Lesson MINI

LESSON MINI

Native American Leaders: Past and Present

Grade:

3-5

Topic:

Native Americans

Unit:

Native American History

Overview

In this lesson mini, students explore the lives and contributions of five Native American leaders from different tribes and time periods, learning about their heritage, accomplishments, and lasting impact on American history and culture.

Ideas for Implementation

Social Studies

Literacy

Library media

Learning centers

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

battle (noun): a period of fighting between opposing groups

chief (noun): the political authority or leader of a tribal society, a band, or a community called a tribelet or chiefdom

colonist (noun): a person from one country who builds a settlement in another territory or land, claiming that new land for the original country

Indigenous (adjective): describing the first peoples who lived in a land before others arrived and who often had a deep connection to the land and unique cultures, languages, and ways of living

leader (noun): someone who guides or is in charge of others

nation (noun): a community of people composed of one or more nationalities, usually with its own territory and government

nomadic (adjective): describing people who have no fixed home but move from place to place

reservation (noun): a piece of land set aside by a government for the use of one or more Indigenous or aboriginal peoples

settler (noun): a person who moves to a new place to live there permanently, often establishing a community or settlement

tribe (noun): a social group made up of many families, clans, or generations that share the same language, customs, and beliefs

warrior (noun): a person who fights or has experience in battle; a soldier

Authentic Learning Extensions

Authentic learning opportunities for studying Native American heritage involve real-world experiences and practical applications that help students understand concepts meaningfully. Here are some examples:

Community Connections: Invite students to share what they learned with families and community members through presentations, art displays, or cultural celebrations that honor Native American heritage and contributions.

Guest Speakers: Partner with local Native American organizations, tribal leaders, or community members and invite them to share presentations about their cultural heritage, connection to land, language, and traditions.

Library Visit: Organize a visit to your school or community library. Ask a librarian to organize books, songs, and other activities highlighting the lives of Tecumseh, Sequoyah, Sarah Winnemucca, Maria Tallchief, and Deb Haaland. Encourage students to find books about these important Native American figures and explore other Native American leaders and stories on the library shelves.

Museum Visit: Attend a local museum to learn more about the history of Native Americans and their important contributions to different fields. Consider also organizing a virtual museum visit. Prepare meaningful activities before each visit to create a more enriching student experience.

Choose Activity

LESSON MINI

Native American Leaders: Past and Present

Activity

1 :

Tecumseh: A Shawnee Leader

By the end of the activity, students will be able to identify key events in Tecumseh’s life.

>40

Minutes

Materials and Resources

Materials

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that during today’s activity they will learn about Tecumseh, an important member of the Shawnee Tribe. Explain that they will explore his life and the choices he made for his community.

Begin the lesson by reading aloud the “Introduction” section of the Shawnee article and highlighting that the Shawnee lived in the region that is now Ohio. Afterward, ask:

What were the Shawnee known for?

What does their name mean?

Display the Oklahoma and Tecumseh: War of 1812 images. Read the captions, and invite students to share what they notice about the images and what questions they have.

Distribute a printed copy of the Tecumseh article and an All About Tecumseh handout to each student. Preview that the article talks about the life of Tecumseh and his efforts to protect his tribe and land.

On the board, list relevant vocabulary terms that appear in the article, and provide definitions for each term (battle, chief, colonist, Indigenous, reservation, settler, tribe, warrior).

Divide the class into groups of three or four students, and tell students to read the article and answer the questions on the All About Tecumseh handout. As students work, circulate the room and offer feedback and support.

As students finish, bring the class back together and review the handout answers. Call on volunteers to share their ideas and facilitate a discussion about Tecumseh’s legacy. Ask open-ended questions such as the following:

What did you find most interesting about Tecumseh’s life?

What challenges did he face?

How did he respond to those challenges?

Distribute a Storyboard graphic organizer to each student. Review that the storyboard will represent important events in Tecumseh’s life. Model examples, highlighting his date of birth, early life events, and leadership roles.

Invite students to take 5 minutes to independently brainstorm six important events in Tecumseh’s life and add those events to their graphic organizers. Set a timer and let students know when the time is up. Then ask them to discuss their ideas with their group members.

Invite student groups to compare and contrast their work with another group sitting nearby. Afterward, gather the entire class and ask for volunteers to share their ideas.

Wrap up the lesson by asking students to participate in a brief think-pair-share to answer the questions “What did you learn about Tecumseh?” and “How did Tecumseh work to protect his land and people?”

Differentiation and Variations

Language Support: For students who benefit from additional language support, pre-teach key vocabulary and use visual aids to enhance understanding. Provide students with a Picture Glossary graphic organizer to support them in incorporating new vocabulary. Place multilingual students in small groups with supportive peers who speak their home language. Provide a translated version of the Tecumseh article along with the English version to enhance understanding of main ideas.

Guided Storyboard: Provide a prefilled storyboard graphic organizer with focused titles and sentence frames to help students identify key events in Tecumseh’s life. This approach supports students’ reading comprehension.

Tecumseh Poster: Distribute one large poster board, coloring supplies, colored construction paper, glue, scissors, and writing utensils to each student group. Challenge students to design a collaborative visual representation of Tecumseh’s life. Depending on class size, call on each group to present their work to the entire class or have students display their posters around the class and invite students to participate in a gallery walk.

Role-Play: Instead of asking students to create a storyboard, invite them to write a skit that represents Tecumseh’s life. Encourage students to perform their skits in front of the entire class. This approach helps students consolidate the learnings from the article and work on building their creative expression.

Collaborative Teaching

Team Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Team Teaching strategy. In this model, sometimes referred to as “tag team teaching,” both teachers deliver instruction together, often alternating or integrating their teaching styles seamlessly. This collaborative approach provides students with multiple perspectives and teaching styles, enriching their learning experience. By modeling effective teamwork and communication, this approach demonstrates how different viewpoints can enhance understanding and create a dynamic and interactive classroom environment. Evidence indicates that team teaching can enhance student engagement and provide a richer, more diverse educational experience.

Activity Introduction: Teacher A introduces Tecumseh and reads aloud a brief introduction about the Shawnee. Teacher B facilitates a discussion about the reading.

Article Reading and Questions: Teacher A previews the Tecumseh article and reviews the handout questions, while Teacher B distributes copies of the article and the handout.

Storyboard: Teacher A distributes the Storyboard graphic organizer and invites students to brainstorm six important events in Tecumseh’s life independently. Teacher B circulates the room and supports students as needed.

Activity Wrap-Up: Both teachers gather the class and facilitate a whole-group discussion to explore what students learned about Tecumseh.

Native American Leaders: Past and Present

Activity

2:

Sequoyah: Inventor of a New Writing System

By the end of the activity, students will be able to explain Sequoyah’s accomplishments and describe how his writing system helped the Cherokee people.

>40

Minutes

Materials and Resources

Materials

Coloring utensils

Model sequoia tree cutout

Scissors

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity: Create a model of the sequoia tree cutout to set expectations for step 7.

Tell students that during today’s activity they will learn about Sequoyah, an important member of the Cherokee Nation.

Begin the lesson by displaying the “Introduction” section of the Cherokee article and reading it aloud. Highlight that the Cherokee Nation is one of the largest Indigenous nations in North America. Afterward, ask:

How many enrolled members do the Cherokee have?

Where do the Cherokee have tribal land?

Where does the Cherokee name come from?

Display the three images found in the introduction (the two Cherokee chiefs and the boy performing a dance), and ask students to share what they notice.

Display the Sequoyah article, and distribute a printed copy of the article and a Note-Taking graphic organizer to each student. Tell students that they will work with a partner to read the article and take notes on key words, key facts, and main ideas.

Explain that this article is about Sequoyah’s life and how he created a writing system for the Cherokee language. Model how to identify a key word (writing), a key fact (Sequoyah was a talented artist), and a main idea (Sequoyah created a writing system for the Cherokee language).

Divide the class into pairs, and give students time to read the article and complete the graphic organizer. As students work, circulate the room and offer feedback as needed. Afterward, gather the class and call on volunteers to share their findings.

Distribute one Sequoia Tree handout to each student pair. Instruct students to write key words on the roots, key facts on the trunk, and main ideas on each branch. Encourage them to add visual elements and symbols to represent each idea. Display a model of the sequoia tree cutout to set clear expectations.

