Primary Source Lesson Plan

1

Kelsey Wash

Primary Source Lesson Plan

Introduction

• Lesson topic – Compare and contrast two photographs of homes of the Pueblo Indians of the southwest and the Powhatan Indians of the eastern woodlands.
• Length of Lesson – approximately 30 minutes
• VA Standards of Learning – “The student will locate and describe thee relationship between the environment and culture of Powhatan, Lakota and Pueblo Indians” (SOL Standard 2.7).
• Context – This lesson comes between social studies lessons on developing map skills using both united States and world maps (2.6) and describing natural, human and capital resources.
• Global Themes – Themes of the lesson include primary sources, American Indians, and relations between different people groups.

Content Objectives

Students will:

• Apply previous skills about analyzing photographs
• Compare primary sources
• Identify effects environment and culture of American Indians

Assessment Aligned to Objectives

Formative

• The teacher will lead a class discussion with questions about the two photographs.
• Student will compare and contrast the home and environment of two Native American tribes using a graphic organizer (T-chart) and a venn diagram .

Summative

• Students will use a t-chart to list observations of natural resources and physical characteristics from each picture.

• Students will then place those characteristics into a venn diagram and discuss similarities between the different tribes.

Materials/Technology and Advanced Preparation

• Two large photographs of homes and environment of Pueblo and Powhatan Native Americans
• Paper
• Pens, pencils, or markers

Teaching and Learning Sequence

• Ask students to sit at their desks.
• Hand out pre-made t-chart to students

• Sit at their desk
• Write names of two Native American tribes on each side of chart

• Present image #1 and lead the class in an observations and discussion

• Present image #2 lead the class in an observation and discussion.
• Handout venn diagram to students. Teacher will model completion of venn diagram on the board with student participation.

• Answer the questions: What natural resources could be used to construct the shelters? What was the climate like? What region of the country did they most likely live in? What plant life is present? What natural resources were available to them for food, shelter, or daily living? Ask students to note any other observations about the photos
• Answer the same set of questions listed above.
• Answer questions specific to either Pueblos or Powhatan Indians. What are their similarities?

• Briefly summarize what the class learned about the differences between primary sources and about the native American tribes.

• Listen.

References

Indian Village. Digital image. Henricus Historical Park. N.p., n.d. Web. 12 Feb. 2016y. <

Taos Pueblo today. Digital image. Uintah Basin Teaching American History Project. N.p., n.d. Web. 12 Feb. 2016y. <

Lesson Organizer

• History of American Indian tribes and cultures
• How to analyze photographs

• Different homes and environments of Native Americans
• Natural resources
• Environmental characteristics
• Pueblo: the communal dwelling of an American Indian village of Arizona, New Mexico, and adjacent areas consisting of contiguous flat-roofed stone or adobe houses in groups sometimes several stories high
• Longhouse: a long communal dwelling of some North American Indians (as the Iroquois)

• Provide definitions for key words throughout the discussion.
• Include key words during brain storm such as environment, climate, land and plant life.

Name:______

Pueblo Powhatan