Day 14: Learning Experience (Reading Further)

Preparing for the Lesson

Lesson Aim & Summary

AIM: SWBAT analyze the American Indians’ experience in the West today by referring to details and examples in the
text when explaining what the text says explicitly [RI.4.1]
The teacher begins by reading part of a letter written by Thomas Jefferson before the Lewis & Clark expedition, in which he
discusses relationships with the American Indians to the West at the start of the United States’ expansion to the West. Students
discuss how this relationship changed or stayed the same, based on their understanding of the history from this unit. Ss then
watch a short video on the Standing Rock protests and read an article that describes American Indians longer history of
discrimination and how that has influenced the protests against the DAPL. They the parallels between the Dakota Access Pipeline
protests and American Indians’ history within the United States.

Social Studies Content Power Standard(s) Common Core Literacy Skill Standard(s)

SS.4.13 Diverse Peoples of the 19th Century West RI.4.1: Refer to details and examples in a text when
 explain why individuals and groups during the same explaining what the text says explicitly and when
historical period differed in their perspectives drawing inferences from the text
 identify the relationship between events and decisions
made in the past and their impact today

Central Idea of text or lesson

American Indians protested the Dakota Access Pipeline because the pipeline could contaminate their water source
and destroy sacred sites. The protests at Standing Rock not only protest the pipeline but the historical abuses of
power that first began with westward expansion.

Materials Preparation

1. Student Text: “Federal Government won’t allow Dakota Access Pipeline on tribal land” (Curriculum Hub)
2. Lesson Images (included below)
3. Lesson Worksheet (included below)
4. Daily Assessment (included below)
5. Performance Tracker (included below)
6. Suggested Teacher Resources
 The Atlantic’s The Last-Ditch Attempt to Stop the Dakota Access Pipeline
 Dakota Access Pipeline Facts Addressing Misconceptions about the Dakota Access Pipeline

Lesson Connection (**To be completed once the full LP and text have been read)

1. How does this lesson connect to the SEQ?

2. How do the standards (both Social Studies and ELA) live in this lesson?

3. Given the lesson type, what are the most critical aspects of the lesson to ensure that students engage with the most
rigorous content?
Lesson Big Picture
Essential Question Scaffold Essential Question

How did moving West change America? How did different degrees of power affect the experiences of
diverse people in the West?

Daily Assessment Item and Exemplar Response: Criteria for Success for Response:

Imagine a friend or family member of yours sees the Standing A successful paragraph response will include:
Rock protests on the news. They ask you, “What’s the big deal  A valid claim that tells the long history of
about one pipeline? Why are so many people protesting?” discrimination between the U.S. and American Indians
Explain how history shaped the protests at Standing Rock.  Accurate and sufficient evidence from the text and
sources about the way history shaped the protests
The protests at Standing Rock are important because they  An explanation connecting the evidence to the claim
represent the hundreds of years when American Indians were  Vocabulary from today’s lesson: Dakota Access
treated unfairly by the United States. As Americans moved pipeline, Trump, oil, water source, reservation,
West in the1800s, the United States took more and more land protestors, sacred
from the American Indian tribes, pushed them onto  Appropriate grammar, spelling, and transition words
reservations, and treated them as inferior. Today, the American between ideas
government is supporting the pipeline being built on these
reservations, and American Indians continue to face
discrimination. The protests at Standing Rock are the American
Indians’ way of saying that they won’t continue to be treated
as inferior compared to the rest of the United States.

Potential Misconceptions Methods to Address Misconceptions

Students may not understand why the Dakota Access Pipeline Remind Ss of what they learned about oil in 3rd grade. It is a
would cause problems for the Standing Rock reservation. thick black liquid used to create gas and other products. Return
to the map from the Do Now and ask Ss to imagine if a thick
black liquid mixed with water. You may also find pictures of
other oil spills for students to visualize the impact of the DAPL
on Standing Rock’s water source and sacred sites.
D&I: Students may focus on the similarities between American This is an important and worthwhile comparison for students
Indians’ experiences described in the text to the black to recognize and discuss; however, it is secondary to today’s
experience in the U.S. in the past and present (i.e. Civil Rights aim tracing the parallels in American Indians’ experiences over
movement, treatment by police, suspensions, etc.) time. If Ss make this comparison, acknowledge its validity and
find time after the lesson to discuss this further, such as after
the Processing Assessment tomorrow, as a part of a character
education lesson, or as an enrichment discussion during lunch,
breakfast, other flexible times during the day. In today’s lesson,
name that the author made this comparison because it relates
the American Indians’ experience to a topic most students are
more familiar with (Civil Rights, segregation, etc.)
Key Points

What should students say about the WHAT skills would students say What should students be able to say to
content by the end of the lesson? they engaged with in this lesson? connect this Lesson to the unit?

