homeland -...

HomelandProgram Segments: Cliptime:2:25thru4:33TotalTime:2:08(JanetSaiz/Dr.Wishartnarratives)

National Standards and Themes: Adler,SusanA.NationalCurriculumStandardsforSocialStudies:AFrame workforTeaching,LearningandAssessment.SilverSpring,Md:NationalCouncilfor theSocialStudies,2010.Print. Theme1:Culture,p.26-27

Sources used for curriculum standards: 1.NCSSStandardsforSocialStudies(TeachingSocialStudiesSkills) Adler,SusanA.NationalCurriculumStandardsforSocialStudies:AFrameworkfor Teaching,LearningandAssessment.SilverSpring,Md:NationalCouncilforthe SocialStudies,2010.Print. 2.Partnershipfor21stCenturySkills(TeachingMediaLiteracy)http://www.p21.org/

Skills: GeographicLiteracy--analyzingandinterpretingspecialpurposemaps Visualanalysisofimages ComparisonandContrast

Classroom Objectives/Outcomes: Icandescribehowcultureunifiesagroupofpeople. Icandescribehowthebeliefs,valuesandbehaviorsofagroupofpeoplehelpthegroupmeet itsneedsandsolveproblems.

Digital Learning Objective: Q:Whatwas/is“home”forthePoncas?

Vocabulary: culture GreatPlains earthlodge semi-nomadic

Resources: PlainsTribes(map) NomadicTribalMovement(map) 1700NorthAmericaTribalPeople(map) StandingBearTerritory(map) MissouriMigrations(map) Picturesofthechalkbluffs(pictures) Poncaearthlodge(pictures)

NationalArchivesPhotoAnalysisworksheet NationalArchivesMapAnalysisworksheet HabitsofMindMatrix

Teacher Resources: Formoreinformation,read“PoncaTribe”(Howard)p.30-39

Activities: AnalysisofPhotographs -Earthlodgephotos1-5 -ChalkBluffsphoto6 -MissouriRiverwithNiobraraRiverconfluencephotos7-8

MapConcepts: -1700NorthAmericaTribalPeople(map) Whatdoesthismapshow? Whatdoesitnotshow?(itdoesn’tshowstates,becauseitis1700) WhatTribesliveontheGreatPlains? Whatinferencescanyoumakeaboutthismap? HowdotheseTribeslivepeacefullytogether(ordothey)? -NomadicTribalMovement(map) Usethismaptodefinetheword“nomadic.” IfthePoncas’aresemi-nomadic,whatdoesthatmean? Howdoesthismapdifferthanthe1700NorthAmericanTribalPeoplemap? -PlainsTribes(map) Whatdoyouseeonthismap? Canyoupredicthowthismapwillchangeasexpansioncontinues? -MissouriMigrations(map) Whattimeperiodofmigrationdoesthismapcover? WhotraveledwiththePoncaintheearly1700s? Examinethemaplegend.Whatdothesoliddotsrepresent? Whatarethevillages,tradingpostsandcouncilsitesalllocatedon/around? -StandingBearTerritory(map) LocatetheoriginalPoncaReservationinNebraskaandlabelit“A.” LocatetheQuapawReservationinIndianTerritoryandlabelit“B.” LocatethePoncaResettlementland. InwhatwaysisthisresettlementsimilartotheirNebraskahomeland? IfyouhadtowalkfromPointAtoPointB,whatthingsmightyouencounter?

Culture: DefinethevocabularyandhowtheyplayapartinPoncaculture.

Extension Activities: StudentscanmakeaculturegramofthePoncapeoplethroughoutthemovie. (Ideassuchasfood,shelter,family,language,religion,music,arts,celebrationsand/or beliefs).

Attachedarepicturesofearthlodge,chalkbluffs,tipi,etc. Studentscaninterviewsomeoneintheirclassorsomeonefromadifferentgenerationwithin theirfamilyaboutthemeaningof“home.” Theycanpresenta“compareandcontrast”chartdemonstratingthesimilaritiesanddifferences betweentwoormoreculturalgroupsinthegivencategories. Studentscanturntheirchartintoashortessay.

Assessment Tasks: 1.Whatis“home?”Whatpartdoes“home”playinmanyNativenarratives? 2.WhatdidthePoncalivein? 3.WhatanimalsdidthePoncahunt? 4.WhereweretheancestralgravesforthePoncapeople? 5.WhatdoesWishartsuggestaboutthepowerofplacewithNativepeopleincontrastto Europeans? “Thehistoryiswritteninthelandscape.” 6.HowhavethePonca,andotherNativepeople,adaptedsincecontact? 7.ExplainwhathappenedbetweentheLakotaandPonca,especiallyaftertheTreatyof1868.

Answers: 1.Answerswillvary.Answersmayincludesacredsites,medicine,foodsources,family, buriedrelatives. 2.earthlodgesandtipis 3.buffalo(andothersmalleranimals) 4.Inthebluffsoverlookingthevillages. 5.WhenNativepeoplearemoved,younotonlytakeawaytheirhomeandtheirbelongings, butyoutakeawaytheirtiestoancestorsandtheirspiritualtraditions. 6.Theirpopulationshavebeendecimatedbydisease.Theyhavebeenmovedseveraltimes, forcingthemtofindnewmedicinesandhealing.Afterlosingmanyoftheirpeopleto diseaseandconflict,theyhavetofindnewwaystosurvive. 7.BecausetheU.S.GovernmentoftendidnotdiscernbetweenTribesandsometimesland markingswereoverlooked,thePonca’slandwascededtotheLakotaintheTreatyof 1868.

Habits of Mind Matrix for Primary Documents What is the document title? ____________________________________ HOM SKILLS QuestionsSourcing Who wrote this

document? When?

What might be the purpose of publishing this document?

Does there appear to be a bias? Why/why not?

Multiple Perspectives

Whose voice is heard?

Whose voice is left out?

What might be the purpose of writing from this perspective?

Contextualization What time period is this event taking place?

What else is going on at this time that may have impacted this?

Would this event have impacted other events?

Corroboration Do you have a theory surrounding the intent, bias or legitimacy of this document?

What evidence do you have to support your theory?

Could there be another theory about this document?

Program Segments: ClipLength:8:06thru10:02=2:08and12:47thru13-47=1:00totalof3:08

National Standards and Themes: Adler,SusanA.NationalCurriculumStandardsforSocialStudies:AFrameworkforTeaching, LearningandAssessment.SilverSpring,Md:NationalCouncilfortheSocialStudies, 2010.Print. Theme1:Culturep.26-27 Theme3:People,PlacesandEnvironmentsp.34-35


Skills: Analyzingprimaryandsecondaryresources Identifyingpointofview

Classroom Objectives/Outcomes: Icandescribewhatrolegeography,economicsandpoliticsplaysinthedevelopmentof culturesandculturaldiffusion. Icandescribehowchangesintheuseanddistributionofresourcesaffectpeoples’lives.

Digital Learning Objective: Q:DescribetherelationshipbetweenHomelandandExile.

Vocabulary: exile treaty Reservation

Resources: RemovalpoliciesofAndrewJackson1830(document) PresidentMonroeonRemoval1825(document) Polkspeech1845(document) LetterfromJeffersontoAdams(document) TreatywiththePonca(PoncaAgency)1858,1865(document) “JournaloftheMarch”byJamesHoward(document) WhiteBuffaloGirl’sgravesite(picture) Poster:IndianLandforSale (picture) NebraskaLandSessions1850(map)

Exile

CountryLandSessions(map) Conflict1854-1882(map) Railroads1857(map) NationalArchivesWrittenDocumentAnalysisworksheet NationalArchivesMapAnalysisworksheet HabitsofMindMatrix

