Name: Chris Del Ré Class: Social Studies Grade Level: 7th Quarter: 1 Expedition: Encounters Standards Target Assessment Case Study/Expedition: Encounters / Case Study 1 – King Phillip’s War / Case Study 2 – Indian Removal Act Guiding Questions: To Leave or Not to Leave? / What Happens When People Meet? / How Do Encounters Change Lives? / How Does Power Shape an Encounter? Standard(s) Assessments FOR Learning Assessments OF Learning Long-­‐term Learning Targets Supporting Targets Summative assessments that Learning Targets that Instructional targets the demonstrate what a student correlate directly with teacher and students use on knows or is able to do. These standards and are reported a daily/weekly basis. A set of get entered into the grade on in a grade and/or scaffolded targets that book as part of the body of progress report. describe what is required to evidence. get to each long-­‐term learning target. RH.6.8.1. Cite specific I can use multiple pieces of I can define the term Exit Ticket Map Quiz textual evidence to support evidence to understand my community. • Students will self assess • Students will be given a the analysis of primary and community. their progress towards map quiz to assess their I can explain the difference secondary sources. meeting the Learning understanding of between my local, state, Targets and provide an vocabulary taught and to RH.6-­‐8.4. Determine the and federal communities. explanation for their test their skills on how to meaning of words and score. use a map. phrases as they are used in I can identify my local Exit Ticket a text, including vocabulary community on a map. • Identify the location of specific to domains related the 5 boroughs on a to history/social studies. I can use a map to make map. inferences about my • Name the different RH.6-­‐8.5. Describe how a community. types of maps. text presents information (e.g., sequentially, I can identify my national Map Activity comparatively, casually). community on a map. • Students will use a map to Identify 2 physical RH.6-­‐8.7. Integrate visual I can explain how my local features of the US, 3 information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. community is connected to my national community. I can identify the characteristics of a culture. I can list similarities and differences of my culture with a classmate. RH.6.8.1. Cite specific textual evidence to support the analysis of primary and secondary sources. RH.6-­‐8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-­‐8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-­‐8.5. Describe how a text presents information (e.g., sequentially, comparatively, casually). I can analyze how the encounter between the Native Americans and the Europeans impacted both groups of people. states and their locations, 2 important events and their location, 2 important people and their location. Group Task • Students will work in groups and describe their culture on big paper – highlighting similarities & differences I can explain the task for our Exit Ticket Encounters Kick Off. • Explain what you believe represents I can explain the norms of American culture. my group’s culture. 2 day s w/kickoff I can identify the two groups T Chart who are part of the • Students will identify Encounter in the New the Europeans and the World. Native Americans and list some of the issues I can begin to explain the faced by each group. effects of the encounter. I can explain the difference between a primary and secondary source. I can use primary and secondary sources to explain how the native peoples and Europeans Boxing Protocol • Students will identify what they know/think they know about the Encounter before we begin the BBK/Gallery Walk. • Students will describe Comparative Essay • Students will write a 4-­‐5 paragraph comparative essay analyzing the impact of the encounter on the Native Americans and the Europeans. o Students will use a graphic organizer to structure their writing. o They will use the Prove it Paragraph template to frame their writing. o They will use the Writing Rubric to inform their process. • Essays will be graded according to the Writing Rubric. • Students will have the opportunity to rewrite their essay based upon RH.6-­‐8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-­‐8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-­‐8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-­‐8.9. Analyze the relationship between a primary and secondary source on the same topic. the new information they learned about the Encounter after the Gallery Walk. I can use evidence to explain Short Response the impact of the encounter • Explain how the Native between the native peoples Americans and the and Europeans. Europeans were affected by the Encounter. Give evidence from both sides. Refer to two specific documents from today’s Gallery Walk. I can explain why the Boxing Protocol Europeans left home. • Students will identify what they have learned I can explain why the about the Encounter Europeans settled where from today’s video and they did in the New World. add the information to their Boxing Protocol document. I can describe details of the Short Response Lenape culture. • Explain why the Native Americans were an I can evaluate whether the advanced people for Native Americans were an their time. advanced civilization. viewed the encounter. I can evaluate how the Journal Activity settlement of the Europeans • From the point of view in the New World impacted of a European, write an their way of life. entry explaining how life is for you in the New World. I can identify an author’s Graphic Organizer point of view. • Students will read the Three Little Pigs and an feedback given. account from the Big Bad Wolf, The Wolf Testifies and chart evidence from both sides and discuss the concept of point of view and chart their evidence on a Graphic Organizer. I can use primary and Graphic Organizer – secondary sources to Evidence, Source, & Support analyze the ways different • Choose an effect of the Native Peoples and encounter, identify the Europeans view the same evidence, list the event from different source, and write a perspectives. statement of how it supports your argument. I can identify the key players 321 Exit Ticket in King Phillip’s War. • Students will list 3 things they learned I can use a non-­‐fiction text about King Phillip’s War; to explain why King Phillip’s 2 things they want to war took place. learn more about, and 1 thing they are confused or need more information about. I can identify an author’s Gist point of view. • Write a gist for the document. Give I can read a primary source evidence of how you and explain how the natives know this person’s point felt about the Europeans of view on the war. during King Phillip’s War. • I can identify an author’s Gist point of view. • Write a gist for