As students finish the activity, instruct them to cut out the tree from their handout.

Invite students to display their trees around the classroom. Then have them do a “gallery forest walk” to review what they learned about Sequoyah’s life.

Distribute a Sketch and Share handout to each student, and ask them to take 5 minutes to draw everything they learned about Sequoyah and the Cherokee Nation. Then invite students to share their sketch with a partner, answering the question “What is your sketch about?”

Wrap up the lesson by asking students, “How do you think Sequoyah’s writing system helped the Cherokee people?”

Differentiation and Variations

Language Support: For students who benefit from additional language support, pre-teach key article vocabulary words (e.g., artist, symbols, nation, writing system). Give students the option of having the Cherokee and Sequoyah articles translated into their home languages. Encourage students to use the listening function to read the text to practice listening comprehension. Pair multilingual learners with bilingual peers or native English speakers for collaborative support during the article reading.

Guided Reading: Read the Sequoyah article as a class, and ensure students comprehend important ideas by asking them a series of guiding questions. Then have them work in pairs to complete the graphic organizer. This scaffolded approach helps students effectively understand the key words, facts, and main ideas.

Mini Biography: Challenge students to use the Sequoyah article and Note-Taking graphic organizer to independently write a brief biography discussing his key accomplishments and legacy. This approach helps students develop their writing skills.

Timeline: Have students fill out a Visual Timeline graphic organizer to represent the key events in Sequoyah’s life instead of completing the Sequoia Tree handout in step 7. This approach supports students in internalizing important biographical events and placing them in sequential order.

Collaborative Teaching

Parallel Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Parallel Teaching strategy. In this model, the class is divided into two groups, and each teacher delivers the same activity simultaneously to their group. This reduces the student-teacher ratio, allowing for more interaction and individualized attention. With smaller groups, students are more likely to participate actively and receive immediate feedback, which fosters a deeper understanding of the content and promotes a more engaging learning experience. Evidence suggests that small-group instruction leads to increased student engagement and improved academic outcomes.

Native American Leaders: Past and Present

Activity

3:

Sarah Winnemucca: Sharing Paiute Stories Through Writing and Speaking

By the end of the activity, students will be able to identify key events from Sarah Winnemucca’s life and explain how she shared Paiute stories and experiences through her writing and speaking.

>40

Minutes

Materials and Resources

Materials

Blank paper (one sheet per student)

Coloring utensils

Image of the book Life Among the Piutes

Model mini biography book

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity: The Mini Biography Book handout guides students through the creation of a small book that they will use in step 8. Prepare one book to use as a model to set expectations. Templates for other sizes and formats can be found online. Alternatively, if devices are available, students could type and print their text and then glue it into their books.

Tell students that during today’s activity they will learn about Sarah Winnemucca, an accomplished Paiute writer and speaker.

Begin the lesson by displaying and reading aloud the Paiute article. Consider calling on volunteers to read each paragraph aloud. Pause periodically to ask comprehension questions, such as the following:

Where did the Southern and Northern Paiute originally live?

How did they get their food?

What changes did the Paiute people experience when white settlers arrived?

Explain that the Paiute people were originally nomadic, meaning they moved to different locations as seasons changed to follow food sources and resources. In the late 1800s, the U.S. government required the Paiute people to relocate to reservations, which changed their traditional way of life.

Display the Sarah Winnemucca article, and distribute a printed copy of the article and a Mini Biography graphic organizer to each student. Explain that Winnemucca was an author and speaker who worked to share the experiences and perspectives of the Paiute people.

Divide the class into pairs, and give students time to read the article and complete the graphic organizer to identify important details about Winnemucca’s life.

As students work together, circulate the room and offer support and feedback as needed. Afterward, gather the class and ask for volunteers to share their ideas.

Display an image of the book cover for Life Among the Piutes from a royalty-free source, and invite students to describe what they notice.

Tell students that now they will become authors and write and illustrate a mini book about Winnemucca’s life. Show students a finished model to set clear expectations.

