Ely Parker
Suggested Teaching Instructions
Ely Parker Lesson for NYS Archives Consider the Source
Created by Rich Pyszczek from the Buffalo Public Schools
Goal: This lesson is intended to familiarize students with a little know historical figure with connections to Western New York State. Students will access the digital collection of the New York State Archives, PBS and local news journalists work to improve their information, literacy, and analytical skills.
Objectives: Students will be able to:
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Analyze the content (photos) found on the New York State Archives, Buffalo History Museum and New York State Library.
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Recount the historical significance of Ely Parker and his impact on the United States today.
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Examine the life and career of Ely Parker as an engineer, lawyer, and Union (North) Soldier during the Civil War.
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Understand the obstacles Native Americans faced during Ely Parker’s lifetime.
Investigative (Compelling) Questions:
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How was Ely Parker able to impact United States history on such a large stage?
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How is Ely Parker remembered for his sacrifices for the Union Army? What is being recently to better remember his service for the United States?
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Why are the career paths chosen by Ely Parker surprising for Indigenous People during his time period?
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How did Ely Parker balance the duties of his traditional upbringing with the demands of his career?
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Why was the Ely Parker's inclusion into a position of power with the Union Army under General U.S. Grant not surprising to many in the North?
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How did Ely Parker's role with General U.S. Grant impact the surrender of the South at the end of the U.S. Civil War?
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After reading the biographies and watching the video segment on Ely Parker what is his lasting legacy?
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In your opinion, is Ely Parker's legacy justified? Explain your thoughts.
Time Required - One class period
Recommended Grade Range - 11th Grade US History & Government or 12th Grade Participation in Government/Civics.
Subjects: Social Studies, ELA & Library Sciences
Learning Standards:
International Society for Technology in Education (ISTE)
1.3 Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.
1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
1.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
Grade 11 United States History and Government
11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
(Standards: 1, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH)
11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth.
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Students will examine Jackson’s presidency, noting the ways it strengthened presidential power yet challenged constitutional principles in the case of Worcester v. Georgia (1832), including the controversy concerning the Indian Removal Act and its implementation.
11.4 POST-CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined, and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants.
(Standards: 1, 4, 5; Themes: ID, TCC, CIV, ECO)
11.4c Federal policies regarding westward expansion had positive effects on the national economy but negative consequences for Native Americans.
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Students will examine the economic effects of the Homestead Act (1862) and the Pacific Railway Act (1862) on westward expansion.
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Students will examine the effect of federal policies on Native Americans, including reservation policies, the Dawes Act (1887), and forced assimilation efforts (Carlisle Indian School).
Grade 12 Participation in Government/Civics
12.G2 CIVIL RIGHTS and CIVIL LIBERTIES: The United States Constitution aims to protect individual freedoms and rights that have been extended to more groups of people over time. These rights and freedoms continue to be debated, extended to additional people, and defined through judicial interpretation. In engaging in issues of civic debate, citizens act with an appreciation of differences and are able to participate in constructive dialogue with those who hold different perspectives.
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12.G2a Equality before the law and due process are two fundamental values that apply to all under the jurisdiction of the United States. While the United States legal system aims to uphold the values of equality before the law, due process, human dignity, freedom of conscience, inalienable rights, and civility, the extent to which the legal system upholds these values in practice is an issue of ongoing civic debate.
12.G5 PUBLIC POLICY: All levels of government—local, state, and federal—are involved in shaping public policy and responding to public policy issues, all of which influence our lives beyond what appears in the Constitution. Engaged citizens understand how to find, monitor, evaluate, and respond to information on public policy issues.
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12.G5a Each level of government has its own process of shaping, implementing, amending, and enforcing public policy. Customarily the executive branch will outline its plan and agenda in an executive address to the legislative body.
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12.G5b On various issues, certain governmental branches and agencies are responsible for determining policy. Those who create public policies attempt to balance regional and national needs, existing political positions and loyalties, and sources of political power.
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12.G5c Successful implementation of government policy often requires cooperation between many levels of government, as well as the cooperation of other public and private institutions. Conflicts between different levels of government sometimes emerge due to
English Language Arts
Writing Standard 4 - Develop personal, cultural, textual, and thematic connections within and across genres through responses to texts and personal experiences.
Writing Standard 7 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Presentation:
15 Minutes:
Ask the students if they know who Ely Parker was. If they respond that they do, then inquire about their depth of knowledge and where did they learn about him prior to today. Then provide students with the a copy of the New York Courts biography of Ely Parker (https://history.nycourts.gov/figure/ely-parker/) to read either collectively or individually.
If they do not know of him (most likely), provide students with the a copy of the New York Courts biography of Ely Parker (https://history.nycourts.gov/figure/ely-parker/) to read either collectively or individually.
After reading this biography, discuss the role of Ely Parker on the surrender at the Appomattox Court House to end the US Civil War. Have the student discuss the importance of this event and having Ely Parker present for the surrender of the Civil War.
