What happened between the Pilgrims and the Native Americans?
Image Credit: http://baharris.org/historicpolandspring/Samoset/SamosetPilgrims.jpg
Lesson
5:
What happened between the Pilgrims and the Native Americans?
Image Credit:
http://baharris.org/historicpolandspring/Samoset/SamosetPilgrims.jpg
Grade Level: 3rd
Time Frame: 60
Minutes
Broad Goals:
Social Studies
Standards:
State Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Learning Standard A: Apply the skills of historical analysis and interpretation.
Benchmark 16.A.1b:
Ask historical questions and seek out answers from historical sources
(e.g., myths, biographies, stories, old photographs, artwork, other
visual or electronic sources).
State Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Learning Standard A: Apply the skills of historical analysis and interpretation.
Benchmark 16.A.3c:
Identify the differences between historical fact and interpretation.
State Goal 18: Understand social systems, with an emphasis on the United States.
Learning Standard C: Understand how social systems form and develop over time.
Benchmark 18.C.1:
Describe how individuals interacted within groups to make choices
regarding food, clothing, and shelter.
National Council
for the Social Studies Standards:
NCSS Standard I – Culture
Early Grades: B.
Give examples of how experiences may be interpreted differently by
people from diverse cultural perspectives and frames of reference
NCSS Standard I – Culture
Early Grades: E.
Give examples and describe the importance of cultural unity and
diversity within and across groups.
NCSS Standard II – Time, Continuity, and Change.
Early Grades: D.
Identify and use various sources for reconstructing the past, such as
documents, letters, diaries, maps, textbooks, photos, and others.
NCSS Standard IV– Individual Development & Identity
Early Grades: H.
Work independently and cooperatively to accomplish goals
NCSS Standard V– Individuals, Groups, & Institutions
Early Grades: D.
Identify and describe examples of tension between and among
individuals, groups, or institutions, and how belonging to more than
one group can cause internal conflicts.
Lesson Objective:
During the lesson
students will learn about King Phillips War. Students will know the
cause of the war and the effects that the war had on both the Pilgrims
and the Wampanoag people. Students will learn what happened to the
Wampanoag and Pilgrims after the war, and incorporate it into a
timeline.
Materials:
Resources:
Focusing Activity:
“Today boys and girls
we will be learning about what happened between the Pilgrims and the
Wampanoag people. As Ms. Morris and I have shared with you in previous
lessons, the Pilgrims and Wampanoag people did not have a good
relationship for forever. As we are going through our learning
today I would like you all to stop periodically and we will fill out a
timeline that goes along with our learning. This will help us all have
a better understanding of the events that took place. At our National
Park, Plimoth Plantation there is a site of the Wampanoag people who
will tell stories of their past and present lives today, when a person
goes to visit they will be told from the Wampanoag perspective of how
it was when the Englishmen first arrived.”
Purpose:
TOLD AT THE END
OF LESSON!!
“The reason it is so
important for us to understand the history of the downfall of the
relationship between the Pilgrims and the Wampanoag people is because
it is something that has had a great impact on the history of the
United States. Many people have a lot of misconceptions
(misunderstandings) about the relationship between the Pilgrims and the
Wampanoag people, this is because when we see Thanksgiving portrayed on
the television or anywhere else it is seen as a happy and joyous time.
No one ever goes much beyond that to tell us the truth. I believe it is
very important for all of us to understand the real truth to what
happened, and to not only know how it was for the Pilgrims when they
first arrived in the New World.”
Content
Knowledge/Instructional Input:
“Today boys and girls
we are going to discover the cause, conflict, and the effects of the
fall of the friendship between the Pilgrims and the Wampanoag people.
We will also take a look at how life was later in the colonies, as well
as the Wampanoag people losing their language.”
“Does anyone have any
ideas as to why the Pilgrims and Wampanoag people lost their
friendship?” (Students may suggest things such as, they stole their
crops, they took each others land, etc.)
“Those are all
wonderful ideas and suggestions, I would like to share with you some
very important information about what really happened. It all starts
with two men, one was named William Bradford and the other was named
Massasoit.”
“Do you remember who
these men are?” (Students may say, YES! We learned about Massasoit in a
previous lesson, but I am not so sure who William Bradford is.)
“Great ideas everyone!
You are correct, we did learn about Massasoit in an earlier lesson, Ms.
Morris shared that he was the chief of the Wampanoag people and helped
to form the peace treaty between the Pilgrims and the Wampanoag people.
But since we are unsure of whom William Bradford is, let me tell you
about him. William Bradford was the man who made an exact copy of the
Mayflower Contract, this was an important document that the Pilgrims
signed while still on the Mayflower coming over to the new world. The
Mayflower compact had set out rules for government policies and unity
among everyone.”
Hand out copies of
Mayflower Compact.
“Not only was he
present at the signing of the Mayflower Compact, he was also the second
Governor of Plymouth after the first, John Carver died. He held the
position for 5 years, which were the remaining years of his life.”
“Three years after
William Bradford died (1657), Massasoit died (1660). When each of these
two men were gone from the world, trouble began.”
“Can anyone share with
us some thoughts as to why there was trouble caused after these two
very important men died?” (Student may suggest that the Pilgrims were
upset, as well and the Wampanoag people because of the deaths of their
leaders and it caused problems. No one followed the rules after they
died. Since the first generation of the Pilgrims and Wampanoag passed
on the second generation had trouble getting along.)
