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8 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 12b, Native American Policy
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Nez Perce and the Dawes Act

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http://www.pbs.org/weta/thewest/lesson_plans/lesson03.htm

Description: This lesson written for the PBS series The West' asks students to view westward expansion from the perspective of the Nez Perce and their leader Hin-mah-too-yah-lat-kekt (Chief Joseph). The lesson proceeds to a role-play set in 1887 in which students impersonate and then evaluate how a variety of Americans viewed the historic stand of the Nez Perce at the time. A document analysis of the Dawes Severalty Act of 1887 sets the stage for evaluating its aftermath. The lesson ends as the class holds two debates. One, set in 1900, asks students to propose alternative legislation to the Dawes Act. The second asks students to act as historians as they evaluate the motives behind passage of the act itself. Standard 8.12.2

Author: The West, Public Broadcasting System

Lesson ID: 628

Buffalo War: A Clash of Cultures

http://www.pbs.org/buffalowar/lesson3.html

Description: Using the PBS documentary "Buffalo War," students will discover how cultures living together often come into conflict because they place different values and meaning on items they share such as nature and resources. Explore ways in which conflict may be reduced by developing potential solutions to the conflict based on the commonalities between the cultures. The activity may be done without using the website and other sources other than the documentary Standards 8.12.2 and 11.11.5

Author: James McGrath Morris, West Springfield H.S.

Lesson ID: 167

Little Big Horn or Custer's Last Stand, June 25, 1876: Interpretation of an Historical Event

http://www.historynow.org/09_2006/lp2.html

Description: Although the fight at the Little Bighorn River and the eventual surrender of Sitting Bull and the Lakota Sioux occurred in the nineteenth century, the late twentieth century saw a new look at the battle, which had continued to resonate throughout American popular culture. In the 1980s, the question of how to commemorate the events that occurred on June 25, 1876 was raised. Should the park that had been created on the site of the battlefield ? called Custer Battlefield National Monument -- commemorate the valiant defeat of General George Armstrong Custer, or a victory by the Sioux and other native tribes that were attacked? After both a contentious debate and a thorough reinterpretation of what happened resulting from a brushfire that exposed many heretofore undiscovered archchological artifacts, in 1993, the federal government changed the name of the park from Custer Battlefield National Monument to Little Big Horn National Battlefield Monument. The debate over how to commemorate the events spoke to the power of myths and icons in American history, the culture wars of the 1990s, and the continual reinterpretation of the past that defines a rigorous study of history. This lesson explores both battles: the one in 1876 and the one in the 1990s. Students determine the causes of the troubles between the Sioux and the American government and how the events of June 25th have been interpreted, and then debate how those events should be commemorated by the federal government. Standard 8.12.2 and 11.10.5

Author: Bruce Lesh, Gilder Lehrman

Lesson ID: 1470

Native Americans and the United States Government: A Guide to Sources

http://nationalhistoryday.org/images/uploads/2003Webcurbook.pdf

Description: The theme of "Rights and Responsibilities" plays out in distinctive and dramatic terms throughout the history of Indian relations with the United States government. In some ways, the historical experiences of Native Americans parallel those of other minorities in the United States. But in other important respects, Native American history is unique. Since Native Americans inhabited the North American continent for thousands of years prior to European colonization, their special status as the original proprietors of the land largely defined their eventual relationships with the United States government. Standards 5.3.4, 8.5.3, 8.8.1, 8.12.2, and 11.10.5

Author: Louise Edwards-Simpson and Leslie Foster, University of Wisconsin-Eau Claire, Jodi Vandenberg-Daves, University of Wisconsin-La Crosse

Lesson ID: 743

Nez Perce and the Dawes Act

http://history.grand-forks.k12.nd.us/ndhistory/Lesson.aspx?LessonID=230

Description: View westward expansion from the perspective of the Nez Perce, and their leader, Chief Joseph. Participate in a role play set in 1887 using profiles from the Interactive Biographical Dictionary found on the PBS website, The West. Analyze the Dawes Act and discuss its impact on the Nez Perce people. Develop alternative legislation to accommodate the westward migration of European Americans. Standard 8.12.2

Author: Engaging Students in American History

Lesson ID: 1416

Reservation Controversies: Then and Now - An Indian Agent Interview

http://memory.loc.gov/ammem/ndlpedu/lessons/97/reservation/teacher.html

Description: You are a Quaker applying for a job as Indian Agent for the Comanche Reservation in Oklahoma and must prepare and interview for that position. Standard 8.12.2

Author: Peter Milbury and Brett Silva, Chico H.S. and Pleasant Valley H.S.

Lesson ID: 896

Sioux Treaty of 1868

http://www.archives.gov/education/lessons/sioux-treaty/

Description: Using the Written Document Analysis Worksheet, read and interpret the Sioux Treaty of 1868. Discuss the following questions: What does each side gain or lose in this treaty? Compare the signatures of the U.S. government agents and the chiefs. What is the significance of the two names of each chief or headman? What might this suggest about cultural differences between the two parties? What types of problems could these differences create? Speculate on what each party hoped to accomplish through this treaty. Role play the negotiation of a new treaty today. Standard 8.12.2

Author: Linda Darus Clark, Padua Franciscan High School

Lesson ID: 953

Trail on Which They Wept

http://www.mcps.k12.md.us/curriculum/socialstd/grade5/Trail_Wept.html

Description: Examine the economic and geographic aspects of the tragic Trail of Tears. Why were the Cherokee forced from their homes in Georgia? How did their new land in Oklahoma compare? Standards 8.8.2 and 8.12.2

Author: Patricia King Robeson

Lesson ID: 1113

8 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 12b, Native American Policy
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