MR. WINCE - AZ
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Enclosure of the Commons

Image Source - ​Carolyn Lesjak, “1750 to the Present: Acts of Enclosure and Their Afterlife”

They hang the man and flog the woman
Who steals the goose from off the common
Yet let the greater villain loose
That steals the common from the goose
The law demands that we atone
When we take things we do not own
But leaves the lords and ladies fine
Who take things that are yours and mine
The poor and wretched don't escape
If they conspire the law to break
This must be so but they endure
Those who conspire to make the law
The law locks up the man or woman
Who steals the goose from off the common
And geese will still a common lack
​Till they go and steal it back​                                                       
​                                                           — English folk poem

Standard
HS.H3.4: Evaluate how societies have balanced individual freedoms, responsibilities, and human dignity versus the common good.
​

Learning Target
I am developing my understanding of how political and economic systems impact the needs of individuals.

​Instructions
​​Analyze the poem above. 

Then take notes on the information below.

Enclosure Acts (general)
​
The Enclosure Acts were essentially the abolition of the open field system of agriculture which had been the way people farmed in England for centuries. The ownership of all common land, and waste land, that farmers and Lords had, was taken from them.

Enclosure Act of 1801
During the 18th century, enclosures were regulated by Parliament; a separate Act of Enclosure was required for each village that wished to enclose its land. In 1801, Parliament passed a General Enclosure Act, which enabled any village, where three-quarters of the landowners agreed, to enclose its land.
Picture
Additional Resources
  • A Short History of Enclosure in Britain
  • Visual Timeline - 10000 Years of Economy
What's the value of the curated resources found here?
Venmo - @dywince
Last Updated January 27th, 2023.
  • Home
    • About Mr. Wince
    • Diversity and Inclusion Statement
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Produce Questions
            • Know the Four Rules
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Design
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • Student Portfolios
      • How to Learn: Remembering and Forgetting
      • SBG to Ungrading
      • Reflection is Learning
      • Readings on Pedagogy
    • Why I Am A Member of TSEA
    • The Study of History
    • Class Texts and Reading Strategies >
      • A People's History of the United States by Howard Zinn
      • An Indigenous Peoples' History of the United States by Roxanne Dunbar-Ortiz
      • An African American and Latinx History of the United States
    • Course/Project Archives >
      • World History >
        • Q1 - Every Story >
          • Thinking Like a Historian and Geographer
          • Renaissance, Reformation and Scientific Revolution
          • c.1400s - c.1700s - Exploration and Colonization
        • Q2 - Economics and Labor Systems >
          • c.1600s-c.1800s - Age of Revolutions
          • c.1800s - Industrialization
        • Q3 - Conflicts and Resolutions >
          • 1914-1919 - The Great War
          • 1917-1923 - Russian Revolution
          • 1939-1945 - World War II
        • Q4 - Global Human Rights >
          • 1940s-1980s Cold War and Proxy Wars
          • Independence & Decolonization Movements
          • Modern World Issues
  • American History
    • Course Info, Student Portfolios & Sources
    • Q3 - Our American Story: Why Care? >
      • Q3 American History Weekly Agendas
      • Q3 AH Student Portfolio Expectations
      • History Readings & Socractic Seminars
      • 1900-1910s: Imperialism, Progressivism & World War I
      • 1920s: The Roaring Twenties
      • 1930s: The Great Depression
      • 1930s-1945: World War II
  • Psychology
    • Psychology Course Info, Student Portfolios & Sources
    • Q3 Project My Superpower! >
      • Q3 Psychology Weekly Agendas
      • Q3 Psychology Student Portfolio Expectations
      • Psych Readings - Socractic Seminars
      • Introduction to Psychology
      • Biological Pillar >
        • Biological Bases of Behavior
        • Sensation
        • Consciousness
        • Biological Careers in Psychology
      • Cognition Pillar >
        • Cognition
        • Memory
        • Perception
        • Intelligence
        • Cognition Careers in Psychology
      • Development and Learning Pillar >
        • Life Span Development
        • Learning
        • Language
        • Development and Learning Careers in Psychology
  • U.S. Government
    • Government Course Info, Student Portfolios & Sources
    • Q3 A More Perfect Union: 28th >
      • Q3 Government History Weekly Agendas
      • Q3 Government Student Portfolio Expectations
      • Gov. Readings - Socractic Seminars
      • Democracy Essential Lessons
      • Citizenship Essential Lessons
      • Voting Essential Lessons
  • Resources Dump