A UNIT ON KING
PHILIP
By John Greenlees 8th Grade
Essential questions:
Native American people= where
were they in 1675 & before?
Metacomet==who was he?
Place of Southeastern
Massachusetts= did they set the tone and precedent for future Native American
foreign policy?
1. Goal: Student will
learn location of Native American people involved in the era of King Philip and
how close to
1. Lessons connected
to Native Americans and their whereabouts in 1675.
Activity: Introduce by video 5 minute clip of Video King
Philips War.
Have students write down one sentence for what feeling they have
from the video piece. Teacher directed Socratic review of ideas, feelings,
emotions, etc.
Content: What do you think of the video?
What were the people feeling?
Was there a good feeling about what happened?
Do you think there was ……………………….
Activity: (15-20 minutes) Journal writing-- pass out journal
and have students answer the
question below in groups of 3. Assign all tasks in cooperative learning style.
Question: What do you know about Native American peoples
from this area?
Students must list in their group ten items about what they know.
Standards: ELA 24019 Students will write with a clear focus, coherent organization, and sufficient detail.
Assessment: Rubric:
3 = Answer addresses most aspects of the question and uses sound reasons and cites and explains appropriate examples. Uses skills of evaluation as well as analysis and synthesis.
2= Answer deals with most aspects of question and makes correct inferences, although minor errors may exist. Comprehension is on an inferential level and the key skills are synthesis and analysis.
1= Answer deals with material on a concrete, literal level that is accurate in most dimensions.
0= Answer is unresponsive, unrelated or inappropriate.
Activity: (15 minutes) review groups for oral discussion.
Teacher will create graphic organizer with all items to be done on board
Standards: ELA 24002 Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions and interviews in order to acquire new knowledge.
Assessment: rubric
4= participates in earnest with excitement
3= participates with teacher prompting
2= participates with little interest
1= no participation
Activity: 10 (minutes) overhead map projection of local Native
American peoples.
Teacher led lecture (10-15 minutes) about the location of
the Native American people, Homework: Student
will be assigned to find one thing such as street or item which is connected
with the Native Americans from this area.
Content: List of all Native America Tribes in
Standards: Using historical maps locate the boundaries of
the major empires of world history at the height of their power.
Assessment: Rubric
3 = student has notebook taking notes in organized manner
2 = student has paper taking notes.
1 = student not taking notes, but shows interest
0 = student shows no interest.
Materials needed: video, journals, overhead projector, map
overhead, chalk board, homework worksheet.
Lesson Day 2 (same goal & essential question.)
Activity: Students will create a map of New England Native Americans. Leaving enough space for battles of 1675.
Content: teacher to show expectations by providing example of a map on the board for students.
Standards: same standard as above.
Assessment: Rubric
Excellent = map has all tribes with vast imagery
Acceptable = map has some tribes with less imagery
Unacceptable = map is lacking tribes as well as imagery.
Materials: Teacher supplied map with space for local tribes. Vocabulary list including tribe names.
2. Goal: Student will
find out who Metacomet was.
2. Lessons connected
to Metacomet and who he was.
Activity: Journal writing (10 minutes) Students will reflect on Native Americans who lived and still live where (place) we live and how things changed (To motivate the teacher will share a few ideas for students).
Content: (Warm up question). After our discussions regarding how the Native Americans lived in the past and in the present, think of all the changes we see from one time to another. Think particularly about the basic tasks in life such as laundry, toilet, house, clothes, and property.
Standard: Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments.
Assessment: Rubric
3 = Answer addresses most aspects of the question and uses sound reasons and cites and explains appropriate examples. Uses skills of evaluation as well as analysis and synthesis.
2= Answer deals with most aspects of question and makes correct inferences, although minor errors may exist. Comprehension is on an inferential level and the key skills are synthesis and analysis.
1= Answer deals with material on a concrete, literal level that is accurate in most dimensions.
0= Answer is unresponsive, unrelated or inappropriate.
Activity: Student will be given topic of Metacomet to write about. (Prior to the unit students will be instructed on how to use Backflip on the web. Backflip is teacher directed web site with selected articles prearranged for student use). Teacher gives students a document detailing the format and expectations for the report. (10 minutes).
Content: Expectations are for students to pick one aspect of Metacomet and analyze that aspect in the report. This report will answer all areas of rubric listed below. The rubric will be given to students.
Standards: Will show connections, causal and otherwise, between particular historical events and ideas and larger social, economics, and political trends and developments. (H,G,C,E). Will distinguish historical fact from opinion. (H,E,C). Language Arts Standards 8 & 13. Write multi-paragraph compositions that have clear topic development, logical organizations, effective use of detail, and variety of sentence structure. Write and justify a personal interpretation of a literary, informational, or expository reading that includes a topic statement, supporting details from the literature, and a conclusion.
