The Powhatan
Tribe
A Unit Plan
Second Grade
Asein Ta & Brooke Zeltner
Five Days (One Week)
Social Studies 2.2—The student will compare the lives and contributions of three American
Indian Cultures of the past and present, with emphasis on the Powhatan of the Eastern
Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.
Unit Introduction
The main SOL, Social Studies 2.2, being used for this Unit Plan focuses on the lives on
the Native Americans and how they lived in the past compared to the present. The SOL has a
specific concentration on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and
the Pueblo peoples of the Southwest. This SOL covers the regions these tribes lived in, the
different cultures they had, the contributions they’ve made to America (arts, knowledge of the
environment, farming of corn and tobacco, etc.) the tribes they each belonged to, their
occupations and the transportation that was used. The student’s will also be comparing and
contrasting the different types of American Indians.
This Unit Plan teaches the lives and contributions of the Powhatan Tribe of the Eastern
Woodlands specifically. This will be the first unit of the SOL taught, so students should know
little about Native Americans/the Powhatan Tribe and their lives as well as contributions. This
unit describes the region the Powhatans live in, what kind of homes they built, the occupations
they had, and the types of transportation they used. Also, it will be the first unit studied while
looking at SS 2.2. Following the Powhatans comes the second unit of study on the Lakota Tribe
and then the third unit of study on the Pueblo peoples., we will be introducing the main ideas of
the SOL in the introduction, day 1, lesson plan. So, studying while studying Social Studies 2.2
framework, the students will have their first unit of study on the Powhatans, the second unit of
study on the Lakota’s, and the third unit of study on the Pueblos.
2.2 The student will compare the lives and contributions of three American Indian cultures of the
past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the
Plains, and the Pueblo peoples of the Southwest.
Powhatan Tribe
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DAY 1
Who was the Powhatan Tribe?
Where did they live?
We will also going over some key words, include: culture, region,
environment, occupations, transportation, and contributions.
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DAY 2
We are going to learn about the HOME of Powhatan Tribe. How do they make
their house? What do they use? How to they change as season change?
(An Art lesson can be implemented here: students will be use paper to make
Powhatan house.
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DAY 3
We are going to talk about OCCUPATIONS of Powhatan Tribe.
How do they fish and where? How to they hunts and with what? What, how,
and when do they farm.
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DAY 4
How and what do the Powhatan use to get one place to the next,
TRANSPORTATION?
Student will learn what and how do they build the canoes.
The Powhatan walk and paddle canoes.
Physical education. Review transportations game.
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DAY 5
We are going to learn about the present day of Powhatan Tribe.
Students will compare the Powhatan tribes’ lives of the past and present.
computer/smartboard use for sorting.
Do their life styles changed as the time change? How so?
Day 1 —Who were the Native Americans & the Powhatan Tribe?
Purpose:
 Native Americans have lived in Virginia and in other regions of American for thousands of years.
They developed different cultures because they lived in a variety of environments in North
America. Learning and studying about the Native American is vital because they are the roots
of our nation’s history. They help new arrival how to hunt, fish, grow food, and cure from
disease.
 Today’s lesson focuses on the Native American population known as the Powhatan tribe because
it is important that we must not forget the past and make sure we teach it to our children so
that they can appreciate the history of the Native Americans and how they contributed to
society today.
 Social Studies 2.2—The student will compare the lives and contributions of three American
Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern
Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.
Objective(s):
 Given a mini book, the student will be able to create a front page and introductory page (listing
at least three facts) on the Native Americans/Powhatan Tribe, with 100% accuracy.
Procedure:
Introduction:
 I will start by gathering the students on the carpet, in their assigned seats. I will then
gain their attention and begin.
o “Clap twice if you can hear me” (I will repeat this statement until the
students have all responded with two claps and are looking at me and facing me
with their bodies).
o “This week for Social Studies we will be doing a unit on The Powhatan Tribe, which
made up some of the Native American
population. We are going to start by watching a short video on Native Americans
and the Powhatan Tribe. Please stay seated and remain quiet as the video plays
through.” (auditory)(visual)
 URL: https://www.youtube.com/watch?v=nFW2m2-m_Zg
 Once the video is over, I will conduct a whole group discussion.
o “So, after watching that video, what can you tell me about the Native Americans?”
(let about 4 to 5 students answer). (auditory)
o
o
o
“What did you learn about the Powhatan Tribe?” (let about 4 to 5 students answer
and record this onto a graphic organizer that will be projected through the
Document Camera onto the Promethean Board). (see attached
document)(auditory)(visual)
“Good. Now, lets take what we’ve learned and apply it to our activity.”
Development:
 I will introduce the mini book they will be creating/using throughout the entire unit by
reading the instructions and showing a blank example of the book and then an example
of one that I created (see attached documents). (auditory)(visual)
o “Today we will be creating a mini book that we will be using for the entire unit. In
this mini book we will record important information and facts about the Powhatan
Tribe as we learn about them for the next couple of days. I have already made
blank mini-books for all of you so that we can get creating.
o “I want you to be focusing on making a cover page for your mini book and a day 1—
introductory page. On the cover page I expect to see a title and author; and on
the day 1—introductory page I would like to see at least three facts you learned
today about Native Americans and the Powhatan Tribe
o “For example, here is the mini book I created. I have my title, The Powhatan
Tribe, and the author, Ms. Z, and I also have a day—1 introductory page (show the
student the example by starting with the cover page and flipping to the
introductory page). As you can see, I have facts about their language, their
location, their ruler, etc.” (auditory)(visual)
o “If you need some more help coming up with what to write about use some of the
resources in the room such as the pictures I put up on the board, the video we
watched, or look at my mini book. Does anyone have any questions before we get
started?” (allow for any questions before the activity begins). (see attached
document)
o “Good, now we will be doing this assignment using our level one voices. If you have
any questions throughout the activity or finish the tasks early, please raise your
hand and wait quietly while I make my way to your desk. I will give you all a two
minute warning letting you know that time is almost up. You may begin.”
 For the advanced students—
 I will first have the advanced students complete the task at hand, if
they finish I will have them continue to write down facts they
learned, doing as many as they can.
 I will have an advanced student pair up with a struggling student so
that they can give further explanation on the topic being discussed.
This benefits the advanced student because it challenges them not
only to write about the facts but also explain them.
 For the struggling students—
 I will have the struggling students write down at least two facts
instead of three.
 I will provide the struggling students with a work bank on what
information I would like in the mini book.
 I will have a struggling student pair up with an advanced student so
that they can get a one on one experience and have further
instruction on the topic/activity. Allowing the students time to work
with their peers one on one creates a sense of encouragement from
other students and creates another example of how things are
expected to be done.
Summary:

Once the students have finished making their mini book and completing the first page,
gather their attention and review what we have learned/gone over today.
o “The Powhatan Tribe, and Native Americans as a whole, played a very important
part of our history and it is important that we remember their contributions and
who they were because it influences our lives today.” (auditory)
o “I want you to know Rally Robin with the person across from you and talk about
what you know about the life of a Powhatan. I will give you one minute to discuss
with each other, and make sure you are taking turns sharing.” (auditory)
 After they have completed the Rally Robin, I will end the activity with an exit ticket.
o “As your exit ticket, I will be passing out index cards to each of you and I want
you to write down one thing you learned about the Powhatan Tribe today. Once you
have your fact written down and your name on the card, raise your hand so I know
you are finished and I can come and collect it.”
Materials:
 URL: https://www.youtube.com/watch?v=nFW2m2-m_Zg
 Document Camera
 Promethean Board
 Graphic Organizer (see attached document)
 Mini Books (see attached document)
 Pictures (see attached document)
 Pencils/Crayons/Markers
 Index cards
Evaluation Part A:
 I will collect the exit cards the students made at the end of the lesson. What I am looking for
on the exit card is, at least, one fact about the Powhatan Tribe that we discussed today in class
such as where they lived.
 I will be checking to see if the student not only has one fact, but that the fact contains correct
information regarding the tribe and that the students understand some aspect of the Powhatan
life. This will help me be able to sort the students and determine who is ready to move on to the
next topic, who may need a little more time to understand (maybe reviewing at home for 10
minutes), and who needs more instructional time of the material.
Evaluation Part B:
 Did the students meet your objective(s)?
 How do you know?
 Did your lesson accommodate/address the needs of all your learners?
 What were the strengths of the lesson?
 What were the weaknesses of the lesson?
 How would you change the lesson if you could teach it again?
Day #2—Homes of the Powhatan Tribe
Purpose:
 The purpose of this activity is to determine what type of homes the Powhatan Tribe had so that
the students can see how the area where they live in got discovered and built. It shows the
students how life was back then and the type of conditions they lived in, versus today’s society.
Historical learning and knowledge is extremely important because it allows the students to
understand society today and how the world developed/changed because of the events/people
that make up history. Learning about the first Americans provides students with an outlook and
comparison on life then and life now.
 Social Studies 2.2—The student will compare the lives and contributions of three American
Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern
Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.
 Visual Arts 2.4 (Visual Communication and Production)—The student will create works of art
inspired by a variety of concepts, themes and literacy sources.
Objective(s):

Given a specific set of materials, the student will be able to build a longhouse using the
correct form/techniques that the Powhatan Tribe used, with 100% accuracy.
 Given thirty-seconds, the student will be able to share with the class a fact about the homes of
the Powhatan Tribe given the information from today’s lesson, with 100% accuracy.
Procedure:
Introduction:
 I will have the students join me on the carpet,
sitting in their assigned seats, showing me they
are ready to learn.
o “Today we will be focusing on the homes
that Powhatan Tribe lived in. Can anyone
tell me what they think the Powhatans
homes were called/looked like? Think back
to the first video I showed you” (allow
about 4 to 5 students answer this). (auditory)
o “Good. Now, lets see if we were right by checking our answers against this book
called Life in a Longhouse Village by Bobbie Kalman” (begin reading the book).
(auditory)(visual)
 After the book has been read, I will show students the PowerPoint I created that
describes the homes of the tribe and also contains more pictures of what the houses
looked like and have the student record information into their mini books such as the
types of homes the Powhatan Tribe lives in, what they look like, how they are made, etc.
I will be sure to have the pictures hanging up on the board for the students to use as a
reference throughout the lesson (see attached documents).
Development:
 After the reading and modeling some examples of the homes, begin the activity of the
lesson.
o “Now that we’ve read about some of the types of homes the Powhatans have, can
anyone tell me an element of a longhouse? What about a wigwam?” (allow about 4
to 5 students answer this). (auditory)
o “Great, we will now start our activity. I am looking for friends who are sitting
quietly on the carpet to call on to go back to their seats” (call students/rows/or
tables one by one).
 Once the students have all gotten to their seats, I will make sure to regain their full
attention.
o “Clap twice if you can hear me” (I will repeat this statement until all of the students
respond with two claps).
o “Since we are talking about homes of the Powhatan tribe and what they were/what
they were made of, we are going to make our very own” (at this time I will pass out
the directions for the activity and wait to give any direction until I have finished—
see attached document).
o “Now that you each have the directions for the activity, lets go over them as a
class”—describe the materials that we will be using and read each of the directions
(as shown on worksheet), repeating them if need be. (auditory)(visual)
o “Before we get started, does anyone have any questions?” (allow for any questions
the students may have about the lesson/activity and then start the activity).
o “If you have questions during the independent work time, raise your hand and wait
quietly/patiently as I make my way to your desk. You may begin! Have fun!”
 As the students are working on their longhouses, I will be circulating the room to ensure
that everyone is staying focused and on task. Also, making sure that the students are
grasping the concept and understand the expectations by making mental notes of who
seems to have it, who almost has it, and who is still struggling.
o For the advanced students—
 I will first have the student complete the task at hand, then if they have
finished I will have them label the parts of the longhouse.
 I will also have the advanced students work on drawing a wigwam if they
have finished making and labeling their longhouse.
o For the struggling students—
 I will work one on one with the struggling students in order to give them
further explanation on the topic as well as help them build their house by
giving support and a variety of resources.
 I will have the struggling student partner up with an advanced student. Doing
this will provide another opportunity for the student to see a model of how
things are supposed to be done. Also, it will provide more encouragement if
instruction is coming from another student because it creates a sense of
feeling comfortable and at ease.
Summary:
 Once the students have completed their longhouse, gain their attention and review the
information that we learned about today.
o “After viewing numerous resources explaining the homes that the Powhatan Tribe
lived in, what have we learned that we weren’t aware of before? We discovered
that the Powhatans typically live in wigwams or longhouses, using the materials
from the forest to build them. Can anyone recall some of the characteristics that
the wigwam homes have? What about the longhouses?” (allow about 3 to 4
students to answer). (auditory)
o “I would like for you to now Rally Robin with your elbow neighbor and discuss the
different characteristics that these two homes have. Compare and contrast the
two homes. I will allow two minutes for this discussion and I want you and your
partner to take turns sharing information.” (auditory)
 After the Rally Robin, explain to the students what their exit ticket is going to be.
o “We are now all going to raise our hands. Each one of you will get the chance to
share a fact you learned today about the homes of the Powhatan Tribe. Once you
have shared your fact, you may put your hand down while everyone else who still
has to share keeps their hands raised until they have done so.” (auditory)
Materials:
 Life in a Longhouse Village by Bobbie Kalman
 Make Your Own Longhouse directions (see attached document)
o Modified from https://www.pinterest.com/pin/456763587187388860/
 Shoebox (one per student)
 Brown, white and green construction paper
 Tape / glue / scissors
 Brown paint / paint brush
 Brown felt
 Developmental Record (see attached document)
 Mini Books
Evaluation Part A:
 As the students are sharing, one by one, their fact that they learned today, I will listening for
whether or not the student provides information on the topic being discussed, if the
information they gave is correct, if they can come up with a fact, etc. I will record where they
are developmentally using a developmental record worksheet, which contains three categories—
got it , working on it :-, or struggling . (see attached document)
 Using a developmental record allows me to see who in the class has a complete understanding of
the topic and is ready to move to the next topic, who could use a bit more time on instruction,
and who just is not getting it and needs more instructional time.
Evaluation Part B:
 Did the students meet your objective(s)? How do you know?
 Did your lesson accommodate/address the needs of all your learners?
 What were the strengths of the lesson? What were the weaknesses?
 How would you change the lesson if you could teach it again?
MAKE YOUR OWN
LONGHOUSE!
As we’ve read/discussed/seen there are a variety of materials
that the Powhatan Tribe used to make their longhouses from
the nature surrounding them. As seen, the longhouses are so
large that they typically had numerous families in one,
sometimes holding up to 20 or more families living in one
longhouse. Make your own longhouse by using the materials
that are surrounding you (see box to the left). Be sure you are
making sure that the materials are being used correctly and
placed in the right spot.
1. Turn your shoebox upside down. Cut out a rectangle at
either end of your box for the doors.
2. Bend your construction paper, in the form of a hot dog,
to form the dome-shaped roof. Once you have a
properly formed dome, tape the construction paper to
the sides of the shoebox.
MATERIA
LS:
 Shoebox without
a lid
 Scissors
 Brown
construction
paper
 White
construction
paper
 Green
construction
paper
 Brown paint
 Paint brush
ofTape
3. Grab your brown paint and paint brush. Paint what is showing
the shoebox
brown, blending it in with the roof of the house, and let it dry.
 Glue
 Brown felt
4. While your paint is drying, cut little squares from the brown, green and
white construction paper. Use the squares as the shingles for the roof and
glue them into place.
5. Cut out two square pieces of brown felt and use them for the doors of your
longhouse. Attach the felt doors with glue and let it dry.
**If you finish with the activity ahead of time, either come see me or grab a sheet
of construction paper and try to create your own wigwam.**
Developmental Record—Homes of the Powhatan Tribe
Student Name
Got it 
Working on it :-
Struggling 
Day 3—Occupations of the Powhatan Tribe
Purpose:

