center on the concept of ″self-determination″ as pursued by one of the following topics (each student picks one): Squanto (c. 1585 – 1622) Wahunsenacawh/Powhatan (c. 1547 – 1618) Metacomet/King Phillip (1638-1676)) Pontiac (c. 1547 – 1618) Joseph Brant (1734-1807) John Ross (1790 – 18660 Tecumseh (c. 1768 – 1813) and/or Tenskwatawa/the Shawnee Prophet (1775-1836) Kennekuk the Kickapoo Prophet (1790 – 1852) Little Crow (c. 1810 – 1862) Stand Watie (1806-1871) Susette La Flesche (1854-1903) Crow tribe during the Plains wars (1870s-80s) Sitting Bull (c. 1831 – 1890) Wovoka (c. 1856 – 1932) US Vice President Charles Curtis (1860-1936) Society of American Indians (1911-1923) National Indian Youth Council (1960s) Lamanites (Mormon Indians), 1950s-2000) American Indian Movement (1968-1970s – do not explore 1980s+) Ada Deer (1935-present) Wilma Mankiller (1945 – 2010) The completed paper will NOT be a summary of the group, but rather will argue something about how that individual/organization engaged issues of empowerment and self-determination. Students will use primary sources and student analysis of those primary sources to infer what their chosen person/group thought about self determination. Do NOT simply restate all the things your person/group did – that is NOT the assignment. Rather, think about what they did not say that you can infer from the primary source documents. Students will use Chicago style formatting and produce an original paper that uses at least a few primary sources which may be contextualized by scholarly secondary sources.
