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Day 1: Overview:
Students will engage in a collaborative fact-finding
mission using primary documents written by Mary Rowlandson
regarding her capture during King Phillip’s War.
Each student will have a piece of the puzzle—an
excerpt from Rowlandson’s account. When all pieces
are analyzed, and presented, then students will understand
who she was and what happened to her.
Motivation:
- Start by putting the students into pairs or groups
(make sure you have at least 10 groups).
- Arrange the desks so that they have plenty of
room.
- Give each group a different document (see list
of materials).
- When the students enter, explain that they will
each be analyzing primary documents about a person
who lived in the 1600’s. Each of them will
have a different piece of this person’s story
(all documents are taken from parts of The Narrative
of the Captivity and Restoration of Mrs. Mary Rowlandson).
- Hand each student a worksheet. Explain that they
may not be able to initially respond to every item
on the sheet, but they will be able to fill in more
information, during presentations. They should fill
it out to the best of their ability.
Activity Part 1:
- Give the students time to analyze their documents
and fill in as much of the analysis sheet as they
can.
- Tell the students that they will be expected to
share their document with the class.
- Remind students that they will fill in the blanks
of the analysis sheet after they hear presentations
from other students.
- Allow students approximately twenty minutes to
work in their groups to complete the analysis sheet.
Activity Part 2:
- Students present the information from their documents
in chronological order. After each presentation,
stop the students and use the teacher script to prompt hypotheses of what may have
happened to Mary Rowlandson; then allow students
to continue their presentations.
- Students will ultimately hypothesize about what
happened to Mary Rowlandson after her captivity.
Day 2: Overview: Students
will receive notes via PowerPoint presentation, take
notes, and use them to compare and contrast the captivity
experience of Hannah Dustin to that of Mary Rowlandson
and ultimately decide whose captivity was more difficult.
Activity:
- Teach students about Hannah Dustin using the PowerPoint
presentation provided.
- Ask the students to answer questions for Slide
2 and Slide 16 when you get to them.
- At the end of the slide show, ask students to
create a newspaper headline about Hannah Dustin.
- Hand each student a Venn diagram worksheet (see
list of materials) and have them compare and contrast
the lives of Mary Rowlandson and Hannah Dustin.
Essay Question:
Mary Rowlandson and Hannah Dustin were both kidnapped
by Native Americans but have very different stories.
Before you begin writing, think about the ordeals these
women faced.
Write to convince the reader which woman had a harder
struggle for freedom. Cite details.
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