Middle Childhood Education Seminar 2

Middle Childhood Education Lesson Plan Template v. 2

Teacher Candidate Name: Benjamin Wozniak

Lesson Title/#: European Colonization of Native American Land - Lesson 2
Grade Level: 8th Grade (50 minutes)
Essential Question: How did the colonists justify the taking of Native American land?
Lesson Foundations

Content Standards
*Science and SS should also
include common core for
reading/writing
Learning Objective(s)
Students will
History Strand- Colonization to Independence- 2: North America, originally inhabited by American Indians,
was explored and colonized by Europeans for economic and religious reasons.
Reading: Literature- Craft and Structure- 4: Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning
and tone, including analogies or allusions to other texts.
1. Students will be able to describe how colonists justified taking Native American land and how Native
Americans responded to these events. (understand)

2. Students will be able to analyze primary resources to learn both viewpoints about the colonists acquisition
of Native American land. (analyze)

Prior Academic 1. Students understand the Americas were inhabited by Native Americans with European explorers first came
Knowledge and Skills to the continents.

What have you or your mentor 2. Students understand there are sometimes inaccuracies between what is taught about an event and how it
taught previously that will inform
what students are learning today? actually happened.

Materials & Resources Materials: PowerPoint, Letter excerpts for the stations, handouts with DBQ questions

Resources:
-The Taking of Indian Land:
http://nationalhumanitiescenter.org/pds/becomingamer/growth/text7/indianlands.pdf

Assessments
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 Middle Childhood Education Seminar 2

Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.

Name and number of
Assessment
Handout with DBQ
Questions (A1)
Description of assessment Evaluation Criteria - What is the evidence (the answers) of student learning?
Specifically list evidence of learning and learning objectives.
Students will answer questions (LO1,2)
based on the letter excerpts
they read at the four stations.
See DBQ for questions.

Station 1-Document 1: Station 1- Document 1

-How does Rev. Stoddard use -He says God wants people to use land for farming and growing food. Native
the Bible to justify the Americans do not use their land for these purposes.
colonists taking Native
American land?
-What does Rev. Stoddard -The reverend is saying the Native Americans are wasting the land God gave them
mean by saying the Native to use. Rev. Stoddard says the land is worthless because of the non-use.
Americans would have been
wise to make use of their
opportunities?

Station 2- Document 2: Station 2- Document 2

-What is the main reason the
Lenape tribe thinks Thomas
Penn sold their land?
-What was going through your
mind when you read the tribes
warning?
-They sold some land to his father, and the tribe thinks Thomas Penn believes he
owns more of the land than was originally given to his father.
-It seems counterintuitive. I realize they need to protect their land, but doing so
peacefully would be better. This could provoke the colonists into attacking the
tribe or taking more of their land.

Station 3- Document 3: Station 3- Document 3:

-Based on Rev. Callenders -Everything he describes is the way Europeans and the colonists live. He wants
complaints about Native them to act more like how his people act.
Americans, how does he
believe the Native Americans
should live?

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 Middle Childhood Education Seminar 2

-How does Rev. Callender shift -He blames everything the colonists have done to the Native Americans on
the cause of the fall of Native themselves. Callender says they are lazy and drink too much. These reasons are
Americans away from why their land was taken from them and why they are dying off.
European settlers?

Station 4- Document 4: Station 4- Document 4:

