11 Point Lesson Plan UW-Green Bay Professional Program in Education

11 Point Lesson Plan
UW-Green Bay Professional Program in Education

Lesson Topic and grade level:
Native Americans and the Environment
Grade 4
Standard/Learning Outcome:
Behavioral Sciences
E.4.1 Explain the influence of prior knowledge, motivation,
capabilities, personal interests, and other factors on individual
learning.
E.4.4 Describe the ways in which ethnic cultures influence the daily
lives of people.
E.4.6 Give examples of group and institutional influences such as
laws, rules, and peer pressure on people, events, and culture.
E.4.7 Explain the reasons why individuals respond in different ways
to a particular event and the ways in which interactions among
individuals influence behavior.
E.4.8 Describe and distinguish among the values and beliefs of
different groups and institutions.
E.4.10 Give examples and explain how the media may influence
opinions, choices, and decisions.
E.4.14 Describe how differences in cultures may lead to
understanding or misunderstanding among people.
ELA.W.4.1 (a-d)
1. Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to
support the writers purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion
presented.
Content Learning Objective:
Students will know and use the elements of persuasive essays.
Students will use their research skills to help form an opinion.
Students will connect this with the struggles of Tribes in Wisconsin,
specifically the Oneida.
Rationale:
The students will learn to research the opinions of different sides of
an argument. They will also learn to have a respectful conversation.
Students will learn to bring facts together to form their own opinion.
Background:
Students will need to know how to research. Students will need to
know the basic elements of a conversation versus a debate.
Academic Language:
GLIFWC: Great Lakes Indian Fish and Wildlife Commission
Persuade: cause someone to do something through reasoning or
argument
Subjective: influenced by opinion, emotions, and personal opinions
Objective: to not be influenced by opinion, emotions, or personal
opinions- all about the facts
Open-mindedness: being willing to accept new ideas and concepts
Close-mindedness: not being willing to accept new ideas or concepts
Guiding Question:
Have you ever disagreed with someone? How did you communicate
to them about this disagreement? How did that turn out?
Activities/Procedures:
Introduction:
Groups:
Students will split up into 5 groups. Each group will represent a
different point of view.
1.
2.
3.
4.
5.
Tribes/GLIFWC
Tourists
Working class/non-Native locals
Government
Science
Students will research from their groups perspective about Tribal

Treaty Fishing in Wisconsin.
Activity:
Students will be given a paper that tells them about their group. (For
example: the GLIFWC paper will tell them who the GLIFWC are) It will
also include preapproved websites for them to use to find
information. They will jot down key points (at least 5) so that they are
able to summarize their groups opinions. The key is for the students
to remain objective about the findings even if they dont agree with
them. They will then write their groups persuasive paragraph while
inserting the key points. The 5 groups will then be split up so that
they are with other members from the different groups. They will
then share what they found and (without causing any arguments) try
to persuade the other group members to support their group. Once

everyone has shared they will split off individually and form their own
subjective persuasive/opinion based on the key points that other
groups had shared.
Closing:
Teacher will ask students these questions
1. How did this activity make you feel?

2. Do you think you know the difference between being subjective,
objective, open-minded, and close-minded?
3. Is it bad to be subjective or objective? Why?
4. How can you use what you learned about having respectful
conversations in the future?
5. Do you feel like this helped you form your own opinion?
The key is for students to understand that people have different

opinions for different reasons and it is up to them to be respectful
and to make sure that they know all the facts before arguing. It is
also important to stress that having your own opinion is not a bad
thing. It is a part of your identity. It only becomes a bad thing when
you become close-minded.
Materials (for students and teachers):
Computers
Worksheets
Writing utensils
Paper
Accommodations for Exceptional and Varied Learners:
Groups will be separated so that different students with different
strengths are in the same group. They key is to not have all the good
speakers in one group and the shy kids in the other. In a perfect
world it would be split up perfectly but that doesnt always happen.
Students that need special attention will be partnered a student
mentor (a student who demonstrates leadership and is respectful
and willing to help).
Assessment:
Formative:
Students persuasive/opinion papers will be turned in at the end of
class to allow the teacher to see if they are understanding the key
concepts.
Reflection:
This semester has taught me a lot about being open-minded. Growing up I might have learned
topics one way but in college I learned that a lot of what I was taught were half-truths or even
lies. If I was close-minded to the truth then I would never be able to teach what I have to teach.
There are so many topics that I can now teach because I am confident in what I am teaching and
I know how to share with my students how to be open-minded. I wouldnt have been able to
create this lesson if I wasnt told about the treatment towards Tribes. I learned that their traditions
and customs, such as fishing, are being fought against by locals, tourists, and even the
government. Also, I learned a lot about the history of different tribes and how their culture was
destroyed. Because of what Ive learned, I am more willing to stand up for them and can say,
from a scholarly prospective, that what is happening is wrong.

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11 Point Lesson Plan

UW-Green Bay Professional Program in Education

Students will research from their groups perspective about Tribal

to persuade the other group members to support their group. Once

1. How did this activity make you feel?

The key is for students to understand that people have different

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