American Democracy in Word and DeedMDUSD/UCB H-SSP

5th Grade Lesson: “Cultures Meet”

Developed by: Gordon Miller, Denise Nunally and Bobby Lee

Teaching American History Grant Focus Question: How have the words and deeds of people and institutions shaped democracy in the U.S.?

Grant Yearly Theme: Cultural/Intellectual

History-Social Science Standard/s: 5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.

Common Core Standards: Reading Standards for Informational Text K–5Key Ideas and Details #3 explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Craft and Structure #6 Analyze multiple accounts of the same event or topic, noting important similarities anddifferences in the point of view they represent.Integration of Knowledge and Ideas #9 integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Unit Topic: Cultures Meet

Lesson Focus Question: How did the Spanish and indigenous people in the Americas view each other upon their first meeting?

Lesson Teaching Thesis: The Spanish saw indigenous people in the Americas as materially primitive, non-Christians, who occupied

but did not own land. It is hard to say exactly what the indigenous people thought about the Spanish but they appeared to be received with curiosity, suspicion and in some cases aggression, as potential sources of both danger and valuable trade relationships.

Reading and Writing Strategy/ies: READING Strategies:

o Primary Source Analysis, Point of View and Sentence Deconstruction WRITING Strategy:

o Multi-paragraph essay

Lesson Assessment: Students will write a multi-paragraph essay from the perspective of either an explorer or a native person.

Suggested Amount of Time: 3 days

Textbook:The United States: Making a New Nation. Orlando, Florida: Reflection Series, Harcourt School Publishers, 2007, Chapter 3 Focus Skill Activity pgs. 102-103

Primary Source Citation:*Columbus Reaches the New World ( photo of woodcut engraving) http://socyberty.com/history/christopher-columbus-and-the-genocide-of-the-taino-nation/ *A Chronological History of the discoveries of the South Sea, Pg 201-203 by James Burney , http://books.google.com/books?2009UC Regents

id=HP4nAAAAYAAJ&printsec=frontcover&dq=james+burney&hl=en&ei=25tOTt25EMjkiAL9p_R0&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDIQ6AEwAA#v=onepage&q&f=false

Context of the lesson in the unit: This lesson will take place in Unit 2 after studying the First Americans (Unit 1) where they should have learned some background on the early cultures of North America and the major European explorers. This lesson will relate to the yearly theme as related to the first cultural interactions between the Spanish explorers and indigenous people.

Lesson Procedure: 1. Reading Strategy #1: Analyzing Primary Sources

Pass out “Columbus Meets the Tiano” engraving and the Analyzing Art worksheet. Teacher models observation of engraving (What I see) using the words “Explorers” and “native people”

and then how to record the observation. Students are writing everything they see. Once students have finished creating their lists have them turn to a partner and compare lists. Next, students are to circle the word “Explorers” from their list and put a box around the words “native

people”. Students are to then circle all the words that go with “Explorers” and box the words that go with “native people”.

In the column titled “It tells me…” teacher will do one example and then have students come up with there own.

Repeat the process from the column titled “I wonder..” Students will then have a grand conversation with a partner using the sentence starters in the middle of the

page while teacher walks around listening to the conversations and adding input. The final part of the activity will be the students completing the sentence starters at the bottom of the page. Once class has finished choose students to share their sentences aloud.

2. Reading Strategy #2: Interpreting text, main idea and supporting details Pass out copy of “Point of View” Worksheet. Explain that they are going to be interpreting the primary source journal entries of the European explorers

(Columbus and Ulloa) and then respond in the voice of the Indigenous people, writing the response in the appropriate column.

Teacher will model, using the think aloud strategy, and then ask students to give possible responses after a think, pair, share.

Students are to complete the column for the indigenous people. (Tiano & Chichimecas)

3. Reading Strategy #3: Sentence Deconstruction Pass out the Sentence Deconstruction worksheet. Chorally read the sentence from the top of the page. Review the chart reading the headings of each column. Explain that there are parts of the sentence in

several different columns. Students are to find the parts of the sentence that are missing and put them in the column where they

belong.