Distribute one Mini Biography Book handout to each student, and give them time to work on it independently. If students need support following the instructions on the handout, consider modeling the process step by step for the class. Encourage students to refer to their finished Mini Biography graphic organizer and the Sarah Winnemucca article to identify information to include in their books. As students complete their mini books, invite them to share their work with a partner.

Bring the class back together and call on volunteers to present their work in front of the entire class. Encourage students to share what they liked about the volunteer’s mini book, offer helpful feedback, and ask questions.

Wrap up the lesson by asking students to share what they learned about the Paiute people and Sarah Winnemucca’s contributions. Invite students to reflect on why it might be important to learn about the lives and stories of Native American leaders and writers.

Differentiation and Variations

Language Support: For students who benefit from additional language support, pre-teach key vocabulary supported by visuals aids and offer students the opportunity to read the Paiute and Sarah Winnemucca articles before class to identify key ideas. Then pair multilingual learners with bilingual peers or native English speakers for collaborative support. Provide a differentiated Mini Biography graphic organizer with sentence starters and a word bank to support students in completing the task.

Guided Article Questions: Provide a set of guided questions along with the Sarah Winnemucca article to enhance students’ reading comprehension. Invite students to use these questions as a discussion guide and as support for completing the Mini Biography graphic organizer. This approach supports students in becoming effective readers.

Presentation: Encourage students to further explore Sarah Winnemucca’s life and prepare a presentation that showcases her life as a Native American woman activist. Encourage students to incorporate visuals and use an approved digital design tool to complete this task. This approach helps students consolidate their learning and develop effective public speaking skills.

Note-Taking Graphic Organizer: Instead of using the Mini Biography graphic organizer, instruct students to use the Note-Taking graphic organizer to identify key words, key facts, and main ideas. Then challenge students to use this information to write and illustrate their mini books.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, assisting individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. By addressing students’ unique needs and keeping them on track, this approach enhances individual learning experiences and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Activity Introduction: The lead teacher begins by introducing Sarah Winnemucca’s life and reading aloud the Paiute article. The assisting teacher ensures students stay on task while the lead teacher facilitates a class discussion to activate students’ thinking.

Partner Reading Task: The assisting teacher distributes the Sarah Winnemucca article and Mini Biography graphic organizer. The lead teacher displays the article and graphic organizer and explains the task, and then divides the class into pairs. Both teachers circulate the room as each pair completes the graphic organizer.

Mini Biography: While the assisting teacher distributes the Mini Biography Book handout, the lead teacher explains to students that they will write and illustrate a mini biography about Sarah Winnemucca’s life. Both teachers circulate the room and offer feedback and individualized attention to students.

Activity Wrap-Up: The lead teacher closes the activity by asking students to share what they learned about the Paiute people and Sarah Winnemucca’s contributions. The assisting teacher offers support as needed.

Native American Leaders: Past and Present

Activity

4:

Maria Tallchief: Osage Ballerina

By the end of the activity, students will be able to describe key events in Maria Tallchief’s life and explain her contributions to ballet.

>40

Minutes

Materials and Resources

Materials

Chart paper

Images of ballerinas

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that during today’s activity they will learn about an Osage dancer named Maria Tallchief; she was one of America’s most celebrated ballerinas.

Ask students what they know about ballet. Record their responses on the board. Then share that ballet is defined as “a theatrical dance form that uses physical movement and gestures to express emotions, often telling a story through classical music, costumes, and scenery.” Ask the following questions:

What do you notice about ballet based on what we’ve shared?

Have you ever seen or been to a ballet?

What questions do you have about ballet?

On the board, list vocabulary related to ballet, such as choreography, tutu, leotard, ballet shoes, and tights. Display images of ballerinas from ImageQuest, Britannica School, or another royalty-free resource, and ask students to describe what they notice.

Display the Osage article, and read aloud the “Introduction” and “Ancestral Osage: Land” sections. Invite students to share what they learned about the Osage people. Ask students to notice where the Osage people have lived and what they called themselves.

Display the Learn Words in Osage images, and invite students to repeat different Osage words and describe the animals in each picture.

Display an image of Maria Tallchief, and ask students to describe what they notice. Then share that Maria Tallchief was born on an Osage reservation in Oklahoma. She studied ballet and became the lead dancer in the New York City Ballet, and she later founded the Chicago City Ballet.

