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Changing Opinions

Author: Sara Chavarria
Editor: Stephanie Nardei



Time: 2 Class Periods
Preparation
Time:
Photocopy Handout 1
Materials: Handout 1 – Descriptor sheets

 


Abstract
This Apply lesson has students reflect on their previous perception of the Native American experience in the United States and their new perspectives after research into episodes of Indian movement in the previous lesson.

Purpose: For students to address inaccurate preconceptions by emphasizing the importance of research to further expand on prior knowledge.


Objectives
Students will be able to:
i. Compare their preconceptions of Native American movement with their current perceptions and identify why they have changed.

National Council for History in the Schools
Historical Thinking Standards

  • Standard 5E: Formulate a position or course of action on an issue.

United States History Standards

  • Era 6 Standard 4: Federal Indian policy and United States foreign policy after the Civil War.

Teacher Background
If Applicable.

Resource Websites

Native Americans on Wikipedia: http://en.wikipedia.org/wiki/Native_Americans_in_the_United_States
Indian Removal Act of 1830: http://www.studyworld.com/indian_removal_act_of_1830.htm
Indian Removal Act: http://www.civics-online.org/library/formatted/texts/indian_act.html
Indians and the American Revolution: http://www.americanrevolution.org/ind1.html
American Indian Studies at California State University: http://www.csulb.edu/colleges/cla/departments/ais/

 

 

Activity
Day 1
1. Give students a copy of Handout 1. Have them follow instructions to carefully read each word or phrase and circle as many words they think represent the U.S. government and Indian Relationship in history.

2. Return their first sheet from the start of the learning cycle and have them compare the two sheets.

3. On a separate sheet of paper, they will comment on how or why their answers may have changed by performing the following reflections:

  • They will pick 5 items they circled the first time but did not circle the second time and explain why.
  • They will pick 5 items they circled both times and explain why.
  • They will pick 5+ items they circled the second time only and explain why.
  • They will pick 5 items they never circled either time and explain why.

4. They will conclude with a final reflection addressing how they define the Native American experience in history.

Closure
Day 2

5. Have students share on their experience in learning about Native American history. Address how different their answers were in their handouts and why that may have been so. Pose the question: Was any of this information new to them?

6. Finally, Ponder: Are there other instances of forced migrations or movements taking place today? Where? 

Homework
If applicable

Embedded Assessment
Student reflections can be assessed.

Student participation in discussions can be assessed.

 


PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:


an
NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award

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Supported by NIEHS grant # ES06694


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Last update: November 10, 2009
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