Activities: MapAnalysis: -ExaminethedocumentsCountryLandCessions(map),NebraskaLandSessions (map),RatesofTravelviaRRin1857(map),Conflict1854-1882(map), MigrationstoIndianTerritory(map)andIndianLandforSale(poster). ContextualizereasonsforwhythePoncamayhavebeenforciblyremoved. Brainstormthesereasonsandchartthemonlargepaper. -ExaminetheTreaty(s)withthePonca1858and1865. Whatdothesetreatiesestablish? WhathappenedtothesetreatiesaftertheFortLaramieTreatyof1868? DocumentAnaylsis: -ExaminethepoliciesofPresidentJacksonandPresidentMonroeandPresident PolkonRemoval.ExaminealetterfromJeffersontoAdams,describingthe “preservationofrace.” HowwerethePresidentsjustifyingtheremovaloftheIndians,toreallocatethe landtowestwardsettlers? Vocabulary&Connections: -Definetheword“exile.”DescribehowthatappliestothePoncapeopleinthisstory. Whatothersynonyms,antonymsoralternatewordscanyouusetodescribethis removal? -Readthe“JournaloftheMarch”byE.A.Howard SeepictureofWhiteBuffaloGirl’sGraveinNeleigh,NE. -MakeaT-chartaboutthelivesofthePoncapeopleinNebraska,ontheirremoval trail,andwhentheywerefirstlivingontheQuapawReservation. -Listpush/pullfactorsforthemigrationofthePonca.Howisthisdifferentthanother groupsyouhavestudied(orhavepriorknowledgeabout)?

Extension Activities: Takeontheroleofsomeoneinvolvedwiththisforcedmigration.Writeadiaryentryabout whatyouhaveexperiencedonthisremoval. -Lettertomother/father,familymember,anactivist,anewsreporter,thePresident. -Includesensorydetails Compare/ContrastthepushandpullfactorsofmigrationforotherNativepeople. Examples:Lakota,Cherokee,Navajo(orregionallyspecificethnicgroups) Summarization(bigpicture/contextthinking) Whatarethekeythemesinthisstory? Howmanyofthemare“universal”themes?Identifyandexplain.

Assessment Tasks: 1.HowdothePoncapeoplepassontheirhistoryinthisfilm? 2.Belowthefirsttwospeakers’names,itsays“SouthernPonca.”Whatmightthatsuggest abouttheTribetoday? 3.HowwerethePoncamovedfromtheirHomeland? 4.WhatdoestheburialofWhiteBuffaloGirlsuggestabouttherelationshipbetweenthe Poncasandthemembersofthiscommunity?HavethepeopleofNelighhonoredtheir promise? 5.WhatdidmanyPoncabelievewasthecauseofthebadweathertheyencounteredontheir trip? 6.WhatwasthelandlikewhenthePoncagottoIndianTerritory?Didthisallowthemto continuethesamewayoflifeastheyhadinNebraska?Whatwasdifferent?

Answers: 1.Poncapeoplepassontheirhistorythroughstoriesandsong. 2.ItsuggeststhatthePoncaTriberemainssplitintotwodifferentTribes,oneinNebraskaand oneinOklahoma. 3.Theywereforciblyremovedbythemilitaryandmarchedonfoot. 4.Itsuggeststhattherewasapeacefulunderstandingbetweenthetwogroups.Thereis respectbecausethepeopleinNeleighhavecontinuedtohonorthatpromise. 5.Theythoughtthebadweatherwasasignalthatthegodswereangrywiththem. 6.Thelandwasdryandmanymosquitosandotherbugstheycouldnotprotectthemselves from.Theydidn’thavethepropertoolstoplantanythinginthelandthatyear.They didn’thavetheirnativeplants,sotheyneededtofinddifferenthealingherbsand plants.


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The Great FatherProgram Segments: ClipLength:3:15(14:55thru15:50/16:50thru19:05)National Standards and Themes: Adler,SusanA.NationalCurriculumStandardsforSocialStudies:AFrameworkforTeaching, LearningandAssessment.SilverSpring,Md:NationalCouncilfortheSocialStudies, 2010.Print. Theme6:Power,AuthorityandGovernancep.46-47 Theme9:GlobalConnectionsp.58-59


Skills: identifyingmainideas notetaking problemsolving

Classroom Objectives/Outcomes: Icananalyzepower,authorityandgovernmentbetweendifferentgroupsandnations. Icandescribehownationswithdifferingcultures,economicsystemsandpoliticalsystems collaboratetoaddressglobalproblems.

Digital Learning Objective: Q:Howdoesthe“GreatFather”andthepoliciesofthegovernmentaffectthePoncas andotherTribalNations?

Vocabulary: sovereignty delegateResources: SummaryofIndianPolicy(graphicorganizer) PowerPointofPolicysummary

Teacher Resources: Formorebackgroundinformation,read“NativeAmericanPolicy”p.109-124.

Activities: -ViewPowerPointonPolicy(possiblycreateafillintheblanknoteguide) -MakeaflowchartortimelineofthedifferenterasofIndianPolicy.

Extension Activities: ActasanadvisorandcomeupwithanActionPlanaddressingtheissuefromthepoints ofviewofthePoncaandPresidentHayes.Considerstrategiesthatcanbe usedtofacilitatepeacefulrelations. AnalyzetheMarshallTrilogycasesastheypertaintoTribalsovereignty. Investigation: Assovereignnationstoday,whatissuesdoTribalnationsface/dealwithtoday?Use theNationalCongressofAmericanIndianswebsiteatwww.ncai.orgtohelpidentify theseissues.

Assessment Tasks: 1.HowdoesKatie’sjobimpactNativepeople? 2.Whatdoes“sovereign”mean? 3.Whatisthedifferencebetweenthe“wardsofthegovernment”and“sovereignnations?” 4.WhataspirationsdidthePoncadelegateshaveintheirvisittoWashingtonD.C.in Novemberof1877? 5.Whywouldtheagentreportthatallwaswell? 6.DidHayesmakegoodonhispromise?How?

Answers: 1.SheisadvocatingforrightsforNativepeople(land,hunting,fishing,waterrights,etc). 2.Sovereignmeansthatagroupofpeoplehaveauthoritytomaketheirownlawsandenforce them. 3.A“wardofthegovernment”inthissensemeanttheTribeswereunabletofullygovern themselvesintheeyesoftheU.S.Government--theywantedtheTribestoconsiderthe presidenttheir“GreatFather.”Assovereignnations,Tribesenjoyadirectgovernment- to-governmentrelationshipwiththeU.S.governmentwhereinnodecisionsabouttheir landsandpeoplearemadewithouttheirconsent. 4.Theywantedtomeetthe“greatfather”andaskhimforhelptoallowthemtoreturntotheir homeland.TheytoldthemoftheterribleconditionsinIndianTerritoryandtheir plight. 5.Theagentmighthavebeenunderpressuretoreportpositivethings.Hemightnothave caredenoughtobehonest,ormaybehewastryingtoprotecthisjobbyreportingthat allthingswerewell. 6.Yes,butnottoreturntoNebraska.HeallowedthePoncastopickoutanewpieceoflandin IndianTerritory.

ArrestedProgram Segments: ClipLength:19:33thru22:30=3:00

National Standards and Themes: Adler,SusanA.NationalCurriculumStandardsforSocialStudies:AFrameworkforTeaching, LearningandAssessment.SilverSpring,Md:NationalCouncilfortheSocialStudies, 2010.Print. Theme4:IndividualDevelopmentandIdentityp.38-39


Skills: Identifyingpointofview Recognizingbias Chartingcharacterchangeanddevelopment

Classroom Objectives/Outcomes: Icandescribehowthechoicesthatindividualsmakeimpactwhotheyarenowandwhothey canbecome. Icandescribefactorsofinfluenceinhowindividualsperceiveothers,andhowtheyare perceivedbyothers.

Digital Learning Objective: Q:HowisGeneralCrookconflictedinthearrestofthePoncas?

Vocabulary: press/media bias

Resources: Sixnewspaperarticlesdiscussingthecase HabitsofMindMatrix http://www.nps.gov/mnrr/historyculture/standingbear.html http://www.tolerance.org/activity/land-ours

Activities: DocumentAnalysis: -Analyzenewspaperarticlesaboutthiseventfromvariousnationalnewspapers. Istherebiasevidentinanyofthesearticles?Ifso,how?

-Makeaperspectivechartfromthreeofthesesixnewspapers.

Extension Activities: MakeacharactersketchofThomasTibbles&GeorgeCrook. *ConsiderCrook’sroleinCheyenneOutbreakofJanuary1879. *ConsidertraitsaboutChiefStandingBearthatmakemanycometohisaid. WriteyourownheadlineandabriefsummaryofthestoryTibblesmighthavepublished. WriteajournalentryfromGeneralCrookdescribinghisdecisiontonotfolloworders,butto takethestorytoTibbles. Investigateacurrentworldlyissuethatissimilartothissituationanddevelopamodern-day newsreportofthatevent.

