The Powhatan Native Americans A Teaching Unit for Kindergarten Students

Prepared By: Caitlin Hall Url: http://crhall.wmwikis.net

Submitted as Partial Requirement for ED 405

Elementary and Middle Social Studies Curriculum and Instruction Professor Gail McEachron

The College of William and Mary Spring 2010

Contents

Historical Narrative Map/Globe Skills Lesson: Mapping Longhouses Critical Thinking and the Arts: Powhatan Musical Instruments Civic Engagement: Pocahontas Global Inquiry: Powhatan Mural Assessments: Objective and Essay Bibliography Appendix A: National and State Standards Expenses

Powhatan Indians of Eastern Virginia

Introduction

There are few time periods as important to our nation’s history as the early 1600s

until the late 1700s – our nation was beginning to form! Our nation would have been

unable to survive those first few years if it weren’t for the people that were already living

here. In Jamestown’s case, the Powhatan Indians were their saving grace, whether or not

many of the original English settlers would have admitted it.

By learning about the Powhatan tribe of Eastern Virginia, children can begin to

understand just how important working with others truly is. Especially in the primary

grades, children are being thrust into a brand new world where they learn to interact with

people different from themselves. While the Powhatan and English settlers did have their

differences, they also knew how to help each other. The differences between these

cultures were nearly immeasurable, and they certainly did not always get along. But,

without the aide of the Powhatans, the likelihood the Jamestown would have become the

first permanent English settlement in the New World would have been greatly

diminished.

Students also respond well to people and places they can relate to. Students in

Virginia, and especially those in Williamsburg-James City County, have without a doubt

heard the stories of the English settlers and the Powhatan Indians. Students in this district

have the advantage of the history being right in their back yards. Teachers should use this

to their fullest advantage. The Jamestown colony is minutes away and there are restored

American Indian villages nearby as well. Since this unit is designed with kindergarten

students in mind, there should be a concrete focus, instead of a sprawling plan. The focus

of this unit will be the Powhatan Indians, not settlement as a whole process. This

narrowed focus also allows students to be introduced to famous individuals such as

Pochahontas and Chief Powhatan, and also allows for the inclusion of caring for the

environment into lesson planning.

This unit also allows for the incorporation of various National Council for the

Social Studies standards. Culture is the most prominent, while People, Places and the

Environment also factors heavily in. Power and Authority can also be discussed, as well

as Individuals and Institutions. The ways to incorporate the national standards into a unit

about the Powhatan Indians are nearly limitless. There was a clash of culture, power, and

ways of life. State standards are also easily incorporated into a unit with this design.

Virginia SOLs K.1, K.2, K.7 and K.8 can be easily incorporated into a unit based around

the Powhatan. For a full description of all standards, please see Appendix A.

Key Ideas and Events

In order to understand the Powhatan, the original focus should be on the culture as

a whole. The name “Powhatan” has a several different meanings. First, it was a title given

to the chief of the tribe (i.e. Chief Powhatan). The leader at the time of the English

settlement was named Wahunsunacawh (Powhatan Indian Tribe, 2007). When he came to

be chief of his tribe, he took the name of Chief Powhatan, as he was part of the Powhatan

tribe. The second meaning behind “Powhatan” is the Powhatan tribe that primarily

resided in Eastern Virginia, just east of current day Richmond. They also had dwellings

in present day Gloucester, Virginia. The third meaning of “Powhatan” refers to the

confederacy over which the Chief Powhatan reigned. While Wahunsunacawh only

inherited control over six tribes when he came to power, he had control of nearly thirty

by the time of his death (Kent University, 2004). Estimates of the population over which

he ruled range from 8,000 to 15,000, with anywhere from a fifth to a third of them being

warrior men (Powhatan Indian Chiefs, 2007).

From an admittedly ethnocentric perspective, the settling of Jamestown by the

English was perhaps the most significant moment in the history of the Powhatan Indians,

and maybe even the American Indians as a whole. The English landed in Jamestown in

the fall of 1607, and within two weeks, both sides had seen deaths (Jamestown-Yorktown

Settlement, 2009). The two cultures were vastly different and viewed things in

completely different ways. However, if it had not been for the momentary cooperation

between the two in the depth of winter (thanks in large part to the Chief’s young daughter

Matoaka, who is better known by her nickame of Pocahontas), it is all but certain that

Jamestown would not have remained the first permanent colony in the New World

(Rountree, 1989).

The marriage of the Chief Powhatan’s daughter, Pocahontas, to tobacco planter

John Rolfe in 1614 created a brief moment of peace, but the two sides were not meant to

get along. Pocahontas, while famous more many things (including her interest in and

aiding of the English settlers) is best known for the story of saving John Smith’s life after

the Powhatan had taken him captive. While the story of the two falling in love would be

ridiculous – she was prepubescent when they met – the story of her saving his life is more

than likely true. It is now thought that Chief Powhatan had never actually intended to kill

Smith in the first place, but that it may have been something of an initiation right into the

Powhatan culture (Powhatan Renape Nation, 2005).

There was a change in power in the 1610s after Wahunsunacawh’s death, and

when his brother took over as the Chief, he lead attacks on the English settlers. He lead

attacks on the settlers in 1622 and 1640, in an effort to defend against the English

continuing to encroach on their territory. In 1646 Governor Berkley signed the Treaty of

1646, which was intended to disband what was left of the Powhatan confederacy. By

1684, the Powhatan confederacy had all but vanished. Only two tribes of the thirty have

managed to hold onto reservation lands in Virginia, the Pamunkey and the Mattaponi

(Powhatan Indian Tribe, 2007).

The biggest difference between the Powhatan and the English was, without a

doubt, culture. The differences in culture became even more apparent, and deadly, when

neither side was willing to view things from the other side’s point of view. The English

thought it was perfectly fine to take land from the Powhatan, and the Powhatan didn’t

like these strangers arriving and believing that they had sovereignty over everything.

And, since neither side was truly willing to discuss their problems and see from the

other’s point of view, an entire way of life was nearly lost. There are many lessons that

children can learn from this part of history. In particular they can be shown the benefits

of working together and cooperation, and the detrimental effects that occur from

continuous disagreements. Teachers can talk about conflict resolution, but children need

to be given concrete examples of what happens when cooperation does not occur

(Rountree, 1989).

The Powhatan also shared food and farming techniques with the English. The

introduction of corn was one that was of particular importance. It went from something

that just the American Indians grew to one of the most important staple crops in the

country (McDaniel, 1993).

They also taught the English how to hunt and fish more effectively, as well as the

many uses of the oysters that were abundant in the Bay. However, the English seemed to

like the oysters so much that they all but destroyed the population, and they are still

struggling to return to healthy numbers.

Finally, there was the introduction of tobacco to the English. While it was used

for religious and shamanic purposes for the Powhatan, the English quickly spun it into a

cash crop and a recreational drug. Tobacco, along with cotton, became one of the primary

money-makers for the colonies, and the Virginia climate was perfect for its cultivation.

Tobacco also, however, quickly drains the soil of nutrients, and the Powhatan developed

a rotating crop system that would allow nutrients to be put back in the soil (McCartney

and Moretti-Langholtz, 2006).

Men, Women, Youth, and Children

Like any agricultural society, the Powhatan were not without their gendered roles.

The men of the tribe were hunters and fishers. They used the bow and arrow to hunt

game, and nets and spears to fish. They also collected oysters and scallops from the

Chesapeake Bay and it’s tributaries. Even when they were not hunting, men of the

Powhatan village would have often been seen repairing their nets and tools to keep them

in the best condition possible. The Powhatan also used every part possible of the animals

that they hunted. For example, a deer could be used for its meat to eat, its skin for

clothing and blankets, bones for tools and weapons and muscle sinews for fastening parts

together. This hunting was an integral part of the Powhatan society (ACPS, 2007).

While the men played the role of the hunters, women tended to play the role of

the gatherers. Their job was to gather fruit, nuts, plants and roots for food. The women

cooked over outdoor fire pits. They not only cooked simply the food, but they also

created stews the slowly simmered in clay pots over the fire. Meat and fish from the men

were also added to these stews. Women also made bread and smoked meats in order to

store them longer. They were also the clothing makers for the community.

The youth and children of the Powhatan culture often learned their gender roles

from their parents. From a young age, the boys were taught to hunt and the girls were

taught how to cook and tan hides (Native Languages of the US, 2007).

Even though the Powhatan were a native tribe, they did not appear to be

exclusionary as the English settlers were. Escaped slaves and freed indentured servants fo

all races and genders often joined the Powhatan for two primary reasons. The first being

that they were united in their dislike of the English settlers who took advantage of them,

and the second being the Powhatan way of life simply seemed more appealing to them

than a life of servitude. Intermarriages occurred, the ex-slaves and servants assumed the

proper gender roles as well. However, after Bacon’s Rebellion in 1676, joining the

Powhatan to escape slavery was ineffective, as settlers then began enslaving the

Powhatan, as well. For the Powhatan, it seems, it was never so much about skin color as

it was about respect. The English assumed they could come in and dominate them, and

after that peace was hard to come by. The indentured servants and slaves were looking

for the same thing that the Powhatan were - freedom of oppression from the English

(McCary, 1992).

