Native American History Curriculum



Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Historical Geography of Native Americans |

|Lens: Environment |

|Enduring Understandings |Guiding Questions |

|1. Anglo contact shifts traditional Native American boundaries. (content 1) |Where were the pre-Colombian tribes located? |

| |Where are the modern tribal boundaries? |

| |What events occurred to cause these changes? |

|2. The environment shapes Native American culture according to region. (content 2,3) |What types of lodging were used in different regions and why? |

| |What effect does environment have on religion? |

| |How did location affect diet? |

|3. The structure of Native American Societies is typically matriarchal. (content 4) |What is a matriarchal society? |

| |What are typical male and female roles within a tribe? |

| |How is tribal hierarchy structured? Elected? Chosen? |

|4. Artifacts vary by geographical regions. (content 5) |What is an artifact? |

| |How did the availability of resources impact and enrich daily life? |

| |How can you identify an artifact by region? |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Historical Geography of Native Americans |

|Lens: Environment |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to do… |AC |

|Traditional boundaries of western tribes. | |Create and interpret maps | |

|Significant geographical features of each region. | |Read for understanding | |

|Daily life of Native Americans to include food, dwellings, religion, ceremonies, | |Compare and contrast | |

|& leadership | |Identify artifacts by regions | |

|Division of labor within tribes – matriarchal | | | |

|Artifacts of various geographical regions. | | | |

| | | | |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Historical Geography of Native Americans |

|Lens: Environment |

|Instructional Plan/Activities | | | |

|(Correlations) | | | |

|1. Create a modern artifact using local resources |4 |5 |4 |

|2. Create a map of traditional tribal boundaries and significant geographical features. |1,2 |1,2 |1 |

|3. Create a modern day oral history centered around a matriarchal society |3 |3,4 |2,3 |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 9-12 |

|Subject: Native American History |

|Unit: The Sioux: Past and Present |

|Lens: Conflict |

|Enduring Understandings |Guiding Questions |

|Geography |

|The Black Hills holds spiritual significance for the Sioux. (content 2) |Why are the Black Hills important to the Sioux? |

| |Why did the U.S. Government take the Black Hills? |

| | |

|The organizational structure of tribes often consists of smaller bands or factions (content 1) |What are the bands of the Sioux tribe? |

| |How do the bands differ? |

| |What is the political organization of the bands and the tribe as a whole? |

|Conflict |

|3. Manifest destiny is a significant cause of conflict between the Sioux and the U.S. |What is Manifest destiny? |

|Government (content 2,3) |How did Manifest Destiny shape/influence U.S. Government and Sioux relations? |

| |What was the importance of Little Big Horn? |

| |What was the impact of the Oregon Trail/Bozeman Trail? |

|Government Policy |

|4. Governmental policy fundamentally alters the societal structure of the Sioux (content 4,5) |How did the Sioux own land prior to Governmental intrusion? |

| |Where are the main Sioux reservations located? |

| |How did governmental policy attempt to destroy Sioux religion (Ghost Dance)? |

|5. The impact of treaties can still be felt today. (content 5) |What is the current status of the ownership of the Black Hills? |

| |How have government policies contributed to the social problems of the Sioux? |

| |How have the Sioux attempted to address these social issues? (Alcatraz, AIM and current policy) |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: The Sioux: Past and Present |

|Lens: Conflict |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to do… |AC |

|1. The boundaries of various Sioux bands to include Lakota, Nakota, Dakota & | |Create and interpret maps | |

|Hunkpapa. | |Read for understanding | |

|2. Causes and outcomes of Sioux wars | |Compare and contrast | |

|Little Big Horn | |Analyze and draw conclusions regarding treaties and current social issues | |

|Wounded Knee | |Participate in class discussions | |

|Black Hills | | | |

|3. The results of various treaties and movement to reservations | | | |

|Fort Laramie Treaty I & II | | | |

|Rose Bud Reservation | | | |

|Pine Ridge Reservation | | | |

|4. The impact of Government Policy on the Sioux to include the Dawes Act and | | | |

