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Lesson Foundations
Content Standards
Social Studies 8.10: Westward expansion contributed to economic and industrial development,
debates over sectional issues, war with Mexico and the displacement of American Indians.
Learning Objective(s)
Students will
ELA Speaking and Listening 8.4: Present claims and finding, emphasizing salient point in a
focus, coherent manner with relevant evidence, sound valid reason, and well-chosen details;
use appropriate eye contact, adequate volume, and clear pronunciation.
LO1 students will be able to identify the different perspectives about the North Dakota
Pipeline
LO2 Students will create an argument either for or against the North Dakota pipeline based on
the evidence presented to them
Prior Academic
Knowledge and Skills
Assessments
Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they
appear in the lesson.
Name and
Description of assessment
number of
Assessment
A1 Oral
Questioning
A2 Graphic
LO1
According to the
article, why is the
pipeline being built?
(Understand)
Who is protesting
the pipeline, and
why? (Understand)
LO1
Organizer
A3 Debate
Argument 3 Against: the land that the pipeline is being built on is still
the unceded and sovereign territory of the Oceti Sakowin (Sioux
Nation). As such, the Standing Rock Sioux should have been
consulted before the pipeline was approved.
LO2
of class to write an
argument either for or
against the pipeline
project.
#1- For the Pipeline
#2- Against the Pipeline
Rules of the debate are as
follows:
Each individual
student will first
write their own
argument on their
notecard to be
turned in at the end
of class.
Students will meet
with their group to
discuss their debate
strategy, who will
speak, what are the
main points etc.
Each side will have
3 minutes to
present their
argument. One both
sides have
presented each side
will have 2 minutes
to refute the others
sides argument.
A4 3 Minute Pause Before students leave,
they will participate in a 3
minute pause. Individually
students will respond to
todays lesson. Students
can respond to todays
LO2
I changed my
attitude about
I became more
aware of
I was surprised
about
I felt
I related to
I empathized with
I was surprised that the pipeline was rerouted and put on a fast
track to be built.
I feel sorry for the Sioux Tribe, because that is sacred land that
they want to run a pipeline through.
Instructional Procedures/Steps
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.
Opening
__________
-
Minutes
Hook?
Activate prior
knowledge?
Communicate LOs?
Teacher will
Student will
Instruction
__________ Minutes
Procedures and steps
to the lesson.
Strategies?
Assessments?
Q & A?
Evidence of
learning?
CRP?
Planned supports?
Transitions: Identify
when you are
transitioning and how
you will make that a
smooth transition?
Closure
__________
-
Assess?
Minutes
Wrap up?
Set-up?
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Academic
Language
Identify
Language Function: Identify
Planned Supports
Language Function: Graphic Organizer, Debate