2011 Native Americans Studies
Unit Title
Grade Level
Timeframe
Subject or topic area
Summary of unit
500 Nations
11 and 12
Five Weeks
Unit Four Roads Across the Plains
Ask yourself the following, “What happens
when cultures collide? Who’s Story is it? and
How does History versus Hollywood impact
perceptions and continuance of stereotypes and
help dispel them as well?”
The purpose of the unit is to make you cognizant
of the origins, development and identity of the Plains
cultures such as the Sioux nations, Cheyenne and
their neighbors. Students will analyze the impact of
the “Six G’s –God, gold, greed, glory, guns and
germs” on Indian cultures and the wars that occurred
in the process of Indian Removal
The influence of geography and climate as well
as the introduction of the horse to the Plains cultures
by the Spanish resulted in adaptation and change
from a sedentary to nomadic way of life. The horse
and the buffalo became the basis for survival on the
Plains.
Cultural conflicts existed among the Plains
nations and from the effects of the white “manifest
destiny” westward movement. Warfare became a
way of life in order to ensure survival, settle disputes
and maintain freedom as well as sovereignty. You
will read and analyze primary sources such as in
Black Elk Speaks by John C. Neihardt, Lakota
Woman by Mary Brave Bird and other primary
sources, e.g., Wounded Knee by Dee Brown.
The Massacre at Wounded Knee in 1890 is
significant to Indian nations across America and
symbolizes the continuing impact of white contact
on Indian human rights, equality, and national
identity. In 1973, the American Indian Movement
(AIM) engaged in a standoff with federal agencies at
the original site of the 1890 massacre at Wounded
Knee. The standoff became a universal symbol of
the continual struggle for Indian rights. Students will
view visual texts and make clear connections to the
Five Big Ideas-geography/environment, politics,
economics, social/cultural and science/technology
and the unit’s Overarching/Essential and Topical
Questions evidenced and shared through the creation
Overarching/Essential Questions
Topical Questions
Established Goals: (Grade Cluster
Expectations (GCEs) and
Standards)
and writing of reflective pieces, e.g., Constructed
Responses, Student Response Logs, journals, essays
and creative activities.
Native American Studies Overarching/Essential
Questions1. What is the meaning of having an
enduring understanding of what you learn
and how does this affect concept of
identity in a culture? (6.1, 6.4, 6.9, 6.12,
6.13,6.1.6)
2. From whose perspective or angle are you
seeing, reading and/or hearing from? (6.2,
6.4, 6.12, 6.13, 6.16)
3. What happens when cultures collide?
( 6.9, 6.12)
4. What impact do leaders have on
changing or continuing the course
and power of a nation? (6.4, 6.9,
6.12, 6.16)
5. Whose story is it? (6.2, 6.4, 6.13)
1. Why do cultural norms and historical
events affect and define the development
of identity in a society? (6.1, 6.2, 6.9, 6.12,
6.13)
2. Ask yourself, “What would be my course
of action and why?” (6.1,.6.9, 6.12, 6.13,
6.16)
3. What is meant by the premise that “all
men are created equal?” (6.4, 6.12, 6.13,
6.16)
4. What is progress and to what extent is
Native American history a history of
progress?
5. How are events and people connected to
each other? (6.1, 6.4,6.13, 6.16)
6. What is too much or too little national
power?
7. What is the impact of media, e.g.,
History v. Hollywood, in Native
American and American
Culture? (6.1, 6.4,6.13, 6.16)
6.1 Causes and Effects in Human Societies:
6.2 Uses of Evidence and data
History:
6.4 Historical Connections.
6.7 Geographical Knowledge
Introductory Activities
Enabling Activities
6.9 Meaning of Citizenship:
6.12 Human Rights
Economics:
6.16 Impact of Economic Systems:
Vital Results:
1.8 Reports
1.19 Research
1.21 Selection
1.22 Simulation and Modeling
2.1 Types of Questions
3.3 Respect
3.10 Teamwork
3.11 Interactions
4.1 Service
4.2 Democratic Processes
4.3 Cultural Expressions
4.4 Effects of Prejudice
4.5 Continuity and Change
1. Students are given the Theme, Topic, and
Purpose of the Unit, Standards,
Overarching/Essential and Topical
Questions, the Five Big Ideas and the unit
Performance Assessment.
2. Cooperative Groups will participate in a preknowledge activity reflecting their prior
knowledge of the Theme and Topic of the
unit and share in class.
3. Students will view the primary source
documentary 500 Nations and create a
Concept Map connecting to the
Overarching/Essential
and Topical Questions, the Five Big
Ideas and share in class.
1. Students will view the visual text
documentaries and films 500 Nations,
Episode Seven, The Great Indian Wars,
Dances With Wolves, Windwalker, Lakota
Woman and Thunderheart and participate in
writing activities, e.g., Student Response
Log, Journal, Exit Cards and content
assessments connecting what they have
learned to the Overarching/Essential and
Topical Questions and the Five Big Ideas.
2. Students conduct research in the library, on
computers, and use other tools of technology
to research the history of the Roads Across
Performance Tasks
the Plains and complete reflective writing
activities.
3. Students will maintain a portfolio of their
work and self-assessments.
4. Students will be active participants in
activities such as, e.g., Constructed
Responses, Exit Cards, and Student
Response Logs, free writes, relating to the
visual and literal texts making connections to
the Overarching/Essential and Topical
Questions and the Five Big Ideas, and
respond to feedback for improvement of their
work to be placed in their portfolio.
