Lesson Plan 1: Trail of Tears

Roman Belden

Specialized Methods

Ottawa University

Introduction:

A primary source is a great lesson for a student being able to relate to an era in history. It

is a great way for the students to be able to feel as if they stepped into the shoes of the

individuals which they are reading about. Though there are many ways students learn, not all

through intrapersonal lessons, I feel that most of the students will be able to learn the content.

By providing their reactions to the primary source they are connecting their though process with

the information at hand.

 OTTAWA UNIVERSITY
TEACHER EDUCATION DEPARTMENT
LESSON PLAN OUTLINE
Level 1

Name: Roman Belden Grade Level: 8th

Date: March 23, 2017 Approximate length of time: 43 minutes
School: Allison Traditional Magnet Middle School Subject: U.S. History

Title: Trail of Tears

Unit Goal: The goal of the Unit is to learn the atrocities that Native Americans faced in the
expansion of our great nation.

STANDARD, BENCHMARK, INDICATOR(S):

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?

The student will be able to analyze a primary source once it has been read to the student.

The student will be able to create an emotionally based response that supports or criticizes the
actions in the source.

HOW WILL YOU ASSESS STUDENT LEARNING?

I will be able to walk around the room to observe and assess the students as they create their
responses.

By grading the students on their responses to the material that was read to them will provide me
with how much they understood.

WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH

THIS LESSON?
Computer
Projector
Smart Board
Composition Notebooks
Student Folders
Pens/ Pencils
Copy of John G. Burnetts Story of the Removal of the Indians

How does paragraph 1 make you feel?

What are the main ideas behind the 1st paragraph?
Give an example of an atrocity that happened to the Native Americans.

The lesson was developed by my mentor, Allison McElroy, and I.

WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?
I will be reading the primary source to the students so they have to focus on putting their feelings
and reactions in the composition notebooks. This will help with any reading issues. The
students will be allowed plenty of time to write their thoughts and I will also be around the room
to assist whenever a student would need it.

WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?

Direct Instruction with a primary source and dialect journal.

WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?

A student must have knowledge about the expansion of the United States as well as how they
acquired the land and who they acquired it from. This will provide a base knowledge on which a
student can grow.

The student will demonstrate their understanding by writing their reactions to each designated
section as we go. I will be around the room to check on the work and I will follow up by reading
the assignments after they are complete.
From here on, write as if you are talking to the children/students.

FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE)

Okay guys, get your folders do your bell work that is on the smart board. You have 5 minutes.

Okay, now that time is up, talk with your partners about the bell work.

Lets come together as a class. Can someone tell me what region of the US was most suited for
the Industrial Revolution and why? Give three reasons.

PURPOSE (THE WHY OF THE LESSON)

Today we are going to be covering the Trail of Tears today. This is important because we have
covered how the U.S. expanded at such a quick pace but that land that we added onto our nation
was not ours to begin with. It is important to understand the many perspectives of the events in
history. .

DELIVERY OF INFORMATION/
Today I am going to read you a passage from John G. Burnett and you are going to create a
dialect journal. I need you to write your reactions to one sentence from each of the segments that
I have chosen. We will then reflect on the topic as a whole and if we have time we will move
into our historical journals.

MODELING/DEMONSTRATION/SKILL CUES
In my composition notebook on page 74, I need you to draw a line down the middle of the page.
I am going to read the first segment of the passage. I will then give you time to write an
important sentence from the passage on the left side of the line you have drawn. After that you
will either need to ask a question, make a personal connection to your life, draw a picture, state
your opinion, or state an emotion you feel based off the reading. We will then move on to the
next passage and repeat what you did the first time.
GUIDED PRACTICE
So go ahead and open up to page 74 in your composition books if you havent already. Draw
your line. I am going to read the passage and I want you to follow along with your copy.

Now that I have read the passage, you need to write down a sentence from the passage and then
write a reaction to it. You may consult your partner if you would like. I will give you five
minutes before we move to the next passage. This is how it will be throughout this assignment.

CLOSURE/WRAP-UP (ENDING THE LESSON)

Now that we have finished the dialect journal, we are going to reflect on our feelings about the
events that surround the Trail of Tears. On page 75 in your composition notebooks write your
answers to the questions on the smart board.

REVIEW, EVALUATE, AND REFLECT

To be determined.

The extra materials are attached with the submission or email.