Distribute a copy of the Maria Tallchief article and a Timeline graphic organizer to each student. Instruct students to read the article and identify key events in Tallchief’s life. Set expectations by completing the first box as a class (e.g., Maria Tallchief was born on January 24, 1925, on an Osage reservation in Fairfax, Oklahoma).

Divide the class into pairs, and give them time to read the article, highlight key life events, and complete the timeline. As students finish, invite each pair to get together with another and share their graphic organizers.

Bring the class back together, and complete a collaborative timeline representing Tallchief’s life on chart paper.

Distribute an American Women Quarters Program handout to each student, and invite them to study the image and then write something interesting they learned about Maria Tallchief’s life on the back of the handout. Call on student volunteers to share what they wrote.

Wrap up the lesson by asking students to reflect on the following questions:

What challenges did Maria Tallchief face in her lifetime?

What strengths did she show?

Differentiation and Variations

Language Support: For students who benefit from additional language support, provide vocabulary cards with key ballet terms supported with visual aids to help students build vocabulary to describe the images presented. Give students a glossary and bilingual dictionary to use when reading the Maria Tallchief article. Pair multilingual learners with bilingual peers or native English speakers for collaborative support during the article reading and timeline task.

Guided Timeline: Support students in identifying key events in Maria Tallchief’s life by offering a prefilled graphic organizer broken down into sections such as “Early Life,” “Personal Life,” “Career,” “Retirement,” and “Legacy.” This approach helps students organize their thinking and timeline.

Written Response: Invite students to explore the challenge that Maria Tallchief faced as a Native American dancer in the mid-20th century. Encourage students to use reliable Internet resources for their research and response. This approach supports students in building independent research and writing skills.

Further Reading: Instead of reading only the “Introduction” and “Land” sections, print a copy of the Osage article for each student, and invite them to read the whole article in pairs to expand their knowledge on the Osage people and Maria Tallchief’s heritage.

Collaborative Teaching

Activity Introduction: Teacher A introduces Maria Tallchief’s accomplishments and facilitates a discussion about ballet. Teacher B lists vocabulary related to ballet and displays images of ballet dancers for students to describe.

Osage Article: Teacher A reads aloud the “Introduction” and “Land” sections of the Osage article. Then Teacher B displays the Learn Words in Osage images and invites students to practice the Osage language.

Pairwork Reading and Timeline: Teacher A divides the class into pairs and instructs students to read the Maria Tallchief article and complete the Timeline graphic organizer. Teacher B distributes the necessary handouts. As students work with their partners, both teachers circulate the room and offer feedback and support. After students finish, both teachers guide students to complete a collaborative timeline on chart paper.

Exit Ticket: Teacher A distributes the American Women Quarters Program handout and invites students to write something interesting they learned about Maria Tallchief’s life. Teacher B calls on student volunteers to share what they wrote.

Activity Wrap-Up: Both teachers gather the class and facilitate a whole-group discussion to reflect on what students learned about Maria Tallchief and the Osage tribe.

Native American Leaders: Past and Present

Activity

5:

Deb Haaland: Pueblo Leader in Government

By the end of the activity, students will be able to identify key facts about Deb Haaland’s life and describe her role in government.

30-40

Minutes

Materials and Resources

Materials

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity: Prepare a ballot box for the voting activity. Print enough Secret Ballot sheets so that each student will have their own ballot (there are two ballots per sheet).

Tell students that during today’s activity they will learn about Deb Haaland, the first Native American and member of the Pueblo of Laguna to serve in a presidential cabinet position. Explain to students that the presidential cabinet is a group of people who help the president lead the country and make decisions about important issues.

Begin the lesson by reading aloud the “Introduction” section of the Pueblo article. Share that the Pueblo people speak a variety of languages and live in what’s currently Arizona and New Mexico. After reading the introduction, ask questions such as the following:

What did you learn about the Pueblo people?

Why did early Spanish explorers name the group of tribes “Pueblo”?

What languages do these tribes speak?

How many Pueblos are there in New Mexico? How many in Arizona?

What other information did you find in the article?

