Brett Sproull
Pre and Post-Contact Life for Montana Tribe
In-depth Study Unit Topic or Title: Pre and Post-Contact Life for Montana Tribes - Chapters 3, 4, 5 and 6
Essential Question(s): How did life fundamentally change for Montana tribes during the Post-Contact Period? What interactions between tribes and westerners characterized their developing relationship? How did relationships change between tribes after contact?
Curriculum Written by: Brett Sproull
Content Area: Social Studies (Montana History)
Grade Level: 7th Grade
Summary of Outcomes:
Students will be able to explain the lifestyles and interactions of Montana tribes between the time that they acquired western goods (guns, horses, etc.) and the time that they actually made contact with westerners. They will also be able to list the ways that Native Americans helped (or resisted) early white visitors to Montana including explorers, trappers, missionaries, gold miners, homesteaders and the U.S. military. Students will be able to describe the views of the U.S. government and Americans in general toward Montana, the West and American Indian tribes during the 18th and 19th centuries. Students will guide their learning and demonstrate their knowledge using a variety of worksheets. They will also be able to understand and arrange visual information into graphic organizers, visual metaphors, political cartoons and other expressive art forms. Finally, students will be able to read primary documents, determine the importance of events within the documents, and understand how individuals react to these events.
Montana Social Studies Standards and Essential Understandings Addressed / Long TermStudent Learning Targets
o Content Knowledge, reasoning and skills
o Literacy skills: Reading, Writing, Speaking
o Citizenship / Assessments
o Possible sources of assessment information
o Communication of understanding
o Final tests and products
o EU#1: There is great diversity among the 12 tribal nations of Montana…
o EU#3: The ideologies of Native traditional beliefs and spirituality persist into modern day life… each tribe has its own oral histories, which are as valid as written histories.
o EU#5: Federal policies have affected Indian people and still shape who they are today.
o EU#6: History told from an Indian perspective frequently conflicts with the stories mainstream historians tell.
o SS#1.3: Students will use information to practice basic group decision making strategies in real world situations.
o SS#2.6: Students will describe factors that cause conflict and contribute to cooperation among individuals and groups.
o SS#3.4: Students will describe how human movement and settlement patterns reflect the wants and needs of diverse cultures.
o SS#3.7: Students will describe and compare the ways in which people in different regions of the world interact with their physical environments.
o SS#4.3: Students will examine biographies and narratives to understand the lives of historical people and explain their relationship to important historical events.
o SS#4.5: Students will identify and illustrate how technologies have impacted the course of history.
o SS#4.7: Students will explain the history and culture of the American Indian tribes in Montana.
o SS#6.4: Students will identify characteristics of American Indian tribes and other cultural groups in Montana. / Content Knowledge
o I can explain how western diseases such as smallpox changed the balance of power between Montana tribes.
o I can describe how guns and horses changed the lifestyle of the Plains and Plateau Indians of Montana.
o I can list the questions that Americans and Europeans hoped to answer by exploring the West.
o I can describe the interactions between the Lewis and Clark expedition and Montana tribes.
o I can identify ways that Native Americans participated in the fur trade.
o I can describe how the slaughter of bison changed the lifestyle of Montana Indians.
Literacy Skills:
o I can compare the primary accounts of early westerners in Montana with the oral histories of Montana tribes in the pursuit of fact.
o I can use class and computer resources to design a project of my choice that proves my understanding of this unit.
o I can use maps to locate Montana mountain ranges, rivers, historical sites, ancestral tribal territories and current tribal reservations.
Citizenship Skills:
o I can show respect and support for other students and cultures while studying this topic.
o I can do my share of work and maintain a positive attitude when working with a partner. / o Map practices and quizzes on Montana reservations, rivers, mountains, lakes, historical sights and historic towns
o Montana map projects (physical and political)
o SQ3R worksheet (Ch. 3, section 4)
o “Sketching My Way” worksheet (Chapter 4, section 1)
o Lewis and Clark journal drawing (Chapter 4, sections 2 and 3)
o Lewis and Clark “freeze-frame” exhibit
o “Previewing ABC’s” worksheet and…
o “Frayer Model” Worksheet (Ch. 6, section 1)
o Political cartoon project (Ch. 6, section 4)
o Section worksheets
o Powerpoint notes
o Chapter review carousel writing (in groups)
o Chapter tests
Sequence of Scaffolding lessons
o What sequence of steps will best engage, support and hold students accountable to reaching the above learning targets?
o What student and teacher involved assessment for learning strategies and routines can you build in?
o What instructional practices and protocols will you use
Before Starting the Textbook:
Montana Political and Physical Map Projects: Students will use various maps to locate and draw Montana rivers, mountains, cities, counties, reservations, etc. into blank Montana maps.
