DAY 1:
third part of the video, have students list consequences of the forced removal of the Native Americans and put a
(+) next to the positive consequences and a (-) next to the negative consequences. Process briefly.
- Warm Up (5 mins): Ask students to consider a time that they really wanted something. What was it? What did they do to get it? At what cost? Teacher asks students to share their responses and thoughts. Then the teacher would ask the students “Based on the text you read last night for homework, what did the white Americans really want?” and allow the students to share their responses. Hopefully, they would respond that white Americans wanted more land or to move westward or something like that.
- Lecture (20 mins): Give a brief lecture and slide presentation to review Native American and white Americans history including a
brief history of the settlers arriving in North America, Jefferson's
policies of assimilation/ "civilizing" tribes, and the use of treaties
to take land from the Native Americans, and controversies of whose laws
and jurisdiction tribal lands should follow, and Andrew Jackson's Indian
policies and Indian Removal Act. Students should take notes using the Cornell Notes format during the lecture. Students should be familiar with Cornell Notes format as it is a standard practice in the class.
- Show video (15 mins): Native American History 1800s http://storiesofusa.com/video-native-american-history-1800s/
third part of the video, have students list consequences of the forced removal of the Native Americans and put a
(+) next to the positive consequences and a (-) next to the negative consequences. Process briefly.
- Introduce Inquiry (1 min): Emphasize that expanding US borders was very important during this Era and tell them they will be starting a new inquiry to explore western expansion and Native Americans. Introduce the inquiry question “Was the forced removal of Native Americans necessary for white Americans to move westward?”
- Develop Inquiry Questions Activity (15 mins): Have students individually brainstorm facts, names, key terms, etc. that they think will be crucial to addressing this question and jot this information down on a piece of paper. Then divide students into small groups to share what they brainstormed and to develop questions. Each group has an assigned facilitator to lead group discussion, a reporter to report out to the group, and a recorder to write down important information. Each group jots down 5-7 questions with each question written on a separate sticky note. The teacher reviews with the class what compelling questions are and ask each group to share an example of a question they came up with that might be considered compelling. Then the teacher discusses what supporting questions are and how they relate to the central question. Once again, the students report out, but this time give an example of a question their group came up with that might be considered supporting. Then the groups work together to determine if the remaining questions they developed were compelling or supporting and justify why. The recorder writes the questions and justifications on a piece of paper to turn in.
- Conclusion (4 min): The teacher processes with the class their questions and what types of tools and resources they might use to find evidence to support their answers the questions.
- Homework: Complete the reflection and summary part of the Cornell Notes taken today.