Colonial+America+Unit

Colonial America Unit Title of Unit: Colonial America Vital theme of the unit: Students will understand how the Colonial period of American history caused changes in the land and in the lifestyles of the Natives who lived in the areas settled. Students will also see how life as a child during the time period was much different than that of today. The lessons taught in the unit will go beyond the lessons taught in the textbook to allow students to gain knowledge of events using primary sources and the internet. A variety of materials will be used as supplemental resources and reading materials to make sure all learning styles are met.

Grade Level: Fourth Grade Number of lessons in the unit: Six Time Needed to Complete Unit: Six to twelve class periods, forty-five minutes each Curriculum Standards addressed: Social Studies:
 * Grade 4 Learning Standards**

4.14 Identify the five different European countries (France, Spain, England, Russia, and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored and describe how their influence can be traced to place names, architectural features, and language. (H, G)

4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: A. several indigenous peoples in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuits). B. African Americans, including an explanation of their early concentration in the South because of slavery and the Great Migration to northern cities in the 20th century, and recent African immigrant groups (e.g., Ethiopian) and where they tended to settle in large numbers. C. major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians). D. major Spanish-speaking (e.g., Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean, Vietnamese) immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they tended to settle in large numbers. (H, G)

__**Historical Issues Analysis & Decision Making**__
• How did life differ in Jamestown from that in England, and in what way did this contribute to the period known as “the Starving Time”? • How has the person known as Pocahontas been changed into an almost mythical character? • How did a child’s life in Colonial America differ from your life today? • What did those people who were indentured servants or slaves experience in the New World? • How did the Salem Witch Trials affect the strict lifestyle of the Puritan community? How did Native American culture change as a result of contact with Europeans?

1) Tell your students that you need help clarifying some confusion you've been having lately about American history. Draw a long line on your chalkboard or whiteboard, and label the right end of the line "2004." Tell your students that you have created a timeline on the board, and that you want to have the timeline illustrate a majority of American history. || ||
 * **Introductory Activity:**


 * [[image:http://www.pbs.org/wnet/colonialhouse/teachers/images/spacer.gif width="74" height="1"]] |||| [[image:http://www.pbs.org/wnet/colonialhouse/teachers/images/spacer.gif width="614" height="1"]] 2) Move to the left end of the timeline. Ask your students when they think the timeline should begin, reminding them that you want to include as much of American history as possible. Write "1781" at the left end of the timeline. Explain to your students that 1781 was the year the Revolutionary War ended, and the United States gained total independence from Great Britain. Would this be a good place to start the timeline? (Student answers will vary.) Erase the "1781" and write "1776" at the left end of the timeline. Ask your students what happened in 1776? (The Declaration of Independence; the US broke away from Great Britain.) Ask your students if 1776 would be a good place for your timeline to begin. (Student answers will vary.)

3) Ask your students what year Columbus "discovered" the New World (1492). To the left of the timeline, write 1492. Ask your students how many years passed between 1492 and 1776. (284 years!) Tell your students that it was a LONGER period of time from Columbus' discovery of the New World to the Declaration of Independence (284 years) than it was from the Declaration of Independence to the present day (about 228 years).

Ask your students what they think was happening in North America for almost 300 years, if Columbus discovered the New World in 1492, and the United States declared independence in 1776? Where should you put the beginning of the timeline? (Student answers will vary.)

4) Ask your students to log on to the History Place: Early Colonial Era Timeline at @http://www.historyplace.com/unitedstates/revolution/rev-early.htm. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to quickly review the information on the timeline and make three observations about what was happening in North America between 1492 and 1770. Give your students two or three minutes to look at the timeline.

5) Check for comprehension, and ask your students for their observations about what was happening in North America between 1492 and 1770. (Student answers will vary, but should include that it was a time of exploration and colonization by a number of European countries.) Ask your students if there were any events on the timeline which were already familiar to them. (Student answers will vary.) Ask your students which events from the timeline are probably the most famous and well known. (Student answers will vary, but guide students towards the Pilgrims, the Mayflower, Jamestown, Pocahontas, etc.)

6) Ask your students to examine the events on the timeline from 1606-1630. What images come to mind when they think about the events described in that portion of the timeline? What do they know about the people and places mentioned on this portion of the timeline during this period? (Accept all answers.) Ask your students if they think that, perhaps, the beginning of your timeline on the board could be a little earlier. (Students should answer "yes.")

7) Explain to your students that, in this lesson, they will be examining some ideas and widely held beliefs about the early colonists, and examining what their lives were like.

1) Divide your students into pairs. Distribute the "Myth-Conceptions" handout to your students. Explain to your students that they will be taking an online quiz, which will be fifteen true/false questions. They will not be graded on the quiz, but they should write down their answers on the handout.
 * Learning Activity:**

After completing the quiz, students should submit their answers to the Web site, students should "grade" their quizzes. For each question answered incorrectly, students should jot down WHY their answer was incorrect.

2) Ask your students to log on to the Myth-Conceptions Quiz via pbs.org/colonialhouse. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to complete the quiz, check their answers, and record the reasons why their incorrect responses were incorrect.

3) Give your students 15-20 minutes to complete the Myth-Conceptions Quiz. When they have completed the quiz and graded their answers, ask your students if they are glad that this quiz is not being graded. (Students will hopefully say "yes.") Ask your students what surprised them about the answers to the quiz. (Student reactions will vary.) Go over the answers to each question on the quiz. Poll your students to see how many students correctly answered each question, emphasizing again that these questions are very tricky, and prey upon common misconceptions.

4) Tell your students since they have now cleared up many misconceptions about early European colonists, they will be putting their knowledge to use. Explain to your students that another teacher in your school is putting together some Web sites and video clips for her students to use in a unit on early colonial life in America, and that this teacher would like your class to review the sites for their historical accuracy.

5) Tell your students that this teacher may be producing a play with her students about colonial life in the 1620s, and she's found a great resource for costumes. Ask your students to log on to the Clicket.com Thanksgiving Costumes site at @http://www.clicket.com/costume/thanks/thanks.asp. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking your students to review the photographs of the colonists costumes on the site and determine if they are historically accurate. Check for comprehension, and ask your students if the costumes on the site are historically accurate. (They are not historically accurate. The "Pilgrims" are seen wearing black outfits with white collars and cuffs; their shoes, hats, and belts have buckles on them. Clothing like this would not be appropriate for English colonists in the 1620s.)

6) Ask your students to log on to the Peppermint Lane: Thanksgiving Fun site at @http://www.peppermintlane.com/thanksgiving/. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking your students to review the coloring pages on the site and determine if they are historically accurate. Check for comprehension, and ask your students if the coloring pages on the site are historically accurate. (Many of the images on this page are not historically accurate. The Pilgrims have buckles on their clothes, and no one is sure of what was on the menu for the "First Thanksgiving.")

7) Ask your students to log on to the Pocahontas and John Smith painting at @http://www.byu.edu/moa/exhibits/Current%20Exhibits/150years/840007200.html. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking your students to determine if the painting on the site is historically accurate. Check for comprehension, and ask your students if the teacher should include this painting in her unit. Why or why not? (This painting may or may not be historically accurate. John Smith may have invented the story about being saved by Pocahontas, or the whole thing may have been part of an adoption ritual.)

8) Ask your students to log on to "Liberty For All?" at www.pbs.org/wnet/historyofus/web03. Provide your students with FOCUS FOR MEDIA INTERACTION, asking your students to determine if the painting on the site is historically accurate. Check for comprehension, and ask your students if the teacher should include the painting in her unit. (The caption of the painting describes the Pilgrims landing at Plymouth Rock. This may or may not be historically accurate, as there is no mention of the Rock in any of the contemporary accounts.)

9) Ask your students to log on to the Pilgrim Memorial State Park Web site at @http://www.state.ma.us/dem/parks/plgm.htm. Provide your students with FOCUS FOR MEDIA INTERACTION, asking your students to determine if this park is a "must-see" on a field trip for this other teacher's class. (Again, this site features Plymouth Rock, which may or may not have been the landing place of the Pilgrims. It's more of a symbol than a landmark. The Pilgrims first landed in the New World near what is now Provincetown, Massachusetts.)

10) Tell your students that the other teacher will be using the TV series COLONIAL HOUSE to teach students about life in 17th century New England. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking your students to preview a brief clip of the series to see if the colonists' clothing looks historically accurate. INSERT COLONIAL HOUSE, Episode 1 into your VCR. PLAY the tape from just after the opening, when you hear the female narrator say, "It's spring, and the first day of COLONIAL HOUSE," and you see the colonists on the dock. STOP the tape when you see the back end of the ship sailing away, and you hear music. Check for comprehension. Did the colonists' clothing look historically accurate? (Yes. They were not wearing black and white clothing, and there were no buckles in sight.)

11) Tell your students that now that they know what life was NOT like for early English colonists, they will learn a little about what life WAS like. Ask your students to log on to the Would You Have Survived the Colony? quiz. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking your students to complete the quiz and honestly answer the questions to discover how well they would do in a 17th-century colony. Check for completion, and ask your students if they would want to live as a 17th-century colonist after completing the quiz. (Student answers will vary; most will probably say "no.")

1) As an assessment of this activity, tell your students that they have an option of writing one of two letters synthesizing their knowledge from this lesson.
 * Culminating Activity/Assessment:**

2) Students' first option is to write a letter or email to the "other teacher," explaining why the online resources she found about colonial life are not historically accurate. Students should include specific information on what was wrong with the online resources, and cite historical facts to back up their assessments of the Web sites.

3) Students' second option is to write a letter or email to a friend who is considering applying to a hands-on history TV production which will require the friend to live under the conditions of the colonial era. What advice would they give to their friend? What would life be like in a 17th century colony? Ask your students to cite specific information about life in the colonies, and to explain why it may be different from what s/he thinks.

MATH Ask your students to give the "Myth-Conceptions" quiz to at least three other friends or family members. Graph the class results. Which question was answered incorrectly most often? The least often? Why do your students think that is?
 * Cross-Curricular Extensions:**

SOCIAL STUDIES/HISTORY Investigate other myths and legends of history, including: the George Washington apple tree story, Paul Bunyan, and "King Tut's Curse."

ENGLISH/LANGUAGE ARTS Ask your students to examine books about early colonial life for young readers, and to assess the historical accuracy of the books.

- Visit a local history museum to learn about the earliest native and European inhabitants of your area. - Look for examples of inaccurate depictions of colonial life in films, print, and holiday products. Collect these examples and create an "Inaccurate History" bulletin board. - Invite a local Civil War re-enactor or other history re-enactor in to your classroom to discuss how they insure historical accuracy in their hobby.
 * Community Connections:**

History Place Early Colonial Era Timeline @http://www.historyplace.com/unitedstates/revolution/rev-early.htm This site contains a timeline of events in North America from 1000 AD to 1700.
 * Online Resources:**

COLONIAL HOUSE: Myth-Conceptions Quiz This interactivity, part of the Web site for the PBS series COLONIAL HOUSE, enables users to test their knowledge and misconceptions about early colonial life in North America.

Clicket.com: Thanksgiving Costumes @http://www.clicket.com/costume/thanks/thanks.asp This is the Web site of a party supply company, and it features photographs of "authentic" Pilgrim costumes.

Peppermint Lane: Thanksgiving Fun http://www.peppermintlane.com/thanksgiving This Web site features "Thanksgiving Fun Pages" with downloadable seasonal illustrations to print and color.

Pocahontas and John Smith @http://www.byu.edu/moa/exhibits/Current%20Exhibits/150years/840007200.html This Web site, from the Brigham Young University Art museum, features a 19th-century painting by Victor Nehlig. Click on the image to see a larger version of it.

Liberty For All? www.pbs.org/wnet/historyofus/web03 This Web site contains a brief article which supports the PBS series FREEDOM: A HISTORY OF US. An illustration of the Pilgrims landing on Plymouth Rock accompanies the article.

Pilgrim Memorial State Park @http://www.state.ma.us/dem/parks/plgm.htm This Web site, from the Massachusetts Department of Conservation and Recreation, describes the state park which currently houses Plymouth Rock.

Would You Have Survived the Colony? This interactivity is also part of the COLONIAL HOUSE Web site, and it enables users to assess their suitability for life in a 17th-century New England colony.

Christopher W. Czajka is an Educational Consultant for COLONIAL HOUSE, and served as a Historical Consultant on Thirteen/WNET's FRONTIER HOUSE. He is also the Associate Director of the National Teacher Training Institute (NTTI), an educational initiative that teaches educators across the country strategies for incorporating PBS programming, instructional media, and emerging technologies into the classroom. To learn more about NTTI, and to explore more media-rich lessons, visit NTTI Online (www.thirteen.org/edonline/ntti). ||
 * About the Author:**

=Early Multi-National Influences in the United States=

Introduction
Beginning with Columbus's first landing in the New World, European nations laid claim to what would become the United States. Vestiges of that history are part of the American landscape. Spanish missions from Florida to California, the distinctive architecture of the French Quarter in New Orleans, place names like New London, Lake Bayou D'Arbonne, Harlem, Las Cruces.... The lessons in this unit are designed to help your students make connections between European voyages of discovery, colonial spheres of influence, and various aspects of American culture.

Learning Objectives
After completing the lessons in this unit, students will be able to: > >
 * Map 18th-century Europe's impact on what is now the United States.
 * List remnants of European influence that remain today.
 * Connect marks of European influence with specific explorers.

Guiding Question:
How did England, France, Holland, Russia, and Spain come to make claims on territory in North America? What was the impact of these multi-national influences on the settlement of North America? 

Preparing to Teach this Lesson
> > Draw in the outlines of the European territories. The Netherlands' territory includes Manhattan. Though this area is small, it is significant; if necessary, mark the area solid black to increase its visibility. Make five copies of the map. Cut apart the territories to create a kind of jigsaw puzzle and place the pieces in an envelope. If possible, include Alaska and attach it to Russia's claims in the northeastern United States. To make the lesson more dramatic, hang another large map on a bulletin board in class. Do not mark off the territories or cut the map. When each group makes its presentation, the students can attach their territories to the blank map. In this way, America will be put back together in your classroom!
 * Review each lesson in the unit. Print out and duplicate and/or bookmark any images included in the lessons.
 * For the purposes of clearly explaining the activities, the lessons below assume a class size of 25 students. Adjust the group assignments as needed to fit your class.
 * As background material on the 1482 map used to introduce [|Lesson 1], print out and duplicate and/or bookmark the information about the [|World Map] (In [Donnus Nicolaus Germanus] Cosmographia, Claudius Ptolemaeus Ulm, 1482. Thacher Collection, Rare Book and Special Collections Division), found on the [|Library of Congress] website, a link from the EDSITEment resource [|American Memory]. The entry is located about three-quarters of the way down the page and is the second to the last entry.
 * To create the outline map of European territories in the New World for [|Lessons 2] and [|3], use [|European Territories in the New World] from [|Encarta], a link from the EDSITEment resource [|The Internet Public Library]. Outline maps of the U.S. are also available from the EDSITEment-reviewed website [|National Geographic Society Xpeditions].
 * [|The Digital Classroom], available through EDSITEment, offers a series of [|worksheets for analyzing primary source documents], including written documents and photographs, that you may wish to use or adapt to help students in reviewing the materials presented in this unit.

Suggested Activities
[|Lesson 1: What's Wrong with This Picture? A Map of the World] [|Lesson 2: America Divided] [|Lesson 3: Multi-National Influences] [|Lesson 4: Picturing the Events] [|Extending the Lesson]  Share with the class the [|1482 World Map] from [|1492: An Ongoing Voyage], a link from the EDSITEment-reviewed website [|American Memory]. Compare the map to a contemporary world map. Ask the students to list elements that are "wrong with this picture" in comparing the 1482 map to a contemporary map. Students should note such points as: Encourage discussion. Does the 1482 map indicate that people knew the world was round? (Yes, the rounded portions of the map are a result of the attempt to show a round, three-dimensional object on a flat map.) Why are there "wind heads?" (They indicate the dependence on the wind for travel.) What makes the date of this map significant? (Columbus's first voyage, only ten years later, would change the map of the world forever.)  As a result of Columbus' voyage, Spain made the first claims to the New World, but other countries soon made claims of their own as a result of the voyages of their explorers. By the 18th century, North America had been divided on the basis of these various claims. Divide the class into five groups. Give each group an envelope containing the "jigsaw puzzle" map of the U.S., showing the territorial claims of England, France, Holland, Russia, and Spain in the 18th century. Have the groups remove the puzzle pieces from the envelope and put together the America of the 18th century. Tell the students that it would have been accurate in the 18th century to think of America not as one country but as separate territories controlled by European powers, as indicated by the puzzle pieces. Do the students know why those powers were in control? Have the groups mix up the pieces and put the puzzle back together at least once more.  European claims in the New World were based on the exploits of a variety of explorers. The temporary ownership of America by various European powers—specifically, England, France, Holland, Russia, and Spain—has left an enduring influence in America as witnessed through architecture, place names, music and other cultural touchstones. Continuing from the activity in [|Lesson 2], have group members take one piece of the puzzle and form new groups with other students holding the same piece. (If the teacher wants to form the groups, each puzzle piece could have a number on the back. The teacher can pre-assign a specific number to each individual.) Each group then uses the maps, images and media listed below to explain to the class what influence their assigned European nation had—or continues to have—on the U.S. Groups will complete research either in the library or online and make a presentation based on their findings. Each group should begin its presentation by attaching its enlarged puzzle piece to the large outline map on the bulletin board (as explained in [|Preparing to Teach This Unit], above), so that the United States is gradually put back together again. Groups can divide the labor by subject: Or, groups could divide the labor by skill, for example: If groups are divided by skill, a student "specialist" (or specialists) is primarily responsible for that area but depends on group members for assistance as needed. Researchers should not do all the research, but rather manage that phase of the work. Under any circumstances, the group should cover all subject areas listed above—geography, history (parts 1 and 2), archives, and music. Instruct each group to regard the assigned images as pieces of a puzzle. How do they fit together to tell the story of the European territory in the United States? English Influences French Influences
 * There is no North or South America.
 * The Indian Ocean is shown surrounded by land.
 * **Geography:** What are the present-day boundaries of states in the former European territory?
 * **History, part 1:** Tell about the explorer.
 * **History, part 2:** Explain how the territory became part of the U.S.
 * **Archives:** Discuss the images provided to the group. Show the country's influence.
 * **Music:** Discuss the songs/music provided to the group.
 * Researcher(s)
 * Writer(s)
 * Artist(s)
 * Presenter(s)
 * **Explorer's Voyage:** Review [|Cabot's Voyages], available through [|Discoverers Web], a link from the EDSITEment-reviewed website [|Columbus and the Age of Discovery].
 * **Architecture:** Compare [|The Four Courts, Dublin Ireland], available via [|Britannica.com], a link from the EDSITEment resource [|The Internet Public Library], to [|The Rotunda of the University of Virginia, Designed by Thomas Jefferson], accessible through a link from the EDSITEment resource [|Center for the Liberal Arts]. NOTE: For the University of Virginia photo, move to the photograph at the top of the page.
 * **Song Lyrics:** Access the lyrics to the song "Sir William and Lady Margaret" by searching for the title on the EDSITEment resource [|American Memory]. Is it an American song?
 * **Image:** Why is an Englishman laying the corner stone of a new building at [|Dartmouth College in 1904]? Find out by reading the story [|Go Big Green], available through a link from the EDSITEment resource [|American Memory].
 * **Place Name:** New York. Why New? What's the origin of the name?
 * **Explorer's Voyage:** Review [|LaSalle's routes], available through [|Discoverers Web], a link from the EDSITEment-reviewed website [|Columbus and the Age of Discovery]. Click on "Cavalier de Lasalle 1670-1687" and select "Route."
 * **Images:** Compare [|Iron work from a bakery in Paris] (available on [|Paris.org], a link from the EDSITEment-reviewed website [|American Association of Teachers of French]) to [|Detail of ironwork on a second floor balcony at 343 Royal Street in the French Quarter of New Orleans] (available from the EDSITEment resource [|American Memory]).
 * **Audio/Video:** Hear or view performances of and/or get background information on the following traditional French, Zydeco and Cajun music available through the EDSITEment-reviewed website [|River of Song]:
 * [|D.L. Menard, The Cajun Hank Williams] ([|Background information])
 * [|Geno Delafose and French Rockin' Boogie] ([|Background information])
 * [|Ste. Genevieve Guignolée Singers] ([|Background information])

Influences from Holland
 * **Place Name:** Baton Rouge, Louisiana. What language is "Baton Rouge"? What does "Baton Rouge" mean? To find out, enter the words in the [|AltaVista Translation Service], a link from the EDSITEment-reviewed website [|The Internet Public Library].
 * **Explorer's Voyage:** Review [|Hudson, Map of Third Voyage], available through [|Discoverers Web], a link from the EDSITEment resource [|Columbus and the Age of Discovery]. In the frame to the left, select "Third Voyage: Map."
 * **Images:** Find the following posters, depicting events that took place from 1656 to 1658, on the EDSITEment resource [|American Memory] (each image can be found by searching by title):
 * History of civic services in the city of New York: Water supply No. 1: The first public well was dug opposite the fort.
 * History of civic services in the city of New York: Fire Department No. 1: Fire department founded by Petrus Stuyvesant.
 * History of civic services in the city of New York: Police No. 1: The rattle watch.

>> >> This map of New York City was presented to James, Duke of York (1633-1701), the future James II, shortly after the English captured New Amsterdam from the Dutch in 1664. Probably copied from a map made for Dutch authorities in 1661 by Jacques Cortelyou, the map shows the town walls from which the name "Wall Street" is derived as well as the Battery.
 * **Additional Maps:** Review the following maps available on the [|Library of Congress] website, a link from the EDSITEment resource [|American Memory]:
 * [|Manatus gelegen op de Noot Rivier, 1639] Johannes Vingboons's manuscript map on vellum in pen and ink and watercolor wash. ([|Background information])
 * [|Description of the Towne of Mannados or New Amsterdam as it was in September 1661, 1664] This map was created with writing in English, less than three years after a map written in Dutch. Why do students think this happened? (The English had taken over the territory.) The following background information is provided by the Library of Congress:

