Your names: Gabe DeSanoLength of Lesson: 50 minutes Date of Lesson: March 13th, 2012Title of Lesson: Native Americans relations with the French and BritishGrade and subject: 3rd Grade Social Studies Context of Lesson: Before this visual inquiry, the students learned about the French and their relationship with the Native Americans in Michigan. The students investigated French settlements in Michigan and the forts that were built to protect the fur trade and the lives they had established in North America. After this lesson, the students will learn about reasons that people came to settle in Michigan in the first place and what was so attractive about Michigan as an area. Overview: We will start off the lesson by doing a visual inquiry with an image from the book, The Voyageur’s Paddle by Kathy jo-Wargin. After this visual inquiry, and reading of the story, the students will understand the interactions that occurred between American Indians and the French. Then, the students will read the paragraph, “The British Arrive in Michigan” in order to see the differences in the two relationships. They will be able to make a prediction about what they feel the Indians should do to help solve the problem. Objectives:-Students will be able to use informational text and visual data to describe interactions that occurred between American Indians and the first European explorers (both French and British) in Michigan.

● 3 – H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment

-Students will be able to answer questions modeled by the teachers to compare and contrast the relationships between the Native Americans and the British and the Native Americans and the French. (whole lesson)

● 3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)

Challenges: The challenge for this visual inquiry is how to present his book to the students. The book itself is a historical fiction, but the students may see it as a storybook with events that didn’t actually happen. We will need to make it clear to the students that the author did extensive research on this topic and put this research together to create the story in the book. All of the events in the story are based off things that could have actually happened. Students also may have a difficult time coming up with describing words to reveal that nature of the relationship between the Native Americans and the French. In order to get over this challenge, we may have to model our thinking and use of describing words to get the students thinking about what describing words look like. Students may also be distracted by the dog in the middle of the photo. We will be ready for this to come up and have questions ready (Do you think the dog is a pet? Do you think the dog has a job? Who do you think the dog belongs to?) to direct the focus back to the image. The students might have trouble distinguishing the difference between the two groups of people in the photo. In order to anticipate these challenges, we will have to model our own thinking and point to evidence in the image(gun-Voyageurs backs are to the people with the gun, hats on the voyageurs, hair/skin color differences,)

Materials:- Student Packet(previously given to them)- The Voyageurs Paddle by Kathy-jo Wargin-Copy of the image on page 9-10 to put on Elmo projector - paragraph “The British Arrive in Michigan” from packet to put on Elmo projector Sourcing Information about the Image: Illustrated by: David Geister copyright 2007 Assessment: “Who said It?” worksheet (attached to lesson plan). Students will work together as table groups to complete and must turn in or take home for homework if not finished. During the actual instruction, students will be answering questions about the visual, and we will be guiding the questions and revoicing the important concepts to make sure the students are understanding the concepts.

Scripted Introduction: Hi boys and girls, we have been learning about French settlements and the forts they made. Today we are going to be investigating more about the French and how they interacted with different people. Can you remind us what you have already learned about the French and their settlements? Can anyone build off that idea? Ms. Reece and I really want to get to know what you all are thinking about the first relations that the French had with the Native Americans. We understand that you have not learned much about these relations, but we are going to be using a picture from a book to help us discover what their relationship may have been like many years ago. We want to see how you think the relationship between the French and Native Americans looks through this image. We will be reading a book later on in this unit to further explain and understand the relationship between these two groups of people. This is very important to know, and we are really looking forward to hearing your ideas about his image. So pay close attention! And put your thinking glasses on because I am about to reveal the picture! Instructional Sequence1. Have the students just look at the picture and notice what they see.( 2 minutes) 3. Have the students share out some of their ideas. ( 3 minutes) 4. Start asking these questions ( 20 minutes).5. Transition to carpet for reading of story6. Read The Voyageur’s Paddle by Kathy jo-Wargin (10 minutes)7. Transition back to desks for reading of paragraph8. Read The British Arrive in Michigan and highlight differences the students notice on how the British treated the Native Americans (5 minutes)9. Make predictions about what the Native Americans should do now that the British have arrived (5 minutes)

The Voyageur’s PaddleImage Pgs 9-10-What do you see?Level 1:· What do you notice about the people in the image? · What do you notice about the setting? · What do you notice about the people on land?

