Lesson Title: Great Lakes American Indian Geography
Grade/Subject: High School/US History Length: 2-3 45 minute periods
A.8.2 - Construct mental maps of selected locales, regions, states, and countries, and draw maps from memory, representing relative location, direction, size and shape.”
A.8.4 - Conduct a historical study to analyze the use of the local environment in a Wisconsin community and to explain the effect of this use on the environment.”
A.8.7 - Describe the movement of people, ideas, diseases, and products throughout the world.
A.12.9 - Identify and analyze cultural factors, such as human needs, values, ideals, and public policies that influence the design of places such as an urban center, an industrial park, a public project, or a planned neighborhood.
A.12.13 - Give examples and analyze conflict and cooperation in the establishment of cultural regions and political boundaries.
Say: Last night for homework you were asked to do a short writing assignment. Please take it out now and quickly review what you wrote.
--Split the class into small groups of 2 to 3 students--
Say: We are going to discuss what we wrote, first in small groups, and then as a class.
--Students use the following framing questions in their discussion—
1. Come up with a group definition of “world view”
2. Decide what is meant by “western values” and come up with a list of
3. Using your prior knowledge decide how native American views might
4. Come up with a list of questions that you feel need to be answered in
order to help improve your understanding of Native American culture
in our area.
Say: (1) In order to delve deeper into the culture and history of the peoples who have been living where we live for over 12,000 years it is a good idea to take a first-hand look at where exactly this all happened. Some of the most politically and economically influential Indian Nations in the country are right here in Wisconsin. We will now look at two examples of how the locations of Indian nations have changed over time.
--Show Movement animation (GIF file)--
--Show map of where Indian Nations were located 12,000 years ago--
--Hand out current map w/ 12 remaining nations—
Say: (2) Look at the two maps and the animation and jot down some comparisons that you see. Notice where the current tribes are and we will come back to them later in our lesson.
(3) One of the most interesting and unique features of our state is that many of the American Indian nations residing in Wisconsin are actually “semi-sovereign” nations. That means they can make their own laws as if they were their own country as long as they do not go against law of the federal government.
We are going to be doing a web-quest activity to help us explore this unique feature and how it is present in our state.
--Hand out and explain web-quest directions--
--Have students do web-quest for homework--
(4) Go over homework at the beginning of the next class. Make sure all students have the correct nations labeled on their maps. Then focus their attention on the Madison area.
Say: (5) As we all know, Madison is our capital city. What are some of the important things that go on in this (and other) capital cities?
-students will come back with various political based answers
Say: As we have seen from our web-quest projects, Madison was also a center of politics and culture back when American Indian nations were our states main inhabitants. We are going to watch a short documentary clip and then have a guided discussion on this topic.
--Show Janice Rice clip (82:01 to 84:14)--
Take students through a guided discussion about why Madison and the surrounding areas were used as a hub for political, social, and everyday life activities for American Indians. Use the following probing questions:
Say: We are now going to start transitioning from our study of American Indian geography and land to an overview of their history. Their history is full of tales of land being unfairly taken from them. We are going to start by working with a case study dealing with land treaties.
--Hand out Judge. PDF sheet--
- Students read through the case and decide which course of action they
think is best.
- Group students based on their choices, and compile a list of their
reasons for each category.
--Have students read: Land Treaty handout--
Needed ancillary materials:
1. Movement animation .GIF 5. Janice Rice video clip
2. Historical Land map 6. Judge case study
3. Current Nations map 7. Land Treaty handout
4. Web-Guest directions
Unit Overview - Lesson 1 - Lesson 2 - Lesson 3 - Lesson 4 - Lesson 5 - Home