AMERICAN HISTORICAL AUTHORS
GRADES: HIGH SCHOOL
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APPROXIMATE LENGTH OF TIME: 2--50 MINUTE SESSIONS ​​
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SUMMARY:
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This lesson introduces the student to primary sources associated with the perpetuation of The Myth of the Vanishing Race. It encourages students to cite specific and central textual ideas that provide a summary for understanding how documents must be evaluated to understand the author's premise.
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LEARNING TARGETS:
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Students will examine documents, producing a written report explaining how The Myth of the Vanishing Race has been perpetuated in American History.
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Students will be able to deconstruct The Myth of the Vanishing Race based on primary documents to explain how and why it has been perpetuated in American History.
AMERICAN HISTORICAL AUTHORS LESSON→
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Materials:
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Poster Board​
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Sticky Notes
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Frederick Jackson Turner's Frontier Thesis
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Theodore Roosevelt
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Edward S. Curtis The North American Indian Vol. I
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Edward S. Curtis The North American Indian Vol. 4
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American historical author's worksheet (PDF)
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(Optional)--whiteboard and markers
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(Optional)--printed copies of excerpts
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LESSON:
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How did the writings of American historical authors impact or create The Myth of the Vanishing Race?
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Building background knowledge:
a. Use the following excerpts to introduce the students to the historical authors in this segment.
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i. Frederick Jackson Turner's Frontier Thesis
ii. Theodore Roosevelt
iii. Edward S. Curtis The North American Indian Vol. I
a. Edward S. Curtis The North American Indian Vol. 4
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A. Activity--
Connecting historical writings to The Myth of the Vanishing Race.
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i. Create 4 posters, one with each excerpt.
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* At the end of the excerpt attach the discussion questions for the groups to answer.
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* Project the American historical author's worksheet on the board or hand out a printed copy to each student (PDF).
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a. What is the author trying to convey about the Indigenous peoples?
b. Can you detect or describe possible biases?
c. Do you think the writings influence how history has been taught? If so, why? If not, why?
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ii. Create 4 stations around the classroom and place one poster at each station.
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*Each station will have a different excerpt from the provided historical authors list above.
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iii. Divide students into 4 or 8 groups, depending on class size.
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* If your class is large, more than one group may be at each station at one time.
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iv. Each group will begin at a different station and given 5 minutes (the teacher will use a timer to control the tempo of the exercise) to read the excerpt and complete the questions (using post-it notes to write answers on). The students will also be able to read previous answers and add their own ideas to the questions. When the timer goes off, students will move to the next station until all questions have been answered at each station.
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B. Discussion--
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i. Conduct a brief reflection and discussion to address any further questions.
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*Ask students to brainstorm how history can include more than names and dates that include more missing voices from the past and the present based on the excerpts from the historical authors.
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COOPERATIVE LEARNING STRATEGY
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RATIONALE
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This strategy encourages the students to respond to questions that arise from their answers and encourages them to open a discussion with the class. This strategy is a meaningful exercise for students to think critically, builds greater participation, involves movement, and opens the student(s) to thoughtful discussions that build individual confidence for future learning and engagement. By having students move around the room to complete a series of questions, it not only enhances their critical thinking skills it provides them with a break from sitting in their chairs as it incorporates kinesthetic learning.
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ASSESSMENT IN THIS LESSON
​1. Informal assessment through class discussion from the reading activity.
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2. Completed worksheet--American Historical Authors.
3. The students will produce a written report explaining how The Myth of the Vanishing Race has been perpetuated in American History.