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Headrights and Particular Plantations |
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Headrights and Particular Plantations |
Objectives:
Students will:
1. Identify and explain the Great Charter, Particular plantations, and the headright system by correctly answering question presented.
2. Investigate and analyze either particular plantations or the headright system more thoroughly by answering questions presented.
3. Form a critique of these systems of land distribution in a one page analysis.
Relevance:
Studying land and land distribution is essential because it has been an important currency throughout the development of America and still is today. Land enabled settlers to succeed in agriculture which offered great profits. It also represented political power and social prestige within the settlement. Land ownership was one main attraction for traveling to America and some secured large amounts while other did not. This tension is a theme throughout American history and contributed to tragic events such as Baconís Rebellion.
Involving Learners:
Have each student write three ideas that they have about land. What does it represent to them? What problems do they see with owning land? Why is land so important especially to the early settlers?
1. Pass out worksheet to class that describes the three basic concept of land distribution. Explain that the story is fictional but represents the perspective of an English Gentleman in Jamestown. The date in January 12, 1619. The writing is in modern day English to avoid any confusion but would have looked very different if written at the time.
2. Give students a chance to read the story individually. Move around the room to make yourself available for questions.
3. When students have finished reading the story, break them into small groups of 3-4 each. In the groups have the students discuss together the following questions. Assign one person in each group to record the answers.
1. What did the Great Charter establish?
2. What was the particular plantation system?
3. What is the headright system?
4. After the groups have finished discussing the questions, have each group share their thoughts with the class.
5. Make sure each group correctly identified and explained the Great Charter, particular plantations and the headright system.
6. Then in the same groups have students answer Pivotal questions:
--Why was the Great Charter deemed successful?
--What are the advantages and disadvantages of plantation system?
--How did the plantation system begin to transfer the balance of power within the colony?
--What are the major results of the headright system?
7. Have group share answers to the class. Have students focus on the similarities and differences of responses.
Activity:
1. Have the students combine earlier groups into two larger groups. Each groups will further investigate the headright system or the particular plantation system. Explain instructions to groups individually.
2. The groups researching headrights needs to read the information found at leo.vsla.edu/vanotes. Then they need to describe the benefits and abuses of headrights and answer the following questions. Why were headrights established? What were there results? What are the advantages and disadvantages? Do you agree or disagree with the headright system? Encourage them to use the primary source document to support their answers.
3. The group investigating the particular plantation system needs to compare and contrast particular plantations with modern day corporations. What are the similarities and differences between the two? What are the advantages and disadvantages? Do they support or oppose the particular plantation system?
4. The groups need to discuss their answers together while each member takes individual notes.
5. Circulate between groups to offer assistance and suggestions.
6. Have each group present their assignment to the other half of the class. Let each group explain specifically what they researched and allow them to explain the questions and their answers to the class.
1. As a class review the following questions:
-What are the advantages and disadvantages of the headright and particular plantation systems of land distribution?
-How were each of these systems abused?
-Are there more fair ways of distributing land to colonists?
- What problems do they foresee from these systems?
Assignment:
Ask each student to write a one page critique of the headright or particular plantation system. What do they see as advantages and disadvantages to these land distribution systems? Are their any long term results? In retrospect do they agree or oppose these systems?
Materials: Worksheet
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