LESSON 5: Native Americans

LESSON 5: Native Americans - Primary/Secondary Documents & Handouts Included

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ASSIGNMENTS for LESSON 5

(Scroll down to locate the lesson plan for Lesson 5)

Period 1-B

· 13:1 Section Assessment Quiz for 11/6/09

· For Friday 11/13: Students should have completed the Map Analysis Sheet. They must respond to questions 1-6 concerning the maps (see The Guided Practice Activities, #3. Please scroll down to find the Guided Practice Activities Section). In class on 11/12, students will analyze the Dawes Act and watch a video entitled, “A Walk in Two Worlds, The Education of Zitkala-Sa a Sioux.

HOMEWORK: No homework. Students who have not prepared questions 1-6 must be ready to work with them on Tuesday, 11/17.

· Tuesday 11/17:

Period 2-B

· 13:1 Section Assessment Quiz for 11/6/09

HOMEWORK: No homework. Students who have not prepared questions 1-6 must be ready to work with them on Tuesday, 11/17.

· Tuesday 11/17:

Period 3-B

· 13:1 Section Assessment Quiz for 11/6/09

· During Friday 11/13: Students discussed the concept of “Americanization.” They watched, discussed, and responded to questions associated with a video entitled, “A Walk in Two Worlds, The Education of Zitkala-Sa a Sioux. This was an in-class assignment. Students asked many questions and consequently, there was not enough time to watch the video a second time and to work independently on the questions (handout) in class. Students will resume watching the video on Tuesday 11/17, complete their responses to the questions, and move on to a group activity concerning their homework assignment questions 1-6 (See the 11/9 entry for instructions on completing this homework assignment.. HOMEWORK: No homework. Students who have not prepared questions 1-6 must be ready to work with them on Tuesday, 11/17.

· Tuesday 11/17:

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Period 2-A

· 13:1 Section Assessment Homework, questions 1-6, and Quiz scheduled for 11/9/09

· Analyze the maps of 1885 and 1881 using your Map Analysis Sheet.

· For Thursday 11/12: 13:1 Quiz (Fight for the West) was rescheduled for Thursday, 11/12. The Section Assessment questions 1-6 are also due. Students will complete the Map Analysis Sheet and respond to questions 1-6 concerning the maps (see The Guided Practice Activities, #3. Please scroll down to find the Guided Practice Activities Section). In class on 11/12, students will analyze the Dawes Act and watch a video entitled, “A Walk in Two Worlds, The Education of Zitkala-Sa a Sioux.

· During Thursday 11/12: Students discussed the concept of “Americanization” to begin the day’s lesson. They then watched twice the video entitled, “A Walk in Two Worlds, The Education of Zitkala-Sa a Sioux – The Americanization of Zitkala-Sa. The first time they watched the video without the aid of the questions that were distributed. The second time, students listened to the video and worked on the questions. Students were given some time to complete their responses. The students broke into small groups very briefly and worked on the first of the 6 questions (see 11/12 for the details). No homework assigned for Monday 11/16.

Period 3-A

· For Monday 11/09 13:1 Section Assessment Homework, questions 1-6, and Quiz scheduled for 11/9/09

· Analyze the maps of 1885 and 1881 using your Map Analysis Sheet and complete the questions 1-6 that are listed in the Guided Practice Activities section.

· For Thursday 11/12: Students will complete the review of the Map Analysis Sheet and the questions 1-6 concerning the maps (see The Guided Practice Activities, #3 of this lesson. In class on 11/12, students will analyze the Dawes Act and watch a video entitled, “A Walk in Two Worlds, The Education of Zitkala-Sa a Sioux. .

· During Thursday 11/12: Students discussed the concept of “Americanization” to begin the day’s lesson. They then watched twice the video entitled, “A Walk in Two Worlds, The Education of Zitkala-Sa a Sioux – The Americanization of Zitkala-Sa. The first time they watched the video without the aid of the questions that were distributed. The second time, students listened to the video and worked on the questions. Students were given some time to complete their responses. The students did not have enough time to brake into small groups and work on the first of the 6 questions (see 11/12 for the details). On Monday, students will resume their examination of questions 1-6. No homework was assigned for 11/12.

Period 4-A

Students will resume the discussion of “progress” and the relationship between progress and the Native American. The teacher will disseminate the handout,

· For Monday 11/09:13:1 Section Assessment Homework, questions 1-6, and Quiz scheduled for 11/9/09

· Analyze the maps of 1885 and 1881 using your Map Analysis Sheet and complete the questions 1-6 that are listed in the Guided Practice Activities section of Lesson 5 in http://spectorific.wikispaces.com.

· For Thursday 11/12: Students will complete the review of the Map Analysis Sheet (D & E). Students will meet in groups and respond to the questions 1-6 concerning the maps (see The Guided Practice Activities, #3 of this lesson. In class on 11/12, students will analyze the Dawes Act and watch a video entitled, “A Walk in Two Worlds, The Education of Zitkala-Sa a Sioux.

LESSON 5: Native Americans & Primary/Secondary Documents

GUIDING INQUIRY: What did industrial progress mean to Native Americans?

· 1st Phase of Industrialization: 1820-1860 – Age of steam - Workers and owners had close relationships – business were rather small

· 2nd Phase of Industrialization: 1861-early 1970s – dominated b y oil, natural resources used in the production process, steel – dominated by the growth of big business and manufacturing – Relationship between worker and owner becomes adversary

OBJECTIVES:

Students will evaluate the impact of westward expansion on Native Americans and their responses to the destruction of the buffalo, military conflicts, and the Dawes Severalty Act.

