• • Unit overview / purpose -to recognize the impacts of Indian Boarding Schools on the tribes of Montana  Standards/Competencies (skills)

    1. SS.H.6-8/6:  Understand that there are multiple perspectives and interpretations of historical events (standard)

A.  I can compare perspectives of people on both sides of an issue (competency=skill))

B.  I can read and comprehend grade level text demonstrating differing views (competency)

C.  I can identify the difference between fact and opinion (competency)

• • 2. SS.H.6-8.7:  Analyze how people's perspectives shaped the historical narrative they created  

A.  I can identify statements in a text that support the pros or cons of an debate

B.  I can identify two or more sides of an argument

C.  I can recognize opinions can dictate decisions 

• • 3. SS.H.6-8.8:  Identify limitations and biases in primary and secondary sources, specifically regarding misinformation and stereotypes

A.  I can categorize primary and secondary sources based on information provided or context clues

B. I can define and give examples of a stereotype 

• • 4. D4.3.6-8:  Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies or digital technologies

A.  I can create a presentation with organized information using appropriate citations 

B.  I can utilize various forms of media to present learning

• • Unit calendar -3 weeks

https://docs.google.com/spreadsheets/d/1p_8AmZX9Yvnu9SPSULuCmhoLQo656DjHJrKTH1gg4fw/edit?usp=sharing 

• • Competency students are working towards  

    1. -Comparing perspectives of early Montana during boarding school era

    2. Identify cultural impact tribal boarding schools had on Montana and beyond the time period

    3. Evaluating primary and secondary resources related to boarding school era 

  • Assessment plan  

    1. Project-based assessment ideas-design a US Boarding School Museum with research and represent relevant items for each museum room (documents, photos, maps, statistics, etc.) You are a researcher and designer of your room.  Create a ‘driving question’ and then use a question and answer method to present information from various perspectives.

    2. or...Read a book and then create a Choice Board-photographer, musician, author, accountant, director, builder, gamer, artist, naturalist

    3. Present on Google site, slides, diorama, etc.

  • Resources used to differentiate unit for students  

Text to speech, Learning Ally audiobooks, modified rubric, conventions flexibility

• • Examples / Evidence of student work showcased in community library  

Google Site link to student work at school library and public library

• • ‘Notes for next time’ reflection on teaching:  https://watch.screencastify.com/v/iMB2Qpwwmie05K2pwnKB