Circle of Inheritance Lesson Plan: A Struggle for Power

Part 1: Introduction of Topic, Group Formation and Video (40 Minutes) 
1.The teacher will walk around the room with a paper bag of colored Popsicle sticks and let students pick one out of the bag. At this point, the students do not know that each color represents a different group of people who tried to maintain control of South Carolina. 
2.The teacher will introduce this unit to the students by explaining that they will be learning about the “struggle for power” between the Spanish, French, English, and Native Americans for South Carolina. The teacher will emphasize that each group had motives for maintaining a presence in South Carolina and each took steps toward achieving that goal. 
3.The teacher will explain that the color of the Popsicle stick that they chose corresponds to the group to which they are assigned. (Blue = French, Yellow = Spanish, Red = English, and Green = Native Americans) The teacher will also explain that, during this unit, the students will assume the role of a member of this group to create a timeline, draw a map, argue for control of South Carolina, and write diary entries. 
4.The students will then find the other member of their group and rearrange their seating to sit together. 
5.The teacher will then play Circle of Inheritance: A Struggle for Power. Students are encouraged to take notes during the video that they feel will be useful information for their timeline, map, argument, or diary entries.
6.When the class has finished watching the video, the students will discuss in their groups the information that they feel is most important. Each group is responsible for recording their information. 
7.While the students are discussing in their groups, the teacher will circulate around the room to make sure students are participating, staying on task, and answering any questions. 

Part 2: Create a Class Timeline (1 Hour)
1.The class will divide into their four groups, and the teacher will explain to the class that they are responsible for adding key events from their group to the timeline on the classroom wall. At this time, the teacher will pass out the rubric for this assignment to each group (attached). 
2.The teacher will explain that each group will use paper of their assigned color (Blue = French, Yellow = Spanish, Red = English, and Green = Native Americans) for any of the events that they add. 
3.The students will have access to the computer lab and/or library in order to conduct research on their assigned group. The students are also encouraged to view the video (Circle of Inheritance: A Struggle for Power) again for more information. The teacher will remind students that they should keep records of their research because they will be using the information again on following assignments (argument for control of South Carolina, map making, and diary entries). 
4.While the students are conducting research and creating their events for the timeline, the teacher will circulate around the room making sure all students are participating, staying on task, and answering any questions. 
5.Once all groups have added their key events to the timeline, the class will review the entire timeline as a whole. The class will start with the earliest date on the timeline and move chronologically toward the present. At each stop along the timeline, one person from the group will read the date and explain what happened on that date to make it an important event. 

Part 3: Create and Compare Maps (1 Hour)
1.The teacher will explain that, to further understand the initial settlements of South Carolina, each group will create maps for their assigned group. The French, Spanish, and English groups will create maps of the sailing routes and major forts. The Native American group will create a map to indicate where each tribe (Catawba, Cherokee, Yemassee, Orista and Guale Tribes) were located prior to “the struggle for power,” to note their shifts in location after the arrival of the European settlers, and to indicate major attacks on the settlements.  
2.The teacher will then pass out a rubric for the assignment (attached) and also a piece of transparency paper of a blank map of the East Coast, Atlantic Ocean, and European Coast.
3.The teacher will explain that each group will create a map using their assigned color on the transparency paper and that when all are complete, they will use the ELMO Document Camera or overhead projector to layer them and make connections between them. 
4.The students will have time in class to create their maps. They will be encouraged to review the maps from the Circle of Inheritance: A Struggle for Power video, but will also be able to use outside resources as well, including their timeline, the computer lab, and the library. 
5.While the students are creating their maps, the teacher will circulate around the room to make sure that all students are participating, staying on task, and answering any questions. 
6.When all groups have completed their maps, the teacher will project them on the board using an ELMO Document Camera or overhead projector. The teacher will layer the maps starting with the Native American settlements, followed by the Europeans in chronological order. 
7.The teacher will ask the students to discuss in their groups, “Why do you think all of the different constituencies were interested in settling in the same geographical area?” and “What geographical features were conducive to the establishment of these early settlements?”
8.The teacher will walk around the room while students are discussing their answers with their groups to make sure all students are participating, staying on task, and answering any questions. 
9.Once the groups have had a chance to discuss, the teacher will ask groups to share what they discussed with the class to create a larger class discussion. 

