Middle Childhood Education

Middle Childhood Education Lesson Plan Template v. 2

Teacher Candidate Name: Andrew Stemen
Lesson Title/#: This Land Is Ours Part I
Grade Level: 8th Grade
Essential Question: What are the dangers of viewing only one perspective?

Lesson Foundations
Content Standards

Social Studies 8.2: North America, Originally inhabited by American Indians, was explored and
colonized by Europeans for economic and religious regions.

*Science and SS should also

include common core for
reading/writing

Learning Objective(s)
Students will

English Language Arts Writing 8.9: Draw evidence from literary or information texts to support
analysis, reflection, and research.
LO1 Students will be able to describe the different interactions between Lewis and Clark and
the Native Americans. (Understand)
LO2 Students will be able to compare different forms of text. (Analyze)

Prior Academic
Knowledge and Skills

Students understand the groups of people that live in the territory that the United states
purchased

What have you or your

mentor taught previously that
will inform what students are
learning today?

Students understand the difference between primary and secondary sources

Materials & Resources

Students know how to cite textual evidence

Students know how to rotate station from station.
DBQ worksheet one for each student
PowerPoint Presentation
5 Stations

Assessments

Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they
appear in the lesson.

Name and
number of

Description of assessment

Evaluation Criteria - What is the evidence (the answers) of student

learning? Specifically list evidence of learning and learning objectives.

Middle Childhood Education

Assessment
A1 DBQ

Students will circulate the

classroom and visit five
different stations. Each
station corresponds with a
document in their DBQ
packet. Students will
analyze the document
and respond to the
question(s) in their packet
that correspond with the
document.
Station 1
- From the document,
what did Thomas
Jefferson want Lewis
and Clark to
document? Why
might this be?

LO1

How did Thomas

Jefferson want Lewis
and Clark to treat
the Native
Americans in the
surrounding
territory?
Station 2
- According to the
image what was the
goal of the
expedition?
-

New Question

Thomas Jefferson wanted Lewis and Clark to document the

names of the nations & their numbers; the extent & limits of
their possessions; their relations with other tribes of nations;
their language, traditions, monuments their ordinary
occupations in agriculture, fishing, hunting, war, arts, & the
implements for these; their food, clothing, & domestic
accommodations; the diseases prevalent among them, & the
remedies they use; moral & physical circumstances which
distinguish them from the tribes we know; peculiarities in their
laws, and customs.
Thomas Jefferson wanted Lewis and Clark to treat the Native
Americans in the most friendly and conciliatory manner in which
their own conduct will admit.

The goal of the expedition was to create piece between the

colonial Americans and the Native Americans.

The Sioux tribe were not happy. They were given a glass of
whiskey, but soon became troublesome in both words and
gestures. Things were so tense that Clark felt compelled to draw

Middle Childhood Education

Station 3
- According to the
document, how did
the Tenton Sioux
tribe react to Clark
and the corps of
discovery?
-

Citing textual
evidence did Clark
and the Corps show
respect to the Sioux
tribe?

Station 4
- According to the
document, how did
Shoshone tribe
react to Lewis and
the corps of
discovery?
-

Did Lewis show

respect to the
Shoshone tribe?
Provide reasoning
from the text.

Station 5
- According to the
document how did
Chinnok Tribe react
to Lewis and the
Corps?
-

Citing textual
evidence, did Lewis

his sword. When Clark left the Sioux a few days later he
observed with great caution.
-

Yes, Clark and the Coprs showed the Sioux tribe respect. Clark
invited the chiefs on to their boat, and gave them a drink of
whiskey.

The Shoshone tribe were very pleased with the deal that was
made. Native Americans gave Clark three very good horses in
which Clark gave a uniform coat, a pair of leggings, and few
handkerchiefs, three knives and some other small articles.

Yes, when the inferior chiefs were displeased with not receiving
a present Capt. Clark gave the Native Americans a couple of his
old coats on them.

The Chinnok Tribe reacted very well to Lewis and the Corps.
Lewis gave the Chinnok tribe a park and to eat, and supplied
them plentifully with smoke. The chief also gave him a small
medal.

Yes, the chief of the Chinnok tribe seemed much gratified with
the medal given to him.

Middle Childhood Education

and the Corps treat

the Chinnok with
respect?
A2 One Question
or One Comment

At each station, students,

will find a poster board
with the title of the
document listed on the
poster. As students
circulate the classroom,
as a group they will list 1
comment or 1 question.
All groups will be required
to respond to each poster,
but cannot duplicate any
comment or question
already posed. Students
can however answer any
question asked by
another group.
Station 1:

Examples:
Main Idea
The main idea of the document is how Lewis and Clark were
instructed to interact with the Native Americans.
Question
What did Thomas Jefferson want Lewis and Clark document?
Why did some tribes accept the Corps of Discovery compared to
others?
Connection
According to the Meriwether Lewis journal entry concerning the Sioux
tribe the corps of discovery did not follow the orders of Thomas
Jefferson

Middle Childhood Education

Examples:
Main Idea
The goal of the expedition was to create piece.
Question
Did Thomas Jefferson accomplish his goal?
Connection
According to the Shoshone and Chinnok document they have
accomplished their goal?

Station 2:

Examples:
Main Idea
According to the document Corps of Discovery were civil with the
Sioux. Offered drinks etc. But Sioux gestures were hostile.
Questions
Why were Sioux tribe hostile?
Do you think the Sioux would agree with how Lewis said this
interaction occurred?

Station 3

Connection
According to Jeffersons instruction and Jeffersons medal they did not
achieve their goal.
Examples:

Middle Childhood Education

Main Idea
Corps of Discovery had a very successful interaction with the
Shoshone Tribe. Made a successful trade of resources.
Questions
How did Clark resolve the issue of the displeased chiefs?

Station 4

Examples:
Main Idea
The Chinnok tribe accepted the medal given to them, but since the
corps did not allow them to stay the corps were afraid so they kept
their guard up?
Question
Did Clark and the corps have success and difficulties with other tibes.
Station 5

Connection
Why didnt Clark bestow more gifts to the Chinnox like they did to the

Middle Childhood Education

Shoshone tribe?

A3 Check In/Oral
Questioning

After students have

visited 3 stations check in
with student progress. Ask
the following questions:
-

What kind of
sources are we
looking at?
Secondary or
Primary? How do
you know?
(Understand)

What do all these

perspectives have
in common?
(Evaluate)

What are you

finding it harder to
do as you visit each
station?

Primary sources, they are journal entries and are first hand
accounts.

They are all told from The Lewis and Clark perspective

Coming up with a comment or question that has not already

been stated

Middle Childhood Education

(Understand)
-

A4 Debrief

Can answer questions or make connections to other documents.

European American

Native American

Do not get a complete story, or the whole truth. Stereotypes or

perceptions can be made without these voices

What can you

do/use to help with
the station activity?
(Understand)

As students finish their

DBQ review todays
lesson ask the following
questions that will
prepare them for
tomorrows lesson.
- From what
perspective were
our primary sources
from (Understand)
-

What perspectives
were left out
(Understand)?
What is the danger
of leaving out other
perspectives?
(Evaluate)

Instructional Procedures/Steps

Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.

Opening
5 Minutes

Teacher will

Student will

Include instructional practices, questions you will ask, checks

for understanding, differentiation, evidence of culturally
responsive teaching practices.

What will students be doing?

What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and
application.

Set Up: Teacher will have PowerPoint

presentation projected on the screen along

As students enter the classroom they will receive a

DBQ packet from their instructor. Once in hand

Middle Childhood Education

Hook?
Activate prior
knowledge?
Communicate LOs?

with the 5 different stations set up around

the room. As students walk in hand each
student a DBQ worksheet for todays lesson.
Teacher will post seating arrangement for
todays activity on the PowerPoint. Creating
the seating chart allows a balanced mixture
of students with a range of abilities to work
collaborative with one another.
Review Agenda: Move to the next slide that
reviews todays agenda. Have students
choral read what needs to be accomplished
today.
Having students read the agenda makes sure
they know exactly what needs to be
accomplished for the days class. So, there
should be no surprises.
Transition to DBQ: Ask students the
following questions:
-

What did we just finish up learning?

(Remember)
What do you think Thomas Jefferson did
after he purchased the new land?
Do you know who explored the new
territory?

What groups of people do you think

they encountered?
Asking this questions will activiate prior
knowledge and will show students the
direction that the class is going in.

student will turn their direction to the PowerPoint

which determined their seat for the day.

Students will read aloud todays agenda along with

the days learning objectives.

The Louisiana Purchase

Explored the new territory for resources

Lewis and Clark

Native Americans

Middle Childhood Education

Instruction
__________ Minutes
Procedures and steps
to the lesson.
Strategies?
Assessments?
Q & A?
Evidence of
learning?
CRP?
Planned supports?
Transitions: Identify
when you are
transitioning and how
you will make that a
smooth transition?

DBQ (LO1, A1): Students will circulate the

classroom and visit five different stations.
Each station corresponds with a document in
their DBQ packet. Students will analyze the
document and respond to the question(s) in
their packet that correspond with the
document.
Station 1
- From the document, what did Thomas
Jefferson want Lewis and Clark to
document? Why might this be?

How did Thomas Jefferson want Lewis

and Clark to treat the Native Americans
in the surrounding territory?

Station 2
- According to the image what was the
goal of the expedition?
-

Students will sit at their starting station, and

answer the questions on the DBQ that corresponds
with that station. When told to move, students will
rotate to the next station.

The goal of the expedition was to create

piece between the colonial Americans and
the Native Americans.

The Sioux tribe were not happy. They were

given a glass of whiskey, but soon became
troublesome in both words and gestures.
Things were so tense that Clark felt
compelled to draw his sword. When Clark left

New Question

Station 3
- According to the document, how did
the Tenton Sioux tribe react to Clark
and the corps of discovery?

Thomas Jefferson wanted Lewis and Clark to

document the names of the nations & their
numbers; the extent & limits of their
possessions; their relations with other tribes
of nations; their language, traditions,
monuments their ordinary occupations in
agriculture, fishing, hunting, war, arts, & the
implements for these; their food, clothing, &
domestic accommodations; the diseases
prevalent among them, & the remedies they
use; moral & physical circumstances which
distinguish them from the tribes we know;
peculiarities in their laws, and customs.
Thomas Jefferson wanted Lewis and Clark to
treat the Native Americans in the most
friendly and conciliatory manner in which
their own conduct will admit.

Middle Childhood Education

Citing textual evidence did Clark and

the Corps show respect to the Sioux
tribe?

Station 4
- According to the document, how did
Shoshone tribe react to Lewis and the
corps of discovery?

Did Lewis show respect to the

Shoshone tribe? Provide reasoning from
the text.

Station 5
- According to the document how did
Chinnok Tribe react to Lewis and the
Corps?

Citing textual evidence, did Lewis and

the Corps treat the Chinnok with
respect?

One Question/Comment (A2, LO1): At

each station, students, will find a poster
board with the title of the document listed on
the poster. As students circulate the
classroom, as a group they will list 1
comment or 1 question. All groups will be
required to respond to each poster, but
cannot duplicate any comment or question
already posed. Students can however answer
any question asked by another group.

the Sioux a few days later he observed with

great caution.
Yes, Clark and the Coprs showed the Sioux
tribe respect. Clark invited the chiefs on to
their boat, and gave them a drink of whiskey.

The Shoshone tribe were very pleased with

the deal that was made. Native Americans
gave Clark three very good horses in which
Clark gave a uniform coat, a pair of leggings,
and few handkerchiefs, three knives and
some other small articles.

Yes, when the inferior chiefs were displeased

with not receiving a present Capt. Clark gave
the Native Americans a couple of his old
coats on them.

The Chinnok Tribe reacted very well to Lewis

and the Corps. Lewis gave the Chinnok tribe
a park and to eat, and supplied them
plentifully with smoke. The chief also gave
him a small medal.

Yes, the chief of the Chinnok tribe seemed

much gratified with the medal given to him.

Middle Childhood Education

Station 1:

Examples:
Main Idea
The main idea of the document is how Lewis and
Clark were instructed to interact with the Native
Americans.
Question
What did Thomas Jefferson want Lewis and Clark
document?
Why did some tribes accept the Corps of Discovery
compared to others?
Station 2:

Connection
According to the Meriwether Lewis journal entry
concerning the Sioux tribe the corps of discovery
did not follow the orders of Thomas Jefferson
Examples:
Main Idea
The goal of the expedition was to create piece.
Question
Did Thomas Jefferson accomplish his goal?

Station 3

Connection
According to the Shoshone and Chinnok document
they have accomplished their goal?

Middle Childhood Education

Examples:
Main Idea
According to the document Corps of Discovery
were civil with the Sioux. Offered drinks etc. But
Sioux gestures were hostile.
Questions
Why were Sioux tribe hostile?
Do you think the Sioux would agree with how
Lewis said this interaction occurred?

Station 4

Connection
According to Jeffersons instruction and Jeffersons
medal they did not achieve their goal.

Examples:
Main Idea
Corps of Discovery had a very successful
interaction with the Shoshone Tribe. Made a
successful trade of resources.
Questions
How did Clark resolve the issue of the displeased
chiefs?

Middle Childhood Education

Station 5

Examples:
Main Idea
The Chinnok tribe accepted the medal given to
them, but since the corps did not allow them to
stay the corps were afraid so they kept their guard
up?
Question
Transition to Check In: After 3 rotations
stop students before they move on to their 4th
station. Bring students sole attention on you.
Tell them to put down their pencils and flip
their packets upside down so they will not be
tempted to continue working.
Check In (LO2, A3): After students have
visited 3 stations check in with student
progress. Ask the following questions:
-

What kind of sources are we looking at?

Secondary or Primary? How do you
know? (Understand)

What do all these perspectives have in

common? (Evaluate)

Did Clark and the corps have success and

difficulties with other tribes.
Connection
Why didnt Clark bestow more gifts to the Chinnox
like they did to the Shoshone tribe?

Students will flip over papers and put down

papers. Students will turn their attention to the
instructor for a check in.

Middle Childhood Education

What are you finding it harder to do as

you visit each station? (Understand)
-

Primary sources, they are journal entries and

are first hand accounts.

They are all told from The Lewis and Clark

perspective

Coming up with a comment or question that

has not already been stated

Can answer questions or make connections

to other documents.

What can you do/use to help with the

station activity? (Understand)

Transition to Debrief: Once students have

visited each station, have students return to
their original seat to debrief todays
activities.

Students will return to their seats to debrief

todays activity.
Closure
5 Minutes
-

Assess?
Wrap up?
Set-up?

Debrief (LO2, A4): As students finish their

DBQ review todays lesson ask the following
questions that will prepare them for
tomorrows lesson.
-

European American

Native American

Do not get a complete story, or the whole

truth. Stereotypes or perceptions can be
made without these voices

From what perspective were our

primary sources from (Understand)
What perspectives were left out
(Understand)?
What is the danger of leaving out other
perspectives? (Evaluate)

Tell students that tomorrow we are going to

jump 30 years into the future and see how
the relationship between the Natives and the
Europeans have grown. We will analyze
documents that will represent both sides.

Middle Childhood Education

Modifications/Acc
ommodations/Enri
chment
Differentiation: How
will you provide
students with specific
learning needs
instructional support?
How will you provide
students access to
learning?

IEP Students: Directions will be placed on both the handout and on the PowerPoint presentation.
Ample amount of time will be provided for students to work
504 Plans: Directions will be placed on both the handout and on the PowerPoint presentation.
Ample amount of time will be provided for students to work. Opportunity to move throughout the
classroom and work alone.
ELL Students: Learning objectives can be presented in multiple languages. Paired with students
with English as first language to assist in learning. One-on-one instruction can be provided.
Gifted/Talented: Group leaders at each station, as long as able to work at own pace.
Struggling Students: Word bank will be provided. Along with other students modeling how to
accurately fill out worksheet.

Academic
Language
What language function
do you want students to
develop in this lesson?
What vocabulary do
students need to
support learning of the
learning objective for
this lesson?
What supports do you
have in place to assist
students with AL?

Identify
Language Function: Analyze
Vocabulary: Disposition, Conciliatory, Allay,
Pirogues, Inferior, bestowed

Planned Supports
Language Function: Students will analyze primary
documents in their DBQ. Following each document
students will answer a set of questions that
correspond to each document.
Vocabulary: DBQ, word bank to provide definitions

Syntax or Discourse? Discourse

Syntax or Discourse? DBQ word bank to provide

definitions