Final Visual Inquiry Lesson Plan & Discussion Moves Handout

Your Names: Nicole McIntyre (and Eugene Baugh) Length of lesson: ~30-35 minDate(s) of lesson: Title of lesson: Visual Inquiry: Pontiac’s Rebellion ImageGrade and subject: 3rd Grade Social Studies

Context of Lesson: Prior to this lesson the students will have learned about the French and Indian War (1754-1763), during which the British defeated the French. After our lesson, the class will learn about Pontiac's Rebellion. Our lesson will serve as an introduction to Pontiac's Rebellion.

Overview: We will display an image of Alfred Bobbet’s engraving of the council meeting held by Pontiac near the beginning of Pontiac’s War (also known as Pontiac’s Rebellion). Using the Visual Inquiry lesson format, we will prompt students to examine the image and use what they can see to make inferences about the context and events depicted in the image. To conclude the lesson, students will form what they believe is the “big picture” depicted in the image.

Objectives: Students will be able to describe the tensions between the British and the Native Americans following the French and

Indian War Students will be able to indentify Pontiac’s role in uniting various North American Native American tribes to fight the

British for their territory 3– H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan.3 – H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan.

Anticipated student conceptions/challenges and how you will address them: Students may not understand the difficulties that Pontiac faced uniting a variety of different Native American

tribes/nations. To address this, we will remind the class of their previous work on the various autonomous Native America tribes and talk about how different each tribe was.

Students may not understand why hostilities were so intense between the different Native American tribes and the British. To address this, we will talk with the class about what they already have learned about the conflict over land between the Native Americans and the settlers.

Students might believe that all of the Native Americans depicted are of the same tribe. To address this, we will point out that the Native Americans depicted are smoking a pipe, which was often used during political meetings between different tribes.

Materials/ Sources: Image of Alfred Bobbet’s engraving Pontiac Conspiracy (attached below) Entrance AND exit tickets about students knowledge of Indian and settler relationships and Pontiac’s Rebellion (the

events that followed the French and Indian War)

Sourcing Information about the Image: The title of our image is Pontiac's Conspiracy, and it is an engraving by British-born Alfred Bobbet, who worked as an engraver in America between 1840 and 1888. While we could not find an exact date that this engraving was created, judging by the times that Bobbet worked in America, it was created approximately a hundred years after the events depicted. While background information about this specific image or Bobbet in general is hard to find, we were able to find some of his other engravings, one of which depicts a British soldier fighting against Native Americans to prevent a massacre. Given this, the fact that Bobbet was British himself, and that he chose to title his work Pontiac's Conspiracy rather than Pontiac's War or Pontiac's Rebellion, we think it is likely that Bobbet was sympathetic to the British and intended to depict the Natives in a poor light, as sneaky conspirators rather than a group rebelling to save their ancient lands.

http://en.wikipedia.org/wiki/Pontiac's_War

Assessment: In the beginning we will have them complete an entrance ticket listing everything that they know about Pontiac’s Rebellion and the relationships between the Native Americans and settlers. During the lesson we will monitor student understanding through thorough verbal prompting (asking students to directly reference and support their claims with evidence from the image and prior knowledge). After completing our discussion we will ask the students to complete an exit ticket which will revisit the entrance ticket prompts in order to track students' understanding.

Scripted Introduction: We know that you’ve been learning about the history of Michigan and recently finished learning about the French and Indian War. We also know that you have spent quite a bit of time this year learning about different Native American tribes. Today we’re going to talk about a very important event that occurred here in Michigan involving a famous tribe leader named Pontiac. To do this we are going to look at an image and talk about what Pontiac’s role may have been after the French and Indian War and how the events following the war relates to the relationship between the settlers (the British) and the Native Americans.

