Students learn that relationships between colonists and Indigenous peoples changed over time. They explore how early cooperation gave way to conflict as a result of growing tensions, shifting power, and broken agreements.
Students learn that relationships between colonists and Indigenous peoples changed over time. They explore how early cooperation gave way to conflict as a result of growing tensions, shifting power, and broken agreements.
Students read an introduction to the lesson’s focus on changing relationships between colonists and Indigenous peoples and review key vocabulary. They examine two historical illustrations—Interview of Samoset with the Pilgrims (Illustration 1) and Chamberlain and Paugus at Lovewell’s Fight (Illustration 2)—and respond to two written discussion prompts explaining what each image suggests about relationships between colonists and Indigenous groups, using visual details as evidence and building on classmates’ ideas.
Teacher MovesIntroduce the lesson purpose and objectives, and clarify the use of precise, respectful terminology for Indigenous peoples, emphasizing that they represent many distinct nations. Guide students in close analysis of the two images by prompting them to notice details, consider creator perspective, and compare how interactions are portrayed across time. Use questions to help students infer how relationships shifted from cooperation to conflict and to prepare them for deeper cause-and-effect analysis in later scenes.
Students learn how early relationships between colonists and Indigenous groups formed and why they changed over time. They watch The New England Colonists and Native Americans and read Cooperation and Conflict between Colonists and Indigenous Groups in North America to identify how each group initially benefited from contact. Using a two-column graphic organizer, they record benefits gained by colonists and by Indigenous groups in complete sentences. Then, drawing on the same resources, they complete a concept map that shows multiple causes of shifting relationships, such as disease, land pressure, broken agreements, and cultural conflict.
Teacher MovesFacilitate a share-out of the benefits chart, prompting students to compare what each group gained and to notice early signs of imbalance in power and outcomes. Ask guiding questions about whether these benefits supported long-term peace and why. As students present their concept maps, help them see that many interconnected causes—not a single event—led to the breakdown of relationships. Connect their ideas back to the earlier image analysis and highlight how colonists’ goals (wealth, land, religion, imperial power) increased imbalance and tension, setting up the case studies in the next scene.
Students narrow their focus to two case studies: the Wampanoag and Plymouth colonists, and the Powhatan and Jamestown colonists. After reading Colonists and Indigenous Peoples in New England and The Powhatans and the Jamestown Colonists, they complete two timeline graphic organizers. For each relationship, they identify and describe three key turning points that trace the shift from early cooperation and support, through growing tensions over land and culture, to violent conflict, displacement, and long-term loss for Indigenous communities.
Teacher MovesExplain that students are now applying the broader patterns from Scene 2 to specific examples. Support students as they identify turning points and sequence events on each timeline, prompting them to connect causes and consequences over time. After groups share, lead a discussion comparing the two case studies, drawing out common patterns such as initial alliances, broken agreements, land seizure, and escalating violence. Help students connect these examples back to the larger trend from early cooperation to enduring conflict and imbalance across North America.
Students reconsider the familiar story of the First Thanksgiving as a case study of changing colonial–Indigenous relationships. They begin by contributing to a word cloud describing images, people, and events they associate with the First Thanksgiving. Then they watch Alliance with Massasoit’s People and the First Thanksgiving and read The First Thanksgiving to compare popular narratives with historical evidence. Using two discussion prompts, they explain how the 1621 harvest celebration reflects the evolving relationship between the Pilgrims and the Wampanoag and compare the historical account to the ideas they brainstormed at the start of the scene, citing evidence from the video or article.
Teacher MovesReview the word cloud responses with the class and prompt students to consider where their ideas about Thanksgiving come from and who shapes common narratives. After students engage with the video, article, and discussion questions, facilitate a whole-class reflection on how the historical record complicates the simplified, peaceful story often told. Emphasize how narratives can leave out conflict, power imbalances, and Indigenous perspectives, and help students connect this example to the broader pattern of relationships they have studied throughout the lesson.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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