Part 4: Diary Entries (90 Minutes) 
1.The teacher will ask the class to recall any important people/tribes that they have learned about during this unit from the Circle of Inheritance: A Struggle for Power video or their own research while creating the timeline and maps. The teacher will call on students to generate a list on the board of the names of these important people. The teacher will circle four people/tribes on the list: Jean Ribault (French), Pedro Menendez (Spanish), William Hilton (English), and the leaders of the Orista and Guale Tribes (Native Americans).
2.The teacher will explain that each student will be responsible for creating three diary entries from the perspective of the leader from their assigned group or as one of the supporters of the leader. For example, one student assigned to the French group may choose to write from the perspective of Jean Ribault or from the perspective of one of Ribault’s men. The teacher will emphasize that the diary entries need to shed light on the historical context and refer to any key events that take place. At this time, the teacher will pass out the rubric for this assignment (attached). The teacher will also pass out three pieces of stained/burned paper for students write their diary entries on. This will make the entries look more authentic. 
3.The students will have time in class to write their three diary entries and they will be encouraged to make an outline/draft before writing on their “old” paper. The students will be able to use any notes they have taken and refer to the timeline on the wall while writing. 
4.While the students are writing, the teacher will circulate around the room making sure students are staying on task and answering any questions. 
5.Once diary entries are completed, the students will hand them into the teacher who will hang them on a wall/bulletin board in the classroom. 
6.The students will then have the opportunity to engage in a “gallery walk” where they can read the diary entries from other students. 

Part 5: Debate and Closure (1 Hour Preparation, 90 Minute Debate/Discussion) 
1.The class will be divided into their four groups. The teacher will explain that each of the groups had a motive for wanting to control South Carolina. The teacher will then explain that their goal is to use these motives to create an argument regarding why their group should be given control of the area. At this time, the teacher will pass out a rubric for this assignment (attached). 
2.The students will be given access to the library and/or computer lab in order to conduct more research on their topic. They will also be able to use information for their notes and the timeline to support their arguments. 
3.While students are conducting research and creating their arguments, the teacher will circulate around the room making sure all students are participating, staying on task, and answering any questions. 
4.Once all groups are finished forming their arguments, each group will present their argument to the class. After each presentation, members of the other groups will formulate a question that they will then ask the presenters. The presenters will need to answer in the form of a rebuttal. 
5.Once all groups have presented their arguments and rebuttals, the teacher will close the unit by leading a class discussion, asking the students, “Why do you think the English were ultimately successful in maintaining power?” and “What impact did English dominance have on present day South Carolina?” 
 

Accommodations/Differentiations: 
Struggling Students: The teacher will make sure struggling students understand the content and expectations while circulating around the room during group work. During the diary entry section, students will also be provided with specific dates to write about from the teacher. 

Accelerated Students: Accelerated students will be challenged by writing their diary entries from three different perspectives all of which from the same date. For example, a student can write one entry from the French perspective, one from the Spanish perspective, and the last from the Native American perspective all during 1562. 

Special Education Students: The teacher will follow any special education students’ IEPs and adjust the lesson accordingly to help when necessary. 

English Language Learners/Culturally Diverse Students: To help ELL and culturally diverse students, the teacher will make sure to speak slowly and use simple vocabulary when possible. The teacher will also have the expectations for students written (rubrics attached) so that students will be able to read the directions themselves. The teacher will also make sure ELL and culturally diverse students understand the content and expectations while they are circulating around the room during group work. 

Formative: At various times throughout the lesson, the students will be engaged in group discussions and work. During these times, the teacher will circulate around the room making sure all students are participating, staying on task, and answering questions. The teacher will take note if students are not being active members in their groups. 

Summative: The students will: (1) contribute key events of their assigned group to a communal classroom timeline (2) create a map of sailing routes and settlements (3) create an argument for why their group should control South Carolina (4) write diary entries from the perspective of a member of their group which shows the historical context. Each of these assignments will be graded using the corresponding rubric. (see resources)