Two-Week Unit: Colonial New England

Early Colonial Encounters in the Eastern Woodlands

Kaitlyn Smith
Social Studies Methods Fall 2012

Part A: Lesson Overview

I. One-Page Calendar Day 1: Native Americans New England Native Americans PPT Native Land Use Computer Lab Research Day 6: Multiple Perspectives: Native Women Biographical Analysis Activity Poster Making Activity

Day 2: European Arrival, The Struggle Why They Came: Pilgrims Edition PPT Film Clip Viewing

Day 7: Conflict Political Cartoon Photo Narrative Activity

Day 3: Treaties and Trade Group Shadowing Activity Primary Analysis Treaty Activity

Day 8: Conflict Aftermath Podcast Silent Debate

Day 4: The Role of Religion/Massachusetts Bay Company Podcast Model of Christian Charity Primary Analysis

Day 9: Museum Museum Visit

Day 5: Attitudes and Use of the Land Film Clip Viewing Jigsaw Activity Letter Narrative Activity

Day 10: Student Presentations/Museum Follow-Up Student Presentations

II. Context III. Course/Unit Questions and Objectives Course Questions and Objectives Course Questions 1) Is the United States an exceptional nation? 2) How has the American view of equality changed over time? Skill Objectives Students will be able to: 1) Engage in public discussion and evaluation of significant people, events and themes in U.S. History 2) Draw conclusions about past events using evidence from multiple perspectives Content Objectives Students will be able to: 1) Evaluate the progression of democratic values over the course of U.S. History 2) Analyze how various groups of Americans have affected and been affected by events in U.S. History Unit Questions and Objectives Unit Questions 1) Do early colonial encounters challenge the notion of American exceptionalism? 2) Did the social atmosphere of Colonial New England present equal opportunity for Europeans and Native Americans? 3) What was life like for Native Americans after the arrival of Europeans in New England? 4) What lives were European colonists able to create for themselves in New England? Content Objectives Students will be able to: 1) Comprehend daily life in Colonial New England from both the Native American and colonists perspective 2) Analyze how early Native and European attitudes and relations directly challenge American views of equality today 3) Differentiate between the colonists view of America and the Natives view of America as a homeland Skill Objectives Students will be able to: 1) Identify key issues and controversies among Native Americans and Europeans in New England during the late 17th and early 18th centuries 2) Draw conclusions about daily life in Colonial New England from both the Native American and colonist perspective using primary and secondary sources 3) Participate in class discussions and debates concerning key figures, events, and controversies in Colonial New England

4) Utilize film watching and site visiting as relevant tools in furthering their historical understanding Language Objectives Students will be able to: 1) Create Colonial New England character narratives using evidence from primary and secondary sources 2) Read and comprehend primary source documents 3) Discuss key figures, events and controversies in Colonial New England as individuals and in groups Note: All daily content, skill, and language objectives will be filled in on a dry-erase chart everyday before class so students are aware of expectations and activities. IV. Correlations and Connections to Standards Unit Objective SWBAT : Comprehend daily life in Colonial New England from both the Native American and colonists perspective Assessments Native Uses of the Land Lab Research Worksheets (Informal) Class Discussion after Movie Viewing, Day 2 3-2-1 Exit Slips, Day 2 Group Shadowing Film Discussion, Day 3 Massosoit Treaty Discusison, Day 3 Jigsaw Movie Discussion, 5 Photo Narrative Storyboard/P resentation, 7 Museum PPT, 10 Group Daily Activities Native Uses of the Land Lab Research Movie Viewing, We Shall Remain, Day 2 Group Shadowing Film Activity, Day 3 Massosoit Treaty Activity, Day 3 Model of Christian Charity Activity, Day 4 Movie Viewing, 5 Photo Narrative Activity, 7 Political Cartoon Opener, Day 7 Museum Visit, 9 CT Standards Standard 1: Content Knowledge Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world. Standard 2: History/Social Studies Literacy Skills Competence in literacy, inquiry and research skills is necessary to analyze, evaluate and present history and social studies information. Standard 3: Civic

Analyze how early -

- Group Shadowing

Native and European attitudes and relations directly challenge American views of equality today

Differentiate between the colonists view of America and the Natives view of America as a homeland

Shadowing Film Discussion, Day 3 Model of Christian Charity Discussion, Day 4 Jigsaw Movie Discussion, 5 Photo Narrative Presentation, 7 Exit Slip Day 1 Class Movie Discussion, Day 2 3-2-1 Exit Slips, Day 2 Group Shadowing Film Discussion, Day 3 Model of Christian Charity Discussion, Day 4 Jigsaw Movie Discussion, 5

Film Activity, Day 3 - Model of Christian Charity Activity, Day 4 - Photo Narrative Activity, 7 - Museum Visit, 10

Engagement Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills and perspective.

Movie Viewing, We Shall Remain, Day 2 Group Shadowing Film Activty, Day 3 Model of Christian Charity Activity Day 4 Jigsaw Movie Activity, 5 Political Cartoon Opener, 7 Museum Visit 10

Standard 1: Content Knowledge Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world. Standard 2: History/Social Studies Literacy Skills Competence in literacy, inquiry and research skills is necessary to analyze, evaluate and present history and social studies information.

Identify key issues and controversies among Native

Free Write, Day 3 Group

Group Shadowing Film Activity,

Standard 1: Content

Americans and Europeans in New England during the late 17th and early 18th centuries

Shadowing Film Discussion Day 3 Jigsaw Movie Discussion, 5 Photo Narrative Presentation, 7

Day 3 Podcast, Day 4 Jigsaw Movie Activity, 5 Photo Narrative Activity, 7 Political Cartoon Opener, Day 2

Knowledge Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world. Standard 2: History/Social Studies Literacy Skills Competence in literacy, inquiry and research skills is necessary to analyze, evaluate and present history and social studies information.

Draw conclusions about daily life in Colonial New England from both the Native American and colonist perspective using primary and secondary sources

Native Uses of the Land Lab Research Worksheets Class Movie Discussion, Day 2 Massasoit Treaty Discussion, Day 3 Model of Christian Charity Discussion, Day 4 Photo Narrative Presentations ,7

Native Uses of the Land Research Movie Viewing, We Shall Remain, Day 2 Massasoit Treaty Activity, Day 3 Model of Christian Charity Activity, Day 4 Photo Narrative Activity, 7

Standard 2: History/Social Studies Literacy Skills Competence in literacy, inquiry and research skills is necessary to analyze, evaluate and present history and social studies information.

Participate in class discussions and debates concerning key figures, events, and controversies in Colonial New England

Day 1 Initiation Class Movie Discussion Day 2 Massosoit Treaty Discussion, Day 3 Model of Christian Charity Discussion, Day 5 Jigsaw Movie Group Discussion, 5 Political Cartoon Discussion, 7 Silent Debate, 8

Massasoit Treaty Activity, Day 3 Model of Christian Charity Activity, Day 4 Jigsaw Movie Group Work,5 Silent Debate, 8

Standard 1: Content Knowledge Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world. Standard 2: History/Social Studies Literacy Skills Competence in literacy, inquiry and research skills is necessary to analyze, evaluate and present history and social studies information. Standard 3: Civic Engagement Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills and perspective.