> |||| || > || Hoor de wind waait door de bomen || Listen how the wind blows through the trees || > || hier in huis daar waait de wind. || even here in the house the wind is blowing || > || Zou de goede Sint wel komen, || You think Santa Claus is still coming || > || nu hij het weer zo lelijk vindt? || since the weather is so nasty? || > || Nu hij het weer zo lelijk vindt. || Since the weather is so nasty. || > || Als hij komt in donkere nachten, || He travels in dark nights, || > || op zijn paardje o zo snel. || on his horsey, oh so fast. || > || Als hij wist hoe zeer wij wachten, || If he knew how much we long to see him, || > || ja gewis dan kwam hij wel, || then for sure he will come, || > || ja gewis dan kwam hij wel. || then for sure he will come. || Russian Influences **Spanish Influences**  Native Americans were greatly affected by the arrival of Europeans in the New World. In the [|Codex], available through a link from the EDSITEment resource [|American Memory], the people of Huejotzingo told the story of their encounter with the Spanish. [|Background information about the Codex] is also available through a link from American Memory. See the fourth segment on the page, titled "Testimony from Huejotzingo." Share one or more pages from the Huejotzingo Codex with the class. The first page illustrates the products and services provided as tribute to the Spanish. Judging from the Codex, what were these products and services? Challenge the students to use images, as the people of Huejotzingo did, to illustrate the information previously presented by the groups (England, France, Holland, Russia, Spain). Using pictures as much as possible, students should be sure to: 
 * **Sinter Klaas Song:** Read the lyrics to this traditional song from the Netherlands (For background information on Sinter Klaas, visit [|Encarta] and [|Christmas.com], two links from the EDSITEment resource [|The Internet Public Library].):
 * Hoor De Wind Waait Door de Bomen / || Listen How the Wind Blows Through the Trees ||
 * **Place Name:** Harlem (also spelled Haarlem). What is the origin of this name?
 * **Explorer's Voyage:** Review a [|Map of Bering's 2nd Expedition], available via [|Discoverers Web], a link from the EDSITEment resource [|Columbus and the Age of Discovery].
 * **Images:** Compare the following photographs:
 * "Signal Corps Photographic Unit with American Expeditionary Forces North Russia. Lieutenant Charles I. Reid at the left; Master Signal Electrician Grier M. Shotwell at the right. In the background is the Monastery Church of Archangel" can be accessed by searching for the exact title in the digital copies section of NAIL on the EDSITEment-reviewed website [|The Digital Classroom]. Note the building in the background.
 * [|Photograph. St. Michael's Cathedral, Novoarkhangelsk [Sitka, ca. 1895. Geographic File, Alaska, Prints and Photographs Division (19)]], available from [|The Library of Congress], a link from the EDSITEment resource [|American Memory]. Note the building highlighted by the sunlight.
 * [|Silkscreen image from a photostat of a measured drawing, silhouetted. South elevation, St. Michael's Cathedral, Sitka (Novoarkhangelsk), Alaska. HABS Collection, Prints and Photographs Division (23)], available from [|The Library of Congress], a link from [|American Memory].
 * **History and Images:** Read about the [|Purchase of Alaska: March 30, 1867], available through a link from the EDSITEment resource [|American Memory].
 * **Audio:** Obtain information about and link to a recording of [|Russian promyshlenniki's song from Alaska] (right-hand side of the page), available on [|The Library of Congress], a link from the EDSITEment resource [|American Memory].
 * **Place Name:** Baranof Island (also spelled Baranov). After whom is the island named?
 * **Explorer's Voyage:** Review [|1540, Francisco Vasquez de Coronado's Western Trail], available via [|Discoverers Web], a link from the EDSITEment resource [|Columbus and the Age of Discovery].
 * **Images:** Compare and contrast the following photographs, all available through the EDSITEment resource [|American Memory]:
 * [|Mission Atocuimi de Jororo, New Smyrna, Volusia County, Florida]
 * [|Old Spanish mission church at Taos Pueblo, New Mexico]
 * [|St. Carlo Borromeo Mission, facade, Carmel, CA]
 * [|The Alamo]
 * **Audio/Video:** Hear or view performances of and/or get background information on the following musical pieces available through the EDSITEment-reviewed website [|River of Song]:
 * [|The Isleños] ([|Background information])
 * [|La Otra Mitad] ([|Background information])
 * **Place Name:** Las Cruces. What does "Las Cruces" mean? From what language is the name derived? To find out, enter the words in the [|AltaVista Translation Service], a link from the EDSITEment-reviewed website [|The Internet Public Library].
 * Identify the territory claimed by the European country.
 * Illustrate the influence of the Europeans in the U.S., such as in architecture.
 * Provide information about an explorer from the European country.

Extending the Lesson

 * Students interested in learning about other explorers should check out [|Discoverers Web], a link from the EDSITEment resource [|Columbus and the Age of Discovery], for an alphabetical listing of explorers and many useful related links.
 * The EDSITEment unit __On This Day with Lewis and Clark__ discusses the Louisiana Purchase, a major step in "putting America together again." The EDSITEment unit [|What Was Columbus Thinking?] discusses the effects of European exploration on Native Americans and, to a lesser degree, the effect of Native American culture on the Europeans.
 * [|Sprocket Works], a link from the EDSITEment-reviewed website [|The Internet Public Library], features an [|interactive timemap] showing the U.S. borders at various points in history.
 * Students can research place names in their own state that appear to be from a language other than English. Students also can research place names beginning with "New." Where is the "old" place?

Selected EDSITEment Websites
[| American Association of Teachers of French] http://aatf.utsa.edu/ [| Paris.org] http://www.paris.org/

[| American Memory Project, Library of Congress] http://memory.loc.gov/ [| The Library of Congress] http://www.loc.gov [| 1492: An Ongoing Voyage] http://lcweb.loc.gov/exhibits/1492/intro.html [| America's Library] http://www.americaslibrary.gov [| Center for the Liberal Arts] http://www.virginia.edu/cla/

[| Columbus and the Age of Discovery] http://muweb.millersville.edu/~columbus/ [| Discoverers Web] http://www.win.tue.nl/~engels/discovery/ [| The Virtual Museum of New-France] http://www.civilization.ca/vmnf/vmnfe.asp

[| Digital Classroom] http://www.nara.gov/education/

[| The Internet Public Library] http://www.ipl.org [| AltaVista Translation Service] http://babelfish.altavista.digital.com/

[| National Geographic Society Xpeditions] http://www.nationalgeographic.com/xpeditions/ [| Map Machine] http://plasma.nationalgeographic.com/mapmachine/

[| River of Song] http://www.pbs.org/riverofsong/ Recommended reading from [|The Library of Congress], a link from [|American Memory] Recommended readings from [|Carol Hurst's Children's Literature Site], a link from [|The Internet Public Library] Recommended reading from [|The Reading Corner], a link from [|The Internet Public Library]
 * Other Resources**
 * Winchester, Faith. //Hispanic Holidays.// Mankato, MN: Bridgestone Books, 1996.
 * Costabel, Eva Deutsch. The Jews of New Amsterdam. Atheneum, 1988. ISBN: 0-689-31351-9. Grades 2+
 * Fradin, Dennis. The Thirteen Colonies (series). Children's Press, 1990. ISBN: 0516003852. Grades 2+
 * Fritz, Jean. The Double Life of Pocahontas. Putnam, 1983. ISBN 0-399-21016-4. Grades 3+
 * Lobel, Arnold. On the Day Peter Stuyvesant Sailed into Town. Harper, 1971. ISBN 0-06-443144-4. Grades 1+
 * McGovern, Ann. If You Sailed on the Mayflower in 1620. Illustrated by Anna DiVito. Scholastic, 1991. ISBN 0-590-45161-8. Grades 2+
 * Sewall, Marcia. People of the Breaking Day. Atheneum, 1990. ISBN 0-689-31407-8. Grades 2+
 * Sewell, Marcia. Pilgrims of Plimouth. Macmillan, 1986. ISBN 0-689-31250-4. Grades 2+
 * Sewall, Marcia. Thunder From the Clear Sky. Atheneum, 1995. ISBN 0-689-31775-1. Grades 2+
 * Fritz, Jean, Katherine Patterson, Patricia and Frederick McKissack, Margaret Mahy, and Jamake Highwater. The World in 1492. New York: Holt, 1992.

