Common Core Lesson Planning Template

La Cueva Social Studies Lesson Plan- New Mexico History

Grade Level (circle): 9 10 11 12 Teacher/Room: Elizabeth M. Collins C-4 Content Area Reading XX Writing XX Social Studies XX (Shared/Integrated ) Taos Blue Lake

Day 1 Day 2 Day 3 Day 4 Day 5 Standard(s): Standard(s): Standard(s): Standard(s): Standard(s): CCSS- R: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W: 1a, CCSS- R: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W: 1a, CCSS- R: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W: 1a, CCSS- R: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W: 1a, CCSS- R: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W: 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3, 4, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3, 4, 5, 6, 7, 8, 9, 10 4, 5, 6, 7, 8, 9, 10 4, 5, 6, 7, 8, 9, 10 4, 5, 6, 7, 8, 9, 10 5, 6, 7, 8, 9, 10 NMSS-NM History: Strand: History: NMSS-NM History: Strand: History: NMSS-NM History: Strand: History: NMSS-NM History: Strand: History: NMSS-NM History: Strand: History: Content Standard 1: Benchmark 1A: 1, Content Standard 1: Benchmark 1A: 1, Content Standard 1: Benchmark 1A: 1, Content Standard 1: Benchmark 1A: 1, Content Standard 1: Benchmark 1A: 1, 2A,2B,2C,2D, 2E, 3, 4, 5. Benchmark 2A,2B,2C,2D, 2E, 3, 4, 5. Benchmark 2A,2B,2C,2D, 2E, 3, 4, 5. Benchmark 2A,2B,2C,2D, 2E, 3, 4, 5. Benchmark 2A,2B,2C,2D, 2E, 3, 4, 5. Benchmark 1D: 1, 2, 3, 4, 5, 6, 7, 8. Strand: Geography: 1D: 1, 2, 3, 4, 5, 6, 7, 8. Strand: 1D: 1, 2, 3, 4, 5, 6, 7, 8. Strand: 1D: 1, 2, 3, 4, 5, 6, 7, 8. Strand: 1D: 1, 2, 3, 4, 5, 6, 7, 8. Strand: Content Standard 2: benchmark 2A: 1, 2. Geography: Content Standard 2: Geography: Content Standard 2: Geography: Content Standard 2: Geography: Content Standard 2: Benchmark 2B: 1, 2, 3, 4. Benchmark 2C: benchmark 2A: 1, 2. Benchmark 2B: 1, 2, benchmark 2A: 1, 2. Benchmark 2B: 1, 2, benchmark 2A: 1, 2. Benchmark 2B: 1, 2, benchmark 2A: 1, 2. Benchmark 2B: 1, 2, 1, 2, 3, 4. Benchmark 2D: 1, 2, 3, 4. 3, 4. Benchmark 2C: 1, 2, 3, 4. Benchmark 3, 4. Benchmark 2C: 1, 2, 3, 4. 3, 4. Benchmark 2C: 1, 2, 3, 4. 3, 4. Benchmark 2C: 1, 2, 3, 4. Benchmark 2E: 1, 2, 3, 4, 5, 6, 7. 2D: 1, 2, 3, 4. Benchmark 2E: 1, 2, 3, 4, 5, Benchmark 2D: 1, 2, 3, 4. Benchmark 2E: Benchmark 2D: 1, 2, 3, 4. Benchmark 2E: Benchmark 2D: 1, 2, 3, 4. Benchmark 2E: Benchmark 2F: 1, 2, 3. 6, 7. Benchmark 2F: 1, 2, 3. 1, 2, 3, 4, 5, 6, 7. Benchmark 2F: 1, 2, 3. 1, 2, 3, 4, 5, 6, 7. Benchmark 2F: 1, 2, 3. 1, 2, 3, 4, 5, 6, 7. Benchmark 2F: 1, 2, 3. Unit Summary: Unit Summary: Unit Summary: Unit Summary: Unit Summary: A look at the conflict between the Taos A look at the conflict between the Taos A look at the conflict between the Taos A look at the conflict between the Taos A look at the conflict between the Taos Nation and the US Forest Service. The Nation and the US Forest Service. The Nation and the US Forest Service. The Nation and the US Forest Service. The Nation and the US Forest Service. The notion of land and religious freedom as notion of land and religious freedom as notion of land and religious freedom as notion of land and religious freedom as notion of land and religious freedom as well as the role of activism in well as the role of activism in well as the role of activism in well as the role of activism in well as the role of activism in accomplishing a goal. accomplishing a goal. accomplishing a goal. accomplishing a goal. accomplishing a goal. Essential Questions/Enduring Essential Questions/Enduring Essential Questions/Enduring Essential Questions/Enduring Essential Questions/Enduring