History-Social Sciences Education Lesson Plan

Illinois State University

LESSON DETAILS
Name: Ms. McLean Date: 2/27/24

Class: US History - Sophomores Lesson Duration: 49 Minutes

Lesson Title Native American Social Movement

Unit The 70s Social Movement Unit. We just finished up our Busing Inquiry which focuses on
Boston in the 70s, so now we are looking at different social movements that were also
occurring in the 70s. Throughout these social movements we are focusing on what makes a
social movement successful, and while these movements could be viewed as successful why
are they not as successful as the CRM. While we are working on another inquiry based
lesson, students are not analyzing specific sources each day but instead different movements
as case studies.

Lesson Rationale This lesson is our third case study working on the inquiry of what makes a social movement
successful. Each day serves as an introduction to another movement and wraps up with from
this movement what can we pull from to understand what makes a social movement
successful. This lesson provides students knowledge of the Native American Movements as
well as lets the students compare and understand that this movement also overlaps with
another movement that occurred more recently, the Environmental Movement. To wrap up
today, we will then look at this movement and pull from it what from this movement could
was needed to make this successful.

IL State Learning ● SS.IS.5.9-12 Identify evidence that draws information from multiple sources to revise
Standards or strengthen claims.
● SS.IS.6.9-12. Construct and evaluate explanations and arguments using multiple
sources and relevant, verified information.
● SS.H.7.9-12. Identify the role of individuals, groups, and institutions in people’s
struggle for safety, freedom, equality, and justice.

Big Idea/Essential ● What makes a social movement successful?

Question(s)
Compelling Question
(IDM)
Central Historical
Question (SHEG)
LEARNING OBJECTIVES
● Students will by the end of class understand the ● Link to Slides
Native American Movement and the role it played ● Link to Notes Packet for Whole Unit - They are
in the 70s by taking notes, applying their on page 3 today!
knowledge to the Alcatraz Proclamation and ● Link to Alcatraz Proclamation Worksheet
participating in a discussion

● Students will analyze the Alcatraz Proclamation ● Link to Alcatraz Proclamation Worksheet
and be able to understand how that event helped or
hurt the Native American social movement by
contributing to our discussion of the overall
movement
STUDENT INFORMATION
Background of Students
Culturally Responsive
Teaching and Leading
(CRTL) - Students as
Co-Creators
Supporting IEPs, 504, ELL &
other learning needs
Additional Considerations for
Lesson
KNOWLEDGE NEEDED FOR LESSON
Key Terms & Definitions
Connection to the Previous
Lesson/Prior Knowledge
Potential Student
Misunderstandings and
Challenges
● 28 Students - All Sophomores
○ Males: 15
○ Females: 13
Students are from a vast upbring and always have very different viewpoints when
analyzing and discussing things. Students are from a very well developed town.
Students in this class often take more academic risks as they are interested in learning
new things and often take pride in their grades and want to learn. Most of the students
genuinely want to do well.
3rd Period
● IEP - 1 Student
○ Extra space for answers when asked & extended time for assessments
All of these students are very capable to learn and to engage with the lesson, however
this class is a louder class. Many of the students seem to have close friends in the class
and also have more energy in the room. These students often need initiative to get
going however, sometimes need redirection when off task. There are certain groups of
students that get to work right away and there are some that need direct conversations
to focus. One group needs one-on-one guidance and even check ins on progress in
order to complete their work, it helps if you tell them they will be called on. One group
likes to rush through in order to hang out or be off task, it helps to give them additional
things to do after they are done. Phones can sometimes be an issue but can often be
resolved when told that students need to be present and being on their phones inhibits
the students from doing that.
● NDAP: No Dakota Access Pipeline
● AIM: American Indian Movement
● Students have learned about how segregation extended throughout the 70s and
even beyond that, however we have not gone into depth on what happened in
the 70s. So the Social Movement unit allows students to look at a bunch of
social movements that occurred as case studies, each day we touch on one and
compare each social movement to Students have previously learned about
CRM and the advancements that came with that movement, and then look at
the social movement from the perspective of our inquiry question. This allows
for all of these movements to connect even though they are often in bubbles.
So far the students have looked at two movements and understand the way the
class is set up as a way to guide them through the case studies to answer their
overarching question.
● Students yesterday learned about the Environmental Movement and the end of
the lesson touched on the South Dakota Pipeline which is also touched on
during our notes today. Most of these movements to their disadvantage were in
bubbles however these two movements are different as they do overlap much
later. So today we will be touching on that idea.
● Not being able to see the image, I have a zoomed in version to show after a
little bit
● Student not being able to see the notes or not following along; allow students
to look at the notes that have been posted on Classroom
● Students finish the worksheet and reading early, have students on the back
think of three issues with this movement and why it was not as successful as
the CRM
DETAILED LESSON PROCEDURES: Set Induction (10 Minutes)
What is the teacher doing?
What are the students
doing?
Materials, Handouts, slides,
etc.
Activity/Instruction #1 Notes (15 Minutes)
What is the teacher doing?
What are the students
doing?
Materials, Handouts,
Slides, etc.
Activity/Instruction #2 Alcatraz Proclamation Worksheet (10-15 Minutes)
What is the teacher doing?
● Welcome students!
● Instructing students to with their pod brainstorm what is happening in the photo
● After a bit have students share out what they see in the image, and what the
image could mean or be showing
● Share out the story of this image and what is happening and what is being
protested
● Come in and be ready to learn
● Analyze the image and share ideas within their pod
● Share out to the whole class to generalize a list of what we see
○ Help add on to what other classmates say to try to figure out the story of
this photo
● Link to Slides
● Transition: So how is this image related to the Native American Social
Movement, in order to understand that lets start at the beginning
● Go through notes about Native American Social Movements
● Share things beyond the notes that are outlined in the presenter notes to fill the
time between writing and to add more context that does not need to written down
● Go through the slides allowing pauses for students to take notes
○ To Check for Understanding: Check my barometer students to know
when to move on to the next slide
○ Areas of Support: If a certain pods are talking loudly stand by certain
groups and use the laser pointer to move slides, also stand near groups if
need more support to fill out the note sheet
● Help answer questions and give clarification when needed
● Take notes in their packet
● Write down things in the lecture that stand out
● Be engaged!
● Ask any questions that they may have
● Link to Slides
● Link to Notes Packet for Whole Unit - They are on page 3 today!
● Transition: We touched on the idea of the occupation of Alcatraz, now we are
going to look at the proclamation that Native Americans said by “the white
man’s own standards” that Alcatraz would be a suitable Indian Reserve
● Pass out worksheet and explain directions
● While the students are working, bounce around the room to check for
understanding or provide areas of support.
○ To Check For Understanding: I will be going around the room checking
in with pods of students or individual students to either answer question
or to have them share out what they are learning and ask if they have
any questions
○ Areas of Support: There are a few pods that have a lot of energy and
sometimes need redirection to focus on the task at hand. I will make
sure to redirect them to allow them to focus. There is one pod that it
helps to set benchmarks for them such as have the reading done by a

