Social Studies Unit: Nimi'ipuu CurriculumThis curriculum is meant to taught with the Literacy and Science Unit, therefore the lessons are for a 30 - 40 minute social study period. Some of the expository text that accompies this unit are the following
Character Roles for the Simulation
Smartboard Battles
Background Knowlege; Scared Trails
Biographical Sketches
Winds of Change; Nimi’ipuu Social Studies Simulation
Day 1
1. * Meet in Computer Lab * Take online Nimi’ipuu Pre-assessment t on the computer
2. Student pick a character from the Selection of Research Topics or (Characters for Simulation)
3. Students review electronic sources about their character and complete character Study - noting important information.
4. Discuss Governmental Powers; Dawes Act, Reservations and Treaties. Focus on Treaty of 1863 and Chief Joseph
Day 2
1. Present the Nez Perce Powerpoint Presentation and students fill out the Nez Perce Knowledge and complete the following assignment.
2. Introduce the Simulation at that students will become the characters from history
3. Popcorn read as a whole class assignment Nimiipuu Simulation Background Knowledge and complete the following assignment.
4. Students write in the journal about their character, who they are, where they live, what they do and their future.
Day 3
1.Students read Sacred Trails Pages 1 - 8 and discuss information.
2. After reading, student make a journal entry - What person in their tribe or community do they admire the most, give reasons why.
3. Watch Landscape of History - The Nez Perce (Nee-Me-Pooh) National Historic Trail, 28 minutes
Day 4
1. Students read Military Procedures for the U.S. Calvary and Read Nimi’ipuu War Strategies and make a chart describing these contact strategies (keep as a reference).
2. Demonstrate how to mark charts for military battles with Civil War Battle.
3. With partners student take Civil War Battles and make charts, be prepared to discuss results.
Day 5
1. Review War Tactics, Civil War Battle Maps Students demonstrate\reenact the White Bird Battle with Smartboard
2. Show the video of the actual footage of the White Bird Battlefield, show the battle charts.
3. Students answer questions whether this Battle could have been avoided and what would that require from the government and the native people?
Day 6
1. Students read Sacred Trails, pages 9 - 14 Fort Fizzle Smartboard Presentation
2. Read the Missoulian papers regarding this event and write a reaction based on your character’s point of view.
Day 7
1. Review and discuss the parley at Fort Fizzle Students read their reactions
2. Students re-enact the Battle of Clearwater while audience fills out battle charts
3. Discuss the results
Day 8
1. Discuss Coyote Stories; Creation Stories, Oral Traditions and HIS “stories”
2. Read together as a class coyote stories, oral traditions and “his-stories” and identify symbols, themes and lessons learned
3. Homework: students read a coyote story and summarize the characters, lesson and symbols that would be important.
Day 9
1. Review and discuss coyote stories and similarities and differences symbols, characters, Students read Sacred Trails pages 14 - 18
2. Discuss the land features of the Big Hole area whether it is advantageous or not.
3. Students reenact the Battle of the Big Hole as the audience complete their battle charts.
4. Student respond in writing to the questions, 1. “Chief Looking Glass had to make decisions for his entire people and other bands based on the information he had. General Howard had to make decisions for his country. Is termination or extermination of Indian people okay because of the American dream? Support your argument with evidence.
Day 10
1. Discuss the Nimi’ipuu councils and how leaders are changed according to successes
2. Students with native character build coup sticks, war charms while students in U.S. Calvary learn about their ranks, insignia and jobs
3. Read authentic articles from newspaper Cost and casualties of the recent battles tallied and discussed
4. Student journal responses based on their simulation character whether the price of human lives is worth the fight? What their character can do to solve the current problem at hand.
