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PPS Ethnic Studies: Indigeneity

By ELIZABETHELLIS
Grade Level
9-12
private
LEARNING PLAN
Essential Question
  • Who are indigenous people?
  • How has colonization impacted people in indigenous communities?
  • What choices did individuals, groups, and the United States government make throughout the history of the indigenous community?
  • How did those choices impact indigenous people in the past?
  • How does it continue to impact?
Texts
Informational

Blankets for the Dead

In 1830, the government began systematically removing all Native Americans from the Eastern United States. The removal of Cherokees from Georgia in 1838 has become known as the Trail of Tears. But there were, in fact, many such trails, as the Creeks, Choctaws, Chickasaws, Seminoles and other tribes were forced to abandon their homelands.
by
Learning for Justice Staff
Grade Level
9-12
Subject
Civics
History
Geography
Topic
Race & Ethnicity
Social Justice Domain
Identity Diversity Justice Action
August 22, 2016
Informational

This Land is Ours

“The Ponca’s challenge of the U.S. government marked a turning point on the long path of Indian resistance. Increasingly, after Standing Bear v. Cook, the fight for Native rights would shift from the battlefields to the courtrooms of the growing nation.”
by
Learning for Justice Staff
Grade Level
6-8 9-12
Subject
History
Geography
Topic
Race & Ethnicity
Social Justice Domain
Identity Diversity Justice Action
August 9, 2017
Multimedia

Hawaiians Live in Aloha

This animation sequence explains traditional Hawaiian gender roles and their conception of māhū, or the middle. Kumu Hina, a teacher at Hālau Lōkahi— a public charter school in Hawaii—also discusses the history of colonization and its impact on Hawaiian culture.
by
Dean Hamer and Joe Wilson
Grade Level
6-8 9-12
Subject
History
Geography
Topic
Gender & Sexual Identity
Social Justice Domain
Identity Diversity Justice
March 20, 2015
Teaching Strategies
Close and Critical Reading

Challenge the Text

Challenge the Text helps students ask and answer their own text-dependent questions by taking multiple perspectives and uncovering assumptions and biases within the text.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.3, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.6
July 19, 2014
Close and Critical Reading

Text-Dependent Questions

Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.4, RL.6-12.5, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.4, RI.6-12.6
July 19, 2014
Plan Built By
ELIZABETHELLIS

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