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High School Curriculum HIGH SCHOOL CURRICULUM Introduction 3 AZ State Standards 4 Student Text 6 Activity #1: Pre-reading Questions 23 Activity #2: Essay 24 Activity #3: Create a Timeline 25 Graphic Organizer #1 26 Activity #4: Photo Analyzing Essay 27 Activity #5: Create a Photo Essay 28 Graphic Organizer #2 30 Activity #6: Narrative 32 Recommended Websites 33 Recommended Books for Students 33 Recommended Education Materials 34 for Teachers This curriculum packet is generously supported by Front Cover: Class portrait of Chemana School Students. Copy of hand-tinted hotograph. Salem, OR: 1905. Photograph no. 8617. Pacific University Archives, Forest Grove, Oregon 3 Introduction The Heard Museum is proud to make available this high school curriculum on the American Indian Boarding Schools as part of our longstanding commitment to documenting and sharing this important part of American history. Knowing the complicated history of American Indian Boarding Schools is vital to understanding Native Americans today and recognizing the lasting impact the schools have had. While much of this curriculum is focused on the past, the content continues to be relevant to current events. Family separation is an integral part of this history and provides an important perspective on modern forms of taking children from their parents as well as recent court decisions to overturn the Indian Child Welfare Act of 1978, which legally guaranteed that American Indian children could never again be taken away from their parents, blood relatives and tribal communities. Objective The curriculum was created as a means to teach high school students about the lesser known experience of the American Indian Boarding Schools. We have included many former students’ voices, photographs and details in the student text so as to foster empathy among students. Throughout the student text there are Imagine If questions designed to guide students in placing themselves in the shoes of American Indians at the boarding schools. One of the activities asks students to demonstrate both their understanding of the history and their ability to empathize by writing a narrative from the point of view of a boarding school student. The other activities ask students to examine the experience of the Indian Boarding Schools with a critical and analytical eye. This is done using an interdisciplinary approach. The activities can be used by English, Social Studies, and Art teachers individually or can be assigned across subjects. In writing the student text, we did, however, decide to limit the graphic details of abuse suffered at the hands of teachers and staff, specifically sexual abuse, so no one is triggered in the classroom. We appreciate your desire to share this living history with your students and support your efforts by not only offering this curriculum, but providing supplemental online resources. Please consider enriching your students’ learning by scheduling a class visit to the Heard Museum’s exhibit, Away From Home: American Indian Boarding School Stories. Regards, Sharah Nieto Director of Education Afsaneh Moradian Instructional Designer 4 AZ Standards The American Indian Boarding School curriculum incorporates Social Studies, English, and Art Arizona State standards. The Student Text is based on the following Arizona State high school Social Studies standard: Strand 1: American History, Concept 4: Revolution and New Nation, PO 6. Examine the experiences and perspectives of the following groups in the new nation: a. property owners d. Native Americans b. African Americans e. Indentured servants c. women Activity # 1: Pre-Reading Questions SS Strand 1: American History, Concept 1: Research Skills for History, PO 3. Formulate questions that can be answered by historical study and research. Activity # 2: Essay SS Strand 1: American History: Concept 1: Research Skills for History PO 5. Evaluate primary and secondary sources for: a.authors’ main points b.purpose and perspective c.facts vs. opinions d.different points of view on the same historical event (e.g., Geography Concept 6 – geographical perspective can be different from economic perspective) e.credibility and validity 9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e.Provide a concluding statement or section that follows from and supports the argument presented. Activity # 3: Create a Timeline SS Strand 1: American History, Concept 1: Research Skills for History, PO 4. Construct graphs, tables, timelines, charts, and narratives to interpret historical data. Activity # 4: Photo Analyzing Essay SS Strand 1: American History: Concept 1: Research Skills for History PO 5. Evaluate primary and secondary sources for: F. authors’ main points g.purpose and perspective h. facts vs. opinions i.different points of view on the same historical event (e.g., Geography Concept 6 – geographical perspective can be different from economic perspective) j.credibility and validity 5 9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Activity # 5: Create a Photo Essay VA.CR.1.7 b. Develop criteria (such as identifying the desired qualities of the final artwork) to guide making a work of art or design to meet an identified goal) Activity # 6: Narrative SS Strand 1: American History: Concept 1: Research Skills for History PO 5. Evaluate primary and secondary sources for: k. authors’ main points l. purpose and perspective m. facts vs. opinions n. different points of view on the same historical event (e.g., Geography Concept 6 – geographical perspective can be different from economic perspective) o. credibility and validity SS Strand 1: American History, Concept 1: Research Skills for History, PO 4. Construct graphs, tables, timelines, charts, and narratives to interpret historical data. 9-10.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. English: 9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts. 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a.Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e.Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 6 Class portrait of Chemona School Students, Salem, Oregon, 1905. Copy of hand-tinted photograph. Pacific University Archives, Forest Grove, Oregon, 8617. Note to the reader: In speaking and writing about Indigenous people, words are important. When possible, we use the name the tribal nation uses. If talking about Indigenous people in general, we use Indigenous, Native, and Native American. American Indian/Alaska Native is used as well to refer to Indigenous people of the United States. Indigenous people in Canada are referred to as First Nations, Inuit and Métis. We use the term American Indian boarding schools in the United States, whereas Canada, Australia, and New Zealand say Residential Schools. Introduction transferred knowledge of history, values, cultures and skills to the young. The experience of the American Indian When Europeans arrived, the process of Boarding Schools is one of family separation, acculturation and assimilation did not happen all at segregation and, later on, self-determination. This once and in the same way all across North America. aspect of U.S. history is necessary to develop a Contact with Europeans and tribal devestation fuller understanding of American Indians past and through disease and warfare on the coasts and present and a more complete sense of U.S. history in the Southwest was occurring in the 1500 to overall.
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