Day+4-+Timeline+and+Wars

The student will… Create an illustrated timeline depicting events from the Seminole Wars. Write a 1-paragraph entry in their reading response journal reflecting on the Seminole Wars lesson. Identify 2 causes of the Seminole Wars in their journal entry. Identify 3 effects of the Seminole Wars in their journal entry. || 2. Time, Continuity, and Change 6. Power, Authority, and Governance
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || //Depending on the topic, 4-5 objectives are ample. All should begin with://
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [].// || NCSS Themes:

This lesson addresses language arts through drama. LA.4.5.2.5: The student will make formal and informal oral presentations for a variety of purposes, audiences, and occasions, demonstrating appropriate language choices, body language, eye contact, gestures, and appropriate use of available technologies.

SS.4.A.2.1: Compare Native American tribes in Florida. SS.4.A.4.2: Describe pioneer life in Florida. SS.4.A.3.8: Explain how the Seminole tribe formed and the purpose for their migration. SS.4.A.3.10: Identify the causes and effects of the Seminole Wars. || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || // This is the heart of the lesson plan. Be as specific as possible. Describe lesson in a step-by-step, **numbered** sequence, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes EVERYTHING1) //
 * Student Activities & Procedures
 * Bellwork. TSW share the timelines for their tribe if they were able to locate one (homework from the previous day). TTW assign student parts for the class drama on the Seminole Wars. TTW encourage students to use expressive voices while reading lines.
 * Anticipatory Set. TTW start a class discussion. “How would you feel if someone tried to take over your property? What would you do? TTW monitor student answers during the discussion for assessment. Today we are continuing our unit on Florida Natives, and we will talk about the Seminole Wars.” TTW explain to the class the viewpoint of settlers when they had to deal with Indian tribes. Settlers generally wanted the Indians to move so that they could have their land. The class enacts the Seminole Wars skit.

__Seminole Wars Skit__ Jackson: My name is Andrew Jackson. In 1829 I was elected the 7th President of the United States. The Seminole tribe caused me great concern when they rebelled against my Indian Removal Act. The American citizens wanted to move into the land of Florida. I told them they could have it. The Indians didn’t like it, go figure. They attacked the American peoples and so I had to go to war against them. Micanopy: My name is Micanopy, but you may call me “Head Chief” or “Governor”. I established and united the Seminole peoples in the 1830’s. I fought in the Second Seminole War. I attacked the U.S. government when they demanded that my people be moved to Arkansas, out west. It took an army of 8,000 troops to wipe out me and my warriors. Osceola: My name is Osceola, and I am a Seminole leader. I was born in 1804. I resisted the United States Government when they tried to force my people to move west. I fought in the Second Seminole War. I was tricked into being captured when U.S. troops pretended to offer us a truce. Hajo: My name is Foke-Luste-Hajo, and I am known as “Black Craggy Clay”. I fought in the 2nd Seminole War. I signed the treaty of Payne’s Landing in 1832 along with six other Seminole chiefs. This treaty forfeited our lands in Florida to the U.S. government. In return, they gave us lands in Arkansas, out West. As a result of my signing the treaty, the Seminole Council sentenced me to death. I fled to Fort Brooke where I remained with U.S. troops through the rest of the war. Jackson: Those pesky Seminoles may have gotten the best of me, but they were forced to move west after the 3rd Seminole War. Heehee.

Alachua, the earliest recorded Seminole town, is established in North Florida. First Seminole War; General Andrew Jackson invades north Florida. Seminoles resist. The Treaty of Payne’s Landing is ratified by Congress. The Seminoles are promised 5 million acres in southwest Florida. When asked to move, they refuse. Second Seminole War; the Seminole leader Osceola fights with his men against the U.S. army. Thousands of Seminoles are forcibly transported west of the Mississippi River. The leader of the Seminoles, Osceola, is captured. The U.S. army tricks him by offering a truce, then double-crossing him. Third Seminole War; Seminole Chief Billy Bowlegs leads attack on U.S. Army inspectors. He and his band are forcibly removed from Florida. Third Seminole War officially ends. Billy Bowlegs is captured. Bowlegs and his 165 remaining men move to Oklahoma. U.S. government abandons efforts to remove all Seminoles.
 * Demonstration/modeling. TTW explain how to create the illustrated timeline. TTW say, “I’m going to pass out a timeline. Please illustrate each item on a separate piece of paper.” TTW pass out copies of the timeline or display it on the board.
 * Independent practice. TSW make their own illustrated timelines. TTW pass out the timeline rubric. Students may choose any 5 items from the timeline to illustrate (in order), but they must include the first and last items.
 * 1740**
 * 1817-1818**
 * 1832**
 * 1835-1842**
 * 1837**
 * 1855-1858**
 * 1858**


 * The students will share their illustrated timelines in groups. The illustrated timelines will be posted in the hallway outside of class
 * TSW write a 1-paragraph (5-6 sentences) journal entry in which they must list: 2 causes of the Seminole Wars, and 3 effects of the Seminole Wars. ||

Florida Memory: State Library and Archives of Florida  Tour of the Florida Territory during the Florida Seminole Wars, 1792-1859, by Chris Kimball. < http://www.southernhistory.us/> Florida Museum of History 
 * ==Resources/Materials== || // ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. should be noted here. //

-Seminole Wars Skit -Seminole Wars Timeline -Seminole Wars Checklist -Pencils -Crayons -Markers -Paper || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || //Be sure to include Pre/Post assessment in your lesson plans!// Pre-Assessment: Teacher monitors class answers during the discussion.The teacher will observe the students as they illustrate the timeline and correct them where needed.
 * **Assessment**

Post-Assessment: Journal entries at the end of class. The teacher will check for causes and effects evident in the journal entry. They will also check to see that the student illustrated the timeline correctly. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Identify 1 cause and 1 effect (instead of 2 causes and 3 effects) in their journals. Gifted/Talented: Include 6 items on the illustrated timeline (rather than 5). ||
 * ==Exceptionalities==
 * ==Discussion Notes== || Parents can always come in and dress up if they want to be a part of the Seminole Wars skit. I think it would be more exciting that way. ||