This submission was one of the best summaries and lesson I have received to date.  Well done!!

<<< Replied to post below >>>
Authored by: Chanel Fitch
Authored on: Oct 3, 2014 4:31 PM
Subject: AI Summary/Lesson - Fitch

Summary of AI:

The history of the United States Government and American Indians does not have a strong foundation. From the initial sending over of colonies across the Atlantic, the first settlers thought themselves superior to the American Indians. Everything is based upon European discovery – Europeans even named this continent America – and they bear the name American Indians. Europeans “found” American Indians – except for the fact that they were here all along. The United States government pushed them further and further away from their homes and finally into Prisoner of War camps that turned into reservations. The United States Government has commit mass genocide against American Indians (The Trail of Tears, Wounded Knee, and many, many, others) and now AIs are a minority and are scorned for their heritage. As an educator, this means that AI students may be untrustworthy of me. I must be aware of their history and culture in order to teach AI students to the best of my ability.

Prior to the learning that occurred in me during the AI unit, I had a negative bias towards American Indians, although I when I encountered AI individuals personally, I would treat them kindly. I read articles and listened to talk shows that spoke of AIs who own the casinos, murder people, overfish lakes, and collect welfare. All I received in our media was negative perspectives on individual or small groups in AI culture. I committed a wrong when I used my little experience with AIs and labeled the whole entire culture. This unit opened my eyes – especially the part that discussed European expansion and the takeover of the Indian peoples. In a previous Intercultural Awareness class, I began questioning my beliefs on American Indians – this class is where I began my “social change activist” journey. The video that I use in the lesson below was used in the Intercultural Awareness class and it truly impacted me – I suggest that you view it.

My “Aha!” moment during this unit was discovering that non-indians can own land on a reservation! I did a little research and found that, according to Native Magazine, on most reservations 65% of the land is owned by non-indians, and on some reservations 90% of the land is owned by non-indians.

 

 

Instructor: Chanel Fitch

Class: 5th Grade Social Studies

Day: 2

Date: 10/6/14

Information about the Lesson

Bloom’s Knowledge 
Domain

__ Declarative

__ Procedural
__ Conceptual
_x_ Metacognitive

 

Bloom’s Cognitive 
Domain

__ Remember

_x_ Understand

__ Apply

_x_ Analyze

_x_ Evaluate
__ Create

Gardner’s Multiple Intelligences

_x_ Verbal/Linguistic

__ Logical/Mathematical

__ Visual/Spatial

__ Bodily/Kinesthetic

__ Musical/Rhythmic

_x_ Interpersonal/Social

__ Intrapersonal/Self-aware

__ Naturalist/Environmentally aware

Lesson Type
__ Present and Explain
_ _ Direct Instruction
__ Concept Lesson
__ Inquiry-Based Lesson
__ Cooperative Learning
_x_ Project /Problem-Based

     Learning
__ Classroom Discussion

Elements to consider when planning (Copied from the SNR Lesson Template for Student Teaching)

Preparation                                                           Scaffolding                                              Grouping Options

  ___ Adaptation of Content                           ___ Modeling                                              ___ Whole class

  __x_ Links to Background                            ___ Guided Practice                                  ___ Small groups

  _x__ Links to Past Learning                         ___ Independent Practice                        _x__ Partners

  ___ Strategies incorporated                         _x__ Comprehensible input                    __x_ Independent

 

Integration of Processes                                   Application                                                  Assessment

___ Reading                                                   __ Hands-on                                                _x_ Individual

  _x__ Writing                                                    _x__ Meaningful                                         ___ Group

  _x__ Speaking                                                ___ Linked to objectives                            __x_ Written

  _x_ Listening                                                   ___ Promotes engagement                      ___ Oral

Context/Rationale: (Justification for teaching the lesson; links to previous and future lessons, connections to research and/or theory)    

This lesson is being taught to reduce the marginalized attitudes toward American Indians and American Indian Students through reflection and social change suggestions It links to the previous social studies lesson that gave background information on American Indian history. It links to future lessons on American Indian culture, in particular the Ojibwa people, who live near our school.

