Equipment & Supplies
- Overhead Projector Transparencies
Procedures
Steps:
1. Divide students into learning pairs. Inform students they are only to use their left hands during all class activities for the day. This includes writing.
2. Pass out copies of Student Handout 1-Chiricahua Apaches–Before and After and Student Worksheet 1 - Chiricahua Apache Photo Analysis.
3. Allow the students to complete the photo analysis worksheet in their think/pair/share groups. Encourage students to read each question, think individually about an answer, and share their answers. Students should alternate writing the answers to the questions so that each student responds. Be sure to remind students to use their left hands during the exercise.
4. Allow each learning pair to share responses to the questions on the photo analysis worksheet. Use the Teacher Guide to Student Worksheet 1 - Chiricahua Apache Photo Analysis to guide the discussion.
5. Inform students that they may now use their right hands for the rest of the day's activities. Use student reactions to lead a brief discussion. The discussion should answer the following questions:
• How did it feel to be forced into an unfamiliar role? (Encourage students to share specific emotions - anger, outrage, embarrassment)
• Are there any left handed students in the class? How did they fare during the day's activities? Did the new role assignments affect the fairness of the activities?
• Today the class was FORCED to use their left hands for the warm-up assignment. Do you believe any of the emotions you felt compare to the emotions felt by the children in the photograph?
• This is a small classroom exercise meant to create a small sense of empathy for the plight of Indians at the Carlisle School. It is not meant to be an equivalent scenario.
6. Group the learning pairs together so that the class is divided into four roughly equal groups. Distribute a copy of Student Worksheet 2 - Primary Source Record Sheet to each student. Also distribute the following sources to the various groups:
• Group 1- Student Handout 2-The Carlisle Arrow (Student Newspaper)
• Group 2- Student Handout 3- Sitting Bull Cartoon
• Group 3- Student Handout 4-How Am I Going To Get That Fellow's Scalp Cartoon
• Group 4- Student Handout 5- The Yale - Indian Football Game (Newspaper Article)
7. Write the following statement on your classroom's display board or overhead projector.
"The headmaster of the Carlisle Indian School hoped that football would accomplish two things."
1. He wanted the football team to prove to the nation that Indians from his school were just like whites.
2. He wanted the football team to help with the school's goal of changing the identities of the Indians.
Inform the students that each group is going to look at a different primary source. Each one of the primary sources will help in understanding if the headmaster of the Indian school received the goals he wanted from the school's football program. Instruct students to read the primary sources to which their group is assigned and to complete the Student Worksheet 2 - Primary Source Record Sheet.
8. Allow students to work to complete their primary source record sheets. Allow them the last 5 minutes of this time to discuss their answers with their other group members.
9. Allow each group to come to the front of the room to share their answers for their primary source. Use an overhead projector to show an image of their source while they are at the front of the room. Be sure to alternate students responding to each question. Try to have each student answer a question for the class if possible.
10. Ask students to examine the school headmaster's wishes for the football team. Ask them to think about whether or not the football program achieved the headmaster's goals. Instruct the class to complete the Student Handout 6-Writing Assignment and Rubric for homework.
11. (Completed outside of class) - Grade the assignments using the rubric provided.
1. Divide students into learning pairs. Inform students they are only to use their left hands during all class activities for the day. This includes writing.
2. Pass out copies of Student Handout 1-Chiricahua Apaches–Before and After and Student Worksheet 1 - Chiricahua Apache Photo Analysis.
3. Allow the students to complete the photo analysis worksheet in their think/pair/share groups. Encourage students to read each question, think individually about an answer, and share their answers. Students should alternate writing the answers to the questions so that each student responds. Be sure to remind students to use their left hands during the exercise.
4. Allow each learning pair to share responses to the questions on the photo analysis worksheet. Use the Teacher Guide to Student Worksheet 1 - Chiricahua Apache Photo Analysis to guide the discussion.
5. Inform students that they may now use their right hands for the rest of the day's activities. Use student reactions to lead a brief discussion. The discussion should answer the following questions:
• How did it feel to be forced into an unfamiliar role? (Encourage students to share specific emotions - anger, outrage, embarrassment)
• Are there any left handed students in the class? How did they fare during the day's activities? Did the new role assignments affect the fairness of the activities?
• Today the class was FORCED to use their left hands for the warm-up assignment. Do you believe any of the emotions you felt compare to the emotions felt by the children in the photograph?
• This is a small classroom exercise meant to create a small sense of empathy for the plight of Indians at the Carlisle School. It is not meant to be an equivalent scenario.
6. Group the learning pairs together so that the class is divided into four roughly equal groups. Distribute a copy of Student Worksheet 2 - Primary Source Record Sheet to each student. Also distribute the following sources to the various groups:
• Group 1- Student Handout 2-The Carlisle Arrow (Student Newspaper)
• Group 2- Student Handout 3- Sitting Bull Cartoon
• Group 3- Student Handout 4-How Am I Going To Get That Fellow's Scalp Cartoon
• Group 4- Student Handout 5- The Yale - Indian Football Game (Newspaper Article)
7. Write the following statement on your classroom's display board or overhead projector.
"The headmaster of the Carlisle Indian School hoped that football would accomplish two things."
1. He wanted the football team to prove to the nation that Indians from his school were just like whites.
2. He wanted the football team to help with the school's goal of changing the identities of the Indians.
Inform the students that each group is going to look at a different primary source. Each one of the primary sources will help in understanding if the headmaster of the Indian school received the goals he wanted from the school's football program. Instruct students to read the primary sources to which their group is assigned and to complete the Student Worksheet 2 - Primary Source Record Sheet.
8. Allow students to work to complete their primary source record sheets. Allow them the last 5 minutes of this time to discuss their answers with their other group members.
9. Allow each group to come to the front of the room to share their answers for their primary source. Use an overhead projector to show an image of their source while they are at the front of the room. Be sure to alternate students responding to each question. Try to have each student answer a question for the class if possible.
10. Ask students to examine the school headmaster's wishes for the football team. Ask them to think about whether or not the football program achieved the headmaster's goals. Instruct the class to complete the Student Handout 6-Writing Assignment and Rubric for homework.
11. (Completed outside of class) - Grade the assignments using the rubric provided.
