Circle of Inheritance: Native Land, Native People

This will be a multi-part lesson plan. You may choose to divide these lessons into several days, choose to group them together, add on extensions to any of these lesson plan parts. This is a time-flexible lesson plan. 

Part One:
1.Introduce the theme to the students.  Tell them that they will begin their discovery of the Native Americans that inhabited South Carolina before the Europeans settled into the land.
2.Begin the video, Circle of Inheritance: Native Land, Native People.  This video will be broken up into parts.
3.Show the students the video (00:00- 01:35) and pause for discussion.
4.Ask the class to imagine a life without technology. A life when you want to record a memory, when you don’t simply pull out your camera or your iPhone to snap a picture or take a video. Ask how they would choose to capture those memories.
  
  a. Opportunity for class discussion: Call on students to share different ways that they would choose. (i.e. writing, painting, pottery, sculptures)

5.Tell the class that one excellent way to preserve that memory is through writing. Ask the students; “What makes a good writer?” Call on students to share answers. 
  
  a. The key concept to look for is to be descriptive. 

6.Replay time 00:00- 00:56 and tell the class to listen closely for some of the descriptions Tom Ash [Thomas Ash, clerk on board The Richmond: 1660] used to describe the Natives he saw for the first time.
 
  a. Aboriginal Indians
  b. A deep chestnut color
  c. Their hair black and straight
  d. Tied in various ways
  e. Stuck through with feathers
  f. Their eyes black and sparkling
  g. They are well limbed and featured
  h. Painting their faces whether for beauty or to render themselves formidable to their enemies. 

7.Tell the class to pull out their writing journals (or lined paper if your class does not have a writing journal).
8.Writing prompt: Imagine you were on the ship with Thomas Ash in 1660. You have just stepped onto new land for the first time and you are very surprised by what you see! Write in your journals your discoveries in great detail so that someone 300-400 years from now could visualize exactly what you saw. Remember to use adjectives and complete sentences.

Part Two:
1.Discuss with the class what you have seen so far in the video
  
  a. Detailed description of the Natives and the land when European settlers first came ashore.

2.Explain to the class that they will explore the life of the Natives before Europeans ever set foot on land. 
3.Engage in a class discussion with the following prompts:
  
  a. Does anyone in here collect arrowheads?
  b. Where or what do arrowheads come from?
  c. Do you think people have always had the use of bows and arrows?
  d. What do you think they had before bows and arrows? 
  e.  Were any of these items tools or weapons? How were they used?

4.Leave questions unanswered; let the students bounce ideas off of each other and encourage discussion through prompting. Be sure to not answer any of these questions. 
5.Show the video from time 01:35- 04:07.
6.Pause for discussion and activity.
7.Engage in a group discussion with the following prompts:

  a. What was the Landbridge Theory?
  b. How long do you think it took these Natives to travel from Asia to South Carolina?
  c. The video told us approximately how many years ago this took place. How many years was that?
  d. Are arrowheads and spearheads the same thing?
  e. What was the main tool that they used?
  f. What were some of the game or prey they hunted?
  g. Did they have preference, or did they just take whatever they could hunt and gather?

8.Divide the class into groups 
9.Have each group engage in small group discussions about archeologists and what they could be discovering in their dig along the river. 
  
  a. Provide the time line from the video either paused on the screen or in a hand-out. (Video, time marker is at 03:45)

10.Have each group elect a scribe to write down their ideas:

  a. What types of artifacts were discussed?
  b. What type of scientific evidence?
  c. How would they categorize the time periods?
  d. How does this show evolution of the Natives?

11.Call the class to regroup as a whole and have each group share their ideas. 
12.Consider to the following:

  a. Did any groups have the same information?
  b. What was different?
  c. Did anyone think of any other ideas based on other groups’ information?

Part Three:
1.Discuss with the class what they have learned from the previous lesson

  a. Landbridge Theory
  b. Hunting and gathering
  c. Tools and weapons, spearheads
  d. Archeological digs and what they entail

2.Tell the class that today we will be discovering another way we have gathered information about the Natives. 
3.Show the video from time 4:08- 5:50.
4.Pause for discussion and activity.
5.Briefly discuss with the class what they learned from the video clip:

  a. Petroglyph: (Greek roots) a prehistoric rock carving or engraving
  b. Why are these significant to historians?
  c. Do you think it would be easier to spot a petroglyph in South Carolina or in Nevada? Why?

6.The class will be engage in an art activity.
7.Ask the class to think for a minute; if they wanted to leave behind a legacy, a story, or an important detail of their personal lives, what would they say? What would that be?
8.Explain that they will be creating their own petroglyphs using clay and “historic tools and materials” (sticks, rocks, leaves, etc) 
9.They are allowed to tell any story, legacy, or detail of their lives they choose. However, they must do so in a way in which people thousands of years from now will be able to decipher and understand.
10.Have students write a 1-2 page, written justification for their use of materials, symbols, and pictures to tell a story, legacy, or detail they chose. 

Additional Activity: Ask your principal if you can display students’ petroglyphs somewhere in the school. If outside (in the school garden, entry way, etc) cover with moss, leaves, dirt, to make them look “in their element.” If displayed inside, number each petroglyph and create a drop box where students can write down what they believe the petroglyph is saying. Have them write the assigned number on top so you know which one they are referring to. When the display is over, read aloud some of the guesses to your students to see how well they did at translating their story, legacy, or detail!

