High School Unit 3 US History
Reform, Prosperity, and Depression: Indian Reorganization Act
1918 - 1939 Reorganization
STI Unit Overview
By the end of instruction, students will:
- Recognizes landmark legislation that affected and continues to affect tribal sovereignty and explain the governmental structure of at least one local tribe.
- Evaluate how Indian and non-Indian interaction with the environment has affected economic growth and sustainability.
Sovereignty differs between our nation, states, and tribes. Students will recall the complexity of sovereignty and recognize tribal governments' status with federal and state governments.
Students will understand how the Meriam Report documented the dismal state of Indian Country and ultimately led to the Indian Reorganization Act. They will understand the goals of the Indian Reorganization Act and how it restricted at least one local tribal government. Students will create a graphic organizer to summarize the recommendations of the Meriam Report and purpose of the Indian Reorganization Act.
Students will analyze and evaluate the success of the Indian Reorganization Act or other federal Indian policy on a local tribe.
STI Essential Questions
- What are the ways in which tribes respond to the threats and outside pressure to extinguish their cultures and independence?
Standards for Social Studies, English Language Arts, Environmental and Sustainability Education, and Social Emotional Learning
OSPI-Developed Assessments for Social Studies
Unit Developed By
Elese Washines (Yakama Nation)
Except where otherwise noted, "Since Time Immemorial: Tribal Sovereignty in Washington State" by Office of Superintendent of Public Instruction in partnership with the Federally Recognized Tribes in Washington State is licensed under a Creative Commons Attribution 4.0 International License. All logos are property of their respective owners.