Social Studies: Native Americans vs Colonists

Created Feb. 7, 2024 by Katie Myers

Below are the instructions for a project for a 5th grade Social Studies class based on Standard 5.1.6. It was created by Katie Myers, Mary Pluckebaum, and Josie Giglio, students at Indiana University. 


PBL Artifact


1) Driving Question


  • Does the DQ warrant in-depth study?

  • Is the DQ an authentic and relevant issue/problem for my students?

  • Is there more than one plausible solution to the DQ?

  • Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions? - Provide a brief introduction to your question as well


What was the relationship like between the Native Americans and the colonists from their perspectives?

-This question is based of off Standard 5.1.6 in the 5th grade Social Studies section. By asking the students this question, it leads to curiosity about the subject. Not only do they need to figure out the relationship between the two groups at the time, but they will need to research how the groups felt about each other personally throughout their interactions. In order to learn more about what the colonists thought about the place they were going to inhabit and the people already there, the students will have to dive into an in-depth study on the topic. As they learn more about the two opposing groups and their relationship, they will evaluate, analyze, and eventually be assigned a group to have to defend for why they think they deserve the land found in America.   


2) Grabber


  • Does the story, article, video, announcement, or role play other resource hook the learner into asking more questions about the topic?

  • Does the grabber capitalize on novelty and / or high emotion situations?

  • Does the grabber establish authenticity & relevance?

  • Make sure to explain how this grabber would be used.

Pictionary

This grabber will be used to make the students think about all the components that went into the relationship between the indians and the colonist. They will be split into two teams for the pictionary, these will be their teams for the debate. Each team will take turns going back and forth on drawing the listed items below. They will have 60 seconds to draw their picture and get it guessed by their teammates. The list below all consists of things that affected the relationship between the Indians and the Colonists. This will be an introduction into the research they will be doing for their side perspective.

Pictionary List:

  • Native Americans

  • English colonists

  • Jamestown (1607)

  • Thanksgiving (1621)

  • John Smith

  • Pocahontas

  • Chief Powhatan

  • Stealing

  • Capturing John Smith (1607)

  • Disease

  • Women

  • Guns

  • Pots and pans

  • Agriculture (crops)

  • Animals

  • Christianity

  • Trade

  • Slavery

  • King Phillip’s War (1675-76)

  • Bacon’s Rebellion (1676)

  • Squanto

  • Powhatan Wars

  • King William’s War (1689-97)

  • Pueblo Revolt (1680-92)


3) Culminating Activity (65 points)


  • How is the activity authentic?

  • Does the activity provide students with the opportunity to present and defend problem solution?

  • Does the activity require student collaboration?

  • How will I judge what students have learned from the activity?

    • You will likely need to create a rubric for this step and example materials.


Debate
Students will have two-three days to study different events and historical figures throughout the 1600’s in early America.  The teacher will split the class into two groups, one from the Native American perspective and one from the Colonist’s perspective.  Each person in the group will have a specific role/job.  For example, speakers, presenters, researchers, etc.

Here are the guiding questions for the research on their side:

  1. How were the Native Americans or colonists affected by the opposing side?

  2. What actions were taken between the two?

  3. Who were some of the important historical figures involved and what effect did they have on important events/relationships between the colonists and the Native Americans?

Each group needs to research the opposing side (to be able to defend themselves):

  1. What benefits did the other group bring/ have to the land?

  2. What differences between the two groups caused tension?

  3. Is there any way you could live in peace together?


Helpful Research Resources:

https://www.youtube.com/watch?v=TTYOQ05oDOI

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/colonial/indians/captured.html


Day one: research should consists of the students finding information for their side.

Day two: research the opposing side

Day three: create the presentation and final document


Each side will need a create a document with all their research compiled into one. This should include the 2-3 minute presentation, notes, and a summary. The summary should consists of why they think their side was right backed up by the research they have done. The summary should be ¾ -1  page long. At the end they should include their opinion of the relationship between the colonists and indians.  


The two groups will debate, fighting for why they believe their group should be the ones to live on the land. This debate is very student led, with the teacher intervening when necessary.  


The teacher will lead the debate topics by asking questions, for example:

  1. Why do you think you deserve this land?

  2. What mistakes did the other side make causing the tension between the two sides?

  3. Do you think some of the tension was made worse by personal issues/judgment between the two different groups?

  4. Were there any outside/uncontrollable sources that could have made the situation worse (for example: diseases, agriculture, weather)?



This activity provides students to work in groups to research their side and defend their position in front of the class. They will have to collaborate throughout the whole project through the planning, research, and presentation of the argument. They will also be challenged when they have to defend their position against what the other group is saying to fight for the land as well. In the end, each student will have to write a reaction paper about the debate.  



Grading:

-The students will have to turn in the answers to their questions they answered during research along with any notes they take in class during the debate.

-The students will then turn in a 2-3 paragraph summary about what their overall opinion is on the subject, such as if they are on the Native American or Colonist’s side.  The summary should also include a paragraph about what they thought about the project and if it was engaging and enjoyable.

-As a teacher, we will be looking for complete understanding of the topic and the two sides of the argument. The students should be able to pick a side and thoroughly defend why that side should win. The students should include reasons for WHY the other side shouldn’t get the land.

-Participation points for the Grabber 10pts

-Debate Participation and Understanding 30pts

-Questions and Notes 30pts

-Final Recap/ Reaction Paper 30pts


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