Lobo_Unit Plan

ENGLISH
COLONIZATION
UNIT PLAN

Daniel Lobo
December 7, 2012
HGSE T213
Ms. Rachel Otty

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TABLE OF CONTENTS
Course Information: U.S./World History I 3
Unit Information: English Colonization 9
Course Essential Questions and Learning Goals 10
Unit Schedule and Daily Learning Objectives 13
(see attached spreadsheet)
Annotated Resource Library 14
Lesson 1: Pocahontas—Myth or Reality? 22
Lesson 2: How to Use Quotes 30
Lesson 3: The Salem Witch Trials 39
Formative Assessments 46
Summative Assessment: DBQ 55
Appendices 60

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Course Information: World/U.S. History 1
Basic Course Information
Course Title: World/U.S. History 1
School: The O’Bryant School of Mathematics and Science1
Unit Title: English Colonization
Intended Grade Level: 9th
Grade2
Academic Track: Untracked/heterogeneous
Class Length: 55 minutes, 5 days a week
Curriculum Scope: (see below)

1
The O’Bryant is the lowest performing of Boston’s three exam high schools, located in the community of
Roxbury.
2
Though the class is intended for 9th
graders, there are several students in my section who are repeating the class.

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Semester 1
Unit 1—The World
Before 1492
(4 weeks—Sept.)
Unit 2—Spanish
Colonization
(5 weeks—Oct./Nov.)
Unit 3—English
Colonization
(4 weeks—Nov./Dec.)
Midyear
Review +
Exams
(1 week)
Essential
Questions
WHY EUROPE? Why
was it the Europeans who
became colonizers rather
than explorers from Asia,
Africa or the Middle
East?
Who or what is
responsible for the
depopulation of
Hispaniola?
Were the good relations
between the English
colonists and Native
Americans myth or
reality?
Understanding
-Other regions, esp.
China, had better
economies/technology/
natural resources
-Europe’s LACK of these
things was the motivation
to explore and conquer
whereas China stopped
exploring because they
didn’t need anything
from the outside world.
-Geography matters
-Colonization: use of
force to dominate people,
land, resources
-Disease, use of force,
religion led to destruction
of Taino culture.
-Columbus’ role is
significant but degree is
debatable—other factors:
King and Queen, disease
-Role of individual in
society
-Role of jury, evidence in
a trial (and parallels to
history)
-Attitudes and motivations
of colonists determined
relations w/ Native
Americans
-Violent: VA colonists
due to greed; MA Puritans
due to intolerant religious
views (predestination)
-Peaceful: PA Quakers
and RI colonists due to
intolerant religious views
(inner light + separation
of Church and State), New
Netherlands (Dutch) due
to diversity of colony
Content
-15th
century trade
networks—spread of
goods, religion, ideas and
people
-Zheng He’s voyages +
China’s dominance
-Crusades: cause and
effect—gold, God, glory
-Europe’s recovery
during the Renaissance
-Spanish motives for
exploration
-1492: events, short and
long term effects—
Columbian Exchange,
slave trade
-Spanish Empire—Aztecs
and Incas
-English motives for
colonization—Jamestown,
gold; Mass., religion
-Protestant Reformation
-Characteristics of key
colonies, especially
relations with Native
Americans: MA, RI, PA,
VA, MD
-NE, Middle, Southern
geography, economy,
society
TimelineProject

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Skills -Mental mapping
-Annotation and note-
taking
-Key points/Round Ups
-Discussion norms
-Document analysis
-Recognize and analyze
multiple POV
-Use evidence to support
oral arguments
-Embed evidence (esp.
quotes)
-Paragraph structure
-Thesis template
-Parenthetical citations
-Intro DBQ + revisions
Assessments
Annotated map of 15th
century trade networks
that answers the essential
question
Mock Trial of Christopher
Columbus
In-class DBQ Essay—
Conflict and Cooperation
Midterm Exam (Jan.)

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Semester 2
Unit 4—The American
Revolution
(6 weeks—late Jan. to
early March)
Unit 5—The New Nation
(4 weeks—March/April)
Unit 6—Global
Revolutions
(5 weeks—May/June)
Final
Review
and
Exams
Essential
Questions
Did the American colonists
have the right to declare
independence from Great
Britain?
How revolutionary was the
American Revolution?
Which revolution was the
most revolutionary?
Understanding
-Enlightenment ideas (esp.
social contract, natural
rights) provided argument
for independence
-American POV: Britain
broke the social contract by
violating natural rights
-British POV: Britain
upheld social contract by
providing defense and order
-Role of govt., taxes,
relationship between people
and rulers
-Americans win the war due
to strategy, geography, and
alliances + participation of
many disenfranchised
groups
-Revolution can be seen as
both radical and
conservative
-Constitution established
democratic principles (Bill
of Rights, checks and
balances) AND unequal
citizenship—restricted by
race, gender and class
-All revolutions are
connected through cause
and effect:
Amer. Rev. created
financial crisis and
inspiration for French
Rev led to rise of
Napoleon led to
Haitian Rev and Latin
Amer. Rev led to
Louisiana Purchase and
political divisions in
US led to War of
1812—rematch between
Amer. and Britain with
Native Amer. allies
-Other revolutions were
more radical than Amer.
Rev in terms of equality
and methods, but Amer.
Rev produced the only
semi-democratic govt.
FinalProject(hasneverhappenedyet!)

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Content
-Causes and events of
Amer. Revolution from
British and American POV:
trade, taxes, troops, rights
-Debates over independence
-Declaration of
Independence
-Influence of Enlightenment
ideas
-Role of women, African
Americans, Native
Americans, poor whites
-Factors in winning war:
geography strategy,
alliances—Trenton,
Saratoga, Yorktown
-Weaknesses in Articles of
Confederation
-Constitutional Debates and
Compromises + Debates
over ratification
-Features of Constitution
and Bill of Rights
-Causes, events, leaders
and results of French,
Haitian and Latin Amer.
Revs.
-Rise and fall of
Napoleon + Congress of
Vienna
-US in context of French
Rev—Washington,
Adams, Jefferson;
formation of political
parties, neutrality
Louisiana Purchase, War
of 1812
Skills
-Present oral and written
arguments to support an
overall thesis
-Use evidence persuasively
-Anticipate and respond to
counterarguments
-Research process—
hypothesis, notes, thesis,
outline, drafting, works
cited, revision and editing
-Research process
continued
Assessments
Formal Debate—British v.
Americans—Essential
Question
Research paper steps—How
revolutionary was the
American Revolution?
Research paper—Final
draft
Final exam

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Student Information
Number of Students: 21 students
Special Needs: There are currently two students designated with IEPs in my section. Thoh their
learning disabilities differ slightly, both students require extra time to complete work, extra time
to process information, clarified directions, directions in small steps, verbal prompts, check-ins,
monitoring, and graphic organizers, as stipulated by their IEPs.
English Language Learners: There are five students designated as English Language Learners
in my class. These five students vary in the severity of their LEP level. The school has awarded
each student a number on a scale of one to five, one meaning very limited in English proficiency,
and five meaning near full English proficiency has designated each. Two of my students have
been designated as a five on this scale, two have been designated as a three, and one has been
designated as a one.
Student Performance Data: I was unable to obtain previous MCAS scores, although I’m not
sure how relevant this information would have been given that the results would not have been in
the subject of History.
Student Demographic Information: The class is made up of 52% girls and 48% boys. Most of
the class is African-American, Asian or Latino, with African-American students comprising the
majority. Languages spoken at home include: Spanish, Chinese, Vietnamese, Cape Verdean
Creole, Arabic and English. Given that the O’Bryant is 100% free and reduced lunch, I assume
that most of the stuedets come from low-income households.

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Unit Information: English Colonization
Unit Length and Sequence
Unit Length: 4 weeks (November 20-December 21)
Unit Sequence:
Monday Tuesday Wednesday Thursday Friday
Week
1
Unit 2 Test Unit 3
Introduction
HALF DAY:
Decline of
Spain/Rise of
England
NO SCHOOL NO SCHOOL
Week
2
Jamestown:
Motives,
Tobacco/indentured
servants
Jamestown:
Relationship w/
Indians
Jamestown:
Pocahontas—
myth or
reality?
-Mini DBQ:
Using Quotes
in writing
-Plymouth:
Motives
Plymouth:
Relationships
w/
Wampanoag’s,
Thanksgiving
Week
3
Plymouth:
Compare 500
Nations, images,
textbook
Mass Bay
Colony:
Protestant
Reformation,
Colony motives,
City Upon a Hill
Mass Bay
Colony:
Conflicts
Mass Bay
Colony:
Relationships
Wampanoags
Middle
Colonies: New
Netherlands,
Pennsylvania
Week
4
Middle Colonies:
Source analysis
Southern
Colonies:
Chesapeake
colonies,
Georgia/Carolinas
Southern
Colonies:
Bacon’s
Rebellion,
primary
source
Overall
geographic,
demographic,
and economic
characteristics
of each
region,
annotated
maps
DBQ
Week
5
DBQ DBQ DBQ—write
in class
Unit 2 Test Last Day! 
(cushion
room)

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Sequence of Lessons:
• Decline of Spain/Rise of England
o Pirates
o Spanish Armada
• Jamestown
o Motives, purpose, founders of colony
o Relationship with Powhatan Indians
o Pocahontas: Myth or Reality
o Tobacco and indentured servants
o Mini DBQ – learning how to use quotes in writing
• Plymouth
o Relationships with Wampanoag Indians
o Thanksgiving – Myth or Reality
o Compare 500 Nations, images, textbook account
• Mass. Bay Colony - Puritans
o Protestant Reformation – Luther, Calvin, predestination, Puritan migration,
Puritan beliefs
o Mass. Bay Colony – motives, purpose, founders, characteristics
o Conflicts in Colony – witch hunts, Roger Williams, Anne Hutchinson,
 Key concept – cooperation v. separation of church and state
o Relationship with Wampanoag Indians: King Philips War – causes, results (500
Nations)
• Middle Colonies
o New Netherlands
 Founders/purpose/characteristics
o Pennsylvania
 Quaker beliefs
 Founder/purpose/characteristics
• Southern colonies
o Development of Chesapeake colonies – Maryland, VA
o Bacon’s Rebellion: transformation from servitude to slavery
o Georgia, Carolinas (this can be brief)
• Overall geographic, demographic, and economic characteristics of each region
o Annotated Map of 13 colonies
• DBQ project
o Work through steps in class:
1) Understanding the prompt
2) Reading, analyzing, grouping documents
3) Creating a thesis and outline
4) Drafting a body paragraph with a topic sentence, a quote, citation, and
explanation of quote
o Write DBQ in class as an open notes timed assessment
• Unit Test

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Unit Essential Questions
I. Are the good relations between English colonists and Native Americans myth or reality?
a. This is the overarching essential question for the unit, intended to challenge any
assumptions students may have about the history of English colonization. The strength of
this question is derived from its vagueness. In answering it, students provide different, yet
still accurate, responses depending on which group of English colonists they are referring
to. Such a process is valuable not only because it can catalyze debate among students, but
also because it forces students to avoid generalizing when making certain claims. In order
to strengthen their argument for whether the positive relations between colonists and
Native Americans was myth or reality, they will have to be specific about who they are
referring to. This would be a valuable skill for students going forward.
II. What influences human behavior?
a. Where as the first Essential Question more so gets at the ‘what’ of what really
happened between the English colonists and the Native Americans, this question gets at
the ‘why’. This question is intended to get students to students to make the connection
between the ideological differences of the colonists and the differences between their
treatments of the Native Americans. Through understanding how the colonists’
ideologies influenced their treatment of the Native Americans, students will be able to
extrapolate this idea to other conflicts that they encounter in their schoolwork or in their
lives. Understanding conflict is achieved through understanding motivations, which are
often crafted through personal ideologies. I believe this would be an extremely valuable
concept for students to realize.
Unit Learning Goals
I. Students will understand that the attitudes and motivations of colonists determined their
relations with the Native Americans.
a. This learning goal addresses Essential Question II. Students will understand what
influences human behavior by first understanding how the different motivations of
English colonists determined how they interacted with Native Americans. To achieve
this, students will learn about the motivations of the Jamestown, Mass Bay, Plymouth,
Middle and Southern colonies. In addition, they will learn how each of these colonies,
with their differing motivations, interacted with Native American tribes in their
respective areas. In the process, students will understand why certain motivations
matched certain actions and behaviors.
II. Students will understand why the Virginia and Massachusetts colonies had violent relations
with the Native Americans in those respective areas.
a. This learning goal addresses Essential Questions I and II. Students will learn how the
greed and economic motivations of the Virginia colonists influenced the way they viewed
and treated the Native Americans. Likewise, they will learn how the Massachusetts
puritans’ intolerant religious views and ideas of predestination influenced they way they
viewed and treated the Native Americans. Thus, they will learn whether the good
relations between colonists and Native Americans are myth or reality, while beginning to
see the connection between ideology and human behavior.

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III. Students will understand why the Pennsylvania, Rhode Island and New Netherland colonies
maintained more peaceful relations with the Native Americans in those respective areas.
a. This learning goal also addresses Essential Question I and II. Students will learn how
the Pennsylvania Quakers and the Rhode Island colonists were more peaceful with the
Native Americans due to their tolerant religious views (inner light/separation of Church
and State). The Dutch in the New Netherlands were also much more peaceful with the
Native Americans given the diversity of their colony. As mentioned in the previous
learning goal, this learning will provide students with another possible answer for the first
Essential Question while concurrently poising students to realize the connection between
ideology and human behavior in order to answer Essential Question II.
IV. Students will understand how to construct a well-written essay response to a DBQ.
a. This skills-based learning goal also addresses Essential Question I and II. Students will
learn the various components of writing that go into writing an effective response to a
DBQ. This will include lessons on embedding evidence in writing through quotations,
paragraph and thesis structure, and parenthetical citations. Given that the teaching of
these skills will be intertwined with the content of the unit, students will still gain insight
pertaining to the Essential Questions in pursuit of this learning goal.

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UNIT SCHEDULE AND DAILY LEARNING OBJECTIVES
(SEE ATTACHED SPREADSHEET)

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English Colonization: Annotated Resource Library
Introduction:
Unit Title: English Colonization
Essential Questions: Are the good relations between English colonists and Native Americans
myth or reality? How do we define power? How does one gain or lose power?
Length: 4 weeks
School: The O’Bryant
Grade: 9th
Student Population: Inclusion class of 20 students, 10% with IEPs
Guiding Massachusetts Frameworks: WHI: 1-14
Major Topics: The Protestant Reformation; Founding of the Southern, Middle and New
England Colonies; Slavery in North America; Development of the North American Colonies
Resources:
Classroom Textbooks
1. Holt: American Nation, 2005
• This is a rather large high school level textbook.

• Although my mentor teacher does not particularly care for this textbook given its general
lack of detail, I will be using chapters 2 and 3 to provide students with some broad
background information about England’s challenging of Spain for colonial supremacy,
the Jamestown colony, as well as the Pilgrims and the Mass Bay Colony.

• Students keep this textbook at home because we don’t use it very often. Rarely, they will
read and summarize short segments of the book to give them background information for
what we discuss in class. I will most likely continue to use the textbook in this manner.

• Students who appreciate a more traditional form of learning may benefit from the use of
this textbook.

2. McDougal Littell: The Americans, 1999
• This is also a rather large high school level textbook.
• Sections of this textbook will be photocopied for students as supplemental readings.
According to my mentor teacher, this textbook provides higher-level content and better
coverage of historical events than does American Nation. Students will read segments
regarding King Philip’s War, New Netherland and the Quaker Pennsylvania colonies
from this textbook.
• As stated, students will receive photocopies of the relevant sections of this textbook. As
with the readings from American Nation, they will read and summarize short segments of
the book to give them background information for what we discuss in class.
• Again, students who appreciate a more traditional form of learning may benefit from the
use of this textbook.

Primary Sources
3. Martin Luther’s Letter to the Archbishop of Mainz, 1517

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• From: The Works of Martin Luther. Ed. and trans. Adolph Spaeth, L.D. Reed, Henry
Eyster Jacobs, et al. Philadelphia: A. J. Holman Company, 1915, Vol. 1, pp. 25-28.
• Can be found at http://www.fordham.edu/halsall/source/lutherltr-indulgences.asp
• This one page primary source can be used to provide context and lay the groundwork for
the Protestant Reformation. That being said, the letter is fairly dense in terms of both
vocabulary and colloquial terminology of the time. Thus, the presentation of this letter
would have to be scaffolded significantly.
• This source can be used to teach students how the Catholic Church’s use of indulgences
contributed to the rising discontent with the Church and eventually, the Protestant
Reformation. Through an analysis of this primary source, students will work towards
building the necessary skills for the DBQ essay at the end of the unit.
• I would probably read and analyze this source together with the class via a document
camera. Afterwards, I would present student with the following questions: given what we
know about the Catholic Church at the time from the last unit, what might their
motivations to use indulgences be? What do you think the Archbishop’s response was to
this letter? Students would have several minutes to write a response to these questions
before engaging in a class discussion.
• This resource may be particularly engaging for Christian students who are interested in
learning about the history of their faith.
4. A Jamestown settler describes life in Virginia, 1622
• Can be found at http://www.gilderlehrman.org/history-by-era/early-
settlements/resources/jamestown-settler-describes-life-virginia-1622
• This one page primary source provides a vivid account of what life for early American
colonists was like. The language actually appears to be quite manageable. A brief
explanation of the Old-English style of writing and spelling might be useful for students
though.
• This letter provides a brief but vivid overview of the motivations and experiences of early
American colonists, especially their struggles with death and disease. The economic
motivations alluded to in the source could provide an interesting contrast to the
motivation of the Puritans in New England. The source could also start a conversation
about the Colonists’ views of the Native Americans, which is mentioned in the source.
• Given the appropriate reading level of this source, students can read and analyze this
source for homework, using the “10 Questions” for analysis that they began using in the
last unit (See Appendix A). After a discussion of the source, students will learn about
political, social, religious, and economic practices of the Southern Colonies.
• Students who enjoy a challenge will be particularly engaged with this source. Most of the
words in the letter, albeit common, are spelled differently than what is used today. Thus,
some students may enjoy deciphering the letter, and maybe even recognizing certain
grammatical/spelling patterns.
5. John Winthrop’s “City Upon a Hill” Sermon, 1630
• Can be found at
http://www.pbs.org/wgbh/pages/frontline/shows/apocalypse/primary/ciudad.html
• This one page primary source reveals the religious motivations of the Puritans in the
Northern Colonies. The reading level appears to be appropriate for ninth graders.
• This sermon would provide an interesting juxtaposition against the more economic
motivations of the Southern Colonists in Jamestown. Moreover, there is lots of rich
language in this sermon that would provide numerous opportunities for analysis. The
metaphor of a city upon a hill would obviously be a central aspect of our analysis.

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• It may actually be best to present this source side-by-side with the letter from the
Jamestown settler, so that students may more easily see the similarities and differences
between the motivations and practices of the Puritans and Jamestown colonists. The
analysis and discussions of these sources would serve as an introduction to notes on the
political and social structures, religious practices, economies, art, and architecture if the
colonies during the 17th
century.
• Again, students who enjoy deciphering reasonably challenging text may find this source
particularly engaging.
6. Map of the New World, with European settlements and American Indian tribes, 1730
• Can be found at http://www.gilderlehrman.org/history-by-era/american-
indians/resources/map-new-world-with-european-settlements-and-american-india
• Created by a Dutch mapmaker in 1730, this visual primary source demonstrates the
struggle over territory between the Dutch, the English and the American Indians.
• This map can provide an interesting segue into discussing American Indians after
learning about the differences between the Northern, Middle and Southern Colonies.
Students can visually see one aspect of interaction between the Colonists and the
American Indians—territorial conflict. This source will allow students to begin to answer
the essential question of this unit.
• This source could work well as a Do Now. Students could silently write down what this
source is depicting before discussing their hypotheses in groups. Afterwards, we could
have a class discussion that ends with students considering what this map could say about
relations between American Indian and Colonists more generally. This would segue into
an activity or class lecture that begins to teach students about the American Indian
perspective of American Colonization.
• This source will be particularly engaging for the visual learners in the class. It provides a
lot to look at and analyze, so students who enjoy a challenge may also find this source
particularly interesting.
7. Royal Charter granted to the Royal African Company, 1672
• Can be found at
http://www.nationalarchives.gov.uk/pathways/blackhistory/africa_caribbean/docs/charter
_royal_african.htm
• This is the Charter granted to the Royal African Company by King James II in 1672.
Given its nature as a legal document, this primary source is rather dense. It would require
significant scaffolding to ensure that students gain a complete understanding of what is
being presented in it. I would also consider editing it before presenting it to students, as
there is a portion of the document where the King offers thanks to a series of specific
explorers that students don’t exactly need to know.
• This source could provide an excellent introduction to a discussion regarding the
economic motivations of slavery in the colonies. The idea presented in this document of
viewing slaves as commodities meant for profit-making could spark a powerful
discussion regarding how colonists viewed slaves as truly inferior beings. I think starting
off this section of the unit with this source would grab students’ attention and maintain it
even when we start getting into details that might feel more removed from them. This
source has the power of pathos.
• I would want to analyze this source as a class, allowing students to discuss what they
think of the source in a think-pair-share afterwards. We could then break out into a larger
class discussion, linking this source either to another source we’ve analyzed, or another
reading we’ve done.

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• This source would be particularly engaging for students who enjoy discussing more
philosophical ideas regarding human nature or fairness and equality. I would have to
make sure that these students don’t get lost in the legal jargon of this document, though.
8. John Barbot, "A Description of the Coasts of North and South Guinea," in Thomas Astley and
John Churchill, eds., Collection of Voyages and Travels (London, 1732).
• Can be found at http://www.vgskole.net/prosjekt/slavrute/1.htm
• Created by John Barbot, an agent for the French Royal African Company, this two-page
account of the transportation of slaves from West Africa provides a fairly graphic
introduction to the Trans-Atlantic Slave trade. The reading level appears slightly
advanced, but manageable.
• This source can serve to provide students with the African perspective and role in the
slave trade, which, I feel, is often less emphasized. The vivid descriptions of how the
slaves were treated before and during their transportation to the American colonies and
other regions can introduce students more deeply to the social and cultural dynamics
surrounding slavery in the 17th
century, particular how Colonists viewed African slaves
as utterly inferior and unworthy of human treatment. The powerful nature of this piece is
sure to engage most students, though I must be careful to not upset those students with
closer emotional ties to African and African American histories. This source must be
carefully presented to students.
• A discussion of this source could help students work towards being able to answer the
second question of this unit: How do we define power? How does one gain or lose
power? Given that it is not only the American (or French) colonists who are contributing
to the slave trade, students can discuss different forms of power, and the varying
motivations behind these forms of power.
• As aforementioned, students with closer ties to African and African-American culture
may be particularly engaged with this source.
9. The wedding of Pocahontas with John Rolfe, 1607
• Can be found at http://www.loc.gov/pictures/resource/pga.03343/
• This painting depicts the wedding of Pocahontas and John Rolfe on April 5, 1607.
• This source can serve as a more interactive introduction to the portion of this unit where
we talk about Pocahontas and the Powhatan Indians. It can be used to perhaps counter
certain assumptions that students may have about Pocahontas, or American Indians more
generally, from sources such as the movie Pocahontas.
• This source could be utilized well as a Do Now. Students can spend five minutes
analyzing the picture and writing down things that they notice. Some potential guiding
questions to help them do this could be: What does this picture reveal about Native
American clothing and customs? How does the image portray the Settlers compared to
the American Indians? Does anything in the painting surprise you?
• This source would appeal to visual learners. If used in the aforementioned way, it may
appeal to those students who enjoy solving puzzles or other types of visual problems.
Any students who have seen Pocahontas may find this source engaging as well.
10. Observations on Slave Keeping, Providence Gazette, 1773
• Can be found at
http://dl.lib.brown.edu:8080/ImageServer/scrollnav.jsp?filename=1161094344984375.jp
2
• This is a fairly dense three-column, one page news article published on December 4,
1773. Not only does it discuss some philosophical thought, but it is also written very

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much in the colloquial terminology of the time. Thus, some significant scaffolding
would need to be done to prevent students from disengaging with the text.
• Condemning the practice of slavery, this article embodies the changing sentiments of
some American colonists towards the end of the 18th
century. Given that this article was
published in the Providence Gazette, students can begin to discuss how the different
colonies began developing their own distinct identities over time. In particular, this
article can lay some of the early groundwork for students’ learning of the Civil War by
alluding to differing regional attitudes regarding slavery.
• Given how dense this article is, I may consider splitting it into chunks and having
students review and analyze separate parts of it in groups. Afterwards, students can come
together and summarize the part they their group read for the rest of the class. We could
then discuss as a class what this article says as a whole, and the potential implications of
such sentiments for life in 18th
century American colonies. I’m also wondering if we
could do more with the portion of the article that discusses John Locke.
• This article could be engaging for students who enjoy a challenge and/or, oddly enough,
philosophy. There is a risk that some students will shut down when faced with the
difficulty of this text, though. Thus, it may be beneficial to give students some sort of
choice over which part of the article they want to read.
Audiovisual Materials
11. Mayflower: Deconstructed Video
• Can be found http://www.history.com/topics/thirteen-colonies/videos#deconstructed-
mayflower
• This is a 3 minute interactive video that succinctly presents information about the
Mayflower voyage that that often isn’t explained in history textbooks—like the different
compartments of the ship and how the ship’s landing in Cape Cod was actually
accidental. While there isn’t a ton of information presented in the video given its length, I
think this would be an interesting segue from talking about English motivation to found
the American colonies, to discussing what life was like for the English once they arrived
at the colonies.
• I envision using this video either as a Do Now or as a way to start class. I could assign
groups of students responsibility over certain portions of the video (i.e, event A to event
B, or minute 1 and minute 2). Those students would have to write down what they think
is important information presented during their segment. After the video, I would cold
call the groups to have them tell me some important information presented during their
segments. This way, there is accountability for students to be paying attention during the
video (although, I do think it’s interactive enough that they’ll be paying attention
regardless!). We could the transition into discussing life for the New England colonists,
perhaps with the Mayflower Compact.
• This video will be engaging for visual learners and for students who dislike boring
narrative voices that are often in documentary films. It would allow students who aren’t
as strong with primary sources to get a little more excited about the material.
12. The Origins of Slavery: PBS Video
• Can be found at http://www.history.com/videos/origins-of-slavery#origins-of-slavery
• This three-minute video provides a brief introduction to the development of slavery in the
colonies. It touches on various topics that can be elaborated and discussed later, including
conflicts with the Native Americans, the initial use of slaves as indentured servants, the
legalization of slavery, and the establishment of the Royal African Company.

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• This video can be used to start the portion of the unit concerned with the economic,
political, social and cultural dynamics of slavery in the 17th
century. It might be best to
show just the first half of the video, up until it mentions the establishment if the Royal
African Company, since the end of the video may get closer to the Civil War than we
need to be. I’m not sure if there is enough information presented in the video to have the
students take notes, but we would definitely have a discussion afterwards. This could be
followed up either with an examination of Tom Barbot’s letter, or King Charles’ charter
for the Royal African Company.
• This video would be engaging for visual learners, as well as for those students who have
more of a vague idea of what happened during the slave trade. It might be exciting for
these students to begin to learn about some of the details of this event in history via a
more visual presentation.
13. 500 Nations, 2005
• Full set can be found at http://www.youtube.com/playlist?list=PLD40E93DAEBD8595E
• This eight-part documentary film series presents American history from the Native
American perspective, beginning from pre-Colombian times through the period of
European colonization, to the end of the 19th century. The series presents this history via
a range of sources including historical texts, witness accounts and visual sources.
• This documentary will be used during the portion of the unit concerned with the story of
Thanksgiving at Plymouth plantation, as well as the Puritans’ relationship with the
Wampanoag Indians leading up to King Philip’s War. 500 Nations will productively
complicate students’ understandings of these events by providing them with an engaging
account of the Native American perspective during these events.
• I would probably show students a relevant portion of Episode 3 of this series, entitled
“Invasion of the Coast, First English Settlements. Students would be given
comprehension questions that they would have to answer as they watch the film. I would
pause the documentary at certain points to make sure students are correctly processing
the information being presented. Afterwards, we would have a discussion that links what
students learned from the film back to the essential question of the unit.
• This source would benefit students who are interested in the untold stories of Native
Americans in American history. Visual learners would also find this source particularly
engaging, as there are a variety of methods used to convey certain information.
Non-Fiction Trade Books
14. Morgan, Edmund. American Heroes: profiles of men and women who shaped early America.
New York: W.W. Norton & Co., 2009.
• Can be found at http://www.amazon.com/American-Heroes-Profiles-Shaped-
America/dp/B005IUM546/ref=sr_1_cc_1?s=aps&ie=UTF8&qid=1351650566&sr=1-1-
catcorr&keywords=American+heroes+%3A+profiles+of+men+and+women+who+shape
d+early+America ($11.18)
• This is a 304-page, high school reading level non-fiction book. It is organized as a series
of 17 fairly short essays regarding particular “heroes” in American history.
• There are several chapters in this book dedicated to the Puritans that I would consider
using for my unit. The chapters entitled “John Winthrop’s Vision” and “The Puritan’s
Puritan: Michael Wigglesworth” look like they would be particularly relevant to the unit
(and not just because they’re both Harvard alums). The chapter concerning John
Winthrop could serve as a nice complement to his “City on a Hill” sermon that we will be
using as a primary source. I would also consider using the chapter entitled “The
Contentious Quaker: William Penn” during the portion of the unit on Pennsylvania.

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• I would probably photocopy chapters of this book for students given that I probably
won’t be able to obtain copies of the book for every student. This book lends itself to this
method of use given that it is divided into a series of essays. I would most likely assign
the chapter to be read for homework in preparation for the class lesson/discussion
regarding the same topic.
• This source would be beneficial for students who enjoy history and non-fiction but don’t
particularly enjoy reading textbooks. Because it presents factual information in more of a
narrative format, students may find it to be more engaging.
Fiction, Poetry and/or Drama Trade Books
15. Poems on Various Subjects, Religious and Moral, 1773
• Can be found at
http://books.google.com/books/about/Poems_on_various_subjects_religious_and.html?id
=KLFBAAAAYAAJ
• 149 pages, adult reading level
• This book of poems by Phillis Wheatley, and African-American slave, marks the onset of
African-American literature. Grounded in her ideas of Christianity, only one of the poems
in this book refers to Wheatley’s experiences as a colonial slave. Nonetheless, I strongly
believe that it is important for students to examine Wheatley’s work, it may shatter
students’ assumptions that only a particular subpopulation of mankind is relevant in
history.
• In order to more easily tie her work into the content of the unit, I would probably
introduce students to Wheatley’s “Slavery was a cruel fate”. I would photocopy this
poem for students since I probably wouldn’t be able to obtain copies of the book for all
students. Given how dense this poem is, I would probably scaffold an in-class analysis of
the poem. I’d like this to be as organic of a conversation as possible. I would really just
want to give the students a chance to read this source, talk about it appreciate it.
• This source would be extremely beneficial for students who perceive a gap in history
literature from the African-American perspective.
Internet- or other web 2.0-specific resources
16. On the Trail of Captain John Smith: A Jamestown Adventure
• Can be found at
http://kids.nationalgeographic.com/kids/games/interactiveadventures/john-smith/
• This is an interactive platform, similar to a Web Quest, where students watch short,
animated videos about the founding of the Jamestown Colony before completing several
fun mini-games.
• This would be a great way to break up some of the many primary sources that we will be
examining during the Jamestown portion of the unit. I think this platform does an
excellent job of presenting relevant information in a visually appealing and concise way.
• I assigning this as a weekend homework assignment. My mentor teacher usually assigns a
“Round Up” for the weekend, where students describe important terms from that week in
preparation for a test on Monday. As great as this assignment is, I think this Web Quest
would be a more engaging, but equally beneficial alternative. I would probably have
students answer a predetermined set of questions in order to check that they completed
the online assignment though. It appears that all of my students have home computers,
but it would be a good idea to double-check that before incorporating this assignment into
my unit.

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• I think this resource would be beneficial for all students! What student doesn’t like
pictures and games? The games even range from more logic-based puzzles to more
coordination-centered action games to appeal to more students that way.
Interactive/experiential activities
17. Field Trip to Plimoth Plantation
• Can be found here http://www.plimoth.org/plan-your-visit/groups/field-trips
• This is something that my mentor teacher has done in the past, but not recently. She has
told me that this trip is fantastic. Students have the opportunity to walk through replicas
of a 17th
century colonial village and Wampanoag Indian site, as well as go aboard a
replica of the Mayflower! The tour guides are in colonial settler and Indian dress, making
the visit that much more authentic for students.
• I think this field trip would really breathe life into the content for students. Even if
students don’t particularly love the material of this unit, seeing the more aesthetic side the
history may cause students to engage with the material more. It would also give them
some personal experience to draw upon in future history classes, which is great!
Other books or articles
18. Beyond the Bubble: Stanford History Education Group
• Can be found at https://beyondthebubble.stanford.edu/assessments
• This website provides several “new age” assessments for different topics in American
history that I might consider adapting for my unit. In particular, there is a sourcing
assessment on J. L. G. Ferris’ The First Thanksgiving 1621 that I think students would
find interesting. It is brief enough that I could incorporate it into my unit with ease, but I
want to make sure it is done purposefully.

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POCAHONTAS: MYTH OR REALITY?
11/28/12

STAGE 1: IDENTIFY DESIRED RESULTS
(Where are we going?)
What are the Established Goal(s) of this unit/project/lesson?
• The long-term goal of this lesson is to move students closer to being able to answer the Unit 3 Big Question. The short-term
goal is for them to understand the extent to whicb the Disney story of Pocahontas is myth and/or reality.
What will students Understand as a result of this unit/
project/lesson? (Students will understand that…):
• Students will understand the extent to which Disney’s
depiction of the story of Pocahontas is myth and/or
reality.
What Essential Questions will guide or focus this unit
/project/lesson?:
• Is Disney’s story of Pocahontas myth or reality?
What will students know?:
• Students will know key historical events pertaining
Pocahontas
What will students be able to do?:
• Students will be able to draw evidence from multiple sources
and compare them to the Disney depiction of Pocahontas in
order to determine the overall validity of the story.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE AND ASSESSMENT
(How will we know we’ve arrived?)
What evidence will show that student understand the extent to which Disney’s depiction of the story of Pocahontas is myth
and/or reality?
Performance Tasks (Understanding Performances)…:
• Students will demonstrate an understanding of the
learning goal by completing a graphic organizer that
asks them to compare specific scenes of the movie to
readings we have done on the Jamestown settlement
and the story of Pocahontas.
• Performance will be judged by general historical
accuracy of analysis/effort.
Other Evidence (Ongoing Assessment):
• Students will demonstrate achievement of the desired result
through a written response and follow-up discussion to the
following question:
“Is the Disney story of Pocahontas myth or reality? If it is
myth, to what extent is it myth? If it is reality, prove it by
showing specific similarities between the Disney account and
the historical account.”
STAGE 3: PLANNING THE LEARNING EXPERIENCES AND INSTRUCTION
(How are we going to get there?)
What learning experiences and instruction will enable students to achieve the desired results?
((1) Do Now (10 mins):
• Journal Entry on Powhatan Indians’ relationship with Jamestown settlers (from previous day).
o Students will silently answer in writing, then discuss, the following question:
-What type of relationship did the Powhatan Indians have with the Jamestown settlers? (Try to avoid using
‘good’ and ‘bad’. Think about how they interacted. How would you describe this interaction?)
-Who or what do you think was most responsible for the nature of this relationship? How? Use specific
examples from the sources we have learned about so far (textbook readings, tobacco video, primary source).
(2) Activity (30-35 mins):
1. Explain activity: “Today we are going to be watching film clips of Pocahontas and comparing them to what you learned
about this historical figure last night. By the end of today, we will determine if the story of Pocahontas delivered by
Disney is myth or reality.”
a. Pass out graphic organizer for activity
We are going to watch different clips from the movie. At the end of each clip, you will have about 3 minutes to fill in
that portion of the graphic organizer

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a. First, summarize what happened in that clip in the appropriate place on the graphic organizer.
b. Then, go back to your reading on Pocahontas to see if there is anything that confirms or contradicts that clip.
c. This should be done silently. You guys will have plenty of time to discuss your answers afterwards.
Movie Clips:
0:00-2:18: Intro
17:14-19:58: Motivation for colonizing, thoughts on Indians
24:00-25:00: Gold
28:00-31:58: Pocahontas meets John Smith
32:00-33:57: First encounter between Indians and settlers
36:20-41:00: Paint with all the colors of the wind
55:30-57:40: Kocoum is killed
1:03:37-1:07:00: Final encounter with Indians
1:09:50-1:11:45: Pocahontas and John Smith say goodbye
Post movie clips:
3. Think/pair/share: “Now that we have finished watching all of the clips, take a few minutes to compare your graphic
organizers with those of your neighbors.”
a. Fill in any information you might have missed from the reading.
b. What did you and your partner think about each of the scenes we watched? Were they historically accurate? Why or why
not?
4. Class discussion: “I want you all to share some of what you came up with to the class”
(3) Journal Entry (10 mins):
• “Now that we have discussed the similarities and differences between the two stories of Pocahontas in detail, it’s time to
answer the Big Question for this class”
o Is the Disney story of Pocahontas myth or reality? If it is myth, to what extent is it myth? If it is reality, prove it
by showing specific similarities between the Disney account and the historical account.
 Model quickly how to use specific evidence in a response
• Class discussion regarding responses
(4) Explain HW
• Annotated Timeline on the conflicts at the Jamestown settlement

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Lesson Graphic Organizer

Name:______________________________

Date:
_____________

Pocahontas:
Myth
or
Reality?

Directions:
You
will
watch
a
series
of
clips
from
the
Disney
movie
Pocahontas.
At
the
end
of

each
clip,
you
will
have
three
minutes
to
summarize
the
scene
on
this
graphic
organizer.

Afterwards,
you
will
look
back
to
the
article
you
read
on
Pocahontas,
or
any
of
our
other

sources,
to
see
if
there
is
any
information
that
confirms
or
contradicts
what
was
presented

in
the
movie
during
the
scene.

Scene
Movie
Reading

1

2

3

4

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Homework from previous lesson
Pocahontas

Pocahontas was "the most deare and wel-beloved"
daughter of Powhatan, the powerful chief of the
Algonquian Indians in the Tidewater region of
Virginia. She was born around 1595 to one of
Powhatan's many wives. They named her Matoaka,
though she is better known as Pocahontas, which
means "Little Wanton," a playful, frolicsome little
girl.
Pocahontas probably saw white men for the first time
in May 1607 when Englishmen landed at Jamestown.
The one she found most likable was Captain John
Smith. He was leading an expedition in December
1607 when he was taken captive by some Indians.
Days later, he was brought to the official residence of
Powhatan at Werowocomoco, which was 12 miles
from Jamestown. According to Smith, he was first
welcomed by the great chief and offered a feast. Then
he was grabbed and forced to stretch out on two large,
flat stones. Indians stood over him with clubs as though ready to beat him to death if ordered.
Suddenly a little Indian girl rushed in and took Smith's "head in her arms and laid her owne upon
his to save him from death." The girl, Pocahontas, then pulled him to his feet. Powhatan said that
they were now friends, and he adopted Smith as his son, or a subordinate chief. Actually, this
mock "execution and salvation" ceremony was traditional with the Indians, and if Smith's story is
true, Pocahontas's actions were probably one part of a ritual. At any rate, Pocahontas and Smith
soon became friends.
Relations with the Indians continued to be generally friendly for the next year, and Pocahontas
was a frequent visitor to Jamestown. She delivered messages from her father and accompanied
Indians bringing food and furs to trade for hatchets and trinkets. She was a lively young girl, and
when the young boys of the colony turned cartwheels, "she would follow and wheele some
herself, naked as she was all the fort over." She apparently admired John Smith very much and
would also chat with him during her visits. Her lively character made her appearance striking.
Several years after their first meeting, Smith described her: "a child of tenne yeares old, which
not only for feature, countenance, and proportion much exceedeth any of the rest of his
[Powhatan's] people, but for wit, and spirit, the only Nonpariel of his Country."
Unfortunately, relations with the Powhatans worsened. Necessary trading still continued, but
hostilities became more open. While before she had been allowed to come and go almost at will,
Pocahontas's visits to the fort became much less frequent. In October 1609, John Smith was
badly injured by a gunpowder explosion and was forced to return to England. When Pocahontas
next came to visit the fort, she was told that her friend Smith was dead.
Pocahontas apparently married an Indian "pryvate Captayne" named Kocoum in 1610. She lived
in Potomac country among Indians, but her relationship with the Englishmen was not over.

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When an energetic and resourceful member of the Jamestown settlement, Captain Samuel Argall,
learned where she was, he successfully devised a plan to kidnap her and hold her for ransom.
Argall sent word to Powhatan that he would return his beloved daughter only when the chief had
returned to him the English prisoners he held, the arms and tools that the Indians had stolen, and
also some corn. After some time Powhatan sent part of the ransom and asked that they treat his
daughter well. Argall returned to Jamestown in April 1613 with Pocahontas. She eventually
moved to a new settlement, Henrico, which was under the leadership of Sir Thomas Dale. It was
here that she began her education in the Christian Faith, and that she met a successful tobacco
planter named John Rolfe in July 1613. Pocahontas was allowed relative freedom within the
settlement, and she began to enjoy her role in the relations between the colony and her people.
After almost a year of captivity, Dale brought 150 armed men and Pocahontas into Powhatan's
territory to obtain her entire ransom. Attacked by the Indians, the Englishmen burned many
houses, destroyed villages, and killed several Indian men. Pocahontas was finally sent ashore
where she was reunited with two of her brothers, whom she told that she was treated well and
that she was in love with the Englishman John Rolfe and wanted to marry him. Powhatan gave
his consent to this, and the Englishmen departed, delighted at the prospect of the "peace-making"
marriage, although they didn't receive the full ransom.
John Rolfe was a very religious man who agonized for many weeks over the decision to marry a
"strange wife," a "heathen" Indian. He finally decided to marry Pocahontas after she had been
converted to Christianity, "for the good of the plantation, the honor of our country, for the glory
of God, for mine own salvation...." Pocahontas was baptized, christened Rebecca, and later
married John Rolfe on April 5, 1614. A general peace and a spirit of goodwill between the
English and the Indians resulted from this marriage.
Sir Thomas Dale made an important voyage back to London in the spring of 1616. His purpose
was to seek further financial support for the Virginia Company and, to insure spectacular
publicity, he brought with him about a dozen Algonquian Indians, including Pocahontas. Her
husband and their young son, Thomas, accompanied her. The arrival of Pocahontas in London
was well publicized. She was presented to King James I, the royal family, and the rest of the best
of London society. Also in London at this time was Captain John Smith, the old friend she had
not seen for eight years and whom she believed was dead. According to Smith at their meeting,
she was at first too overcome with emotion to speak.
After seven months Rolfe decided to return his family to Virginia; in March 1617 they set sail. It
was soon apparent, however, that Pocahontas would not survive the voyage home. She was
deathly ill from pneumonia or possibly tuberculosis. She was taken ashore and, as she lay dying,
she comforted her husband, saying, "all must die. 'Tis enough that the child liveth." She was
buried in a churchyard in Gravesend, England. She was 22 years old.
Pocahontas played a significant role in American history. As a compassionate little girl she saw
to it that the colonists received food from the Indians, so that Jamestown would not suffer the
fate of the "Lost Colony" on Roanoke Island. She is said to have intervened to save the lives of
individual colonists. In 1616 John Smith wrote that Pocahontas was "the instrument to pursurve
this colonie from death, famine, and utter confusion." And Pocahontas not only served as a
representative of the Virginia Indians, but also as a vital link between the native Americans and
the Englishmen. Whatever her contributions, the romantic aspects of her life will no doubt stand
out in Virginia history forever.

*http://apva.org/rediscovery/page.php?page_id=26

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Lesson PowerPoint Slides

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HOW TO USE QUOTES
11/29/12

• The short-term goal for this lesson is for students to understand how to effectively integrate quotes into their writing. The
long-term goal of this lesson is for students to begin to understand the process of effectively answering a Document Based
Question.
• Students will understand how to effectively integrate
quotes into their writing.
• Misunderstandings about punctuation, citations and
quote introductions should be expected.
/project/lesson?:
• How do I make my argument stronger?
• Students will know the components of an effective
quote, including introduction, quotations, citation and
explanation of the quote.
• Students will be able to effectively quote primary and secondary
sources in their writing in order to strengthen their own claims.
What evidence will show that student understand how to effectively integrate quotes into their writing?
• Students will demonstrate the desired understanding
through a class assignment where they will be asked to
produce multiple “quote sandwiches” to support
specific claims.
• This performance of understanding will be judged by
the necessary components of a quote sandwich, which
students will learn before beginning the exercise.
• Students will demonstrate achievement of the desired results
through a homework assignment where they will be asked to
produce three different quote sandwiches to support specific
claims.
(1) Do Now (5-10 mins):
• Please take out the following:
1. Pocahontas: Myth or Reality Graphic Organizer from yesterday
2. Annotated Timeline
o If your Pocahontas sheet is incomplete so far, take some time to make sure that you have information in both
the ‘Movie’ column and the ‘Reading’ for scenes 1-4. This will be collected and graded at the end of class today.
(2) Mini-Lecture on purpose of quoting (5 mins):
Question to class:
What is a quote?
• Quotation (quote) = stating something that someone said, in their own words
• Paraphrase = stating something that someone said, in your own words
o We are only going to focus on the first one for now
Why do we use quotes?
• We use quotes in order to strengthen an argument with evidence.
• Quotes strengthen an argument by:

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o Showing your reader that other people agree with your argument
o Showing the reader what parts of your argument are not your ideas
(3) Quote Sandwich (10-15 mins):
“So now that we understand what a quote is and why we use them, we’re going to learn the process of how to use quotes in our
writing. This will be an extremely important skill not only for the DBQ at the end of the unit, but also for your high school and
college career”
Read “How to Use Quotes”
• “This is the four step process that you should do every time you use a quote.
Example
• “Underneath is an example of what this four step process actually looks like.
o If you notice, this section starts with an idea. Why do you think that is?
 Quotes should be used as evidence for an argument. The quote that you choose to use in your writing
should always link back to your main argument somehow.
o Read first sentence-->three of the four steps in this process are in this single sentence.
 Who is the author of this quote? How are they introduced?
 Here are some other ways you can introduce the author of a quote:
• The author stated, “...
• The author observed, “...
• The author noted, “...
• The author pointed out that “...
• The author argued that “...
Read the meaning--important part
Punctuation Rules
• Go through these step-by-step
(4) Quote Practice (10-15 mins):
• In notebooks: Using the journal entry on Pocahontas, students will go back and quote 2 different sources in the format
that we have learned.
o Explain that students may cite the title of the reading for secondary sources
• Each quote sandwich must support the following claims:
o “The Disney story of Pocahontas is myth”
o “The Disney story of Pocahontas is reality”
(5) Explain HW
• Quote sandwich HW

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HOW
TO
USE
QUOTES

Whether
you
are
arguing
a
case
in
a
courtroom,
debating
with
a
friend,
or

writing
an
essay,
one
of
the
strongest
types
of
evidence
you
can
use
to
prove

your
argument
is
a
DIRECT
QUOTE
from
a
primary
or
secondary
source.

To
use
your
quote
effectively,
you
must
put
it
into
a
QUOTE
SANDWICH:

1. First,
introduce
the
speaker
of
the
quote.

2. Second,
write
the
quote.

3. Third,
cite
the
source
of
the
quote.

4. Last,
discuss
the
meaning
of
the
quote—

explain
how
it
supports
your
claim.

EXAMPLE

My
claim:
Christopher
Columbus
should
not
be
held
responsible
for
the

depopulation
of
the
Tainos
because
he
was
only
following
the
orders
of
the

King
and
Queen.

Here’s
how
I
prove
my
claim
with
a
quote
sandwich:

In
King
Ferdinand
and
Queen
Isabella’s
agreement
to

sponsor
Columbus,
they
wrote,

“You,
Christopher

Columbus,
are
going
by
our
command,
with
some
of
our

vessels
and
men,
to
discover
and
subdue
some
Islands
and

Continent
in
the
ocean”
(Doc.
1).

If
the
King
and
Queen

were
able
to
command
Columbus,
they
clearly
exercised

more
power
and
authority
than
he
did.
The
ships,
soldiers,

and
even
the
idea
of
conquering
the
islands
all
came
from

the
King
and
Queen.
Therefore,
they
were
the
driving
force

behind
colonization,
not
Columbus.

1.
SPEAKER

2.

QUOTE

3.CITATION

4.MEANING

MEANING

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Punctuation Rules
1. Each quote must start and end with quotation marks.
2. You may not change or rearrange the words of the
author, but you can shorten the quote.
3. If you take out any words or sentences, you must
indicate that by using an ellipsis in the place of the
omitted words.
ellipsis = …
4. The citation goes AFTER the quote, AFTER the
quotation mark, but BEFORE the period.
“You,
Christopher
Columbus,
are
going
by
our

command,
with
some
of
our
vessels
and
men,

to
discover
and
subdue
some
Islands
and

Continent
in
the
ocean”
(Doc.
1).

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Lesson Homework
Name:____________________________________ Date:___________________
Quote Sandwich Practice
Directions: Now that we have learned how to integrate quotes in our writing, you will practice this skill
by creating one quote sandwich for each of the following claims (quotes can be pulled from any of the
sources we have read so far):
1 The Jamestown settlers were most responsible for the conflict between the settlers and the
Powhatan Indians.
2 The Powhatan Indians were most responsible for the conflict between the settlers and the
Powhatan Indians.
3 Non-human factors were most responsible for the conflict between the settlers and the Powhatan
Indians.
Format: These quote sandwiches should be size 12 font, Times New Roman, double-spaced. Each quote
sandwich should be in the format as the example on the “How to Use Quotes” sheet. You WILL lose
points for incorrect formatting.

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THE SALEM WITCH TRIALS
12/05/12

• The goals of the lesson are for students to understand the causes and events leading up to the Salem Witch Trials, and for
students to realize how and to what extent the events of the Salem Witch trials were influences by Puritan beliefs.
• Students will understand that economic and religious
factors contributed to the hysteria of the Salem Witch
Trials.
/project/lesson?:
• What caused the Salem Witch Trials of 1692?
• Students will know that there were economic tensions
between Salem Town and Salem village that may have
contributed to the hysteria of the Salem Witch Trials.
• Students will also know that Puritan beliefs regarding
religion may have contributed to the hysteria.
• Students will able to analyze and synthesize primary source
documents in order to produce an adequate, historically
accurate answer to the Essential Question of the lesson.
What evidence will show that students understand that economic and religious factors contributed to the hysteria of the Salem
Witch Trials?
• Students will demonstrate the desired understanding
through a well-constructed, one-paragraph response to
the lesson’s essential question that includes information
from primary source documents.
• Students will also demonstrate desired understanding through a
follow-up class discussion regarding the journal question.
(1) Do Now (5-10 mins):
• Homework Reading Comprehension Quiz on conflicts in the Mass Bay Colony.
o Review figures from the reading including William Rogers and Anne Hutchinson, as we are correcting the quiz
as a class.
(2) Review Puritans (5 mins):
Go through the following slides with students, probing them before revealing each fact.
• Students should be writing these notes down.
Pilgrims
Where were they?
Plymouth, 1620
What were they?
Separatists
What did they believe?
Church of England was too much like Catholic Church, so they wanted to separate and make their own Protestant church.

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Puritans
Where were they?
Right here--Boston! Spread throughout New England
What did they believe?
They wanted to purify the Church of England to be more Protestant.
They believed in predestination.
(3) Witch Trials video (5-10 mins):
http://school.discoveryeducation.com/schooladventures/salemwitchtrials/story/download.html
a. Questions afterwards:
• Why do you think the people of Salem believed the girls’ accusations of witchcraft?
• Even if the people of Salem truly believed in witchcraft, why would there be so many accusations all at once, all of a
sudden?
Transition:
“So now that we know of the story and hysteria behind the Salem Witch Trials, we’re going to get at the question of why this
gruesome event took place.”
(4) Source Rotation (15-20 mins):
Primary source documents can be accessed here:
http://sheg.stanford.edu/upload/Salem%20Lesson%20Plan.pdf
Transition:
“Today we’re going to do a good old-fashion source rotation to try to answer the question...what caused the Salem Witch Trials
of 1692?”
1. Divide students into groups of 3-4.
• While students are moving into group positions, quickly distribute one source to each group.
2. Students will have three minutes to analyze each source. They will analyze each source by filling out the appropriate portions
of the graphic organizer.
3. At the end of the three minutes, students will “rotate” their sources by passing their group’s source clockwise to the next
group.
• Repeat this process until each group of students has analyzed each of the four sources.
4. Once students have analyzed all primary sources, have them return to their seats in preparation for the next activity.
(5) Journal (10-15 mins):
Transition:
“We’re going to discuss some of your findings about the Salem Witch Trials as a class. But first, I want you to answer the
following questions in your journal”
(Questions should be projected on a PPT slide)
•What caused the Salem Witch Trials of 1692?
•How responsible were Puritans beliefs in what took place during the trials?
•Were there other potential factors? How responsible were they?
Students will discuss their answers to these questions in pairs for two minutes before coming together to discuss as a class.
(6) Explain HW:
• 15 Key Points on “Native Americans Resist Colonial Expansion” reading from the textbook.

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Lesson Do Now
Name: ________________________________ Date:________________
Quiz 3.5 Unit 3
1. ___________ The primary responsibility of Puritan women was to work in the fields in
preparation of the harvest.
2. ___________ Because of the long winters and poor soil in much of New England, many New
Englanders turned to business and trade in order to pay for supplies and luxury items from
England.
3. ___________ Puritan minister Roger Williams started the colony of Connecticut because he
rejected the New England Way in Massachusetts.
4. ___________ Anne Hutchinson was banished from Massachusetts in 1638 after being
charged with neglecting her duties as a Puritan woman.
5. ___________ During the Salem Witch Trials, members of the Mass Bay Colony were
sentenced to death by hanging, often with little to no evidence.

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FORMATIVE ASSESSMENT #1
SOURCE ROTATION: THE PURITANS
Document 1
1. If any man…shall have or worship any other god, but the lord god, he shall be
put to death. (Deuteronomy 13:6, 10. Deuteronomy 17:2, 6. Exodus 22:20)
12. If any man shall conspire and attempt any invasion, insurrection, or public
rebellion against our commonwealth [colony], or shall…attempt the alteration and
subversion [overthrow] of our…Government fundamentally, he shall be put to
death.
--Massachusetts General Court, The Blue Laws, 1648

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Document 2
--The First Seal of Massachusetts Bay Colony (1629), courtesy of the
Massachusetts Secretary of the Commonwealth, Public Records Division

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Document 3
“Surely there is in all children...a stubborness and stoutness [braveness] of mind
arising from natural pride, which must, in the first place be broken and beaten
down; that so the foundation of their education being laid in humility
[humbleness] and tractableness [easily controlled], other virtues may, in their
time, be built thereon. For the beating and keeping down of this stubborness
parents must provide carefully...that the children's wills and willfulness be
restrained and repressed [controlled], and that, in time; lest [to avoid the risk of]
sooner than they imagine, the tender springs grow to that stiffness, that they will
rather break than bow.”
--John Robinson, A Puritan Minister

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Document 4
“God places a people in this or that country. God either lets men discover a country
themselves or, upon hearing that land has been discovered by others, God sends
them to it. The settlers can plainly see the influence of God leading them from one
country to another. God makes room for a people to live there when he drives
those who live there away by a just war. Or, God permits his people to settle on
land that is vacant even though it is in an inhabited country. Where there is vacant
land, there is liberty for the people who honor God to come and live there even
though they neither buy it or get permission to settle there.”
--“God’s Promise to His Plantation,” a sermon by Rev. John Cotton, 1630
(Modern English version)

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Document 5
--Portrait of Puritan Children (David, Joanna and Abigail Mason), 1670

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Document 6
“The God that holds you over the pit of hell, much as one holds a spider or some
loathsome [disgusting] insect over the fire, abhors [hates] you and is dreadfully
provoked [annoyed]. His wrath toward you burns like fire; he looks upon you as
worthy of nothing else but to be cast [thrown] into the fire.”
--Jonathan Edwards, Famous “fire-and-brimstone” preacher, 1734

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SOURCE ROTATION: THE PURITANS
Directions: For this activity, you will be examining six primary source documents from the
Mass Bay Colony in groups. Your group will have three minutes to analyze each of the sources,
so work quickly! For each of the sources, fill out the following graphic organizer.
Document One short quote from the
source (or description of a
detail if it’s an image)
Inference about Puritan
beliefs and attitudes
1
2
3
4
5
6

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(To be completed in students’ notebooks after the source rotation activity.)

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FORMATIVE ASSESSMENT #2
ANNOTATED TIMELINE: PURITANS IN NEW ENGLAND
Name: ________________________________ Date:___________________
ANNOTATED TIMELINE: PURITANS IN NEW ENGLAND
CREATE AN ANNOTATED TIMELINE INCLUDING THE FOLLOWING:
1. TITLE: Puritans in New England
2. EVENTS: Place the following events and dates in chronological order on this timeline:
a. Protestant Reformation
b. Pilgrims land in Plymouth
c. Mass Bay Colony is established
d. Anne Hutchinson is banished from Mass Bay
e. Salem Witch Trials
f. King Philip’s War
3. ANNOTATION: Write 2-3 sentences explaining the details of each event and why it is
significant.
4. THESIS: Write a 1-2 sentence answer to the following question:
• How and why did the beliefs of the Puritans affect the lives of the Mass Bay Colonists
and the Native Americans in the area?
FORMAT REQUIREMENTS
1. To earn a 4, you must use some color and illustration to highlight each event.
2. Timelines must be done on blank, white computer paper.

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SUMMATIVE ASSESSMENT
UNIT DOCUMENT BASED QUESTION (DBQ)
(ADAPTED FROM MY MENTOR TEACHER)
What is the DBQ? The DBQ is a special type of essay that comes from Advanced Placement
(AP) history courses. Unlike other types of essays, the DBQ asks you to answer a question with
evidence from a set of historical documents that are provided to you. Mastering the DBQ will
prepare you to write the research paper this spring and move you closer to college-level thinking.
Task: The following essay question is based on accompanying documents 1-8. After completing
the writing preparation steps, you will write an essay that:
• Provides an appropriate and clearly stated thesis that addresses all parts of the question
and is developed throughout the essay.
 Supports the thesis with specific evidence and analysis from at least SIX of the
documents. Each paragraph contains two pieces of evidence. Evidence is cited using
MLA format and punctuated correctly.
• Includes relevant and accurate historical information from your class notes and readings.
The internet should NOT be consulted for any part of this assignment.
THE PROMPT
Although the Massachusetts and Pennsylvania colonies were both settled by
English people seeking religious freedom, the colonies evolved into two distinct
[very different] societies. What were some of these differences? Why did these
differences in development occur?
Process and Due Dates:
• You will write this essay IN CLASS on _______________. It is due at the end of class.
• You must bring all of your essay preparation materials (outline, notes, document
packet) to class on _______________. If you do not, you will have to write the essay
without them. The preparation steps will be counted towards your grade.
• If you are absent on Wednesday, you will need to make up this essay afterschool on FILL
IN DATE. Essays will not be accepted after 3:00 PM on ___________________.

SOURCES
Document 1: John Winthrop, governor of the Massachusetts Bay Colony, from his sermon “A
Model of Christian Charity”, 1630
We must consider that we shall be as a city upon a hill. The eyes of all people are upon us, so
that if we shall deal falsely with our God in this work we have undertaken, and so cause him to
withdraw his present help from us, we shall be made a story and a by-word through the world.
Document 2: Massachusetts Bay Colony, The Twelve Good Rules of Puritan Behavior, 1630
Profane [treat disrespectfully] no Divine ordinance [law].
Touch no state [government] matters.
Urge no healths.
Pick no quarrels [argument].
Encourage no vice [bad behavior].
Repeat no grievances [wrongs].
Reveal no secrets.
Maintain no ill opinions.
Make no comparisons.
Keep no bad company.
Make no long meals.
Lay no wagers [bets].
Document 3: Seal of the Massachusetts Bay Colony, established in 1630

Document 4: John Edwards, famous “fire-and-brimstone” preacher, “Sinners in the Hands of an
Angry God” sermon, Massachusetts, 1741

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“The God that holds you over the pit of hell, much as one holds a spider or some loathsome
[disgusting] insect over the fire, abhors [hates] you and is dreadfully provoked [annoyed]. His
wrath toward you burns like fire; he looks upon you as worthy of nothing else but to be cast
[thrown] into the fire.”
Document 5: Edward Randolph, English government official, Report on King Philip’s War,
Massachusetts, 1685
The loss to the English in the several colonies…is reckoned to amount to 150,000 lbs. [pounds
sterling]. There having been about 1200 houses burned, 8000 head of cattle, great and small,
killed, and many thousand bushels of wheat, peas and other grain burned...and upward of 3000
Indians men, women, and children destroyed.
Document 6: Robert Barclay, a Quaker writer, The Inner Light: A Bright Hope, 1648
God…hath given to every man, whether Jew or Gentile [Christian], Turk or Scythian, Indian or
Barbarian, of whatsoever nation, country, or place, a certain day or time of visitation; during
which day or time it is possible for them to be saved. Secondly, that for this end [purpose], God
hath communicated and given unto every man a measure of the light of his own Son, a measure
of grace…
Document 7: William Penn, Pennsylvania Charter of Privileges, 1701
Because no people can be truly happy without having civil liberties, the right of freedom of
conscience to practice their religious beliefs is guaranteed provided that they believe in one
almighty God. They will not be made to do anything against their religious beliefs.

Document 8: Edward Hicks, American artist, Penn’s Treaty with the Delaware Indians, 1682

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*Adapted from: teacherweb.com/PA/.../gilroy/DocumentBasedQuestionRubric.doc
Characteristic Advanced
10 9 8
Proficient
7 6 5
Basic
4 3 2
Below Basic
1
Thesis Clear, well
developed thesis
Contains a clear
thesis with limited
development
Lacks a thesis, or
thesis may be
confused or
underdeveloped
No thesis
Understanding
of the Question
Understands
complexity of the
question; deals
with all parts of
the question in
depth
Limited or lack of
understanding of
complexity; may
deal with one part
of the question in
some depth, or in a
more general way
Ignores complexity;
may deal with one
part of the question,
or all elements of the
question in a
superficial way
May simply
paraphrase or
restate the question
Analysis Provides effective
analysis of the
question; some
imbalance
permissible
Limited analysis,
mostly describes
Weak or
inappropriate
analysis
No analysis
Documentary
Evidence
Effectively uses a
substantial number
of documents
(6+). Documents
supplement
analysis and are
balanced with
outside
information
Effectively uses
some of documents
(4+); may only
restate information
found in documents
Poor use of
documents with only
brief citation or
paraphrase; not
enough documents
used to support
analysis
Almost no use of
or inappropriate
attempts to use
documents
Supportive
Information
Supports thesis
with substantial,
relevant
information.
Outside
information is
balanced with use
of documents in
the analysis of the
question
Supports thesis with
some factual
information
Lacks supporting
information, or
information given is
minimal
Incompetent,
inappropriate
responses
Grammar and
Structure
May contain
insignificant errors
May contain minor
errors that do not
detract from overall
essay
May contain major
errors
Contains many
major or minor
errors
Organization
and Writing
Style
Well organized
and well written
Clearly organized
and written, but not
exceptional
Weak organization
and writing
Disorganized and
poorly written

Unit 3
Document Based Question Rubric

SCORE ______ / 70 GRADE ______

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Appendix A
Source Analysis: 10 Questions
SOURCE’S TITLE: _______________________________________________
1. AUTHOR: Who was the author? What was his/her occupation or position in society?
(The author was _____________, who was a ____________.)
2. PLACE AND TIME: When and where was the source created or published?
3. CONTEXT: What was going on at the time that the source was created?
(At the time that the source was created, ______________ was occurring. The source was
created after
___________________, and before _____________________.)
4. AUDIENCE: Who was the author’s intended audience?
(The author created this source for _______________________ to read/hear/see.)
5. PURPOSE: What was the author’s purpose or motivation?
(The author was trying to convince/persuade/educate/sell/defend/argue ________________.)
Level 2 – Cross-checking (Corroboration)
6. SUMMARY: In 3-5 sentences, summarize the main claims made by the author.
(The author says __________________________.)
7. SIMILARITIES: Is any information in this source confirmed by any other sources?
(The author’s statements about ______________ are confirmed by ____________.)
8. DIFFERENCES: Is any information in this source contradicted by another source? Are
any key facts omitted (left out) fron this source? What new information does this
source provide?
(The author’s statements about _______________ are contradicted by _________________.
The author fails to mention ______________. The author’s statements about
_________________ are new information that has not been mentioned in any source so far.)
9. RELIABILITY: Based on your answers to questions 1-8, how reliable is this source?

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(I believe this source is very/somewhat/not very reliable because ________________________)
10. BIG QUESTION: What connections do you see to the Big Question?
(After reading this source, I can infer that___________. This source provides evidence that
________________. I’m wondering about ________________.)

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Appendix B
World/U.S. History 1
UNIT 3: English Colonization
Essential Question:
Are the good relations between English colonists and Native Americans myth or reality?
How do we define power? How does one gain or lose power?
End of Unit Assessment:
1) DBQ essay – explain how/why MA and PA developed into distinct colonies, esp. in
relations with Native Americans
2) Unit Test
Skills:
• Integrating textual evidence into writing (quote sandwich)
o Introducing quote
o Using correct quotation punctuation
o Citing quote
o Explaining/analyzing quote
• Constructing paragraphs with a claim, multiple pieces of evidence, and analysis
• Scaffolded DBQ essay – analyzing docs, thesis, outline, drafting, citations
Content (from 9th
grade pacing guide):
A. The Protestant Reformation
1. Describe origins and effects of the Protestant Reformation
a. the reasons for the growing discontent with the Catholic Church, including the
main ideas of Martin Luther and John Calvin
b. the spread of Protestantism across Europe, including the reasons and
consequences of England’s break with the Catholic Church
c. the weakening of a uniform Christian faith
d. the consolidation of royal power (WHI.30A-D)
2. Explain how religious conflict in England led to the settlement of the Pilgrims and
Puritans in New England.
B. Founding of the Southern, Middle and New England Colonies

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1. Explain the origins of the early English settlements (i.e., Virginia), the New England
colonies, Middle and Southern colonies. Describe their early political and social
structures, religious practices, economies, art, and architecture during the 17th
century
C. Slavery in North America
1. Describe the economic, political, social, and cultural dynamics of slavery in 17th
and
18th
century North America
D. Development of North American Colonies
1. Describe how the political and social structures, religious practices, economies, art,
and architecture evolved in the New England colonies, Middle and Southern Colonies
during the 18th
century
Sequence of Lessons (4 weeks):
• Decline of Spain/Rise of England
o Pirates
o Spanish Armada
• Jamestown
o Relationship with Powhatan Indians
o Pocahontas: Myth or Reality
o Tobacco and indentured servants
o Mini DBQ – learning how to use quotes in writing
• Plymouth
o Relationships with Wampanoag Indians
o Thanksgiving – Myth or Reality
o Compare 500 Nations, images, textbook account
• Mass. Bay Colony - Puritans
o Protestant Reformation – Luther, Calvin, predestination, Puritan migration,
Puritan beliefs
o Mass. Bay Colony – motives, purpose, founders, characteristics
o Conflicts in Colony – witch hunts, Roger Williams, Anne Hutchinson,
 Key concept – cooperation v. separation of church and state
o Relationship with Wampanoag Indians: King Philips War – causes, results (500
Nations)
• Middle Colonies
o New Netherlands
 Founders/purpose/characteristics
o Pennsylvania
 Quaker beliefs
 Founder/purpose/characteristics
• Southern colonies
o Development of Chesapeake colonies – Maryland, VA

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o Bacon’s Rebellion: transformation from servitude to slavery
o Georgia, Carolinas (this can be brief)
• Overall geographic, demographic, and economic characteristics of each region
o Annotated Map of 13 colonies
• DBQ project
o Work through steps in class: 1) understanding the prompt 2)reading, analyzing,
grouping documents 3) creating a thesis and outline 4) drafting a body paragraph
with a topic sentence, a quote, citation, and explanation of quote
o Write DBQ in class as an open notes timed assessment
• Unit Test

Lobo_Unit Plan

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