Waynesburg University TPS Unit
Native American Assimilation through Education
History/Sociology/Anthropology
Grade Level: 8th grade
Overview:
This unit will cause students to think in depth about the social and cultural impact
assimilation had on Native Americans in America. Students will learn to analyze
and interpret primary sources. Students will also reflect on information and be able
to respond to questioning.
Written By:
Megan Fortna & Victoria Stapf
Date:
December 2, 2013
TPS Lesson Plan - Lesson 1
“Kill the Indian and save the man.” What does assimilation mean?
Created By: Megan Fortna
Investigative Question: Students must understand assimilation and the importance of cultural
differences.
Overview:
Introduction to unit: Assimilation through Education. Students will discuss in depth the long
standing tension between Native Americans and European Americans. Through analysis of
primary sources students will draw conclusion on what was expected for assimilation of the
Native American people. Students will then research other cultures and their experience in
America.
Objectives:



Students will analyze primary sources to formulate questions that connect to the topic of
study
Students will articulate ideas or beliefs formed by observing primary sources and will
collaborate to answer questions
Students will research information and relate it to the material discussed in class
Time Required:
Lesson will require three class periods to allow for discussion and collaboration between
students and teacher.

Approximately 120 minutes
Recommended Grade Range:
Recommended for 8th grade.
Subject / Sub-Subject:
Social Studies



United States History
American Government
Ethical Issues pertaining to Native Americans
Standards:
Standard Area- 8.1: Historical Analysis and Skills Development
8.1.8.B: Compare and contrast a historical event, using multiple points of view from primary and
secondary sources.
8.1.8.C: Produce an organized product on an assigned historical topic that presents and reflects
on a thesis statement and appropriate primary and secondary sources. (Reference RWSL
Standard 1.8.8 Research)
E08.B-C.2.1.3: Determine how the author uses the meaning of words or phrases, including
figurative, connotative, or technical meanings, in a text; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
PREPARATION
Materials Used




Handout of introductory information
“Scalp of Little Crow” image
Hethu’shka Sound recording
Rubric/Instructions
Resources Used
Title: Scalp of Little Crow, leader of Indian massacre of 1862.
URL: http://memory.loc.gov/cgibin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10031694))
Author/Creator: Charles A. Zimmerman
Date: [between 1872 and 1890?]
Title: Hethu’shka Song
URL: http://memory.loc.gov/cgi-bin/query/r?ammem/omhbib:@field(DOCID%2B@lit(0539))
Performer(s): Host Drum
Recordist: Fleischhauer, Carl
Date: 1983/08/14
Description of Procedure
Day 1:
1. Teacher discusses what a primary source is. A primary source is a historical/original
document from a specific time/person/place. It can also be an artifact, a photograph, or a
recording. Primary sources are used to assist with learning. (5 minutes)
2. Teacher presents students with the picture “Scalp of Little Crow”. Ask for volunteers to
share what this picture says to them. What they think it represents. (5-10 minutes)
3. Teacher then writes on the board the quote “Kill the Indian save the man” by Captain
Richard Henry Pratt. Ask students to discuss at their desk clusters what they think that
means. Have each group respond. (10 minutes)
4. Teacher should give short lecture on the assimilation of Native American children in
schools. Provide Handout on Historical Background. (15 minutes)
5. Have students write 1-2 sentences about information they already know about Indian
culture in America and collect as an exit slip. (5 minutes)
Day 2:
1. Teacher will play Hethu’shka Song for class to engage students. (2 minutes)
2. Teacher should discuss what the assimilation of Native American into “American”
culture meant. (10 minutes)
3. Ask students what culture means to them? What tradition means to them? Then ask them
what it would feel like if they were no longer allowed to have those traditions or beliefs,
how would that make them feel. (8 minutes)
4. Have students pair up and chose a culture/ethnicity that came to America. Have each
group do a one page research paper on the group of their choosing. Will be given paper
topics and rubric. (Refer to rubric for specifications)
Allow for research time on the computer during last 25 minutes of class. (25 minutes)
Day 3:
1. Have each group of students briefly share their discoveries with the class. Each group
must turn in 1 copy of paper presentation.
Extensions:
The lesson discusses ethical issues and racism. This could be extended into discussions of other
cultures/races/religions that have faced persecution and unfair treatment. Students can compare
and contrast the treatment of different races in America.
Evaluation
Day 1:



Observe if all students are participating in group discussion
Observe which students volunteer information
Exit ticket: students wrote 1-2 sentences showing previous knowledge of Native
American culture
Day 3:

Formative Assessment: 1 page presentation paper (rubric)
Modification/Accommodation:

Have students with difficulties work with higher level thinking students. Make sure
groups are diverse in abilities to balance out the groups.
Instructions:
In groups of two students will pick a culture/ethnicity that immigrated to America from
the options below.
Irish Jewish Japanese German
Chinese Arab African American Mexican
Students will research and type a one page paper to turn in the following class. Paper
must include:
1. Reason for coming to America
2. Approximately how many immigrated
3. Did they face any unfairness/racism/poor treatment
4. Relation to the assimilation of the Native American people
Rubric
N/A
1
Page length
(1 full page)
Provides
example for
immigration to
America
Provides
approximate
number of
immigrated
persons
Examples of
unfair treatment
in America
Example of
relation to
Native
American
assimilation
Poor
2
Average
3
Good
4
Excellent
5
Handout
Historical Background of Carlisle Indian School
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
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Founded by Captain Richard Henry Pratt
Located in Carlisle Pennsylvania
Education programs were instituted in the late 19th century to remove Indian children
from the influence of tribal traditions and offer a proper education.
To make Indian children patriotic and productive citizens, government run
boarding schools, reservation boarding schools and day schools were
introduced. These schools strictly adhered to the speaking of only the
English language. They were conducted with military-like schedules and
discipline, and emphasized farming and other manual skills. The daily
schedule was split between academics and vocational training. By 1893,
such education for Indian children was mandatory.
Cited:
Teacher Guide Primary Source Set: Assimilation Through Education
Library of Congress
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/assimilation/
TPS Lesson Plan - Lesson 2
What Would You Say?
Created By: Victoria Stapf & Megan Fortna
Overview:
Students will work in groups to analyze a given image. They will need to reflect on their
previous knowledge of Native Americans to create a short dialogue imagining they are different
people during that time period. Students will need to think creatively. Dialogue should be created
from the point of views of a Caucasian man in America vs. a Native American.
Subjects/Sub-Topics:


Sociology
Anthropology
Standards:
Common Core: Standard Area - CC.1.2: Reading Informational Text: Students read,
understand, and respond to informational text – with emphasis on comprehension, making
connections among ideas and between texts with focus on textual evidence. CC.1.2.6.G:
Integrate information presented in different media or formats (e.g. visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
8.1 Historical Analysis and Skills Development
8.1.6. B: Differentiate between fact and opinion, multiple points of view, and primary and
secondary sources to explain historical events.
8.3 United States History
8.3.6. D: Explain how conflict and cooperation among groups and organizations have impacted
the history and development of the U.S.
Investigative Question:
How would you feel to be a Native American facing assimilation?
Objectives:

Students will analyze the Illustrated Newspaper image in groups of 4.


Students will reflect on what they know of Native American’s in school to create short
dialogue.
Students will create at least one full page, no more than two, dialogue after analyzing the
image without teacher assistance.
Time-Required: Lesson may take up to 40 minutes. If more time is needed have students
complete during first 10 minutes of class.
Materials:
Teacher Required:
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

Illustrated Newspaper Image: Educating the Indians
Two pieces of paper, one for practice, one for finished product.
Directions on what to do
Student Required:
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

Pencil
Group of 4
One student to be the scribe
Title: Educating the Indians--a female pupil of the government school at Carlisle visits her
home at Pine Ridge Agency / from a sketch by a corresponding artist.
Date Created/Published: 1884.
Medium: 1 print : wood engraving.
Reproduction Number: LC-USZ62-100543 (b&w film copy neg.)
Call Number: Illus. in AP2.L52 Case Y [P&P]
Link: http://www.loc.gov/pictures/item/90712911/
Description of Procedure:
Teacher will take five minutes at the beginning of class to review the definition of primary
sources and give activity direction. Activity should take 40 minutes to complete. Students
will work in groups of 4 and analyze the image presented to them at their table. One student
with legible handwriting will be the scribe while they all discuss what they believe is
occurring in the image and what it could mean to Native Americans. Students will then create
a short dialogue as if they were reading this newspaper when it was published in 1884. One
part of dialogue must be from the point of view of an Indian reading the paper and one from
a white man. This should focus on the prejudices against the Native Americans by white
men. Students should include how these two cultures may respond to the image (i.e. white
men may find this to be a good change, while Native Americans may take offense to the
image). Students should recall information learned in class to assist with making the dialogue
accurate. There should be at least two sections of dialogue and each section should have 3-5
sentences. Students must then write a 3-5 sentences as to support their writings.
Teacher should be walking around to observe if students are working together. (Formative
Assessment)
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
Observe if students are on topic and discussing activity
Observe all group members are participating in activity
Assist if students seem to be struggling to create applicable knowledge into dialogue
Finished Dialogue (turned in):
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Two sections: Native American and white man
Each section must have at least 3-5 sentences
Group members name
3-5 sentences supporting their writings
Closure/Assessment:


