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8 S.S. NYSS

The New West Oct 31-Nov4th

Grade Level:: 8
Subject:: Social Studies
Topic:: Indian Peoples of the Great Plains. Ch19 section1 of American Nation textbook and Indian Peoples in Retreat Ch 19 section 2 October 31-23RD
Objective:: 8.3 EXPANSION AND IMPERIALISM: Beginning in the second half of the 19th century, economic, political, and cultural factors contributed to a push for westward expansion and more aggressive United States foreign policy.

•(Standards: 1, 2, 3, 5; Themes: GEO, GOV, CIV, ECO)

1.Students will examine the effects of the transcontinental railroad on the movement toward westward expansion.
2. Students will examine examples of Native American resistance to the western encroachment, including the Sioux Wars and the flight and surrender of Chief Joseph and the Nez Perce.
3. Students will examine United States and New York State policies toward Native Americans, such as the displacement of Native Americans from traditional lands, creation of reservations, efforts to assimilate Native Americans through the creation of boarding schools, the Dawes Act, and the Indian Reorganization Act and the Native Americans’ various responses to these policies.

Essential Question: Is Westward Expansion just Manifest Destiny PTII?

Reading Focus & Supporting Questions

•What was life like for the Plains Indians?
•Why did the Plains Indians follow herds of buffalo?
•How did the roles of men and women differ in the Plains Indian society?
•How did railroads help the West develop?
•What promises did the government make to Indians?
•Why did the buffalo begin to disappear?
•How did the movement west help end the Indian way of life?

Instructional goals/Instructional learning targets/Lesson Objectives:
Students will examine examples of Native American resistance to the western encroachment including
the Sioux Wars and the flight and surrender of Chief Joseph and the Nez Perce.
 Students will examine United States and New York State policies toward Native Americans, such as the
displacement of Native Americans from traditional lands, creation of reservations, efforts to assimilate
Native Americans through the creation of boarding schools, the Dawes Act, and the Indian
Reorganization Act and the Native Americans’ various responses to these policies.
(Standards: 1, 2, 3, 5; Themes: GEO, GOV, CIV, ECO)
8.3 EXPANSION AND IMPERIALISM: Beginning in the second half of the 19th century, economic, political,
and cultural factors contributed to a push for westward expansion and more aggressive United States foreign
policy.
Other Information:: Engaging Protocols: Entrance white boards(vocab)/ Turn--talk with teammate/Think Pair Share(team answers)/Exit tickets using summary writing. "got it cards" To answer Essential COMPELLING QUESTIONS AND READINGFOCUS QUESTIONS.
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Reflection:: Day 1 AIM packet then :Gotcha motivation: Read the passage from Chief Joseph "I will fight no more forever" Using Got it card ratings students will rate this from 1-5 1 being not interested to 5 very interested.
2) Students will create a 3-2-1 sheet in which they will write and ask 3 questions about the 5 w's, 2 questions about the author 1 question about the primary source.
3) Teacher instruction of the compelling questions then have students using a power point slide construct and identify the reading focus questions for ch 19.
4) Using the Cooperative learning protocols students will partner read, research,answer and reflect on the reading focus questions
5) Form assessment-Using Whiteboard's students will create answers to Teacher questions reinforcing the reading focus questions.
6. Students will look at the Compelling questions and Think Pair share how those questions relate to the reading focus questions.
7. Got it cards-Ticket out the door will show learning based upon reading focus questions.
Prep:: See attached binder for Cooperative learning Unit
Materials:: Student folder, handouts, Cooperative learning college team binder.
Standards Met:

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The New West Oct 31-Nov4th