Chivington Biography (8-10 mins): Now, the teacher will explain that the class will use the concepts they just started to explore (bias, sourcing, corroboration) to understand what happened at Sand Creek on November 29, 1864. The first account they will read is from Colonel John Chivington. If necessary, the teacher will lead them through this first account as a class. If done as a class, still give time for the class to read the biography and account on their own. • Students will read the biography of Colonel Chivington and the teacher will prepare students to read Chivington's account of Sand Creek, encouraging them to consider the information about Chivington as they read his account • Student Analysis (10-15 mins): Students should read the account of John Chivington (Document 1) and look at the worksheet questions • Teacher-guided discussion of worksheet questions (10 mins): Try to get multiple students' perspectives as a way of demonstrating how to corroborate evidence. Emphasize pinpointing textual evidence to answer the questions. Use a document projector to project the document for the class or have students number the lines in the document for easier reference. Ask students if, according to Chivington, Sand Creek was a massacre, battle, or tragedy. • Important ideas that teacher could suggest include:  Reasons Chivington attacked the Indians (desire for promotion/congressional seat, trying to avoid dangerous conflict elsewhere in the Civil War arena)  Reasons why his estimates of the number of Indians killed and the number of warriors present be skewed (trying to make his attack sound impressive, gain support from white settlers) Wrap-Up/Conclusion (5 minutes) • The teacher will conclude the discussion about the Chivington account and ask students what else they want to know about what happened at Sand Creek, emphasizing the importance of using multiple sources to tell an accurate story. • What perspectives are missing? • What information would be helpful to get a better idea of what happened? • How could we check the reliability of Colonel Chivington's account? • Conclude the discussion by telling students that next class they will use other sources with different interpretations of what happened and compare them to Chivington's account. Day 2 Introduction (8 minutes) o Teacher will remind the class of the previous lesson, asking for students' ideas about bias and why it matters and reminding them of the content of the John Chivington source. o Ask students: Last class, we talked about the role of bias when looking at historical sources. Can anyone tell me what they know about bias and why it matters within the context of Sand Creek? o Ask students: Look again briefly at the Chivington source; Can you suggest any possible biases in Chivington's interpretation of Sand Creek? How can we investigate these biases and explore other interpretations of the event? (Hint at looking at other peoples' interpretations of the event and corroborating the evidence) Body Activity (35 minutes) • Split up into groups of 3-4 students. (Each student should receive a packet with all of the sources, but will only be responsible for reading and reporting on 1 of them. They should have the others available for reference.) • Student Analysis (20-25 mins): • Students will read the biography of their respective account and answer questions about the document before reading it. They will discuss in their groups the important information they know about the document before reading it. • Students will then read their account and answer the questions about their source. • Teacher-guided discussion of worksheet questions (15 mins): • Ask students how their documents contradict, support, or complicate what they read in the Chivington account. • Try to get multiple students' perspectives as a way of demonstrating how to corroborate evidence. If possible, project the accounts for the whole class to see, and ensure that the follow along in their packets (they should all have all of the documents). Emphasize pinpointing textual evidence to answer the questions. Wrap-Up/Conclusion (5 minutes) • Ask students how they would categorize Sand Creek: battle, massacre, or tragedy. Ask them to justify their answer and write a short paragraph (4-5 sentences) about why they chose that word. Lesson Sources: United States Congress, House of Representatives. “Massacre of Cheyenne Indians,” Report on the Conduct of the War, 38th Cong., 2nd Sess. Washington, D.C.: Government Printing Office, 1865, p. 48-50. George E. Hyde, Life of George Bent: Written from his Letters (Ed. by Savoie Lottinville.) Norman: University of Oklahoma Press, 1968. Pp. 151-152. United States Congress, House of Representatives. “Massacre of Cheyenne Indians,” Report on the Conduct of the War, 38th Cong., 2nd Sess. Washington, D.C.: Government Printing Office, 1865, p. 6-9. United States