DAY 5
Homework: Study for unit test
- Warm Up (2 mins): As students enter the room, the teacher has traditional Cherokee music playing. Students listen to the music.
- Unit Processing Activity (10 mins): Ticket in the door - Students write one thing they remember from their studies or one question they have from. The teacher collects and responds to information written by students.
- Show Video (13 mins): The teacher discusses with the class that music and storytelling have long been a significant part of Cherokee culture and has over the years been used as a tool of healing and describing their past. The teacher introduces the video "Two Hungry Bears by Tamarack Song and Moses (Amik) Beaver". This video is an example of Cherokee storytelling and artwork.
- Placard Activity (25 mins.): The teacher provides students with a Quote Reflection form. The teacher discusses with the class that the quotes on the Quote Reflection Form are all significant and reflective of the conflicts that led to Indian Removal and the Trail of Tears.
- Students read each quote and write a statement that briefly reflects on the significance of the quote and to the consequences of Indian Removal.
- Students will then create a placard. Students choose a quote and create a piece of art work that creates a visual representation of one of the quotes on the front of a piece of card stock. Then students write or type the quote their picture represents below the picture. On the back of the placard, students write a brief paragraph explaining why the students selected this image to go along with the excerpt and the significance of this quote.
- Conclusion (10 mins.): Students share their placards and reflections of this week's inquiry with the class. Placards will be put on display at the State Library of North Carolina during the month of November for Native American Heritage Month.
Homework: Study for unit test