Title: Native Americans and their role in the American Revolution

Transcription

1 Name: Stephanie Lung Title: Native Americans and their role in the American Revolution Grade Level: 5 SUMMARY OF THE UNIT When discussing, learning, and teaching the American Revolution, the Native Americans are normally not discussed. The various tribes were still in the area where all of the fighting was taking place, but they are looked over. In 5 th grade, Native Americans are taught in the context of pre-european contact and then again when the tribes were forced to move westward. The purpose of this unit is to teach students about the Native Americans and the hand they had in helping the British and/or the Americans during the Revolutionary war in an effort to expand their thinking in that it was not only the British and the Americans who were involved or affected by the war. SUGGESTED RESOURCES Resources listed on Annotated Bibliography. MATERIALS NEEDED Smartboard or projector (if possible) 1783 Joseph Brant message to Governor Frederick Haldimand of Quebec copy Copies of Native American Tribe map from 1783 (or use on SmartBoard or Projector) 1

2 List of tribe names (taken from the Native American Tribe Map) Chart paper and/or poster board Markers Crayons (specifically red, yellow, and blue) Articles from Resources from Letter Rubric Peer Editing forms 2

3 Competencies/Standards STAGE 1 Identify desired results SS Ways of Life Before and After the Arrival of Europeans to Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans. SS Ways of Life Before and After the Arrival of Europeans to Identify and compare historic Indian groups of the West, Southwest, Northwest, Arctic and sub-arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries. SS Colonization and Settlements: 1607 to Identify and discuss instances of both cooperation and conflict between Native American Indians and European settlers, such as agriculture, trade, cultural exchanges and military alliances, as well as later broken treaties, massacres and conflicts over control of the land. SS The American Revolution: 1763 to Describe foreign aid to the colonies during the American Revolution SS The American Revolution: 1763 to Identify contributions of women and minorities during the American Revolution. SS The American Revolution: 1763 to Explain consequences of the American Revolution including the Articles of Confederation, changes in trade relationships and the achievement of independence by the United States. LA Standards: EL Comprehension: Ask questions that seek information not already discussed. EL Deliver informative presentations about an important idea, issue, or event by the following means: frame questions to direct the investigation. establish a controlling idea or topic. develop the topic with simple facts, details, examples, and explanations. EL Deliver oral responses to literature that: summarize important events and details. demonstrate an understanding of several ideas or images communicated by the literary work. use examples from the work to support conclusions. 3

4 EL Give precise directions and instructions. EL Emphasize points in ways that help the listener or viewer follow important ideas and concepts. EL Identify claims in different kinds of text (print, image, multimedia) and evaluate evidence used to support these claims. EL Write persuasive letters or compositions that: state a clear position in support of a proposal., support a position with relevant evidence and effective emotional appeals. follow a simple organizational pattern, with the most appealing statements first and the least powerful ones last. address reader concerns. EL Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate. Example: Write a skit or an episode of a puppet show to present at your class talent show. Use funny words and phrases to make the audience laugh. EL Write summaries that contain the main ideas of the reading selection and the most significant details. EL Structural Features of Informational and Technical Materials: Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding. Example: Locate specific information in a social studies textbook by using its organization, sections on different world regions, and textual features, such as headers, maps, and charts. EL Analyze text that is organized in sequential or chronological order. Example: Compare the organizational structure of such biographical texts as The Life and Death of Crazy Horse by Russell Freedman or Pride of Puerto Rico: The Life of Roberto Clemente by Paul Robert Walker, noting critical events in the subjects' lives. EL Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas. Example: Read a science text, such as Astronomy by Robert Kerrod, and select some of the experiments described in the book to pursue in class. Before beginning the selected experiments, outline the main ideas or concepts to be tested and identify additional supporting detail that explains those scientific concepts. EL Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge Enduring Understandings ( Students will understand THAT ) 4

5 Overarching Enduring Understandings Native American interactions have affected incidences in history. Topical Enduring Understandings Native Americans either joined a side or stayed neutral in the Revolutionary War, which changed the course of the war and changed their interactions with both the British and the Americans. Essential Questions ( How Why To what extent ) Overarching Essential Questions How have Native American interactions with Europeans affected the course of historical events? Topical Essential Questions How did the Native Americans choosing sides affect the outcome of the Revolutionary War? How did the results of the Native Americans choosing sides affect the interactions of the Native Americans with the British and the Americans? Enabling Knowledge and Skills ( What skills and conceptual knowledge must students possess in order to demonstrate understanding especially on performance tasks? ) Students will know Students will be able to 1.What tribes took part in the Revolutionary War 1. Determine what sides Native 2.What sides each tribe took Americans took in the conflict 3.Battles the tribes took part in 2. Discern reasons why Native 4.The after effects of the relationships between Americans decided to fight on the 5.The Native Americans and the British and the sides they did. 6.Native Americans and the Americans 5

6 STAGE 2 Determine acceptable evidence Overview of assessment evidence Briefly describe the types of assessment activities you will use throughout this unit to ensure students are gaining the enabling conceptual knowledge and skills they need so that ultimately they can demonstrate understanding through the major performance task. TYPE OF EVIDENCE Primary performance task Written prompts/ journals DESCRIPTION OF THE ASSESSMENT ACTIVITY Writing a letter to the editor of a textbook publishing company Answering questions based on readings WHICH FACET OF UNDERSTANDING IS EMPHASIZED? Explanation, empathy, and perspective Explanation, Application Small projects/skill demonstrations/ supporting performances Student selfassessments Map Reading, Treaty Role Playing Students will self-assess their letter Interpretation, Empathy, Explanation Self-knowledge Observing /conferencing Quizzes/ tests Students will write a response to the message from Joseph Brant Teacher will observe and conference with groups as they read and share their findings in Lesson 4 Exit Ticket in Lesson 4 Interpretation Application, Explanation, Interpretation Other Group sharing Self-Knowledge, application, interpretation, explanation 6

7 GRASPS details for the primary performance task Use the GRASP format to provide more detailed information about the primary performance task through which you will assess students growing understanding. GRASPS Goal Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task. Role Define the role of the students in the task. State the job of the students for the task. Audience Identify the target audience within the context of the scenario. Example audiences might include a client or a committee. Situation Set the context of the scenario. Explain the situation. Product Clarify what the students will create and why they will create it. Standards and Criteria Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students. Use of GRASPS in this Unit Students will write a letter to the editor of their Social Studies textbook publisher to explain the importance of Native Americans during the Revolutionary War, include newly gained knowledge, and explain why their story should also be included in textbooks. Students will write a letter to the editor of a Social Studies textbook publishing company persuading them to include the Native American story in the Revolutionary War Unit. The audience is the editor of a textbook publishing company to persuade that person to include the role of the Native Americans during the Revolutionary War by explaining why it is important for other students to learn about this aspect of the war. Currently, Native Americans and their participation in the American Revolution is normally not taught in the classroom or during American Revolution units. Students will create a letter in an effort to persuade an editor into rewriting the American Revolution unit in their Social Studies textbook into including the role of the Native Americans during that time period of American History so other students can learn the same information. Students will be given a rubric before they write the letter to see the expectations. Students will have access to the rubric throughout the letter writing process. The rubric is included in the supplemental resources page. 7

8 STAGE 3 Design learning activities Use the WHERETO model to identify the type but not the sequence of instructional activities required to promote the desired results. Following the WHERETO model is an optional calendar for actually scheduling the sequence of learning activities. Note that assessment activities (the second E and to some extent the R in WHERETO) are embedded throughout the unit. WHERETO W H E R E How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated? How will you hook students at the beginning of the unit? What events will help students experience and explore the big ideas and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? W Ideas Students will be actively engaged throughout the unit with an activity in every lesson. Examples of students being engaged include: cut/paste/match, writing observations, and letter writing. Students will be given a rubric for their letter to show how they will be evaluated. H Ideas Students will read a message written by Joseph Brant to Governor Fredrick Haldimand about the results of the Revolutionary War and hold a class discussion. E1 Ideas Students will do a map activity where, using geography, they will predict what tribes fought on what side or stayed neutral during the war. Students will gain knowledge through various avenues. Students will discuss,, read multiple articles alone and in groups, make observations, and communicate both written and orally. Doing these activities will help students see that the Native Americans did play an important role in the Revolutionary War. R Ideas Making written observations will help students reflect on an article they have just read. Students will have the chance to revise and refine their letters before they are sent or sent to the editor. E2 Ideas Students will self-evaluate their final draft of their letter. They will do a self-evaluation and turn it in with the final draft to the teacher. The letter will allow the students to exhibit their knowledge of the Native Americans role in the American Revolution and their understanding of why it is important for students to know this information. 8

9 T O How will you tailor instruction to meet student need in readiness, learning style, and interest while remaining true to the desired result? How will you organize learning experiences to maximize engagement and understanding and minimize misconceptions? T Ideas - I will have a variety of lessons, resources, and activities that will keep students involved and interested throughout the unit. O Ideas Sequence of unit learning and assessment activities Calendar Lessons and activities will hit a variety of learning styles. Monday Tuesday Wednesday Thursday Friday Setting the stage: How did the Native Americans feel Map Reading Lesson 3: The Iroquois Lesson 3: Part 2 Lesson 4 part 1 Who wants what Lesson 4 part 2 Lesson 4 part 3 Students will be given the letter assignment and the rubric. Students will have the opportunity to pre-plan by making a web, bullet point list or another pre-planning strategy of their choosing. Students will write the rough draft of their letter. Students will peer edit and edit their rough draft. Students will be turning their rough draft into their final copy. Students will selfevaluate and turn in final copy of their letter. 9

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11 Lesson #1 Title: Setting the Stage: How did the Native Americans feel Duration: 1 hour Learning Goals Based on Standards: Students will discover that the Native Americans did have a voice and feelings about the American Revolution Essential Questions: To what extent was the relationship between the Iroquois and the British? How did the Native Americans hope to move forward in the relationship? Students will Know: 1) Who is speaking and to whom they are speaking 2) The time period of the piece Students will Understand: 1) The purpose of the message 2) Why the time period was significant Students will Do: 1) Read a message from Iroquois member Joseph Brant to Governor Fredrick Haldimand of Quebec. 2) Students will write observations of information they read. 3) Students will discuss as a class what they read and how they think the Native Americans felt. Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Students will write their opinion of what they have read and create questions they have about the reading. Students will participate in a teacher-facilitated class discussion. 11

12 Instructional Activities/Sequence: 1) Students will be given the message to read by themselves. 2) As they are reading, students will write down a short 3 sentence observations/thoughts on the reading and create 2 questions they have about the reading. 3) A class discussion will be held where students will discuss their thoughts on the reading and be able to ask the questions they wrote. Teacher will fill in any holes and facilitate the discussion by posing questions to the class to have them discuss. Resources: (This is where to print off the message from Joseph Brant to the governor.) 12

13 Lesson # 2 Title: Map Reading Duration: 1 day Learning Goals Based on Standards: Identify and discuss instances of both cooperation and conflict between Native American Indians and European settlers, such as agriculture, trade, cultural exchanges and military alliances, as well as later broken treaties, massacres and conflicts over control of the land. Essential Questions: Does geography play a part in whether tribes joined one side or the other or stayed neutral? Students will Know: Geography of Thirteen Colonies and location of tribes within those colonies Students will Understand: How location played a part in the Native Americans choosing sides I the war Students will Do: 1) Students will look at and read a Native American Map of what tribes were located where. 2) Students will make predictions as to what tribes fought with the Americans, British, and stayed neutral. Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Teacher will observe as students work. 13

