EDSC 330 Strategy Presentation Lesson Template

This is a simplified version of the official EDSC Lesson Plan Template. If you
prefer to use the full EDSC Lesson Plan Template for this assignment, you are
welcome to do so.

Names: Ronald Sanchez and Hal

Golson Subject Area(s): US
History/Indigenous History
Lesson Topic: Working primary sources and learning about Manifest
Destiny Grade Level(s): 11th

Standards
Literacy Standard(s): CCSS.RH.11-12.5. Analyze in detail how a complex primary
source is structured, including how key sentences, paragraphs, and larger
portions of the text contribute to the whole.

Content Area Standard(s): HSSCS.9-12.Chronological Thinking and Spatial

Thinking: 3. Students use a variety of maps and documents to interpret human
movement, including major patterns of domestic and international migration,
changing environmental preferences and settlement patterns, the frictions that
develop between population groups, and the diffusion of ideas, technological
innovations, and goods.

Historical Interpretation: (p.41) 2. Students recognize the complexity of historical

causes and effects, including the limitations on determining cause and effect.

English Language Development (ELD) Standard(s): (pg.146) 6a. Explain ideas,

phenomena, processes, and relationships within and across texts (e.g.,
compare/contrast, cause/effect, themes, evidence-based argument) based on
close reading of a variety of grade appropriate texts, presented in various print
and multimedia formats, using increasingly detailed sentences, and a range of
general academic and domain-specific words.

Lesson Objectives & Supports

Content objectives: Students will be able to use the Invasion of America
interactive map, the primary sources documents linked through the map, and
what they have been reading in Dunbar-Ortiz to understand the major patterns of
US territorial expansion and settlement patterns as well as the frictions that
developed between the US and indigenous population groups.

Students will fill out a history change frame graphic organizer on one indigenous
tribe to better understand the complexity of cause and effect on the expansion of
the US and territorial losses of that indigenous tribe. This graphic organizer is
meant to prepare students to present with a partner on one indigenous tribe and
their friction with the US government.
Literacy objectives: Students will fill out the history change frame graphic
organizer on one indigenous tribe. They will be able to analyze in detail the
structure of a complex primary source (e.g. A treaty or executive order) to draw
out relevant information necessary to complete the graphic organizer. The
graphic organizer is meant to prepare students to gather the information
necessary for a presentation they will be making on their chosen indigenous
tribe.

Academic vocabulary:
Tier II (General) primary source, structure, analyze, cause and effect
Tier III (Domain specific) treaty, executive order, manifest destiny,
reservation, settler-colonialism, allotment policy.

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
· Name and provide a brief (1 sentence) description of each literacy and SDAIE
strategy used in the lesson.
· Be sure to include a reference (author, date) for each strategy.

Scaffolding (Gibbons)--we will provide an example of a answer on the graphic

organizer.
Modeled Reading (Tovani, p.33)--we will model to students how to use the interactive
map, Invasion of America, and how to gather the pertinent information they need for
filling out the history change frame graphic organizer.
History Change Frame (Buehl, p. 118)--We provide students with a history change
frame graphic organizer to help them organize the information they need to answer
about their chosen indigenous tribe. This information they will need for their later
presentation.

Assessment: How will you know if students met your objectives?

For EACH content and literacy objective listed above, indicate how you will evaluate if
students met the objective. These assessments might include formal and informal
assessments, individual or group assessments, oral or written assessments, in- and
out-of-class assessments, etc.
Content assessment--formative: Filtering through class and soliciting answers from
students, we will determine if students are able to accurately fill out the history change
frame graphic organizer with information in the Invasion of America map and from their
other readings. Determining their ability to fill out the graphic organizer will show
students ability to understand the territorial expansion of the US, frictions between the
US government and indigenous tribes, and the complex nature of cause and effect.

Summative--Using the information that they gathered in the history change frame
graphic organizer, we will ask students to create a short presentation with a partner
summarizing the cause of their chosen indigenous tribe losing their lands.

Literacy assessment--formative: We will filter through class during group work and
solicit answers from students during full class discussions in order to determine how
effectively students have been able to fill out the graphic organizer and how well they
are able to draw out relevant information from a source.
Summative: We will ask students to prepare a short presentation on their chosen
indigenous tribe to determine if students are able to summarize pertinent information
from a primary source.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does

1-10 Welcome students back to our unit exploring

an Indigenous people’s perspective to US
history.
Ask students: from what we have been
reading in Dunbar-Ortiz, what is Manifest
Destiny?
Ask students: how was indigenous land
usually taken.
Students should be able to provide a
definition of manifest destiny based on
what they have been reading in Dunbar-
Ortiz. It should include something
similar to a belief that the United States
had a destiny to expand across the
continent and beyond.

Ask students: How does Dunbar-Ortiz

characterize manifest destiny? What kind of
words does she use?
Ask students: How would you characterize
settler-colonialism?
Students should be able to answer that
land was taken through treaties and
executive orders.
Students should be able to recall such
characterizations as genocide. Students
should remember Dunbar-Ortiz’s usage
of the term settler-colonialism?

Students might explain the tangential

relationship between farmers and
military support, her description of the
“illegal war with Mexico”, Homestead
Act, etc.
Lesson Body

Time Teacher Does Student Does

10- Have Invasion of America map projected for Students will use their tablets or laptops
20
class to see. and follow along as you model how to
use the interactive map.
Tell students to navigate to the map and follow
along with your modeling.

Tell students: (Hand out Graphic Organizers

face down) Today we will be using an
interactive map to provide a spatial
depiction to deepen our understanding of
what we have been reading in Dunbar-Ortiz
about settler-colonialism. This map is called
the Invasion of America. Within it are links
to primary sources. We will be using these
sources to do a little research on different
Indigenous Nations. First let us practice how
to use the map. The main function of the
map is a chronological timeline of the
seizure of land from indigenous people and
their movement to reservations as part of
the allotment policy. (Play the timeline) It
moves from 1787, the year the constitution
was ratified, and 1898, after which all
indigenous people had been robbed of their
ancestral lands. (Make sure the timeline has
played all the way through) You can also
add other layers including current
reservations (scroll over to layer button,
click, and select current reservations layer)
With this layer activated, you can compare
traditional nation lands, where they were
originally moved, and where the nation
know wields local control. More
importantly, as I said, we can search for
individual nations and see primary sources
related to these nations. (Click Find Nations
button) When you click the find nations
button, a popup search menu appears. What
is an indigenous nation we have been Students will suggest some Indigenous
 reading about in Dunbar-Ortiz you might Nations (eg. Algonquin, Pawnee,
want to look up? Comanche, Apache, Cherokee,
Those are all great suggestions. When you Creek,etc.)
search a list of Nations appears. Selecting
one will bring you to their ancestral lands. A
pop up appears over that tract of land. Most
pop ups contained two links. One will bring
you to the primary source with the treaty or
executive order that resulted in the land
being seized. The other link will bring you to
a schedule of indigenous land cessions
collected by the Bureau of American
Ethnology, which describes the traditional
lands of different indigenous nations. Turn
over your graphic organizers. We are going
to use this graphic organizer to collect some
information from these primary sources. For
this let us work with a partnerto fill out this
graphic organizer. Choose any of the nations
we have been reading about in Dunbar-
Ortiz. You will put their name in the first
column. Search them. The second column
you will write where they originally lived. If
a link to the Bureau source is there, click on
it and write some notes on what is written.
Then look at the treaty or executive order.
Write some notes on it in the third column.
The final column requires you too look up
the nation you are searching in Dunbar-
Ortiz and consider the causes behind US
colonialism.

As students are working on the graphic

20- organizer, filter through the class providing Students will fill out the graphic
35
support for students that need it and asking organizer with their partners. (look
students that need a challenge how the below for example of filled out graphic
experiences of the indigenous nation they have organizer)
chosen compares to another indigenous nation
experiences. As you are filtering through the
class ask groups if they are comfortable giving
answers in a little bit.

Reconvene class. Ask students to provide

answers of the questions they have filled out. 3-4 groups can present their findings
35-
48
from the primary sources. (look below
for an example)
Lesson Closure

Time Teacher Does Student Does

48- Tell students: Hold on to these graphic Students will come to class tomorrow
50
organizers. We will be using the information with ideas for presentation.
on them, what we have been reading in
Dunbar-Ortiz and an online archive I’ll be
previewing tomorrow to create a short
presentation on an indigenous nation’s
history and present. Come tomorrow with
an idea of how you might want to present on
a particular nation—it could be a speech,
podcast, song, any medium you wish.
Dismiss class.

Instructional Materials, Equipment & Multimedia

List any readings, websites, materials, handouts, technology, etc. necessary for your
lesson. Use APA format for any citations, and attach copies of any handouts or
other print materials used during the lesson.
Invasion of America map: EHistory.org. (2011). Invasion of america interactive map.
Retrieved
from https://www.arcgis.com/apps/webappviewer/index.html?id=eb6ca76e008543a
89349ff2517db47e6
Copies of Dunbar-Ortiz
History Change Frame Graphic organizers
Computers for everyone( this is well-funded school)
Projector to show modeling of map
Document camera to model/scaffold graphic organizer

Differentiation:
Indicate how you could adapt this lesson for each of the following groups of
students. Adaptations might include additional literacy supports or scaffolds, texts
written at multiple levels, etc.
English learners: Provide a list with definitions of key vocabulary that could be used in
answers the questioning the author worksheet. Have fully filled out graphic
organizers to help them think of potential answers.
Striving readers: Have partially filled out graphic organizers to help them think of
potential answers.
Students with special needs: Have fully filled out graphic organizers to help them
think of potential answers.
Advanced students: If students are in need of a challenge, ask them to compare
their chosen tribe to another tribe’s experiences.