-What problem is Chief Sachem -Chief Sachem is saying there when colonists first came, his tribe gave them some
trying to bring to King land to live on, and now, with those people gone, the colonists are taking over land
Georges attention? that was not given to them in the original agreement.
-How does Chief Sachem try to -He reminds the King that the tribe is technically his subjects as well as the
coax King George into granting colonists, and he should treat them with equal respect.
his petition?
Check-In (A2) After completing two of the (LO1,2)
stations, I will ask the students
these questions and take notes
on who gives answers and
what the answers are. I will
address and misconceptions
the students have, or any
problems they are having with
reading the passages if such
things become apparent from
their answers.
-What kinds of sources are the -They are primary sources.
excerpts you are reading?
(remember)
-What are colonists trying to -The two colonists are trying to justify why Native Americans should have the land
accomplish in those excerpts? they already live on. Both give reasons as to why Native Americans do not deserve
(analyze) to own land in the colonies.
-What are the Native -Both Native Americans are attempting to persuade authorities to honor their
Americans trying to lands and to stop colonists from selling/buying/living on them.
accomplish in their excerpts?
(analyze)
-How does the fact that these -Because these are primary resources, you know what they are saying is the closest
are primary resources help thing to the actual truth. For example the Lenape tribe must have really thought
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form your opinion about what
you are reading? (evaluate)
-From what you have read so
far, have the colonists given
any good reasons as to why
they took Native American
land? (evaluate)
Debrief (A3) After the students are done
answering all of the questions,
I will bring everyone together
and we will discuss the
activity. I will take notes on
who is participating.
-What was the purpose of
completing this activity?
(evaluate)
-What did your groups do to
achieve these purposes?
(evaluate)
-Did you see any similarities or
differences between the
writings of Native Americans?
(analyze)
-And what about the colonists
writings? Any similarities or
differences? (analyze)
-Are there any voices missing
from the writings, and if so,
B. Wozniak. 2016
Middle Childhood Education Seminar 2
they had, or actually did have, a deal with William Penn to protect their land. This
is not someone elses opinion on what this tribe believed; its what they actually
thought. This takes any doubt of whether the source is accurate out of the equation
when forming your opinion.
-Not really, the person I read about just said the Native Americans do not use the
land how God wants them to. But that is the colonists God, not the Native
Americans. The one reverend just said they did not act European enough to have
the land.
Yes, I can see how not really using the land or being able to defend it properly
allows the colonists to take it.
(LO1,2)
-To gain experience reading and analyzing primary resources. To get an idea of
how people were still taking over Native American land long after Columbus came
to the Americas. To get an understanding of how colonists justified taking Native
American land.
-We had a great discussion about the different reasons the two reverends gave as
to why the colonists were taking Native American land. We read the primary
resources as a group so everyone had a good understanding of what they were
talking about.
-Both Native American writings were a plea to a higher authority, one was directed
right at the King, asking these men to honor their land. They both are trying
peacefully to protect their land, but one did make a vague threat.
-Both explained why Native Americans do not deserve their land, but gave
different reasons. Reverend Stoddard says they do not properly use their land, and
Reverend Callender says they are too lazy, drink too much, and have too many sins
and vices to have the land.
-All of the writings are from people with authority. These are all from church
leaders and tribe leaders. No common regular people or women have their voices
heard here. Because these voices are excluded, this could mean the thoughts and
 Middle Childhood Education Seminar 2

does that factor in your ideas held by the writers does not represent the thoughts and ideas of all colonists
opinion at all? (evaluate) and Native Americans at the time.

Instructional Procedures/Steps
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.

Teacher will Student will

Include instructional practices, questions you will ask, checks for What will students be doing?
understanding, differentiation, evidence of culturally responsive What evidence of learning will students demonstrate?
teaching practices. Student-centered learning/opportunities for practice and application.
Opening 1. Set up: PowerPoint presentation, set up four stations
____5_____ Minutes around the room for the DBQ readings. I will group the
students myself, names of the students will be listed at
- Hook?
- Activate prior the station they are to start with. I want to make sure
knowledge? the IEP and G/T students are mixed together in case
- Communicate LOs? someone needs help with the readings, they can go to
their group and find it.

2. Review Agenda: Have the agenda and essential 2.

question on a PPT slide. I will ask a couple of
questions in order to get the students to start thinking
about the LOs.
-Yesterday we learned about how early settlers began -It stopped when the British started their colonies in the
to take Native American land, when do you think this New World. The French and Indian War ended conflicts
practice finally stopped? (apply) with Native Americans. People continued to take Native
American land after the U.S. formed.
-What strategies would you employ in order to find -I would watch a documentary about the time period.
out how colonists treated Native Americans and their The textbook should give us the answers we are looking for.
land? (apply) We need to look at what the people from that time says
-I want to ask these questions to get the students what happened.
thinking in the direction of the LOs. This will make for
a more meaningful discussion than if a student or I just
read them off the PPT. The first question will also
activate the students prior knowledge.

B. Wozniak. 2016

Instruction
___40_____ Minutes
Procedures and steps to
the lesson.
- Strategies?
- Assessments?
- Q & A?
- Evidence of learning?
- CRP?
- Planned supports?
Transitions: Identify when
you are transitioning and
how you will make that a
smooth transition?
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Middle Childhood Education Seminar 2
1. Transition to the DBQ activity (LO1,2): 1.
-What is one way we can study what actual people -We need to look at books and letters written and art made
living in the U.S. at the time were saying about the by those who were actually living during the time period.
treatment of Native Americans? (apply)
-Explain these are called primary resources.
-What are some advantages of looking at primary -Primary resources give you a better insight at how people
resources over other types of resources? (apply) of the time actually thought, or things they actually did. This
is not someones interpretation of what happened. These
sources make it easier to form accurate opinions about what
actually happened in the past.
-To get a good picture of what happened, exactly -The resources should be from colonists who partook in
whom should the primary resources come from? taking Native American land and Native Americans who lost
(evaluate) their land.
-Explain that the students will now just do that, look
at primary resources from those who were part of
these events (also on the slides).
-There are excerpts from colonists and Native
American writings, two of each, at each station. The
students will go each station and read the excerpts.
-They will then answer the questions for each excerpt
on the handout I provided. After reading all four
excerpts, they will have an essay question to answer.
-Explain these writings are primary resources.
-The students can decide whether or not they read the
passages individually or as a group, they are to
discuss them and answer the questions together. I
would ask the G/T students to lead these discussion.
-I want to do this activity so every students has the
opportunity to read each passage. Working in groups
will benefit the students as they will hear more ideas
and interpretations of the writings than just their own.
Students can help struggling readers and give them a
good model of reading this way as well. This is also a
good opportunity for the G/T students to lead a
 Middle Childhood Education Seminar 2

discussion as an extension of the activity. I want to ask

this question to make sure students understand what a
primary resource is.

