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Black Hawk: Defender of Indian Rights or Native American Terrorist?

Engage in an interactive scenario where your community must decide on charges, investigate witness stories, and give Black Hawk a fair trial. Explore the impact of westward expansion on Native Americans and the role of perceptions and communication in Native American conflicts. Is Black Hawk a criminal for defending his lands?

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Black Hawk: Defender of Indian Rights or Native American Terrorist?

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  1. Black Hawk: Defender of Indian Rightsor Native American Terrorist? Unit Plan By: Theresa Bartsch

  2. Engaging Scenario Black Hawk, the Sauk War Chief, has been captured. Even though he is not a citizen of the United States, President Jackson has decided to place Black Hawk on trial for the crimes he has committed. The President has chosen your community for the trial due to its close location to his capture. Your community will have to decide on the charges, investigate witness stories, and put Black Hawk through a trial. Can your community complete all their civic duties and give Black Hawk a fair trial?

  3. Essential Questions • How did westward expansion affect Native Americans in Illinois and Wisconsin? • How did perceptions of settlers and soldiers play a role in the Native American conflicts in Illinois and Wisconsin? • In what ways was communication a problem in the Native American conflicts in Illinois and Wisconsin? • Is Black Hawk a criminal for defending his lands? Why or Why not?

  4. Calendar of Unit Day 1 Introductory Lecture on Black Hawk Day 2 Task 1 (Small Group) Whole Group discussion of Task 1 “crimes” Development of a class list of “crimes” Day 3 Task 2 Day 4 and 5 Task 3 Day 6 and 7 Task 4 Day 8 and 9 Task 5

  5. Task 1 Crimes and Misdemeanors

  6. Vocabulary for Task 1 • MISDEMEANOR: • The act of breaking the law, but not in a serious fashion • Examples: vandalism, littering, speeding, disturbing the peace, etc. • FELONY: • a crime more serious than a misdemeanor • Murder, theft over $2,000, kidnapping, etc.

  7. Task 1:Crimes and Misdemeanors For this task, your community must decide what charges to bring against Black Hawk. What did he do that was against the law? Using the lecture notes from DAY 1, decide what crimes Black Hawk should be held accountable for committing. Make a list of the specific charges you wish to accuse Black Hawk of committing. If you accuse him of murder, you must tell who he murdered. In addition, decide if each charge is a FELONY or a MISDEMEANOR.

  8. Task 1:Student-Friendly Rubric You are done with this task when: • You have developed a list of charges based on the DAY 1 notes. • The charges are labeled appropriately as a FELONY or MISDEMEANOR. • The charges contain specific details that explain who Black Hawk committed the crime against. • All the charges make sense.

  9. Task 2 Witness Statements

  10. Vocabulary for Task 2 • Defense: • The lawyers acting for the defendant in opposition to complaints against him or her • Prosecution: • The lawyers acting for the state to put the case against the defendant

  11. Task 2:Teacher Notes • Prior to beginning Task 2, the teacher should do the following activities: • Determine the level of testimony your class can handle and choose which testimony to use. Some of the primary sources may have to be transcribed from internet resources. Prior to handing out testimony, choose testimony for your class. • Introduce the vocabulary • Divide the class into two groups: • Prosecution and Defense

  12. Task 2:Witness Statements Your group has already decided what crimes Blackhawk committed. Now, it is time to gather evidence about these charges. Using the primary and secondary sources, read the testimony of those who saw the events surrounding Blackhawk’s actions. Decide if that testimony helps or hurts your case. Fill in the T-chart to help you organize your witnesses.

  13. Task 2:Witness Statements In addition, to help you remember why these people help or hinder your case, write a brief summary for each witness. Because the other side will use the witnesses that hurt your case, you will need to know about all the witnesses. Fill in the witness chart to help you with summarizing the testimony.

  14. Task 2:Student-Friendly Rubric • You are finished with this task when • You have read all the testimony from the secondary and primary sources • You have sorted all the witnesses on the T-chart based on those who will help your case and those who will hurt your case. • You have completely filled in the witness chart in order to help summarize the testimony. • The factual information on the witness chart accurately summarizes the primary and secondary sources.

  15. Task 2 Chart

  16. Task 2:Witnesses that Hurt our case

  17. Task 2:Witnesses that HELP our case

  18. Task 3 Pre-Trial Preparation

  19. Task 3:Pre-trial Preparation Now that you have heard what the witnesses have to say, it is time to prepare for the trial. Select one to three people in your group to be the prosecuting attorneys/defense attorneys. The defense side needs to select one person to be Blackhawk. Select 6 people from your group to be jurors. The rest of your group will act as witnesses for your side.

  20. Task 3:Pre-trial Preparation • Once the roles have been assigned, your team needs to prepare for the trial. To prepare, each role needs to focus on the following activities: • Blackhawk • Read the summary for your character • Prepare a first person narrative about what your character saw happen. Make sure it is in first person using I, me, and my. • Prosecuting Attorneys/Defense Attorneys • Develop an opening statement that states why Blackhawk is or is not guilty • Write at least 5 questions to ask witnesses when they are on the stand

  21. Task 3:Pre-trial Preparation • Witnesses • Read the summary for your character • Prepare a first person narrative about what your character saw happen. Make sure it is in first person using I, me, and my. • Jurors • Make a rubric for Blackhawk’s guilt and Blackhawk’s innocence. How will you know Blackhawk is guilty? What evidence do you need to decide this.

