Name: Tara Piatt
Title: Native American Policies in US History
Grade Level: 11th /12th Grade
SUMMARY OF THE UNIT
This unit is designed to be taught in 12th grade economics using their background knowledge
from 11th grade U.S. history. This unit will focus on late 19th century activity in the plains and
back hills between the U.S. Government, Native Americans groups, and early settlers to the
region. It will focus on how the discovery of gold, a productive resource, challenges sovereignty
and private property. We will also look at the two economic systems in play, traditional and
market, examine their values, and the answers to the essential economic questions of what to
produce, how to produce and for whom.
The resources and lessons in this unit can easily be modified to fit 11th grade U.S. History
Standards listed below.
SUGGESTED RESOURCES
See Bibliography
Black Hills resource map – Link included on Teacher Resource Page
Dawes Act - Link included on Teacher Resource Page
Treaty of Fort Laramie - Link included on Teacher Resource Page
Report on Indian Affairs - Link included on Teacher Resource Page
Textbook: Economics. 6th Edition. Taylor and Weerapana.
1
World History, Human Legacy
MATERIALS NEEDED
Projector
Colored Pencils
IPad with “Show Me” app and Air Server
Document Camera
Students Person Interactive Notebooks
2
STAGE 1 – Identify desired results
Competencies/Standards
NAEP Theme #3: Economic and technological changes and their relation to society, ideas, and
the environment.
NCSS:
Indiana U.S. History:
USH.1.2
Explain major themes in the early history of the United States. (Economics,
Government)
Example: Federalism, sectionalism and nationalism; expansion; states’ rights;
and the political and economic difficulties encountered by Americans and
Native American Indians such as slavery; and liberty versus order
USH.2.6
Describe the federal government’s policy regarding migration of settlers and the
removal of Native American Indians to western territories. (Government;
Geography; Individuals, Society and Culture)
Example: The Homestead Act (1892) and the Dawes Act (1887)
USH.2.1
Describe economic developments that transformed the United States into a major
industrial power and identify the factors necessary for industrialization.
(Economics)
Example: Growth of the railroads, major inventions and the development of big
business, such as the oil and steel industry by John D. Rockefeller and Andrew
Carnegie
Indiana Economics:
E.1.1
Define each of the productive resources (natural, human, capital) and explain why
they are necessary for the production of goods and services. (Geography)
E.1.2
Explain how consumers and producers confront the condition of scarcity by making
choices which involve opportunity costs and tradeoffs.
E.1.5
Explain that voluntary exchange occurs when all participating parties expect to
gain.
E.1.6
Compare and contrast how the various economic systems (traditional, market,
command, mixed) answer the questions: What to produce? How to produce it? For
3
whom to produce?
E.1.7
Describe how clearly defined and enforced property rights are essential to a market
economy. (Government)
Enduring Understandings (“Students will understand THAT…”)
Overarching Enduring Understandings
Economic principals influence history events.
Topical Enduring Understandings
Native American policies were shaped by economic principals.
Essential Questions (“How…” “Why…” “To what extent…”)
Overarching Essential Questions
How is economics a driving factor in the history of mankind?
Topical Essential Questions
How have basic economic principals shaped early U.S. policies with Native
Americans?
Enabling Knowledge and Skills (“What skills and conceptual knowledge
must students possess in order to demonstrate understanding – especially on
performance tasks?”)
Students will know
Productive Resources
Scarcity
Opportunity Cost
Traditional Economy
Market Economy
Property Rights
Voluntary exchange
The Treaty of Fort Laramie
The Dawes Act
4
Students will be able to
Analyze history documents for economic themes and significance
Create a productive resources map
Compare and Contrast economic systems
Participate in a Private Property Simulation
Create two perspective advertisements
5
STAGE 2 – Determine acceptable evidence
Overview of assessment evidence
Briefly describe the types of assessment activities you will use throughout this unit to ensure
students are gaining the enabling conceptual knowledge and skills they need so that ultimately they
can demonstrate understanding through the major performance task.
