USIndianBoardingSchoolsLesson

AnneOlson
May10,2016

***ThislessonplanisadaptedfromtheLibraryofCongresslessonplanfoundonline:
http://www.loc.gov/teachers/classroommaterials/lessons/indianschools/index.html

1. Subject:
a. History/SocialScience
2. TopicorUnitofStudy:
a. AmericanIndianHistory
3. Grade/Level:
a. 912
4. Objective:
a. Studentswillbeableto:
i. gainrespectfordifferencesincultures
ii. analyzeprimarydocuments
iii. developanunderstandingofissuesrelatedtotheforcedacculturationof
AmericanIndiansintotheAmericancultureand
iv. examinedifferentperspectivesofthe"Indianproblem"inrelationtothe
educationofAmericanIndianchildren.
5. Summary:
a. Inthelate1800s,theUnitedStatessupportedaneducationalexperimentthatthe
governmenthopedwouldchangethetraditionsandcustomsofAmericanIndians.
SpecialboardingschoolswerecreatedinlocationsallovertheUnitedStateswith
thepurposeof"civilizing"AmericanIndianyouth.ThousandsofNative
Americanchildrenweresentfarfromtheirhomestoliveintheseschoolsand
learnthewaysofwhiteculture.Manystruggledwithlonelinessandfearaway
fromtheirtribalhomesandfamiliarcustoms.Somelosttheirlivestothe
influenza,tuberculosis,andmeaslesoutbreaksthatspreadquicklythroughthe
schools.Othersthriveddespitethehardships,formedlifelongfriendships,and
preservedtheirIndianidentities.
b. Throughphotographs,letters,reports,interviews,andotherprimarydocuments,
studentsexploretheforcedacculturationofAmericanIndiansthrough
governmentrunboardingschools.
6. LearningContext:
a. BeginningofUnit
7. TeachingStrategies:
a. Thisprojectisintendedtoencouragestudentstoreflectonthemultiplefacetsof
theforcedacculturationoftheNativeAmericansduringthelate19thandintothe
20thcentury.Thereweremanydifferingpointsofviewonthe"Indianproblem,"
andhowitcouldbesolved.
b. Studentslearntoviewphotographsandtextwithacriticalmind.Theyresearch
issuesinvolvedincreatingandadministeringIndianboardingschools.Finally,

theyinvestigateanindividualorgroupofindividualswhoparticipatedinthese
schools.
c. Afterexploringthepicturesandwrittenrecordsoftheindividualschosen,
studentsassumetheidentityoftheperson(s)andwriteinajournal,andexchange
theirjournalswithotherstudentswhorespondastheirpersonwouldhave
responded.
8. TimeAllotment
:
a. 12classperiods
9. SampleStudentProducts:
10. AuthorsComments&Reflections:
11. AnticipatorySet:
a. Askstudentstoreflectonthefollowingquestionsthroughgroupdiscussion:
i. Doyouconsideryourselfcivilized?
ii. Whatdoesitmeantobecivilized?
b. Explainthefollowingtostudents:
i. Americawasstrugglingwiththesequestionsasittriedtosolvethe"Indian
problem."Attheendofthenineteenthandearlyinthetwentiethcentury,
theAmericangovernmentsupportedAmericanIndianboardingschools.
NativeAmericanchildrenwereoftenremovedfromtheirfamilies,placed
ingovernmentrunboardingschoolsandtrainedin"whiteman'sways."
OneofthefirsttotrythisexperimentwasCaptainR.H.Pratt.Hefounded
thefirstoffreservationIndianboardingschoolinCarlisle,Pennsylvaniain
1879.
ii. Thechallengeistoimaginewhatlifewaslikeforpeoplewholivedduring
thisperiodoftime.Learnmoreabouttheteachers,schooladministrators,
thechildrenwhoattendedtheschools,andNativeAmericanleadersas
youstudyphotographsandlifestories.
12. Modeling:
a. Readdefinitionsofprimaryandsecondarysourcesin
UsingPrimarySources
and
discusswithstudentsasnecessary.Modelphotoanalysisasnecessary,
using
analysistoolandteacher'sguides
andyourchoiceofprimarysource
materialsfromthe
AssimilationthroughEducationPrimarySourceSet
.
13. GuidedPractice:
a. Directstudentstoviewpicturesfrom
Appearances
,
Dwellings
,and
DailyLifeand
Customs
.
b. StudentsselectapicturefromGalleryAanditscorrespondingpictureinGallery
Btoanalyzeusingthe
PrimarySourceAnalysistool
.Beforethestudentsbegin,
selectquestionsfromtheteachersguide
AnalyzingPhotographsandPrints
to
focusandpromptanalysisanddiscussion.
c. Studentsselectadocumentfrom
JournalResources
andanalyzeitusing
the
PrimarySourceAnalysisTool
.Beforethestudentsbegin,selectquestions
fromtheteachersguide
AnalyzingBooksandOtherPrintedTexts
tofocusand
promptanalysisanddiscussion.
14. IndependentPractice:

a. Studentscreatetheirowngallerytoillustratethechangethatwasexpectedofthe
childrenwhentheyattendedtheboardingschool.
i. Presentthesepicturesinadigitalgallerycreatedon
Mindomo
(access
codeYLxLM)
b. Res
pondtothefollowingquestionsinyourMindomogallery:
i. Whatisthemainideabeingillustratedinyourgallery?
ii. Whatcouldnotbeexplainedaboutboardingschoolsinyourcollection?
iii. Whatwouldbeagoodtitleforyourcollection?
15. Closure:
a. Returntoanticipatoryset.Whatdoesitmeantobecivilized?
16. FollowUp:
a. ReadmoreaboutthehistoryoftheAmericanIndianin
ImmigrationThe
ChangingFaceofAmerica
ontheTeachersPage's"Presentations"section.
b. Debatethefollowingstatement.NativeAmericansbenefittedfromattendanceat
boardingschools.
17. InstructionalMaterials:
a. PrimarySourceAnalysisTool
b. TeachersGuideto
AnalyzingPhotographsandPrints
18. Resources:
a. TECHSTANDARD:
i. 9(f)Eachcandidateexaminesavarietyofcurrenteducationaltechnologies
andusesestablishedselectioncriteriatoevaluatematerials,forexample,
multimedia,Internetresources,telecommunications,computerassisted
instruction,andproductivityandpresentationtools.(SeeCaliforniaState
guidelinesandevaluations.)
b. AmericanIndiansofthePacificNorthwest
c. AssimilationThroughEducation:IndianBoardingSchoolsinthePacific
Northwest
i. Inthisspecialpresentation,CarolynJ.Marr,LibrarianattheMuseumof
HistoryandIndustryinSeattle,examinestheoperationofnorthwestern
AmericanIndianschoolsinheressayononeofthemosteffectivemeans
governmentofficialsusedintheirattempttoeradicatetraditionalnative
institutions.
d. EdwardS.Curtis'sTheNorthAmericanIndian:PhotographicImages
e. HistoryoftheAmericanWest,18601920:PhotographsfromtheCollectionof
theDenverPublicLibrary
f. TheNineteenthCenturyinPrint:Periodicals
g. PanoramicPhotographs
h. Immigration
i. Thisfeaturebeginswithanexaminationofwhathappenedtothe
Native
American
aswavesofimmigrantsarrivedfromothernations.
i. AppearancesGallery
j. DwellingsGallery
k. DailyLifeandCustomsGallery
l. JournalResources

m. AssimilationthroughEducation

i. PrimarySourceSet
19. Standards:
a. CA.912.HSSA.
CONTENTSTANDARD/DOMAIN/PART
i. HistoricalandSocialSciencesAnalysisSkills:Theintellectualskills
notedbelowaretobelearnedthrough,andappliedto,thecontent
standardsforgradesninethroughtwelve.
b. 912.CST.
PERFORMANCESTANDARD/MODE
i. ChronologicalandSpatialThinking
ii.

c. 912.HI.
PERFORMANCESTANDARD/MODE
i. HistoricalInterpretation

d. 912.HI.1.
EXPECTATION/SUBSTRAND
i. Studentsshowtheconnections,causalandotherwise,betweenparticular
historicaleventsandlargersocial,economic,andpoliticaltrendsand
developments.
e. 912.HI.2.
EXPECTATION/SUBSTRAND
i. Studentsrecognizethecomplexityofhistoricalcausesandeffects,
includingthelimitationsondeterminingcauseandeffect.
f. 912.HI.4.
EXPECTATION/SUBSTRAND
i. Studentsunderstandthemeaning,implication,andimpactofhistorical
eventsandrecognizethateventscouldhavetakenotherdirections.

