Title: Government Policies: The Dawes Act
Grade Level: 9-10
Subject/Content: U.S. History
Summary of Lesson: Students will examine and compare several resources on the Dawes
Act
Focus Question: How is The Dawes Act significant to U.S. history? How is the topic
covered in different resources?
Resource: U.S. History in Context
Procedures:
Steps/Activities by the Teacher:
 Prompt students by asking what they know about The Dawes Act
 Allow time for response/ discussion
 Provide access to U.S. History in Context
 Direct students to consider the following when reading:
o Which points do all articles emphasize?
o Does any article omit information that is included in the others? Why
might this be?
o Which article includes the most thorough coverage of topic?
o Do you notice any difference in the use of language among sources? Why
might this be?
o Do you notice any bias in any of the articles?
 Students notes should focus on summarizing The Dawes Act and comparing the
different resources
 Lead discussion of notes and comparing resources
 Direct students to read and take notes on the following articles:
1. Greenwald, Emily. "Dawes Severalty Act." Americans at War. Ed. John P.
Resch. Vol. 2: 1816-1900. Detroit: Macmillan Reference USA, 2005. 46-47.
2. Gunn, Steven J. "Indian General Allotment Act (Dawes Act) (1887)." Major
Acts of Congress. Ed. Brian K. Landsberg. Vol. 2. New York: Macmillan
Reference USA, 2004. 191-195.
3. "Native Americans." Supreme Court Drama: Cases That Changed America.
Ed. A Walton Litz, et al. Vol. 4: Business Law/Federal Powers and Seperation
of Powers/Federalism & State Powers/Labor & Labor Practices/Military
Law/Native Americans/Taxation. Detroit: UXL, 2001. 1063-1071.
4. "Native American Rights." West's Encyclopedia of American Law. Ed. Shirelle
Phelps and Jeffrey Lehman. 2nd ed. Vol. 7. Detroit: Gale, 2005. 195-204.
 Students notes should focus on summarizing The Dawes Act and comparing the
different resources
 Gather class
 Lead discussion of notes and comparing resources
Steps/Activities by Student(s):
 Share what you know about The Dawes Act during discussion
 Access U.S. History in Context
 Go over reading and note taking focus points and ask questions
 Read and take notes on the following articles:
1. Greenwald, Emily. "Dawes Severalty Act." Americans at War. Ed. John P. Resch.
Vol. 2: 1816-1900. Detroit: Macmillan Reference USA, 2005. 46-47.
2. Gunn, Steven J. "Indian General Allotment Act (Dawes Act) (1887)." Major Acts
of Congress. Ed. Brian K. Landsberg. Vol. 2. New York: Macmillan Reference USA,
2004. 191-195.
3. "Native Americans." Supreme Court Drama: Cases That Changed America. Ed. A
Walton Litz, et al. Vol. 4: Business Law/Federal Powers and Seperation of
Powers/Federalism & State Powers/Labor & Labor Practices/Military Law/Native
Americans/Taxation. Detroit: UXL, 2001. 1063-1071.
4. "Native American Rights." West's Encyclopedia of American Law. Ed. Shirelle
Phelps and Jeffrey Lehman. 2nd ed. Vol. 7. Detroit: Gale, 2005. 195-204.
 Bring your notes as class gathers
 Contribute thoughtful comments to class discussion, comparing resources and
summarizing The Dawes Act
Outcome: Students will be able engage in discussion comparing several different resources
coverage on The Dawes Act. Students will be able to provide summary of The Dawes Act.
Related Activities: This lesson can easily connect to the following subjects
Forensics/ Government
Expand assignment into debate on the legality of the Dawes Act
Learning Expectation: Students will use their analytical skills to explore and compare
several resources. Students will use their note taking skills to track focus points during
reading. Students will engage in thoughtful discussion.
Standards Alignment
Common Core State Standards
CCSS. ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational
texts independently and proficiently. (Anchor Standard)
CCSS. ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and
style of a text. (Anchor Standard)
CCSS. ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the approaches the authors take. (Anchor
Standard)
CCSS. ELA-Literacy.CCRA.RI.9-10.10 By the end of grade 9, read and comprehend literacy
nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed
at the high end of the range. (9)
By the end of grade 10, read and comprehend literary nonfiction at the high end of
the grades 9-10 text complexity band independently and proficiently. (10)
CCSS. ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively. (9-10)
CCSS. ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience, and
task. (9-10)
CCSS. ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (9-10)
CCSS. ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social
studies texts in the grades 9–10 text complexity band independently and proficiently. (9-10)
Standard Source: Common Core State Standards Initiative (2010)