Utilize film watching and site visiting as relevant tools in furthering their historical

Day 2 Film Watching We Shall Remain Day 3 Group

Standard 1: Content Knowledge Knowledge of

understanding -

Shadowing Film Activity Jigsaw Movie Group Work, 5

concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world. Standard 3: Civic Engagement Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills and perspective.

Create Colonial New England character narratives using evidence from primary and secondary sources

Free Write, Day 3 Massasoit Letter, 5

Massasoit Letter, 5

Standard 2: History/Social Studies Literacy Skills Competence in literacy, inquiry and research skills is necessary to analyze, evaluate and present history and social studies information.

Read and comprehend primary source documents

Massasoit Treaty Discussion, Day 4 Model of Christian Charity Disscusion, 4 Photo Narrative Presentations ,7

Massosoit Treaty Activity, Day 3 Terms of Treaty Homework, Day 3 Model of Christian Charity Film Activity, Day 4 Photo Narrative

Standard 1: Content Knowledge Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our

Activity, 7

world. Standard 2: History/Social Studies Literacy Skills Competence in literacy, inquiry and research skills is necessary to analyze, evaluate and present history and social studies information.

Discuss key figures, events and controversies in Colonial New England as individuals and in groups

Class Movie - Day 3 Group Standard 1: Discussion, Shadowing Content Day 2 Film Activity Knowledge - 3-2-1 Exit - Podcast, Day 4 Knowledge of Slip, Day 2 - Massasoit concepts, themes, - Day 3 Group Letter, 5 and information Shadowing - Photo from history and Film Activity Narrative - Massasoit Activity, Day 7 social studies is necessary to Letter, 5 - Silent debate, promote - Photo 8 understanding of Narrative our nation and our Presentations world. ,7 - Silent Debate, 8 * Standards derived from the Connecticut State Department of Education Website: http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/socialstudies/CT_Social_Studies_Curri culum_Framework_2011.pdf V. Rationale

I chose to focus on the New England Region for Native American and colonial relations because that is the region in which the majority of my sources focused on. I also think it is important to focus on the New England region because that is where my students reside, and they can relate to the place I talk about within the unit, such as Mystic Connecticut and Cape Cod, Massachusetts. I also focused on

this region because I knew I wanted to bring my students to the Mashantucket Pequot Museum. A lot of my assessments are informal classroom discussions I have with my students. I have a classroom discussion using comprehension questions every day of my lesson. I think group discussions not only unite the class as a whole, but also build teacher student relations. I did choose some formal assessments, though, such as a Letter Narrative Activity and the Final Project, a PowerPoint presentation. I chose these types of formal assessments because they were creative and not your average multiple-choice exam. These types of assessment were also more applicable to my unit, since it did not focus on one single event. It is hard to have a multiple choice test on Colonial relations, when my unit ends with major conflicts between New England settlers and Natives. I believe my activities are also inventive; I tried to choose interactive activities, such as the Movie Jigsaw Activity and the Silent Debate to engage student interest.
VI. English Language Learner Support

In order to support ELLs in my classroom I plan on distributing pre-made note-taking graphic organizers with the headings already filled in so that that there is no confusion as to what material should be written down. I tried to implement as many group work activities as possible; I think it is important for ELL students to communicate with non-ELL students, and reap the benefits of their assistance. I also tried to implement many listening opportunities for students, such as videos and podcasts, so they can practice their listening skills. Extra time is allowed on certain activities, especially those in which they will be graded formally.

VII. Historical Understanding

I believe that every activity and assessment I have included in my unit incorporates at least one component of historical understanding. Historical understanding is not only a tool to be used within the history classroom; but has elements, such as empathy, that are applicable to everyday social activity and discourse. I tried to chose openers that created connections between the past and the present; examples of can be seen in my use of a No Doubt video just released last month, and a video about Native American mascots and whether or not schools and sporting teams should be able to use them. For empathy, I used the wonderful documentary film, We Shall Remain: After the Mayflower, which captured the raw emotion of both the Native Americans and the colonists during the 17th century so well. I also believed the Photo Narrative Activity helped to promote empathy, because many of the images were violent in nature, but displayed the cruelty inflicted on both the Native Americans and colonists during King Philips War. In almost every activity and every worksheet handed out to my students during this unit, I always request that they use evidence, evidence, and more evidence to back up their claims. For example, during the Photo Narrative, students are required to not only create a narrative for each picture, but also give evidence as to why they have chosen that specific narrative.
VIII. Ongoing Considerations Admittedly, this has been a stressful process for me. Halfway through the project I completely redid all of my daily plans and activities; for fear that my unit was not headed in

the right direction. This setback caused me to cram a bit towards the end of this project, but after a bit of reflection and revising, I feel confident that I have produced a classroomworthy lesson. I think my biggest strength are my activities and daily plans. I think my biggest weakness is my PowerPoints. I originally had a PowerPoint for every single day, but realized I was relying way to heavily on content and not enough on the actual activities. I struggled even creating the two PowerPoints that are now in my unit, because I could not quite determine what to put on each slide/how to display it. Instead, I chose to utilize podcasts and video to enrich the students content knowledge. If I were to do this all over again I would have started in September! I underestimated how much of a process this was. I was under the impression that I could just jump right in; but it was not quite like that. Building content knowledge was a weeks process in itself, forget about even thinking about building lesson plans! IX. Reference List PowerPoint Resources Day 1: Native American Powerpoint http://nmai.si.edu/sites/1/files/pdf/education/NMAI_Harvest_Study_Guide.pdf http://www.huntington.org/uploadedfiles/files/pdfs/lhthmassbay.pdf http://www.asdk12.org/depts/IndEd/Wampanoag.pdf http://www.superteacherworksheets.com/colonial-america/colonial-map1775new-england_NENGL.pdf Land Bridge nps.gov http://www.nps.gov/nr/feature/indian/2003/park.htm http://www.ucopenaccess.org/course/view.php?id=74 The Pequots in Southern New England: The Fall and Rise of an American Indian By Laurence M. Hauptman, James D. Wherry, Print. The Wampanoag: The People of the First Light By Janet Riehecky, Print. The Wampanoag And Their History By Natalie M. Rosinsky, Print. http://www.weyanoke.org/reading/tbw-PequotMassacre.html http://cmi.community-mediation.org/2011/02/effective-communication-tools-forconflict-management/handshake-drawn/ http://greenwood-carving.blogspot.com/2010/12/250-year-old-birch-bark-canoefound-in.html http://www.nmaie-newservice.com/v2i4/photos.html http://www.iroquoismuseum.org/ve11.html http://oklahoma4h.okstate.edu/aitc/calendar/november/native.html

http://www.pequotmuseum.org/NativeLifeways/Clothing/ http://www.britannica.com/EBchecked/media/6614/Northeast-Indiansdecorated-their-moccasins-with-quillwork-and-beads http://clark.garfieldhs.schools.pwcs.edu/modules/blog/syndicated.phtml?profile_id=15904&sched ule_id=35294

