June 13-15

Final Exams:

Socratic Seminar to demonstrate skills and knowledge of the units studied this semester: Women's History; 1920s-1930s; and Native American History.

June 6 -12

After writing the in-class summative essay for the Native American History Unit, class turned it's attention to preparing for the final exam.

It was decided that a Socratic Seminar would be used to demonstrate skills and knowledge of the units studied this semester: Women's History; 1920s-1930s; and Native American History.

Students worked together to develop a list of big ideas; major concepts; and possible questions. Students had time to practice discussion of some of these issues.

Students who needed to miss the final exam due to the change in calendar were able to schedule an essay on the same questions; students who arranged ahead of time to write a final exam instead could pursue that option as well.

Friday 2 June; Monday 5 June

Classes completed interactive work with the lecture.

Students were given a set of documents relating to Indian Boarding Schools and a retrieval chart to help analyze the documents. Students added the unit essential question: What beliefs and attitudes have been prevalent about the Native Peoples of America, and how have these beliefs shaped the history of the United States and these people? to the prompt on this sheet.

Monday, 29 May through Thursday 2 June

Various classes are working at different paces through information on Native History.

This includes discussing issues raised in this lecture.

Students received and analyzed a document on treaties, and treaties between the United States and native nations.

Students read and analyzed a document purporting to be the transcript of negotiations between the Seminoles and the United States in 1834.

Class spent time discussing the Indian Appropriation Act and the Dawes Act.