Title of Unit: Colonial America Vital theme of the unit: Students will understand how the Colonial period of American history caused changes in the land and in the lifestyles of the Natives who lived in the areas settled. Students will also see how life as a child during the time period was much different than that of today. The lessons taught in the unit will go beyond the lessons taught in the textbook to allow students to gain knowledge of events using primary sources and the internet. A variety of materials will be used as supplemental resources and reading materials to make sure all learning styles are met. Author and contact information: Tammie McCarroll-Burroughs Lenoir City Elementary School 203 Kelley Lane Lenoir City, TN 37771 Phone (865) 986-2009 #7349 Grade Level: Fourth Grade Number of lessons in the unit: Six Time Needed to Complete Unit: Six to twelve class periods, forty-five minutes each Curriculum Standards addressed: Social Studies: Economics: 4.2.3; 4.2.4; Geography: 4.3.3; 4.3.4; 4.3.7; Governance and Civics: 4.4.3; History, USTP1: 4.5.1; 4.5.2; 4.1.1; 4.1.2; 4.5.5; 4.5.8; 4.1.4 Reading: Comprehension: 4.1.10; 4.1.11; 4.1.19; 4.1.20; 4. Writing: 4.2.4; 4.2.6; 4.2.7; 4.2.10; 4.2.13; Technology used: C.D./Book Set Voices of America - Colonial America Computer Program: Accelerated Reader Video/D.V.D.: • “Salem Witch Trials” (A&E /History Channel) • “Our Early United States Collection: Colonial Settlements (Teacher’s Video) Web: . netTrekker links • salemwitchtrials.com Unit Introduction and overview of instructional plan: Over the course of this unit, students will gain understanding of the Colonial Period through lessons which go beyond the lessons taught in the textbook. The lessons are based on events and issues that may not necessarily be covered in the textbook. An example of this is the events involving the Salem Witch Trials of 1692. Most items addressed in the unit are covered in the CRT Assessment and the Chapter Assessments of our Social Studies textbook. The unit will be taught during the Reading and Social Studies periods, for two homeroom classes, as our elementary school is semi-departmentalized in fourth grade. Students will address questions that will lead to the understanding of concepts taught in the unit. These include: • How did life differ in Jamestown from that in England, and in what way did this contribute to the period known as “the Starving Time”? • How has the person known as Pocahontas been changed into an almost mythical character? • How did a child’s life in Colonial America differ from your life today? • What did those people who were indentured servants or slaves experience in the New World? • How did the Salem Witch Trials affect the strict lifestyle of the Puritan community? How did Native American culture change as a result of contact with Europeans? This unit will be taught within the time allotted on the Curriculum Map for the study of Colonial America, Chapters five and six in the Social Studies textbook. The time allotted is approximately four weeks to teach both chapters. Each lesson will be taught as it correlates to the lessons in the chapters. Supplemental Collection: Video: • Growth of American Colonies (Teacher’s Media Company) • Diversity of American Colonies 1700-1750 (Teacher’s Media Company) • Salem Witch Trials Video Quiz (Teacher’s Media Company) • Dear America: Journey to the New World (Scholastic) Teacher Resources: • Primary Sources Teaching Kit (Scholastic) • 15 Primary Sources Activities (Scholastic) • Dialogue With the Past by Glenn Whitman • Bring History Alive! A Sourcebook for Teaching United States History • Doing History by Levestik and Barton • American Kids in History: Colonial Days (Activities, Games, Projects and Recipes) Classroom Library: Picture Books: From Slave Ship to Freedom Road (Julius Lester) Sarah Morton’s Day and Samuel Eaton’s Day (Kate Waters) Scholastic “If You Lived...” Series: • If You Lived With the Cherokee • If You Lived in Colonial Williamsburg • If You Sailed on the Mayflower • If You Lived with the Iroquois • If You Lived in Colonial Times Scholastic America Series: • Elizabeth’s Diaries 􀂃 Our Strange New Land 􀂃 The Starving Time 􀂃 Season of Promise • Look to the Hills - Diary of a French Slave Girl • Journey to the New World - Diary of a Pilgrim Girl • I Walk in Dread - Witness to the Salem Witch Trials After Christopher Columbus reported back to Ferdinand and Isabella about his explorations, the race was on in Europe to claim new lands and colonize those lands. Before European involvement, Native Americans lived in harmony with the land. Their needs were met, social interaction took place among tribes, and tradition controlled daily life. The English colonists came to the Americas for many reasons, among those being monetary gain and the opportunity to own land. England began the quest for new land claims in the late sixteenth century with the failed attempts of colonization at Roanoke by the Virginia Company. The first settlers at Roanoke found trees larger than any ever seen in England. Some areas were rocky and hilly, but there was no environmental reason to indicate problems would develop for the new colonists. They saw Indian villages and towns, so obviously people were capable of surviving there. Why, then, did the settlement fail? History has been recorded that the first settlers could not survive in the wilderness; they were nearly starving before the supply ship could return from England. The mysterious disappearance of the second group of colonists has prevented historians from knowing what really happened to them. We can only speculate as to their fate. The Virginia Company established the James Fort, or Jamestown, as a business venture and trading post in 1607. Settlers came to Jamestown in hopes of getting land in exchange for working for the Virginia Company. The primary task of the settlers was to grow tobacco. The leaders, primarily Captain John Smith, established relationships with the natives we know as the Powhatan Indians. Yet, in 1609 the relationship between the Englishmen and the natives had deteriorated drastically to the point that the English were at risk. Many had died and those surviving were forced to find any means possible to find enough food to maintain life. What had caused this “Starving Time”? According to Boorstin, the colonists of Virginia were better off than in England (1). The settlement was built along the James River, which led to the spread of disease among the colonists and the surrounding Indian villages. Many of the settlers were not familiar with survival techniques. They were city-bred folks and pampered by the lives they led in England. Captain Smith’s leadership was an attempt to get the new colonists to conform to the efforts to establish democracy. His listing of settlers identifies them as a majority of "Gentlemen", with a minority of tradesmen and laborers (2). His hard and fast rule that stated that anyone who did not work did not eat created many enemies. Smith tried hard to maintain good relations with the Powhatans. Many of his efforts have been exaggerated, as in the case of his first meeting with Pocahontas. The episode of the daring rescue by the young lady does not mention the fact that the girls was about ten years old at the time! In one of his other writings, he does mention that she is about this age, and describes her as being bold and lively, not afraid at all to do anything any boy in the fort could do (3). By 1609, the Powhatan Indians were discouraged by ill treatment by the white settlers. Wahunsonacock (Powhatan) made a fervent plea to the men for respect and cooperation. His speech, “Why take by force what you can have by love?” was written down by Smith shortly before he departed for England (4). When Captain Smith returned to England due to injury, new leaders were unable to maintain the relationship with the natives. As a result, the colonists began to have difficulty in survival. Trade between the two cultures continued, though it was very strained. As conditions deteriorated, both sides reacted with hostility. This breakdown in cooperation between the two cultures led to the starvation of the settlers. They were forced to eat anything in order to survive, even rats and snakes. By 1610, conditions began to improve, although trust between the natives and the white settlers would be forever damaged. Many colonists came to the New World to escape religious persecution or for the freedom to worship as desired. The Separatists established the colony at Plymouth, yet from the beginning, the settlement had its problems. The original plan for the colonists was that they would go to the Virginia Colony, yet the ship took a different course, landing the passengers farther north than planned. The settlers were stranded and forced to carve out an existence on their own. The legend tells of the help by the friendly Indians, who taught the white settlers how to grow crops. Some of this is probably true, for the inexperienced colonists had no idea about the altered planting season in this hemisphere (5). To further complicate matters, they landed in the Massachusetts area in late fall or early winter. The weather conditions were very harsh, and the settlers had no permanent shelters established. As a result, many died before the first year of the settlement was complete. The Puritans in England were discouraged by the reform that was taking place. Puritanism in England included a wide variety of sects, and dissidents preferred a more orthodox practice of worship. They established the Massachusetts Bay Colony, projecting the settlement as “A City Upon a Hill”. The Puritans truly believed as Francis Higginson wrote, “We doubt not but God will be with us, and if God is with us, who can be against us?” (6) Life in the Puritan communities centered around the church. Only members of the church could own land and decide public issues. Attendance was strictly enforced, with fines imposed or punishment meted out for absence. Any other groups were quickly discouraged from having a part in meetings, and anyone who disagreed with Puritan policy was forced to reside elsewhere, if they were allowed to live. The Quakers were commonly interfering in services and many Quakers were driven out of the community, imprisoned, or even hanged for their views. William Penn established Pennsylvania as a refuge for the Quakers, a place where diversity was recognized and all were free to live there. In 1692 events took place which would shake the foundations of the Puritan orthodoxy. The settlement of Salem consisted of Salem Town, the old port, and Salem Village, the surrounding area which was thinly populated. Salem Village had large tracts of farmland, and the residents were expected to contribute and attend the main church in town, rather that have their own parish. The residents of Salem were aware of unexplained occurrences, and any sudden disruption of daily life was seen as supernatural phenomena. Indian uprisings were a constant threat, and as fear abounded, the area was primed for unrest. On January 15, the hysteria began. A group of girls, mostly preadolescents, were gathered at the home of the Reverend Parris; the most commonly known girl was Ann Putnam. A slave woman from Barbados, Tituba, was with the girls, possibly telling them stories. Suddenly, and for many days afterward, the girls began to writhe about as if in seizures. The only explanation for the sudden and strange behavior was to blame such actions on witchcraft. This set off a chain of events that would result in the execution of 20 people and four others would die in prison awaiting trial. The accusers in the Salem Witch Trials heaped suspicion upon well-respected citizens of the town. Dreams were interpreted as signs of possession by a witch, as in the case of George Burroughs, a former minister who had resettled in Wells, Maine. The trial of Reverend Burroughs was presided over by Magistrate Hathorne, the former brother-in-law of Burroughs’ second wife, then deceased. After his conviction, Burroughs’ landholdings in Salem were awarded to Hathorne. One of the “tests”of determining whether not an accused person was indeed a witch depended upon correct recitation of the Lord’s Prayer. At his hanging, Reverend Burroughs recited the prayer flawlessly, yet he still was executed. There have been theories to explain the events, but whatever the reason, hysteria, poisoning, or greed, none of the accusations of being a “witch” were actually proven (7). Some colonists had a less attractive reason for relocating to the New World. Many people wanting to escape debt agreed to sign on to indentured servitude, in exchange for the opportunity for a new start and eventual freedom. White settlers, as well as Africans were indentured servants, beginning in 1619 at Jamestown (8). The growing plantation economy of Virginia and eventually all the Southern colonies would make slavery a necessity. By 1650, the status of Africans became that of slave rather than indentured servant. The difference in status meant the slave and subsequent generations were forced into unrewarded servitude for life. As the slave population increased, each colony passed ordinances known as Black Codes to