The Battle of Little Bighorn
Goals & Objectives
Goals
- Students understand there are multiple perspectives to one historical time period.
- Students comprehend the needed analysis skills for reading primary sources
- Students will analyze primary documents concerning the Battle of Little Bighorn and will be able to distinguish important sourcing information, contextualize the information, and be able to collaborate with a partner.
California State Content Standards
11.2.2.Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
11.2.3. Trace the effect of the Americanization movement.
11.2.3. Trace the effect of the Americanization movement.
Common Core Literacy Standards
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.WHST.11-12.1.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
CCSS.ELA-Literacy.WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.WHST.11-12.1.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
CCSS.ELA-Literacy.WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Driving Historical Question
Who was responsible for the Battle of Little Bighorn?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10minutes
The lesson begins with the teacher giving the students background information on the context of which society was like after the Civil War. The teacher has four bullet points to read to the class outlining the information and giving the students background information that can help the students think back to any prior knowledge they may have on the topic.
The four points the teacher discusses with the class:
The four points the teacher discusses with the class:
- In the decades following the Civil War, the United States engaged in a number of conflicts with Native American tribes living west of the Mississippi. Some historians refer to these conflicts as “The Indian Wars.”
- The primary issue of the Indian Wars was land. The United States government made several treaties with Native American tribes to define Indian lands. However, as ever increasing numbers of Americans moved through, and sometimes settled on, Native American territory, these treaties were often ignored or broken by the government.
- Native Americans fought the United States for decades. They were ultimately overwhelmed by the superior numbers and weapons technology of the United States Army. Though on several occasions Native Americans defeated American troops in individual battles. One of the most famous of those Native American victories occurred at the Battle of Little Bighorn in Montana.
- On June 25, 1876 Civil War veteran George Custer attacked over 2000 Sioux and Cheyenne warriors with a few hundred men; Custer and his men where overwhelmed and everyone of them were killed.
Vocabulary (Content Language Development) ‖
- Sitting Bull Primary Source Vocabulary
- George Armstrong Custer Sourcing, Contextualizing, Close Reading, and Corroboration
- Battle of Little Bighorn
- Lake Sioux
Content Delivery (Method of Instruction) ‖ Time: 30-40minutes
The students will have primary source documents to analyze about The Battle of Little Bighorn. Teacher announces: “Today we are going to look at three different documents related to the Battle of the Little Bighorn: a textbook version of the battle; a letter to the President from the Secretary of War a month after the battle; and the recollections of a Native American woman about the battle from 1922. Our job is to analyze these sources and draw evidence from them in order to answer the question:
Who was responsible for the Battle of the Little Bighorn?”
Teacher hands out the textbook reading and has partners read the text together and then answer the following questions:
a) According to the textbook, what caused conflict between the Lakota Sioux and the U.S. government?
b) Who started the Battle of Little Bighorn?
c) Why did Custer lose?
d) Do you think this account is an accurate description of the Battle of Little Bighorn? Why or Why not?
The class then has a whole group discussion about each pair’s findings.
The teacher then passes out documents A, B, and the guided notes to each student. In pairs the students read the documents and answer the guided note questions.
Teacher then asks: Based upon what you have read and learned today, who was responsible for the Battle of the Little Bighorn?
Who was responsible for the Battle of the Little Bighorn?”
Teacher hands out the textbook reading and has partners read the text together and then answer the following questions:
a) According to the textbook, what caused conflict between the Lakota Sioux and the U.S. government?
b) Who started the Battle of Little Bighorn?
c) Why did Custer lose?
d) Do you think this account is an accurate description of the Battle of Little Bighorn? Why or Why not?
The class then has a whole group discussion about each pair’s findings.
The teacher then passes out documents A, B, and the guided notes to each student. In pairs the students read the documents and answer the guided note questions.
Teacher then asks: Based upon what you have read and learned today, who was responsible for the Battle of the Little Bighorn?
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 30-40minutes
Students work in partners via worksheets, analyzing primary sources about the Battle of Little Bighorn. See above Content Delivery.
Lesson Closure ‖ Time: 10 minutes
The wrap up hits key points that the teacher ask the whole class but has student’s write answer on an exit ticket.
• What are the similarities and differences between these accounts?
• Why do they differ?
• Which one do you find most trustworthy? Why?
• What other types of documents would you need to look at in order to continue figuring out who was responsible for the Battle of the Little Bighorn?
• What are the similarities and differences between these accounts?
• Why do they differ?
• Which one do you find most trustworthy? Why?
• What other types of documents would you need to look at in order to continue figuring out who was responsible for the Battle of the Little Bighorn?
Assessments (Formative & Summative)
Formative assessment includes the partner work as well as the exit ticket. The partner work is formal and will be graded. Meanwhile, the exit ticket is an informal way to see what ideas need to be restated in the lessons opening the next day.
Summative assessment will include a unit examination of the entire Industrial Revolution unit.
Summative assessment will include a unit examination of the entire Industrial Revolution unit.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners
Striving Readers
Students with Special Needs
- Collaboration with a partner
- Student A is an Emerging EL and works well with Student B who is an Expanding EL student. Therefore, cooperative learning works well since these two students work well together.
Striving Readers
- These students have support via his/her partner while reading the sections of reading and can have the striving reader follow along as the partner reads the section so that the striving reader see and hears the words.
Students with Special Needs
- Student with dyslexia will have support from partner/small group while reading sections and while working on map projects.
- Maps and cartons will be a great way for a student with dyslexia to be engaged in the activity.
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