UPT

Universal Planning Tool

=Working Title: = The Aftermath of Manifest Destiny: Should there be restitution for the first Americans?

=Content Standards: = Social Studies:
 * 1.13 Understand the characteristics of and interactions among culture, social systems and institutions
 * 1.13.26 Compare similarities and differences of ethnic and cultural groups in the United states and their impact on American social systems.
 * 2.2 Interpret information from a variety of primary and secondary sources including electronic media.
 * 2.2.2 Compare information about the same event using a variety of primary sources.
 * 3.1 Use evidence to identify, analyze, and evaluate historical interpretations.
 * 3.1.1 Compare and contrast two or more interpretations of a historical event.
 * 3.1.2 Cite evidence to support and/or critique a historian's interpretation of an event.

=Language Arts:=
 * CC.8.R.I.3 Analyze how a text makes connects among and distinctions between individuals, ideas, or events.
 * CC.8.R.I.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of facts or interpretations.
 * CC.8.W.1 Write arguments to support claims with clear reasons and relevant evidence.
 * CC.8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant content.
 * CC.8.W.2.b Develop the topic with relevant, well-chosen details, quotations, or other information and examples
 * CC.8.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related focused questions that allow for multiple avenues of exploration.

=Information Literacy/Inquiry Standards/21st c. Skills: =
 * **1.1.1 **Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life.
 * **1.1.2 **Use prior background knowledge as context for new learning.
 * **1.1.4 ** Find, evaluate, and select appropriate sources to answer questions.
 * **1.1.9 ** Collaborate with others to broaden and deepen understanding.
 * **2.1.5 ** Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * **2.1.6 ** Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * **<span style="font-family: 'Arial','sans-serif';">3.1.3 **<span style="font-family: 'Arial','sans-serif';"> Use writing and speaking skills to communicate new understandings effectively.

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Purpose: = <span style="display: block; font-family: Arial,sans-serif; font-size: 90%; text-align: left;">In the 1800s the new United States colonies wanted to expand their land holdings. The only way to go was west. The only problem with expansion was there were already people living on the land. These people were the first Americans, the native American Indians. This didn't stop the colonists however. They expanded anyway-relocating the native Americans so their land was able to be taken. Centuries later, the American Indians are still suffering due to the relocation and the theft of their lands. The American government has formed a panel of experts to decide if the Native Americans deserve restitution for their lost lands and other past hardships brought on by the expansion. You have been appointed to this panel of experts. You must //research and evaluate// the evidence from both sides of the issue: the American Indians and the American Colonists. You will then need to //decide// if the restitution is warranted. Present your findings in an //informative// way and //persuade// the other members to follow your proposed course of action.

Students will do this by completing two products. One will be a persuasive petition letter, where you take a clear stance, and provide evidence from class discussions, readings, assignments, and research to defend your position. The second will be a brief Powerpoint presentation or PhotoStory, (between 10 to 20 slides) containing text, the occasional brief quote, and graphics/ visuals, that you will present in front of the panel of experts.

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Essential Question connecting content to purpose: = Why did the Am. Colonists expand west? Could they have expanded without relocating and taking land from the natives already living there? Did the native Americans try to compromise with the colonists?

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Work habits: = Students will work on:
 * Following directions
 * Managing Time
 * Organizing work
 * Thinking critically
 * Working both individually and collaboratively

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Thinking skills: = Students will:
 * //<span style="font-family: 'Arial','sans-serif';">Research and analyze //<span style="font-family: 'Arial','sans-serif';"> the westward movement and its impact on the native American Indians.
 * //<span style="font-family: 'Arial','sans-serif';">Decide //<span style="font-family: 'Arial','sans-serif';"> what role the colonists and the Indians played in the dividing up of lands.
 * <span style="font-family: 'Arial','sans-serif';">//Decide// whether or not the U.S. government should pay restitution to the native Americans.
 * //<span style="font-family: 'Arial','sans-serif';">Apply //<span style="font-family: 'Arial','sans-serif';"> what they know of expository and persuasive writing to //convince// others.
 * //<span style="font-family: 'Arial','sans-serif';">Support //<span style="font-family: 'Arial','sans-serif';"> their positions with evidence.
 * //<span style="font-family: 'Arial','sans-serif';">Compare and contrast //<span style="font-family: 'Arial','sans-serif';"> the role the colonists and the Indians played in dividing up the lands.
 * //<span style="font-family: 'Arial','sans-serif';">Evaluate //<span style="font-family: 'Arial','sans-serif';"> the information gathered in order to form an educated opinion.

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Formats of Products and/or Performances: =
 * Settlers' journal
 * Indian pictographs
 * <span style="font-family: 'Arial','sans-serif';">Graphic Organizers:
 * <span style="font-family: 'Arial','sans-serif';">Compare/Contrast of colonists' role and American Indians' role
 * <span style="font-family: 'Arial','sans-serif';">Written Products:
 * <span style="font-family: 'Arial','sans-serif';">Persuasive petition letter
 * <span style="font-family: 'Arial','sans-serif';">Performance:
 * <span style="font-family: 'Arial','sans-serif';">Speech
 * <span style="font-family: 'Arial','sans-serif';">Other:
 * <span style="font-family: 'Arial','sans-serif';">PowerPoint to accompany speech
 * <span style="font-family: 'Arial','sans-serif';">PhotoStory to accompany speech

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Audience: = Panel members(classmates) and the U.S. government(teacher).

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Role of learner in task: = Students will:
 * //Research and Analyze// the westward movement and its impact on American Indians.
 * //Evaluate// the evidence and information gathered.
 * //Decide// if the U.S needs to pay restitution.
 * //Apply// what they know of expository and persuasive writing to //convinc//e other to follow their proposed course of action.
 * //Support// their proposal with evidence.

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Instructional arrangement(s): = <span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">X individual <span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">X small group <span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">X large group <span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">X whole class

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Technology or resources suggested: = See General Resources and Materials for Zones 1 - 3.

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Collaborative teaching roles and responsibilities: = Social Studies:
 * Westward Expansion and Native American historical content
 * Analysis of Primary and Secondary Resources

Language Arts:
 * Note taking
 * Organizing information
 * Writing informatively
 * Writing persuasively
 * Citing sources
 * Analysis and evaluation of sources

Library Media Specialist
 * Big 6 research skills
 * Research using print and digital sources
 * Evaluation of sources both print and digital

=<span style="display: block; font-family: Arial,sans-serif; font-size: 130%; text-align: left;">Timeline: = 6 weeks

= Further Work: = Take what you have learned about manifest destiny and the settlers' expansion into the west. What connections can be made to the expansion being made from our south in terms of immigration from Mexico? The settlers' felt it was there right to expand and make a better life for themselves. Is this different than how the immigrants are feeling and thinking? The settlers' took land from the natives because they felt it was their right. How does this connect to those people crossing the boarders for a better life?