Understandings: Understandings: Understandings: Understandings: Understandings: Valuing diversity through an in-depth Valuing diversity through an in-depth Valuing diversity through an in-depth Valuing diversity through an in-depth Valuing diversity through an in-depth look at the American movement West look at the American movement West look at the American movement West look at the American movement West look at the American movement West and the impact on the Native and the impact on the Native and the impact on the Native and the impact on the Native and the impact on the Native populations populations living there. Understanding populations living there. Understanding populations living there. Understanding populations living there. Understanding living there. Understanding that that perspective is EVERYTHING! This that perspective is EVERYTHING! This that perspective is EVERYTHING! This that perspective is EVERYTHING! This perspective is EVERYTHING! This unit unit asks students to stand in the shoes unit asks students to stand in the shoes unit asks students to stand in the shoes unit asks students to stand in the shoes asks students to stand in the shoes of of ranchers, Native Americans, US of ranchers, Native Americans, US of ranchers, Native Americans, US of ranchers, Native Americans, US ranchers, Native Americans, US government officials, and more in an government officials, and more in an government officials, and more in an government officials, and more in an government officials, and more in an effort to understand the multiple effort to understand the multiple effort to understand the multiple effort to understand the multiple effort to understand the multiple perspectives involved. perspectives involved. perspectives involved. perspectives involved. perspectives involved. Essential Question/Guiding Essential Question/Guiding Essential Question/Guiding Essential Question/Guiding Essential Question/Guiding Questions: Questions: Questions: Questions: Questions: **EQ: **EQ: **EQ: **EQ: **EQ: In what ways are land and water at In what ways are land and water at In what ways are land and water at In what ways are land and water at In what ways are land and water at the center of activism? In what the center of activism? In what the center of activism? In what the center of activism? In what the center of activism? In what ways ways is religious freedom at the ways is religious freedom at the ways is religious freedom at the ways is religious freedom at the is religious freedom at the center of center of activism? center of activism? center of activism? center of activism? activism? **GQs: **GQs: **GQs: **GQs: **GQs: 1. Where is Taos Blue Lake on the map 1. Where is Taos Blue Lake on the map 1. Where is Taos Blue Lake on the map 1. Where is Taos Blue Lake on the map 1. Where is Taos Blue Lake on the map of of New Mexico? of New Mexico? of New Mexico? of New Mexico? New Mexico? 2. What is the history of the conflict 2. What is the history of the conflict 2. What is the history of the conflict 2. What is the history of the conflict 2. What is the history of the conflict between the Pueblo Nation of Taos and between the Pueblo Nation of Taos and between the Pueblo Nation of Taos and between the Pueblo Nation of Taos and between the Pueblo Nation of Taos and the US Forest Service? the US Forest Service? the US Forest Service? the US Forest Service? the US Forest Service? 3. What were the interests of the US 3. What were the interests of the US 3. What were the interests of the US 3. What were the interests of the US 3. What were the interests of the US

Adapted from Kentucky DOE Materials La Cueva Social Studies Lesson Plan- New Mexico History

Forest Service in gaining jurisdiction of Forest Service in gaining jurisdiction of Forest Service in gaining jurisdiction of Forest Service in gaining jurisdiction of Forest Service in gaining jurisdiction of Blue Lake and the surrounding area Blue Lake and the surrounding area Blue Lake and the surrounding area Blue Lake and the surrounding area Blue Lake and the surrounding area (48,000 acres)? (48,000 acres)? (48,000 acres)? (48,000 acres)? (48,000 acres)? 4. What were the interests of the people 4. What were the interests of the 4. What were the interests of the 4. What were the interests of the 4. What were the interests of the people of Taos Pueblo in retaining exclusive use people of Taos Pueblo in retaining people of Taos Pueblo in retaining people of Taos Pueblo in retaining of Taos Pueblo in retaining exclusive use of Blue Lake and the surrounding area? exclusive use of Blue Lake and the exclusive use of Blue Lake and the exclusive use of Blue Lake and the of Blue Lake and the surrounding area? surrounding area? surrounding area? surrounding area? Goals/Objectives: Goals/Objectives: Goals/Objectives: Goals/Objectives: Goals/Objectives: Students will be able to: Students will be able to: Students will be able to: Students will be able to: Students will be able to: 1. Locate Taos Blue Lake on a map of New 1. Locate Taos Blue Lake on a map of 1. Locate Taos Blue Lake on a map of 1. Locate Taos Blue Lake on a map of 1. Locate Taos Blue Lake on a map of New Mexico. New Mexico. New Mexico. New Mexico. Mexico. 2. Explain the position of the US Forest 2. Explain the position of the US Forest 2. Explain the position of the US Forest 2. Explain the position of the US Forest 2. Explain the position of the US Forest Service as regards Blue lake and the Service as regards Blue lake and the Service as regards Blue lake and the Service as regards Blue lake and the Service as regards Blue lake and the surrounding area. surrounding area. surrounding area. surrounding area. surrounding area. 3. Explain the chronology of events 3. Explain the chronology of events 3. Explain the chronology of events 3. Explain the chronology of events 3. Explain the chronology of events between 1903-1971. between 1903-1971. between 1903-1971. between 1903-1971. between 1903-1971. 4. Explain the position of Taos Pueblo 4. Explain the position of Taos Pueblo 4. Explain the position of Taos Pueblo 4. Explain the position of Taos Pueblo 4. Explain the position of Taos Pueblo 5. Analyze the cultural foundation of each 5. Analyze the cultural foundation of 5. Analyze the cultural foundation of 5. Analyze the cultural foundation of 5. Analyze the cultural foundation of each position. each position. each position. each position. position. 6. Evaluate the outcome of the conflict 6. Evaluate the outcome of the conflict 6. Evaluate the outcome of the conflict 6. Evaluate the outcome of the conflict 6. Evaluate the outcome of the conflict with the signing of the Executive Order in with the signing of the Executive Order with the signing of the Executive Order with the signing of the Executive Order with the signing of the Executive Order in January, 1971. in January, 1971. in January, 1971. in January, 1971. January, 1971. Related Texts: Related Texts: Related Texts: Related Texts: Related Texts: Literar Informational Literar Informational Literar Informational Literar Informational Literar Informational y y y y y Close Reading Texts: Close Reading Texts: Close Reading Texts: Close Reading Texts: Close Reading Texts: TIMELINE of events: “Chronology of the TIMELINE of events: “Chronology of the TIMELINE of events: “Chronology of the TIMELINE of events: “Chronology of the TIMELINE of events: “Chronology of the Fight for Justice” (from Gordon- Fight for Justice” (from Gordon- Fight for Justice” (from Gordon- Fight for Justice” (from Gordon- Fight for Justice” (from Gordon- McCutchan, RC (1995); McCutchan, RC (1995); McCutchan, RC (1995); McCutchan, RC (1995); McCutchan, RC (1995); 1967 Handbill from Gordon-McCutchan, 1967 Handbill from Gordon-McCutchan, 1967 Handbill