Students will analyze the factors that led to and characteristics of Industrialization in the late 19th century United States.

Students will demonstrate understanding of the cultural, economic, political, social, and technological developments of Reconstruction.

WARM-UP:

Define progress.

· The positive or negative impact of change

Explain the Dawes Act and why it was an important piece of legislation.

Response: Native Americans were moved by force to land that was set aside/reserved for each tribe. Within the reservation, a family received 160 acres of land; a single person over 18 years received 80 acres; and each child received 40 acres. Any land left over would be sold. The purpose of a reservation was to enclose Native Americans and indoctrinate (to teach somebody a belief, doctrine, or ideology) them to Americanization (Western Civilization).

WARM-UP:

Identify and describe in your own words (record your description) one of the major battles/conflicts between federal government forces and Native Americans between 1861 and 1890. You may also refer to the map on page 440, Major Battles and Native American Territory in the West, 1890.

· What was/were the cause(s)?

· What actually happened?

· What was the outcome/result(s) of this historical event?

WARM-UP 11/12/09:

Define the term “Americanization:

By the end of the Mexican-American War in 1848, the U.S. achieves Manifest Destiny in principle. When is Manifest Destiny actually achieved? Would you agree that the frontier has “closed” by 1890?

How would one define “frontier?”…….Frederick Jackson Turner

What becomes the new frontier?

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INTRODUCTORY AND DEVELOPMENTAL ACTIVITIES:

Students write a definition of progress. They THINK-PAIR-SHARE, and then offer their responses.

1. The teacher asks if “progress” is good or bad. Students engage in an open discussion.

2. The teacher provides the following information:

People who lived during the Mesolithic (10-8000 B.C.E.) and Neolithic Ages (8500 B.C.E.) were by in large healthier than the people who lived during the Bronze Age (3600 B.C.E.).

What impact did agriculture have on the advancement of civilization?

Background Information for Students:

The Mesolithic was a period of transition, marked by improved stone tools that emerged at different times in different cultures around the world. In the Neolithic Age, starting in the Middle East, agriculture and sculpture began to develop; they reached northwest Europe in approximately 4500 B.C.E.

The Hunter-Gatherer existence gave way to established agricultural communities during the Bronze Age where city-states emerged in the Tigris and Euphrates in Mesopotamia and in other river valley systems in China and India.

3. Students draw conclusions about progress and learn that progress is “neutral.” Any change results in a cause-effect relationship, especially when new methods, technology, or inventions are introduced. With each change there is a positive and or negative impact.

WORDS OF WISDOM

The only thing that is constant in life is change

4. Students discuss their idea of “home.” They are asked the following questions:

a. What aromas, feelings, thoughts, and images come to mind?

b. Is the "home" that you are envisioning the physical place where you reside currently? Why or why not?

For some students, "home" may be a familiar place where close friends reside or a former residence in another town, state, or country. Some students have never moved and cannot imagine living anywhere else.

5. The teacher discusses with the students the idea of being homesick or being happy to be home after a long vacation, and then explains that this lesson relates to a law that had a dramatic effect on "home" for thousands of Native Americans.

6. What aromas, feelings, thoughts, and images come to mind? Is the "home" that you are envisioning the physical place where you reside currently? Why or why not? For some students, "home" may be a familiar place where close friends reside or a former residence in another town, state, or country. Some students have never moved and cannot imagine living anywhere else. Discuss with these students the idea of being homesick or being happy to be home after a long vacation. Explain to students that this lesson relates to a law that had a dramatic effect on "home" for thousands of Native Americans.

7. The class reads aloud the biography of Chief Joseph to gain the perspective of Native Americans discuss how progress may have affected them. See attached Student Handout.

GUIDED PRACTICE ACTIVITIES: Map Skills –

1. Divide students into small groups of three or four.

2. The teacher distributes photocopies Maps of the Indian Territory (Oklahoma) 1885 and 1891 and the attached Map Analysis Worksheet.

3. Groups should analyze one map at a time, first the 1885 map, then the 1891 map. After they have completed the analysis sheets, the teacher directs them to compare the two maps and answer the questions in their small groups. The maps are provided in this lesson (scroll down), however, you may also obtain them from, http://www.archives.gov/education/lessons/fed-indian-policy/

1. List the different names that are found on the maps. Where do you think these names come from? What do you think they mean?

2. Compare the two maps. What differences do you find? Use a ruler or a scale to compare distances and sizes.

3. How had the area changed in the years between the two maps, 1885 and 1891?

4. How can you account for the differences?

5. How do you think the people living there felt about these changes?

6. Why do you think some groups remained while others did not?

4. After the groups have completed the assignment, the teacher reviews their responses and discusses any questions that students raise.

5. The teacher records their questions on a piece of large poster board to refer to or explore later.

6. The teacher asks students to read their textbooks to find information about the purpose for establishing reservations. The teacher Instructs students, working in their groups, to list reasons for and against setting aside communal land for tribes. Ask students what problems they think would result from this federal policy. Students may use a graphic organizer to organize the reasons for or against setting aside communal land for Native Americans.

INDEPENDENT ACTIVITIES: Document Analysis -

1. Students read Section 8 of the Dawes Act and identify each time they hear or see the name of a tribe that was mentioned on the 1891 map.

2. The teacher directs students to use a present-day map of Oklahoma and compare it to the 1891 map.

3. Ask students to predict what happened after the passage of the Dawes Act that ultimately reduced the land holdings of the Five Civilized Tribes.

4. Using information from the historical background essay, ask students to share any additional information they found in their textbooks, and use the textbook information to answer the questions recorded on the poster board in the guided activity.