Teaching Guide
 

    Implementation Plan for "Kill the Indian, But Save the man" with two or more computers that are internet-linked.

                                                 

                                                    produced by 
                                        Jerry W. Lewis (Potawatomi)

                                    ELL Teacher for 5th and Sixth Grades

Washington School, Chicago Heights, School District 170

  Web Institute for Teachers, Summer, 2004

                                                                         Introduction   Rationale   Audience   Prerequisites   Subject Matter   Goals and Objectives  

                                                                    Instructional Plan   Materials   Assessment/s and Evaluation   Appendices   Resources   Glossary

 

                                                                                                      Introduction

 

Inspired by  the idea there is one world and it is crowded, there is a need to know more about how we got to where we are as citizens of this country.  It should inspire more questions about republics, democracies, and their relationships to their citizens.  Since newspapers are written at a Sixth Grade level, the vocabulary will not be as challenging as the resistance to unlearning stereotypes and chauvinistic concepts that have been presented historically. This site will present information about history, government, and other social studies that has been documented well, but has been largely ignored.  My teaching experiences at the college and university levels taught me that most students educated in this country, had a tremendous gap in their data base with regard to the treatment of the indigenous populations in this country and the rest of the Western Hemisphere.  This led me back to teaching at the Elementary School level where the students were not only more open-minded, but they were also possessed of greater technical skills at gathering information.  It is with these thoughts in mind that I have created  this website for you, the browser, student, hobbyist, or other interested party.

                                                                     

                                                                    Rationale

 

A few years ago, the state of Texas' Department of Education rejected all vendors new history textbooks because of thousands of factual errors.  Since students can easily access more information much more rapidly today, it is easier for them to discover factual errors in a stereotypic presentation of material by a teacher.  This is especially important for a teacher to remember, if they are to maintain credibility.

By the time the student finishes most of this website, his or her data base will have increased to the point that many new questions will be in the mind.  The "who", "what", "when", "where", or "why" will be less pliable if one tries to fit them  into neat categories.  This will also be true for most teachers who review this website unless they are familiar with the American "Indian" mindset.

While I must admit that my classroom is better equipped than most, it wasn't always so.  I have taught many of these things without equipment other than a stick and dirt through evolution to the present situation.  That is up to you as a teacher. 

My classroom has two internet-linked computers.  There is also a cart available with 12 (twelve) laptop computers that are capable of  linking wirelessly to the Internet.  This gives us an in-house capability of 14(fourteen) positions.  We also have 12 (twelve) Leap Pad positions giving us a total of 26 (twenty-six) positions.  There are 8 (eight) other computers available that are not internet-linked. This gives us the possibility of 34 (thirty-four)   There are (7) seven color printers, three of which are all-in-one, with good copying capabilities.  There are currently 4 (four) digital cameras available.  We also have an overhead projector.

Because my WebQuest, Kill Them All ... Nits Make Lice,   deals with Illinois State Board of Education goals 14-16 for Illinois State Standards in Social Studies, and because of the dates involved in the historical events mentioned,  the months of September, October, November, or December would be most relevant.

My biggest concern will be keeping up with the students as soon as they absorb the directions on building their own sites on the subjects.

 

                                                   Audience

                              The Fifth and Sixth  grade ELL students at Washington School  
 

My fifth and sixth grade English Language Learner (ELL) students are all Limited English Proficiency (LEP) pupils.  They may arrive in the United States at any point in time from the beginning of Registration in August until the week of IMAGE testing in April or May.  Their use of technology in their original country is usually non-existent to very limited (perhaps seeing it in films or on television.)  One successful strategy for constant integration into the class and the plethora of equipment has been peer-group tutoring for any or all tasks the students are working on.  There is a deep and abiding respect for education and learning in these students and their families that is largely unspoiled by repeated stereotypes in state or national curriculums.  Whether this is a cultural trait or the forced awareness of immigrant status is irrelevant.  They are a joy to work with.  I have learned so much by providing opportunities for them to grow that I am convinced that they are eminently capable of absorbing information, processing that information objectively, and making wise decisions based on an enlarged data base.  Most students in schools on Indian reservations that are tribally-run from the Third Grade through 12th Grade could do this easily.  I have my doubts about BIA operated schools for Indian children.  Public school students from the Fifth Grade through 12th Grade should find it enriching and challenging on several levels.

