Lesson Procedure. for 8.1.1
***DAY 1.***
WEBQUEST
Partner students with strong writing skills with students whose writing skills need work. (adaptation for students with Individualized Educational Plans).
Assign pairs of these tribes to students to research: Abenaki, Catawba, Mahican, Massachusett, Narragansett, Nipmuc, Pequot, Susquehannock.
Hand out one copy of the map of the original 13 colonies to each group. Have each group denote its tribe’s location on the map
of the colonies from internet source.
MAP: http://www.tolatsga.org/Compacts.html
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QUESTIONS STUDENTS MUST ANSWER
All students need to find answers to these questions and write their answers:
1.Where was your tribe located (region)?
2. What was the population?
3. What were the major villages?
4. Tell some details about their culture.
5. What is their history with settlers and colonists?
When the groups have finished their work, they will present or share their findings with the class. Students can ask questions of other groups.
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CLASS DISCUSSION
After all groups have presented, lead a class discussion about similarities and differences among the different tribes and
European encounters.
Questions to ask students include:
1.What was the main basis for your tribal/colonial interaction: trade, exploration, martial conflict/alliance, or other? Why?
2. How did European/Native American relations change over time, from the early seventeenth century through 1801?
3. What were the reasons for these changes?
4. After reviewing and comparing the Native American/settler relations in each of the colonies, can you identify any major
recurring trends and themes? Why?
5. Are “friendly” or “hostile” tribal/colonial relations due to common contributing factors, or are they different in the case
of each individual colony and tribe? Why?
6. Did the federation of the 13 states have a positive or negative impact upon tribal/colonial relations? Why?
Have students locate their tribe on a map of the colonial United States and identify the climate and topography of the region in which the tribe lived. Ask students to write a short essay on how the climate of the region may have affected Indian/European relations.
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ASSESSMENTS:
"Native American groups" pre- and post-assessment.
QUIZ. Identify one American Indian group that European settlers encountered in the southeastern United States. Tell one thing about this American Indian group’s interaction with settlers.
Create a skit, poster, diorama, PowerPoint, newspaper article, or essay about what you learned and give an oral class presentation.
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Assessment Rubric:
Exceeds
- Exhibits full understanding of viewpoint selected by demonstrating clear focus of historical information to support ideas.
- Explains the role of geography in the writing (land, resources, weather).
- Uses details in words or pictures describing the story.
- Uses correct punctuation, capitals, and spelling.
Adequate
Needs Improvement
- Does not exhibit an understanding of the viewpoint selected.
- Demonstrates poor level of organization.
- Details in words and drawings are sketchy and are not fully developed.
- Demonstrates poor understanding of sound and symbol relationships in spelling.
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