Lesson Title: Great Lakes American Indian History
Grade/Subject: High School/US History Length: 10-14 45 minute class periods
B.8.5- Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice, and express the position coherently.
B.8.7- Identify significant events and people in the major eras of United States and world history.
B.8.10- Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations.
B.12.2- Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion.
B.12.12.- Analyze the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.
Say: After our opening discussion of treaties pertaining to American Indians we are going to look at some legislation and treaties of a more recent vintage. These are treaties that affect your lives as students in Wisconsin. They deal with issues of discrimination that many of you may not know exist.
We will also look at some basic history in order to improve our foundational knowledge. This lesson will culminate in a collaborative project designed to allow you to demonstrate your new knowledge and deliver it to your fellow classmates.
--Hand out “Native American in the Four Lakes Region handout--
--Have students get out “Historical Background to the Study…”(pg. 3-4 DPI packet)--
--Show video clip of Ned Blackhawk (24:01 - 34:03)
-(1) Read (and re-read) both handouts as a class and watch video clip
-(2) Have students fill out the graphic organizer (Reading Comparison Chart)
-(3) Have students get in small groups and check for understanding. They
should come to a clear understanding of the main ideas of each artifact
and have several supporting details on their charts
Say: The unique position that American Indian Nations hold is called “Semi-
Sovereign”. This means that… To better understand this notion we are
going to take a look at a memorandum put out by (then) Attorney
General Janet Reno called: DEPARTMENT OF JUSTICE POLICY ON INDIAN SOVEREIGNTY AND GOVERNMENT-TO-GOVERNMENT RELATIONS WITH INDIAN TRIBES and an overview of tribal governments entitled: CONTEMPORARY NATIVE AMERICAN TRIBAL GOVERNMENTS
Say: These two readings will provide good background and will allow us to
get started on our culminating project.
Say: Now that we have some background information on the American
Indians of Wisconsin we are going to take the unique opportunity to delve deeper into each Nation that calls Wisconsin home.
--Hand out American Indian Nation Project sheet--
--Hand out American Indian Nation Project Rubric--
-(4) This project should take the students about a week and a half of class time
plus time outside of class. It should be nearly all-inclusive, and preferably
a personal choice project.
-(5) The project presentations and included class discussion will serve as the
assessment for this lesson, and section of the unit.
Needed ancillary materials:
4. Contemporary Tribal Government Reading 8. Department of Justice Memorandum