Brooke+Walsh+4C+Lesson

The students will be able to concretely answer the essential question, giving concrete examples. Through a persuasive letter, half the students will explain to a relative in England, their dislike for Indians, while the other half podcasts their feelings through a “meeting” with another tribe at a council meeting.
 * Introduction to the discord between Delaware Indians including the Lenni Lenape and the settlers of the region of the Susquehanna Valley of Lancaster through Lehigh Valley.**
 * Objectives**:

1.2 Reading Critically in All Content Areas A. Read and understand essential content of informational text and documents 1.3 Reading, Analyzing and Interpreting Literature A. Read and understand works of literature B. Analyze the use of literary elements F. Read and respond to nonfiction and fiction 1.6 Speaking and Listening A. Listen to others C. Contribute to discussions D. Participate in small and large group discussions and presentations E. Use media for learning purposes Four 42-minute periods (This is the initial two-period research set of periods)
 * Standards Addressed:**
 * Time**:

COW (Computers on Wheels), SEA worksheet for analyzing photos, paper and pencils, websites, Venn Diagram organizer to see if the Indians and the settlers had any commonalities in the way they feel towards each other. · [] · Chief of the Lenni Lenape · [] · Chief of the Minisink · [] · Drawing of William Penn · [] · Portrait of a treaty between Penn and the Indians · [] · Portrait of Thomas Penn How did the “Walking Purchase” Treaty of 1737 affect the way Native Americans viewed the settlers of Pennsylvania and vice versa? · The essential question will address the following skills: · //consider// multiple perspectives · //reconcile// differing positions · //evaluate// the strength of particular arguments · //develop// critical thinking skills
 * Materials**:
 * Websites:**
 * Essential Question**:

The students will develop a first person persuasive narrative to a fellow Native American/Relative from England describing in detail the attitudes of the Native Americans and settlers based on the effects of the Walking Purchase Treaty of 1737.
 * Final Product**:

1. Students will be divided as a class. Each student will have a partner with which to search for information and write their letter. 2. Students will look at the portraits of two leaders of the Native American tribes taking part in the treaty. 3. The students should use the SEA Worksheet and Venn Diagram (attached) to compare two of the pictures. 4. Using the informational websites, students will gain information on the Walking Purchase Treaty. a. Websites: · [] · Explore PA History Background on the Walking Treaty. · [|http://xroads.virginia.edu/~CAP/PENN/pnind.html] · Penn’s relationship with the Native Americans 5. Transferring information to the Venn diagram worksheet, students will compare the feelings of the settlers and the Native Americans and settlers of Pennsylvania. 6. While researching the treaty, students will take into account the question guide below:
 * Procedures**:

//Questions for discussion:// · What is a treaty? · Why was it a problem that treaty agreements weren’t written down? · What is difficult about using a measurement “as far as a horse can walk in two days”? · Can you think of a measurement we use that was based on a similar idea? (Feet) · Why do you think that the Iroquois made this deal? · Do you think this treaty was fair? · How do you think the Minisink felt about the treaty between the colonists and the Iroquois? · How did Logan trick the Minisink? · Was the “walking purchase” fair? Why or why not? · How would you feel if you were the Minisink? The colonists? · What did Canasatego mean in his speech? · Why do you think the Iroquois felt this way?

7. Students should refine the information on their worksheets, making sure they have completely answered the essential question with their examples. 8. As a benchmark, the teacher will collect the partnership’s work for the days of research and check for understanding. 9. At this point, students will be moving on to the letter writing aspect of the activity and will spend two periods working on transferring the examples into their letters.

Venn Diagram with SEA Worksheet
 * 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:**