Tawanda Williams Native American & Jamestown Rational At the midway point of the unit on the Native Americans

and Jamestown the students were given the opportunity to rotate through three different sections of the class to explore. The classroom was set up in three different areas to explore: Jamestown Site, Archeological Digging Site and the Native American Museum Site. A writing lesson was attached to each site and the students were given 2-3 choices for differentiation. The students were divided into 3 groups so they could explore each site more freely. As they rotated I asked them to make connections and inferences as well as compare and contrast what they discovered. Jamestown Station At this station the students viewed: a copy of the Virginia Charter, a list of the first settlers to arrive here from England, several small replica ships, several miniature settler figurines and weapons and a large British flag. While at this station the students were directed to read the choices they had to choose from for the writing portion of this lesson. These were the writing for Jamestown choices:
Jamestown Site
Choice A Read the names from the list of original Virginia Settlers. Choose one person and write them a postcard asking them about their new life in Jamestown. In your writing include one sentence that shows you have a connection to the way you this person. Choice B Draw and color your very own flag using a sheet of construction paper, label it. On the back side of the paper write at least 2 differences this flag has compared to the current U.S.A. flag and at least one likeness. Choice C Read the Virginia Charter. Choose 3 unfamiliar words from the passage. Use the class dictionary or online dictionary to define the words. Write the definition of the word and use the word in a sentence. Find at least one synonym for the word. Choice D Examine the miniature ships and the pictures of ships. Use your inferences about ships and write a presentation that explains the differences between historical ships like the replicas and photos and ships of this era. The purpose of your writing will be to inform your readers about ships.

Native American Museum At this station the students view printed pictures of Native American and maps that showed tribal locations in the year 1607 and the year 1642. Students were ask to predict what may have caused a decline in the Native American groups because there were almost double the amount of groups in the year 1607 compared to the year 1642. They also examined pictures of Native American families at the time of Captain John Smiths arrival and Native American families photographed in the early 1900s. One student shared with the group that they believed there was a decline in Native tribes over the forty year period because some of the tribes joined forces. Another student shared that they believed the tribe decline was a result of lost battles. Concerning the Native American family photos, the students compared how they were dressed in 1607 to how they were dressed in the early 1900s. Prior to this exploratory lesson many of the students in this class believed Native Americans currently wore tribal attire on a daily basis. The photos helped to reinforce lessons learned earlier in the unit. These were the Native American Museum choices: Native American Museum
Choice A Choose two like pictures to compare and contrast in written format. Writing should be one paragraph and include at least two ways the pictures are similar and two ways the pictures are different. Writing should include adjective comparisons. Choice B Choose two like pictures to compare and contrast. Create a graphic organizer that shows the similarities and differences in the pictures. -Venn Diagram -Compare/Contrast Chart -Bubble Organizer -Use your own idea as long as it looks organized.

Archeological Digging Site At this station the students used tools to dig through sand and find artifacts. I found items around my home and yard to use to bury beneath the sand. There were 3 tubs filled with sand with items such as rocks, jewelry, beads, bones, wood fragments and tools. Once the students found all the items buried in their sand tubs they were asked to make inferences and explain what they believed the artifact was used for. They also had to determine if the artifact was something that would have belonged to Native Americans or English Settlers. One student found an old bent up ring (I found in my jewelry box) and determined it would have belonged to an English settler. Another student found an old rusty wrench (borrowed from my husbands toolbox) and determined it would have belonged to and English settler. Students who discovered beads and shells believed they belong to the Native Americans and determined they were used to ornate their hair and clothing. I was not certain if they would make any connections with the wood chips (mulch from my flower bed); however, 2 students explained that they believed it was a breakaway piece of wood that was used in the frame to anchor the long houses. Archeological Site
Choice A Choose one artifact from your archeological dig and write a friend using (vivid adjectives, adjective comparisons and adverb comparisons). Invite them to join you so you both can find more artifacts together. The purpose of your writing will be to persuade them to come help you. Underline adjectives and adverbs. Choice B Draw a picture of the artifact you found. Write 3 sentences with vivid adjectives that describe: -What you think the artifact is? -Based on what it looks like. -What may it have been used for? -tools, goods, trade. -Who you believe the artifact belonged to. -Native American Tribe or English Settlers?

Here is one students completed assignment.

Front

Back

This student chose choice B from the Jamestown site. She drew and colored a picture of the British flag and labeled it. She wrote her 3 comparing and contrasting sentences on the back.