<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/636">
    <dcterms:title><![CDATA[Excluded History Lesson 4 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:subject><![CDATA[&quot;Westward Expansion&quot;]]></dcterms:subject>
    <dcterms:description><![CDATA[This lesson is designed to be used in middle school or high school classrooms and should take approximately 50 minutes to teach. In this lesson, students will check their understanding of corruption by defining it in their own words, comparing their definition to the dictionary’s definition, and providing examples of corruption. Students will then examine the corruption that was prevalent in Osage County during the 1920s, as well as the effects of this corruption on the Osage, such as the fear that led some to refer to this time period as the “Reign of Terror.” Students will also investigate the case of Mollie Burkhart’s family, allowing them to better understand the injustice that the Osage experienced during this time period. Although only Mollie Burkhart’s family is discussed in detail, students will leave this lesson understanding that many Osage were affected by the corruption that existed during this time period. Students will also know the ways in which the Osage advocated for themselves and the U.S. government’s relative inaction in response to the Osage Nation’s requests. At the end of this lesson, students will consider what peace and justice for the Osage could have looked like by considering various scenarios and the ways in which these scenarios could have changed history.]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:references><![CDATA[Osage]]></dcterms:references>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
    <dcterms:spatial><![CDATA[Oklahoma]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Middle School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/637">
    <dcterms:title><![CDATA[Excluded History Lesson 4 Teacher Guide]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:subject><![CDATA[&quot;Westward Expansion&quot;]]></dcterms:subject>
    <dcterms:description><![CDATA[Teacher Guide for Lesson 4]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:references><![CDATA[Osage]]></dcterms:references>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Teacher Guide]]></dcterms:type>
    <dcterms:spatial><![CDATA[Oklahoma]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Middle School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/638">
    <dcterms:title><![CDATA[Excluded History Lesson 4 Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:subject><![CDATA[&quot;Westward Expansion&quot;]]></dcterms:subject>
    <dcterms:description><![CDATA[Lesson 4 Presentation on corruption and its role in the &quot;Reign of Terror,&quot; the case of Mollie Burkhart&#039;s family, and the responses of the Osage and U.S. government]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:references><![CDATA[Osage]]></dcterms:references>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Presentation]]></dcterms:type>
    <dcterms:spatial><![CDATA[Oklahoma]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Middle School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/639">
    <dcterms:title><![CDATA[Excluded History Lesson 4 Student Handout]]></dcterms:title>
    <dcterms:subject><![CDATA[&quot;Westward Expansion&quot;]]></dcterms:subject>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Lesson 4 PowerPoint lecture note-tracker]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:references><![CDATA[Osage]]></dcterms:references>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Student Handouts]]></dcterms:type>
    <dcterms:spatial><![CDATA[Oklahoma]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Middle School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/640">
    <dcterms:title><![CDATA[Excluded History Lesson 5 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[This lesson is designed to be used in middle school or high school classrooms and will take more than 50 minutes to teach but can easily be divided and taught in two class periods. In this lesson, students will consider the concept of injustice in the context of their own lives and contemplate how they would respond to personal injustice. Students will then examine the results of the court cases of the men involved in the plot to murder the Osage, investigate later decisions that allowed these men to avoid serving their complete jail sentences, and determine if the Osage actually received justice. Additionally, students will explore the Osage’s response to these events, making connections between the injustice that the Osage experienced and an example of injustice in their own lives. Students will also discover key information about the Osage today by conducting their own internet investigation. Students will leave this lesson understanding that Native American peoples, like the Osage, are still here, emphasizing the discrepancy between reality and the narrative presented in textbooks. Students will consider this narrative and the potential reasons why Native American history, including Osage history, is excluded from this narrative. Students should understand that this history may not be included in history textbooks because it shines a light on the injustices that Native Americans experienced and the ways in which the U.S. government has failed to provide real, lasting justice. With this in mind, students will contemplate why Native Americans continue to experience injustice in the U.S. and actions we can take to stop this historical pattern of injustice.]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:references><![CDATA[Osage]]></dcterms:references>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
    <dcterms:spatial><![CDATA[Oklahoma]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[2000s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Middle School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/641">
    <dcterms:title><![CDATA[Excluded History Lesson 5 Teacher Guide]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Teacher Guide for Lesson 5]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:references><![CDATA[Osage]]></dcterms:references>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Teacher Guide]]></dcterms:type>
    <dcterms:spatial><![CDATA[Oklahoma]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[Mid 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[2000s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Middle School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/642">
    <dcterms:title><![CDATA[Excluded History Lesson 5 Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Lesson 5 Presentation on the results of the court cases, the government&#039;s failure to provide the Osage with justice, and the dominant narrative]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:references><![CDATA[Osage]]></dcterms:references>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Presentation]]></dcterms:type>
    <dcterms:spatial><![CDATA[Oklahoma]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[2000s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Middle School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/643">
    <dcterms:title><![CDATA[Excluded History Lesson 5 Student Handout 1]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Lesson 5 PowerPoint lecture note-tracker]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:references><![CDATA[Osage]]></dcterms:references>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Student Handouts]]></dcterms:type>
    <dcterms:spatial><![CDATA[Oklahoma]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[2000s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Middle School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/644">
    <dcterms:title><![CDATA[Excluded History Lesson 5 Student Handout 2]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Internet Search Worksheet]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:references><![CDATA[Osage]]></dcterms:references>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Student Handouts]]></dcterms:type>
    <dcterms:spatial><![CDATA[Oklahoma]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[2000s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Middle School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/645">
    <dcterms:title><![CDATA[Excluded History Unit Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[&quot;Westward Expansion&quot;]]></dcterms:subject>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[This unit begins by introducing the discrepancy between the narrative presented in U.S. history textbooks and the reality of Native Americans’ experiences, as textbooks often exclude Native Americans after briefly discussing their forced removal and relocation. In this way, textbooks suggest that Native Americans either do not exist or that their history is not important, which is the message that is often conveyed to students. This unit endeavors to challenge this narrative by asking students to consider alternative reasons, such as continued injustice and exploitation, as to why Native American history might be excluded from textbooks. To help students begin to think about why parts of Native American history may be left out of textbooks, this unit presents the case of the Osage Nation, examining their loss of land and their experiences with corruption, exploitation, and injustice after their forced removal. Through an analysis of the treaties made between the Osage Nation and the U.S. government and an examination of the government’s failure to keep its promises and protect the Osage, students will be able to examine the role of the U.S. government in the injustice that the Osage experienced, which may explain why this history is not included in textbooks. In this unit, students will also be introduced to the concept of a dominant historical narrative and asked to consider how Osage history challenges this narrative, resulting in its exclusion from history textbooks. Finally, as a final research project, students will choose another Native American Nation to research, examine their history for examples of injustice and exploitation, decide if they have received justice, and recommend actions that the U.S. government can take to acknowledge and address its past mistakes in its treatment of Native Americans.]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:references><![CDATA[Osage]]></dcterms:references>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Unit Plan]]></dcterms:type>
    <dcterms:spatial><![CDATA[Oklahoma]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[Kansas]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[Missouri]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[Arkansas]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[Midwest]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[Great Plains]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1900s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[2000s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Middle School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description></rdf:RDF>