Revitalizing Culture Lesson Plan

Grade Level 9 - 12


Students will be able to:

  • Explore the similarities and differences of culture between Native American societies and non-Native societies
  • Explain what culture is to Native American peoples as it relates to language, land, ceremonies and sacred history
  • Research culture as it relates to the student's own particular history

National Standards

All standards are from McREL's compendium of national standards:

  • Understand the similarities and differences among Native American societies (Standard 1 Level IV, 2)
  • Understand the different European perceptions of Native American societies during the years of exploration (Standard 1, IV, 6)
  • Understand the interactions between Native Americans and white society (e.g., the attitudes and policies of government officials, the U.S. Army, missionaries and settlers toward Native Americans; the provision and effects of the Dawes Severalty Act of 1887 on tribal identity, land ownership and assimilation; the legacy of the 19th century federal Indian policy; Native Americans responses to increased white settlement, mining activities, and railroad construction) (Standard 19, Level III, 1I)
  • Understand scientific and technological developments in America after World War II (e.g., and how they improved the standard of living and changed demographic patterns) (Standard 26, Level IV, 1)
  • Understand the socioeconomic factors of the post-World War II period in America (e.g., the gap between poverty and the rising affluence of the middle class, the extent of poverty in post-World War II)  (Standard 26, Level IV, 3)
  • Understand the various influences on American culture (e.g., how ethnic art, food, music, and clothing are incorporated into mainstream culture and society) (Standard 31, III, 4)
  • Understand how different groups attempted to achieve their goals (e.g., the grievances of racial and ethnic minorities and their reference to the nation's charter documents to rectify past injustices, local community efforts to adapt facilities for the disabled)  (Standard 31, III, 5)
  • Understand major contemporary social issues and the groups involved (e.g., continuing debates over multiculturalism, bilingual education, and group identity and rights vs. individual rights and identity) (Standard 31, IV, 5)

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