https://native-history.sites.grinnell.edu/files/original/c7e82feff2e1d5256938776e91f607bc.pdf d984c618ddc83558948741f93920d12b 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 • Students will understand that European maps and knowledge is not superior or more objective than Native American knowledge of space. • Students will understand that white Americans and Native Americans depicted geographical space and nature differently in their maps because of their different understandings of those concepts. • Students will understand that different understandings of the land around the Missouri river are still relevant today in the Standing Rock movement. • Identify traits on maps within Native and European cartographical traditions • Analyze visual sources to learn about white and Native American understandings of the land of North America • Trace ideas from historical sources to modern social justice issues Materials Projector or copies of powerpoint for each student copies of worksheet for each student Lesson Plan Text Introduction (10 minutes) • On classroom map or google earth, locate the intersection of the Yellowstone and Missouri Rivers near the Montana/North Dakota border. (PowerPoint Slide 2) o Brainstorming: As a class, or in small groups, brainstorm a list of answers to the question "How do humans and rivers interact?" Potential answers should include drinking water, transportation, enjoyment of nature, pollution/clean-up, hydroelectric power • Trace each river's path away from the confluence through Indian Reservations, National Parks, and major cities. • If you have time, ask students to connect ideas on their list to specific places along the rivers, i.e. people living on the Standing Rock reservation get drinking water from the river, visitors to Yellowstone connect with nature by visiting that river, large factories in major cities along the rivers pollute them. "What do you think these rivers mean to the people who live in the places they pass through? How do they interact with them?" Looking at Maps (25 minutes) • Project each map and read aloud the historical context. o (PowerPoint Slide 3) Map 1: Created by Sitting Rabbit, a Mandan Indian, in 1907 when the North Dakota State Historical Society asked him to document Native American history related to that land. o (PowerPoint Slide 4) Map 2: Created by F. V. Hayden in 1869 for the War Department Bureau of Topographical Engineers to document the types of rock found in the area. • Whole class: (PowerPoint Slide 5 and 6) work together to analyze each map. Students can share answers with the whole group, or turn and talk to a peer before a few groups share out. • Prompt with questions: • What do you see in this map that you would expect to find on a map? What is unusual about it? • What did the cartographer label? • What symbols did the cartographer use? What do you think they stand for? • What kind of things could you find using this map? What does it not tell you? • What do you think was important to the cartographer? How can you tell? • Small groups: (Worksheet) Students work in groups of 2 to 4 to complete a Venn Diagram comparing and contrasting the two maps. • "What is similar and differnet about these maps and the people who made them?" • Synthesis Question: "How can two groups of people make such different maps of the same place?" • Reconvene as a large group and debrief on answers to the essential questions. Standing Rock (15 minutes) • Introduce the Standing Rock movement with this video clip: http://standwithstandingrock.net/pipeline-re-routed-standing-rock/ • Point to Standing Rock on Sitting Rabbit's map. As a group, discuss "why did Sitting Rabbit include Standing Rock on his map?" • (PowerPoint Slide 7) Students fill out an exit ticket answering: "how does the content of this video connect to the messages, conflicts, or ideas present in maps from the past?" (Sitting Rabbit's map showed that he was concerned with human use of the land while the army geologists cared about the type of rock so they could extract it, and today Standing Rock protesters are worried about clean drinking water, not industry.) SLIDE 6: STANDING ROCK INFO AND QUESTION 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: Maps of the Missouri River Valley Description An account of the resource In this lesson, students will compare two maps documenting the confluence of the Missouri and Yellowstone rivers to discover how two different groups of people can understand the same location in varying ways. One map was created by a Mandan Indian documenting the human interaction with the region, while the second map was prepared for the federal Bureau of Topographical Engineers, and it is primarily concerned with geology. Finally, students will connect these sources to the recent Standing Rock movement to illustrate connections between historical maps and modern social justice issues. Essential Questions: What can maps and art teach us about the past? What does a visual depiction of land reveal about the people who made it? How did Native Americans and white settlers engage with expansion into the Plains differently? How can two groups of people understand the same place differently? What is the legacy of these understandings today? Creator An entity primarily responsible for making the resource Ellen Schneider Date A point or period of time associated with an event in the lifecycle of the resource 1869/1907