|religion. | | | |

|Reservation Size | | | |

|Allotment | | | |

|The Ghost Dance | | | |

|Current state of affairs of the Sioux tribe | | | |

|Poverty | | | |

|Social Issues | | | |

|Federal Land Lease | | | |

|Wounded Knee II, Alcatraz & AIM | | | |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: The Sioux: Past and Present |

|Lens: Conflict |

|Instructional Plan/Activities | | | |

|(Correlations) | | | |

|1. Write a first hand account for a newspaper about the battle of Little Big Horn from the perspective of either side. |3 |2,3 |2,3 |

|2. Write a modern treaty that redefines the relationship between the Sioux and the U.S. government. |3,4,5 |3,4,5 |4 |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 9-12 |

|Subject: Native American History |

|Unit: The Cheyenne: Past and Present |

|Lens: Conflict Within |

|Enduring Understandings |Guiding Questions |

|Geography |

|1. Geographical distances/barriers lead to conflict within the Cheyenne tribe. (content 1) |Why did two separate bands develop? What were areas of cooperation as well as conflict between |

| |the Northern and Southern bands? |

| |How did geography affect alliances between different tribes and bands? |

|History |

|2. Significant differences between political ideologies exist between the Northern and Southern |Who were the dog soldiers? What role did they play? |

|Cheyenne. (content 2,3,4,5) |Who was Edward Wynkoop? Who was William Bent? |

| |Who were the Northern and Southern leaders of the Cheyenne during the initial conflict with the |

| |U.S. government? |

|Conflict |

|3. U.S. policy, influenced by current views, shapes military tactics. (content 4,6,8) |What happened at Sand Creek? |

| |Who was Black Kettle and what was his role at Sand Creek? |

| |Who was John Chivington and what was his role at Sand Creek? |

| |What is the significance of a white flag? |

|Governmental Policy |

|4. The impact of treaties can still be felt today. (content 7,8) |What were the outcomes of Fort Wise & Fort Laramie treaties? |

| |How do these treaties influence Cheyenne culture today? |

|5. Changes in policy allow for more self-determination. |What is self-determination? |

|(content 8) |What are some current social issues that are being addressed? What are some new methods for |

| |addressing these issues? |

| |Has gaming had a significant impact on societal issues of the Cheyenne? |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: The Cheyenne: Past and Present |

|Lens: Conflict Within |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to do… |AC |

|The boundaries of the Northern and Southern Cheyenne. | |Create and interpret maps | |

|The political differences between the Northern and Southern Cheyenne | |Read for understanding | |

|The North wanted peace | |Compare and contrast | |

|The South wanted a reservation separate from the North | |Analyze and draw conclusions regarding treaties and current social issues | |

|The various historical leaders of the Northern & Southern Cheyenne | |Participate in class discussions | |

|1860’s and present | |Research and identify current social issues | |

|U.S. military leaders involved in conflicts | | | |

|William Bent | | | |

|John Chivington | | | |

|Edward Wynkoop | | | |

|5. The importance of the Dog Soldiers | | | |

|The role in the war | | | |

|6. The cause and effect of Sand Creek | | | |

|Black Kettle, Chivington, battle | | | |

|7. Treaties: Fort Wise & Fort Laramie | | | |

|8. Current social issues facing the Cheyenne | | | |

|Gaming Act of 1988 | | | |

| | | | |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: The Cheyenne: Past and Present |

|Lens: Conflict Within |

|Instructional Plan/Activities | | | |

|(Correlations) | | | |

|1. Conduct a Mock Trial for John Chivington |3 |4,6 |4,5 |

|2. Debate the Northern and Southern Cheyenne view pertaining to their relationship with the U.S. government | | | |

| |1,2 |1,2 |2,3,4 |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens: Warriors

Grade:

|Grade: 9-12 |

|Subject: Native American History |

|Unit: The Apache: Past and Present |

|Lens: Warriors |

|Enduring Understandings |Guiding Questions |

|Geography |

|1. Political and physical geography affects actions and outcomes. (content 1,4,5) |Where is the current reservation? |

| |What does sedentary culture mean? |

| |What is guerilla warfare? |

| |Where are the Dragoon Mountains? |

|History |

|2. Understanding traditional history provides insight into current issues (content 2,6,7) |Who were the Apache and U.S. leaders? |

| |What impact did the Spanish missions have on the Apache? |

| |What were the Mexican / U.S. relations at the time? |

| |How did these relations affect the Apache? |

|Government Policy |

|3. Third parties often influence international relations and disputes (content 5,6,8,9) |Where were forts Grant, Tularosa, and Cañada Alamosa? |

| |What was the Fort Grant Massacre |

| |What are the current disputes involving water rights? |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: The Apache: Past and Present |

|Lens: Warriors |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to do… |AC |

|1. The affect geography had on warfare. | |Create and interpret maps | |

|Canyon warfare, guerilla warfare, | |Read for understanding | |

|2. The Apache were a sedentary tribe | |Compare and contrast | |

|They had continuous access to water & grazing land | |Analyze and draw conclusions regarding land and water rights | |

|Access to agricultural irrigation was a source of conflict | |Participate in class discussions | |

|The Apache had an economical and spiritual tie to land. | |Research and identify current social issues | |

|The Dragoon Mountains | | | |

|Apache and U.S. leaders during conflicts: | | | |

|Cochise, Geronimo, Mangas, Eskiminzin | | | |

|O.O. Howard, Enoch Steen, Royal Whitman, George Crook | | | |

|The relationship between the Apaches and Mexico. | | | |

|Distrust | | | |

|Border disputes | | | |

|Similar relationship as with U.S. | | | |

|The influence of the Roman Catholic church on Apache culture. | | | |

|The comparison of resources on current reservations in contrast to traditional | | | |

|lands. | | | |

|The importance of the Camp Grant Massacre | | | |

|The importance of Cañada Alamosa and Fort Tularosa and Fort Grant | | | |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: The Apache: Past and Present |

|Lens: Warriors |

|Instructional Plan/Activities | | | |

|(Correlations) | | | |

|1. Conduct a Camp Grant mock trial |6 |4,8 |2,3 |

|2. Research current land and water disputes |5 |7 |4,6 |

|3. Create a map identifying geographical land and water features of traditional and current lands |2,5 |2,3,7 |1,3,6 |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Navajo: Far From Home |

|Lens: Displacement |

|Enduring Understandings |Guiding Questions |

|Geography |

|1. Reservation locations require intergovernmental relations. (content 4) |What are the four governments the Navajo work with? |

| |What is the four corners region? |

| |How does location affect the tribal life of the Navajo? |

|History |

|2. U.S. policy can create hardships for specific groups. (content 3) |What was the Long Walk and Trail of Tears? |

| |Where did the Long Walk start and end? |

| |What were the effects of the Long Walk on the Navajo? |

|Conflict |

|3. Conflicts shape race relations. (content 3) |What is the historical relationship between the Navajo and Mexican government? |

| |How does that history affect relations today? |

| |What impact did the Indian Right Act have on Navajo/other governmental relations? |

| |What inter-tribal conflicts existed and still exist? |

|Governmental Policy |

|4. The Navajo work to maintain their pastoral economy. (content 1,5) |What is a pastoral economy? |

| |What is the geographical/environmental make-up of the current reservation? |

| |How does this impact the Navajo economy and lifestyle? |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Navajo: Far From Home |

|Lens: Displacement |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to do… |AC |

|1. The traditional lifestyle of the Navajo | |Create and interpret maps | |

|2. Important American and Navajo peoples that | |Read for understanding | |

|impacted the culture | |Compare and contrast | |

|Manuelito | |4. Analyze and draw conclusions regarding land and water rights | |

