SAINT MARY’S COLLEGEStudent Teaching Lesson Plan

Grade: Juniors Subject/Topic: The Last Native American WarsStandard USH.2.1: Describe the economic developments that transformed the United States

into a major industrial power and the factors necessary for industrialization. (Economics)USH.2.2: Explain key ideas, movements, and inventions and summarize their impact on rural and urban communities throughout the United States.USH.2.3: Analyze the factors associated with the development of the West and how these factors affected the lives of those who settled there. (Government, Economics, Society, and Culture)USH.2.4: Explain how the lives of American Indians changed with the development of the West. (Government, Individuals, Society, and Culture)

ObjectiveBloom’s Highest Level -________________

1) Students will be able to identify and explain the specific challenges Native Americans faced as a result of the development of the West, specifically the violence that ensued with the U.S. military.

2) Students will be able to identify and explain the impact that the invention of the Transcontinental Railroad had on the lives of the Native American tribes.

3) Students will able to examine events of western expansion through the lens of the individuals who lived it, specifically Native Americans and the U.S. military.

_____Developmentally appropriate

_____Related to standard

Technology Use of Prezi for explanation of specific informationTED Talk video on the impact of western expansion on the Lakota tribe (15 minutes)Into the West miniseries (TNT)

Materials Prezi presentation for lecture portion-> the presentation consists of differentiation for learning styles (there are pictures and document analysis, a 15 minute video clip, and time for class discussion.Timeline worksheet to help organize the eventsWorksheet explaining the RAFT activity at the end of the lesson

_____Differentiation

Literacy/Interdisciplinary Connections

Visual literacy-> analysis of historical depictionsRAFT activity at the end of the lesson

Instructional Sequence:(include transitions)

Introductory Engagement

InstructionalStrategies/Activities

Closure

Open the class by asking students what they remember from the previous-> lead the discussion using recap questionsNext, discuss the creation of the Transcontinental Railroad, focusing on its impact on the Native Americans

Ask students, “Why might the railroad be a problem?”

For centuries the Great Plains were home to Native Americans-> settlers deprived them of their hunting ground

Ask students, “What cane we predict will happen as a result of the persecution?”

Indicate with a “C” or “A” Items Considered and/or Addressed:(Address at least 5 in plan)

_____Prior Knowledge

_____Motivation to Learn

_____Differentiation

_____Communication Techniques

_____High Expectations for All Learners

Then, discuss the different uprisings and events that led to the fall of the Native Americans, paying special attention to the Sand Creek Massacre, Battle of Little Bighorn, and the tragedy at Wounded Knee Creek

Have students analyze specific historical depictions-> What stand out to them from these pictures? What can we gather from the Sand Creek accounts?

Talk about the poor living conditions on the reservations-> What is the pattern of reservation life?Show students a newspaper clipping after the Battle of Little Bighorn.

How is Custer depicted in the newspaper clipping? As the hero? As the victim?

Finish off the explanation portion of the lesson by talking about the enactment of the Dawes Act in 1887.For the “Application” section conduct a activity in which students write a letter or journal entry as they were a witness to a specific event

First, students pick what event they want to write about-> Sand Creek Massacre, Battle of Bull Run

Second, they choose a perspective to write from: a Native American or a U.S. soldier

Have them write about what they see, how they feel, etc.

Leave 15 minutes at the end of the lesson to show the TED Talk

Have students pay attention to three things while watching: What do they see? What do they think about what they see? What do they want to know?

_____Critical Thinking/Higher Level Thinking

_____Inclusive Learning Environment/Supportive Interactions

_____Student Responsibility for Learning

Accommodations Timeline to help keep events organized, specifically for the three focused students in 6th hourWorksheet explaining the RAFT activity (Save this for day 2, so students have plenty of time to work on it)Extended time on RAFT activityThe lesson can be extended to the next day, if needed-> what is not covered will be added on to the next dayPair work-> to help focus student C, who hardly speaks up in class (pay attention to wait time, and allow students to write down answers before speaking)Individual help with focus students during the end of class activity

Check as applicable:_____Extended time_____Flexible scheduling_____Alternate presentation_____Setting_____Alternate student response_____Assistive technology

Assessment Ask recall questions throughout the lesson to ensure full understanding.Have students complete the RAFT activity as formative assessment-> extended time, if needed

Check those that apply:_____Formative_____Summative_____Differentiation

Reflection How did your students meet the objective?What might you do differently?How did you grow professionally from this lesson?Did you collaborate with anyone to gain insight into your teaching? If so, how?

Resources(Research & websites consulted)

School textbook-> Indiana United States History (1877-Present)Teachers’ Resource tab on the NARA websiteHistory Channel website

Library of Congress Website

Revised 1/2016

Class Activity: Looking Through the Eyes of Another

Directions:

Step 1: Pick an individual to take the perspective of… Abraham Lincoln- Dakota Uprising Colonel John Chivington- Sand Creek Massacre Crazy Horse- Fetterman’s Massacre Sitting Bull- Battle of Little Bighorn Colonel James W. Forsyth- Tragedy at Wounded Knee Creek

Step 2: Imagine that you are in front of a military tribunal, in which you have to defend your actions. In a paragraph, or more if needed, write out your argument, defending the actions you took at the corresponding event. Use the following questions to guide you:

What were the events surrounding your actions? Be specific. Why did you take the actions that you did? Could your actions been avoided, and a more peaceful solution carried out? Why or why not? Should you be prosecuted for your actions? Why or why not?

Make sure you provide specific evident to support your defense