What are the students
doing?
Materials, Handouts,
Slides, etc.
Activity/Instruction #3 Overlap Between Native American Movement & Environmental Movement (6 Minutes)
What is the teacher doing?
What are the students
doing?
Materials, Handouts,
Slides, etc.
Lesson Closure (4 Minutes)
Concluding
Activity/Instruction
Formative
Connection to Summative
certain time etc. However most groups work hard if they know their
work is being collected
● Challenge students when they are done to identity what areas could have made
this social movement successful or to identity the areas that this social
movement was not successful
● Work through the Alcatraz Proclamation worksheet with their pod
● Check in with Ms. McLean if they have question or if they are finished
● Link to Alcatraz Proclamation Worksheet
● Re-grab the students attention to start by connecting the Environmental
Movement to the Native American Movement
○ Take notes on the board and asking students to try to draw identify what
event they overlap in (we touched on this in notes) and why they overlap
through this event
● Towards the end of class, direct the students in sharing out their answers to the
final two questions (Do you think this movement was successful and from this
case study what do we believe makes a social movement successful)
○ Areas of Support: Focus attention on certain pod that often do not
complete work fully by walking over and making sure they have
answered the questions; they like to share so often I let them if they have
something written down
○ To Check for Understanding: I will call on some students (who
hopefully raise their hand) to share out what they see, or I can look to a
few pods to share out their thoughts
● Loop back to the idea of local, public and well planned
● Help make the connection between the Environmental Movement and the Native
American Movement
○ Collaborate with other students to link ideas or fix mistakes that may
have been shared
● Interact with Ms. McLean on was this movement local, public and well planned,
share out why it was all of these and then share out if it fit these three things why
do we think it did not work
● Link to Alcatraz Proclamation Worksheet
● Loop back to inquiry question: What makes a social movement successful?
What does the Native American Movement add to our understanding of this
question
● Great Job Today!! Tomorrow we will look into the Feminist Movement and
analyze some video clips and photographs
● No formative at this point in the lesson
● Their participation in the discussion and my check-ins while working can
help me gauge their understandings of the material and if they need any
clarifications
● The students summative for this mini unit is a culminating inquiry, with
focus on the question what makes a social movement successful. Each day
we are looking at a different social movement like a case study to get out of

Connection to the Next Day,
Unit and Course
each movement what could have made this movement successful. This
lesson allows students to look at another case study the Native American
Movement, this allows the students to see another case of a social movement
and understand what caused this movement to be unsuccessful and how this
can help them understand what makes a social movement successful.
● Tomorrow: Students will continue to look at case studies, tomorrow’s being
the Women’s Movement they will at the end of class be asked from this
movement what did we learn that can lead to a social movement being
successful
● Unit: Students have already learned about the 70s busing situation in Boston
but did not have context on what else happened in the 70s this allows
students to learn about a large amount of social movements to understand
that element of the 70s, however there rest of the unit we focus on other
major events that were remembered by the general public where these social
movement which we discussed due to their scope were not remembered by
the general population. This is why this layer of the 70s unit allows students
to learn about the ongoing movements that may have not caught everyone's
attention but still played a major role in the overall time period.
● Course: Students will be asked for the rest of the year to focus on events
through using inquiry so this set up lends them to learn and grow their skills
when using inquiry.