Area 12: The U.S. During the Struggle for Civil Rights
Question: How successful was the U.S. in creating a more equitable society?
Lesson Plan Developed By
Michael Redman, St. Stephens Indian School, St. Stephens, Wyo.
- Students will gain a fuller understanding of the link between hunting rights outlined in the original treaties and tribal hunting and fishing regulations today.
- students will understand how much land for natives lost since treaty times.
- Students will understand how game management and regulation works on the Wind River Reservation today.
We will update the standards spreadsheet as more lesson plans are developed.
- Tribal Territories assigned in the Fort Laramie Treaty of 1851
- Bannock and Shoshone territories, 1863
- Wind River and other reservations today. At “Indigenous Tribes of Wyoming,” Wyoming Student Atlas, https://www.arcgis.com/apps/MapJournal/index.html?appid=c82430cc0332460d97cdbc5eab1d023a, scroll down to “Present Day Native Lands.”
- Hunting rights excerpts from 1851 and 1863 treaties
- Shoshone and Arapaho Fish and Game website.
- Managing Game on the Wind River Reservation, WyoHistory.org.
- 5 minutes: Doorbell question: What comes to mind when you hear the word “Hunting Rights”?
Step by step directions
- 45 minutes: Students will look at the website and read the article and the exerpts from the treaties in order to answer questions:
1.What does it mean to have tribal hunting and fishing permits?
2. What year was the hunting and fishing game code enacted?
3. Do you have to be a tribal member to hunt and fish?
- 10 minutes: Define 10 vocabulary words/concepts: treaty rights, tribal law and order code, fishing rights, Sovereignty, Original hunting grounds.
- 10 minutes: students will create/write their own complete sentences using 5 vocabulary words.
- 10 minutes: Students will have a 10 minute discussion.
- 5 minutes: Students will complete their KWL charts.
- 10 minutes: Whole group discussion of what students have learned.
- Collect KWL charts; further discussion as needed