Lesson Plan

Three Affiliated Tribes History: Education and Spirituality

Adult covered in a blanket stands on a dirt hill looking to the right.
Grade Level:
Middle School: Sixth Grade through Eighth Grade
Subject:
Social Studies
Lesson Duration:
60 Minutes
Common Core Standards:
6.L.6, 7.L.6, 8.L.6, 6-8.RH.1, 6-8.RH.10, 6.RI.9
State Standards:
North Dakota Social Studies Standards; SS.6.4.6.1, SS.6.4.6.2
Thinking Skills:
Remembering: Recalling or recognizing information ideas, and principles. Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts.

Essential Question

How has the Hidatsa Mandan Arikara Nation shown resiliency in reestablishing their cultural identity?

Objective

1. The students will be able to identify events that changed the ability for the MHA Nation to continue their cultural and spiritual practices.

2. The students will be able to actively participate in intellectual discussions about how the MHA Nation is regaining its identity.

Background

This lesson is part of Knife River Indian Villages National Historic Site Teacher's Guide for Grades K-8: Guide to the Earthlodge People. It was written by members of the Mandan Hidatsa Arikara Nation for educators. 

This background reading material explores the history of the Three Affiliated Tribes post 1845. It covers MHA and TAT, pre and post-Garrison Dam, health, education in boarding schools, impacts of the schools, treating historical trauma, education today, current culture, and native spirituality today. The discussion in this lesson focuses on the education, culture, and spirituality. 

Preparation

Read the background information before working with the students. Explore the previous lesson plan connected to the same article, Three Affiliated Tribes (TAT) History: Post-1845 Mandan, Hidatsa and Arikara and the Garrison Dam.

Procedure

Read the background information with the students. Stop at appropriate times and initiate the following discussion questions:

1. Discuss how you might feel if you had to attend a boarding school. What would you miss at home? What would be the pros and cons of being away from your family for a long period of time.

2. Native Americans were prevented by the federal government from practicing their spiritual beliefs. Does this violate any constitutional guarantees?

3. If you were a member of the MHA Nation, what are your ideas to help your culture reestablish its identity?

Activity: Make believe you are a student in a boarding school 1700 miles from home. Write a letter home to someone keeping in mind your letter will be read before it is sent out.

Vocabulary

1. Culture - A particular group or nation sharing common customs, language, arts, and social traditions.

2. Resiliency -  The ability to recover quickly from a tough situation.
 

Assessment Materials

Informal Assessment: Teacher will listen for the discussion answers and clarify any information that is misunderstood.

Contact Information

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Last updated: August 23, 2019