4. Writing Strategy/Assessment Students will write a multi-paragraph essay from the perspective of either an explorer or a native person.

Columbus Meets the Tiano

2009UC Regents

“Columbus Reaches the New World” woodcut engraving

2009UC Regents

Teacher KeyCaptain Ulloa landed, and took possession with such ceremonies as are customary, and a cross was by his command erected upon a hill, which was set up by Francisco Preciado

-Time marker-Connector words-Prepositional phrase-Circumstances

Who (subject)Participants

Action words (verbs/ verb phrases)

Who, What, WhereMessage

Questions or conclusions-What connections can you make from this information?

with such ceremonies as are customary

Captain Ulloa landed, and took possession(of what?)

and a cross

upon a hill, which was by his command erected

by Francisco Preciado

was set up

Lesson Question:How did the Spanish and indigenous people in the Americas view each other upon their first meeting?

2009UC Regents

Reading Strategy #3 NAME_______________________________-Time marker-Connector words-Prepositional phrase-Circumstances

Who (subject)Participants

Action words (verbs/ verb phrases)

Who, What, WhereMessage

Questions or conclusions-What connections can you make from this information?

with such ceremonies as are customary

and a cross

was by his command erected

was set up

Lesson Question:How did the Spanish and indigenous people in the Americas view each other upon their first meeting?

Captain Ulloa landed, and took possession with such ceremonies as are customary, and a cross was by his command erected upon a hill, which was set up by Francisco Preciado

2009UC Regents

ANALYZING ART Teacher Key

Title of Image: Columbus Reaches the New World Artist: unknown Media: woodcut engraving

Visual Analysis WorksheetI see ….Students list nouns they observe..

It tells me ….. I wonder …..

Teacher: says “Think of a noun as something you can point at…”Students list nouns.

Cross Explorers Ships Chest Offerings Native people Water Land Armor

Circle or box according to European or native people.

Teacher:Showing proof of Colombus taking possession of land

Teacher:I wonder if this cross ceremony takes place at all landings?

Use the sentence starters below to discuss the image.I noticed … It looks like …

It shows …The woodcut engraving describes..

I think that …

WHY: AnalysisThis woodcut engraving tells me that …

The Spanish viewed the Tiano_________________________________________________________

____________________________________________________________________________________

The Tiano (indigenous people) viewed the Spanish_______________________________________

____________________________________________________________________________________

Readi ng Strategy #1

ANALYZING ART Name: ________________________ Date___________

Title of Image: Columbus Reaches the New World Artist: unknown Media: woodcut engravingVisual Analysis WorksheetI see …. It tells me ….. I wonder …..

Use the sentence starters below to discuss the image.I noticed … It looks like …

It shows …The woodcut engraving describes …

I think that …

WHY: AnalysisThis woodcut engraving tells me that …

The Spanish viewed the Tiano___________________________________________________________

___________________________________________________________________________________

The Tiano (indigenous people) viewed the Spanish__________________________________________

___________________________________________________________________________________

2009UC Regents

Reading Strategy #2 Name:________________________ Point of View Worksheet

Colombus

“I went ashore in the ships boat. I unfurled the royal banner (flag)… To bear faith and witness that I was taking possession of this island for the king and queen. No sooner had we completed the formalities of taking possession of the island then people began to come to the beach.”

TianoInstructions: After talking with a friend, write about how you think the Tiano would respond to the explorers.

Ulloa

Captain Ulloa landed, and took possession with such ceremonies as are customary, and a cross was by his command erected upon a hill, which was set up by Francisco Preciado.

ChichimecasInstructions: After talking with a friend, write about how you think the Chichimecas would respond to the explorers.

Students review example of journal entry (Primary source) describing the actions of European explorers and then after think, pair share will infer and then write the likely response of the indigenous people.

NAME____________________________________

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Writing strategy/ AssessmentInstructions:

Infer from previous lessons and worksheets to write a multi-paragraph essay from the perspective/view point of either a European explorer or an indigenous/native person.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Score ___/ 4

2009UC Regents