EDSC 330 Strategy Presentation Lesson Template

This is a simplified version of the official EDSC Lesson Plan Template. If you
prefer to use the full EDSC Lesson Plan Template for this assignment, you are
welcome to do so.

Names: Hal Golson, Ronald

Sanchez Subject Area(s): US
History/Native American History
Lesson Topic: Bias and Historical
Interpretation Grade Level(s): 11th Grade, AP

Standards
Literacy Standard(s): CCSS.RH.11-12.1. Cite specific textual evidence to support
analysis of primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole.

Content Area Standard(s): HSSCC 9-12. Historical Research, Evidence, and Point
of View. 2. Students identify bias and prejudice in historical interpretations.

English Language Development (ELD) Standard(s): (pg.146) ELDCC 6b. 1. Explain

inferences and conclusions drawn from close reading of grade-appropriate
texts and viewing of multimedia using a variety of verbs and adverbials (e.g.,
indicates that, suggests, as a result)

Lesson Objectives & Supports

Content objectives: Students will be able to read and interrogate a historian for
biases and prejudices in historical interpretation.

Students will come know why the author of their main textbook for this unit chose
to write this book.

Literacy objectives: Students will be able to read the Author’s Note of Dunbar-
Ortiz and answer questions interrogating the author of that note.
Students will be able to use answers from the questions they are asking of the
author to create a short summary of the author’s reasons for writing the book as
well as her potential biases and prejudices.

Academic vocabulary:
Tier II (General) bias, prejudice, interpretation, perspective, expertise
Tier III (Domain specific) indigenous, “settler colonialism”, genocide,
dispossession

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
· Name and provide a brief (1 sentence) description of each literacy and SDAIE
strategy used in the lesson.
Be sure to include a reference (author, date) for each strategy.
Questioning the Author (Buehl, 161)--We use this strategy to help students come to
understand why Dunbar-Ortiz choose to write this book.

Modeled Reading (Tovani, p.33)--We model students how to read the author’s note of
this book.

Scaffolding(Gibbons)--We model to students how to answer the questioning the author

literacy strategy.

Assessment: How will you know if students met your objectives?

For EACH content and literacy objective listed above, indicate how you will evaluate if
students met the objective. These assessments might include formal and informal
assessments, individual or group assessments, oral or written assessments, in- and
out-of-class assessments, etc.

Content objective assessment--Formative: We will filter through the class during group
discussion and solicit answers from students during full class discussion to gauge
students ability to determine Dunbar-Ortiz’s biases and prejudices.
Summative: We will collect a summary as an entry slip during the next class to fully
gauge students to effectively write about Dunbar-Ortiz’s biases and prejudices.

Literacy objective assessment--Formative: We will filter though the class during group
discussion and solicit answers from students during the full class discussion to gauge
students ability to answer questions interrogating Dunbar-Ortiz with evidence drawn
from the text.
Summative: We will collect a summary as an entry slip during the next class to fully
gauge students ability to write a summary using the answers to the questions that they
answered on Dunbar-Ortiz’s Author’s Note.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does

1-15 Welcome students to class. Tell them that
they will be starting a new unit to provide a
new traditionally unheard perspective to US
history.
Students will enter class and sit down and
prepare to learn about a regularly unheard
perspective to US history.
Students will answer what perspective
Ask students: “What does perspective
mean?”
Make sure students know that perspective
means: “Point of view, stance, viewpoint,
or a position.
means
Students will define perspective.
Some students may provide perspective in a
different language.

Ask students: “Does anyone know how to

say perspective in another language? Or
another word in a different language that
means perspective?”
Ask students: What are some perspectives
or point of view you might want to hear
on US history that you have not heard
before?
Ask students: What perspective do you
think is emphasize in traditional
narratives of history?
Based on what students answer you might
be able to create units around other
perspectives some examples might include
Latinx, LGBT, African-American, etc.
It will be interesting to see how students
react to this question. I am hopeful most
will answer that white men are emphasized
traditionally in history. However, if there is
debate amongst students do not be
concerned.

Students listen.

Tell students: A white male perspective

has traditionally been emphasized in US
History. Since the 1960s/1970s US
historians have been attempting to
expand our perspective on US history by
incorporating the reality of our nation’s
diversity and by bringing in the voices of
all the cultures that represent our nation. Students will answer. Hopefully someone
For this unit, we will be studying an answers native or local.
Indigenous People’s perspective to US
history.
Students will listen.
Ask students: Does anyone know what
indigenous means or a synonym for
indigenous?
 Hopefully 3 students offer answers to the
Make sure students know that indigenous question
means native to a place.
Tell students: Indigenous Peoples is a
more accurate term for the people that
have historically been known as Native
Americans or American Indians. Some,
especially in Canada, also prefer the term
First Nations. Indigenous People belong
to many Nations, sometimes tribe, so it is
also appropriate to also refer to people by
the Nation they belong to.
Ask students: Why do you think it is
important to include an Indigenous
perspective in US History?
Tell students: We will revisit this question
near the end of class.