Closing and Legacy

While the Powhatan Indians were all but decimated in less than 100 years after

the English arrived at Jamestown, it is important for teachers and students alike to

remember a few things. Without the Powhatan, the survival of Jamestown would have

been unlikely (Preservation Virginia, 2005). They shared not only food, but also the seeds

of vegetables the English had never seen before, as well as ways to plant them. And, for

all of their fighting, the two sides did get along at several points in time, but neither side

was ever willing for fully cooperate with the other. Major factors such as culture,

lifestyle, gender roles and general ways to live life were things that these two groups

could never fully see eye-to-eye on. The Powhatan were also more accepting of the

enslaved peoples than the English were, and this created tension as well (Rountree,

1989). Whether this was because they were inherently incapable of looking at life

differently or one side simply did not want to succumb to the other may never be known.

Children can take these stories and facts and learn not only about conflict and conflict

resolution, but the benefits of looking past outward differences for the betterment of

others. The results of the English and the Powhatan working together were wonderful,

and the results of them not getting along were disastrous There are more lessons than

about longhouses and agriculture that could come from this unit.

Access Genealogy. (2007). Powhatan indian chiefs and leaders. Retrieved from http://www.accessgenaology.com

Access Genealogy. (2007). Powhatan indian tribe history. Retrieved from http://www.accessgenealogy.com

Action County Public Schools. (2008). Powhatan village. Retrieved from http://www.ab.mec.edu.

Jamestown-Yorktown Settlement. (2008). Jamestown settlement: powhatan indian village. Retrieved from http://www.historyisfun.org

Kent University. (2004). The powhatan confederacy. Retrieved from http://personal.kent.edu

McCartney, M. and D. Moretti-Langholtz. (2006). A study of virginia indians and jamestown: the first century. National Park Service.

McCary, B. (1992). Indians in seventeenth century virginia. Charlottesville, VA: The University Press of Virginia

McDaniel, M. (1993). The powhatan indians. Mexico: Chelsea House Publishers

Native Languages of the United States. (2007). Powhatan culture and history. Retrieved from http://www.native-languages.org

Native Languages of the United States. (2007). Powhatan indian fact sheet. Retrieved from http://www.bigorrin.com

Powhatan Renape Nation. (2005). The pocahontas myth. Retrieved from www.powhatan.org

Preservation Virginia. (2005). Jamestowne rediscovery. Retrieved from www.historicaljamestowne.org

Rountree, H. (1989). The powhatan indians of virginia. Norman, OK: University of Oklahoma Publishing.

Lesson 1 – Map/Globe Skills: Mapping Longhouses

Preparer: Caitlin (Caiti) Hall Audience/Time/Space: Primary (K-1) / 45 minutes – 1 hour / Whole Group (approx. 17 Students) Standards: SOL K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time. SOL K.3 The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, left/right, and behind/in front. SOL K.4 The student will use simple maps and globes to:

a. Develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the earth

b. Describe places referenced in stories and real-life situations c. Locate land and water features

Materials: Various types of maps for students to look at (available at the school), 2 – 3 globes that are small enough for kindergartners to handle (available at the school), “There’s a Map on My Lap!” and “My Map Book” books, construction paper shape cutouts, a blank longhouse maps, crayons, glue/glue sticks. Lesson Description: Anticipatory Set: The lesson will begin by reading “There’s a Map on My Lap!” to the students, who should be seated together on the carpet in the front of the classroom. In this book, the Cat in the Hat introduces various kinds of maps (political maps as well as topographical and temperature maps). The teacher will then provide various maps for the class to observe and compare. Students will be instructed to look for both similarities and differences in these maps. Objectives and Purposes: 1) The learners will listen attentively as the teacher explains the use of maps. 2) The learners will identify and describe longhouses and maps of them. 3) The learners will use geometric shapes that represent real-life items that might be in a longhouse to place them in the proper areas on blank maps of the longhouse. Input/Modeling: The teacher will use the ELMO projector to show the various pictures of what a longhouses. The teacher will then create a chart with two columns: “What I See” and “What This Tells Me.” The students will then be asked to fill in the chart by looking at the pictures and deciding what the images mean. Guiding questions will be provided if the students seem to be struggling. Guiding questions include: What can you tell me about the size of the houses? How many people do you think could live in them? What does it look like they were made out? Do you see anything on the outside that gives you hints about what happens inside the longhouse? Guided Practice: Once the chart has been filled, the teacher will then show the class pictures of what longhouses look like on the inside. She will then instruct the students that they will soon create their own maps of the inside of a longhouse. Each student will

