Ubd Unit Indian Boarding Schools.pdf - Richmond Community Schools
Ubd Unit Indian Boarding Schools.pdf - Richmond Community Schools
Ubd Unit Indian Boarding Schools.pdf - Richmond Community Schools
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Lesson # 4<br />
Title: Home to Medicine Mountain<br />
Duration: 2 days<br />
Learning Goals Based on Standards: Learning Goals Based on Standards:<br />
NCSS Curriculum Standards<br />
III. Culture<br />
Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can:<br />
e. explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns<br />
f. give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference<br />
d. compare ways in which people from different cultures think about and deal with their physical environment and social condition<br />
e. give examples and describe the importance of cultural unity and diversity within and across groups<br />
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened<br />
and why, based on specific information in the text<br />
CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization<br />
are appropriate to task, purpose, and audience<br />
CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and<br />
clear event sequences<br />
Essential Questions:<br />
How can we support diversity in our school?<br />
Is it difficult to integrate into a culture that is different from your own?<br />
(Topical Questions)<br />
Why did the <strong>Indian</strong> boarding school model fail?<br />
To what extent can someone’s cultural identity be taken from them?<br />
Were the boarding schools an attempt to erase the Native American culture?<br />
Students will Know:<br />
1. the government used<br />
boarding schools to<br />
try and assimilate<br />
Native Americans<br />
into American<br />
culture<br />
2. what circumstances<br />
were like at some<br />
<strong>Indian</strong> boarding<br />
schools (as<br />
described in book)<br />
Students will Understand:<br />
1. students who attended<br />
boarding schools were<br />
affected by their time in<br />
many ways<br />
2. writers use similes to<br />
more vividly express<br />
their ideas<br />
Students will Do:<br />
1. letter home from story character with at least<br />
one simile<br />
2. open- minded portrait<br />
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes,<br />
tests, journals, homework, observations, etc.) How will understanding be judged?<br />
1. observation of discussion<br />
2.friendly letter writing<br />
3. open-minded portrait<br />
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