ITU LESSON PLANS & Calender
Welcome to my ITU lesson website here you can download and look at a few of the lesson that I prepared as part of an ITU unit. This unit was prepared in conjunction with a biology segment and language arts segment centered on the Lusieno Indians.
ITU TASK 7: UNIT CALENDAR & LESSONS
1. Calendar
HISTORY
Day 1
A. Objective - This will be a frontloading lesson in which I will co-teach with the other members of my ITU group. Mallory and Allia will address language arts, I will address history and Tracy will address biology. Each member of the team will outline the activities, connections and objectives of their content area as related to the local Native Americans.
B. Student Activities - Students will takes notes and ask questions related to the ITU and the objectives. I will give my students a biography/contact sheet containing the information for their "pen pal".
Day 2
a. Objective - SWBAT to take a position and defend it regarding the Indian Removal Act.
b. Standard - RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
c. Assessment - Students will complete a reflective essay in which they take a pro or con stance on the Indian Removal Act. In the reflection they will have to cite specific evidence from primary sources and defend the stance they have chosen and why.
d. Student activity- Students will analyze numerous primary sources, quotes, passages and images. They will complete POSERS activity of all images.
Day 3
A. Objective- SWBAT identify the location of 5 major tribes in the Southern California area including the Pechanga, Pala and Soboba Indians. SWBAT discuss the injustice of how the Native American's lands were taken from them by the U.S. gov't.
B. Standard
C. Assessment- Students will get credit for completion of map, and I will quick quiz on location and which tribe lived in a specific area there and assign points as I roam. To get credit each student will have to answer the question correctly, if both of them do not they will not receive credit and I will give them time to restudy as a team and recheck them when the feel they are ready.
D. Student activity- Pairs of students will create a scale jigsaw puzzle that they will have to color, label, cut into pieces and then find other groups to trade their pieces to get the other pieces to complete the puzzle. Each group will have a Native American Tribal name and they will have to trade with the teams of Tribes that are most closely related on the jigsaw map. Two teams will be "white men" teams. These teams will not have to draw a map unless they want to. They will not be told why they don't have to do the mapping until we are exchanging the map pieces.
Day 4 - this is an extension of the previous lesson
A. Objective: After the mapping exercise SWBAT discuss the injustices suffered by the U.S. gov't in relation to the removal of Native American Tribes from their native lands. SWBAT identify major Native American tribes from the local area.
B. Standard - RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
C. Assessment - I will assess the discussion element and reflection element of the lesson. During the discussion students will have to refer to the primary sources and detail how the source illustrates the tension between the government and the Native Americans.
D. Student Activity - Upon entering class students will have to regroup into their mapping groups from the previous day. They will then read two short passages from primary sources related to the Indian Removal Act. One of the passages will be a Native American perspective and one will be a U.S. government perspective. We will have a discussion on what each of the passages mean and the perspective that they bring to the understanding of the Indian Removal Act. They will then assemble their maps. After the majority of maps have been completed the "white man" groups will have the option of either keeping their own maps or taking another groups map. I anticipate that this will cause some tension between groups which will allow me to launch a discussion on the tensions between the U.S. gov't and Native American Tribes land rights and removal, which will build on the lesson of day 1.
Day 5 - Co-teaching with Allia
A. Objective: SWBAT identify the events leading up to and concluding the Temecula Massacre.
B. Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
C. Assessment: Students will tell me one thing that they learned from the information given as they leave the classroom.
D. Activities - Students will take notes on the information presented and draw a story board to represent what they have learned. They will also select roles for the mock trial. The roles will be: judge, jury, attorneys, plaintiffs (Luiseno Indians), defendants (Californios), journalist, and tribal members. Students will have to come up with questions for the defendant and plantiffs.
