Hook/ Grabber

In the hook/grabber the teacher will walk in dressed as Europeans to give students a feel of what it would be like back in the 1800s. The teachers will then demand orders from the students to stand up and move to a different desk. This is to represent how demanding the Europeans were and how they would kicked the Native Americans out of their own territory. Students will then be divided up into three different groups to represent three different Native American Tribes.

The question that will be asked to the students: What do you think happened next?

- This is an opportunity for students to brainstorm and predict what happened next. After this is complete the students will be introduced to the lesson main and the Driving Question.

Driving Question: What type of impact did European settlers have on Native Americans to lead to their current state today?

Sub-Questions: Part 1

Who was your tribe?
Who were significant leaders?
Where are they from?
How big of a tribe was it?
Are they still a tribe today?
What is the tribe population today?
What events happened to your tribe?
What ways did Europeans impact Native Americans?
Were they treated fairly?
Is the tribe in a better place today then they were then?
What is manifest destiny?
What was the trail of tears?
What was the Indian Removal Act?
What is a reservation?

These sub-questions are a guide for the main driving question.The sub- questions do not answer the DQ but are more for background information. Students will find the answers to these questions first, and then will make a Chatterpix Video to answer these questions. An example of this video is found underneath the example page of this website. Students will complete this part underneath the lesson main, and will graded with the rubric that is presented underneath the rubric page. Students will need write down their resources they used and Site them in MLA format on the final presentation.

Part 2

Part 2 are questions that are more open-ended. There isn't going to be one answer for the questions, rather a way for them to explore more in depth.

Questions:

What are the conditions of Native American reservations today?
What are some challenges they face?
Why is poverty so high on reservations?
What are some of the government acts that forced natives onto reservations?
Where are most Native American reservations located in the US?
Are Native Americans better off on reservations or do you think they should be free to live where they want?

Students will be able to explore more in depth with the Driving Questions, from here students are on their own guided path. They will have to make sure they find reliable resources, if they don't know if a site is reliable or not they can look at the reliable website page on this website. Students will then cite the sources they used.

Ending Presentation

The ending presentation is the biggest part of this assignment. Students will end the lesson with the presentation of the nearpod slides. The presentation will be their overall opinion. In the beginning of the presentation, they will play the video of their chatterpix they made to give a background information about their tribe. The class will be encouraged to take good notes of the video and the rest of the presentation. After the video, they can present their findings of European impact on their Native American tribe. The presenting group will leave in certain points of their presentation for a classwide discussion so students can ask questions and voice their opinions. Civil debate will also be encouraged. The presentation will also feature at the end a poll or a quick response for the audience to be engaged and voice their opinion about the presentation. Their presentation must be a minimum of eight minutes and must have citations at the end.

After all the groups have presented their Near-pods, the class will then take a short 10 question quiz, that can be found in Student Examples on this website. This quiz will test the students knowledge on the information that was presented.