|Col. Richard Canby | |5. Participate in class discussions | |

|Kit Carson | |6. Research and identify current social issues | |

|Gen. James Carleton | | | |

|Superintendent A.B. Norton | | | |

|Delgadito | | | |

|Barboncito | | | |

|The significance of the relations between the Navajo/Mexican/American governments| | | |

|Fort Defiance (Long Walk) | | | |

|Fort Fauntleroy (Wingate) | | | |

|Canyon Bonito | | | |

|The difficulties created by dealing with 4 different governments simultaneously | | | |

|Utah | | | |

|New Mexico | | | |

|Arizona | | | |

|U.S. Federal | | | |

|The current state of relations between the Navajo and U.S. government | | | |

|Indian Rights Act (John Collier) | | | |

|Land/Water Rights | | | |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Navajo: Far From Home |

|Lens: Displacement |

|Instructional Plan/Activities | | | |

|(Correlations) | | | |

|1. Create a map of the Navajo Long Walk |4 |3 |1 |

|2. Compare and contrast traditional and current land boundaries |1 |2 |2,3 |

|3. Write a newspaper article identifying/critiquing current social issues |2,3 |4 |4,5 |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Modoc: Fighting For Integrity |

|Lens: Extermination |

|Enduring Understandings |Guiding Questions |

|Geography |

|1. Not all tribal disputes involve land. (content 1,3,4) |What role did the 49’ers play in the conflict? |

| |Why was the Modoc War fought? |

| |What was the relationship between the Modocs and the Klamath? |

| |How did that relationship influence the decisions that were made? |

| |What is another example of a non-land dispute? |

|History |

|2. Complacency and militancy can both lead to extermination. (content 4, 6) |What was the extermination policy? |

| |How did Modocs differ from other tribes in their views toward Euro-Americans? |

| |Who were the important Modoc and U.S. leaders? |

| |What were the Lava Beds? |

| |What is the current status of the Modoc as a tribe? |

|Conflict |

|3. Personal relationships influence the decisions of political bodies. (content 2, 3, 5) |What is integrity? |

| |How far would you go to protect your friends or family? |

| |Was Captain Jack a hero or a coward? |

|Governmental Policy |

|4. Ethnic cleansing is practiced by governments around the world. (content 4, 6) |What is ethnic cleansing? |

| |What are some 20th & 21st century examples of ethnic cleansing? |

| |Is the demise of the Modocs an example of Ethnic cleansing? |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Modoc: Fighting For Integrity |

|Lens: Extermination |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to do… |AC |

|The geography of Northern California and Southern Oregon. | |Create and interpret maps | |

|Tule Lake | |Read for understanding | |

|Lava Beds | |Compare and contrast | |

|Lost River | |Participate in class discussions | |

|Clear Lake | |Research and identify current social issues | |

|The influential people involved in the Modoc War. | |Analyze and draw conclusions from historical | |

|Captain Jack | |documents | |

|Hooker Jim | | | |

|49ers | | | |

|Scarfaced Charlie | | | |

|Gen. Edward Canby | | | |

|Jefferson C. Davis | | | |

|How relationships influenced tribal decisions. | | | |

|U.S. Army | | | |

|Klamath Tribe | | | |

|How public opinion affects public policy | | | |

|Extermination | | | |

|Profit of War | | | |

|The importance of the following incidents: | | | |

|Lost River | | | |

|Good Friday – 1873 | | | |

|February Council | | | |

|Fort Klamath Trial | | | |

|Euro-American & Modoc Relationships | | | |

|Spanish Missions | | | |

|“Bostons” Traders | | | |

|Settlement Conflicts | | | |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Modoc: Fighting For Integrity |

|Lens: Extermination |

|Instructional Plan/Activities | | | |

|(Correlations) | | | |

|1. Create a map of N. California and S. Oregon labeling significant geographic locations and political events relating to the Modoc |1 |1,5 |1,6 |

