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Students read about genocide and colonialism and then debate whether the terms are applicable to relations between the United States and Dakota people.
Students reasearch tribal natural resource management practices, write a letter to a selected department or organization for information, and write a one-page paper on their findings.
Keeping written or visual historical information plays an important part in keeping track of individual and tribal land tenure histories. Students will collect primary source materials from their families or local communities to produce a digital collection modeled on the Library of Congress’ American Memory.
Students learn about Native American homes, describe their own homes, and create maps of a nearby reservation or tribal community, identifying distinct places within that reservation or tribal community.
This lesson will begin to foster a sense of place and enhance the students’ feelings for their homes and lands. Students will draw pictures of where they live. Introduce the students to the concept that their house is in a neighborhood or located in a certain area.
Students will participate in a short research project in which they will find information about a tribal department, an Indian nonprofit organization or a federal agency devoted to care of tribal lands. They will summarize their findings in a short article about the groups they research and help create a map that shows these tribal environmental activities across the United States. Finally, they will brainstorm and write about what sort of environment and stewardship activities they would like to see done on Indian lands by a tribe or nonprofit organization.