Native Women and Anti-Colonialism in the Arc of US History

Description

Guiding Question: How has the nature of native women’s anticolonial resistance changed over time?

Big Idea: Anti-Colonialism

There is a long and ongoing history of native women who resist colonialism to preserve the heritage and legacy of their matrilineal communities in the nation-to-nation relationship that exists between Native people and the United States.

Students will explore changes and continuities in Native American resistance to colonialism through the lens of women’s experiences. They will demonstrate their learning in a visual timeline of native women’s resistance to anti-colonialism across four centuries of U.S. history.

Time

At the high school level, standard class periods are between 40 and 45 minutes, and block periods are between 70 and 90 minutes. This lesson can be taught across two standard periods or one block period.

Objective

SWBAT describe colonialism in and outside of the context of conquest.
SWBAT individually analyze the role native women played in instances of anticolonial resistance in close readings of primary and secondary sources.
SWBAT collaboratively demonstrate change and continuity in the nature of native women’s anti-colonial resistance in a visual timeline

Prerequisites

This lesson can be integrated at any point in a US History Curriculum where Native American resistance to anti-colonialism is present.

Materials

Instructor Slides: Native Women and Anti-Colonialism in the Arc of US History
Student Handout: NATIVE WOMEN AND ANTI-COLONIALISM IN THE ARC OF U.S. HISTORY
Library of Congress Primary Source Analysis Tool: https://www.loc.gov/static/programs/teachers/getting-started-with-primary-sources/documents/Primary_Source_Analysis_Tool_LOC.pdf
Paper and art supplies, such as markers
Secondary Sources and Downloadables ZIP Folder

Procedures

Warm Up (up to 10 minutes)
- Defining colonialism (5-6 minutes)
  - As a “do now,” students can define colonialism based on their prior knowledge where indicated on their worksheets.
  - Students watch Why is it important to say “settler colonialism” instead of “westward expansion”? to add to and refine their definitions
  - Allow 2-3 students to share their definitions. As students share, record key takeaways on the board (or similar, visible place).
- What does colonialism look like after initial acts of colonization? (2-3 minutes)
  - Allow students 30-60 seconds to record their thoughts, then invite students to share.
  - As students share, record key takeaways on the board (or similar, visible place)
Stage 1: Source Work (remainder of first class period, or 30-35 minutes)
- Read the directions with students, showing them where each task will be completed on their worksheets:
  - “Today, you will explore the long history of Native women who have fought to preserve the heritage and legacy of their matrilineal communities in the nation-to-nation relationship that exists between Native people and the United States. In stage 1, each group member will choose a different era, read about two Native women of their era, and complete their columns in the table below. If you’re working online, click on each woman’s name in the second row for the source text. In stage 2, together as a group, you will create a visual timeline of Native women’s anticolonial resistance that features at least 2 student-generated images per era.”
  - If necessary, define and discuss the term “matrilineal.”
  - Slide 4 of the Instructor Slides can be displayed to keep students on track as they work.
- If groups are not preassigned, organize students into groups of four.
  - Work Time
    - Each group member should select one era: The 17th and 18th centuries (blue), Turn of the 19th century (red), Turn of the 20th century (pink), Turn of the 21st century (green)
    - For each woman, students will read a secondary source in the form of a life story and a primary source depicting her activism.
      - Two physical copies of the Library of Congress Primary Source Analysis Tool can be provided to students who require or would prefer more support to analyze each primary source.
      - Students should be encouraged to share ideas with and answer questions of their group mates throughout this work time.
      - The instructor should circulate to monitor and support students throughout this part of the lesson.
  - If this lesson is taking place over two separate class periods, stop students 2-3 minutes before the end of the period for a closing exercise.
    - Students should write down their thoughts about the reflection question: Overall, how has the nature of Native women’s anticolonial resistance changed over time?
    - Ask students to share their thinking within their groups or in class discussion, as time allows.
Stage 2: Visual Timelines
- If this lesson is taking place during a block period, allow groups to start their timelines once they are ready. If this lesson is taking place over two separate class periods, ask students to begin working once they come in!
- Work Time
  - Each group member should contribute at least 2 visuals for their era. Visuals could include symbols, depictions of individual activists, depictions of events, or depictions of the tools or methods activists used to bring about change.
  - Timeline formats include but are not limited to those that:
    - Combine images drawn/printed on separate pieces of paper so that all group mates can comfortably draw at the same time.
    - Are drawn on a single strip.
    - Are created on a digital platform.
  - Timelines may not:
    - Include words.
    - Consist of images that are not student-generated.
- The instructor should circulate to monitor and support students throughout this part of the lesson.
Closing
- Students should submit their timelines once complete.
- If this lesson is taking place during a block period, stop students 2-3 minutes before the end of the period for a closing exercise:
  - Students should write down their thoughts about the reflection question: Overall, how has the nature of Native women’s anticolonial resistance changed over time?
  - Ask students to share their thinking within their groups or in class discussion, as time allows.
  - If instructors would like to extend this lesson, each group can be asked to present their timelines.

Assessment / Homework

Students create a visual timeline of native women’s anticolonial resistance, including each of the women they read about. Their use of words on the timeline should be extremely limited; the goal is to demonstrate their learning through visual media. Students can be assessed using the following rubric:

Required Elements

5 pts: The timeline includes all required elements as well as additional, relevant information that enhances the overall project.
4 pts: The timeline includes all required elements without additional information.
3 pts: The timeline includes all but 1 of the required elements.
2 pts: Several required elements are missing.

Time Management

5 pts: Used time effectively during each class period, consistently focused on completing the project, and never distracted others.
4 pts: Used time effectively during most class periods, generally focused on completing the project, and rarely distracted others.
3 pts: Used time effectively during some class periods, with intermittent focus on completing the project, and occasionally distracted others.
2 pts: Did not use class time effectively for the project or frequently distracted others.

Creativity

5 pts: The timeline demonstrates exceptional creativity in both design and execution, showing original and innovative thinking.
4 pts: The timeline shows noticeable creativity in design and/or execution, with some original elements.

3 pts: The timeline reflects basic creativity but relies heavily on existing designs or ideas from others.
2 pts: The timeline lacks significant creativity and is primarily based on designs or ideas from others without original contributions.

Future Research / Resources

Differentiation:

Accommodations:
- Collaborative learning can differentiate instruction when an appropriate strategy for creating student working groups is applied
- Source materials can be modified for individual students based on their needs.
- Definitions are provided in source materials.
Strategies for using this lesson with ELLs:
- Google Docs has translation features for students who wish to read in their native language.
- Students are able to demonstrate their learning visually

Lesson Extensions:

Students may present their timelines.
This instructional model can be applied to other topics in United States history, such as abolition or the women’s rights movement.
Additional Resources are linked within student source materials as well as below:
- Modern:
- Historical:

Standard

C3 Standards:

D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.2.9-12. Analyze change and continuity in historical eras.
D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

This biography is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University. Content created and featured in partnership with the TPS program does not indicate an endorsement by the Library of Congress.

For further information or questions, please contact [email protected].

Native Women and Anti-Colonialism in the Arc of US History

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