Lesson Plan: Grace Barker, Sara Youssef, Michael Whittemore, & Nicole Hancock Name: Relation Stations: Native

Americans and the Expansion West in the 19th century and Its Relevancy Today Class/Subject: 11th Grade US History Class Date: 9/27/2012 Student Objectives/Student Outcomes:

Students will acquire a general knowledge about Native American folklore, and the ways in which the West has overdramatized their image and position in American history.

Students will be able to distinguish between the Native American folklore the US has created, and the real culture Native Americans live and lived.

Students will make conclusions about the progress or decline of Native American and US relations

Students will interpret historical primary sources from the Native and US perspective in order to understand the current relations, while seeking historical agency and empathy.

Content Standards:

16.A.4a Analyze and report historical events to determine cause-and-effect relationships. 16.C.5b (US) Analyze the relationship between an issue in United States economic history and the related aspects of political, social and environmental history. 18.C.5 Analyze how social scientists interpretations of societies, cultures and institutions change over time. 16.A.3b: Make inferences about historical events and eras using historical maps and other historical sources. 16.A.3c: Identify the differences between historical fact and interpretation.

16.D.3a: Describe characteristics of different communities in various sections of America during the colonial/ frontier periods of the 19th century

Materials/Resources/Technology:

Laptop Projection Screen Tape Paper Dry Erase Board/Marker Youtube Clips: http://www.youtube.com/watch?v=Yr7KzwRV2qM http://www.youtube.com/watch?v=b-zMIgxbmnA 2-3 Copies of Indial Removal Act of 1830 from the Library of Congress http://memory.loc.gov/ll/llsl/004/0400/04590411.tif 2-3 copies of the Story of Logans Lament http://www.usgennet.org/usa/ga/topic/indian/logans.htm Native American and White Perspective Quotes Illustration of Buffalo

Teachers Goals:

To initiate group discussion and critical thinking among students about historical relationships, Native Americans and the US, to find relevance in the past and today. For students to gain some analytical skills to make inferences about primary sources, visual displays, and video clips to make their own opinion about historical interpretations and social contexts. To engage students in critical thinking about the despair and circumstances of Native Americans during the 19th century.

Time 5 Min Start of Class: All 4 teachers will begin by convening the whole class. Introduction of Lesson:

The teachers will explain that todays lessons objectives is to better understand the historical context in which the relationships between Native American and the US. Also, through an activity called Relation Stations we are going to investigate the relationship further than the 19th century and find some relevance to today. Lesson Instruction: Begin by briefly introducing the Relation Stations- all students will break off into groups. Each group will visit each station, which has a teacher with a brief lesson and theme to teach. The class will count off by 8s first. Then, 8s and 1s are one group, 2s and 7s are a group, 3s and 6s are a group, and 4s and 5s are one group. There will be a clockwise rotation at each station. The stations are aligned as the following: Station 1: Nicole, Continuity and Change Show students the picture of the buffalo Checks for understanding: To see what their perceptions are of native American culture Give them a minute or two to write down all the ways in which the buffalo was significant to the Native Americans, any facts they know about buffalos and why they think Buffalos are so important to Native American Culture. End with the question: what do you think about when you think about Native American culture? Then after that I will have a few students share what they wrote down and on the board. Then I will have an envelope filled with pieces of paper that are folded in hald have facts on them, or descriptions of something and for each one they get correct I will make note of it on the board. We will discuss each fact and the students will discuss what they think about that fact or what it means to Native American culture. Pose Question: What do you think this as a whole says about Native American Culture, versus what you originally thought about Native American Culture? Station 2: Grace, Significance: The teacher will have a computer set up at this station. On the computer, two YouTube clips of movie trailers from famous western

films will be loaded. The group will have to watch both videos, observing the depicted relations between Americans moving west and the Native Americans who are indigenous to the land. . http://www.youtube.com/watch?v=Yr7KzwRV2qM http://www.youtube.com/watch?v=b-zMIgxbmnA Afterwards, students will answer the following questions: 1. Thinking only of the footage seen in the video, what is the west depicted like? Climate? Population? Capacity for danger? 2. Based solely on the video footage, who is depicted as the good guy? What about the bad guy? 3. Based on the movies and your previous historical knowledge, are these good guy and bad guy depictions true to life? Why or why not? What does this tell us about the history and the sources that teach it to us? Station 3: Michael, Epistemology & Evidence: Teacher will distribute the handout with the quotes from conflicts between white people and Native Americans. The class will then discuss the events based on the varying perspectives. First the teacher will ask one student to summarize each side of the quotes. The teacher will ask the following questions to facilitate the discussion: What is your reaction to the white perspective? To the Native American perspective? Why do you think these viewpoints differ? Which group, if either, do you feel is at a greater disadvantage? Station 4: Sara, Historical Empathy/Agency Each group that comes to station 4 will be divided in half. One half of the group will read the Indian Removal Act of 1830, the other half will read Logans Lament. Each group will have the following questions in front of them: How could the relations between natives and Americans have been modified or improved? Who is responsible for the poor relations between natives and Americans? After about 2 minutes of reading each excerpt, the teacher will ask to have at least one to to two representatives present an answer to the above questions. Assessments/Checks for Understanding:

We will go over all the stations as a large group quickly to assess the answer consensus was at each station. Closure/Wrap-Up/Review: As a group, we will discuss this weeks readings as assigned in the syllabus.