Planning Tool

APP5MScally-T2007 Michael P. Scally Course 6625, Week 5 Integrating Habits of Mind
Theme: Montana Govt. Studies - Indian/White Relations in the 19^th Century American West The Lewis and Clark Expedition
Essential questions: 1. How did the L&C Expedition affect the culture of the Plains Indians of Montana? 2. Why is Sacagawea revered by Whites and Indians alike? 3. The L&C Expedition did not encounter the Blackfoot Indians while in Montana. What if they had? 4. What were the differences and similarities of the L&C Expedition and one led centuries earlier in South America by Hernando Cortez? 5. If the Blackfoot Indians had endured an expedition to the eastern seaboard in 1805, what similarities and differences from the L&C Expedition would they have encountered?
Content	Processes	Habits of Mind	Assessment
What route & mode of transportation would have the Blackfoot taken? What would have been the mission of the Blackfoot Expedition? Would have traveling in the opposite direction (West to East) & language differences been a bigger or lesser bar	Map reading. Predict outcomes based upon knowledge of cultures. Compare & contrast. Identify cultural mores & customs.	Striving for accuracy. Thinking and communicating with clarity and precision. Metacognition. Thinking Flexibly. Applying Past Knowledge to New Situations.	Students will fashion brainstorming webs & graphic organizers in small groups. Devise routes on maps and answer two odd and one even Essential questio
Explain how the habits of mind you have selected relate to the content and processes you have targeted for student learning: Striving for accuracy - Students would have to apply their map reading skills as well as their knowledge of the Lewis and Clark Expedition, and their knowledge of the physical geography of the United States at the beginning of the nineteenth century. I would have their peers edit their first draft maps after reminding them that there were not an interstate highways of bridges over major rivers in 1805. On their final drafts I would not their maps with the number of errors so that they could find them. Thinking and communicating with clarity and precision.- I have a tendency to write too much, therefore I really appreciate the quote attributed to Winston Churchill under this Habit of Mind (Costa & Kallick, 2000, p. 86), “This report, by its very length, defends itself against the risk of being read.” I believe it is very apropos for this lesson as the Lewis & Clark Expedition took over two years to complete and the sheer volume of information available is enormous, and the culture of these early American soldiers was far different than our culture today. So my students would need to certain to carefully choose and clarify the information they were to include. Metacognition - I believe that in order to perform well on this lesson, each student would have to place themselves on the Lewis & Clark Expedition in order to understand all aspects. They would have to ask themselves what is important; what would they think about; how would they do things, how do you cope with being away from your family for an extended length of time with no means of contacting them; how would you understand and deal with a multitude of different (Indian) cultures; how do you find the fortitude to deal with the wilderness everyday for over two years, etcetera? If ever there were a time in our nation’s history in which people had to think about what they were thinking about, this is it. My students would have to rely on their metacognition in order to compare and contrast, and identify the cultural mores and customs of dozens of Native American people. Thinking Flexibly - This habit of mind would be extremely important for this lesson because of the dire need for macro-centric and micro-centric thinking (Costa & Kallick, 2000, p. 80). My students might also use retro-centric thinking since the Lewis & Clark Expedition is a widely studied event in history and they think more about what the expedition faced towards the end of the expedition since Montana was over 1600 miles from their starting point. In short, my students would have to understand the overall benefits of the Lewis & Clark Expedition (macro-centric), know the numerous details of the trip (micro-centric), and perhaps even "starting at the end point and working backward toward the beginning (retro-centric).” Applying Past Knowledge to New Situations - Previous to this unit my class would have spent a lot of time researching, writing about, and discussing the early years of our country. They would have accumulated a great deal of information from which to base their thinking concerning information learned about the Lewis & Clark Expedition. They would use (Costa & Kallick, 2000, p. 85) “scaffolding (which) means building a knowledge structure by going back into previous information and drawing if forth.” The application of such information would be mandatory for this unit/lesson.