Indian Boarding Schools and the Wind River Reservation
Overview
This resource will provide multiple primary source documents of photographs for an initial activity and extension activities as well as secondary source article and teacher resource documents. Students will conduct inquiry into the federal policies of assimilation of Native Americans in the late 1800s and early 1900s and the imipact of these policies on Native American communities, in particular the people of the Wind River Reservation in Wyoming.
Indian Boarding Schools and the Wind River Reservation
Crossroads of History
Activity Plan Template- Educator
| Program Title | Indian Boarding Schools and the Wyoming Wind River Reservation | Instructional Level | Grades 6-12 | Target Audience | Secondary Students/Pre-service teachers |
| TPS Western Region Location | Wyoming |
| Resources UsedSocial Justice Standards | Diversity Anchor standards will be addressed. Focus will be particularly on standards 9 and 10:8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.9. Students will respond to diversity by building empathy, respect, understanding and connection.10. Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. |
| Facing History and Ourselves | S-I-T: Surprising, Interesting, Troubling | Facing History and OurselvesS-I-T Strategy for exit ticket for each student individually after the discussion ends. |
| Library of Congress Teacher Resources C3 Teachers: Inquiry Design ModelCommon Core StandardsAdditional sources: | Helpful notes for teachers prior to the activity: Teacher's Guide: Analyzing Photographs & Prints | Teacher Resources - Library of Congress (loc.gov) Notes for extension or alternate activity: Teacher's Guide: Analyzing Political Cartoons | Teacher Resources - Library of Congress (loc.gov)C3 StandardsD2.Civ.13.6-8. Analyze the purposes, implementation, and consequences of public policies in multiple settings. D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes and related consequences. Stripling Model of Inquiry used with the Student Inquiry Notes pdf.CCSS.ELA-LITERACY.RH.6-8.9 Speaking and listening standards: CCSS.ELA-LITERACY.SL.6,7,89-10,11-12.1.B From Wind River to Carlisle: Indian Boarding Schools in Wyoming and the Nation | WyoHistory.org Additional Optional ResourcesNative American Boarding Schools | Classroom Materials at the Library of Congress | Library of Congress (loc.gov) |
| Introductory Text/ Program justification | The strain between Native American communities and the federal government continues to impact our lives in Wyoming and across the nation. Additionally, Native American students are statistically the least likely to graduate high school and attend post-secondary education of all marginalized groups in the nation. The foundations and historical issues that have contributed to these issues in the United States must be fully understood to move toward workable solutions. The history of “Indian Schools/Boarding Schools,” and federally funded reservation schools and policies are rarely discussed and little known. This lesson will attempt to shed some light on the subject and attempt to provide some historical context for the current educational difficulties of and distrust by many Native American communities. |
| Materials needed: | |
| Technology | Digital platform for students to view photographs. Devices for digital inquiry notes if not using paper copies(Optional) Drawing/Graphics program used to create a political cartoon extension |
| Consumables & Copies | 1 copy each per group of 3-4 students (Print or digital form)
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| LOC Primary Source links |
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| Entry Activity/Task | Hook question/Activating schema: What is a boarding school? As a class, brainstorm your background knowledge of boarding schools. Guided Questions for Whole Group Discussion:
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| Focused Activity/Task |
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| Conclusion Activity/Task |
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| Assessment of Student Learning |
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| Student Learning Accommodations & Modifications | Scaffolded support:
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| Additional Links for Further Study: |
| Multicultural Considerations | Native Americans may be likely to have some personal family history with this lesson, potentially causing upset or anger. Non-Native American students may lack knowledge of Native American culture and the differences between it and the Western/European culture of the United States, particularly in the late 1800s and early 1900s. Students new to the country may have little understanding of the historical issues Native Americans have experienced in the United States. They may be able to make connections to marginalized people groups from their own cultural backgrounds that are similar to those addressed in this activity. Encourage them to share these valuable connections with the class. An additional extension for SEL would have students reflect on the following questions:
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Adapted from template by Creator: Morgen Larsen for NCCE.org
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