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This Is A Simplified Version of The Official - If You Prefer To Use The Full EDSC Lesson Plan Template For This Assignment, You Are Welcome To Do So
This Is A Simplified Version of The Official - If You Prefer To Use The Full EDSC Lesson Plan Template For This Assignment, You Are Welcome To Do So
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.
Standards
Literacy Standard(s): CCSS.RH.11-12.5. Analyze in detail how a complex primary
source is structured, including how key sentences, paragraphs, and larger
portions of the text contribute to the whole.
Students will fill out a history change frame graphic organizer on one indigenous
tribe to better understand the complexity of cause and effect on the expansion of
the US and territorial losses of that indigenous tribe. This graphic organizer is
meant to prepare students to present with a partner on one indigenous tribe and
their friction with the US government.
Literacy objectives: Students will fill out the history change frame graphic
organizer on one indigenous tribe. They will be able to analyze in detail the
structure of a complex primary source (e.g. A treaty or executive order) to draw
out relevant information necessary to complete the graphic organizer. The
graphic organizer is meant to prepare students to gather the information
necessary for a presentation they will be making on their chosen indigenous
tribe.
Academic vocabulary:
Tier II (General) primary source, structure, analyze, cause and effect
Tier III (Domain specific) treaty, executive order, manifest destiny,
reservation, settler-colonialism, allotment policy.
Summative--Using the information that they gathered in the history change frame
graphic organizer, we will ask students to create a short presentation with a partner
summarizing the cause of their chosen indigenous tribe losing their lands.
Literacy assessment--formative: We will filter through class during group work and
solicit answers from students during full class discussions in order to determine how
effectively students have been able to fill out the graphic organizer and how well they
are able to draw out relevant information from a source.
Summative: We will ask students to prepare a short presentation on their chosen
indigenous tribe to determine if students are able to summarize pertinent information
from a primary source.
10- Have Invasion of America map projected for Students will use their tablets or laptops
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class to see. and follow along as you model how to
use the interactive map.
Tell students to navigate to the map and follow
along with your modeling.
48- Tell students: Hold on to these graphic Students will come to class tomorrow
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organizers. We will be using the information with ideas for presentation.
on them, what we have been reading in
Dunbar-Ortiz and an online archive I’ll be
previewing tomorrow to create a short
presentation on an indigenous nation’s
history and present. Come tomorrow with
an idea of how you might want to present on
a particular nation—it could be a speech,
podcast, song, any medium you wish.
Dismiss class.
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: Provide a list with definitions of key vocabulary that could be used in
answers the questioning the author worksheet. Have fully filled out graphic
organizers to help them think of potential answers.
Striving readers: Have partially filled out graphic organizers to help them think of
potential answers.
Students with special needs: Have fully filled out graphic organizers to help them
think of potential answers.
Advanced students: If students are in need of a challenge, ask them to compare
their chosen tribe to another tribe’s experiences.