Lesson Plan : Passport to the Cherokee Culture

Teacher Name:
 R. Phillips
Grade:
 Grade 7-8
Subject:
 Social Studies

Topic:
 The Cherokee Culture
Content:
 Students will be learning about the Cherokee culture (in order to determine if Andrew Jackson's view about the Cherokee people being uncivilized was a correct assumption). Today's lesson is just the beginning of a week long unit on The Trail of Tears, Andrew Jackson's Indian Removal policy, and an examination of primary source documents. VOCABULARY: 1. biome--a division of the world's vegetation that corresponds to a defined climate and is characterized by specific types of plants and animal 2. culture--the beliefs, customs, practices, and social behavior of a particular nation or people 3. civilization--a society that has a high level of culture and social organization
Goals:
 Standards that will be met by this lesson: 1. Students will understand the outcome of expanded a group's territory and the affects it has on other nations and their people. 2. Students will understand the goals that groups had for territorial expansion to the Pacific Ocean and Hawaii. Also termed the "Manifest Destiny". Students will understand the effects of 19th century westward migration. Students will be able to understand what culture means and understand the culture of the Cherokee tribe. Further, students should be able to draw conclusions about whether the Cherokee people were civilized so they can later see the error of Andrew Jackson's claims that the Cherokee were an uncivilized tribe who needed to be rounded up and protected for their own good.
Objectives:
 1. The students will be able to collaborate in a group to complete the activity. 2. The students will be able to view documents, analyze them, and draw conclusions about certain aspects of the Cherokee culture. 3. The students will be able to successfully fill out the passport of questions dealing with the culture. 4. The students will be able to write a paragraph at the end of the lesson expressing whether the Cherokee culture was in fact a civilization.
Materials:
 1. Document camera (Elmo) 2. 9 Manila envelopes with documents & pictures about the Cherokee culture for students to examine. (Students will work in groups of 3.) Each group will receive an envelope. 3. LCD projector to show students several websites which will enable them to find some information about the Cherokee people.
Introduction:
 Students will be asked to share their family culture with the class. A quick review of "culture" will occur at this time. After students have shared, they will begin to understand that, although all have different cultures, they are cultures nonetheless.
Development:
 The teacher will explain the task (to fill out a passport full of questions about the Cherokee culture). The passport will be handout out and folded at this time with the teacher modeling how to fold it.
Practice:
 1.The teacher will use the Elmo to display one of the documents in the envelope for all to see. 2.The teacher will ask the class if anyone can find a question which can be answered by the document projected onto the screen. 3.All students will fill in one answer together. 4.The teacher will project the web pages which will enable students to find information and scroll slowly through one of the web pages. 5.Students will be asked if there are any questions that can be answered based on the web page. 6.After eliciting responses, all students will fill in another answer.
Accommodations:
 Differentiated instruction occurs naturally when students collaborate in groups because they are able to “pair/share” and “give one/get one” within the group.
Checking For Understanding:
 The teacher will check for understanding by (A)circulating throughout the room to answer questions and make sure students are on task,(B)checking to make sure answers are correct on passport, (C)discussion.
Closure:
 The teacher will bring the students back together at the end of the period to elicit some "interesting facts" students may have learned about the Cherokee. Since this lesson will undoubtedly take more than one period, final closure will include a review of the word "civilization" and students writing a culminating paragraph where they explain whether they believe the Cherokee were and are a civilization. Paragraph responses will be shared with the class.
Evaluation:
 Evaluation will be based on correct responses in the passport, discussion, and how the students respond in their civilization paragraph.

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