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Chapter 3 Page

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Lesson Theme:  

An Indigenous Peoples' History of the United States

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Topic, Grades, & Time:

Topic:   Chapter 3: Cult of the Covenant
Grades:  11th Grade
Time:  ~2.5 days or ~125 minutes (depending on school activities) & 30 minutes outside of class

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Materials and Sources:

• Sources: Dunbar-Ortiz, R. (2014). An Indigenous peoples’ history of the United States. Beacon 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

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Covered Standards:

• National State Standards Common Core:  
• ​Montana State Standards:  
• Indian Education For All:  
• College, Career, and Readiness:  

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Rationale:

Chapter 3 reaffirms the rejection of the myth that North America was all wilderness upon the arrival of Europeans. Instead, she asserts that conquest by European settlers, and therefore loss of land by Indigenous people, led to land being unattended, with forests growing wild and settlers cutting down trees in other areas. The myth of a “pristine wilderness” became a part of the U.S. origin myth, when in reality, there were large networks, roads, farmlands, and more under Indigenous management that was stolen from them.

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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, be able to understand text types and purposes.
• Students will, through literacy, be able to produce a production and distribution of writing.
• Students will, through literacy, research to build and present knowledge.
• Students will, through literacy, demonstrate a presentation of knowledge and ideas.
• Students will, through literacy, demonstrate a range of writing.
  

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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 Introduction Page.
• 45 - 50 mins -​ Exit question (check on progress of each student, time varies).

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Behavioral Expectations:

• Universal design for learning and Multi-Tiered Systems of Support (MTSS) 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.

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Assessment(s):

Formative:

• Oral inquiry throughout the lesson will check for comprehension and understanding, acting as a pre-assessment.

Summative:

• Chapter 3 Task Overview

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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 and visual-audiobook with close-caption capability.
Activity:  Chapter 3 Task Overview