· What do you notice about what the people are wearing in this picture?

Level 2:· What clues would you have to figure out the setting of this image?· Whose home do you think this is?· What do you think is going on between the people?· What in the image gives you evidence to support that idea? · What do you think the people are doing in this picture?· How do you think the people feel in this picture?· What do you think the people are thinking in this picture? · What do you think they are exchanging? · Do you think this is a friendly encounter? · What evidence of that is there in the image?

Level 3: · What do you think the illustrator would want us to think about the relationship between the voyageurs and the Native Americans? (might not get to this point)· Why do you think they would be trading?· Why do you think they are stopping at this village?· If you could pick one word to describe this image what would it be?· If you were a voyageur what might you be thinking?· Do the Native Americans in this illustration seem to be afraid of the voyageurs?

Scripted Conclusion: Boys and girls, we took the time to look at this illustration carefully. Can someone raise their hand and tell us what the relationship seemed to look like between the French and the Native Americans.? Let’s come up with a list of words on the board to describe this relationship in a few different ways. Let’s also come up with a list of words to describe the relationship between the French and the British. Were they similar? How so? Were they different? I think we have all come to a conclusion that the Native Americans had a friendly relationship with the French while the British had a spiteful and negative relationship with the French. To further this understanding, we are going to give you a little worksheet!

From our discussion, it seems that we agree that the illustrator was showing us a relationship between the Native Americans and the French that was friendly, warm, safe, familiar, mutually beneficial, etc.

**They have been exposed to this relationship a little bit in social studies, but they will gain more exposure during the reading of the book and after the reading of the paragraph. So in this case, the image serves as a tool to get the students to understand the relationship between the French and Native Americans. The book will help further that understanding, and then the paragraph will show a contrasting relationship between the British and the Native Americans. Then, the students will have had enough exposure to understand the differences in these two relationships.

For Use During Planning For Use During Reflection and Analysis

Questions Expected student

responses(at least 2 examples)

Follow-updiscussion

movesto each

response

Actual student responses

(at least 2 examples)

Follow-updiscussion movesto each response

What do you see in this image?

I see someone talking with someone else.

I see Indians around a camp fire.

turning back to image for both- Where do you see that?

- I see people.- Indian holding a

rifel- Indian building

something (6:12)- Dog - Boy walking away

from the village- People

exchanging gifts back and forth

- Snow on the ground

- Homes

- restating what the student said. -Turning back to the image and having the student prove what they see by pointing.- restating - restating- restating- points out that the exchanging may be an inference but moves on - praise -restating

Level 1-

QuestionsAsk

questions that draw students’

attention to the details in the image.

What do you notice about the characters on this side of the page (left then right)?

They are talking about something.

They are giving away something.

What characters are you talking about?

Modeling about what I think is going on between the two characters. “ I see the

- people doing something with the materials

- Indians and Americans

- revoicing- points out that they are inferring about them being Americans and Indians

characters talking to each other, and they kind of look like they are talking in a professional manner about something serious. I might think they are dealing with trading.”

What do you notice about the characters on land?

They don’t seem mad.

They are giving away something.

Turning back to the image and turning back to students

- Students: What else do you notice in the image about the characters?

- Native Americans and Indians

- models that this is an inference and we are not looking for inferences quite yet

What do you notice about the setting they are in?

Somewhere in the United States.

Canton ** They might give these responses because their social studies units have only covered Canton and their community, and also

Turning back to the image

Turning back to students

- outside - winter- forest - water in the

background

-restating-restating- revoicing -restating

during our American Revolution interviews, they answered Canton to many answers that one might not typically think makes sense.

Level 2 -

QuestionsAsk

questions that enable students to generate ideas or

make inferences

based on the evidence in the image.

What is going on between the characters?

They are talking about something.

