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Teacher:
Grace and Michaela
Big Idea:
This Land is Your Land, This Land is My land?
ELA crossover
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:
Prerequisite knowledge
and skills.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
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.
Tim
e
Parts
Motivation
(Opening/
Introduction/Engag
ement)
8
minutes
Development
17
minutes
15
minutes
Closure
10
minutes
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
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.