Part Four:
1.Initiate a class discussion about what they discovered in Part Three. 

  a.  Petroglyphs: their significance, their meaning, and where they are found

2.Explain to the class that they will now touch on the specific environment of South Carolina and its landform regions.
3.Show the video from 05:50- 08:20.
4.Discuss the video’s focus; “The natural landforms have remained practically untouched.”

  a. Ask why that could be of significance when learning the history of South Carolina

5.Emphasize to the class that the video was very descriptive when talking about each landform. 
6.Tell the class that they will be divided into six groups and assigned a landform region in South Carolina. 

  a. Blue Ridge, Piedmont, Sand hills, Inner Coastal Plain, Outer Coastal Plain and Coastal Zone.

7.They will be responsible for researching information about their assigned landform and they will have to present the information to the class. 
8.Presentations can be delivered in any way they choose:

  a. PowerPoint
  b. Traditional tri-fold poster board
  c. Skit
  d. Song
  e. Any other presentation ideas can be discussed with the teacher.

9.Each group must have the following information in their presentation:

  a. The name of their landform region
  b. The specific area that it covers in South Carolina, including a map
  c. Three interesting facts about that region
  d. Specific descriptions (at least five) about the natural environment of that region 
  e. One native tribe that inhabited their landform region and at least five facts about their tribe

**It is typically recommended that the class be provided with two or three days of in-class research and two days in class to put together their presentation. Alternatively, the presentation can be assigned as a homework assignment, but still be presented to the class. 

Part Five:
1.Recap from the previous part and have a brief discussion of prior knowledge:
  a. SC Landforms
  b. Group presentations
  c. If the Blue Ridge group presented on pottery, ask the class if anyone remembers some of the information they presented (looking for them to  mention the clay and the pottery).

2.Tell the class that they will now learn in detail the history of the pottery that originated in South Carolina. 
3.Show the video from the time 08:20- 09:25.
4.Ask the students to share some of the interesting facts they discovered by watching this clip.
5.Note to the class that towards the end of the clip we see someone talk about the connection that people still have today with their native ancestors: pottery.
6.Pull up the following website presentation on Georgia Harris:

  a. Georgia Harris Presentation

7.Explain to students that Georgia Harris was a modern day potter who created work based on the Catawba Indian traditions.
8.Review the presentation with the class. 

  a. It is a rather long presentation: feel free to skip over certain parts.
  b. Make sure there is a variety in presentation! Consider some of the following ways to make it more engaging:
    i. Choose different students to read the passages
    ii.Cover up the text and have students guess what they believe the slide is about based on the heading and the picture.

9.Engage in a class discussion connecting the video to the Georgia Harris presentation. 

  a. How did pottery gain popularity in the Native lands as well as in Europe?
  b. How did Native pottery influence the European pottery market?
  c. Why do you think it’s important for people in today’s world to carry on traditions like pottery?

Part Six:
1.As a class, discuss what they learned in the previous lesson

  a. Native pottery
  b. Georgia Harris
  c. Connecting the past to the present

2.Revisit the time line of the video, as this is the last part

  a. First we explored what it would be like to discover a new world, what would we find, and how we would leave the story behind?
  b. Discovering artifacts and tools such as spearheads.
  c. The Landbridge Theory and petroglyphs left behind a story or a legend of ancient Native Americans. 
  d. The landforms of South Carolina and some of the Natives that inhabited those landforms.
  e. Pottery and its connection of the past to the present.

3.Tell the class they will be watching the last clip of the video that sets the stage for the “discovery” and settlement of the Native Land by Europeans.
4.Show the clip from the time 09:25-end.
5.Tell the students that you will be playing the clip one more time; however, this time instruct them to take notes writing down specific details and events they hear in the narration.
6.Replay the clip.
7.Divide the class into four groups and tell the class that they will begin another group project.
8.In this project each group will be assigned an explorer from the video. 
9.With each explorer, they are to discover the following information, using their notes and any other resources they choose:

  a. Name of explorer
  b. Map of his route
  c. Ships? Passengers?
  d. Motive: what they came to accomplish
  e. Time period 
  f. Successful or not? What happened?

10. They will create a poster presentation of their findings. 

  a. The poster board will display the map as a large centerpiece.
  b. The top will have the name and dates of the explorer.
  c. The bottom will have the motive.
  d. The left will have the name of the ship(s) and passenger details.
  e. The right will have either the success or failure story.

11.Provide students with a copy of the accompanying grading rubric before they begin working. Explain that they are to use it as a guide to ensure that all components of the project are completed. 
12.When students have completed the posters, display them in chronological order, side-by-side on a wall in chronological.
13.Have the students study the posters and make notes of the progression of Spanish attempts to conquer. 
14.As a guide to close out the video and introduce your next unit on European settlement, provide them with the following quote from the video:

  a. “The stage was set for a settlement which would become the capital for the Spanish Empire in the southeast, a settlement that would set off a chain of events which would      
       change both the native land and her people.”

This will be a multi-part lesson plan. You may choose to divide these lessons into several days, choose to group them together, add on extensions to any of these lesson plan parts. This is a time-flexible lesson plan. 

• Formative: Teacher will walk around the room, informally assessing, and assisting if necessary.
• Summative: Students will complete writing journals, clay petroglyphs, one presentation, and one poster board that will be graded accordingly using the rubrics found under the resources.