MULTIPLE HISTORIES WEBQUEST

CASDE STUDY; PLAINS INDIANS CONFLICT

YEAR 8 GIFTED AND TALENTED CLASS

designed by Elizabeth Graham

INTRODUCTION
TASK
PROCESS
RESOURCES
ASSESSMENT

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INTRODUCTION

Throughout the 19th century American settlers, traders, cattleman, miners and soldiers moved across the Great Plains of America. The contact experience between whites and Plains Indians has been viewed and portrayed predominately from a white perspective. Consequently the events leading to and during the Battle of Little Big Horn were seen as a massacre of the American soldiers, led by a brave General Custer.Hollywood films of the 20th century have contributed to this manipulation.

TASK

Students will form a group of 4 and take on the personna of either ; Archaeologist, Military expert, White American historian,or Native American Historian.As a group, students are to research the causes of the conflict which led to the Battle of Little Big Horn from the different viewpoints. Students must synthesize the varied viewpoints to decide whether there is one true history of the conflict.

PROCESS

  1. Students are to use the specific questions below as a guide to their research.
  2. Students should keep a record of their notes, either in hard copy or Word Document .
  3. The students are required collectively to share their information within the group and reach a collegiate understanding of the causes of the Battle.
  4. Presentation to the class will be an oral with accompanying powerpoint. The powerpoint must not be the speech but assist the speech through summaries, graphics and animations.
  5. The presentation should be no longer than 6 minutes and must conclude with some statement regarding Truth and History arrow

CONFLICT

ARCHAEOLOGIST

Your job is to research the current archaeoliogical findings of the Battlefield.

1 What was the traditional account of the Battle?

2. What artefacts remain on the Battlefield?

23Where have these artefacts been found and what interpretation has been given for this placement.?

4. What has forensic evidence and associated remains told us about the nature of the American soldier?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MILITARY EXPERT

Your job is to research the role, importance and impact of soldiers on the Plains

1. Why were soldiers and forts established on the Plains?

2. How many forts and soldiers were there?

3. What duties did the soldiers have?

4. To what extent were soldiers following orders or acting as free agents.

5. Who was General Custer?

6.Explain the strategy and tactics used by Custer on the day of the Batle ?

 

 

Powerpoint

 

 

 

 

 

 

 

 

 

 

 

 

AMERICAN HISTORIAN

Your job is to examine the attempts to peacefully colonise the Great Plains of America.

1.Which groups were interested to cross the Plains and why?

2.What were the pull and push factors affecting settlers.?

3.What was the Homestead Act and what impact did it have on settlement?

4.What was Manifest Destiny?

5.Explain the various treaties made with the American Indians? ( Fort Laramie)

6.What had been the reaction by Indians to the various settlers and to the discovery of gold in the Black Hills?

7. What instances of conflict led up to the Battle of Litle Big Horn?

8. How was it viewed in the newspapers afterwards?

Powerpoint

 

 

 

 

 

 

 

 

 

 

 

 

NATIVE AMERICAN HISTORIAN .

Your job is to explain the unique culture of the Plains Indian and their relationship to their environment. You must explain, then, how this culture was affected by white settlement.

1. Explain briefly the Plains I ndian way of life?

2. Explain the importance of the horse and buffalo to the way of life.

3. What was the reaction to the various treaties made?

4. What was the Trail of Tears?

5.Why was their a meeting of the Sioux Tribes near the Little Big Horn river?

6. How did they view the battle. ?

7. What consequences were there from the battle in the treatment of the Plains Indians

 

 

 

Powerpoint

 

 

 

 

 

 

 

 

 

 

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RESOURCES

ARCHAEOLOGIST

http://www.nps.gov/mwac/libi/index.html

http://www.awesomestories.com/assets/battle-at-little-bighorn-part-1

http://findarticles.com/p/articles/mi_hb3284/is_278_72/ai_n28718714/

http://www.friendslittlebighorn.com/Archaeology.htm

http://www.usnews.com/usnews/doubleissue/mysteries/custer.htm

MILITARY EXPERT

http://plainshumanities.unl.edu/projects/army_officers_wives/military_posts

http://www.custerwest.org/coverup2.htm

http://www.historicoregoncity.org/HOC/index.php?option=com_content&view=article&id=134:trading-posts-and-forts&catid=70:oregon-trail-history-libary&Itemid=98

http://www.pbs.org/wgbh/americanexperience/films/donner/

http://www.eyewitnesstohistory.com/custer.htm

http://www.hanksville.org/daniel/misc/Custer.html

WHITE HISTORIAN

http://www.allsands.com/history/events/battleoflittl_zse_gn.htm

http://www.legendsofamerica.com/na-timeline.html

http://www.historyonthenet.com/American_West/manifest_destiny.htm

http://www.pbs.org/wgbh/aia/part4/4p2959.html

http://www.mce.k12tn.net/indians/reports4/plains.htm

NATIVE AMERICAN HISTORIAN

http://www.greatdreams.com/nalinks.htm

http://hubpages.com/hub/The-Native-American-Perspective-of-the-Battle-of-the-Little-Bighorn

http://www.washoe.k12.nv.us/americanhistory/secondary/lessons/lessons_std07/vaughn_f4.html

http://www.saskschools.ca/~gregory/firstnations/

http://www.anpa.ualr.edu/digital_library/indianvoices/indianvoices.htm

http://www.astonisher.com/archives/museum/he_dog2_little_big_horn.html

http://firstpeoplesvoices.com/littlebighorn.htm

ASSESSMENT

 

 

                 Excellent Achievement

                           18-20

Evaluates information and evidence to explain complex issues, using a range of processes including technology, independently 

Explains and integrates relevant historical terms and concepts into a sustained argument. 

Discusses complex ideas using written and graphic presentation

                         High Achievement

                            15-17

Uses relevant information and evidence to explain complex problems and issues, using a range of processes, including technology, independently

Uses relevant historical terms and concepts to answer questions, with limited argument

Discusses ideas in written and graphic text

                         Substantial Achievement

                             12-14

Locates selects and organizes information from a variety of sources, using a range of processes including technology to address simple historical issues, with limited guidance

Uses some historical terms and concepts in an appropriate context.

Explains ideas in appropriate written and graphic form

                         Satisfactory Achievement

                            9-11

Locates and selects relevant information from sources, including technology, with some guidance.

Uses historical terms in appropriate contexts

Recounts simple ideas in basic written and graphic form

         ACKNOWLEDGEMENTS

Appreciation for graphics and sound taken from the following

  •    http://thegreasygrass.com/gggraphics2.html
  • http://www.firstpeople.us/FP-Html-Clipart/NativeClipart-Backdrops_page4.html
  • http://www.angelfire.com/md/elanmichaels/eagleeyes.html

                                                                       

 

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