Students will meet the standard by:

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Students will:

Work in groups at their tables (3-4 at each table) and discuss the question, "What would you do and how would you feel if a group of people trespassed into your home?" Students will be asked to form one paragraph answering this question. Students will need to follow proper grammar and punctuation with five sentences within the paragraph. Students will then present their paragraph to the class.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Students will:

Choose one Native American tribe to research. They will choose between Cherokee, Shoshone, Navajo, and Yurok. They will discuss the topic, then fill in the graphic organizer. Lastly, they will write about the topic. This will be done in MLA format.

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Students will:

Research their Native American topic, saving the appropriate sources, and cite them in MLA format at the end of their essay. Students will properly cite their sources within the text. Students will use this paper sheet as they are researching.

Evaluate the changing patterns of class, ethnic, racial, and gender structures and relations; consider immigration, migration, and social mobility.

Students will:

Choose one Native American tribe to research. The tribes they will choose between are Cherokee, Shoshone, Navajo, and Yurok. There will be one worksheet per group of 3-4. Students will fill out this graphic organizer. After completing the graphic organizer, students will create a poster within their group with all of the information onto the poster. Students will present in their groups to the class.

Analyze cultural and environmental characteristics among various places and regions of the world.

Students will:

Choose one tribe from the East Coast (Cherokee, Choctaw, Seminole) and one tribe from the West Coast (Yurok, Karok, Wiyot) and compare and contrast the tribes using the graphic organizer. Students will write a paragraph of why they think the environment the tribes were in caused a difference in culture, language, societal roles, etc. and what was similar.

Explain how revolutions and other changes in government impact citizens’ rights.

Students will:

Watch the video at the beginning of class as an introduction to the American Indian Boarding Schools. After watching the video, students will talk at their groups for two minutes to discuss the video. Students will write one paragraph individually on what they think about the video and how it impacted Native Americans and their culture/language.

Demonstrate persistence in developing skills with various materials, methods, and approaches (such as using elements and principles of modern art, applying artistic norms of diverse cultures, addressing social issues in contemporary art, etc.) in creating

works of art or design.

Students will:

Use the symbols on this sheet to create their own artwork. Students will only use symbols from this sheet onto their poster.

Reflect on and explain important information about personal artwork in an artist statement or another format (such as essay,

story, or poem).

Students will:

Create a poem based on the symbols they used in their artwork from the previous lesson above. Their poem will tell the story that the symbols tell. They will fill out this graphic organizer briefly before beginning their poem.

Based on criteria (such as visual similarities, media, unity of subject matter, etc.) analyze and evaluate methods for preparing and presenting artworks in an exhibition (such as a collection of postcard reproductions, student artwork, objects of visual culture, etc.).

Students will:

Talk within their groups and determine how the Native American petroglyph artwork was made. They will answer questions like, "What did the artist use to make this?" "What was the artist's 'canvas'?" etc.. Teacher will ask students to raise their hands and answer these questions out loud after discussing. Then the teacher will tell the students what the correct answers are.