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