MULTICULTURAL LESSON PLAN

1. STANDARDS
CCSS.ELA-LITERACY.SL.9-10.1 - Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
A. Observable Objective
i. SWBAT explain how Bromden’s past influences his current behavior.
B. Multicultural Goal
i. Develop multiple historical perspectives
ii. SWBAT infer how Chief Bromden perspective affects the story
C. A-V-K Learning styles
i. Auditory – students will be able to listen to each other and engage in
discussion.
ii. Visual – students will be able to see/read the questions off of the Socratic
Seminar Soccer Ball
iii. Kinesthetic – students will be tossing a Socratic Seminar Soccer Ball
D. Gardner’s Intelligence
i. Interpersonal Intelligence – learn to appreciate other perspectives

2. MATERIAL
A. Socratic Seminar Soccer Ball (attachment A)
B. One Flew over the Cuckoo’s Nest (Excerpt pt.3, pgs 197 -203)
C. Andrew Jackson’s Speech to Congress on “Indian Removal”
D. Red Cloud’s Speech after Wounded Knee

3. INSTRUCTION/LEARNING PROCESS
A. Do First – What we know about the Chief (5 Minuets)
i. Ask one or two students to briefly summarize what they know about
Chief Bromden so far.
ii. While students are talking, write out key points
iii. Ask students to get out homework reading and work sheet (attachment
C)
B. Mini-Lesson – Digging Deeper into his perspective (10 Minutes)
i. Explain what a Socratic Seminar is and how it will work
1. See resource A
 C. Guided Practice – (30 Minutes)
i. Students will go over the Homework reading (The excerpt from the novel,
Andrew Jackson’s Speech and Red Cloud’s Speech)
ii. Start off discussion with discussion questions, student used filled out
homework sheet to answer questions (attachment B)
D. Independent Practice (40 Minutes)
i. Students will create a large circle. They will toss the Socratic Soccer ball
and what every question is facing them they will answer using the
evidence they gathered, with little direction. Any open ended questions
will be provided.
ii. Students will be allowed to respond to another’s students
answer/comments as long as they are following the seminar rules
(resource A)
E. Exit Slip (5 Minutes)
i. Do you have a better understanding of Chief Bromden as a character?
ii. Has your perspective of the story changed with this new information
about the narrator? If so, how?

4. RESOURCES
Andrew Jacksons Speech to Congress on Indian Removal. (n.d.). Retrieved from

https://www.nps.gov/museum/tmc/MANZ/handouts/Andrew_Jackson_Annual_Message.

pdf

Red Cloud's Speech after Wounded Knee. (n.d.). Retrieved from

https://www.commonlit.org/texts/red-cloud-s-speech-after-wounded-knee

Socratic Seminar. (n.d.). Retrieved from https://www.facinghistory.org/resource-

library/teaching-strategies/socratic-seminar

5. REFLECTION
A. The concept being worked on in this lesson is character analysis and
historical perspective. They are using skills such as reading comprehension
and using textual evidence to learn more about the book’s narrator.
B. The multicultural skill is to challenge assumptions. In the book excerpt we
learn that many people assumed something about Chief Bromden (he’s deaf)
when he’s actually not. He’s just been used to being ignored his whole life, he
started ignoring other people. Students are given some historical context as
to why Chief Bromden feels that way and can better understand his motives.

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 C. I think the level of engagement is high. Students are up, active and engaging
with one another instead of having a teacher talk at them. They are asked to
come up with ideas and conclusions on their own instead of getting the
answers in a lecture.
D. I think the strength in this plan is the level of activeness in it. I also think that
is its weakness, without careful moderation tossing a ball around the
classroom could get out of hand.

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ATTACHMENTS
A. Socratic Seminar Soccer Ball

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 B. Discussion Question
i. “Life, liberty, and pursuit of happiness” is a well-known phrase in the
Declaration of Independence. The phrase refers to three unalienable
rights which the Declaration says have been given to all human beings by
their Creator. According to the Declaration, governments are created for
the purpose of protecting these three rights. In what ways did the Indian
Removal Act violate Native Americans’ unalienable rights?
ii. In the context of Jackson’s speech, how does prejudice emerge? Cite
evidence from this text.
iii. Discuss Chief Red Cloud’s depiction of reservation life. How could such
conditions be allowed to happen? In the context of this passage, what is
fair? What the effects of prejudice? Cite evidence from the text and novel.
C. Notes Page
i.