14 Instructional Activities/Sequence: 1) Students will be given a copy of the Native American tribe map of 1783 or they will look at it on a projection screen. 2) Teacher will ask students questions to get them thinking about the map. 3) Students will be given a sheet with three categories listed across the top: British, American, and Neutral. Students will also be given a list of tribes from the map. 4) Students will cut out the tribe names and cut and paste the tribe names where they think, or predict, the names go in each category. 5) As a class, on poster board or chart paper, students will discuss their predictions. Then, the class will make a class prediction chart. 6) Students will keep their own prediction charts for the duration of the unit and the class prediction chart will hang up in the room. 7) Students will review their predictions throughout the coming lessons and making corrections as they learn who sides with whom. Resources: (Map) 14

15 Lesson # 3 Title: The Iroquois Duration: 1 hour for 2 days Learning Goals Based on Standards: The two standards covered in this lesson are: Describe foreign aid to the colonies during the American Revolution and Identify contributions of women and minorities during the American Revolution. Students will learn how the tribes chose sides and what they got when it was over. Essential Questions: How did the results of the Native Americans choosing sides affect the interactions of the Native Americans with the British and the Americans? Students will Know: 1) What tribes made up the Iroquois Students will Understand: 1) That the Iroquois is more than one tribe Students will Do: 1) Learn new vocabulary 2) Partner Read Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Students will be graded on the group performance task of answering the questions based on the treaty in the role of their given tribe. Instructional Activities/Sequence: 1) The teacher will write the following vocabulary:six Nations, Great League of Peace and Power, Mohawk, Onondaga [on-uhn-daw-guh], Oneida, Cayuga [key-yoo-guh], Seneca, Tuscarora [tuhs-kuh-rawr-uh], and Canandaigua [kan-uhn-dey-gwuh], and Treaty of 1794 on a sentence strip or white board, pronouncing each term for the students. Students can repeat back the pronunciations. These vocabulary words will be in the reading. 2) Students will partner read Resource 1: The Iroquois and the American Revolution 3) Working with their partners, students will color on Resource 2 (a map), which tribes sided with the British in red and the tribes that sided with the Americans in blue. 4) The class will come back together for a discussion. Questions to help lead the discussion include: Why would the Iroquois have been concerned with the outcome of the American Revolution? What European goods would the Iroquois have been most interested in? If they were a member of an Iroquois tribe, what side would they have taken in the American Revolution? Why? 15

16 Day 2: 5) Students will get into groups of 4 to read the Canandaigua Treaty of 1794 (Resource Sheet 3). Each group will represent a tribe. As they read the treaty and answer the questions, they have to answer the questions as that tribe would, based on what side they picked in the war. Group jobs include two readers, one recorder, and a reporter. Readers will read the treaty, the recorder will write down the groups answers to the questions, and the reporter will share the groups answers with the whole class. Questions are found on resource 4. Resources: Resource 1: The_Six_Iroquois_Nations_and_the_American_Revolution_RS_01.pdf Resource 2: The_Six_Iroquois_Nations_and_the_American_Revolution_RS_02.pdf Resource 3: The_Six_Iroquois_Nations_and_the_American_Revolution_RS_03.pdf Resource 4: The_Six_Iroquois_Nations_and_the_American_Revolution_RS_04.pdf Lesson Plan, Questions, and Resources from: 16