“Great ideas, after
William Bradford and Massasoit died, Wamsutta, who was Massasoit’s son
took over the land of his people. When this happened, it was known that
the first generation of the peace keepers had passed on, and the
personal bonds that they were able to maintain peace with were now
broken. The Wampanoag’s and Pilgrims who originally kept the peace grew
old and died. Even before the deaths of William Bradford and Massasoit
there were tensions between the Pilgrims and the Wampanoag people
because they each disagreed with the ways of life of one another.
Competition was heating up to find new resources, and the Wampanoag
people were fed up with the livestock of the Pilgrims ruining their
cornfields. Eventually many natives had to sell their
land.”
“Now, here is where
things go really south! In 1662 the colonial people became rude and
arrogant and went to a low level to try and gain control and power over
the Wampanoag people. The colonists held the new chief, Wamsutta, to
gunpoint and took him back to Plymouth. Wamsutta became very ill and
died days after his capture. Then Wamsutta’s bother, Metacom (King
Philip) became the new leader of the Wampanoag people. The people were
very angry at the colonists/Pilgrims for the death of Wamsutta. The
causes of the war were many.
“Can anyone think of
some ideas as to why King Philip (Metacom) felt the need to begin a
war?” (Some student answers may be, because the Pilgrims took his
brother and killed him, the Pilgrims took their land too, and their
food.)
“Those are some very
nice answers, the cause of the war was because the Pilgrims who are
also known as colonists became greedy for land and they began to treat
the natives very poorly. There was also a mysterious murder of John
Sassamon, who was a liaison between the Colonists and the Wampanoag
people. A liaison is someone who communicates between two groups of
people. When Sassamon was killed all of the peace between the two
groups was completely shattered. This was when King Philip began the
war. It was 1675 when the war broke out and spread to the north and
west, threatened New England. It is important to remember that it was
bout 50 years after the arrival of the colonists that the troubles
began.”
**I will then go on
to read the main highlights of the war to the students, I will make it
easier for the students to understand, I will not be reading the
following word for word.**
“King Philip's warriors
attacked the town of Swansea in western Plymouth Colony in June of
1675. Encouraged by success, they carried the war to neighboring
Plymouth Colony towns. In August of 1675, hostilities expanded to
the Connecticut River Valley; many settlements were burned.
**I will have a map
of Plymouth Colony to show the students a rough trail that King Philip
traveled **
In December, Philip's winter quarters in Rhode Island's Great Swamp were destroyed in a crucial colonial victory. In February of 1676, Native forces swept east; Boston seemed threatened. War returned to Plymouth Colony, with a raid in Plymouth itself. Colonists considered abandoning the frontier, but time was on their side. By June of 1676, the tide of war had turned. Native forces, lacking food, manpower and arms, retreated. King Philip's death at Mount Hope in August 1676 effectively ended the war.
Not all Native Peoples
sided with King Philip. Native soldiers joining with the
colonists helped turned the tide of war. Those Natives who fought
alongside the English or remained neutral were, however, not always
trusted by the English. Many Native neutrals were interned on
outlying islands under inhumane conditions.
The war ended in 1676
when Philip was killed by a Wampanoag soldier in Captain Benjamin
Church's force. - http://www.pilgrimhall.org/
“The effects of the war
led to the ruin of many families and communities, each side suffered
greatly. It took many years for the colonists to regain their way of
life. Enitre families of the Native people were sold in slavery and
some were even forced to become slaves. The Wampanoag people’s
independence ended, but they continued to live in Plymouth Colony.”
“Although the war was
over and the Wampanoag were left worse for the wear the native heritage
of the Wampanoag people was preserved and is still alive today.
Although at the time of the wars end the Wampanoag people were fearful
to speak in their native language and live their heritage, so they
concealed it. This lead to the loss of the Wampanoag language, and has
not been spoken as a common part of their language for about 7
generations, that means the last to speak the language would have been
someone who was as old as your great-great-great-great,
grandmother/father!! Isn’t that an incredible thought!”
Show the Wampanoag example of language and English version.
It will be a
prayer, these are the only examples that I could find! We will not be
focusing on any religious aspect though, just the language!!!!
“Life went on for the
colonists as well. They began to live more luxurious lives and lived
very comfortably. Trade had grown so that people could buy many more
goods that weren’t previously available to them. New England, because
of their location to water had access to England therefore providing
them with goods from around the world.”
“How does their
proximity to water matter when it comes to trade?” (Students may say
that since they are by water they can easily have ships bring items in
and out of the colonies.)
“With the negative
‘publicity’ of King Philips war, English Royalty began to reconstruct
colonies. Plymouth colony was not given a charter. Which would have
meant they could’ve remained their own little town, instead they became
part of the commonwealth of Massachusetts. The pilgrims were no more,
but there colony lasted for 72 years, although their legacy will live
on until the end of time.”
Response Activity:
The response activity
will take place during the lesson. While we are learning the students
will be filling out the important dates that are given, and what event
is associated with that date. Students will then, after the lesson fill
out their ABC Chart. “I hope that you all learned a lot of valuable
information today, make sure to keep your timelines safe they have many
important dates on them that we need to remember. Now we will fill out
our ABC Chart, I would like to take ideas and suggestions from you
first to see what you can remember from the lesson!!”
Modeling:
Ms. Morris and I will
be assisting the students while they are filling out their timelines
throughout the lesson. We will make sure that each student has the
correct date a event filled in. We will also make sure that everyone is
up to speed with the ABC Chart. I will have a completed timeline for
the students to look at, I will also have a list of words that are
important for the students to add to their ABC Charts, I will also add
important words that the students come up with.
Conclude: