The Dakota Pipeline Protests

How Have Broken Agreements Affected the Land, Culture, and Life of American Indians in the Past and Present?

The construction of the Dakota Access Pipeline has been highly contested and ignited nationwide protests. To make an informed decision, one must know the history of the relationship between American Indians and the American government, including understanding American Indian reservations, boarding schools, and resistance movements. This inquiry provides middle school students with a range of historical and contemporary sources to consider these issues. These activities culminate in a challenge for students to figure out the best solution to this contentious issue and take action.

Occupation of Alcatraz
Members of the occupation inside Alcatraz prison. In the front row, from left: John Trudell, Annie Oakes, Richard Oakes, Stella Leach, Ray Spang and Ross Harden, 1970. (Art Kane)
"Let me be a free man, free to travel, free to stop, free to work, free to trade where I choose my own teachers, free to follow the religion of my fathers, free to think and talk and act for myself, and I will obey every law, or submit to the penalty."
Heinmot Tooyalaket (Chief Joseph), Nez Perce Leader

Helpful Hints

  • Historical Empathy
    • When reading and discussing issues, encourage students to try taking the perspective of people from that time period when discussing point of view.
  • Discussion Questions
    • The discussion questions are the key element of the lessons. It is imperative that students discuss questions amongst themselves with the teacher acting as the facilitator. Please refer to guidelines on transactive discussion tips and techniques.
  • Writing prompts
    • Writing prompts are also key in reinforcing the new information and the discussion that has taken place. The prompts allow students to integrate the perspectives they have heard into a cohesive argument.
    • Make sure students complete writing prompts even if it means assigning the prompt as homework.

Lesson 1: Transactive Discussion Practice

  • Students will examine photos exploring American Indians experiences in the U.S. context
  • Students will learn how to engage in transactive discussions
  • CCSS.ELA-Literacy.RH.9-10.4;
  • CCSS.ELA-Literacy.SL.9-10.1.b;
  • CCSS.ELA-Literacy.SL.9-10.1.c;
  • CCSS.ELA-Literacy.SL.9-10.1.d;
  • CCSS.ELA-Literacy.SL.9-10.3

Documents

Lesson Plans

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Lesson_1.pdf148.38 KB

Handouts

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Lesson 2: What Were the Motivations for Creating Reservations?

  • Students will examine the U.S. government’s efforts to move Indians onto reservations in the 1800s.
  • Students will read the U.S. laws that took away Indian land rights on the Great Plains.
  • Students will read about the perspectives of American Indians who were forced off of their tribal lands, and onto reservations.
  • Teacher will clarify challenging terms and reinforce vocabulary key terms.
  • Students will be able to make claims about players’ perspectives and will be able to justify these claims by locating text-based evidence that supports these claims.
  • Students will be able to distinguish between primary and secondary sources.

Common Core Standards

  • CCSS.ELA-Literacy.RH.6-8.1;
  • CCSS.ELA-Literacy.RH.6-8.2;
  • CCSS.ELA-Literacy.RH.6-8.8;
  • CCSS.ELA-Literacy.RH.6-8.9;

Virginia History and Social Science Standards of Learning (SOL)

  • USII.4a

Documents

Lesson Plans

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Lesson_2.pdf213.91 KB

Handouts

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Discussion Questions

Supplemental Activities

Lesson 3: What Were the Impacts of Boarding Schools on American Indian Communities?

Objectives

  • Students will examine the U.S. government’s efforts to assimilate Indians into mainstream White American culture.
  • Students will read about the perspective of the U.S. government, and their decision to use boarding schools to educate Indian children.
  • Students will read about the perspectives of American Indians who attended the boarding schools.
  • Teacher will clarify challenging terms and reinforce vocabulary key terms.
  • Students will be able to make claims about players’ perspectives and will be able to justify these claims by locating text-based evidence that support these claims.
  • Students will be able to distinguish between primary and secondary sources.

Standards

Common Core Social Studies Standards

  • CCSS.ELA-Literacy.RH.6-8.1
  • CCSS.ELALiteracy.RH.6-8.2
  • CCSS.ELA-Literacy.RH.6-8.8
  • CCSS.ELA-Literacy.RH.6-8.9

Virginia History and Social Science Standards of Learning (SOL)

  • USII.4a

Documents

Lesson Plans

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Lesson_3.pdf212.51 KB

Handouts

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Discussion Questions

Supplemental Activities

Lesson 4: How Did the Red Movement Change the Landscape for American Indians?

Objectives

  • Students will examine how American Indians resisted assimilation and oppression in the 20th century.
  • Students will read about the perspective of the U.S. government, and their classification of the American Indian Movement as “a revolutionary organization which is committed to violence.”
  • Students will read about the perspectives of American Indians activists who resisted assimilation.
  • Teacher will clarify challenging terms and reinforce vocabulary key terms.
  • Students will be able to make claims about players’ perspectives and will be able to justify these claims by locating text-based evidence that support these claims.
  • Students will be able to distinguish between primary and secondary sources.

Standards

Common Core Social Studies Standards:

  • CCSS.ELA-Literacy.RH.6-8.1;
  • CCSS.ELALiteracy.RH.6-8.2;
  • CCSS.ELA-Literacy.RH.6-8.8;
  • CCSS.ELA-Literacy.RH.6-8.9

Virginia History and Social Science Standards of Learning (SOL):

  • USII.4a

Documents

Lesson Plans

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Lesson_4.pdf214.57 KB

Handouts

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Discussion Questions

Lesson 5: What Are the Issues and Possible Solutions Surrounding the Dakota Pipeline?

Objectives

  • Students will examine the Dakota Pipeline Protest Movement, also known as NODAPL. 
  • Students will read about the perspective of the energy company that owns the pipeline.
  • Students will read about the perspectives of American Indians activists who lived at the Sacred Stone camp on the Standing Rock Reservation.
  • Teacher will clarify challenging terms and reinforce vocabulary key terms.
  • Students will be able to make claims about players’ perspectives and will be able to justify these claims by locating text-based evidence that support these claims.
  • Students will be able to distinguish between primary and secondary sources.

Standards

Common Core Social Studies Standards:

  • CCSS.ELA-Literacy.RH.6-8.1;
  • CCSS.ELA-Literacy.RH.6-8.2;
  • CCSS.ELA-Literacy.RH.6-8.8;
  • CCSS.ELA-Literacy.RH.6-8.9;

Virginia History and Social Science Standards of Learning (SOL):

  • USII.4a

Documents

Lesson Plans

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Lesson_5.pdf213.23 KB

Handouts

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Discussion Questions

Lesson 6: Take Action!

  • Students will choose a civic engagement activity to advocate on behalf of their positions on the topic at hand

Common Core: CCSS.ELA-Literacy.RH.9-10.1; CCSS.ELA-Literacy.RH.9-10.2; CCSS.ELA-Literacy.RH.9-10.3; CCSS.ELA-Literacy.RH.9-10.4; CCSS.ELA-Literacy.RH.910.9; CCSS.ELA-Literacy.RH.11-12.1; CCSS.ELA-Literacy.RH.11-12.2; CCSS.ELALiteracy.RH.11-12.3; CCSS.ELA-Literacy.RH.11-12.5; CCSS.ELA-Literacy.RH.11-12.7; CCSS.ELA-Literacy.RH.11-12.8; CCSS.ELA-Literacy.RH.11-12.9.

VA Standards of Learning (SOL): VUS.1; VUS.2; VUS.3; GOVT.1; GOVT.3:  

Documents

Lesson Plans

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Handouts

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