20 10 261 https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/2d8f376f5e5ff921e13b9957fe749a55.pdf a03144cbcf9e355c5df3fe9f547f62ae 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 importance of having an unbreakable code when the German's were expert code breakers. By the end of the lesson, students should also understand that not only were Native Americans vital to winning WWII but also how the legacy originated in WWI. Materials Lesson 2 PowerPoint; Lesson 2 worksheet Lesson Plan Text Description: This lesson plan is meant to be integrated into a larger discussion about World War II and how native peoples narratives have been largely ignored in relation to their military contribution. The lesson plan details the achievements of code talkers, native recruits who were able to write an unbreakable code during the war, and how instrumental their role was in winning the war. The classroom activities are centered around two primary source documents from military officers in both WWI and WWII in an effort to demonstrate the legacy of code talkers in major military battles. 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 peoples in the war? Why is it important to know that code talkers existed prior to WWII? Introduction (20 minutes): * Lesson plan should be emedded in the WWII unit * Remind students of last few lessons that discussed what students knew about code talkers/Native peoples in WWII (with statistics on number of Natives killed in the war) * Have students go around the room and either tell what they know about code talkers or guess why they were important in the war o Make sure to brainstorm, as a class, a few reasons why it's bad that code talkers are frequently left out of the narrative * Power point slide accompanied with a 15 minute lecture on the role of code talkers in WWII o Make sure to analyze the pictures in the PowerPoint slide as well Body Activity (25 minutes): * Divide class in half (students should work in pairs within the two groups); analyze the two primary documents found below about native code talkers in both WWI and WWII o Why is it important that code talkers existed prior to WWII? * Do a classroom share where each group presents their document and their analysis of the document o Student pairs in document I, should link up with student pairs in document II and share their documents. o When doing the class room share out, make the students doing WWI documents do their share out first -> then WWII students go next (to show continuity) o As a class, talk about why it's important that Native code talkers were present in both WWI and WWII. What does it mean that despite their contributions to both wars they are rarely talked about in textbooks? Wrap-Up Activity (5 minutes): * Bringing together the two primary source documents o Learning goals after analyzing both documents: understanding that Native code talkers influence in the wars was instrumental in U.S. victory and that the continuity of their contributions to the wars have been widely unacknowledged 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 2: Code Talkers Description An account of the resource This lesson plan is meant to be integrated into a larger discussion about World War II and how native peoples narratives have been largely ignored in relation to their military contribution. The lesson plan details the achievements of code talkers, native recruits who were able to write an unbreakable code during the war, and how instrumental their role was in winning the war. The classroom activities are centered around two primary source documents from military officers in both WWI and WWII in an effort to demonstrate the legacy of code talkers in major military battles. 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 1914-07-28/1918-11-11 https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/b2af488b266ce1de51321e8136df7a2e.pptx b702a8fe75ed3117cd5038c6a7c9142c 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 Presentation 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 2: Code Talkers PowerPoint Description An account of the resource The following PowerPoint is meant to accompany Lesson 2 material Creator An entity primarily responsible for making the resource Ruth Isaac https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/fe3e5d94aecb2fb861fe7577a83436ba.pdf 86870989b90a18fe3259089df66bf1b4 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 2 Worksheet: Source Analysis for Native American Code Talkers Description An account of the resource The following sources are meant to be a part of Lesson 2 and ask students to compare code talkers from WWI and WWII. Creator An entity primarily responsible for making the resource Ruth Isaac https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/d45681f33dbd433e75942de96c8821ee.pdf e5800c1f30088a4ac84da74460537818 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 will understand the history of mistrust between Native American tribes and the American government. Along with how this mistrust comes out today in movements like Standing Rock. Materials Lesson 3: PowerPoint; Lesson 3: Worksheet Lesson Plan Text As a capstone for the mini-unit this lesson plan is meant to remind students of the continuity of severe injustices the American government perpetuates against Native American communities. The lesson plan brings in records of loyalty that the American government used in WWI, emphasizes the juxtaposition of Native Americans serving in war before gaining American citizenship, and uses the Standing Rock movement to highlight the present injustices that Native American communities continue to face even in the 21st century. Essential Questions: What are the implications of excluding Native American contributions to World War II; why has it been erased? Why did Native Americans feel burned by this country and how are these feelings still present today? Key Terms: * Assimilation * Plaintiff/Defendant * Injunction Materials: * PowerPoint * Corresponding Worksheet Introduction: 10 minutes * Begin with accompanying PowerPoint that discusses the history of Native Americans in WWI, the loyalty records to prove efforts of assimilation, and transition into Standing Rock background information; first ask students if they know anything about Standing Rock, how much do they know? Try to compile a narrative of the Standing Rock court case solely using student brainstorming. o Briefly ask students at the end of PowerPoint what kind of relationship do they think has existed and currently exists between Native tribes and the United States government? Activity: 35 minutes * Handout the source packet, have students work on the first document, give them about 5 minutes to read through the document followed by 5 minutes to answer the questions with a partner/discuss with a partner, be sure to have students let you know if they finish earlier so they can move onto the next document * On the source packet, have students work on the second document, give them about 5 minutes to read through the document followed by 5 minutes to answer the questions with a partner/discuss with a partner, be sure to have students let you know if they finish earlier so they can move onto the next document * Come back together for a classroom share for about 5 minutes and ask students what they found interesting about both documents o Be sure to write down notes on blackboard/white board, this should not be a full compiled list of the similarities and differences between the two documents because they review that in the next document o Ask students how they think these two documents interact to have them transition to the next activity * On the source packet, have students work on the third document, give them about 5 minutes to work with a partner and fill out the Venn Diagram o Come back together for a classroom share, should be about 5 minutes, and now as students share how they thought these two documents interact add it to the list that was written earlier Closing Activity (Exit Ticket): 5 minutes * On a scrap piece of paper, have students write down a few things they learned about U.S. government treatment in the past vs present and ask students why they think it is important to recognize the continuous mistreatment of Native American tribes. Lesson Sources: https://catalog.archives.gov/id/34392177 http://earthjustice.org/sites/default/files/files/order-denying-PI.pdf http://www.latimes.com/nation/la-na-standing-rock-numbers-20161101-story.html https://www.vox.com/a/world-war-i-maps 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 3: History of Being Forgotten Description An account of the resource As a capstone for the mini-unit this lesson plan is meant to remind students of the continuity of severe injustices the American government perpetuates against Native American communities. The lesson plan brings in records of loyalty that the American government used in WWI, emphasizes the juxtaposition of Native Americans serving in war before gaining American citizenship, and uses the Standing Rock movement to highlight the present injustices that Native American communities continue to face even in the 21st century. Creator An entity primarily responsible for making the resource Ruth Isaac https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/8993c0f21f5eb5c6371e4dfb88b22d03.pptx 82c391a78f880322591a799b1a976837 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 Presentation 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 3: The History of Being Forgotten PowerPoint Description An account of the resource The accompanying PowerPoint for Lesson 3. Creator An entity primarily responsible for making the resource Ruth Isaac https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/644771f7ecb6acd6638507db33f5efb2.pdf e1133697f096a4e7250a84dc633a82a9 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 Code Talkers Lesson 1 Student Handouts Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Ruth Isaac, Deborah Michaels Description An account of the resource Handouts to analyze sources about the Code Talkers Temporal Coverage Temporal characteristics of the resource. Mid 1900s Language A language of the resource English Type The nature or genre of the resource Student Handouts Spatial Coverage Spatial characteristics of the resource. Southwest U.S. Pacific Islands 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. Middle School https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/ec229e79df9e0230f2d4fba137235d06.pdf ddc9fb7e35edae6456d983b88c186727 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 Code Talkers Lesson 1 Lesson Plan Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Ruth Isaac, Deborah Michaels 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. Temporal Coverage Temporal characteristics of the resource. Mid 1900s Language A language of the resource English Type The nature or genre of the resource Lesson Plan Spatial Coverage Spatial characteristics of the resource. Southwest U.S. Pacific Islands 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. Middle School https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/7a6f90811d4eb3ada50ff8aaff2f4fe0.pdf a70c1638ac5fd9a430aca729898c4113 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 Code Talkers Lesson 2 Student Handouts Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Ruth Isaac, Deborah Michaels Description An account of the resource Handouts to analyze two military officials' documents Temporal Coverage Temporal characteristics of the resource. Early 1900s Mid 1900s Language A language of the resource English Type The nature or genre of the resource Student Handouts Spatial Coverage Spatial characteristics of the resource. Southwest U.S. Pacific Islands 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. Middle School https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/5ef949d7184c1b4f86081c2b61a3e00a.pdf 16c0196ce1d7d7c3b0a6e4511b4157a4 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 Code Talkers Lesson 2 Presentation Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Ruth Isaac, Deborah Michaels Description An account of the resource Presentation on Code Talkers in World War II Temporal Coverage Temporal characteristics of the resource. Early 1900s Mid 1900s Language A language of the resource English Type The nature or genre of the resource Presentation Spatial Coverage Spatial characteristics of the resource. Southwest U.S. Pacific Islands 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. Middle School https://native-history-sandbox.michaeld.sites.grinnell.edu/files/original/bd84f5311fb8f3fd5bd9b0016014750b.pdf 5b9a2c77e4f73caff82a19bc1fe3f77f 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 Code Talkers Lesson 3 Lesson Plan Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Ruth Isaac, Deborah Michaels Description An account of the resource While the unit as a whole focuses on Native American involvement in WWII, this lesson plan is meant to highlight that Native Americans soldiers were also present in WWI, despite the discrimination they often faced from their white counterparts. The lesson is centered around records of loyalty that asked American military generals to compare the efficiency of Native Americans soldiers to the "average" white soldier. In spite of the offensive questions, Native Americans continued to serve in both major wars, often times without credit, and played a pivotal role in aiding the U.S. to victory. Temporal Coverage Temporal characteristics of the resource. Early 1900s Mid 1900s Language A language of the resource English Type The nature or genre of the resource Lesson Plan Spatial Coverage Spatial characteristics of the resource. Southwest U.S. Pacific Islands 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. Middle School