Thunder Rolling in the Mountains Language Arts Unit
Background Knowledge from Nimi’ipuu Simulation
Lesson 6: Quotes
Summary This Battle of the Clearwater is not given any recognition in Thunder Rolling Through the Mountains; therefore the entire lesson is dedicated to the battle. Students will read an informative text , Background Knowledge of Battle of Clearwater and attempt to understand the battle it its complexity and significance. Students should be able to identify the strategy through quotes and describe the sequence of events through concrete words and phrases and sensory details to convey experiences and events precisely.

Lesson Objectives and Montana Core Curriculum Standards for English Language Arts AddressedReading Standards: Foundational SkillsPhonics and Word Recognition
This 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)

FluencyThis 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.

Literature and Information Standards addressed:Using key ideas and details This lesson addresses the following unit objectives.  Students will: 2. determine how characters in a story or drama respond to challenges or how the s peaker in a poem reflects upon a topic; summarize the text.  Include texts by and about American Indians (Key Ideas and details, Standard 2)3. compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).(Standard Ideas and Details, Standard 3)

Writing StandardsText Types and PurposesThis lesson addresses the following unit objectives.  Students will:3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,and clear event sequencesd. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.Language

StandardsConventions of Standard EnglishThis 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 LanguageThis lesson addresses the following unit objectives.  Students will:3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.Speaking and Listening StandardsComprehension and Collaboration This lesson addresses the following unit objectives.  Students will:2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Resources/Materials/Teacher Preparation:Computer Lab-Student map that have the strategies and final conclusionsBackground Information of the Nimi’ipuu Simulation Curriculum; Battle of the ClearwaterStudents in Re-enactment should have practiced this battle and be ready to perform itGoogle document- Question and Battle of Clearwater Background InformationNimi’ipuu Simulation -

Background Knowledge Battle of Clearwater: The Nimi’ipuu people were heading north away from Wallowa but in the direction of Lapwai into Looking Glass band area and there they joined forces with about 250 warriors and 740 tribal members. They diagonally traversed the land between Cottonwood and Grangeville and set up camp on the South Fork of the Clearwater River. Many volunteer white folks were joining the U.S. Cavalry to fight the Nimi’ipuu. Two of McConville’s men, Lieutenants Wilmot and Cearley reconnoitered the Nim’ipuu camp and brought word back. The men waited for General Howard to get the word to assist in the attack. General Howard was close behind the Nimi’ipuu and would cross the Clearwater in a quarter approach to surprise the Nimi’ipuu and contain them south and west of his position. The Nimi’ipuu warriors fanned out to meet the troops now amounting to about 500 soldiers made up of troops  and volunteers and packers. On July 11 Howard deployed his forces along an arc line making the descent. The Nimi’ipuu with their mobility and stealthy gaits dodged between rocks and trees. The troops were hoping to reach the barren plateau. Ammunition was running out for both sides and forced more direct firing. The fighting continued into the night. The Nimi’ipuu were at an advantage in this battle because there were five leaders with different directives unlike U. S. Calvary where one leader controls the entire battle. Many of the Nimi’ipuu warriors defected that evening. The second day of battle brought increasing more gunfire and with the howitzer the troops were able to clear the Nimi’ipuu village along the river.Howard came into the Nimi’ipuu’s warrior at an angle attack. McConville withdrew his troops from the Nimi’ipuu counter attack. Howard ordered the howitzer be placed on the bluff overlooking the South Fork. The bluffs were too far away so he ordered their removal and brought to a closer bluff along with the 2 gatling guns.

The artillery were no match for the warriors as the warriors enveloped the howitzer and left the troops carrying them behind while being fully exposed across  the grounds. Captain Miller led another charge to the bluff. The bold attack by Miller’s men succeeded in driving many of the Nez Perce with Toohoolhoolzote away from the brow. Through the night both sides tried to get water and wait. Miller once again attacked as the Nimiiipuu were travelling down the ravine toward the camp. The bands and chiefs were indecisive on whether to keep fighting or give up and this was a huge disadvantage for the Nimi’ipuu people.Yellow Wolf and Wottolen were the only warriors left so they quickly rode down the revine to assist Joseph’s wife and baby to flee. Joseph rode ahead to warn the village of an attack. Howard had to call off the pursuit when the troops  reached the river as they could not cross. The troops stayed in the Nimi’ipuu abandoned camp using their food and supplies and  rested well.  The U.S. Cavalry had a victory as they controlled the field even though they lost more soldiers and had more wounded than the Nimi’ipuu People. The U.S. had 12 casualities, 2 being officiers and 25 were wounded and 1 missing. The Nimi’ipuu had 4 casualities,  and 6 wounded.The following day the Nimi’ipuu traveled sixteen miles to Weippe Prairie to meet Chief Red Heart who was returning from a buffalo hunt. Chief Red Heart, unlike Chief Looking Glass, did not join forces with the Nimi’ipuu. Several Nimi’ipuu at this time went with Chief Red Heart to return to Kamiah. When the arrived in Kamiah, General Howard took both groups of forty captive. Yellowstone ParkThe Nimi’ipuu kept on the move under council by the chiefs and were hopeful that as they approached The Old Ladies Area, Yellowstone Area, 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 many options and instead of crossing the Gallatin River, the Nimi’ipuu Tribe would travel the Madison River. 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 Shoshone scouts and 50 Montana volunteers reached Henry’s Lake and is in much need of horses, food, rest and supplies. Chief Buffalo Horn proposed a 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 Howard predicted that the Nimi’ipuu were heading into Crow and Sioux Terrritory seeking their assistance. General Sherman sends message 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’puu, 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.

Procedure
1.  Today instead of reading Thunder Rolling  in the Mountains; student will read the Background Knowledge of the Nimi’ipuu Simulation Curriculum for information about the tribe and their ongoing battle to gain their land in Wallowa.
2. Students from homeroom will demonstrate the battle on the smartboard as all other students check their maps for detailed information.and can understand the sequence of events through acquisition of new military and war words.
3. The video of the battlefield is shown and students review their maps for accuracy.
4 Students write a reaction to one of the quotes from the Battle from a character's’ perspective on the google document.
5. Students read quotes from the  battle and determine at what point were the quotes  given knowing the battle format and give evidence to support.

Formative Assessmentreading and interrupting informational text with a newly formed background knowledge of the Nimi’ipuu Tribe

Summative AssessmentInterruptive Quotes are inferred to analysis with the contents of the battle to determine when they were muttered.