Instructional Sequence:1. Introduction (scripted above) (2 min). Nicole will do the introduction.2. Introduce, pass out, and have students complete the entrance slip (What do you know about Pontiac’s Rebellion—

who was Pontiac? What was the relationship between the settlers and Native Americans like after the French and Indian War?) We do not expect the students to have too much prior knowledge about Pontiac himself, but we do expect they will know something about the tensions between Natives and the British after the French and Indian war. Rather than testing their information, our goal with this pre-assessment is to establish a base to compare their exit tickets to after the lesson. Because they might not know much, we will tell the students that it is okay if they don't know much about these things, that we encourage them to give their best guesses, and there is no right or wrong answer. (5 min) Eugene will pass out the entrance slip as Nicole does the introduction.

3. Have a couple students share out what they have written down—we anticipate minimal responses about the details of the rebellion, but they will most likely identify that the relationship between the Native Americans and British settlers as tense/hostile. (2-3 min). Eugene will lead the discussion about the student's prior knowledge from the entrance slip

4. Discuss the expectations we have of the students during this lesson. We expect them to discuss civilly – to not shout out answers but raise their hands, to be listen to other students when they are talking, and to be respectful of other people's opinions. We will also introduce them to the format of the lesson, explain the order in which we will discuss the image (visible details, inferences, questions/big ideas). Eugene will lead this discussion of lesson format and expectations.

5. Display image: Talk about visible details (5 min) Nicole and Eugene will alternate discussing these questions with the class.

What do you see in this image, talk about specific visible details?—We anticipate that students might try to jump to inferences and we will re-direct these comments and ask students to look only at what they can see in the picture.

What do you notice about the way the people in the image are sitting? Is everyone sitting? What types of people are sitting (women, children, men, etc.)? –We anticipate that students will notice that the people are sitting on the ground in a circle facing the man in the middle. Students will notice that the people are all Native Americans and mostly men.

What do you notice about the setting? –We anticipate that the students will notice that it has a very rural setting and that there are tepees in the background. They will also notice that it is outside. We might need to ask them whether they are inside/outside to get them thinking about specific details of the setting.

What do you notice about the men sitting in the circle? What do they seem to be doing? Are they doing anything specific? We hope that the students will notice the tobacco pipe, which was traditionally used during political meetings and signifies there were different tribes present.

6. Talk about inferences drawn from details in the picture (5 min) Nicole and Eugene will alternate discussing these . questions with the class

Who do you think the figure in the middle is? Why do you think that? What details can you point to support your opinion? –We anticipate that they will identify the main figure as Pontiac or some Native American leader

What do you think they might be talking about? —We anticipate a variety of answers to this question and we may not be able to anticipate what they come up with. We will ask them to provide evidence to support their inferences in the form of specific visual details and prior knowledge.

Why do you think all of these people might be meeting? –We anticipate that the students will conclude that the people in the image are meeting to discuss an important topic, most likely hostilities with the British. Based on our framing, the students will most likely guess that their discussion has something to do with the rebellion.

7. Talk about the “big picture” (3-5 min) Again, we will alternate discussing these questions with the class What do you think this event has to do with Pontiac’s Rebellion? –We anticipate that the students might respond

that this is the beginning of the rebellion. What do you think is going to happen next? - We anticipate that the students will probably be able to guess that the

Native Americans are going to fight the British. There were many times when Native Americans fought the settlers. What made Pontiac's Rebellion so special? -

We are hoping to lead the students to the conclusion that Pontiac's Rebellion included many different tribes uniting for a common purpose.

8. Distribution and explanation of the exit slip. (3-5 min) Nicole will pass out the exit slip as Eugene explains that it is . the same questions from before, and we are using it to see what they learned, so just give the best answers they can. 9. Have the students share out a few answers to the exit slip. (2-3 min) Nicole will lead this discussion. 10. Scripted conclusion as written below (1-2 min) Eugene will do this part.

Scripted Conclusion: Today we speculated (made inferences about) who Pontiac was, why he was important, and what the relationship between the Native Americans and the British settlers might have been like after the French and Indian War. You all did a great job of looking at an image depicting part of Pontiac’s Rebellion and using the details to support your ideas about the rebellion. Over the course of the next couple of days we will be learning more about who Pontiac was and why he was an important person. We will also learn about how the settlers and Native Americans felt about each other after the French and Indian War and what types of problems came up between them. (2 min)

Attach all images and handouts.