Middle Childhood Education Seminar 2

Middle Childhood Education Lesson Plan Template v. 2

Teacher Candidate Name: Benjamin Wozniak

Lesson Title/#: European Colonization of Native American Land - Lesson 1
Grade Level: 8th Grade (50 minutes)
Essential Question: What really happened when Columbus landed in the Americas?

Lesson Foundations

Content Standards
*Science and SS should also
include common core for
reading/writing
Learning
Objective(s)
Students will
Prior Academic
Knowledge and
Skills
What have you or your
mentor taught previously
that will inform what
students are learning
today?
History Strand- Colonization to Independence- 2: North America, originally inhabited by American Indians, was
explored and colonized by Europeans for economic and religious reasons.
Reading Standard for Literature: Key Ideas and Details- 1: Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences drawn from the text.
1. Students will be able to describe the effect European exploration had on Native American life when Columbus first
came to the Americas (understand).
2. Students will be able to compare and contrast the inaccuracies between what is commonly taught about Columbus
arrival to the Americas and what actually happened (analyze).
1. Students understand Native Americans inhabited North and South America when Europeans first reached the
continents.
2. Students understand there are differences between what Europeans say happened when they reached the
Americas and what Native Americans say happened.

Materials & Materials: PPT, QR codes, Guided Handout, Exit Ticket handout, sticky notes
Resources
Resources:
-The Canary Effect: https://www.youtube.com/watch?v=lD7x6jryoSA
Native American meme: https://padlet-
uploads.s3.amazonaws.com/prod/133385143/cbbc14e5584edf7b3e297f2ba8da363b/Native_American.jpeg
-Political Cartoon:
B. Wozniak, 2016
 Middle Childhood Education Seminar 2

https://padlet-
uploads.s3.amazonaws.com/prod/133385143/ebc3d414fea9460ac3db0bfbed8e3ee2/bda71fb3e41f3f7f0511f2658
6fcd094.jpg
-CNN article: http://www.cnn.com/2016/09/07/us/dakota-access-pipeline-visual-guide/index.html
-QR reader
-Smart Board or projector

Assessments
Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.

Name and number of
Assessment
Guided Handout (A1)
Description of assessment
While watching the video and
viewing the meme and political
cartoon, students will
complete a guided handout.
The questions will be :
-What are three facts about the
Europeans taking over the
Native American land did the
video present.
-What connections does the
meme make between the
Native Americans and what is
going on in todays world?
-What is the political cartoon
making a connection with?
-How did the three media
sources present multiple
viewpoints about the arrival of
Columbus?
-Why would the documentary
include more contemporary
Evaluation Criteria - What is the evidence (the answers) of student learning?
Specifically list evidence of learning and learning objectives.
(LO1)
-Columbus actually thought they were a friendly people. The Europeans only
started to kill the Native Americans when they would not convert to Catholicism.
What the European settlers did to the Native Americans could be considered
genocide.
-Its talking about refugees and Europeans doing to Native Americans what many
are afraid of happening in this country today.
-The cartoon wants to show how European settlers were basically undocumented
immigrants.
-The video uses Columbus writings to show how he felt about Native Americans
when he landed in the Americas and how that changed when he needed his
government to believe they were bad people. The video also gave us some Native
American viewpoints from writings at the time and by interviewing Native
Americans about these events.
-To show how people throughout history have mistreated Native Americans. Many
believe this was a thing of the past but it has happened very recently.