Day 2: Pilgrim Powerpoint - http://coursesite.uhcl.edu/HSH/Whitec/texts/AmClassics/Plymouth%20Plantatio n/plymplan4231.htm - http://personal.tcu.edu/swoodworth/The%20New%20England%20Colonies_files/ frame.htm - http://www.dipity.com/spenccar001/Carrie-S-Period-4-Timeline/ - http://goodtreemontessori.wordpress.com/tag/pilgrims/ Day 8: Photo Narrative Scaffolding http://www.archives.gov/research/military/ww2/photos/

***All other references are listed within the daily plans

X. Self Evaluation of Lesson See attached rubric

Part B: Daily Plans

Day One: New England Native Americans Supplementary Materials - Overhead Projector - New England Native Americans PPT - Notes Sheet for ELLs - Computer Lab - Graphic Organizer #1 - Graphic Organizer #2 - Graphic Organizer #3 - Index cards for Exit Slips - Rubric for Organizers Lesson Sequence ~75 minutes Initiation (~10 minutes) After students have settled in their desks, they will be prompted to look at the question on the board: What do you already know about Native Americans? While students are pondering the question, the teacher will ask for a voluntary scribe to come up to the board and write down key phrases or ideas (answers) to the question (Informal Assessment)

o o Body

The teacher will facilitate the discussion by asking students what they may have already learned in school Student answers will most likely be about key Native American figures, such as Squanto; key symbols, such as a traditional headdress; and key events/holidays, such as Thanksgiving or the French and Indian War This activity will act as an informal assessment to gage students prior understanding and knowledge After a relatively large list of ideas/thoughts are written on the board, introduce the class topic: Native Americans in New England

New England Native Americans PPT (~20 minutes) o Brief overview of Native Americans in the New England region, their origins, and practices before the arrival of Europeans o While the teacher is presenting, students will take notes on the PowerPoint using the Cornell Method, or if they prefer, using a simpler T-Chart Method1 This method will have been scaffolded and taught earlier in the year For ELL students, it might be necessary for teachers to write themes from the PPT in the cue section (Cornell), or left side of the T (See attached worksheet) o Allow students enough time to sufficiently take notes, this can be managed through simple observation/cues from students Activity: Computer Lab Research, Native American Uses of the Land (~25 minutes) o Students will gain background knowledge on Native American uses of the land, particularly food and agriculture; tools and crafts; transportation and housing through Internet research. The purpose of this activity is for students to explore the many ways in which Native Americans appreciated, utilized, and depended on the land and its resources. o Research will take place in the schools computer lab o Students will be partnered (9 groups); 3 partner groups will look at food and agriculture; 3 partner groups will look at tools and crafts; and 3 partner groups will look at transportation and housing ELLs will be placed with non-ELL students for support o Both partners will work at the same computer o Each student will receive a organizer to record findings. There are three separate graphic organizers for the 3 different topics. Guiding comprehension questions and specified criteria are provided for each topic. For example, questions/criteria on the tools and crafts worksheet include: List some of the tools New England Native Americans used and be sure to note their purposes How were these tools created? List some of the crafts Native Americans created and be sure to note their purposes

http://lsc.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdf

o o

How were these crafts created? What natural resources were used to create tools and crafts? List three additional findings about tools and crafts you found interesting In order to ensure accuracy from the students, the websites they visit for research will be provided for them on their organizers http://www.pequotmuseum.org under Native Pathways http://www.plimoth.org/learn/just-kids/homework-help under Who are the Wampanoag http://www.americancenturies.mass.edu/classroom/curriculum_6t h/lesson2/bkgdessay.html (Native Americans in New England) http://www.pequotmuseum.org/Home/AboutTheExhibits/Interacti veExhibits.htm# under Woodland Resources (this is an interactive website; examines an autumn diorama of woodland vegetation and animals found 6,000 years ago. Visitors can identify species they see in the diorama and see how the Pequot ancestors used these resources) During research, the teacher will circulate around the room to answer questions and point students in the right direction in terms of information they should be honing in on. After 25 minutes of research, the class will return to the classroom for a class discussion. The teacher will ask a representative from each topic to share their (and their partners) research (~15 minutes)

Closing (~5 minutes) Exit Slip: students will be given an index card to answer the following question, Based on in class discussion and your individual research, what can you conclude about Native American attitudes towards the environment and its preservation? o The answers from students should mention something about the Native Americans appreciation and respect for the land because of its many resources, spiritual properties, and beauty. (Informal Assessment) Students will hand in their exit slips and graphic organizers as they exit the classroom. The graphic organizers will be checked for completion and understanding using a rubric. The rubric grade will count towards class participation. Students will receive a score of 0-4. Day Two: European Arrival, The Struggle Supplementary Materials: - Overhead projector - Charlie Brown The Mayflower Voyagers Pt. 1 YouTube clip - Why They Came: Pilgrims Edition PPT - ELL Notes Sheet - We Shall Remain: After the Mayflower DVD (PBS) - DVD player - TV - After the Mayflower worksheet

3-2-1 slips/Index cards

Lesson Sequence ~75 minutes Initiation (~10 minutes) - Watch Charlie Browns The Mayflower Voyagers Pt. 1 (Grabber) - Charlie Brown and friends act as pilgrims coming to the New World on the Mayflower o Acts as a fun introduction to the topic for students, and actually contains mostly accurate information about the voyage on the Mayflower - Stop at 10:07 - https://www.youtube.com/watch?v=2lJ70k-P4rw&feature=related Body (~35 minutes) - Why they Came: Pilgrims Edition PPT (~30 minutes) o Overview on the reasoning/history behind why the Pilgrims came from England to the New World Plymouth Colony is the focus o Students will take notes using the Cornell Method, similarly to Day One Cues will be provided for ELL students, as well o The following comprehension questions will be on the board What events in England caused the Puritans to embark on the largest single human migration of its kind in the 17thcentury? What role did the demand for resources and the impact of their scarcity have on the Pilgrims? What role did religion play in the Europeans arrival in New England? What were the differing Native/European concepts of land use and ownership? How did the European arrival initially affect the Native Americans - Clip from We ShalL Remain: After the Mayflower (~20 minutes) 17:56-22:43 o Subtitles will be provided for Spanish-speaking ELLs, the focus should be on the content, not understanding the language o Students answer accompanying worksheet with boxes for comprehension questions (Informal Assessment) What was the journey on the Mayflower like for the first Pilgrims? What were the conditions? What did the Pilgrims discover upon landing at Plymouth? What hardships did the Pilgrims face during their first winter in New England? o Answers will be discussed with the entire class, teacher will check for overall understanding (Informal Assessment) Closing (~10 minutes) Students will be given 3-2-1 slips/Index cards They will write down 3 things theyve learned, 2 questions they have, and 1 thing they want the teacher to know from todays lesson (Informal Assessment) Students will hand in slips on their way out of the classroom

Day 3: Treaties and Trade

Supplementary Materials: - Group Shadowing Worksheet - TV - We Shall Remain: After the Mayflower DVD (PBS) - The Wampanoag/Pilgrim Treaty/Terms of Treaty Worksheet - Primary Source Analysis Worksheet - Terms of Treaty Homework Worksheet + Analysis Questions Lesson Sequence ~75 minutes Initiation (~5 minutes) - Students will be prompted to do a Free Write activity and answer the following question on the board: If you were a young member of the Wampanoag tribe who came in contact with Pilgrims, would you assist them during their early period of settlement when they needed guidance or let them suffer for intruding on your land? Please be persuasive. - They will be collected by the teacher, but not discussed o Teacher will check for understanding, and the students ability to create an argument (Informal Response) o If they are defending the Native Americans, their responses should include: a mention of homeland, respect for the environment, weariness for strangers, etc. o If they are defending the Pilgrims, they should include: right for religious freedom, the right to start anew in a new land, etc.

Body (~66 minutes) - Group Shadowing Film Activity 2 (~35 minutes) o Students will be group shadowing either the Wampanoag Tribe or the Pilgrim during a clip of We Shall Remain: After the Mayflower (22:45-41:54) Students will be split up into two groups, either the Wampanaog or Pilgrims. While watching the film, students will answer the questions on a handout from the point of view of their assigned group in order to gain different perspectives on alliances and trade in New England Colonial America. Spanish subtitles will be turned on for ELL students; I want them to focus on the context, rather than struggle with the language. During the film the teacher will point out areas in which the particular groups should be paying attention in in order to ensure students are recording the correct information. Class discussion to follow: have students from both group volunteer to read their findings, ask student to write things down about their groups that they may not have captured during the film. Let the answers guide the discussion. (Informal Assessment) - Primary Source Activity: The Treaty with Massasoit (~31 minutes)

Adapted from Social Studies Methods Course, Dr. Alan Marcus, Fall 2012

o o

Students will be divided into 6 groups of 3 and given a copy of The Wampanoag/Pilgrim Treaty otherwise known as the Treaty with Massasoit, as recorded by Edward Winslow in 1621 in his journal, as well as a Primary Source Analysis Worksheet ELL students will be paired with academically strong students This is a transcript of a primary source with an accompanying narrative, prepared by Duane A. Cline and shared on the eastconn.org education website3 Once all students receive their handout, which also includes a list of terms within the treaty, the teacher will model the analyzing primary source activity (with the bolded questions) using the first excerpt. Who is the source written by? In what year was it written? Who is the sources intended audience? In your own words, what is each excerpt saying? What words or phrases did you find difficult to understand in the document? What is the main message of each excerpt? How does this depiction of the alliance treaty coincide or differ with the picture painted in We Shall Remain: After the Mayflower? After modeling, students will finish analyzing the second large excerpt with their groups o A class discussion will follow; ask at least one (the goal is to get all group members to speak) representative from each group to share what they believe each excerpt is saying, what phrases they found difficult, and what they thought the main message of each excerpt was. (Informal Assessment) o Each group will share, discussion will ensue; let students answers lead the discussion.

Closing (~2 minutes) - Hand out the Terms of Treaty accompanying worksheet out to students - Students will be taking the Terms of Treaty handout home with them where they will put all of the 7 terms in their own words - Students will also be asked to analyze a 3rd primary excerpt on the same page as the treaty and draw conclusions from it; all of this is outlined in a worksheet - Ask students to hand in their Primary Source Analysis worksheets on their way out of the classroom. (Will be looked at for completion/understanding, Informal Assessment) Day Four: The Role of Religion/Massachusetts Bay Colony Supplementary Materials: - Puritans vs. Pilgrims History Channel Video - Puritan Identity Podcast - Overhead projector - Model of Christian Charity speech - Model of Christian Charity graphic organizer
3

http://www.eastconn.org/tah/0910LC1_WampanoagPilgrimTreaty.pdf

PBS Colonial House website

Lesson Sequence (~75 minutes) Initiation (~10 minutes) - Students will watch video: Puritans vs. Pilgrims http://www.history.com/shows/how-the-states-got-their-shapes/videos/puritansvs-pilgrims#puritans-vs-pilgrims o A question will be posted on the board What is the main difference between Pilgrims and Puritans? o Students will jot down general notes pertaining to the question above while watching a video; it is suggested that students create a Venn Diagram in their notes to compare the two o After the video is complete, the teacher will ask for student volunteers to share the reasons why Puritans and Pilgrims are different (Informal Assessment) o Let students know that the focus of todays class is the role of religion/beliefs of the Puritans, and the affect that had on the Native Americans in the region Body (~55 minutes) - Students will listen to The Puritan Identity Podcast4 (~25 minutes) o Narrated by Dr. J.I. Packer, a Canadian theologian - Students should take general notes on the following subjects; bullet points on a lined piece of paper are sufficient. o Difference between Puritans and Pilgrims o Why the Puritans traveled/settled in New England and specifically the Massachusetts Bay - The teacher will pause the podcast 10 minutes in to answer any questions students may have. The focus is not on content mastery; the podcast is providing background information for the days activity. - Read through of John Winthrops Model of Christian Charity speech (~25 minutes) o Students will be handed a copy of the primary source, Model of Christian Charity the version of the source is from EDSITEment: the National Endowment for the Humanities resource site and includes annotations for students5 o We will read through the document as a class, stopping at every paragraph for a class discussion; students should simultaneously be filling in the answers to the following questions on their Model of Christian Charity Graphic Organizer; bullet points are sufficient: What was the speakers purpose in sharing this speech? How does this speech outline the goals of the Puritan people? What must Puritans do in order to be religiously successful in the New World according to John Winthrop? Summarize the entire speech in plain English

https://itunes.apple.com/us/itunes-u/history-theology-puritans/id378878741

5 Annotated Model of Christian Charity Speech: EDSITEment

Worksheets will be collected and accounted for class participation as well as an Informal Assessment

Closing (~10 minutes) - Show students the Colonial House (PBS) Interactive Website http://www.pbs.org/wnet/colonialhouse/history/index.html o Encourage students to go home and take the Fantastic Voyage Quiz they can find out how well they would have fared in a colony in the 17th century:
It's 1629, and you have recently been appointed Governor of a New World colony on the wind-swept coast of the province of Mayne. Your Company's investors have charged you with the tasks of selecting colonists and a ship, and safely guiding them across the sea. At the end of your journey to the New World, your Company's investors will evaluate your performance as Governor. You will be judged on the health and morale of your colonists, the quantity of supplies you bring to the New World, the state of your ship and crew, and the likelihood that your colony will succeed in the future.

If time allows, show students other features in the Interactive History section of the website; students can watch and listen to video diaries, play colonial games, take quizzes, and take a panoramic tour of a recreated colonial settlement!

