Lesson: The American Indian Movement
Author: Sarah Pickering
Grade Level: High School
Common Core Standards:
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and
determine which explanation best accords with textual evidence, acknowledging where
the text leaves matters uncertain.
CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and
CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to
questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
Wisconsin Academic Standards:
B.12.2 Analyze primary and secondary sources related to a historical question to
evaluate their relevance, make comparisons, integrate new information with prior
knowledge, and come to a reasoned conclusion
B.12.12 Analyze the history, culture, tribal sovereignty, and current status of the
American Indian tribes and bands in Wisconsin
B.12.16 Describe the purpose and effects of treaties, alliances, and international
organizations that characterize today's interconnected world
Essential Question: What actions led to the creation of AIM and was AIM successful in
its goals?
Learner Outcomes – Students Will Be Able To:
Analyze primary sources.
Explain the goals of AIM.
Explain some of AIMs larger “battles” such as Alcatraz, Winter Dam, and
Wounded Knee and their outcomes/significance.
Procedure:
Phase 1
1. Introduction: Ask students what treaties are and how treaties were used to
displace Native Americans in the United States. Call on students for responses.
2. Ask students how they might react of treaties they entered into were broken by
the other party. How does this apply to Native Americans?
3. Begin the attached PowerPoint presentation. Outline the different stages of
relations between Native Americans and the federal government.
4. Introduce AIM and provide background on its formation and its conflicts with the
government, using the notes at the bottom of the slides. Stop periodically to field
questions and clarify terms and concepts.
5. At the conclusion of the PowerPoint, call on students to offer opinions on the
success or failure of AIM.
Phase 2
1. Introduction: Ask students why the AIM was created and what it accomplished.
Ask for specific examples of resistance to the federal government. Call on
students for responses.
2. Show the movie Lakota Woman. Pause to clarify points in the video.
Closure: Conduct a whole-class discussion of the movie.
Assessment: A quiz will be distributed at the end:
1. List the purpose of the American Indian Movement.
- preserve Indian culture
- stop police brutality
- recognition of treaty rights
- self-determination
- Today – mascots
2. Describe the significance of the Winter Dam incident.
-25,000 acres given back to LCO
-use of hydro-electric power for the first time
-Grave issue still unresolved
-gained attention of the media
- license not renewed
3. True/False:
AIM accomplished little since it’s founding in 1968. (False).
4. True/False.
The takeover at Wounded Knee was a peaceful gathering. (False)
5. When the Winter Dam was built in 1921, it had several effects. Which of the
following did NOT happen as a direct result of the dam?
a. Rice beds were destroyed.
b. Indians received hydroelectricity.
c. An entire town flooded.
d. Gravesites were disrupted.
6. Compare and contrast the Alcatraz takeover and the Wounded Knee takeover.
Alcatraz – Peaceful
gunfire
WK – Not peaceful – People were armed and their was daily
Alcatraz – initial event that helped spur Indian activism
Both – gained media attention for Indian Rights
Alcatraz – gov. ended policy of termination
Alcatraz – Nixon increased BIA budget by 225%
WK – Negotiations with government
WK – ended with arrests
Answers based on opinion.
7. Design a new logo for AIM. Use what you know about AIM and its goals to help
you decide what to include.