IU+DeRaps+Hattie

= Integrated Unit Planner =

Critical Content/Concept Web

 * Unit Theme**: Native American History & Literature
 * Conceptual Lens:** Equality/ Inequality
 * Unit Length:** 5 Weeks


 * ===Unit Overview=== ||
 * How would it feel to be forced from your home? Not just your house, but your town, your county, your state, your country? Imagine that strangers came into your life with unfamiliar, violent words and coerced you and your entire community to leave your homeland for an unknown place. Your choice is clear. You either do as the threatening invaders tell you or you die. Fast forward more than two hundred years. How have the beliefs, the customs, the traditions of your exiled community changed as a result of your forced relocation? How would it feel to live on piece of land "reserved" for you and your community, still separated from the larger national community? How would it feel to hear the stories of your not-so-distant ancestors, recalling the horrors of their forced removal and their seclusion in a harsh, foreign land? Would you seek acceptance from the strangers surrounding you or would you choose to remain with your people? Would you seek to combine these two worlds or would you want them to stay separate? How would you choose?

In this unit, the historical events and philosophies of a United States seeking to expand its settled territories and harvest valuable natural resources will be juxtaposed against stories of modern Native American teens who continue to feel alienated and excluded from the nation that used treaties and battles to forcibly remove their ancestors from their native lands. ||

Short Story: "This is What it Means to Say Phoenix, Arizona" Film: //Smoke Signals// Documentary: //30 Days//, "Life on an Indian Reservation" Oral Tradition Initiation Story Literary Term: Allusion Literary Term: Double Consciousness Theme: Hope/ hopelessness Theme: Isolation/ inclusion ||  ||   || Assimilation Treaties Bureau of Indian Affairs Indian Removal Act of 1834 Trail of Tears Reservations Gold Battle of Little Big Horn Lakota Ghost Dancers Wounded Knee Dawes General Allotment Act ||  ||   ||   ||
 * **English*** ||  ||   || **Social Studies** ||   ||   ||   ||
 * Text (On CD): //The Absolutely True Diary of a Part-time Indian//

Designer(s): Hattie DeRaps & Mady Brod
** Students will understand: **
 * that the struggle for equality and the fight against inequality can be found in all eras of American history.
 * that the actions taken by the US government in the late 1800's have impacted modern Native American life.
 * that modern Native American writers use their writings to explore issues of equality and inequality.


 * Essential Questions:**
 * How has the struggle for equality and the fight against inequality occurred in various eras of American history?
 * How have the policies and forced removal of Native Americans in the late 1800's affected modern Native Americans?
 * How is the struggle for equality and the fight against inequality portrayed in modern Native American texts?

**MSAD #9 - District Mission Statement**
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MSAD No. 9 is committed to providing a safe, nurturing, and accepting environment where students can explore and develop their creative and intellectual abilities. We shall educate students, promote their self-esteem, and encourage them to achieve their maximum potential.

Students will demonstrate the ability to solve problems and to be self directed life-long learners.

As productive members of our society students will demonstrate compassion and ethical judgment.