Native American History Curriculum

Critical Content/Concept Web

Unit Topic:

Grade: 9-12

Historical Geography of Native Americans

Conceptual Lens:

Environment

Geographic Features Daily Life

Unit Topic:

Historical Geography of Native Americans

Artifacts

Unit Overview

This is an introductory unit where students will learn how the environment shapes cultural and tribal boundaries, religion, and daily life.

Suggested Time: 2 weeks

Grade: 9-12

Subject: Native American History

Unit: Historical Geography of Native Americans

Lens: Environment

Enduring Understandings

1. Anglo contact shifts traditional Native American boundaries. (content 1)

2. The environment shapes Native American culture according to region. (content 2,3)

3. The structure of Native American Societies is typically matriarchal. (content 4)

4. Artifacts vary by geographical regions. (content 5)

Guiding Questions

Where were the pre-Colombian tribes located?

Where are the modern tribal boundaries?

What events occurred to cause these changes?

What types of lodging were used in different regions and why?

What effect does environment have on religion?

How did location affect diet?

What is a matriarchal society?

What are typical male and female roles within a tribe?

How is tribal hierarchy structured? Elected? Chosen?

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



Lens: Environment

Critical Content and Skills

Students will Know…

AC = Assessment Code:

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.

Q – Quizzes

O – Observations

D – Dialogues

T - Tests

AC Students will be able to do…

1.

Create and interpret maps

2.

Read for understanding

3.

Compare and contrast

4.

Identify artifacts by regions

P - Prompts

WS – Work Samples

SA – Student Self-Assessment

AC

Grade: 9-12



Lens: Environment

Instructional Plan/Activities

(Correlations)

1. Create a modern artifact using local resources

2. Create a map of traditional tribal boundaries and significant geographical features.

3. Create a modern day oral history centered around a matriarchal society

4

1,2

3

5

1,2

3,4

4

1

2,3


Unit Topic:

Conceptual Lens:

Grade: 9-12

The Sioux: Past and Present

Conflict

Geography

 Black Hills

 Tribal organization

Conflict

 Manifest Destiny

 Little Big Horn

 Wounded Knee

Unit Topic:

The Sioux:

Past and Present

Unit Overview

This unit will focus on the Sioux Nation.

Instruction will include geography, conflict with the U.S. government and current societal issues.

Suggested time: 2 - 2 ½ weeks

Government Policy

 Treaties

 Allotment

 Reservations

Suggested Resources:

Tribal News Letter Subscription

 Indian Country Today o http://www.indiancountrytoda

y.com/

 The Sioux daily Newspaper o http://www.earthskyweb.com/ sota.html

 http://www.airos.org/



Grade: 9-12


Unit: The Sioux: Past and Present

Lens: Conflict

Enduring Understandings Guiding Questions

Geography

1.

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?


4. Governmental policy fundamentally alters the societal structure of the Sioux (content 4,5)

5. The impact of treaties can still be felt today. (content 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)?

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



Lens: Conflict




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

AC

Q – Quizzes

O – Observations

D – Dialogues

T - Tests

Students will be able to do…

P - Prompts

WS – Work Samples


1.


2.


3.


4.

Analyze and draw conclusions regarding treaties and current social issues

5.

Participate in class discussions

AC

Grade: 9-12



Lens: Conflict


(Correlations)

1. Write a first hand account for a newspaper about the battle of Little Big Horn from the perspective of either side.

2. Write a modern treaty that redefines the relationship between the Sioux and the U.S. government.

3

3,4,5

2,3

3,4,5

2,3

4


Unit Topic:

The Cheyenne: Past and Present

Conceptual Lens:

Conflict Within

Grade:





9-12





Geography

Northern and Southern

Political Differences

Conflict

Dog Soldiers

Sand Creek





Unit Topic:

History

Leaders

Alliances

The Cheyenne: Past and Present

Governmental Policy

 Treaties

 Gaming Act of 1988

 Self-determination

Unit Overview

This unit will focus on the Cheyenne.

The Cheyenne are a tribe divided by geography, alliances, and politics. These factors lead to conflicts with the U.S. government and within the tribe. Some of these conflicts still exist today.

Suggested Time: 2 – 2 ½ weeks



 Indian Country Today o http://www.indiancountryt

oday.com/

 The Tribal Tribune o http://cheyennearapaho.org/publicinformation-office


Grade: 9-12


Unit: The Cheyenne: Past and Present

Lens: Conflict Within


Geography

1. 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?


4. The impact of treaties can still be felt today. (content

7,8)

5. Changes in policy allow for more self-determination.

(content 8)

What were the outcomes of Fort Wise & Fort Laramie treaties?

How do these treaties influence Cheyenne culture today?

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







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

AC

Q – Quizzes

O – Observations

D – Dialogues

T - Tests


P - Prompts

WS – Work Samples


1.


2.


3.


4.