B. Wozniak, 2016

examples of how Native
Americans are treated?
- How did the video, meme,
and political cartoon change
your opinion on how the
Native Americans were
treated?
Observation (A2) As the students are conducting
their Socratic Seminar, I will
spend time at both groups and
take notes on which students
are contributing and what they
are contributing.
Exit Ticket (A3) The students will answer two
questions on a sheet of paper
at the end of class:
-What did you learn about
Columbus arrival in the
Americas from todays media
sources?
-Why do you believe there is a
discrepancy between what is
usually taught about the
treatment of Native Americans
and how the Europeans really
treated them? Who gets to
write historys stories?
Instructional Procedures/Steps
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.
B. Wozniak, 2016
Middle Childhood Education Seminar 2
-Native Americans were treated much more terribly than I ever thought. What
many are afraid of happening to this country today, Europeans did to the Native
Americans when they first came here.
(LO2)
Columbus never actually made it to what is now the continental United States.
Columbus first said Native Americans were wonderful people and did not actually
think they were savages. God, Glory, and Gold. The Spanish tortured Native
Americans if they did not help them find gold or refused to adapt Catholicism. By
1550, the Native population was gone from the island which Columbus was
governor. What they did to the Native Americans fits the definition of a genocide.
This treatment of Native Americans continued well into the 19th Century by the
United States.
(LO1,2)
-Columbus actually thought the Native Americans were peaceful people. The
Europeans tortured the Natives when they did not do what they wanted them to
do. Columbus never actually reached what is now the United States.
-Winners write history- the Europeans made themselves look better than they
really were. People in the United States do not want to believe their ancestors
treated the Native Americans so poorly. The human nature is to look the other way
when people are being mistreated.
 Middle Childhood Education Seminar 2

Teacher will Student will

Include instructional practices, questions you will ask, checks for What will students be doing?
understanding, differentiation, evidence of culturally responsive What evidence of learning will students demonstrate?
teaching practices. Student-centered learning/opportunities for practice and application.
Opening 1. Set up: PowerPoint, separate desks into two groups
____5_____ Minutes for the days activities, Twitter Posts and QR codes on
the walls (one set for each group to use). I will group
- Hook?
- Activate prior the students myself. I will make sure some of the IEP
knowledge? and G/T students are in each group so each group can
- Communicate LOs? have similar discussions. If any students are from
another country and have a different perspective on
colonization than those who grew up in the U.S., I
would put them in different groups so everyone can
benefit from their unique perspective. I will move
students around if there is a shortage of devices that
can have a QR code reader in one of the groups.

2. Review Agenda and Learning Objectives: Agenda 2.

on a PPT slide. Have the LOs on slides and have
students read as We can statements, and have
students comment on how they are going to achieve
them.
-I want the students to really think about the LOs and
think about what they are about to learn. This also
helps them take ownership of their learning and starts
to activate prior knowledge.
-We can describe the effect European exploration had on
Native American life when Columbus first came to the
Americas.
-We can compare and contrast the inaccuracies between
what is commonly taught about Columbus arrival to the
Americas and what actually happened.
-We are going to read about Columbus arrival. Maybe we
will read some sources from Native Americans. We will
discuss in groups what we know.

3. Brainstorming Session: Get the students thinking 3.

about this topic by asking a question. They can write
their answers on post-it notes, with their names on
the back, and place it on the board. I will read and
address several of them.
-Why did the Europeans decide to colonize the land -They colonized the new land to find gold and other
Native Americans inhabited? (understand) resources. Columbus wanted more land for the king and

B. Wozniak, 2016

Instruction
____40____ Minutes
Procedures and steps to
the lesson.
- Strategies?
- Assessments?
- Q & A?
- Evidence of learning?
- CRP?
- Planned supports?
Transitions: Identify when
you are transitioning and
how you will make that a
smooth transition?
B. Wozniak, 2016
Middle Childhood Education Seminar 2
queen of Spain. They wanted more people to follow their
religion.
-Describe what happened to Native Americans when -Native Americans were primitive people who needed
Europeans came to colonize the Americas based on someone to govern them. Native Americans were hostile to
what you have learned before in school. (remember) European settlers and had to be controlled so the settlers
-I want to have this brainstorming session before we could go about their business. Pilgrims and Native
start the days activity to activate the students prior Americans got along really well because they started
knowledge. I will let the students hide their name so Thanksgiving. Europeans brought over diseases unknown to
they will feel more at ease contributing to the Native Americans, so they easily became sick and many of
discussion. them died that way.
1. Transition to QR Activity (LO1): 1.
-Why do you think your answers are all so similar (or -The story of what happened to the Native Americans has
different, depending on their answers) to each other? become standardized throughout this country in a way to
(analyze) make the colonist look like good men.
-Explain the activity (also on slides). The students will Different states or school districts decide how to teach
be looking at three media sources, The Canary Effect about different subjects, so two people going to different
(first 12 minutes), the meme, and the political schools could learn completely different things about the
cartoon, that could challenge their perspectives on same event.
how the European settlers treated Native Americans.
-Explain to students that the video, the meme, and the
political cartoon offer both the European perspective
and the Native American perspective. They need to
see how they differ from each other, and explain that
in order to get a better picture of historical events,
one needs to examine these conflicting perspectives.
-If G/T students get done early they can also view the
CNN article for a fourth media source.
- While viewing everything the students will complete
a guided handout.
-There will be two sets of three QR codes on the walls
of the classroom, one for each group to use. Students
are to scan the QR codes, look at the media they are
linked to, and take notes on the handout provided to
them.
 Middle Childhood Education Seminar 2

