Skip Navigation

AIH-15: Colony Settlement & American Indian Involvement

Group Size:
Small Groups


 

Summary:
Students will gain knowledge of American Indian individuals and tribes involved in the settlement of English colonies.

Main Curriculum Tie:
Social Studies - U.S. History I
Standard 4 Objective 2

Assess the reasons for settlement of the English colonies.

Background For Teachers:
This is the second of three lessons in the Eighth Grade American Indian History Lesson Plan Unit:


Instructional Procedures:

Essential Question 1: How were major East Coast tribes involved with the settlement of English colonies?

Through a combination of teacher presentation or student research, examine the following:

  • Stories of Roanoke (1587)
  • The Iroquois relationship with the French and the Dutch (1567-1635, 1606-1630)
  • Jamestown (1607)
  • Plymouth (1620)
  • The real first Thanksgiving (1621).
  • The first people who met Europeans.

Sources:

  • Early English Colonies
    http://etc.usf.edu/maps/galleries/us/earlyamerica14001800/index.php?pageNum_Recordset1=1
    (maps of early English colonies)
  • The Roanoke Colony
    http://www.kidinfo.com/American_History/Colonization_Roanoke.html
  • Jamestown
    http://en.wikipedia.org/wiki/Jamestown_Settlement
  • Plymouth
    http://en.wikipedia.org/wiki/Plymouth_Colony
  • Dutch Iroquois
    http://www.lowensteyn.com/iroquois/
  • The Iroquois Wars
    http://members.tripod.com/~RFester/iroq.html
  • Encounters in the New World: A History in Documents by Jill Lepore
  • American Encounters: Natives and Newcomers from European Contact to Indian Removal, 1500-1850, 1999. Peter Mancall and James Merrell.
  • Wampanoag ( Plymouth )
  • Powhatan ( Jamestown )
  • Paspahegh ( Jamestown )
  • Croatan ( Roanoke )
  • Iroquois

Essential Question 2: Who were the major individuals, both American Indian and European, involved with the settlement of the English colonies?

Do a jigsaw strategy with groups. Begin with groups of nine, then each student goes to another group, reading and discussing a short biography of a specific individual listed below. Each student then returns to his or her group of nine and teachs the others what he or she knows about what they read and discussed in their individual specific group.

John Smith

Red Jacket (Sagoyewatha, “He keeps them awake”)

Pocahontas

Red Shoes (Shulush Humma, Shulush Homa)

John White

Red Wing (Koo-poo-hoo-sha; Tatankamani)

Powhatan

Philip Amadas

Tatank’amini, “Walking Buffalo ”

Moshup

Frederick Remington

Arthur Barlowe

King Philip Metacomet

Granganimeo
Massasoit John Carver

Sources:

  • Documentary: Pocahontas: Her True Story (1987) by A&E Entertainment
  • General source for maps, timelines, primary documents, etc.: http://www.teacheroz.com/colonies.htm
  • Hazen-Hammond, Susan. Timelines of Native American History. Through the Centuries with Mother Earth and Father Sky.

Assessment Plan:

Essential Question 1:
Students create a living timeline of colonies and tribes.

Essential Question 2:
Matching test of people with colony or tribe and a short written description of the settlement.


Bibliography:
Utah State Office of Education
Social Studies Enhancement Committee
American Indian History

Lesson Plan Writers:

  • Loya Arrum - Ute
  • Don Mose - Navajo
  • Irene Silentman - Navajo Nation
  • Brenda Francis
  • Janice Schroeder - Lummbee
  • Lee Borup
  • Gary Tom - Paiute, Tribal Council (Kaibab Band)
  • Dolores M. Riley, Consultant
Under the Direction of the Indian Education Specialist, Shirlee Silversmith. Special thanks to Dolores Riley.

Author:
Utah LessonPlans

Created Date :
Jan 31 2005 15:34 PM

 12186 
© Utah Education Network in partnership with the Utah State Board of Education and Higher Ed Utah.
UEN does not endorse and is not responsible for content on external websites linked to from this page.
(800) 866-5852     |     KUEN CPB Compliance    |     Web Accessibility     |     Captioning