LEARN NC

2.9 Federal recognition for Lumbee Indians

By Linda Tabor

Provided by The North Carolina Humanities Council.

Introduction

North Carolina recognizes the Lumbee Indian Tribe; however, Federal recognition has not been given. Why? What are the criteria for recognition? What are the reasons for and against Lumbee recognition? This lesson uses a teacher-made debate plan to control and evaluate the question.

Learning Outcomes

  • Students will research Lumbee recognition.
  • Students will prepare speeches for debate.
  • Students will respond to opposing view points.

Teaching Planning

Time Required for Lesson

  • Research via library, textbooks, and internet; class time & homework.
  • One class session for organization and partner planning.
  • Full class session for debate.
    • Time limits for speeches and breaks must be set in advance.
      (Continuing the debate does not work…I have tried.)

Materials & Technology Resources Needed

Activities

  1. Research the recognition question.
  2. Organize the class into two “equal” teams (one pro; one con).
  3. Have each team research the topic, making a list of 15-20 reasons for its perspective.
  4. Have each team select the three strongest reasons, clustering the other reasons to form the bases for three debate speeches.
  5. Have each team elect a chairman and two additional speakers. Each speaker should select an assistant or helpers to complete the speeches with details, examples, data, graphs, pictures, etc.
  6. Identify judges from the remaining students. Take an equal number from each side; the total must be an odd number. See below for how to judge and score.

Debate format

  • Flip coin to select beginning team. (It is easier to present first.)

    Round one

    As each speaker presents, opponent and assistants take detailed notes.

    Team A
    1. 1st speaker presents reason in a well-prepared speech.
    2. 2nd speaker presents additional reasons in a well-prepared speech.
    3. 3rd speaker presents additional reasons in a well-prepared speech.
    Team B
    1. 1st speaker presents reason in a well-prepared speech.
    2. 2nd speaker presents additional reasons in a well-prepared speech.
    3. 3rd speaker presents additional reasons in a well-prepared speech.
    Break #1

    Time limit for break is preset, five minutes max.

    Speakers and assistants meet to plan how to counter opponent’s facts and design a difficult question for the opponent to answer. Note: Each speaker is only responding to the opposite speaker, but judges keep a team total.

    Round two

    As each speaker presents, opponent and assistants take detailed notes.

    Team A
    1. 1st speaker counters opponents’ reasons and asks a difficult question.
    2. 2nd speaker counters opponents’ reasons and asks a difficult question.
    3. 3rd speaker counters opponents’ reasons and asks a difficult question.
    Team B
    1. 1st speaker counters opponents’ reasons and asks a difficult question.
    2. 2nd speaker counters opponents’ reasons and asks a difficult question.
    3. 3rd speaker counters opponents’ reasons and asks a difficult question.
    Break #2

    Speakers & assistants meet to plan answers to questions.

    Round Three

    Team A
    1. 1st speaker answers question and restates strongest position point.
    2. 2nd speaker answers question and restates strongest position point.
    3. 3rd speaker answers question and restates strongest position point.
    Team B
    1. 1st speaker answers question and restates strongest position point.
    2. 2nd speaker answers question and restates strongest position point.
    3. 3rd speaker answers question and restates strongest position point.

Scoring the debate

Five is the ideal number of judges. The teacher can act as one of the five.

  1. Preparation: Fold lined page vertically, writing “pro” on one column and “con” on the other.
  2. In round one, as each speaker presents, judges take notes.
  3. In round two, as each speaker presents, judges cross off countered points and assign a number rating to the quality of the question (0-5).
  4. During break #2, judges total the unanswered points and the question rating for each debate speaker. This gives a preliminary verdict which makes the final scoring faster.
  5. In round three the judges rate the answers (0-3) and total individual scores, adding the three speakers per team to determine a “winner.”

Assessment

Grades are based on preparation and participation – Judges who take adequate notes = A; Well prepared debaters = A; Assistants who truly help = A.
“Winning” does not influence grade.

Comments

This lesson ties current events and state political issues to history. Students can debate in a controlled, safe environment, knowing grades are not competitive. The questions in round two need to be from the opponent’s speech. I call them “Gotcha Questions.” What did not make logical sense? Were mistakes made in the presentation? Personal attacks are NOT allowed! The issue of recognition is the only debate subject. I have also found normally shy or not strong verbal students are often the best debaters!

Extension

  • Option A – The debate lesson could be used to question The Indian Removal Act. Was Congress acting to protect the American Indian? Did President Jackson act from conviction or cave to political pressure?
  • Option B – Students could write letters to their North Carolina senators and representatives expressing opinions about Federal recognition for Lumbee Indians.

North Carolina curriculum alignment

Social Studies (2003)

Grade 11–12 — United States History

  • Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period.
    • Objective 11.03: Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements on the United States' society.
    • Objective 11.06: Identify political events and the actions and reactions of the government officials and citizens, and assess the social and political consequences.
  • Goal 12: The United States since the Vietnam War (1973-present) - The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period.
    • Objective 12.02: Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States' citizens.

Grade 8

  • Goal 9: The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels.
    • Objective 9.01: Describe contemporary political, economic, and social issues at the state and local levels and evaluate their impact on the community.
    • Objective 9.03: Describe opportunities for and benefits of civic participation.