-Students can look at the media in pairs if there is not

enough QR readers.
-I want to ask the question at the beginning to get them
to start thinking about how what students learn can be
different depending on where you live, and how what
you are taught might not always be the total truth. I
want them to write notes about the sources as a way
for students who will have trouble participating in the
discussion to demonstrate their understanding.

2. QR code activity (LO1): Students will now go 2.

around to the QR codes, view all three media sources,
and answer their guided handout.
-Guided Handout (LO1, A1): While watching the
video and viewing the meme and political cartoon,
students will complete a guided handout. The
questions will be:
-What are three facts about the Europeans taking over -Columbus actually thought they were a friendly people. The
the Native American land did the video present. Europeans only started to kill the Native Americans when
they would not convert to Catholicism. What the European
settlers did to the Native Americans could be considered
genocide.
-What connections does the meme make between the -Its talking about refugees and Europeans doing to Native
Native Americans and what is going on in todays Americans what many are afraid of happening in this
world? country today.
-What is the political cartoon making a connection -The cartoon wants to show how European settlers were
with? basically undocumented immigrants.
-How did the three media sources present multiple -The video uses Columbus writings to show how he felt
viewpoints about the arrival of Columbus? about Native Americans when he landed in the Americas
and how that changed when he needed his government to
believe they were bad people. The video also gave us some
Native American viewpoints from writings at the time and
by interviewing Native Americans about these events.

B. Wozniak, 2016
 Middle Childhood Education Seminar 2

-Why would the documentary include more -To show how people throughout history have mistreated
contemporary examples of how Native Americans are Native Americans. Many believe this was a thing of the past
treated? but it has happened very recently.
- How did the video, meme, and political cartoon -Native Americans were treated much more terribly than I
change your opinion on how the Native Americans ever thought. What many are afraid of happening to this
were treated country today, Europeans did to the Native Americans when
-I want the students to do this activity as I believe the they first came here.
media will challenge their previous knowledge about
what happened to Native Americans and give them a
new perspective on what happened. And it is a good
activity for them to use technology. The questions I will
ask them on the handout will help the students develop
a deep understanding of the material.

3. Socratic Seminar (LO2): Students will come 3.

together with their groups to have their discussion.
Instructions on the PPT.
-Using the information from the video, meme, and
political cartoon and their guided handout, students
will conduct a Socratic Seminar comparing and
contrasting their previous knowledge of how Native
Americans were treated when Europeans came to the
Americas to what they have now learned. I will
observe and take notes and help it along if there is a
lull.
-If either of the groups conversation dies off, ask
these questions.
-Observation (LO2, A2): As the students are -Columbus never actually made it to what is now the
conducting their Socratic Seminar, I will spend time at continental United States. Columbus first said Native
both groups and take notes on which students are Americans were wonderful people and did not actually
contributing and what they are contributing. think they were savages. God, Glory, and Gold. The Spanish
tortured Native Americans if they did not help them find
gold or refused to adapt Catholicism. By 1550, the Native
population was gone from the island which Columbus was
governor. What they did to the Native Americans fits the
B. Wozniak, 2016
 Middle Childhood Education Seminar 2

definition of a genocide. This treatment of Native Americans

continued well into the 19th Century by the United States.
-How did the media sources challenge what you -Columbus is always painted as kind of a hero, but he
previously learned about Native Americans? (analyze) treated Native Americans terribly; they were no threat to
them, treated the Europeans well, but they still killed them.
Mistreatment of Native Americans lasted much longer than I
ever imagined.
-What impact did the meme and political cartoon have -The connections the two sources made to current events
in changing your perspective? (evaluate) showed how the Europeans acted in ways that many people
are afraid of people acting in the country today. Its kind of
ironic that many people today would fear the Europeans
and try to keep them out of the country.
-Where there any voices excluded from the -There were no women interviewed nor any womens
documentary that should be heard? (evaluate) writings. It would have been nice to hear from more Native
Americans, from the present and from writings in the past.
-Do you see any remnants of this mistreatment of -Native Americans only have small reservations set aside for
Native Americans in todays society? (analyze) them to live on. They seem to be a voiceless people in
-I believe having this discussion will help students think todays world. You see a lot of people dressing up as
through their thoughts about what they just learned. caricatures of Native Americans for movies and television,
Most have probably not learned anything the for Halloween, etc. Theres a NFL team with a racist
documentary talked about, and will need to work it out. nickname towards Native Americans.
Hearing other students opinions will help those
students who struggled with understanding the video
or interpreting the meme and cartoon. The questions I
have prepared will help guide the students thinking for
the lessons that follow.

4. Wrap Up: Point out to students how everyone 4.

gained something different from viewing this media,
which added to their different prior knowledge about
the topic.
-When studying an historical event, why is it so -That way you can get a more complete picture of the event
important to view multiple resources from different that you are studying. When someone only looks at one
perspectives? (analyze) source, it can be very biased and present a skewed version

B. Wozniak, 2016
 Middle Childhood Education Seminar 2

-This wrap up question hits at the purpose of the QR of events. When you look at several sources, you are better
activity the students just completed. And it helps equipped to make conclusions about what really happened.
transition to the closure and the next lesson.
Closure 1. Transition: 1.
____5_____ Minutes -When learning about historical events, from whom -You would want to use sources that come straight from the
should the sources you examine come from? people that participated in the event or lived while it was
- Assess? (evaluate) happening. And you would also want to look at people who
- Wrap up?
- Set-up? -I want to ask this question as the next lesson will have have different perspectives of the same event. This way you
the students examining primary sources. get a more complete picture of the event.

2. Exit Ticket (LO1,2, A3): The students will answer 2.

two questions on a sheet of paper at the end of class:
-What did you learn about Columbus arrival in the -Columbus actually thought the Native Americans were
Americas from todays media sources? peaceful people. The Europeans tortured the Natives when
they did not do what they wanted them to do. Columbus
never actually reached what is now the United States.
-Why do you believe there is a discrepancy between -Winners write history- the Europeans made themselves
what is usually taught about the treatment of Native look better than they really were. People in the United
Americans and how the Europeans really treated States do not want to believe their ancestors treated the
them? Who gets to write historys stories? Native Americans so poorly. The human nature is to look the
-I want to ask these questions as a way to individually other way when people are being mistreated.
check for students understanding as the main
discussion was done in large groups. It ties everything
together from this lesson and hints at perspectives for
the next lesson.
Modifications/Accom IEP Students: Extended time to finish viewing the media sources and completing the guided handout and exit ticket.
modations/Enrichme Directions written on handouts, PPT, and given verbally. Opportunities to demonstrate understanding orally and by
nt writing.
Differentiation: How will
you provide students with Gifted/Talented: Opportunity to look at other sources if they get through the three in the QR activity quickly.
specific learning needs
instructional support? How
will you provide students
access to learning? Struggling Students: Extended time and individual help from myself or another adult in the room to finish viewing
media sources and individual activities.

B. Wozniak, 2016

Academic Language
What language function do
you want students to
develop in this lesson?
What vocabulary do
students need to support
learning of the learning
objective for this lesson?
What supports do you have
in place to assist students
with AL?
B. Wozniak, 2016
Identify
Language Function: Compare and Contrast
Vocabulary: colonization, colonist, explorer, settler
Syntax or Discourse? Discourse
Middle Childhood Education Seminar 2
Planned Supports
Language Function: Students to practice on comparing and
contrasting on their own with the guided handout and in a
group setting with the Socratic Seminar. There will be a T-
chart to help answer the last question on the guided
handout.
Vocabulary: construct definitions through viewing of media
sources and discussion, opportunities to use vocab during
discussion. Words will be bolded when they appear on the
PPT or a handout.
Syntax or Discourse? The students will have the
opportunity to compare and contrast on their guided
handout. This is where they can individually compare and
contrast the media sources and their prior knowledge and
what they just learned through their writing. The Socratic
Seminar gives them the opportunity to orally compare and
contrast their prior knowledge and what they just learned
in a group setting.