Congress, Senate, “Sand Creek Massacre,” Report of the Secretary of War, Sen. Exec. Doc. 26, 39th Cong., 2nd Sess. Washington, D.C.: Government Printing Office, 1867, pp. 50-51. Materials Lesson 2 Presentation, Lesson 2 Worksheet 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 2 Description An account of the resource This lesson will explore various accounts of the Sand Creek Massacre and enable students to compare conflicting accounts to develop an understanding of what happened at Sand Creek. After reading the first account of the massacre by John Chivington, the students will form groups and analyze other accounts about Sand Creek and compare them critically. It is best to complete Lesson 1: Sand Creek Background beforehand, but if need be, the background information sheet can be used to supplant Lesson 1. This lesson is planned as a 2-day lesson. Look at this lesson in conjunction with lesson 3 to determine if they would fit better together or as separate lessons, depending on the familiarity of your class with primary source analysis and the concept of bias. Creator An entity primarily responsible for making the resource Ben Binversie Westward Expansion: Who and How https://native-history.sites.grinnell.edu/files/original/36eb3736249541acd3b7e137ac1dca08.pdf 34c32734947207d7650fe7231df279fe 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 Sand Creek Massacre Lesson 2 Worksheet Description An account of the resource Worksheet to accompany Lesson 2 Creator An entity primarily responsible for making the resource Ben Binversie Westward Expansion: Who and How https://native-history.sites.grinnell.edu/files/original/30e2a2e22096149f4e0088f6e40a9e62.pptx c0b8530cd9781482210c74b5c1743958 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 2 Presentation Description An account of the resource Presentation for Lesson 2 Creator An entity primarily responsible for making the resource Ben Binversie Westward Expansion: Who and How https://native-history.sites.grinnell.edu/files/original/db71e5b5e3e15bd939dd31ce903a18cf.pdf 2c5191c780a881b0f2b8e3b80ce5c263 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 that bias shapes our understanding of historical events, historical events are framed by people and other entities with a purpose or agenda, the U.S. Government's acknowledgement of Sand Creek as a "massacre" was noteworthy and unique. Students will analyze different reactions to the massacre and uncover their biases and relate Sand Creek and the U.S. government to the present day. Materials Lesson 3 Worksheet Lesson Plan Text Sand Creek Unit Lesson 3: Reactions to the Massacre This lesson will enable students to understand how the interpretations of historical events shape the way we remember them. They will understand the importance of framing a historical event within a narrative and why the classification of Sand Creek as a "massacre" by the U.S. Government was notable. By looking at various responses to the event in local newspapers, editorials and government reports, students will discover how the legacy of the Sand Creek Massacre formed and whose voices were included in this process. Essential Questions: How do historians decide on the correct interpretation of events when there are conflicting accounts? Whose voices are included in history? Desired Results Understandings Students Will Know/Will be Able To: • Bias shapes our understanding of historical events • Historical events are framed by people and other entities with a purpose or agenda • The U.S. Government's acknowledgement of Sand Creek as a "massacre" was noteworthy and unique • Analyze different reactions to the massacre and uncover their biases • Relate Sand Creek and the U.S. government to the present day Assessment Evidence • Group and class discussion of bias and how it impacts the sources • Students will complete worksheet comparing the sources Key Terms • Bias • Editorial • Narrative • Framing Materials: Lesson 3 Worksheet Lesson Activities: Introduction (~5-7 minutes) • Ask students: Consider how other people at the time might have reacted to the Sand Creek Massacre (for example, from the perspective of other settlers in Colorado, other Native American tribes, the U.S. Government). o Try to help them understand how someone's predispositions or positionality influences the way they interpret events. o Discuss the concept of ethnocentrism and how it relates to Sand Creek Massacre and the Civil War (quote on 1st page of worksheet)  Quote from John Chivington: "Damn any man who sympathizes with Indians. Kill and scalp all, big and little; nits make lice." • Ask students: How might his feelings toward the Cheyenne and Arapaho impact his military decisions and his interpretation of the so-called "battle"? Body Activity (~45 Minutes) • Split class up into groups of 3-4 students and give students ~5 minutes to read the first document o Fill out