Day 5: Attitudes and the Land Supplementary Materials: - Overhead projector - Native American Mascot Video - We Shall Remain: After the Mayflower DVD (PBS) - Jigsaw Movie Question Worksheet - Lined paper for letter writing closer - Letter Narrative Guidelines - Rubric for Letters Lesson Sequence (~75 minutes) Initiation (~15 minutes) - Teacher tells students they will be discussing the topic of Native American mascots for schools and sports teams. Before watching the clip, ask students to share high schools, colleges, or professional sporting teams with Native American mascots o Answers may include: Atlanta Braves, Kansas City Chiefs, Washington Redskins, Cleveland Indians, Golden State Warriors, Chicago Blackhawks, Florida State Seminoles, Miami of Ohio Redskins, the University of Illinois Illini, etc. o Some Connecticut high schools: Farmington High School Indians, Glastonbury High School Tomahawks, Manchester High School Indians, etc.

Students will be shown video Washington State Wants to Ban Native American Mascots6 (Grabber) o Features a high school in Renton, Washington whose mascot is the Indians o Raises the question of are Native American mascots offensive or celebratory? o Ask students if they think Renton High School should change their mascot Why or why not Reasons for why: disrespectful to Native Americans, not allowed to have a physical mascot on the field/court at games, may be causing Native American students to drop out of school Reasons for why not: the Indian mascot honors alumna, Henry Moses; empowers Native American students; it is tradition o Inform students that there are mixed messages about Native American mascots, some tribes, such as the Seminoles in Florida, full-heartedly support their position as mascot at Florida State and believe it is a sign of respect to their tribe, while some schools like the University of North Dakota have dropped their mascot, the Fighting Sioux, due to controversy and outcry from the Sioux.7 o This grabber also presents students with a past/present connection

Body (~41 minutes) - The initiation is a good transition to the days topic which focuses on settlers attitudes towards Native Americans, especially in regards to land and the disrespect they held for the Natives dependence and appreciation for the environment - The last time we discussed land was Day 3 during Initiation, we also talked about land appreciation on Day 1 when students researched the ways in which New England Native Americans used the land and its resources. Today, we will discuss the sale of land by the Wampanoag (as representative of all Native American tribes) as a result of weakened trade relations. - Students will watch another clip from We Shall Remain: After the Mayflower relating to this topic (45:29-50:00) (~6 minutes) o Spanish subtitles will be turned on for ELL students; the emphasis should be placed on students gaining content knowledge, not language mastery o Jigsaw Questions: the class will be split up into 2 even groups, 9 students in each group. Group 1 will answer questions 1-3 while watching the film, and Group 2 will answer questions 4-6. How did the colonists want to utilize the land in New England? How do Native Americans feel about selling land? Why did Massasoit feel like he had to sell land? What items did Massasoit want in return for land? What is the significance of the Connecticut River? What affect did the Pequot War of 1637 have on all Native Americans in the New England region?

http://abcnews.go.com/blogs/headlines/2012/09/washington-state-wantsschools-to-ban-native-american-mascots/ 7 http://articles.courant.com/2012-06-17/news/hc-high-school-native-americanmascots-20120617_1_indian-logo-mascots-harjo
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After viewing the film clip, students will partner up (one student from Group 1 and one student from Group 2) and share their answers with each other (~15 minutes) ELL students will be paired with an academically strong student for further comprehension and assistance While each student is talking, the other student should be taking notes in their unfilled boxes (if the student from Group One is talking, the student from Group 2 should be filling in the answers from questions 1-3) After each partner has discussed their answers, the attention will be turned back to the front of the room where the teacher will hold a general discussion. The teacher will ask members from Group One to share the answers they received from Group Two and vice versa. (~20 minutes) This will hold the students accountable for listening to their partners and taking down the information It will also alert students to information they were not paying as close of attention to in the video The teacher will informally assess students on their answers to the questions/overall comprehension of the material presented in the clip

Closing (~19 minutes) - Letter from Massasoit to the colonists o With the last 20 minutes of class, students will create a letter, written by Massasoit to the settlers in Plymouth and Massachusetts Bay Colony stating the reasons as to why he does not want to continue to sell them land o The letter should be have an emphasis on the Native Americans respect for land and their desire for it to remain a sacred non-commodity; it should also aim to curtail European greediness it should be atleast a page long, written o Start students off with the following prompt on the board: Dear Colonists, the Wampanoag tribe no longer desires to sell you land because . o Student will receive the guidelines in a handout o Allow students to use their class notes and worksheets o The letters will be handed in at the end of class and graded for completeness, content/elaboration/use of evidence, and structure using a rubric (graded on a 1-4 scale); student should have adequate time to complete their letters, but may complete them for homework if they run out (due the next class period) Day 6: Multiple Perspectives, Native American Women Supplementary Materials: - Overhead projector - No Doubt, Looking Hot music video - No Doubt, Looking Hot lyrics sheet8 - Biography Analysis Worksheet
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http://www.directlyrics.com/no-doubt-looking-hot-lyrics.html

Weetamoo Packet Anna Moore Shaw Packet Winona LaDuke Packet Susan La Flesche Packet Ada Deer Packet Sarah Winnemucca Packet Posterboard Markers Rubric for Posters

Lesson Sequence (~75 minutes) Initiation (~15 minutes) - We will watch a music video for the song Looking Hot by the band No Doubt9 (Grabber) o Students will also receive a lyrics sheet in order to follow along o The video was released in November 2012 and depicts Native Americans in a incredibly stereotypical light, with the use of teepees, headdresses, and face paint; the worst depiction is lead singer, Gwen Stefani dressed as a Native American woman believed to be Pocahontas constantly repeating Do you think Im looking hot o Time Magazine describes it as an indiscriminate mash up of Native American clichs and compared it to putting on blackface o The teacher will begin the grabber by reading the first two paragraphs of the Time Magazine article that reports the video was taken down10: Rock band No Doubt has pulled the video for its new single Looking Hot in response to complaints that the Native American-themed farrago was racist and offensive. The group posted the video which shows the band dressed as Cowboys and Indians on Friday. But just hours later, they had removed it from YouTube and Vevo and issued an apology on their official website. As a multi-racial band our foundation is built upon both diversity and consideration for other cultures, they said. Our intention with our new video was never to offend, hurt or trivialize Native American people, their culture or their history. o While students are watching the video, the teacher will ask them to take notes on how Native Americans are being depicted, and how the video trivializes Native American people, their culture, and their history What particular images and lyrics do you think would be especially offensive How does this video relate to how Europeans viewed Native Americans? Should No Doubt been able to keep the video up and open to the public?

