Lesson+4+Dakota+Territory


 * NAME OF COURSE / CLASS:** 11th Grade American History


 * UNIT TITLE:** U.S. Western Expansion and the role of Dakota Territory


 * Lesson 4:** Dakota Territory. (Lesson 4 of 5)


 * ANTICIPATED INSTRUCTIONAL TIME:** This lesson will take two 50 minute periods of time and therefore it will take two days to complete.
 * RATIONALE:** This lesson is important to teach because Dakota Territory directly relates to us here in South Dakota.


 * GOALS OF THE LESSON:**


 * G.4.1 || To determine why people settled in South Dakota ||
 * G.4.2 || To analyze the effects of the discovery of gold in the Black Hills ||
 * G.4.3 || To examine and apply the causes of the Dakota War, Great Sioux War, and the Wounded Knee Massacre to the creation of the reservation system. ||
 * G.4.4 || To recite in what year South Dakota entered the union ||
 * G.4.5 || To define culture and relate the definition to their own culture ||


 * SOCIAL SCIENCE OBJECTIVES OF THE LESSON:**


 * O.4.1 || The student will be able to determine what the reasons were for settling in Dakota Territory. ||
 * O.4.2 || The student will be able to analyze the effects of the discovery of gold in the Black Hills. ||
 * O.4.3 || The student will be able to examine and apply the causes of the Dakota War, Great Sioux War, and the Wounded Knee Massacre to the creation of the reservation system. ||
 * O.4.4 || The student will be able to recite in what year South Dakota entered the union. ||
 * O.4.5 || The student will be able to define culture and relate that definition to their own culture ||


 * MULTIPLE REPRESENTATIONS (TOOLS):**
 * This lesson plan will deliver information via PowerPoint. Primary source material will be delivered through handouts to each student.


 * SD K-12 CONTENT STANDARDS:**
 * 9-12.US.1.1A. Students are able to relate the causes and consequences of historical events to subsequent events and their legacy in current conditions
 * 9-12.US.1.2. Students are able to relate previously learned information of these time periods to the context of succeeding time periods.
 * 9-12.C.1.6. Students are able to describe the elements of how U.S. foreign policy is created.


 * NCHS EXPECTATIONS:**
 * STANDARD 1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.
 * 1A: The student understands the international background and consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.


 * SESSION-RELATED QUESTIONS:**
 * Why is it important that we know?
 * How does this connect to today?
 * What elements of Dakota Territory remain?


 * INSTRUCTOR MATERIALS:**
 * Overhead projector, copy paper
 * Assignment(s)


 * PARTICIPANT MATERIALS:**


 * TEACHING NOTES / LESSON SCRIPT / PROCEDURES:**
 * Follow the Overview of the Instructional Progression of the Unit: Lesson 4


 * ASSESSMENT / HOMEWORK:**
 * Writing Assignment


 * REFLECTION / REVISION:** This section will be completed upon finishing the lesson.


 * REFERENCES:**
 * Aoki, Ted T (1991). Layered Understandings of Orientations in Social Studies Program Evaluation. //Handbook of Research on Social Studies Teaching and Learning,// 1, 98- 105.
 * Lybarger, Michael B (1991). The Historiography of Social Studies: Retrospect, Circumspect, and Prospect. //Handbook of Research on Social Studies Teaching and Learning,// 1, 3-15.
 * National Center for History in the Schools (nd). //Era 4: Expansion and Reform, 1801-1860//. Retrieved from [].

Appendix B: Participant Materials


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Appendix C: Assignment/Homework


 * [[file:timeline.docx]]