Waterless Clouds?
New York’s Treatment of the Oneidas after the
Revolutionary War
A Webquest by Jeffrey Sims
Fabius-Pompey Elementary
jfsims@fabius.cnyric.org
Introduction
Imagine that you have just moved
to Vernon, New York and are enrolling at VVS (Vernon, Vernona,
& Sherill School District). You quickly make friends with a student who
tells you that he is a member of the bear clan of the Oneida tribe. After going to his house a number of times, you
hear his family speak about a land claim against New York State. Never hearing of such a thing before, you
decide to investigate the merits of their claim for yourself.
Task
You will write a 2-page paper detailing your findings.
Please include the following:
· The
fundamental issue of the Oneida Land Claim.
· The
evidence that supports or detracts from that claim.
· The
causes that brought about the actual claim (i.e. New York State’s actions)
· Your
assessment of New York’s actions.
· Based
on your findings, make recommendations to reconcile the claim that would be
agreeable to both the Oneidas and the State of New York.
Process
You will utilize the American History Public Policy
Analyst (AHPPA) steps to help guide your search for the information needed to draft
your paper. Each step title is a
hyperlink that will give you more information about that step. Consult the resources for relevant
information (also hyperlinks). Feel free
to consult your own sources as well. Use
the attached graphic
organizer to help you stay on task.
Step
1 – Identify the Problem
Step
2 – Gathering
the Evidence
Step
3 – Determining
the Causes
Step
4 - Evaluating
the Policy
Resources
These are listed alphabetically and their order is not
meant to influence your opinion.
The information you need is found throughout these
sources, so please consult a wide variety in order to gain an honest
perspective.
· Oneida
County Land Claim Update
· Oneida
Indian Land Claim History
· Oneida
Indian Nation Perspective
· The
New York State Perspective
· Upstate Citizens for Equality
Evaluation
Your
paper will be evaluated on the following points. Please read through them so that you can
maximize its effectiveness.
|
|
3 |
2 |
1 |
0 |
|
Understanding of the Oneida Land Claim |
Fully grasps the significance of
the claim |
Shows solid understanding of the
claim |
Demonstrates some knowledge of the
claim |
Shows little or no understanding of
the claim |
|
Gives evidence that either supports or detracts from the Claim |
Gives more than 4 pieces of
evidence that supports position |
Gives 3-4 pieces of evidence that
supports position |
Gives 1-2 pieces of evidence that
supports position |
Gives no evidence that supports
position |
|
Can identify the causes that brought about the Land Claim |
Has strong knowledge of causes for
the Claim |
Has a good grasp of the causes for
the Claim |
Has some knowledge of the causes
for the Claim |
Shows little or no knowledge about
the causes for the Claim |
|
Your assessment of New York’s
actions |
Assessment is clear and reasons for
your stance are provided |
Assessment is clear and 1 reason
for your stance is provided |
Assessment is clear, but no reasons
for your stance are provided |
Assessment is unclear |
|
Recommendations for reconciliation |
Well thought out ideas and actions |
Solid ideas and actions |
Fair ideas and actions |
Unclear or no ideas and actions |
|
Neatness and Layout |
Excellent |
Good |
Fair |
Lacking |
|
Sources cited |
5 or more and accurate |
3-4 and accurate |
1-2 and accurate |
None |
Score: / 21
_______%
(Numerator
x 4.76)
Conclusion
The treatment of Native Americans throughout our history
has been a challenging one for our country.
Hopefully, this webquest will widen your perspective and cause you to
question commonly held beliefs.
State
Standards
English Language Arts
Standard 1:
Language for Information and Understanding Students will listen, speak, read,
and write for information and understanding.
Standard 3:
Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and
evaluation.
Social Studies
Standard 1:
History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding
of major ideas, eras, themes, developments, and turning points in the history
of the United States and New York.
