Lesson Plan One
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amandam22Lesson Plan One
Uploaded by
amandam22Lesson Plan One
Title: Breaking stereotypes of Native Americans. Grade Level: 11th History Time Frame: 60 min Connection to Standards: Change, Citizenship, Public Values, Diversity,
Economic, Foreign Policy, Government, Migration, regional geography, World history, American history, critical reading.
Rationale/Purpose: The lesson is designed to break stereotypes, educate students about Native American Culture and history. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I. Objectives- Students should demonstrate their knowledge of Native American culture and history more than mentioning them as one group. They would do this in a class discussion. Also, I will cover some battles in depth more than a textbook. In addition, the students should learn a deeper understanding of Native Americans and the stereotypes. Students will be able to talk about Native American lifestyles and how they living off the land. Students should know vocabulary or key terms from the lesson when they are asked verbally or when I hand out a worksheet that is fill in the blank. Students should also understand the content and the excerpts, which will be demonstrated by completing their homework with thoughtful accurate responses.
II.
Required Materials: A PowerPoint presentation, a video clip on the website http://www.snagfilms.com/films/title/ishi_the_last_yahi, Internet access, and a television or a smart board.
III.
ProceduresA. Lead-in/Anticipatory Set- I will have students take out a piece of paper and write down everything they can think of when I say
the words, Indians or Native Americans. Then collect the papers.
B. Step by Step 1. Introduction- After the student write down what they thought of the words Native American, I would read a few responses out loud. I then would define ethnocide and genocide, which is the start of the power point presentation. I would also ask them about the different battles we have already covered to have them remember what we have already covered about Native Americans or what they have covered in a previous year.
2. Body- I will lecture using the power point. During the lecture there will be many sections that I stop and ask the students what the pictures are because many of the Native American traditions are not well known. Each slide relates to a topic and will provide the students with an idea or event to talk about. The lecture is meant to inspire discussion and get the classroom talking about their ideas of what happen in history. Also I will hand out an excerpt from Chief Joseph for them to read in small groups of three.
3. Closure- The students will watch some clips from (http://www.snagfilms.com/films/title/ishi_the_last_yahi ) then using the information from the lecture they will discuss the film.
IV.
Differentiation A. Learning Modality Preferences and/or Learning Style Preferences and/or Multiple Intelligences- The way I could modify the lesson to fit the different learning styles would be to use lecture and no group work or vice versa. I also planned on showing a video
to break up the time and as a visual aid. The power point also serves as a visual aid. The video and power point are the auditory components. The Kinesthetic portion is when students get two two and a half minute breaks. The tactile component is when the student write their thoughts down in the anticipatory set.
B. Advanced- For the advanced learners I could provide links for more research and point them to a list of textbooks that could advance their knowledge. If students were interested in this I could assign a paper and have students choose their topics about different aspect of Native American culture, history or events. I also would get more in depth within the lesson, instead of teaching the basics; I would be able to build on their previous knowledge of the massacres and cultural events that have occurred.
C. Struggling- For students that are struggling I could have guided notes printed out, I could print the power point out, I could provide terms and definitions. I could also create a study guide and allow time for questions or a time where they can come in after class to talk in private.
D. Student(s) with Exceptional Learning Needs (ELN)- Students with ELN would have someone that could read the excerpt to them if they wanted/needed the help. Also the student with ELN could get all of the information in the lesson printed for them or read to them again.
V.
Homework- I would assign a homework sheet, which is mostly open ended, and some opinion based sections. The homework is meant for the students to think about the topics critically and is not an assignment that they just fill in the blank.
VI.
Assessment/Evaluation A. Assessment of Student(s)- Grading the homework will show that the students have learned about the culture and paid attention during the lesson. Using the sheet from the anticipatory set comparing it to the homework answers will show the stereotypes, if any, have been changed. Also the students will have a better understanding of Native American culture and their history.
B. Self-Assessment (Teacher)- My goal would be for students to be interested in the topics of Native American culture and their history. The way I would measure this would be to give them an option to write and extra credit paper on the topic of Culture. Also, if the students paid attention to the class, and the teaching styles I choose were interesting to them, then they would complete the homework with ease and provide thoughtful responses.