Prerequisites: (Background information, skills and knowledge students ought to have prior to beginning this lesson)

Students must know about Ojibwa history. Students must be able to locate the nearest Ojibwa reservation (Milacs Band of Ojibwa, which is about an hour drive from the school. Students must be familiar with using art supplies, including scissors. Students must know of the tumultuous past of the Ojibwa peoples (learned at the last Social Studies lesson). Students must understand that AIs are members of tribes, and there are many tribes (to know difference between Lakota and Ojibwa.

Materials Needed:

 

 

Lesson Content and Design

Central Focus / Big Idea: The understanding of American Indians, their history, and how they live today. The Lakota and Ojibwa in particular.

Objective(s):

Students will show their understanding of the Lakota people and their struggles by writing a reflective paper after viewing the Ted Talk.

Students will show their understanding of the minority by providing three suggestions that would make a better life for an AI peer in school.

Students will be able to locate Ojibwa reservation on a map.

Guiding Question(s):

“Do you know anything about the Ojibwa people? (at the previous lesson, we covered American Indians as a whole – and discussed that there are tribes that are made of members)

“What is a reservation? Why were reservations created?”

“What is a prisoner of war camp?”

“How does a reservation affect todays American Indians? Are there good parts? Bad Parts?”

 

Assessment: (formative and summative)

Summative. Students will provide a paragraph reflection that includes 3 references to the video. 

Students will write a paragraph story or poem from the perspective of an AI who lives on the reservation that was shown in the TedTalk.

Student will write three suggestions that would better the life of an AI peer in school.

Formative. Students will be able to identify the Milacs Ojibwa reservation on a map.

Academic Language: (Function & Demands)

History, Reservation, American Indian, Ojibwa, Lakota (Sioux), P.O.W camp

Students will use the AWLs during discussion with 100% accuracy.

 

Vocabulary Words:

History, Reservation, American Indian, Ojibwa, Lakota (Sioux)

 

Standard(s):

Minnesota State Language Arts Standard:

5.6.4.4 “Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.”

Presentation/Syntax

Elements

Minutes

Detailed Description

Consider: Work to prepare students and access prior knowledge and experiences

 

10

Start with review of AI information from the previous social studies lesson. Ask Guiding Questions: “What is a reservation? What is a prisoner of war camp? Are they the same? Are they different?” Watch TedTalk about the Lakota reservation that is “ground zero” for native issues. Pause every so often to ask questions about video. Link here: http://ed.ted.com/lessons/america-s-native-prisoners-of-war-aaron-huey

Construct: Work to allow students to build new knowledge and skills

 

60

(May take more time – prepare for 2 class periods) Ask students to write a reflection on the video. Ask for three references from the video. How did it affect their viewpoint on American Indians and Reservations? Are reservations Prisoner of War camps? Why were they made? How has the US government treated the American Indians?

Once completed, partner students using name sticks. Ask them to find the Milacs Ojibwa reservation on the map – it is surprisingly close to the school. Discuss the fact that there are many students in our school with different heritage, some might be Ojibwa. Ask them to work in pairs to formulate three ways to reach out and “right the wrongs” that have been commit against AIs in the United States.

Confirm: Work to allow students to contrast new knowledge with prior and close the lesson

 

10

Have students turn in papers and discuss their major findings from the video reflection and partner work. Discuss plans for change – how can we as a class help promote AI understanding and acceptance? How can we use what we have learned to show others?

Authored by: David Rysdam
Authored on: Jun 21, 2014 1:14 PM
Subject: AI Summary and Lesson

AI Summary

This was an eye opener for me, not because of the information. I was fairly tuned into the many of the American Indians struggles. What was eye opening to me was the bias that I have carrying around for the American Indians as a group. Thanks to a fellow student in this class calling me out on a narrow perspective, I went out and did some research to see if I could wrap my head around the reasoning for my bias. I found that many of my bias’s revolved around my step fathers thought on the American Indian culture. My lesson plan includes an article by Leonard Peltier that quite honestly spelled it out with 100% clarity for me. The lesson is plan designed to open students eyes to all forms of stereotypes as they pertain to ethnic groups.

AI Lesson – Genealogy/Stereotype

Grades – 9th, 10th

Class – Social Studies

Objectives

Students will learn positive and negative stereotypes pertaining to their own ethnic background.

