What happened after the first Thanksgiving in 1621?

Meet the problem

Should Native Americans receive reparations for the enforcement of the Indian Removal Act and the resulting “Trail of Tears”?

Reparations: compensation for a wrongdoing; the process of repairing or restoring something back to good or right; apology.

Role and Situation

Major Learning Outcomes

Students will: Experience problem-based learning as a learner from

within a problematic situation. Engage in inquiry, reflection, and question generation. Use reading to learn, experiencing the use of

communication skills (literary, expressive, informational, argumentative, etc.) with a topic relevant to the present holiday – Thanksgiving.

Use metacognitive strategies to analyze their thinking and make sense of text.

Explore a number of information sources to include video, Internet, and different types of informational texts.

Roles of Students Legal Team: What specific issues will you address?

Illegitimate treaties, forced relocation, lives lost, legislation for removal, broken

promises

United States Government: What is the case against you? What is your defense?

What specific issues will you have to defend?

Breach of contract, government programs to help Native Americans, attempts at

cooperation

White Americans that benefitted from the use of Native American land that

was taken: What is the case against you? How will you defend yourself in court?

Descendants of Native Americans forced to migrate to the west of the

Mississippi: What is your case? How will you represent yourself in court?

Native Americans who are for reparations: What will this lawsuit do for you?

How will you make your case?

Native Americans who are against reparations: What is your thinking about

why reparations shouldn’t be given? What will you say in court to defend your

position? *Differentiation

Timeline

This unit will take a total of five days.One day will be spent reading for background

information about the topic and writing in response logs to gain clarification. Work that is not finished will be completed at home.

Two days will be spent in the library and/or computer lab reading and doing research.

One day will be spent preparing arguments in collaborative groups. Work that is not finished will be completed at home.

The final day will be spent in class preparing for and presenting the final arguments.

The voting and reasoning final assignment will be done at home.

Other Participants and working outside the

classroom This project will not directly involve other

classrooms outside of collaborating with the content area classroom teacher about the previous study about Thanksgiving. Students may possibly use of the social studies textbook and notes from the previous related study.

The media specialist will support students as they do research, as necessary.

Students may get help at home or from the public library.

Interdisciplinary Considerations

Managing Student Groups

Each group of four will need to cooperate in the project. All students will initially be researchers as they learn about their assigned roles. They will then need to work in a collegial manner as they create the problem statement and share information.

Checkpoints will keep students accountable and keep them on schedule. They will be reviewed at the end of Day 3 and Day 4 to determine which groups may need additional support. They will act as benchmarks for student progress.

Student evaluation: Students will be turning in one

preparation document per group. They must all agree on what they report on the form.

Differentiation

Differentiation*

The variety and amount of content available – readings and suggested resources are available for students who may or may not need that amount of support. They may engage or skim the resources to determine what they need to make meaning and develop an argument. Some students may need the adapted version of the reading material and some may not.

Grouping – allows students to be appropriately challenged at their own level. Some may benefit from their intellectual peers while others benefit from being a leader.

Adjusting questions – students are answering questions based on their ability or readiness levels. Bloom’s posters are available for students’ requirements to develop questions. Different students will refer to different posters based on their ability and readiness levels.

Peer teaching – students are designated as experts of their assigned reading section. The opportunity to re-teach benefits all students.

Independent study – the degree of help that students need will depend on their ability to manage ideas, time, and productivity.

Learning profile – the classroom is set up to address individual learner preferences (i.e. quiet, lower/higher lighting, formal/casual seating, etc.).

Product – the final product to demonstrate mastery can be presented in any way that synthesizes student learning.(Theroux, 2002)

Bloom’s Taxonomy

Creating: Students will generate possible solutions or arguments.

Evaluating: Students will evaluate the perspectives of each group and decide which one they prefer. Students will consider many possibilities and come to consensus on the best one.

Analyzing: Students will be able to see differences between the perspectives presented.

Applying: Students will demonstrate their knowledge of the subject by applying it to a real-life problem.

Understanding: Students will understand the meaning and interpretation of the instructions, vocabulary, and problems.

Remembering: Students will recall and review pertinent information. Differentiation

Day 1

Reading and RespondingStudents will read “Indian Removal” and respond in the reading

response log using metacognitive strategy focus questions.How did the strategy of determining important ideas help you navigate through all the factual information? How did you figure out what unknown words meant and how important were the terms in making sense of that section of text? What inferences can you draw from the facts presented? How did visualizing the events help you have a deeper understanding?

