Abstract
Students will read a literary description and a scientific explanation of the connection between Native People and their significant “places.” The class will generate ideas about the overarching implications of being taken away from one’s place in the world and the problems caused from a move. The class will be divided into small groups that will research different tribes that were put on a forced migration or traditionally nomadic tribes that were stranded on a reservation, cutoff from their way of life and means of substance. The lesson will conclude with class presentations on the research.
Purpose -
This is the Apply lesson. Students will research the Native American tribe forced to migrate to new lands or a nomadic tribe forced to settle in one finite and restricted area.
Objectives
Students will be able to:
1. Research on a focused topic and gather information from a range of sources and orally cite it in a presentation.
2. Connect information learned in previous lessons with research on the assigned topic
National Language Arts Education Standards
Standard #1
Students read a wide range of print and non-print text to build an understanding of texts, of themselves, and of the cultures of the United States and the world, to acquire new information, to respond to the needs and demands of society and the workplace, and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Standard #5
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Standard #7
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Arizona State Standards:
READING
Strand 1: Concept 6: Comprehension Strategies
PO 4. Connect information and events in text to experience and to related text and
sources.
PO 5. Apply knowledge of organizational structures (e.g., classification schemes, logical
order) of text to aid comprehension.
WRITING
Concept 1: Ideas and Content
PO 1. Maintain a clear, narrow focus to support the topic.
PO 2. Write with an identifiable purpose and for a specific audience.
PO 3. Provide sufficient, relevant, and carefully selected details for support.
PO 5. Include ideas an details that show original perspectives and insights.
Concept 4: Word Choice
PO 1. Use accurate, specific, powerful words and phrases that effectively convey the
intended message.
PO 2. Use vocabulary that is original, varied, and natural.
PO 3. Use words that evoke clear images.
Teacher Background
This lesson deals with historical and modern relocation programs of Native American tribes from their ancestral homelands. While the tragic consequences of The Trail of Tears of the Cherokee Nation or The Long Walk of the Navajo Nation are evident, the less dramatic tragedies of other relocation programs of Native American tribes require a careful examination of the material. If you search for Native American relocation programs on the web, you will find a number of sources.
One scholarly paper that aims to show both sides of the situation is {Click Here}. There are critics and proponents of the relocation programs, but it is illuminating to see most critics are those who have been victims of these well-intentioned projects in current times.
Resource Websites
http://www.nwrel.org/nwedu/09-03/element.php Northwest Education Magazine Spring 2004, Volume 9, Number 3. This issue has numerous articles on Native American students/young people living in urban areas and the present state of relocation programs seen in the light of being progressive.
http://www.mla.org/ The Modern Language Association website with citation information |