Students will attempt to gain perspective of other ethnic backgrounds by research and oral report.

Students will attempt to dispel negative stereotypes by understanding the hurdles other ethnic groups have.

Snappy Launch

Students will read “Growing Up Indian” by Leonard Peltier in class and discuss the stereotypes that he addresses in the article.

C:\Users\William\Desktop\Human Relations\Growing Up Indian

Procedure

Students will trace their direct family ties going back up to 5 generations on both sides of their family. (Minimum of 3 generation)

Students will identify names, ethnic backgrounds, and reasons for travel to America.

Students will identify 3 stereotypes attached to their ethnic background, by no less than 2 of their ancestors, and the reasons behind the stereotypes.

Students will then identify 3 positive stereotypes from no less than 2 of their ancestors ethnicity.

Students will then give a 7-12 minute presentation to the class on their findings.

Assessment

10/10 for identifying 10 ancestors, reasons for migrating to America, and their ethnicity (5 on each side).

10/10 for identifying 6 Stereotypes attached to their ancestors ethnicity

7/7 for identifying the story behind the stereotype

8/8 for identifying 3 positive stereotypes pertaining to their ethnic background

5/5 oral report lasting 7-12 minutes

______________________________________--

Kathryn Houg
Authored on: Jun 22, 2014 1:35 PM
Subject: AI Reflection and Lesson Plan

Dragonflies are ancient creatures. I’m sitting on a porch, looking at a lake I have known since childhood—the blue sky and naturally sandy beach and green grass making for the epitome of a perfect summer day, and these mosquito-devouring insects are doing me a favor by catching their lunch.  The dragonfly, in almost its exact same design, has been around for more than 300 million years.  Homo sapiens sapiens have been here roughly 500,000 years.  Three hundred years ago, an Ojibwe tribe lived on this very lake I’m sitting at.  Now, this little body of water is surrounded in close proximity by three-story summer homes and landscaped yards.  The house I’m in is humble, worn at the edges, the paint down to the wood on the front steps, but the effect is the same: we weren’t here first. 

 I was pleased by the diversity of the Native American unit.  One of the most well-written pieces I’ve read this year throughout the course was the “Chris shares tips on working with AI populations”.  I have a few friends who have begun very diverse and rewarding careers in this area at reservation schools who have similar stories to Chris.  I keep trying to decide which pieces I want to highlight in my summary, but they all ring so true to me.  His message of, “You’re white, you don’t know what they’ve gone through, so don’t pretend you do—just ask questions.” Has been one of the pieces I’ve carried with me through my work with AI populations.   Also, for many kids, school is their safe place—their only safe place.  I know that is so important to remember.

I’ve known this house and this lake since childhood, but the dragonflies have known it longer.  I watch my new 8-week-old puppy discover the lakeshore for the first time, sniffing the water and then pouncing on it, trying to understand.  I was only here after the Ojibwe tribe, and I know that somehow, somewhere, my ancestors played a role in the cruel acquisition of this land.  I don’t know much, but I’m doing the best I can to understand.  I wasn’t here first, but I’m listening.

 

Lesson Plan

Age: 9-10th grade literature/social studies

Objective:

-Students begin AI history unit, while reading Black Elk Speaks

-Students understand that Thanksgiving was not the cheery, peaceful union we portray it as. 

-Students learn about AIM – what they have done and what they do. 

Launch: Ask students how they celebrate Thanksgiving.  Take polls about students levels of understanding: what happened?  What was Plymouth Rock?  What tribes were involved?  How do they believe the Natives felt?  See what kind of range your students have.  Depending on the population, they may already be more knowledgeable.  In other areas, they may not.  Let them speculate with one another. 

Procedure:

Assessment:

30% participation

30% group work participation (each person is graded individually and grades the other members in their group)

30% presentation

Larisa Berglund  

American Indian Summary

 

                Up until junior high the only knowledge that I acquired about “Indians” (not Native American) came from animated movies, western films, and Thanksgiving celebration.  After all the readings this week I realize how American society really wants children to imagine Native Americans as a homogenous group of barbaric, violent, and primitive individuals easily identified by their feathers and head dresses. But in actuality they are nothing like that. In Neither Wolf nor Dog, Neburn learns some hard truths about himself and his assumptions about Indians. He exposes himself to his own prejudices and while reading about his experiences with Dan my eyes opened up to see the world from the point of view of a Native American. I learned that bravery, honor, and honesty are valued Indian attributes. And that Native Americans are loyal, loving, respectful and honest people.   