control slaves and make sure their status was less than the white owners. When Thomas Jefferson penned the words “all men are created equal”, slaveholders erupt in consternation, due mainly to the status quo set forth by the Black Codes (9). The English colonies were established for many reasons, and the settlers of the colonies established strong claims for lands in the New World. The Crown of England gained riches and power to extend beyond the boundaries of Europe. The colonies would develop self-government and seeds of democracy were sown as the necessity grew with increasing population and land areas of settlement. The Seven Years War tested the colonists’ reserve and fortitude. The colonials faithfully served the British Army in protecting the crown’s empire. As more people would inhabit the colonies, the growing dissatisfaction with Parliament and the King would eventually lead to rebellion, the first civil war on American soil. Annotated Bibliography Boorstin, Daniel J. The Americans: The Colonial Experience. New York: Vintage Books,1958. Norton, Mary Beth. In the Devils’ Snare. New York: Knopf 2002. Blumrosen, Alfred W. and Ruth G. Slave Nation Naperville, Illinois: Sourcebooks, 2005. Morgan, Edmund S. American Slavery, American Freedom. New York: W.W. Norton & Company, 2003 ed. William. Changes in the Land. New York: Hill and Wang. 2003 ed. Unit: Colonial America Lesson Title: Jamestown – 1609 Grade Level: Fourth grade Essential Question related to Vital Theme: How did life differ in Jamestown than that in England and in what way did this contribute to the period known as “the Starving Time”? Lesson Time: One to two class periods, forty-five minutes each in length Curriculum Standards list: 4.3.8; 4.5.5; 4.1.4 Technology used and how: C.D.: Voices of American History “Colonial America” D.V.D.: “Our Early United States Collection: Colonial Settlements” Web: netTrekker links- “Cultures in Contact” “Living with the Indians” Both of these are produced by the Jamestown-Yorktown Foundation Materials: Primary Sources Teaching kit (Scholastic) “Colonial America” Suggested Read-Aloud Books: Hermes, Patricia. Elizabeth’s Diary, Books 1,2,3. New York: Scholastic • Our Strange New Land. 2000 • The Starving Time.2001 • Season of Promise 2002 Masoff, Joy. Chronicle of America-Colonial Times. New York: Scholastic, 2000 Activity description and overview of instructional strategies: Provide copies of two primary Source accounts “The Starving Time: 1609-1610” (a Jamestown colonist’s account) and “Why Should You Take by Force What You Can Have by Love?”: 1609 (Wahunsonacock’s speech) or on transparency for overhead projector for use in class discussion. Read selection from Chronicle of America entitled “Picky Eaters” or provide copies for individual analysis. Students will listen to Narrative Passage ”Native American Peoples” and Song “Mountain Hymn” from the Voices C.D. Supporting Assignments/Homework: Students will answer the questions provided in a handout as the primary sources and reading selection. “The Starving Time” • How did the fort wall affect the relations between the Jamestown colonists and the Native Americans? • How did the colonists report the difficulties to England? What types of communication did they have? • What is different about the language, grammar, and spelling used then and the words we use today? “Why Take by Force…” • Three questions were asked of Captain Smith. What do these questions tell us about the Natives’ beliefs? • Are there any words used that we no longer use today? “Picky Eaters” • What were some really gross things the colonists had to eat to survive? • What caused problems with the drinking water? • What happened as a result of the bad times? • How did the Native Americans try to help them? Assessment: The information covered is included in the CRT Assessment and on the Chapter Test in the Social Studies series. Unit: Colonial America Lesson Title: Cultures in Conflict Grade Level: Fourth Grade Essential Question related to Vital Theme: How did Native American culture change as a result of contact with Europeans? Lesson Time: One to two class periods, forty-five minutes each. Curriculum Standards-list: 4.5.1; 4.5.2; 4.1.1; 4.1.4 Technology used and how: netTrekker links: • Jamestown: Cultures in Contact, • Jamestown Settlement Living with the Indians, • War and Peace with Powhatan’s People, • Algonquin History, • Jamestown Rediscovery: Pocahontas, • John Smith’s Letter to Queen Anne regarding Pocahontas Materials: Chronicle of America-Colonial Times Primary Sources Teaching Kit: “Colonial America” Activity description and overview of instructional strategies: Display primary sources “The Village of Secota” (this can also be found in several netTrekker sites) on overhead projector. Students will use suggested links to compare the two cultures and show the effects of European influences on the natives. Students will also use pictures of a pikeman and a Powhatan warrior and Smallpox Epidemic historical account to make comparisons. Read aloud sections “They Were Here First!” “Truth or Lie?”, “A Fight to the Death” and “Give and Take” from Chronicle of America. Supporting Assignments/Homework: Students will complete a graphic organizer during research to be used as part of the study guide for Chapter Test over Colonial period. Assessment: Items are tested on CRT Assessment and in Chapter Tests. Unit: Colonial America Lesson Title: The Land of the Free? Grade Level: Fourth Grade Essential Question related to Vital Theme: What did those people who were indentured servants or slaves experience in the New World? Lesson Time: One to two class periods, forty-five minutes each. Curriculum Standards-list: 4.5.8; 4.5.5; 4.6.2 Technology used and how: C.D. Voices of America Web:netTrekker links: • PBS: Unearthing Secret America, • History Point: Tobacco & Slavery in the Virginia Colony Materials: Chronicle of America-Colonial Times Primary Sources Teaching Kit: “Colonial America” “15 Primary Source Activities” and Poster “On the Slave Ship” (Scholastic) Suggested Books to Read Aloud: Lester, Julius. From Slave Ship to Freedom Road. New York: Puffin Books, 2000 McKissock, Patricia. Look to the Hills, Diary of Lozette Moreau, a French Slave Girl. New York: Scholastic 2004 Activity description and overview of instructional strategies: Read the section of Chronicle of America titled “Land of the Free?” and display the teaching poster. Students will listen to selections from Voices of America: • Narrative: “ Indentured Servant, Elizabeth Spriggs • Song: “The Distressed Damsel” • Narrative: “Slavery - Mum Brett (born a slave in Massachusetts Colony) • Song: “Nobody Knows the Trouble I’ve Seen” Show primary sources Slave Auction Broadsheet and Runaway Slave Notice for evaluation and class discussion. Students will also role-play how slaves were placed on a slave ship, using the Ship’s Doctor’s Account of conditions on a slave ship. Supporting Assignments/Homework: Students will write a journal entry as if they were on a slave ship after experiencing the role-play activity. Assessment: Items will be tested on the CRT Assessment and in further chapters during the year. Unit: Colonial America Lesson Title: Will the REAL Pocahontas Please Stand Up?. Grade Level: Fourth grade Essential Question related to Vital Theme: How has the person known as Pocahontas been changed into an almost mythical character? Lesson Time: One to two class periods, forty-five minutes each in length Curriculum Standards list: 4.5.5; 4.1.4; 4.1.1 Technology used and how: C.D.: Voices of American History “Colonial America” D.V.D.: “Our Early United States Collection: Colonial Settlements” Web: netTrekker links- “Cultures in Contact” “Living with the Indians” Both of these are produced by the Jamestown-Yorktown Foundation “Settlement of Jamestown “ by Captain John Smith “Jamestown Rediscovery – Pocahantas” Materials: Primary Sources Teaching kit (Scholastic) “Colonial America” Suggested Read-Aloud Books: Hermes, Patricia. Elizabeth’s Diary, Books 1,2,3. New York: Scholastic • Our Strange New Land. 2000 • The Starving Time.2001 • Season of Promise 2002 Masoff, Joy. Chronicle of America-Colonial Times. New York: Scholastic, 2000 Pictures of the real Pocahontas and the Disney character Activity description and overview of instructional strategies: Provide copies of primary Source account by Captain John Smith or use netTrekker web site to get the account of Pocahontas. Show pictures on overhead projector of the real/fantasy Pocahontas and discuss. Read aloud and discuss the section in Chronicle of America entitled “Truth or Lie?” Supporting Assignments/Homework: Students will answer the questions provided in a handout as the primary sources and reading selection. • How do the two pictures of Pocahontas differ? • Which picture do you most see in hour head when you hear the name Pocahontas? • Why do you think the cartoon character is more remembered? • Do you think Pocahontas was mad at Captain Smith for his tale? Why or Why not? Assessment: The information covered is included in the CRT Assessment and is a skill that is related to determining the difference between reality and fantasy in the Reading Benchmarks. Unit: Colonial America Lesson Title: A Child’s Life in Colonial America Grade Level: Fourth Grade Essential Question related to Vital Theme: How was a child’s life in colonial America different from your life today? Lesson Time: One to two class periods, forty-five minutes each. Curriculum Standards-list: 4.5.5; 4.1.2 Technology used and how: C.D. Voices of America Computer Program: Accelerated Reader Materials: Waters, Kate. Sarah Morton’s Day, A Day in the Life of a Pilgrim Girl and Samuel Eaton’s Day, A Day in the Life of a Pilgrim Boy. New York: Scholastic, 1989, 1993. Primary Sources Teaching Kit: “Colonial America” Chronicle of America-Colonial Times Activity description and overview of instructional strategies: Distribute copies or project on overhead the Diary of Mary Osgood Sumner as a Child, which details a “black leaf” or a list of daily “sins” on the left leaf, and a “white leaf” on the right or a list of good deeds or duties done during the day. Students will listen to the Narrative from the C.D., which relates the journal entry of Keturah Penton listing chores and school experiences of a colonial child, and the song “The Green Grass Grew All Around”. Students will read either Sarah Morton’s Day or Samuel Eaton’s Day. Read aloud the section on Chronicle of America titled “A Day in a Child’s Life”. Supporting Assignments/Homework: Students will complete a vocabulary assignment. Assessment: Students will take the Accelerated Reader Quiz on each book and gain points toward their reading goals. Vocabulary Sarah Morton’ s Day 1. People made butter by __. (churning) 2. Sarah played with a__ or doll. (poppet) 3. Sarah ate _ __for lunch and supper. (pottage) 4. This word meant “you”__ _. (thee) 5. Sarah went to church on the __. (Sabbath) 6. If Sarah was punished, she would__ __.(get the rod) 7. She wore a tight cap on her head called a__ ___.(coif) 8. Sarah’s mother might ask her to__ _ __a bucket of water.(fetch) 9. She might have to__ __the fire. (tend) 10. Her least favorite job is to__ __the garden! (muck) Vocabulary Samuel Eaton’s Day 1. Samuel was not allowed to__ __or waste time. (dally) 2. He caught a rabbit in a__ _. (snare) 3. Samuel ate a dinner of _ __and__. (mussels and curds) 4. He ate a corn mush called _. (samp) 5. He wore pants called ___. (breeches) 6. Samuel worked hard all day to__ __the rye straw. (reap) 7. Babies wear__ __. (long clothes) 8. Samuel used a__ to cut the rye. (sickle) 9. His father had that night to guard the settlement. (watch) 10. The family will not have food to eat in the winter if they are. (slack) Unit: Colonial America Lesson Title: Fear This! Salem, Massachusetts-1692 Grade Level: Fourth Grade Essential Question related to Vital Theme: How did the Salem Witch Trials affect the strict lifestyle of the Puritan community? Lesson Time: One to two class periods, forty-five minutes each. Curriculum Standards-list: 4.5.5; 4.1.2; Technology used and how: Internet website: www.salemwitchtrials.com (For Teacher’s Use Only!) D.V.D. “Salem Witch Trials” (A&E Video) Materials: Primary Sources Teaching Kit: “Colonial America” Chronicle of America-Colonial Times Suggested Read-Aloud selection: Fraustino, Lisa Rowe. I Walk in Dread - The Diary of Deliverance Trembly, Witness to the Salem Witch Trials. New York: Scholastic, 2004 Activity description and overview of instructional strategies: Distribute copies or make transparencies of primary sources, “Trial of Mary Easty” and “Witches’ Petition for Bail” for class evaluation and discussion. The Internet website has lists of the victims by execution dates, biographies of the victims, and actual transcripts of each trial. This lesson will particularly focus on the trial and execution of George Burroughs (yes, he is an ancestor!) hanged on August 19, 1692. Read aloud the selection entitled “Dear God!” in Chronicle of America. Supporting Assignments/Homework: Students will write a journal entry as if they were present at the trials. Assessment: Completion of the assignment using correct sentence structure and grammar.