Assessment Tasks: 1.WhowasThomasTibbles? 2.WhowasGeneralGeorgeCrook? 3.WhydidCrookgotoTibbles? 4.WhatwasthepromisethatStandingBearmadetoBearShield,hisson,whodiedfrom malaria? 5.Whydidthese29PoncaleaveIndianTerritory? 6.WhydidthePoncagototheOmaha? 7.WhywasthisgroupofPoncaarrested? 8.Howwasthepowerofthepressinfluentialinthisissue?

Answers: 1.ThomasTibbleswasareporterfortheOmahaHerald. 2.GeneralGeorgeCrookwaspartoftheUSArmyindealingswiththeNativepeopleout west. 3.CrookwenttoTibblesinanefforttopublishthestoryofthisgroupofPoncasandsolicit helpfromtheAmericanpublic. 4.HepromisedhewouldburyhissoninthebluffsofNiobrarawithhisancestors. 5.TheywerehonoringthepromisethatStandingBearmadetohisson.Andwantedtogoback totheirhomelandthemselves. 6.TheOmahaarerelativesofthePonca(twobandsthatusedtobeone) 7.ThisgroupdidnothavepermissiontoleavetheiragencyinOklahoma. 8.LeadersinthecityofOmahausedthepresstogetthestoryofthePoncasouttoothers. TheysenttelegramstothePresidentaskinghimtorelaesethePonca.


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TrialProgram Segments: ClipLength:30:57thru32:20=1:23and35:03thru36:12=1:15Total=2:38

National Standards and Themes: Adler,SusanA.NationalCurriculumStandardsforSocialStudies:AFrameworkforTeaching, LearningandAssessment.SilverSpring,Md:NationalCouncilfortheSocialStudies, 2010.Print. Theme6:Power,AuthorityandGovernancep.46-47 Theme10:CivicIdealsandPracticesp.62-63


Skills: Groupinteractionandroleplay Rationalizingdecisionmaking(especiallydecisionsthatarenotyours) Identifyingcause/effect

Classroom Objectives/Outcomes: Icandescribeconflictsinprinciplesandvaluesofconstitutionaldemocracywhensocialissues arepresent. Icandescribehowindividualrightsareprotectedwithinthecontextofmajorityrule.

Digital Learning Objective: Q:Whatistheessentialquestionofthistrial?

Vocabulary: habeascorpus 14thAmendment verdictResources: Waaxe’sLaw(foreducationuseonly-pleasecontacttheauthorforanyreplicationor reproductionoutsideofthisparticularcurriculum) 14thAmendmentLink:http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html DredScottv.SanfordLink:http://www.oyez.org/cases/1851-1900/1856/1856_0/ http://www.loc.gov/rr/program/bib/ourdocs/DredScott.html Brownv.BoardLink:http://www.archives.gov/education/lessons/brown-v-board/ Griswoldv.ConnecticuttLink:http://www.pbs.org/wnet/supremecourt/rights/landmark_griswold.html Roev.WadeLink:http://www.pbs.org/wnet/supremecourt/rights/landmark_roe.html

Activities: RolePlaying: -Enacta5-10minutescenefromtheplay“Waaxe’sLaw.” Forthischapter,someofthepagesbelow p.56-57,74-78,92,94-95 -MakealistofpeopleinsupportofStandingBearduringhistrial--andalistofpeople insupportoftheU.S.governmentposition. Vocabulary&Connections: -Defineverdict.Whatwastheverdictinthiscase?

Extension Activities: -Examinethe14thAmendment Makeacauseandeffectchartforthe14thAmendment--timeofpassing,intended effect,andwhatstillneededtobedonetoensureequalrightsunderthelaw *whatothertimesinhistoryweretherightsofhabeascorpussuspended? -ExaminesimilarcasestoStandingBearv.Crook DredScottv.Sandford Brownv.Board Griswoldv.Connecticut Roev.Wade

Assessment Tasks: 1.Whatwasthepurposeofthiscourtcase?Whatis“habeascorpus?” 2.OutofallU.S.people,whoweretheonlyonestonothaveanyrightsunderthelaw?How didtheU.S.Governmentgetawaywiththis?(sovereignty,dualcitizenship) 3.WhowerethetwotopattorneysinNebraskaandwhydidtheytakethiscaseforfree? 4.Whatisa“councilblanket?”WhyisStandingBearwearingthis(whatdoesitrepresent?) 5.AtwhatcostdidStandingBearwinhiscase? 6.Attheendofthetrial,StandingBearaddressedthecourt.Whatdidhesay?Whatwashe essentiallysaying?

