Graphic organizer: John Lawson's assessment of the Tuscarora
This graphic organizer will aid students' comprehension as they read a primary source account detailing an English traveler's encounters with the Tuscarora Indians in 1700-1701.
A lesson plan for grade 8 English Language Arts and Social Studies
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- Primary source: John Lawson's assessment of the Tuscarora Excerpt from John Lawson's 1709 A New Voyage to Carolina discussing the sources of conflict between the Tuscarora and English settlers in North Carolina and Lawson's hopes for integrating the Tuscarora into colonial society. Includes historical commentary.
Related pages
- John Lawson's assessment of the Tuscarora: Excerpt from John Lawson's 1709 A New Voyage to Carolina discussing the sources of conflict between the Tuscarora and English settlers in North Carolina and Lawson's hopes for integrating the Tuscarora into colonial society. Includes historical commentary.
- Teaching suggestions: Firsthand accounts of the Tuscarora War: These teaching suggestions present ideas for working with two primary source accounts of the Tuscarora War. Suggested activities span a wide range of possibilities and offer opportunities for a wide variety of learning styles.
- Teaching suggestions: The Tuscarora War: These teaching suggestions will aid students' comprehension as they read an article about the Tuscarora War. Suggestions include a role-play activity with step-by-step instructions and a list of leading discussion questions.
Related topics
- Learn more about American Indians, John Lawson, North Carolina, Tuscarora, colonial, colonization, history, and social studies.
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This graphic organizer will help students understand the excerpt “John Lawson’s assessment of the Tuscarora.”
John Lawson’s assessment of the Tuscarora
| Qualities and characteristics of the Tuscarora | |
|---|---|
| Relationships: Colonists’ treatment of Tuscarora | |
| Relationships: Tuscaroras’ treatment of colonists | |
| Lawson’s suggestions on how and why to “make these People serviceable to us” |
John Lawson’s assessment of the Tuscarora (teacher guide)
| Qualities and characteristics of the Tuscarora | Can make excellent handicrafts; are loyal to their leaders — no talk or actions of mutiny; patient even under adversity; free people; |
|---|---|
| Relationships: Colonists’ treatment of Tuscarora | Let Tuscarora go hungry and thirsty; treat them with contempt; drive them out of their homeland; give them liquor to make them drunk; cheat them in trade; cause wars by the colonists’ unjust dealings; |
| Relationships: Tuscaroras’ treatment of colonists | Always feed colonists when they are in the Tuscarora homes; trade with the colonists |
| Lawson’s suggestions on how and why to “make these People serviceable to us” | Show tenderness; brag about their good deeds; be respectful; don’t be bad examples; teach them colonial handicrafts and Christianity; have poor colonists marry the Tuscarora and bring them into the colonial settlements so that they can learn the colonial ways and raise their children as colonists. Colonists would then learn the Tuscarora language, their style of medicine, and more about the land in Carolina; they would help to persuade other Indians into becoming allies to the colonists. |
North Carolina curriculum alignment
Social Studies (2003)
Grade 8
- Goal 1: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
- Objective 1.02: Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.
- Objective 1.04: Evaluate the impact of the Columbian Exchange on the cultures of American Indians, Europeans, and Africans.
- Objective 1.07: Describe the roles and contributions of diverse groups, such as American Indians, African Americans, European immigrants, landed gentry, tradesmen, and small farmers to everyday life in colonial North Carolina, and compare them to the other colonies.
- Common Core State Standards
- English Language Arts (2010)
History/Social Studies
- Grades 6-8
- 6-8.LH.1 Cite specific textual evidence to support analysis of primary and secondary sources.
- Grades 6-8
- English Language Arts (2010)
- North Carolina Essential Standards
- Social Studies (2010)
Grade 8
- 8.C.1 Understand how different cultures influenced North Carolina and the United States. 8.C.1.1 Explain how exploration and colonization influenced Africa, Europe and the Americas (e.g. Columbian exchange, slavery and the decline of the American Indian populations)....
- 8.H.1 Apply historical thinking to understand the creation and development of North Carolina and the United States. 8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues. 8.H.1.2 Summarize the literal meaning of...
- Social Studies (2010)
