Today
in class, students continued the “Jigsaw Activity.” At the beginning of
class, students were told important directions of how to teach their
jigsaw. They were instructed to follow six steps in order to complete
the activity properly.
Once
students got in new groups, they took turns “teaching” the remaining
“students.” The teacher’s task is to present the information they
learned about from their articles. The students’ task is to listen and
take notes, recording that information on their graphic organizers.
After each teacher was done presenting the information, the group was
instructed to discuss whether or not that event constitutes as genocide
and why.
After
each person presented and the graphic organizer was complete, students
started to write the follow-up question. The question is located in Part
2 of the organizer. The answer to the question should be written down
on a separate sheet of paper and include at least three examples from
the organizer.
Homework was to answer the follow-up question in Part 2 of the organizer.
Period 7:
Today
in class, we discussed whether the U.S. treatment of Native Americans
constitutes genocide. At the beginning of class, we briefly discussed
the “Jigsaw Activity” from yesterday. Then, I posted a warm-up on the
board for students to think about. The first questions was directly
related to the homework assignments. Students then shared their
responses they wrote for homework. (HW Question: At what point do mass
killings or the forced movement of people become genocide?) After a
thoughtful discussion, students were asked to think about which events
we studies over the past few days were examples of genocide and which
were not.
Next,
students watched a video clip on the Indian Removal Act. They were
given a brief background on Jackson’s policy and view toward Native
Americans during the early 1800s.
After
the video clip, students completed Part 3 on their graphic organizers.
This activity required them to choose a partner and read 2 articles. The
two articles consisted on two different perspectives on Native American
genocide. Their task was to read each article and record reasons for or
against Native American genocide on their graphic organizers.
If students finished Part 3, they started their homework assignment. Students are required to answer the central question of this activity: Does the U.S. treatment of Native Americans constitute genocide? The homework is to answer Part 4 of the organizer in 1-2 paragraphs depending on the class level they are taking next year. Students should include at least 3 examples from their various articles and notes. The assignment is due on Monday.
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