U.S.

-Dakota War of 1862

How did events before and during 1862 help to lead to the U.S.Dakota War?
Overview: In this lesson, students will analyze a set of documents and sources to determine the
causes of the U.S.-Dakota War of 1862. Students will read and analyze these documents in
groups, and report their findings in a graphic organizer and/or a written essay.
Grade Level: 6th grade
Time: 1-2 class periods
Materials:

Anticipatory Set- U.S.-Dakota War-War

U.S.-Dakota War Timeline from Northern Lights
Document A- Passage from the diary of Bishop Henry Whipple on July 5, 1862
Document B- Letter to President Lincoln by George E. H. Day
Document C- New Ulm Petition
Document D- The Traders Paper
Guiding Questions/ Graphic Organizer
Essay Rubric

Objectives

Students will read and analyze primary sources to determine the cause(s) of the U.S.Dakota War.
Students will write an essay in response to the investigative question, and provide
evidence from the primary sources that supports their response

Minnesota Social Studies Benchmarks

6.4.4.19.3- Explain reasons for the U.S.-Dakota War of 1862; compare and contrast the
perspectives of settlers and Dakota people before, during and after the war.
9.4.1.2.1- Students will use historical inquiry to analyze multiple sources, use evidence to
draw conclusions, and present supported findings.
9.4.1.2.2- Students will evaluate alternative interpretations of historical events and use
historical evidence to support or refute those interpretations.

Common Core Standards

CCSS.ELA-Literacy.RH.9-10.1- Cite specific textual evidence to support analysis of

primary and secondary sources.

CCSS.ELA-Literacy.RH.9-10.2- Determine the central ideas or information of a primary

or secondary source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
CCSS.ELA-Literacy.RH.9-10.6- Compare the point of view of two or more authors for
how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.

C3 Framework for Social Studies Standards

D2.His.1.9-12- Evaluate how historical events and developments were shaped by unique
circumstances of time and place as well as broader historical contexts.
D2.His.5.9-12- Analyze how historical contexts shaped and continue to shape peoples
perspectives.
D2.His.11.9-12- Critique the usefulness of historical sources for a specific historical
inquiry based on their maker, date, place of origin, intended audience, and purpose.
D2.His.14.9-12- Analyze multiple and complex causes and effects of events in the past.
D2.His.16.9-12- Integrate evidence from multiple relevant historical sources and
interpretations into a reasoned argument about the past.
D4.2.9-12- Construct explanations using sound reasoning, correct sequence (linear and
non-linear), examples, and details with significant and pertinent information and data,
while acknowledging the strengths and weaknesses of the explanation given its purpose.

Evaluation: Students will write an essay in which they use evidence from the documents and
primary sources to create and support a thesis and answer the central question. Use the Essay
Rubric at the end of the lesson to grade the essays.
Anticipatory Set: https://www.youtube.com/watch?v=iai-4-OgPlY U.S.-Dakota War-Treaties;
Video by the Minnesota Historical Society
Bibliography:
Kenney, Dave, Hillary Wackman, and Nancy O'Brien Wagner. "Chapter 9." Northern Lights:
The Stories of Minnesota's past. St. Paul, MN: Minnesota Historical Society, 2003. 16887. Print.
"The Fifth Winter: July 5, 1862." A Thrilling Narrative of Indian Captivity Dispatches from the
Dakota War of 1862. N.p., 16 Aug. 2012. Web. 15 Mar. 2016.
<http://athrillingnarrative.com/2012/08/16/the-fifth-winter-july-5-1862/>.
Minnesota Historical Society. "New Ulm Petition." New Ulm Petition. Minnesota Historical
Society, 2012. Web. 12 Mar. 2016.
http://www.usdakotawar.org/history/multimedia/new-ulm-petition
Minnesota Historical Society. "George E.H. Day to Abraham Lincoln." George E.H. Day to

Abraham Lincoln. Minnesota Historical Society, 2012. Web. 12 Mar. 2016.

<http://www.usdakotawar.org/history/multimedia/george-eh-day-abraham-lincoln>.
Minnesota Historical Society. "The Traders' Paper." The Traders' Paper. Minnesota Historical
Society, 2012. Web. 13 Mar. 2016.
<http://www.usdakotawar.org/history/treaties-minnesota-treaties/traders-paper#.dpuf>.
Plan of Instruction
1. Anticipatory Set: Show the video about the U.S.-Dakota War from the Minnesota
Historical Society. Following the video, have students form small discussion groups of no
more than four students to discuss the following question: How did the treaties between
the Dakota and the US government become a cause of the US-Dakota War? Students
have two minutes before forming groups to contemplate and answer the question
themselves. Once in their groups, each student will have one minute to share their answer
with the group. The group will then choose the top two answers from within their group
to share with the class. The instructor should create a list of the responses for the whole
class to see.
2. Introduction- Provide students with a brief lecture about the US-Dakota War, that
summarizes the following:
a. Events prior to the war
b. Events during the war
c. Aftermath of the war
Topics covered should include the Treaty of Traverse des Sioux and Mendota, the
murders in Acton Township, the Battles of New Ulm, and the hangings in Mankato. After
the lecture, students should have a base knowledge of the major events of the war. Use
Chapter 9 of the Northern Lights textbook for information about the US-Dakota War. A
timeline of events can also be found on pages 168-169 in the textbook as well.
3. Instruct students about their job for the day. Students will act as historical investigators
and study and analyze the documents in their groups. Their task will be to determine the
causes for the U.S.-Dakota War using the documents that will be provided to them. Their
central investigative question is How did events before and during 1862 help to lead to
the U.S.-Dakota War?
4. Inform students that they will investigate 4 sources, and once theyve completed the
activity, they are to write an essay regarding what they discovered through the sources.
This essay should also answer the investigative question.
5. Distribute documents and guiding questions. Explain to students that you are there to help
if there is something that they dont understand.
6. Divide students into small groups to investigate the documents. After 20-25 minutes,
have the class come together as a large group and discuss their discoveries from their
small groups. Review the answers from the group discussions.