15 Minutes:
Next, provide students with the article: New York Historical Society Museum & Gallery: “We Are All Americans:” Grant, Lee, and Ely Parker at Appomattox Court House https://www.nyhistory.org/blogs/we-are-all-americans-grant-lee-and-ely-parker-at-appomattox-court-house-2
Have the students use the Library of Congress primary source analysis tool PDFs to examine the provided images from the lesson.
5 Minutes:
Next watch the WGRZ Unknown Stories of WNY by Pete Gallivan: US Mint to release Ely Parker coin: https://youtu.be/uuGECb2GWAc This will bring students up to present day so they can witness the lasting legacy of Ely Parker and his impact on the United States and Western New York.
10 Minutes:
In closing, have students answer the compelling questions associated with today’s lesson.
Preparation Materials Used:
NYS Archives Images:
General Ulysses S. Grant and Staff, Civil War, n.d.
New York State Archives. Education Dept. Division of Visual Instruction. Instructional lantern slides, ca. 1856-1939. Series A3045-78, No. 15182.
General Grant and Officers, Civil War, c. 1860s
New York State Archives. Instructional lantern slides, ca. 1856-1939. Series A3045-78, No. 15181, JN Gr C8.
General Ulysses S. Grant, Council of War, Civil War, 1864
New York State Archives. Instructional lantern slides, ca. 1856-1939. Series A3045-78, No. 15179, JN Gr C6.
General Ulysses S. Grant and General Ely S. Parker (Tonawanda Seneca Sachem), c. 1860
Source: Collection of the Buffalo and Erie County Historical Society
Photograph of Ely Samuel Parker (1828-1895). Parker, a Seneca Indian, was one of the 50 sachems of the Iroquois Confederacy.
Source: New York State Library.
WGRZ Unknown Stories of WNY by Pete Gallivan: US Mint to release Ely Parker coin: https://youtu.be/uuGECb2GWAc
Library of Congress Teacher Tools:
https://www.loc.gov/programs/teachers/getting-started-with-primary-sources/guides/
Biographies and News Stories on Ely Parker
History Net Bio: https://www.historynet.com/ely-parker-iroquois-chief-and-union-officer/
PBS Learning Media Bio: https://www.pbs.org/warrior/content/bio/ely.html
Historical Society of the New York Courts: https://history.nycourts.gov/figure/ely-parker/
Buffalo Architecture and History: https://buffaloah.com/h/parker/
Galena and US Grant Museum: https://www.galenahistory.org/research/bio-sketches-of-famous-galenians/biography-of-ely-s-parker/
New York Historical Society Museum & Gallery: “We Are All Americans:” Grant, Lee, and Ely Parker at Appomattox Court House https://www.nyhistory.org/blogs/we-are-all-americans-grant-lee-and-ely-parker-at-appomattox-court-house-2
Bureau of Indian Affairs: https://www.bia.gov/as-ia/opa/online-press-release/building-be-named-ely-s-parker-first-indian-commissioner-bia
US Department of Defense: https://www.defense.gov/News/Feature-Stories/Story/Article/2781759/engineer-became-highest-ranking-native-american-in-union-army/
Introduction and Instructions for Students:
This lesson is intended to familiarize us with a little know historical figure with deep connections to Western New York State. We will access the digital collection of the New York State Archives, PBS and local news journalists work to improve our information, literacy, and analytical skills while discovering about a more about Civil War Soldier Ely Parker.
At the completion of today’s class, we will be able to:
-
Analyze the content (photos) found on the New York State Archives, Buffalo History Museum and New York State Library.
-
Recount the historical significance of the Ely Parker and his impact on the United States today.
-
Examine the life and career of Ely Parker as an engineer, lawyer, and Union (North) Soldier during the Civil War.
-
Understand the obstacles Native Americans faced during Ely Parker’s lifetime.
Conclusion for Students:
After examining the various images, articles, biographies and watching the video segment on Ely Parker what did we learn about this little know historical figure today?
Here are some questions to ponder before we leave class today:
Investigative (Compelling) Questions:
-
How was Ely Parker able to impact United States history on such a large stage?
-
How is Ely Parker remembered for his sacrifices for the Union Army? What is being recently to better remember his service for the United States?
-
Why is the career paths chosen by Ely Parker surprising for Indigenous People during his time period?
-
How did Ely Parker balance the duties of his traditional upbringing with the demands of his career?
-
Why was the Ely Parker's inclusion into a position of power with the Union Army under General U.S. Grant not surprising to many in the North?
-
How did Ely Parker's role with General U.S. Grant impact the surrender of the South at the end of the U.S. Civil War?
-
After reading the biographies and watching the video segment on Ely Parker what is his lasting legacy?
-
In your opinion, is Ely Parker's legacy justified? Explain your thoughts.