SUBJECT:
DATE:
PERIOD/TIME:
American Indian Studies 9/19-23/2011
2nd/9:30-11:07
FOCUS:
REVIEW: Northeast/southeast Native
Plains Native Americans and the Civil
Americans
War
TEACHER:
Ms. Marie
MATERIALS:
Handouts/
Vocabulary Word Wall
STARTER:
Monday: Relate to me the names and tribes of the Native Americans that you know and what they were
famous for during their leadership roles. (10 mins.)
Tuesday: Create an acrostic with the word, Native Americans. (10 mins.)
Wednesday: What were the functions of the Native Americans during the Civil War? (10 mins.)
Thursday: Explain what the Bureau of Indian Affairs does and how it impacts the Native American. (10 mins.)
Friday: Who was George Custer and what role did he play in the American West? (10 mins.)
GOAL(S) FROM NC Standard Course of Study OR Curriculum Guide:
2 – The learner will analyze the historical developments that characterize Native American life in the period prior to the Civil War.
3 – The learner will analyze the historical developments that characterize Native American life in the period from the Civil War to
the present.
CLASSROOM OBJECTIVE(S) (from NC Standard Course of Study/Pacing Guide/Teacher’s Manual, or
Teacher Generated): Obj. 2.06 – Identify the major American Indian leaders, male and female of this period
and explain their significance in the development of U.S. History.
Obj. 3.01 – Describe the conflicts between American Indians and Europeans after the Civil War, with special
focus on westward expansion and its effects on Indian land.
Obj. 3.02 – Identify & explain the major events of the period including but not limited to the Apache Wars,
the flight of the Nez Perce, the Long Walk of the Navajo, Custer’s Defeat, Wounded Knee, the Trail of Broken
Treaties, the Occupation of Alcatraz, and the Seizure of Wounded Knee (1973).
GUIDED STUDENT PRACTICE:
INDEPENDENT PRACTICE
Monday: Bubble map of famous Indian leaders, both Monday: Essay on different Indian Chiefs and
male and female and their contributions. (30 mins.)
leaders. (40 mins.)
Tuesday: Analyze westward expansion and its
impact on Native Americans in the mid-west. (30
mins.)
Wednesday: Vocabulary terms for expansionism.
(30 mins.)
Thursday: Semantic map the flight of the Nez Perce.
(30 mins.)
Friday: Describe the Apaches and the war that affect
their outcome. (30 mins.)
Tuesday: Conestoga wagon map and supply wagon.
Wednesday: Frayer model of cards for vocabulary
study. (40 mins.)
Thursday: Worksheet on Nez Perce and their
problems with the government. (40 mins.)
Friday: DBQ of Custer and war. (40 mins.)
HOMEWORK:
Monday: Review leaders, tribes and contributes both male and female heads made to their groups.
Tuesday: Create a scene from the western expansion depicting the Native Americans.
Wednesday: Study vocabulary words for test tomorrow.
Thursday: Correct Cornell Notes to make sure information is accurate.
Friday: Free Pass
CLOSURE/EXIT SLIP:
Why did the Army seek to destroy the Native
Americans in the west? (10 mins.)
How were western Indians different from the eastern
bands of Native Americans?
EVALUATION/ASSESSMENT:
Vocabulary Test