In-depth Study Unit Topic or Title: Blackfeet History: Understanding Cultural Conflict through the Eyes of Fools Crow
Essential Question(s): How does your culture influence the choices you make?
Curriculum written by: Cindy Noland
Content area: Language Arts/ Indian History
Grade level: 11
Summary of Outcomes: Students should gain knowledge of Blackfeet Indian History/Culture in order to understand how these impacted
the youth. Students should understand “coming-of-age” in terms of Blackfeet cultural expectations. Students will study the various
decisions made by characters and how they impacted the tribe. Students will keep a reading journal in order to follow character
development. Students will examine a character in depth and write a character sketch for them. They will keep a cultural vocabulary list and
a dream record. They will research an aspect of Blackfeet history/culture and develop a PowerPoint for presentation. Students will use
Readers Theater to understand the sacred stories. Students will synthesize a scene through ledger art. Students will create a visually
appealing and informative PowerPoint presentation as a culminating project for the unit. The topic of the PowerPoint will be up to the
student so long as it ties to the novel in some way (i.e. Marias Massacre, medicinal practices, buffalo economy, marriage customs, etc…).
The goal is to not only provide students with research opportunities but also to teach presentation skills through the effective use of
PowerPoint.
Content Standards Addressed
Long Term
Student Learning Targets
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S.S. 2.6 Analyze events and motivations that cause conflict
within and among groups and nations
S.S. 4. 4 Interpret multiple historical viewpoints concerning
events within and across cultures
S.S. 4.5 Compare and contrast major historical
eras/civilizations in the united States and worldwide to
interpret and explain the influence of the past on the present.
S.S. 5.4 Analyze how various personal and cultural points of
view influence economic decisions.
S.S. 6.1 Compare and illustrate the ways various groups meet
human needs and concerns and contribute to personal
identity.
S.S. 6.4 Compare and illustrate the unique characteristics of
American Indian tribes and other cultural groups in Montana
Essential Understanding: History
Content knowledge, reasoning and skills
Literacy skills: Reading, Writing, Speaking
Citizenship
I can analyze how differing cultural and economic values
caused conflict between the Blackfeet and white settlers in
19th century Montana.
 I can identify the important events in the history of the
Blackfeet tribe.
 I can explain the importance of the buffalo in the
traditional life of the tribe.
 I can analyze how the buffalo economy contributed to
the cultural conflicts.
 I can interpret the impacts of the westward expansion
on the tribe. This means I can explain how guns,
trading and disease changed the lives of the Blackfeet
Assessments
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Possible sources of assessment
information
Communication of understanding
Final tests and products
PowerPoint
Rubric
K-W-L
S.S. 6.2 Explain and give examples of how human expression
contributes to the development and transmission of culture
Essential Understanding: Cultural
Literature Standards
L 1.1 Make predictions and connections between new literary
works and previous information/experiences and explore
questions about the impact of literary elements.
L 1.2 Identify and comprehend the main idea and supporting
facts and details and summarize ideas in own words.
L 1.5 Draw inferences and conclusions based on literary
works.
L 1.6 Respond to literary works on the basis of personal
insights and respect the different responses of others.
L 2.3 Evaluate how vocabulary and language contribute to
literary works.
L 4.2 Respond to traditional and contemporary works
representing diverse perspectives, cultures, and issues.
L 4.3 Create and share responses to literary works through
the application of technology, speaking, writing, visual and
performing arts
L 5.1 Examine and explain how history, culture, ideas, and
issues influence literary works.
L 5.3 Use literary works to develop an understanding of the
many dimensions of human experience.
Writing Standards
W 1.2 Develop a main idea through relevant supporting
details.
W 1.3 Demonstrate some control of personal voice, sentence
structure, and word choice.
W 1.3 Apply conventions of standard written English
appropriate for grade level and purpose.
W 2.1 Plan writing by generating and organizing ideas
through a variety of strategies and by considering purpose
and audience
W 4.2 Choose audiences appropriate to purposes and topics
W 5.2 Write using characteristics of different forms
W 6.2 Find and use a variety of technologies and information
sources
W 6.4 Share information appropriate for intended audiences
I can interpret the importance of traditional stories to the
spiritual and cultural life of the Blackfeet.
 I can analyze the character’s response to their
dreams and how they affected their decisions.
 I can explain how traditional stories were used to
teach values and spiritual beliefs.
 I can explain the purpose of Ledger Art and how it
was used.
Readers Theatre-Traditional Stories
I can analyze the impact of historical events on a
character in a novel.
 I can make connections between the events in
Fools Crow and actual historical events.
I can analyze how traditional expectations for young
Blackfeet influenced the actions of characters in the novel
 I can make connections between my life and the
characters in Fools Crow to better understand
their motives.
 I can compare the decisions made by the
characters in the novel and explain the impact of
them personally and tribally.
Journal
Admit quote prompts
Character Sketch
I can synthesize and summarize the research to explain
my understanding of a Blackfeet history/culture topic
PowerPoint
I can research an aspect of Blackfeet culture
 I can identify questions to answer about my
identified topic.
 I can determine important information.
 I can interpret text coming from multiple
perspectives
Ledger Art Analysis (choose a scene to
interpret through Ledger Art)
Technology standards
T 1.1 Use multiple approaches and diverse perspective,
including Montana American Indians, to explore alternative
solutions
T 1.2 Collect relevant data and information on a subject from
a variety of digital resources
T 1.4 Evaluate and synthesize data and information.
