Rosie Morrison

26OCT2015
U.S. History, 11th Grade
2nd Period, 44 minutes
Unit 2-- Jackson and the Trail of Tears
OVERVIEW/ RATIONALE
The students have just spent the previous week learning about the achievements and
failures of the presidents from 1816-1850 (from Monroe to Polk). We are going to spend
this week looking at some of the groups who were underrepresented or oppressed during
this time. This weeks goal is to look at why people advocate for themselves or other.
Today we will be examining primary source documents about the Trail of Tears and what
it meant for the Native Americans. The point of this is to have students get in the mindset
of both Native Americans and the settlers who wanted their land. Its important to see
different sides and try to understand what people in history were thinking.
Week Essential Question: What makes people advocates for themselves or others?
ENDURING UNDERSTANDINGS
Central Historical Question: How did people justify the removal of Native Americans?
EU: Contemporary thinking was that moving the Native Americans was benevolent and
that Pres. Jackson was enforcing it to protect the Native Americans.
GOALS/OBJECTIVES
Students will have a basic understand of what contextualization is and how it helps them
understand the PSD more clearly. Students will be able to answer the CHQ.
STANDARDS
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
MATERIALS
Hand out: 2 PSD and timeline (2 pages)
White board
Projector
PROCEDURES
Do Now: Question posed to students: Why do people justify acts of violence against
others?
BODY OF THE LESSON
1. Introduce CHQ: Why did people justify the removal of NA?
2. I will model Contextualization of PSD for students
3. Students will try contextualization on their own w/ doc 2.
4. Student will discuss their contextualization w/ partner
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5. Class discussion:
a. What points of contextualization did you guys find?
i. I will add to my page on the front
board to model students
ii. Students will add contextualization
to their own paper
b. How do these points of contextualization add to our
understanding of the central historical question?
CLOSURE: On the Board: Why did people justify acts of violence against
others?
ACCOMMODATIONS PSD will be modified to be as accurate but understandable
as possible.
ASSESSMENT/EVALUATION
Students will write a thesis statement answering CHQ for homework and bring it in for
Tuesdays DO NOW discussion and to turn in for a grade.
PERSONAL REFLECTIONS / NOTES
I thought the lesson was hard because students struggled to connect this topic to the
overall theme of the unit. I would start by reminding students about the unit enduring
understanding.
So I would change a few things up:
1. Do Now: asked What is Oppression? and What is
Advocacy? talked about it
2. Talked about how we would be looking at different forms of oppression
and advocacy in 1800s in this Unit
3. Showed them video by Lakota Band, Scatter their Own:
https://youtu.be/7FdHetLTpgk
4. Modeled contextualization of PSD Doc A
5. Had students try it out themselves on Doc B
6. Discussed as a group what students wrote down
7. Discussed CHQ did a whip to give out answers
8. Had 5 minutes left so students started HW many turned
them in at end of class including my autistic student (I needed to
prod him to get it done but it was finished

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Secondary Education Handbook 10/22/2015