CSULB History Social Science Lesson Plan Template

Lesson Title: The Chickasaw Treaty Date: 9/20/2020

How did U.S foreign policy in the
Early Republic affect the lives of
other Nations?
Was U.S foreign policy in the Early
Unit Central Historical
Republic just or unjust to other
Question(s):
Nations?
What were the consequences of
U.S foreign policy in the early
republic?

Subject / Course: History

Grade: 8th

Lesson Duration: 120min

Content Learning Objective (content and proving behavior):

e.g., students will be able to [content analysis] by [product and activity].

Students will use primary and secondary sources to analyze and write down at least two causes and
consequences of U.S Treaties with American Indian Nations and fill out a graphic organizer that addresses
the historical significance of these treaties.

Historical Thinking Skill

Cause and Consequence

Historical Significance and Historical perspective
Evidence

California Content and CA ELD Standards Addressed:

8.5.3- Outline the major treaties with American Indian nations during the administrations of the
first four presidents and the varying outcomes of those treaties
SL.8.1, 6; L.8.3, 6
W.8.1, 8–9; WHST.8.1, 8–9; L.8.1–3, 6

Narrative Summary of Tasks / Actions:

 Students come in- work on Warm-Up

 Pass out worksheet/graphic organizer
 After 5mins on warm-up have students quickly pair-share ideas
 Go over the 2 photos on the board- Segway to lecture
 PowerPoint: Review
Indian-White Relations in the Early Republic
The Iroquois and the Cherokee
Review the Treaty with the Cherokee 1785: Article III, Article V and Article IX

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Go over: What is a primary and secondary source?

 PowerPoint: Lecture- Causes why U.S made treaties with American Indian Nations
 Video: https://www.youtube.com/watch?v=if-BOZgWZPE
 Station will be setup before class
 Groups will be based on their table seating
 6 stations where students will investigate and collaborate with their peers while answering question
from their graphic organizer.
 Focus question are not to be answered on paper, they are more for helping students think about the
primary or secondary sources. Students are in encourage to think of questions and make inference
about the text.
 When students are in workstation- time them for 5 mins, once the beeper goes off they will move
onto the next work station.
 After stations students will go back to seats and prepare for whole-class discussion
 After whole-class discussion. Students will reflect using their graphic organizer by answering the last
question.
 Students must turn in their graphic organizer at the end of class as they exit out.

Materials / Equipment:

PowerPoint
36 graphic organizers:
Computer with Video
7 Stations with primary and secondary sources
Timmer

Inquiry-Based Lesson Plan for History-Social Science

1. Anticipatory Set Time: 7

Warm-Up
What is an Indian Reservation?
Examine the pictures and write 2 to 4 observations

2. Central Historical Question for Lesson Time: 3

Was the Treaty with the Chickasaw: 1816 a fair contract between the United States and the Chickasaw
nation?
Are treaties with American Indian Nations fair when they happened and are they fair today?

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3. Teacher Input (delivery of historical context) Time: 10 min

PowerPoint: Review of previous lessons and the readings from the textbook pg. 265-
 Indian-White Relations in the Early Republic
 The Iroquois and the Cherokee
 Review what is a Treaty?
 Treaty with the Cherokee 1785: Article III, Article V and Article IX
 Review: What is a primary and secondary source

PowerPoint: Lecture
 The initial Goals of Indian Policy
 Indian Reservations (what are they, where are they, etc.
 Causes/reasons for Treaties with American Indian Nations
 Video: https://www.youtube.com/watch?v=if-BOZgWZPE

4. Student Activity and Investigation (w/

Time: 35min
differentiation)
Students will be divided into groups of 4 to 6 (Use table assignments-already seated in Cooperative
Learning)
6 groups in total
Students will travel with their groups to the 6 timed workstations- 5 mins each
Each station will have a piece of the primary document titled: Treaty with the Chickasaw: 1816 and
secondary sourced Titled: Why do Treaties Matter? https://www.youtube.com/watch?
v=bexvE4lZRGo
Students will read and answer the questions pertaining to the primary and secondary source
After students have visited the 6 workstations, students will return to their seat to
 Write their analyze of their findings from the primary source
 Briefly discuss their answer with their table

5. Lesson Assessment (w/ differentiation) Time: 5 min

Students will work with their groups that have been arranged in Cooperative Learning.
Students will collaborate their ideas and write the down using a graphic organizer with sentence frames.
Primary document will be in both English and Spanish
Vocabulary Box
Primary document is broken down, using workstations students will analyze document each section.

6. Closure Time: 10 min

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 CSULB History Social Science Lesson Plan Template

As a whole group, students will discuss and debate their findings when asking the question “Was the Treaty
with the Chickasaw: 1816 a fair contract between the United States and the Chickasaw nations?”
Prior to debate, students will have graphic organizer to help with discussion using sentence frames and
evidence.

7. Student Reflection (metacognition) Time: 10 min

After class discussion students must complete the end of the graphic organizer by answering the question,
“After having our class discussion, do you think treaties between American Indian Nations and the United
States are fair? Why or why not?”
Graphic organizer is collected at the end of the period