standingbear

=Standing Bear= Introduction In 1877, Standing Bear and his people, the Ponca, were forcibly removed from their land in northern Nebraska and sent to Indian Territory. When they arrived they found that no provision for food or shelter had been made for them. As a result, a number of the tribe, including Standing Bear’s son, did not survive the harsh winter. In defiance of his relocation order, Standing Bear decided to return to his homeland in Nebraska with as many of his people as wished to go with him. They set out on foot, begging along the way for food and shelter. Near the city of Omaha they stopped to visit their relatives, the Omaha people. Not long thereafter the Ponca were arrested and held by General George Crook. With the help of local Indian rights activists and, some say, General Crook himself, Standing Bear sued in U.S. District Court for his right to return home. Judge Elmer Dundy found in favor of Standing Bear, giving for the first time the rights of a U. S. citizen to a Native American.

Scenario for Students It is 1879 and Judge Elmer Dundy of the U. S. District Court has just issued his judgment in a case involving Standing Bear, a Ponca chief, who was arrested and detained near Omaha, Nebraska, by General George Crook. Standing Bear was accused of leaving Indian Territory where he and his tribe had been forced to relocate from their home in northern Nebraska. You are part of a team of investigative reporters working for a major eastern newspaper whose readers are very interested in events occurring "out West." Your assignment is to assemble a portfolio of interviews and background information that is relevant to the case for publication by your paper. You will be writing about Standing Bear, General Crook, and Susette LaFlesche. (Susette LaFlesche, also known as "Bright Eyes," was an Indian rights activist.) The background part of your story will include a look at the policy of Indian Removal, at the current state of the war with the Plains Indians, and at the Fourteenth Amendment to the Constitution.

tools out of limited supplies || Distance they will have to travel each day || Habitat discussion || Use internet sources to research background information on the judges and Standing Bear || Write a classroom Bill of Rights || Make the portfolio multimedia || newspaper || Since Indians were known for using all parts of the animals they hunted: percentages of buffalo, etc. used for various things || Competition in all animals including humans for food, shelter || Write a letter on behalf of Standing Bear to US District Court stating his rights as a US citizen (Note: at this time in history, Indians were not consider citizens or even human.) || Resources effect food, shelter, technology || Find archival photos and clips or have the students act it out and edit the video; burn to DVD || mobile shelter Indians could use for easy transport || Distance they will travel in metrics and standard || ecoregions || Record language for future help in communication || Geography of Central Plains || If it's 1877, I would have to travel and do interviews or telegraph information to my newspaper || price of the land of the Ponca should have received when they were moved || natural medicines (plants) used by Indian tribes (ex: Russia, Alaska) || Conduct an interview with Standing Bear || Study and research the Indian Removal. Re-create the trial of Standing Bear || Research, research, research: compare information, multimedia presentation of findings || distance conversions || survival (food, shelter, etc.) || Research and presentation ||  || Create a political cartoon on toondoo.com || resources have been taken and how long before all resources will be used || Problem solving structures: plan of attack || Compile information from interviews taken from the specific people mentioned in activity. These interviews will be given student portrayals. ||  || Publish newspaper piece from Language Arts || Back to Content Ideas
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