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Primary Source Lesson Plan
Introduction
 Lesson topic – Compare and contrast two photographs of homes of the Pueblo
Indians of the southwest and the Powhatan Indians of the eastern woodlands.
 Length of Lesson – approximately 30 minutes
 VA Standards of Learning – “The student will locate and describe thee relationship
between the environment and culture of Powhatan, Lakota and Pueblo Indians”
(SOL Standard 2.7).
 Context – This lesson comes between social studies lessons on developing map
skills using both united States and world maps (2.6) and describing natural, human
and capital resources.
 Global Themes – Themes of the lesson include primary sources, American
Indians, and relations between different people groups.
Content Objectives
Students will:
 Apply previous skills about analyzing photographs
 Compare primary sources
 Identify effects environment and culture of American Indians
Assessment Aligned to Objectives
Formative
 The teacher will lead a class discussion with questions about the two photographs.
 Student will compare and contrast the home and environment of two Native
American tribes using a graphic organizer (T-chart) and a venn diagram .
Summative
 Students will use a t-chart to list observations of natural resources and physical
characteristics from each picture.
 Students will then place those characteristics into a venn diagram and discuss
similarities between the different tribes.
Materials/Technology and Advanced Preparation
 Two large photographs of homes and environment of Pueblo and Powhatan Native
Americans
 Paper
 Pens, pencils, or markers
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Teaching and Learning Sequence
TIME
TEACHER ACTIONS
Introduction/Anticipatory Set
5 min.
 Ask students to sit at
their desks.
 Hand out pre-made tchart to students


Sit at their desk
Write names of two
Native American tribes
on each side of chart
Lesson Development
20 min.


Answer the questions:
What natural resources
could be used to
construct the shelters?
What was the climate
like? What region of the
country did they most
likely live in? What plant
life is present? What
natural resources were
available to them for
food, shelter, or daily
living? Ask students to
note any other
observations about the
photos


Present image #1 and
lead the class in an
observations
and
discussion
Present image #2 lead
the
class
in
an
observation
and
discussion.
Handout venn diagram to
students. Teacher will
model completion of
venn diagram on the
board
with
student
participation.
STUDENT ACTIONS
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

Closure
5 min.

Briefly summarize what
the class learned about
the differences between
primary sources and
about
the
native
American tribes.

Answer the same set of
questions listed above.
Answer
questions
specific to either Pueblos
or Powhatan Indians.
What
are
their
similarities?
Listen.
References
Indian Village. Digital image. Henricus Historical Park. N.p., n.d. Web. 12 Feb. 2016y.
<http://henricus.org/photo-gallery/native-americans/>.
Taos Pueblo today. Digital image. Uintah Basin Teaching American History Project. N.p.,
n.d. Web. 12 Feb. 2016y. <http://uintahbasintah.org/swest/swp8.jpg>
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Lesson Organizer
Prior Knowledge and NEW Instructional Content
Prior Knowledge:
 History of American Indian tribes and cultures
 How to analyze photographs
New Content:
 Different homes and environments of Native Americans
o Natural resources
o Environmental characteristics
o Pueblo: the communal dwelling of an American Indian village of
Arizona, New Mexico, and adjacent areas consisting of contiguous
flat-roofed stone or adobe houses in groups sometimes several
stories high
o Longhouse: a long communal dwelling of some North American
Indians (as the Iroquois)
Instructional
Modifications to
ASSIST Students


Provide definitions
for key words
throughout the
discussion.
Include key words
during brain storm
such as
environment,
climate, land and
plant life.
Main Events of
Instruction
Compare and contrast the
two photographs.
Ask students to create a
venn diagram along with
the teacher as part of class
brainstorm.
Instructional
Modifications to
CHALLENGE Students
Ask students to choose
whether they would rather
live as Pueblo in a pueblo
house or Powhatan and
live in a longhouse and
explain why in a paragraph
as well a picture they draw.
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Name:____________________
Pueblo
Sample T-chart.
Powhatan
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Sample venn diagram
Powhatan
pueblo
How are they similar?