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=Pilgrim Unit (7 lessons)= Grade Levels: **3 - 8** This unit will lead students towards an understanding of the Pilgrims and native people who inhabited the area of present-day Plymouth, Massachusetts in the 1620's. The main texts are children's books and other reference materials. TITLE(S) ** || ** OBJECTIVES ** || ** MATERIALS ** || Planning for the Voyage || * Students will be able to locate Plymouth, MA, Hudson River, Cape Cod, Holland and England on a map. || Maps //Three Young Pilgrims// by Cheryl Harness [|Pilgrim Fact Cards] || Aboard the Mayflower || * Students will be able to identify the difficult and the pleasant aspects of the voyage of the Mayflower. //Three Young Pilgrims// by Cheryl Harness [|Pilgrim Fact Cards] || Choosing Plymouth || * Students will be able to explain how the Pilgrims landed in the "wrong" place. || //Three Young Pilgrims// by Cheryl Harness [|Pilgrim Fact Cards] || The First Winter || * Students will be able to describe the first winter that the Pilgrims spent in Plymouth. || //Three Young Pilgrims// by Cheryl Harness [|Pilgrim Fact Cards]
 * ** LESSON
 * [| Lesson 1]
 * Students will be able to identify the reasons the Pilgrims came to the New World.
 * Students will be able to explain how the investors and the colonists would each benefit from a new colony.
 * [| Lesson 2]
 * Students will be able to differentiate between the terms "Saints" and "Strangers." || Maps
 * [| Lesson 3]
 * Students will be able to explain the reasons the native people attacked the Pilgrims and sailors on Cape Cod.
 * Students will be able to identify the principal physical features the Pilgrims considered when choosing the location of Plymouth.
 * [| Lesson 4]
 * Students will be able to retell the first meeting of the native people and the Pilgrims.

