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Montana History Page
Unit 2.5 Page

Lesson Theme:  
A Century of Transformation

Topic, Grades, & Time:
Topic: ​Unit 2.5: Livestock and the Open Range - 1850 to 1887
Grades:  7th and 8th
Time:  5 to 7 classroom days (depends on school activities.)

Materials and Sources:
  • Sources: Holmes, K., Dailey, S. C., & Walter, D. (2008). Montana: Stories of the Land. Helena, MT: Montana Historical Society Press.
  • Materials (practitioner):  (1a) text (print); (1b) text (digital); (2) desktop/laptop/tablet; (3) access to internet; (4) assignments; & (5) coffee/tea (optional)
  • Materials (student):  (1a) text (print); (1b) text (digital); if 1b (2) laptop/tablet; (3) access to internet; (4) assignments; & (5) note-taking gear

Covered Standards:
  • National Standards Common Core:  (1) RH.6-8.1; (2) RH.6-8.2; (3) RH.6-8.4; (4) RH.6-8.6; (5) RH.6-8.7; (6) RH.6-8.8 (7) RH.6-8.9; (8) RH.6-8.10; (9) RI.7.1; (10) RI.7.3; (11) RI.7.5; (12) RI.7.6; (13) RI.7.9; (14) W.7.1; (15) W.7.2; (16) W.7.3; (17) W.7.4; (18) W.7.7; (19) W.7.8; (20) W.7.9; (21) W.7.10; (21) SL.7.1;  (22) SL.7.2; (23) SL.7.3; (24) SL.7.4; (25) SL.7.5; & (26) SL.7.6
  • Montana State Standards:  (1) 1; (2) 2; (3) 3; (4) 4; (5) 5; & (6) 6
  • Indian Education For All:  (1) 1; & (2) 2
  • College, Career, and Readiness:  T.B.D.

Rationale:
Montana's Livestock had a profound influence in the region's history. The introduction of the agricultural industry (specifically, livestock) had an enormous impact on Montana's land, animal population, economy, and First Nations.

Measurable Outcomes:
  • Students will, through literacy, be able to understand key ideas and details.
  • Students will, through literacy, be able to understand craft and structure.
  • Students will, through literacy, be able to understand the integration of knowledge and ideas.
  • Students will, through literacy, comprehend a range of reading and level of text complexity.
  • Students will, through literacy, understanding key ideas and details.
  • Students will, through literacy, integrate knowledge and ideas.
  • Students will, through literacy, understand text types and purposes.
  • Students will, through literacy, demonstrate research to build and present knowledge.
  • Students will, through literacy, demonstrate her/his range of writing.
  • Students will, through literacy, demonstrate comprehension and collaboration.
  • Students will, through literacy, demonstrate a presentation of knowledge and ideas.

Sequence:
  • 0-5 mins - Administration (i.e. attendance, announcements, etc.)
  • 5 - 25 mins (practitioner) - Check on student progress (time may vary, due to class size and time spent on each student).
  • 5 - 45 mins (students) - Work on the required assignments.  Please refer to Unit 2.5.
  • 45 - 50 mins -​ Exit question (check on progress of each student, time varies).

Behavioral Expectations:
  • Universal design for learning will curb any behavior issues regarding student choice of sequence.
  • Student's will be engaged 80-90% of the class time.
  • Students' will be engaged due to the collaboration component of the lesson.

Assessment(s):
Formative:
  • Questions throughout the lesson will check for comprehension and pre-assessment.
Summative:
  • Worksheets
  • Project
  • Exam, if needed

Differentiation:
Multiple Levels of Questions: Primary use: readiness & learning profiles. All questions presented will advance problem-solving skills and responses. This strategy will ensure that all students will be accountable for information and thinking at a high level and that all students will be challenged. In addition, all text will have the ability to utilize text-to-speech technology.
Activity: Assignments

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