|War. | | | |

|2. Draw a map labeling the positions of the Modoc and U.S. military in the Lava Beds. |2,3 |1,3,5 |1,6 |

|3. Role play Captain Jack, Hooker Jim and General Canby |3,4 |2,3,6 |2,3,4,6 |

|4. Re-enact the Fort Klamath trial |3,4 |2,3,4,5,6 |2,4,6 |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Nez Perce: Reluctant Fighters |

|Lens: Resistance |

|Enduring Understandings |Guiding Questions |

|Geography |

|1. The environment influences Native American culture according to region (content 1) |What is the importance of the Wallowa Valley? |

| |What is the significance of the Camas Prairie to the Nez Perce? |

| |How do weather and geography interact to influence culture? |

|History |

|2. The organizational structure of tribes often consists of smaller bands or factions. (content |How was the traditional Nez Perce hierarchy structured? |

|1,2,4) |How did the reservation system affect this hierarchy? |

| |Was Chief Joseph the leader of the Nez Perce tribe? |

|Conflict |

|3. A Nation’s drive for wealth creates conflict. (content 3,4) |Why did U.S. farmers want the Wallowa Valley? |

| |What was the “Thief Treaty”? |

| |Why was it important? |

| |What is a running battle? |

|Governmental Policy |

|4. Public opinion shapes relationships between nations. (content 4) |Was the Nez Perce war started by the Government or the citizens? |

| |What is the current relationship between the Nez Perce and the Federal Government? |

| |Casinos, fishing rights, dam removal, Kennewick Man |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Nez Perce: Reluctant Fighters |

|Lens: Resistance |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to do… |AC |

|The following geographic locations: | |Create and interpret maps | |

|Wallowa Valley | |Read for understanding | |

|Camas Prairie | |Compare and contrast | |

|Lolo Pass | |Participate in class discussions | |

|Lapwai | |Research and identify current social issues | |

|Fort Leavenworth | |Analyze and draw conclusions from historical documents | |

|Colville Reservation | | | |

|2. The following people: | | | |

|Joseph | | | |

|Lawyer | | | |

|Looking Glass | | | |

|Henry Spaulding | | | |

|White Bird | | | |

|O.O. Howard | | | |

|John Gibbon | | | |

|Nelson Miles | | | |

|T. Sherman | | | |

|Ollokot | | | |

|Toohoolhoolzote | | | |

|3. The following battle sites: | | | |

|White Bird | | | |

|Yellowstone | | | |

|Big Hole | | | |

|Bear Paw | | | |

|4. Various interactions between Euro-Americans and Nez Perce | | | |

|The role of missionaries | | | |

|Gold Miners | | | |

|Thief Treaty | | | |

|Dawes Act / Allotment | | | |

|Grade: 9-12 |

|Subject: Native American History |

|Unit: Nez Perce: Reluctant Fighters |

|Lens: Resistance |

|Instructional Plan/Activities | | | |

|(Correlations) | | | |

|1. Draw and label a map of the Nez Perce flight and battle sites |1,2,3,4 |1,2,3 |1,6 |

|2. Compare and contrast Wallowa/Lapwai and the Indian Territory/ Nespelem |1,4 |1,4 |2,3,4,5 |

|3. Role play the differing viewpoints of Lawyer and Looking Glass with respect to the reservation |1,2 |1,2,4 |2,3,5 |

-----------------------

Unit Overview

This is an introductory unit where students will learn how the environment shapes cultural and tribal boundaries, religion, and daily life.

Suggested Time: 2 weeks

Historical Geography of Native Americans

Environment

9-12

Suggested Resources:

Tribal News Letter Subscription

• Indian Country Today

o

• The Sioux daily Newspaper

o

•

•

Artifacts

Daily Life

Geographic Features

Unit Topic:

Historical Geography of Native Americans

Unit Overview

This unit will focus on the Sioux Nation. Instruction will include geography, conflict with the U.S. government and current societal issues.