be given a baggie with a set of geometric shapes inside of it and a blank, aerial view of a longhouse. The teacher will explain to the students what each of the geometric shapes represent, and that they are to work with their groups to place them where they think they belong inside of the long house. As an example, the class will help the teacher make a map of the classroom, also using geometric shapes to represent key features of the classroom. She will also be sure to title her map, and make a key at the bottom to show what shapes represent which figures in the classroom. The background information of this activity should allow the students to successfully complete the independent practice activity on their own. Check for Understanding, ask Key Questions: From the different shapes in our bags, how are we going to choose which shapes will represent the smoke hole/beds/shelves? Do you think we can use all of these shapes, or are we going to have a few left over? How are we going to know where to glue the shapes on our maps? Independent Practice: Once the students have returned to their seats they will be given the aerial maps of the longhouse. The pre-made map will have a place for the map title and student name at the top, and a place for students to make a map key in the bottom right handed corner. The students will be asked to place the following features in the long house: ventilation/smoke hole, sleeping area, cooking area, storage area, and a door. The shapes given to the students will include a circle, two rectangles and two triangles (the two rectangles and two triangles will be different colors). The student’s first task will be to decide what each shape will represent which feature. They should then fill in the key by drawing and coloring the shape with the appropriate color next to the picture key. The student should then use a glue stick to place the shapes where they think the features belong. The students will be seated at one of three tables, so the teacher and the assistant should be able to move between them to check on student progress. Once the students have completed the task, they will be allowed to add extra details, if they wish, with their crayons. Closure: Once all students have completed their maps, they will be brought back together on the carpet in the front of the classroom. The students will be given the opportunity to discuss their maps if they wish. The teacher will then show the students the map that she created (which should be done before class time). She should explain to the students that while their maps do not have to look exactly the same, the features they identified and placed on their maps are important. She will then explain to them that it is important to have an understanding of their surroundings, and to think about other things they could map as well. Finally, the teacher will end the lesson by reading the students “My Map Book.” In this book, a girl maps out various things that are important to her (her day, her tummy, etc). This should help the students to understand that many things can be mapped, and that they are very useful. Evaluation: Formative - During the group instructional time, teacher should monitor class discussions and behaviors and should ask probing questions when necessary. Summative – Finished maps; multiple choice question:

What were Powhatan longhouses made out of? a. bricks b. cement c. saplings and wood

Background Information: Information retrieved from: http://en.wikipedia.org/wiki/Native_American_long_house American Indians built longhouses in various parts of North America. These longhouses sometimes reached lengths of over 100 meters (about 330 feet), but they were generally around 5 – 7 meters long (about 16 – 23 feet). They also had a very specific way they were built. The main theory about longhouse construction is that walls were made of sharpened and fire-hardened saplings (up to 1,000 for a 50 meter house). These poles would be driven into the ground, then bent at the top and tied to saplings that had been bent directly across from them. Strips of bark were then woven horizontally between the saplings. Surprisingly, this weaving formed essentially weather-proof walls and ceilings. Unless they were very large, longhouses didn’t have doors, so there were unwoven slits left in the sides of the longhouses for inward and outward movement. Resources: Fanelli, Sara. My Map Book. Hong Kong: Harper Collins, 1995. Rabe, Tish. There’s a Map on My Lap. United States: Random House Publishing, 2002.

http://www.nysm.nysed.gov/IroquoisVillage/images/figure1longhouselg.gif

http://www.scott.k12.va.us/martha2/images/Longhouse_Bed.jpg

http://www.greatdreams.com/native/huron-longhouse.jpg

http://www.scott.k12.va.us/martha2/images/Inside_Longhouse.jpg

Example of “What I Know, What This Tells Me” Chart

What I See What This Tells Me • Holes in the ceiling • Beds • Hanging food

• Place for smoke to escape • People sleep in longhouses • People store food in

longhouses, but don’t have “kitchens”

