Topic: Native American Genocide
Reminder: lesson plans are always subject to change. Consult your student planner first!
Monday, 6/16/14
ELO 1
Tuesday, 6/17/14
ELO 2
Wednesday, 6/18/14
ELO 3
Thursday, 6/19/14
ELO 4
Friday, 6/20/14
ELO Homeroom
Objective:
Objective:
Objective:
Objective:
Objective:
SWBAT empathize
with the cultural loss of
identity that has arisen
from Native
American’s experience
of cultural and social
genocide.
Activities:
SWBAT empathize
with the cultural loss of
identity that has arisen
from Native
American’s experience
of cultural and social
genocide.
Activities:
SWBAT participate in
stations to reinforce
concepts learned in the
Native American
Genocide unit
SWBAT participate in
stations to reinforce
concepts learned in the
Native American
Genocide unit
SWBAT assess key
concepts learned in the
Native American
Genocide unit
Activities:
Activities:
Activities:
Anticipatory Set: Web:
What do you know
about Native
Americans?
Anticipatory Set: Write
one interesting thing
you learned yesterday
on the board. Be ready
to explain why you
found it interesting.
Anticipatory Set:
Post it: Write down
the vocabulary word
that you think will be
the most difficult for
you.
Anticipatory Set: Share
some of the headlines
created in the Art
History Station.
Students will have the
entire period to work on
the formative
assessment on Native
American Genocide
1. PowerPoint: Native
American Genocide
(part 2)
2. Students will
complete “I Say”
statements to show
connection to the
material.
Stations:
1. Vocabulary
Crossword: Students
will review vocabulary
pertinent to this unit by
reading clues and
selecting the correct
vocabulary word.
2. Art History:
Students will have the
opportunity to re-visit
important slides from
the PowerPoint and to
make observations and
create headlines for
each.
3. Vocabulary:
Students will use
Quizlet to learn new
vocabulary essential the
Native American unit.
4. Left side
reflections: Students
will have time to work
on left side reflections
from the Native
American Genocide
PowerPoint
5. Lyrics: Students
will listen to "Indian
Reservation (The
Lament Of The
Cherokee Reservation
Indian)" by Paul Revere
& the Raiders.
Students will then
select an activity to help
them examine the lyrics
and the meaning of
“forced assimilation”
more closely (lift a line,
write an “apology”,
1. PowerPoint: Native
American Genocide
(part 2)
2. Students will
complete “I Say”
statements to show
connection to the
material.
Closure:
Students will complete a
left side reflection of
choice.
Closure:
Students will complete
a left side reflection of
choice.
1. Vocabulary
Crossword: Students
will review vocabulary
pertinent to this unit by
reading clues and
selecting the correct
vocabulary word.
2. Art History:
Students will have the
opportunity to re-visit
important slides from
the PowerPoint and to
make observations and
create headlines for
each.
3. Vocabulary:
Students will use
Quizlet to learn new
vocabulary essential the
Native American unit.
4. Left side
reflections: Students
will have time to work
on left side reflections
from the Native
American Genocide
PowerPoint
5. Lyrics: Students
will listen to "Indian
Reservation (The
Lament Of The
Cherokee Reservation
Indian)" by Paul Revere
& the Raiders.
Students will then
select an activity to help
them examine the lyrics
and the meaning of
“forced assimilation”
Stations:
Closure:
No formal homework.
Keep your notebooks
for use in high school!
more closely (lift a line,
write an “apology”,
create a new verse).
*Reminder: We will
work on stations
tomorrow, but all are
due on Friday.
Closure:
Review the vocabulary
words from the list
created at the
beginning of class.
Brainstorm ways to
connect to their
meanings.
create a new verse).
Closure:
Remind students that all
stations are due
tomorrow. Review
format of tomorrow’s
test.
Homework:
Homework:
Homework:
Homework:
Homework:
Native American
Genocide Test:
Friday, June 20:
Please refer to the study
guide for detailed
information about this
test as the
format/requirements are
different
Native American
Genocide Test:
Friday, June 20:
Please refer to the study
guide for detailed
information about this
test as the
format/requirements are
different
-All left side activities
from the Native
American powerpoint
due 6/20
-Two “I Say”
statements per page on
Native American
powerpoint
1. Stations: All
stations are due on
Friday and will count as
graded work. A
random left side
reflection is part of this
grade, so be sure all are
complete.
2. Native American
Genocide Test:
Friday, June 20:
Please refer to the study
guide for detailed
information about this
test as the
format/requirements are
different
3. All left side
activities from the
Native American
powerpoint due 6/20
4. Two “I Say”
statements per page on
Native American
powerpoint
None
-All left side activities
from the Native
American powerpoint
due 6/20
-Two “I Say”
statements per page on
Native American
powerpoint
1. Stations: All
stations are due on
Friday and will count as
graded work. A
random left side
reflection is part of this
grade, so be sure all are
complete.
2. Native American
Genocide Test:
Friday, June 20:
Please refer to the study
guide for detailed
information about this
test as the
format/requirements are
different
3. All left side
activities from the
Native American
powerpoint due 6/20
4. Two “I Say”
statements per page on
Native American
powerpoint
Assessment:
Assessment:
Assessment:
Assessment:
Assessment:
Left side reflection and
“I Say” statements
Left side reflection and
“I Say” statements
Completed stations
Completed stations
Native American
Genocide formative
assessment
Tiered Guiding
Questions:
Tiered Guiding
Questions:
Tiered Guiding
Questions:
Tiered Guiding
Questions:
Tiered Guiding
Questions:
1. What negative results
occurred as a result of
Native Americans
contact with
Europeans?
2. How did Europeans
systematically destroy
the Native American
population and culture?
3. In what ways are
Americans today
insensitive to Native
1. What negative results
occurred as a result of
Native Americans
contact with
Europeans?
2. How did Europeans
systematically destroy
the Native American
population and culture?
3. In what ways are
Americans today
insensitive to Native
1. What vocabulary
words do you consider
the most important to
remember?
2. What are some
strategies to use when
examining a primary
source?
3. How has Native
American Genocide
impacted American
culture today?
1. What vocabulary
words do you consider
the most important to
remember?
2. What are some
strategies to use when
examining a primary
source?
3. How has Native
American Genocide
impacted American
culture today?
1. Why were Native
Americans the target of
“ethnic cleansing”?
2. Compare and
contrast Native
American Genocide to
the Holocaust.
3. Does genocide occur
today? Are there ways
to prevent it?
Americans’ experience
of genocide?
Americans’ experience
of genocide?
Notes:
Notes:
Notes:
Notes:
Flip period 1 and 7
SWBAT: Students will be able to
Notes: