Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
Subject: Native American History
Unit: Historical Geography of Native Americans
Lens: Environment
Enduring Understandings
/Guiding Questions
1. Anglo contact shifts traditional Native American boundaries. (content 1) / Where were the pre-Colombian tribes located?Where are the modern tribal boundaries?
What events occurred to cause these changes?
2. The environment shapes Native American culture according to region. (content 2,3) / What types of lodging were used in different regions and why?
What effect does environment have on religion?
How did location affect diet?
3. The structure of Native American Societies is typically matriarchal. (content 4) / What is a matriarchal society?
What are typical male and female roles within a tribe?
How is tribal hierarchy structured? Elected? Chosen?
4. Artifacts vary by geographical regions. (content 5) / What is an artifact?
How did the availability of resources impact and enrich daily life?
How can you identify an artifact by region?
Grade: 9-12
Subject: Native American History
Unit: Historical Geography of Native Americans
Lens: Environment
AC = Assessment Code: Q – Quizzes P - Prompts
Critical Content and Skills O – Observations WS – Work Samples
D – Dialogues SA – Student Self-AssessmentT - Tests
Students will Know… / AC / Students will be able to do… / AC
1. Traditional boundaries of western tribes.
2. Significant geographical features of each region.
3. Daily life of Native Americans to include food, dwellings, religion, ceremonies, & leadership
4. Division of labor within tribes – matriarchal
5. Artifacts of various geographical regions. / 1. Create and interpret maps
2. Read for understanding
3. Compare and contrast
4. Identify artifacts by regions
Grade: 9-12
Subject: Native American History
Unit: Historical Geography of Native Americans
Lens: Environment
Instructional Plan/Activities
(Correlations) / / /1. Create a modern artifact using local resources / 4 / 5 / 4
2. Create a map of traditional tribal boundaries and significant geographical features. / 1,2 / 1,2 / 1
3. Create a modern day oral history centered around a matriarchal society / 3 / 3,4 / 2,3
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
Subject: Native American History
Unit: The Sioux: Past and Present
Lens: Conflict
Enduring Understandings
/Guiding Questions
Geography1. The Black Hills holds spiritual significance for the Sioux. (content 2) / Why are the Black Hills important to the Sioux?
Why did the U.S. Government take the Black Hills?
2. The organizational structure of tribes often consists of smaller bands or factions (content 1) / What are the bands of the Sioux tribe?
How do the bands differ?
What is the political organization of the bands and the tribe as a whole?
Conflict
3. Manifest destiny is a significant cause of conflict between the Sioux and the U.S. Government (content 2,3) / What is Manifest destiny?How did Manifest Destiny shape/influence U.S. Government and Sioux relations?
What was the importance of Little Big Horn?
What was the impact of the Oregon Trail/Bozeman Trail?
Government Policy
4. Governmental policy fundamentally alters the societal structure of the Sioux (content 4,5) / How did the Sioux own land prior to Governmental intrusion?
Where are the main Sioux reservations located?
How did governmental policy attempt to destroy Sioux religion (Ghost Dance)?
5. The impact of treaties can still be felt today. (content 5) / What is the current status of the ownership of the Black Hills?
How have government policies contributed to the social problems of the Sioux?
How have the Sioux attempted to address these social issues? (Alcatraz, AIM and current policy)
Grade: 9-12
Subject: Native American History
Unit: The Sioux: Past and Present
Lens: Conflict
AC = Assessment Code: Q – Quizzes P - Prompts
Critical Content and Skills O – Observations WS – Work Samples
D – Dialogues SA – Student Self-AssessmentT - Tests
Students will Know… / AC / Students will be able to do… / AC
1. The boundaries of various Sioux bands to include Lakota, Nakota, Dakota & Hunkpapa.
2. Causes and outcomes of Sioux wars
· Little Big Horn
· Wounded Knee
· Black Hills
3. The results of various treaties and movement to reservations
· Fort Laramie Treaty I & II
· Rose Bud Reservation
· Pine Ridge Reservation
4. The impact of Government Policy on the Sioux to include the Dawes Act and religion.
· Reservation Size
· Allotment
· The Ghost Dance
5. Current state of affairs of the Sioux tribe
· Poverty
· Social Issues
· Federal Land Lease
· Wounded Knee II, Alcatraz & AIM / 1. Create and interpret maps
2. Read for understanding
3. Compare and contrast
4. Analyze and draw conclusions regarding treaties and current social issues
5. Participate in class discussions
Grade: 9-12
Subject: Native American History
Unit: The Sioux: Past and Present
Lens: Conflict
Instructional Plan/Activities
(Correlations) / / /1. Write a first hand account for a newspaper about the battle of Little Big Horn from the perspective of either side. / 3 / 2,3 / 2,3
2. Write a modern treaty that redefines the relationship between the Sioux and the U.S. government. / 3,4,5 / 3,4,5 / 4
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
Grade: 9-12Subject: Native American History
Unit: The Cheyenne: Past and Present
Lens: Conflict Within
Enduring Understandings
/Guiding Questions
Geography1. Geographical distances/barriers lead to conflict within the Cheyenne tribe. (content 1) / Why did two separate bands develop? What were areas of cooperation as well as conflict between the Northern and Southern bands?
How did geography affect alliances between different tribes and bands?
History
2. Significant differences between political ideologies exist between the Northern and Southern Cheyenne. (content 2,3,4,5) / Who were the dog soldiers? What role did they play?
Who was Edward Wynkoop? Who was William Bent?
Who were the Northern and Southern leaders of the Cheyenne during the initial conflict with the U.S. government?
Conflict
3. U.S. policy, influenced by current views, shapes military tactics. (content 4,6,8) / What happened at Sand Creek?
Who was Black Kettle and what was his role at Sand Creek?
Who was John Chivington and what was his role at Sand Creek?
What is the significance of a white flag?
Governmental Policy
4. The impact of treaties can still be felt today. (content 7,8) / What were the outcomes of Fort Wise & Fort Laramie treaties?
How do these treaties influence Cheyenne culture today?
5. Changes in policy allow for more self-determination.
(content 8) / What is self-determination?
What are some current social issues that are being addressed? What are some new methods for addressing these issues?
Has gaming had a significant impact on societal issues of the Cheyenne?
Grade: 9-12
Subject: Native American History
Unit: The Cheyenne: Past and Present
Lens: Conflict Within
AC = Assessment Code: Q – Quizzes P - Prompts
Critical Content and Skills O – Observations WS – Work Samples
D – Dialogues SA – Student Self-AssessmentT - Tests
Students will Know… / AC / Students will be able to do… / AC
1. The boundaries of the Northern and Southern Cheyenne.
2. The political differences between the Northern and Southern Cheyenne
· The North wanted peace
· The South wanted a reservation separate from the North
3. The various historical leaders of the Northern & Southern Cheyenne
· 1860’s and present
4. U.S. military leaders involved in conflicts
· William Bent
· John Chivington
· Edward Wynkoop
5. The importance of the Dog Soldiers
· The role in the war
6. The cause and effect of Sand Creek
· Black Kettle, Chivington, battle
7. Treaties: Fort Wise & Fort Laramie
8. Current social issues facing the Cheyenne
· Gaming Act of 1988 / 1. Create and interpret maps
2. Read for understanding
3. Compare and contrast
4. Analyze and draw conclusions regarding treaties and current social issues
5. Participate in class discussions
6. Research and identify current social issues
Grade: 9-12
Subject: Native American History
Unit: The Cheyenne: Past and Present
Lens: Conflict Within
Instructional Plan/Activities
(Correlations) / / /1. Conduct a Mock Trial for John Chivington / 3 / 4,6 / 4,5
2. Debate the Northern and Southern Cheyenne view pertaining to their relationship with the U.S. government / 1,2 / 1,2 / 2,3,4
Critical Content/Concept Web
Unit Topic:
Conceptual Lens: Warriors
Grade:
Grade: 9-12Subject: Native American History
Unit: The Apache: Past and Present
Lens: Warriors
Enduring Understandings
/Guiding Questions
Geography1. Political and physical geography affects actions and outcomes. (content 1,4,5) / Where is the current reservation?
What does sedentary culture mean?
What is guerilla warfare?
Where are the Dragoon Mountains?
History
2. Understanding traditional history provides insight into current issues (content 2,6,7) / Who were the Apache and U.S. leaders?
What impact did the Spanish missions have on the Apache?
What were the Mexican / U.S. relations at the time?
How did these relations affect the Apache?
Government Policy
3. Third parties often influence international relations and disputes (content 5,6,8,9) / Where were forts Grant, Tularosa, and Cañada Alamosa?
What was the Fort Grant Massacre
What are the current disputes involving water rights?
Grade: 9-12
Subject: Native American History
Unit: The Apache: Past and Present
Lens: Warriors
AC = Assessment Code: Q – Quizzes P - Prompts
Critical Content and Skills O – Observations WS – Work Samples
D – Dialogues SA – Student Self-AssessmentT - Tests
Students will Know… / AC / Students will be able to do… / AC
1. The affect geography had on warfare.
Canyon warfare, guerilla warfare,
2. The Apache were a sedentary tribe
· They had continuous access to water & grazing land
· Access to agricultural irrigation was a source of conflict
3. The Apache had an economical and spiritual tie to land.
· The Dragoon Mountains
4. Apache and U.S. leaders during conflicts:
· Cochise, Geronimo, Mangas, Eskiminzin
· O.O. Howard, Enoch Steen, Royal Whitman, George Crook
5. The relationship between the Apaches and Mexico.
· Distrust
· Border disputes
· Similar relationship as with U.S.
6. The influence of the Roman Catholic church on Apache culture.
7. The comparison of resources on current reservations in contrast to traditional lands.
8. The importance of the Camp Grant Massacre
9. The importance of Cañada Alamosa and Fort Tularosa and Fort Grant / 1. Create and interpret maps
2. Read for understanding
3. Compare and contrast
4. Analyze and draw conclusions regarding land and water rights
5. Participate in class discussions
6. Research and identify current social issues
Grade: 9-12
Subject: Native American History
Unit: The Apache: Past and Present
Lens: Warriors
Instructional Plan/Activities
(Correlations) / / /1. Conduct a Camp Grant mock trial / 6 / 4,8 / 2,3
2. Research current land and water disputes / 5 / 7 / 4,6
3. Create a map identifying geographical land and water features of traditional and current lands / 2,5 / 2,3,7 / 1,3,6
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
Grade: 9-12Subject: Native American History
Unit: Navajo: Far From Home
Lens: Displacement
Enduring Understandings
/Guiding Questions
Geography1. Reservation locations require intergovernmental relations. (content 4) / What are the four governments the Navajo work with?
What is the four corners region?
How does location affect the tribal life of the Navajo?
History
2. U.S. policy can create hardships for specific groups. (content 3) / What was the Long Walk and Trail of Tears?Where did the Long Walk start and end?
What were the effects of the Long Walk on the Navajo?
Conflict
3. Conflicts shape race relations. (content 3) / What is the historical relationship between the Navajo and Mexican government?
How does that history affect relations today?
What impact did the Indian Right Act have on Navajo/other governmental relations?
What inter-tribal conflicts existed and still exist?
Governmental Policy
4. The Navajo work to maintain their pastoral economy. (content 1,5) / What is a pastoral economy?
What is the geographical/environmental make-up of the current reservation?
How does this impact the Navajo economy and lifestyle?
Grade: 9-12
Subject: Native American History
Unit: Navajo: Far From Home
Lens: Displacement
AC = Assessment Code: Q – Quizzes P - Prompts
Critical Content and Skills O – Observations WS – Work Samples
D – Dialogues SA – Student Self-AssessmentT - Tests
Students will Know… / AC / Students will be able to do… / AC
1. The traditional lifestyle of the Navajo
2. Important American and Navajo peoples that
impacted the culture
· Manuelito
· Col. Richard Canby
· Kit Carson
· Gen. James Carleton
· Superintendent A.B. Norton
· Delgadito
· Barboncito
10. The significance of the relations between the Navajo/Mexican/American governments
· Fort Defiance (Long Walk)
· Fort Fauntleroy (Wingate)
· Canyon Bonito
11. The difficulties created by dealing with 4 different governments simultaneously
· Utah
· New Mexico
· Arizona
· U.S. Federal
12. The current state of relations between the Navajo and U.S. government
· Indian Rights Act (John Collier)
· Land/Water Rights / 1. Create and interpret maps
2. Read for understanding
3. Compare and contrast
4. Analyze and draw conclusions regarding land and water rights
5. Participate in class discussions
6. Research and identify current social issues
Grade: 9-12
Subject: Native American History
Unit: Navajo: Far From Home
Lens: Displacement
Instructional Plan/Activities
(Correlations) / / /1. Create a map of the Navajo Long Walk / 4 / 3 / 1
2. Compare and contrast traditional and current land boundaries / 1 / 2 / 2,3
3. Write a newspaper article identifying/critiquing current social issues / 2,3 / 4 / 4,5