nativeamericanwebquest

1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11 thgrade U. S. History Designed by Mallory Prest Mallory Prest [email_address] Based on a template fromThe WebQuest Page

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] It is the year 1856 and your tribe has been living on the Great Plains peacefully for over a hundred years.A congressman from the U.S. government has come to your tribe with a proposition.He wants to take your land to provide homes for settlers and place your tribe on a reservation.On the reservation your tribe will be provided housing, clothes, food, health care, and education by the U.S. government.Your tribe must form a council consisting of the chief, medicine man, elders, and warriors to discuss whether to agree to the proposition and sign the treaty, or refuse it entirely.However, if your tribe refuses the treaty there is the risk of the cavalry forcibly moving you from your land.The role of the squaw will also be involved with the tribal council as the wife of a warrior.Your tribe has noticed an increased amount of white settlers moving onto the land and the number of buffalo has diminished greatly.There has also been communication from other tribes that the government has not been faithful with their promises. 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] For this webquest, it will be your job to research your role as the chief, medicine man, warrior, elder, or squaw and discover the function they had within your tribe.Also you must gather information about the culture and history of your tribe.This preparation will be used for the tribal council meeting, which your tribe will simulate in front of the class.During the simulation, every member of the council will be given a chance to speak their opinion on the situation.The purpose of the meeting is whether or not your tribe should sign the treaty with the government.Title 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]

The class will be divided in 5 groups with 5-6 students in each group

Each group will be assigned one of the following tribes of the Great Plains:

Arapaho

Cheyenne

Lakota

Blackfeet

Manadan

Comanche

Once your group is assigned a tribe, each member of the group will be given one of the following roles:

Medicine Man

Warrior

Squaw (she will act as a wife of a warrior)

Depending on the number of people in your group, there may be 2 warriors

You will use the internet and other resources to research your role and their function within the tribe

You must also research the culture and history of your tribe

Once you have an in depth understanding of your tribe and your role, your group must meet to discuss the simulated tribal council and your decision of whether or not to sign the treaty

On the day of the simulation, the classroom will be set up like a fish bowl with the council sitting in the middle of the room and the students sitting in a circle surrounding the council

Your tribes council meeting will only be 15 minutes,and every member must voice their opinionsince the squaw is not a member of the council, she will be seated behind her husband advising him throughout the meeting

Click here to continue

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]

Your group will be required to use a prop during the council meeting such as a peace pipe

By the end of the meeting, your tribe mustmake a decision on whether to sign the treaty or refuse it, andprovide an explanation

Its very important also for you to act as your character during the meeting; be passionateand immerse yourself into the role

The following is a list of helpful websites for your research:

www.legendsofamerica.com

www.native-languages.org/arapaho_culture.htm

www.pbs.org/weta/thewest/

www.libraryofcongress.gov

www.historylink101.com

www.thewildwest.org

www.cheyenneindian.com/cheyenne_history_001.htm

www.accessgenealogy.com/native/tribes/

www.mnsu.edu/emuseum/history/mncultures/lakota.html

www.comanchenation/Education/history.html

www.nativeamericans.com

http://www.manataka.org/page255.html

Process Cont. 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Score Historical Accuracy All historical information appeared to be accurate Almost all historical information appeared to be accurate Most of the historical information was accurate Very little of the historical information was accurate Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required. Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character. Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. 7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] By the end of this webquest you should hopefully have developed a deeper understanding of the history and culture of your tribe.Through the role playing, you should have gained more insight into the Native Americans perspective on the expansion of the white settlers. 8. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] http://www.old-picture.com/indians/Plains-Indians.htm http://history.grand-forks.k12.nd.us/ndhistory/LessonPrintedVersion.aspx?LessonID=121 http://www.geocities.com/rainforest/9637/legends/legends.htm This webquest was designed using templates fromThe WebQuest PageandThe WebQuest Slideshare Group . 9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 11 thgrade U.S. History Designed by Mallory Prest [email_address] Based on a template fromThe WebQuest Page Evaluation Teacher Script Conclusion 10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This webquest was a collaborative effort by the history teachers of Fort Collins High School and it will be used in every U.S. History class.It was designed to educate students Native American culture and understandthe view point of a Native American on western expansion.For this project the class will be divided into groups and each group will be assigned a tribe of the Great Plains.Then each member of the groupwill be given one of the following roles within the tribe: chief, medicine man, elder, warrior, and squaw.The groups will be given a scenario, then the students will research their role.After the students have a thorough understanding of their role, each group will come together for the final part of the project which is a simulated tribal council meeting in front of the class.When completing this webquest, the students will use the internet and other resources to gather information on their role.Evaluation Teacher Script Conclusion 11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This webquest is designed to meet the Colorado Education Standards for eleventh grade U.S History. The students will be required to have good researching , analytical, comprehension, teamwork, and communication skills.Also, these students will need display some creativity for completing this project. Evaluation Teacher Script Conclusion 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page

The standards and benchmarks the Native American webquest meet are as follows:

Standard 3 : Students understand that societies are diverse and have changed over time.

3.1:Students know how various societies were affected by contacts and exchanges among diverse people.

Describing the interactions and contributions of the various people and cultures that have lived in or migrated, immigrated, or were brought to the area that is now the United States, including African, Asian,European, Latino, and Native American

This webquest will encourage the students tothink on a more analytical and conceptual level.They will be developing their communication, critical thinking, inference, and teamwork skills.

Evaluation Teacher Script Conclusion 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page

Dividing the class into groups and assigning them their roles could be done in one class period.Describing the project will involve two class periods.The teacher should create the groups and assign each group their tribe.For each students role within the tribe, it can be given to them at random.

The class will be divided in 5 groups with 5-6 students in each group

Each group will be assigned one of the following tribes of the Great Plains: Arapaho, Cheyenne, Lakota, Blackfeet, Crow, Manadan, and Comanche.