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Fayetteville, AR

By Kathleen Thompson,2014-07-08 08:38
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Fayetteville, AR

    Get Your Land!

    Free Land!

By: Laura Lindsay

     Haley Haymond

     University of Arkansas

FOCUS

    Overview

    After listening to Charley Sandage’s The Great Earthquakes of 1811, students

    research how the New Madrid earthquake affected the people of the Missouri and

    Louisiana Territories, focusing on the role that government played to encourage

    growth in the area. Students will also look at the area’s inhabitants - white men

    and native populations - focusing on the scarcity of natural resources because of

    the earthquake. After students become familiar with the information, they will

    break into three equal groups and play the role of white men, natives, and

    government to understand what happened after the earthquake, how growth was

    re-established, and what effect it had on the area population.

Background Information

    In 1811, the largest Earthquake in the United States shook the New Madrid

    territory of the state of Missouri. This was before Arkansas was a state, but it

    included areas of what are today Arkansan. Camps were set up in different areas

    for families to live in while their lives were being put back together. A request

    dated January 13, 1814 by William Clark, the territorial governor, asked for

    federal relief for the "inhabitants of New Madrid County". This was possibly the

    first example of a request for disaster relief, which would later become the job of

    the Federal Emergency Management Agency (FEMA)

    (http://en.wikipedia.org/wiki/New_Madrid_Earthquake). European settlers

    struggled to survive with what they had and with what the government gave them,

    while the Native Americans were forced to leave land they had been on for so

    long.

Get Your Land, Free Land! ECON 4103sp06

    Laura Lindsay and Haley Haymond BMCEE

    PREPARE

    Materials

    1. Charlie Sandage’s The Great Earthquakes of 1811- reference cd (2.30)

    (http://s1.amazon.com/exec/varzea/ts/exchange-

    glance/Y03Y2669646Y3504469/102-4417960-0087354 )

    2. 21+ copies Letter of an Eyewitness Account to read allowed to the class

    3. construction paper

    4. scissors

    5. markers

    6. glue

    7. M&Ms 9 red, 9 blue, and 9 yellow

    8. Each group will have an envelop designated for them, and it will be marked

    according to what role they play:

     blue = European earthquake victims,

     yellow = Native American victims, and

     red = government.

    These envelops will contain pictures of resources, tools, and belongings that

    each group may have had been given after the New Madrid earthquakes.

    a. Blue Group (European earthquake victims)

    i. Resources

    ii. Tools

    iii. Belongings

    b. Yellow Group (Native American victims)

    i. Natural Resources

    ii. Areas of Land

    c. Red Group (Government)

    i. Land certificates

    Construct

    1. Prepare a jar of peanut M&M’s that contains 9 of each of the following colors:

    blue, yellow, and red.

    2. Prepare 3 different envelopes. Refer to end of lesson for examples of contents

    for the blue and yellow group’s envelopes. Each group will have an envelop

    designated for them, and it will be marked according to what role they play:

     blue = European earthquake victims,

     yellow = Native American victims, and

     red = government.

    These envelops will contain pictures of resources, tools, and belongings that

    each group may have had been given after the New Madrid earthquakes. 3. Prepare a box full of markers, scissors, construction paper, glue, and other fun

    little materials that students in the Red group might want to create land deeds

    and camp sites.

    Get Your Land, Free Land! ECON 4103sp06

    Laura Lindsay and Haley Haymond BMCEE

    4. Prepare a CD with Charlie Sandage’s The Great Earthquakes of 1811 that can

    be played on either a CD player or computer. Make sure it will be ready to

    play before you begin the lesson.

    5. Hand out copies of eyewitness account.

    TEACH

    Introduction

     Play Charley Sandage’s The Great Earthquakes of 1811

    The song is upbeat and fun. It begins with how the Europeans came to settle in

    Northeast Arkansas at a disruptive time due to the epicenter of the New Madrid

    Earthquake is in Northeast Arkansas.

    The first stanza says:

    ―Northeast Arkansas land is black

     Down below is a great big crack

     Every once and a while the rock gives way

     And the earth can’t stand still‖

    The song then proceeds to sing about thunder in the ground and smoke in the sky

    and how people were ―repenting and getting baptized‖. The song gives examples

    about geographical changes, such as hills moving, rivers changing course, trees

    falling, and lakes forming. There’s a story about a woman who lived on a river

    bank, and when she went out to fetch a hen her ―heart sank‖ because the

    smokehouse, outhouse, and wells were sitting on the other shore. The song also

    talks about how the earthquake was so big that bells rang in other states. And the

    song ends saying how the northeast corner of Arkansas ―broke clean off and

    landed in Missouri‖. The chorus is humorous and the best line sings, ―I think it

    might have been the devil himself trying to pull us all under‖.

    Refer to end of lesson to find out more about the song, The Great Earthquakes of

    1811 taken from http://www.arkansasstories.com/newmadrid-earthquake-

    two.html.

     1. Start a class discussion by asking the class:

    ; Do you know where the largest Earthquake every recorded in history

    is?

    ; Do you know what happened to the people that lived in those

    territories?

    ; How do you think the Native Americans felt?

    2. Read aloud attached letter of eyewitness account and have students follow

    along.

    Activities

    1. Students will be divided into groups by each individual pulling from a jar one

    peanut M & Ms - each color represents the group they will be in:

    Get Your Land, Free Land! ECON 4103sp06

    Laura Lindsay and Haley Haymond BMCEE

     a) Red = government

     b) Blue = white earthquake victims

     c) Yellow=Native Americans victims

     2. Each group is given a task to complete in 15-20 minutes:

    a) Red group: Give the red group their packet/envelope. Have them, as

    the government, design and create New Madrid Certificates. They will

    then exchange with white victims their ruined lands for new lands

    elsewhere. They will also design a set up for camps for earthquake

    b) Blue group- Give the blue group their packet/envelop. Have them

    choose 5 of the resources that they will need to prosper on their lands.

    They will choose their resources from the pictures in their envelopes.

    They must also decide if they are going to exchange with the government

    their ruined lands for new lands elsewhere. They must also explain why

    they have chosen the resources they have for their new lives.

    c) Yellow group Give the yellow group their packet/envelop. Have them,

    as Native Americans, discuss what natural resources are presented in the

    pictures and for what they might use the natural resources. They will draw

    pictures of the uses. They will also choose where they will move based on

    what the government offers them. Do they have any options with the New

    Madrid Certificates? Students in the Indian group must understand that

     The Indians were not they were not treated the same as the white settlers

    given a choice at all. That is why they have fewer options in their packet.

    The students will have to explain how having fewer materials has affected

    their livelihood.

    3. After each group has finished, they will present their work or findings to the

    class.

    Government (red group) will present their New Madrid Certificates and

    describe who can get them and why.

    European victims (blue group) will present what they expect to get from

    the government, what goods and resources they have chosen and why.

    Native Americans (yellow group) will describe the effects the earthquakes

    had on them and explain what natural resources they have decided to use

    and why. They will also explain whether or not they were allowed to stay

    in their areas.

Evaluation

     Class discussions

     Group presentations

     Informally listening to group discussions

     Journals

     Quiz (see attached)

CONNECT

    Writing

    Journal Writings - Each individual will write in their journal about what they

    learned either from their own group or through the presentations of another group.