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Teacher Education Lesson Plan Template

Teacher: Nicholas Kowalski Date:

Title of Lesson: Western Expansion’s Impact Cooperating Teacher: Stephanie Aitchison
on Native Americans

Core Components
Subject, Content Area, or Topic
7th Grade US History 1865 to Present
Student Population
The classroom consists of 98 students divided into four classes of 25, 26, 25, and 24. There are 66
boys and 32 girls. All students are identified as gifted though each has unique learning needs. Six
students have a 504 Plan in place.
Learning Objectives
● Students will be able to conduct research in an ethical and safe way.
● Students will be able to draw needed information from researched sources.
● Students will be able to present this information orally.
● Students will be able to describe how western American expansion effected Native
Americans.
Virginia Essential Knowledge and Skills

SOL USII 1j: The student will demonstrate skills for historical thinking, geographical analysis,
economic decision making, and responsible citizenship by investigating and researching to develop
products orally and in writing.

SOL USII 2b: The student will use maps, globes, photographs, pictures, or tables for explaining
relationships among natural resources, transportation, and industrial development after 1865.

SOL USII 4a: The student will apply social science skills to understand how life changed after the
Civil War by examining the reasons for westward expansion, including its impact on American
Indians.

Materials/Resources
Chromebooks/Computers
Paper
Pen/Pencil
Google Docs
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
N/A

Time
(min.) Process Components
2 min. *Anticipatory Set
The teacher will review how American settler came west and how they molded the land to
fit their needs. However there’s another side to the story, there were already people living
here. What happened to them during this expansion?
<1 *State the Objectives (grade-level terms)
min. ● Students will be able to conduct research in an ethical and safe way.
● Students will be able to draw needed information from researched sources.
● Students will be able to present this information orally.
● Students will be able to take notes on important information presented from other
students.
● Students will be able to describe how western American expansion effected Native
Americans.
15-20 *Instructional Input or Procedure
min. 1. The teacher will discuss Indian reservations and the point of keeping Indians out of
the way of American settlers and trying to bring peace and advancement to Native
American communities.
2. Introduce the idea that this caused major conflict and backlash, and led to a serious
of bloody and costly conflicts that hurt not only Native Americans but American
settlers too.
3. The teacher will ask students to work in groups in order to research a specific topic
regarding the effect of western expansion of Native Americans.
4. The teacher will separate students into groups of 3 or 4, and then assign each group
one of six categories (The Battle of Little Bighorn, Geronimo, Chief Joseph and the
Nez Perce, Sitting Bull, Battle of Wounded Knee, Buffalo Hunting).
5. The teacher will explain that they are to answer 4 questions regarding this topic.
For events; When it was? What caused it? What happened? How did this effect the
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
lives of Native Americans?. For people; Who were they? When did they live? What
did they do to protect Native Americans? How did their actions effect the lives of
Native Americans afterwards?
6. The teacher will ask student to create a Google Doc and share it with their fellow
groups mates. They will put all of their names on it.
7. The teacher will ask them to write each of the four question on the Google Doc.
8. The teacher will instruct them that they are to research the information from the
internet and write it down in each category.
9. The teacher will ask them to have their sources in this document as well.
10. The teacher will give them 30 minutes to do this, after which the teacher will ask
the student to write down on a black sheet of paper each of the 6 topics and under
them the questions relating to them (students can also open a new Google Doc if
they prefer).
11. The teacher will then ask each group to present from their seats the answers that
they found for each of their questions. Students not presenting will write, down on
their papers, the information.
12. The teacher will after each presentation supplement their finding with additional
information creating a timeline of events showing how Native Americans fought to
preserve their way of life and slowly were kicked off of their land, and forced in
reservations, while any remaining cultural symbols (like the buffalo) were
practically destroyed.
13. The teacher will also explain the Ghost dance movement and how it pertained to
what happened at wounded knee and to Sitting Bull.
14. After all of the students have presented the teacher will talk about the Dawes Act
which created larger, more tribe based reservations and also allowed Native
Americans the opportunity to claim US citizenship. But this was seen by many
Native Americans as a means to forcibly assimilate them into American culture.
1-2 *Modeling
min. The teacher will model how to create the Google Doc layout asked for and what exactly
the questions asked mean.

<1 *Check for Understanding
min. The teacher will ask for a verbal affirmation of understanding.

30 *Independent Practice
min. Students will work in groups at their table to research one of the 6 topics listed (The Battle
of Little Bighorn, Geronimo, Chief Joseph and the Nez Perce, Sitting Bull, Battle of
Wounded Knee, Buffalo Hunting) and answer the following questions. When it was? What
caused it? What happened? How did this effect the lives of Native Americans?. For people;
Who were they? When did they live? What did they do to protect Native Americans? How
did their actions effect the lives of Native Americans afterwards?

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
20-25 *Guided Practice
min. Students will present their answers the questions for their individual topics and the other
students will write down notes. The teacher will interject to help supplement information
and create a cohesive timeline.
N/A Assessment
The teacher will use the oral presentation by the students as well as their created Google
Docs to assess how well they were able to research the questions asked and find answers.
3-4 *Closure
min. The teacher will discuss the theme of the unit; Dreams Fulfilled, Promises Broken. And
that while so many people came to West and achieved a new life filled with success and
freedom there was also a large group of people that had their ways of life destroyed.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Several students have been placed to the front of the classroom. One due to needs that have be met
according to their 504. This will be a group research lesson, that will allow all students to contribute
their best efforts toward the finished product. Therefore they will work to their strengths in order to
best help the group.
Classroom Management Issues (optional)
As with all group assignments some might get off task, or other groups might chose to put most of
the work onto one person.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015