They are trading something to get money.

Marking: So you think these characters are trading. What evidence do we have in the image to support this?

- trading goods ( 13:40)

- pointing back to the image (turning back for evidence)

· Do you think this is a friendly encounter?

Yes

No

Turning back to image: What evidence from the

- friendly relationship

- somewhere in the middle

- turning back to the image for evidence (18:35) “ Who agrees with this being a friendly

.

image can show us that this is a friendly encounter? What evidence from the image can show us that this in not a positive encounter?

Revoicing: So you think they are friends meaning they have a positive and trusting relationship.

relationship? Why do you agree?” - revoicing

· How do you think the characters are feeling?

Happy

Cold

Turning back to the text and turning back to students

“ How do they look in the picture?” I think they look...”

- look like they don’t want to trade

- sad - food in the bags- guy in the brown

bag might be sick so he is sad

- “ what makes you think that”

- turning back to the image for evidence

- restating and turning back to see how they are feeling

- modeling(16:10)

- Kirsten modeling ( 17:20)

- Summing up the ideas of the students (17:26)

- Restating

Level 3 –

QuestionsAsk

questions that enable

The big Concept is that the Native Americans and French had a friendly

students to make

connections to the

concept(s) and big

idea(s) under study.

and mutually beneficial relationship.

· What do you think the illustrator would want us to think about the relationship between the voyageurs and the Native Americans?

-They liked each other

-They traded things with each other

-They got along

-(Turning back) What evidence do you see in the picture?

-Does anyone want to build off of _____’s idea?

-wait time

- worked together (20:40)

- revoicing (21:00) and praise

Why do you think they would be trading?.

-They needed money.

-They wanted money!

Revoicing: So the people were trading with each other maybe because they needed or wanted money. Do you think there is something besides money they were exchanging?

Turning back to image: What is the image showing us that is being

n/a n/a

exchanged?

Do you think this is a friendly encounter?

-Yes

-No

-Turning back: What evidence do you see in the picture of it being friendly? -Annotating: write evidence in columns on board and see how much evidence there is for both kinds of answers.

n/a n/a

If you could pick one word to describe this image what would it be?

-Cold-Nice

-Modeling: “happy”

What are you noticing about the people’s relationships?

-Turning back: what evidence do you have to support this description? ‘

n/a n/a

Do the Native Americans in this illustration seem to be afraid of the voyageurs?

-Yes

-No

Turning back to the students: Can you elaborate on that for us? What is making you think that?

Revoicing: So, you are using evidence from the book to show that there is a friendly relationship between these people.

n/a n/a

The British Arrive in Michigan

As a result of too much animal trapping in Europe, there was very little fur left to trade. The British noticed how much money the French were making by trapping furs in North American and they were jealous of the Frenchs’ wealth and power. Michigan had a large population of animals and the British not only wanted the fur, but the land as well. When they arrived in Michigan, they were not interested in a friendly relationship with the Native Americans. They felt the Indians were savages and they did not treat them with respect. The British did not understand the Native Americans and had no interest in learning about them. All they wanted was the fur and the land and they did not want to share with the Indians. Unwilling to trade with the Indians as the French had, the Natives became very unhappy with the British. Indians felt their way of life was being threatened.

ASSESSMENT

Exit Slip In the box above, draw a picture of the Native Americans and French displaying their relationship.

List four words to describe the relationship between the Native Americans and the French.1.

2.

3.

4.

Write a brief sentence summing up your picture that you drew above describing the relationship between the Native Americans and French using two of your words that you listed above.

Who Said It? Read each statement and decide who you think would say it. Use the code for your answers. B=BritishF=FrenchNA=Native Americans ______“We do not trust the Native Americans.” ______“The British are taking all of our land.” ______“For many summers we have lived in peace with the French.” ______ “Some of us have married Native Americans.” ______“ We must join with the French to fight.” ______” We traded fairly with the Native Americans.” ______“The Natives are a bunch of savages.” ______“There is so much we can learn from the Native Americans.” ______ “The British are disrespectful to our way of life.”