Zone+2+Materials


 * These are the resources utilized in Intervention Zone 2.** **Perspective: Native Americans**
 * (Return to Zones of Intervention: Click Here)**

"Immigration... Native Americans - For Teachers (Library of Congress)." Library of Congress. Web. 02 July 2011. < [] >.


 * Description**: This is a map that shows how the land occupied by Native Americans diminished over time.

Rapczynski, Joan. "Native American-Culture in Crisis." Yale-New Haven Teachers Institute. 2011. web. 2 July 2011. [] Yale-New Haven Teachers Institute--
 * This Site Provides:**
 * [|Narrative]
 * [|Introduction]
 * [|Objectives and Strategies]
 * [|Classroom Activities]
 * [|Notes]
 * [|Teacher Bibliography]
 * [|Student Bibliography]
 * [|Materials Used]

"The Legends." First People. web. 2 July 2011. [] First People-The Legends
 * This Site Provides:**
 * An abundance of cultural based background
 * Legends
 * Art
 * Pictures
 * Writings

"Trail of Tears." Cherokee by Blood. 2003. Web. 2 July 2011. [] Cherokee by Blood Provides Cherokee:
 * Folklore
 * History
 * Medicines
 * Recipes
 * Religion
 * Resources

""Our Hearts Are Sickened": Letter from Chief John Ross of the Cherokee, Georgia, 1836." History Matters: The U.S. Survey Course on the Web. Web. 01 July 2011. < [] >.


 * Description**: Being a primary resource from 1836, the reading level may be a little advanced for some 8th graders. The latter portion of the letter is important however, because Chief John Ross proceeds to become very emotional, and the student can read a primary source that is pleading not to be forcibly located in an event that would be known as the Trail of Tears.

[|Encyclopedia Britannica Workspace]
 * This Workspace Provides:**
 * Numerous articles and multi-media
 * Materials range in reading level
 * Access to the online encyclopedia

"Camping With the Sioux: Fieldwork Diary of Alice Cunningham Fletcher." National Anthropological Archives Smithsonian Institution, 2001. Web. 01 July 2011. <[]>.

In 1881, a woman by the name of Alice Fletcher, along with Susette La Flesche, and journalist John Wesley Powell lived amongst Sioux woman in the North Dakota territory for scientific research. She would later go on to be an advocate for the Native American people. This site includes,
 * This Site Provides**:
 * Digitized Transcript of her 6 week long journal
 * An Photo Gallery
 * A separate section identifying just the Sioux folktales that were also included in the journal entries.

"Native American Cultures." History.com. Web. 01 July 2011. <[]>.


 * Description**: This item is recommended as a tool for enhancing discussion. The length and complexity of the writing may be a bit much for some students, but it explains how anthropologists have divided up Native American groups into 10 distinct cultures based upon location.

"Mashantucket Pequot Museum and Research Center." Mashantucket Museum and Research Center. Web. 02 July 2011. < [] >.


 * Description**: The Pequot tribe, was indigenous to Connecticut so for the purpose of these series of lessons they would be one of the most local tribes. They have been included in this overall unit as a type of comparison piece. Their lifestyle in general was very different from that of the Native Americans who lived on the plains, and in the South West. Students can utilize the variety of information on this site, and compare it with what they learn about the tribes from other regions.

"Massacre At Wounded Knee, 1890." EyeWitness to History: History through the Eyes of Those Who Lived It. 1998. Web. 01 July 2011. < [] >.


 * Description**: In the year 1890 there was a historical movement known as the Ghost Dances. Some Native Americans believed that through ritualistic dancing that the dead would arise, and the Native American Nation would be restored. The events went badly resulting in the Massacre at Wounded Knee. The writing should be suitable for most 8th graders, but some historical vocabulary may need to be addressed. This was one of the most concise, and easy to read writings detailing the event that could be located.

"Battle With The Apache, 1872." EyeWitness to History - History through the Eyes of Those Who Lived It. Web. 02 July 2011. < [] >.


 * Description**: A description of a battle with the Apaches that happened at the end of the time period known as ‘Westward Expansion’. This document is suitable for most 8th graders, and it denotes the end of an era.

"Indian Removal." PBS: Public Broadcasting Service. Web. 02 July 2011. < [] >.


 * Description**: A PBS written summary of the Indian removal from 1814 -1858. It should be useable with most 8th grade students.

Utilized ICONN - Statewide Library Catalog (Request) Dunn, John, M. //The relocation of the Native American Indian.// Detroit: Lucent Books. 2006. Print

Link to biographical information & locations that may have the book: []


 * Provides information on:**
 * U.S. Expansion
 * Broken Treaties
 * Forced Removal
 * Indian Wars
 * Native American Last Stands

Utilized ICONN – InfoTrac Student Edition Kirkwood, Scott. "Drawing on experience: Castillo de San Marcos National Monument tells the story of Native Americans imprisoned during America's westward expansion. (HISTORIC HIGHLIGHTS)." //National Parks// Spring 2006: 20+. //Student Edition//. Web. 4 July 2011.

Document URL []


 * Description**: This is an article that should be suitable for most 8th graders though it may be a bit advanced, and require possible assistance needed for some historical vocabulary. It tells about a specific event where Native Americans were actually imprisoned as part of the Westward Expansion.

Video "Native American Cultures Video: American Buffalo." History.com. Web. 01 July 2011. < [] >.


 * Description**: A video clip suitable for all types of 8th graders depicting the tensions and problems that came as a result of the railroads, and the settlers killing the American buffalo.