Interpreting Quotes from Native Americans and European Americans (1790s-1820s)

Lesson Plan on Race in America

Introduction

Teachers may use this lesson as a supplement to the Choices unit Challenges to the New Republic: Prelude to the War of 1812. The lesson can stand on its own, or teachers may want to highlight the impact of Native American and European American relationships and their connections to the War of 1812. U.S. history textbooks often discuss these connections in more detail. Additionally, the following two sources may be useful for teachers:

Horsman, Reginald. (1967) Expansion and American Indian Policy (1783-1812)

Sheehan, Bernard W. (1973) Seeds of Extinction: Jeffersonian Philanthropy and the American Indian

Objectives   Students will:

Required Reading

• Before the lesson, students should have read "Part II: The Failure of Peaceable Coercion" in the Choices unit Challenges to the New Republic: Prelude to the War of 1812 (pages 9-13) and completed "Study Guide—Part II" (TRB 16-17) or the "Advanced Study Guide—Part II" (TRB 18).

Handouts

• Interpreting Quotes from Native Americans and European Americans (1790s-1830s)

• Writing Prompts

In The Classroom 

1) Getting Started—Divide the class into groups of three or four and distribute the handout to students. Students should follow the directions on the handout. If you feel your students need additional support to read the quotations, consider placing them on an overhead projector and reviewing them as a whole class. You may also wish to assign group members specific roles. After reading the quotations, students should discuss the meaning of each quotation and interpret the differences between Native and European American viewpoints. Students should also record their answers to the writing prompts on the handout.

2) Identifying Key Ideas—After the groups have answered the writing prompts, return to the large group setting and call on students to explain the meaning of each of the quotes. What were Atiatoharongwen and the other Kanienkehaka (Mohawk) leaders trying to say? What was the message of Tecumseh's quote? What were Thomas Jefferson's beliefs about Native peoples? What were Andrew Jackson's beliefs about Native peoples?

3) Drawing Connections—How were the viewpoints of Native Americans and European Americans different during the period surrounding the War of 1812? Ask students to put themselves in the place of a Native person. Would students have fought for the United States or Great Britain? Why? What do students think could have been done in that time period to create more peaceful relations between Native Americans and European Americans? Or would that have even been possible? Were peaceful relations desired?

Homework 

Students should continue with the Choices unit Challenges to the New Republic: Prelude to the War of 1812 by reading "June 1812: Moment of Decision" and "Options in Brief" in the student text (pages 14-15).

This lesson was developed by:

Sean Gilligan—Willimantic High School, Windham, CT