Civics Unit 0-4
Civics Unit 0-4
Grade Level:
9, 10, 11, 12
Scope & Sequence:
Civics
Goal:
Students understand the aspects of traditional tribal leadership and how it has changed due to European influences and interference.
Objective:
Students will grasp how the executive order forever the changed the Spokane Tribe, the structure of leadership, government, as well as daily life.
Background Knowledge / Cultural Concept
- Executive Order of 1881
- Agreements made after Battle of 1858
- U.S. gov’t philosophy regarding the “Indian problem”
- Boarding schools
- 1887 Spokane Falls Council
Spokane Tribal Values
- Tribal leadership
- Tribal Government
- Political Autonomy/Sovereignty
- Tribal society – Pre contact
Spokane Tribal Values
- Family
- Generosity
- Spirituality
- Community
Vocabulary
- Government/ non tribal societal labels: “Indian problem” Savages, squaws, indian dogs “the only good indian is a dead indian”
- Assimilation
- Boarding school
- Subjugation
- Reservation
- Ceded
Lesson Plan
The teacher will:
- Revisit the learning from previous lesson, remind students of unit Goal: Students understand the aspects of traditional tribal leadership and how it has changed due to European influences and interference.
- Describe how the Executive Order came to be. A letter from Lot to the Sec. of Interior (1880 – Spokane falls) the letter describes how Lot accepts the reservation proposed by President Hayes.
- Students and teacher read the Executive Order and discuss the gov’t mandate
- Chief Lot’s leadership was appointed by the President based on his signature on the letter. (Teacher: NOT based on qualities as thought of in the previous lesson)
- The Spokane Indian Reservation was deemed “Lot’s reservation” based on the lead he was appointed as well as the school and church he established.
The teacher and students will discuss:
- What did tribal leadership look like between 1881 and 1951?
- How did the battle of 1858 change the Spokane Tribal Society? (Teacher: refer to the Executive Order, and 1887 Spokane Falls Council, “peace” treaty after 1858- http://www.ccrh.org/comm/river/treaties/peace.htm
- What is leadership?
- How did we take the strength we maintained from the changes of 1881 into the 1951 era?
Assessment:
- Formative Assessment: Concept maps to show understanding of how the Spokane tribal chieftainship was traditionally organized prior to the Executive Order of 1881.
Enrichment:
- Create a map on the split of the tribes after the ex. Order – using the minutes 1887 Spokane Falls Council minutes (Teacher: direct students to last couple days of the meeting)
- Create a map of the chief’s area of leadership
Materials Needed:
- Copy of Executive order
- 1887 Spokane Falls Council minutes (WARREN)
- Spokane Chronical article (WARREN)
- Indian Agent Reports (U of I archives)
- Documents describing Chief Lot’s leadership (Emailed from Melodi)
- List of Tribal Leaders as it lead into tribal council (Warren has a list from Glenn Galbraith)
Activity:
Writing (sequence order organization) describing the changes to leadership learned from this lesson, the 1881 Ex. Order, Battle of 1858, and 1887 Spokane Falls Council minutes.