Students will read and respond in the same manner to “Trail of Tears”.

Students will re-read an assigned section of “Indian Removal”, reading to become an expert on their specific topic. They will join a discussion group and teach the group what they learned from reading their assigned section.

Differentiation

Day 2

Students will join discussion groups by (reading) section number. Students will discuss their particular section in order (1-5), presenting and clarifying information and answering questions as “the expert” on that section. The discussion will proceed in order until group members comprehend the events of Native American removal.

*Differentiation

Day 3-4

Students are assigned roles. Each group will discuss the issue from their particular perspective and come to consensus about how to represent their argument for or against reparations.

Students will gather information from given resources and from additional resources found outside of class to build their case. Group members will take the responsibility for their findings and compile information on such things as: lawsuits previously filed seeking reparations, reparations involving other groups (Holocaust, Japanese-Americans, etc.), why is the Supreme Court involved, etc.

*Differentiation

Day 5

A spokesperson for each group will present their arguments to the “chair” (teacher) before the entire class. Each student should listen to arguments from all sides and think about the different parts and how they influence what you believe. After each group has presented its case, the class will act as a jury – each class member voting on their final opinion on the question of reparations. (This should be students’ individual opinions, not just the opinions of the groups they have represented.)

Note: It is important for this engagement to examine as many dimensions of the arguments as possible and to think about final decisions based on what has been learned about the topic. There are no right or wrong answers – only answers that are well informed.

Differentiation

Student Products

Reading Response Log entriesCheckpoint AssessmentsPreparation DocumentSelf AssessmentVote and reasoning product

Student Directions

To begin, review the following sources:

Indian Removal - http://www.pbs.org/wgbh/aia/part4/4p2959.html Indian Removal – adaptation with definitions (attached) The Trail of Tears - http://www.pbs.org/wgbh/aia/part4/4h1567.html

Read “Indian Removal” and “Trail of Tears”. In order to ensure engagement, read and respond to each section in a reading response log using the following metacognitive strategy focused questions:

How did the strategy of determining important ideas help you navigate through all the factual information? How did you figure out what unknown words meant and how important were those terms in making sense of that section of text? What inferences can you draw from the facts presented? How did visualizing the events help you have a deeper understanding?

See Reading Response Log Rubric for guidance.

(PBS Online)

Re-read

Re-read your assigned section of “Indian Removal”. Your role is to become an expert on the information you read and to teach it to your discussion group.

This may be done at home if necessary.

Join a discussion group

Your group will be assigned by the section number that you re-read. Discuss “Indian Removal” by section numbers (1-5). Present the information that you learned to your group and answer their questions until they understand.

Learn your role

How can we win our argument?

Know/Need to Know

When working on any problem one of the first things you need to do is to separate what you know from what you need to know.

Using a matrix like the one below, list all of the things you know in the left column and all of the things you need to know in the right column.

What do you know to solve the problem?

What do you need to know?

Know/Need to Know

After you complete your Know/Need to Know Matrix, and any other brainstorming activities, go to the “Suggested Resource List” and any other outside sources that you have found to seek answers to questions you may have.

Other resources are (attached): What is an argument? What we know and need to know document Preparation document

( Landsberger)

Research Steps

List “what do we need to know?”

BrainstormDiscuss possible resourcesSuggested resources, books, web sites, experts, etc.

Assign and schedule research tasks, especially deadlines

Write a problem statement

Determine a solution( Landsberger)

Note: Pay attention to the rubrics for guidance.

Research Steps (cont.)

It is critical to consider what the opposition will say. Think through all the possible arguments the other groups will make. Success hinges on the ability to show that the other groups’ reasoning is weaker than yours.

Use the preparation document to organize your findings.

Present your argument.

