TEACHER’S GUIDE

Introduction This Teacher’s Guide offers resources for social studies educators to integrate Native American history into school curricula. It contains: • a curriculum standards review • fi ve sections corresponding with the fi ve We Shall Remain fi lms: “After the Mayfl ower” “Tecumseh’s Vision” “Trail of Tears” “Geronimo” “Wounded Knee”

The fi ve fi lm-specifi c sections offer post-viewing questions for analysis and comprehension, a set of discussion questions, plus activities designed to foster student understanding of the important themes and issues that make Native history an essential part of American history. Teachers will fi nd the following textbook helpful in teaching this material: R. David Edmunds, Frederick E. Hoxie, and Neal Salisbury The People: A History of Native America. Boston: Houghton Miffl in Co., 2007.

NOTE In the ReelNative section of the We Shall Remain website, two of the short fi lms, “Metropolitan Rezervation” by Randy Kemp and “Bad Indians” by Thomas Ryan Red Corn, contain explicit language. This Teacher’s Guide does not make reference to those particular fi lms, though it does incorporate other ReelNative pieces. Teachers are advised to preview all materials before using them in the classroom. TEACHER’S GUIDE

Curriculum Standards

The fi ve part PBS series We Shall Remain and these support materials for teachers address themes developed by the National Council for the Social Studies Curriculum Standards as well as themes commonly addressed in state social studies content standards. Relevant themes

1 Federalism and the relationship between various branches and types of government, as well as its impact on the rights of groups and individuals.

2 The role of the Supreme Court and the principle of judicial review.

3 The impact on Native Americans of the arrival and then westward migration of European settlers.

4 The relationship between Indian nations and the U.S. government.

5 U.S. policies of assimilation, removal, and extermination, as well as Native response and resistance to them.

6 The connection of people to place and the impact of geography on events and relationships.

7 A critique of the idea of historical inevitability.

8 Use of the media and other means of infl uencing public opinion.

9 The idea of citizenship and various ways of petitioning/attempting to infl uence government, including the role of civil disobedience.

10 The demand for resources and the impact of their scarcity.

11 The contribution of Native Americans to U.S. history and culture (including military service).

12 The civil rights struggle of the last half of the 20th century and the role of Native Americans (including the American Indian Movement).

13 The role of religion in American history.

14 Differing Native/European concepts of land use and ownership.

15 Cultural history (including art, song, and story).

16 The role of noteworthy individuals in U.S. history and the relationships between them.

17 The tension between America’s foundational ideals and the realities of American life.

2 Episode 4:Geronimo

Use this portion of the We Shall Remain Teacher’s Guide with Episode 4, Geronimo. Subject matter content: American History, World History, Social Studies Post-Viewing Questions Analysis Questions These analysis questions challenge the student’s careful viewing of Geronimo. They can be used as a handout for students to fill out as each answer is revealed in the film.

Chapter 1 Surrounded by Enemies The Apache way of life and Geronimo as a young man 1 What did the Mexican government do in response to the constant theft of property by Apaches? Did this stop the Apache? 2 How did Geronimo change in response to the murder of his mother, wife, and three small children by Mexican troops?

Chapter 2 Ravages of War Geronimo’s loss, revenge, and power 3 How did Geronimo receive the gift of power and what did this mean in the Apache belief system? How did he demonstrate his gift against the Mexicans? 4 What were Geronimo’s and his peoples’ feelings toward the first Americans they encountered? What were those men doing in Apache territory? 5 What new land did the U.S. gain in 1848, after the Mexican American War? 6 What event drove Americans through the Southwest? 7 Characterize the people who descended on Arizona in the quest for gold. 8 What pushed Cochise to violent action against whites?

Chapter 3 Two Years of Peace Indian Wars, General Crook and the reservation system, death of Cochise 9 Who did President Ulysses S. Grant send to Arizona to institute a new federal Indian policy? What was this policy and how did this differ from previous federal policy? 10 What was the choice Crook gave the Apache? How did the Apache know about the choice Navajos had been given ten years prior? 11 What happened to the Apaches who agreed to settle on reservations? What incentives were they offered?

Post-Viewing Questions 1 Episode 4:Geronimo

12 What deal did Cochise strike with the U.S.? What happened when he died? 13 When agent John Clum delivered the news about the move to San Carlos to the Chiracahua people, how did Geronimo respond? How was Clum double-crossed?

Chapter 4 Rejecting the Reservation The last Indian War, bloody resistance and a stronghold 14 What was life like for Geronimo during the four years he spent at the San Carlos reservation? 15 Who was the Dreamer and why did white people feel threatened by him? When he was wounded in a firefight, how did Apache scouts react? How were they punished? 16 By the time Geronimo and his people reached their “stronghold” what other tribes had already been forced onto reservations? What did this stronghold mean to the Chiracahua? 17 After several months of traditional life in the stronghold, what audacious and controversial plan did Geronimo develop and why? What was the outcome of this plan?