g. PERFORMANCESTANDARD/MODE
i. IntegrationofKnowledgeandIdeas
h. RH.910.7.
EXPECTATION/SUBSTRAND
i. Integratequantitativeortechnicalanalysis(e.g.,charts,researchdata)with
qualitativeanalysisinprintordigitaltext.
i. RH.910.9.
EXPECTATION/SUBSTRAND
i. Compareandcontrasttreatmentsofthesametopicinseveralprimaryand
secondarysources.
j. PERFORMANCESTANDARD/MODE
i. ResearchtoBuildandPresentKnowledge
k. WHST.910.7.EXPECTATION/SUBSTRAND
i. Conductshortaswellasmoresustainedresearchprojectstoanswera
question(includingaselfgeneratedquestion)orsolveaproblemnarrow
orbroadentheinquirywhenappropriatesynthesizemultiplesourceson
thesubject,demonstratingunderstandingofthesubjectunder
investigation.
l. WHST.910.8.EXPECTATION/SUBSTRAND
i. Gatherrelevantinformationfrommultipleauthoritativeprintanddigital
sources(primaryandsecondary),usingadvancedsearcheseffectively
assesstheusefulnessofeachsourceinansweringtheresearchquestion
integrateinformationintothetextselectivelytomaintaintheflowofideas,
avoidingplagiarismandfollowingastandardformatforcitation.CA

m. WHST.910.9.EXPECTATION/SUBSTRAND

i. Drawevidencefrominformationaltextstosupportanalysis,reflection,
andresearch.
20. AssessmentPlan:
a. Assessmentpossibilities:
i. DesignayearbookforanIndianboardingschoolofyourchoice.Choosea
schoolyearfrom1887to1945.
ii. Debatethefollowingstatement.NativeAmericansbenefittedfrom
attendanceatboardingschools.
iii. Writealetterhomeasaboardingschoolstudent.
iv. Investigatepastorpresentattemptsofforcedassimilationinother
cultures.
v. MapthelocationsofAmericanIndianboardingschoolsintheUnited
States.
vi. Asaboardingschoolsuperintendent,designanannualschoolreporttobe
senttotheCommissionerofIndianAffairs.
vii. Writeanessayasifyouwerethedirectorofaboardingschooltoday.How
wouldyouoperateit?Includesubjectstaught,dailyschedule,and
extracurricularactivities.CompareyourschooltoNativeAmerican
boardingschoolsinexistencetoday.
21. Assessment/Rubrics:
a. Seenextpage

Content

Thecontentisabsent
ornotrelatedtothe
topic.Lessthan4of
thequestionsabout
yourchosenperson
areaddressed.

Thecontentis
ordinaryand
somewhatrelatedto
thetopic.4ofthe
questionsaboutyour
chosenpersonare
addressed.

Thecontentisclearand
directlyrelatedtothe
topic.5ofthequestions
aboutyourchosen
personareaddressed.

Thecontentis
substantial,intriguing,
andoriginal.Itrelates
directlytothetopic.All
sixquestionsabout
yourchosenpersonare
addressed.

Purpose

Thereisnopurpose.
Thewritingdidnot
remainincharacter.

Purposeisvague,
misstated,ornot
alwayssupportedby
details.Thewriting
wasnotconsistently
incharacter.

Purposeisdefinedand
understandable,
supportedbydetails.The
writingmostlyremained
incharacterwithonly1
2instancesofleaving
character.

Clearlydefined
purpose,carefullyand
convincinglypresenting.
Writingremainedin
characterthroughout
theentirejournal.

Ideas

Ideasareconfusing
anddonotsupport
themaintopic.

Ideassometimesdo
notsupportthemain
topic.

Clearideassupportthe
maintopic.

Strongideasare
carefullyand
imaginatively
presented,showingreal
insightintothetopic.

Format

Selectsincorrect
journalformat.

Selectscorrect
journalformatfor
theassignmentbut
usesitinconsistently
withmanyerrors.

Selectsandgenerally
usescorrectjournal
formatforthe
assignment.

Selectsandconsistently
usescorrectjournal
formatforthe
assignment.

Grammar

Grammarchoices
keepreadersfrom
understandingthe
piece.

Grammarchoices
sometimesconfuse
readers

Usesappropriate
grammarthatdoesnot
interferewithmeaning.

Usescompletely
appropriategrammar
thathelpsreaders
understandmeaning.

Gallery

Selectslessthanthe
required35pictures
and/ordoesnot
respondtoallthree
requiredquestions.

Selectstherequired
35picturesand/or
respondstoallthree
requiredquestions
andtheworkis
thoroughand
thoughtful.

Selectsandrespondsto
allrequirementsandthe
workisthoughtfuland
thorough.

Selectsandrespondsto
allrequirementsand
theworkisthoughtful
andthorough.Work
reflectsdeepthinking
andusesknowledge
gainedfromthe
Webquestlinks.