Analyze and draw conclusions regarding treaties and current social issues

5.


6.

Research and identify current social issues

AC

Grade: 9-12





(Correlations)

1. Conduct a Mock Trial for John Chivington

2. Debate the Northern and Southern Cheyenne view pertaining to their relationship with the U.S. government

3

1,2

4,6

1,2

4,5

2,3,4


Unit Topic:

The Apache: Past and Present

Conceptual Lens: Warriors

Grade: 9-12





Geography

Dragoon Mountains

Sedentary Culture







People

Geronimo

Cochise

O.O. Howard







Unit Topic:

Conflict

Camp Grant massacre

Border War

Guerilla Warfare

The Apache: Past and Present

International Relations

 Water Rights

 U.S. / Mexico

Unit Overview

This unit will focus on the Apache.

Instructions will be centered around their ties to land, international relations with

U.S. & Mexico and the Apache’s refusal to surrender.





oday.com/

 The Apache Tribal Newsletter o http://www.scatvicechairm

anreede.com/index.html


Grade: 9-12


Unit: The Apache: Past and Present

Lens: Warriors


1. Political and physical geography affects actions and outcomes. (content 1,4,5)

Geography

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?


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



Lens: Warriors




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

Q – Quizzes

O – Observations

D – Dialogues

T - Tests

P - Prompts

WS – Work Samples


AC Students will be able to do…

1.


2.


3.


4.

Analyze and draw conclusions regarding land and water rights

5.


6.


AC

Grade: 9-12



Lens: Warriors


(Correlations)

1. Conduct a Camp Grant mock trial

2. Research current land and water disputes

3. Create a map identifying geographical land and water features of traditional and current lands

6

5

2,5

4,8

7

2,3,7

2,3

4,6

1,3,6


Unit Topic:

Navajo: Far From Home

Conceptual Lens:

Displacement

Grade: 9-12







Geography

The Chuska Mountains

Canyon Bonito

Bosque Redondo

Unit Topic:

Navajo: Far from

Home

Conflict

 Raids on Mexico

 Fort Fauntleroy

 Long Walk







People

Manuelito

Kit Carson

John Collier







Current Issues

Reservation

Indian Rights Act

Land/Water Rights

Unit Overview

This unit will focus on the Navajo. The tribe was forces to farm the desert following the Long Walk and continue to fight for their land, traditions, and livelihood.





oday.com/

 The Najavo Home Page o http://www.navajo.org


Grade: 9-12


Unit: Navajo: Far From Home

Lens: Displacement


1. Reservation locations require intergovernmental relations. (content 4)

Geography


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?

2. U.S. policy can create hardships for specific groups.

(content 3)

History

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)

4. The Navajo work to maintain their pastoral economy.

(content 1,5)

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?


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



Lens: Displacement




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

AC

Q – Quizzes

O – Observations

D – Dialogues

T - Tests


P - Prompts

WS – Work Samples


1.


2.


3.


4. Analyze and draw conclusions regarding land and water rights

5. Participate in class discussions

6. Research and identify current social issues

AC

Grade: 9-12



Lens: Displacement


(Correlations)

1. Create a map of the Navajo Long Walk

2. Compare and contrast traditional and current land boundaries

3. Write a newspaper article identifying/critiquing current social issues

4

1

2,3

3

2

4

1

2,3

4,5


Unit Topic:

Conceptual Lens:

Grade: 9-12

Modoc: Fighting For Integrity

Extermination

Geography

 Lost River

 Klamath Falls

 The Lava Beds

Conflict

 Modoc War

 February Council

 Fort Klamath Trial


 Extermination

 Profit of War

 Multi-tribal

Reservations

Unit Topic:

Modoc: Fighting

For Integrity

People

 Captain Jack

 Hooker Jim

 General Canby

Unit Overview

This unit focuses on the Modoc and the unofficial extermination policy of the

U.S. Army. It will also examine the connection between the 49ers and the profit of the Modoc War.




 Indian Country Today o http://www.indiancountrytod

ay.com/

 The Klamath Home Page o http://www.klamathtribes.or

g


Grade: 9-12


Unit: Modoc: Fighting For Integrity

Lens: Extermination


1. Not all tribal disputes involve land. (content 1,3,4)


Geography

What role did the 49’ers play in the conflict?

Why was the Modoc War fought?

What was the relationship between the Modocs and the

Klamath?

How did that relationship influence the decisions that were made?

What is another example of a non-land dispute?

History

2. Complacency and militancy can both lead to extermination. (content 4, 6)

3. Personal relationships influence the decisions of political bodies. (content 2, 3, 5)

What was the extermination policy?

How did Modocs differ from other tribes in their views toward Euro-Americans?

Who were the important Modoc and U.S. leaders?

What were the Lava Beds?

What is the current status of the Modoc as a tribe?

Conflict

What is integrity?

How far would you go to protect your friends or family?

