Overview                                                        Back to Navigation Bar

Objectives

Students will:

·        Evaluate primary source documents to determine U.S. attitudes in regard to Native American assimilation and purpose during the years 1860-1910.

·        Contrast primary source photographs of before and after assimilation at Native American boarding schools.  

Recommended time frame

2 days, 45-60 minutes per day

Grade level

9^th-12^th

Curriculum fit

U.S. history

Materials

·        Analysis worksheets:

http://www.library.ilstu.edu/aam//Resources/tps_analysis_sheets.shtml

·        Film: Bury My Heart at Wounded Knee

·        Primary source photos and documents

·        Chapter 5 pg. 148-149, Assault on Assimilation by Lawrence Kelly

Davenport Community Schools Standards Back to Navigation Bar

Social Studies Standard:

Students will be able to understand the development of civic responsibility and the influence of history, geography, government, human behavior, and economics on individuals and societies.

History Power Benchmarks:

Students will be able to understand the interactions of the individual and society and analyze human behavior and the range of the influences on human development.

Key Understandings:

Westward migration of settlers created unique problems and solutions to the growing nation.

Factual Knowledge:

Students will know how expansion led to the near destruction of Native American societies.

Procedures                                                     Back to Navigation Bar

Day One:

·        Read Chapter 5 pg. 148-149, The Assault on Assimilation by Lawrence C. Kelly

·        Define assimilation, Dawes Act, reservation, and missionary

·        Determine ways assimilation occurs

·        Education, religion, boarding schools and missionaries

·        View the Primary Source activities for boys and girls at Chemawa

·        Complete Photo Analysis Document for both engravings from Chemawa

·        Begin Bury My Heart at Wounded Knee

Day Two:

·        Look at photo of 3 Native Americans before and after pictures at Carlisle School. Complete Photo Analysis

·        Read letter home from school to parents.  What might be the purpose of letter?

·        Read John Simms’ letter as Field Agent.  What is his perception of conditions?

·        Continue Bury My Heart at Wounded Knee

Evaluation                                                      Back to Navigation Bar

·        Letter Perspective—Students write a letter from the perspective of one of these people:  Native American, Missionary, or Teacher

·        Rubric for letter

·        Analysis Worksheet: Photograph

·        Analysis Worksheet: Document 

·        Analysis Worksheet: Motion Picture

Extension                                                        Back to Navigation Bar

·        Create a one-week diary from primary source documents from the perspective of a Native American, missionary, or teacher

·        Develop a debate brief for or against Native American assimilation

·        Develop a monologue from the excerpts of primary source documents

·        Create a PPT or photo-story presentation.

Image

Description

Citation

URL

Assault on Assimilation by Lawrence Kelly

University of New Mexico, 1983

Book from the Hoover Library pg. 149

N/A

Assault on Assimilation by Lawrence Kelly

University of New Mexico, 1983

Book from the Hoover Library pg. 148

N/A

Group of Indian boys, from Dakota territory, taken after about fifteen months’ residence at Hampton, Virginia

History of the American West, 1860-1920: Photographs from the Collection of the Denver Public Library

March, 1880.

http://memory.loc.gov/learn/community/
cc_nativeamerican_kit.php

John Simms, an Indian Field Agent,  reports on the condition of the Colville Agency in the State of Washington.

University of Washington Libraries

Digital ID

wauaipn.text 714
http://hdl.loc.gov/loc.award/wauaipn.text.714

http://content.lib.washington.edu/cgi-bin/
docviewer.exe?CISOROOT=/lctext&CISOPTR=714

Nez Perce Chief Joseph with General O.O. Howard & Colonel Pratt (1904)

University of Washington Libraries

Digital ID

wauaipn.image 2046
http://hdl.loc.gov/loc.award/wauaipn.image.2046

http://content.lib.washington.edu/cgi-bin/
htmlview.exe?CISOROOT=/loc&CISOPTR=2046

Original letter to Indian family that their son would not be coming home for Christmas

