Contemporary American Indian History

Teacher Says/Does

Student Says/Does

Pass out the anticipatory guide (See appendix two). Give students 3-minutes to complete.  Explain that they may not know all of the answers, but that they should make informed choices.  In classes with low readers, the teacher should also read the statements aloud.

Complete the guide.

Say: With a shoulder buddy, you will have 3-minutes to compare your responses.  Feel free to change your answer if your partner is able to convince you to do so.  It is okay for you to keep your original answers.

Discuss responses

Have two groups of two combine to create a groups of four.  Have students repeat the process of comparing note and changing answers of convinced.  This should take an additional 3-minutes. 

Groups of four discuss responses

Read each statement aloud and have students raise their hand to agree/disagree with each statement.  Call on a student to answer true or false and to give their rationale.

As students answer, the teacher should jot down accurate an inaccurate information in order to focus the remaining lessons

Answer questions and give rationale.

Students can keep these and reference them as they explore additional activities in this unit, or the teacher can create and post an anchor chart to refer back to during the unit activities.

Teacher Says/Does

Student Says/Does

Pass out the article “American Indian Movement” (appendix three).  Give student seven-minutes to read and re-read the article.

For struggling readers, you may choose to read the article aloud or in a small group.

Student read the article.

Have students number each line of the article.  There should be a total of 25 lines.

Students number the article.

Say:  Identify the single more important line of this article and circle the corresponding number.

Students circle the number they chose.

As desks are already in a circle, have each student say aloud the number they chose.  Write down the number as students give them.  Quickly add up the total of numbers.  Announce which number occurred at the highest rate.  Next, ask a student that selected that number to explain why they chose that number.  From this point, any student may agree and extend or disagree and offer a new argument.

Announce numbers and rationale.  Students begin respectful discourse.

Based on the follow of the conversation, ask clarifying or questions to extend the conversation.  Questions can include:

-  Can other disenfranchised groups use the AIM model today?  Why are why not?

-  Would you be willing be become a member of AIM?  Why or why not?

-  Where have you seen a movement similar or AIM throughout history or in another context?

The ultimate goal is to create questions that will stimulate students academically and lead to rich discussion.

Engage in respectful intellectual discourse with peers.

Teacher Says/Does

Student Says/Does

Assign students to groups of four.  Pass out the stimuli (Portrait of Alfred Mamaday).

Say:  Select one student in your group to be the recorder.  You have three-minutes to come up with as many questions as you can about the portrait.  Write down every question without discussing whether or not it is a good question.

Students ask and write down questions.

Next, have students identify questions as open-ended or close-ended.  Student should place an O next to open-ended and a C next to close-ended questions. 

At discretion of the teacher, have students delete the close-ended questions or change the close-ended questions to open-ended questions.

Students label questions and convert close-ended questions to open-ended questions.

Say:  Now, you will have an opportunity to prioritize your questions.  Think about which questions are most important to have answers for.  These questions will be moved to the top of your list.  The remaining questions will be moved to the bottom of your list. 

Student discuss the value of each question and prioritize each question accordingly.

Say:  Moving forward, you will use the sources I provide you with to answer the questions you have created.  Near the end of the unit, I will allow you additional time for independent group research if you have any unanswered questions.