ENVIRONMENTAL THREATS TO NATIVE LANDS IN THE WESTERN/NORTHWESTERN UNITED STATES
By: Karen Grimes Cooper
St. Andrew and St. Rita Catholic Academy
Indianapolis, IN
August, 2001; revised August, 2005
Classroom sessions/estimated time: 5-10 class periods (depending on class size and academic level)
Co-curricular subjects: geography, history, world cultures, civics and government, environmental science
Topic: Identifying some existing or proposed threats to Native lands in the western United States
Grade Level s : Middle School
Purpose: To introduce students to the use of GIS
National Geography Standard(s):
1: How to use maps and other geographic representations, tool, and technologies to acquire, process, and report information from a spatial perspective.
2: How to use mental maps to organize information about people, places, and environments in spatial context.
3: How to analyze the spatial organization of people, places, and environments on Earth's surface.
4: The physical and human characteristics of places.
5: That people create regions to interpret Earth's complexity.
6: How culture and experience influence people's perceptions of places and regions.
8: The characteristics and spatial distribution o ecosystems on Earth's surface.
9 : The characteristics, distribution, and migration of human populations on Earth's surface.
11: The patterns and networks of economic interdependence on Earth's surface.
12: The processes, patterns, and functions of human settlement
13: How the forces of cooperation and conflict among people influence the division and control of Earth's
surface.
14: How human actions modify the physical environment.
16: The changes that occur in the meaning, use, distribution, and importance of resources.
17: How to apply geography to interpret the past.
18: How to apply geography to interpret the present and plan for the future.
Indiana Social Studies Academic Standard(s) :
1. History
A. 8.1.1 - Describe major Indian groups of eastern North America, including early conflicts with European settlers.
B. 8.1.15 - Explain the concept of manifest destiny and its relationship to the westward movement of settlers and territorial expansion.
C. 8.1.17 - Identify the key ideas of Jacksonian democracy.
D. 8.1.9 - Describe the impact the California gold rush (1948) on the westward expansion of the United States.
E. 8.1.20 - Explain the influence of individuals on key events and developments of the early United States.
F. 8.1.28 - Identify, evaluate, and distinguish fact from opinion in a variety of information resources.
G. 8.1.30 - Form historical research questions and seek responses by analyzing primary and secondary resources.
H. 8.1.31 - Examine the causes of problems in the past and evaluate solutions chosen as well as possible alternative courses of action.
2. Civics and Government
A. 8.2.4 - Define and explain the importance of individual and civic responsibilities.
3. Geography
A. 8.3.1 - Read maps to interpret its symbols.
B. 8.3.2 - Locate and map the major climate regions in the United States and describe the characteristics of each climate type.
C. 8.3.7 - Analyze geographic factors that have influenced migration and settlement patterns, and relate them to the economic development of the United States.
D. 8.3.8 - Develop maps showing the distribution of natural resources, such as forests, water resources, wildlife in the United States.
E. 8.9 - Identify ways people modify (ied) the physical environment as the United States develops (ed) and the types of problems that come (came) as a result.
F. 8.3.10 - Explain the importance of the major mountain ranges and major river systems in the development of the United States.
G. 8.3.11 - Use information technology, such as geographic information systems and remotely sensed images to gather information on ways people have changed the physical environment of the United States.
Indianapolis Archdiocese Social Studies Academic Standards :
1. Church Ideals and Practice
A. Examine historical decisions and current issues in light of Catholic values.
2. Citizenship
A. Identify individual rights and responsibilities.
3. Government
A. Examine ways by which citizens may effectively voice opinions and effect change in government.
B. Demonstrate democratic approaches for resolving conflicts.
4. Historical Perspectives
A. Discriminate between events of long ago and now.
B. Identify major historical figures and describe their impact on history.
C. Analyze the importance of specific Native American groups and their contributions.
D. Explore the themes of Jacksonian democracy, the westward movement (Manifest Destiny) and its effects on indigenous cultures.
E. Identify broad themes in U.S. history, such as conflict and compromise, dissent & reform.
F. Describe ways science and t4ehnology have shaped history.
G. Examine the causes of historical events affecting various societies.
5. World Cultures
A. Recognize and evaluate forces that result in cultural change.
B. Respect the diversity of cultural influences.
6. Geographic Relations
A. Use terms related to location and direction to find people and places.
B. Use symbols to represent objects, features, and places.
C. Describe major types of resources, land and water forms, climates, and their distribution and relationship to the ways people live.
D. Be familiar with different kinds of maps and their features.
E. Compare and contrast physical, economic, and cultural regions.
F. Explore how people have adapted to the natural environment and its physical processes.
G. Recognize the physical and human limits on the use of resources.
H. Identify physical features that influence the development of specific regions and countries.
7. Current Events
A. Give examples of ways that we obtain news about events.
B. Identify specific current problems or issues and propose possible solutions or outcomes and discuss how they might influence the future.
C. Identify different points of view on a current issue in order to make informed decisions.
D. Demonstrate the ability to relate current events to historical antecedents.
8. Inquiry Skills
A. Utilize resources, including electronic and other technologies and print media, for gathering and organizing information.
B. Interpret information presented in graphs, charts, maps, time lines, polls, pictures, and cartoons.
C. Distinguish between primary and secondary sources.
D. Use computer programs to participate in simulations.
E. Describe how cultural influences of the past affect political decisions today.
F. Recognize cause and effect relationships.
G. Learn to question and critique sources of information.
Materials Required:
· Pens
· Computer
· Color pencils
· Encyclopedias
· Composition paper
· Student Worksheets
· U. S. History books
· Blank United States Maps
· Atlas of the United States or any U.S. Map
· Internet access, including powerpoint software.
Objectives: Upon completion of these activities, the student will
1. be familiar with the use of GIS for research,
2. be able to identify some current Native American nations in the western/northwestern United States
and the pre-European contact regions of the western/northwestern United States,
3. be familiar with one or more of the recent environmental issues/threats faced by western United
States Native American nations,
4. be able to identify and locate (on a map) one or more of the Western Native American Reservation
land (s), and
5. be able to use researched information to draw conclusions and to formulate personal opinions.
Pre-activity:
1. Students should be familiar with the Indian Removal Act of 1830.
2. Students should be familiar with the Indian Wars of the mid-1860's - 1890's.
3. Students may want to use a U.S. History textbook and/or both of the following websites:
ianwars.org
A. Click on "Frontier Army".
B. Scroll down and click on the various Indian Wars to retrieve information. ALSO
C. Click on "Native Americans".
D. Scroll down and click on "maps".
dyworld.co m /indian_removal_act_of_1830.htm
Procedure s :
1. Review the information from the pre-activity.
2. Divide students into groups of 2-4.
3. Students need to use computers for and/or download the maps from the following website:
rom.net/isk/maps
A. Scroll down to Useful Historical, Cultural, Political Maps.
B. Click on " Pre-contact Cultural Areas".
C. Download and set aside for later use. If no color printer is available, students will need to access this site at the time they wish to use the information from this map.
4. Students need to use computers for and/or download the maps from the following website:
rom.net/isk/maps
D. Scroll down to Useful Historical, Cultural, Political Maps.
E. Click on " Environmental Threats to Native Lands".
F. Download and set aside for later use. If no color printer is available, students will need to access this site at the time they wish to use the information from this map.
5. Students may wish to access the websites listed below as supplemental information for
completing student worksheets: rom.net.isk.maps
G. Scroll down to U.S. Tribes by Regions and States (Big GIS effort).
H. Continue scrolling to the subtitle: " U.S. Map Window Index"
I. Click on bulleted title of: Index Listing Of Federally Recognized Tribes -By-States (with non-recognized following recognized). c.org/NAE/docs/grossman.html
J. Scroll down and click on topic to be researched. c.org/NAE/docs/grossman.html
K. Click on the word "internet" at the top of the page.
L. Scroll down and click on topic of choice
M. Click on any state on the map to retrieve research information.
6. Students should use the secured resources to complete "student worksheet".
7. Each student group should then be assigned one of the "Environmental Threats" to research in detail.
A. Students should use suggested internet resources.
B. Students should use internet search engines.
C. Students should use traditional media such as current newspaper articles, current magazine articles, etc.
· Be sure that students use resources that support both sides of the environmental issues.
8. Based on the information from their research, students should prepare the following for
presentation to the class:
A. A color-coded map showing the western/northwestern states that have environmental
threats and the threats associated with each state.
B. Completed student worksheets with answered questions.
C. A composition paper summarizing their assigned environmental issue, the arguments of each side of the issue and their own opinion based on what they have researched and studied.
Questions:
A. Are the environmental threats a continuation of the effects of the historic "Indian Removal &
Indian Wars"?
B. Do these issues have support in opposite opinions - how much of those opinions are facts and
vice versa?
C. What can/cannot be done in the future to protect the environment in these native lands?
D. What are the consequences of not doing anything about these environmental issues?
Assessment s : The following should be assessed:
A. A color-coded map showing the western/northwestern states that have environmental
threats and the threats associated with each state. The map should include a key, title,
and a north-arrow/compass rose (geography skills).
B. Completed student worksheets with answered questions. (geography & research/inquiry
skills).
C. A composition paper summarizing student group ssigned environmental issue, the
arguments of side of the issue and the students' own opinion(s) based on what they have researched .and studied.(technology, inquiry, critical thinking skills).
D. Group presentations (public speaking skills).
Extensions:
A. Students will need to use the "Some Existing or Proposed Threats To Native Lands in Western North America " map.
B. Students should locate all of the "dams" on the map and list the rivers on which these dams are located.
C. Students should research these rivers and their role(s) in history - especially the part these rivers may or may not have played in the "western movement" era of history.
