Annie PrillamanMini-Unit PlanELED 434

I) Unit Overview and Instructor Background Knowledge

a) Title of Unit: What was It Like to Be a Powhatan Indian? : A 5-Day Unit on the Lives and Contributions of the Powhatan Indians of the Eastern Woodlands b) Family/Parent Letter (see below)c) Social Studies Content (see below)d) Big Ideas

- The Powhatan Indians of the Eastern Woodland region lived in the area that is now Virginia and were fisherman, hunters, and farmers. - American Indians made many contributions in the past and continue to make contributions today; some of these contributions include arts, knowledge of and respect for the environment and nature, and the farming of corn and tobacco.

e) Key Concepts- contribution: a gift, method, or idea that someone gives or does that benefits the person or group who receives it - culture: the beliefs, customs, and way of life of a group of people- longhouses: wood frame houses with a bark or reed covering in which the Powhatan Indians lived- region: an area that has common (similar or the same) characteristics- climate: the kind of weather an area has over a long period of time - environment: the area and surroundings in which animals, plants, and people live; similar to a habitat and includes things like forests, rivers, hills, deserts, oceans, grasslands, type of plants, fertile land, arid land, etc.

f) RationaleAn understanding of the lifestyles and contributions of the Powhatan Indians of the

Eastern Woodlands region can be meaningful to students and help contribute to the development of responsible citizenship. It is important that students appreciate the native peoples who lived in Virginia long ago and the way in which they lived, as well as the contributions those native peoples made and continue to make that affect our lifestyle in American today. Many Native American groups continue to live in Virginia and its surrounding states to this day, and an understanding of the culture of these tribes will help students appreciate the rich history, lifestyle, and contributions of an extraordinary group of Americans. The activities in this unit will be both engaging and relatable to the students’ lives – for example, most of the students have either planted or seen corn, beans, and squash planted, and many of them have either hunted or fished or know someone who does. As students learn more about the Powhatan people and make connections to their own lives, they will start to view them more as a part of the community and culture of America, rather than just a people of the past. g) Goals

- Understand how the Powhatan Indians of the Eastern Woodland region related to their environment and climate.

- Appreciate (Know) what a contribution is and some of the contributions that Native Americans have made in the past and continue to make.- Apply (Do) knowledge about Native Americans and the Powhatan Indians at home, in the classroom, and while visiting a community resource.

h) Unit Objectives1) Locate the region in which the Powhatan Indians lived on a map of the United States and a map of Virginia. 2) Analyze how the environment and climate of the Eastern Woodland region affected the way of life of the Powhatan Indians. 3) Define contribution, name some of the contributions of the Eastern Woodland Indians and Native Americans in general, and explain their importance to our lives today. 4) Participate in a field trip visit to a re-creation of a Native American village. 5) Create a concept map and a multi-sensory manipulative that demonstrate understanding of multiple aspects of the Eastern Woodland Indians, including location, homes, occupations, transportation, climate, and contributions.

i) Virginia Standards of Learning

History and Social Science2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest. 2.10 The student will explain the responsibilities of a good citizen, with emphasis on:

c) describing actions that can improve the school and community

Part II: Resources

Materials for whole class: Materials for groups: Materials for individual students: (be sure to indicate how you are going to provide resources needed for any students with special needs)

“Then and Now” worksheet

“Then and Now” situation cards

“Then and Now” labels for classroom

KWL Chart for unit Virginia map (for class, to

send home with students, and for summative assessment)

United States map Prezi Presentation: The

cups of water (one per pair)

artifacts and/or pictures of contributions for each group of 4 students and for summative assessment (such as pottery, weaving, beadwork, beaded belts, Indian corn, paintings, moccasins, carvings, and pictures or items that represent knowledge of the environment and

unit study guide with pictures and vocabulary (for students who work at a slower pace and/or struggle with writing)

concept map that includes a word bank with corresponding pictures (for students who struggle with reading)

list of common unit terms and vocabulary (for students who struggle

Environment, Climate, and Way of Life of the Eastern Woodland Indians

Smartboard and/or projector and board

Fill-in chart for students (based on Prezi presentation)

“The Uses of A Deer” worksheet

laminated activity worksheet, “The Three Sisters”, created by Agriculture in the Classroom (squares/windows should be cut out before the lesson)

small, ziplock jewelry bags (three per student)

cotton balls (three per student)

beans (one per student) corn kernels (one per

student) squash seeds (one per

student) tape paper towels Sharpie markers list of discussion starters

for parents and students “Powhatan Indians of the

Eastern Woodlands: American Indians of Long Ago Virginia SOL” booklet by Barbara Spilman Lawson

Parent/guardian permission slip

Parent/guardian reminder note

Any other important field trip items, such as emergency contacts and first aid kit

respect for nature) with reading and writing)Books for students who finish early or need an extension of the content: Aliki. (1976). Corn is

maize: The gift of the Indians. New York, NY: HarperCollins.

Ashrose, C. (1993). The very first Americans. New York: Grosset & Dunlap.

Boraas, T. (2003). The Powhatan: A confederacy of Native American tribes. North Mankato, MN: Bridgestone Books.

Levine, E. (1998). If you lived with the Iroquois. New York: Scholastic.

Loving, G. (2004). Shenandoah, daughter of the stars: A children’s story. Indianapolis: Cork Hill Press.

Sjonger, R. & Kalman, B. (2005). Life of the Powhatan. New York: Crabtree Publishing

Company. Smith, K. (2003). Virginia

native peoples. Chicago: Heinemann Library.

construction paper for foldouts

Analyzing Artifacts and Contributions worksheet (for class and to send home with students)

ribbon Accordion books (made

before lesson) Picture sheet (with

pictures students could put in their accordion books)

Markers Crayons Scissors Glue RAFT writing prompt

Part III: Knowing Your Students and Their Prior Knowledge a) Student Knowledge and Interests

Although the second grade students will have no knowledge yet of the Native American tribes unless they have knowledge from outside of school, since this is the first mini unit in the broad unit of American Indian tribes, the students should have other prior knowledge that they will be able to use in this unit. By this point in the year, the class will have already completed units on both habitats and plants. With their understanding of various habitats, particularly the forest habitat, students should be capable of analyzing the way the forest environment of the Eastern Woodlands affected the way of life of the Powhatan people. Additionally, the students’ prior knowledge of plants will provide a good base of knowledge to help them better understand both the importance of farming to the Indians of the Eastern Woodlands and farming techniques such as the three sisters method.

The lessons in this unit should be both interesting and engaging to students. Since the students spend the majority of time in the classroom at their desks doing worksheets, they particularly enjoy lessons that are hands-on. I believe that hands-on lessons are minds-on lessons, so while the students will be physically engaged as they “plant” corn, beans, and squash and create accordion books, they will also be intellectually engaged with the content. Finally, although the students can be chatty at times, they enjoy cooperative learning and can develop deeper understandings of content with they work together rather than when they work alone. Thus, the cooperative learning assignment in which the students must analyze the contributions of the Powhatan Indians will interest and engage them while also allowing students to share and develop ideas and understandings with and through each other.

b) Linguistic, Social, and Academic Challenges, Resources, and Supports To meet the needs of students with varying capabilities and challenges, I will integrate

and utilize numerous resources and supports throughout this unit. Since the advanced and possibly gifted student in the class loves to read, I will have a number of books on hand that apply to this unit, which will be available for him to read if he finishes activities early. If

possible, I would like to meet with him one-on-one to discuss how he can apply the information from the books, most of which is an extension of what we will learn in class, to this unit. There are a few students in the class who work at a slower pace than the other students and often struggle with writing activities. One of these students may also be characterized with dyslexia. To provide support for these students, I will send home a special study guide that includes pictures and vocabulary words from the unit for parents to discuss with their children. During the concept mapping activity and assessment, I will add a matching picture to each word in the word bank for any students who may struggle to read the words, and I will supply these students with a list of the vocabulary words and common words they may use during the writing activities for this unit to keep at their desks throughout the week.

Other students in the class face challenges that are not necessarily academic but still need support. One student does not have full control over the left side of her body, so she wears a brace on her left leg and often cannot grasp anything with her left hand. To accommodate her needs, I plan to give her more individual attention during the three sisters and accordion book activities in case she needs any assistance. I also plan to get in contact with her physical therapist to determine if she needs any special accommodations for the field trip. Finally, I will provide opportunities in every lesson for movement, or at least a change of pace in the type of activity, for two boys in the class who are often restless and have trouble sitting still, and I will give time for cooperative learning so that the shy students who do not like to speak out in class have a time to display their knowledge and may gain confidence to share ideas and knowledge with the whole class.

Part IV: Lesson Overviews and Lesson Plansa) Narrative Overview of Introductory Lesson

To introduce the unit on the Powhatan Indians of the Eastern Woodlands region, students will first participate in a “Then and Now” activity. Students will receive a worksheet that lists situations that could have occurred in the past when Native Americans lived in Virginia, in present-day Virginia, or both. Some of these situations could include spending the day hunting and fishing to provide food and clothes for your family, cooking popcorn in a microwave, and eating a meal together with your family. Once students label each situation appropriately, they will each receive a card that has one of these situations on it and must go to the labeled area of the room with which their card corresponds (past, present, or both). Each student will then share his or her card with the class and explain why that answer was chosen. Once the students return to their seats, I will formally introduce the unit and we will fill out the K and W portions of a KWL chart that I have started. This will help me determine what students already know about Native Americans and the Powhatan Indians, as well as what they would like to learn in this unit. I will save the KWL chart to use multiple times later in the unit and post it in the classroom for everyone to see. Finally, to wrap up the introductory lesson, I will pull up a map of Virginia on the Smartboard, and we will work together as a class to determine where the Eastern Woodland Indians lived so that students will eventually be able to identify the location independently. I will also have an outlined map of the United States in the classroom, which will be divided into regions based on the locations of the Indian groups we will study. As we study each tribe, we will label each region on the map with the name of the tribe who lived there. Finally, as a home assignment, I will send home a map of Virginia and a map of the United States, and students should color the region in which the Powhatan Indians lived on each map.

b) Three Lesson Plans

Lesson/Day 2

a) The Three Sisters: A Lesson on the Environment, Climate, and Way of Life of the Powhatan Indians (1 hour)

b) Lesson Objective(s)- The student will create a model of a common Native American farming technique to demonstrate understanding.

c) Applicable Unit Goal- Understand how the Powhatan Indians of the Eastern Woodland region related to their

environment and climate. d) Virginia Standards of Learning

2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.

e) Materials needed- Prezi Presentation: The Environment, Climate, and Way of Life of the Eastern Woodland

Indians- Smartboard and/or projector and board- Fill-in chart for students- “The Uses of A Deer” worksheet- laminated activity worksheet, “The Three Sisters”, created by Agriculture in the Classroom

(squares/windows should be cut out before the lesson)- small, ziplock jewelry bags (three per student)- cotton balls (three per student)- beans (one per student)- corn kernels (one per student)- squash seeds (one per student)- tape- paper towels- Sharpie markers- cups of water (one per pair)- “Powhatan Indians of the Eastern Woodlands: American Indians of Long Ago Virginia SOL”

booklet, by Barbara Spilman Lawson- discussion starters for parents and students

f) Lesson Procedure (in the table below)

Activity Element& Time (in minutes)

Procedures and management Students Academic, social & linguistic adaptations, resources, and support

Introduction(10 minutes)

Begin by coming up with class definitions of region, climate, and

Students will offer their own definitions

environment, and writing these on a large sheet of paper. Discuss with students what they believe the Eastern Woodland region was like, in terms of both environment and climate. Connections may be made to habitats in Virginia, such as forests and coastlands.

of these words based on prior knowledge, and they will use their knowledge of habitats in Virginia to describe the Eastern Woodlands region.

Activity (15 minutes)

Show students an interactive Prezi presentation on the board. The presentation will address the following concepts and content:- The climate of the Eastern Woodlands region consisted of mild winters and hot, humid summers.- The climate in the Eastern Woodlands was hospitable for farming, so the Native Americans built permanent shelters (longhouses) and stayed in one place. - Corn grew well in Virginia, so it was a staple crop of the Powhatan Indians. - The environment, surroundings, and habitat of the Eastern Woodlands region provided trees for shelter and canoes, plants for gathering, and rivers for fishing and traveling. - The animals of the Eastern Woodlands, such as deer and fish, provided food and clothing for the Powhatan.

To keep students engaged during the presentation, I will ask questions that help students connect their prior knowledge and their own lives to the content they’re learning. These questions will come before I show each slide, and they will include “What type of climate do you think the Powhatan Indians experienced? Based on the land, what types of occupations do you think they had? What types of crops do you think they farmed? In what ways do you think the Native Americans used the trees surrounding them? What types of

The students will engage in the presentation by answering any questions I ask, participating in class discussion about both the presentation content and the “Use of a Deer” picture, and filling out the chart I provide. They will keep this chart to refer back to throughout the week and to help them review the content of this unit.

I will supply students who struggle with reading and writing with a list of vocabulary words and common terms from this unit to have at their desks, in case they need it while filling in their charts.

animals were in their surroundings? How do you think the Powhatan used these animals?”

At this point in the lesson, I will show the worksheet “The Uses of A Deer” on the document camera and will discuss with the students all of the ways Native Americans used the deer. These include using the antlers for tool handles, the jawbone for ornaments, the meat for food, the hide for drums, the bones for needles and fishhooks, and the hooves for glue and oil. Emphasis can be made on how the Native Americans wasted nothing.

As students listen to and watch the presentation, they will fill out a chart with the headings “Location”, “Climate”, “Land”, and “Ways the Powhatan Indians Related to Their Environment”.

Transition(2 minutes)

The class will transition to the next activity by putting away their charts from the presentation and clearing off their desks as I pass out the materials for the three sisters activity.

Students will put away their charts and clear off any materials on their desks.

Activity 2(25 minutes)

Go back to the part of the presentation that talks about corn, and explain the three sisters farming method while pointing to the laminated worksheet. In this method, corn, beans, and squash were grown together because they all supported each other – the corn stalk served as a pole up which the beans could grow, the beans added nitrogen to the soil, and the squash covered the ground, holding in moisture and keeping weeds out.

Instruct students to take a Sharpie and label each rectangle on the sheet with the appropriate “sister”. Next, tell students to dip each of their cotton balls in the cup of water, place a seed or bean on each one, and put each cotton ball in a small bag.

Walk around with the tape to help

Students will first label each rectangle on the sheet with the “sister” that it represents. They will then dip each of their cotton balls in water, place a bean or seed on each cotton ball, place each cotton ball in a plastic bag, and wait for the teacher to come around and tape each bag in a window.

While waiting for the teacher to tape their bags, students may color the picture of the three sisters

I will particularly keep an eye on the student who does not have full control of her left hand to determine if she needs any assistance when placing her cotton balls and seeds in the small plastic bags.

If the

students match the seeds with the correct labels and tape each bag behind the correct “window”. Have students color their pictures, and place them in a window with lots of light so the seeds will germinate and sprout.

plants using their Sharpies.

As each student finishes, he or she will tape the three sisters picture in a window in the classroom.

advanced student finishes his work early, I will supply him with unit-related books to read.

Transition(2 minutes)

Have students clean up their area by pouring out the cups of water, wiping up any spilled water with the paper towels, and putting away materials.

Students will clean up their desks and work area.

Conclusion:(5-7 minutes)

At the end of the lesson, begin to fill out the “L” section of the unit’s KWL chart to determine what students have learned from the day’s lesson. Before moving to the next lesson or subject, students should complete an exit slip by responding: “Using your chart, write one way in which the climate and environment of the Eastern Woodlands region affected the way of life of the Powhatan.”

Students will provide information of what they have learned for the KWL chart, and they will complete the exit slip for the day’s lesson.

If I feel that only a few students are responding to fill in the chart, I will allow the students to work in pairs to think of other things they’ve learned. This may help the shy students in the class be more willing to share.

g) AssessmentThere will be small formative assessments throughout this lesson to insure that students can list the three sister plants and that they have filled in their chart correctly. The final formative assessment in this lesson will have two parts: filling out the “L” section of the KWL chart and an exit slip in which students respond to the statement, “Using your chart, write one way in which the climate and environment of the Eastern Woodlands region affected the way of life of the Powhatan.” This assessment covers Unit Objective #2: Analyze how the environment and climate of the Eastern Woodland region affected the way of life of the Powhatan Indians.

h) Out-of-school learning/Home Assignment: The home assignment for this lesson will include discussion-starter questions for students and parents/guardians. These questions can include things like “Look at a map and identify where the Powhatan Indians lived. Is this near where you or any of your family live?” and “What did the Eastern Woodland Indians use trees for? How do we use trees today?” to initiate discussion between parents and

students about the content and to give students the opportunity to possibly teach material to their parents/guardians. The worksheet of questions will also include a place for students to write what they talked about and a place for a parent or guardian signature. I will also send home the booklet “Powhatan Indians of the Eastern Woodlands: American Indians of Long Ago Virginia SOL” for parents and students to read together.

Task: Diagnostic features: Support:

Students will provide facts, knowledge, and understanding that they have gained from this lesson to place in the “L” section of the KWL chart for this unit.

I will expect students to respond with information we covered about the Powhatan Indians, including any information about their occupations, lifestyles, location, homes, or they ways in which they used things in nature without wasting resources.

As students respond, I will take note of which students respond, how they respond, and which students do not in order to begin to formulate an idea of which students understand the material and which need more work with it.

- If I feel that only a select few students are responding and helping fill in the chart, I will allow the students to work in pairs to think of other things they’ve learned. This may help the shy students in the class be more willing to share.

Students will complete an exit slip by responding to the following statement: “Using your chart, write one way in which the climate and environment of the Eastern Woodlands region affected the way of life of the Powhatan.”

I will look for responses such as “the rivers had fish and the forests had deer so the Powhatan fished and hunted”; “the land was good for farming so the Powhatan were farmers”; and “the Powhatan used the trees in surrounding forests for canoes and houses”.

I will read student responses and assess their understanding thus far to determine how each student understands the content and which students need assistance in making the connection between climate, environment, and surroundings and the way of life of the Powhatan.

- To help students think of ideas, I will suggest they think about how the Powhatan used the trees that surrounded them, or how the land filled with rivers, forests, and many animals shaped their occupations. - To help students who struggle with writing, I will provide a list of vocabulary words and common terms in this unit for them to use when writing.

Lesson/Day 3

Overall lesson topic/title: Field Trip to the Natural Bridge of Virginia and Native American Village

Duration of time: All day; 8:15 a.m. – 3:00 p.m.

Objectives for today’s lesson:Participate in a field trip visit to a re-creation of a Native American village.

Applicable Unit GoalApply (Do) knowledge about Native Americans and the Powhatan Indians at home, in the classroom, and while visiting a community resource.

Virginia SOLs2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.

Materials & supplies needed:- Parent/Guardian permission slip (see below)- Parent/Guardian reminder note- KWL chart (made in Lesson 2)- Any other important field trip items, such as emergency contacts and first aid kit

*Note: It may be a good idea to visit the Natural Bridge and Native American village before this lesson, if possible, to know exactly what students will be doing and seeing. The Natural Bridge offers a field trip program, but you must apply for it early in the year in order to go on a desired date. More information about the program can be found at http://www.naturalbridgeva.com/Natural_Bridge_Field_Trip_Form.pdf.

LAUNCH (“BEFORE”) [8:15-9:15] About 3 weeks before the field trip, send home a parent letter that informs parents about the purpose and date of the field trip. About 2 weeks before the trip, send home a permission slip that includes logistical information, as well as the opportunity for parents to chaperone. Finally, send home a parent reminder note the night before the field trip, reminding parents to dress their children for the weather, pack a lunch, and make sure their children arrive to school on time. Once students arrive to school the morning of the field trip, have a class discussion about the discussion the day before. Remind students of some of the ways in which the environment and climate of the Eastern Woodlands regions affected the way of life of the Powhatan Indians. Fill in another section of the

Academic, Social and Linguistic Support during each event for my focus students: I will be in contact with a

student’s physical therapist in the weeks before the field trip to determine if any special accommodations need to be set in place for her during the field trip.

“W” portion of the KWL chart with what students would like to learn from the field trip. Finally, have students make one last trip to the restroom, gather up their coats and lunches, and load the bus.

EXPLORE (“DURING”) [9:15-1:45] Once the class arrives to the Natural Bridge, unload the bus and begin the walk to the Natural Bridge as a class (10:30-11:30). As you walk, integrate science into the lesson by having students identify some of the habitats they see along the way and some of the animals that may live around the Natural Bridge. Once you arrive, explain what the Natural Bridge is, and hold a discussion on Native American legends. Parents may also share any Native American legends that they know. Head back to the picnic area and enjoy lunch with parents and students (11:30-12:00). After lunch, head over to the Native American village and allow students and parents to explore the village and talk with some of the people who “live” there (12:00-1:45). Point out to students different aspects of the Eastern Woodland Indians that were discussed in class, including farming, hunting, fishing, canoes, longhouses, environment, and climate. Around 1:45, head back to the buses to return to school. *Note: During the trip, make sure to take pictures of students and parents throughout the day, and also take pictures for the students for Lesson 3 and possibly for a class scrapbook that can be created at a later date. These include pictures of longhouses and/or wigwams, farming, canoes, animals, arts and pottery, and the environment around the village.

SUMMARIZE (“AFTER”) [1:45-3:15] Hold some follow-up discussion about the field trip on the way back to school. Ask students questions about the particular content you wanted them to notice, such as “What types of houses did the Native Americans live in?” and “What type of habitat was the village in?” When the students get back to school and before they head home, fill in more of the “L” section of the KWL chart with things the students learned from the field trip. Try to help students come up with things they learned that we did not discuss in class, i.e. things that were unique to the field trip and provide extensions from the normal SOL content and material.

Hopefully I will have enough parents volunteer to chaperone this field trip that I can put students in small groups. These small groups will relieve pressure from parents to keep an eye on many students, and it will allow me the opportunity to move from group to group to discuss content and ask questions with each student.

Assessment I will ask each of my students questions throughout the day to gauge both their knowledge of the content we’re learning and

Academic, Social, and Linguistic Support during assessment I will scaffold questions

for students based on their

their engagement in the field trip. These can include questions both about the content learned in the previous day’s lesson, and questions about information uniquely learned on the field trip. I will listen for key vocabulary and terms in students’ responses, such as longhouses, forests, fishing, hunting, farming, three sisters, canoes, rivers, corn, conservation, respect for nature, etc. Both this and the continuation of the “L” section of the KWL chart will serve as formative assessments for this lesson to provide me with even more information about each student’s level of understanding in this unit. These assessments will guide my plans during the last lesson before the summative assessment to insure that each student is grasping the content.

level of knowledge with this content. For example, if I want a student to make the connection between the surroundings and habitat of the Powhatan and the fact that they lived in houses made of wood, I will ask a series of questions to help them make this connection.

For students who have already mastered the content for the most part, I will start to ask questions to preview the next day’s lesson on contributions, such as asking them to notice the artwork, pottery, and other things in the village that we still use and/or appreciate today.

Lesson/Day 4

a) Lesson Title and length Contributions of the Powhatan Indians (1 hour and 15 minutes)

b) Lesson Objective(s)Unit Objective #5: Create a concept map and multi-sensory manipulative that demonstrate understanding of multiple aspects of the Eastern Woodland Indians, including location, homes, occupations, transportation, climate, and contributions.

c) Applicable Unit GoalAppreciate (Know) what a contribution is and some of the contributions that Native Americans have made in the past and continue to make.

d) Virginia Standards of Learning2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest. 2.10 The student will explain the responsibilities of a good citizen, with emphasis on:

c) describing actions that can improve the school and community e) Materials needed

- construction paper for foldouts- artifacts and/or pictures of contributions (pottery, weaving, beadwork, carving, corn, tobacco,

knowledge of environment, and respect for nature)- Analyzing Artifacts and Contributions worksheet

- ribbon- Accordion books (made before lesson)- Picture sheet (with pictures students could put in their accordion books)- Markers- Crayons- Scissors - Glue

f) Lesson Procedure (in the table below)Activity Element& Time (in minutes)

Procedures and management Students Academic, social & linguistic adaptations, resources, and support

Introduction(5 minutes)

Begin by writing the word “contribution” up on the board and asking students what they think it means. Write multiple student definitions under the word.

Explain to students that their first activity today involves analyzing Native American contributions.

Students will offer definitions of the word “contribution” based on any previous knowledge.

Activity (5-7 minutes)

Students make foldouts for Native American contributions. This should be a piece of construction paper fold inward hamburger style to make 2 rectangles when it is closed and 4 rectangles when it is opened. The front should be labeled “Native American Contributions”, and the inside sections should be labeled “Arts”, “Knowledge of the Environment”, “Respect for Nature”, and “Farming of Corn and Tobacco”.

Students will watch as I model how to create the foldout and create their own. They will clearly and neatly label the foldout using markers.

I will create a foldout as the class does to model the process, in case any student needs this demonstration to help them.

Transition I will place students into 4 groups, and they will move around the room so each group is sitting together.

Students will get into 4 groups.

Activity 2(20 minutes)

Give each group a few artifacts and/or pictures that represent the Native American contributions, both of the past and today. As students analyze the pictures and artifacts, they record their observations in their foldout chart. Students will analyze the contributions using the following questions: “What do you

Students will work cooperatively in groups to analyze the artifacts that represent Native American contributions. They will record their observations by

Students may use the list of vocabulary and unit terms that I provide to help when writing about the artifacts. Students

see, feel, hear, or smell? What resources and/or knowledge are needed to produce this? How do we produce this today? Where can you find this today? Why is this contribution important today?”

Once students have had time to analyze, each group will share some of the artifacts and pictures they have and identify which contribution category they fall under. Hold a class discussion that emphasizes both why Native American contributions are important today and how Native Americans continue to have a thriving culture and make many contributions today. If possible, it would be good to have Native American artifacts, such as pottery and artwork that are very recent to demonstrate the thriving current Native American culture.

Each student will tie a ribbon around his or her foldout to reinforce the definition of contribution as a gift, and the foldouts will be saved in the classroom to fill in more when the class discusses the Lakota and Pueblo Indians groups.

writing the answers to the questions in the appropriate category in the foldout, based on the type of contribution the artifact represents.

Students will work with their groups to share with the class some of the artifacts and pictures they analyzed.

Students will participate in class discussion on contributions of the past and today.

should also help each other if any students need help with spelling.

As students work, I will walk around the room to provide support to any students who need help determining the appropriate contribution category an artifact falls under.

Transition Students go back to their original seats if necessary and each student receives an accordion book and a sheet of pictures. Each table receives markers, crayons, scissors, and glue if students do not have these in their desks.

Students will move quietly back to their original seats and will wait for the teacher’s instructions before doing anything with the materials on their desks.

Activity 3(25 minutes)

Students will make accordion books about what they’ve learned about the Powhatan Indians of the Eastern Woodlands. These books should have a title on the front cover, and they should include content about the location, environment, climate, transportation, occupations, and

Students will label their accordion books with the appropriate titles, and write information and draw and glue pictures about the

Students may use their list of unit vocabulary to help them write in the accordion books.

shelter of the Powhatan Indians. You may want to print off pictures of some of these things for students to include in their accordion books, such as pictures of the longhouse and a map of Virginia showing where these Native Americans lived. Students will also need to draw pictures for the other items they put in their accordion books.

content they learned in this unit.

I will provide assistance if necessary to the student who does not have control of her left hand.

Conclusion: (10 minutes)

To conclude the lesson, the class will again fill out more of the “L” section of the KWL chart with knowledge about contributions.

As a formative assessment, students will receive the outline of a concept map for the unit on the Powhatan Indians of the Eastern Woodlands region. Using the word bank, they will fill in the concept map on their own using the information they have learned over the past few days.

After students finish the concept map, I will collect them and remind students of the final summative assessment the next day.

Students will provide any information they learned about Native American contributions for the chart.

Students will use their knowledge learned in this unit to fill out the concept map.

I will provide some students with a concept map that includes pictures to match each word in the word bank, so that any students who struggle with reading will not be hindered.

g) AssessmentThroughout the lesson, I will monitor and assess student participation in the contribution group activity. As a final assessment for the lesson, we will fill in more of the “L” section of the KWL chart, and I will have the outline of a concept map for the unit, complete with a word bank, for students to fill in. This will provide a review for the students for the final assessment on the last day of the unit, and it will indicate to me the students who understand the details of the unit and the students who may need a little more review before the test. This assessment covers Unit Objective #5: Create a concept map that demonstrates understanding of multiple aspects of the Eastern Woodland Indians, including location, homes, occupations, transportation, climate, and contributions.

h) Out-of-school learning/ Home AssignmentThe home assignment for this lesson will involve two tasks. First of all, students should find an item at home that reflects a contribution of the Powhatan Indians. These can include items such as foods, artwork, and pottery. Students should write about the item using the questions from the class activity (which I will include in the homework packet), draw a picture of the item, and share the item with a family member, explaining how it represents a certain contribution and how it can be used today. The other task for the home assignment is for students to review for the final summative assessment by studying their concept map and rereading the booklet “Powhatan Indians of the Eastern Woodlands: American Indians of Long Ago SOL Review”. It would be best if parents work with their children to review to make sure students understand the overarching concepts of this unit.

Task: Diagnostic features: Support:

Students will provide facts, knowledge, and understanding that they have gained from this lesson about the contributions of the Powhatan to place in the “L” section of the KWL chart for this unit.

I will expect students to respond using vocabulary and phrases such as “artwork, pottery, weaving, beadwork, carving, respect for nature, conservation, knowledge of the environment, farming of corn, and farming of tobacco”.

To assess this task, I will take note both of how students respond and which students respond to determine if I may need to meet with any students one-on-one before the final summative assessment to review the material.

If I feel that only a select few students are responding and helping fill in the chart, I will allow the students to work in pairs to think of other things they’ve learned. This may help the shy students in the class be more willing to share.

Students will fill in a concept map of the unit using the words provided in a word bank.

I will look to see if students are able to correctly fill in the concept map, and I will make notes of which students make mistakes, and the mistakes that they make, so I can review this content before the final assessment.

I will provide some students with a concept map that includes pictures to match each word in the word bank, so that any students who struggle with reading will not be hindered.

c) Narrative Overview of Closing LessonOn the final day of the unit, I will begin the lesson by reading the booklet that students

took home, “Powhatan Indians of the Eastern Woodlands: American Indians of Long Ago Virginia SOL”, to help review for the final summative assessment. I will also hold a brief class discussion on ways we can extend the unit beyond the time we learn about it in the classroom. This can include encouraging students to bring in Native American artifacts or representations of their contributions throughout the year if they come across them, as well as informing students about various replicas of Indian villages that their families can visit for years to come, including the replicas in Jamestown, Wolf Creek Indian Village and Museum in Bland County, Virginia, and Oconaluftee Indian Village in Cherokee, North Carolina. Finally, students will complete a final summative assessment for the unit by moving around the classroom to various assessment centers. Students will stay at each center for approximately 15 minutes and will independently read the instructions and complete each center’s assessments. The centers are as follows:

Center 1: Students will sit at a table filled with artifacts and pictures that represent Native American contributions, similar to the activity in the previous day’s lesson. Each student will independently analyze as many contributions as they can in the given time, using the same questions as before: “What do you see, feel, hear, or smell? What resources and/or knowledge are needed to produce this? How do we produce this today? Where can you find this today? Why

is this contribution important today?” I will assess each student’s abilities in making observations and his/her understanding of how each contribution is important today.

Center 2: Students will receive a map of Virginia and should label the location of the Eastern Woodlands on the map. Next, each student may draw and/or write about how the location of the Powhatan tribe in the Eastern Woodlands, and thus the climate and environment of the Eastern Woodlands, affected the lifestyle of the Native American group. I will assess that students are able to locate the Eastern Woodlands on a map of Virginia, and I will look for words and phrases in students’ answers that indicate student understanding, such as rivers for fishing and canoeing, forests for longhouses, canoes, and hunting, and good land for farming.

Center 3: Students at this center will complete a RAFT (Role, Audience, Form, Theme) writing prompt, and each student may choose whichever role he/she would like to write for. If students have no experience with the RAFT writing process, it should be explained before this assessment. Students should each choose a role and write in a specific form for a specific audience and about a specific theme. Students who need it may use their list of unit vocabulary and common terms for this assessment. Depending on the role that each student chooses, I will assess that student’s knowledge of the content and mastery of the objective. The RAFT prompt will look like this for students:

Role Audience Form ThemePowhatan Tribe Member

Self Journal A day in the life of a Powhatan Indian

Historian Museum visitors Museum display Descriptions of past and present Native American contributions

Children’s Book Illustrator

Readers Picture Any aspect of Powhatan life that teaches readers about the tribe

Anthropologist Readers Scholarly journal article

Description of how environment and climate affected the lifestyle of the Powhatan

Dear Parents & Guardians,

This week in 2nd grade your children will be learning about the

Powhatan Indians of the Eastern Woodlands. For thousands of years

before the first English settlers arrived in America, these Native Americans

lived in the Tidewater Region of Virginia, and many continue to live there and in surrounding areas

today. As your children will learn, the Powhatan Indians lived in longhouses; travelled by canoes;

hunted, fished, and farmed; made many contributions that affect our lives; and continue to make

contributions today. Our goals for this unit are for the students to understand how the Powhatan

Indians related to their environment and climate; appreciate what a contribution is and know some

of the contributions that Native Americans have made in the past and continue to make; and apply

knowledge about Native Americans and the Powhatan Indians at home, in the classroom, and while

visiting a community resource.

In this unit, we will do many engaging activities that will allow students to learn and apply

what they’ve learned about the Powhatan. We will “plant” corn, beans, and squash;

create accordion books; analyze Native American artifacts and contributions; and

travel to a Native American village at the Natural Bridge of Virginia! I cannot wait

to work with your children as we do these activities together and engage in

discussion about the Powhatan Indians of the Eastern Woodlands.

There are many ways you can be involved in your child’s learning

throughout this unit, and I encourage you to do so! We hope that you’ll be able to join us on the field

trip to Natural Bridge on Wednesday, and I encourage you to discuss with your child each evening

what they learned about the Powhatan Indians that day. I’ve included some discussion questions in

the homework packet to initiate this discussion. You can also help him or her find something

around the house that represents a contribution of the Native Americans, and you can read the

“Powhatan Indians of the Eastern Woodlands” booklet together with your child.

As always, thank you for your support, and I hope that you and your child have many

meaningful discussions this week!

Sincerely,

Miss Annie Prillaman

Social Studies Content

For thousands of years before the arrival of the first English settlers in Virginia, the

Eastern Woodlands region of Virginia was populated by multiple Native American tribes. One of

these tribes was the Powhatan Indian group, and the English settlers of Virginia came into

contact with this tribe the most often. The Powhatan lived in what is now the Tidewater region,

“from the Potomac River in the north to the south of the James River, and parts of the Eastern

shore” (National Park Service, 2012, “The Powhatan Indian World”).