TYPE OF
EVIDENCE
Primary
performance
task
DESCRIPTION OF THE ASSESSMENT
ACTIVITY
Going West Advertisement
Anti-Going West Advertisement
Various Short Answer Prompts
Written prompts/
journals
Small
projects/skill
demonstrations/
supporting
performances
Private Property Simulation
Map Activity
Peer evaluations of Advertisements
Student selfassessments
Observations throughout
Observing
/conferencing
Economic Concept Quiz
Quizzes/ tests
Other
6
WHICH
FACET OF
UNDERSTANDING IS
EMPHASIZED?
GRASPS 1 details for the primary performance task
Use the GRASP format to provide more detailed information about the primary performance task
through which you will assess students’ growing understanding.
GRASPS
Use of GRASPS in this Unit
Create an advertisement to attract new gold prospectors to the Black
Goal
 Provide a statement of Hills region.
the task.
 Establish the goal,
problem, challenge, or
obstacle in the task.
American Advertisement Agency
Role
 Define the role of the
students in the task.
 State the job of the
students for the task.
Potential gold miners.
Audience
 Identify the target
audience within the
context of the
scenario.
 Example audiences
might include a client
or a committee.
The U.S. government and various businesses want to attract gold
Situation
 Set the context of the prospectors to the black hills region to extract gold. Advertisements
will be placed around the country to attract men for this purpose.
scenario.
 Explain the situation.
Product
 Clarify what the
students will create
and why they will
create it.
Anti-Advertisement
Should be creative, catch the eye, should not be over stimulating with
words or information but should clearly get the point across.
Standards and Criteria See Rubric
 Provide students with
a clear picture of
success.
 Identify specific
standards for success.
 Issue rubrics to the
students.
7
GRASPS 2 details for the primary performance task
Use the GRASP format to provide more detailed information about the primary performance task
through which you will assess students’ growing understanding.
GRASPS
Use of GRASPS in this Unit
Create a responsive advertisement from the Sioux Tribe to keep future
Goal
 Provide a statement of gold prospectors out of the black hill.
the task.
 Establish the goal,
problem, challenge, or
obstacle in the task.
Sioux Tribe Representatives who do not want to lose the land promised
Role
 Define the role of the to them in the Treaty of Fort Laramie.
students in the task.
 State the job of the
students for the task.
Potential gold miners
Audience
 Identify the target
audience within the
context of the
scenario.
 Example audiences
might include a client
or a committee.
Situation
 Set the context of the
scenario.
 Explain the situation.
Product
 Clarify what the
students will create
and why they will
create it.
New people are encroaching on land promised to different Native
American tribes in order to search for gold. Your job is to persuade
these people that the land and its resources belong to the Native
Americans and not the U.S. Government. This anti-advertisement will
attempt to keep these prospectors out of the area.
Anti-Advertisement
Should be creative, catch the eye, should not be over stimulating with
words or information but should clearly get the point across.
Standards and Criteria See Rubric
 Provide students with
a clear picture of
success.
 Identify specific
standards for success.
8
 Issue rubrics to the
students.
9
STAGE 3 – Design learning activities
Use the WHERETO model to identify the type – but not the sequence – of instructional activities
required to promote the desired results. Following the WHERETO model is an optional calendar
for actually scheduling the sequence of learning activities. Note that assessment activities (the
second “E” and to some extent the “R” in WHERETO) are embedded throughout the unit.
WHERETO
W
H
E
How will you ensure that all
students know where they are
headed in the unit, why they
are headed there, and how
they will be evaluated?
“W” Ideas
How will you hook students at
the beginning of the unit?
“H” Ideas
Unit overview
Rubrics
Read a story from Native American
Testimony (Benson, William. "Blood
Scattered like Water."
What events will help
students experience and
explore the big ideas and
questions in the unit? How
will you equip them with
needed skills and knowledge?
“E1” Ideas
create a natural resource map of the region,
using physical map and resource list of
region
Economic Systems Chart
R
E
How will you cause students
to reflect and rethink? How
will you guide them in
rehearsing, revising, and
refining their work?
“R” Ideas
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge,
and understanding throughout
the unit?
