Land and Labor

Curriculum Area and Level

• Curriculum Area: U.S. History and Geography
• Grade Level: 12th Grade (Tennessee State Standards)
• Standard: Tennessee Social Studies Standards, SST. HC.WE.3 - "Analyze how labor systems and land use shaped the economic and social development of the United States."

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Lesson Objective

By the end of this 35-minute lesson, students will:

1. Understand the historical significance of land acquisition and labor systems in early U.S. history.
2. Define and differentiate key terms such as "encomienda," "cash crops," "indentured servitude," and "sharecropping."
3. Analyze how land and labor systems impacted social and economic inequities across different historical periods.

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Materials Needed

• Whiteboard and markers
• Printable interactive worksheets (with key terms and definitions)
• Sticky notes (one per student, various colors)
• Class set of Chromebooks/tablets (optional, for group activity)
• Bell ringer question on the board

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Lesson Structure

1. Bell Ringer: "Claim Your Space" (5 Minutes)

• Purpose: Energize students and activate prior knowledge.
• Display this prompt on the whiteboard:
  "If you were given 100 acres of land today, how would you use it? Write a brief answer explaining your choices."
• Students will write their answers on sticky notes and post them on a designated "Land Wall" at the front of the room.
• Briefly call on 2–3 students to share their responses aloud (keep this quick).

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2. Mini-Lecture: Context for Land and Labor (7 Minutes)

• Provide a succinct, engaging lecture outlining:
  • Early European settlement patterns and the role of land in power and wealth.
  • The evolution of labor systems, from indentured servitude to enslaved labor.
  • The transition from plantation economies to sharecropping post-Civil War.
• Use a timeline on the board to visually map these systems and events.

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3. Group Activity: "Break It Down" (15 Minutes)

Instructions for Teachers:
Divide the class into five groups and assign each group one historical labor or land-related term to analyze. (Terms: "Encomienda," "Cash Crops," "Indentured Servants," "Slavery," "Sharecropping.")

Worksheet Instructions for Students:

• Each group receives an interactive definition worksheet with:
  • A space to write their group’s definition of the term (in their own words).
  • A question asking how their term impacted both individuals and society as a whole.
  • A short primary source excerpt to analyze (e.g., part of a 17th-century plantation owner’s diary or sharecropper contract).

Teacher Tips:

• Rotate between groups to assist and guide their discussions.
• Workstations can have relevant visuals, such as maps or images (e.g., a plantation map or depiction of indentured labour).

After 10 minutes of group activity, each group will assign a spokesperson to briefly share their term and findings with the whole class (approx. 5 minutes).

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4. Wrap-Up: The Ripple Effect (5 Minutes)

• Discuss the modern-day implications of historical land and labor inequities. Use this question to spark brief discussion:
  "In what ways can the labor systems of the past still be felt in today’s economy and society?"

• Connect responses to systemic inequities such as housing, labor rights, and land ownership today.

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Assessment

• Weekly quiz will include definitions from this lesson.
• Participation in group work and class discussions will also be noted.

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Homework Extension (Optional)

Assign students to research a specific labor system (e.g., slavery, tenant farming in the South, factory labor during Industrialization) and write a one-paragraph summary explaining its societal ripple effects.

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Teacher Reflection

Evaluate:

1. Did students engage with the key terms and primary sources?
2. Were students able to make connections between historical labor systems and modern societal issues?
3. Should more examples or visuals be included next time to enhance content delivery?