Lesson Plan 2: American Indian Musical Instruments

Preparer: Caiti Hall Audience/Time/Space: Kindergarten Class/1 hour/ Whole Group (16 – 17 students) Standards: SOL K.2 The student will express ideas and feelings through the creation of works of art. SOL K.3 The student will identify and use (1) colors – red, blue, yellow, green, orange, violet, brown, black and white; (2) textures – sight and touch; (3) line and line characteristics; (4) shape; and (5) patterns – natural and man-made. SOL K.10 The student will use motor skills to create 2-D and 3-D works of art. SOL K.12 The student will identify the purposes for creating works of art. SOL K.13 The student will discuss the concept that people in all cultures create works of art. National Standards for Arts Education (K-4) Music Content Standard 2: Performing on instruments, alone and with others, a varied repertoire of music. MCS 6: Listening to, analyzing and describing music. MCS 8: Understanding relationships between music, or other arts, and disciplines outside the arts. Visual Arts Content Standard 1: Understanding and applying media, techniques, and processes. Objectives and Purposes: 1. The students will verbally share impressions and ideas about music and visual art forms presented to them. 2. Students will recognize popular American Indian musical instruments – in particular the drum. 3. Students will understand explain uses of the drum in American Indian culture. 4. Given materials listed, students will create their own drum designed in ways that have significant meaning to them. Materials: A variety of empty 32 oz yogurt tubs (no lids) and large coffee cans (with plastic lids) for students to use as drums, images of various types of musical instruments used by American Indians, toy replica of a drum, construction paper and white copier paper, single hole puncher, yarn, crayons, glue, scissors, stickers, wax paper to make the drum coverings, rubber bands Lesson Description: Introduction: Since this lesson is part of a unit designed to be taught in the fall, students will have already had an introduction to American Indians. The lesson will begin by playing an American Indian drum based song, which can be found at this link < http://www.youtube.com/watch?v=DYvNAHByKPM>. Ask the students to close their eyes and pretend they are there. Ask the students what kinds of instruments they think they hear. Ask them how the music makes them feel, and what pictures are in their minds as they listen to it. Then, pass around the toy drum so that everyone has a chance to see it. Using the ELMO projector, show students various images of instruments used by the American Indians (drums, flutes, rasps, etc). Discuss the importance and uses these instruments had in American Indian culture. Content Focus: Key Questions: Objective: What do you see? What do you think these instruments are made out of? Do you think instruments are a type of art? If so, what kind of art? Reflective: If you were the person designing these instruments, would you have designed them differently? If so, how would you have designed them? What colors and patterns do you see on these instruments? Why do you think the patterns and colors are different? Interpretive: Why do you think the artists used different materials for different instruments? What about the different materials? Why do you think the instruments that had

holes had them? Why were the holes different sizes? Do you think the size of the drums matter? If so, why? Decisional: Do you think the artists chose to decorate the instruments in certain ways because they mean something? What do you think they mean? Why do you think we need musical instruments? Break the students into their working groups and pass out the yogurt containers and coffee cans. Students will use whichever one is passed out to them as their drum. Each working station will be equipped with the stuck, scissors, crayons, stickers, construction paper, etc. Then, instruct the students the glue the construction paper (one color as a base) to the outside of their containers. Next, the teacher or assistant will punch a whole on either side of the construction paper for the yarn. The teacher or assistant will the aide the students in making the top of their drums. For the coffee cans, children simply need to place the top back on. For the yogurt containers, wax paper should be place over the top and then a rubber band around the edge of the lid to keep it in place. Now that the drum basics are complete, students will be instructed to decorate their drums with lines, colors, and stickers that are important to them. Students should be told by the adult at their working stations that while these drums look similar to the ones seen on the ELMO, they are a model of them, not an exact replica. Ask the students at each station what the similarities may be between their drums and those of the American Indians, as well as what differences there may be. Closure: As the students are finishing their drums, ask them how they feel about them? Why did they choose the colors and patterns they did? What do those colors and patterns mean to them? Background Information: Drums and flutes were very popular instruments used by the American Indians, as were rattles. These instruments had a variety of uses, including religious purposes, celebratory events, the passing of oral histories, and for wars. Drums were often made out of hollowed wood and animal skins, and flutes were most often created out of wood and bone. Because there was no tuning for these instruments, there were no two that sounded exactly the same. All of these instruments are still used today, both by the American Indians and the larger culture, though variations have changed some of them greatly. The American Indian flute looks more like what we would call a recorder today. Evaluation: Formative: The teacher and assistant will monitor class behaviors and discussions during the course of the lesson in order to make sure everyone is on track. Summative: Finished model drums – students should explain the purpose of the drum; Multiple choice question: see attached pages for images. Resources: Teacher Created Resources. “Native American Musical Instruments.” Retrieved March 20, 2009 from http://www.teachervision.fen.com/native-american history/printable/37367.html

Multiple Choice Question

Which of these musical instruments were not used by the American Indians?

a. b.

c. d.

