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  • 1026 Jacksontrailoftearslesson

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    This week we will be examining primary source documents about the Trail of Tears and what it meant for the Native Americans. Students will have a basic understanding of what contextualization is and how it helps them understand the PSD more clearly. Students will be able to answer the CHQ.

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    This week we will be examining primary source documents about the Trail of Tears and what it meant for the Native Americans. Students will have a basic understanding of what contextualization is and how it helps them understand the PSD more clearly. Students will be able to answer the CHQ.

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    © All Rights Reserved
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    371 Ansichten2 Seiten

    1026 Jacksontrailoftearslesson

    Hochgeladen von

    api-301032464
    This week we will be examining primary source documents about the Trail of Tears and what it meant for the Native Americans. Students will have a basic understanding of what contextualization is and how it helps them understand the PSD more clearly. Students will be able to answer the CHQ.

    Copyright:

    © All Rights Reserved
    Als PDF, TXT herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
    von 2

    RosieMorrison

    26OCT2015
    th
    U.S.History,11
    Grade
    nd
    2Period,44minutes

    Unit2JacksonandtheTrailofTears
    OVERVIEW/RATIONALE
    Thestudentshavejustspentthepreviousweeklearningabouttheachievementsand
    failuresofthepresidentsfrom18161850(fromMonroetoPolk).Wearegoingtospend
    thisweeklookingatsomeofthegroupswhowereunderrepresentedoroppressedduring
    thistime.Thisweeksgoalistolookatwhypeopleadvocateforthemselvesorother?
    TodaywewillbeexaminingprimarysourcedocumentsabouttheTrailofTearsandwhat
    itmeantfortheNativeAmericans.
    WeekEssentialQuestion:Whatmakespeopleadvocatesforthemselvesorothers?

    ENDURINGUNDERSTANDINGS
    CentralHistoricalQuestion
    :HowdidpeoplejustifytheremovalofNativeAmericans?
    EU:ContemporarythinkingwasthatmovingtheNativeAmericanswasbenevolentand
    thatPres.JacksonwasenforcingittoprotecttheNativeAmericans.
    GOALS/OBJECTIVES
    Studentswillhaveabasicunderstandofwhatcontextualizationisandhowithelpsthem
    understandthePSDmoreclearly.StudentswillbeabletoanswertheCHQ.

    STANDARDS
    CCSS.ELALiteracy.RH.1112.2
    Determinethecentralideasorinformationofaprimaryorsecondarysourceprovidean
    accuratesummarythatmakescleartherelationshipsamongthekeydetailsandideas.

    MATERIALS
    Handout:2PSDandtimeline(2pages)
    Whiteboard
    Projector

    PROCEDURES
    DoNow:
    Questionposedtostudents:Whydopeoplejustifyactsofviolenceagainst
    others?
    BODYOFTHELESSON

    1. IntroduceCHQ:WhydidpeoplejustifytheremovalofNA?
    2. IwillmodelContextualizationofPSDforstudents
    3. Studentswilltrycontextualizationontheirownw/doc2.
    4. Studentwilldiscusstheircontextualizationw/partner

    Secondary Education Handbook

    10/22/2015

    1
    1

    5. Classdiscussion
    CLOSURE
    :OntheBoard:Whydidpeoplejustifyactsofviolenceagainst
    others?

    ACCOMMODATIONS PSDwillbemodifiedtobeasaccuratebutunderstandable
    aspossible.
    ASSESSMENT/EVALUATION
    StudentswillwriteathesisstatementansweringCHQforhomeworkandbringitinfor
    TuesdaysDONOWdiscussionandtoturninforagrade.

    PERSONALREFLECTIONS/NOTES
    SoIchangedafewthingsup:
    1. DoNow:askedWhatisOppression?andWhatisAdvocacy?talkedabout
    it
    2. Talkedabouthowwewouldbelookingatdifferentformsofoppressionand
    advocacyin1800sinthisUnit
    3. ShowedthemvideobyLakotaBand,ScattertheirOwn:
    https://youtu.be/7FdHetLTpgk
    4. Modeledcontextualization
    5. HadstudentstryitoutthemselvesonDocB
    6. Discussedasagroupwhatstudentswrotedown
    7. DiscussedCHQdidawhiptogiveoutanswers
    8. Had5minutesleftsostudentsstartedHWmanyturnedtheminatendofclass
    includingmyautisticstudent(Ineededtoprodhimtogetitdonebutitwas
    finished

    Secondary Education Handbook

    10/22/2015

    2
    2

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