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http://www.slack-time.com/music-video-15474-No-Doubt-Looking-Hot http://newsfeed.time.com/2012/11/05/no-doubt-pulls-its-cowboys-andindians-themed-music-video/
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A discussion (Informal Assessment) after the video will ensue, students answers to the previous questions should include, but are not limited to: The use of teepees and headdresses White men dragging and rough housing with the Native American woman character (Gwen Stefani) The Native American woman character saying Go ahead and look at me 'Cause that's what I want, take a good look won't you please 'Cause that's what I want I know you wanna stare, you can't help it and I don't care, so look at me 'Cause that's what I want, do you think I'm looking hot, do you think this hits the spot? Jailed Native Americans Over-sexualizes Native American women (Gwen Stefanis provocative outfits) Native American shaman characters performing rituals and dancing Demeans Native American rituals Native Americans and white westerner characters at war, the Native Americans are using bows and arrows, while the white men are using guns Cowboy characters catching Indian characters After students share their answers, the teacher will share some reactionary quotes from the Native American community: [Gwen Stefani] is an insensitive, entitled Hipster For Accurate Indigenous Representation Media (FAIR) [No Doubt has turned] 500 years of colonialism into a silly song and fashion show Native American author, Sherman Alexie A lot of people think they can put an inaccurate plastic bonnet on and some grease paint and thats OK, but its not Barrie Cox-Dacre, executive director of the North American Indian Association UK The initiation serves as a past/present connection, as well as educating students on inappropriate stereotypes about Native Americans, and how they will not be tolerated Although the video is discriminatory, there is no footage that would be inappropriate to show in an 11th grade classroom

Body (~45 minutes) - Native American Women Poster Making Activity o Explain to students that video shares a skewed view of Native American women as over-sexualized and insubordinate and in order to combat these stereotypes we will be looking at bibliographies of influential Native American women. o Students will be split into 6 groups of 3 and arrange their desks in a pod formation (connected at the center) Each ELL student will be placed with 2 academically strong students for further comprehension and assistance Each group will receive one biographical packet containing information an outstanding Native American woman 11 Weetamoo (Wampanoag Leader)

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Sonneborn, Liz. A to Z of Native American Women. New York: Facts On File, 1998. Print.

Anna Moore Shaw (Civic Leader, Pima) Winona LaDuke (Activist, Ojibwa) Susan La Flesche (First female Native American physician, Omaha) Ada Deer (Public Servant, Menominee) Sarah Winemucca (Interpreter and Activist, Paiute) Using a worksheet, students will record factual criteria about their assigned woman The womans tribe, tribe location, and their occupation/role How is this woman positively representing the Native American culture? What is this persons major accomplishment? If there are multiple, please list the top three What kind of impact did this person have on the lives of others? Did your assigned woman face any hardships or roadblocks in their lives/field(s) of work? 4 additional interesting facts you learned about this persons life Students will also be instructed to create a creative title that represents their assigned woman, for example, Weetamoo: Defiance in the Face of Death After students have filled in the criteria on the worksheet, they will be given a poster board and set of markers to re-record their findings in an organized/ aesthetically pleasing manner The time breakdown of the activity is as follows Explanation of Activity (~5 minutes) Students read their packets and record information (~20 minutes) o During this activity, the teacher should walk about the classroom and answer any questions the students might have, but also ask students specific questions about their assigned woman (ex. So far, what have you found most interesting about Susan La Flesche? How did her fathers assimilationist beliefs help La Flesche in her career? Do you think she was wrong to try to fit in in a white mans world?) Students create posters (~20 minutes) o Teachers should continue to move about the room to monitor students progress and answer any questions they may have about their assigned individual

Closing (~15 minutes) o After all groups have created their posters (about 45 minutes into the activity), the teacher should call attention back to the front of the room. Using the questions on the worksheet as a guide, the teacher should ask each group to share their answers, with a specific emphasis on the womans impact to Native American culture.

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The posters will be handed in for a grade (Formal Assessment) and then hung up around the classroom Students will be given an article on King Philips War to read for homework to provide background information for the next days lesson12 Students will take bullet points on main ideas; will be used for an activity on Day 7

Day 7: Conflict Supplementary Materials: - Overhead projector - Political cartoons - Conflict Podcast - Bulleted list of main ideas from homework reading - Storyboard Sheets - Photo 113, Photo 214, Photo 315, and Photo 416 for Photo Narratives - Rubric for Photo Narrative Presentations and Storyboard Lesson Sequence (~75 minutes) Initiation (~10 minutes) - The entire class will take a look at two political cartoons about Native Americans (Grabber) o Cartoon One - http://emilytothesecond.wordpress.com/political-cartoons/ o Cartoon Two http://www.cartoonstock.com/newscartoons/directory/n/native_american .asp o Teacher will facilitate discussion by first asking how do the cartoons relate to our unit? Questions that follow could be - What is the Native American doing in each picture? How would you summarize each cartoon? Who is in the actual picture? Do you recognize them? What is each character saying? etc. o Students do not need to take notes but everyone should be engaged in the conversation o Each cartoon should take about 5 minutes of discussion and the question below should be addressed o Acts as a past/present connection: How is the historical uncontrolled immigration of Europeans related to modern day discourse about Hispanic immigration to the US/border control?

Domer, Ronald G. "King Philip's FEROCIOUS WAR." Military History 21.5 (2004): 54. MasterFILE Premier. Web. 3 Dec. 2012. 13 http://images.fineartamerica.com/images-medium-large/1-king-philips-war-1675-granger.jpg
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http://americanhistorynewsnetwork.org/blog/2011/09/04/history-of-race-in-american-wars/ http://maddiesancestorsearch.blogspot.com/2012/01/king-philips-war.html 16 http://www.art.com/products/p13253083-sa-i2351797/death-of-wampanoag-leader-philipending-king-philip-s-war-c-1676.htm

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Body (~63 minutes) - The cartoons act as a great intro to the days topic of Native American and settler conflicts; they also offer a past/present connection for students - Leading Factors, Pequot War, King Philips War Clip from After the Mayflower (~15 minutes) (1:00:40-end of film) o Students will take additional notes on their homework sheets when watching the video; any information that is new to them; bullet points are sufficient - Photo Narrative Scaffolding PPT (~10 minutes) o Teacher will scaffold the next activity - King Philips War Photo Narratives o Students will be split up into 2 groups of 5 and 2 groups of 4 (total of 4 groups) ELL students will be put into groups with academically strong students for assistance o Each student will receive a Photo Narrative Storyboard o Each group will receive 4 pictures (they are either drawings or paintings seeing as photography did not exist in the 17th century) Students will have to choose 3 photos for a narrative o On the storyboard, students will be instructed to develop a theme for their narrative using evidence from the homework reading, King Philips Ferocious War (their bulleted list of main ideas) and the film Students will provide the images caption, as well as their narration for that photo (as it fits into the theme) for all 3 photos When creating the narratives, students are prompted to think about what is happening in each image? Who is represented in each image/how are they represented? How does each image fit into your overall theme? Was there a particular photo that you struggled with including in your narrative? Why did you not chose the 4th image? Only one worksheet needs to be filled in for each group (it will be collected and used in the formal assessment of the actual narrative presentations) Students will have ~20 minutes to complete their narratives While students are preparing their narratives, the teacher should circulate around the room and answer any questions students might have; teachers should ask students what their themes are in order to make sure they are heading in the right direction o After 20 minutes, students will share their narratives to the rest of the class; every student from each group should speak at least once, although group members can determine individual roles. For example, Student 1 can share the groups theme and why they chose it, Student 2 can explain how their theme applies to photo 1, Student 3 can explain how their theme applies to photo 2, and Student 4 can explain how their theme applies to photo 3. Teacher will be formally assessing students via a rubric during their presentations. (students will be graded on D-A scale)(~18 minutes) Closing (~2 minutes) - With the last two minutes of class, the teacher will call on student volunteers to share how they felt about using images to analyze a time period or event. The teacher can prompt discussion by asking students if they thought using images was

helpful in learning about King Philips War and other Native American/Colonist conflicts, why or why not? (Informal Assessment) Allow as many students to share as time allows

Day 8: Conflict Aftermath Supplemental Materials: - Laptop - Overhead projector - Jill Lepores Presentation Video - King Philips War Podcast - Lined paper for students to take notes on podcast - Silent Debate Graphic Organizer - Timer - Letter to Students - Museum Handout Lesson Sequence (~75 minutes) Initiation (~15 minutes) - Students will watch a video of Jill Lepore, Professor of Early American History at Harvard University, discussing her book, King Philips War and the Origins of American Identity17 o The clip we will be watching (6:35-11:47) discusses how Thanksgiving is portrayed/celebrated today compared to its actual origins/celebration in the 17th century o How does the first real Thanksgiving in 1677 differ from the view Americans have of it today? (Question will be on the board) Ask students to focus on the past and present images Students should jot down bullet point notes while watching the video o After the video, a general discussion will ensue, using the question above to lead; the teacher should ask students about the irony of modern Thanksgiving portrayals students should provide answers similar to: Thanksgiving today is a time of celebration and giving thanks, where families and friends gather to eat good food and enjoy each others company. Realistically, in 1677, Thanksgiving was a celebration of the death of King Philip and a time for prayer among the colonists. Americans tend to focus on the first feast between the Wampanoag and the Pilgrims, but that is not historically accurate as the first Thanksgiving. It is bizarre that we are celebrating a time of such death and destruction for both colonists and Natives. Body (~45 minutes) - Students will listen to a Podcast about the Aftermath of King Philips War from Murray Rothbards, Conceived in Liberty, Volume One18 (30:30-34:19)

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http://vimeo.com/17377471

Students will take bullet point notes on the following questions; the answers are listed below (~10 minutes) o What happened to the remaining Native population in New England after King Philips War? Slavery in New England and the West Indies Concentration Camps Abandoned on the coast and left to their own devices Conscripted into military service Moved to reservations and allowed no weapons Forced to convert to Christianity o What happened to Colonists as a result of King Philips War? About 6% or 1,000 men of military age were killed 20 towns in New England had been totally destroyed Of the 9 towns in Massachusetts, 12 had been destroyed More than half of the towns in New England had been severely damaged Economic ruin 90,000 pounds spent by the government to prosecute the war In Plymouth, the war cost more than the total valuation of personal property on the settlement at that time o After the podcast has ended, the teacher will split the classroom up into two groups for a silent debate based on the question, Was King Philips War inevitable? Yes or no? (will be written on the board) Half of the class will argue yes, half no Students will use information acquired throughout the entire unit to formulate answers, students will not be allowed to look at resources during the debate, though; this will act as an informal show what you know assessment The teacher will model the silent debate activity on the board using the question, Should East Hartford High School implement a school uniform? The teacher will explain that one person from the yes side will be paired with one person from the no side; the yes partner will formulate the first argument as to why EHS should have a dress code. The partner will have 1 minute to write down a brief argument. When time is up, the yes partner will pass the Silent Debate Graphic Organizer to the no partner and they will do the exact same thing until each partner has 3 arguments written down. instruct the students that they MUST be silent during the activity!! The teacher will ask the class to help formulate arguments for her on the board graphic organizer. At the end it should hopefully look something like this:

Rothbard, Murray N. "King Philip's War ." Concieved in Liberty, Volume 1. Narr. Floy Lilley. Ludwig von Mises Institute, Auburn, Alabama, 2008. Web. 3 Dec. 2012. <http://mises.org/media/2666/46-King-Philips-War>.
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Yes Argument #1: Students should wear uniforms in order for students to not feel pressured to wear a certain type or brand of clothing No Argument #1: Students should have the freedom to express themselves through their clothing Yes Argument #2: Students would spend less money on clothing if they wore a uniform everyday No Argument #2: School uniforms are expensive. Why cant I just wear the clothes I already own? Yes Argument #3: School uniforms will be less distracting for students No Argument #3: If clothes are distracting, punish individual students! Do no punish the group as a whole After completing the scaffolding activity, the teacher will hand out the Silent Debate Graphic Organizer and pair students up (one from the yes group, one from the no group) ELL students will be paired Remind students that they will be debating the question on the board, Was King Philips War inevitable? Yes or no? Tell students to get ready and start formulating arguments/counterarguments in their heads. Remind students that this activity is silent! Yes partner will go first they will have 1 minute to formulate their first argument; teacher will be using a timer After 1 minute the partner must pass the sheet to their partner to counter-argue This will continue until each partner has 3 arguments/counter-arguments on the Silent Debate Graphic Organizers Activity Breakdown: Scaffolding (~20 minutes), Silent Debate (~15 minutes)

Closing (~15 minutes) - Students will return back to their seats for a class discussion. The teacher will lead the discussion by asking students if any of them argued a side that they did not quite believe? What did you find difficult about this activity? Do you believe that 1-minute was long enough to formulate an argument or counter-argument? Who do you think won the debate in your group? Why or why not? (~5 minutes) o This should be a general discussion that informally assesses both how students enjoyed/disliked the activity, as well as their grasp on the content - Teacher will remind students that they are going on a field trip tomorrow to the Mashantucket Pequot Museum and Research Center in Mashantucket, CT o A list of things to bring will be given to students as well as a general overview of the days events o Remind students they will be taking bus transportation, the ride is about 50 minutes long from East Hartford High School o It is also important to warn students that there will be naked bodies in some of the exhibits and that inappropriate behavior or comments will not be permitted. Explain to students that in the 16th century, Native American men

and women did not wear much clothing in the summer and that MPM strived to be as historically accurate as possible. In order to get acquainted with the museum, students will complete a scavenger hunt assignment using the Mashantucket Pequot Museums website o Students will find information regarding the mission statement, exhibits, traveling exhibits, educational resources, upcoming events, and museum rules. o If students do not have access to the internet at home, they should find time to visit the librarys computer lab during a study hall, before school, or after school. (They will have 2 days to complete this assignment seeing as the class meets every other day)

