US Native American History Unit 7

Unit Plan

Civil Rights and Native American Activism: The Fight for Sovereignty and Justice (1960s-1970s)

Activities

Teaching with E.L.O.N.  (Enriched Learning Opportunity Nexus) that seamlessly integrates AI 
Unit 7

Overview:
This unit explores Native American activism during the Civil Rights Era, focusing on the rise of the American Indian Movement (AIM), landmark protests, occupations, and key leaders who shaped the struggle for Indigenous rights and sovereignty. Students will analyze the connections between the broader Civil Rights Movement and Native activism while critically examining Native perspectives on justice, self-determination, and federal relations.

Week 1: Context and Rise of Native American Activism (1960s)Essential Questions:
  • What historical and social conditions led to increased Native American activism during the 1960s?
  • How did Native American activism relate to or differ from other Civil Rights movements of the era?
Key Topics:
  • Overview of U.S. Civil Rights Era
  • Historical marginalization and federal policies toward Native Americans (e.g., Termination Policy, Relocation)
  • Native self-determination and pan-Indian identity in the 1960s
  • The National Indian Youth Council (NIYC) and early activism
Activities:
  • Lecture/discussion on post-WWII federal policies and Native responses
  • Comparative analysis: Native activism vs. African American Civil Rights Movement
  • Primary source analysis of NIYC manifestos
  • Screening: Excerpts from We Shall Remain (PBS)
Assessment:
  • Short response essay: "Why did Native activism escalate during the 1960s?"

Week 2: The American Indian Movement (AIM) and the Occupation of Alcatraz (1969-1971)Essential Questions:
  • What were AIM’s goals and strategies?
  • How did the Occupation of Alcatraz symbolize a new era of activism?
Key Topics:
  • Founding of AIM (1968)
  • Urban Native experiences in Minneapolis and rise of AIM leaders
  • Occupation of Alcatraz: background, execution, and impact
  • Media portrayal and federal response
Activities:
  • Case study on the founding of AIM
  • Group project: Create a timeline of the Alcatraz occupation
  • Analyze excerpts from “Alcatraz is Not an Island” documentary
  • Read and discuss Richard Oakes’ proclamation during Alcatraz
Assessment:
  • Group presentations on different aspects of the Alcatraz occupation (e.g., demands, federal reaction, outcomes)

Week 3: The Trail of Broken Treaties and the BIA Occupation (1972)Essential Questions:
  • What was the Trail of Broken Treaties, and how did it challenge federal policies?
  • What demands were made in the "20-Point Position Paper"?
Key Topics:
  • Cross-country march to Washington, D.C.
  • Occupation of the Bureau of Indian Affairs (BIA) building
  • The "20-Point Position Paper" and its significance
  • Tensions between activists and government officials
Activities:
  • Read selections from the "20-Point Position Paper"
  • Role-play debate: activists vs. federal officials
  • Discussion: Successes and limitations of the protest
Assessment:
  • Written reflection: "What does the Trail of Broken Treaties reveal about Native/federal relations?"

Week 4: The Wounded Knee Occupation (1973)Essential Questions:
  • Why did activists choose Wounded Knee for the 1973 occupation?
  • How did the standoff reflect broader issues within Native communities and U.S. governance?
Key Topics:
  • Historical context: 1890 Wounded Knee Massacre
  • Oglala Lakota governance and internal divisions (e.g., Richard Wilson’s administration)
  • 71-day standoff at Wounded Knee
  • Media, violence, and public opinion during the siege
Activities:
  • View excerpts from the documentary Incident at Oglala
  • Primary source analysis: AIM statements and FBI correspondence
  • Map activity: Geography of Pine Ridge Reservation and Wounded Knee site
Assessment:
  • Analytical essay: "Compare the symbolism of Wounded Knee in 1890 and 1973"

Week 5: Key Leaders and the Legacy of Native American ActivismEssential Questions:
  • Who were the key leaders of this era, and how did they shape the movement?
  • What is the lasting legacy of AIM and Native activism of the 1960s-1970s?
Key Topics:
  • Biographies of Russell Means, Dennis Banks, and Vine Deloria Jr.
  • Other influential figures: Wilma Mankiller, Leonard Peltier
  • AIM's legacy in modern Indigenous activism (Standing Rock, LandBack, etc.)
  • Reflection on Native sovereignty movements today
Activities:
  • Student-led research and presentations on key leaders
  • Class discussion on how AIM's goals are reflected in modern Native movements
  • Final unit reflection circle
Assessment:
  • Final project: Choose one event or leader from the unit and create either:
    • A multimedia presentation
    • A creative piece (e.g., short story, poem, artwork)
    • A research paper (5-7 pages)

