Activity One:
Initiate student investigation by distributing images
of the American perspective of the events of June 25,
1876 (pdf):
Ask students to examine the pictures and:
• describe what is happening;
• describe the emotions evoked by the image; and
• describe the message being conveyed by the image.
Next, project or distribute images of the event from
the Native American perspective (pdf):
Ask students to examine the pictures and:
• describe what is happening;
• describe the emotions evoked by the image;
• describe the message being conveyed by the image;
and
• describe how this image differs from the first.
Then ask the students: Do the images convey different
interpretations of the same event? Why or why not?
Introduce the controversy surrounding the naming of
the Little Bighorn battlefield. Explain how each of
the visual representations expresses an interpretation
of the events that occurred on June 25, 1876, and how
the representation sheds light on the recent controversy
over what to call the battle’s location. Project
or distribute a copy of Resource
Sheet 3 and explain that students will be asked
to select a title from the potential names on the sheet
to commemorate the events of June 25, 1876. Discuss
the potential names with the students.
Homework: Before the next class, have
students read the summary of the events leading up to
and during the battle found on Resource
Sheet 1.
Activity Two:
Review the homework by discussing the series of events
leading up to June 25, 1876. Be sure to emphasize the
role of the Black Hills, the Fort Laramie Treaty, and
the reaction of Sitting Bull to requests that the Sioux
relocate to reservations. In addition, draw attention
to the symbolic and historic significance of the battlefield
for Sioux Indians.
Organize students into groups of three and give each
group one of the sources found on Resource
Sheet 2. Have students silently read their source
and identify:
• how the author describes the events of June
26, 1876;
• who the author sees as the hero and why; and
• how the author thinks the event should be remembered
(for example as a victory, defeat, or massacre).
Have each group present its source to the class and
explain the perspective of the author on the events
of June 25, 1876, on General George A. Custer, on the
Native Americans, and on how the events from that day
should be remembered. Students should record their notes
in their notebooks.
Conduct a full class discussion focusing on how students
decided the events should best be remembered. Ask:
• Why did some perspectives influence your decision
making and others not?
• How do you weigh the differing interpretations?
Conclude the story of Sitting Bull, Crazy Horse, and
the Sioux War, and discuss the battle’s overall
impact on relations between natives and the federal
government and the debate over renaming the site that
emerged in the 1990s. Extend the discussion by displaying
a copy of Resource Sheet 3 and ask students what they
believe would be the best name for the battlefield.
Solicit student responses, asking:
• Should the story to be told emphasize the American
military and General Custer, or the Native Americans?
• Is this a story of victory or defeat?
• Is it possible to provide a balanced interpretation
of the events of June 25, 1876? How? What artifacts,
documents, and other sources can help tell this story?
Assessment:
Distribute copies of Resource
Sheet 3 and based on their previous discussion,
have each student select one title to give the National
Park Services monument commemorating the battle that
occurred on June 25, 1876. Students should justify their
choices by discussing the varying historical interpretations
of the event, as well as the facts surrounding its causes
and consequences. If time permits students can share
their responses.
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