Chapter 3, Section 4:
SQ3R Worksheet: Students make predictions and questions while scanning the textbook. They then read the section and answer and discuss their questions and summarize the information they have learned.
Chapter 3 Review:
Concept Maps: Students create concept maps describing the interactions between Native American tribes. Students also make concept maps explaining the influence of European and American trade goods on tribal lifestyle.
Chapter 4, Section 1:
“Sketching My Way through the Text” Worksheet: Students make quick (2-3 minute) sketches, illustrating events they are reading about in the textbook.
Chapter 4, Section 3:
Lewis and Clark Journal Entry Drawing: Students select and read a diary entry from the expedition and then draw the event.
Conclusion of Chapter 4:
Lewis and Clark “Freeze Frame” Tableau: Students research a diary entry from the Lewis and Clark expedition (ex: conflict on the Marias with the Blackfeet.) Each student chooses to be a person from this event (ex: Meriwether Lewis, Wolf Calf, etc.) Students write a 3-4 sentence summary of what their person did at this event. Students then pose in a freeze frame of their event, where each will describe their historic role.
Chapter 4 Review:
Concept Maps: Students create a concept map exploring the interactions between Native Americans and early white explorers and fur trappers. When they are finished, the entire class makes one giant concept map on the whiteboard.
Conclusion of Chapter 5:
Visual Metaphors: Students will be shown a metaphor to describe how Native American life was changed by the slaughter of bison across the West. Students will then create their own metaphors describing the consequences that the fur trade had on Native Americans.
Chapter 6, Section 1:
“Previewing ABC’s” Worksheet: Students record words they expect to find before reading the text. While reading the text, students will record vocabulary words according to their alphabetical order. They will then circle words that they predicted would be in the text that actually did appear in the reading. Words that did not show up in the text will be crossed out.
Chapter 6, Section 1:
Frayer Model Worksheet: Students choose one of the vocabulary words from the ABC worksheet and define (or sketch) it, give examples and non-examples of it, and describe its features and characteristics.
Chapter 6, Section 4:
Political Cartoon Project: Students will be shown a political cartoon from the gold rush that illustrates the racism of the gold rush culture. Students then have a choice of finding and analyzing a gold rush political cartoon, or making and describing their own.
Conclusion of Chapter 6:
Before and After Gallery: Use pre-contact and post-contact pictures to illustrate the lifestyle changes Native Americans went through with the coming of explorers, trappers, missionaries, gold miners, homesteaders and the U.S. military.
Chapter 6 Review:
Chapter Review Carousel Activity: Students are broken into three groups and assigned to tables where a question from Chapter 6 is waiting. Students discuss the questions in their groups and record their answers. After five minutes, students rotate to a new table. There will be a class discussion after all groups have visited each table.
Unit Review:
Student Choice Project: Each student will select a part of the unit that especially interested him or her and choose a format for a project that relates to that subject. Common formats include cooking, historical journals, historical fiction papers, poetry, essay reports, craft projects, artwork, designing powerpoints and creating maps, charts or diagrams. Each project is accompanied by a description that describes how the project relates to the unit as well as its historical significance. / Instructional Practices selected:
Inquiry (hook)
o Gallery
Comprehension
o SQ3R worksheet
Vocabulary Development
o “Previewing ABC’s” worksheet
o Frayer model (6-1)
Oral Participation Protocols
o Chapter review carousel writing
Represent-to-learn
o Create a visual metaphor
o Lewis and Clark “freeze-frame” exhibit
o Political cartoon
o Concept maps
o Montana map projects
o “Sketching My Way” worksheet
Write-to-Learn
o Lewis and Clark journal entry drawing
o Lewis and Clark “freeze-frame” exhibit
o PowerPoint notes
Resources: (e.g. Anchor Texts, District adopted materials, Supplementary resources, Web-sites)
o Lewis and Clark Journals: Online at www.pbs.org/lewisandclark/archive .
o Montana: Stories of the Land textbook: Written by the Montana Historical Society and Krys Holmes.
o Worksheets (SQ3R, Previewing ABC’s, Frayer Model, etc.): From EL class and from the book Subjects Matter by Harvey Daniels and Steven Zemelman.
o Political Cartoon: From http://www1.assumption.edu/users/mcclymer/His130/P-H/chinese%20Exclusion/must_go_crop.jpg.
o All other resources were developed by myself.