Social Studies Lesson Plans

William B. Gonzalez

Employee id: 268889

Social Studies Lesson Plans

1.  Title: Native Americans Amidst the European Powers: Comparing the Iroquois and the Yamasee (American History/ 11th Grade)

2.  Overview- Big Ideas:

a.  Enduring Understandings- It is important for students to see Native Americans not solely as victims of history but active participants in alliances with the Europeans.

b.  Essential Questions- Why did the Iroquois survive their encounter with the Europeans while the Yamasee did not? What is the relationship between the Yamasee and today’s Seminole Indians?

3.  Lesson Objectives: Standards

a.  SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.

b.  SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.

c.  SS.912.A.1.3: Utilize timelines to identify the time sequence of historical data.

d.  SS.912.A.1.6: Use case studies to explore social, political, legal, and economic relationships in history.

e.  SS.912.A.2.7: Review the Native American experience.

4.  Key Vocabulary

a.  Engravings, Jesuits, wampum, alliance, ambush, combatants, migration, raids, captives, colonists, survivors, merged.

5.  Evidence of Student Understanding.

a.  Key knowledge and skills students will acquire:

i.  The importance of alliances between peoples or nations.

ii.  The beginnings of the Seminole tribe.

iii.  Mapmaking skills- labeling, keys, coloring.

b.  Students will be able to:

i.  Analyze primary source documents.

ii.  Analyze visual media.

c.  Formative and summative assessments.

i.  Class participation.

ii.  Quiz

iii.  Essay or presentation on the Seminoles.

6.  Materials Needed:

a.  PowerPoint presentation on the Iroquois and the Yamasee. https://docs.google.com/present/edit?id=0AQf-Qpf1m2TkZGZ0NHRrNDVfNDFnYzd3cmRnZw&hl=en_US&authkey=CJ_GyI0B ,

https://docs.google.com/present/edit?id=0AQf-Qpf1m2TkZGZ0NHRrNDVfMGZrdGtmZmNk&hl=en_US&authkey=CNvLrqwD

b.  Blank map of the Northeastern region of the US.

c.  Blank map of Southeastern region of US.

7.  Steps to deliver lesson

a.  Use student responses to create a KWL chart on Native American history.

b.  Show PowerPoint. Each image includes questions to create class discussion.

c.  Have students make a map on Iroquois land based on images from presentation. Maps should focus on the tribe’s location between the British and the French.

d.  Quiz on the vocabulary words used in the lesson.

e.  Have students fill in blank map of Southeastern US indicating the movement of the Yamasee tribe and how some survivors helped form the Seminole tribe.

f.  Final project on today’s Seminole Indians.

8.  Specific student activities.

a.  Students as a group will complete a KWL chart.

b.  Students will respond to questions on the images.

c.  Students will fill in blank maps.

d.  Students will individually create projects on the Seminoles.

9.  Differentiated Instruction Strategy

a.  PowerPoint included both visual and text

b.  Use of maps

c.  Allowing students different means to make final presentation.

10.  Technology Integration

a.  Presenting information through a PowerPoint presentation.

11.  Lesson Closure

a.  Final class discussion on what students learned about the Seminoles from the projects presented.