 

                                                                       Prerequisites

 

The student should have an open mind (not usually a problem with these children at this age,) basic skills on at least two computers that are internet-linked, teacher time or a competent peer group tutor, knowledge that alternative sources for accomplishing the tasks are available, and where those sources can be located.

 

                                                                      Subject Matter

 

The fastest and most efficacious method today to find and use information is through the computer.  As long as the students understand that clicking on the words in blue will hyperlink to some clarification, they will not be able to avoid being exposed to more information on government to government relations between "Indians" and non-Indians throughout history.

The specific "Indian" peoples mentioned in this lesson. are for the most part, Algonquin-speakers (Wampanoag, Lenni Lenape {usually called "Delaware" in textbooks}, Potawatomi, Cheyenne, and Arapahoe,) or Iroquoian-speakers (Onandaga, Cayuga, Mohawk, Oneida, Seneca, and Tuscarora [most people are already familiar with the Cherokee, but are not familiar with their role in early slave-trading of Indians around them.])  The internecine warfare by indigenous peoples is little mentioned in oral traditions of most autocthonous first nations of slavery or warfare in the eastern hemispheric sense of the word.

 

                                         Goals and Objectives

The State of Illinois Standards (Social Studies) lists, in part, the following "Historical eras"

for local, state, and the United States:

                                                                                                        Early History in the Americas to 1620

                                                                              Colonial history and settlement to 1763

                                                                              The American Revolution and early national period

                                                                              National expansion from 1815 to 1850

                                                                              The Civil War and Reconstruction from 1850 to 1877

                                                                             ... Contemporary United States from 1968 to present
While State Standards 14 through 16 are embedded in the website lessons, particular attention should be paid to 16c (16.C.1a[us])

Exercise example:  Describe how (sic) Native American people in Illinois engaged in economic activities with other tribes and traders in the region prior to the Black Hawk War.

 

Implementation Instructional Plan

The Student will copy a narrative procedure for opening the teacher's inter-active webquest on the teacher's website Homepage and complete the exercises over a period of two days  in class.  Each exercise will be assessed and evaluated according to the rubrics provided.  The rubrics will be based on Illinois learning standards in Language Arts and Social Studies.  After completing the exercises, the students will form groups based on part of the information provided in those exercises.  They will then write a two-page script and present that/those aspects of that information.  Student will type the narrative procedure on the computer for each of the above activities and place it in the Works In Progress folder.

1. Student will save the narrative procedure for each of the above activities to his/her disc (floppy or CD.)

2. Student will print the narrative procedure for each of the above activities and place it in the Works In Progress folder.

3. Student will create each of the above activities using his/her narrative procedure.

4. Student will Print each of the above activities in black and white for preview and editing by the teacher and place it in the Works In Progress folder.

5. Each student will have a copy of his/her project laminated plus a copy on the floppy disc or a CD to take home.

 

                                                                                                       Materials

 

                                                                     Assessment and Evaluation



Resources

The 22-page pamphlet shown in the picture to the left may be hard to find, but it is a remarkable document

for reflecting the bureaucratic thinking and the mindset of Department of Interior thinking during the period

when the "Indians" had even less influence and recourse than than they do today.  Keep in mind that the

Executive branch of the government rarely acknowledged the special constitutional status of the American

Indian until the very late 1960's.  If  you can't find it, let me know at jwlewis2000@yahoo.com.

 

Glossary:     Each blue word is a separate link to a definition of, or an explanation of that word or term: sovereignty, title in fee simple,  Indian,  blood quantum, tribal enrollment, general council, eminent domain, condemnation, Indian Removal Act, Worcester Vs. Georgia decision, genocide, fratricide, patricide, matricide, severalty, abandonment, allot, allotment, Indian Health Service sterilization policy, melungeon,cont'd.

Credits:

   I most humbly and fervently beg your indulgence while the credits are under construction