corresponding worksheet (See Lesson 3 Worksheet) • Class Discussion of first document (~10 mins) o Key elements to emphasize:  Opinion: This "battle" will stand among the "brilliant feats of arms in Indian warfare" history with "few rivals"  Language choice: "savages" and "enemy" to describe the Cheyenne and Arapaho, "battle " to describe the massacre,  Military emphasis: this text focuses on portraying the military movements and important elements of the "battle". The author makes sure to note the impressive feat of marching 260 miles in such a short time in deep snow and scanty forage. o What role does ethnocentrism play? How can we see it present here in the attitude towards the Cheyenne and Arapaho? • Give students ~5 minutes to read and take notes on the 2nd set of documents o Fill out corresponding worksheet • Class Discussion about Document set B (~10 mins) o Key elements to emphasize:  Opinion: Chivington and his soldiers committed unspeakable atrocities on a nonviolent and unsuspecting group of Cheyenne and Arapaho, which included many women and children  Language choice: extremely brutal scenes depicted; although accurate, the authors take care to describe in detail the atrocities • They use the word "massacre", which was normally reserved to describe actions by Native Americans toward settlers  Reliability: taken from investigation by Major General McCook  Emphasis: focus on the brutality of the massacre  Important Takeaway: • U.S. Committee on Conduct of War Report: a rare example of the U.S. Government condemning the actions of its military in such a harsh, public and quick manner. In this rare case, disagreement among white men (military leaders) about how to deal with the "Indian problem" led to the divulging of the true nature of the massacre, as Major Wynkoop's policy of peace with the Indians led him to call it a massacre (in his letter to his superiors which led to the investigation). • Give students 5 mins to answer the last question on the worksheet • Class discussion comparing the two sets of documents (~10 mins) o What do we know that can support either one of these views? o Whose views should we prioritize? o These two sets of documents portray the Sand Creek Massacre very differently: Is this just a matter of personal opinion and should both sides views be respected equally? If not, why? o Describe the contradiction evident in both of these sets of documents regarding the treatment of Native Americans:  Document A: The author demonstrates respect for Native Americans for their battle efforts ("their defense told terribly against our ranks"), but deride them as savages and laud the killing of them by the Army  Document set B: While condemning the acts of the Colorado volunteers, the authors compare the Army's actions to the "savage" Indians. As such, while criticizing the Army for their atrocious acts, they are simultaneously characterizing them as akin to the people they massacred ("foul and dastardly massacre which would have disgraced the veriest savage among those who were the victims of his cruelty"). Wrap-Up/Conclusion (~5 Minutes) • Ask students: Given what we have read about the Massacre and reactions to it. Evidently, there are strong feelings on both sides. The U.S. Government has called for an investigation into the Massacre: Who might want revenge? Peace? What should be done? o Hint at the role of reparations/treaties (which will follow in the next lesson) Lesson Sources: "The Battle of Sand Creek", Rocky Mountain News Editorial, December 17, 1864. Accessed on: http://www.kclonewolf.com/History/SandCreek/sc-reports/rocky-editorials.html “The Great Indian Massacre.” Macon Daily Telegraph, August 26, 1865. America's Historical Newspapers, Newsbank/ Readex (112CE71CB5EAE6F8). “Massacre of the Cheyenne Indians,” Report on the Conduct of the War, 38 Cong., 2 sess., Washington, Government Printing Office, 1865. 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 3 Description An account of the resource This lesson will enable students to understand how the interpretations of historical events shape the way we remember them. They will understand the importance of framing a historical event within a narrative and why the classification of Sand Creek as a "massacre" by the U.S. Government was notable. By looking at various responses to the event in local newspapers, editorials and government reports, students will discover how the legacy of the Sand Creek Massacre formed and whose voices were included in this process. 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/056fcb27d1805e894f8c31a15141826f.pdf 43692ae5fde0f0075e512b2e2b883bfc 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 3 Worksheet Description An account of the resource Worksheet accompanying Lesson 3 Creator An entity primarily responsible for making the resource Ben Binversie We Are Still Here Westward Expansion: Who and How