TEACHER NOTES

 THESE WILL HELP YOU WITH YOUR EXPLANATION FOR THE UNIT.


Grade Level/Unit

Grade 8 Unit 5

Standard:

8.5 Students analyze U.S. foreign policy in the early Republic, in terms of:

3.the major treaties with Indian nations during the administrations of the first four presidents and their varying outcomes.

Skills used in this lesson:

Historical and Social Science Analysis Skills

Grade 6-8

Chronological and Spatial Thinking

1. students explain how major events are related to each other in time.

2. students will color map according to boundary lines.

Research, Evidence and Point of View

4. students assess the credibility of primary and secondary sources and draw sound conclusions from them

5. students detect the different historical points of view on historical events and determine the context in which the historical statements were made in regard to questions asked, sources used, and the perspectives of the authors of the documents.

Historical Interpretation

1. students explain the central issues and problems of the past, placing people and events in a matrix of time and space

2. students understand and distinguish cause, effect, sequence, and correlation in historical events....

3. students recognize the role of chance, oversight, and error in history

English/Language Arts Content Standards:

Reading Comprehension:

2.0 Students read and understand grade-level-appropriate material.

2.3 Find similarities and differences between texts in treatments, scope, or organization of ideas.

2.6 Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem.

Writing:

1.0 Students write clear, coherent, and focused essays...awareness of audience and purpose.

1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

Research:

1.4 Plan and conduct multiple-step information searches by using computer networks and modems.

1.5 Achieve an effective balance between researched and original ideas.

Writing Application

2.3b Record important ideas, concepts and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.

2.3c Use a variety of primary and secondary sources and distinguish the nature and value of each.

2.5a Present information purposefully and succinctly and meet the needs of the intended audience.

Written and Oral English Language Conventions

1.4 Edit written manuscripts to ensure that correct grammar is used.

1.5 Use correct punctuation and capitalization.

Student Objectives: The students will:

Experience using the Internet as an important research tool.

Analyze information regarding the selected event after The Battle of Fallen Timbers.

Demonstrate good communication writing skills by creating a paragraph about the treaty section researched.

Demonstrate collaborative working skills by being a member of a team while creating a pictograph poster summarizing the Treaty of Greenville.

Determine and justify their own point of view in their written summary.

Color a map of the territory in question.

Read Tecumseh's speech made at Vincennes to William Henry Harrison, the governor of the Indiana Territory regarding The Treaty of Greenville.

Be exposed to U.S. Code showing modern Native American connections to The Treaty of Greenville.

Information Literacy Skills

Skimming and scanning techniques on net text as well as printed text material.

Note taking skills, recognizing and itemizing a primary source document.

Organization of material into an effective written paragraph.

Analyzing and synthesizing peer articles to create a pictograph chart of the treaty.

Gaining historical empathy by researching and reading multiple perspectives.

Materials: Slides of Native Americans and colonial encroachment, Questions, Map, Treaty of Greenville, KWL, one dictionary, Pictograph sheet, Chart Paper and Overhead-Connection to today ,U.S. Code.

Length of Lesson: 3-5 class periods

READABILITY LEVEL IS 9.4 (WITHOUT GLOSSARY WORDS IT IS 6.8).

Guided Practice: Today the students will participate in group work for the majority of the period. Each group will read the Treaty of Greenville and write down the answers on their handout. See portion of treaty below:

This lesson relates to the power granted to the president and the Senate in Article II, Section 2, Clause 2 , of the U.S. Constitution, the power to make treaties with foreign nations.

Lesson Sequence:

Prepare a K-W-L chart for each class (K= What we Know, W= What we Want to Know, L= What we Learned in three columns).

Have the entire class brainstorm the K, then the W. Teams will complete (L as they investigate and research information).

Prepare and present a brief lecture about the events leading up to the Treaty of Greenville.

Divide class into Treaty Teams of approximately 3-4 students each, or have students work independently.

Distribute treaty to each student along with the questions sheet. They will use these questions to create their summary paragraph.

Students will create and write their own paragraph for their Article(s).

In each group student one has Articles I-III, Student two has Articles IV-V, Student three has Articles VI-VII, and Student four has Articles IX-X and signatures.

Team members will critique their own and peer's summary and Article paragraphs.

Student will rewrite paragraphs when necessary.

Team members will collaboratively create the pictograph treaty. They will analyze their chart using the Pictograph Analysis Worksheet questions.

Team will compile a list of "What we have Learned" - adding those items onto the L section of the class K-W-L chart. They will then add to a class L chart their particular groups comments.

Adaptations for Special Needs:

This lesson is geared more for the visual learner, however, through discussion and peer/teacher critique the auditory learner is also involved. Small group discussions through the treaty teams also help the auditory learner. The ability to analyze, sketch, and create fits into Gardner's seven multiple intelligences. Low-achieving or ability students should be encouraged to write less complex paragraphs, perhaps stating the facts as they know them, rather than moving on to more complex writing. In the right column of a portion of the actual treaty the students will translate the treaty. They need to clue in on key words. These are the words which are in green. Readability level is 9.4 (without glossary words it is 6.8).

 


Remind students will color their maps for homework!


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