Images for the ELMO

http://www.undesirablemusic.com/images/drums/NativeAmericanDrum.jpg

http://www.alaskanativeartists.com/images/drum_raven_paul.jpg

http://www.earthtribepercussion.com/Portals/0/nabassflutes2_NAF-D.jpg

http://www.magictails.com/abydos/images/mid-east/wind/large/nativeflute_synthetic.jpg

http://eholdenantiques.com/gallery2/main.php?g2_view=core.DownloadItem&g2_itemId=1731&g2_serialNumber=2

Lesson 3: Biography – Pocahontas

Name: Caiti Hall Audience/Time/Space: Kindergarten class/ 1 hour/ Whole group (14 – 15) students Standards: SOL K.1 The student will recognize that his describes events and people of other times and places by: (a) identifying examples of past events in legends, stories, and historical accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln. National History Standards: 3(a): The student understands the history of indigenous peoples who first lived in his or her state or region. (b) The student understands the history of the first European, African, and/or Asian Pacific explorers and settlers who came to his state or region. (d) The student understands the interactions among all these groups throughout the history of his or her state. Objectives and Purposes: 1. The students will identify ways in which Pocahontas was an important friend, ally, and helper to the English settlers in Jamestown. 2. The students will draw two pictures – one of Pocahontas giving aide to the settlers, and another of him-/herself being a good friend and giving aide to another person. 3. The students will write a sentence, to the best of their ability, to describe each of these pictures. Materials: “Pocahontas,” (Rookie Biography), by Nancy Polette, “Pocahontas” PowerPoint, chart paper and marker for KWL chart, model of completed picture for students to see, drawing paper, crayons Lesson Description: Introduction: Being the lesson by gathering the students on the carpet in the front of the classroom. Explain to them that today, they are going to be learning about someone who is very important in not only Virginia history, but in the history of the United States. First, show the students the first slide on the PowerPoint, which should contain images of the Disney version. Ask students to identify her. After she has been identified, tell the students that we are going to create a special kind of thought organizer about Pocahontas called a KWL chart. There will be a space for what we already Know, what we Want to know, and finally what we Learned about her. The first two columns we will fill in beforehand, and the last column afterwards. Return to the Disney image. Explain that this is a fictionalized version Pocahontas, and that some parts of her life may have been exaggerated (her tendency to burst into song, talking to animals, and her romantic relationship with John Smith). Tel the students our mission is to find out the true story of Pocahontas. Content Focus: By now, students will be looking at images of Pocahontas. While none of these can be perfectly accurate, there is a better chance of historical images being more representative of the real Pocahontas than of the Disney version. (While the images are being Displayed on the PowerPoint, the teacher will have notes that accompany each slide). Once students have seen all images and heard all of the teacher’s notes (which were adapted from Pollete’s “Pocahontas”), ask them to help fill in the last column of the KWL chart: what they Learned. If students seem to be struggling, the teacher should ask questions such as: What are some things that made her important? What did she do to

help the colonists? Once a separate piece of chart paper, create a list of ways that students help their friends and family, both in the classroom and outside of it. Finally, ask them if there are any similarities between the way Pocahontas helped the settlers and the way they help their friends. After making the second chart, explain to the students that they are going to be drawing two pictures: one of Pocahontas helping the settlers, and one of them helping friends. They are expected to write a sentence (as best as they can) to accompany both pictures drawn. They will be given separate sheets of paper for each picture. The teacher should have a pre-made example for the students to see. Closure: After students have completed their pictures, they will be brought back to the center of the classroom to share their drawings and explanations with the class. Evaluation: Formative: During the PowerPoint and picture drawing, the teacher should monitor student discussions. She will also ask questions during the PowerPoint and picture drawing to ensure that students are on the right track and are understanding the lesson thus far. Background Information: Pocahontas was born in 1595 and died in 1617, in England. She was the daughter of the great Chief Powhatan, who was the leader of a confederacy of American Indians in the area. While she is best known by Pocahontas, she actually went by three different ones: 1) Matoaka, which means ‘little snow feather,’ 2) Amonte, which is what her parents called her, and 3) Pocahontas, which means ‘lively or naughty one.’ While her father had over 100 children, she was his favorite. Over time, she learned some English words. She traded with the settlers and delivered messages from her father, the Chief, to them. However, when Pocahontas was 17, the colonists and American Indians had trouble getting along. Pocahontas was taken captive by the colonists. They planned to trade her for English prisoners that the Powhatan had. While she was imprisoned, she was converted to Christianity, and given the name Rebecca. She became married to a man who planted tobacco named John Rolfe, and they had a son, named Thomas. When they married, the fighting between the English and the Native Americans almost stopped completely, and this time became known as the “Peace of Pocahontas.” In 1616, she and her family went to England Several other American Indians traveled with them. Everyone in England was fascinated by Pocahontas, and at one point she even met King James I! On the trip back to Virginia, Pocahontas became very sick, so the ship turned around to take her back to England. She died there shortly after returning. She was only 22 years old. Resources: Polette, Nancy. “Pocahontas.” New York: Children’s Press (Scholastic), 2003.