( Landsberger)

Suggested Resources

Proposed legislation and what people believe about reparations for African Americans: http://www.theatlanticright.com/2009/02/10/reparations-for-african-americans-introduced (van der Galien , 2009)

Treaty information for the Great Sioux Nation, Native American tribes of the Dakotas: (Cheyenne River Sioux Tribe, 2009)

Reparation discussions about other cultures: http://www.pbs.org/pov/tracesofthetrade/making_amends.php (Muhammad, 2008)

Suggested Resources

Congress for Kids - The Constitution: http://www.congressforkids.net/Constitution_index.htm (Mackaman, 2008)

Congress for Kids – The Supreme Court: http://www.congressforkids.net/Judicialbranch_index.htm (Mackaman, 2008)

Considering reparations for slavery: http://www.pbs.org/newshour/bb/race_relations/july-dec00/reparations.html (Brackett, 2000)

Relationships between settlers and a different culture of Native Americans in the 1800s and 1900s (video): http://www.pbs.org/wnet/facesofamerica/profiles/louise-erdrich/10/ (Erdrich)

Congressional apology?: http://www.pbs.org/engage/node/16101 (Covington, 2009)

Problem Statements

Write a problem statement from the perspective that you must take . A problem statement should come from your/the group's analysis of what you know, and what you will need to know to solve it. You will need:

a written statement the agreement of your group on the statement feedback on this statement from your instructor.

A problem statement must represent what you need to solve the issue.

The problem statement needs to identify the conflicting conditions that must be met so that the solution(s) will work. You may have to refine your problem statement as you learn more information.

Example: What are the things we will ask for and how will we justify getting them. (This may be just a starting point for discussion.)

Range of Solutions

For all real-life problems there is a range of possible solutions. This project will require you to consider many possibilities and to come to consensus on what you think is the best argument for your group.

Possible solutions or arguments

List out possible solutions (arguments)

List them all, then order them from strongest to weakestChoose the best one, or the one most likely to work successfully.

Checking the fit of solutions

As you are working, reflect on the following questions:

How does your proposed solution or argument work in terms of the problem statement that you have developed?

Can you defend your argument with evidence from reliable sources?

Answering questions like these is a test that you need to apply to your proposed solution (argument). If your argument can survive this test, then you can be fairly confident that it might be successful in dealing with the issue.

Sharing Information

Work to make this a group effort. It is important to divide the work and share your findings.

You learn much more as a group than as an individual. Sharing information allows you to view information from multiple perspectives.

You will be expected to complete a self-assessment (attached) on how well you worked as a group.

Write up your findings

Using the preparation document write your discussion group outcomes, data gathered, problem statement, analysis of data, and evidence to support your solutions.

Present your argument

Use the best of what you have found and deliver it effectively and confidently. Practice makes perfect. It is the combination of solid evidence and polished delivery that leads to success.

Problem-based Learning Preparation DocumentThese guidelines will lead you step by step through the problem solving process. You will turn this in along with the information that you record as a group. Attach all corresponding documents.

 Background InformationRead and respond to “Indian Removal”.Read and respond to “Trail of Tears”.Re-read “Indian Removal” and learn it well enough to teach it to a group.

Discussion groupTalk about “Indian Removal” so that all members understand it well. Take one section at a time. Ask and answer questions to make meaning of the text.Read about your assigned role. Take on the perspective of the role and gather the information needed to support your position. Begin with determining what you already know and what you need to know.

Data CollectionDetermine the facts that you need to figure out what you should know to represent the role you have been assigned.

Problem StatementWrite a problem statement to use as a starting point for the arguments you will generate.

FindingsDetermine the best arguments for your problem. Prepare to present your argument.

PresentationChoose a spokesperson to present your argument.

VoteDecide whether you think Native Americans should get reparations for their losses based on the arguments you have heard. Create a product to share your decision and your reasoning behind it.

 

TOTAL POINTS: 100

Assessment

Assessing Students and Evaluating Products

Checkpoint (10 points each) 

What have you done so far?

What information have you uncovered to this point that you think is useful?

What additional information do you think you still need?

What questions do you have?

Assessing Students and Evaluating Products (cont.)

Reading Response Log Entries (20 points)Number of Responses ____ out of __5__. 1 - weak, underdeveloped 2 – fair, partially developed 3 – acceptable, adequately developed 4 – good, well developed 5 – strong, fully developed

1 – Responses are recorded as assigned.1 2 3 4 5

2 – Responses are full and complete.1 2 3 4 5

3 – Responses demonstrate: close, careful reading of text(s)1 2 3 4 5Evidence of metacognitive strategy use1 2 3 4 5

Assessing Students and Evaluating Products (cont.)

Preparation Document (one per group – 20 points) _____Students discuss and record what is known (the facts). _____Students discuss what they think and identify the broad problem .

