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<rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/646">
    <dcterms:title><![CDATA[Excluded History Final Project Student Handout]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:subject><![CDATA[&quot;Westward Expansion&quot;]]></dcterms:subject>
    <dcterms:description><![CDATA[Students will choose a Native American tribe to research and investigate its history, specifically its experiences with forced removal and relocation, as well as injustice and exploitation. Students will then write a report in which they detail the Nation&#039;s history, determine if it has received justice, and suggest actions that the U.S. government can take to provide the Nation with justice.]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Student Handouts]]></dcterms:type>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[Early 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <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:temporal><![CDATA[1600s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1700s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1700s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1700s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1400s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1500s]]></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/647">
    <dcterms:title><![CDATA[Excluded History Final Project Teacher Guide]]></dcterms:title>
    <dcterms:subject><![CDATA[&quot;Westward Expansion&quot;]]></dcterms:subject>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Teacher Guide for the Final Project]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Teacher Guide]]></dcterms:type>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[1400s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1500s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1600s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1700s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1700s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1700s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <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/648">
    <dcterms:title><![CDATA[Excluded History Final Project Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[&quot;Westward Expansion&quot;]]></dcterms:subject>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Final Project Presentation explaining the instructions of the assignment]]></dcterms:description>
    <dcterms:creator><![CDATA[Hannah Wilkins]]></dcterms:creator>
    <dcterms:creator><![CDATA[Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Presentation]]></dcterms:type>
    <dcterms:spatial><![CDATA[U.S.]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[1400s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1500s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1600s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1700s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1700s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1700s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Mid 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <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/293">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 1 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[This lesson will explore the role Christopher Columbus played in the capture and enslavement of Natives, particularly the Taíno. Students will examine quotes from Columbus and unpack the meanings of Columbus’s language during his first encounter with Native Americans.]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/294">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 1 Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Presentation for lesson 1]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Presentation Supplement]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/295">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 1 Handouts]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Handouts for lesson 1]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Handouts]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/296">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 2 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[This lesson will explore various accounts of the Sand Creek Massacre and enable students to compare conflicting accounts to develop an understanding of what happened at Sand Creek. After reading the first account of the massacre by John Chivington, the students will form groups and analyze other accounts about Sand Creek and compare them critically. It is best to complete Lesson 1: Sand Creek Background beforehand, but if need be, the background information sheet can be used to supplant Lesson 1. This lesson is planned as a 2-day lesson. Look at this lesson in conjunction with lesson 3 to determine if they would fit better together or as separate lessons, depending on the familiarity of your class with primary source analysis and the concept of bias.]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/297">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 2 Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Presentation for lesson 2]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Presentation]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/298">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 2 Handouts]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Handouts for lesson 2]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Handouts]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history-sandbox.michaeld.sites.grinnell.edu/items/show/299">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 3 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[This lesson will enable students to understand how the interpretations of historical events shape the way we remember them. They will understand the importance of framing a historical event within a narrative and why the classification of Sand Creek as a &quot;massacre&quot; by the U.S. Government was notable. By looking at various responses to the event in local newspapers, editorials and government reports, students will discover how the legacy of the Sand Creek Massacre formed and whose voices were included in this process.]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
</rdf:Description></rdf:RDF>