Tribal Sovereignty & Tribal Government At-A-Glance

	A	B	C	D	E	F
1	Suggested Grade	Title	Overview	Driving Questions	Lesson Targets	Standards

2	K	Introduction to Tribal Sovereignty	Students will be introduced to tribal sovereignty by connecting their teacher’s ability to make classroom rules to the ability of Tribal Nations to make their own rules and laws. Students will role play forming their own sovereign nations with their own flags and rules.	What is sovereignty? Who makes the rules for a community?	Students will be able to appropriately use the terms sovereign and sovereignty.	SS.PS1.a.K-1 Describe symbols, songs, and traditions that identify our state and country. Assess the importance of rules and laws at home, in school, and in the community.
3	1	Tribal Communities	Students will learn about the defining features of tribal communities. Then, students will determine what type of community they live in: urban, suburban, rural, or Tribal. They will support their decision with reasons.	How are communities alike and different? What type of community do we live in?	Students will classify communities as urban, suburban, rural, or tribal with reasons to support their decisions. Students will determine if they live in an urban, suburban, rural, or tribal community.	SS.Geog2.a.K-1 Analyze where and why people live in certain places. Classify the local community as rural, suburban, urban, or tribal.
4	1	Menominee Clan Responsibilites	Students will connect their learning about jobs in a community to the responsibilities of Menominee clans. They will compare the responsibilities of people in their own communities to that of the Menominee clan structure.	How are communities alike and different? What responsibilities do people have in a community?	Students will be able connect their understanding of jobs in a community to the responsibilities in the Menominee clan system.	SS.BH2.a.K-1 Describe how groups of people are alike and different. SS.Econ4.b.1 Classify different jobs people have and how these jobs help others. Explain what major public, private, and tribal institutions (e.g., schools, police, fire station) do for people.
5	2	Government Leaders	Students will learn about leaders in tribal government and the similarities and differences between the responsibilities of government officials at the city, state, tribal and federal level.	How are tribal governments different from state governments? (tribal sovereignty)	Students will be able to identify political leaders who make rules at the city, state, Tribal, and country level. Students will be able to compare and contrast the roles of state and Tribal Nation leaders.	SS.PS3.c.1 Compare basic political institutions (e.g., what a government is and how it differs at the city, state, tribal, country, and global level), and the roles they serve in their lives and in the lives of others (e.g., make laws, create order). SS.Econ4.c.2 Summarize goods and services that the government provides (e.g., roads, schools, police), and how they help people. SS.Inq5.a.e Explore opportunities for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.
6	3	Ho-Chunk Government	Students will learn about the structure of the Ho-Chunk Nation government and compare it to the US federal government.	How and why are governments created, structured, maintained, and changed? How is a local tribal government the same and different from our state government and the national government?	Students will be able to compare and contrast the Ho-Chunk Nation government to the United States government. Students will be able to summarize the responsibilities of the Ho-Chunk Nation branches of government.	SS.PS3.c.4-5 Classify the basic structures and functions of governments and summarize basic powers of the government at the local, state, tribal, and federal levels.
7	4	Treaties	Students will learn about treaties that the United States government made with Native American Nations. Treaties are key in understanding that Tribal Nations have always been sovereign, and were regarded as such by the new US government.	How do governments develop and evolve over time? How do we know that a nation is sovereign? What is tribal sovereignty?	Students will be able to analyze primary source documents to determine the function of treaties. Students will be able to explain tribal sovereignty with evidence.	SS.PS2.c.4-5 Critique instances where groups have been denied access to power and rights, and any law or customs that have altered these instances SS.Hist4.a.i Describe the historical context (situation) of a primary or secondary source
8	5	Citizenship and Voting Rights for Native Americans	Students will consider the history of voting rights of Native Americans and how both tribal sovereignty and U.S. citizenship were impacted by these rights of lack thereof. The Indian Citizenship Act of 1924 was long-awaited by many, but had mixed consequences.	How do different political and economic systems affect civic life? How has access to citizenship changed over time in the U.S.? Why did it take until 1924 for American Indians to gain US citizenship? What were the effects of the Indian Citizenship Act? Native Americans have dual citizenship with their Nation and the United States. What does this mean?	Students will be able to examine historical events that impacted Native Americans’ US citizenship and voting rights. Students will be able to explain how citizenship has changed over time for Native Americans.	SS.PS3.a.4-5 Investigate reasons why citizens participate in elections. Identify their role in government at the local, state, tribal, and federal levels. SS.PS2.c.4-5 Critique instances where groups have been denied access to power and rights, and any law or customs that have altered these instances. Summarize how people (e.g., religious groups, civil rights groups, workers, neighborhood residents) organize to gain a greater voice to impact and change their communities.
9	MS	Tribal Sovereignty (#1 of 3)	Students will learn about sovereignty, specifically tribal sovereignty, and how the First Nations of Wisconsin came to possess and maintain it. Students will examine treaty law and its impact on the First Nations of Wisconsin.	What does tribal sovereignty mean? How does this apply to the First Nations of Wisconsin? How have the First Nations of Wisconsin maintained their tribal sovereignty? What are threats to tribal sovereignty?	Students will be able to define the term tribal sovereignty and explain how it applies to the First Nations of Wisconsin. Students will be able to answer the driving question, “How did the First Nations of Wisconsin maintain their tribal sovereignty?”	SS.PS4.b.m Provide examples of diplomacy, pluralism, and consensus building (between individuals, groups, and institutions). SS.Inq1.a.m Formulate open-ended questions for further research within one of the social studies disciplines. SS.Hist4.c.m Explain the significance of the intended purpose of a specific primary or secondary source.
10	MS	Constitutions: Haudenosaunee Confederacy and US Government (#2 of 3)	Students will explore the influence of the Great Law of Peace of the Haudenosaunee (also referred to as Iroquois) on the United States’s vision of democracy and on the US Constitution. The U.S. Constitution affirms tribal sovereignty.	How is a local tribal government the same and different from our state government and the national government?	Students will be able to compare and contrast the US Constitution and the Haudenosaunee Confederacy’s Great Law of Peace. Students will be able to analyze US Government structures and founding documents for Haudenosaunee Confederacy influence.	SS.Hist4.a.m Explain how the historical context (situation) influences a primary or secondary source. SS.PS1.b.m Hypothesize and defend why a specific historically significant person’s contribution to the development of the political culture of the United States was important. Investigate how principles expressed in the Declaration of Independence, Constitution (including the Preamble and the Bill of Rights) have been applied throughout United States history, including how they may have evolved over time. Assess specific protections to individuals outlined in the Wisconsin Constitution and what they mean to local communities and regions of the state. SS.PS2.c.m Compare and contrast the political, social, and economic status of marginalized groups both historically and in the present, both in the United States and worldwide. Investigate how groups (e.g., women, religious groups, civil rights groups, indigenous peoples, LGBTQ) have advocated for access to greater rights.
11	MS	Tribal Government Research Project (#3 of 3)	Students will take a deep dive into one of the First Nations of Wisconsin’s political structures. Students will pose an essential/guiding question, research it, and produce a finished product that answers their questions.	Students will form their own essential/driving question for research for this lesson.	Students will be able to pose a question and answer it through research about the Tribal government of one of the First Nations in Wisconsin. Students will be able to synthesize their research from multiple primary and secondary sources into a presentation.	SS.Inq1.b.m Identify additional questions that support the research and possible resources to guide the inquiry. SS.Inq3.b.m Support a claim with evidence from multiple reliable sources representing a range of media (electronic, digital, print, and other mass media). SS.PS3.c.m Analyze the structure, functions, powers, and limitations of government at the local, state, tribal, and federal levels.
12	HS	Assimilation Policies: Indian Citizenship Act (1924), Meriam Report (1928), and Indian Reorganization Act (1934) (#1 of 3)	Students will be doing close reading exercises and analysis to better understand the Indian Citizenship Act, the Meriam Report, and the Indian Reorganization Act.	How did First Nations people become citizens of the United State of America? What were some reactions of Native American people to the Indian Citizenship Act of 1924? In what ways were the United States Federal Government policies of assimilation detrimental to the Tribal sovereignty and cultures of First Nations? Why was the Meriam Report critical of the assimilation policies towards Native Americans? Do you think the Indian Reorganization Act was successful?	Students will be able to examine multiple perspectives on and consequences of the Indian Citizenship Act (1924), the Meriam Report (1928), and the Indian Reorganization Act (1934). Students will be able to form their own claim with evidence about the intentions and effectiveness of the Indian Citizenship Act (1924), the Meriam Report (1928), and the Indian Reorganization Act (1934).	SS.PS2.a.h Critique the struggle for suffrage and citizenship since the founding period. Analyze the constitutional tension between protecting individual rights and promoting the general welfare and security of the country, as well as between majority rule and minority rights. Assess the impact of individuals, groups, and movements on the development of civil rights for different groups. SS.PS3.c.h Evaluate the structure and functions of governments at the local, state, tribal, national, and global levels. Evaluate the purpose of political institutions at the local, state, tribal, national, global, and supranational or non-government organization (NGO) levels distinguishing their roles, powers, and limitations. SS.Inq3.b.h Support a claim with evidence using sources from multiple perspectives and media (electronic, digital, print, and other mass media).
13	HS	Ho-Chunk Nation Constitution and Government Structure (#2 of 3)	Students will increase their understanding about the Ho-Chunk government structure.	How and why did the Indian Reorganization Act of 1934 allow Tribal Nations across the United States to create their own governments? How does the governing structure of the Ho-Chunk Constitution reflect its commitment to the people and land?	Students will be able to summarize the main goals of the Ho-Chunk Nation’s Constitution. Students will be able to explain the function of each branch of Ho-Chunk Nation Tribal government.	SS.PS2.a.h Critique the struggle for suffrage and citizenship since the founding period. Analyze the constitutional tension between protecting individual rights and promoting the general welfare and security of the country, as well as between majority rule and minority rights. Assess the impact of individuals, groups, and movements on the development of civil rights for different groups. SS.PS3.c.h Evaluate the structure and functions of governments at the local, state, tribal, national, and global levels. Evaluate the purpose of political institutions at the local, state, tribal, national, global, and supranational or non-government organization (NGO) levels distinguishing their roles, powers, and limitations. SS.Inq1.a.h Frame researchable, complex, and open-ended questions, integrating multiple social studies strands that call for investigation. SS.Inq2.a.h Explore evidence discovered through personal research through a variety of disciplinary lenses (e.g., economics, history, political science) and multiple perspectives (e.g., race, gender, ethnicity, language, ability, sexual orientation, family background, and/or family income) with a variety of sources including primary and secondary sources and media resources.
14	HS	The Marshall Trilogy: Tribal Governance Lesson (#3 of 3)	Students will research and become experts on these cases and present their findings to the teacher, another group, or the class (teacher’s choice).	How did the Doctrine of Discovery provide a framework for colonization in North and South America? How does the Marshall Trilogy use the Doctrine of Discovery as justification? Is this right or wrong? How does the Marshall Trilogy provide the template for modern Native American law?	Students will be able to provide background and context for each US Supreme Court Case. Students will be able to provide arguments from both sides of each US Supreme Court Cases. Students will be able to explain the Constitutional issue in the Marshall Trilogy court cases. Students will be able to use their own words explaining the majority decision.	SS.PS2.a.h Critique the struggle for suffrage and citizenship since the founding period. Analyze the constitutional tension between protecting individual rights and promoting the general welfare and security of the country, as well as between majority rule and minority rights. Assess the impact of individuals, groups, and movements on the development of civil rights for different groups. SS.PS3.c.h Evaluate the structure and functions of governments at the local, state, tribal, national, and global levels. Evaluate the purpose of political institutions at the local, state, tribal, national, global, and supranational or non-government organization (NGO) levels distinguishing their roles, powers, and limitations. SS.Inq1.b.h Construct questions that support the research and identify the sources that will be used in the student-developed research proposal. SS.Inq4.a.h Communicate conclusions while taking into consideration that audiences from diverse backgrounds (e.g., gender, class, proximity to the event or issue) may interpret the information in different ways).