READ 440 Notebook Template

Standard

USII.4 The student will apply social science skills to understand how life changed after the Civil
War by
a) examining the reasons for westward expansion, including its impact on American
Indians;
Nonfiction Source

“American Expansion” Indians of the Midwest. Retrieved April 2, 2018 from

http://publications.newberry.org/indiansofthemidwest/people-places-time/eras/american-
expansion/.

I chose this standard because it is important for students to understand how the United States

expansion was often racist and hostile. The Native Americans were pushed to reserves and off

land they had been on for generations and taken from their families to be assimilated. Students

can empathize more with the Native Americans because of this text which has pictures, stories,

and sound clips from Native Americans that experienced this. I will have the students write about

the transition that the Native Americans experienced. Prior to this in the year we would have

discussed the Native Americans when they settlers came. The source shows how their lives

changed when the US expanded. Some challenges might be that students will have

predetermined notions of Native Americans whether it be good notions because they are

descendants or bad notions. To ensure that the students have an underlying understanding of this

lesson, I will use both oral and writing formative assessments in addition to summative

assessments at the end of the unit.

To teach Native Americans I chose three possible writing pedagogical styles: historical

interview, cause and effect graphic organizer, and exit slip. The historical interview allows

students to put themselves into the shoes of Native Americans as they experienced westward

movement. This hopefully will create empathy and different perspective on history that is often

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forgotten about in United States history. While they do not create empathy, cause and effect

graphic organizers convey a direct relationship of the American’s westward movement and the

results of those actions in respect to Native Americans. It clearly lays out why Native Americans

experienced changes in lifestyles. Exit slips are the quickest of the writing pedagogies that I

chose. They allow students, and teachers, to evaluate what they know in a low point or no point

assignment. As a routine, it gives the students the opportunity to summarize what they learned

throughout the lesson in their own words. Teachers should take this information to touch on

points that were muddy for the students in the next class.

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Historical Interviews

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Name ___________________
Historical Interview
Imagine you are a Native American that lived through the different events that we discussed in
class and you are being interviewed on your experiences with European colonist and Americans.
Using your notes from class and a little imagination, answer the interview questions. Write at
least THREE complete sentences for each answer. Take this seriously; you are acting as if you
experienced these events and it was not a joke to the Native Americans.
1. What were your first thoughts when you met the European colonists?

2. How did your relationship with the European colonists change?

3. What happened to your tribe’s population over the years? Why?

4. What was the impact of the Americans westward movement on you personally?

5. What was it like at the Carlisle School? How did they make you change?

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Name ___________________
Historical Interview

Imagine you are a Native American that lived through the different events that we discussed in
class and you are being interviewed on your experiences with European colonist and Americans.
Using your notes from class and a little imagination, answer the interview questions. Write at
least THREE complete sentences for each answer. Take this seriously; you are acting as if you
experienced these events and it was not a joke to the Native Americans.

1. What were your first thoughts when you met the European colonists?
My first thoughts when I met the Europeans were both cautious and intrigued because
they had guns and other supplies that could be useful to me. I recognized that they could
be good trading partners. I also experienced some fear and anger because they were new
to our land and did not look like they would be leaving.

2. How did your relationship with the European colonists change?

After they came to my land, they started trying to take over pushing us away from land
we had been roaming on for centuries because they said that they found valuable
resources. They started creating laws that benefited them and not us when it came to our
lands. They became more hostile toward my tribe which led to my tribe retaliating and
battles becoming more frequent. There was still some trade between us.

3. What happened to your tribe’s population over the years? Why?

My tribe’s population has decreased greatly since the European colonists came to our
lands. Many of us have gotten sick after we interact with them especially after they gave
us those blankets. They forced us into reservations where the ground is not as good for
farming. They even killed the bison almost to extinction which was a major source of
meat for our tribe. The wars also decreased our population significantly because they
killed men, women, and children with their guns.

4. What was it like at the Carlisle School? How did they make you change?

The Carlisle School was not a real school at all. Every time I tried to speak in my native
language they would punish me so that I would only speak English. They cut my hair in
front of everyone which was very embarrassing. After giving me “American” clothes,
they made me wear them for the rest of the time and started calling me by an “American”
name.