D. Students should summarize their findings in a powerpoint presentation..
E. This extension can be done as an individual assignment or as a group assignment.
Resources:
A. Any resources at teacher suggestion and discretion.
STUDENT WORKSHEET:
Environmental Threats To Native Lands In The Western/Northwestern United States
I. Directions: Use your internet maps to fill-in the information below. Use other research resources to complete the remainder of the information. Use postal abbreviations when listing the state name. Complete a color-coded blank map showing the information you have listed below. You must include a title, map key, and a compass rose/north-arrow. MAKE SURE you are aware of how many environmental threats must be coded within a state BEFORE you color your map.
A. Environmental Issue: : _______________________________________________________
State(s) Tribal Nation Reservation Pre-cultural Region
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
6. ________________________________________________________________________
7. ________________________________________________________________________
8. ________________________________________________________________________
9. ________________________________________________________________________
10. ________________________________________________________________________
B. Environmental Issue: : _______________________________________________________
State(s) Tribal Nation Reservation Pre-cultural Region
11. ________________________________________________________________________
12. ________________________________________________________________________
13. ________________________________________________________________________
14. ________________________________________________________________________
15. ________________________________________________________________________
16. ________________________________________________________________________
17. ________________________________________________________________________
18. ________________________________________________________________________
19. ________________________________________________________________________
20. ________________________________________________________________________
C. Environmental Issue: : _______________________________________________________
State(s) Tribal Nation Reservation Pre-cultural Region
21. ________________________________________________________________________
22. ________________________________________________________________________
23. ________________________________________________________________________
24. ________________________________________________________________________
25. ________________________________________________________________________
26. ________________________________________________________________________
27. ________________________________________________________________________
28. ________________________________________________________________________
29. ________________________________________________________________________
30. ________________________________________________________________________
D. Environmental Issue: : _______________________________________________________
State(s) Tribal Nation Reservation Pre-cultural Region
31. ________________________________________________________________________
32. ________________________________________________________________________
33. ________________________________________________________________________
34. ________________________________________________________________________
35. ________________________________________________________________________
36. ________________________________________________________________________
37. ________________________________________________________________________
38. ________________________________________________________________________
39. ________________________________________________________________________
40. ________________________________________________________________________
E. Environmental Issue: : ______________________________________________________
State(s) Tribal Nation Reservation Pre-cultural Region
41. ________________________________________________________________________
42. ________________________________________________________________________
43. ________________________________________________________________________
44. ________________________________________________________________________
45. ________________________________________________________________________
46. ________________________________________________________________________
47. ________________________________________________________________________
48. ________________________________________________________________________
49. ________________________________________________________________________
50. ________________________________________________________________________
F. Environmental Issue: : ______________________________________________________
State(s) Tribal Nation Reservation Pre-cultural Region
51. ________________________________________________________________________
52. ________________________________________________________________________
53. ________________________________________________________________________
54. ________________________________________________________________________
55. ________________________________________________________________________
56. ________________________________________________________________________
57. ________________________________________________________________________
58. ________________________________________________________________________
59. ________________________________________________________________________
60. ________________________________________________________________________
G. Environmental Issue: : ______________________________________________________
State(s) Tribal Nation Reservation Pre-cultural Region
61. ________________________________________________________________________
62. ________________________________________________________________________
63. ________________________________________________________________________
64. ________________________________________________________________________
65. ________________________________________________________________________
66. ________________________________________________________________________
67. ________________________________________________________________________
68. ________________________________________________________________________
69. ________________________________________________________________________
70. ________________________________________________________________________
H. Environmental Issue: : ____________________________________________________
State(s) Tribal Nation Reservation Pre-cultural Region
71. ________________________________________________________________________
72. ________________________________________________________________________
73. ________________________________________________________________________
74. ________________________________________________________________________
75. ________________________________________________________________________
76. ________________________________________________________________________
77. ________________________________________________________________________
78. ________________________________________________________________________
79. ________________________________________________________________________
80. ________________________________________________________________________
II. Directions: Research your assigned environmental issue/threat. The researched
information should include the basic issue with supporting facts and opinions as expressed by people on both sides of the issue. Using the information that you have researched, formulate your own opinion on the issue. All of this should be completed in a composition/essay paper.
IV. Assessments: Your grade will be based on the following criteria:
1. The correctly color-coded map.
2. Correctly completed student worksheet.
3. Composition paper
4. Group presentations
III. Extension Directions: Using your internet map titled: "Some Existing or Proposed Threats to Native Lands in Western North America"; an atlas of the United States; an almanac, encyclopedia, or internet source, locate & list all of the dams, the states they are in and the rivers they are on. Use postal abbreviations for state names. Research these rivers and their role(s) in history - especially the part these rivers may or may not have played in the "western movement" of the United States. Summarize your findings and compile into a short powerpoint presentation
STUDENT EXTENSION WORKSHEET :
Environmental Threats To Native Lands In The Western/Northwestern United States
Dam State River
1. ____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
IV. Historical Significance In The United States Westward Movement
[Use your own composition paper to complete this activity and prepare a powerpoint presentation]
V. Extension Assessment:
1. Student extension worksheet.
2. PowerPoint presentation based on your research and findings.