“E2” Ideas
Exit questions and activities
Think-pair-share and group discussions
Advertisements and Anti-Advertisements
Students will self-evaluate and peer evaluate
advertisements
Economic Concept Quiz
T
10
How will you tailor
instruction to meet student
need in readiness, learning
style, and interest while
remaining true to the desired
result?
“T” Ideas
Maps, stories, and other activities to meet various
learning styles.
O
How will you organize
learning experiences to
maximize engagement and
understanding and minimize
misconceptions?
“O” Ideas

See sequence.
Sequence of unit learning and assessment activities
Calendar
Monday
Distribute Unit Map
Lesson #1 Standard:
Define each of the
productive resources
(natural, human,
capital) and explain
why they are necessary
for the production of
goods and services.
(Geography)
Tuesday
Wednesday
Lesson #3
Standard: Explain
how consumers
Standard:
and producers
Compare and
contrast how the confront the
various economic condition of
scarcity by making
systems
choices which
(traditional,
market, command, involve
Objective: TSW
mixed) answer the opportunity costs
define a each of the
and tradeoffs.
productive resources questions: What to
produce? How to Objective: TSW
and identify the
productive resources in produce it? For
identify when and
the plains and black
whom to produce? what kind of
hills area.
Objective: TSW scarcity exists for
each group and
compare and
what choices are
contrast how
Native Americans made during this
event, and the
and Americans
opportunity cost of
answer the three
essential economic their decision.
Lesson #2
questions in their
respective
economic systems
(market, and
traditional).
Economic Concept
Quiz
Advertisements Due at
end of class
11
Thursday
Friday
Lesson #4
Standard:
Describe how
clearly defined and
enforced property
rights are essential
to a market
economy.
(Government)
Provide students
with GRASP task
– student
instructions
Show students
primary source
example.
Objective: TSW
Advertisement
describe how
Work Day
property rights
were essential to a
market economy
and analyze the
Dawes Act for
proof.
12
Lesson # 1
Title: Productive Resources
Duration: 50 Minutes
Learning Goals Based on Standards: Standard: Define each of the productive resources (natural, human, capital)
and explain why they are necessary for the production of goods and services. (Geography)
Objective: TSW define a each of the productive resources and identify the productive resources in the plains and
black hills area.
Essential Questions:
How do scarce resources create conflict?
Students will Know:
Define the three productive
resources: Natural, human and
capital.
The productive resources,
specifically natural, available in
Black Hills area, specifically gold.
Students will Understand:
Students will Do:
Natural resources are the scarcest,
which is why countries often fight
for land rights.
Create a productive
resource map for the
area.
Assessment: How will students demonstrate the desired understandings? (Performance tasks,
quizzes, tests, journals, homework, observations, etc.) How will understanding be judged?
Map Activity: The students will create a productive resource map of the area.
Students will be judged based on accuracy of the map, and identification of resources as well as
labels or productive, human and capital.
Instructional Activities/Sequence:
(Prior to this lesson students would have read pages 2-8 in their textbooks)
1. Read a story from Native American Testimony (Benson, William. "Blood Scattered like
Water." In Native American Testimony, by Peter Nabokov, 101-106.) (H) This story is a
vivid tale about U.S. Troops massacring a Native American tribe, women and children
included. It will hook the students into the idea that Economics is not a dismal subject
separate from other social sciences, but a clear and important driving factor in historical
events, such as Indian removal.
2. Ask students: Why do you think such an attack happened? Is this something that happened
often or a rare event? Explain to students that economics played a key role in the attack on
Native Americans. The struggle for productive resources.
13
3. Define productive resources. (Natural, Human, Capital).
4. Have students create a chart in their interactive notebooks placing different item into the
“Natural” “Human” and “Capital” categories. Model this with document camera and
projector.
5. Define Scarcity.
6. Ask students to predict which productive resource is the scarcest. (Natural). And what
kinds of Natural Resources have the highest value.
7. Project physical map of Black Hills area, distribute copies of blank map to students. The
Black Hills and Northern Plains do not have good soil and climate for planting crops. This
land was easily given to Native American tribes when it wasn’t seen as valuable. General
Custer lead an expedition through this region in 1874 and discovered gold which forever
changed the value of this land. It also lead the U.S. Government to question land rights.