2. DBQ Activity (LO1,2): 2.

-Students will now go to the station where their name
is listed.
-I will pass out the handout and they can begin
reading the passages.
-Handout with DBQ Questions (LO1,2, A1):
Students will answer questions based on the letter
excerpts they read at the four stations.
Students will answer questions based on the letter
excerpts they read at the four stations. See DBQ for
questions.

Station 1-Document 1: Station 1- Document 1

-How does Rev. Stoddard use the Bible to justify the
colonists taking Native American land?
-What does Rev. Stoddard mean by saying the Native
Americans would have been wise to make use of
their opportunities?
-He says God wants people to use land for farming and
growing food. Native Americans do not use their land for
these purposes.
-The reverend is saying the Native Americans are wasting
the land God gave them to use. Rev. Stoddard says the land
is worthless because of the non-use.

Station 2- Document 2: Station 2- Document 2

-What is the main reason the Lenape tribe thinks
Thomas Penn sold their land?
-What was going through your mind when you read
the tribes warning?
-They sold some land to his father, and the tribe thinks
Thomas Penn believes he owns more of the land than was
originally given to his father.
-It seems counterintuitive. I realize they need to protect
their land, but doing so peacefully would be better. This
could provoke the colonists into attacking the tribe or
taking more of their land.

Station 3- Document 3: Station 3- Document 3:

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 Middle Childhood Education Seminar 2

-Based on Rev. Callenders complaints about Native
Americans, how does he believe the Native Americans
should live?
-How does Rev. Callender shift the cause of the fall of
Native Americans away from European settlers?
-Everything he describes is the way Europeans and the
colonists live. He wants them to act more like how his
people act.
-He blames everything the colonists have done to the Native
Americans on themselves. Callender says they are lazy and
drink too much. These reasons are why their land was taken
from them and why they are dying off.

Station 4- Document 4: Station 4- Document 4:

-What problem is Chief Sachem trying to bring to King -Chief Sachem is saying there when colonists first came, his
Georges attention? tribe gave them some land to live on, and now, with those
people gone, the colonists are taking over land that was not
given to them in the original agreement.
-How does Chief Sachem try to coax King George into -He reminds the King that the tribe is technically his
granting his petition? subjects as well as the colonists, and he should treat them
-Have a parking lot set up in the classroom where with equal respect.
students can write words they did not recognize from
the writing and can be discussed during the Check-in
and Debrief.
-After the groups finish with their questions, they will
move on to a second station. Groups that read an
excerpt from a colonist will next go to a station with
an excerpt from a Native American and vice versa.
-While the students are in their stations, I will be
moving about them and helping if anyone requests it.
But for the most part, I will let the students take
control over what happens at the stations.
-Check-In (LO1,2, A2): After completing two of the
stations, I will ask the students these questions and
take notes on who gives answers and what the
answers are. I will address any misconceptions the
students have, or any problems they are having with
reading the passages if such things become apparent
from their answers.

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 Middle Childhood Education Seminar 2

-What kinds of resources are the excerpts you are -They are primary sources.
reading? (remember)
-What are colonists trying to accomplish in those -The two colonists are trying to justify why Native
excerpts? (analyze) Americans should have the land they already live on. Both
give reasons as to why Native Americans do not deserve to
own land in the colonies.
-What are the Native Americans trying to accomplish -Both Native Americans are attempting to persuade
in their excerpts? (analyze) authorities to honor their lands and to stop colonists from
selling/buying/living on them.
-How does the fact that these are primary resources -Because these are primary resources, you know what they
help form your opinion about what you are reading? are saying is the closest thing to the actual truth. For
(evaluate) example the Lenape tribe must have really thought they
had, or actually did have, a deal with William Penn to
protect their land. This is not someone elses opinion on
what this tribe believed; its what they actually thought. This
takes any doubt of whether the source is accurate out of the
equation when forming your opinion.
-From what you have read so far, have the colonists -Not really, the person I read about just said the Native
given any good reasons as to why they took Native Americans do not use the land how God wants them to. But
American land? (evaluate) that is the colonists God, not the Native Americans. The one
-Review words on parking lot if there are any. reverend just said they did not act European enough to have
-Students will then finish the remaining two stations. the land.
-Like I mentioned earlier, this activity allows the Yes, I can see how not really using the land or being able to
chance for every student to view all of the passages. The defend it properly allows the colonists to take it.
handout allows the students to answer the DBQ
questions in a less stressful environment and they can
talk with each other. I want to stop the students and
ask the Check-in questions to make sure everyone is
analyzing the documents properly and getting the
information they need to be getting from it. This also
gives the chance for the students to verbally show their
understanding. I want the students to take the lead in
their learning as much as possible, so I will only
interrupt the groups if they are obviously lost and not
getting the information I want them to.
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 Middle Childhood Education Seminar 2

