LESSON PLAN Theme: __Choctaw People______

Materials/Aids/Location Required:
Beanbags (12), ziplock bags (12), Choctaw clues/answers for each beanbag,
Pylons (approximately 12), skipping ropes (4), whistle, Choctaw worksheets,
Choctaw answer sheet, A large outdoor area (field 5 at the U of R) or a
gymnasium if weather is unbearable.
*Set up at the field will be done prior to class

RAS Native Studies - Physical Education, History

Topic The history of the North American Choctaw People

Content Providing students with an introduction to the Choctaw people and the
historical “Trail of Tears” through the vehicle of physical education in
the form of the “stealing sticks” activity.

Objectives:
Native Studies
1 -To discuss the experiences of historical aboriginal peoples
Physical Education
-Teamwork and strategizing, health related fitness exercises, BMP’s-
evading
After being split up into two teams and participating in the “stealing sticks”
2 activity, SWBAT to correctly complete their teams Choctaw Worksheet
giving them knowledge on the history of the Choctaw people. .

Pre Requisite Learning: None

Presentation:
Set:
• (Introduction) Begin the class by letting the students know that they will be
learning about the Choctaw people today. The Choctaw people are a
North American Tribe (See Choctaw Worksheet for more information).
Explain to the class that today they will be playing a very exciting game
outdoors. The game is called “stealing sticks”, but we have adapted it for
our lesson and are going to be using beanbags instead of sticks. Explain
the rules of the game as well as how to play it to the students. See
Development for explanation of the game.
5 min.

Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert
Development:
• The class will be divided up into two teams which have already been
predetermined. See Activity Diagram for how the field will be set up.
Show this to the students. Each team will be given a Choctaw worksheet
which is to be completed in order to finish the game. Six beanbags with
answers/clues for the Choctaw worksheet will be placed in each of the end
line circles. Each circle will be approximately four feet in diameter. The
circles on either end of the midline are mush pots, one for each team.
Mush pots will be large enough for an entire team’s players to sit inside.
On the signal to begin, teams try to steal beanbags from each other
without getting tagged. Each team starts on their half of the field. The
players place captured beanbags in their team’s end circle and use the
information to fill out questions on their Choctaw Worksheet. They may
be tagged only on the opponent’s half of the field. Tagged runners must go
to their team’s mush pot and perform the physical activity that is stated on
the card given to them by one of the teachers at the mush pot (see
Physical Activities Sheet). Once they have completed their physical
activity they will return the card to the teacher and re-enter the game. The
objective is for teams to get all of the beanbags with the answers to their
Choctaw worksheet. Beanbags that have been captured by one team
cannot be stolen back by the other team (this can be adapted). Once a
team has all of the answers and has completed their worksheet they will
submit it to the teachers. The first team to correctly complete their
worksheet will be consider the winners although the other team will then
be allowed to finish their worksheet or will be given the answers during the
class discussion at the end of the lesson.

15 to 20 min.

Closure:
• Upon completing the game, students will be asked to gather in the middle
of the field. The class will then discuss the answers to each question on
the two Choctaw Worksheets (each team completed a slightly different
worksheet). Discuss how back in those days physical activity was an
everyday thing since they did not have all of our modern day
conveniences. Lastly, ask students what they thought about the activity
and then if they have any questions about today’s lesson.
5 min.

Evaluation:
Obj. #1
Obj. #2 It will be evident from the answers on the Choctaw worksheets
whether or not teams were able to correctly complete them.

Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert
Target for Professional Growth:
Some ideas are: Voice – making sure we speak loud and clear, Using student
names – make sure to use the students’ names as much as possible when
addressing them, don’t address the whole class as “guys” etc.

Other Comments:

Common Essential Learnings:

Critical and Creative Thinking (CCT) – Teams need to devise a plan to get the
beanbags from the other side as well as guarding their own beanbags at the
same time.
Personal and Social Values and Skills (PSVS) – Teams will have to work together
in order to get the answers to the worksheet questions and then come up with the
answer to the final question on the worksheet.

Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert
 ACITIVITY DIAGRAM

Team A Mush Pot

Team A Team B

Team B Mush Pot

Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert
 Choctaw Worksheet

1. The Choctaw people are a Native American tribe who were forced from
their homes in Mississippi and parts of Alabama to Oklahoma by the treaty
of __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
1
__ __ __ __ __ in 1830.