7. Reintroduce the central question How did events before and during 1862 help to lead to
the U.S.-Dakota War? The class will brainstorm a two or three possible broad categories
that could answer the question.
a. Suggested answers: Annuity payments that the Dakota depended upon to survive
were late; Dakota felt cheated by the treaties that had been signed; Corrupt traders
and government agents took part of their annuity payments

US-Dakota War Timeline

1851- Land treaties at Traverse des Sioux and Mendota are signed between the Dakota
and the United States
1853- Upper Sioux Agency, Lower Sioux Agency, and Fort Ridgely are established to
manage US-Dakota relations
1858- Treaty between Dakota and the United States turns over the northern part of the
Dakota reservation on the Minnesota River to the United States
1862- In August, the US-Dakota War breaks out with an attack on Lower Sioux Agency.
In December, 38 Dakota are hanged in Mankato for their role in the war
1863- Little Crow, the leader of the Dakota during the war, is killed near Hutchinson, MN

Timeline from Northern Lights textbook, pages 168-169

Document A: Passage from the diary of Bishop Henry Whipple on July 5,

1862
Note to students: Bishop Henry Whipple was arguably one of the biggest white supporters of
Native Americans at a time when they had very few supporters within the white community. He
strove to create fairer deals for the Dakota, and even petitioned the President after the war to
save hundreds of Dakota from execution in Mankato. The quote is from one of the chiefs that he
frequently worked with, Chief Wabasha.
Wabasha listened with great attention & especially to my words of love & my description of my
letter to their great father at Washington and the law passed by congress to secure his home by a
patent he then made this very beautiful speech which was expressed with much grace
Your words have made my heart very glad. You have spoken to me as a father speaks to the
child whom he loves well You have often come to see us & you know that the Indians are not
like their white brethren they have not your ways nor have you our ways Our Great Father
at Washington bought our homes and promised to help us to become like our white brothers he
said to us when in Washington go home & try to live like your white brothers & in five years we
will help you more than we have ever done Four winters have passed & the fifth is nigh at
hand we think our Great Father may have forgotten his Red children & our hearts are very
heavy the Agents he send to us seem to forget their fathers words before they reach here for
we often think they disobey what he has said
If the Great Council at Washington would do as they promised then my people would see they
meant what they said. The good Indian would be like the white man & the bad Indian would seek
another home I have heard of your wise words to our Great Father and that he will now give
the Indians who live like white men deeds for their land, and my heart is glad You have none
of my blood in your veins but you have been always a true friend to the Dakota I will repeat
your words to the wise men of our people & often when I sit alone in my tepee they will come
back to me and be like sweet music to my heart
Vocab:
Great Father- The President of the United States
Red Children/Man- The Native Americans, specifically the Dakota
Great Council- Congress

Document B: Letter written to President Abraham Lincoln by George E. H.

Day
This letter was written on Jan. 1st, 1862, 8 months before the outbreak of the US-Dakota War.
This document was sent to Washington D.C. to report about the state of affairs between whites
and the Native Americans. Many documents that shared a similar message were also sent by
other special commissioners like Day from across the United States.
I have discovered numerous violations of law & many frauds committed by past Agents & a
superintendent. I think I can establish frauds to the amount from 20 to 100 thousand dollars &
satisfy any reasonable intelligent man that the Indians whom I have visited in this state &
Wisconsin have been defrauded of more than 100 thousand dollars in or during the four years
past. The Superintendent Major Cullen, 5 alone, has saved, as all his friends say more than 100
thousand in four years out of a salary of 2 thousand a year and all the Agents whose salaries are
15 hundred a year have become rich. The Indians are decreasing in numbers & yet their
payments never increase but year after year have also decreased to each person & in the
aggregate. The whole system is defective & must be revised or, your red children, as they call
themselves, will continue to be wronged & outraged & the just vengeance of heaven continue to
be poured out & visited upon this nation for its abuses & cruelty to the Indian At all my
councils the Chiefs desire me to make many requests of their Great Father & tell him of many
wrongs they had suffered from the Govt Agents and especially Traders the greatest Curse of the
Indians and the Curse of the nation for they boast that they can control Congress & have done
it The whole pack of traders & ex Agents & Superintendent are making war upon me because I
have been looking up their frauds & rascalities & because they can neither frighten nor buy me-each of those means having been ineffectually tried
Vocab:
Defrauded- Illegally obtain money from (someone) by deception.
Defective- Imperfect or faulty.
Abuses- Cruel and violent treatment of a person or animal.
Rascalities- Dishonest or mischievous behavior
Ineffectually- Not producing any or the desired effect.

Document C: New Ulm Petition, August 14th, 1862

Note to Students: This document was drafted only 3 days before killings in Acton Township,
which subsequently started the US-Dakota War. This document, drafted by the citizens of New
Ulm, was sent to Governor Alexander Ramsey as a way to voice their growing concerns.
That the payment for the Dakota and Sioux nation of Indians has this year been delayed up to
this time. That said Indians considering said payment justly due to them and relying on the same
for their subsistence, have become by such delay exceedingly exasperated, have committed
several outrages and threaten to overwhelm these frontier settlements with Indian Warfare. That
your memorialists are in eminent danger to see their families massacred by said Indians, if the
able bodied men of these settlements should be removed from here under the militia draft, before
said Indians are appeased by receiving what is justly due them. That the rumor has spread here
far and wide that the United States Government has paid the money in gold for said Indians long
ago, but that said money has been corruptly misapplied in speculations on the discount between
gold and paper currency and otherwise by the Hon. Clark Thompson, Superintendent of the
Indian Affairs in the State of Minnesota, and that this is the reason of the delay of the payment.
Dated August 14th, A. D. 1862.
Vocab:
Justly- According to what is morally right or fair; fairly.
Subsistence- The action or fact of maintaining or supporting oneself at a minimum level.
Exasperated- To make very angry or impatient; annoy greatly.
Memorialists- A person who writes a memorial or memoir.
Eminent- Immediate, soon-to-be (imminent)
Appeased- relieve or satisfy (a demand or a feeling)
Misapplied- use (something) for the wrong purpose or in the wrong way.
Speculations- investment in stocks, property, or other ventures in the hope of gain but with the
risk of loss.
Discount- a deduction from the usual cost of something, typically given for prompt or advance
payment or to a special category of buyers.

Document D: The Traders Paper

Note to Students: The Traders Paper was signed immediately after the Treaty of Traverse des
Sioux, which gave the United States much of the Dakota land in Minnesota Territory. Some
Dakota leaders later said that they were tricked into signing this document, believing it to be
another copy of the Treaty of Traverse des Sioux. The Traders Paper makes reference to Article
4 of the Treaty of Traverse des Sioux, which states that the US government will pay the Dakota
$1,665,000. The us being referenced in the passage below is referring to the traders.
. . . and being desirous to pay to our traders and half breeds the sums of money which we
acknowledge to be justly due to them, do hereby obligate and bind ourselves, as the authorized
representatives of the aforesaid Bands, to pay to these individuals hereinafter designated, the
sums of money set opposite to their respective names, so soon as the same shall be paid us in
accordance with the Fourth Article of the Treaty aforesaid
Vocab:
Desirous- having or characterized by desire.
Half Breeds- people of both white and Native American decent
Obligate- bind or compel (someone), especially legally or morally.
Aforesaid- said or mentioned earlier or previously.

Graphic Organizer for Documents

Document

What is the purpose of

this source?

What reasons are there

(in the document) that
may have been a cause of
the US-Dakota War?

What evidence can you

find to support this
claim?

Document A

Document B

Document C

Document D

Based on your investigation, what were the top three causes of the U.S.-Dakota War?
1.
2.
3.

Essay Rubric

4 Essay= A
o Introductory paragraph has background information, a thesis, and a roadmap that
introduces the analytical categories to be developed.
o Body paragraphs are clearly organized an arranged in the order of the thesis
roadmap.
o Body paragraphs contain topic sentences, transitional sentences, and conclusion
sentences.
o Uses information from all of the sources reviewed in class
o Includes citations when using evidence from sources.
o Evidence and analysis are used in each body paragraph that supports the thesis
o Demonstrates an analysis of close detail, synthesis and contextualization
o Essay is well written with few or no errors in sentence structure, spelling,
punctuation, and capitalization.
3 Essay= B
o Same as 4, except
o Essay uses a majority of the sources, but is unable to use all.
o Central argument or analysis is missing from one of the body paragraphs.
o Essay does not have the in-depth analysis required for a 4; some nuances, details,
contexts or syntheses were left unexplored in the argument.
o Is well written but includes some errors in grammar and spelling.
2 Essay= C
o Addresses the question but lacks some focus.
o Introductory paragraph is functional. Thesis statement is recognizable.
o Main ideas are divided into body paragraphs.
o References some of the documents, but there could easily be more.
o Does not clearly explain how evidence answers the question.
o Is generally written with complete sentences, but contains too many errors in verb
tense, agreement, punctuation, spelling, and capitalization.
1 Essay= D
o Unable to address the question.
o Lacks a clear thesis.
o Organization is unclear. Body paragraphs are not organized around a set of main
ideas.
o Makes references to few documents. Documents are often misunderstood.
o Contains serious errors in sentence structure and mechanics.