This Land is Our Land Inquiry Unit: "How did (does) Europeans’ view of land impact their (our) relationship and interactions with Indigenous peoples?"
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Title
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This Land is Our Land Inquiry Unit: "How did (does) Europeans’ view of land impact their (our) relationship and interactions with Indigenous peoples?"
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Click here to read the full unit plan.
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Content Standards
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SOCIAL STUDIES:
3 – H3.0.5 Use informational text and visual data to compare how Indigenous Peoples and non-Indigenous Peoples in the early history of Michigan interacted with, adapted to, used, and/or modified their environments.
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3 – H3.0.6 Use a variety of sources to describe interactions that occurred between Indigenous Peoples and the first European explorers and settlers in Michigan.
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5 – U1.4.1 Describe the convergence of Europeans, Indigenous Peoples, and
Africans in the Americas after 1492 from the perspective of these three groups.
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5 – U2.1.1 Describe significant developments in the Southern colonies, including:
- interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.
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5 – U2.1.2 Describe significant developments in the New England colonies, including:
- interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples, growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies.
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5 – U2.1.3 Describe significant developments in the Middle colonies, including:
- interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.
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6 – G2.2.3 Explain how culture and experience influence people’s perception s of places and regions.
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6 – G4.3.2 Describe patterns of settlement and explain why people settle where they do and how people make their livings.
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6 – C1.1.1 Compare and contrast different ideas about the purposes of government in different nations, nation-states or governments.
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6 – P3.1.1 Integrate Michigan process and skills standards into a grade-appropriate project. Clearly state a global issue as a question of public policy, trace the origins of the issue, analyze various perspectives, and generate and evaluate alternative resolutions. Identify public policy issues related to global topics and issues studied.
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7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.
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7 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources.
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7 – H1.2.4 Compare and evaluate differing historical perspectives based on evidence.
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7 – G4.3.3 Explain the patterns, causes, and consequences of major human migrations.
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7 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups.
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7 – G4.4.2 Describe examples of cooperation and conflict in the era being studied.
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LITERACY/ELA
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
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About the Resource
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From the unit overview:
"In addressing the compelling question, How did (does) the Europeans’ view of land impact their (our) relationships with Indigenous peoples?, students go beyond a chronological understanding of historical events of Michigan history and instead consider the belief systems motivating these events on a larger scale. Students analyze how Europeans’ view of land impacted their relationship with Indigenous peoples as they:
1. Investigate the Indigenous and European perspectives on land.
2. Analyze how these differences influenced the complexity of the interactions with one another for better or worse.
3. Examine the change and continuity of these relationships by analyzing current events."
AHT Note: This unit was created with 3rd graders in mind; however, since it could be easily adapted, we have included 5th, 6-8 grade standards.
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Type of Resource
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Unit Plan
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Language
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English