2. The Choctaw people were removed from their land in three different
groups. The United States Government acted generously to the first group,
to try and __ __ __ __ __ __ __ __ __ the other groups to leave.
3

3. The first group of Choctaw people who were forced to leave experienced
unexpected __ __ __ __ __ __ __ __ __ __ __ __ __ __ __.
2 7

4. Although many Choctaw people were forced to leave their homes in

Mississippi, many stayed back and hid in __ __ __ __ __ __ &
__ __ __ __ __ __ __. 10
9 4

5. Today, the Choctaw people who survived were the ones who survived the
move from Mississippi to __ __ __ __ __ __ __ __, or the ones who
survived in hiding. 8 5

6. Before the Choctaw people were removed from their land, they were
forced to sign __ __ __ __ treaties. Most of the treaties forced the
6
Choctaw people to give up large amounts of land in exchange for protection
from the United States government.

The journey in which the Choctaw people were forced to walk was called
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __.
1 2 3 1 4 5 6 7 8 9 1 3 5 4 10

Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert
 Choctaw Worksheet

1. The Choctaw people are a Native American tribe who were forced from
their homes in Mississippi and parts of Alabama to Oklahoma by the treaty
of __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
1
in 1830.

2. The Choctaw people were removed from their land in three different
groups. The United States Government acted generously to the first group,
to try and __ __ __ __ __ __ __ __ __ the other groups to leave.
3

3. The first group of Choctaw people who were forced to leave experienced
unexpected __ __ __ __ __ __ __ __ __ __ __ __ __ __ __.
2 7

4. The second group of Choctaw people who were forced to leave had a much
better start than the first group, but they were struck by
__ __ __ __ __ __ __ along the journey.
8
5. On October __ __ __ __ __, 1833, the last group of 813 Choctaw people
9 6
were forced to leave their homeland.

6. The land in Oklahoma was not as good as Choctaw people’s homeland was.
The land in Oklahoma was not as fertile, there was __ __ __ __
__ __ __ __ __ & __ __ __ __ __ __, 10
5 4
and game was not as plentiful.

Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert
Answer Key for Worksheet 1
1. The Dancing Rabbit Creek
2. Encourage
3. Horrible Weather
4. Swamps and Forests
5. Oklahoma
6. Nine

Answer Key for Worksheet 2

1. The Dancing Rabbit Creek
2. Encourage
3. Horrible Weather
4. Cholera
5. First
6. Less water & timber

Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert
 PHYSICAL ACTIVITIES SHEET

1. Perform 10 Push-ups (normal or adapted)

Description: Start with your hands on the ground about shoulder width apart and
legs extended out behind you with your toes on the ground as well. Arms should be
fully extended and then bend arms to lower body towards the ground and then
extend arms to return to starting position. Repeat this for the desired amount of
repetitions. Adapted push-ups are done by having the knees on the ground instead of
just the toes.

2. Perform 10 Jumping jacks

Description: Start with your legs side by side and your arms by your side.
In one motion jump and spread your legs out to the side while your arms raise out
and up over your head. Land in this position and then return to the starting position
and repeat.

3. Perform 10 body weight squats

Description: Start in a standing position with your feet shoulder width apart and
arms crossed out in front of you. Keep your back straight and bend at your knees
until your hips are near parallel to the ground. Only go as low as you can comfortably
and then return to starting position and repeat.

4. Perform 10 one-legged hops (5 each leg)

Description: Start in a standing position balancing on one of your legs. Perform five
small hops on that leg before switching to the other leg.

5. Perform 10 lunges (5 each leg)

Description: Start by placing your right foot forward while your left foot is behind
your body about one stride-length apart. Flexing the back foot slowly sink down
bending your front leg. Try to keep your weight on the heel of your front foot.
Return to starting position and finish the desired amount of repetitions for that leg
before alternating to the other leg.

6. Perform 10 Lateral raises and 10 front raises

Description: Lateral raise - Start in a standing position with arms straight and by
your side. Keeping arms straight raise them laterally until they are at shoulder
height. Return arms to starting position and complete the desired amount of
repetitions. Front raise – Start in a standing position with arms straight and by your
side. Raise arms straight up in front of you until they are at shoulder height. Return
arms to starting position and repeat for the desired amount of repetitions.

Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert