Daily Lesson Plan Day 9 Primary Source vs. Secondary Source Lesson Day: Day 9 Objectives: 1.

Students will observe the variety of relationships/alliances assumed by various Native American tribes during the American Revolution. (DOK 1) 2. Students will research and investigate the reasoning that involved the Native Americans in choosing the British or the American side of the conflict, such as maintaining trade or preserving homelands. (DOK 4) 3. Interpret the various treaties between different the Native American groups with the colonies. (DOK 2) Target Goals: CCSS.ELA-Literacy.RH.9-10.1 CCSS.ELA-Literacy.RH.9-10.2 MS.9.SS.1.a,b,d NCSS.V NCSS.IX Materials: 1. Copies of each of the following sources will be given to the students: a. Treaty of Fort Adams b. Treaty of Mount Dexter c. Treaty of Doaks Stand d. Treaty of Dancing Rabbit Creek e. Treaty of Pontotoc Creek f. 1783 Map of Native American Tribes in North America f. Summary page of history of Natchez Indians relations with European (secondary source)*emphasize that this is not a primary source but a secondary source.* It is only there for extra support to help the students. 2. Group Presentation Grading Rubric Opening: -Review of previous lectures -Pass out graded quizzes from day one lesson for students to put in their student folders. -Explain to the class that today will be a slightly different routine than the past three days of class. -Open with: Today we are going to take a look at the Native Americans in North America and how different tribes chose different sides during the American Revolutionary War, and what evidence do we have that helps us understand why they chose the sides they did. Also, we will

look at different treaties that were made between tribes and U.S. Citizens during the Assimilation period. Learning Tasks: 1. Divide the Class into 4 groups by simply numbering off. -Research Stage: -Groups are to find what their given treaty entails in regards to the Native Americans -Specific details of the treaty such as what possessions are to be given up by the Natives or what are the implications of the treaty or the main goal. -It is important to see the overall connection of these treaties is that the whites took advantage of the Native American and was consumed by western expansion. -Conclusions Stage: A) Each group is responsible for interpreting their documents and constructing a VennDiagram of the issue of choosing sides based upon their research results of the primary sources. The following questions are to assist in guiding the diagram layout. What were the issues that the various Native American groups were facing? (TIAI #2) Did they share common goals with other Indians? Varied ones? B) The groups will present their research results on the following day (DAY 5) in class and are subject to the following rubric for their presentation grade. Closure: (2-3 minutes) Alright guys it is about 2 minutes until the bell rings, so lets get all our desks back in order and make sure your group has someone that is going to keep all of your data youre your presentations tomorrow. I hope we can all see how the Native Americans made the choices. Thanks for being cooperative with your groups and have a great day.