Diane+S

Ideas
**D-Quadrant Backward Planning **


 * Lesson Title **
 * Native American: Forced Removal from the Reservation: Trail of Tears **

__**What is it you Want Students to Know and Be Able to Do? – **//Content Standards //__

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 * 1) Analyze historical sources from multiple points of view to develop an understanding of historical context.
 * Students Can:
 * Explain the past through oral and written firsthand accounts of history
 * Explain the information conveyed by historical timelines
 * Give examples of people and events and developments that brought important changes to the community
 * Describe the history, interaction, and contribution of the various peoples and cultures that have lived in or migrated to neighborhoods and communities.
 * Identify examples of power and authority and strategies that could be used to address an imbalance, including bullying as power without authority

__**21st Century Skills (ISTE NETS) **//What will you assess, specifically? //__

I**nvention, Technology Literacy, Information Literacy, Self-Direction**
 * Transfer ** : // S tudents will be able to independently use their knowledge, understandings, and skills acquired to __Understand the effects of the Trail of Tears Event ______________ //

// How can an event or conflict influence the history of people. //
 * Essential Question **// Big, broad open question not subject specific //

** Students will remember how events affect live of people both at the current time and for the future. **
 * Enduring Understanding: **// What do you hope students to remember 10 years from now? //

How did the removal of Native Americans from their land influence the lives of modern day people? Could this happen today? Why or Why not.
 * Unit Questions: **// Open questions – subject specific //

Why were the Cherokee Indians forcibly removed from their homes?
 * Content/Guiding Questions: **// Closed questions – fact finding //


 * How will you know they know it? **// Formative & Summative Assessment Strategies of content __and__ skills //

__ Formative Assessments: __

Students' notes will be graded as they go to ensure proper note-taking (as opposed to cut and paste) methods. Notes will be in key words only. It is very difficult to create a once-size-fits-all note taking form for this unit because students can go in many different directions. The best notes would include answers to the following questions:

__ Summative Assessments: __


 * Performance Assessment Task – G.R.A.S.P.S. __**


 * Goal: **//The “hook” //– //Your task is… ////an ////engaging introduction that kids can connect with – the “real world” situation //


 * The Role ** - //Who does this kind of work or problem solving in the “real world?” //


 * <span style="font-family: Arial,sans-serif;">The Audience – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who will you present your product to (other than the teacher)? //


 * <span style="font-family: Arial,sans-serif;">The Situation – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">More details on the goal //


 * <span style="font-family: Arial,sans-serif;">The product **<span style="font-family: Arial,sans-serif;"> – //<span style="font-family: Arial,sans-serif; font-size: 10pt;">What would you turn in to your boss? //


 * <span style="font-family: Arial,sans-serif;">Standards & Criteria for Success – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Rubric criteria – what is expected? Should align with learning goals //