Correspondence from National Archives and Records Administration, Pacific Northwest Region, RG75, Box 321: Tulalip Agency.

http://content.lib.washington.edu/aipnw/nara.html

Typed letter to Indian family that their son would not be coming home for Christmas

Correspondence from National Archives and Records Administration, Pacific Northwest Region, RG75, Box 321: Tulalip Agency.

http://content.lib.washington.edu/aipnw/nara.html

Group portrait of three Native American students from the Carlisle Indian School in Carlisle, Pennsylvania

Western History/Genealogy Department, Denver Public Library, 10 W. 14th Avenue Parkway, Denver, Colorado 80204.

http://photoswest.org/cgi-bin/imager?10032086+X-32086

Group portrait of three Native American students dressed in school uniforms at the Carlisle Indian School in Carlisle, Pennsylvania. The two older boys are sitting; the youngest is standing behind them.

Western History/Genealogy Department, Denver Public Library, 10 W. 14th Avenue Parkway, Denver, Colorado 80204.

http://photoswest.org/cgi-bin/imager?10032085+X-32085

Article called, “Can the Indian Be Educated.”  Written from The American Missionary 1886

Cornell University Library, Making of America

http://cdl.library.cornell.edu/cgi-bin/moa/pageviewer?frames=1&
cite=&coll=moa&view=50&root=%2Fmoa
%2Famis%2Famis0040%2F&tif=
00104.TIF&pagenum=96

U.S. Indian School, Carlisle. 1909

Library of Congress, Prints and Photographs Division [reproduction number, e.g., LC-USZ62-110212]

Digital ID: cph 3c25358

Indian Training School boys’ activities, at Chemawa near Salem, Oregon, in engraving made 1887

Northwest Museum of Arts & Culture/Eastern Washington State
Historical Society

http://content.lib.washington.edu/cgi-bin/htmlview.exe?CISOROOT=/loc&CISOPTR=2124

Indian Training School girls’ activities, at Chemawa near Salem, Oregon, in engraving made 1887

Northwest Museum of Arts & Culture/Eastern Washington State
Historical Society

http://content.lib.washington.edu/cgi-bin/htmlview.exe?CISOROOT=/loc&CISOPTR=2123

Excellent

Very Good

Fair

Needs Work

Content

Student shows a complex understanding of assimilation policy and its effects. Uses appropriate and insightful details from the primary source documents to create an emotional and poignant letter home.

Student shows a firm understanding of assimilation policy and its effects. Uses appropriate details from primary source documents.

Student shows an understanding of assimilation policy but does not fully explore its effects. Main idea is present, but details could be made stronger.

Work fails to show student grasps the meaning of assimilation. Minimal effort is made to provide appropriate main points and supporting evidence.

Organization

Organization is logical and intuitive. Letter is focused with controlling point and subsequent illustrations. Conclusion reiterates main points and leaves reader with a final larger thought.

Letter is logically organized. There is focus with a controlling point and subsequent illustrations. Conclusion reiterates main point. Transitions between paragraphs are functional.

Letter is mostly organized. Some evidence of transitions between paragraphs is apparent.

Letter lacks an apparent logical or consistent arrangement of ideas. Transitions are confused or non-existent.

Style

Letter shows extensive vocabulary range, precise and creative word choice, and variety of sentence structure and complexity. Student voice comes through and adds to writing.

Letter shows accurate and appropriate word choice and variety of sentence structure. Student voice comes through and adds to writing.

Letter communicates ideas but word choice could be stronger. Sentence structure is varied, but less complex.

Limited vocabulary or poor/awkward word choice. Sentences are mainly simple sentences with no evidence of varying style.

Conventions

Grammar, spelling, and mechanics of writing have been edited and no mistakes are apparent.

Very few grammar, spelling, or mechanics errors are present.

Sufficient control of grammar, spelling, and mechanics. Work could have been edited to catch several careless mistakes, however.

Work shows little or no attempt to control and correct grammar, spelling, or mechanics of writing.