5 10 345 https://native-history.sites.grinnell.edu/files/original/fb4c5adb3d34b707b262ff529f67a611.pdf 44c3d065342ee1e22bab5498d3a34783 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 treaties are difficult to negotiate, given the disparate interests of the parties, treaties are not necessarily binding, especially in the case of Native American-U.S. relations, and are difficult to enforce, reparations in the form of money alone cannot resolve the pain and damage caused by the Sand Creek Massacre. Students will also relate the Little Arkansas Treaty to the broader idea of reparations for Native Americans. Materials Lesson 4 Presentation, Lesson 4 Worksheet, Lesson 4 Little Arkansas Treaty Text Lesson Plan Text Sand Creek Unit Lesson 4: Treaty and Reparations This lesson will guide students through the process of reparations and encourage them to consider questions of justice as it relates to acts of war and genocide. It will build off of the discussions and understandings from the previous lessons in order to assess the appropriate response to the Sand Creek Massacre. The students will analyze the Little Arkanasas Treaty of 1865, which provided reparations for the Sand Creek Massacre, and discuss questions of justice as it relates to genocide and war. The discussion will connect to the broader theme of reparations and reflect on the United States' attitude toward reparations and indigenous communities. This lesson is planned to take 2 days. However, if you are pressed for time, give preference to the first activity of reparations/ treaty-making, as it is a particularly insightful exercise for demonstrating their understanding of the massacre and encouraging them to tackle difficult questions related to justice and war. Allow for dissent and debate in class discussions during this activity. Essential Questions: How can a treaty resolve differences between Native Americans and the U.S. government? Are treaties an effective way to maintain peace and improve relations between settlers and Native Americans? Can monetary reparations ever atone for the damage done by the military at Sand Creek? What role do reparations play in historical memory as it relates to U.S. - Native relations? Desired Results Understandings Students Will Know/Will be Able To: • Treaties are difficult to negotiate, given the disparate interests of the parties • Treaties are not necessarily binding, especially in the case of Native American-U.S. relations, and are difficult to enforce • Reparations in the form of money alone cannot resolve the pain and damage caused the Sand Creek Massacre • Make a treaty to achieve goals of peace and resolve differences • Analyze a treaty and summarize its contents • Relate the Little Arkansas Treaty to the broader idea of reparations for Native Americans Assessment Evidence • Students will create a Treaty in groups • Students will discuss their treaties as a class • Students will summarize to the class the section of the Little Arkansas Treaty they analyze • Students will draft a resolution for the U.S. Congress regarding the Sand Creek Massacre Key Terms • Reparations • Treaty • Little Arkansas Treaty of 1865 Materials Needed: Reparations/ Treaty worksheet Little Arkansas Treaty (images and text included) Powerpoint Presentation Lesson Activities: Introduction (~5-7 minutes) • Introduce the concept of reparations to the class and solicit input on what sort of elements could be included in reparations. When are reparations necessary? (Use Lesson 4 Powerpoint Slide 2) Body Activity (~40 minutes) • As a class, discuss important elements of what should be considered in a treaty to address the Sand Creek Massacre and solicit students' thoughts on different aspects of the treaty/reparations o Students can take notes from this discussion on the front page of the Lesson 4 Worksheet • (Powerpoint Slide 3) Divide the students into small groups to complete the Lesson 4 Worksheet. Explain that the goal is to create a suitable treaty, including reparations for the Sand Creek Massacre. Give them approximately 20 minutes in groups to work. o Convene as a class to discuss the decisions students made for their treaties (~20 mins). o Attempt to bring in different viewpoints about how to resolve the different interests o If a consensus can be reached on certain elements, emphasize it, and you can write it on the board or projector. However, disagreement is also acceptable. Wrap-Up/Conclusion Day 1 (5 minutes) • Wrap up class discussion of treaty/reparations (Last question on the worksheet): Are our group treaties feasible and enforceable? o How can we ensure that both parties follow the terms of the agreement? o Can you think of enforcement mechanisms? o Keep in mind the history of treaty negotiations, the willingness of the U.S. Government to go back on their word, and the misunderstandings that resulted from ambiguous treaties between Native peoples and the U.S. government. Introduction Day 2 (5 minutes) • Remind the class of the treaties they made and introduce the Little Arkansas Treaty of 1865, which was supposed to do what the students’ treaties accomplished (see PPT Slide 4) o Emphasize that the treaty only lasted 2 years. Encourage the students, when they read the treaty, to look for parts of the treaty that might have caused it to fall apart. Body Activity Day 2 (~35 minutes) • In pairs or groups of 3, assign students to read 1 article** of the Little Arkansas Treaty of 1865 and write a short summary (a few sentences) to report to the class (complete worksheet Part 2) (10 minutes) o Regarding reparations, encourage students to think about whether these reparations are enough, given the damage done at Sand Creek. What do the reparations/ treaty accomplish? o **Articles 5 and 6, and 7, 8, and 9 should be grouped together. • Report back to class- go through the whole treaty, article by article (25 minutes) o Suggested important elements of each article of the treaty (as a guideline) o Article 1: promise of peace between the Native American tribes and the U.S. Government, as well as peace between the tribes themselves. Arbitration process (rather than resorting to fighting) in the case of breaking the treaty (through hostile acts or depredations) which goes through the President (a supposed impartial arbiter). o Article 2: sets the boundaries for their reservation land- for the “absolute and undisturbed use and occupation of the tribes who are parties to this treaty, and of such other friendly tribes as they may from time to time agree to admit among them, and that no white person, except officers, agents, and employees of the Government, shall go upon or settle” within that area (unless the tribes permit it). The tribes of this treaty accept this as their permanent home and will not leave the reservation for hunting purposes or other purposes without written