The Grand Canyon in Arizona has a rich history of Native American activity and tribes. Photo taken in 2007.
Hello everyone,
Today was focused on understanding more of Native American and United States government interaction through history, along with forced assimilation policies. 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: "Don't Speak" by No Doubt. Selected for today because at many Native American boarding schools, children were not allowed to speak their native language, due to the forced assimilation policies. Lyrics here.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Soundtrack: "Don't Speak" by No Doubt. Selected for today because at many Native American boarding schools, children were not allowed to speak their native language, due to the forced assimilation policies. Lyrics here.
AGENDA 10/18/18:
News Brief - Shivan
NA Events
Forced Assimilation
Work Time
We also checked in to see if anyone was up to anything interesting or fun outside of class this weekend.
Jaden 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):
NA Events: 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 (some or most of this was done last class):
These events will be important context for the upcoming DBQ next week, so please keep this activity!
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 were asked to answer questions about the 1902 letter on the second page/back side of their vocabulary sheet with notes. We went through these answers together in class. Again, these will be able to be used for the DBQ response next week.
Work Time: If there was any time left at the end of class, it was reserved for quiet work time on any missing work. Grades have been updated in StudentVUE (aside from map activity scores), so please look to see what you can do to improve your grade, if possible!
Thanks everyone! See you next week!
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