from Gordon-McCutchan, 1967 Handbill from Gordon-McCutchan, 1967 Handbill from Gordon-McCutchan, RC (1995) The Taos Indians and the RC (1995) The Taos Indians and the RC (1995) The Taos Indians and the RC (1995) The Taos Indians and the RC (1995) The Taos Indians and the Battle for Blue Lake. Santa Fe, NM; Red Battle for Blue Lake. Santa Fe, NM; Red Battle for Blue Lake. Santa Fe, NM; Red Battle for Blue Lake. Santa Fe, NM; Red Battle for Blue Lake. Santa Fe, NM; Red Crane Books, p. 123.; Crane Books, p. 123.; Crane Books, p. 123.; Crane Books, p. 123.; Crane Books, p. 123.; Newspaper articles: Newspaper articles: Newspaper articles: Newspaper articles: Newspaper articles: a. “Indians Seek Return of Lands in New a. “Indians Seek Return of Lands in New a. “Indians Seek Return of Lands in New a. “Indians Seek Return of Lands in New a. “Indians Seek Return of Lands in New Mexico, Citing Treaty” (NYTimes, July 3, Mexico, Citing Treaty” (NYTimes, July 3, Mexico, Citing Treaty” (NYTimes, July 3, Mexico, Citing Treaty” (NYTimes, July 3, Mexico, Citing Treaty” (NYTimes, July 3, 1955) 1955) 1955) 1955) 1955) b. “New Mexico’s Taos Ask for b. “New Mexico’s Taos Ask for b. “New Mexico’s Taos Ask for b. “New Mexico’s Taos Ask for b. “New Mexico’s Taos Ask for Restoration of Shrine Area Title” Restoration of Shrine Area Title” Restoration of Shrine Area Title” Restoration of Shrine Area Title” Restoration of Shrine Area Title” (NYTimes, April 25, 1966) (NYTimes, April 25, 1966) (NYTimes, April 25, 1966) (NYTimes, April 25, 1966) (NYTimes, April 25, 1966) c. “Pueblo Aim: Deed to Shrine” c. “Pueblo Aim: Deed to Shrine” c. “Pueblo Aim: Deed to Shrine” c. “Pueblo Aim: Deed to Shrine” c. “Pueblo Aim: Deed to Shrine” (NYTimes, July 18, 1970) (NYTimes, July 18, 1970) (NYTimes, July 18, 1970) (NYTimes, July 18, 1970) (NYTimes, July 18, 1970) d. “Bill Restoring Pueblo Land Stalled by d. “Bill Restoring Pueblo Land Stalled by d. “Bill Restoring Pueblo Land Stalled by d. “Bill Restoring Pueblo Land Stalled by d. “Bill Restoring Pueblo Land Stalled by Foes in Senate” (NYTimes, July 10, 1970); Foes in Senate” (NYTimes, July 10, Foes in Senate” (NYTimes, July 10, Foes in Senate” (NYTimes, July 10, Foes in Senate” (NYTimes, July 10, 1970); “ Executive Order: Return of Blue Lake 1970); 1970); 1970); “Executive Order: Return of Blue Lake lands to Taos People” from documents of “Executive Order: Return of Blue Lake “Executive Order: Return of Blue Lake “Executive Order: Return of Blue Lake lands to Taos People” from documents of United States Indian Policy edited by: lands to Taos People” from documents lands to Taos People” from documents lands to Taos People” from documents United States Indian Policy edited by: Francis Prucha. Lincoln: University of of United States Indian Policy edited by: of United States Indian Policy edited by: of United States Indian Policy edited by: Francis Prucha. Lincoln: University of Nebraska press, pp.258-260 Francis Prucha. Lincoln: University of Francis Prucha. Lincoln: University of Francis Prucha. Lincoln: University of Nebraska press, pp.258-260. Nebraska press, pp.258-260. Nebraska press, pp.258-260. Nebraska press, pp.258-260. Additional Handouts: Additional Handouts: Additional Handouts: Additional Handouts: Additional Handouts: a. Quotes from Taos Pueblo Elders a. Quotes from Taos Pueblo Elders a. Quotes from Taos Pueblo Elders a. Quotes from Taos Pueblo Elders a. Quotes from Taos Pueblo Elders b. Document analysis Handout b. Document analysis Handout b. Document analysis Handout b. Document analysis Handout b. Document analysis Handout c. Executive Order (Richard Nixon). “Taos c. Executive Order (Richard Nixon). “Taos c. Executive Order (Richard Nixon). “Taos c. Executive Order (Richard Nixon). “Taos c. Executive Order (Richard Nixon). “Taos Blue Lake Bill”. Blue Lake Bill”. Blue Lake Bill”. Blue Lake Bill”. Blue Lake Bill”. d. The Other Side: 7 Arguments for NOT d. The Other Side: 7 Arguments for NOT d. The Other Side: 7 Arguments for NOT d. The Other Side: 7 Arguments for NOT d. The Other Side: 7 Arguments for NOT Adapted from Kentucky DOE Materials La Cueva Social Studies Lesson Plan- New Mexico History