5. What was the impact of the Americans westward movement on you personally?
I lost part of my identity with the Americans westward movement and it has left me very
emotional. I had to leave the land that I grew up on and learned to hunt on. They took my
language away from me so that I could no longer talk to my grandparents. I had to watch
my mother cry when they took me away to the Carlisle school.

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 Historical Interview Rubric

3 1.5 0
Answering the The student answers The student answers The student did not
questions all of the questions some of the answer any of the
correctly. questions correctly. questions correctly.
Using evidence The student backs up The student backs The student does not
their answers with up some of their back up their
evidence from the answers with answers with
lecture. evidence from the evidence from the
lecture. lectures.
Following directions The student wrote in The student either The student did not
first person for at wrote in first person write in at least three
least three full or at least three full full sentences or in
sentences. sentences. first person.
1 0
The student writes serious answers. The student does not write serious answers.

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Cause and Effect Graphic Organizer

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Name ____________
Westward Expansion Cause and Effect

Fill in the cause and effect table. Your “causes” should be the actions of Americans as they move
westward and the “effects” should related to the Native Americans. You should write in full
sentences.

Cause Effect

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Name ____________
Westward Expansion Cause and Effect
Fill in the cause and effect table. Your causes should be the actions of Americans as they move
westward and the effects should related to the Native Americans. You should write in full
sentences.
Cause
European colonists and Americans
introduced diseases to the Native American
tribes.
The Americans killed bison in record
numbers.
The US government tried to force the
Native Americans onto reservations which
often were not near the tribe’s original
location.
The US government, under President
Jackson, passed the Indian Removal Act of
1830.
The Us government and other Americans
created and ran boarding schools where
Native Americans were forced to go to
including the Carlisle School.
The US government enacted the Dawes Act
which split up Native American land to
give each Native American.
Ulysses S. Grant opened up the far west of
the United States to white settlers some of
which were hostile to Native Americans.
Effect
Native Americans died in millions from
diseases like the measles and smallpox that
they had not immunity.
The Native Americans lost a source of food
and an important part of their culture as the
bison became almost extinct.
The Americans and the Native Americans
began to have frequent battles and wars
with each other resulting in many lost lives.
The act resulted in the Trail of Tears where
4,000 native Americans died from the
forced walk from Georgia to Oklahoma.
Native Americans lost their abilities to
speak their own languages, were abused,
and in some cases died.
The Dawes Act hurt the tribe culturally and
hurt individual families greatly because
often crops might not grow and there was
not enough land for each person.
A white settler attacked and killed a Nez
Perce Native American which led to the
Nez Perce War.
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 Westward Expansion Cause and Effect Rubric

2 1 0
The first cause and effect are The first cause and effect are The first cause and effect are
paired correctly and are both both factual but not paired not factual or paired
factual in reference to Native correctly. correctly.
Americans.
The second cause and effect The second cause and effect The second cause and effect
are paired correctly and are are both factual but not paired are not factual or paired
both factual in reference to correctly in reference to correctly in reference to
Native Americans. Native Americans. Native Americans.
The third cause and effect are The third cause and effect are The third cause and effect are
paired correctly and are both both factual but not paired not factual or paired correctly
factual in reference to Native correctly in reference to in reference to Native
Americans. Native Americans. Americans.
The fourth cause and effect The fourth cause and effect The fourth cause and effect
are paired correctly and are are both factual but not paired are not factual or paired
both factual in reference to correctly in reference to correctly in reference to
Native Americans. Native Americans. Native Americans.
The fifth cause and effect are The fifth cause and effect are The fifth cause and effect are
paired correctly and are both both factual but not paired not factual or paired correctly
factual in reference to Native correctly in reference to in reference to Native
Americans. Native Americans. Americans.
The sixth cause and effect are The sixth cause and effect are The sixth cause and effect are
paired correctly and are both both factual but not paired not factual or paired correctly
factual in reference to Native correctly in reference to in reference to Native
Americans. Native Americans. Americans.
The seventh cause and effect The seventh cause and effect The seventh cause and effect
are paired correctly and are are both factual but not paired are not factual or paired
both factual in reference to correctly in reference to correctly in reference to
Native Americans. Native Americans. Native Americans.
1 0
The student used full sentences. The student did not use full sentences.

