Indian Wars Lesson Plans
Lesson Planner
Date: / Grade/Class/Subject:4th Idaho History Indian Wars – Pocket Book
Unit/Theme: How were two significant native American tragedies (the Trail of Tears and The Long Walk) similar. How were they different? What can we learn by studying them?
Content Objective(s):
PI:
Read and discuss two tragic events from American History: The Trail of Tears and the Long Walk. Using a Venn diagram, students will compare and contrast the removals of both the Cherokee and the Navajo tribes.
Goal 1.1: Build an understanding of the cultural and social development of the United States.
q 4.SS.1.1.1 Describe ways that cultural groups influenced and impacted each other.
q 4.SS.1.2.4 Analyze and describe how the westward expansion impacted the American Indians in Idaho.
Goal 2.3: Trace the migration and settlement of human populations on the earth’s surface.
q 4.SS.2.3.1 Analyze past and present settlement patterns in Idaho.
4.SS.2.3.2 Discuss the impact of settlement in Idaho on American Indian tribal lands, such as aboriginal and/or ceded territories, and the Treaties of 1855 and 1863.
Language Objective(s):
4.LA.1.8.3 Use words and concepts necessary for comprehending math, science, social studies, literature and other Grade 4 content area text.
q 4.LA.2.2.2 Generate how, why, and what-if questions for interpreting expository texts
4.LA.2.2.3 Identify main ideas and signal words to summarize information from expository text.
Key Vocabulary
Rival Reservation
Tribe Sovereign
Treaty Customs
Compromise Integrity
diaspora / Supplementary Materials
Internet
Enclosed material on treaties of 1855 and 1863
-Idaho Connections textbook p. 66-67, 120-123, 113-119,123, 268-269
-History Pockets – moving West – section “The Native American Struggle” p.53-61
-Other research resources – books, encyclopedia, internet etc.
Third Benchmark and Key
SIOP® Features
Preparation
___ Adaptation of Content
___ Links to Background
___ Links to Past Learning
___ Strategies Incorporated
Integration of Processes
___ Reading
___ Writing
___ Speaking
___ Listening / Scaffolding
___ Modeling
___ Guided Practice
___ Independent Practice
___ Comprehensible Input
Application
___ Hands-on
___ Meaningful
___ Linked to objectives
___ Promotes Engagement / Grouping Options
___ Whole Class
___ Small Groups
___ Partners
___ Independent
Assessment
___ Individual
___ Group
___ Written
___ Oral
Lesson Sequence
GO: See content and language objectives at top of lesson plan.
APK: How were two significant native American tragedies (the Trail of Tears and The Long Walk) similar. How were they different? What can we learn by studying them?
The teacher will walk around and start taking things out of the students’ desks. Saying things like, “It doesn’t look like you are using these.” “I could really put these things to good use.” Perhaps the teacher could even ask the student to get out of their chair so you could have it. Ask the students how this made them feel. Ask the students what this exercise has to do with the Native Americans and the White Man.
NI: Ask students to review the students will color, cut, and glue “The Native American Struggle” (p.54) on their 6th pocket. They will read and highlight key words on their fast facts. Students will read “About the Native American Struggle” and highlight important facts.
Students will read and discuss “The Trail of Tears” and “The Long Walk” (p.56-57) Then they will fill out the Venn diagram on pg 58.
(OPTIONAL: Students will learn about the Treaties of 1855 and 1866 and use a Venn Diagram to compare them. Students will write a value judgment paragraph about how the Treaties were made and enforced.)
Students could read the enclosed information about Indian Wars or use Idaho Connection for reference material.
APP: Have students think of some human rights that were violated and ask if those human rights are being violated today.
GEN: Students are to think of other times in history when a Native people were overtaken by an invading people. What was the outcome? British conquered the native (Aboriginals) or Australia; Spanish conquered the natives (Inca, Aztec) of Central and South America.
Optional Vocabulary activity-
Look up “diaspora”
Dictionary.com Unabridged (v 1.1) - Cite This Source - Share This
Di·as·po·ra Audio Help [dahy-as-per-uh] Pronunciation Key - Show IPA Pronunciation
–noun
4. (lowercase) any group migration or flight from a country or region; dispersion.
5.(lowercase) any group that has been dispersed outside its traditional homeland.
HW:
Reflections:
Consider read aloud of Soun Tetonken: Nez Perce Boy Tames and Stallion, by Kenneth Thomasma. This historic-fiction (novel) tells the story of the flight and defeat of the Nez Perce.
Students could do the play “I will Fight No More Forever” from A Rendezvous with Idaho History yellow workbook (see folder)
9.2.3