iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers:

Subject:

Desirae Brucato

Social Studies

Common Core State Standards:

PO 5. Describe the conflict of cultures that occurred between newcomers and

Arizona Native Americans:
CCSS.ELA-LITERACY.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
LI-9: producing declarative, negative, and interrogative simple sentences using simple past tense
regular verbs (subject-verb agreement) with instructional support.

a. Indian Wars
b. Navajo Long Walk
c. formation of reservations
Objective (Explicit):

By the end of this lesson students will be able to analyze primary

resources from the Trail of Tears and connect them to President Jacksons Indian
Removal Act and the history that came from it.
Evidence of Mastery (Measurable):

Students will analyze each primary resource and will have to first answer a series of questions
based off of the sources (DBQS). Then students will create a reenactment of the Trail of Tears
in groups based off of people/pictures/information from their primary sources. The questions
and the performance will be used as assessments, each worth 10 points for a total of 20 for the
entire assignment. (DBQ questions will be written on paper inside of each journey box, they will
review them and answer them independently).

Sub-objectives, SWBAT (Sequenced from basic to complex):

Prior to discussing the Trail of Tears as a class we will hold a discussion on the
impact Native Americans made on the United States. Students will then have a
shoulder partner discussion on how Native Americans have contributed to American
history. In order to master this lesson students will need to be able to analyze
primary sources and pull the most important and relevant information from them.
Students will also need to be able to work in partners and teams to successfully
complete this assignment. This lesson is relevant to students in their lives because
it will give them a different perspective on Native Americans and our history in
America. They will be educated in a very important event from history, which
provides them with knowledge to carry on throughout their lives.

Key vocabulary:
Analyze
Trail of Tears
Native Americans
Indian Removal Act

Materials:

Primary sources
Document Based Questions (DBQ)
worksheet
Tableau student activity sheet
Props for tableau
Pens/Pencils
Powerpoint
Doc-Cam

Opening (state objectives, connect to previous learning, and make relevant to real life)

I will start by having the students recite the objective with me and then begin a discussion on
Native Americans. I will activate their interest by generally asking what they know about Native
Americans (whom they have learned about in past lessons). We will talk about why it is
important to know the diverse history of our country and what lessons we can learn from
history.
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Teacher Will:

I will first ask students what they

think primary sources are have
them first discuss with their
shoulder partners and I will then
call on students at random. Then I
will I ask them what primary
sources can tell us about people
and events from the past, again
they will discuss with their shoulder
partner and then share with the
class when/if called on. I will then
go on to explain the activities they
will be completing and connect it
back to the objective. I will model
how they can highlight important
facts on the primary resources over
the document camera.
I will explain that students must
work in groups to analyze the
primary sources and then work
individually to answer the
document based questions (DBQs)
for each primary source. Students
will have 10 minutes to analyze the
primary sources and 7 minutes to
answer the DBQ worksheet.

Student Will:

Students will get into groups and will have to

work together and analyze their primary
resources. They are required to highlight and
make notes on the primary resources (which
will all be printed out). After analyzing they
will individually answer the primary source
question worksheet (DBQs).
Students will then share what they have
learned with the entire class.

 We will then have a whole class

debrief on what students have
learned from analyzing the primary
sources.

Co-Teaching Strategy
-The second teacher can help with monitoring students progress through the analyzing of resources, answering of questions
and planning of their reenactment.

Differentiation Strategy
Students who need it will be given extra time on the individual worksheet. I do not anticipate any students needing extra time but
it will be provided if needed. Students who have difficulty with working in groups can work individually on the analyzing of
resources but will need to somehow be a part of a reenactment (I.e, holding props, directing, having fewer lines to speak).

G Teacher Will:
u Now will be the time that students
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transition into analyzing their primary
d
e sources. I will remind the students of my
d example when I highlighted/marked up
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the example under the doc cam. Students

have the opportunity to analyze important
documents as a group, use their
newfound knowledge on a question
worksheet and then apply that to a
reenactment. As I am observing the
students I will ask them questions like;
What important facts have you found?
Why do you find that important? How do
you think that impacted either the Trail of
Tears or the Native Americans in general?
I will be checking for understanding
throughout all 3 portions of the
assignment by questioning the students
and quietly observing every few minutes.

I will check for confusion and make sure

they are understanding, if they are not
understanding I will then provide guidance
to what they are supposed to be doing.
Though the independent practice happens
in the middle of this 3 part assignment I
will monitor their progress on the
questions and allow them to ask

Student Will:

Students will analyze all of the primary

resources, work individually on the question
worksheet and then work together on the
reenactment of the Trail of Tears. They will
apply their newfound knowledge to each part
of the assignment. Students will be engaged
by pulling information from the sources,
answering the questions and
planning/performing their reenactment.
Students will be working in partners for a part
of the discussion and then will be working in
groups to elicit student-to-student interaction.
Students will work independently on the
question worksheet for their independent
practice. I will make sure to monitor that each
student is participating in the entire
assignment.
Students will apply the knowledge they
gained from the analyzing of resources to the
question worksheet. First completing the
analyzing group activity and then completing
the worksheet individually will engage
students. This is a part of the assessment but
it is contributing to their knowledge that they
need to plan/perform their reenactment.
Students will correct one another worksheet
the following day but they will also need to

questions when necessary. If students

need more time on this worksheet they
will be able to take it home or work on it
the following day. I will refer back to the
objective and make sure they are working
individually when appropriate. I will have
them correct one anothers paper the
following day.

provide feedback to each other after the

performance.

Co-Teaching Strategy
Stated above.

Differentiation Strategy

Grouping strategies are used by having the students work in groups for the analyzing of
primary sources. .
Teacher Will:

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Following our whole class

discussion students must work
again in their table groups to create
a tableau (living picture)
reenactment of one of the primary
sources they have analyzed about
the Trail of Tears.
Each student must have a
role in the tableau. Students will
have 15 minutes to plan their
tableau before they present it to the
class. Note: the tableau may have
to be performed on a different day
depending on the amount of time
we have.

Student Will:

Students will then come back together as a

group and plan their tableau by filling out the
tableau graphic organizer, and then go on to
reenact the trail of tears. They will know that
they need to use information only from the
resources and they will need to choose a
perspective to highlight in their tableau. (I.e,
Chief John Ross, American Soldier).

Co-Teaching Strategy

Stated above.
Differentiation Strategy

Grouping strategies are used by having the students work in groups for the analyzing of
resources and planning/performing their reenactment .
Closing/Student Reflection/Real-life connections:

 Students will complete an exit by writing at least one important fact that they learned and what
they enjoyed about the assignment. Students will need to turn this in so I may monitor their
progress and understanding through it.
Tabelaux student worksheet found below

Trail of Tears Tableaux Worksheet

Name: __________________
1. What event are you reenacting?

What characters will be a part of it?

What will they be doing?

When did this event occur?

2. Why was the historical event important?
(Think about how it has affected the world
today).

3. Choose one character fromthis event to

examine. What was their role in this event?
Why do you think they did what they did?
How did their actions affect others in this
Event? What would you have done in this
Situation?
Character: ______________________________
What are questions that you still have about this
event, thepeople involved, and their actions?