Everything in history, especially when discussing the Native Americans, has some sort of affect
on society today. Learning about the occupations the Powhatan Tribe had back then led to a
number of contributions to America today, such as farming. Learning about the past and the
ways of living allows students to appreciate some of today’s ways of living and the influence it
has had. The purpose of this lesson is to teach the students what the working
life/roles/responsibilities of people were back then and who has what duties so that students
can recognize some of the reasons for working life/roles/responsibilities today.
 Social Studies 2.2—The student will compare the lives and contributions of three American
Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern
Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.
Objective(s):
 Given a graphic organizer, the students will be able to record facts about the Powhatans
occupations (specifically what they are and who has what job), with 85% accuracy.
Procedure:
Introduction:
 I will begin by asking the student so to join me on the carpet, bringing their mini books,
a pencil, and sitting in their assigned seats. Once everyone is seated and focused I will
begin.
o
“Can anyone tell me what some of the Powhatan’s occupations are? Think back to
last class when we watched that video. Did it contain any information about this
topic?” (allow about 4 to 5 students answer). (auditory)
o “Today, we are going to get even more information about the various
roles/responsibilities that the Powhatans had by reading an article by Archibold
Andrews Marks called Living with the Indians. This article is not entirely on
occupations, however it covers the majority of the information we need to know.”
o “While I’m reading, try to use your mini books to record any facts that you
hear/find interesting in the article about occupations so that you can use it as a
resource later on if need be.”
Development:
 I will begin reading the article, pausing midway through to ask the students a few
questions.
a. “Have we read anything about occupations yet? If so, what was being discussed?” (
allow 4 to 5 students answer). (auditory)
 Once I have finished reading the article, we will flip back to the section(s) where it
discusses occupation and talk as a class about what it says/what we learned.
a. “Who can tell me two different occupations that existed in the Powhatan Tribe?”
(allow about 4 students to answer and write their answers on the board)
(auditory)(visual)
b. “What about who does the job, when the job takes place as far as seasons go, and
what the job consists of (what will you be doing)?” (allow about 4 students to
answer and write their answers). (auditory)(visual)
c. “Since we are able to determine some occupations, we are going to complete a
worksheet where we are going to write down at least 5 occupations of the
Powhatan Tribe and who performs those jobs. For example—one occupation is
hunting and this is done by the male, another occupation is gathering which is
performed by women and children, another is farming which again is done by
women and children, etc.” (see attached document). (auditory)
d. “Does anyone have any questions before we return to our seats and get started?”
(allow for any questions the students may have).
 After the students finish their organizers, I will have them Rally Robin with their elbow
partners and discuss/compare and contrast what they have recorded on their worksheet.
(auditory)
 As they are doing this, I will circulate the room to observe the students
conversations/understanding of the concept.
a. For the advanced students—

I will first have the advanced students complete the entire activity. If
they have finished early and completed the graphic organizer with
correctness I will have them then when (the season) and/or the how
(tools, transportation, etc.) of the occupations.
b. For the struggling students—
 I will provide them with their own copy of the article I read, with the
parts on occupation being highlighted so that the student can easily
access the facts. Instead of not highlighting it and creating more
obstacles and more time spent just trying to locate the facts, let alone
read about them and learn about them.
Summary:

“We learned a lot about the Powhatan Tribe today, specifically what their occupations
were back then. Such occupations included farming, hunting, what else?” (allow about 4
to 5 students answer). (auditory)
 “Learning about the past is extremely important because it allows people to make sense
of the world around them today. The people who were here before use paved the way
and formed the society we live in today. Farming was one of the many occupational
contributions the Powhatan Tribe gave to today’s society.”
 “I would like for you all to turn and talk to a partner about your thoughts on the duties
they had back then versus now, are there any similarities, any differences? Reflect with
each other on what you’ve learned today and one thing that you found interesting. I will
be walking around and joining in on your conversations so I can also hear your thoughts
and opinions.” (auditory)
 “If you have any questions regarding today’s lesson or if you just had a thought you want
to share, just raise your hand and let me know.”
Materials:
 Living with the Indians by Archibald Andrews Marks—page 3 (see attached document)
 Occupations of the Powhatan Tribe PowerPoint (see attached documents)
 Document Camera
 Promethean Board
 Pencils/crayons/markers
 Graphic organizer (see attached document)
Evaluation Part A:
 I will collect the graphic organizers the students made at the end of class to assess the
students.
 I will be checking the graphic organizer to make sure they have at least 85% completion of the
bubbles (containing information about the occupations of the Powhatan Tribe such as what they
were, who performed what duties, how they performed the jobs, etc. Doing this will allow me to
see who is retaining/understanding the material, who needs just a bit more practice, and who
needs further instructions on the entire concept.
Evaluation Part B:
 Did the students meet your objective(s)?
 How do you know?
 Did your lesson accommodate/address the needs of all your learners?
 What were the strengths of the lesson?
 What were the weaknesses?
 How would you change the lesson if you could teach it again?
Name:__________________________ Date:_____________________
Day 4—Native American Transportation
Purpose:

Transportation is key word in our society. We use a variety of machines, cars, trains, ships,
plans and more to transports ourselves or our things from one place to another. It is important
to learn how and what people use to get from one place to another place when they did not
have what we have today. In this lesson, we are going to explore how the Powhatan Tribe
moved from one place to another place and using what. By learning about Powhatan Tribe,
we will find some answers to our questions.

2.2 The student will compare the lives and contributions of three American Indian cultures of
the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of
the Plains, and the Pueblo peoples of the Southwest.

Physical education: 2.1
c)
Demonstrate moving to a rhythm by performing basic dance sequences
(teacher- or student-led dances).
Objectives:

By providing pictures of all transportation from both present and past, students will be able to
point out what the Powhatan people used with 100% accuracy.
Introduction
 How do you get to school; bus, car, walk? Raise your hand if you didn’t take the bus and you
walk home to and from school. How do you feel about walking to school? What if you had to
walk many miles? Do you still want to walk? or Do you want to ride school bus?

