1. Begin this lesson by engaging students in a discussion about current studies. Tell students that today the class is going to learn more about William Weatherford, a prominent Creek leader.
2. Show students the primary source on the first slide of the PowerPoint. Ask students to examine the image, and jot down their thoughts about Weatherford, his role, his responsibilities, etc.
3. Have students turn and talk about observations. Allow students to share their thinking based on their observations.
4. Proceed to slide 2 and share with students the information about William Weatherford.
5. Share slides 3-7 with the students, allowing time for students to discuss and for the teacher to clarify information.
6. Proceed to slide 8, "Let’s look at an article to learn more about this Red Stick leader, William Weatherford." The first paragraph of the article is on the slide show. Read the paragraph aloud and model how you determine what is important.
7. Distribute student copies of the article. Ask students to "Read paragraphs 3, 4, 5, and 6 with your partner. Highlight anything you think is important or interesting." These directions can be found on slide 9.
8. Distribute the copies of the graphic organizer to the students. Have students reread the paragraphs with the same or different partner. Then, students should record what they have learned, what questions they have, the answers to their questions, and where they found the answers on the graphic organizer. (Students may ask to do some extra research in order to locate the answers to some of their questions. This is up to the teacher's discretion when they allow this to happen.)
9. When students have finished reading their paragraphs and recording learning, questions, and answers, return to the Powerpoint and discuss the highlighted points. The following should be shared with students:
Even though many thought he was a villain because of Fort Mims, his powerful family worked to celebrate his bravery and horsemanship and helped to have him known as a hero. They promoted him as the noble leader who tried to serve his misguided people bravely and attempted to restrain their excesses.He wasn't always known as Red Eagle. Before A.B. Meek's poem, he was known as, Hoponika Fulsahi (Truth Maker) and Billy Larney, which translates as Yellow Billy.
10. Proceed to the next slide where the primary sources are shown once again. Have students write a conclusion statement, possibly using "character traits" they learned about William Weatherford. Students should use text evidence to support their conclusion. The teacher can determine if students should provide one or two pieces of text evidence.
11. Allow students to share.