The climate and environment of the Eastern Woodlands region greatly impacted the

lifestyle of the Powhatan Indians. Unlike Native American tribes in other parts of the United

States, the Powhatan Indians had a settled lifestyle due to the conduciveness of the climate and

environment for farming. There were four defined seasons throughout the year, including mild

winters and hot, humid summers. The ground was fertile, and the surrounding area contained

many forests and rivers. To get around, the Powhatan Indians either walked or paddled canoes,

which were carved from trees in the surrounding forest. The trees in these forests also provided

material for the primary shelter of the Powhatan tribe, the longhouse. The formal term for these

houses was yehakins (National Park Service, 2012, “The Powhatan Indian World”), but they will

only be referred to as longhouses in this unit to ease any student confusion. Longhouses were

made by bending saplings, or young trees, over to form an arch, tying the saplings together with

animal muscle or plant fiber, and covering the roof and sides with woven river reed mats (Smith,

2003, p. 11). Another form of shelter was a wigwam, made from the same materials as a

longhouse. The main essential for students to understand is that the Powhatan Indians used

resources from their environment, such as the wood from the trees, to build the longhouses.

Because of the surrounding environment, the Native Americans of the Powhatan tribe

mainly held occupations of hunting, farming, and fishing. These Indians relied on game, such as

deer, turkey, and rabbit, and staple crops, especially corn, for survival. As the seasons changed,

so did the food of the tribe: they ate “fresh vegetables in summer and fall, game in winter, and

fish, stored nuts, and berries in the spring” (LoDuca, n.d., “Powhatan Indian Village: Culture”).

An important farming technique of the Powhatan was the three sisters technique, in which corn,

beans, and squash were all planted together because the corn provided support for the beans, the

beans added nitrogen to the soil to help the corn, and the squash covered the ground and

prevented weeds from growing (Smith, 2003, p. 12). Although students should mainly

understand the importance of hunting and farming to the Powhatan tribe, the reasoning behind

why the three sisters method worked so well can still be explained to the students using pictures

and child-friendly terms.

An especially important concept that students should understand is the contributions of

the Powhatan Indian people. Although this concept can include many details, the main

contributions students should know are the arts, knowledge of the environment, respect for

nature, and the farming of corn and tobacco. From their extensive knowledge of the

environment, the Powhatan Indians learned how to use it in every way possible without being

wasteful and while still respecting nature. They only took what they needed from the

environment, and used what they found for food and to make clothing, canoes, shelter, tools, and

artwork. For example, a deer killed by Powhatan men was used for many purposes: the meat for

food, the hide for clothing and shoes, and the bones for tools (Sjonger & Kalman, 2005, p. 10).

Things found in nature were also used to make beautiful artwork that is still highly valued today,

including pottery, weaving, and beadwork (Sjonger & Kalman, 2005, p. 22-23). It is critical that

students understand that these contributions, especially artwork, were not just a thing of the past;

Native Americans of the Powhatan tribe, and all Indian tribes, continue to make contributions to

the American lifestyle in today’s society.

Resources:LoDuca, G. (n.d.) Powhatan Indian village: Culture. Retrieved from the Acton Public Schools

website: http://ab.mec.edu/jamestown/gljpivcc.html National Park Service. (2012). The Powhatan Indian world. Retrieved from the Historic J

amestown Park website: http://www.nps.gov/jame/historyculture/the-powhatan-indian-world.htm

Sjonger, R. & Kalman, B. (2005). Life of the Powhatan. New York: Crabtree Publishing Company.

Smith, K. (2003). Virginia native peoples. Chicago: Heinemann Library.

Field Trip Permission Slip for

The Natural Bridge of Virginia & Native American Village

Dear parents and guardians, This fall, the 2nd graders will be going on a field trip to the Natural Bridge and Native

American village in Natural Bridge, Virginia. Our trip will be on Wednesday, November 14, 2012. We will leave school at approximately 9:15 a.m. and will return to school around 3:00 p.m. Our trip includes a walk to the Natural Bridge, a picnic lunch, and a visit to the Native American village on site.

We need this permission slip returned with your child no later than Friday, November 9, 2012. This trip will cost $4.00, and your child will either need to bring a packed lunch or can receive a bagged lunch from the school. The bagged lunch will cost the same as a school lunch and the cost will come off of your child’s lunch account. We need plenty of chaperones for this trip, so please join us if you’re interested! There is no cost for chaperones to attend the trip, but please remember to pack a lunch for yourself as well!

Please tear off the bottom portion of this sheet and return it by Friday, November 9 with $4.00.

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My child, _______________________________________, has permission to go on the 2nd grade field trip to the Natural Bridge and Native American village on Wednesday, November 14, 2012.

My child will _________ be packing his/her own lunch_________ need a bagged lunch from the school

_________ My child will have a chaperone for this field trip.

Chaperone name(s) _______________________________________________________________________________

In case of an emergency on the field trip, please contact:

Name: _______________________________________ Phone Number(s): ___________________________________

Parent/Guardian Signature: _______________________________________________Date: ______________