Teacher Resources - Lesson Plans
Teachers of Social Studies
Before you begin using the lesson plans that have been developed for your use in social studies, we would like you to understand that we believe these lessons can be integrated into the Core Curriculum you teach or taught as units alone.
The books, web sites, and other media materials have been searched for any inappropriate or offensive language. However, as you use the web sites you might follow a link and end up in an area that surprises you. We have tried to visit and navigate through every web site at least twice, and have eliminated the web sites we felt might provide some problems for students.
The lesson plans have been developed for teacher ease of use, and we welcome feedback. The web sites recommended in the grade levels can also be useful for students. Some of the resources will be recommended at all grade levels because the information is so rich and informative.
Before you begin, it is recommended that you read the information on “Appropriate Methods When Teaching About Native American Peoples” at http://www.ableza.org/dodont.html. It provides many useful suggestions. If it is “old hat” to you, then see it as a refresher. In another project called Cradleboard, at http://www.cradleboard.org/qa.html, you will find information on frequently asked questions about teaching American Indian history or culture. Although in their project they speak of Native Americans, we have chosen to use American Indian because in the present, so many of us are born here and are Native Americans. The authors of the Cradleboard Project addressed problems they hoped would be remedied by use of the material.
American Indian children often feel invisible in the classroom, and non-Indian children perhaps don’t know how to interact with an Indian student. Together they can benefit from the lessons that have been developed by Indians and non-Indians alike to be used in conjunction with the Utah Standards and national standards. We have tried to make the lessons interesting, non-threatening, and laden with resources for the teacher and student.
The information presented in the lessons is the most accurate we could find that presented American Indians as people of our history whose descendants still live on reservations, in rural country, and in urban societies. It is important not to portray American Indians or any other group as artifacts of the past. Angie DeBoe, in the book A History of the Indians of the United States, has a chapter entitled “What Happened to the Indians?” The information on the Kickapoos, the Five Civilized Tribes, and the “Liquidation” leads to the answer, “We Are Here.” So it has been important, as the lessons developed, to keep alive the thought that American Indians live today—different, perhaps, from the ancestors we read or talk about, but still here.
We have only scratched the surface of teaching about American Indians. As a social studies teacher, you understand this because of the limited time allowed in a school day—and each year there is more added to your content area.
You might wonder, “What’s in it for non-Indian children?” American Indian tribes are part of the history of this country. Their contributions, from language to culture and land, form part of the United States. Learning about American Indian history will help students increase their understanding and acceptance of tribes as sovereign nations, as well as Indian people as their neighbors and as part of the larger society.
As you use these lessons, if we can be of any assistance in providing materials, information, or the names of elders or community people who might visit your classroom, please do not hesitate to contact Shirlee Silversmith at the Utah State Office of Education at (801) 538-7838, or by e-mail at shirlee.silversmith@schools.utah.gov.
My concern about teaching the history of the American Indian people of this country is that it is done only two times during the year Columbus Day and Thanksgiving Day. One celebrates the invasion of the Americas by a man who brought disease and decimation to our people and the other celebrates the survival of a people who displaced the eastern tribes and took advantage of their kindness and generosity by annihilating them and taking their land.
As a American Indian teacher who teaches history, I believe in teaching holistically. I teach and do activities according to the seasons and in respect to our cultural practices and our belief system. Use American Indian teachers or community members resources in your class, but not just in October and November.
I suggest that the curriculum we have developed be carefully reviewed, planned and taught throughout the year, not only during Columbus Day or Thanksgiving Day. Keeping in mind the seasonal activities and practices of “the people.” For example: Autumn is the time to hunt and gather food for storage. We do this in respect to our natural surroundings, cultural rules and practices. Winter is the time for stories, sewing, art and crafts. Spring is the time to celebrate with songs and dances and giving thanks for surviving winter. Summer is the time for gathering of plants that are in season, trading and preparing for autumn. If we do things out of season or incongruence with tribal rules or practices there are consequences. For example telling stories out of season brings out snakes and bad weather (Ute). Most traditional people have rules and etiquette we follow in our everyday lives, which makes our lives in harmony with all things.
My hope is that teachers will be learners also as they teach about the American Indians then and now.
Submitted in respect by Venita Tavepont
