Show students the before-and-after pictures of three Lakota boys upon their arrival at the Carlisle Indian School and four months later. Ask them to assume that these pictures constitute their only source of information on a late nineteenth century set of policies commonly referred to as “Save the Indian” policies. Ask them to speculate on the nature of those policies based solely on these pictures. Ask them about the content as well as the underlying philosophy of those policies (what might the policy entail or emphasize? What deeper attitudes does such a policy reveal?)
Note: For steps II and III below, students will work in what are called Expert and Synthesis Groups. Teachers are advised to determine assignments to these mixed-ability groups in advance. A simple way to communicate assignments is to assign each student a letter that identifies his Expert Group (i.e., all As form a small group, all Bs form another small group, etc.) and a number that identifies his Synthesis Group (i.e., all 1s form a small group, all 2s form another small group, etc.). To facilitate understanding, give each student an index card with his letter and number, and use a transparency to indicate where each small group should meet in the classroom.
II. Small Groups Develop Expertise Through Analysis
What: Each of the small groups that form at this point in the instructional sequence develops expertise that its members will subsequently share with other students. Students develop this expertise as a result of analyzing readings focused on a particular aspect of the “Save the Indian” policies implemented in the late nineteenth century. The formation of Expert Groups constitutes the first step in a jigsaw activity.
Procedure: Divide the class into two large groups that will work in parallel. Within each large Working Group, create four Expert Groups of three or four students each. (For a class of twenty-four students, each working group will consist of twelve students, and each Expert Group will consist of three students.)
Once students have moved into the Expert Groups, provide each group with a set of readings and questions on one of the four aspects of the “Save the Indians” policies. (Each aspect or topic will be addressed by two Expert Groups – that is, by one Expert Group in each of the two Working Groups. Each student in any given Expert Group will receive a set of readings and questions.) Instruct students to read each of the readings given to them and then to work with the other members of his Expert Group to answer the questions based on those readings. Although the students in each Expert Group work together to develop answers that benefit from their combined thinking, each student writes those answers on his own question sheet.
III. Small Groups Synthesize Individual Expertise
What: Each of the small groups that form at this point in the instructional sequence includes one student from each of the four Expert Groups that previously existed within the larger Working Group. Students share with one another the expertise they previously acquired, thereby creating a complete “picture” of the “Save the Indian” policies implemented in the late nineteenth century. The formation of Synthesis Groups constitutes the second step in a jigsaw activity.
Procedure: Tell students to stay in their Working Group, but to move into one of four new small groups (based on the number they were assigned at the beginning of the activity). Insofar as possible, each newly formed small group includes one person from each of the Expert Groups.
Once students have moved into the Synthesis Groups, each of them debriefs the learning he acquired while in an Expert Group. In doing so, students relate the answers developed by their Expert Group to the readings assigned to that group. Each Synthesis Group combines what has been shared to create a complete “picture” of the “Save the Indian” policies that addresses what, why, who, when, where, and how. Each student takes notes that demonstrate a comprehensive understanding of those policies and that he can reference in the next phase of this activity.
IV. Small Groups Evaluate Impact
What: Each small group is given information on the impact of the “Save the Indian” policies. They will be expected to answer analysis questions on this data in preparation for the Socratic Seminar.
Procedure: Give each small group an “Information Packet.” Instruct groups to review and discuss the information on the impact of the “Save the Indian” policies. As a group, they are to answer the questions listed under “Evaluation Questions for All Synthesis Groups.” Their answers to these questions should be based on their analysis of the readings from the expert groups and the Information Packet. (Questions will include: In what sense were the policies intended to “save” the Indians? To what extent did the policies succeed in integrating the Indians into mainstream American society? To what extent did they benefit the Indians educationally or economically? How did the policies affect tribal identity and autonomy? How did they affect Indian culture? What did the Indians lose as a result of them? Who gained as a result of these policies, and how did they gain? How do these policies measure up against values that underlie current laws concerning racial, ethnic and religious minorities in American society?)
V. “So, what?” Socratic Seminar
What: Students will evaluate the Indian policies of the late 1800s and draw conclusions regarding generalities that can be made.
Procedure: Divide class in half (can be based on the two “classes” split used before). Have one half of the class form a circle and the other half form an outer circle. Members of the inner circle should be instructed to make constructive contributions to the discussion. These contributions should make reference to information from the readings and information packet whenever relevant. The teacher should spark and facilitate discussion by providing questions, encouraging reticent members to contribute, etc. After approximately 15 minutes of discussion, switch the members of the inner and outer circle. Members of the outer circle should be instructed to listen attentively, as they may wish to make reference to student’s arguments once they are in the inner circle.
The inner circle will be presented with any/all of the following questions: Why did the “Save the Indian” policies fail? Was their failure inevitable? What lessons might have been learned and applied in developing subsequent policies bearing on Native Americans?
VI. Closure
After the Socratic Seminar in which students have discussed the “lessons learned” from examining the impact of the “Save the Indian” policies, hand out “A Bill of Rights for the Indians.” This article by New Deal Commissioner of Indian Affairs John Collier describes the major policy shift he directed in the 1930s. Instruct students to pay attention to the differences between Collier’s policies and those of the late 19th century. Have a student volunteer read the short article aloud. Solicit student opinions as to whether such a policy would reverse many of the failures of the earlier policies. To what degree does it demonstrate an understanding of the students’ ideas of the “lesson learned” from the impact of the “Save the Indian” policies?
Materials and Resources
Bibliography:
“History Matters.” http://historymatters.gmu.edu/d/5058
A site with a wealth of first-hand accounts of historical events. The writings of John Collier, Indian rights activist of the New Deal era, are powerful indictments of the “Save the Indian” policies . However, disappointingly few other sources on Native Americans in late 1800s.
Hollitz, John. Thinking Through the Past. New York: Houghton Mifflin, 2001. Vol. 2.
Although some of the topics highlighted are fairly narrow (sources focusing on the popularity of the bungalow model of architecture), the primary sources included on the “Save the Indian” movement are relevant.
Mayer, Holly A. and David E. Shi. For The Record: A Documentary History of America. New York: W.W. Norton and Company, 1999. Vol. 2.
Primary source compilation to accompany survey American history text. Although some sources may be too challenging to use unedited in a general-level course, the selections are wonderful for an AP course.
“Native American Documents Project.” http://www.csusm.edu/nadp/atables.htm#table1
Website of California State Univ., San Marcos. While the site offers an incredible amount of socio-economic data on Native Americans at the turn-of-the-century, the tables are often confusing and need reworking before using in class.
“New Perspectives on the West.” PBS.org.. 1996. WETA. 16 Mar 2004 http://www.pbs.org/weta/thewest/
A gold mine of images, primary sources, and links related to the American West.
“Richard Henry Pratt Papers.” http://beinecke.library.yale.edu/dl_crosscollex/SearchExecXC.asp
The papers of the founder of the Carlisle School for Indians were difficult to access, but the images – photographs from the school and drawings by Native Americans – were wonderful.
Extended/Advanced Adjustments:
Teachers can distribute readings in advance of the class period to students with reading comprehension difficulties or with low English proficiency. The Socratic seminar may need to be adjusted. Using a think-pair-share method of evaluating the information may be better for students with low abilities.
Attachment(s) (html documents)
Worksheet for Expert Group on "Reformers and the Reservation"
Worksheet for Expert Group on "Native Americans and Severalty"
Worksheet for Expert Group on "Reformers and Indian Education"
Worksheet for Expert Group on "Indians and the White Man’s Education"
Download/Print (Word .doc format)