Day 9: Museum Visit, Mashantucket Pequot Museum and Research Center Supplementary Materials: - Museum Website Scavenger Hunt Worksheet - Folder for each student containing a map of the Museum, a reading on the Mashantucket Pequot Tribal Nation, a copy of the Native Visions museum magazine, a guide to the 16th Century Pequot Village and adjoining galleries, a free-choice museum analysis worksheet, and 3 pieces of lined paper in case students want to take additional notes - Attendance sheet - Extra writing utensils - PPT Rubrics - PPT Guidelines Handout Museum Visit Itinerary: - Students will arrive at East Hartford High School by 7:30am and report directly to Miss Smiths classroom - Miss Smith will collect all bagged lunches and place them in large coolers to be brought to the museum - Students will be instructed to sit in their seats; the bus is scheduled to arrive at 8:15am. In the meantime, the teacher will lead a discussion at the front of the room pertaining to last nights homework, the museum scavenger hunt worksheet, for example: o Why was MPM established? o What exhibit are you most looking forward to seeing at the museum? o What resources does the museum provide for visitors - At 8:10am, walk students outside to get on the bus; we will be taking one bus for 18 students, 1 teacher, and 3 chaperones (3 teachers aides who work in the school) - Attendance will be taken on the bus in order to ensure all students are present. Teacher will hand out a folder to each of the students containing necessary information for the day (was mailed by the museum) o Students will receive a map of the Museum, a reading on the Mashantucket Pequot Tribal Nation, a copy of the Native Visions museum magazine, a guide to the 16th Century Pequot Village and adjoining galleries, a free-choice museum analysis worksheet, and 3 pieces of lined paper in case students want to take additional notes. Students were previously instructed to bring writing utensils, but the teacher will have extras just in case.

The bus will leave promptly at 8:30am, making the arrival at MPM approximately 9:20am Upon arrival, teacher, chaperones, and students will congregate in the area known as the Gathering Space; the guide from the educational department will approach the group while the teacher takes attendance once again. The tour, Through the Eyes of a Pequot Child will begin between 9:30am and 9:40am o Imaginations soar with the sights, sounds, and smells in the 16th century Pequot Village. This tour promotes understanding od Pequot life before contact and demonstrates the importance of family and community o Students will be guided through both the recreated 16th Century Pequot Village, but also the adjoining galleries, such as Arrival of the Europeans o During the tour, students are just asked to listen and ask questions; they should look out for exhibits that interest them after the tour, students will be allowed to explore the village on their own and record information about exhibits of their choice o The guided tour lasts an hour, approximately ending at 10:40am After the guided tour, students, chaperones and teacher will meet at the Audio Tour Unit Pick-Up, where each student will receive an audio listening device that has preprogramed information on each exhibit. Students just have to enter the number of the exhibit on a keypad (all exhibits in the village are numbered) and they will receive information about it. Some of the information may have already been presented to them in the guided tour, but it would be useful to have it on hand just in case. Teacher will ask students to take out their village maps and Exhibit Analysis Packet the teacher will go over the assignment: o Individual students will choose 5 exhibits that interest them AND relate to the material we are learning in class. They will analyze these exhibits using graphic organizers provided in the packet. The name of the exhibit (If it does not have one, create one) What the exhibit looks like (a summary) Is it representing a person/object? Who/what is included in the exhibit? Why you chose the exhibit How the exhibit connects to what we have been learning Questions you have about the exhibit Students will begin their exploration at 10:50am. They will have an hour to complete their analysis packets. Two chaperones will be placed at both exits to the village to ensure that students are staying within the boundaries. The teacher and other chaperone (an ELL specialist) will visit students around the village, answering questions, as they go. The ELL specialist will aid all of the ELL students in a group; the exhibits they choose will be the same. Students are instructed to return to the Audio Tour Unit Pick Up area at 12:00pm. At 11:50am, students, chaperones, and teacher will meet back up. From here, students will be escorted to the Student Lunchroom. Staff members will have already brought in the coolers. Students who have chosen to purchase express lunches can also do so at this time. Lunch will end at 12:30pm. At 12:30pm, teachers, chaperones and students will return to the Gathering Place. Teacher will take attendance. The bus will begin boarding at 12:40pm.

The teacher will take attendance again when everyone is seated on the bus. The bus will leave promptly by 12:50pm. The bus will arrive at East Hartford High School at approximately 1:40pm-1:50pm. Students will exit the bus and return to Miss Smiths classroom. With the remaining ~20 minutes, the teacher will explain the students summative assignment for the unit. o Using the information gathered with their exhibits analysis worksheets, students will form groups of 3 and create a PowerPoint presentation (6 groups total) Students should arrange to meet with each other over the weekend either at a local library or home to complete it ELL students will be working with Spanish-speaking teachers aide(s) to complete the assignment, they will be allowed to present a class period later Students will receive the rubric and guidelines beforehand o The PPTs will include: A compilation of exhibits (total of 4) chosen from the 15 total exhibits documented (5 for each student) The presentations will address all the questions asked in the Exhibit Analysis Packet with a large emphasis on how the exhibits relate to what we have been learning in the classroom Students will be given 10-15 minutes to present their information, so they should time it accordingly Because no photography was allowed at the museum, students should try to find accompanying images for the PPT o Students will present their presentations during the next class. They will be formally assessed using a rubric

Day 10: PPT Presentations/Museum Follow-Up Supplemental Materials: - Rubrics for assessing presentations - Lined paper for thank you notes Lesson Sequence (~75 minutes) Initiation (~10 minutes) - Quick Write: Students will answer the following prompt on the board What did you like most about visiting the Mashantucket Pequot Museum? What was your least favorite part of our visit? Was there an exhibit that you werent able to see that you would have liked to? - Give students 5 minutes to write down some general answers, bullet points are sufficient. At the end of 5 minutes, ask for any volunteers who would like to share their answers. Answers will vary, but remind students to be respectful. - This acts as an informal assessment to gage what students liked and did not like about the trip. If many students want to see a particular exhibit, that might be something the teacher includes next year. Body (~60 minutes)

Students will be presenting their PowerPoint presentations today. Due to the lack of time, only 4 out of the 6 groups will be able to present today, but all students should have their presentations prepared. Three of the ELL students will be presenting the next class period (time extension to work on it in the resources classroom) Each group has a minimum of 10 minutes to fill, a maximum of 15 While students are presenting, the teacher will be formally assessing them using a rubric and taking notes on their presentation Students will be graded on the following criteria o Participation o Content and how it links to what we have been learning in the classroom o Aesthetics of the PowerPoint o Completion The PowerPoints will act as a summative assessment for the entire unit, hence the emphasis on connecting the exhibits to the classroom Every student that is not presenting needs to give their undivided attention to the group that is presenting When (hopefully) four groups are done presenting, alert the other 2 groups that they should be prepared to present their PPTs during the next class period

Closing (~5 minutes) - With the last 5 minutes of class, students will write Thank You notes for our educational guide at the Mashantucket Pequot Museum. Students must include one thing they learned from a guide, as well as a personal explanation as to why museums help promote understanding. - The notes will be sent to the museum