Here are the answers submitted thus far from high school teachers.
Art of Storytelling: Plains Indian Perspective! It was awesome. We created ledger art drawings.”
Using Google Maps to Study LiteratureCory Snow (from Billings) “used Google Maps to track characters' journeys from the novel A Yellow Raft in Blue Water.”
Panning for Gold“I taught a lesson on panning for gold. I took the kids out of the classroom and had them try it for themselves. We used that experience to look at how hard it must have been for miners to do that day in and day out. It gave my students an better understanding/appreciation of what those people went through.” If you want an easier gold panning exercise, you can find one on page 35 of the the user guide for the "Gold, Silver and Coal" footlocker.
Inside Anna’s Classroom Study Guide and Article on Wounded Knee“While I didn't directly teach any of the lessons, I forwarded them often to my consulting teachers. I was especially impressed with the "Anna Study Guide" and source materials such as the New York Times article on Wounded Knee, which fit in well with the IEFA lessons my teachers in the Poplar, Montana school district were doing.”
fourdirectionsteachings.com“I utilized the website http://fourdirectionsteachings.com/ and shared with my students the information from the 5 nations listed. They had an opportunity to compare the cultures presented and see that the connections to the past are a lot closer than we realize as long as we look. I hope that this helps them make connections to their culture and customs on a more regular basis. I had one other lesson that I worked on that stands out, but it only truly connected with one student. I asked my students to research the history of Wounded Knee, recognize 2 or 3 prominent members of the Sioux nation, the current land dispute, and if they had suggestions in resolving this situation. (Is there a connection we can make to encourage the government to establish the land as a national landmark?)
Native Poetry using the Birthright: Born to Poetry“The students had to create a poem that matched a Montana History occurrence and write it from the point of view of someone living in that time period.” (Ed. note: Birthright: Born to Poetry, a Collection of Montana Indian Poetry is fabulous—and each poem comes with classroom ideas). There’s also a Birthright video with the authors reading their poems.
Boarding school/Birthright Lesson“As an instructional coach, I didn't teach this. However, I developed it based on a workshop by Dottie Susag. The objective was to write a paragraph that identified, with supporting details, the common theme of a boarding school video and two poems from the Birthright anthology.”
Sanborn MapsUsing the Sanborn maps for Missoula, we re-constructed neighborhoods and created logs of the businesses and how they changed over time. [Find Sanborn maps for your community at http://sanborn.umi.com/ (email email@example.com for username and password.)
Perma Red From Our Vision.
World War I and SeditionKelley Edwards, Helena: “The Sedition Project- WWI Exploring the social, political, and economic impact that the sedition law had on Montanans. Also explored if there should be limits to the First Amendment. I am doing it again next year!“ (Learn more here.)
Place-Based UnitJeri Rittel (PAL, Helena): “I taught a thematic unit which included art, social studies and English. We visited Bannack, Fort Benton and Helena. We would like to do a river theme next year and include Fort Benton.”
Change on the Huntley Project/People involved in Positive Social ChangePam Roberts, from the Huntley Project, shared information on two research projects that had 9th and 10th grade English students conducting research using World Book Online – EbscoHost. Students investigating the Huntley Project also used resources digitized as part of Montana Memory Project; visited the Huntley Project museum, interviewed community elders, and created Prezis in which they compared Huntley Then and Now—with each student taking on a different topic, from fashion to raising chickens.
Homestead FairMary-Kate Neinhuis, Harlowton: “The most fun and successful project was our ‘Homestead Fair.’ Each student created an ‘exhibit’ on a specialized subject that piqued their interest during our participation in ‘The Big Read’ (Harlowton participated in a Big Read of My Antonia. More on the Big Read here.) Students each created a board with information, primary sources, and an interactive element on a variety of topics such as homestead structures, transportation, fashion, courtship, and even prostitution during the homestead era in Montana. The students really enjoyed this more than anything else.”
IEFA Museum School Partnership ProgramChris Fisk (Butte) participated in a museum-school partnership program that focused on Indian Education for All. His students learned about area’s history before copper—including what the Salish called different sites around Butte and what traditional uses of those sites were. Among the highlights was a visit from Salish traditional technology expert Tim Ryan, who came down from the Flathead Reservation and taught the students how to build a fish trap.
Chronicling America, the Historic American Newspaper Digitization Project. “It brings history alive to read the articles that correspond to the events in history. We used this source quite a bit while teaching Girl from the Gulches.” (Chronicling America is an AMAZING project that allows students and other researchers to read (a selection of) newspapers published between 1836 and 1922. See the Montana titles currently available here. Learn more about using Chronicling America in the classroom here.
Several teachers talked about the importance of integrating Montana History into other classes: