History+1

By: Andrew Feight __**Theme:**__ Conflict __**Essential Question:**__ Does conflict produce change?

**__Empowerment:__** When we teach our students, we need to make sure we provide them with any relevant information. A part of teaching history is to present the facts in such a way that the students can make their own judgments on the events. It is also our job as the teacher to present the information in such a way that they can see how the past events influence the future. When a student can do both of these, the student is now empowered to interact with the present. The student now longer needs someone to tell them what is important, or what is needed, the student can determine this on their own.

__**Week 1 **__ __**Generalization:**__ Every Action has consequences __**Concept:**__ Racism **__Topic:__** Native Americans-Trail of Tears

PO 6. Examine the experiences and perspectives of the following groups in the new nation: b. African Americans d. Native Americans (Trail of Tears) e. indentured servants (Irish, Chinese)
 * S1C4PO6 (US History) **

PO 3. Analyze how geography influences historical events and movements (e.g., Trail of Tears, Cuban Missile Crisis, location of terrorist camps, pursuit of Pancho Villa, Mao’s long march, Hannibal crossing the Alps, Silk Road)
 * S4C4PO3 (Geography) **

__Monday:__ Define Conflict, Power Point and notes, Read Aloud __Tuesday:__ Movie and notes/discussion <span style="font-family: Arial,Helvetica,sans-serif;">__Wednesday:__ Movie and notes/discussion <span style="font-family: Arial,Helvetica,sans-serif;">__Thursday:__ Written Conversation (see Activity) <span style="font-family: Arial,Helvetica,sans-serif;">__Friday:__ Poster protesting the Trial of Tears as though they were alive in 1831. The posters should attempt to produce productive and socially appropriate (non-violent) change.

<span style="font-family: Arial,Helvetica,sans-serif;">**__Facts:__** Conflict definition: an incompatibility between two or more opinions, principles, or interests. <span style="font-family: Arial,Helvetica,sans-serif;">In 1831, the United States government moved Native Americans from their homelands to the western United States. The journey was very controversial and left many of the Native Americans dead.

__**<span style="font-family: Arial,Helvetica,sans-serif;">Resources: **__ <span style="font-family: Arial,Helvetica,sans-serif;">//The Trail of Tears// by Michael Burgman (Book) <span style="font-family: Arial,Helvetica,sans-serif;">//The Journal of Jesse Smoke A Cherokee Boy// by Joseph Bruchac (Book) <span style="font-family: Arial,Helvetica,sans-serif;">//Bury My Heart at Wounded Knee// (Book for read aloud) <span style="font-family: Arial,Helvetica,sans-serif;">//The Trail of Tears: Cherokee Legacy// (Movie)

<span style="font-family: Arial,Helvetica,sans-serif;">__**Activity:**__ The students will have learned about the trail of tears from a Power Point and a movie. On Thursday, the students will be given short excerpts from The Trail of Tears and The Journal of Jesse Smoke A Cherokee. They will be given half of the class to read the excerpts and they will be do the literacy strategy Written Conversation. Students will be required to write about how this conflict produced a negative change for the Native Americans. After the literary strategy, there will be a class discussion.

__**<span style="font-family: Arial,Helvetica,sans-serif;">Week 2 **__ <span style="font-family: Arial,Helvetica,sans-serif;">__**Generalization:**__ Ideas are shaped and molded from the actions and beliefs of others. <span style="font-family: Arial,Helvetica,sans-serif;">__**Concept:**__ Freedom <span style="font-family: Arial,Helvetica,sans-serif;">__**Topic:**__ Religious Impact-Puritans

<span style="font-family: Arial,Helvetica,sans-serif;"> Review the reciprocal impact resulting from early European contact with indigenous peoples: __<span style="font-family: Arial,Helvetica,sans-serif;">a. religious(e.g., conversion attempts) __ <span style="font-family: Arial,Helvetica,sans-serif;">b. economic (e.g., land disputes, trade) __<span style="font-family: Arial,Helvetica,sans-serif;">c. social (e.g., spread of disease, partnerships) __ <span style="font-family: Arial,Helvetica,sans-serif;">d. food (e.g., corn) __<span style="font-family: Arial,Helvetica,sans-serif;">e. government __
 * <span style="font-family: Arial,Helvetica,sans-serif;">S1C3PO1 (US History) **

<span style="font-family: Arial,Helvetica,sans-serif;">__Monday:__ Why Puritans left England (Power Point) <span style="font-family: Arial,Helvetica,sans-serif;">__Tuesday:__ Settling in the New Land (Power Point and video from IDEAL) <span style="font-family: Arial,Helvetica,sans-serif;">__Wednesday:__ Society and Structure-Religious aspects and influence <span style="font-family: Arial,Helvetica,sans-serif;">__Thursday:__ Religious interaction with the Native Americans and the consequences <span style="font-family: Arial,Helvetica,sans-serif;">__Friday:__ Dramatic Role Play (Literacy Strategy)

<span style="font-family: Arial,Helvetica,sans-serif;">__**Facts:**__ Puritans came to the new world and brought a new social and religious structure. Puritan beliefs, Indian beliefs, naturalism, conversion attempts, government structure.

__**<span style="font-family: Arial,Helvetica,sans-serif;">Resources: **__ <span style="font-family: Arial,Helvetica,sans-serif;">//The Scarlet Letter// (movie) <span style="font-family: Arial,Helvetica,sans-serif;"> Movies from IDEAL


 * <span style="font-family: Arial,Helvetica,sans-serif;">__Activity:__ **<span style="font-family: Arial,Helvetica,sans-serif;"> The students will use the Dramatic Role Play literacy strategy to create a skit that shows the differences between the Native Americans and the Puritan. These differences should showcase the Puritan’s newfound religious freedom and the two different social structures interacting. How is this conflict not necessarily an argument, but an incompatibility of two societies?

__**<span style="font-family: Arial,Helvetica,sans-serif;">Week 3 **__ <span style="font-family: Arial,Helvetica,sans-serif;">__**Generalization:**__ Be the change you want to see in the world <span style="font-family: Arial,Helvetica,sans-serif;">__**Concept**__: Compromise <span style="font-family: Arial,Helvetica,sans-serif;">__**Facts:**__ Bill of Rights- Federalist/Anti-Federalist

<span style="font-family: Arial,Helvetica,sans-serif;">Concept 4: Revolution and New Nation <span style="font-family: Arial,Helvetica,sans-serif;">PO 4. Analyze how the new national government was created: Creation of the Bill of Rights
 * <span style="font-family: Arial,Helvetica,sans-serif;">PO: S1C4PO4E (US History) **

<span style="font-family: Arial,Helvetica,sans-serif;"> Analyze how the new national government was created: <span style="font-family: Arial,Helvetica,sans-serif;">a. Albany Plan of Union influenced by the Iroquois Confederation <span style="font-family: Arial,Helvetica,sans-serif;">b. Articles of Confederation <span style="font-family: Arial,Helvetica,sans-serif;">c. Constitutional Convention <span style="font-family: Arial,Helvetica,sans-serif;">d. struggles over ratification of the Constitution <span style="font-family: Arial,Helvetica,sans-serif;">e. creation of the Bill of Rights

<span style="font-family: Arial,Helvetica,sans-serif;">__Monday:__ Review Constitutional Convention <span style="font-family: Arial,Helvetica,sans-serif;">__Tuesday:__ Bill of Rights <span style="font-family: Arial,Helvetica,sans-serif;">__Wednesday:__ What Anti-Federalist thought of the Bill of Rights <span style="font-family: Arial,Helvetica,sans-serif;">__Thursday:__ What Federalist thought of the Bill of Right <span style="font-family: Arial,Helvetica,sans-serif;">__Friday:__ Creating a new Bill of Rights

__**<span style="font-family: Arial,Helvetica,sans-serif;">Facts/ Resources: **__ <span style="font-family: Arial,Helvetica,sans-serif;"> Constitution, Bill of Rights, Federalist Papers, Fed/Anti-Fed

__**<span style="font-family: Arial,Helvetica,sans-serif;">Activity: **__ <span style="font-family: Arial,Helvetica,sans-serif;"> The students will be put in groups of 2 or 3 and they will be required to either modify one of the Amendments in the Bill of Right, or to create an 11th amendment to go with the Bill of Rights. The students will then present these amendments to the class and explain why it would benefit the United States' citizens.

__**Summative Assessment**__ The student will pick one event from the unit and will create either a newspaper article, a one page paper, or a short speech that explains how conflict has produces change. The students will then prepare a presentation to give in front of the class. This presentation needs to show how a conflict produced change, and then give their assessment of whether this change was good for the society.