WVSU LESSON PLAN Teacher Candidate Mark Cutlip ______________ Date__11/22/13___________ School _South Charleston High School_____________ Grade/Subject

__10th Grade Social Studies____ Lesson Topic Andrew Jackson and the removal of Native Americans/The Trail of Tears______________ INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Students will identify what geographic and cultural issues influenced the removal of Native Americans.. 2. Students will be able to explain the impact and challenges of westward movement of Native Americans. 3. Students will compare and contrast the position of the political parties and leaders on a variety of issues (e.g., economic development, territorial expansion, political participation, indi vidual rights, states rights, slavery and social reforms). 4. Students will identify the issues regarding the removal of Native Americans from the Southeastern U.S.

WV CSOs -SS.10.E.2: trace economic development throughout U.S. history (e.g., Colonial period, Revolutionary War, Westward Expansion, Civil War and late 19th /early 20th Centuries) and identify the role of market factors in the settlement of the United States and the development of the free enterprise system. SS.10.G.8 analyze the ways in which physical and cultural geography have influenced significant historic events and movements.

-SS.10.H.CL3.1: explain the impact and challenges of westward movement, (e.g., peoples motivations for moving west, railroad construction and the displacement of Native Americans). -SS.10.H.CL2.6 compare and contrast the position of the political parties and leaders on a variety of issues (e.g., economic development, territorial expansion, political participation, individual rights, states rights, slavery and social reforms).

NATIONAL STANDARDS 1.1. CULTURE: Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. 1.2. TIME, CONTINUITY, AND CHANGE: Knowing how to read, reconstruct and interpret the past allows us to answer questions. 1.3. PEOPLE, PLACES, AND ENVIRONMENTS: During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. 1.4 INDIVIUAL DEVELOPMENT AND IDENTTIY: Personal identity is shaped by an individuals culture, by groups, by institutional influences, and by lived experiences shared with people inside and outside the individuals own culture throughout her or his development. 1.5. INDIVIDUALS, GROUPS, AND INSTITUTIONS: Institutions are the formal and informal political, economic, and social organizations that help us carry out, organize, and manage our daily affairs. 1.7 PRODUCTION, DISTRIBUTION, AND CONSUMPTION: People have wants that often exceed the limited resources available to them. 110 CIVIC IDEALS AND PRACTICES: Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices.

NCTE Standards -Standard 2.6 Candidates engage their students in activities that demonstrate the role of arts and humanities in learning. -Standard 4.3 Candidates integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students.

MANAGEMENT FRAMEWORK Overall Time - 50 minute lesson Time Frame 05 min. Introduction to the Trail of Tears 10 min. students read in textbook (pages 252-254) 05 min. students answer teacher- led questions 25 min. Moment in Time worksheet 05 min. Student Discussion

STRATEGIES - Independent practice- Students will read out load the text on Pages 252 and 254. - Lesson opening- Students will be led by teacher in discussion over the text material. - Students will have to complete Moment of Time worksheet. - Students will discuss and review what they drew.

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS Students will be expected to cooperate through guided instruction by teacher. Needs-Based Planning
Learning Differences: Give extra time for completion of answers. Attention Differences: Have students sit upfront or stand in the back to address this situation. Motivational Differences Ability Differences Cultural Differences Communication Differences: guided instruction by teacher. Multiple intelligence addressed (check all that apply): __X__ Verbal/linguistic __X__ Spatial ____Logical/mathematical ____Bodily-kinesthetic ____Musical ____ Naturalist ___X_ Interpersonal _____ Intrapersonal ____ Existential ____ Others (explain): Sensory Differences Behavioral Differences: Have students sit close to teachers desk. Physical Differences Ability Differences Enrichment

PROCEDURES Introduction/ Teacher will open with class discussion on Native Americans. Body & Transitions - Students will read out load. - Discuss with students pages 252 and 254. - Students will complete worksheet titled, Moment in Time by drawing a scene of what they think happened during the trail of Tears. Closure - Students will create and present their thoughts and feelings about what they drew on their worksheet.

ASSESSMENT Diagnostic: Students prior knowledge will be assessed when teacher asks what they know about early Native Americans and their removal from the Southeast to the Indian Territory.

Formative: Teacher will observe student work through reading out loud and class participation during the worksheet activity/drawing. Summative: Students will create and draw a diagram on the facts from content literature describing the event of The Trail of Tears on a worksheet (titled, Moment in Time). Students will participate in group discussion as they explain what they drew. MATERIALS -color pencils and crayons -worksheet -pencils/pens -textbook EXTENTED ACTIVITIES If Student Finishes Early, he or she is expected to read quietly the next section in the classroom textbook.. If Lesson Finishes Early, teacher can led further guided discussion on personal opinions about the early Presidencies. If Technology Fails/Not Accessible, teacher will orally present the material to the class and students will participate in group discussion. Class will read the following chapter. POST-TEACHING Reflections A criticism I recalled from my first lesson plan from Mr. Hamer was that I did not do very well in organizing my thoughts; he remarked the students seemed to be lost because I did not give them very clear instructions. I wanted to make sure I did not make the same mistake this time. I made sure I clearly explained the lesson plan in a simple to follow format. The students seemed to really like the Moment in Time activity. There were no questions from the students and Mr. Hamer gave me a thumbs-up for doing a much better job explaining the lesson plan. I heard two students state they were not going to participate at first; I heard, Do we have to. But as soon as the lesson started, all students made an effort to color a picture. I taught two different classrooms; there were 18 students in the morning and twenty-two in the evening class. Majority of the students did a wonderful job in fully completing the assignment. A couple students asked why the U.S. Government did not allow the Native Americans to live along with them. The pictures were well-drawn and well thought-out. I counted three students who only wrote one or two sentences; another two students wrote very well but only drew stickmen. Most students received a score of 10 out of 10 (5 points for the picture and 5 points for the paragraph). The students mentioned, who did not fully complete the assignment and did not follow the instructions, received a score of 5 out of 10. These results tell me the majority of both classrooms comprehended the lesson plan and its description of what the Native Americans had experienced. The students were able to problem-solve and understand the basic concepts about the Trail of Tears. I have always felt good visuals or stories that have good literacy content can keep most students engaged to learn and have good comprehension of what actually had occurred. This activity showed the students the two different sides to a major historical event; it also showed the both sides of a conflict. Too most, the Trail of Tears was wrong on how the U.S. handled the removal of Native Americans. Others look at this situation as what we had to do to ensure the U.S. Government had to remain powerful and rich. I learned that teachers and instructors have to give out clear instructions to their classrooms. Students look for a lot of instruction and guidance from the teacher. The students who complained the most drew the best pictures; I was surprised. Students look up to most of their teachers for support and praise; we all need praise. I witness a lot of the students sharing and comparing his and her pictures. I believe Id use this lesson plan in my future classroom; I like a break from the reading and writing assignments out of a textbook.

Data Based Decision Making (If Needed)