Day 6 Co-teaching with Allia
A. Objective: SWBAT identify major events leading up to and occurring during the Temecula Massacre.
B. Standard: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
C. Assessment - Students ticket out will be to tell us one thing that they learned during that day's trial.
D. Activities - Students will take on the role that they have chosen and or been assigned during the trial.
Day 7 Co-teaching with Allia
A. Objective: SWBAT identify major events leading up to and occurring during the Temecula Massacre.
B. Standard: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
C. Assessment - Students will write a reflection based on the following possible questions as prompts: How do you feel about the Temecula Massacre? Did your feelings or ideas about the massacre change after having the trial, why or why not? Did your personal verdict coincide with the verdict of the jury? In the reflection students will have to refer to specific information revealed in the trial or specific moment during the trial that illustrates and/or supports the main idea of their reflection.
D. Activities - Students will take on the role that they have chosen and or been assigned during the trial. At the conclusion of trial each student will have to write a reflection. The students representing journalist will have to write an article for a local paper. The jury members will have to write a paper defending the way they voted. The plaintiffs and defendants will have to write based on how they feel about the verdict and whether or not they got a fair trial.
Day 7, 8 & 9
A. Objective: SWBAT identify the effects of the local Missions on the Tribes of Southern California and analyze the historical reporting of the effect the missions had on the local tribes.
B. Standard - RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
C. Assessment - Day 7, students will do a pre-write on what they know and think about the Mission System. Day 9, Students will turn in a one page written reflection covering the effects of the Missions on the Local Tribes along with a Venn diagram comparing and contrasting the differences in research information gathered during a Web quest.
D. Student Activities - Students will have two days to complete research and summarize their findings.
- Day 7
- The class will be split in to two groups with students working independently on Friday. Group one will be given a list of resources commonly found on Google regarding the Mission system that was used in California. Group two will be given a set of resources and sites to use that focus on the Native American perspective of the Mission System. Students will do a quick write on what they know about the Mission System and their feelings on it.
- Day 8
- Students will continue to research the Mission effect in the library.
- Day 9
- Students will be paired up with a student from the group opposite of the one they were in. In this grouping, they will compare the information that they have gathered and construct a graphic organizer comparing and contrasting the results of their research. They will also complete a reflection by addressing one or two prompt questions related to the Mission system and the assignment.
Day 10
A. Objective - SWBAT identify major areas of Pechanga culture, economy, and politics.
B. Standard - Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
C. Assessment - Ticket out of class will be to answer a question related to the information given by the guest speaker.
D. Student Activities - Students will take notes and ask questions of the guest speaker from the Pechanga Indian reservation. The will also write a brief summary of what they found most interesting about the information given by the speaker.
Day 11
A. Objective - SWBAT discuss major historical information pertaining to the culture, economy and politics of the Pechanga Indians.
B. Standard - Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
C. Assessment - The ticket out for the day will be to tell me one thing they learned about the Pechanga tribe from the research.
D. Student Activities - Based on yesterday's speaker students will have the option of choosing an area of research. They will have to form groups of three; each group will member will have to research one of the following topics: Culture, economy or politics. They can choose any sub topic they choose e.g., school, farming, trading, U.S. government relationships, etc. or they can remain in a broad based scope.
Day 12 - Students will continue research from day 11
A. Objective - SWBAT discuss major historical information pertaining to the culture, economy and politics of the Pechanga Indians.
B. Standard - Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
C. Assessment - The ticket out for the day will be to tell me one thing they learned about the Pechanga tribe from the research.
D. Student Activities - Students will continue to research their chosen topic.
Day 13
A. Objective - SWBAT discuss major historical information pertaining to the culture, economy and politics of the Pechanga Indians.
B. Standard - Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
C. Assessment - Ticket out will be to tell me one thing they learned about the Pechanga Indian tribe and completed peer review of poster. Final project rubric see below for poster based projects.
D. Student Activities - Students will work on constructing their final art projects and self/peer reviews of projects. These can consist of a wide range of products: storyboards, posters, PowerPoint, drawings or other ideas approved by me. They will present these projects at the potluck diner held with their "pen pals" and post them in the classroom.
itu_lesson_1.docx | |
File Size: | 378 kb |
File Type: | docx |
itulesson2.pdf | |
File Size: | 154 kb |
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poster_project_rubric.doc | |
File Size: | 29 kb |
File Type: | doc |