They translate that into a problem statement. (brainstorm their ideas and formulate their statement).

_____Students discuss and record what is known (the facts). _____Students identify and record their learning needs (what they need

to learn in order to prove or disprove their ideas). _____Students share research findings with their peers. _____ Students create a problem statement that connects with the

proposed argument. _____ Students complete the preparation document and prepare their

arguments from it. _____Students share research findings with their peers

1 = weak, underdeveloped 2 = fair, partially developed 3 = acceptable, adequately developed 4 = good, well developed 5 = strong, fully developed Max. 40 points

Assessing Students and Evaluating Products (cont.)

Vote and reasoning document (20 points) Assignment: Should Native Americans receive reparations for

the enforcement of the Indian Removal Act and the resulting “Trail of Tears”? Explain your reasoning.

Present your final answer in a way that shows that you understand the concepts and issues presented. Be creative keeping in mind some of the previous products that you have seen in class.

Answer and reasoning is: 1 = weak, underdeveloped (60) 2 = fair, partially developed (70) 3 = acceptable, adequately developed (80) 4 = good, well developed (90) 5 = strong, fully developed (100)

Assessing Students and Evaluating Products (cont.)

Self and Peer Evaluation of Contribution to Problem Solving (20 points)

Please write below the names of all your group members INCLUDING YOURSELF. Reflect carefully on your experience in our class and select one of the ratings which best describes your work as you worked collaboratively. (The numbers after the ratings represent point totals. To obtain final ratings, the points will be totaled and averaged.)

  Excellent (10) Consistently went above and beyond-tutored other members; carried more

than his /her share of the load; clear understanding of his/her role. Very active in discussion group. Demonstrated respect for self and others by always reading assigned materials, always completing assigned tasks, always coming to class prepared, always arriving on time.

  Very good (8) Consistently did what he/she was supposed to do; very well prepared and

cooperative; played his/her group role appropriately. Active in discussion group. Consistently read materials , came to class prepared. Usually completed assigned tasks on time.

  Satisfactory (7) Usually did what he/she was supposed to do; acceptably prepared and

cooperative. Sometimes completed readings. Usually came to class prepared. Fairly active in discussion group.

  Ordinary (6) Often did what he/she was supposed to do, but minimally prepared; usually

cooperative. Basic contribution to discussion group.   Marginal (4) Sometimes failed to complete assignments; rarely prepared. Limited

contributions in discussion group.   Deficient (3) Often failed to complete assignments; rarely prepared. Little to no

contribution in discussion group.   Superficial (1) Practically no participation. No contribution to discussion group.   No show (0) No participation at all.

References

Brackett, E. (2000, September 5). Considering reparations. Retrieved from http://www.pbs.org/newshour/bb/race_relations/july-dec00/reparations.html

Cheyenne River Sioux Tribe, . (n.d.). Cheyenne river Sioux tribe: treaties affecting our tribe. Retrieved from http://www.sioux.org/English/lakota_treaties.php

Covington, L. (2009, May 12). A U.S. congressional apology was made in 2008. what more should our gov't do to make reparations to the true natives of this country? [Web log message]. Retrieved from http://www.pbs.org/engage/node/16101

Erdrich, L. (n.d.). Faces of America with Henry Louis Gates, jr. Retrieved from http://www.pbs.org/wnet/facesofamerica/profiles/louise-erdrich/10

Landsberger, J. (n.d.). Problem-based learning. Retrieved from http://studygs.net/pbl.htm

Mackaman, F. (2008). Congress for kids. Retrieved from http://www.congressforkids.net/

Meany, J., & Shuster, K. (2002). Middle school public debate program: Introduction to debate. Retrieved from http://www.middleschooldebate.com/documents/introdebatehandout

Muhammad, D. (2008, June 24). Traces of the trade: a story from the deep north. Retrieved from http://www.pbs.org/pov/tracesofthetrade/making_amends.

PBS Online, . (n.d.). Indian removal. Retrieved from http://www.pbs.org/wgbh/aia/part4/4p2959.html.ca

Theroux, P. (2002, March 22). Enhance learning with technology: strategies for differentiating. Retrieved from http://www.enhancelearning.ca

van der Galien , M. (2009, February 10). Reparations for African Americans introduced. Retrieved from http://www.theatlanticright.com/2009/02/10/reparations-for-african-americans-introduced