US Native American History Unit 5

Unit Plan

Native American Resistance in the 19th Century

Activities

Teaching with E.L.O.N.  (Enriched Learning Opportunity Nexus) that seamlessly integrates AI 
Unit 5

Unit Overview:
This unit will explore key moments of Native American resistance to U.S. expansion during the 19th century. Students will analyze the causes, events, and outcomes of critical conflicts such as the Great Sioux War, the Wounded Knee Massacre, and resistance efforts by the Apache and Nez Perce peoples. Through a combination of primary and secondary sources, discussions, and projects, students will gain a deeper understanding of Native leadership, cultural survival, and the impact of U.S. policies on Native nations.

Unit Objectives:
​By the end of this unit, students will be able to:
  • Explain the causes and consequences of major Native American resistance movements in the 19th century.
  • Analyze key figures, including Sitting Bull, Geronimo, and Chief Joseph, and their roles in resisting U.S. expansion.
  • Evaluate the impact of events such as the Battle of Little Bighorn and the Wounded Knee Massacre.
  • Interpret historical narratives through the lens of Native communities.
  • Develop historical thinking skills through document analysis and critical discussions.

Weekly Breakdown
Week 1: Introduction to Native American Resistance & The Great Sioux WarEssential Question:
What were the causes of the Great Sioux War, and how did Native leadership influence its course?
Topics:
  • U.S. westward expansion and Native displacement
  • Background of the Lakota Sioux and Sitting Bull
  • The Great Sioux War of 1876-77
  • The Battle of Little Bighorn: strategy, significance, and myths
Activities:
  • Analyze treaty violations and U.S. expansionist policies
  • Primary source analysis: Sitting Bull’s speeches, Lakota oral histories
  • Map study: territorial changes of the Plains tribes
  • Group discussion: perspectives on Custer’s defeat
Assessment:
  • Short response paper: “Why was the Battle of Little Bighorn significant to both the U.S. and the Sioux?”

Week 2: Wounded Knee Massacre and Its LegacyEssential Question:
How did the Wounded Knee Massacre reflect broader U.S. policies toward Native Americans in the late 19th century?
Topics:
  • The Ghost Dance Movement and its spiritual significance
  • The U.S. military’s response to Native religious practices
  • Events leading to the Wounded Knee Massacre (1890)
  • Aftermath and long-term effects on Native communities
Activities:
  • Analyze primary sources: survivor accounts, U.S. military reports
  • Documentary screening: “We Shall Remain: Wounded Knee” (excerpt)
  • Class debate: Was Wounded Knee a battle or a massacre?
  • Reflective journal entry on the impact of cultural suppression
Assessment:
  • Analytical essay: “The Ghost Dance and the Tragedy at Wounded Knee”

Week 3: Apache Resistance and GeronimoEssential Question:
What motivated Geronimo and the Apache to continue resisting U.S. and Mexican forces?
Topics:
  • Apache culture and society
  • Geronimo’s leadership and guerrilla warfare
  • U.S. and Mexican campaigns against the Apache
  • The surrender of Geronimo and implications for the Apache people
Activities:
  • Read and discuss excerpts from “Geronimo: His Own Story”
  • Case study: Apache military tactics and survival in the Southwest
  • Compare/contrast U.S. policies toward the Apache and Sioux
  • Create a visual timeline of the Apache Wars
Assessment:
  • Group presentation: “Geronimo: Hero, Rebel, or Survivor?”

Week 4: Nez Perce Resistance and Chief JosephEssential Question:
How did Chief Joseph’s leadership exemplify resistance and diplomacy?
Topics:
  • The Nez Perce and pressures from settlers and U.S. military
  • The 1877 Nez Perce War and the “Flight of the Nez Perce”
  • Chief Joseph’s strategies, speeches, and legacy
  • Broader impact of Native American resistance efforts
Activities:
  • Analyze Chief Joseph’s “I Will Fight No More Forever” speech
  • Map the retreat route of the Nez Perce toward Canada
  • Class discussion: What does Chief Joseph’s story teach about resistance and negotiation?
  • Unit review activity: compare the resistance efforts across all studied tribes
Assessment:
  • Final project (student choice):
    • Option 1: Research paper comparing two resistance movements
    • Option 2: Creative project (e.g., journal entries from a Native perspective, documentary short)

Unit Culminating Activity:Socratic Seminar or Panel Discussion:
Students will engage in a moderated discussion around the question:
“How did Native American resistance in the 19th century shape U.S. history and Native identity today?”
​The following activities include AI tools that enhance student engagement, provide data-driven insights, and facilitate personalized learning. 
Week 1: The Great Sioux War and Sitting Bull
Group Activity:
AI Tool: Google Bard or ChatGPT Team Collaboration Mode
Activity:
  • In groups, students will use the AI to simulate a roundtable debate between key historical figures (Sitting Bull, U.S. Army officers, and a journalist of the time).
  • Each group will prompt the AI to generate simulated dialogue based on historical sources and perspectives.
  • Students will then review, edit, and rehearse the dialogue to present in class.
Individual Activity:
AI Tool: Perplexity.ai or ChatGPT with Web Browsing
Activity:
  • Students will research primary source materials related to Sitting Bull and the Battle of Little Bighorn by asking the AI to locate credible archives and summarize findings.
  • They will then create an annotated timeline using a tool like Canva or Google Slides, guided by the AI's synthesis of events.

Week 2: Wounded Knee MassacreGroup Activity:
AI Tool: Microsoft Copilot or ChatGPT
Activity:
  • Students will collaborate to create a multimedia presentation on the Wounded Knee Massacre.
  • The AI will assist in drafting scripts, summarizing survivor accounts, and generating captions for visual elements.
  • Groups will also use the AI to analyze biases in historical reports from both Native perspectives and U.S. military narratives.
Individual Activity:
AI Tool: Claude.ai or ChatGPT
Activity:
  • Students will write a reflective journal entry from the perspective of a Lakota survivor or U.S. soldier.
  • They will input key themes (grief, confusion, spiritual suppression) and let the AI suggest tone, historical language, and narrative structure.
  • Students will revise and personalize the AI’s draft to ensure authentic voice and historical accuracy.

Week 3: Apache Resistance and GeronimoGroup Activity:
AI Tool: AI Dungeon (for creative historical scenarios)
Activity:
  • In groups, students will input historical settings related to Geronimo and the Apache Wars into AI Dungeon.
  • They will develop a role-play scenario where each group member plays a role (e.g., Apache warrior, U.S. military scout, journalist).
  • After AI-assisted story-building, students will discuss and debrief on how each character’s motivations were shaped by historical context.
Individual Activity:
AI Tool: Grammarly with AI Writing Assistant
Activity:
  • Students will draft a mini-biography of Geronimo, then use the AI to check for historical tone, cohesion, and clarity.
  • They will also ask the AI for editing suggestions to enhance narrative flow while retaining factual integrity.

Week 4: Nez Perce Resistance and Chief JosephGroup Activity:
AI Tool: Google Gemini or ChatGPT Vision
Activity:
  • Students will input maps and historical photos related to the Nez Perce War into the AI.
  • The AI will help annotate images and analyze geographic data (such as terrain challenges during the retreat).
  • Groups will compile their findings into an interactive digital map using Google Earth or StoryMapJS.
Individual Activity:
AI Tool: Elicit.org or ChatGPT Scholar Mode
Activity:
  • Students will conduct AI-assisted research on Chief Joseph’s speeches, using Elicit or ChatGPT to gather scholarly articles and generate summaries of key arguments.
  • Using AI suggestions, they will write a comparative analysis of Chief Joseph’s diplomatic approach versus Geronimo’s military resistance.

Culminating Activity (Unit-wide):AI Tool: ChatGPT Custom GPT or Synthesia (AI Video Creator)
Activity (Optional for Final Project):
  • Students can opt to work individually or in groups to create an AI-generated video or podcast reenacting historical narratives.
  • The AI can assist by providing scripts, voice-over suggestions, and generating avatars or visual scenes (if using Synthesia).
  • AI can also help by summarizing student research into clear scripts that balance storytelling and historical accuracy.

Bonus AI Use Across Unit:
  • AI Reflection Journals: Throughout the unit, students will use an AI writing assistant (e.g., Notion AI or ChatGPT) to help reflect on how their understanding of Native resistance has evolved after each week.
  • AI for Peer Review: Students will use AI tools like Grammarly or Quillbot to assist in peer-editing each other’s written work, focusing on clarity and adherence to historical voice.
Proudly powered by Weebly