Raise your hand if you are ride the bus or car to school? Today we are going to learn about an
important word, Transportation, (Any device used to move an item from one location to
another.) What are some common forms of transportation? planes, trains, automobiles, and
other two-wheel devices such as bikes or motorcycles.
(http://www.businessdictionary.com/definition/transportation.html)

I will be showing my students a PowerPoint pictures of present day transportations. After they
understand the meaning of the word, I will ask, “boys and girls, a long long time ago, what do
you think the Powhatan tribe used to get to one place and back? Do you think they have car?

Today, we are going to learn about the Native American, Powhatan tribe, and their mode of
transportation.

I will be showing some pictures of transportations that used by Powhatan people. Example,
people walked, paddled canoes.

(PowerPoint)
Development
 Boys and girls, take your mini book, on the
transportation
page, write paddled canoes and walked. Under that, draw a picture of canoes and feet. If you
need help, look at the picture on the smart board.
 Now, you know what the Powhatan tribe used to get from one place to another. They walked on
the ground and paddle canoes on the water.
 Do you think they can go far? What if they don’t live by water, (lake, bay, or river)? They have
to carry their boat to the next body of water.
 Why do you think they The Powhatan went on the water? Is it because they are tired of
walking? Is it because they are fishing, for food?
 Okay, Boys and girls, we are about to play a game. The game is about how to make the
Powhatan canoes. They use tree, fire, and oyster shells. 1) they find a nice big tree. 2) they burn
the top part of the tree. They tree is easier to carve after it burn. They use oyster shells to carve
with.
 Boys and girls, find you assigned computer station and the game is ready play. Students will be
using the computer to build a canoe (an online game) and here is the link to the website
(http://www.virginiatrekkers.com/Jamestown/Activity.html).
 Give students about fifteen minutes to play and enjoy the game. (visual, auditory)
 Activities should address differentiation

For strugglers students, I will I will print out pictures to help them with the game.
For example, in the game, students have to decide what did the Powhatan use to
build canoes.

Also, I will have printed out pictures and type words will be provided to glue in
the Powhatan mini book. (see inside mini book).

For advance students, I will have then continue to play the game.
Summary


I will bring all my students together. I will wrap up with a movement game.
“Boys and girls, how does Powhatan tribe get from place to place? (answer: walked in the
land and paddled canoes in the water). So, we are going to play game.”

“When I say” land”, we are going to pretend to walk/marching without leaving our location
but our feet are moving. Then, when I say water, our feet will stop and will pretend to paddle.
Let’s try to practice together.”

Then, I will have the music on and do the walking and paddling a few times as review for
Powhatan transportations.

After that, I will have students identify which of the following images is not used for making
Powhatan canoes.
Materials needed for the lesson




Access to computer and internet. (http://www.virginiatrekkers.com/Jamestown/Activity.html)
Powhatan’s mini book
drawing materials
Printed out pictures for strugglers.
Evaluation Part A
 When I ask student, verbally or in written, students will be able to draw and write the two forms of The
Powhatan’s tribe transportations, walking on land and paddling canoes on water, with 90 or above
accuracy.

By providing the pictures of tools, students will be able point out what did the Powhatan use and did not
use to make canoes and get 95 % accuracy.

Loot at Powhatan booklet. I will be look over page for sentence and picture to see if they match.
o
o
o
I will be looking for students copied sentences into booklet.
Drew pictures of Powhatan’s waling/feet.
Drew picture of Powhatan’s paddling a canoe.






Did the students meet your objectives?
How do you know?
Did your lesson accommodate/address the needs of all your learners?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?
Day 5—The Present Day Lives of Native American
Purpose:




This lesson is day five of Powhatan unit lesson. The purpose of this lesson will focus on the
present day of Powhatan and Native American’s life in general.
As we learn about the past of our country Native people, it is important to be aware of the
lives they live today.
Students will develop comparing skills between the life of Powhatan life in the past and the
present day.
2.2 The student will compare the lives and contributions of three American Indian cultures of
the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of
the Plains, and the Pueblo peoples of the Southwest.

C/T K-2.1 Demonstrate an operational knowledge of various technologies.

A. Use various types of technology devices to perform learning tasks.

• Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a
computer.
Objectives:

By providing pictures of the life of Powhatan/Native American people life in the past and the
present, students will be able to sort out the picture in an appropriate column with heading “
Life before and life now”.
Introduction
 “Boys and girls, this week we all have learned about the past of the Powhatan tribe and today
we are going to learn about the life of Powhatan tribe as present. We know about their past
because we learned it the past a few day. Now, we are go to learn about their life as today.

“Raise your hand “Do you think the Powhatan tribe life in a longhouse today? Do they still
fishing, hunting, and farming? Do they walk to school or to work? Do they still paddle canoes
on the water?

“I have a video for you. Let’s all watch together and see if your answers are correct.
(https://www.youtube.com/watch?v=HnPKzZzSClM)

After watching this video, ask students the same questions that was asked before the video.
“Do you think the Powhatan tribe life in a longhouse today? Do they still fishing, hunting, and
farming? Do they walk to school or to work? Do they still paddle on the water?”
Development
 “Girls and boys please take out your Powhatan mini book.” see the mini book on the lesson #5
page. Have students write down exactly what is on the descriptions page.
 For strugglers, see a provided note, on the same page in the mini book.
 After students completed the writing, move to the sorting game on the smartboard.
 Have all students facing the smartcard and pull up the sorting game on the day #5 folders. “Boys
and girls, we are going to play a sorting game together.” Explain and model the first sorting. For
example, canoes will go in the past column and cars will go in the present column.
Then, have students to come up one to try it. For struggler the whole class can help.

Strugglers students:
 Provide a type out descriptions on the mini book for then to glue in.

Summary

During sorting game, allowed the class to help them.
After the smartboard sorting game is done, have students open their mini book on lesson 5
(same page early).

Pass out the envelope (inside the envelope is image same as sorting game on smartboard).

Have students take out glue stick. Have them glue the image on their mini book on the
pictures side, under past or present. Provide and model the first one. Give student appropriate
time to finish this activity.
Materials needed for the lesson





YouTube link on day five file. (https://www.youtube.com/watch?v=HnPKzZzSClM)
Smartboard sorting game (same sorting as in the envelope).
Already cut out, envelope sorting.
glue sticks
mini book
Evaluation Part A:
 I will have to cup, one label past and other cup label present. By proving each student with a
picture from sorting game, students will be able to place his or her picture in an appropriate
cup with 100% accuracy.
 I will look over the mini book and see if students have the facts and sorting glue in.

Did the students meet your objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?
Smartboard sorting game
Past
Present
Unit Evaluation(s):
Assessment Directions & Grading Rubric—Reading Passage
1. Note: This assessment might not be appropriate to all students reading level.
2. Read the following passage and answer the questions in the back.
3. Each correct answer ear a point. Questions #1 worth 3 pints, #2 worth 4 points. #3
worth 2 points. By getting 90% present or above earth extra points. Total possible
point is 10 points of 100%.
Assessment Directions & Grading Rubric—Sorting Game
1. Handout the sheet that student will glue in the sort.
2. There are already cut sorts inside the envelope.
3. Envelope #1 is for advanced students (there are extra images and names inside and
the students have to pick up the correct one in order to glue it in).
4. Envelope #2 is for the struggling students (not every piece needs to be use in this
sort. No extras are included in the envelope).
5. Each correct labeling gets a point.
6. Wrong labeling but correct section gets half a point. For example, if a student puts
the image of feet under canoes in the transportation section, he or she will get one
point for either the image or the label being correct, plus half a point for having
them in the right sections.
Assessment Directions & Grading by Observations—Movement Activity
1. Students will stand in line.
2. They will be facing one circle with pre-cut sorting images.
3. In front, a few feet farther, is four circle that label; region, home, transportation, and
occupation.
4. One student at a time will jog to the middle circle and pick a card. Then the student
will drop the card in the circle that he or she thinks it belongs in.
5. Then, that student will return to the back of the line.
6. The second student will start jogging toward the middle circle as soon as the
student in front of them picks a card.
7. Repeat this until all the cards are gone.
8. Next, have the students answer the cards as a whole group. Determine whether the
class gets most of the answers correct, some of the answers correct, or none of the
answers correct.
Home
Students line up
here.
Card
s
Transportation
Occupation
Name
The Powhatan Tribe
Region
Home
Transportation
Occupations
Unit Resource(s):
1. Native People in Early Virginia
 This passage will provide students with some background knowledge on
who the Native Americans were and the different tribes that made up the
Eastern Woodlands. Once the passage has been read, I could ask the
students what they learned about Native Americans and review whom
the Powhatan Tribe was, specifically.
2. Native Americans
 This is a PowerPoint that is focused on the same SOL as our unit, Social Studies
2.2. It discusses the region, location, homes, occupation, and transportation of
the three tribes: Powhatan, Lakota, and Pueblo. Having this as an extra resource
is a good idea because it is based on the same exact SOL so it is describing
everything our unit is about and also because It can carry onto the units to
follow this one.
3. Native Americans People of the Plans
 This is a video clip about the Native Americans and the variety of tribes that it is
made up of. This is relevant to our unit because it discusses the Powhatan tribe
and touches on the aspects we are focusing on in this unit.
 URL— https://www.youtube.com/watch?v=DtfwCljzg7g
4. Eastern Woodland Indians
 This is a PowerPoint that describes sparks students interest by providing some
facts along with pictures about the Powhatan Indians. This is relevant to our unit
because it contains some of the information we are looking for such as the
Powhatan homes, transportation, occupation, etc.
5. Powhatans
 This is a PowerPoint that holds a ton of useful information about the Powhatan
tribe. This is relevant to our lesson in every way; it provides (in detail) their
homes, occupations, and transportation, which is everything our unit is based
on.
6. The Powhatan of the Eastern Woodlands


This is an article that can be used by the teacher to guide a lesson. It is focused
on SS 2.2 and 2.4 and lays out some essential questions to ask about the content,
what needs to be known (including key terms), etc. This would be a good
resource for teachers because it provides you with the basics of what you need
to know, gives you a few questions to ask your students instead of just passages
to read, and also gives background knowledge.
URL—https://www.lcps.org/cms/lib/VA01000195/Centricity/
Domain /8595/Native%20Americans%20Study%20Guide.pdf
7. Powhatan (d. 1618)
 This is an article that describes the man named Powhatan and the battles he
went through. This is relevant, although not as much as the others, to our unit
because it provides students with the background of the name Powhatan and
where it came from and background information is always key when examining
history.
 URL— http://www.virtualjamestown.org/Powhat1.html
8. Powhatan Photo Story
 This is a video that shows the kids making a PowerPoint about the Powhatans.
This is relevant to our unit because it is talking about the Powhatan Tribe, like
us, and it is a good way to model interactive learning.
 URL— https://www.youtube.com/watch?v=TvHOB_Py_Zw
9. The Powhatan: A Confederacy of Native American Tribes
 Written by Tracey Boraas
 This book offers information from the past to present timeline of the
Powhatan. This book would be perfect for carpet reading aloud to
student. Read a chapter a time. This book will provide students
additional information that will allow them to think outside the box.
10. The Iroquois
 Written by Petra Press
 This book is about the life of The Iroquois tribe. This books talks offer
similar information because the Iroquois lived in Eastern Woodland
as well. This books will open students mind that there are more than
one tribes in one regions. At the ends of the reading, the teacher can ask
questions such as “ how is the life of The Iroquois different or similar
to The Powhatan Tribes.
11. Passport to the Past: The World of North American Indians


Written by Michael Stotter
This books focus on an overall history of Native American. It is filled with
authentic pictures of the past and present. It also has hand on activities that
students can do. There is a written and picture directions for each activity.
This book is a perfect book for teacher resource.
12. Native American Virginians: Resource Guide
 Prepared by the Fitz Turner Commission for Human Relations
and Civil Rights (September 1992).
 This is a resource book, specifically for teachers. This books focus on
North American, Native American. For example, Under the Powhatan
tribe, one will find information about Powhatan. This book also lesson
plans and crafts and games. For example, the book has crossword puzzle
about the Powhatan tribe on page 11 and 12.
13. Camp Pocahontas II
 A summer camp. Day camper’s ages 6-10 will explore the life of Pocahontas and
the culture of the Powhatan people through arts and crafts, demonstrations, and
activities. In our recreated Powhatan settlement of Arrohateck, hands-on
activities at camp will include: cooking, farming, hunting, house and canoe
building, fish net weaving and making of pottery, arrows, and tools.
 Retrieved from http://henricus.org/camp-pocahontas-ii/
14. The rap song is for older students. For the second grader, the rap song can be use as
to get students engage. The second song is easy and short. Students will be able to
learn it. Plus, the, the video shows dance move.
 Retrieved from http://www.virginiatrekkers.com/Menu/Activities (rap song)
 Retrieved from https://www.youtube.com/watch?v=IE0FE53m4sg (short and
easy song)
The second link is a song about The Powhatan Tribe.
One little, two little, Powhatan Indians.
Lived in longhouses in Eastern woodland.
Fished, farmed and hunted turkey.
Walked and paddled canoes.
15. This link is webpage full of data of where The Native American lived today. Teacher
can use this page to find answers and can present the graph to students. At the same
time, students will learn how to use the bar graph to find information.
 Retrieved from http://www.virginiaplaces.org/nativeamerican/6indianstoda
y.html