8. Have students create a natural resource map of the region, using physical map and resource
list of region (Students should make inferences and estimates about where resources are
located). (E1)
9. Exit: Student will turn in map, with answer to question on back. Exit questions: Why was
the Black Hills region so valuable to the Native Americans and to the U.S. Government?
(R)
10. Home work: Assign textbook reading (2-8)
Resources:
Plains bank map
Plains resource map – on projector.
Northern Plains Resource List
Colored Pencils
14
Lesson #2
Title: Economic Systems
Duration: 50 Minutes
Learning Goals Based on Standards:
Standard: Compare and contrast how the various economic systems (traditional, market,
command, mixed) answer the questions: What to produce? How to produce it? For whom to
produce?
Objective: TSW compare and contrast how Native Americans and Americans identify need and
wants and answer the three essential economic questions in their respective economic systems
(market, and traditional).
Essential Questions: How are economic decisions made?
Students will Know:
Students will Understand:
Students will Do:
Market Economy
Traditional Economy
Essential Economic Questions
Different economics make
decisions based on their values.
Compare and contrast
the U.S. Economic
system with the
Sioux’s traditional
economic system.
Assessment: How will students demonstrate the desired understandings? (Performance tasks,
quizzes, tests, journals, homework, observations, etc.) How will understanding be judged?
Students will complete a compare and contrast chart and write an explanation as to why these two
different economic systems have different values and make difference economic choices.
15
Instructional Activities/Sequence:
1. Give students “Needs and Wants” handout to read.
2. Have students think-pair-share reaction to handout. During group discussion reinforce the
four Economic Systems and three essential economic questions. (Who to produce, what to
produce, and for whom.)
3. Create a chart: Using “Show Me” app we will answer the three essential economic
questions for each economic system. Have students copy the chart in their economic
notebooks as well. (E1)
Traditional
Command
Market
Mixed
What to
produce?
How to
produce?
For Whom?
4. Ask students to identify which economic system would best describe the United States in
the late 19th century (Market). Which economic system would best describe the Sioux
Tribe and average North American Native tribes? (Traditional)
5. Give students compare and contrast exit slip. Have them compare and contrast the needs
and wants as well as how the two systems answer the essential economic questions. On the
back have students reflect on why differing economic systems are often in conflict and if
cooperation is even possible (R)
Resources:
History and Economics: Needs and Wants: handout from World History, Human Legacy.
(P.22)
IPad with “Show Me” app and Air Server
16
Lesson #3
Title: Economic Decision Making – Dealing with scarcity
Duration: 50 Minutes
Learning Goals Based on Standards:
Standard: Explain how consumers and producers confront the condition of scarcity by making
choices which involve opportunity costs and tradeoffs.
Objective: TSW identify when and what kind of scarcity exists for each group and what choices
are made during this event, and the opportunity cost of their decision.
Evaluate the decision making of these groups.
Essential Questions:
How do differing economic systems confront and deal with scarcity?
Students will Know:
Scarcity
Opportunity Cost
Tradeoffs
Students will Understand:
All wants and needs cannot be
filled and choices have to be made,
every choice has an opportunity
cost.
Students will Do:
Analyze historic
economic decisions
Assessment: How will students demonstrate the desired understandings? (Performance tasks,
quizzes, tests, journals, homework, observations, etc.) How will understanding be judged?
Students will look at the Treaty of Fort Laramie as well as violations of the treaty thereafter. They
will complete an economic evaluation of this event.
How did each group deal with scarcity?
What were the opportunity costs and tradeoffs of those decisions?
What decisions were made? Evaluate those decisions, good or bad, and could a better decision
have been made.
17
Instructional Activities/Sequence:
1. Read “The Treaty of Fort Laramie Introduction” found on the Our Documents Website to
students. This will remind students that the Black Hills area was set aside for the Sioux
Indians for religious purposes.
2. Give students an excerpt from the “Annual report on Indian Affairs 1864” to analyze using
the Documents Analysis worksheet. (I need to include in resource list.
3. Show students primary source examples from N.L. on projector. These resources include
examples of prospecting in the region, advertisements for prospectors, and letters about
how the U.S. Government intends on violating the treaty specifically. (E1)
4. Students will use documents from they have viewed throughout the class period with
swaying information of who the Black Hills belong to. Using and citing these documents
students will complete the economic evaluation of these events, using the questions
mentioned above. Evaluations will be completed in small groups. (R)
Resources:
http://www.archives.gov/education/lessons/worksheets/document.html - Document Analysis
Worksheet
http://www.ourdocuments.gov/doc.php?flash=true&doc=42 – Treaty of Fort Laramie
Introduction, Transcript and Document.
18
Lesson #4
Title: Property Rights
Duration: 50 Minutes
Learning Goals Based on Standards:
Standard: Describe how clearly defined and enforced property rights are essential to a market
economy. (Government)
Objective: TSW describe how property rights were essential to a market economy and analyze the
Dawes Act.
Essential Questions:
Is private property essential to economic productivity?
Students will Know:
Property Rights
Dawes Act
Students will Understand:
Why private property is essential to
a market economy and why the
U.S. Government wanted Native
Americans to hold private property
as well.
Students will Do:
Participate in a
private property
simulation, analyze
the Dawes Act,
examine why property
rights are essential to
a market economy.
Assessment: How will students demonstrate the desired understandings? (Performance tasks,
quizzes, tests, journals, homework, observations, etc.) How will understanding be judged?
Complete document analysis worksheet of Dawes Act or Homestead Act.
19
Instructional Activities/Sequence:
1. Students will complete the Private Property simulation (From Virtual Economics, will
attach information in resources).
2. Discussion: Why is private property essential to a market economy? Why is the absents of
private property a threat to a market economy?
3. Give students except from Dawes Act. Have students complete the document analysis
worksheet for this document.
4. Small Group Discussion: Ensure students understand that the Dawes Act was issued to
force Native American groups to give up their Indian-ness and be responsible for their own
property in hopes they would easily assimilate into the market economy.
5. Ask students: What were the economic motives of the U.S. Government that lead them to
force Native Americans into ownership of private property? Could the U.S. Government
have achieved their goals in another way?
Resources:
Dawes Act – Transcript from OurDocuments.gov
Document Analysis Worksheet – From Library of Congress
20
Unit 1: Economic Reasoning
Introduction: In this unit you will learn the foundation of economic reasoning.
Essential Questions:
Vocabulary:
Textbook Sections:

How is economics a
driving factor in the
history of mankind?

Is private property
essential to economic
productivity?
How do scarce resources
create conflict?
How are economic
decisions made?
How have basic economic
principals shaped early
U.S. policies with Native
Americans?
How do differing
economic systems
confront and deal with
scarcity?













Productive Resources
Scarcity
Opportunity Cost
Traditional Economy
Market Economy
Command Economy
Mixed Economy
Property Rights
Voluntary exchange
Performance Task:
Historical Setting:
Create two advertisements.
One will attempt to attract
gold prospectors to the Black
Hills region. One will attempt
to keep prospectors out of the
Black Hills region.
During this unit will be
examining the conflict in the
Black Hills region between the
United States Government and
primarily the Sioux tribe
during the 1870’s.
Project will be completed in
groups of 4-5 members.
Important Dates to remember:
 Economic Concept Quiz (Insert Date)
 Performance Task Due (Date)
21
Chapter 1: Read and be familiar with
entire chapter.
Written Document Analysis Worksheet
1. TYPE OF DOCUMENT (Check one):
2.
3.
4.
5.
6.
___ Newspaper
___ Map
___ Advertisement
___ Letter
___ Telegram
___ Congressional record
___ Patent
___ Press release ___ Census report
___ Memorandum ___ Report
___ Other
UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more):
___ Interesting letterhead ___ Notations
___ Handwritten
___ "RECEIVED" stamp
___ Typed
___ Other
___ Seals
DATE(S) OF DOCUMENT:
___________________________________________________________________________
AUTHOR (OR CREATOR) OF THE DOCUMENT:
___________________________________________________________________________
POSITION (TITLE):
___________________________________________________________________________
FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
___________________________________________________________________________
DOCUMENT INFORMATION (There are many possible ways to answer A-E.)
A. List three things the author said that you think are important:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Why do you think this document was written?
___________________________________________________________________________
___________________________________________________________________________
C. What evidence in the document helps you know why it was written? Quote from the document.
___________________________________________________________________________
___________________________________________________________________________
D. List two things the document tells you about life in the United States at the time it was written:
___________________________________________________________________________
___________________________________________________________________________
E. Write a question to the author that is left unanswered by the document:
___________________________________________________________________________
___________________________________________________________________________
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC 20408.
22
Dawes Act Group Discussion
1. Discuss and compare everyone’s answers for #6 A on the document analysis worksheet.
As a group decide which three things about this document are most important.
2. Discuss and compare everyone’s answers for #6 D on the document analysis worksheet.
As a group decide on two things this document tells you about the United States during
this period of time.
3. Think strictly as a group of economist, why would the United State feel threatened by the
Native Americans traditional economic system?
4. Think back to the wants and needs article, how is the Dawes Act an example of needs and
wants creating conflict among differing groups?
23
Performance Task
Student Instructions
Gold Rush Advertisements!
As a small group you will be in charge of creating two perspective advertisements. One will be
from the prospective of an American Advertisement Agency commissioned to help attract
prospectors to search for gold in the Black Hills region. The second will be a reaction
advertisement commissioned by Native American groups telling prospectors to keep out.
This is a group project, everyone can would together on all the parts and pieces, or the work can
be divided. However all members of the group will be assessed for all of the work completed by
the group. When the task is completed you will have a chance to complete a personal and group
evaluation of how well you and your group members worked together.
Goal:
Role:
Audience:
Situation:
Product
24
Task A
Create an advertisement
Create an advertisement to
attract new gold prospectors
to the Black Hills region.
Task B
Create a responsive
advertisement from the Sioux
Tribe to keep future gold
prospectors out of the black
hill.
Sioux Tribe Representatives
who do not want to lose the
land promised to them in the
Treaty of Fort Laramie.
Potential gold miners
Potential gold miners
The U.S. government and
New people are encroaching
various businesses want to
on land promised to different
attract gold prospectors to the Native American tribes in
black hills region to extract
order to search for gold. Your
gold. Advertisements will be job is to persuade these people
placed around the country to that the land and its resources
attract men for this purpose.
belong to the Native
Americans and not the U.S.
Government. This antiadvertisement will attempt to
keep these prospectors out of
the area.
Advertisement:
Anti-Advertisement:
GRASP Rubric:
Item to be Evaluated
Design
Advertisement is attractive in layout,
design and neatness. It includes a focal
point and all necessary elements (use
of white space, color, size and shape of
type and images) to convey message
Grammar /Spelling
There are no grammatical or spelling
errors in the ad design. Punctuation is
used properly.
Illustrations and Photographs
Components are chosen carefully to
relate to the product, as well as
enhance the advertisement
Message
Piece has a compelling message
created with a target audience in mind
Economic Content:
Appropriate vocabulary and economic
concepts used.
25
Exceeds
Expectation
7 – 10
points
Meets
Expectation
4 – 6 points
Below
Expectation
0 – 3 points
Total
Groupwork Self-Evaluation Sheet
Use this form to evaluate how well you and your group functioned.
Group Cooperation
1. How many people were in your group?
2. How did your group members get along?
Not well
Well
Very well
3. How many members participated eagerly and made a contribution to the group effort?
4. List one or more things you learned from the other members of your group.
5. List one thing that the other people in your group learned from you.
Personal Contribution
1. List the tasks that you completed during this group assignment.
2. Explain how your task was important to the group’s final product.
3. How would you evaluate your performance on this assignment?
Excellent
Good
Could have been better
4. What steps could you take to improve your performance in the future?
5. Suggest one way that this assignment could be improved to help group members
cooperate more fully.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
26