Native American Loss of Life and Culture
Multiple Intelligences
e
This section deals with the Native Americans loss of life and culture through the migration west of the new settlers. It covers a wide variety of stories, documents, and biographies of what happened in this tragic time.
Objectives:
Content/Knowledge:
1. Students will be able to feel empathy for the native Americans end of culture
2. Students will be bale to examine treaties and documents and determine if the politicians were trying to oppress the natives.
3. Students will be able to comprehend the loss of life on the trail of tears
Process/Skills:
1. Students will be able to analyze primary sources.
2. Students will be able to determine the attitude of the American people to the Natives of the lands by reading the treaties
3. Students will be able to identify with the native Americans through journals
4. Students will be able to write their own journal entry as a native American using primary sources
Values/Dispositions:
1. Students will be able to feel compassion for native Americans at the end of their way of life
2. Students will be able to determine if the native Americans were victims of a genocide
State – Illinois Learning Standards
18.C.4a Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades)
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).
16.E.4b (US) Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation).
State – Common Core State Standards
National – National Council for the Social Studies Standards
1a. Culture: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns
1b. Culture: give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference
Standard 2.d -- Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos and others.
National – National Standards for History
1a. Culture: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns
1b. Culture: give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference
Standard 2.d -- Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos and others..
This section deals with the Native Americans loss of life and culture through the migration west of the new settlers. It covers a wide variety of stories, documents, and biographies of what happened in this tragic time.
Objectives:
Content/Knowledge:
1. Students will be able to feel empathy for the native Americans end of culture
2. Students will be bale to examine treaties and documents and determine if the politicians were trying to oppress the natives.
3. Students will be able to comprehend the loss of life on the trail of tears
Process/Skills:
1. Students will be able to analyze primary sources.
2. Students will be able to determine the attitude of the American people to the Natives of the lands by reading the treaties
3. Students will be able to identify with the native Americans through journals
4. Students will be able to write their own journal entry as a native American using primary sources
Values/Dispositions:
1. Students will be able to feel compassion for native Americans at the end of their way of life
2. Students will be able to determine if the native Americans were victims of a genocide
State – Illinois Learning Standards
18.C.4a Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades)
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).
16.E.4b (US) Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation).
State – Common Core State Standards
- CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
- CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
National – National Council for the Social Studies Standards
1a. Culture: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns
1b. Culture: give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference
Standard 2.d -- Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos and others.
National – National Standards for History
1a. Culture: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns
1b. Culture: give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference
Standard 2.d -- Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos and others..
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