the document. Give I can read a primary source evidence of how you and explain how the Europeans felt about the natives during King Phillip’s War. know this person’s point of view on the war. Boxing Protocol • Students will identify what they now have learned about the Encounter based on the two expert texts used. • I can identify who had the Class Debate power during King Philip’s • Students will participate War. in an informal debate where they all choose a I can analyze how power side of who had the affected the relationship power in King Phillip’s between the Europeans and War. Strong writers will the Native Americans. be chosen to come to the front of the room and participate in a debate arguing their point of view. I can explain why Venn Diagram – Part 1 Christopher Columbus came • Students will complete a to the New World in 1492. Venn Diagram describing the I can use a primary source Europeans’ point of to identify how the view of the natives and Europeans viewed the the New World. Native Americans. I can use a primary source to explain how the Native Americans viewed Columbus and the Europeans. Venn Diagram – Part 2 • Students will complete a Venn Diagram describing the natives’ point of view of the Europeans and the New World. I can identify the parts of a Prove it Paragraph. I can write a Prove it Paragraph using text evidence to evaluate whether or not Columbus Day should be considered a national holiday. I can write a Prove it Paragraph using text evidence to analyze how the encounter impacted the lives of the Europeans and the Natives in the American colonies. RH.6.8.1. Cite specific textual evidence to support the analysis of primary and secondary sources. RH.6-­‐8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-­‐8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary I can evaluate the impact of the Indian Removal Act on Native Americans. I can explain the difference between the Europeans, Americans, and Native Americans. I can describe how the US government’s policy of forced removal during 1820-­‐
1868 impacted native peoples. I can compare the treatment of Native Americans by the Europeans with the way they were treated by the American people. Short Response • Students will use the Prove it Paragraph Format. Using the information from our class discussions, evaluate (make a judgement) as to whether or not Columbus Day should be considered a national holiday. • See Comparative Essay Task. Venn Diagram • Students will list the ways the Europeans treated the Natives. • Students will list the ways the Americans treated the Natives. • Students will make a comparison/contrast between both forms of treatment. Socratic Seminar • Students will participate in a Socratic Seminar where they will use text evidence from our in-­‐
class work and literary evidence from the text, Diary of a Part-­‐time Indian, read in their English class, in order to evaluate how the Encounter between the Europeans/Americans and the Native Americans. specific to domains related to history/social studies. RH.6-­‐8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-­‐8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-­‐8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-­‐8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-­‐8.9. Analyze the relationship between a primary and secondary source on the same topic. I can identify the main parts of the Indian Removal Act. I can use a map to explain the relocation of Native Americans. I can use a primary source to describe the President Jackson’s purpose of the Indian Removal Act. I can use a primary source to evaluate how the Trail of Tears affected the Native Americans. I can use a primary source to explain how the Native Americans were affected by the Long March. I can describe what life was like at the Native American boarding schools. Exit Ticket: 321 Activity Final Exam • List 3 things that you • Students will take a learned about the Document Based Indian Removal Act; List Question Exam in which 2 things you want to they need to analyze learn more about; List 1 primary and secondary thing you are unsure or source documents in unclear about. order to answer the Learning Targets we Presidential Letter studied this Quarter. • From the perspective of • Students will the Prove it President Jackson, Paragraph Structure to explain his reasoning for guide their writing. creating the Indian Removal Act. Exit Ticket • List 2 examples from the text to prove how the Native Americans were treated due to the Indian Removal Act. Editorial Letter • Write a letter to President Andrew Jackson explaining why the Indian Removal Act was unfair to native peoples. Quick Assessment • Using the chart on your handout – identify with a check mark whether they policy at the boarding school was positive or negative for the Native Americans and positive or negative for the Americans. I can use a primary source Short Written Response to analyze how the boarding • Kill the Indian, Save the school’ policies affected the Man was the philosophy Native Americans. of the United States government when they I can explain the connection created the Boarding between the Indian Schools. Using evidence Removal Act and the from the work you have creation of the boarding completed today: schools. Explain how life at the Native American Boarding Schools made the policy of Kill the Indian, Save the Man come true. I can use a primary source 321 Exit Ticket to explain how the US policy • List 3 things you learned at the boarding schools has about how Native affected Native Americans Americans are impacted today. today by their experiences in the boarding schools; List 2 ways I can connect the Information Learned to the LT; List 1 question you still have about what you are learning. I can describe what life is Free Write like on an Indian • After viewing the Reservation today. documentary, Children of the Plains, describe I can explain how the Indian how you feel about life Removal Act has impacted on an Indian Native Americans into the Reservation. Who you 21st century. do you think is to blame? Explain. I can analyze how modern US government policies impact Native Americans. Quick Assessment • Have these policies been fair to Native Americans today? Explain your point of view using evidence from the text. I can explain how the US Journal Entry Government feels about the • Pretend you are a past treatment of Native Native American today Americans. who has heard Kevin Gover’s speech. Write I can evaluate whether or down how you feel not I believe the about what he has government is sincere in its stated and if you believe statements. the government is sincere in its apology. I can explain the Exit Ticket characteristics of a Socratic • Explain one norm we Seminar. discussed and explain how it promotes a positive group atmosphere in a Socratic Seminar.