Tuesday, October 28: We watched the last We Shall Remain episode, the Shoshone. Then we took notes in a foldable about the spiritual side of the Native Americans in Utah (see Documents for Indian Mythology PowerPoint. Notes on p. 40 of workbook).
Due: Current Event #1
In class: Shoshone video guide (p. 34 in workbook)
Homework: Unit Project due Nov. 11
Thursday, October 30: First we took foldable notes on the Impact of the 5 Tribes on Utah (see Documents page for Influence of NA PowerPoint. Notes on p. 40 in workbook). We then analyzed primary source photos of different Native American tribes and tried to figure out which tribe it was based off context clues. Lastly, we worked on the Test Review for the Unit Test on Nov. 7. Answer as many questions as possible before next class.
In Class: Notes on p. 40
Homework: Test Review p. 42-43 in workbook
Monday, October 6: Students completed the information on their chart about the Goshute tribe. They then watched the We Shall Remain episode for the Goshute. If absent, see Ms. Nay on how to make this up. To end, the class completed a Read Stop Write for p. 56-57 in the textbook and p. 36 in the workbook. The RSW was about Legends. Lastly, the class read the legend on p. 37 of the workbook and hear the legend of Mt. Timpanogos.
In Class: Goshute Info, Goshute WSR Attention Questions
Wednesday, October 8: Students completed the information on their chart about the Ute tribe. They then watched the We Shall Remain episode for the Utes. If absent, see Ms. Nay on how to make this up. Next they created a foldable for notes from the Spiritual Side PowerPoint (found on the Documents page - if absent, just take notes on p. 40 in your workbook from the PowerPoint). Finally, students completed the Shoshone section on their chart
In Class: Ute & Shoshone Info, Ute WSR Attention Questions, Spiritual Side PPT Notes
Friday, October 10: The class first completed a Read Stop Write for p. 55-56 of the textbook (A Spiritual People). They then watched the We Shall Remain episode for the Shoshone. The students then had the remaining class period to write their own legend to explain something in the world (p. 39 in workbook). The legend should first be written in English, but can then use the sample petroglyphs on p. 38 of the workbook to re-write it on a separate piece of paper.
Turned in: Read Stop Write paper
In class: Shoshone WSR Attention Questions
Homework: Finish writing legend