 The Dakota Access Pipeline is being  Today, we watched a short  Today’s lesson helps connect current
built through North Dakota near the video on the Standing Rock events to the events and experiences of
Standing Rock Reservation. protests and read an article that groups in the West since the 1800s.
 The protests at Standing Rock also describes American Indians  Understanding the assumptions and
represent the discrimination of longer history of discrimination perspectives that the United States made
American Indians in the past and and how that has influenced the about American Indians helps us know
present. These groups are still often protests against the DAPL. why so many groups lost their land in the
treated inferior to other Americans. past and why they defend it today.
Lesson Detail
Question/Prompt Key:
CC=cold call TT = turn and talk SJ = stop and jot H = hands FIST = fist to 5 / shake & show MC
THUMBS = agree (up)/disagree (down) (CR) or Underlined = Choral response  = back pocket question/prompt
* = questions that push students to name the key points, preparing them to realize the central idea of the lesson
Agenda Notes
Component
Cumulative Review Assesses Ss current conceptions (2 min):
and Framing (4min)
 Ss will have 2 minutes to complete the cumulative review/prior knowledge task (Lesson Worksheet):
Ss ground
Look at the following image of an oil pipeline and the map showing where the Dakota Access Pipeline is being
themselves in the
learning of the built. Predict any problems that building this pipeline could cause. [Expected Student Response]
day and name  The class does not need to review the Do Now, as it will be covered in the Guided Inquiry.
the what, why,
and how of the Pose/Elicit SEQ, Aim, & Framing (2 min):
lesson.  Remind Ss that yesterday, they learned about how motivation and power shaped the very different
experiences of the diverse people living in the west, answering the essential question:
o How did different motivations and degrees of power affect the experiences of diverse people in the
West?
 Tell Ss that today they are going to learn about a current event that represents how motivation and degrees
of power have shaped another experience in the West – the building of the Dakota Access oil pipeline in
North Dakota. We will consider how degrees of power – in the past and today – have shaped this event.
o AIM: SWBAT analyze the American Indians’ experience in the West today by referring to details and
examples in the text when explaining what the text says
 Review the agenda: Ss will first look back at the map and consider why there is a conflict over the pipeline,
and watch a news video that introduces them to the opposing perspectives. Ss will relate this to the historical
relationship between American Indians and the U.S. government in the West, and then read an article that
explains the protest’s historical significance.
o (TT) What are we doing in today’s lesson? Why? [Expected Student Response]
Guided Inquiry OR Facilitates Learning Experience (1 min):
Modeling (6min)
 Tell Ss that they are going to use the map from the Do Now and a video showing the protests at the Standing
Guided Inquiry:
Rock to learn about the perspectives of the groups here at Standing Rock.
Ss explore
content and
concepts through Asks Questions (5 min):
investigation  Return to the map Location of the Dakota Access Pipeline. Ask questions such as:
o (CC) What is the relationship between the Dakota Access Pipeline and the Standing Rock Reservation?
[Expected Student Response]
o (CC) What other natural or human features are near the pipeline? [Expected Student Response]
o *(TT) Why might people want to build this pipeline? Why might others protest it? [Expected Student
Response]
 Tell Ss they are going to watch a video to help them understand more of the perspectives on DAPL. Play Vox’s
The fight over the Dakota Access Pipeline, explained.
o Note for teachers: The video does not explain that the pipeline is now operational. Explain to Ss that
the videos were created while the protest were happening.
 After watching students should answer the question:
o *(SJ) Why would the American Indians protest this pipeline? [Expected Student Response]
 What did the video mean when it called the pipeline an “environmental hazard”?
Reading and Facilitates the reading (11 min):
Discussion
 Tell Ss now that they have learned more about this conflict, they are going to make connections between this
(16min)
Ss read and current event and the events in the past that shaped it.
discuss the text Pose Thinking Job: What is the author teaching me about the relationship between U.S. history
to solidify the and the Standing Rock protests?
content explored Literacy Skill: As you read, think about how the Text Complexities: Ss are making connections
in the GI/Model
discrimination American Indians face today is similar between historical events and current events.
to the discrimination they faced in the 1800s. Also They should notice that discrimination against
making abstract consider how the US views this conflict as well as American Indians has been a pattern since
ideas concrete. how the American Indians view this conflict. westward expansion.
Student Text: “Even before the Dakota pipeline, Native Americans say treatment was unequal”
Method: Shared Reading
Stopping Point Question/Prompt Exemplar Response (+ Support)
“…water source (TT) After reading this paragraph, explain why [Expected Student Response]
and its cultural Native Americans opposed the Dakota Access
sites.” pipeline.
“…unequal *(CC) How would an American Indian describe [Expected Student Response]
treatment.” their relationship with the United States over
time? Why?
“…does not even (SJ) Describe two ways that Native Americans are [Expected Student Response]
know how to treated unfairly.
make change.”
“…Sioux at *Explain the meaning of this sentence: [Expected Student Response]
Wounded Knee.” “This long-standing tension has roots in a violent
history.”
End of article. Find the sentence in the final section that shows [Expected Student Response]
how the Dakota Access pipeline relates to the
history of discrimination American Indians feel.

