Revolutionary Rights Slides Revolutionary Rights
American Indians and the Fight for Freedom
The Big Question
What does liberty mean, and who was it for during the American Revolution?
Let's explore a story that history books often forget.
Important Words
Liberty
The power or scope to act as one pleases. Freedom!
Remorse
A feeling of deep regret or guilt for doing something wrong.
Contest
A struggle or fight between two or more groups for something.
Dispossess
To take someone's land or home away from them.
A Difficult Choice
During the American Revolution, American Indians had to make a big decision. They knew the war was about land just as much as it was about liberty.
Some tribes, like the Stockbridge and Oneida, helped the Americans. Others, like the Seneca and Shawnee, fought against them to protect their homes.
What Happened Next?
Fought FOR Americans
They hoped to keep their land.
RESULT: They still lost their lands.
Fought AGAINST Americans
They fought to keep the British line.
RESULT: They still lost their lands.
Liberty for Whom?
Colonists saw Liberty as:
"Freedom from the British King and a new country of our own."
American Indians saw Liberty as:
"Keeping our ancestral lands and staying free in our homes."
Think & Discuss
Why do you think the new American nation did not feel "remorse" (sorry) about taking land from American Indians after the war?
Struggle for Liberty Worksheet Struggle for Liberty
Name: ___________________________
Date: ___________________________
Learning about American Indians and the American Revolution
The Story of the Revolution
During the American Revolution, American Indian tribes had to make a tough choice. For them, the war was about liberty and land.
Some tribes, like the Oneidas, fought with the Americans. Others, like the Shawnees, fought against them. But in the end, both groups were treated badly. Even the tribes that helped the Americans lost their homes and land. The new nation wanted liberty for the colonists, but they did not think about liberty for American Indians.
1. The Big Picture
What is the main idea of the text above? (Check one box)
All American Indians fought against the Americans in the war.
American Indians were treated poorly and lost land, no matter which side they chose.
The American Revolution was only about paying taxes to the King.
2. Impact and Land
What happened to the land of these tribes after the war?
Tribe Name Whom they supported What happened to their land? Oneidas Americans Shawnees The British
3. Whose Liberty?
How did these two groups see "Liberty" differently?
American Colonists
American Indians
4. Thinking Deeply
Imagine you are a member of an American Indian tribe that helped the Americans. How would you feel when the war ended and your land was taken away? Why?
Revolutionary Rights Teacher Guide Revolutionary Rights
Teacher Facilitation Guide
Grade Level
3rd
Lesson Objectives
Identify the main idea of a complex historical text.
Explain the impact of the Revolution on American Indian land and freedom.
Contrast the meaning of "liberty" for different groups.
Analyze the difficult choices faced by American Indian tribes.
Key Concepts
Diverse Perspectives: Not all people saw the war the same way.
Sovereignty: Tribes fought to remain independent nations.
The Cost of War: Liberty for some often meant loss for others.
Facilitation Notes
Introduction (10 Minutes)
"Class, when we think of the American Revolution, we often think of George Washington and the Redcoats. But there was another group of people living here long before the colonists—American Indians. Today, we're going to look at why this war was so difficult for them."
Display Slide 2. Brainstorm what students think "liberty" means. Record their answers on a whiteboard.
Guided Instruction (20 Minutes)
Use the Revolutionary Rights Slides to navigate the primary text by Collin G. Calloway.
Discussion Prompts:
Vocabulary: Spend extra time on "Dispossess". Use the analogy of someone coming into their classroom and saying they own the desks now.The Big Choice: Why would a tribe like the Oneida choose to fight with the Americans? (Hope for protection/allyship). Why would the Shawnee fight against? (Protecting their specific land from westward expansion).
Independent Work (15 Minutes)
Hand out the Struggle for Liberty Worksheet. Circulate to assist with the comparison table in Section 2. Ensure students understand that both rows should end with "lost land" to drive home the main idea.
Debrief & Synthesis
Misconception Alert:
Students may think "Everyone who fought for the Americans won." It is vital to clarify that for American Indians, the victory of the colonies led to a loss of their own independence and territory.
Closing Thought:
"How can a nation be 'born in liberty' while taking it from others? This is a question historians still grapple with today. Remembering these 'forgotten founders' helps us see the full story."
Checking for Understanding
Can students identify that the war was about land for American Indians?
Can students name at least one tribe mentioned in the text?
Do they understand that fighting for Americans did not guarantee safety?
Struggle for Liberty Answer Key Struggle for Liberty
ANSWER KEY
Teacher Reference for Grade 3 Social Studies
1. The Big Picture
What is the main idea of the text above?
All American Indians fought against the Americans in the war.
American Indians were treated poorly and lost land, no matter which side they chose.
Correct
The American Revolution was only about paying taxes to the King.
2. Impact and Land
Tribe Name Support Expected Answer Oneidas Americans They lost their land and were treated badly. Shawnees The British They lost their land and were treated badly.
Teacher Note: Students should realize that both groups shared the same outcome regardless of their choice.
3. Whose Liberty?
American Colonists
Look for:
Freedom from Great Britain / the King.
Starting a new country of their own.
Self-government/making their own laws.
American Indians
Look for:
Protecting their land and homes.
Keeping their freedom to live on their land.
Staying an independent nation.
4. Thinking Deeply
Grading Criteria for 3rd Grade:
Empathy: Does the student use "feeling" words? (e.g., sad, angry, betrayed, confused).Evidence: Do they mention that the land was taken even though they helped the Americans?Reasoning: Do they explain why they would feel that way? (e.g., "I would feel mad because I helped them and they didn't keep their promise").
Example: "I would feel very sad and confused. I helped the Americans win their freedom, but then they took my home away. It doesn't seem fair because I was their friend."