Returning TBL to the People of Taos Returning TBL to the People of Taos Returning TBL to the People of Taos Returning TBL to the People of Taos Returning TBL to the People of Taos Pueblo. Arthur Greeley, Associate Chief of Pueblo. Arthur Greeley, Associate Chief Pueblo. Arthur Greeley, Associate Chief Pueblo. Arthur Greeley, Associate Chief Pueblo. Arthur Greeley, Associate Chief of the U.S. Forest Service. of the U.S. Forest Service. of the U.S. Forest Service. of the U.S. Forest Service. the U.S. Forest Service.

Academic Language/Vocabulary: Academic Language/Vocabulary: Academic Language/Vocabulary: Academic Language/Vocabulary: Academic Language/Vocabulary:

Persecuted Persecuted Persecuted Persecuted Persecuted Activism Activism Activism Activism Activism Indigenous Indigenous Indigenous Indigenous Indigenous Conflict Conflict Conflict Conflict Conflict Controversy Controversy Controversy Controversy Controversy Pristine Pristine Pristine Pristine Pristine Shrine Shrine Shrine Shrine Shrine Exploitation Exploitation Exploitation Exploitation Exploitation

Bell Ringer: Bell Ringer: Bell Ringer: Bell Ringer: Bell Ringer:

If you and your family (or just you) had Write a diary entry from the point of Write a diary entry from the point of Write a letter to a U.S. Senator with the CONTINUE working on your letter to a something of great value (maybe only to view of a Taos Pueblo Native that view of a member of the U.S. Forest goal in mind of persuading him/her to U.S. Senator with the goal in mind of you, maybe to others, as well) and the indicates what it is that you value most Service highlighting reasons why you vote your position vis a vis the Taos persuading him/her to vote your position Federal Government took it away from about Taos Blue Lake. Blue Lake controversy. vis a vis the Taos Blue Lake controversy. think the government should have you without any input from you or your a. Think: What is your position family, what options might you have in possession and control over Taos Blue regarding TBL? terms of fighting for what is yours? Lake rather than return those lands to b. What actual Senator would have the Taos Pueblo people. been dealing with the issue of TBL during the period? c. To what address would you write in order to have reached that Senator? d. MAKE SURE TO: Include actual points regarding the controversy that you have learned over the course of our readings. e. MAKE SURE TO: Address an envelope and insert your typed, formal, grammatically correct, and spell- checked letter into it. TODAY’S BELL RINGER TIME is to be used to begin a rough draft of your final letter (due in two class periods). PLEASE include your rough draft with your final product. Activities/Lessons: Activities/Lessons: Activities/Lessons: Activities/Lessons: Activities/Lessons: Whole Guided Independent Whole Guided Independent Whole Guided Independent Whole Guided Independent Whole Guided Independent