T 1.5 Share data and information ethically and appropriately
cite sources.
T 3.5 Use digital tools and skills to construct new personal
understandings.
Communication Arts Standards
C.A. 2.8 Recall and explain a series of events or the
sequence of information to draw conclusions.
C.A. 2.9 Summarize by stating main ideas and supporting
details.
C.A 2.14 Analyze author’s purpose, point of view, language
use, and credibility in culturally diverse texts, including those
by and about Montana American Indians.
I can create a PowerPoint presentation that incorporates
different elements of the program.
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PowerPoint
I can critically evaluate internet sites to collect
valid, relevant data.
I can use _______ format to accurately cite the
sources used.
I can effectively use PowerPoint as a tool to
communicate my understanding of Blackfeet
history and culture
Sequence of scaffolding lessons
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What sequence of steps will best engage, support and hold students accountable to reaching the above learning targets?
What student and teacher involved assessment for learning strategies and routines can you build in?
What instructional practices and protocols will you use?
1. Gallery of photos and artwork to generate questions and activate background knowledge.
a. Gallery walk historical photos and create a list of descriptive words in a double entry journal.
Words/Questions. (Begins K-W-L)
b. Sit and fill in K-W-L
2. Building Background Knowledge Workshop – make a concept map
a. Start with a traditional quote, maybe from a Blackfeet chief
i. What does it mean?
ii. What do you think we will be reading about?
b. Read a common text describing traditional Blackfeet life and spirituality Blackfeet Website
c. Jigsaw texts that describe the different aspects of historical/traditional Blackfeet life: (The
Blackfeet:Raiders on the NW Plains Ch. 4 The Staff of Life, Ch. 5 Camp Life, Ch. 7 Raiding for
Horses and Scalps, Ch. 9 The Old Time Religion) Jigsaw Wksht.
d. Revisit KWL and add to Learn.
3. You could start the novel with a Tea Party of the first two chapters
a. Find several snippets of text (15-20) that are compelling/provocative that are clues to what is
going to happen in the book.
Instructional Practices selected:
Inquiry
Photo Gallery Walk
Quote
Comprehension
K-W-L
Concept Map
Journal Entries
Analyzing Perspectives
Vocabulary Development
Blackfeet Terms
Oral Participation Protocols
4.
5.
6.
7.
8.
b. Give each student one and have them write a prediction in their journal.
c. Stand and mingle. Reading quotes and discussing predictions. (10min.)
d. Sit and write a revised prediction
e. Classroom discussion (3min) What was it like? How did it help?
f. Teacher reads 1st 2 chapters. Raise your hand when you hear your text.
g. Do you want to add anything to your prediction?
Inquiry-What is coming-of-age? What are issues that teens face today? Are you the only teens in
history to deal with these things? (Admit/Exit)Make a prediction about the issues the characters
might face in the novel.
Chunk text into sections. Prepare journal entries. (Protocol) Respond to various questions/prompts
(Journal)
Timeline
a. Give students an event.
b. Have them research important facts about it.
c. Write an annotation.
d. Create a human timeline
e. Place the event on the timeline.
Quote of the Day/Topic-(Roots and Branches)
a. Choose an interesting quote from the reading assignment and have students respond to it.
b. Where did it happen, Who was involved, Why is it important?
c. Pair/Share with neighbor
d. Whole group
e. (Toward end, have them find quotes and exchange)
Accounts of the Baker Massacre
a. This Learning experience is described on p. 75 in Reading Native American Literature: A
Teacher’s Guide by Bruce A. Goebel
9. Use Massacre on the Marias from Blackfeet and corresponding chapter in novel (Baker Massacre) to
create 4 different RAFTs. One is from the perspective of a woman/child in the camp that is attacked,
one is from the perspective of a soldier who attacks the camp, one is from the perspective of a
returning hunter to the camp, and one is from the perspective of a Gov’t official writing a report about
the attack. (Writer’s Workshop)
10. Character Sketch
a. Hand out worksheet for writing a character sketch. (Example)
b. Give students 3-5 character options and have them “draw a picture” of their character with
words. Focus on description.
11. PowerPoint
a. Give students an assignment sheet of expectations for project.
b. Students will research a topic of their choice that connects to Fools Crow. Examples might be:
medicinal plants, games and recreation, buffalo economy. Brainstorm a list with students.
c. Students will have to create a PowerPoint of a minimum 10 slides.
Small Group book talks
Tea Party
Quote of the Day - Pair/share
Represent-to-Learn
Reader’s Theater
Ledger Art
Timeline
PowerPoint
Write-to-learn
Entry quote
Character development Journal
Character Sketch
Exit Ticket
RAFTS
Character Sketch
PowerPoint
d.
e.
f.
g.
Include 1-2 pictures per slide that enhance the topic.
Each slide needs to have 3 facts that are explained in the presentation.
A reference slide must be at the end of the presentation (MLA format)
All notes you made during the research process must be turned in.
Resources: (e.g. Anchor Texts, District adopted materials, Supplementary resources, Web-sites)
Fools Crow by James Welch
The Blackfeet: Raiders on the Northwestern Plains by John C. Ewers
The Blackfeet Nation: homepage for the tribe www.blackfeetnation.com
Reading Native American Literature: A Teacher’s Guide by Bruce A. Goebel
“The Story Behind Family Names” by Bryan O’Connor http://www.umt.edu/journalism/student_work/nativenews02.com/stories/Blackfeet.html