Dedham+Deed

 Lesson 3: Dedham Deed 
 *  Unit Central Question: ||   ||
 * ** //How did the cultural characteristics, beliefs, attitudes, behaviors, and economic conditions of the French, English, and Indians contribute to the growth of inter-group hostilities, fighting, and attacks in the late 17th and early 18th centuries?// ** ||   ||

 **Understandings** //Students will understand that://
 * Key Content Ideas Taught in this Lesson and Teacher Background ||
 * The English concept of exclusive individual rights to land came into conflict with the Pocumtuck concept of land ownership in Deerfield.
 * The origin of this particular conflict can be traced, in part, to the granting of land in Deerfield to English settlers from Dedham, as compensation for land in Eastern Massachusetts that was returned to Indians there.
 * Pocumtucks and the English had different views on land ownership, religion, and the use of the land for economic gains.
 * Intended Learning Outcomes ||

1. a small number of Indians, appointed by the English, made the decision to transfer land in Deerfield to the English. These "representatives" were not selected by their own people, and did not represent their wishes in the transaction. 2. even though the English of Dedham were given land in the Deerfield area, they did not all choose to live in Deerfield. Many of Deerfield's inhabitants came from south of Deerfield. 3. the Dedham deeds (a total of 5) and increased English settlement in the area resulted in conflict between the Indians and English and caused hardship for the Indians by restricting their ability to maintain their migratory lifestyle and economy. 4. through the signing of the deeds the English were negotiating for "complete control" of Pocumtuck land. 5. the Dedham deeds were an official sign of English ownership for land in Deerfield given in exchange for land returned to the Indians in Eastern Massachusetts. 6. many of the Dedham residents sold their rights to Deerfield land to others. They were not interested in relocating to a remote and dangerous area. 7. the English settlement at Deerfield was an isolated outpost, vulnerable to attacks.

//Students will be able to://
 * Skills**

1. identify the locations of Deerfield and Dedham. 2. read and analyze a 17th century map and deeds to extract information from them.

 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;"> Activity 1: 1. Copy [|Map of New England in 1677]. 2. Make certain each student has red and blue crayons. 1. Copy [|Dedham deed], [|Transcript of Dedham deed], [|Personal Deed Worksheet], and [|modern deed] (optional). 2. Gather flip chart paper and marker and paper for student essays.  <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;"> Primary and Secondary Sources: 1. [|Map of New England in 1677] 2. [|The Dedham deed] ("Chauk" deed) 3. [|Transcript of Dedham deed] 4. Primary and secondary source materials from [|Lesson 1] and [|Lesson 2] Other: 1. Copy of a [|modern deed] (optional) 2. [|Personal Deed Worksheet] 3. Deerfield notebook notes (from Lessons 1 and 2) 4. Student-generated visuals displayed in the classroom (from Lessons 1 and 2)
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">In Preparation for Teaching ||
 * Activity 2:**
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Materials ||

Where is Deerfield?
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Activities || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Materials in Context ||
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Activity 1

A. Distribute the map of New England in 1677.

1. Ask students to locate the towns by drawing a "red star" on Deerfield and a "blue star" on Dedham (note: on this map Dedham appears as "Deda"). 2. Ask students to note where other settlements were near Deerfield. Were there settlements to the north? Tell them that the nearest town to the west was Albany in the colony of New York. 3. Ask if students think Deerfield was in a good location to be safe from attack. Ask them to point out other towns that might have been safer and discuss why.

|| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">[|Map of New England in 1677] || The Dedham deed and transfer of land – simulation activity
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Activity 2

A. Distribute both the transcript and original copy of the Dedham deed. Ask students to attempt to read the deed in its original format. Then ask them to read the transcript.

1. Distribute the Personal Deed Worksheet. Ask students to prepare a deed in which they allot a portion of their bedrooms to a relative or friend for a short period of time. 2. Distribute a copy of a modern-day deed for students to examine. Discuss as necessary. (optional)

B. Hold a discussion with students about how the English acquired Deerfield from the Pocumtucks. Make a list or chart on the board of student ideas and responses. Be certain that all students understand that: <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">C. Ask students to write a "mini" summary essay comparing and contrasting the Pocumtuck and English views on land ownership, religious beliefs, and the use of the land for economic gain. Remind students to use their source materials and notes from lessons 1 and 2 to help them with this assignment. This may be continued as a homework assignment. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">[|Dedham deed] [|Transcript of Dedham deed] [|Personal Deed Worksheet]
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;"><span class="body_text">the Pocumtucks believed that they had agreed to share this land with the English.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;"><span class="body_text">the English believed that the Pocumtucks were giving up all rights to the land in Deerfield. This was in exchange for English land returned to the Indians in Eastern Massachusetts.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;"><span class="body_text">the Pocumtucks did not select the men that represented them in the transaction. These men did not represent the Pocumtucks' wishes in the transaction.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;"><span class="body_text">although the English of Dedham were given land in the Deerfield area, they did not choose to live there. Many of the Dedham residents sold their rights to Deerfield land to others. They were not interested in relocating to a remote and dangerous area.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;"><span class="body_text">the Dedham deeds (a total of 5) caused an increase in English settlement in the area. This resulted in conflict between the Pocumtucks and English and caused hardship for the Indians by restricting their ability to maintain their seasonal migratory lifestyle and economy.

[|modern deed] ||

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;"> Use the students' essays to assess the degree to which they achieved the intended learning outcomes for this lesson.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Assessment ||