1. Warm up(15 min)-  Prohibition discussion as well as a short video on prohibition(1920 anti alcohol commercial or The Great Gatsby). Prohibition Image projected on to the screen to give them a visual.

(Word bank)
- Prohibition, bootlegger, speak easies, flappers, double standard, fundamentalism, Al Capone, 1920-1933, temperance movement, 18th amendment,  
2. Group work (15 min). Teacher splits class in half, and into intermediate groups that consist of 2-3 students.  One half of the class does cause and the other half does effect. Where students will create a poster presenting either the cause and effect of the prohibition.  During this activity the teacher will walk around presenting information, giving directions, summarizing responses and working with the small groups. 

3. Student Gallery (10 min)-  Students walk around taking notes on the cause and effect on each others posters.   
4. Exit ticket (5 min)-  What did you understand from the lesson today?

TEKS: US.2B - Identify the major eras in US history from 1877 to the present and describe their defining characteristics.
 US.26B - discuss the Americanization movement to assimilate immigrants and American Indian into American culture. 
 US.29A - Use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions.
US.29B- Analyze information by sequencing , categorizing, identifying, cause-and-effect relationship, finding the main idea, comparing and contrasting, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions. 

Concept: Students will be able to explain and understand the impact of native american boarding schools.

Materials needed: Pen, paper, warm up handout, video, vocabulary/connection worksheet

Topic: Native American boarding schools

Warm Up: Students will watch short historical video (https://www.youtube.com/watch?v=jCK_3NDEodg) and write on warm up handout two main ideas or connections they made or found interesting. Class will come together at the end to share students perspectives. (10 minutes) (student centered)

The teacher will define and present vocabulary words while students write definitions in historical notebooks. (10 minutes) (Teacher led)

Students will then pair up to make personal connections with each vocabulary word. Teacher will go around class to different pairs to help steer conversation and offer direction.(5 minutes) (student centered)

Class will come together to discuss connections made to further cement vocabulary definition and understanding. (5 minutes) (student centered)

Students will either work in pairs or individually on a “Day in the life of” diary entry from the perspective from a native american child who is currently in a native american boarding school. Students are required to use at least two vocabulary terms (they can do more). The diary entry will be collected at the end of class. (20 minutes)