Lesson Body

Time Teacher Does Student Does

15- Tell students: For this unit, our main Students listen.
40
readings will be coming from An
Indigenous People’s Perspective to US
History Roxanne Dunbar-Ortiz. Today we
will be previewing our new book by
getting to know the author a little better
through her author’s note.

Make sure students have copies of book. If

not you can provide them with photocopied
versions of the author’s note(see attached).
One student will read the second and third
Model reading by reading aloud the first sentences in the first paragraph.
sentence of the Author’s Note: “As a student
of history, having complete a master’s
degree and PhD in the discipline….” Then
ask a student to read aloud the next two
sentences.
Before the first paragraph is finished being
read aloud, make sure students have copies
of the “Questioning the Author” worksheet.
Project the “Questioning the Author”
worksheet for all to see using the document Students should answer that she established
camera or if you are more comfortable it through her education.
typing as a word doc using the projector
connected to the computer.
Ask students: Based on what we have just
read can anyone answer the first
question, How does Dunbar-Ortiz
establish her expertise?
Write answer under question one to show
students Students will read the rest of the author’s
note and work with a partner to answer the
Tell students: Read the author’s note and remaining questions on the worksheet.
with a partner answer the remaining
questions on the “Questioning the
author” You can read the note silently
alone then confer on answers, read it
together, however you wish to approach
it.

While students are working on the

worksheet in pairs move between groups to
determine how well students are grasping
the task at hand. Provide differentiation
(suggested below) for students that need an
extra challenge or need some support with
this project. Based on students works ask
some pairs to be ready to answer later.
After students have finished the worksheet
reconvene the class. Ask for answers to the
remaining questions on the worksheet with
particular emphasis on making sure students
understand what about her background has
lead her to write this book and what makes
her perspective unique. Make sure to press
students to explicitly say where in the note
they have gotten their answer.
Students will provide answers to the
questions they answered in pairs on the
worksheet based on direct evidence from
the book. For question 2, make sure
students answer from outside the academy.
For question 3, students should reference
her background as a member of the
Cherokee nation and an activist with AIM,
long relationship with indigenous academic
organizations. For question 4, students
might raise questions about potential biases.
For question 5, students should answer
about periodization and western history.
For question 6, students should reflect on
the use of the term settler-colonialism. For
question 7, students should talk about
starting a dialogue on this topic.
Lesson Closure

Time Teacher Does Student Does

40- Ask students again: Why do you think it is Students will provide answers hopefully
50
important to include an Indigenous changed by what they have been reading.
perspective in US History?

Play Why it is important to incorporate

Native American perspectives in U.S.
History short video

Assign Entry slip homework.

Tell students: To enter class tomorrow you
must bring a quick write providing a
short summary of what we have read.
Stumped on what to write? Just write one
or two sentences on what you learned or
found most interesting in the Author’s
Note.

Dismiss class.

Instructional Materials, Equipment & Multimedia

List any readings, websites, materials, handouts, technology, etc. necessary for your
lesson. Use APA format for any citations, and attach copies of any handouts or
other print materials used during the lesson.
Questioning the author worksheet Copies of Dunbar-Ortiz, R. (2014). An indigenous
peoples’ history of the united states. Boston: Beacon Press.
Projector, document camera
Darmouth College History Department, (2011), Why it is important to incorporate Native
American perspectives in U.S. History short video, https://www.choices.edu/video/why-
is-it-important-to-incorporate-native-american-perspectives-in-u-s-history/

Differentiation:
Indicate how you could adapt this lesson for each of the following groups of
students. Adaptations might include additional literacy supports or scaffolds, texts
written at multiple levels, etc.

English learners: Have versions of the author’s note with marginalia instructing
students where in the text they can find answers to specific questions of the
questioning the author worksheet. This has been shown to help emergent
bilinguals navigate a complex text.
Striving readers: Have versions of the author’s note with marginalia instructing
students where in the text they can find answers to specific questions of the
questioning the author worksheet.
Students with special needs: Versions of the text with bigger font, provide braille
copies of the text, Have versions of the author’s note with marginalia instructing
students where in the text they can find answers to specific questions of the
questioning the author worksheet.
Advanced students: During group discussion see if students need an extra
challenge. Ask them to think about whether or not they trust Dunbar-Ortiz’s
interpretation?
 Questioning the Author Worksheet
For the Author’s Note in Dunbar-Ortiz, An Indigenous People’s History of the United States

1. How does the author establish her expertise in the field?

2. According to Dunbar- Ortiz where did she gain the ability to teacher an indigenous
perspective?

3. What about her background led to her interest on the topic?

4. What about her background might influence her perspective on this topic?

5. What does the author expect you to know about the topic?

6. Why does the author use the terminology that she does?

7. What is the author’s intention on writing this book?