ED 305 Calvin College Lesson Planning Form

Teacher:
Grace and Michaela
Big Idea:
This Land is Your Land, This Land is My land?
ELA crossover

Date: May 2016

Thread: History with and

I. Objectives
What is the main focus of this lesson?
The attack of 1622 and the events that led to it
How does this lesson tie in to your units Big Idea?
The battle of 1622 occurred because the English started raiding the crops of the Powhatans
again, and they kept expanding further into the Powhatan territory. This ties into our big idea
because the English were taking Powhatan hunting land without permission or reimbursement
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. Include any themes or major concepts from the
thread (themes of geography, Core Principles of Economics, etc)
Students will be able to recall what they learned last lesson
Students will be able to identify the relevant pieces of information from the video
Students will be able to explain to a partner how the English reacted to the attack of
1622
Students will be able to express the feelings and emotions of both the English and the
Powhatan before and after the attack of 1622
Students will be able to write an essay answering the questions in the prompt
CCSS.ELA-LITERACY.W.5.2.A
Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic
5 U2.1.1 Describe significant developments in the Southern colonies, including:

relationships with American Indians (e.g., Powhatan) (National Geography Standard

10, p. 162)

II. Before you start

Prerequisite knowledge
and skills.

Knowledge from previous lessons

The knowledge and ability required to write an essay

Assessment (formative and

summative)

Students memory of the last class will be assessed by

asking questions about the previous lesson. This is an
informal assessment that will help the teacher to know
how much the students know and how much they
need to learn (formative)
Students will be assessed on how well they fill in their
discussion sheets (one word answers versus 1-2
sentences, incorrect information versus correct
information)
Students writing and understanding of land ownership
will be assessed through the final project

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Do you need to set up your

classroom in any special
way for this lesson? If so,
describe it.

Projector
Projector screen
Document camera
5-7 tablets
Discussion questions worksheets
Project prompt
Quote from Wood, Betty. The Origins of American
Slavery. New York: Hill and Wang, 1997

Students will be in their desks for the first part of the class,
during the discussion they will be in groups of 4 and will be
allowed to work anywhere in the classroom.

III. The Plan

Tim
e

Parts

Motivation
(Opening/
Introduction/Engag
ement)

8
minutes

Development

17
minutes

15
minutes

The description of (script for) the lesson,

wherein you describe teacher activities and
student activities (indicate in parenthesis where
you are addressing standards and themes)

Teacher: Can someone tell me what we learned about

yesterday in social studies?
Students respond (Pocahontas)
Teacher: Can you tell me anything about her?
Students respond (she was the daughter of Powhatan,
she knew John Smith, she died in England)
Teacher: And why was Pocahontas important?
Students respond (she kept the peace between the
Powhatans and the english)
Teacher: Exactly!! Today we are going to learn about
what happened after she died. Do you have any
guesses? What do you think happened between the
English and the Powhatans after Pocahontas died?
Students respond (They all went to her funeral, they
became best friends, the Powhatans left, they got into a
fight)
Teacher: Those are all good guesses, but lets find out
what really happened.

Teacher plays first 4 minutes of clip

https://www.youtube.com/watch?v=TTYOQ05oDOI
Teacher splits students into groups of 4 and gives each
student a worksheet with discussion questions.
Students discuss the questions in their groups. Each
group will have a tablet with which they can rewatch the
video if they are having a hard time remembering the
answers to the questions.
Teacher: Alright class, move back to your seats.
So, you had some time to rewatch the video and discuss
the questions, what happened in 1622?
Students respond (there was a battle, the indians
attacked, lots of people were killed..Chief
Opechancanough led the powhatans against the English
colony)
Teacher: What led to the conflict?
Students respond (The English moved further inland
onto Powhatan land, the English raided the Powhatan
crops)

Teacher: How did the conflict end? Who were the

winners?
Students respond (the English won and put the natives
in reservations)
Teacher: The Englished forced the Powhatans onto
reservations after the rebellion in 1644, but how did the
English react after the attack in 1622? Does the video
tell us?
Students respond (No, the video doesnt tell us)
Teachers: Let me read you this quote about how the
English reacted to the attack (put on document camera)
What is usually referred to as the "Massacre of 1622," the
native American attack that resulted in the death of 347
English settlers and almost wiped out Jamestown, gave the
colonists the excuse they needed to take even more of
what they wanted from the indigenous population of the
Chesapeake. As far as the survivors of the Massacre of
1622 were concerned, by virtue of launching this
unprovoked assault native Americans had forfeited any
legal and moral rights they might previously have claimed
to the ownership of the lands they occupied(the teacher
might need to read the quote more than once)
How did the English react? Turn and tell your partner.
Students explain to their partner
Teacher: How did the English react?
Students respond (the English took more Powhatan land)
Teacher: Almost all of the conflict between the Powhatan
and the English was over food and land. Why do you think
that is?
Students respond (because everyone needs food, you
need land to grow food, you need land for houses)
Teacher: Exactly!! Land is very important when we are
thinking about housing and agriculture.

Closure

10
minutes

Teacher: I want you to imagine that you are an English

settler and the attack has just happened. Some of your
friends and family members were killed. You are scared
and heartbroken. Some of the other settlers want to
attack the Powhatans and take their land, some settlers
want to move back to England, and other settlers want to

ignore the Powhatans. Which side are you on and why?

Turn to your neighbor and discuss which side you are on
and why
Students pick a side and explain their reasoning.
Teacher: Now I want you to imagine that you are a
Powhatan. The English have been moving farther into
your lands the past 14 years. They have cut down your
hunting woods and turned them into crops. Now they are
raiding your crops! Some of the Powhatans want to
attack the English and scare them away, some
Powhatans want to move further inland away from the
English, and other powhatans want to stay where they
are and ignore the English. Which side are you on and
why?
Turn to your neighbor and discuss which side you are on
and why
Students pick a side and explain their reasoning.

10
minutes

Teacher: Do you think that the English are the good guys
and the Powhatans are the bad guys?
Students respond (No)
Teacher: Do you think the Powhatans are the good guys
and the English are the bad guys?
Students respond (No)
Teacher: There is no good guy or bad guy here. Both
sides made mistakes. The English shouldnt have taken
the Powhatan land or raided their crops. The Powhatans
shouldnt have attacked the colony.
Teacher: So whose land is it anyway? Does the land belong
to the Powhatans or to the English?
Students respond (powhatans, English, neither)
Teacher: Its a hard question, neither side is perfect but we
cannot avoid the fact that the English did take land away
from the Powhatans.
This is the end of our unit and we need to summarize
everything we have learned. We have spent a lot of time
the past week talking about land ownership, why it is
important and why there were conflicts about it.
You are going to pretend you are a journalist and write a
fake interview of Powhatan, pocahontas, Thomas Dale,
a random English settler, or a random Powhatan. Pick
one and clear it with the teacher. In your interview you
will need to answer these questions:
How land ownership was viewed by the English and
the Powhatans
Why land is so important

What conflicts arose from different views on land

ownership
Did the English treat the Powhatans as equals
You can display your interview in different ways, such as:
A newspaper article: You can write a newspaper
article that has the interview in it.
A video interview: Work with a partner and one of
you can be the journalist and one of you can be
the person being interviewed. Record your
interview
A live interview: Work with a partner and one of
you can be the journalist and one of you can be
the person being interviewed. Perform your
interview for the class
Poster interview: Put your interview questions
and answers on a posterboard and add images
and colors to help illustrate the interview
So, you have lots of options but no matter what you
choose you need to answer the questions on the prompt
I am giving you. (pass out prompts) Any questions?

Explain how this lesson supports your Big Idea. What is the takeaway?

After this lesson students will understand exactly how differing views of land ownership can lead
to conflict. We have been discussing this idea a lot but now the students have a concrete
example of what kind of conflict can occur because of cultural and legal differences. This will
help students to understand how important the idea of land ownership is and how important it is
that each group understands the others view on land ownership.