Suggested time: 2 - 2 ½ weeks

The Sioux: Past and Present

Conflict

9-12

Suggested Resources:

Tribal News Letter Subscription

• Indian Country Today

o

• The Tribal Tribune

o

•

o

Government Policy

• Treaties

• Allotment

• Reservations

Conflict

• Manifest Destiny

• Little Big Horn

• Wounded Knee

Suggested Resources:

Tribal News Letter Subscription

• Indian Country Today

o

• The Najavo Home Page

o

•

Geography

• Black Hills

• Tribal organization

Unit Topic:

The Sioux:

Past and Present

Unit Overview

This unit will focus on the Cheyenne. The Cheyenne are a tribe divided by geography, alliances, and politics. These factors lead to conflicts with the U.S. government and within the tribe. Some of these conflicts still exist today.

Suggested Time: 2 – 2 ½ weeks

The Cheyenne: Past and Present

Conflict Within

9-12

Conflict

• Dog Soldiers

• Sand Creek

Governmental Policy

• Treaties

• Gaming Act of 1988

• Self-determination

History

• Leaders

• Alliances

Suggested Resources:

Tribal News Letter Subscription

• Indian Country Today

o

• The Apache Tribal Newsletter

o

•

o

Geography

• Northern and Southern

• Political Differences

Unit Topic:

The Cheyenne: Past and Present

Unit Overview

This unit will focus on the Apache. Instructions will be centered around their ties to land, international relations with U.S. & Mexico and the Apache’s refusal to surrender.

Suggested Time: 2 – 2 ½ weeks

The Apache: Past and Present

9-12

People

• Geronimo

• Cochise

• O.O. Howard

International Relations

• Water Rights

• U.S. / Mexico

Conflict

• Camp Grant massacre

• Border War

• Guerilla Warfare

Geography

• Dragoon Mountains

• Sedentary Culture

Unit Topic:

The Apache: Past and Present

Unit Overview

This unit will focus on the Navajo. The tribe was forces to farm the desert following the Long Walk and continue to fight for their land, traditions, and livelihood.

Suggested Time: 2 – 2 ½ weeks

Navajo: Far From Home

Displacement

9-12

People

• Manuelito

• Kit Carson

• John Collier

Current Issues

• Reservation

• Indian Rights Act

• Land/Water Rights

Conflict

• Raids on Mexico

• Fort Fauntleroy

• Long Walk

Geography

• The Chuska Mountains

• Canyon Bonito

• Bosque Redondo

Unit Topic:

Navajo: Far from Home

Unit Overview

This unit focuses on the Modoc and the unofficial extermination policy of the U.S. Army. It will also examine the connection between the 49ers and the profit of the Modoc War.

Suggested Time: 2 – 2 ½ weeks

Modoc: Fighting For Integrity

Extermination

9-12

Government Policy

• Extermination

• Profit of War

• Multi-tribal Reservations

People

• Captain Jack

• Hooker Jim

• General Canby

Conflict

• Modoc War

• February Council

• Fort Klamath Trial

Suggested Resources:

Tribal News Letter Subscription

• Indian Country Today

o

• The Klamath Home Page

o

•

Geography

• Lost River

• Klamath Falls

• The Lava Beds

Unit Topic:

Modoc: Fighting For Integrity

Unit Overview

This unit focuses on the Nez Perce and their transition from passive resistance to active resistance in their interactions with the U.S. government.

Suggested Time: 2 – 2 ½ weeks

Nez Perce: Reluctant Fighters

Resistance

9-12

Government Relations

• Casino

• Fishing Rights

• Treaties

People

• Henry Spaulding

• Chief Joseph

• Looking Glass

• O.O. Howard

Conflict

• Missionaries

• Nez Perce War

Suggested Resources:

Tribal News Letter Subscription

• Indian Country Today

o

• The Nez Perce Home Page

o

•

Geography

• Wallowa Valley

• Camas Prairie

• Lapwai

Unit Topic:

Nez Perce: Reluctant Fighters

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