Lesson 4: Inquiry – Powhatan Mural

Preparer: Caiti Hall Audience/Time/Space: Kindergarten class/ 2 hours/ 2class periods/Whole group Standards: SOL K.2 Students will describe everyday life in the present and in the past and begin to recognize that things change over time. Objectives: (1) The students will conduct research about the Powhatan Indians using teacher-selected sources. (2) The students will create a class mural to depict characteristics and facts they have learned throughout the course of the unit. Materials: Websites for the teacher-designed web-quest, collection of student friendly books containing information about the Powhatan, teacher-designed worksheet for recording information, chart paper, large mural paper that can be obtained from the art classroom, crayons, stickers, markers Procedures for Instruction: Introduction: The lesson will begin by gathering the students on the carpet in the front of the classroom. The teacher will then instruct the students to close their eyes and think about the information they have learned about the Powhatan Indians over the course of the unit. Who were important Powhatan? What kind of instruments did they use/music did they play? What did their houses look like? They will be instructed to share their ideas with a partner, and then the groups will share with the class. This information will be recorded on chart paper that will be hanging in the front of the classroom. Content Focus: Day 1: The teacher will explain to the students that a mural is a large painting or design on a wall that tell a story about people or events. Explain to the students that, as a classroom “tribe” they are going to create a mural that showcases the information they have learned so far. But, before they create the mural, they are going to do a little more research so they can create the best mural possible. They will be broken into two groups. One group will be looking through a collection of books. They will take notes using both words and pictures of information they think will be useful in creating the mural. They will use a teacher created worksheet to record their findings, as well as anything else they may be curious about. The second group will use the computers in the classroom and in the kindergarten core to do a teacher designed video and content web-quest to gather information. The classroom assistant will accompany them to help read any information, but they should be encourage to make guesses based on the pictures. They will be given the same worksheet as the previous group. After approximately 15 – 20 minutes, the groups will switch. Day 2: The instructional period during Day 2 will be used to create the mural. Closure: After both groups of students have done both activities, they will be brought back to the carpet. The teacher will then ask them to share some of the new information they learned will conducting their research. This information will be recorded by the teacher on the same chart paper from the introduction portion of the lesson, except in a different column. The teacher will then ask if there is any information that the students

still are unsure about or anything else that they would like to know, and she will record this information in a third column. Evaluation: Formative: Over the two-day instructional period, the teacher will observe student participation and discusses to determine that they are on the right instructional path, and answer any questions the students may have to the best of her abilities. If she is unable to answer the question, she should encourage the students to continue to search for the answer, and inform them that she will do the same. Summative: Contribution to the classroom mural will count as one part of the summative evaluation. The second part will be a student response to the following essay question: We have spent the past couple of weeks discussing the Powhatan Indians. Write at least two sentences and draw a picture that tells your favorite thing you learned about them. Background Information: A mural is a painting or drawing on a ceiling, wall, or other large and permanent surface. Many different kinds of people make murals, from prehistoric times to until even today. Some famous murals include the Caves of Lascaux in southern France and the Sistine Chapel in the Vatican City. Murals became especially famous with the Mexican muralista movement made famous by movement Diego Rivera, David Siqueiros, or José Orozco. Source: http://en.wikipedia.org/wiki/Mural Resources: Websites for video web-quest: “Powhatan and Pocahontas” http://www.youtube.com/watch?v=9BRuQ3glx3Q “A Day in the Life of a Powhatan” http://www.youtube.com/watch?v=8C6ZOOJozBU&feature=related *Not a video http://www.denacwilliams.com/nativeamericans.htm#geopowhatan *Not a video http://ab.mec.edu/jamestown/Powhatan.html Books for Student Use: “Life of the Powhatan” by Bobbie Kalman “The Powhatan Indians” by Melissa McDaniel “Pocahontas: Powhatan Peacemaker” by Anne Holler “The Powhatan: A Confederacy of Native American Tribes” by Tracy Boraas “The Powhatan (First Americans)” by David C. King

Powhatan Research Worksheet

Name: _______________________

Good Information from the books (pictures or words): Good information from the Internet (pictures or words): Is there anything I still want to know about the Powhatan? What?

Book Search Activity: With a friend, look through each book at this station to find useful information to add to our classroom mural about the Powhatan. (Hint: Look for information about clothes, food, and shelter). Use the worksheet to write or draw what you learned, or what you still want to know.

Internet Search Activity:

Watch the videos and go to the websites on the list. Listen and look for information you might not have known before. If you need help with any words, raise your hand or ask a friend. Use the worksheet to write or draw what you learned, or what you still want to know

Classroom Mural Activity

Work together with the class to create a mural of all the things you learned about the Powhatan. When we finish, we will display it in the hallway for the other classes to see, so do your very best work!

Assessments

Multiple Choice: 1. What were Powhatan longhouses made out of?

d. Bricks e. Cement f. Saplings and wood

2. Which of these musical instruments were not used by the American Indians?

a. b.

c. d. : 3. Pocahontas probably didn’t look like which of these pictures?

a. b.

c. d.

