This inquiry by Kristina Labadie, Evergreen Public Schools, is based on the C3 Framework inquiry arc. Third-grade students view the lifestyle and cultural development of Early Native Americans through the same lens of how lifestyles today have developed.

For every object that ends up in a library or museum collection – whether it’s a manucript, a photograph, or something more approaching the concept of “art” – there is a narrative, a story that gets told. The story a visitor to an exhibit ends up hearing, of course, is dependent upon who is telling the story and the slant of their own perspective. When the subject of the exhibit is Native Americans in the Upper Midwestern United States during the extraordinary upheaval of the 19th century, one must be particularly careful about the story being told since the narrative that largely exists is one of cultural denouement, of endings, as told by a colonizing population to its descendants. The dominant narrative of the demise of traditional Native American culture in the face of colonization, conversion to Christianity, confinement to reservations and economic collapse is, however, not the only story that can be told. The accounts of the lives of Native Americans during the 19th century that are told by Native peoples themselves are strikingly different to those recounted in history books, movies, and all too frequently in museums. Rather than narratives solely recounting destruction and demise, Native stories about Native history tend to focus on what White Earth Ojibwe scholar Gerald Vizenor has called survivance – a narrative incorporating themes of survival and resistance that insist on the inclusion of the Native presence. The following is an exhibit of resources that can be found within the Digital Public Library of America retold through the lens of Native American survivance in the Minnesota region. Within are a series of objects of both Native and non-Native origin that tell a story of extraordinary culture disruption, change and continuity during 19th c., and how that affects the Native population of Minnesota today. This exhibit was created by the Minnesota Digital Library.

The curriculum materials in this packet are intended to provide middle- and high-school teachers with the background and basic tools they need to develop and incorporate lessons about Indian-white relations in Washington into existing lessons about the history of the United States and Washington. This packet focuses on the treaty negotiations and the establishment of reservations on the Olympic Peninsula that took place in the last half of the 19th century, but it also provides a broad overview of how relations between Indian nations and the United States government evolved in the first hundred years of the nation's history.

This lesson recounts efforts to improve homesteading laws and make land ownership possible for more settlers. The distribution of government lands had been an issue since the Revolutionary War. Preemption -- settling the land first and paying for it later -- became national policy; however, supporting legislation was stymied until the secession of Southern states. See one of the first applications for land under this law. Teaching activities are included.

In this activity, students read two primary documents from the early 1800s: a journal entry from the Lewis and Clark expedition and a Lakota Indian "winter count" calendar. Using an analysis worksheet, students identify key ideas and details from the documents, while also examining the craft and structure of each document. They draw upon both the content and form of the documents to make inferences about the respective cultures of Euro-Americans and Native Americans in the early 1800s.

Greg Johnson is a hunter and traditional craftsman. In Hunting Deer, he shares how and why hunting is so important to his family and to his communityŐs health and way of life. He discusses how treaty rights for hunting allow his people to continue their traditional relationship with the natural world, including both respect for and dependence on the deer for food, crafts and traditional art.

This module supports the guidelines of the Indian Child Welfare Act. It provides information on overcoming Indian families' fundamental mistrust and engaging families appropriately; how federal Indian policy affects Indian communities: Indian culture, traditions, family, and child rearing; the role of extended family systems and community networks for reservation and non-reservation Indians; the premise and guidelines of the ICWA and related federal and state laws that govern the implementation of the ICWA: the notion that the best interests of the Indian child are served by the tribes; collaborating with tribal workers; the role of cultural factors in risk assessment of Indian child welfare cases; community resources and skills in networking within the Indian community and within rural Indian community settings; skills in a variety of social work methods; and the differences between particular tribes. (236 pages)Becker, I., Daly, D., Gross, B., Robertson, G., Robinson, M., Casey, D., et al. (2000).

is a guide to these mounds, built between 100 B.C. and 1700 A.D. to bury important members of tribes and to serve as platforms for temples or residences of chiefs. This website highlights 11 mound sites and includes itineraries and three essays that provide historical context for these sites.

For Iowa History- Learn about Black Hawk's Story & Tribal Movements out of Iowa• Video narrative written by Sandra Kessler Host researcher, author, and curat...

In this activity, students read a series of primary source documents, including the 1872 print "American Progress," that depict the social, political and cultural conflicts between settlers and Native Americans during the 19th century. Then, working in small groups, students will consider the events from the perspective of Native Americans, and create an illustration to counter George A. Crofutt's famous print of "American Progress" moving across the Great Plains.

