Conflicts and Cultural Changes

Overview

This lesson is designed for 7th grade students studying Washington State history, focusing on conflicts and cultural changes faced by Native Americans in the 1900s. Using the Gibbs Smith Education's Washington Journey curriculum and the Since Time Immemorial framework, students will build analytical and comprehension skills aligned with the Common Core State Standards (CCSS). Activities include Cornell note-taking, group discussion, visual analysis, and argumentative writing—all within a culturally responsive context.

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Common Core Standards Alignment

Reading Informational Text (RI.7.1, RI.7.2, RI.7.3)

• RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly and inferences drawn from the text.
• RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary.
• RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.

Writing (W.7.1, W.7.2, W.7.4)

• W.7.1: Write arguments supporting claims with clear reasons and relevant evidence.
• W.7.2: Write informative/explanatory texts to examine a topic.
• W.7.4: Produce clear and coherent writing appropriate to task and audience.

Speaking & Listening (SL.7.1, SL.7.4)

• SL.7.1: Engage effectively in collaborative discussions with diverse partners on topics.
• SL.7.4: Present claims and findings clearly, emphasizing important points.

Social Studies Skills (DC.6-8.1, DC.6-8.3)**

• DC.6-8.1: Organize and sequence events and ideas within and across time periods.
• DC.6-8.3: Evaluate the credibility of different sources and the motives behind their creation.

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Learning Objectives

By the end of the 45-minute lesson, students will be able to:

• Identify key conflicts and wars involving Native Americans in early 1900s Washington through close reading of textbook pages 38-45. (RI.7.1, DC.6-8.1)
• Take organized Cornell notes to capture main ideas and supporting details about these conflicts. (RI.7.2)
• Analyze the historical significance of Fort Simcoe as discussed in class and through text. (RI.7.3, DC.6-8.3)
• Examine historic photographs and synthesize observations to write an evidence-based argument about cultural traditions, specifically the braids of Native American boys. (W.7.1, W.7.4, SL.7.4)
• Participate in a respectful discussion regarding the cultural and historical context of Native American experiences. (SL.7.1)

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Materials Needed

• Washington Journey textbook, pages 38-45
• Cornell notes template (one per student)
• Projector or Smartboard to display historic photos
• Printed copies of 3-4 relevant historic photos showing Native American boys with braids
• Writing paper or notebooks
• Pens/pencils

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Lesson Outline (45 minutes)

1. Introduction and Hook (5 minutes)

• Pose the question: "Why do you think cultural traditions like hairstyles can be very important to a group of people?"
• Brief discussion to activate prior knowledge and build engagement.
• Provide a one-minute overview of conflicts Native Americans faced in Washington during the early 1900s.

2. Guided Reading with Cornell Notes (15 minutes)

• Students read pages 38-45 quietly or in pairs.
• Using the Cornell notes template, they jot down:
  • Key conflicts/wars mentioned
  • Significant people and places (e.g., Fort Simcoe)
  • Important outcomes and cultural impacts
• Teacher circulates to support students, clarifying any challenging vocabulary or historical context.

3. Class Discussion: Fort Simcoe and Historical Significance (7 minutes)

• Teacher-led discussion: What role did Fort Simcoe play in these conflicts?
• Prompt students to cite evidence from their notes.
• Highlight links to tribal sovereignty and cultural persistence.

4. Visual Analysis and Writing Activity (15 minutes)

• Project 3-4 historic photos of Native American boys with braids.
• Students free-write observations, focusing on cultural significance, feelings, and historical context.
• Prompt: Using your notes and observations, write a short argument explaining why braids might have been an important tradition for Native American boys during this time.
• Remind students to use evidence from the text and photos.

5. Wrap-Up and Exit Ticket (3 minutes)

• Ask students to share one new thing they learned today verbally or on a sticky note.
• Collect exit tickets to assess understanding.

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Assessment

• Formative check of Cornell notes for completeness and accuracy.
• Participation in class discussion evaluated by teacher checklist (engagement, use of evidence).
• Written argument assessed using a simple rubric evaluating clarity, use of textual and visual evidence, and coherence appropriate for grade level.
• Exit ticket responses for quick comprehension check.

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Differentiation Strategies

• For ELL and struggling readers: Provide vocabulary support sheets with key terms (e.g., Fort Simcoe, tribe, treaty, sovereignty). Pair reading time with peer partners.
• For advanced learners: Challenge students to connect these historic conflicts to modern-day tribal sovereignty issues in Washington State.
• For students with IEPs: Allow use of text-to-speech technology during reading, extended time for writing, or oral response instead of written argument.

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Extension Ideas

• Students create a mini-presentation or visual poster explaining another cultural tradition affected by historical conflicts, drawing parallels to the braids discussion.
• Integration with Since Time Immemorial curriculum: Begin preliminary exploration of Treaty rights and how those relate to these conflicts in preparation for lessons 3 and the Boldt Decision CBA.

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By implementing this lesson plan, teachers will deliver standards-aligned, culturally responsive instruction that deepens students’ understanding of Native American history in Washington State, builds critical thinking, and connects historic cultural practices to ongoing traditions and identities.