Lives of Native Americans and Settlers

Lives of Native Americans and Settlers General Background While controversy still surrounds the European colonization of the Americas, there were both...
Author: Kory Manning
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Lives of Native Americans and Settlers General Background While controversy still surrounds the European colonization of the Americas, there were both benefits and drawbacks for European and Native American populations. Some of the benefits to Native Americans included their introduction to new technologies. Some of these technologies included plows, chisels and muskets. Europeans also introduced various crops and livestock including wheat, rice, barley, citrus, bananas, horses, cows, pigs, and sheep. Although these benefits changed the lives of many Native Americans in a positive way (according to the European point of view), Europeans also had a negative impact on the native populations. Europeans introduced diseases, used the natives as slaves, forced their removal from ancestral lands, and stole their treasures. European investors and explorers understood and believed in the formula “Land = Power = Money” and this belief strongly influenced their colonial policies. A passion for gold, land, sugar and tobacco prompted Europeans to conquer new lands. They, in turn, benefited from the trade of fur and the introduction of new crops into their diet, including potatoes and corn. These crops were well-suited to the climates of northern Europe. Plants used for medicinal purposes were also introduced to Europe. However, Europeans also experienced drawbacks during the process of colonization. Many sailors and colonists lost their lives in the process of crossing the Atlantic or in skirmishes with native populations. Some historians believe that poor planning and organization and the naivete of some colonists may have lead to many of the hardships they faced: inadequate supplies, disease, starvation, and political infighting.

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Elementary School – Culture Collage Introduction There are two books by Marcia Sewall about the life of the early European colonists and Native Americans after the founding of Plymouth colony: People of the Breaking Day and The Pilgrims of Plimoth. These resources will be helpful for students as they participate in the following activity.

Objectives a assess the effect of contact between the Native Americans and Europeans after 1492. a increase student knowledge of the early European colonists living along the East Coast of North

America. a gain a better understanding of the lives of the Native Americans along the East Coast of North

America.

Vocabulary belief

native

colonist

technology

Activity Materials ■

Construction paper, markers, crayons, art materials

Activities/Procedures 1. Books (including those mentioned in the introduction about Native Americans and early European colonists) should be made available to students. These books can be read out loud by the teacher or students, or they can be read silently by students. 2. On the blackboard, draw a table similar to the one at the end of this activity. 3. Discuss the five cultural components with the students and have them define the components of each of the cultures noted in the table. 4. Place students into pairs or small groups and give them the art materials. Have each group focus on defining one cultural element from either the European or Native American culture. 5. The small groups should include the following information on their posters: ■ The title of the culture they are studying ■ The name of the element they are investigating ■ Drawings representing their element of culture 6. When the pairs or groups have finished their culture collages, they may be shared with the rest of the class. 7. The class should then discuss the similarities and differences between the two cultures and help the teacher fill out the chart on the board.

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Lives of Native Americans and Settlers

Extension Activity Based on the final chart, have students choose either European or Native American culture, and make a complete drawing representing the full set of cultural elements.

Cultural Component

European

Native American

My Community

Land Language People* Institutions/Beliefs Technology *Includes food, shelter, clothing, recreation, etc.

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Middle School and High School – Colonial Debate Objectives a assess the effect of contact on the Native Americans and Europeans after 1492. a increase student knowledge of the early European colonists living along the East Coast of North

America. a gain a better understanding of the lives of the Native Americans along the East Coast of North

America.

Vocabulary rogue

victuals

entreat

rashness

commodities

Primary Source Reading Materials ■ ■ ■ ■

“Speech by Powhatan,” 1609 “Spanish Colonial Treatment of Indians,” Bartolome de Las Casas, 1610 “An Indian War,” 1622 “A Virginia Colonist’s Despair,” Richard Frethorne, 1623

Activities/Procedures 1. Divide the class into three groups. One group will represent Native American interests, one group will represent the perspective of the colonists, and the third group will represent the perspective of the military officers in charge of protecting the Jamestown settlement. 2. Each group should receive one of the following resources: “Speech by Powhatan,” “An Indian War,” and “A Virginia Colonist’s Despair.” 3. Each group should read their primary source and come to a common understanding as to the main points they plan to make during their debate. 4. Conduct a class debate with each side arguing its perspective on the rights of each group, who is responsible for hostilities, and the role each group should and will take in the coming months and years. The debate may focus on the moral aspects of colonization, which group has been responsible for hostilities, and/or ways to reach an understanding that would permit co-existence of the colonists and native peoples. 5. Students may also do a writing activity either summarizing the main arguments of the debate or arguing for the side they opposed during the debate. 6. As a concluding activity, students should do self and peer evaluations using the following questions as guidelines: ■ ■ ■ ■

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What were your contributions to the group? What specifically did others contribute to the group? What was frustrating about the group process? What helped your group function?

Lives of Native Americans and Settlers

Extension Activity - Middle School Have each student write up a summary report or journalistic-style article summarizing the points expressed during the debate. Any resolutions that were agreed to should be included.

Extension Activity - High School Have students complete a writing activity offering their own perspective on any number of topics including how hostilities could have been avoided, whether the colonists and/or Algonquin people were heroes or villains, etc. Include quotes or references to any resources that supports their point of view.

Newspaper in Education Activity Interactions Colonization had (and still has) an impact on the colonized country’s culture, society and people. Carefully look through the newspaper (international, national, business, and travel sections), reading articles that show interactions between people, towns, states, provinces and/or countries. How does one group influence another? Are these influences for the better, for the worse, or neither? Do you think that it is right to go into another country and make demands or take it over? Why or why not?

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