Brooke+Walsh+6C+Lesson+Plan

//__ The Light in the Forest __//. From Chapter 1 and 2, Richter references a treaty in which settlers from the south central area of the state of Pennsylvania make a “talking paper” to stop encroaching on the Delaware Indians’ land in exchange for all the white captives the Indians have held hostage for so many years. Colonel Bouquet, a real Army Colonel at the time, returns the captives on a four-day journey to the dismay of many captives. The students will use maps to determine why the settlers did not hold up their end of the bargain, making the Delaware Indians weary of future promises. The students will be able to concretely answer the essential question, giving concrete examples. Using primary source maps, students will see the deterioration of the Indian population, loss of land, and settlers forging forward of westward land.
 * The Light in the Forest Land Acquisition **
 * Concept: **
 * Objectives **:

1.2 Reading Critically in All Content Areas · A. Read and understand essential content of informational text and documents · ** 8.2.7.C: ** Explain how continuity and change have impacted Pennsylvania history as related to local communities. · ** 8.1.7.B: ** Identify and use ** primary and secondary sources ** to analyze multiple points of view for historical events.
 * Standards Addressed: **
 * · **** R7.A.1.3.1: ** Make inferences and/or draw conclusions based on information from the text.
 * · **** 7.1.U.A: ** Use ** geographic tools ** to analyze information about the interaction between people, ** places **, and the ** environment. **

One 42-minute period COW (Computers on Wheels), NARA worksheet for analyzing maps, paper and pencils, websites, groups, chart paper, markers •Historical maps may help you to gain insight on the magnitude of the land the settlers were taking over. •[|Revolution Era Historical Maps] [|United States Map] •[|British Empire in America] •[|Territorial Growth Map 1775] •[|Territorial Growth Map 1870] How did the encroachment of the land west of the Susquehanna River and beyond affect the treaty Richter references in chapters 1 and 2 of //__The Light in the Forest__//? The essential question will address the following skills: · // consider // multiple perspectives · // reconcile // the truth of the treaty versus what really happened · // evaluate // the maps · // develop // critical thinking skills The students will develop a list of three mistruths the settlers told the Indians in order to gain what they truly wanted—their kin and the land.
 * Time **:
 * Materials **:
 * Websites: **
 * Essential Question **:
 * Final Product **:

1. Students will be divided as a class. Each student will have a partner with which to search for information and develop their list. 2. Students will look over the maps listed in the websites 3. The students should use the SEA Worksheet to determine the validity of the maps, evaluate their effectiveness, and ultimately inference what was supposed to happen versus what really did. 4. Using the informational websites, students will gain information on the encroachment of the land. a. Websites: 5. Transferring information to a list in which students effectively communicate three solid mistruths. 6. While researching the maps, students will take into account the question guide below: //** Questions for discussion: **// · What is a treaty? · Why was it a problem that treaty agreements weren’t written down? · What was the difficulty from the perspective of the Indians on how to keep settlers out of their land? · How do you think borders and land lines were drawn and divided? What is different about this today? · Why do you think that the Delaware agreed to this treaty? · Do you think this treaty was fair? · How would you feel if you were the Delaware? The colonists? · How could this have turned out differently?
 * Procedures **:

7. Students should refine the information on their worksheets, making sure they have completely answered the essential question with their examples of the mistruths. 8. As a means of sharing, students will use chart paper to list their three top mistruths. Each group will present, engaging in discussion as the teacher reviews their thoughts.

NARA Worksheet, Chart paper, Discussion
 * Assessment **:

Follow up lesson with discussion with students including questions they may have and ways to find the information they are missing or would like to find out.
 * End Discussion: **