            While in Neburn’s book I learned about the spirituality and truths of Indian life, in Dr. Treuer’s book Everything You Wanted to Know about Indians but were Afraid to Ask I learned about the facts. I have always wanted to know why Indians have reservations and what terms are not appropriate for talking about North America’s first people and so much more. I feel that both these books are not only great for students to read, but teacher’s as well. Before now I would never have know how to handle a lesson on discussing Native Americans, but through reading these books, the articles on D2L, and some research of my own I feel extremely comfortable with the topic and am actually excited to teach children about it. I feel that first and foremost it’s essential to debunk the myths that are often associated with Native Americans because of movies like Pocahontas and stories of the first Thanksgiving. With this is mind I created my lesson plan on discussing Native American stereotypes. That way student’s can push past the “truths” they have been told and learn about the wonderful things the Indian culture has to teach us.

            “Live close to the earth. Get rid of some of your things. Help each other. Talk to the Creator. Be quiet more. Listen to the earth instead of building things on it all the time. Don’t blame other people for your troubles and don’t try to make people into something they’re not.” –Neither Wolf nor Dog

 

Lesson Plan: Native American Stereotypes

 

Date: 3/1/12                                                                Grade/Subject: Social Studies 6th Grade

 

Minnesota Benchmark/Standards:

6.1.1.1.1 Evaluate arguments about selected issues from diverse perspectives and frames of reference, noting the strengths, weaknesses and consequences associated with the decision made on each issue.

 

OBJECTIVE(S):

  1. By the end of the lesson students will gain an understanding of stereotypes and how they were used by European explorers, settlers, and colonist to describe the Native people of the Americas.
  2. Students will identify stereotypes of Native Americans in contemporary society by reading the article “Myths and Stereotypes about Native Americans” by Walter Fleming.
  3. Students will participate in critical discussion about their knowledge of Native Americans by debunking myths found in rhymes and songs contributing to Indian stereotypes.

 

VOCABULARY:

Stereotypes, dehumanize, native, indigenous, Indian vs. Native American

 

MATERIALS:

White board and dry erase marker

Copies of “Myths and Stereotypes about Native Americans” by Walter Fleming (http://www.jcu.edu/education/ed350/Myths%20and%20Stereotypes%20About%20Native%20Americans.pdf)

Copies of “Ten Little Indians” and “Indian Outlaw” (Tim McGraw) lyrics

 

MOTIVATION:

 

  1. At the start of class the instructor will play this video clip depicting Native Americans in films: http://www.youtube.com/watch?v=Y8yZnSG9zro  
  2. The teacher will ask students to list off things they know about Native Americans (from movies, readings, things they have heard) and write them on the board

 

PROCEDURES:

  1. The teacher will give each student a copy of “Myths and Stereotypes about Native Americans”. Students will be given 10-15 minutes to read the article.
  2. As a class students will discuss the definition of a stereotype and will be asked if any of the statements on the white board are myths and if they were mentioned in the article. Questions to lead the discussion include: “Why do most people think this?”, “How do you think Native Americans feel about these labels?”, etc.  
  3. After large discussion instructor will break the class into 4 groups by counting off. Two groups will be given lyrics to “Ten Little Indians” and two groups will be given lyrics to “Indian Outlaw.”
  4. Working in groups, but documenting individually, students will be asked to write down their first response to the lyrics. Students must circle all the words and phrases that stereotype, mock, or dehumanize Native Americans.
  5. The student must explain what picture of the Native Americans are created in the lyrics.
  6. The instructor will walk around the room and will facilitate and asses the group discussions.
  7. At the end of the period, students will be asked to turn in their work. Their assignment for homework will be to find another stereotype or myth about Native Americans and share it with the class during roll call the following day.

