Read Kansas! Highschool - H-4 A History of American Indian Education
This lesson explores the history of racial and ethnic relations through the lens of American Indian education and the example of Haskell Indian Nations University. Students will examine primary documents from Haskell to determine how relations between American Indians and the United States government have changed over the years. The lesson is written for one class session. An optional research assignment is provided to address additional state education standards and 21st century learning skills.
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Embedded Kansas History Standards:
- Benchmark 4, Indicator 1: The student researches a contemporary issue in Kansas and constructs a well developed argument in support or opposition of position.
- Benchmark 4, Indicator 2: The student examines the history of racial and ethnic relations in Kansas and applies this knowledge to current events.
United States History Standards:
- Benchmark 5, Indicator 1: The student analyzes a theme in Kansas history to explain patterns of continuity and change over time.
Research:
- Benchmark 1, Indicator 2: The student locates appropriate print and non-print information using text and technical resources, periodicals, and book indices, including databases and Internet.
- Benchmark 1, Indicator 5: The student presents organized statements, reports, and speeches using visuals or media to support meaning, as appropriate.
Reading Standards:
- Benchmark 4, Indicator 5: The student uses information from the text to make inferences and draw conclusions.
Writing Standards:
- Benchmark 2, Indicator 4: The student expresses information in own words using appropriate organization, grammar, word choice, and tone sufficient to the audience.
Kansas College and Career Ready Standards (Common Core ELA):
- RI. 9-10. 1: The student cites strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- W. 9-10.4: The student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.)
- W. 9-10. 7: The student conducts short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem, narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- SL.9-10.4: The student presents information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
