Native Americans A Conflicting View Brian Riley Vacaville

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Native Americans A Conflicting View

• Brian Riley
• Vacaville Unified School District
• Vacaville, California

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Montana State Content Standards

• Standard 2Students analyze how people create and
  change structures of power, authority, and
  governance to understand the operation of
  government and to demonstrate civic
  responsibility.
• Standard 3Students apply geographic knowledge
  and skills (e.g., location, place,
  human/environment interactions, movement, and
  regions).

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NCHE Habits of the Mind

• Historical analysis develops mental perspectives
  and modes of thoughtful judgment that students
  can apply to their lives in addition to their
  formal study of history.
• Understand the significance of the past.
• Develop historical empathy as opposed to
  present-mindedness.
• Acquire at one and the same time a comprehension
  of diverse cultures and of shared humanity.
• Prepare to live with uncertainties.
• Recognize the importance of individuals who have
  made a difference in history.

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Objectives - Students will

• Understand the differing views Whites had towards
  the Native Americans
• Understand the differing views Native Americans
  had towards themselves
• Recognize the consequences of Westward Expansion
• Analyze and interpret primary source documents
• Analyze images of the time period
• Be able to evaluate whether or not conflict
  between Native Americans and Americans was
  inevitable or not.

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Guiding Questions What was the view of
Europeans towards Native Americans during the
establishment of European colonies in North
America?
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Guiding Questions What was the view of
Americans towards Native Americans during
Westward Expansion?
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Guiding Questions How Might Native Americans
view Europeans and White Americans?
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The Old World

• A cavalryman on the Solomon who drew his saber
  and charged the Cheyennes probably had given
  little if any thought to those Indians lives and
  origins. If anything, like most white Americans,
  he most likely considered his opponents remnants
  of a timeless past. No idea among Euro-Americans
  was older than this one-that Indians, wherever
  found, had lived in a kind of historical limbo
  while waiting for Europeans to appear

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The Old World

• Whites met Indians by crossing a line from
  their own world of dynamic change to one where
  others lived in the perpetual present.

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The Old World

• White pioneers who moved onto the plains east to
  west believed they were leaving the old country
  for the new. They had it exactly backward.
  Before the first human habitation on the eastern
  seaboard-and 5,000 years before the first
  Sumerian writing and 7,000 before the Old Kingdom
  was established in Egypt-plainsmen had fashioned
  flourishing economies.
• Excerpts taken from The Contested Plains, by
  Elliott West, University Press of Kansas, 1998,
  pgs 17 and 32.

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Secondary Source Excerpts on Native Americans

• What kind of source is this?
• What is the authors main idea(s)?
• What is the authors perspective or point of
  view?
• How does this reading support or contradict what
  you already know about this time period?
• What question(s) would you like to ask the
  author?

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Primary Source Document Analysis and Rotation

• Red Cloud
• "I am a red man. If the Great Spirit had desired
  me to be a white man he would have made me so in
  the first place. He put in your heart certain
  wishes and plans, in my heart he put other and
  different desires. Each man is good in his sight.
  It is not necessary for Eagles to be Crows. We
  are poor, but we are free. No white man controls
  our footsteps. If we must die...we die defending
  our rights."Red Cloud (Makhpiya-luta) April,
  1870

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Document Analysis Exercise

• What catches your attention in reading this
  document?
• What kind of document is this?
• What is this documents point of view?
• What information does this document provide us in
  answering our historical questions?

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Directions for the Gallery Walk

• In groups of four, you will use the gallery walk
  strategy and your Image Analysis Sheet to analyze
  a series of Native American images. As a group,
  move clockwise from each image placard station
  and answer the questions on your Image Analysis
  Sheet.
• You will be given 3-4 minutes per image placard.
• Each member of the group is responsible for their
  own answers however, as a group you should
  discuss and debate your findings for each image.
  
• After the group has completed all twelve of the
  image placard stations, go back to your seat and
  wait for all groups to finish.

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Bonus Image Zig JacksonIndian Photographing a
Tourist Photographing an Indian
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Using Images Images of Westward Expansion

• How to use images
• Relate it to your goal.
• Visually show emotion, action, drama, suspense,
  or conflict.
• Reveal information about people, places, and
  events of the past.
• Remember, less is more. Concentrate on a few
  powerful images.

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Powerful Images

• Possible Questions
• What is happening in this picture?
• What objects in the picture can you identify?
• What are the circumstances this image represents?

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Using Images
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Concluding Gallery Walk Activity

• As a concluding activity, select the most
  powerful or interesting image that you studied
  and write an interior monologue, a letter, or
  news interview, assuming the role of the painter,
  photographer, artist, or the photos subject,
  recalling the story of either why the image was
  created or how the subject came to be in the
  image. Be sure to keep in mind the historical
  circumstances surrounding your chosen image.

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Putting It All Together.

• Ask the students for a written response to the
  following prompt (Overhead 1)
• Was conflict between White Americans and
  Native Americans inevitable? Use at least three
  pieces of evidence to support your answer.