Activity
1. Give each student a copy of Handout 1. Have
them follow instructions to carefully read each word or
phrase and circle as many words as they think represent
the U.S. Government and Indian relationship in history.
When done, have them turn in their sheets. The sheets will
be returned at the end of this learning cycle when they
will be asked to address what they circled. (Make sure
their names are on their sheets.)
2. Pose
the following question:
How many of you chose Reservations on your list of descriptors?
Why?
3. Discuss
with class. On the board or overhead write down their ideas
ensuring students understand what a reservation is. Point
out any misconceptions they may have.
4. When
done with the word cluster, have students look in their
textbook for a definition to help clarify the term. Have
them look up the word in the dictionary and define how
the relationship between the U.S. Government and the
Native American tribes is described. They must
address:
- How the Constitution defines the relationship.
- Why the Nations are sovereign states.
- What sovereignty signifies in their relationship to
the state where they reside.
- What political functions the reservations hold.
- How many are in the U.S. today?
- If possible, the earliest date for a reservation (1786).
5. When
done researching, discuss and agree on a shared definition
and description.
Closure
6. Ask
this
follow-up
question:
Were Native Americans forced to move into designated
lands like reservations? Discuss.
Homework
If applicable |
Embedded
Assessment
Prior knowledge through Word Descriptor handout
can be assessed.
Participation
in discussion can be assessed.
Notes on Reservation definition and description research can
be assessed. |
