A rock formation in Arches National Park in Utah, which is part of Ancestral Puebloan territory. Photo taken in 2007.
Dear class,
It is always great to see you all in the morning! We finished discussing Broken Treaties and did some work on historical events involving Native Americans and the United States. Here's what we did today in class:
Learning Targets Addressed:
Behavior LT 3: I can communicate and work effectively within a team or group.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Soundtrack: "No Woman, No Cry" by Bob Marley. Selected for today because of the relationship to the "trail of tears" that we discussed today in class. Lyrics here.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Soundtrack: "No Woman, No Cry" by Bob Marley. Selected for today because of the relationship to the "trail of tears" that we discussed today in class. Lyrics here.
AGENDA 10/22/19:
News Brief - Tony
Discussion
NA Events
Forced Assimilation
We also checked in to see if anyone was up to anything interesting or fun outside of class this weekend.
Yoshi was selected to do the next news brief.
As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
Discussion: Next, we finished talking about this fantastic OPB documentary called Broken Treaties, which came out in 2017. This documentary does a really good job at providing historical context for the displacement of native Oregonians, as well as some current issues of the day. Here is the link to watch the documentary, if you missed class or wanted to see it again:
Here is the link to the worksheet of questions that students were responding to in class (which is mostly in chronological order):
After the documentary we had a discussion on the questions. Thanks for your participation, everyone.
NA Events: To continue our work on this unit, I wanted students to know (or in some cases, review) some major events in terms of Native American and United States government interactions throughout the year. Here's the worksheet we went through together:
I assigned students to groups to learn about one of the events together (using the textbooks in class and/or online research), then we had a conversation together about what we found.
Forced Assimilation: Next, we investigated what assimilation meant for Native Americans. To begin this, I passed out this set of definitions and questions for the PowerPoint:
Before going through the PowerPoint, we looked at the defined terms together as a class. The bottom of the first page was space for any additional notes students wanted to take on the presentation:
Forced Assimilation: Next, we investigated what assimilation meant for Native Americans. To begin this, I passed out this set of definitions and questions for the PowerPoint:
Before going through the PowerPoint, we looked at the defined terms together as a class. The bottom of the first page was space for any additional notes students wanted to take on the presentation:
The last slide of the PowerPoint is a reference to this letter, which was sent to the Grand Ronde School in 1902:
Students will be asked next class to answer questions about the 1902 letter on the second page/back side of their vocabulary sheet with notes. Again, these will be able to be used for the DBQ response next week. See you next class!
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