Ongoing throughout the unit:
  • Journals: Students keep a reflective journal on Native activism, connecting historical events to present-day movements.
  • Primary Sources: Regular use of primary sources such as speeches, government documents, and media reports from the era.
​The following activities include AI tools that enhance student engagement, provide data-driven insights, and facilitate personalized learning. 
Week 1: Rise of Native American Activism
Group Activity: AI-Powered Comparative Timeline
AI Tool: ChatGPT (collaborative prompt crafting)
  • In groups, students will use ChatGPT to research and compare key events from the Native American activism timeline (1960s) with major milestones in the broader Civil Rights Movement (e.g., March on Washington, Selma).
  • Students will prompt ChatGPT to help generate historical comparisons, asking for similarities and differences between Native and African American activism strategies.
  • The AI can also suggest additional lesser-known events or activists to enrich the timeline.
  • Groups will create and present an interactive timeline using a digital tool like Canva or Prezi, incorporating AI-generated comparisons.
Individual Activity: AI-Assisted Source Analysis
AI Tool: Claude or ChatGPT
  • Students will input excerpts from primary sources (e.g., NIYC manifestos) into ChatGPT and ask for assistance in breaking down language, tone, and historical context.
  • They will then write an independent source analysis, cross-checking AI feedback with their own interpretations.
  • Reflection question: "Where did the AI offer insights that expanded or challenged your own reading?"

Week 2: AIM and Alcatraz
Group Activity: AI-Generated Debate Preparation
AI Tool: ChatGPT
  • Each group will take on a stakeholder role from the Occupation of Alcatraz (e.g., federal government, AIM members, media, general public).
  • Using ChatGPT, students will ask the AI to help generate arguments, counterarguments, and historical perspectives based on their assigned role.
  • Students will refine AI-generated content and prepare for a classroom debate on the legitimacy and impact of the Alcatraz occupation.
Individual Activity: AI-Enhanced Reflective Journal
AI Tool: AI-Powered Writing Assistant (e.g., Grammarly + ChatGPT)
  • Students will write a reflective journal entry on the symbolism of the Alcatraz occupation.
  • Before final submission, they will use Grammarly for clarity and style suggestions and ChatGPT to rephrase or expand on parts of their writing, focusing on areas where they struggled (e.g., historical analysis, connecting to modern activism).
  • Reflection will include a brief note on how the AI tool supported their revision process.

Week 3: Trail of Broken Treaties
Group Activity: AI-Supported Policy Brief Simulation
AI Tool: ChatGPT or Bing AI
  • Groups will act as Native activists drafting an updated "20-Point Position Paper" for today's context.
  • Students will collaborate to research modern Indigenous issues using Bing AI (e.g., land rights, sovereignty, environmental justice).
  • ChatGPT will assist with structuring and drafting their policy brief, offering suggestions for demands and arguments grounded in historical context.
  • Groups will present their briefs to the class, simulating a meeting with government officials.
Individual Activity: AI-Driven Document Comparison
AI Tool: Claude or ChatGPT
  • Students will use AI to help compare the original 1972 "20-Point Position Paper" with the U.S. government's response at the time.
  • They will prompt the AI to identify key contrasts in tone, demands, and legal framing.
  • Students will then write a comparative analysis essay based on AI-supported observations and their independent evaluation.

Week 4: Wounded Knee 1973
Group Activity: AI-Aided Documentary Script
AI Tool: ChatGPT + DALL·E (optional for visuals)
  • Groups will write a short documentary script (5-7 minutes) summarizing the Wounded Knee standoff, focusing on different perspectives (e.g., AIM activists, Oglala community members, federal agents).
  • ChatGPT will be used to brainstorm script outlines, draft narration, and suggest historical framing techniques.
  • Optionally, groups can generate DALL·E images for visual aids (e.g., maps, symbolic imagery) to accompany their script.
Individual Activity: AI Contextual Deep Dive
AI Tool: Perplexity AI
  • Students will use Perplexity AI to gather additional context about Pine Ridge Reservation politics and Richard Wilson's leadership.
  • They will create a short case study report on how internal tribal conflicts contributed to the Wounded Knee occupation.
  • AI will be used for sourcing scholarly articles or summarizing key events.

Week 5: Key Leaders and LegacyGroup Activity: AI-Powered Interactive ExhibitAI Tool: ChatGPT + Canva (for final product)
  • Groups will use ChatGPT to help curate an interactive digital exhibit on a key leader (e.g., Russell Means, Wilma Mankiller, Dennis Banks).
  • AI will assist with generating exhibit text, suggesting relevant quotes, and summarizing contributions.
  • Students will refine AI outputs and design a professional-looking exhibit page using Canva, including timelines, bios, and multimedia elements.
  • Peer feedback rounds will focus on the accuracy and creativity of exhibits.
Individual Activity: AI Reflection & Creative Writing
​AI Tool: ChatGPT (creative mode)
  • Students will choose one event or figure from the unit and use ChatGPT to brainstorm ideas for a creative piece (e.g., fictional diary entry, poem, or short narrative).
  • After generating initial ideas with AI support, students will independently write their final creative piece.
  • In a reflection paragraph, students will describe how AI influenced their creative thinking and where they chose to diverge from AI suggestions.

Notes on AI Integration:
  • AI tools will be positioned as collaborative assistants, encouraging students to critically engage with, refine, and challenge AI-generated outputs.
  • Students will be instructed on ethical AI use: attribution of AI contributions, fact-checking, and synthesizing AI support with independent thought.
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