1. Ask students to talk about: 1. Distribute: TIMELINE of events: 1. Distribute Handout # 4: Distribute 1. Distribute Handout # 5: Quotes The lesson continues with a look at a. What does freedom of religion mean to “Chronology of the Fight for Justice” Arthur Greeley’s (associate chief of the from Taos Pueblo Elders. modern art: you? (from Gordon-McCutchan, RC (1995) Forest Service) list of seven arguments a. DISCUSS AS A GROUP after students Use images to show on promethean b. Have you ever been persecuted for a. Why does the author refer to this as a opposing S. 3085. have read and highlighted what they board from website: your religious beliefs? If not, do you know “fight for justice”? a. DISCUSS AS A GROUP after students believe to be important points in the www.lizcollinshistoryclasses.com anyone who has? b. What evidence can we gather from have read and highlighted what they article. ADD POINTS/QUOTES TO ANALYSIS c. What are some ways that a people can the timeline to understand why it is believe to be important points in the PAGE (AS A GROUP) LEADING STUDENTS TO respond to religious persecution? viewed as a fight for justice? THE POINTS TEACHER HAS IDENTIFIED AS 1. The Forest That Was Adapted from Kentucky DOE Materials La Cueva Social Studies Lesson Plan- New Mexico History

2. Ask students to look at the definition 2. COMPARE AND CONTRAST article. ADD POINTS/QUOTES TO ANALYSIS MOST HELPFUL IN TERMS OF by Gustave Baumann, 1971 of activism and discuss the fact that for PERSPECTIVES. Students will assume PAGE (AS A GROUP) LEADING STUDENTS TO UNDERSTANDING THE “CONTROVERSY” a. What do you think happened to the one group of indigenous people in New three of the four following personas: THE POINTS TEACHER HAS IDENTIFIED AS MAKE SURE TO: forest? Mexico—Taos—their response was to a.US Senator MOST HELPFUL IN TERMS OF a. Go over the terms: b. Is there any connection, in your mind, UNDERSTANDING THE “CONTROVERSY” engage in activism to regain their rights b. Taos Pueblo resident i. Cacique between what happened to the forest and to religious freedom. c. Member of the Forest Service ii. the fact that there is a separation what happened to the people of Taos 2. Students spend the rest of the period d. Non-Taos resident (much like in the U.S. Federal Pueblo? A. Activism is about achieving a working on their Marking the Text grid. 2. Students will write a journal entry government) a separation between c. Is there any way that we, as students, political goal non-violently through the FINAL PRODUCT DUE: Next class period. use of: from the perspective of each (3 of 4) religion (church) and Pueblo can bring the policy of manifest Destiny 1. Letters THIS WILL BE GRADED WHEN government (state) into the conversation? If so, how? In what 2. Petitions COMPOSITION BOOKS ARE COLLECTED. 2. Distribute Handout # 6: New way? 3. Sit-ins (etc.) 3. Distribute handout #1: Newspaper Mexico’s Taos Ask for Restoration of B. Activism is organized and Article: Congress Establishes First Shrine Area Title” (NYTimes, April 25, generally has leadership. Federal Forest. 