Essay Question: We have spent the past couple of weeks discussing the Powhatan Indians. Write at least two sentences and draw a picture that tells your favorite thing you learned about them.

Bibliography

Access Genealogy. (2007). Powhatan indian chiefs and leaders. Retrieved from http://www.accessgenaology.com

Access Genealogy. (2007). Powhatan indian tribe history. Retrieved from http://www.accessgenealogy.com

Action County Public Schools. (2008). Powhatan village. Retrieved from http://www.ab.mec.edu.

Fanelli, Sara. My Map Book. Hong Kong: Harper Collins, 1995.

Jamestown-Yorktown Settlement. (2008). Jamestown settlement: powhatan indian village. Retrieved from http://www.historyisfun.org

Kent University. (2004). The powhatan confederacy. Retrieved from http://personal.kent.edu

McCartney, M. and D. Moretti-Langholtz. (2006). A study of virginia indians and jamestown: the first century. National Park Service.

McCary, B. (1992). Indians in seventeenth century virginia. Charlottesville, VA: The University Press of Virginia

McDaniel, M. (1993). The powhatan indians. Mexico: Chelsea House Publishers

Native Languages of the United States. (2007). Powhatan culture and history. Retrieved from http://www.native-languages.org

Native Languages of the United States. (2007). Powhatan indian fact sheet. Retrieved from http://www.bigorrin.com

Polette, Nancy. “Pocahontas.” New York: Children’s Press (Scholastic), 2003.

Powhatan Renape Nation. (2005). The pocahontas myth. Retrieved from www.powhatan.org

Preservation Virginia. (2005). Jamestowne rediscovery. Retrieved from www.historicaljamestowne.org

Rabe, Tish. There’s a Map on My Lap. United States: Random House Publishing, 2002.

Rountree, H. (1989). The powhatan indians of virginia. Norman, OK: University of Oklahoma Publishing.

Teacher Created Resources. “Native American Musical Instruments.” Retrieved March 20, 2009 from http://www.teachervision.fen.com/native-american history/printable/37367.html

Appendix A Virginia Standards

Kindergarten Introduction to History and Social Science The standards for kindergarten students include an introduction to interesting Americans in history whose lives demonstrated the virtues of patriotism, courage, and kindness. During the course of their first year in school, students should learn basic concepts related to history, patriotism, national symbols, good citizenship, geographic location, economics, and the importance of following rules and respecting the rights and property of other people. History K.1 The student will recognize that history describes events and people of other

times and places by a) identifying examples of past events in legends, stories, and historical

accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln;

b) identifying the people and events honored by the holidays of Thanksgiving Day, Martin Luther King, Jr. Day, Presidents’ Day, and Independence Day (Fourth of July).

K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

Geography K.3 The student will describe the relative location of people, places, and things by

using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.

K.4 The student will use simple maps and globes to a) develop an awareness that a map is a drawing of a place to show where

things are located and that a globe is a round model of the Earth; b) describe places referenced in stories and real-life situations; c) locate land and water features.

K.5 The student will develop an awareness that maps and globes a) show a view from above; b) show things in smaller size; c) show the position of objects.

Economics K.6 The student will match simple descriptions of work that people do with the

names of those jobs. K.7 The student will

a) identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have);

b) recognize that people use money to purchase goods.

Civics K.8 The student will demonstrate that being a good citizen involves

a) taking turns and sharing; b) taking responsibility for certain classroom chores; c) taking care of personal belongings and respecting what belongs to others; d) following rules and understanding the consequence of breaking rules; e) practicing honesty, self-control, and kindness to others.

K.9 The student will recognize the American flag, the Pledge of Allegiance, and that the President is the leader of the United States.

National Standards

Ten Thematic Strands in Social Studies

• Culture • Time, Continuity, and Change • People, Places, and Environment • Individual Development and Identity • Individuals, Groups, and Institutions • Power, Authority, and Governance • Production, Distribution, and Consumption • Science, Technology, and Society • Global Connections • Civic Ideals and Practices

Expenses When I graduate, I would like to teach in an under privileged school district. I created this unit with that in mind, so there were little costs to me. I already owned crayons, glue, colored pencils, etc. and I would expect to find these basic things in the classroom. I checked out the books from the library, but I would be willing to substitute books around if need be, to avoid added costs. The things I did buy were: Construction paper: 1 pack @ $2.99 Stickers: 1 pack @ $2.99 Coffee tin (if not a recycled one): 1 @ $6.99 (it contained coffee) Yogurt tub (if not a recycled one): 1 @ $1.99 (it contained yogurt)