Technology-Integrated Lesson Plan

The Content
1. Previous Learning- This lesson does not depend on any specific learning because it is an
ILPE lesson designed to investigate what students already know about a given topic. That
being said, this lesson assumes that students have some level of exposure to Native
American history and have some pre-formed idea of what that may look like. It also
assumes that they know what the Chicago Blackhawks and University of Illinois Fighting
Illini mascots look like for the hook. Even if the students know nothing about Native
American history, the hope is that they at least know local sports mascots.
2. Future Learning- I plan to have students look at primary and secondary sources in all of
their units going forward, so in this manner the lesson exposes students to the bedrock of
historical analysis (primary and secondary sources). Learning to distinguish between the
two is the first step that my students will take towards becoming historians. I also plan to
show students that Native American history is complex and needs to be told from a
variety of perspectives, so in this way students will be exposed to the key idea that
history is not a black and white painting, but rather a painting with a lot of gray areas.
The Environment
3. I will lay out my classroom so that all the desks can see the Smartboard, but where
students can still work in groups. Thus, I plan to arrange the classroom into “pods” in the
shape of an arc, with the arc opening up toward the smart board. In this way, students can
view both each other and the Smartboard, allowing for collaboration between students
and students and educators. Use of the Smartboard will engage students because instead
of sitting at their desks and lumping the sources into categories, they will go up to the
Smartboard, drag the quote into the appropriate quadrant, and then write a brief
explanation on the board. In this way, students are getting up and moving in class after
collaborating and creating a uniform classification/explanation for the source in question.
The Lesson
1. History of the American West/Grades 9-12/U.S. History/January 2018
2. Performance Objective- While investigating difference images and excerpts from
historical or history-related texts, each student will be able to classify sources by author
and by their relation to the historical time period (primary or secondary source).
3. Rationale
Through the inclusion of images related to Native Americans and a source classification
activity, I will be able to gauge students’ initial knowledge of Native American history,
how Native Americans fit into modern American culture, and how well students can
classify primary and secondary sources. I will also introduce students to basic methods of
historical inquiry. These activities relate to ISBE Standards SS.IS.4-912 and SS.H.9.9-12.
This lesson also addresses ISTE Standard 1B. The use of the Smartboard, a digital tool, to
drag sources and write rationales for doing so engages students in the real-world issues
and authentic problems associated with Native American identity.
4. Assessment Strategy
I will give students more sources to read on their own about different battles in the West
aside from the Battle of Little Bighorn. After students read the excerpts I give them, I
would ask them to write a short (1-2 page) reflection on what they have read, similarities
and differences between those accounts and the ones we covered in this lesson, and what
the students thought all these various sources tell us about American Western history.
5. Accommodations for Exceptional Learners
I would provide braille versions of all the texts/sources for a visually impaired student, as
well as an audio recording of each of the excerpts that I will use so that they can still
here. Students with auditory disabilities can type their rationales for each of the sources
and submit it via Google Docs if they have the motor coordination to type. When it
comes to the images in my PowerPoint, I would partner the visually impaired student
with a student who does not have visual issues. The student without visual impairment
would describe the pictures to the student who does have that disability. These are all
alternate ways of customizing the display of information (UDL Guidelines Standard 1). It
also addresses UDL Standard 5 by providing multiple means for communicating ideas:
students can verbally speak them, type them out in a Google Docs, or write them onto the
Smart Board. I can also provide options for comprehension by giving background about
who wrote each of the sources for students who may need the extra information (UDL
Standard Part 3).
6. Supporting Content Development through Language
N/a because I have not yet taken EDUC 412.
7. Grouping Strategy
Students will be placed into four arcs throughout the classroom, all of which face the
Smartboard. Students will participate individually during the lesson until we get to the
source activity. At that point, students will decide as a group which type and perspective
of source they have, and then present that to the class via Smartboard.
8. Materials
a. Smartboard
b. Smartboard markers
c. Smartboard eraser
d. Copies of selected primary and secondary sources (see end of document)
e. Chromebook (provided via 1-to-1 initiative)
f. Computer with Smartboard software installed
g. Google Presentation with Images (shared with you via Google Drive)
h. Projector
9. Enactment
Hook- 6 minutes: Show images of the Chicago Blackhawks and University of Illinois
mascots. The teacher leads a student discussion about the mascots using the following
questions:
 Are you familiar with these images?
 Do you support any of the teams depicted here?
 What else do you think of when you hear these team names?
  What is specifically depicted here?
 How are indigenous people portrayed in these logos and mascots?
 How might indigenous people feel about these images?
 How might indigenous people feel about the ideas represented here?
 How would white people feel about these images?
Note: Do not feel compelled to ask all of these questions. Start at the top of the list and work
your way down, but stay within the six minute time limit.
Student Aim- about 1 minute: Today, we will be looking at more images and terms that
relate to people and ideas that are important for understanding American Western history.
(We have already connected to that by poking around different depictions of Native
Americans in popular culture).
Development- 15 minutes, broken into two parts. One is 8 minutes, and the other is 7
minutes.

Open-ended activity (8 minutes): To that end, let’s do some word and picture association.
I will display a word or image on the screen, and then each of you will tell me the first
thing that pops into your head when seeing that image or hearing that term. Then, I will
write them on the Smartboard, after which each of you will explain why you associated
your word with my image or phrase. We’ll discuss the results as a class.
Each image, along with some possible associations:
American Progress mural- Frontier, America, progress, pioneers. Questions: Are you familiar
with Manifest Destiny? Who are the people depicted in the light parts of the painting? Who is
depicted in the darker portions?
“Savage”- Uncivilized, scary, different, violent. Questions: why did you choose that particular
term?
George Custer- George Custer, general, soldier, proud
“Civilized”- American, peaceful, calming, similar
Sitting Bull- Indian, chief, unfriendly, intense

Now, switch to the Smartboard Notebook application and open the file titled “ILPE Native
American History Lesson”. There will be a quadrant that comes up on the right, and four block
of text on the left, each of which is a different sources (the ones at the end of this document).
There will be four quadrants, each of which say “white, secondary source”, “white, primary
source”, “indigenous, secondary source”, and “indigenous, primary source”.
 Inquiry (7 minutes)- Now, we’re going to transition into a different activity that will
teach us about historians practice their craft. Historians do that by looking at primary
sources and secondary sources. Primary sources are from the historical time period that
we are studying, while secondary sources are produced after the fact. I have a series of
different sources for you all to read, and you will determine both the author’s perspective
AND classify it as a primary or secondary source. Each group gets one source, and you
will work together to determine which quadrant the source belongs in, typing your
answer into a Google Doc. After that, one group member will come up to the pertinent
quadrant of the Smartboard. That person will drag your quote into the quadrant and will
explain why the group chose to put that excerpt there.

White secondary source (see attached materials handout)- Sample response: This is a secondary
source because it uses past tense.
White primary source (see attached materials handout)- Sample response: This is a primary
source because it describes a specific event.
Indigenous primary source (see attached materials handout)- Sample reponse: This is a primary
source because it has clear bias towards one side.
Indigenous secondary source (see attached materials handout)- Sample reponse: This is a
secondary source because it focuses on big ideas.

Culmination- 2 minutes: Alright, let’s see how we did! (Teacher then explains the proper
positioning for each excerpt if necessary). This kind of activity is important because it is
the crux of how historians do history. They look at primary and secondary sources to try
to discover the story of what happened in the past.

Leap- 1-2 minutes: There’s an indigenous story of American Western history, and there’s
a white one. Each has its own place and needs to be heard, so that’s what we’ll be looking
at in my class going forward. For homework tonight, I want you to send me (or Mr.
Williams if I am not present) a quick text at 224-805-6576. I want you to either tell me
(Mr. Williams) “I’m excited to learn about ______ in the upcoming unit” or “I still have
questions about ______ that I want answered in the upcoming unit”.
Postlude
1. A change in instruction that I could make for gifted learners is to have them group not
just one source, but all of the sources into quadrants. And then instead of me the teacher
explaining why they belong in each category, I could have the gifted learners explain it to
the class. In this way, the gifted learners get more interaction with the class and express
their ideas verbally, as well as in text.
2. The change in instruction for gifted learners will be helpful because it has them express
their knowledge in two different ways: written (typed into a Chromebook) and verbally.
 According to Eric Jensen (author of Teaching with the Brain in Mind), expressing
knowledge in different ways activates different parts of the brain, which then build
schema for particular concepts in their own ways. For this case, the schema relates to
Native American history, and typing out the source explanations adds to that schema.
Then, getting up in front of the class and verbally saying what they did expresses the
knowledge differently, using a different part of the brain, and adds that information into
the schema again, but in a new way. Thus, the students get the same information twice,
aiding their recall, but in different ways so that they do not get bored easily.

Materials
1. The original import of the treaties was allegedly to guarantee piece on the
frontier. And the tribes generally held to their promises, discontinued the
fighting, and accepted the protection of the United States over their remaining
lands. Yet submission became merely the first step from freedom to classification
as incompetents. (Indigenous, secondary source)

2. We felt terribly alone that night on that dangerous hilltop. We were a million
miles from nowhere. And death was all around us…[we saw] great fires and heard
the steady rhythm of Indian tomtoms beating for their wild victory dances.
(White, primary source)

3. There was no dancing or celebrating in any of the camps that night. Too many
people were in mourning. Too many Cheyenne and Sioux women had gashed
their arms and legs to show their grief. (Indigenous, primary source)

4. The early 1600s were a time of great uncertainty for the colony of Viriginia. It was
a land of starvation and high death rates, one in which Native Americans
regularly launched merciless raids against the colonists…For over 200 years, the
Plains Indians were a major force in North America…a new native American
culture arose around the horse and buffalo and a formidable warrior class grew
up along with it. (White, secondary source)