1966) a. DISCUSS AS A GROUP after students C. Activism is a powerful tool to a. DISCUSS AS A GROUP after have read and highlighted what they mobilize people outside a particular students have read and highlighted what believe to be important points in the community. they believe to be important points in article. ADD POINTS/QUOTES TO ANALYSIS D. Activism is about informing the article. ADD POINTS/QUOTES TO ANALYSIS PAGE (AS A GROUP) LEADING PAGE (AS A GROUP) LEADING STUDENTS TO those who aren’t and getting them to STUDENTS TO THE POINTS TEACHER HAS THE POINTS TEACHER HAS IDENTIFIED AS 2.The Water Tank support YOUR political goal. IDENTIFIED AS MOST HELPFUL IN TERMS OF MOST HELPFUL IN TERMS OF by Theodore Van Soelen, 1951 3. Explain that they will be learning about UNDERSTANDING THE “CONTROVERSY” UNDERSTANDING THE “CONTROVERSY” Obviously, water in the desert is an the case of Taos Blue Lake and how the 3. Distribute Handout # 7: “Indians 4. Distribute Handout # 2: Welcome important commodity. Did water have students’ work will help them to answer seek return of lands in New Mexico, to Taos Pueblo. (1967 Handbill from anything to do with Taos Blue Lake and the essential question: IN WHAT WAYS citing treaty” (NYTimes, July 3, 1955) Gordon-McCutchan, RC (1995) The Taos the problems that developed there? If so, ARE LAND AND WATER AT THE CENTER a. DISCUSS AS A GROUP after students Indians and the Battle for Blue Lake. Santa Fe, in what way(s) was water an issue? OF ACTIVISM? IN WHAT WAYS IS NM; Red Crane Books, p. 123.) have read and highlighted what they RELIGIOUS FREEDOM AT THE CENTER OF a. DISCUSS AS A GROUP after students believe to be important points in the ACTIVISM? have read and highlighted what they article. ADD POINTS/QUOTES TO ANALYSIS 4. Present photographs of the following believe to be important points in the PAGE (AS A GROUP) LEADING STUDENTS TO sites: Show photos in slideshow on article. ADD POINTS/QUOTES TO ANALYSIS THE POINTS TEACHER HAS IDENTIFIED AS website: PAGE (AS A GROUP) LEADING STUDENTS TO MOST HELPFUL IN TERMS OF UNDERSTANDING THE “CONTROVERSY” www.lizcollinshistoryclasses.com THE POINTS TEACHER HAS IDENTIFIED AS MOST HELPFUL IN TERMS OF a. Taos Pueblo 4. Distribute Handout # 8: “Executive UNDERSTANDING THE “CONTROVERSY” Water Tank, 1951 Theodore Van Soelen b. Taos Mountains Order: Return of Blue Lake lands to 5. Distribute Handout # 3: “Pueblo (American, 1890 - 1964) c. Taos Blue Lake Taos People” from documents of United d. Map of New Mexico Aim: Deed to Shrine” (“Bill restoring States Indian Policy edited by: Francis Pueblo land stalled by foes in Senate” 5. With the presentation of photographs, Prucha. Lincoln: University of Nebraska (NYTimes, July 10, 1970) press, pp.258-260. students will WRITE DOWN THEIR a. DISCUSS AS A GROUP after students IMPRESSIONS IN COMPOSITION BOOKS. a. DISCUSS AS A GROUP after students have read and highlighted what they have read and highlighted what they e.g. If you were standing at the river that believe to be important points in the runs through the community of Taos believe to be important points in the article. ADD POINTS/QUOTES TO ANALYSIS Pueblo, what might you be thinking? article. ADD POINTS/QUOTES TO ANALYSIS PAGE (AS A GROUP) LEADING STUDENTS TO PAGE (AS A GROUP) LEADING STUDENTS TO a. The above component to be graded THE POINTS TEACHER HAS IDENTIFIED AS THE POINTS TEACHER HAS IDENTIFIED AS when composition books are collected. MOST HELPFUL IN TERMS OF MOST HELPFUL IN TERMS OF 6. Handout maps to each student. UNDERSTANDING THE “CONTROVERSY” UNDERSTANDING THE “CONTROVERSY” STUDENTS LABEL THE FOLLOWING: a. Sangre de Cristo Mountains b. Rio Grande c. Town of Taos d. Taos Pueblo e. Santa Fe f. Wheeler Peak g. Taos Blue Lake

