Lesson 3: History of Being Forgotten
Dublin Core
Title
Lesson 3: History of Being Forgotten
Description
As a capstone for the mini-unit this lesson plan is meant to remind students of the continuity of severe injustices the American government perpetuates against Native American communities. The lesson plan brings in records of loyalty that the American government used in WWI, emphasizes the juxtaposition of Native Americans serving in war before gaining American citizenship, and uses the Standing Rock movement to highlight the present injustices that Native American communities continue to face even in the 21st century.
Creator
Ruth Isaac
Lesson Plan Item Type Metadata
Duration
1 Day
Objectives
Students will understand the history of mistrust between Native American tribes and the American government. Along with how this mistrust comes out today in movements like Standing Rock.
Materials
Lesson 3: PowerPoint; Lesson 3: Worksheet
Lesson Plan Text
As a capstone for the mini-unit this lesson plan is meant to remind students of the continuity of severe injustices the American government perpetuates against Native American communities. The lesson plan brings in records of loyalty that the American government used in WWI, emphasizes the juxtaposition of Native Americans serving in war before gaining American citizenship, and uses the Standing Rock movement to highlight the present injustices that Native American communities continue to face even in the 21st century.
Essential Questions: What are the implications of excluding Native American contributions to World War II; why has it been erased? Why did Native Americans feel burned by this country and how are these feelings still present today?
Key Terms:
* Assimilation
* Plaintiff/Defendant
* Injunction
Materials:
* PowerPoint
* Corresponding Worksheet
Introduction: 10 minutes
* Begin with accompanying PowerPoint that discusses the history of Native Americans in WWI, the loyalty records to prove efforts of assimilation, and transition into Standing Rock background information; first ask students if they know anything about Standing Rock, how much do they know? Try to compile a narrative of the Standing Rock court case solely using student brainstorming.
o Briefly ask students at the end of PowerPoint what kind of relationship do they think has existed and currently exists between Native tribes and the United States government?
Activity: 35 minutes
* Handout the source packet, have students work on the first document, give them about 5 minutes to read through the document followed by 5 minutes to answer the questions with a partner/discuss with a partner, be sure to have students let you know if they finish earlier so they can move onto the next document
* On the source packet, have students work on the second document, give them about 5 minutes to read through the document followed by 5 minutes to answer the questions with a partner/discuss with a partner, be sure to have students let you know if they finish earlier so they can move onto the next document
* Come back together for a classroom share for about 5 minutes and ask students what they found interesting about both documents
o Be sure to write down notes on blackboard/white board, this should not be a full compiled list of the similarities and differences between the two documents because they review that in the next document
o Ask students how they think these two documents interact to have them transition to the next activity
* On the source packet, have students work on the third document, give them about 5 minutes to work with a partner and fill out the Venn Diagram
o Come back together for a classroom share, should be about 5 minutes, and now as students share how they thought these two documents interact add it to the list that was written earlier
Closing Activity (Exit Ticket): 5 minutes
* On a scrap piece of paper, have students write down a few things they learned about U.S. government treatment in the past vs present and ask students why they think it is important to recognize the continuous mistreatment of Native American tribes.
Lesson Sources: https://catalog.archives.gov/id/34392177 http://earthjustice.org/sites/default/files/files/order-denying-PI.pdf http://www.latimes.com/nation/la-na-standing-rock-numbers-20161101-story.html https://www.vox.com/a/world-war-i-maps
Essential Questions: What are the implications of excluding Native American contributions to World War II; why has it been erased? Why did Native Americans feel burned by this country and how are these feelings still present today?
Key Terms:
* Assimilation
* Plaintiff/Defendant
* Injunction
Materials:
* PowerPoint
* Corresponding Worksheet
Introduction: 10 minutes
* Begin with accompanying PowerPoint that discusses the history of Native Americans in WWI, the loyalty records to prove efforts of assimilation, and transition into Standing Rock background information; first ask students if they know anything about Standing Rock, how much do they know? Try to compile a narrative of the Standing Rock court case solely using student brainstorming.
o Briefly ask students at the end of PowerPoint what kind of relationship do they think has existed and currently exists between Native tribes and the United States government?
Activity: 35 minutes
* Handout the source packet, have students work on the first document, give them about 5 minutes to read through the document followed by 5 minutes to answer the questions with a partner/discuss with a partner, be sure to have students let you know if they finish earlier so they can move onto the next document
* On the source packet, have students work on the second document, give them about 5 minutes to read through the document followed by 5 minutes to answer the questions with a partner/discuss with a partner, be sure to have students let you know if they finish earlier so they can move onto the next document
* Come back together for a classroom share for about 5 minutes and ask students what they found interesting about both documents
o Be sure to write down notes on blackboard/white board, this should not be a full compiled list of the similarities and differences between the two documents because they review that in the next document
o Ask students how they think these two documents interact to have them transition to the next activity
* On the source packet, have students work on the third document, give them about 5 minutes to work with a partner and fill out the Venn Diagram
o Come back together for a classroom share, should be about 5 minutes, and now as students share how they thought these two documents interact add it to the list that was written earlier
Closing Activity (Exit Ticket): 5 minutes
* On a scrap piece of paper, have students write down a few things they learned about U.S. government treatment in the past vs present and ask students why they think it is important to recognize the continuous mistreatment of Native American tribes.
Lesson Sources: https://catalog.archives.gov/id/34392177 http://earthjustice.org/sites/default/files/files/order-denying-PI.pdf http://www.latimes.com/nation/la-na-standing-rock-numbers-20161101-story.html https://www.vox.com/a/world-war-i-maps
Files
Collection
Citation
Ruth Isaac, “Lesson 3: History of Being Forgotten,” Native History Project, accessed July 11, 2026, https://native-history.sites.grinnell.edu/items/show/36.