Final Visual Inquiry Lesson Plan & Discussion Moves Handout Your Names: Hannah Kreindler Length of lesson:

30 minutes Date(s) of lesson: March 14, 2012 Title of lesson: Comparison of the relationship between colonists and Native Americans Grade and subject: 5th grade, social studies Context of Lesson: This lesson falls during the transition between the unit covering explorers and that of the early Americans. I wanted to focus on the colonists and their early beginning in America. I chose to look at Native Americans as well because the class is currently doing a research paper on Native American tribes. By the time I teach my lesson the students will be well education in Native Americans and I feel that this prior knowledge will be an excellent source for them to draw upon. Overview: We will look at two pictures separately that show very different relationship between colonists and Native Americans. We will then analyze the two pictures in an effort to really identify the different relationships that the pictures display between colonists and Native Americans. Not only will we look specifically at the way both groups are being displayed, but at what this means about their relationship with one another. Objectives: Students will develop the skill in discussion of differences between different types of people and cultures (K1.3 Understand the diversity of human beings and human cultures). Students will analyze the different approaches colonists used when dealing with Native Americans (5-U1.4.3 Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians). Anticipated student conceptions/challenges and how you will address them: Students might struggle with making connections or comparisons between the two pictures. I hope that by first analyzing them independently and then talking about what each picture tells us about the interactions between Europeans and Native Americans, will in turn lead to a better discussion. Materials/ Sources: 2 images, handheld white board, projector, comparison chart (for students who need more structure in the assessment), prompt for writing. Sourcing Information about the Image: The 1st image depicts the Native Americans and colonists sharing in a thanksgiving feast. The people in the picture are the Plymouth colonists and the Wampanoag Indians. I found this picture on a website called history4kids. The website only labels the painting as Painting of the First Thanksgiving. The 2nd image depicts colonists fighting Native Americans. The image is of colonists in 1633 killing Indians from the Pequot tribe. The colonists wanted the Indians from the tribe who had allegedly killed two British colonists to be turned over to the colonists to be dealt with. When the tribe refused the colonists retaliated. The website that I found this picture on is kasamaproject.org. It gives not title or artist for the image. Assessment: Before we begin I will ask if anyone knows how the Native Americans and colonists first interacted when Europeans arrived. During the lesson I will enable the group discussion on the topic. After the lesson I will provide a writing prompt for the students. They will write in their journals using the prompt: What are the comparisons between the interaction of colonists and Native Americans shown in these two images? What might they tell us about the relationship between the two peoples? If a student is struggling with the prompt I will give him/her the option of filling out a comparison chart on their paper instead that lists the similarities and differences between the two images.

Scripted Introduction: Good morning class. I know that we have been working hard finding out information about the different Native American tribes for our reports. I want you to use everything you know about the Native American tribes that populated this country while we work through todays lesson. Today were going to discuss the relationship between early settlers and the Native Americans who already populated our country. Can anyone give me an example of how these two types of people interacted at the time (Get 1-2 answers). We are going to look at 2 pictures that each depict an idea about how they lived together. I want you all to watch closely for the differences between the two pictures and what that tells us about their relationship. While we discuss these pictures I want to make sure that everyone is respecting one another. To voice your opinion in response to a question make sure to raise your hand. We need to be respectful and attentive listeners when our classmates are talking. Be open to someone elses opinion, even if it does not match your own. Instructional Sequence: 1. (3 minutes) Introduction 2. (2 minutes) Show the first picture on the screen. Give the students a minute to sit quietly and look at the picture. 3. (3 minutes) Ask level 1 questions. Allow students to hold the white board and show different sections of the picture that they are pointing out. Ask follow up questions in reaction to student responses. Ask for evidence of what in the image supports their statement. a. What do you see in this image? b. Where do you think these people are? c. When might this event be taking place? d. Do you notice anything about the way everyone is dressed? 4. (3 minutes) Ask level 2 questions. a. How do you think the people in the picture felt at this moment? b. Why do you think they are gathered? c. Does this make you wonder about the different types of people in the picture? d. Is there anything in our history that might counter, or go against this picture? 5. (2 minutes) Show the second picture on the screen. Give the students a minute to sit quietly and look at the picture. 6. (3 minutes) Ask level 1 questions. Use the same procedure and the same questions from the first image. This should allow for greater connections because they will look for similar aspects. 7. (3 minutes) Ask level 2 questions. 8. (5 minutes) Show both pictures on the screen side by side. Allow for a minute of observation of the two images together. Ask level 3 questions about both of the pictures. Engage the students in actively making comparisons between the relationship displayed in both pictures and how it differs from picture to picture. a. Does either of these pictures make you wonder anything? b. What do you think these pictures tell us about the relationship between the colonists and the Native Americans? c. Do any questions come to mind from looking at these images? d. What can you infer from either of these images about the relationship between the two peoples? e. What is the author trying to tell us by including this in the image? 9. (2 minutes) Summarize the main points of the discussion. Point out the differences between interactions. Tell the students what each of the pictures are portraying. 10.(1 minute) Closing. Give prompt for assessment. Send students back to their desks to write for 3-5 minutes on the prompt. Walk among the students helping them expand upon their ideas. Encourage the students to use examples that were not brought up in the group discussion or to expand upon the ones that were with their own personal thoughts.

