Following the Path of the Dakota Conflict of 1862  

Submitted by:  Shawn Haroldson
Endorsed by :  Dr. Don Descy
Mankato State University

May 21, 1998

DESCRIPTION:

This lesson plan will cover approximately one month in which students will be learning about the geography and history of the Dakota Conflict of 1862.  Many students living in Minnesota never realize the historical importance of the state, let alone the vital role the state played in developing the frontier of the United States.  The Dakota Conflict of 1862 marked the beginning of several wars between the native Americans and the European settlers.  This occurred in our backyard of the Minnesota River Valley.  By locating and mapping historically significant sites along the Minnesota River, the students will understand the importance of the Dakota Conflict of 1862.

GRADE LEVEL: 3-6

GOAL:

Students will understand the importance of the Dakota Conflict of 1862.

OBJECTIVES:

1.  The student will list, in chronological order, the battles and conflicts of the Dakota Conflict of 1862.
2.  On a map, the student will be able to locate the sites of significance of the Dakota Conflict of 1862.
3.  The student will demonstrate the knowledge they've learned by reporting one specific battle
     or event of the Dakota Conflict of 1862.

BACKGROUND INFORMATION:

This lesson requires having resources available for students to use.  The students should have a general understanding of the state of Minnesota along with Native Americans and their culture.  As an motivating introduction to the lesson, the teacher should review Native Americans in Minnesota during the 19th century.

CONCEPTS:

The student will be able to:

 1. list the significant events of the Dakota Conflict of 1862.
 2. report on one battle of the Dakota Conflict of 1862.
 3. construct a map of the Dakota Conflict of 1862.
 
MATERIALS:

 1.  Dakota Conflict video produced by KTCA Public Television, Channel 2,
      Minneapolis/St. Paul; 1993.
 2.  The Sioux Uprising of 1862 book written by Kenneth Carley, published by
      the Minnesota Historical Society; 1976.
 3.  Other books on the Dakota Conflict of 1862.
 4.  Internet/World Wide Web access for historical Web sites.
 5.  Speakers for the students (Native Dakota Indian, Member of the Minnesota
      Historical Society).
 6.  Maps of Minnesota and the Minnesota River Valley.
 7.  Blank maps for the students to create their own maps.
 8.  Brochures from the Minnesota Historical Society and the State of Minnesota.

PROCEDURE:

 1.  Assign Kenneth Carley's book, The Sioux Uprising of 1862 to each student
 (available for $8.00 copy from Minnesota Historical Society).  Students will
 read 4 chapters a week with a quiz over those chapters at the end of the week.

 2.  Show the students the video by KTCA Public Television, Dakota Conflict as
 a motivating introduction to the lesson.

 3.  Explain the difference between the Native American words "Sioux" and "Dakota" to the students
(explained in Carley's book and the video).

 4.  Invite a Native Dakota Indian to speak to the class giving the students a viewpoint into the Indian people, culture and history.

 5.  Introduce a map of Minnesota and especially the Minnesota River Valley.
 Go over the map pointing out all of the important sites of the Dakota Conflict
 of 1862.

 6.  The students will be given a blank map of the Minnesota River Valley which
 they must correctly identify the battles and dates of the Dakota Conflict of 1862.
 This will be handed in at the end of the unit.  The students should also be
 encouraged to do a careful and neat job with the maps.

 7.  Explain to the students that they will be reporting on one specific event or
 battle (examples; Battle of Wood Lake, Acton incident, Battle of Birch Coulee,
 or the hanging of 38 Dakota Indians in Mankato) which took place during the
 Dakota Conflict of 1862.  They must use at least two resources.

 8.  Review all the material that has been covered to give the students an
 opportunity to choose an event on which to report.

 9.  Bring the students to the computer lab so they can use the Internet as a
 research device.  They can conduct there own research on their specific event
 which they will report on, but the teacher will provide them with specific web
 sites dealing with the Dakota Conflict of 1862.  Some of these include:

http://www.ic.new-ulm.mn.us/tour/dakota.html
http://www.montevideomn.com/pwaters/pwguide/natvamer.htm
http://www.state.sd.us/state/executive/tourism/sioux/sioux.htm
http://www.mnhs.org/

 There are many other sites out there, but these are just a few.  Any useful
 web site can be used as one of the students resources.

 10.  Invite a speaker from the Minnesota Historical Society to speak to the class
 about the Dakota Conflict of 1862 and the people of Minnesota at that time.

 11.  Students will give an oral report on the specific event which they reported.

 12.  Students will turn in the completed report and map.

ASSESSMENT:

 1.  The student will make their own map listing the correct locations and dates
 of specific events and battles of the Dakota Conflict of 1862.

 2.  The student will choose one specific event of battle of the Dakota Conflict
 of 1862 and explain the importance of it through a report and an oral
 presentation to the class.

 3.  The student will turn in the completed reports and maps to make sure they
 are done accurately and correctly.

TYING IT ALL TOGETHER:

 After this unit, it is the hope that the student will have a better understanding
 of Minnesota the subject of history itself.  It is also hoped that the student will
 learn to appreciate the state of Minnesota and take advantage to the stories
 the state has to tell.
 

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