Names: Ronald Sanchez, Hal

Golson Subject Area(s):

US History/Indigenous perspectives to US history
Lesson Topic: previewing a traditional perspective on the
West Grade Level(s): 11th Grade

Standards
Literacy Standard(s): CCSS.RH.11-12.6. Evaluate author's’ differing points of view
on the same historical event or issue by assessing the authors’ claims,
reasoning, and evidence.

Content Area Standard(s): HSSCS.9-12. Historical Research and Point of View: 3.

Students evaluate major debates among historians concerning alternative
interpretations of the past, including an analysis of authors’ use of evidence and
the distinctions between sound generalizations and misleading
oversimplifications.

English Language Development (ELD) Standard(s): (P.147) 7. Explain how

successfully writers and speakers structure texts and use language (e.g., specific
word or phrasing choices) to persuade the reader (e.g., by providing well- worded
evidence to support claims or connecting points in an argument in specific ways)
or create other specific effects, with moderate support.)

Lesson Objectives & Supports

Content objectives: Students will begin to analyze a more traditionally told
perspective on US and Native American history to contrast with the interpretation
they have been reading in Dunbar-Ortiz. To prepare for these contrasting
interpretations, students will do a tour of an assigned section in Chapter 17:
Conquering the west in the online textbook The American Yawp.

Literacy objectives: Students will begin to evaluate the claims of different authors
by previewing sections in Chapter 17: Conquering the west in the online textbook
The American Yawp to prepare them to contrast this more traditional perspective
with the point of view presented by Dunbar-Ortiz.

Academic vocabulary:
Tier II (General) perspective, point of view, interpretation, bias
Tier III (Domain specific) “The West”, Westward expansion, Turner Thesis,
mythologizing

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
· Name and provide a brief (1 sentence) description of each literacy and SDAIE
strategy used in the lesson.
· Be sure to include a reference (author, date) for each strategy.
Chapter/section tour (Buehl, p. 75)--We will be helping students tour parts of Chapter 17
in the American Yawp to help them grasp a more traditionally told perspective in
contrast to what we have had them reading in Dunbar-Ortiz.
Mind mapping (Buehl, p. 148)—In the lesson intro, we will invite students to
Frontloading(Gibbons)--Chapter tours are meant as a front loading exercise
Drawing connections(Tovani)--This lesson is meant to introduce a more traditionally told
perspective on Native American history so that students can compare and connect what
they have been reading in Dunbar-Ortiz to more typical US history textbooks.

Assessment: How will you know if students met your objectives?

For EACH content and literacy objective listed above, indicate how you will evaluate if
students met the objective. These assessments might include formal and informal
assessments, individual or group assessments, oral or written assessments, in- and
out-of-class assessments, etc.
Content-formative: Through filtering through group discussion and soliciting
presentations from each group on each assigned section of Chapter 17, we will
determine if students have begun to evaluate the perspective presented in the American
Yawp in contrast to what they have been reading in Dunbar-Ortiz.

Summative: We will collect Cornell style reading notes at the beginning of the next class
to determine if students are accurately comparing the perspective presented in the
American Yawp with the point of view of Dunbar-Ortiz.

Literacy--formative: Through filtering through group discussion and soliciting

presentations from each group on each assigned section of Chapter 17, we will
determine if students have begun to evaluate the perspective presented in the American
Yawp in contrast to what they have been reading in Dunbar-Ortiz.

Summative: We will collect Cornell style reading notes at the beginning of the next class
to determine if students are accurately comparing the perspective presented in the
American Yawp with the point of view of Dunbar-Ortiz.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does

1-15 Welcome students into class. This lesson would Students enter class.
likely be done at the beginning of the week.
Remind students we have been looking at
indigenous perspectives to US history as provided
by Dunbar-Ortiz.
Ask students to quietly think when the heard the
 words West or Wild West. On board draw three
bubbles each with the words Wild West in them.
Ask for three volunteers to come to the board. Give
them a minute to write as many words related to
Wild West that they can. They should draw bubbles
around the words and connect it to the middle Wild
West bubble.
Three volunteers complete the
mind map on the board in front of
the class. Likely, answers will
include cowboys, trains, gunfights,
“Indians”, etc. volunteer students
will explain in front of class why
they chose the words they did.

Ask students who completed the mind maps why

the chose the words they did.

Tell students: The images we have of the

West/Wild West are due the mythologizing of
the west that began to occur before the
“frontier” was even declared closed in the
Turner Thesis. Students will answer whether or
Ask students: Do you understand when I say that not they understand.
the west has been mythologized? To see if
students understand, ask them to explain what I
mean in their own words.
Explain to students: Media has shaped our
popular understanding of the west and its
inhabitants including indigenous people.

Use projector to play “Sioux Ghost Dance” video Possibly students will answer
without showing title.
Ask students: What is this a recording of? Where
was it recorded?
If no students answer, explain: This recording is of
the Ghost Dance, an indigenous ritual developed
as a symbol of resistance to US subjugation of
the continent. By the time of this recording, the
indigenous people seen performing the Ghost
Dance had been hired to perform the ritual by a
white entertainment company. This recording
was made at Buffalo Bill’s Wild West Show.
This Show shaped traditional white ideas about
the west, and how people who lived their acted.
It made Indigenous people a commodification
and a self-perpetuating stereotype of themselves.