Assessment: Rubric
4= Demonstrates a thorough, accurate and coherent explanation of the topic. Clearly identifies theme for the project. Appropriate and relevant facts are gathered and well organized.
3= Demonstrates a fairly thorough and reasonably accurate explanation of the topic. Adequately identifies theme for project. Facts gathered are adequate but minimal.
2= Partial explanation of topic given with key elements missing. Theme is not identified correctly. Facts are muddled and unorganized.
1= No explanation of topic. Theme not presented appropriately. Basic information is inadequate.
Activity: Student will use the Backflip site in the computer center to do research about King Philip. Students will have the opportunity to use four more sessions or two longer sessions to do research and to word process this report in.
Materials: Journal, internet Backflip, report format
3. Goal: Student will
be able to locate the battles of King Philip’s War.
Lessons connected to where the battles were.
Activity: Journal writing. (10 minutes). Question: List two things from earlier lessons that
Show how the conflict was growing between colonists and Native Americans.
Standards: ELA 8& 13. Identify evidence used to support an argument.
Assessment: Rubric
3 = Answer addresses most aspects of the question and uses sound reasons and cites and explains appropriate examples. Uses skills of evaluation as well as analysis and synthesis.
2= Answer deals with most aspects of question and makes correct inferences, although minor errors may exist. Comprehension is on an inferential level and the key skills are synthesis and analysis.
1= Answer deals with material on a concrete, literal level that is accurate in most dimensions.
0= Answer is unresponsive, unrelated or inappropriate.
Activity. (2 classes if necessary)Map work continued.
Students will complete a map showing, indicating or demonstrating where battles
occurred. Students will also include a historical timeline on their maps.
Content: Teacher will demonstrate the location of each battle along with short history.
Standards: Standards: Will interpret and construct timelines
that show how events and eras in various parts of the world are related to
another. (H). ELA. Will identify and use knowledge of common graphic features.
(Maps, etc)
Continue to address earlier standards as needed as they
apply to more difficult texts (ELA std. 8 & 13)
Assessment: Rubric
Excellent = map has all battles with vast imagery
Acceptable = map has some battles with less imagery
Unacceptable = map is lacking battles as well as imagery.
Materials: Journal, construction paper, markers, maps.
Extension Idea: Students will show tools used during this period.
Goal: Student will be
able to understand Native American and early colonist’s struggles and their
affects on future experiences.
4.
Lessons
connected to whether this war set tone for future relations between Native
American people and the eventual
Activity: (10 minutes). Journal writing - question, “ Do you
think the relationship between these two cultures affected how the future
experiences between the U.S. government and the Native American people were
handled?
Standard: Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, political trends and developments. Distinguish intended from unintended consequences.
Assessment: Rubric
3 = Answer addresses most aspects of the question and uses sound reasons and cites and explains appropriate examples. Uses skills of evaluation as well as analysis and synthesis.
2= Answer deals with most aspects of question and makes correct inferences, although minor errors may exist. Comprehension is on an inferential level and the key skills are synthesis and analysis.
1= Answer deals with material on a concrete, literal level that is accurate in most dimensions.
0= Answer is unresponsive, unrelated or inappropriate.
Activity :( 15 minutes) the teacher will ask students to volunteer to share their projects in the front of the room. Teacher guided Socratic debate will follow along with a sharing of Wampanoag food and drink Teacher prepared food from the Wampanoag Cape Cod Cookbook: Wampanoag Indian Recipes, Images and Lore. Students are to supply all drinks, plates, forks if needed.
Standards: Recognize use of
arguments for and against an issue (LA std. 8& 13).
Identify
evidence used to support an argument. (LA std.8 & 13).
Materials: Journal rubric, participation, food.
Bibliography:
- King Philip War. Part 1 (video recording) / 1 videocassette (ca. 59 min.) : sd, col; ˝ in, Swansea Public Library.
- Lepore,
Jill. “The Name of War”
- Sweetser,
Kate Dickinson, “Book of Indian Braves”
- Wilbur,
Keith, “The
- Hall,
John Raymond, “
- Ayleworth,
- Weinstein-Farson,
Laurie “The Wampanoag”,
- Mills, Earl, “Wampanoag Cape Cod Cookbook: Wampanoag Indian Recipes, Images and Lore” Clear light publishing, 2001.
- BackFlip
Internet sites: sites related to King Philip will be mailed as attachment
via email.