Students will turn in one finished copy to the homework basket at end of class.
Rubric for grading attached.
Modifications/Accommodations:
1. Enrichment activities:
Students will add characters into dialogue.
Instead of only two, there can be up to four other points of views.
2. Modifications/accommodations:
Students can refer to notes on previous knowledge of Indians in the education system.
Rubric
Does not show (0)
Average (1)
Completed (2)
At least 1 page in
length (no more
than 2).
3-5 sentences
supporting why you
wrote what you did.
Legible (Neatness)
Working as a group
(informal
assessment)
3-5 sentences
supporting Native
American POV
3-5 sentences
supporting White
Male POV
*Teacher Note: When grading, be sure to use specific examples as to why grade/points were
given.
TPS Lesson Plan - Lesson 3
Compare and Contrast Photos of Native Americans
Created By: Victoria Stapf
Overview:
After reading certain sections of The Absolutely True Diary of a Part- Time Indian, the
students will compare and contrast two photos that relate to the story and make
hypotheses and inferences about what changed from one picture to the next and then
write a one page paper about what they discovered from reading the story and observing/
deciphering the two photos.
Objectives:
After reading certain sections of the story the students will look at two photos and be able
to compare and contrast 4 or more likes and differences between the story and the photos
and write about them in a one page paper with 5 or fewer grammatical errors.
o Read Ch. 1-3 of The Absolutely True Diary of a Part-time Indian
o Compare two photos and provide 4 or more differences/likes between story and
photo
o Write one page paper with no more than 5 grammatical errors
Time Required:
This assignment will take one 50 minute class period and half of another class period to
complete.
Recommended Grade Range:
Recommended for 8th grade
Subject / Sub-Subject

Anthropology (culture)

History

Native Americans
Standards:
CC.8.6.6-8.C
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CC.8.6.6-8.A.
Write arguments focused on discipline-specific content.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and evidence
logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the
argument presented.
8.3.6.D: Explain how conflict and cooperation among groups and organizations have
impacted the history and development of the U.S.

Ethnicity and race

Working conditions

Immigration

Military conflict

Economic stability
PREPARATION
Materials Used
The book, handouts of the photos, rubrics for the paper
Resources Used

