Montana Government Studies, Grade 10                                                           August 2003

General  topic

 Understanding & essential questions

Benchmarks

Activities & Resources

Assessment

1. Geography—

   -location,  

   -resources

  -significant geographic phenomena

   -impacts of human modifications

   -Census 2000

   -other timelines

 

Students will understand that geography remains a fundamental component in human interaction.

 

   -Why did people settle where they did in Montana?

 

-To what extent is geography destiny?

 

 

 

 

 

 

 

1. Students will be able to identify significant geographic formations that impact settlement patterns in Montana.

2. Students will be able to trace settlement patterns of people in Montana

3. Students will be able to identify the 12 tribal groups found in Montana

4. Students will be able to locate the 7 reservations in Montana

 

 

 

 

 

 

 

Roadside Geology

Montana Magazines

Maps to study rivers, mountains, plains that impacted decisions people made regarding where they settled.

Road maps as a desk set

Build lecture maps so students can follow along in notes.

Field trips to area museums etc.

 

 

 

 

-Create Tribal maps

Portfolio(see template)

 

Students should be required to keep a notebook with facts and responses.

 

Notebooks should be dated and have a heading for each day.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4/30/03, p.1

 

General  topic

Understandings & essential questions

Benchmarks

Activities & Resources

Assessment

2. Tribal Culture and History

-tribal mascots

-intracultural differences

-urban vs. reservation life

-tribal enrollment requirements & benefits

-racism, stereotyping/ discrimination

-literature

 

 

Students will understand that there is great diversity among individual American Indians and tribal Nations and that there are no generic American Indians.

   -How important is the past?

   -How important is diversity in society?

   -How is diversity threatening?

   -How do different historic interpretations relate to diversity and conformity?

 

 

 

 

 

 

  

1. Students will be able to distinguish unique cultural characteristics of each tribal group.

 

2. Students will be able to identify key tribal leaders and events that impact Montana history.

 

3. Students will be able to differentiate between diversity issues for a variety of people.

 

 

 

-Use short stories and/or novels to help students make the distinctions.

-Discussion groups could respond to the essential questions as a class starter.  Then to provide facts to their stance, they could look for more information from a variety of sources (fiction and nonfiction).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4/30/03, p. 2

General  topic

Understanding & essential questions

Benchmarks

Activities & Resources

Assessment

3. Tribal Government

   -Structure, how elected

   -How do they deal with issues

   -Relationship between tribal/state/federal

   -core set of political issues

Reservations are lands that have been reserved by the tribes for their own use through treaties.

        And

Under the American legal system, Indian tribes have sovereign powers separate and independent from the federal and state governments.

   -Does government exist for the needs of the people or do people exist for the needs of the government?

   -Should government be the result of common thought?

   -Is a single, worldwide government possible for the future?

1. Students will be able to identify the unique powers of tribal governments and distinguish among them.

2. Students will be able to describe the relationships between tribal, state and federal governments

3. Students will be able to describe how tribal leaders are selected and how they govern.

4. Students will be able to discuss the weaknesses and strengths of the different tribal organizations

5.Students will be able to relate major federal policies which directly impacted NA people

-Have students do case studies using two or more tribes.

-Take one essential question and cross reference the issues across two or more of the tribes

 

 

 

 

 

 

 

 

-Show an overview of the tribal governments on an overhead or power point

-Study sovereignty materials

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4/30/03, p.3

General  topic

Understanding & essential questions

Benchmarks

Activities & Resources

Assessment

4. Montana History and Government

 

I. Pre-white Mt.

    *Indian Tribes

II. Exploration

    * Lewis & Clark

    * Fur Trappers

         & Mtn men

    *Interaction

       w/ native pop.  

III. Settlement

    *Gold Rush

    * Homesteading

    * Railroads

 

IV. Indian Wars

    * Sioux War ’68

    * Custer

    * Nez Perce

 

V. Statehood     

    *Date & Capitol

    *1st Governors

 

 

 

 

 

 VI. Mt Govt.

    * Executive

    * Legislative

    * Judicial

 

VII. Tribal

         Connections

    *Govt Agencies

    * Tribal

         Comparisons

(#7 is a transition piece to  Tribal Government.)

- Students will understand that the forces of change are constantly challenging the strengths of tradition.

 

- What motivates people to change?

- How did the white population affect native populations?

- What key events led to Montana statehood?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will understand that society exists between the polar extremes of  order and liberty through the institution of government

 

Is what is good for  the individual the same as what is good for society?

   -When or how are we willing to give up our liberties?

1. Students will be able to identify the variety of native populations in Montana before the arrival of whites.

 

2. Students will be able to identify key groups of whites that first arrived in Montana.

 

3. Students will be able to discuss implications of white settlement for all peoples living in Montana both white and Native American.

 

4. Students will be able to identify the key Indian conflicts in Montana.

 

 

 

 

 

 

5. Students will be able to identify key events in the development of Montana State government.

 

6. Students will be able to identify the basic components of Montana government.

 

7. Students will analyze how power in government is acquired, modified and used as it relates to Montana and tribal governments.

 

 

 

Student discussions which debate the essential questions followed by readings which provide insight into topics.

Curriculum maps of important topics

 

Short lectures

 

Literary  readings, essays, etc to provide background.  (we need to select the material to be provided for students)

Portfolio/notebook

Notes

Student discussions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4/30/03, p.4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4/30/03, p.5

General  topic

Essential Understanding & essential questions

Benchmarks

Activities & Resources

Assessment

5. Current Events

Use for discussion 3-5 current events.  Model one and then assign independent research and oral report on a second event.

   -Water Rights

   -Gambling

   - Hunting/fishing

   -Sovereignty

   -Energy development

   -Agriculture

   -Taxation

   -Education

   -Discrimination (compare/contrast)

   -Blood quantum issues

   -

 

 

 

 

 

Students will understand that people and society exist within a continuum of perspective from personal to global.

   - What is the difference between racism & discrimination?

  -What is the basis of cultural differences?

-How are Montana people alike & different?

 

  

1. Students will be able to analyze the conflicts resulting in cultural assimilation.

 

2. Students will be able to analyze various current event sources for bias, stereotypical comments and identify the key issues relevant to Montana people.

Format: Students would be required to prepare 3 articles for discussion from current newspaper or magazine. 

   -1 paragraph stating time, date, place and who was involved

   -1 paragraph: summary of article, outlining major issues

   -1 paragraph as student opinion backed by detail and fact.

Student would hand in article and completed assignment and one day a week, students would present one of the articles for discussion.  Written and oral grades

would be given.

Current events rubric/scoring guide