Answers: 1.ThepurposeofthiscourtcasewastoestablishthatNativeAmericanshadtherightof habeascorpus,orthattheywereindeedpeoplethatdeservedprotectionunderthe law(inthiscase,StandingBearcouldnotbearrestedwithouttrial).Ultimatelywere Indianspersonswithinthemeaningofthelaw. 2.AfricanAmericanshadreceivedrightswiththe13th,14thand15thAmendments.Mexican AmericanshadcitizenshipundertreatiesbetweentheU.S.andSpain.Otherraces/ ethnicgroupswereallcoveredunderthe14thAmendment(1868)exceptNative Americansbecausetheywerenotconsideredpersonswithintheeyesofthelaw.Rather, theywereconsideredcitizensoftheirTribes,nottheU.S.government. 3.AndrewPoppleton&JohnWebstertookonthiscaseprobono(free)becausetheybelieved inthecaseandthemessageitwouldsend. 4.Heworethecouncilblanketwheneverhewasspeakingofficiallyforhispeople. 5.StandingBearwonhiscase,butitmeanthecouldnotreturntoIndianTerritorywiththe otherPoncas.Hehadnohomeofhisown(theiroldlandhadbeengiventotheLakota). 6.“MyhandisnotthesamecolorasyoursifIpierceitIshallfeelpainifyoupierceyour hand,youtoowillfeelpain.Thebloodthaflowswillbethesamecolor.IamaMan. ThesameGodmadeusboth.”Hewasessentiallysaying,“I’mahumanbeing, respectme.”

CrusadeProgram Segments: ClipLength:37:50thru38:04=:1438:55thru41:17=2:2244:28thru44:50=:22 Total=2:58

National Standards and Themes: Adler,SusanA.NationalCurriculumStandardsforSocialStudies:AFrameworkforTeaching, LearningandAssessment.SilverSpring,Md:NationalCouncilfortheSocialStudies, 2010.Print. Theme5:Individuals,GroupsandInstitutionsp.42-43


Skills: Analyzingchangeovertime Makingpredictions 21stCenturySkills:Analyzeandevaluatemajoralternativepointsofview

Classroom Objectives/Outcomes: Icandescribehowindividualscaninfluenceindividuals,groupsandsociety.

Digital Learning Objective: Q:Whywasthereaneedforthecrusadetotheeast?

Vocabulary: crusade advocate/activist ethnocentrism

Resources: GraphicOrganizersandchartpaper SusetteLaFlesche’sautographbook(typed) PBSVideoClip“WeShallRemain:Part5WoundedKnee” Accesstohttp://battleforwhiteclay.org/MovieisonYouTube

Activities: Asaclass,brainstormthefollowingprompts.Chartthemtogether. -Createagraphicorganizerabouteachpersonwhowentonthecrusade,andwhat pointofviewandexpertisetheybroughttothecrusade. -Createalistofattributes/experiencesthatStandingBearportrayedthatcontinuedto

displayforwardthinking,adaptation,survival,etc. -Predictoutcomesofthecrusade. DocumentAnalysis: SusetteLaFlesche’sAutographbook(excerptsorscannedcopy-filequitelarge) -Findthreesignaturesthatyoulikeandwriteareflectionaboutthem.

Extension Activities: Discusswhythegovernmentwouldprefertoletthewholethingdropandnotappealtothe SupremeCourt? Examinehistoricalinstancesofethnocentrismandthedamagesthatithasdonetoother groups.Aretherestillinstancestodaywherebeliefssystemshavecausedindividuals harmortheinabilitytoexpressthemselvesfreely?How? ExaminetheOccupationofAlcatrazandWoundedKneeduringtheRedPowerandAIM Movements. CurrentEvents:ExaminetheBattleforWhiteclay.Whatareactivistsfightingforhere?

Assessment Tasks: 1.WhywerewhitepeopleintheWestworriedabouttheverdictofthecase? 2.Whataresome“conditionsofcivilization?” 3.Whatdoes“StandingBearjumpedship”mean,fromherperspective? 4.WhywouldatriptotheEastbeenagoodchoiceatthattime? 5.Whowentonthiscrusade? 6.WhywasBigSnakenotabletodothesamethinghisbrothercoulddo?(leavethe Reservation) 7.WheredidStandingBearliveonhisreturntoNebraskaafterthecrusadewasover?