3. Debrief (LO1,2, A3): After the students are done 3.

answering all of the questions, I will bring everyone
together and we will discuss the activity. I will take
notes on who is participating.
-What was the purpose of completing this activity? -To gain experience reading and analyzing primary
(evaluate) resources. To get an idea of how people were still taking
over Native American land long after Columbus came to the
Americas. To get an understanding of how colonists justified
taking Native American land.
-What did your groups do to achieve these purposes? -We had a great discussion about the different reasons the
(evaluate) two reverends gave as to why the colonists were taking
Native American land. We read the primary resources as a
group so everyone had a good understanding of what they
were talking about.
-Did you see any similarities or differences between -Both Native American writings were a plea to a higher
the writings of Native Americans? (analyze) authority, one was directed right at the King, asking these
men to honor their land. They both are trying peacefully to
protect their land, but one did make a vague threat.
-And what about the colonists writings? Any -Both explained why Native Americans do not deserve their
similarities or differences? (analyze) land, but gave different reasons. Reverend Stoddard says
they do not properly use their land, and Reverend Callender
says they are too lazy, drink too much, and have too many
sins and vices to have the land.
-Are there any voices missing from the writings, and if -All of the writings are from people with authority. These
so, does that factor in your opinion at all? (evaluate) are all from church leaders and tribe leaders. No common
-Review words on parking lot if there are any. regular people or women have their voices heard here.
-I want to debrief the students to make sure they Because these voices are excluded, this could mean the
understood why they just did this activity and to see if thoughts and ideas held by the writers does not represent
they got the main points from the passages. the thoughts and ideas of all colonists and Native Americans
at the time.

Closure 1. Transition to Tomorrows Lesson: Explain to 1.

____5_____ Minutes students that tomorrow we will first review the four

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 Middle Childhood Education Seminar 2

- Assess? excerpts they read and they will then answer an essay
- Wrap up?
- Set-up? question about them. Point out EQ again.
-Based on what you read today, have you learned -One of the Reverends said the Native Americans should not
anything new which has affected your opinion about have their land because they do not use it the right way.
how the colonists treated Native Americans? How can he say what is the right or wrong way to use land.
(evaluate) Its their land to do whatever they want with it. The other
-I want the students to know they are going to answer Reverend they were too lazy. It seemed these colonists
the essay question the next day so they can have it in believe the Native Americans should be more like them, and
the back of their minds and not be surprised by it. I also
because they do not act European, they shouldnt have land.
want to see if there is anything the students are stillThat is not right.
confused about so I can help them do better on the I actually think their reasons make sense. Maybe they
essay. should have gone about getting the land in a more peaceful
way.
Modifications/Accom IEP Students: Directions written on handouts, PPT, and given verbally. Extended time to finish reading the passages
modations/Enrichme if needed. Key words bolded on handouts, sentence starters will be provided to those who need it. Peer assistance
nt during discussion and reading while at the stations.
Differentiation: How will
you provide students with
specific learning needs Gifted/Talented: Leading the group discussions at each station, extension questions to enrich understanding.
instructional support? How
will you provide students
access to learning?
Struggling Students: Modeling of good reading while in the groups, key words bolded on handouts, directions given
verbally and on handouts/PPT

Academic Language Identify Planned Supports

Language Function: Analyze Language Function: Teacher will model how to analyze the
What language function do
you want students to reading by providing the DBQ and discussion questions.
develop in this lesson? Students will discuss these questions in their groups.
What vocabulary do
students need to support Vocabulary: royal protection, plunder, fruitful Vocabulary: Students will build definitions for these words
learning of the learning through their discussions, and they are on the worksheets.
objective for this lesson?

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What supports do you have
in place to assist students
with AL?
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Syntax or Discourse? Discourse
Middle Childhood Education Seminar 2
Syntax or Discourse? The students will have the
opportunities to analyze primary resources in their groups
while at the four stations. They also have opportunities
during the Check-in and while writing their individual
answers on the handout. The handouts with the questions
will help guide them in their analysis while in their groups
working on their analysis with other students.