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Illinois Mississippi River Lesson Plan Revised

Illinois Mississippi River Lesson Plan Revised

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Published by Matt Baker

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Published by: Matt Baker on Sep 18, 2012
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History Date: 9/18/2012 Student Objectives/Student Outcomes:  Students will evaluate historical documents, such as Jacques Marquette’s journal, to identify possible bias and analyze other possible narratives by discussing the explorers’ relations with Native Americans.  Students will compare the writings of Marquette and LaSalle to decipher differences in their motivations for exploration by writing a critical and thoughtful response. Content Standard: Illinois State Goal 16.A.4a: Analyze and report historical events to determine cause-and-effect relationships. Materials/Resources/Technology:  Computer/ Projector  Copies of Marquette journal, Pages 240-242 (From: www.americanjourneys.org/aj-051/.)  Copies of La Salle Narrative, Pages 3, 5, and 9 (From: www.americanjourneys.org/aj122/)  Power Point Presentation  YouTube clip: http://www.youtube.com/watch?v=C0nNXeD1fPA Teacher’s Goals:  To stress the different religious, economical, and territorial motivations for the exploration of the Mississippi and Illinois Rivers by Marquette, La Salle, and Jolliet. Schedule:  Minutes 0-3 – Start of Class: Students will be prompted to copy down vocabulary terms (Jesuit, Calumet, Mission, Portage, Great Lakes) as they enter the classroom and will begin discussing them with other students.  Minutes 4-15 - Introduction of Lesson: Teacher will outline lesson and explain the objectives of the day. The vocabulary terms will then be discussed and defined as a class, with help from the teacher, in order to prepare the students for lecture and primary source readings.  Minutes 16-46 - Lesson Instruction: A power point presentation will be followed and used to complement the lecturing of the teacher. Jolliet, Marquette, and La Salle will be introduced. A short video clip will then briefly describe Marquette’s role in the exploration of the Mississippi. Lecture will then continue on the voyage of Jolliet and Marquette and then La Salle. Lastly, the excerpts from the Marquette piece and the La Salle piece will be read as a class, with explanations from the teacher.  Minutes 47-60 - Assessment/ Checks for Understanding: Following the two readings done as a class, students will be asked to write a one page response to the following

prompt: “What differences do you see in the motivations of Marquette and La Salle in exploring the American interior? What could we have learned additionally if Jolliet’s records had not been destroyed? What biases do you think that these men had in their journals or their storyteller’s narratives?” Self-Assessment: The ability of the students to define the vocabulary terms will serve as a basis for assessing the appropriateness of the lesson’s starting point. The quality of discussion, as well as the quality of the students’ written responses will also be evaluated to assess the pacing and content of this lesson.

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