Chapter 5 On the Run Final escape and desperate running 18 How did General Crook find the stronghold? What premonition did Geronimo have about this? 19 Why did Geronimo flee Turkey Creek in 1885 and continue to run while many Native peoples were beginning to settle down?

Chapter 6 The Legend Geronimo becomes famous as the “worst Indian who ever lived” 20 Why did Geronimo surrender to Crook in 1886 and then flee again?

Chapter 7 Prisoners of War Punishment and legacy 21 What happened to the Chiracahua after Geronimo surrendered for the last time? 22 Why were Apache children sent to boarding schools far away? 23 After centuries of warfare between Indians and settlers, what did Geronimo’s surrender signify? How did America change after the Indian Wars were over? 24 Why did President Theodore Roosevelt tell Geronimo he couldn’t return to Arizona? 25 Why were the Chiracahua angry with Geronimo while Americans celebrated him? 26 On his death bed, what did Geronimo say was his last regret? 27 How did Geronimo become a legend and a symbol of the untamed freedom of the American West?

Post-Viewing Questions 2 Episode 4:Geronimo

Comprehension Questions These comprehension questions challenge students to make connections and understand the effects of historical circumstances on this particular chapter of history, the cause and effect relationships between historical events and social movements, and the effects of implementing U.S. policy.

1 What was “manifest destiny” and how did it fuel the westward expansion that encroached on Indian territory? Research Frederick Jackson Turner’s “frontier thesis.” Turner stated that the spirit and success of the U.S. was directly tied to the country’s westward expansion. How did the ultimate closing of the frontier change the way Americans perceived Native peoples? How were Native peoples like Geronimo and Sitting Bull portrayed in the myth of the American West?

2 Between the 1820s and the 1850s, the U.S. experienced explosive growth and the beginnings of an industrial revolution. Besides transportation (railroads) and communication (the telegraph), there were major changes in journalism. What were these changes and how did they affect the lives of Native peoples in the Southwest? How did newspapers spread the idea of “manifest destiny”? How did they hasten the end of the Indian Wars?

3 What tensions led to the Mexican-American War? What reportedly “staged” border incident caused President James K. Polk to start the war? How were Apache homelands affected (present-day New Mexico, Arizona, and Texas) by the Mexican American War of 1846? In what other areas of the country were settlers urging the U.S. government to take possession of disputed land?

4 The discovery of gold in 1848 ushered in the California Gold Rush. Why was the discovery of gold so disastrous for the Native people in the region? Of all the groups in the West, miners have the worst record of interacting with Native people. Why do you think that is?

5 During the 1850s, conflicts over states’ rights and slavery caused sectional tensions that ultimately led to the Civil War. What economic opportunities in the West and Southwest put pressure on the U.S. to resolve the status of slaves in the territories?

6 More than a million square miles of new territory came under U.S. control in the 1840s. Most emigrants traveled over the great overland trails to get to these new lands. Which trails did travelers use to travel through Apache country and what economic opportunities awaited them? How were they treated by Native peoples as they passed through Native lands?

Trails through Apache country

Post-Viewing Questions 3 Episode 4:Geronimo

7 Examine the particular political borders of Apacheria and the climate and terrain of the region. Evaluate how these factors enabled Apaches to resist effective American control over them for so long.

8 How did the U.S. Army respond to potential threats to movement and settlement following the annexation of Texas in 1845, the settlement of the Oregon boundary dispute in 1846, and the successful conclusion of the Mexican War in 1848? Why did their actions harden Indian opposition and provoke more violence?

9 The Dreamer emerged at a time of great distress for the Apache people. What other examples are there of Native American religious leaders who offered their people religious deliverance during times of considerable social, economic and political upheaval?

10 Look up the Indian Appropriation Act of 1851, which authorized the creation of Indian reservations in modern-day Oklahoma. What purposes did reservations serve? What were some of the controversies that arose from this policy? Research what happened to these reservations.

11 Enforcement of the reservation system resulted in some of the bloodiest wars between Native peoples and the U.S. What were the conditions on reservations that led to these wars? What was the Dawes Act of 1887 and how did it change the reservation system? Why did it fail?

12 What was the Civil War’s impact on the Southwest during Geronimo’s time? What happened to government resources and the reservations? How did military technology used in the Civil War affect the outcome of the Indian Wars? Did the Native peoples of the Southwest participate in the Civil War?

Post-Viewing Questions 4 Episode 4:Geronimo

Discussion Questions These discussion questions challenge students to talk aloud with other members of the class to broaden their ideas, challenge arguments, formulate positions on issues, hypothesize the influence of the past on current issues, and differentiate between fact and interpretation.

1 How did the murder of Geronimo’s family inform his actions and shape how he dealt with settlers?

2 The Apaches fought a bloody guerrilla war for 25 years. Some chose not to fight. Why do you think others fought? Why did some choose to become scouts for the U.S. Army?

3 How did Cochise differ from Geronimo? How was he similar to other Native leaders?

4 Was Geronimo a hero?

5 Should the U.S. government be held accountable for imprisoning an entire tribe? Is there anything that can or should be done today to make up for these actions?