What is Joe Mancillas referring to when he says [Expected Student Response]

"It's way long past overdue"?

Facilitates Synthesis Discussion (5min):

 Review key details from the text, and how they relate to history, with the following discussion questions:
o After reading this article, do you think the Sioux tribes have good reason to be upset with white
people? Why? [Expected Student Response]
o *How have events and perspectives from the past shaped the relationship between the United
States and American Indians today? [Expected Student Response]
o *How does protesting help American Indians express themselves? [Expected Student Response]
 Circle back to thinking job:
 *(TT) What did the author teach me the relationship between U.S. history and the Standing Rock protests?
[Expected Student Response]
Application Facilitates Daily Assessment:
(10min)
 Review the daily assessment prompt with scholars and review the CFS:
Ss construct
o Claim: The first sentence attempts to correctly and fully answer the question being asked
conclusions that
build their o Evidence: The claim is supported by 2 or more pieces of evidence from the text or source
knowledge o Explanation: The evidence is connected back to the claim through a thoughtful explanation
towards o Vocabulary from today’s lesson: American Indians, discrimination, reservations, assumptions, protests,
answering the Standing Rock
SEQ/EQ o Appropriate grammar, spelling, and transition words between ideas
 Gather formative assessment data in the chart below.
Student Performance Planned Instructional Response
Met all the CFS
Claim is inaccurate / does
not indicate deep
understanding
Evidence is insufficient /
does not support the claim
Explanation is missing / does
not connect evidence to the
claim
Data-driven trends:
Closing (4min) Consolidate and Anchor Learning (3min):
Ss revise their  Relate today’s lesson back to Sitting Bull. Show his quote, “I am a Red Man...” and the image of Sitting Bull at
work and Standing Rock (Lesson Images). Ask the following questions:
synthesize/ o (TT) What is Sitting Bull saying about his identity as an American Indian? [Expected Student Response]
consolidate their
 What does he mean when he says, “each man is good in his sight”?
learning.
 How does this quote relate to the U.S. historical view on American Indians?
o (H) Why might Sitting Bull be considered a “protector” for the Standing Rock protests? [Expected
Student Response]

Preview Content (1min):

 Tell Ss that tomorrow they will complete the processing assessment in which they answer the EQ: How did
different degrees of power affect the experiences of diverse people in the West?
o (TT) How would you answer that essential question now? [Expected Student Response]
Lesson Images
Location of Dakota Access Pipeline
Lesson Worksheet
Name Date

Do Now
Look at the following image of an oil pipeline and
the map showing where the Dakota Access
Pipeline is being built. Predict any problems that
building this pipeline could cause.

SWBAT analyze the American Indians’ experience in the

Unit 5 Day 14 AIM:
West today by referring to details and examples in the text when
explaining what the text says
Why would the American Indians protest this pipeline?

Describe two ways that Native Americans are treated unfairly.



Daily Assessment
Name Date

Social Studies Exit Ticket Grade 4 – Unit 5 Day 14

Imagine a friend or family member of yours sees the Standing Rock protests on the news.
They ask you, “What’s the big deal about one pipeline? Why are so many people
protesting?” Use your new perspective of American Indian history to explain why the protests
are continuing.

Criteria for success:

 Correct form of a letter (introduction, conclusion)
 Claim: The first sentence attempts to correctly and fully answer the question being asked
 Evidence: The claim is supported by 2 or more pieces of evidence from the text or source
 Explanation: The evidence is connected back to the claim through a thoughtful explanation
 Vocabulary from today’s lesson: Dakota Access Pipeline, Trump, oil, water source, reservation,
protesters
 Appropriate grammar, spelling, and transition words between ideas
Performance Tracker
Student Performance Student Names Planned Instructional Response
Met all the CFS

Claim is inaccurate / does

not indicate deep
understanding

Evidence is insufficient /
does not support the claim

Explanation is missing / does

not connect evidence to the
claim

Data-driven trends: