This inquiry by Cynthia Yurosko, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry provides students with the opportunity to analyze, through the evaluation of words, how conflicts between the U.S. government and Native American tribes arose. Students will be asked to investigate federal reports, speeches, and news reports to discern U.S. leaders’ perspectives and compare these biases to the words of Native American leaders Chief Red Eagle and Chief Tecumseh.
U.S. History, Social Science
Upper Primary
Material Type:
Lesson, Lesson Plan, Unit of Study
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Creative Commons Attribution Creative Commons Attribution
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Downloadable docs


B Manker on Mar 03, 04:01pm

This is an excellent inquiry into bias, subjective language, propaganda, and the history of US/Native relations. As mentioned in the comments below, there are just a few "holes" in the instructional plan, so teachers using this unit of study would need to supplement materials for those formative performance tasks.

The first supporting question is oddly worded. It seems to say "Are decendents of these men responsible for their words?" or "Should we hold long dead individuals accountable (?) for their words and actions?" Something like, "What can the words of past leaders tell us about their motivations, desires, thoughts, and feelings?" or something similar. I may be completely misreading the intent of the question.

The addition of a primary Native source for the Ghost Dance would be fantastic, as all accounts are written by white non-native people.

B Manker
on Mar 03, 03:55pm Evaluation

Quality of Explanation of the Subject Matter: Strong (2)

Some formative performance tasks are missing, but I suspect that background information (e.g., "What was the Ghost Dance?") would be presented in those sections.

Since there are several excellent primary documents, the teacher may need to spend some time explaining language or close reading with students.

B Manker
on Mar 03, 03:55pm Evaluation

Utility of Materials Designed to Support Teaching: Strong (2)

Formative Performance Tasks for Supporting Questions 2 and 3 are missing.



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