Answers: 1.ManyWhitepeoplestillfearedandworriedthatNativeswouldleavetheirReservations. 2.ThatIndianscouldliveofftheReservationsiftheyagreedtogiveuptheirtraditionalways andfollowthelawsofwhites. 3.Shemighthavemeantthathebrokeawayfromhispeopleandbecauseofthecourt’s verdict--thathewouldnolongerbeundertheinfluenceofthetribe,hecouldn’treturn toIndianTerritory.Healienatedhisfamilyandextendedkin.ThathelefthisIndian waystobeawhiteperson. 4.Atthistime,peopleoutEasthadamoresympatheticviewtowardsNatives. 5.ThomasTibbles,ChiefStandingBear,SuzetteLaFlescheandherbrotherFrancisLa Flesche 6.JudgeDundy’sdesisiononlyappliedtothosewhohadgivenuptheirrightsasIndians. 7.InitiallyonanislandinthemiddleoftheNiobraraRiver.Then,11yearsafterthetrialland wasover,hereceivedanallotmentofland.

JourneysProgram Segments: ClipLength:48:35thru50:00=1:2550:36thru52:40=2:04Total:3:39

National Standards and Themes: Adler,SusanA.NationalCurriculumStandardsforSocialStudies:AFrameworkforTeaching, LearningandAssessment.SilverSpring,Md:NationalCouncilfortheSocialStudies, 2010.Print. Theme2:Time,ContinuityandChangep.30-31


Skills: Sequencing Usingtimelines Compare/Contrast Puttingdatesintocenturies,erasorages(contextualization)

Classroom Objectives/Outcomes: Icandescribewhatroletimeandplaceplaysinthedevelopmentandchangeofcultures.

Digital Learning Objective: Q:SinceStandingBear’sdeath,howarethejourneysofthePoncapeoplestillevolving?

Vocabulary: termination restoration

Resources: NationalArchivesDocumentAnalysisworksheet NationalArchivesPhotoAnalysisworksheet HabitsofMindMatrix StandingBearBridge(photos1-2) NorthernPoncaBuffaloHerd(photo3) StandingBearMemorial(photo4) BuffaloSkulls(photos5-8) TeddyRooseveltdefendstheDawesAct(document) IndianLandsforSale(document) LutherStandingBear(document)

Activities: Documents -ReadTeddyRoosevelt’sdefendingtheDawesAct. Whatarehismainpoints? TowhommightthePresidenthavebeenspeaking? WhatimpactdidtheDawesActhaveonTribalNations? DocumentsandPhotographs -ReadLutherStandingBear’s“ThePlainswerecoveredwithdeadbison”and examinethefourbuffalohuntingimages(photos5-8) -WhatimpactdoesLutherStandingBearsaythedisappearanceofthebison haveonnomadicandsemi-nomadicpeople? -Whatdoyouseeintheimages? PhotoAnalysis -UsetheNationalArchivesphotoanalysisworksheettoexaminephotos1-4. -Howarethesephotosdifferent/similartothoseinChapter1:Home? Vocabulary: -DefineTerminationandRestoration. InwhatyearswereTerminationpartofFederalIndianPolicy? WhatdoesthatmeanforaTribe? WhenwerethePoncasrestored?

Extension Activities: Makeatimelineofkeyeventsthattookplacewithinaspecifictimeperiodofhistoryforthe Poncas.Makesuretoincludecontextualevidence(whatelsewasgoingonatthattime thatimpactedthePoncahistory?). Analyzetheidentityshiftthatwasforcedupon/acceptedbyChiefStandingBear. WhatdiditmeanwhenhesaidhewasnotaChief? WhatdiditmeanwhenhesaidhewasnolongerPonca? DidhiscourtvictoryimpacttheidentityofthePoncas? WhatdidthiscasedofornationalNativeidentity? InvestigateandpublishtherecentimpactofthefloodingoftheMissouriandNiobraraRivers onthehomelandoftheNorthernPonca(currentevents2011).