17 Lesson # 4 Title: Who wants what? Duration: 1 hour per day for 3 days Learning Goals Based on Standards: Students will analyze several primary documents created in writing or speech by Native Americans regarding their role in the American Revolution. Essential Questions: How did the Native Americans participation in the American Revolution affect their relationships with the British and the Americans once the war was over? Students will Know: Various tribes and their participation in the war Students will Understand: Why tribes chose the side they did and how that affected the relationships with both sides after the war was over Students will Do: 1) Analyze primary source documents for role, audience, and purpose. 2) Present information based on the documents they analyzed to others 3) Compare and contrast speeches, letters, and pictures from before and after the war 4) Complete exit tickets Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Teacher will observe the students as they work in groups and hold group discussions. Students will complete an exit ticket for a quiz grade. Instructional Activities/Sequence: 1) Day 1:Students will be split into 7 groups. (7 groups is a rough estimate as a teacher could choose to not use one of the readings below, or create smaller groups and have two groups reading the same document). Each group will be given a different letter or speech to read. They will have to determine: who is speaking, who is being spoken to, and what was the purpose of the speech or letter. Students will write the answers to the following questions based on their reading: - What were the issues that the various Native American groups were facing? - Did they share common goals with other Indians? Varied ones? - Did the issues change over the course of the Revolutionary era? Why? - What arguments did they make? Why? 2) Day 2: The groups will then be mixed up with one person from each original group paired with one student from each of the other groups to share what their reading was about. 3) Day 3: Class will come back together. Teacher will share information on the Iroquois and their role in the war. As a class, students will investigate the speeches, letters, and pictures of Joseph Brant, a Mohawk leader, from the beginning and end of the war. They will compare and contrast the words and images from before and after the war. 4) Teacher led questions for the compare/contrast include, but are not limited to: -What tone and language does Brant use in his appeals? Why do you think he adopts those methods? 17

18 -What tone and visual language do the two artists adopt? -How do the verbal and visual appeals work together to achieve Brant's mission? 5) Students will complete an exit ticket for a quiz grade using these questions: What was the situation that the Mohawks and other Iroquois were facing at the beginning of the conflict? At the end? What were their goals? What were they asking the British government for? Resources: 1) Journals of the Continental Congress, Speech to the Six Nations, July 13, ) The Oneida Indians to Governor Trumbull," ) The Disturbances in America give great trouble to all our Nations": Mohawk Joseph Brant Comes to London to See the King, ) Conference with Indians at Fort Pitt," July 6, ) "Treaty with the Delawares: 1778." 6) Chickasaw Peace Treaty Feeler " 7) Chickasaw Chiefs, Message to Congress, July ) This website is the parent website to all of the links listed above. It gives a brief synopsis of each article for teachers to pick and choose which articles they would like to use if using all of them is not possible. 9) American Indians and the Revolution by Colin Calloway 10) Joesph Brant at the start of the war 11) /e10052a.htm Joseph Brant after the war 12) All of this lesson, ideas, and resources come from this website. Credit is due to this site. 18

19 Lesson # 5 Title: Letter Writing Duration: 1 hour per day (5 days) Learning Goals Based on Standards: Students will take the knowledge they have learned about Native Americans during the Revolutionary War and write a letter to an editor of a publishing company explaining why it is important for textbooks to include the role of Native Americans during this conflict. Essential Questions: How was Native American involvement essential to the American Revolution? Students will Know: What tribes took sides and which sides they took How the war affected the tribes involved Students will Understand: Why the Native American involvement in the war was important Students will Do: Plan, write, and edit a letter to an editor of a publishing company explaining why it is important to include the story of Native Americans in the American Revolution in textbooks. Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Students letters will be graded using a rubric. Rubric is included in the links section. Instructional Activities/Sequence: 1) Day 1: Students will be given the rubric and assignment to look over and discuss as a class. Questions of how they will be graded and what is expected of them will be answered at this time. Students will be given the chance to begin their preplanning. 2) Day 2: Students will write the rough draft of their letter. 3) Day 3: Students will finish writing rough drafts if needed. Students will edit their own letter. The peer editing process will be reviewed. Students will partner up and peer edit each other s letters. 4) Day 4:Students will turn their rough drafts into final copies by either handwriting them or typing them if enough computers/printers are available. 5) Day 5: (This will probably not take the full hour) Students will be self-evaluate based on the rubric. Students will turn in both the self-evaluation and the final copy of their letter. 19

20 Resources: Rubric Peer Edit forms 20