  22. Task 3Student Friendly Rubric • You are done with this task when • The prosecuting attorneys and defense attorneys have written opening statements • The prosecuting attorneys and defense attorneys have written at least 5 questions to ask each witness • Each of your witnesses, including Blackhawk, have read their summaries • Each of the witnesses, including Blackhawk, have written a first person narrative that describes their “Blackhawk” testimony

  23. Task 3Student Friendly Rubric • You are done with this task when • The Jurors have completed a rubric which defines what testimony or facts they need which would determine Blackhawk’s guilt or innocence (See Rubric template)

  24. Juror Rubric

  25. Task 4 The Trial

  26. Task 4Vocabulary • Objection • A complaint that an attorney or witness is doing something inappropriate • Overruled • To rule against an objection • Sustained • To support an objection • Cross-examine • To ask questions of the opposing side’s witnesses • Deliberate • To think over carefully in order to make a decision

  27. Task 4:The Trial Now that you have prepared for the trial, it is now time to actually have the trial. Using the information you have gathered in Tasks 1, 2, and 3, your group will either defend or prosecute Blackhawk. For this task, you will need to stay in character. You will also need to follow typical court procedures.

  28. Task 4:The Trial • Court procedures for this trial are as follows: • Opening Statements are given • Prosecution calls up their witnesses • Defense gets to Cross Examine • Prosecution “rests” their case • Defense calls up their witnesses • Prosecution gets to Cross Examine • Defense “rests” their case • Judge advises the jury • Jury deliberates • Jury reveals their decision

  29. Task 4:Student-Friendly Rubric • You are done with this task when • You have enacted a “mock trial” for Blackhawk. • All characters stayed within the boundaries of their roles. • You have followed proper courtroom procedures. • The jury has determined Blackhawk’s guilt or innocence.

  30. Task 5 Letter to the Editor

  31. Task 5Letter to the Editor (Optional) • Blackhawk has been found __________. The editor of the local paper has been writing vicious editorials stating that Blackhawk was framed and that he did not receive a fair trial. Since you were in the court room everyday, you have a great deal of knowledge on this subject. You have decided to write a letter to the editor to tell him the truth about what really happened.

  32. Task 5Letter to the Editor (Optional) Take a side and make a judgment about the trial. Do you think the trial was fair? What happened during the trial to make you feel that way. In your letter you need to support one of two sides: • Blackhawk was framed • Blackhawk received a fair trial You also must support that statement with information and details from the trial.

  33. Task 5Student-Friendly Rubric • You are done with this task when: • You have written a letter to the editor • The letter supports either that Blackhawk received a fair trial or that Blackhawk was framed • Your position is supported by information from the trial • Your letter uses correct letter form • Your letter uses correct grammar, sentence formation, and punctuation

  34. Primary Sources Black Hawk: Defender of Indian Rights or Native American Terrorist

  35. Settler’s Perspective • http://www.wisconsinhistory.org/wlhba/articleView.asp?pg=1&orderby=&id=2096&pn=1&key=gratiot&cy= • http://content.wisconsinhistory.org/cdm4/document.php?CISOROOT=/tp&CISOPTR=197 • http://lincoln.lib.niu.edu/cgi-bin/getobject_?c.32:2./lib35/artfl1/databases/sources/IMAGE/

  36. Soldier’s Perspective • http://content.wisconsinhistory.org/cdm4/document.php?CISOROOT=/tp&CISOPTR=13506 • http://www.wisconsinhistory.org/wlhba/articleView.asp?pg=1&id=7447&key=romantic+career&cy= • http://lincoln.lib.niu.edu/cgi-bin/getobject_?c.31:1./lib35/artfl1/databases/sources/IMAGE/

  37. Native Americans • http://www.wisconsinhistory.org/wlhba/articleView.asp?pg=1&orderby=&id=13617 • http://content.wisconsinhistory.org/cdm4/document.php?CISOROOT=/tp&CISOPTR=2056 • http://usinfo.state.gov/usa/infousa/facts/democrac/12.htm • Excerpts from Blackhawk’s autobiography

  38. Secondary Sources Black Hawk: Defender of Indian Rights or Native American Terrorist

  39. Secondary Sources • Excerpts from In Black Hawk’s Footsteps by Benjamin McLaughlin • http://www.madison.k12.wi.us/blackhawk/bio.htm • http://lincoln.lib.niu.edu/blackhawk/ • http://www.infoplease.com/ce6/history/A0807772.html • http://members.tripod.com/~RFester/bhawk.html

  40. Secondary Sources • http://en.wikipedia.org/wiki/Black_Hawk_War • http://www.geocities.com/old_lead/bhwa.htm • Maps from Maps from Illinois History • Current Textbook Sources (Based on grade level and school)

  41. Pictorial Evidence Photos by: Theresa Bartsch

  42. Standards Rockford Public School District The State of Illinois

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