Reflection: Finding Central Ideas in "Life on the Plains" - Section 2: Reading and Discussing "Life on the Plains"


I was again very proud of my students' participation today. As in our discussion on equality, students were very engaged, physically leaning into the discussion and sharing a variety of perspectives. Most notable, though, was their interest in social justice. They wanted to rip into Custer for his bias and discriminatory language."Depredations" was the first word they picked apart, and it built from there.

Now, don't get me wrong, this was the purpose of using this text all along--it's just that the plan was to compare it to a Chief Joseph speech to help us actually SEE the differences in both history and language use. My class was just a bit ahead of me today. It's not a bad thing... they just stole my thunder. I had to find a balance of honoring their discussion today without totally ruining my Chief Joseph comparison plan. Basically, I told them to file these thoughts away because they would want to return to them in an upcoming lesson. Then, we'll go into more detail.

That was [sort of] enough to appease them; I think there were still some grumbles in the hall about Custer and his rotten-nasty-rude language.

  Balancing Plans and Student Interest
  Balancing Plans and Student Interest
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Finding Central Ideas in "Life on the Plains"

Unit 6: Purpose Across Multiple Texts
Lesson 2 of 17

Objective: SWBAT identify central ideas and give reasoning for their choices by reading and discussing "Life on the Plains."

Big Idea: "Cowboys and Indians" in real life--identifying central ideas in historical text.

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3 teachers like this lesson
English / Language Arts, equality (American Govt), reasoning, main ideas, analyze details, comparison, historical background, equality
  50 minutes
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