Day 11
1. Students read Sacred Trails pages 14 - 22
2. Students watch the reenactment of the Battle of Camas Meadows Battle was a great loss for Nimi’ipuu.
3. Discuss death in indian culturesMontana Tribes similiar events of relocation and attack, where, when
Day 12
1. Students read Sacred Trails about Yellowstone Park, Pages 22 - 26
2. Discuss Place Names and how Nim’ipuu have spiritual relationships with the land.
3. Students illustrate and describe one of their sacred places.
Day 13
1. Students view North American Plain Indians; Hand Talk; Sign Language Website
2. Discuss Non-Verbal Communication and it use with the Nimi’ipuu Students with group, decipher non-verbal communication between different tribes
3. As a class compare and contrast sign language of different tribes
Day 14
1. Students read Sacred Trail; Read Montana’s Toughest Terrain pages 26 -28
2.Discuss Nimi’ipuu Council and appointment of Chiefs Students decide whether to follow Looking Glass who believes in slowing down o let the people and animals rest while Lean Elk believes they need to move quickly. 3. Students sit on either side of the argument and move if they change their mind
Day 15
1.Students read The Battle of Bear’s Paw Mountains pages 29 - 35
2.Student decide based on character whether they will support or not support ChiefJoseph and the surrender on a google document.
3.Students reenact the The Battle of the Bear's Paw and add their reaction to their evidence to support the surrender.
Day 16
1.Students read & discuss The Drum, Song, and Singers, page 10 - 12 of Your Guide to Enjoying Pow Wows , Office of Public Instruction, 2008
2. Listen to several songs from More Than Just Drum, cdPlay three songs and students write the purpose, lyrics and message.
Day 17
1. Students read and study Chief Joseph’s Famous Speech, Summary of Campaign, and Listen and watch the Nez Perce Flight Song on You Tube Focus on Chief Joseph's famous speech, paying close attention to what he has to say about words: "Words do not pay for my dead people. They do not pay for my country now overrun by white men. They do not protect my father's grave. They donot pay for my horses and cattle. Good words do not give me back my children. . ."
2. Students answer questions about the Nez Perce War of 1877 and answer questions in their journals for their final examination.1. What effect did the flight of the Nez Perce have on the Nez Perce nation? 2. Would you characterize their flight and fight as a success or failure?
3. What effect did it have on America?
4. What effect have Chief Joseph's words had on America's conscience?Debate Whether termination or extermination of indian people was okay, because of the American dream?
Character Roles for the Simulation
Smartboard Battles
Background Knowlege; Scared Trails
Biographical Sketches
Winds of Change; Nimi’ipuu Social Studies Simulation
Day 1
1. * Meet in Computer Lab * Take online Nimi’ipuu Pre-assessment t on the computer
2. Student pick a character from the Selection of Research Topics or (Characters for Simulation)
3. Students review electronic sources about their character and complete character Study - noting important information.
4. Discuss Governmental Powers; Dawes Act, Reservations and Treaties. Focus on Treaty of 1863 and Chief Joseph
Day 2
1. Present the Nez Perce Powerpoint Presentation and students fill out the Nez Perce Knowledge and complete the following assignment.
2. Introduce the Simulation at that students will become the characters from history
3. Popcorn read as a whole class assignment Nimiipuu Simulation Background Knowledge and complete the following assignment.
4. Students write in the journal about their character, who they are, where they live, what they do and their future.
Day 3
1.Students read Sacred Trails Pages 1 - 8 and discuss information.
2. After reading, student make a journal entry - What person in their tribe or community do they admire the most, give reasons why.
3. Watch Landscape of History - The Nez Perce (Nee-Me-Pooh) National Historic Trail, 28 minutes
Day 4
1. Students read Military Procedures for the U.S. Calvary and Read Nimi’ipuu War Strategies and make a chart describing these contact strategies (keep as a reference).
2. Demonstrate how to mark charts for military battles with Civil War Battle.
3. With partners student take Civil War Battles and make charts, be prepared to discuss results.
Day 5
1. Review War Tactics, Civil War Battle Maps Students demonstrate\reenact the White Bird Battle with Smartboard
2. Show the video of the actual footage of the White Bird Battlefield, show the battle charts.
3. Students answer questions whether this Battle could have been avoided and what would that require from the government and the native people?
Day 6
1. Students read Sacred Trails, pages 9 - 14 Fort Fizzle Smartboard Presentation
2. Read the Missoulian papers regarding this event and write a reaction based on your character’s point of view.
Day 7
1. Review and discuss the parley at Fort Fizzle Students read their reactions
2. Students re-enact the Battle of Clearwater while audience fills out battle charts
3. Discuss the results
Day 8
1. Discuss Coyote Stories; Creation Stories, Oral Traditions and HIS “stories”
2. Read together as a class coyote stories, oral traditions and “his-stories” and identify symbols, themes and lessons learned
3. Homework: students read a coyote story and summarize the characters, lesson and symbols that would be important.
Day 9
1. Review and discuss coyote stories and similarities and differences symbols, characters, Students read Sacred Trails pages 14 - 18
2. Discuss the land features of the Big Hole area whether it is advantageous or not.
3. Students reenact the Battle of the Big Hole as the audience complete their battle charts.
4. Student respond in writing to the questions, 1. “Chief Looking Glass had to make decisions for his entire people and other bands based on the information he had. General Howard had to make decisions for his country. Is termination or extermination of Indian people okay because of the American dream? Support your argument with evidence.
Day 10
1. Discuss the Nimi’ipuu councils and how leaders are changed according to successes
2. Students with native character build coup sticks, war charms while students in U.S. Calvary learn about their ranks, insignia and jobs
3. Read authentic articles from newspaper Cost and casualties of the recent battles tallied and discussed
4. Student journal responses based on their simulation character whether the price of human lives is worth the fight? What their character can do to solve the current problem at hand.
Day 11
1. Students read Sacred Trails pages 14 - 22
2. Students watch the reenactment of the Battle of Camas Meadows Battle was a great loss for Nimi’ipuu.
3. Discuss death in indian culturesMontana Tribes similiar events of relocation and attack, where, when
Day 12
1. Students read Sacred Trails about Yellowstone Park, Pages 22 - 26
2. Discuss Place Names and how Nim’ipuu have spiritual relationships with the land.
3. Students illustrate and describe one of their sacred places.
Day 13
1. Students view North American Plain Indians; Hand Talk; Sign Language Website
2. Discuss Non-Verbal Communication and it use with the Nimi’ipuu Students with group, decipher non-verbal communication between different tribes
3. As a class compare and contrast sign language of different tribes
Day 14
1. Students read Sacred Trail; Read Montana’s Toughest Terrain pages 26 -28
2.Discuss Nimi’ipuu Council and appointment of Chiefs Students decide whether to follow Looking Glass who believes in slowing down o let the people and animals rest while Lean Elk believes they need to move quickly. 3. Students sit on either side of the argument and move if they change their mind
Day 15
1.Students read The Battle of Bear’s Paw Mountains pages 29 - 35
2.Student decide based on character whether they will support or not support ChiefJoseph and the surrender on a google document.
3.Students reenact the The Battle of the Bear's Paw and add their reaction to their evidence to support the surrender.
Day 16
1.Students read & discuss The Drum, Song, and Singers, page 10 - 12 of Your Guide to Enjoying Pow Wows , Office of Public Instruction, 2008
2. Listen to several songs from More Than Just Drum, cdPlay three songs and students write the purpose, lyrics and message.
Day 17
1. Students read and study Chief Joseph’s Famous Speech, Summary of Campaign, and Listen and watch the Nez Perce Flight Song on You Tube Focus on Chief Joseph's famous speech, paying close attention to what he has to say about words: "Words do not pay for my dead people. They do not pay for my country now overrun by white men. They do not protect my father's grave. They donot pay for my horses and cattle. Good words do not give me back my children. . ."
2. Students answer questions about the Nez Perce War of 1877 and answer questions in their journals for their final examination.1. What effect did the flight of the Nez Perce have on the Nez Perce nation? 2. Would you characterize their flight and fight as a success or failure?
3. What effect did it have on America?
4. What effect have Chief Joseph's words had on America's conscience?Debate Whether termination or extermination of indian people was okay, because of the American dream?