Floresville ISD LoTi Lesson Plan

 

Character Ed - Joe LeBouff -- President Jackson's Indian Removel Policy 
 

 

 

Lesson Information
Title of Lesson Character Ed - Joe LeBouff -- President Jackson's Indian Removel Policy
Grade Levels 8th
Subject Social Studies
Course No course information associated with this lesson.
Authors and Contributors

jlebouff 
Lesson Submission Date 3/6/2007 12:45:14 PM
Lesson Approval Date 3/6/2007 1:01:00 PM


 

Learning Objectives
TEKS /
Student Expectations 		8.5(G) analyze federal and state Indian policies and the removal and resettlement of Cherokee Indians during the Jacksonian era.
Targeted TAKS /
Department Objectives 		8.5 The student understands the challenges confronted by the government and it's leaders during the early years of the Republic.

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		Now that we've studied about President Jackson's Indian Removal Policy, how does it make you feel? Did he show RESPECT to the Native Americans? How about CARING and FAIRNESS? What would you have done in the same situation? Why?

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Evaluation  
Description After studying about President Andrew Jackson's Indian Removal Policy, students will evaluate the policy from a moral perspective. More specifically, their challenge will be to evaluate his forcing of Native Americans (Indians) off "their" lands and onto "Indian Territory" in efforts to determine whether his policy demonstrated the character education pillars of RESPECT, FAIRNESS, and CARING. The evaluation portion of the lesson will involve completing an online survey hosted at SurveyMonkey.com. This lesson will take one class period. The benefit of having the students do their survey evaluation online, at SurveyMonkey.com is that survey analysis data will be readily available for comparision purposes. That is, students will be able to see how they felt about President Jackson's treatment of Native Americans compared to all their classmates in the 8th grade here at Floresville Middle School. Each U.S. History teacher will be teaching the lesson and participating in the survey on the same day. Students will be privy to the results of the survey on the next class day. Hence, this lesson will take two class days; one day to do the survey and one day to examine, compare, and evalute the results.

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Anchor Activities Adjusted Questions , Interest Based Investigations , Graphic Organizers ,
Description The end result of this lesson will be a graphic display available online showing how our middle school students feel about President Andrew Jackson's Indian Removal Policy in regards to respect, fairness, and caring. In each class, GT students (or students demonstrating GT like characteristics in classes that don't have a true GT student) will be responsible for assisting others in completing the online survey as well as briefing the class on the results of the survey. Also, GT students will be encouraged to investigate similar policy decisions and offer a comparison to the class during the discussion at the end of th lesson. Students that do opt to do this will receive bonus points of some fashion for their efforts. Students with IEPs calling for "oral" reading assistance will have the questions read and interpreted (adjusted) for them. Students with IEPs calling for "additional time" will not be rushed into answering the 3 survey questions immediately. But rather, these students will receive a hardcopy of the survey questions at the beginning of class and then be allowed to think through the questions while the remainder of the students in their class are lining up to take the survery. Then, when others are done, these students will step up to the computer to take their survey; or, depending on the student's abilitites, complete the hardcopy survey as an anchor activity.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications Students will utilize classroom tablet PCs to go to SurveyMonkey.com to participate in the survey portion of the lesson on day one of the lesson. On day two, each U.S. History teacher will pull up the results of our middle school's participation in the survey and project the findings on the board using the tablet PC and projector. SurveyMonkey.com crunches the numbers from the survey for survery participants and puts it in grahical format for easy comparison and analysis.
Web Resources

 

Assessment
Assessments

Due to this lesson addressing moral issues, the grading rubric will have a certain amount of subjectivity. The approach to grading by the teacher will be to first facilitate the exploration and reasoning behind the survey results regarding Jackson's removal and resettlement of Native Americans by asking questions like: Why do you feel our students answered the survey questions the way they did? Do you think our class discussion prior to taking the survey influenced your answers on the survey? How does this possible influence, relate to citizenship and civic duty? Do you think giving your views and opinions are part of being a good citizen? How does Andrew Jackson's Indian Removal Policy compare the issue of illegal immigrants in America today? Should they be deported or allowed to remain in the U.S.? Is the U.S. policy of deporting illegal immigrants fair to the immigrants? Should the U.S. go forth with building a 700 mile long fence along its southern border?  
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/TopicsThis is part two of a lesson whereby students learn/study about President Jackson's Indian Removal Policy. The focus of this part of the lesson is on character building. More specifcally, students are evaluating Jackson's policy from a character perspective. Students consider whether his policy was one of respect, caring, and fairness toward the Native Americans in the 1800s during the Trail of Tears time. During the teaching of the lesson, the teacher should go out of his/her way to show (model) a caring attitude, respect for every student, and fairness in his/her actions.

EBAMStudents will address the character pillars of RESPECT, FAIRNESS, and CARING through their participation in the lesson covering President Andrew Jackson's Indian Removal Policy and completion of an online survey that will look at how our 8th graders feel about Jackson's policy in regards to whether it showed respect, fairness, and caring toward the Native Americans.

Performance TaskAfter the class participates in the online survey hosted by SurveyMonkey.com, the culminating task will be the evaluation of the results by all of FMS 8th graders during U.S. History class and a discussion facilitated by the results in relation to the three character pillars introduced in the lesson.

ResourcesSurvey questions will be written on the board and orally discussed by the teacher and class of students prior to the actual beginning of the online survey. Also, the student text, Creating America, will be a source because students will be using it to learn about Jackson's Indian Removal Policy.