5. Students will create an original visual piece
Roads Across the Plains reflecting and
complete a verbal presentation of their work
to their peers.
Performance Assessment - Roads Across the
Plains PowerPoint, Written and Verbal
Performance Assessment Presentation
Students will choose one Plains nation, conduct
research and clearly identify the changes they feel
impacted it before and after white contact and
conquest, e.g., major people and events and address
one Overarching/Essential Question and connect to
one of the Five Big Ideas of their choice by
completing the following activities Creating a format that includes concise
original written summaries in each slide.
 Integrate the primary visual and literal
sources in the unit, e.g., direct quotes
supporting each slide’s content citing all
sources properly.
 A reflective conclusion focusing on their
personal learning.
 Present their work in a Power Point in a
verbal presentation to peers and teacher for
assessment.
 Complete rubric with documented pieces of
evidence supporting their assessment.
Performance Assessment - Roads Across the Plains PowerPoint
Option C:
Option B:
Option A:
(Level 3 difficulty)
(Level 2 difficulty)
(Level 1 difficulty)
Power Point:
Power Point:
Power Point:
>10 slides that include the Five >15 slides that include the Five
>20 slides that include the
Big Ideas you chose Big Ideas you chose Five Big Ideas you chose Geographical/Environmental, Geographical/Environmental,
Geographical/Environmental
Social/Cultural, Politics,
Social/Cultural, Politics,
, Social/Cultural, Politics,
Economics,
Economics, Science/Technology. Economics,
Science/Technology.
Science/Technology.
Clear connection to the
Overarching/Essential
Question you chose
Clear connection to the
Clear connection to the
Overarching/Essential Question Overarching/Essential
you chose
Question you chose
Clear connection to one of
Five Big Ideas you chose
Clear connection to the two Five Clear connection to the
Big Ideas you chose
three Five Big Ideas you
chose
In order to receive credit the In order to receive credit, the
In order to receive credit, the
research, presentation and self- research, presentation and selfresearch, presentation and
assessment rubric must be
assessment rubric must be
self-assessment rubric must
completed on time with
completed on time with evidence be completed on time with
evidence.
evidence
All sources cited properly
All sources cited properly
All sources cited properly
Use of color-background is Use of color-background is
Use of color-background is
appropriate color and
appropriate color and lettering is appropriate color and
lettering is large enough to large enough to read from a
lettering is large enough to
read from a distance
distance
read from a distance
Verbal Presentation Rubric
CATEGORY 4
Student is
Preparedness
demonstrates clear
knowledge of the topic
and is completely
prepared and has
obviously rehearsed.
3
Student demonstrates
knowledge and for the
most part addresses the
topic in depth, mostly
prepared but needed
more rehearsals for
presentation.
2
The student is
somewhat prepared,
but it is clear that
rehearsal was lacking
as well as clear
understanding of the
topic in depth.
1
Student is not
well prepared to
present and does
not clearly
understand the
topic in depth.
Presentation 3
minutes or less.
Time-Limit
Presentation is 6 or
more minutes long.
Presentation is 5
minutes long.
Presentation is 4
minutes long.
Speaks Clearly
Speaks clearly and
distinctly
Speaks clearly
Speaks clearly most of Often mumbles or
the time.
can not be
understood
Uses Complete
Sentences
Speaks in complete
sentences.
Mostly speaks in
complete sentences.
Sometimes speaks in
complete sentences.
Rarely speaks in
complete
sentences.
GRASPS Task Design Prompts
Goal
Your task is to create a well researched and planned Power Point, written and verbal presentation...
The goal is to create a Power Point presentation reflecting your new knowledge of a Plains nation and its
history and culture.
The problem or challenge is placing yourself in the nation at the time of white westward expansion and
disregard preconceived notions concerning the time.
The obstacles to overcome are placing yourself in another continuum in Native American and American history
and demonstrating your knowledge and empathy for the people involved.
Role
You are to become a person of the times.
You have been asked to thoughtfully plan out the components of your Power Point by completing the four step
process of reading and taking notes from visual and literal texts, creating your power point and presenting it for
peer assessment.
Your job is to very thorough in your question, reflections and making clear connections to the unit’s
Overarching/Essential Question and the Five Big Ideas you chose.
Audience
Your clients are your peers and the teacher.
The target audience is Native Americans.
You need to convince your peers, guests and teacher of your knowledge and ability to convey your topic in an
original creative but historically accurate presentation by showing the Plains cultures and the resulting impact
and changes of white westward expansion on the Plains nations.
Situation
The context you find yourself in is on the plains during pre-and after white contact and conquest.
Product, Performance, and Purpose
You will create an original power point that follows the tiered rubric
in order to demonstrate your mastery of the topic and your ability to place yourself in another era of Native
American history.
You need to develop a Power Point presentation that reflects clear connections to the Overarching/Essential
Question and the Five Big Ideas you chose.
Standards and Criteria for Success
Your performance needs to be complete, historically accurate, well-prepared, practiced, peer reviewed, and
handed in on time.
Your work will be judged by your peers and teacher.
Your product must meet the following standards planning, organization, historical accuracy in content, original
thinking, use of time in the writing and peer review process, connection to Overarching/Essential Question and
the Five Big Ideas you chose, speaking skills and evidence of learning.