Scripted Conclusion: Thank you for giving so much thought to this topic. We have developed a valuable skill today. We were able to look at two completely different pictures and make inferences about the interactions between the colonists and Native Americans at this time. I hope that you come away from this lesson understanding that not every colonist had a similar experience with the natives. What I would like you to do now is to go back to your tables and take a moment to write about interactions shown in these two images. Write for 3-5 minutes comparing the two different points of views that were presented and how they present different relationships. Image 1:

Image 2:

ED 431, Teaching Social Studies in Elementary Schools Winter 2012, McMahon & Stull

Visual Inquiry Lesson Anticipating Student Thinking and Discussion Moves Handout Rationale: This chart is intended to help prepare you for your visual inquiry discussion, as well as aid you in reflecting on your enactment of the lesson. In addition to formulating questions, anticipating how students might respond to your questions and how you will in turn respond to them will help make your discussion flow more smoothly. Although you will not be able to anticipate all possibilities, this exercise should assist you in building and leading a discussion that focuses on your main lesson goals about your chosen social studies concept or big idea. Directions: In the chart below, write at least 3 questions for each level. In column 3, write at least 2 possible student responses for each question (what you hope and what might be more realistic given students prior knowledge). For each of these, indicate what your next discussion move might be (see the last page of this handout) and write the discussion move and the question or statement you might use as a follow-up. After you have taught the lesson, review your videotape of the lesson and identify at least one question at each level that you asked. For that question, indicate in column 5, at least 2 students actual responses to the question. Then, in column 6 indicate the follow up discussion move you made to each of these students responses. Include the completed chart (columns 1-4) with your lesson plan submission and the completed chart (all columns) with your lesson analysis.

Questions What do you see in this image?

For Use During Planning Expected student responses (at least 2 examples)

Follow-up discussion moves to each response

For Use During Reflection and Analysis Actual student responses Follow-up (at least 2 examples) discussion moves to each response

IMAGE 1
Level 1- Questions Ask questions that draw students attention to the details in the image. I see food being passed around. I see people wearing Native American clothing. Turn back to the students and ask for evidence from the picturewhere do you see that?

What do you see in this image?

ED 431, Teaching Social Studies in Elementary Schools Winter 2012, McMahon & Stull

Questions

Expected student responses (at least 2 examples) By water. In America. In a forest.

Where do you think these people are?

Follow-up discussion moves to each response Refer back to the image Did you know that because of this part of the image? Revoicingwe know theyre colonists so they are in America and we can guess where they are based on the weather. Turning back to the students Have you seen these types of clothes before? Where? What were you learning about at the time?

Actual student responses (at least 2 examples)

Follow-up discussion moves to each response

Do you notice anything about the way everyone is dressed?

Head dresses. There are colonists in pilgrim clothes.

Level 2 - Questions Ask questions that enable students to generate ideas or make inferences based on the evidence in the image. They were happy. The little girl looks confused. They were curious about the Indians. Turning back to the students What made you think that? Turning back to the image What does this part of the picture tell you? (point out the Indian woman and the colonist woman talking) AnnotatingThis picture is actually a painting of the first thanksgiving.

How do you think the people in the picture felt at this moment?

Why do you think they are gathered?

Thanksgiving. The coming of the colonists.

ED 431, Teaching Social Studies in Elementary Schools Winter 2012, McMahon & Stull

Questions

Does this make you wonder about the different types of people in the picture?

Expected student responses (at least 2 examples) Why are all of the colonists standing and Native Americans sitting? The man with the armor and the sword is guarding the colonists.

Follow-up discussion moves to each response Turning back to the image Is there anything in the picture that counters your thinking? Turning back to the student what part of the picture made you think that? Where is your evidence?

Actual student responses (at least 2 examples)

Follow-up discussion moves to each response

IMAGE 2
Level 1- Questions Ask questions that draw students attention to the details in the image. Turning back to the students Where do you see that in the image? Where is your evidence?

What do you see in this image?

I see colonists. I see someone hitting another with a gun. I see Indian headdresses. I dont know. By a tree.

Where do you think these people are?

Turning back to the image What does this look like? (Point out the teepee on the far left). Does this help you figure out where the picture is taking place? MarkingBecause of what we know about their clothing and what we can see can we say that these are colonists and these are Native Americans?

Do you notice anything about the way everyone is dressed?

One man is wearing a colonist hat. They are wearing guns. The people being attacked are wearing feathered hats.

ED 431, Teaching Social Studies in Elementary Schools Winter 2012, McMahon & Stull

Questions

Expected student responses (at least 2 examples)

Follow-up discussion moves to each response

Actual student responses (at least 2 examples)

Follow-up discussion moves to each response

Level 2 - Questions Ask questions that enable students to generate ideas or make inferences based on the evidence in the image. Scared. Angry. Turning back to the student How did you know this? Where do you see those feelings?

How do you think the people in the picture felt at this moment?

Why do you think they are gathered?

To fight. Because the colonists hated the Native Americans.

RevoicingBecause of the expressions on the peoples faces and their actions in the picture you came to the conclusion that they were fighting. What might they be fighting about? Turning back to the image Could there be another reason? AnnotatingThis picture shows colonists destroying a Native American village.

Does this make you wonder about the different types of people in the picture?

What happened? Where are the rest of the Native Americans?

Level 3 Questions Ask questions that enable students to make connections to the concept(s) and big idea(s) under study.

ED 431, Teaching Social Studies in Elementary Schools Winter 2012, McMahon & Stull

Questions

Expected student responses (at least 2 examples) Why were the colonists so violent in the second image? Were these at the same time? Why is one black and white and the other color? The colonists shared food with the Native Americans. Colonists destroyed the people who they didnt like.

Follow-up discussion moves to each response Turning back to the student What made you ask that question? Where did you thinking come from?

Actual student responses (at least 2 examples)

Follow-up discussion moves to each response

Does either of these pictures make you wonder anything?

What can you infer from each of these images about the relationship between the two peoples?

Turning back to the image What are some big ideas/concepts from this part of the image? SummarizingHow does this picture make you feel? Turning back to the image Youre talking about _____ here. How does that connect to our idea of the message the author is telling about their interactions?

What is the author trying to tell us by including this in the image?

That the colonists were violent because they killed people. By having the colonists standing and the Indians sitting the author wanted us to think the colonists were better.

ED 431, Teaching Social Studies in Elementary Schools Winter 2012, McMahon & Stull

Possible Discussion Moves

From: Beck, I. & McKeown, M. (2006). Improving comprehension with questioning the author. NY: Scholastic. Marking: Acknowledging explicitly and using student contributions. Turning back to students: Asking students to elaborate or explain in more depth. Turning back to text/image: Referring students to specific sections in the text/image. What does this part tells us? What does the author/artist want us to know? What about this part here?: (Direct attention to particular part of image) Were talking about _____here. How does that connect to ________? What are some big ideas/concepts from this part of the image? Revoicing: Interpreting student comments and rephrasing their ideas. Modeling: Revealing your thinking about text/image and asking students to do the same. Annotating: Adding information needed to make sense of text/image ideas and asking students to do the same. Recapping: Summing up understanding (summarizing).