 

ASSESSMENT:

  1. Students will be assessed based on their participation in large and small group.
  2. Students will be assessed on their ability to identify stereotypes found in the lyrics presented to them.
  3. Based on the information the student shares during attendance he/she will be assessed on his/her ability to recognize (and debunk) a stereotype.  
  4. _____________________________________________________________

 

Todd Ballard Oct 7, 2012 9:29 PM 
 

“I didn’t sail on any damn Pinta or Nina or Santa Maria, and I didn’t take any maize from Squanto or ride with General Custer. I’m just a decent guy who is trying to do his best for a man I respect” (Kent Nerburn, Neither Wolf Nor Dog, p99).

I am a decent guy. I try hard not to stare at people in public. I am courteous; I hold the door for anyone that is close by. I even feel compassion for others because I know I am fortunate. I consider myself to be respectful of everyone, especially Hmong and American Indians. So I identify with Nerburn’s comment. Sometimes I feel like jumping up and down and screaming “it wasn’t me! I didn’t do it; Please leave me alone.” I want to escape; to run and hide from the pressure. But I know that marginalized people cannot escape, that I am the only one with the privilege to hide. Yet the feeling remains; I respect you [marginalized person], I know that you have challenges every day. . . I’m on your side.  Therein lies the battle.

If I feel everything is ok, then everything must be right with the world, but it is not. Just because I want everything to be healed, does not mean that wounds have been bandaged.  You see, stopping at road side gift shops and buying trinkets of turquoise and dream catchers is not mending the relationship; it is further dividing our cultures.  I see it too with the Amish societies. A group that was once content to isolate themselves from the outside world, to live self-sufficiently off the land, now must interact with the larger society. What they (both Amish and American Indians) have become is a touch point for the masses. If we simply have a brief moment together, then all is well in the world.  They are our tourist trap, and we feel good about what we are doing. In an article written in the Star Tribune, Wisconsin has a new park. In Bayfield Wisconsin, the Red Cliff Band of the Lake Superior opened a 90 acre park that is being co managed with the Bayfield Conservancy.  This park offers visitors a chance to hike through the wilderness and share in the splendor of its beauty. Yet even in the article, the interviewee will not tell what special species of plants are growing in this area; their reasoning “fear of attracting collectors” (Brian Clark, Star Tribune, Section G, Sunday Oct.7, 2012)

Early settlers came, took, wasted, and destroyed all that was pure and holy to American Indians. Missionaries came, took, destroyed, and lied. Greed and lust have destroyed a gentle culture. Like an animal that has been hunted to near extinction, American Indians will never regain the land and life they once had. Never. 

 

Todd Ballard

10/7/12

American Indian Lesson

Greed and Selfishness

Objective

After reading a story, students will identify and discuss elements of the book that show selfishness or greed.

After the discussion, students will relate these elements of greed and selfishness to the treatment od American Indians.

Procedure

-Organize students for reading time

-Introduce the book The Lorax by Dr Sues. Explain that we will be discussing greed after the story, so pay particular attention to when characters do something especially greedy of selfish.

-Write the word Greed, Selfishness and their definitions on the board.

-Read the story and discuss

-Ask students for the main ideas of greed and selfishness – Write them on the board

-Poll the class- Has anyone been selfish? Has anyone been hurt or affected by someone else being greedy towards them?

-Using historical data and a map, show the class how American Indians have been removed from the places they once lived and forced onto small reservations.  – Emphasize that there was enough land to share but greed caused settlers to take the land away from the American Indian.

Early America tribe map - http://www.flutopedia.com/img_map/DT-TribeMap_lg.jpg

2000 Census Map - http://www.flutopedia.com/img_map/AmericanIndiansMap_CensusBureau_lg.gif

 

Closure

Things that happened in today’s book are not all make believe. It is true that the onceler does not exist, but there are people on the world who are greedy, and selfish. Or greed hurts other people even though we may not see it right away- but greed hurts – ALWAYS.

Final discussion questions- Why did the American Indians have to move? When someone treats us unfairly, what would make the situation fair again? – What would make things fair for American Indians?

Points

0-2

3-5

Discussion participation

Did not participate

OR

Was disruptive

Actively participated in discussion

 

To extend learning, students could explore the following website - http://www.native-languages.org/kids.htm

 At this site, students can investigate about various tribes, where they once lived and where they are now located. The teacher could assign each student a tribe to investigate and report back to the class. I fill in the blank worksheet would be more appropriate for younger students.