Display a few of the Learn Words in Pueblo Languages images, and invite students to describe what they notice and to practice saying words in Hopi, Zuni, and Keres.

Ask students what they know about politicians and what politicians do. Record their responses on the board. Share that politician Deb Haaland has worked on many issues, including supporting Native American communities, protecting the environment, and ensuring fairness for all people. Display the Deb Haaland article, and give a copy to each student. Preview the article’s sections (e.g., “Introduction,” “Early Life and Education,” “Political Career”).

Tell students they will read the article with a partner and take notes about Haaland’s life. Display the Column Notes graphic organizer, and give a copy to each student. Share with students that they will identify main ideas, details, and quotes from the text. Model expectations; for example:

Main idea: Deb Haaland was the first Native American member of a presidential cabinet.

Details: She was the secretary of the interior during Joe Biden’s presidency.

Quote: “The department is responsible for most of the country’s federally owned lands and natural resources.”

Then instruct students to write down their questions, connections, and reactions. For example:

A possible question: What does the secretary of the interior do?

A possible connection: My family cares about protecting nature too.

A possible reaction: I think it is interesting that Deb Haaland is from New Mexico.

Tell students to highlight or circle the main ideas in the text and use their column notes to write an article summary.

As students work, circulate the room and offer feedback and support as needed. Then bring the class back together and call on volunteers to share their work.

Tell students that now they will vote to share their own ideas. Display the Deb Haaland Questions, and distribute one Secret Ballot per student. Read aloud the questions, and instruct students to choose their answer to each question based on their personal thinking and then fold their ballots and place them inside the ballot box. Remind students that their votes are private and anonymous.

Tally up the votes and invite volunteers to share their thoughts about each answer. Facilitate a discussion, promoting a respectful exchange of viewpoints.

Wrap up the lesson by asking students to share one new thing they learned about Deb Haaland and/or the Pueblo peoples.

Differentiation and Variations

Language Support: For students who benefit from additional language support, provide graphic organizers that include key vocabulary terms with visual supports. Pair multilingual learners with bilingual peers or native English speakers for collaborative support in the article reading and note-taking exercise. Offer sentence frames such as “The main idea is ___” / “The details are ___” / “A supporting quote is ___” to support academic language development. Consider providing audio recordings of the article for listening comprehension practice.

Alternative Graphic Organizer: Invite students to use a more guided graphic organizer to take notes of important ideas from the article, such as the Mini Biography graphic organizer. Then facilitate a discussion related to questions, connections, and reflection, and write a summary as a whole class. This approach scaffolds instruction and enhances reading comprehension.

Further Reading: Encourage students to independently read the Pueblo article and then write a summary outlining the main ideas. This approach supports students in building independent reading and writing skills.

Language Practice: Instead of the voting activity, focus the end of the lesson around language practice by inviting students to explore further the Pueblo languages and have them make flash cards in Hopi, Zuni, and Keres. This approach helps students build their knowledge of the Pueblo peoples.

Collaborative Teaching

One Teaching, One Observing: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Observing strategy. In this model, one teacher provides direct instruction to the entire class while the other observes student behavior and engagement to gather evidence of learning. This approach allows for detailed observation and assessment, helping identify students who need additional support or intervention. By focusing on student responses and participation, the observing teacher can ensure that the learning needs of all students are addressed in the activity. Research shows that targeted observation can lead to more effective intervention strategies, improving student performance.

Activity Introduction: Teacher A activates students’ background knowledge by reading aloud the Pueblo article and facilitating a discussion related to the Pueblo peoples and Deb Haaland’s accomplishments. Teacher B observes how students engage in the whole-group discussions.

Pairwork Reading and Note-Taking: Teacher A instructs students to read the Deb Haaland article and use the Column Notes graphic organizer to internalize new learning. Teacher B observes how students work in pairs to complete the task.

Democracy in Action: Teacher A tells students that now they will vote to share their own ideas. Teacher A displays the Deb Haaland Questions and distributes the Secret Ballots. Teacher B observes how students listen to the instructions to cast their votes.

Final Reflection: Teacher A wraps up the lesson by asking students to share one new thing they learned about Deb Haaland and/or the Pueblo peoples. Teacher B observes how students respond.

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