Monday, July 02, 2001

Where Does History Stand on the Last Stand?

Re-Examining the Battle of Little Bighorn

Author(s)
Elyse Fischer, The New York Times Learning Network
Javaid Khan, The Bank Street College of Education in New York City

Grades: 6-12

Subjects:American History, Language Arts, Social Studies

Related New York Times Article
" Shape-Shifting at Little Bighorn", By ALLEN BARRA, July 1, 2001

Overview of Lesson Plan: In this lesson, students examine the Battle of Little Bighorn and its impact on United States and Native American culture through reading current and historic New York Times articles and by creating a research-based exhibit about this historic event.

Suggested Time Allowance: 45 minutes - 1 hour

Objectives:  Students will:

  1. Analyze how The New York Times covered the Battle of Little Bighorn when it happened in 1876; assess the role that this event played in American history.
  2. Examine how The New York Times looked back at the anniversary of historic event on July 1, 2001 by reading and discussing "Shape-Shifting at Little Bighorn."
  3. Conduct research about the details of the battle, related events, Native American tribes and Lt. Col. George A. Custer.
  4. Develop, as a class, an introductory exhibition for the soon to be built visitor's center at the battleground.

Resources / Materials:

Activities / Procedures:

  1. WARM-UP/DO-NOW: Prior to class, place one copy of the 1876 New York Times article "The Little Horn Massacre" on each desk. Upon arriving in class, students respond to the following in their journals (written on the board prior to class): "On June 25, 1876, Lt. Col. George A. Custer and his 7th Cavalry were wiped out by Sioux and Cheyenne Indians in the Battle of Little Big Horn in Montana. Fold a piece of paper in your journal in half. In the left column, list all that you know about this historic event." After a few minutes, read "The Little Horn Massacre" as a class. Then, ask students to write in the right column on their journal page what role they think this event had on American history and relations between the Native Americans and the rest of the United States.
  2. As a class, read and discuss "Shape-Shifting At Little Bighorn," focusing on the following questions:
    1. What happened on June 25, 1876 in Montana? Why is this event in the news today?
    2. How did Lt. General George Armstrong Custer ride to "immortality"?
    3. Today, what commemorates the site of the famous battle?
    4. How has the monument changed since the author of the article first visited it 38 years ago?
    5. Why are American Indians and other tourists been making pilgrimages to the battlefield this year?
    6. According to the article, how many of Custer's men died on June 25, 1876?
    7. When did most Americans hear of Custer's defeat?
    8. What was the reaction of the United States government to the defeat of Custer at Little Bighorn?
    9. What were Americans celebrating as they heard the news of Custer's defeat?
    10. What does Indian historian Vine DeLoria Jr. call Custer, and why?
    11. What does he mean by the "Eichmann of the Plains"? Who was Adolf Eichmann?
    12. How has the Battle of Little Bighorn continued to strain relations between Indian tribes (the Lakota and the Crow)?
    13. How does Robert M. Utley, a Custer historian, characterize the tourism of Little Bighorn National Monument?
    14. Why does he believe the federal government was "on the wrong track" when it built the visitor's center on the battlefield?
    15. Where might the new visitor's center be built?
    16. What does the most recent census say about the American Indian population in the Plains states?
    17. Why is the Battle of Little Bighorn still so controversial?
  3. Divide the class into four groups, and explain that they will each be developing one piece of a whole-class exhibit about the impact that the Battle of Little Bighorn had on American history. Assign each group one of the following topics, to subdivide within their group (you may want to copy these descriptions to distribute to each group):
    • Timeline/History - Using all available resources, research the historical events preceding and immediately after the Battle of Little Bighorn. Research should be focused on but not limited to the following: the 1868 Fort Laramie Treaty; the 1874 discovery of gold in the Black Hills; 1871 legislation to end treaty negotiations and the subsequent legislative and presidential edicts that influenced American Indian civil standing and land; and the symbolism of the Little Bighorn in the 20th century American Indian Movement. As a group, create an illustrated timeline incorporating these events. As always, be aware of the sources from which you are gathering your information to ensure that the information is accurate.
    • Battle - Using all available resources, research the Battle of Little Bighorn. Research should be focused on but not limited to the following: the roles of General Custer, the Crow and Arikara scouts, Major Marcus Reno, Captain Frederick Benteen, Crazy Horse, Sitting Bull and Two Moons; the strategies of both sides of the bloody conflict, the number of casualties on both sides, and the battle's aftermath. As a group, create a model or scale drawing of the battle incorporating these events. As always, be aware of the sources from which you are gathering your information to ensure that the information is accurate.
    • Tribes - Using all available resources, research the tribes that were involved (on both sides) in the Battle of Little Bighorn. While most accounts of the battle limit the participants to Lakota or Sioux (Santee, Teton and Yankton), Cheyenne, Arapaho, and Crow (the Crow fought with Custer), other sources also identify Assinboine and Gros Ventre (fighting with the Sioux) and the Arikara (fighting with Custer and the Crow). Research should focus on but not be limited to the following: tribal leaders; tribal infrastructure; traditional homeland; treaties negotiated; relationship with United States government; inter-tribal rivalries; and tribal culture. As a group, create a poster about each topic, incorporating all of your information. As always, be aware of the sources from which you are gathering your information to ensure that the information is accurate
    • Custer - Using all available resources, research George Armstrong Custer. Research should focus on but not be limited to the following: Custer's military background; Custer's strategy for the Battle of Little Bighorn; Custer's relationship with the Indians; and Custer's life outside the military. As a group, create an illustrated biography of General Custer on one or several posters. As always, be aware of the sources from which you are gathering your information to ensure that the information is accurate.
    • HOMEWORK/WRAP-UP: Students complete their individual research and projects. They then display their work in the classroom, school library or other area in the school as an introductory exhibition for the soon to be built visitor's center at the battleground. Invite other classes to visit the exhibit.

Further Questions For Discussion:

Evaluation / Assessment:
Students will be evaluated based on initial journal response, participation in class discussion, participation in individual and group research, and their group's addition to the Battle of Little Bighorn exhibition.

Vocabulary:
immortality, dioramas, flanking, pilgrimages, casualties, skirmish, dashing, cautionary, demise, eyesore, cuss

Extension Activities:

  1. The featured article read in class credits Vine DeLoria Jr. with calling Custer "the Eichmann of the Plains." Respond to the analogy; research Adolph Eichmann and George Armstrong Custer, and in a letter to Mr. DeLoria, agree or disagree with his characterization, supporting your opinion.
  2. Create a 3-dimensional model of the Battle of Little Bighorn. Research the uniforms that the 7th Cavalry wore, the clothing of the Native Americans, the weapons both sides used and the topography of the battlefield for your model. Be prepared to use your model to re-enact part of the battle.
  3. Develop an illustrated timeline showing the relationship between Native Americans and United States government. Include seminal treaties and legislation.
  4. Write a documentary script about the Lakota (Sioux) or Crow nations today. Include information about the tribal government, the civil status of members of the nation both on and off the reservation, the relationship between the nation and the United States federal government, the primary industries or other economic factors, the census figures about where tribal members are living, and information about daily life (food, school, recreation). If possible, film your documentary.
  5. Read first-person accounts of the Battle of Little Bighorn or any other battle between United States and Native American soldiers. (A good source for first-person accounts is "Native American Testimony," ed. Peter Nabokov, Penguin, 1991.) Imagine you were a soldier in one of these battles. Using the first-person accounts that you have read as models, write your own account of how you felt and what you were thinking before, during and after the battle.

Interdisciplinary Connections:

  1. Fine Arts - Create a collage or mural with no words that expresses your understanding of Native American history. Be prepared to explain your choices of images.
  2. Global Studies - Compare and the contrast the historical treatment, legislation, current civil status and lifestyles of the aboriginal inhabitants of the United States, South Africa, Peru, Chile, New Zealand and Australia.
  3. Media Studies - Watch a Western and a cartoon or television show that were made previous to 1973 and that involved Native American characters. How were Native Americans characterized? How do you think these stereotypes were formed? How have they been perpetuated? How do mass media characterizations of Native Americans compare with those of other racial or ethnic minorities? Write an essay about the characterization of Native Americans in the mass media and how it has or has not influenced your perception of this culture and individuals.
  4. Technology - How do you think the invention of the portable television camera influenced the way Americans view warfare? (One example to consider is the reaction to the televised news segments broadcast daily during the Vietnam War.) Imagine that television cameras were available during the struggles for autonomy between the United States government and tribal governments. How do you think American attitudes would have changed? Write a news story (to be presented on the evening news) from the Great Plains in 1874.

References:

Additional Related Articles:
Read the historic New York Times front page coverage of the Battle of Little Bighorn from June 25, 1876, "The Little Horn Massacre".

Other Information on the Web

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