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Exit Slip

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Name ______________

Exit Slip

1. What does assimilation mean?

2. List three things that occurred at the boarding schools

3. Who was the leader of the Native Americans at Battle of Little Bighorn (also has a
monument of him made into the mountain)?”

4. In three full sentences, explain the impact of westward movement on Native Americans.

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Name ______________

Exit Slip

1. What does assimilation mean?

The process of a minority group becoming more similar culturally to the majority group

2. List three things that occurred at the boarding schools.

Shaved their heads, made them wear “American” clothes, punished them every time they
spoke their native language

3. In three full sentences, explain the impact of westward movement on Native Americans.

Native Americans lost part of their identity with the Americans westward movement as
Americans attempted to assimilate the Native Americans. The US government forced the
Native Americans onto reservations and into boarding schools which caused a further
drop in the population of Native Americans. Native Americans continuously had to fight
battles to protect their land and their people.

4. I am confused about…

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 Exit Ticket Rubric

1 0
Question one is correct. Question one is not correct.
Question two is correct. Question two is not correct.
Question three is correct. Question three is not correct.
Question four is shows effort. Question four does not show effort.

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“American Expansion” Indians of the Midwest. Retrieved April 2, 2018 from
http://publications.newberry.org/indiansofthemidwest/people-places-time/eras/american-
expansion/.

This non-fiction source includes testimonies, images, and maps which would be helpful
for anyone trying to learn more about Native Americans in the Midwest. It also conveys
background information on the changing relationship between Native Americans and
Americans. Furthermore, it reveals the effects of American Expansion on the Native
Americans.

Auanger, L. (2017, July 27). “Interviewing Famous Leaders in History.” Education World.
Retrieved April 2, 2018, from http://www.educationworld.com/a_tsl/archives/05-
1/lesson005.shtml

Auanger gives an overview of what a historical interview could be used for as well as
what objectives that it could meet. In her lesson, she has the students make their own
questions to use and has them research their interviewee. She also introduces possible
class discussion questions to follow up the written portion of the assignment.

“Cause and Effect Graphic Organizers: What Is Cause And Effect And How Do You Use It?”
Study-Skills-For-All-Ages.com. Retrieved April 2, 2018, from http://www.study-skills-
for-all-ages.com/cause-and-effect-organizers.html.

This webpage begins with an explanation on the relationship between cause and effect. It
then offers examples on different cause and effect graphic organizers that can be used for
all subjects. Lastly, it describes the different ways and reasons to use cause and effect in
teaching.

Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2015). 50 Instructional Routines to Develop
Content Literacy (3rd ed). Boston, MA: Pearson.

50 Instructional Routines to Develop Content Literacy presents multiple prompts to use

for an exit slip to give the teacher an understanding of what the student needs from the
next class. It also has a sample response that the student might give. They emphasize that
exit slips should become a routine in all subjects.

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“Historical Interview Assignment.” History 20. Retrieved April 2, 2018, from
http://olc.spsd.sk.ca/de/history20/assign/ass2.html.

While the assignment that they provide is a longer assignment and involves researching
the subject, it does reveal the different ways that an interview assignment can be created.
A key part of their assignment is that they have to answer the questions as the individual
that the students are “interviewing”. It gives examples on possible questions to use as
well as an example on how to write the directions for an interview assignment.

“"Let It Slip!" -- Daily Exit Slips Help Teachers Know What Students Really Learned.”
Education World. Retrieved April 2, 2018, from
http://www.educationworld.com/a_curr/profdev/profdev091.shtml

Providing information on the importance of Exit Slips, this source allows teachers to
understand why they need to incorporate them into the classroom. With exit slips,
teachers can identify what they need to reteach while helping students to practice writing.
“Let It Slip” also gives examples of questions to ask on the exit slip to elicit thinking. It
emphasizes routine when using the exit slips in a classroom so students feel less pressure
and can accurately show what they know about the subject..

Padua, J. “Text Structure: Cause and Effect” Pacific Resources for Education and Learning.
Retrieved from http://prel.org/wp-content/uploads/2014/06/CE_EIS.pdf.

Padua’s piece thoroughly explains the importance of learning cause and effect in a
classroom. Additionally, she provides multiple strategies to reveal the different ways a
teacher can teach cause and effect efficiently to the students. She includes filled graphic
organizers as example to accompany the strategies. Lastly, she connects cause and effect
graphic organizers to writing in the classroom.

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