  
       

 

 

 

 

 

 

 

 

 

 

Sandra Peters Oct 6, 2012 10:58 PM 
 

 

Lesson

This lesson/activity analyzes the cultural values of the early Native American Indians and their life before and after the settler’s arrived.  It is a good lead into analyzing their life past and present to show cause and effect over many years.

This lesson includes, Social Studies, and Language Arts and could easily incorporate or connect to physical and human geography, maps, time lines, communication, diversity, stereotypes, diseases, cultural art, etc.

  Before and After

Objective:  After reading ...If You Lived With The Indians Of The Northwest Coast, students will understand the cultural values and lifestyle of the Native American Indians by describing their life before and after the settler’s arrived in a formal written letter.

Snappy Launch: (desks will be in a circle) Today we will be going back in time over 200 years ago to experience life through the eyes of the early Native American Indians.

Intro:  (I will have the word value written on the board)

  • What does it mean to value something? (Define)
  • What are some things that you or your family value? (List on board)
  • How would your life be different without them? (Write on board)
  • How would you feel if they were taken from you?

Activity: A Native Perspective

  • Read the story out loud to the class as if they were back in time.
  • Tell students that they will now write a “did you know?” letter (using proper format) to the settlers explaining three things that their people value most and describe what life was like before and after they arrived. 
  • Return to current date and discuss the experience.

Conclusion: Reflection and Application

  • Students will complete a question/answer reflection worksheet based on the questions listed on the board (see above)

Extended Practice:  Homework

Compare this cultural experience to today’s bullying.  Is it similar?  How?  Give examples of cultural bullying that you or someone you know has experienced.

Assessment:  Letter and Reflection Questions

Letters: (1-3 pts)

  • At least three cultural values
  • A clear description of their life before and after
  • Letter is written in a proper letter format

Question/Answer: (1-5 pts)

  • All four of the reflection questions (from the introduction) are answered citing specific examples.
  • Reflect on how things may have been different had they been able to communicate with each other.

Resource:  ...If You Lived With The Indians Of The Northwest Coast by Anne Kamma

 

 

 

 

 

 

_______________________________


Lesson Plan :    Objective

 By researching on line Students will gain an understanding of how the Indigenous people have been marginalized and disrespected for years and gain some insight to what could be done by reading and listening to activists.

By listening to Indigenous activist and hearing in their own word, students will gain an understanding of how Indian sports names and costumes are degrading to the indigenous people.

 By watching a well known 20/20 interview Students will gain an understanding of how governments have hurt the indigenous people and the more the government tries to help the worse things get. by watching this interview students should see how corruption in our government is still affecting the indigenous people.

By writing in their own words what they could do to help the student will feel ownership of just how difficult the problem is.

 

 

 

 

Snappy Launch: Students will watch this little cartoon video that shows a high school student with the right intentions but being very offensive trying to show off that she has 1/8th Indian blood in her.

http://mycultureisnotatrend.tumblr.com/

 

Procedure: Students will Google   Russell Means and watch 2 different Interviews , one which talks to using Indian names and costumes for sports teams, and one that talks to how government has mishandled money for the Bureau of Indian affairs.

Students will research on line Spanish Missionaries and identify the reasons Spain sent missionaries into California

http://www.youtube.com/watch?v=uHxRSakuGMg  Interview with John Stossel Look at what government did to the first Americans.

http://www.youtube.com/watch?v=heEOnEcY5IU Russell means talks about chief Wahoo

Assessment:

10 Points Students will write a paragraph and Identify when Spain sent Missionaries into California and Identify the year  That  King Charles III ordered the Jesuits, who had established a chain of fifteen missions in Baja California, forcibly expelled and returned to the home country. (On January 29, 1767)

10 pts Students will write a paragraph on who Russell Means is

10 Points students will write a paragraph on who chief Wahoo is and why the indigenous object to Indian names and costumes.

10 Points students will write a paragraph on what they thought of the video look what the government did to the first America.

10 Points students will write a paragraph on how they could help the indigenous people get their respect back.