Was Captain Jack a hero or a coward?


4. Ethnic cleansing is practiced by governments around the world. (content 4, 6)

What is ethnic cleansing?

What are some 20 cleansing? cleansing? th & 21st century examples of ethnic

Is the demise of the Modocs an example of Ethnic

Grade: 9-12



Lens: Extermination



1.

The geography of Northern California and

Southern Oregon.

 Tule Lake

 Lava Beds

 Lost River

 Clear Lake

2.

The influential people involved in the Modoc War.

 Captain Jack

 Hooker Jim

 49ers

 Scarfaced Charlie

 Gen. Edward Canby

 Jefferson C. Davis

3.

How relationships influenced tribal decisions.

 U.S. Army

 Klamath Tribe

4.

How public opinion affects public policy

 Extermination

 Profit of War

5.

The importance of the following incidents:

 Lost River

 Good Friday – 1873

 February Council

 Fort Klamath Trial

6.

Euro-American & Modoc Relationships

 Spanish Missions

 “Bostons” Traders

 Settlement Conflicts


AC

Q – Quizzes

O – Observations

D – Dialogues

T - Tests


P - Prompts

WS – Work Samples


1.


2.


3.


4.


5.


6.

Analyze and draw conclusions from historical

documents

AC

Grade: 9-12



Lens: Extermination


(Correlations)

1. Create a map of N. California and S. Oregon labeling significant geographic locations and political events relating to the Modoc War.

2. Draw a map labeling the positions of the Modoc and U.S. military in the Lava

Beds.

3. Role play Captain Jack, Hooker Jim and General Canby

4. Re-enact the Fort Klamath trial

1

2,3

3,4

3,4

1,5

1,3,5

2,3,6

2,3,4,5,6

1,6

1,6

2,3,4,6

2,4,6


Unit Topic:

Conceptual Lens:

Grade: 9-12

Nez Perce: Reluctant Fighters

Resistance

Geography

 Wallowa Valley

 Camas Prairie

 Lapwai

Conflict

 Missionaries

 Nez Perce War

Unit Overview

This unit focuses on the Nez Perce and their transition from passive resistance to active resistance in their interactions with the U.S. government.


Government Relations

 Casino

 Fishing Rights

 Treaties

Unit Topic:

Nez Perce:

Reluctant Fighters

People

 Henry Spaulding

 Chief Joseph

 Looking Glass

 O.O. Howard



 Indian Country Today o http://www.indiancountrytoday.

com/

 The Nez Perce Home Page o http://www.nezperce.org


Grade: 9-12


Unit: Nez Perce: Reluctant Fighters

Lens: Resistance


1. The environment influences Native American culture according to region (content 1)

Geography

What is the importance of the Wallowa Valley?

What is the significance of the Camas Prairie to the Nez

Perce?

How do weather and geography interact to influence culture?

2. The organizational structure of tribes often consists of smaller bands or factions. (content 1,2,4)

History

How was the traditional Nez Perce hierarchy structured?

How did the reservation system affect this hierarchy?

Was Chief Joseph the leader of the Nez Perce tribe?

Conflict

3. A Nation’s drive for wealth creates conflict. (content 3,4) Why did U.S. farmers want the Wallowa Valley?

What was the “Thief Treaty”?

 Why was it important?

What is a running battle?


4. Public opinion shapes relationships between nations.

(content 4)

Was the Nez Perce war started by the Government or the citizens?

What is the current relationship between the Nez Perce and the Federal Government?

 Casinos, fishing rights, dam removal, Kennewick Man

Grade: 9-12



Lens: Resistance




1.

The following geographic locations:

 Wallowa Valley

 Camas Prairie

 Lolo Pass

 Lapwai

 Fort Leavenworth

 Colville Reservation

2. The following people:

 Joseph

 Lawyer

 Looking Glass

 Henry Spaulding

 White Bird

 O.O. Howard

 John Gibbon

 Nelson Miles

 T. Sherman

 Ollokot

 Toohoolhoolzote

3. The following battle sites:

 White Bird

 Yellowstone

 Big Hole

 Bear Paw

4. Various interactions between Euro-Americans and Nez

Perce

 The role of missionaries

 Gold Miners

 Thief Treaty

 Dawes Act / Allotment

AC

Q – Quizzes

O – Observations

D – Dialogues

T - Tests


P - Prompts

WS – Work Samples


1.


2.


3.


4.


5.


6.

Analyze and draw conclusions from historical documents

AC

Grade: 9-12



Lens: Resistance


(Correlations)

1. Draw and label a map of the Nez Perce flight and battle sites

2. Compare and contrast Wallowa/Lapwai and the Indian Territory/ Nespelem

3. Role play the differing viewpoints of Lawyer and Looking Glass with respect to the reservation

1,2,3,4

1,4

1,2

1,2,3

1,4

1,2,4

1,6

2,3,4,5

2,3,5

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