19 10 261 https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/4f0ccc6542209e6d65a3e1707e759175.docx b7b5388f3329f483a63364b9dff59c58 https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/421d9eb38014e23d7a3b06f499709969.pdf 986e9c3378aa12c8d55d9208fae1c2e5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource Pre-European Contact/First Contact "Westward Expansion" Creator An entity primarily responsible for making the resource Madison Wardlaw, Deborah Michaels Temporal Coverage Temporal characteristics of the resource. 1500s Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Low High School Description An account of the resource In this concluding lesson, students will review information from previous lessons covering the onset of Native American enslavement, the role European figures like Bartolomé de las Casas played in this enslavement, the horrors of Native mistreatment, and the ways in which Native Americans resisted European colonization and enslavement. With this information in mind, students will begin to think about the ways the vestiges of this era in history manifest in today’s society. Ultimately, this lesson will result in students writing a letter to the school district to persuade officials to provide more holistic information about Native American slavery in secondary schools. Language A language of the resource English Type The nature or genre of the resource Lesson Plan Spatial Coverage Spatial characteristics of the resource. Spain The Netherlands Date Created Date of creation of the resource. 2018 Title A name given to the resource NA Slavery in LA Lesson 5 Lesson Plan https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/7387857246e83b0d5aed3d7b678d64af.pdf 400e4f1703bd48140ea1674cb0483d12 https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/31f9abeaf83bcadeb33e9232ffffb4ea.pptx 9ddb1d32726ee69e1525f3094d081ff1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource Pre-European Contact/First Contact "Westward Expansion" Creator An entity primarily responsible for making the resource Madison Wardlaw, Deborah Michaels Temporal Coverage Temporal characteristics of the resource. 1500s 1600s Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Low High School Description An account of the resource Presentation on Theodor De Bry Language A language of the resource English Type The nature or genre of the resource Presentation Date Created Date of creation of the resource. 2018 Title A name given to the resource NA Slavery in LA Lesson 5 Presentation https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/5283927f6fc3dbd48eafe96868a3e613.docx 2f3c7b623b14b8605b994f9ea88941e2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource Pre-European Contact/First Contact Creator An entity primarily responsible for making the resource Madison Wardlaw, Deborah Michaels Temporal Coverage Temporal characteristics of the resource. 1500s Late 1800s Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Low High School Title A name given to the resource NA Slavery in LA Lesson 2 Student Handout Description An account of the resource Worksheet analyzing a painting of las Casas Language A language of the resource English Type The nature or genre of the resource Student Handouts Spatial Coverage Spatial characteristics of the resource. Cuba Haiti Mexico Central America South America Spain Date Created Date of creation of the resource. 2018 https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/375601848f9acbc9c3458343652b93bf.docx 31167a5fc3f5aeae9d7ff8b598d88d02 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Fem Roots Lesson 3 Lesson Plan Creator An entity primarily responsible for making the resource Meredith Neid Description An account of the resource This lesson builds on lessons one and two by discussing how to avoid the silencing, devaluing and discrediting of knowledge common within American history. In lesson one, students learned about how non-Native stereotypes about Native People function in devaluing Native People and their knowledge. In lesson two, students explored Indigenous knowledge about gender equality that is missed as a result of non-Native stereotyping and devaluing of Native People. This lesson teaches students how to avoid devaluing knowledge of certain people and groups by guiding them to see the importance of cultural exchange in the creation of new ideas. First, students will have a large group discussion about the dominant narrative of feminism in the United States: that several progressive white women audaciously envisioned a gender-equal society. Then, students will listen to a PowerPoint lecture to learn about how Haudenosaunee (specifically Seneca) women and their societies influenced early American feminists as they envisioned their notions of equality. Finally, students will delve into a conversation on how today’s whitestream feminism discredits Native feminist theories. Subject The topic of the resource Pre-European Contact/First Contact We Are Still Here Type The nature or genre of the resource Lesson Plan Language A language of the resource English References A related resource that is referenced, cited, or otherwise pointed to by the described resource. Haudenosaunee (Iroquois) Confederacy Temporal Coverage Temporal characteristics of the resource. Early 1800s Mid 1800s Late 1800s Early 1900s Mid 1900s Late 1900s 2000s Spatial Coverage Spatial characteristics of the resource. New York Northeast U.S. Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Upper High School Haudenosaunee (Iroquois) Confederacy Upper High School https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/c55342f52346a83e68121e5ad5b9170a.pptx bd554efede95ddd60b7fd99656808964 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Fem Roots Lesson 3 Presentation Creator An entity primarily responsible for making the resource Meredith Neid Description An account of the resource Lesson 3 Presentation. Description of Lesson: This lesson builds on lessons one and two by discussing how to avoid the silencing, devaluing and discrediting of knowledge common within American history. In lesson one, students learned about how non-Native stereotypes about Native People function in devaluing Native People and their knowledge. In lesson two, students explored Indigenous knowledge about gender equality that is missed as a result of non-Native stereotyping and devaluing of Native People. This lesson teaches students how to avoid devaluing knowledge of certain people and groups by guiding them to see the importance of cultural exchange in the creation of new ideas. First, students will have a large group discussion about the dominant narrative of feminism in the United States: that several progressive white women audaciously envisioned a gender-equal society. Then, students will listen to a PowerPoint lecture to learn about how Haudenosaunee (specifically Seneca) women and their societies influenced early American feminists as they envisioned their notions of equality. Finally, students will delve into a conversation on how today’s whitestream feminism discredits Native feminist theories. Subject The topic of the resource Pre-European Contact/First Contact We Are Still Here Type The nature or genre of the resource Presentation Language A language of the resource English References A related resource that is referenced, cited, or otherwise pointed to by the described resource. Haudenosaunee (Iroquois) Confederacy Temporal Coverage Temporal characteristics of the resource. Early 1800s Mid 1800s Late 1800s Early 1900s Mid 1900s Late 1900s 2000s Spatial Coverage Spatial characteristics of the resource. New York Northeast U.S. Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Upper High School Haudenosaunee (Iroquois) Confederacy Upper High School https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/c3b48e10c70c3590bea099693d25b025.docx e61766267ab3eb728947b445355cf20b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Fem Roots Lesson 3 Teacher Script Creator An entity primarily responsible for making the resource Meredith Neid Description An account of the resource Script for the teacher guiding through presentation of the lesson. Subject The topic of the resource Pre-European Contact/First Contact We Are Still Here Type The nature or genre of the resource Teacher Script Language A language of the resource English References A related resource that is referenced, cited, or otherwise pointed to by the described resource. Haudenosaunee (Iroquois) Confederacy Temporal Coverage Temporal characteristics of the resource. Early 1800s Mid 1800s Late 1800s Early 1900s Mid 1900s Late 1900s 2000s Spatial Coverage Spatial characteristics of the resource. New York Northeast U.S. Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Upper High School Haudenosaunee (Iroquois) Confederacy Upper High School https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/5c25ba60285c3a03a417b3121cd25f20.pdf 864be841e60fef955305c4a715bb5a47 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native History Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Treaty Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Fort Wise Treaty Description An account of the resource Text of the Fort Wise Treaty for Lesson 1 Creator An entity primarily responsible for making the resource National Archives Westward Expansion: Who and How https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/b1d2aa086f453f691800ea4f50beeeb4.pdf 43fc187399d99cefd1ab7adf4d07de23 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native History Unit A cohesive collection of Lesson Plans addressing a common theme or learning objectives. Themes We Are Still Here Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Code Talkers Description An account of the resource This unit is intended to work within the framework of World War II and help rework the master narrative that Native American communities disappeared after Westward Expansion. The final lesson plan, in particular, focuses connecting past injustices that the U.S. government committed against Native American tribes and connecting that to present day plights that many of these tribes still face today. The United States is often remembered as a vital player in helping win WWII, but what is so often left out of the narrative is the crucial role that Native Americans played. The misremembrance of the war plays into the idea that Native Americans disappeared and were completely separate from larger American society. This unit seeks to rectify this larger miscommunication and as such should be incorporated into the teacher's larger unit on WWII. While the mini unit does touch on Native American soldiers, the main focus rests on Native code talkers, who helped code American messages that were unbreakable to enemy powers. At a time when coding and decoding messages was the difference between winning or losing battles, students will get a sense of how important these tribes were in winning the war. In addition to simply discussing code talkers, throughout the unit students are asked to analyze a variety of primary and secondary sources to identify biases. The goal is to use these sources to help students build their own narrative of who the code talkers were, how they are remembered today, and the dangers of blindly trusting sources without interrogating their bias. Creator An entity primarily responsible for making the resource Ruth Isaac https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/a7237e7fd213b34e54117d0a33d01fe5.pdf 6b6344e5c65a0728c51e9581f40649ef Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native History Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1 Day Objectives Students should understand the crucial role Native Americans had in WWII by creating an unbreakable code. Along with the inadequacies present in standard history textbooks that scantily cover Native American efforts in WWII. Materials Lesson 1: Worksheet Lesson Plan Text This lesson plan is meant to expose students to how Native Americans contributed to WWII and how that contribution is remembered today. While this lesson plan looks specifically at Native American code talkers, the more traditional war roles (i.e. soldiers) that Native Americans had are not delved into here. Students are asked to analyze sources from standardized textbooks, a New York Times article, and Native American testimonies. By comparing various sources, this unit demonstrates that Native American code talkers are seldom recognized for their vital contributions to WWII. Due to the volume of sources, if you run out of time, you can save the Native American testimonials for Lesson 2. Essential Questions: What are the implications of excluding Native American contributions to World War II; why has it been erased? What was the role of Native Americans in WWII? Introduction to Native Americans in the War: 5 minutes Open class with asking students if they know anything about code talkers, as students respond write down their responses on poster paper/on the board If no responses/conversation helpers: ask about the roles Native Americans could have had in the war, what they think code talkers means (deconstructing the word – what does it make them think of?), some reasons why Native Americans would and wouldn’t want to serve in WWII Be sure to save the information Activity: 45 minutes Hand out the first source, textbook narratives, and give students 10 minutes to read the source and answer the attached questions (can work with a partner to help answer the questions but make sure to give enough time to read the different excerpts), if students finish earlier than the allotted 10 minutes, start classroom share earlier Do a classroom share, for 5 minutes, and write down on the board what students say Ask students: how does this differ from what you thought about code talkers? What does this make you think about code talkers? Hand out the second source, newspaper coverage, and give students 10 minutes to read the source and answer the attached questions (can work with a partner to help answer the questions but make sure to give enough time to read the excerpt from the source), if students finish earlier than the allotted 10 minutes, start classroom share earlier Do a classroom share, for 5 minutes, and write down on the board what students say (make a new column; be sure not to erase what was written for the last two classroom shares) Emphasize: how does this complicate the textbook narratives? What does it mean when we put the two different sources in conversation with one another? Hand out final source, Native American testimonials, and give students 10 minutes to read source and answer the attached questions (can work with a partner to help answer the questions but make sure to give enough time to read the different excerpts), if students finish earlier than the allotted 10 minutes, start classroom share earlier Do a classroom share, for 5 minutes, and write down on the board what the students say (make an additional column on the board/use another piece of poster paper) Ask students: what does it mean that all of these tribes contribute but most aren't recognized? How do these three different sources try to tell the same story? How do the Native American testimonials complicate the other two sources? Closing Activity: Exit Ticket On post – it note have students write down one way one of the sources expanded on their initial brainstorming idea or what they learned from one of the sources; if stuck ask them what seems like the most complete source of Native American code talkers? What is missing from some of the sources? Do textbooks give the most accurate type of account? As they exit, have students put their post-it note with the corresponding column on the board Lesson Sources: America: Pathways to the Present: Modern American History. Upper Saddle River, NJ: Pearson Prentice Hall, 2007. Danzer, Gerald A., J. Jorge Klor De Alva, Larry S. Krieger, Louis E. Wilson, and Nancy Woloch. The Americans. Houghton Mifflin Harcourt School, 2008. Nash, Gary B. American Odyssey: The 20th Century and Beyond. New York: Glencoe, McGraw-Hill, 2005. Native Words Native Warriors. Accessed May 09, 2017. http://www.nmai.si.edu/education/codetalkers/html/. "Navajo Code Talk Kept Foe Guessing." New York Times, September 19, 1945. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lesson 1: Introduction to Native American Involvement in WWII Description An account of the resource This lesson plan is meant to expose students to how Native Americans contributed to WWII and how that contribution is remembered today. While this lesson plan looks specifically at Native American code talkers, the more traditional war roles (i.e. soldiers) that Native Americans had are not delved into here. Students are asked to analyze sources from standardized textbooks, a New York Times article, and Native American testimonies. By comparing various sources, this unit demonstrates that Native American code talkers are seldom recognized for their vital contributions to WWII. Due to the volume of sources, if you run out of time, you can save the Native American testimonials for Lesson 2. Creator An entity primarily responsible for making the resource Ruth Isaac Date A point or period of time associated with an event in the lifecycle of the resource 1941-12-07/1945-09-02 https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/b89e7a84204ed15a60c6951737735272.pdf edf7a00691fcf69159e8a6375e668014 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native History Worksheet Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lesson 1 Worksheet: Source Analysis of Native American Code Talkers Description An account of the resource The following sources are meant to be a part of Lesson 1 and asks students to analyze an array of primary and secondary sources in an attempt to have students rework the master narrative of Native American contributions to WWII. Creator An entity primarily responsible for making the resource Ruth Isaac