Winds of Change, Nimi'ipuu Sacred Will
Fifth Grade Integrated & Interactive Curriculum
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Nez Perce Art
Thunder Rolling in the Mountains
Language Arts Unit Nimi’ipuu Simulation Background Knowledge
Lesson 10: Yellowstone National Park Interactive Tour Karen Peterson, Hellgate Elementary
Summary
In this lesson students will analyze the route that the Nimi’ipuu tribe traveled through Land of the Spirit Fountains. Student will use a map with graphics to geographically locate an answer questions about Yellowstone Park. After they get a directional sense of the park they will go online and see actual photos of the place that the Nimi’ipuu camped at in 1877. Through an electronic field trip; students will select a field trip, clearly write a short informative text to convey the ideas from their fieldtrip experience.
Lesson Objectives and Montana Core Curriculum Standards for English Language Arts
Reading StandardsFoundational Skills
Phonics and Word RecognitionThis lesson addresses the following objectives.
Students will:
3.
Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.(Standard 3)
Fluency
This lesson addresses the following unit objectives.
Students will:
4.
Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Reading Standards for Informational Text:Craft and StructureThis lesson addresses the following unit objectives. Students will:
6.
Analyze multiple accounts of the same event or topic, including those of historical and contemporary American Indian events and topics, noting important similarities and differences in the point of view they represent.Integration of Knowledge and IdeasThis lesson addresses the following unit objectives. Students will:
7.
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.Writing StandardsText Types and PurposesThis lesson addresses the following unit objectives. Students will:
2.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
d.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Language StandardsConventions of Standard English
This lesson addresses the following unit objectives.
Students will:
1.
Demonstrate command of the conventions of standard English grammar and usage when writing or speakingKnowledge of Language
This lesson addresses the following unit objectives.
Students will:
3.
Use knowledge of language and its conventions when writing, speaking, reading, or listening
Resources/Materials/Teacher Preparation:
Nimi’ipuu Simulation - Background Knowledge; Yellowstone Description,
Student Online Assignment for
Thunder Rolling in the Mountain-
Land of the Spirit Fountains.Maps of Yellowstone Daily Oral Geography #24,Electronic Field Trips -
http://www.windowsintowonderland.org/
Background Information
Yellowstone Park The daunting trek though Yellowstone National Park Territory would force the U.S. Troops to reassign their leaders and and divert them further away from the Nim’ipuu and the Five Bands. However it was equally as daunting for the Nimi’ipuu as the encountered many tourists and warriors were still angry with the Big Hole Massacre would take out revenge on the white people. The tourist were never intended to be harmed were a huge disadvantage to the Nimi’ipuu and the Five Bands as they informed General Howard of their condition, numbers and routes. The Nimi’ipuu kept on the move under council by the chiefs and were hopeful that as they approached The Wonderland Area, today known as Yellowstone National Park , as they figured the Crow Tribe and the Sioux Tribes would join their fight. The Nimi’ipuu reached Henry’s Lake and camped and discussed their possible routes to divert General Howard and his troops. With the many rivers north in the Yellowstone area there would be many options and instead of crossing the Gallatin River, the Nimi’ipuu Tribe would travel the Madison River. The Bannock Trail which was used by many tribes was a standard route of travel in that area. It started a Camas Meadows and moved east towards the Targhee Pass and to the basin of the Madison River. Then it penetrated the Gallatin Mountains down Indian Creek to Gardner River. The trail continued East Fork Valley branching a enterance to the Absaroks Range and end up in valley of the Clark Fork.# The Nimi’ipuu did not take the well know Bannock Trail instead the decided on a hinting trail through the mountains. At the Madison River the Nimi’ipuu scouts ran into a prospector named Shively, whom willingly joined their fight as a scout. At this point General Howard and entire command consisting of 200 cavalry, 300 infantry and 50 Shoshoni scouts and 50 Montana volunteers reached Henry’s Lake and was in much need of horses, food, rest and supplies. Chief Buffalo Horn proposed a ceremonial dance to revitalize and energize the men. General Howard went into Virginia City to get supplies and telegraphed General Sherman in Fort Shaw, Montana to request supplies and possible interceptions with Sturgis’s and Miles’s troops as they were on the Yellowstone River. General Sherman, Howard’s commanding officer, felt that General Howard was an disadvantage to the campaign and that he should be replaced with Lieutenant Colonel Charles Gilbert. Sherman was growing impatient with the entire campaign and his growing anger toward the Nimi’ipuu and the Five Bands. General Howard knowing that Gilbert was coming, proceeded to pursue the Nimi’ipuu and the Five Bands. Sherman advised Howard of the trail he predicted that the Nimi’ipuu were heading into Crow and Sioux Territory seeking their assistance. General Sherman sent telegram messages back to Howard to remain with force and pursue the Nimi’ipuu and he should run into Sturgis at the Clark Fork River and Sheridan at Tongue River. General Howard sends Fisher and his troops to pursue the Nimi’ipuu, he sends Spurgin troops to get bring Howard pack trains and wagons from the Clearwater River to Fort Ellis. Saving about a hundred miles Howard heads north on the Yellowstone River to ascend at the Lamar River.# This area known “the trap” as there was no way of getting out of it except at each end and that it is about fifteen miles long. The Five Bands and the Nimi’ipuu were approached by the Bannock scouts and shots were fired but neither the Nim’ipuu or the Bannock Scouts were trapped.# The Nim’ipuu scouts continually run in to tourists through the Park area and in some cases they were shot. Chief Joseph was appalled and disappointed by the warriors lack of respect and opening fire on innocent people. All the tourist were set free on worn out horses with food, supplies and advice which trails to take. Lt. Gilbert loses his way to find General Howard and abandoned his mission. Many of the Bannock scouts at this time also abandon the campaign. This part of the trek was trying for both the U.S. troops and the Nimi’ipuu people. The U.S. troops were very tired and ready for relief. The Nimi’ipuu suffered more at Yellowstone because the area was difficult to travel, they did not know the land, the assumed they would get help from the Crow and Sioux, this causes them to change their path and they encounter tourists who informed the U.S. Troops of the numbers, condition and route of travel.
Procedure
1. Discuss the Battle of Camas Meadows, Clarify results and conclusions
2. In the reading yesterday readings, the Nimi’ipuu Tribe had reached the Land of the Spirit Fountains, which is Yellowstone Park
3..Ask the students “How many of you have traveled through Yellowstone Park?” You may have passed the same path as the Nimi’ipuu Tribe in 1877
.4. As a whole group read the excerpt from Nimi’ipuu Simulation - Background Knowledge about Yellowstone Park and answer questions from Yellowstone Daily Oral Geography # 24 Map
5. View a informative video about Yellowstone Park
6. Students write a short informative text to convey their Yellowstone Field trip experience.Be prepared to present it on the following day. Student reenacting the Battle of the Crows need to view Native American Plains Hand Talk Website to practice with sign language, body language and interactive smartboard and no speaking for the following day.
Formative Assessment
response to questionsElectronic field trip
Summative Assessment
Electronic field short informative text