This collection uses primary sources to explore Jacksonian democracy. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

An illustrated advertising label for soap manufactured in Boston, interesting for its imagery and allusion to the popular "Know Nothing" or nativist movement. In the foreground are two American Indians, emblematic of the movement's prejudice against the foreign-born. In the lower right is a seated brave, leaning against a rock and holding a pipe. Above him a large American flag, with thirty-one stars, unfurls across the main picture area. The flag is supported in the upper left corner by an Indian woman, who points to the words "Know Nothing Soap" emblazoned on it. In the background is a landscape with tepees and a campfire on the bank of a stream.|Entered . . . 1854 by G.A. Hill . . . Massachusetts.|Geo. A. Hill & Co. 56 Federal Street, Boston. L.H. Bradford & Cos. Lith.|The Library's impression of the label was deposited for copyright on October 20, 1854.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1854-3.

The Lady Thunderhawks are the Oneida Nation High School girls basketball team. Jessica House, a senior and captain of the team, considers how the team supports her identity as a member of her community and the Oneida Nation. The story explores the role of the basketball team in the community and highlights the importance of language and culture in school.

Lake Superior Whitefish shares the story of the Petersons, a commercial fishing family in Hancock, Michigan. Pat Peterson explains how treaties made with the U.S. government protect her peopleŐs right to hunt and fish in the ceded territories that once belonged to them. Though they initially faced opposition and prejudice when they moved to the area to fish, this family business is now an integral part of the community.

Arlene Blackdeer, a language apprentice for the Hoocak Waaziija Haci Language Division of the Ho-Chunk Nation, shares her experience in her community's effort to bring back the Ho-Chunk language. The apprentice program pairs young people with elder native speakers to improve their language skills. These apprentices then go on to teach language classes in the schools and surrounding community. The story highlights the role of elders in the community in passing on cultural knowledge, and the language revitalization efforts currently under way.

This lesson is part of a larger collection of lessons developed by NET - Nebraska Studies project work and accompany website. To see all of the lessons use the keyword search "Nebraska Studies".

Summary
Lesson 1 has a variety of activities and materials related to The Nebraska Kansas Act.

There are a variety of activities and materials that can be used with students of various grade levels. All of these items are tied to the NET Nebraska Studies Timeline materials which are shown and linked throughout the lesson. Teachers are not intended to use all of the contents within this lesson but to pick which activities or materials they would prefer to use with their students depending on the teachers needs. Most of the materials are shown within the lesson and/or have external links to the content or other content which may be helpful to the lesson's activities or materials.

This lesson is part of a larger collection of lessons developed by NET - Nebraska Studies project work and accompany website. To see all of the lessons use the keyword search "Nebraska Studies".

Lesson 2 has a variety of activities and materials related Native Americans and Settlers within Nebraska from 1850 - 1874.

There are a variety of activities and materials that can be used with students of various grade levels. All of these items are tied to the NET Nebraska Studies Timeline materials which are shown and linked throughout the lesson. Teachers are not intended to use all of the contents within this lesson but to pick which activities or materials they would prefer to use with their students depending on the teachers needs. Most of the materials are shown within the lesson and/or have external links to the content or other content which may be helpful to the lesson's activities or materials.

This lesson presents 13 documents and photos related to the 1804-6 expedition into the newly acquired Louisiana Territory. The documents include a list of Indian presents Lewis purchased, his receipts for wine and tobacco, Jefferson's letter to Madison announcing the purchase of Louisiana, and Jefferson's message to Congress communicating the discoveries of the expedition.

Living Language shares Ron Corn Jr.'s attempt to teach his daughter, Mimikwaeh, to be a first language speaker of the Menominee language. This story explores the relationship between culture and language. Language revitalization is a struggle for the Menominee, because most families speak English as a first language and are no longer able to pass their native language on to their children. Ron and MimkwaehŐs language journey may be one the last chances to keep the Menominee language alive.

The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling question, What is unique about living in Washington? Through this question students will understand where and why people live in Washington State. Students will dive into the regions of Washington State and define it through many characteristics. Students will ultimately choose a region to become an expert on and communicate what makes that region unique. Each student’s performance task product will reflect choice and build upon student strengths according to their skill set.