Middle Childhood Education Seminar 2

Middle Childhood Education Lesson Plan Template v. 2

Teacher Candidate Name: Benjamin Wozniak

Lesson Title/#: European Colonization of Native American Land - Lesson 3
Grade Level: 8th Grade (50 minutes)
Essential Question: When did the United States stop interfering with Native American land?
Lesson Foundations

Content Standards
*Science and SS should also include
common core for reading/writing
Learning Objective(s)
History Strand- Colonization to Independence- 2: North America, originally inhabited by American Indians,
was explored and colonized by Europeans for economic and religious reasons.
Speaking and Listening: Presentation of Knowledge and Ideas-5: Integrate multimedia and visual displays
into presentations to clarify information, strengthen claims and evidence, and add interest.
1. Students will be able to examine how the acquisition of Native American land has never stopped (analyze).

Students will 2. Students will be able to illustrate how the acquisition of Native American land has taken place since the
formation of the United States. (apply)

Prior Academic 1. Students understand Europeans took over Native American land when they arrived in the Americas.
Knowledge and Skills
2. Students understand Native Americans lost their land through a series of treaties and by force.
What have you or your mentor
taught previously that will inform
what students are learning today?

Materials & Resources Materials: PowerPoint, Article Handouts, Letter to a Native American handout, One Minute Essay, poster
paper, markers, and rulers for timeline

Resources:
-Internet access to view the interactive map, the CNN article
-SMART Board or projector

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 Middle Childhood Education Seminar 2

-Interactive Map of Native American Territory:

http://www.slate.com/blogs/the_vault/2014/06/17/interactive_map_loss_of_indian_land.html
-CNN article: http://www.cnn.com/2016/09/07/us/dakota-access-pipeline-visual-guide/index.html

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 number of Description of assessment
Assessment
Article Handout (A1) While reading the students are
reading the CNN article with
their partner, they fill answer
the following questions on a
handout:
-What Native American tribe is
contesting the Dakota Access
Pipeline? (remember)
-For what reasons is the tribe
against the pipeline? (analyze)
-What are those who are for
the pipeline saying? (analyze)
-Who is in the right? (evaluate)
Evaluation Criteria - What is the evidence (the answers) of student learning?
Specifically list evidence of learning and learning objectives.
(LO1)
-The Standing Rock Sioux Tribe.
-The tribe says no one agreed to have the pipeline built over their land. Sacred land
like burial grounds would be ruined. If the pipeline were to break it would destroy
their water supply, the Missouri River.
-The pipeline people are saying the pipeline will be great for energy independence
and economic growth for the country. There are already pipelines going under the
Missouri River and nothing has happened before. A group also said tribe members
who live on the reservation and whose homes would be affected have okayed the
project. Another group claims the pipeline wouldnt actually go through the land.
-Well, it depends on what the article talks about is true. If the individual land
owners gave their consent, then it should be okay. But if the pipeline was okayed
without their consent, then thats bad. It does sound like the pipeline would do a
lot of good, but on the flip-side, it can cause a lot of damage if something goes
wrong. It seems both sides have legitimate points.

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 Middle Childhood Education Seminar 2

Letter to a Native Imagine a Native American (LO1) The United States continued to take over Native American land, either by
American from 1792 women has travel through treaties or by force. As the United States expanded westward, Native Americans
(A2) time from 1792. She wants to were forced to move to reservations. There are only a handful of them left in the
know what happened to her western states. Native Americans continue to be treated horribly. They would be
people and their land. You slaughtered in battle or forced to move to reservations by foot. This treatment
need to write a short letter continues to this day. An example would be the Dakota Access Pipeline; thats
explaining to her what has happening in South Dakota (a state) right now. The government is trying to build a
happened. pipeline through Native American land without their consent.
Timeline (A3) Groups will make timelines
about the loss of Native
Americans land. They will pick
out at least five events to put
on their timeline. Timeline will
start with 1776 and end with
1891 and must be to scale.

One Minute Essay Students will write a response (LO2) The loss of land followed the countrys expansion. It looks like people were
(A3) to this prompt: As you looked greedy and took land that didnt belong to them. I was shocked at how much
at the interactive map, was reservation land was taken away from them. The map showed maybe 3 times as
there anything that stood out much land in 1891 as there is today.
to you or shocked you about
the Native Americans loss of
land over time?

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.

B. Wozniak, 2016
 Middle Childhood Education Seminar 2

Teacher will Student will

Include instructional practices, questions you will ask, checks for What will students be doing?
understanding, differentiation, evidence of culturally responsive What evidence of learning will students demonstrate?
teaching practices. Student-centered learning/opportunities for practice and application.
Opening 1. Set Up: PowerPoint, put students into groups of 4 for
____5_____ Minutes the days activities. I will group the students myself. I
will make sure the G/T students and the students on an
- Hook? IEP are mixed together so students can help each other,
- Activate prior
knowledge? and everyone will have a similar experience. I also want
- Communicate LOs? to make sure any struggling readers are with stronger
readers so they can see a good model of the readings.

2. Review the Agenda and LOs: Agenda will be on 2.

the PPT. The LOs will be written like a Facebook -Sally knows that the United States took a lot of land from
status on a PPT slide: Mr. Wozniak wants his students Native Americans.
to look at how Native American land has been taken -Erik wonders what it would be like if Native Americans still
from them ever since the United States Formed, and it lived on their original land.
has not stopped. Students can respond with their own
statuses about my status and they can show what
they know about the topics.
-I want to expose the students to the LOs this way so
the LOs are more a part of the learning than just a
student reading them out loud. This will also help
activate prior knowledge.
Instruction 1. Transition: Talk about how the during the 1.
____40____ Minutes previous lesson all the sources we look at were from
before the United States became a country.
Procedures and steps to -When do you believe this country stopped taking -Probably around the time the country formed. I remember
the lesson.
- Strategies? land from Native Americans? (remember) something about President Andrew Jackson fighting Native
- Assessments? -I want to ask this question to see what they know Americans. The Canary Effect talked about fighting around
- Q & A? about the topic and activate their prior knowledge. 1900.
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 Middle Childhood Education Seminar 2

- Evidence of learning?
- CRP?
- Planned supports? 2. Interactive Map (LO1): Inform them the taking of 2.
Native American land has never really stopped.
Transitions: Identify when -Show them the interactive map. Have them look at it
you are transitioning and in their groups and discuss what they see.
how you will make that a
smooth transition? -Point out the map starts in 1776 and goes to the
present, and that you can search for different tribes to
see where their land/reservation was/is.
-Make sure they see if where they are from or where
we are now has ever been a tribes home.
-G/T students can review the political cartoon and
meme from previous lessons if finished early.
-Does anyone know what happened to the Native -Some were forced to walk to their new reservations, some
Americans as their land was taken away? (remember) were killed in battles.
-What do you think happens to the Native Americans -A lot of Native Americans probably were killed or died
when they are forced from the only place their people while being forced out of their homes. When they are forced
have ever lived? What about their culture? (analyze) to live in other places, their culture might not always follow
-This map is an excellent tool to use to show how much them. It can easily be lost.
land has been taken from Native Americans and when
it was. This should really hit home to the students just
how much they have lost.

3. Partner Reading (LO1): Explain to the students 3.

that some of what they learned the previous day is
still happening; Native American land is still
mistreated to this day.
-Introduce the CNN article and a brief overview of the
situation with the Dakota Access Pipeline.
-Have the students read the article with their elbow
partner. Both partners need to read some of the
article.
B. Wozniak, 2016

-Focus on how this affects Native Americans in the
area.
-Article Handout (LO1, A1): While reading the
students are reading the CNN article with their
partner, they fill answer the following questions on a
handout:
-What Native American tribe is contesting the Dakota
Access Pipeline? (remember)
-For what reasons is the tribe against the pipeline?
(analyze)
-What are those who are for the pipeline saying?
(analyze)
-Who is in the right? (evaluate)
-After the students finish their worksheets, come
together for a debrief of the article
-How does the article show both sides of the story?
(apply)
B. Wozniak, 2016
Middle Childhood Education Seminar 2
-The Standing Rock Sioux Tribe.
-The tribe says no one agreed to have the pipeline built over
their land. Sacred land like burial grounds would be ruined.
If the pipeline were to break it would destroy their water
supply, the Missouri River.
-The pipeline people are saying the pipeline will be great for
energy independence and economic growth for the country.
There are already pipelines going under the Missouri River
and nothing has happened before. A group also said tribe
members who live on the reservation and whose homes
would be affected have okayed the project. Another group
claims the pipeline wouldnt actually go through the land.
-Well, it depends on what the article talks about is true. If
the individual land owners gave their consent, then it
should be okay. But if the pipeline was okayed without their
consent, then thats bad. It does sound like the pipeline
would do a lot of good, but on the flip-side, it can cause a lot
of damage if something goes wrong. It seems both sides
have legitimate points.
-They interview someone that represent the Native
American tribe and someone from those backing the

-How do you feel about this? Is this just another
injustice done against Native Americans? (evaluate)
-Are there any connections between what is
happening now in the Dakotas to what we have
learned the last couple of days? (evaluate)
-I want to share this article with the students to show
them how Native American land is treated to this day. I
want to students to read in pairs so any struggling
readers can have some practice, and also see good
modeling. The handout and debrief questions are there
to help guide their reading and understanding and
make connections to the previous lessons.
4. Letter to a Native American from 1792 (LO1,
A2): Students will know complete this assessment
individually. I will be assisting those who need it.
-Imagine a Native American women has travel
through time from 1792. She wants to know what
happened to her people and their land. You need to
write a short letter explaining to her what has
happened.
-Would anyone like to share their letter with the
class? (discussion)
B. Wozniak, 2016
Middle Childhood Education Seminar 2
pipeline. The article does a good job presenting facts from
both sides of the argument.
-They should not be allowed to build through areas of
importance to the Standing Rock Sioux Tribe that can
negatively affect them.
But the article did say the pipeline doesnt actually go
through the reservation, and the affected landowners are
okay with it. And the pipeline will be one of the safest ever
made.
-It seems like people in this country still do not respect
Native American land or give any thought to how they use it.
The colonists whose writings we looked at said Native
Americans dont use their land properly, and the current
situation has a similar disregard to their culture. Their
burial and prayer sites need to be respected.
4.
-The United States continued to take over Native American
land, either by treaties or by force. As the United States
expanded westward, Native Americans were forced to move
to reservations. There are only a handful of them left in the
western states. Native Americans continue to be treated
horribly. They would be slaughtered in battle or forced to
move to reservations by foot. This treatment continues to
this day. An example would be the Dakota Access Pipeline;
thats happening in South Dakota (a state) right now. The
 Middle Childhood Education Seminar 2

-I picked this assessment as students can show a little government is trying to build a pipeline through Native
creativity, show what they have learned today and the American land without their consent.
previous lessons. It is also a chance for students who do
not like to speak in class demonstrate their
understanding through their writing.

5. Transition to Timeline Activity (LO2): Point out 5.

we have looked at the treatment of Native American
land at distinct points of time.
-What were the three points in time that we have -When Columbus has arrived, right before the
looked at? (remember) Revolutionary War, and the present.
-So what has happened between those periods, -The interactive map we saw showed us, they were
especially the more recent gap, between the constantly losing their land.
Revolutionary War and right now? (understand)
-Introduce the Timeline activity.
-Using the interactive map as a guide, students are to
make a timeline from 1776 to 1891 in their groups
picking out at least 5 events on a poster.
-Examples of events: When Native American land -Example Timeline:
disappeared from a state, when there was no Native
American territory east of the Mississippi River, when
the first reservation appeared, etc. Can be about a
single state or the whole country.
-Explain to show accurately show when these events
take place, it must be to scale: Take the length of the
line and divide by the number of years the line
represents and thats the distance between each year.
-Show examples of different timelines on PPT,
including example I made for this and how the events
correspond to the map, they cannot use my examples.
Make it colorful!
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 Middle Childhood Education Seminar 2

-Timeline (LO2, A3): Groups will make timelines

about the loss of Native Americans land. They will
pick out at least five events to put on their timeline.
Timeline will start with 1776 and end with current
year and must be to scale.
-Ask these questions while the groups are working.
-What does your group consider important events? -We are focusing on when Native Americans lose all their
(apply) land in states.
We are focusing on the rise of reservations.
-Is there any particular timeframe you are focusing -We are focusing on events right after the U.S. formed.
on, or are you trying to include events across the We are trying to focus on more present events to show this
whole timeline? (analyze) is still happening.
-I want the students to create this timeline to get a We are going throughout the timeline.
good visual of these events. The have mostly read about
them, and I want them to create a visual to see these
events have continued to happen over time.

6. Wrap-Up: Each group will present their timeline to 6.

the class. The students will be looking at similarities
and differences between the timelines.
-Was there anything that stood out that groups -One group used mainly local events which really hit home
included in their timeline? (analyze) that this has been happening everywhere. Another groups
did a good job spreading out their events to show they have
been happening for a long time.
-Did anyone notice when the Standing Rock Sioux got -Yes, it appeared on the map in 1883, so they have had the
their reservation that we read about today? Does that land a very long time and should have full control over what
change your opinion about the issue? (evaluate) happens to it. This makes the article we read seem worse.
-I want the students to see what the other groups did so
everyone is exposed to all the ideas in the class. Some
students might learn something they missed from

B. Wozniak, 2016
 Middle Childhood Education Seminar 2

before. I want to ask these questions to make sure they

are making the right connections.
Closure 1. Transition: 1.
____5_____ Minutes -Did anyone take the map to the present? What did -It was surprising to see that even reservations were taken
you think about what you saw? (evaluate) away. And going from the 1776 straight to the present was a
- Assess? -I want to ask this question as another way to wrap up little disheartening.
- Wrap up?
- Set-up? the days activity and to get them start thinking in a
way to complete the last assessment.

2. One Minute Essay (LO2, A4): Students will write a 2. The loss of land followed the countrys expansion. It looks
response to this prompt: As you looked at the like people were greedy and took land that didnt belong to
interactive map, was there anything that stood out to them. I was shocked at how much reservation land was
you or shocked you about the Native Americans loss taken away from them. The map showed maybe 3 times as
of land over time? much land in 1891 as there is today.
-This assessment is a way for me to assess individual
students and give them another chance to show their
understanding through their writing.
Modifications/Accom IEP Students: Extended time if needed. Directions given verbally, on PPT, and on handouts. Key words bolded on
modations/Enrichme handouts. Opportunities to demonstrate understanding learning orally and by writing. Peer support during
nt activities. Sentence starters if needed.

Differentiation: How will

you provide students with
specific learning needs Gifted/Talented: Can look at additional resources when looking at interactive map, extension questions with CNN
instructional support? How Article activity, as an extension on the timeline, they can put more events on their timeline.
will you provide students
access to learning?

Struggling Students: Peer support while in groups, sentence starters if struggling with writing.

Academic Language Identify Planned Supports

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What language function do
you want students to
develop in this lesson?
What vocabulary do
students need to support
learning of the learning
objective for this lesson?
What supports do you have
in place to assist students
with AL?
B. Wozniak, 2016
Language Function: Examine
Vocabulary: acquisition, territory, settler
Syntax or Discourse? Discourse
Middle Childhood Education Seminar 2
Language Function: Handout while reading the CNN
article, discussion questions, timeline examples help guide
examination
Vocabulary: Words will be bolded on PPT and handouts.
Students will construct definitions through the activities.
Syntax or Discourse? Students will have opportunities to
examine on their handouts and during their discussions.
The questions on the handout and during the discussion
will help guide the students during their examination of the
loss of Native American land.