9, 10, 11, 12
Scope & Sequence:
World Geography & World History (Ancient Civilizations)
The students will be able to understand and analyze the intent of Indian boarding schools in the United States.
The students will be able to understand and analyze the role of Indian boarding schools and their impact on Spokane Tribal lifeways.
Spokane Tribal Values
- Eradicate vestiges
- Introduce vocabulary and definitions – students will make a list with definitions
- Students will receive a text to mark while reading and discussing (Assimilation through Education: Indian Boarding Schools in the Pacific NW) Read sections: Intro through Part 3
- Guiding Questions for the Text:
- What is the difference between the mission and boarding school?
- Watch a video giving first-hand perspectives from Fort Spokane boarding schools (Warren and Geri’s Class is making this video)
- Lead a class discussion on the multiple perspectives of the boarding schools
- Guiding Questions from the video:
- How does the INTENT of boarding schools differ from what ACTUALLY took place?
- Exit ticket on vocabulary and concepts (write down a sentence or two that have impacted you from today’s lesson)
Reach out to a relative or friend to interview and/or discuss boarding school experience.
- Article from UW Carolyn Marr
- Video from Warren
- Rick’s Book (Indian Policy and Crisis)
Lesson Assigned To:
- Social Studies Skills 5.2.1 Creates and uses research questions that are tied to an essential question to focus inquiry an idea, issue, or event.
- Geo: 3.2.2 Understands and analyzes examples of ethnocentrism.
Common Core Standards
COMMON CORE STANDARDS: RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.