Native Americans in Colorado

Intended Level: 6th Grade

Focus of Lesson: Students will examine primary source photographs and analyze the images to help them discover that societies are diverse and have changed over time.

History Standards Assessed:

Standard 3: Students understand that societies are diverse and have changed over time.

3.1: Describe the history, interactions, and contributions of various peoples and cultures that have lived in or migrated, immigrated, or were brought into the Western Hemisphere's history.

History Standards Addressed:

Standard 2: Students know how to use the processes and resources of historical inquiry.

2.3: interpret information from historical maps, photographs, art works, and other artifacts of the past

Standard 4: Students understand how science, technology, and economic activity have
developed, changed, and affected societies throughout history.

4.1: identify and explain the consequences of scientific and technological changes (e.g. navigation, transportation, printing, weaponry, agriculture, communication, and medicine)

Information Literacy Standards Assessed:

Standard 3: The information literate student uses information accurately and creatively.

Uses information to draw conclusions and develop new understandings

Information Literacy Standards Addressed:

Standard 2: The information literate student evaluates information critically and
competently.

Distinguishes among facts, point of view, and opinion

Standard 7: The information literate student contributes positively to the learning community and to society and recognizes the importance of information to a democratic society.

Seeks information from diverse viewpoints, scholarly traditions, and cultural perspectives to understand issues.

Assessment: The assessment consists of a worksheet in which groups will answer questions using their photograph and information presented in class.

Time: Two 50 minute class periods for lesson, one 20 minute class period for follow-up discussion.

Materials:

• Overhead transparency of a photograph of a Native American tribe (pre- 1925) choosen from the list below.
• Individual printouts of the photograph
• Photographs of Native American tribes (pre- 1925), three copies of each photograph
• Magnifying glasses to look at photographs (one for every student)
• Handout of assessment worksheet (one for every student)
• Handout describing the photograph for when they are finished from the full record search (in parentheses, below each photograph).

  Websites for photographs:

  Cheyenne - http://hdl.loc.gov/loc.pnp/pan.6a08724 "Cheyenne Sun Dancer"
  Kiowa - http://photoswest.org/cgi-bin/imager?10032402+X-32402 "The Hule Song"
  Apache - http://photoswest.org/cgi-bin/imager?10033151+X-33151 "White Mountain Apache Hoops and Javelin Game."
  Arapahoe - http://photoswest.org/cgi-bin/imager?10032133+X-32133 "Arapahoe lodge and sqaws"
  Comanche - http://photoswest.org/cgi-bin/imager?10032232+X-32232 "Indian Dance at Fort Sill, Okla."
  Ute - http://photoswest.org/cgi-bin/imager?10030353+x-30353 "Ute Indian Abodes"
  
  

Possible Procedures:
Students should have prior knowledge of what a primary source is before starting this lesson.

Day One:

1. Selecting one of the photographs above (or another of your liking), print onto a transparency and place on overhead. Pass out a print out of the photograph (one to every student).
2. Direct students to the overhead and explain what they will do with the photograph they received. Let them know that this is a primary source. Ask them if they can find various things that are listed on the handout. Handout a magnifying glass to look at the photographs. Give them time to look at the photograph and allow them time to respond.
3. Explain to them that tomorrow they will be broken up into 6 groups of three and each group get their own photograph of the tribe that was randomly chosen for them. They will have to answer the questions 1-6 on the worksheet individually and that 7 on the worksheet will be homework, which will be discussed in class on the third day.

Day Two:

1. After going over the Indian photographs in class yesterday, divide the class into groups and handout the photograph of their tribe. Give them time to discuss as a group.
2. Give them time to individually answer questions 1-6 on the worksheet.
3. Put a transparency of each group's photograph on the overhead and each member will be allowed to share with the class what they discovered about the photograph.
4. Go over the questions as a whole group. Ask them what changes they think have been made from the past to the present.
5. Remind them that question #7 on the worksheet is homework.
6. Handout further information from the photograph (from full record search) and other information about the tribes.

Day Three:

1. Collect homework and discuss the possible answers to question #7.

- Jeanette Bartling & Nancy Rowles, Calhan Middle School