Assessment Tasks: 1.Whatistermination?Whatdoesthatmean?Wheredoesthatfitintothechartofhistorical dealingsbetweentheU.S.governmentandNativepeople? 2.WhataffectdidterminationhaveontheabilityofNativepeople,likeJanetSaiz,to continuetoadaptandsurvive? 3.Howdid“home”evolveovertimeforboththeNorthernandSouthernPonca? *ElaborateonthepowerofplaceforNativepeople,pastandpresent. Whatthingshaveaffectedthe“powerofplace”fordifferentTribes? Geography,economics,availabilityofresources,health,policy,etc.

Answers: 1.Thefederalgovernmentendsitsofficialgovernmenttogovernmentrelationshipwitha TribalNation.Itmeansthefederalgovernmentnolongerrecognizesthatparticular TribeasaTribe.ThosemembersofthatTribenolongerhaveanyrightsorprivileges theyoncehadasmembers. 2.She“kindadrifted.”Didn’thaveanyconnectiontothings. 3.ThePoncaTribeofNebraskawasrestoredinOctober31,1990.Theydonothavea Reservation,butratherserviceareasincitieshighinPoncaenrollment.Theseservice areasallowsforTribalmemberstoattendcouncilmeetings,Tribalcommunityevents andreceivehealthcarebenefits.TheNorthernPoncaagencygroundsremainin Niobrara,whereannualpowwowsareadrawforthecommunity. ThePoncaTribeofOklahoma’sagencyremainsinthesameplaceoutsideofWhite Eagle,OK.Althoughfarawayfromtheirancestors,theyhaveadaptedandmaintained theirculturesandselfgovernance.


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“Bright Eyes” VideoNational Standards and Themes: Adler,SusanA.NationalCurriculumStandardsforSocialStudies:AFrameworkforTeaching, LearningandAssessment.SilverSpring,Md:NationalCouncilfortheSocialStudies, 2010.Print. Theme2:Time,ContinuityandChange,p.30-31


Skills: Synthesizinginformationandtransferringitfromonemediumtoanotherreflection 21stCenturySkillsofCommunication/Collaboration -Utilizemultiplemediaandtechnologies -Articulatethoughtsandideaseffectivelyusingoral,written,andnonverbal communicationskillsinavarietyofformsandcontexts

Classroom Objectives/Outcomes: Icanmakeaconnectionbetweenthepastandthepresent.

Digital Learning Objective: Q:Whatinspirationalfiguresarepresentinyourlife?Answer:Answerswillvary

Resources: BrightEyesvideoclip Susette’sAutographbook(pictureandtyped) InternetAccess Voki,Edmodo,ExtraNormal,iMovie,orotheronlinepublishingsoftware

Activities: Createashortimovie/extranormal/photoboothreflectiononwhohasbeenaninspirationto you.HowdoesthispersonportraytheinspirationBrightEyeshadupontheauthorof theshortmovie?Video Key Questions: 1.HowistheauthorportrayingBrightEyes?Whataresome“BrightEyes”oftoday?Whyis BrightEyesaninspirationtoher? 2.HowwasSusetterepresentingbothsidesduringthetrial/speakingtour? 3.Howdidhergrowthasawoman/activistspeaktohername“BrightEyes?” 4.WhatdoestheauthorwishtobringtoIndianyouthinorderbringawarenessandprideto theirfamily,theirTribeandtheircommunities?

5.WhoisDr.SusanLaFleschePicotte?

Answers: 1.ThefirstfemaleAmericanIndianrightsactivist.ActivistWynonaLaDuke,Filmaker ValerieRedHorse,AttorneyDanelleSmithandPoliceofficerDarlaBlack. BrightEyeswasamemberofthesameTribeastheauthor. 2.SheandherfamilytookinStandingBearandhisfollowerswhentheyarrivedattheOmaha ReservationaftertheylefttheIndianTerritoryinOklahoma.Shetranslatedtoandfor StandingBear.WhileStandingBearworehistraditionalclothing,BrightEyeswore typicalAmericanclothingoftheday. 3.Shestartedoutmeekandtimidbutasshebecamemoreexperiencedatspeakingbefore crowdsshebecamemoreconfidentandpassionateaboutthecause. 4.Shewantsthemtoseepositiveimagesofthemselvesinthemedia. 5.BrightEyes’youngersisterandthefirstAmericanIndianfemaletoearnamedicaldegree.