Lesson Body
Time Teacher Does Student Does

15- Make sure all students have access to Chapter 17,

48 Conquering the West, from the American Yawp.
And that each table(the class is set up around tables
of four) has a copy of the Section Tour worksheet.

Tell students: While we have been reading

Dunbar-Ortiz, today we will be previewing a
chapter from a more traditional text that will
offer us a comparison point to contrast their
different historical interpretations. The chapter
also has a lot of information about Buffalo Bill’s
Wild West Show and the mythologizing of the
west. Each table should have a section tour
worksheet. With our groups we will be
completing a tour of one of the sections of the
chapter. Assign groups sections: Post-Civil War
Westward Migration, The Indian Wars and
Federal Peace Policies, Beyond the Plains,
Western Economic Expansion: Railroads and
Cattle, The Allotment Era and Resistance in the
Native West, Rodeos, Wild West Shows, and the
Mythic American West, The West as History: the
Turner Thesis.
Tell students: With your groups answer the Students in their groups will
questions the worksheet without fully reading complete the Section Tour
your assigned section. Then each group will worksheet. (see attached for
present their answers. example answers)

As students are working on their Section Tour

worksheet, filter through class seeing who needs
help and more of challenge and providing
appropriate differentiation in response.

Reconvene class. Ask each group to present their Each group will present their
answers to the whole class. answers. (See attached for example
answers.

Lesson Closure

Time Teacher Does Student Does

 48- Tell students: This is only the beginning of Students will complete cornell-
50 getting this comparative perspective. For style notes for homework.
homework tonight read all of Chapter 17 and
take notes as you read. On the left hand side of
these notes, write questions and comments
addressing how this interpretation differs from
Dunbar-Ortiz . Try to have a question for every
one of the sections in the chapter. This will be
due at the start of class tomorrow.

Instructional Materials, Equipment & Multimedia

List any readings, websites, materials, handouts, technology, etc. necessary for your
lesson. Use APA format for any citations, and attach copies of any handouts or
other print materials used during the lesson.
Computers with access to internet so that students can access chapter 17 in the
American Yawp or you can use printed versions of the chapter. Locke, J. & Wright, B.
(2019). The american yawp: Chapter 17: Conquering the west. Palo Alto, CA: Stanford
University Press. Retrieved from http://www.americanyawp.com/text/17-conquering-the-
west/
Copies of the section tour
Document camera to display different section tours when gathering answers from each
group’s presentation.
Projector to show video
Dickson, W.K.L. (Producer). (1894). Sioux ghost dance[Motion picture} United States:
Edison Manufacturing Co.

Differentiation:
Indicate how you could adapt this lesson for each of the following groups of
students. Adaptations might include additional literacy supports or scaffolds, texts
written at multiple levels, etc.

English learners: Vocabulary list to help students define difficult words

Striving readers: Vocabulary list to help students define difficult words, Have versions
of sections of chapter 17 in American yawp with marginalia instructing students
where in the text they can find answers to specific questions of the questioning
the author worksheet.
Students with special needs: Versions of the text with bigger font, provide braille
copies of the text, Have versions of sections of chapter 17 in American yawp with
marginalia instructing students where in the text they can find answers to
specific questions of the questioning the author worksheet.
Advanced students: If students are in need of a challenge, ask them if they trust
this interpretation more or less than the point of view presented by Dunbar-Ortiz?
 Chapter Tour Worksheet
For Chapter 17 of American Yawp

What is the title of the chapter?

What is the title of your assigned section?

Are there any illustrations in your section? If so what is being illustrated?

Skimming over your section are there any important actors or events (etc.)?

Is there any vocabulary that seems important? Can you define those terms?

Are there any quotations in your section?

What do you think you’ll learn from reading this section/chapter?

How do you think the perspective presented here will be different from other
things we have been reading?
 Chapter Tour Worksheet(Examples)

For Chapter 17 of American Yawp

What is the title of the chapter?

Conquering the West

What is the title of your assigned section?

Post-Civil War Westward Migration, The Indian Wars and Federal Peace Policies,
Beyond the Plains,
Western Economic Expansion: Railroads and Cattle, The Allotment Era and
Resistance in the Native West, Rodeos, Wild West Shows, and the Mythic
American West, The West as History: the Turner Thesis.

Are there any illustrations in your section? If so what is being illustrated?

Cattle Deaths, Railroads, Wild Bill, Annie Oakley, Little Bighorn

Skimming over your section are there any important actors or events (etc.)?
Civil War, Little Bighorn, Allotment Policy, Chief Joseph, Transcontinental
Railroad, Buffalo Bill, Annie Oakley

Is there any vocabulary that seems important? Can you define those terms?
Migration, allotment policy, reservations, rodeos, Turner Thesis, Ghost Dance

Are there any quotations in your section?

Quotes from Turner Thesis, Quotes from Chief Joseph

What do you think you’ll learn from reading this section/chapter?

An overview of US Western history

How do you think the perspective presented here will be different from other
things we have been reading? More traditional, less Native American experience