consent from their Government agent. o Article 3: Until they are able to move to the designated Reservation (until the Government clears other Indian tribes off the land), the tribes are permitted to reside upon and range at pleasure throughout the unsettled portions of that part of the country they claim as originally theirs (between the Arkansas and Platte Rivers) provided that they report to the commander of the nearest military post if they see or hear of any hostile bands of Indians whatsoever. o Article 4: The U.S. Government may lay off and build through the reservation, such roads or highways as may be deemed necessary and may also establish military posts if necessary to preserve peace among Indians. Any injury or cost to the Indians coming from such building and occupancy will be ascertained and they will be compensated through judgment of the U.S. Congress. o Article 5: Per special request of the Cheyenne and Arapaho, the U.S. grants permits in fee simple of 640 acres of land to the following people… [list of names] o Article 6: Wishing to express its condemnation and repudiate the outrages perpetrated against certain bands of Cheyenne and Arapaho at Sand Creek on November 29th, 1864, the U.S. Government agrees to make reparations for the injuries done. They will grant 320 acres of land by patent to the following chiefs of said bands… and to each other person who lost a spouse or parent 160 acres. Lands will be selected by the Secretary of the Interior and shall be within the reservation established in Article 2. The U.S. will also pay in securities, animals, goods, provisions, or other useful articles as compensation for property belonging to them [people who suffered at Sand Creek]. o Article 7: The United States agree to annually give 20 dollars per person entitled to participate in the beneficial provisions of this treaty until they move to the reservation and 40 dollars per person after that, for the next 40 years. The aggregate number at the time of this treaty of people who are eligible for such provisions is 2,800. o Article 8: The tribes party to this treaty will do their best to unite the other bands of their tribes to join them in this treaty, which shall be made binding on all parties whenever such absentees have participated in the beneficial provisions of this treaty (ie- if they receive money, they are agreeing to the terms of the treaty). o Article 9: Upon the ratification of this treaty all former treaties are abrogated. The parties to this treaty, representing the U.S. and the aforementioned tribes, agree to the treaty, and sign their names below. o Discuss whether it is adequate and whether it will make peace. What are the goals of this treaty and the role of reparations? How do the students' treaties they made compare to the Little Arkansas Treaty of 1865? (PPT Slide 6) Wrap-Up/Conclusion Day 2 (15 minutes) • (use PPT Slide 7) Reparations Resolution o Hannah Arendt quote about historical memory o (Slide 8) Show students example of resolution from 2009 o (Return to Slide 7) Students will draft a resolution for the U.S. Congress regarding the Sand Creek Massacre  After they write their resolutions, ask a few students to share their resolutions with the class. Then, ask the students to consider, and discuss as a class, whether a resolution by the U.S. Congress matters. • Is it too late to do anything about Sand Creek? • Do words matter when so many lives were lost in such a brutal way? • Is there a need for reparations on a big scale? Lesson Sources: Treaty of Little Arkansas River, October 14, 1865 (Ratified Indian Treaties #341, 14 STAT 703) between the U.S. and Arapahoe and Cheyenne Indians (Black Kettle Band) granting lands in reparation for the Sand Creek Massacre, November 29, 1864. Compiled and edited by Charles J. Kappler, Clerk to the Senate Committee on Indian Affairs. Washington, DC: Government Printing Office, 1904. Accessed on: http://digital.library.okstate.edu/kappler/vol2/treaties/che0887.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 4 Description An account of the resource This lesson will guide students through the process of reparations and encourage them to consider questions of justice as it relates to acts of war and genocide. It will build off of the discussions and understandings from the previous lessons in order to assess the appropriate response to the Sand Creek Massacre. The students will analyze the Little Arkanasas Treaty of 1865, which provided reparations for the Sand Creek Massacre, and discuss questions of justice as it relates to genocide and war. The discussion will connect to the broader theme of reparations and reflect on the United States' attitude toward reparations and indigenous communities. This lesson is planned to take 2 days. However, if you are pressed for time, give preference to the first activity of reparations/ treaty-making, as it is a particularly insightful exercise for demonstrating their understanding of the massacre and encouraging them to tackle difficult questions related to justice and war. Allow for dissent and debate in class discussions during this activity. 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/d90a520d780cda5df2f4af6b29668e99.pdf 430be33ec43f5e767b01fe7b67ae547d 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 4 Worksheet Description An account of the resource Worksheet accompanying Lesson 4 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/91044e5c481f58ddec0f53457fa27388.pptx 1435d39d2f3822a6b75f3783057038b6 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 4 Presentation Description An account of the resource Presentation accompanying Lesson 4 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/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/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/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/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/855cb18c016ce293269fa85464d431a5.pdf 5323bb275d12f1799ac26a30b09fdf7d 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 Lesson 1 Fort Wise Treaty Subject The topic of the resource "Westward Expansion" Creator An entity primarily responsible for making the resource Ben Binversie, Deborah Michaels Description An account of the resource Scans of Fort Wise Treaty Language A language of the resource English https://native-history.sites.grinnell.edu/files/original/1817c8f06c1a7c8a65adb25d9fa948ea.pdf 7c0fd9163c1b251e68fb2229ded3852e 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 "Westward Expansion" Creator An entity primarily responsible for making the resource Ben Binversie, Deborah Michaels 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. Language A language of the resource English Type The nature or genre of the resource Lesson Plan Title A name given to the resource Sand Creek Lesson 1 Lesson Plan