Writing from Sources: Writing from Sources: Writing from Sources: Writing from Sources: Writing from Sources: Opinion/Argument Informationa Opinion/Argument Informationa Opinion/Argument Informationa Opinion/Argument Informationa Opinion/Argument Informationa l l l l l

Students will begin (AFTER Doc. #4: Resource/Materials/Pg: “The Other Side”—Greeley’s arguments Art pieces can be found at: for keeping TBL a part of US www.newmexicoartmuseum.com government property) writing a letter As well as on website: to U.S. Senator. www.lizcollinshistoryclasses.com

This work begins as the morning Bell Ringer. It is turned in 2 or 3 days later AFTER all documents have been read.

The goal: To persuade the Senator to vote your position vis a vis TBL.

Performance Task/DOK: Performance Task/DOK: Performance Task/DOK: Performance Task/DOK: Performance Task/DOK: Level 2 Level 3 Level 4 Level 2 Level 3 Level 4 Level 2 Level 3 Level 4 Level 2 Level 3 Level 4 Level 2 Level 3 Level 4 Skills & Strategi Extended Skills & Strategi Extended Skills & Strategi Extended Skills & Strategi Extended Skills & Strategi Extended Concepts c Thinking Concept c Thinking Concept c Thinking Concept c Thinking Concepts c Thinking Thinking s Thinkin s Thinkin s Thinkin Thinking g g g Summative Discussion Questions: 1. What is the “conflict” to which we refer DOCUMENT ANALYSIS PAGE. when we talk about the Taos Blue Lake “Controversy”? Marking the Text grid: 2. Was there any SPECIFIC piece of legislation— a. Students visualize the topic and that is, laws—that prompted the create a summative drawing. “controversy”? What was it? How did it change b. Students summarize the topic the status quo? incorporating two quotes into their 3. What did Taos Pueblo members find writing. problematic? What made them angry? What SEE GRID FOR OTHER 4 SECTIONS OF options did the natives have by way of GRID. indicating their unhappiness? How does ACTIVISM fit into the conversation? 4. What did the US government want? What was the government’s perspective on the “controversy”? 5. What did Richard Nixon DO? WHY? Differentiation(check): Differentiation check): Differentiation check): Differentiation check): Differentiation check): Content Proces Product Content Proces Product Content Proces Product Content Proces Product Content Proces Product s s s s s Description: Description: Description: Description: Description: *Advanced and gifted students will be *Advanced and gifted students will be *Advanced and gifted students will be *Advanced and gifted students will be *Advanced and gifted students will be asked to do a little more in-depth asked to do a little more in-depth asked to do a little more in-depth asked to do a little more in-depth asked to do a little more in-depth research along with additional questions research along with additional questions research along with additional questions research along with additional questions research along with additional questions based on materials handed out and found based on materials handed out and based on materials handed out and based on materials handed out and based on materials handed out and found online. found online. found online. found online. online. *Struggling students will be asked to *Struggling students will be asked to *Struggling students will be asked to *Struggling students will be asked to *Struggling students will be asked to perform more basic tasks with a focus on perform more basic tasks with a focus on perform more basic tasks with a focus on perform more basic tasks with a focus on perform more basic tasks with a focus on individual weaknesses. individual weaknesses. individual weaknesses. individual weaknesses. individual weaknesses. *ESL students, in order to be best served, *ESL students, in order to be best *ESL students, in order to be best *ESL students, in order to be best *ESL students, in order to be best served, will be asked to work with ESL teacher on served, will be asked to work with ESL served, will be asked to work with ESL served, will be asked to work with ESL will be asked to work with ESL teacher on basic vocabulary, etc. Teacher will teacher on basic vocabulary, etc. teacher on basic vocabulary, etc. teacher on basic vocabulary, etc. basic vocabulary, etc. Teacher will coordinate with ESL teacher in order to Teacher will coordinate with ESL teacher Teacher will coordinate with ESL teacher Teacher will coordinate with ESL teacher coordinate with ESL teacher in order to NOT overload either teacher. in order to NOT overload either teacher. in order to NOT overload either teacher. in order to NOT overload either teacher. NOT overload either teacher.

Assessment(s): Assessment(s): Assessment(s): Assessment(s): Assessment(s): Formative Formative Formative Formative Formative Description: Description: Description: Description: Description:

letter to a U.S. Senator with the goal in Summative Summative Summative Summative mind of persuading him/her to vote your position vis a vis the Taos Blue Lake Description: Description: Description: Description: controversy. DOCUMENT ANALYSIS PAGE. **Additionally, students will have highlighted the close-reading texts and Summative made notations. Description: Marking the Text grid: See summative questions listed under a. Students visualize the topic and performance task (above) create a summative drawing. b. Students summarize the topic incorporating two quotes into their writing. SEE GRID FOR OTHER 4 SECTIONS OF GRID. Integration: Integration: Integration: Integration: Integration: Technology/Media Skills Technology/Media Skills Technology/Media Skills Technology/Media Skills Technology/Media Skills Research Research Research Research Research Other: Other: Other: Other: Other:

Description: Description: Description: Description: Description:

Adapted from Kentucky DOE Materials