Choctaw Indians in the 21st Century lesson plan
Karla Smith, Biloxi, Mississippi
OVERVIEW
Historically, what binds most citizens to their community is the possibility
of prosperity and opportunity. Due to continued land cessions and U.S.
expansion, the Mississippi Band of Choctaw Indians found their opportunity
for prosperity and opportunity bleak. In order to ensure the survival
of the Choctaw community, tribal leaders became very aggressive and progressive
in their revival of the Choctaw economy. And as always, what benefits
the parts of society also benefits the entire society. The Mississippi
Band of Choctaw Indians have become one of the most important contributors
to the state of Mississippi’s economy.
CURRICULAR CONNECTIONS
Mississippi Studies Framework: Competencies 1, 2, 3 and 4.
TEACHING LEVELS
Grades 7 through 12.
MATERIALS AND EQUIPMENT
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Chalk
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Chalkboard
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Overhead
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Overhead transparencies and pen
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Mississippi History Now article, “Mississippi Choctaws
in the 21st Century”
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Notebook paper
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Unlined paper
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Colored pencils and markers
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Computer and Internet access
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OBJECTIVES
Students will:
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Determine the reasons for the economic development of the Choctaw
tribe.
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Classify the types of economic development initiated by the Choctaw.
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Describe the factors that lured manufacturers to Mississippi to
develop economic enterprises with the Choctaw tribe.
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Evaluate the impact of the economic development of the Mississippi
Band of Choctaw Indians on the state economy.
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OPENING THE LESSON
The teacher will ask students to explain the term economy. A student
could be asked to look up the definition in a dictionary. The teacher
will further explain the term economy and ask the class the following
questions (students should be reminded to record information from the
discussion in their notebooks):
What type of economic activity did American Indians perform before European
settlement and the expansion of the United States?
Can you give possible examples of have American Indians like the Choctaw
might have been affected economically by U.S. expansion?
What type of economic activity is performed on American Indian reservations
today?
Why might businesses be interested in partnering with American Indian
tribes or locating on reservations today?
DEVELOPING THE LESSON
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Students may work alone or with a partner to complete the generalizations
worksheet at the end of this lesson. The students will record their
answers to the worksheet as they read the Mississippi History
Now article. After the students have completed the assignment,
allow student volunteers to share their answers. The chalkboard
or overhead can be used to record student responses which will allow
the class to check their answers.
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The teacher will explain to the students the different types of
economic activity that can generate revenue (examples: manufacturing,
service, retail, tourism industry). The teacher will recreate the
chart found at the end of this lesson for use in this portion of
the lesson. The chart can be displayed on the chalkboard or on an
overhead transparency in order to record student responses. The
teacher will solicit for student volunteers to suggest the appropriate
economic category for each economic activity (20th century) listed
in the Mississippi History Now article and record the student
responses. The teacher can also ask students to suggest what type
of jobs these economic activities might generate for a community.
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Place the class into groups of three for this portion of the lesson.
Tell the students that they are a part of an award committee that
will choose a group or person to receive a distinguished economic
development award. The name of the award is Mississippi Economic
Development Award (you can also let the groups name the award).
It is the responsibility of the award committee to compose a speech
that addresses the contributions of the recipient. This year’s
recipient is the Mississippi Band of Choctaw Indians. The award
committee might also consider designing illustrations in the form
of graphs or posters that help visually illustrate the contributions
of this year’s recipient to the Mississippi state economy.
Instead of posters, students could also be allowed to make a powerpoint
presentation that might be a part of the award ceremony. Economic
information about the Mississippi Band of Choctaw Indians can be
located in the Mississippi History Now article as well as
at the website for the Choctaw tribe (http://www.choctaw.org). (Accessed July 2007)
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CONCLUDING THE LESSON
Allow the student to present their speeches and visuals to the class.
ASSESSING STUDENT LEARNING
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Class participation
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Generalization worksheet
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Economic activity chart
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Speeches and visuals
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EXTENDING THE LESSON
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Invite a guest speaker from the Mississippi
Band of Choctaw Indians to speak to the class. |
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Allow the students to create brochures
or advertisements for tourism industry on the Choctaw Reservation. |
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If possible, organize a field trip
to the Choctaw Indian Reservation. |
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Mississippi Choctaws in the 21st Century:
Generalizations About Progress |
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Instructions: Generalizations are broad
statements that represent main ideas about important events. Using
your Mississippi History Now article, locate at least three
details that support the accuracy of the generalizations found
on this worksheet. |
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The development of the United States
as a country caused the prosperity of the Choctaw tribe to decline. |
ADDITIONAL RESOURCES
Mississippi Choctaw Today: Generalizations
About Progress (PDF)
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