Sherman, Alexie. "1-3." The Absolutely True Diary of a Part-time Indian.
Andersen Press: London, 2008. N. pag. Print.
The photos, Chiricahua Apaches as they arrived at Carlisle
URL:
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/assimilation/pdf/chiri
cahua.pdf
Creator: Choate, J. N. 1848-1902 (John N.)
Date: November 4, 1886
Chiricahua Apaches four months after arriving at Carlisle
URL:
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/assimilation/pdf/chiri
cahua2.pdf
Creator: Choate, J.N. 1848-1902 (John N.)
Date: [1886]
Description of Procedure:
1. Introduce the story.
2. Let students look at the cover and analyze it and hypothesize about what they
think the book is about.
3. Take a few minutes to discuss their hypotheses and then begin reading the story.
4. After reading Chapters 1-3 take 5-10 minutes to discuss what they thought about
what was read.
5. Give the students the first picture to look at in groups of 4 and make inferences
about what they think about the picture.
a. What do you notice?
b. Why do you think it looks like this?
c. Why was this picture created?
6. Once they have taken some time to look over that picture give the students the
second picture to analyze.
7. Have the students write down their thoughts about the comparisons and
differences between the pictures. Refer to answers in question 5.
8. Once they have done that give them the back ground knowledge of the pictures
and ask them how they think the pictures relate to the story.
9. Once these are finished they will begin writing a one page paper telling what they
discovered as the likes and differences between the pictures and the story and how
they think they relate to history.
Extensions:
Give the students another stereotyped photo, possibly a caricature and have them analyze
it in groups and tell me the stereotypes they see present in the picture and how they think
those people felt seeing that kind of photo making fun of their culture.
Evaluation/Closure:
The students will be evaluated formally and informally. Informally by the discussions we
will have about the book as well as the photos. Formally by the paper they will turn in
about their discoveries as well as their thoughts.
Criterion for paper: Formal assessment
o 1 full page
o No more than 5 grammatical errors
o Must have at least 4 differences
o Must have at least 4 similarities
o At least 3-4 sentences of how this relates to history
Post-instruction Assessment
The main point the students are supposed to grasp at the end of the unit is the difficulties
Native American’s faced even after they had been sent to the reservations. The cruelty couldn’t
stop there; their entire culture had to be completely destroyed. This unit would be an extension to
a unit on Native Americans in general. As a way to assess my student’s knowledge of the subject
and their writing skills, as they have had to write for every activity, I would have them write an
essay.
The question would be, “Over the past few days we have read and discussed a lot about
Native Americans and their struggles to become assimilated. Write an essay summarizing what
you’ve learned and how you feel about the whole assimilation process.”
This will assess the student’s retention of the information as well as assess if they
understood the overarching meaning, what is assimilation?
Questions we need to answer to evaluate effectiveness.



Did the students seem to grasp the concept of assimilation?
Did the students participate openly in each activity?
Were the overall averages in the class high or low for each activity?
What will help guide revisions?



Could the students give a good example/definition of assimilation?
Did the introduction explain enough to give students a basic understanding of the
materials to complete the unit?
Were the overall averages in the class high or low?
o This question could work for both because if the scores were not the highest then
some revision must be considered.
Title of Lesson or Topic: Native American Assimilation through Education
Developed by: Megan Fortna & Victoria Stapf
Date: 12/3/2013
Lesson #1 : Kill the Indian Save the Man
Title: Scalp of Little Crow, leader of
Indian massacre of 1862
Creator: Charles A. Zimmerman
Repository: Western History/Genealogy
Department, Denver Public Library, 10 W.
14th Avenue Parkway, Denver, Colorado
80204.
Date: [between 1872 and 1890?]
Reproduction #: X-31694
URL: http://memory.loc.gov/cgibin/query/r?ammem/hawp:@field(NUMB
ER+@band(codhawp+10031694))
N/A
Title: Hethu'shka Song
Repository: American Folklife Center
Creator: Walker, James (Performer)
White, Rufus (Performer)
Reproduction #: N/A
Date: August 22, 1985
URL:
http://hdl.loc.gov/loc.afc/afcomaha.0707
Lesson #2: What Would You Say?
Title: Educating the Indians--a female
pupil of the government school at Carlisle
visits her home at Pine Ridge Agency /
from a sketch by a corresponding artist.
Repository: N/A
Creator: Cover illus. in: Frank Leslie's
Illustrated newspaper
URL:
http://www.loc.gov/pictures/item/90712911/
Date: 1884
Reproduction #: LC-USZ62-100543 (b&w
film copy neg.)
Lesson #3: Compare & Contrast (Native American Cultural Changes)
Title: The Absolutely True Diary of a
Part-Time Indian
Creator: Sherman Alexie
Date: 2008
Title: Chiricahua Apaches as they arrived
at Carlisle from Fort Marion, Florida /
Choate Carlisle, P. A.
Creator: Choate, J. N. 1848-1902 (John
N.)
Repository: Western History/Genealogy
Department, Denver Public Library, 10 W.
14th Avenue Parkway, Denver, Colorado
80204.
Reproduction #: X-32903
Date: 1886 November 4th.
URL:
http://cdm15330.contentdm.oclc.org/u?/p1
5330coll22,36689
Title: Chiricahua Apaches four months
after arriving at Carlisle / Choate Carlisle,
P. A.
Repository: Western History/Genealogy
Department, Denver Public Library, 10 W.
14th Avenue Parkway, Denver, Colorado
80204.
Creator: Choate, J. N. 1848-1902 (John
N.)
Date: 1886
Reproduction #: X-32904
URL:
http://cdm15330.contentdm.oclc.org/u?/p1
5330coll22,36690