European Exploration
Native American
Before and After European Exploration
3 Day - Interactive Read Aloud
I. Objectives
Students will be able to discuss and examine the way of life for Native Americans before and after European Exploration.
History - 3.3 The student will study the exploration of the Americas by
b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.
Reading - 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
b) Use prior and background knowledge as context for new learning.
d) Ask and answer questions about what is read.
f) Summarize major points found in nonfiction texts.
g) Identify the main idea.
k) Identify new information gained from reading.
II. Materials for Learning Activities
Teacher –
1. Chart Paper for Before and After responses
2. Chart Paper for Impact of European Explorers on Native Americans responses
3. Book – The Powhantan by Tracy Boraas
III. Procedures for Learning Activities
Introduction – Whole Group – 3 minutes
Day One – Before reading the teacher will ask the students: What is something that is special to you? Give students a chance to answer this question. Tell them to remember their answers as they listen to the story about The Powhatan, a Native American tribe that has been in the Virginia area before European Explorers found the Americas.
Day Two – Before reading the teacher will ask the students: Remember , yesterday you were asked to think of something that is special to you? Today I would like for you to imagine that thing that is special to you being taken away and how that would feel to you. Give students a chance to answer the question. Explain to the students that today we are going to learn about how the Powhatan life changed after European Explorers found the Americas.
Day Three – Ask students to recall what was read to them over the past two days, have the chart available for them to refer to.
Instructional strategies – Whole Group – 20 Minutes
Day One - page 7 - – The teacher will explain to the students that as they read the book, they are going to write information down about the Powhatan’s life before European Explorers. Teacher note- as you read the book stop and ask the following questions and write students responses on the Before section of the chart paper:
Start on page 7 – show the map of Powhatan Lands
Stop on page 11 before Women’s roles – Ask – What do we know or have learned so far? (write responses)
Stop on page 12 – Summarize and write about Women’s roles
Stop on page 14 – summarize and write about Men’s roles
Stop on page 15 – write the main idea about Children’s roles
Stop on page 19 – summarize and write main idea about food
Go back to page 17 – read about canoes, summarize and write responses
Go back to page 19 – read about spirituality, summarize and write responses
Stop reading on page 21.
Day Two – Start on page 22 – The teacher will explain to the class that as they read they are going to write down things they notice about the Powhatan life after European Explorers arrived. Responses will go under the After section of the chart.
Stop on page 27 – summarize The Powhatan Help, write responses
Stop on page 27 – what is the main idea of supplies and new settlers, write responses
Stop on page 30 – ask what are students’ thoughts on what was just read “Failing Empire”, write responses.
Stop on page 31 – summarize war years, write responses
Stop on page 34 – ask for students’ thoughts on what was just read “More land for the English”, write responses.
Stop on page 34 – read disappearing culture, write student responses.
Day Three - Explain to the students that the story of the Powhatan is not the only story about a group of Native Americans that were affected by the explorers. The Powhatan story is just one example of many Native American tribes that experienced hardship because of the explorers, but the experience that the Powhatan tribe had was similar to other Native American groups. Next, the teacher will explain how they are going to use the information they collected from the story to create a new chart and label it “Impact of European Exploration on Native Americans”. The teacher will have the students analyze the Before and After section of the chart and write new responses down under the “Impact” chart. This chart will help pinpoint exact effects of the Explorers on Native Americans.
Summary –Whole Group – 5 minutes
Day One – looking at the list the students created from the reading, ask the students what they think was special to the Powhatan Tribe? Write these responses under the Before section of the chart. Explain to the class that the next day they are going to continue to read more about the life of the Powhatan people.
Day Two – looking at the list the students created from the reading, ask the students if they think something special was taken away from the Powhatan Tribe, write responses under the After section of the chart. Also, ask the students how they think the Powhatan people feel about something special being taken away, write the students responses under the After section of the chart.
Day Three – the teacher will explain how tomorrow the students are going to work in pairs to create a poem about Native Americans using the information from the story and both charts.
Extensions or connections to other lessons – This lesson connects with European Exploration unit. It goes in to detail about the Native American’s life before and after European Exploration. This lesson begins after the Field Trip to the Native American Museum, which helps connect and create visualize for the students as they are being read the book. An extension to this IRA is a lesson on writing a poem voicing how the Native Americans felt about the interaction with Europeans. Students will also apply the knowledge gained from the IRA to their research reports on European Exploration.
IV. Assessment
Formative Assessments will be taken via observations. The teacher will be able to assess students understanding of the reading, formulating summaries and defining main ideas through verbal checks and taking students responses, which will be charted on the Before and After table and the Impact responses, regarding the reading. The summative assessment for the read aloud will be tied with the Native American poem writing lesson.
V. Differentiation
The lesson will provide access to students with varying visual and auditory learning modalities through a variety of methods. Auditory learners will benefit from the reading and discussions generated during the IRA and responses. Visual learners will be supported through the pictures in the book and the writing of the responses on the chart paper.
Native American
Before and After European Exploration
3 Day - Interactive Read Aloud
I. Objectives
Students will be able to discuss and examine the way of life for Native Americans before and after European Exploration.
History - 3.3 The student will study the exploration of the Americas by
b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.
Reading - 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
b) Use prior and background knowledge as context for new learning.
d) Ask and answer questions about what is read.
f) Summarize major points found in nonfiction texts.
g) Identify the main idea.
k) Identify new information gained from reading.
II. Materials for Learning Activities
Teacher –
1. Chart Paper for Before and After responses
2. Chart Paper for Impact of European Explorers on Native Americans responses
3. Book – The Powhantan by Tracy Boraas
III. Procedures for Learning Activities
Introduction – Whole Group – 3 minutes
Day One – Before reading the teacher will ask the students: What is something that is special to you? Give students a chance to answer this question. Tell them to remember their answers as they listen to the story about The Powhatan, a Native American tribe that has been in the Virginia area before European Explorers found the Americas.
Day Two – Before reading the teacher will ask the students: Remember , yesterday you were asked to think of something that is special to you? Today I would like for you to imagine that thing that is special to you being taken away and how that would feel to you. Give students a chance to answer the question. Explain to the students that today we are going to learn about how the Powhatan life changed after European Explorers found the Americas.
Day Three – Ask students to recall what was read to them over the past two days, have the chart available for them to refer to.
Instructional strategies – Whole Group – 20 Minutes
Day One - page 7 - – The teacher will explain to the students that as they read the book, they are going to write information down about the Powhatan’s life before European Explorers. Teacher note- as you read the book stop and ask the following questions and write students responses on the Before section of the chart paper:
Start on page 7 – show the map of Powhatan Lands
Stop on page 11 before Women’s roles – Ask – What do we know or have learned so far? (write responses)
Stop on page 12 – Summarize and write about Women’s roles
Stop on page 14 – summarize and write about Men’s roles
Stop on page 15 – write the main idea about Children’s roles
Stop on page 19 – summarize and write main idea about food
Go back to page 17 – read about canoes, summarize and write responses
Go back to page 19 – read about spirituality, summarize and write responses
Stop reading on page 21.
Day Two – Start on page 22 – The teacher will explain to the class that as they read they are going to write down things they notice about the Powhatan life after European Explorers arrived. Responses will go under the After section of the chart.
Stop on page 27 – summarize The Powhatan Help, write responses
Stop on page 27 – what is the main idea of supplies and new settlers, write responses
Stop on page 30 – ask what are students’ thoughts on what was just read “Failing Empire”, write responses.
Stop on page 31 – summarize war years, write responses
Stop on page 34 – ask for students’ thoughts on what was just read “More land for the English”, write responses.
Stop on page 34 – read disappearing culture, write student responses.
Day Three - Explain to the students that the story of the Powhatan is not the only story about a group of Native Americans that were affected by the explorers. The Powhatan story is just one example of many Native American tribes that experienced hardship because of the explorers, but the experience that the Powhatan tribe had was similar to other Native American groups. Next, the teacher will explain how they are going to use the information they collected from the story to create a new chart and label it “Impact of European Exploration on Native Americans”. The teacher will have the students analyze the Before and After section of the chart and write new responses down under the “Impact” chart. This chart will help pinpoint exact effects of the Explorers on Native Americans.
Summary –Whole Group – 5 minutes
Day One – looking at the list the students created from the reading, ask the students what they think was special to the Powhatan Tribe? Write these responses under the Before section of the chart. Explain to the class that the next day they are going to continue to read more about the life of the Powhatan people.
Day Two – looking at the list the students created from the reading, ask the students if they think something special was taken away from the Powhatan Tribe, write responses under the After section of the chart. Also, ask the students how they think the Powhatan people feel about something special being taken away, write the students responses under the After section of the chart.
Day Three – the teacher will explain how tomorrow the students are going to work in pairs to create a poem about Native Americans using the information from the story and both charts.
Extensions or connections to other lessons – This lesson connects with European Exploration unit. It goes in to detail about the Native American’s life before and after European Exploration. This lesson begins after the Field Trip to the Native American Museum, which helps connect and create visualize for the students as they are being read the book. An extension to this IRA is a lesson on writing a poem voicing how the Native Americans felt about the interaction with Europeans. Students will also apply the knowledge gained from the IRA to their research reports on European Exploration.
IV. Assessment
Formative Assessments will be taken via observations. The teacher will be able to assess students understanding of the reading, formulating summaries and defining main ideas through verbal checks and taking students responses, which will be charted on the Before and After table and the Impact responses, regarding the reading. The summative assessment for the read aloud will be tied with the Native American poem writing lesson.
V. Differentiation
The lesson will provide access to students with varying visual and auditory learning modalities through a variety of methods. Auditory learners will benefit from the reading and discussions generated during the IRA and responses. Visual learners will be supported through the pictures in the book and the writing of the responses on the chart paper.