6 In the film, writer David Roberts says “By the 20th century, Geronimo comes to stand for the values we hold most dear in America: the lone battler, the champion of his people, the guy who never gives up, the ultimate underdog.” Why do you think this American “nostalgic sensibility” took hold? Can you think of other examples?

discussion Questions 5 Episode 4:Geronimo

Activities These activities are designed to help students understand issues related to We Shall Remain episode 4, “Geronimo.”

Geography, Politics, and the Apache Way of Life The class will understand the complexity of the Apache way of life and how geography and political forces shaped and destroyed the Apaches’ world in the 1800s.

As a class, make a map of the U.S. and divide it into six regions, indicating groups of Native American tribes that shared similar cultures because of land or geography: Woodland, Southeast, Great Plains, Great Basin, Southwest, and Northwest. Discuss and make a list of the geographic and natural resources of each region.

Use the following websites to overlay the paths of westward migration, including land routes and railroads: PBS—American Experience—Transcontinental Railroad http://www.pbs.org/wgbh/amex/tcrr/sfeature/sf_interview.html PBS—American Experience—The Gold Rush http://www.pbs.org/wgbh/amex/goldrush/tguide/index.html

As a class, review relevant parts of the following film chapters: Chapter 1, Surrounded by Enemies Chapter 4, Rejecting the Reservation What geographic and political forces specifically shaped the lifestyle of the Apaches? How did it change with the forced removal to San Carlos?

Hold a class debate on the following statement: “The overwhelming need for resources for the increasing U.S. population created an unstoppable and inevitable westward migration that changed the lifestyle of the Native peoples of the Southwest and other regions forever.”

Divide the class into two teams to take the supporting and opposing positions. Each team should discuss among themselves the best argument in favor of their position. Make sure each side is allotted time to make its case and offer a rebuttal to the other’s arguments. After the debate, poll the class: which side made the best case for their position?

activities 6 Episode 4:Geronimo

Leaders and Leadership Students will understand the different kinds of leaders the Apache people turned to for their survival.

Research the many names that were given to Geronimo. What do they mean and who gave him the names? How does this help us understand who he was? Why are names so important to Native American people? How are they associated with medicine or personal power?

There were many charismatic Apache leaders. Each student will choose one of these leaders to study, then write and deliver a brief speech describing his or her life, leadership approach, and noting the important events in which the leader took part.

Mangas Coloradas Cochise Eskiminzin Juh Victorio Lozen Nana Chato Nachez Loco Chihuahua

After all the Apache leaders are presented, have the class discuss the characteristics and accomplishments that made each person a leader.

As a class, review relevant parts of chapter 7, Prisoners of War, about how Geronimo was viewed by different people. Compare Geronimo to the other Apache leaders above. Discuss: Was Geronimo a hero or the cause of unnecessary hardship for his people? How does his myth stand up to reality? Why did he become a legend?

The Assault on Native Peoples Students will understand how U.S. policies of assimilation and forced removal led to a great decline of Native populations by 1900, and explore attitudes toward Geronimo and his actions in response to the assault on his people.

Divide the class into several groups to accomplish these tasks: 1 Research and compare estimated total Indian populations in 1800 and 1900. Create a chart illustrating the population change. 2 Examine the economic and political forces that caused federal officials to believe that the reservation system was failing by the late 1880s. Did tribal people on reservations agree with this assessment? Why or why not?

Once the groups have completed their research, the population chart should be distributed to the class and the groups should briefly present their findings.

activities 7 Episode 4:Geronimo

Ask each student to write a one-paragraph assessment of Geronimo with this information in mind: Many Chiricahua Apaches still hold Geronimo responsible for the incarceration of their ancestors and for their banishment from the homelands. Many white Americans have come to view Geronimo as a fearless, heroic leader. What is your view of his leadership and actions?

Cultural Survival Students will understand the importance of language, beliefs, symbols, and ceremonies to the survival of Native Americans.

1 Coyote is a key figure in the Apache world. As a class, watch the animated film segments in “Geronimo”: Chapter 1, Surrounded by Enemies: Creation Chapter 2, Ravages of War: Power Chapter 5, On the Run: Coyote as the trickster Discuss the characteristics of the sacred trickster. What do you think each segment means?

2 Much tribal history has been passed down orally through stories told about tribal ancestors. Yet all Americans are shaped and defined by their past. Write and tell the class a story about your family and ancestors. How does this story help define who you are?

3 How are some of the ReelNative participants using their art to keep Native American culture and tradition alive in the modern world? As a class or in groups, watch the following ReelNative videos: Courtney M. Leonard (Shinnecock), “Untitled” Michael Little (Navajo), “Hill High Low” Merced Maldonado (Yaqui), “Untitled” Ryan Singer (Diné), “Art from a Can” Yolanda Hart Stevens (Pee-Posh/Quechan), “Off the Rack” http://www.pbs.org/wgbh/amex/weshallremain/reel_native

Discuss as a class: do you believe the continued use of language, beliefs, symbols, and ceremonies of the Southwest’s Native peoples helped them survive? What purposes do cultural practices serve today?

activities 8