|| The First Thanksgiving || * Students will be able to explain the history of Thanksgiving. || //Three Young Pilgrims// by Cheryl Harness [|Pilgrim Fact Cards] || Life in Plymouth || * Students will be able to write a timeline showing significant events in the Plymouth Colony that occurred between 1621 and 1628. || //Three Young Pilgrims// by Cheryl Harness [|Pilgrim Fact Cards] || Pilgrim Children || * Students will be able to describe a day in the life of a Pilgrim boy or girl in 1627. || //Samuel Eaton's Day, Sarah Morton's Day// by Kate Waters, Russ Kendall; //Three Young Pilgrims// by Cheryl Harness [|Pilgrim Fact Cards] || [| Original URL:][]
 * [| Lesson 5]
 * [| Lesson 6]
 * [| Lesson 7]



=Planning for the Voyage - Pilgrim Study Unit (Lesson 1 of 7)= Grade Levels: **3 - 8**

Objectives

 * Students will be able to locate Plymouth, MA, Hudson River, Cape Cod, Holland and England on a map.
 * Students will be able to identify the reasons the Pilgrims came to the New World.
 * Students will be able to explain how the investors and the colonists would each benefit from a new colony.
 * Students will be able to define and illustrate key vocabulary words (optional)

Materials

 * Maps of the world and atlases
 * [|Outline maps of the world] (to be filled in)
 * Class KWL Chart (a large piece of paper). The Class Chart should be divided into three sections: **What We Know, What We Want to Find Out, and What We Learned.**
 * [|Pilgrim Fact Cards 1& 2]
 * Study Guide Sheet (SEE BELOW)
 * Vocabulary**
 * Separatists
 * New World
 * Colony
 * Leyden
 * Investor

Procedure
© Plymouth Public Schools, Plymouth, MA 02360
 * 1) Introduce the Pilgrim Study Unit to the students. Ask for students to share **what they know** about the Pilgrims. Record their responses on the Class Chart paper (which will be added to during the unit and should be displayed in the classroom). Ask the students **what they would like to find out** about the Pilgrims. Record their responses.
 * 2) Pass out the Pilgrim Fact Cards. Explain that the Cards and selected picture books will be the "texts" for this unit of study. Explain that they will be required to define and illustrate (when possible) the key words and terms of this unit.
 * 3) Pass out the Study Guide Sheet and World maps for Lesson 1. Tell the students that they will be able to answer the questions and fill in the map (indicating Holland, Atlantic Ocean, Hudson River (in New York), England, Cape Cod, Plymouth, Massachusetts) using the Pilgrim Fact Cards. Suggest other reference materials they may use (if time permits) such as encyclopedias, atlases, and books.
 * 4) Divide the class into groups. You may want to use groupings of two, three or four students (depending on your class makeup and abilities). Give them ample time to complete the Study Guide Sheet and maps by using the Pilgrim Fact Cards and other reference materials.
 * 5) Students will define and illustrate Vocabulary for the lesson (optional).
 * 6) After everyone has filled in their Study Guide Sheet and maps, ask the students for facts to add to the Class Chart on Pilgrims.
 * Extension/Extra Credit Projects**
 * Read a book on the Pilgrims and write a book report.
 * Give a report to the class about a book that was read for extra credit
 * Find the latitude and longitude coordinates of the locations the students found on their outline maps.

// PILGRIM STUDY UNIT STUDY GUIDE SHEET – LESSON ONE // Why did the Separatists leave England? _ __Why did the Separatists want to leave Holland after living there for 12 years?__ _ Where did the colonists hope to settle in the New World? _ __What did the investors provide to help the colonists settle in the New World?__ _ What did the colonists agree to send back to England for the investors? _ __Original URL: []

__

=__Pilgrim Fact Cards__= __These Fact Cards were designed to be used with the [|Pilgrim Study Unit].__

__**Pilgrim Fact Card 1**__

__REASONS FOR LEAVING__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __King Henry VIII of England made himself the head of the new Church of England in 1534.__
 * __Some English people did not like the new Church of England.__
 * __They created a new church and they were called "Separatists."__
 * __Some of the Separatists were treated poorly because of their beliefs.__
 * __They moved to Holland to find religious freedom.__
 * __Some Separatists settled in the town of Leiden (or Leyden) in Holland for the next 11 or 12 years.__
 * __The Separatists decided to leave Holland because they had a hard time finding good jobs and they were afraid their children were losing their English ties.__


 * Pilgrim Fact Card 2**__

__STARTING OVER, AGAIN__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __The Separatists wanted to start a colony in the northern part of Virginia Colony (near present day New York City). This was at the mouth of the Hudson River.__
 * __The group had little money, but wanted to be able to worship freely in a colony in the New World.__
 * __The Separatists (or colonists) joined with a group of investors to form a joint stock company.__
 * __The investors provided the colonists with supplies and a way to get to the New World.__
 * __The colonists agreed to send fish, timber and fur back to England for seven years to pay off their debts.__


 * Pilgrim Fact Card 3**__

__THE VOYAGE TO A NEW LIFE__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __The colonists began their trip with two ships: the //Mayflower// and the //Speedwell.//__
 * __The //Speedwell// leaked so badly that the ship was left behind in England.__
 * __Some of the passengers had to remain in England, too.__
 * __The rest of the passengers crowded aboard the //Mayflower//.__
 * __There were 102 passengers on the //Mayflower// and about 26 crew members.__
 * __Some of the passengers were Separatists and they called themselves "Saints".__
 * __The Separatists called the other passengers "Strangers".__
 * __Nowadays, we refer to all of the passengers on the //Mayflower// as Pilgrims or colonists.__
 * __There were many storms during the 66-day voyage.__
 * __One sailor and one passenger died.__
 * __A baby boy, Oceanus Hopkins was born during the trip.__
 * Pilgrim Fact Card 4**__

__LAND IS SIGHTED!__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __The //Mayflower// reached Provincetown on November 11, 1620.__
 * __The dates used here are from the Old Style or Julian calendar. Add 12-13 days to make them match our current calendar.__
 * __The storms and dangerous rocky coasts forced the //Mayflower// to anchor in Cape Cod Bay (not at the mouth of the Hudson River as they had intended).__
 * __There were many native tribes living in southeastern Massachusetts and Rhode Island (24,000 people at the time the Pilgrims landed). They were part of the Wampanoag Nation.__
 * __A brief fight occurred between a group of colonists and some Nauset Wampanoag. The Natives attacked the colonists because some of their tribe had been captured and sold into slavery in the past.__
 * __The men signed the Mayflower Compact, which was an agreement on how the colony would be governed.__
 * __Many passengers became sick and four of them died while the group tried to find a good place for their colony.__
 * Pilgrim Fact Card 5**__

__PLYMOUTH, A NEW COLONY__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __The colonists, or Pilgrims, as they are commonly called, decided to settle in Plymouth.__
 * __The Pilgrims arrived in Plymouth Harbor on December 16, 1620.__
 * __The Patuxet Wampanoag had lived in Plymouth before the Pilgrims.__
 * __About 2000 Patuxet died in a plague that occurred between 1616 and 1619. The plague was probably smallpox, brought to the New World by Europeans.__
 * __Only one Patuxet, Squanto, did not die from the plague. He had been captured and sold into slavery in 1614 and was living in England when the rest of his tribe died.__
 * __The Pilgrims found that the old Patuxet lands had many things they needed:__
 * 1) __A good harbor__
 * 2) __A clean supply of water (Town Brook)__
 * 3) __Fields which were already cleared__
 * 4) __No hostile native people__
 * 5) __A hill upon which they could build a fort.__
 * Pilgrim Fact Card 6**__

__A TOUGH, SAD BEGINNING__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __The Pilgrims began to build houses onshore in Plymouth.__
 * __Most of the people lived on the //Mayflower// while the houses were being started.__
 * __People began to get very sick. They had pneumonia and scurvy.__
 * __Poor food, exposure to bad weather and the stress of the voyage caused the illnesses.__
 * __Two or three Pilgrims died every day during the first two months that they were in Plymouth.__
 * __47 Pilgrims died during the first year.__
 * __Half of the //Mayflower's// crew died.__
 * __The //Mayflower// and her crew returned to England on April 5, 1621.__
 * __All of the colonists chose to remain in Plymouth.__
 * Pilgrim Fact Card 7**__

__TWO CULTURES MEET__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __Samoset, a Native from the Monhegan tribe in Maine who spoke English, walked into Plymouth on March 16, 1621.__
 * __He greeted the Pilgrims by saying, "Welcome, Englishmen! My name is Samoset."__
 * __Samoset returned to Plymouth on March 22. He brought Massasoit with him. Massasoit was a Pokanoket Wampanoag sachem (leader).__
 * __Governor Bradford and Massasoit signed a peace treaty.__
 * __Squanto, the only surviving member of the Patuxet tribe, also came to visit.__
 * __Squanto and Hobbamock lived at Plymouth Plantation. They helped the colonists to gather food, plant corn, find their way in the wilderness and to understand the native people.__
 * Pilgrim Fact Card 8**__

__THANKSGIVING, 1621__

 * __In October 1621 the Pilgrims had a three-day celebration to give thanks for their first harvest.__
 * __There were games, singing, and plenty of food.__
 * __Massasoit and 90 other Wampanoag attended the celebration.__
 * __The Wampanoag brought much of the food.__
 * __This celebration eventually became the holiday we know as Thanksgiving.__

__Foods Available to the Pilgrims for 1621 Thanksgiving__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __FISH: cod, bass, herring, shad, bluefish, and lots of eel.__
 * __SEAFOOD: clams, lobsters, mussels, and very small quantities of oysters.__
 * __BIRDS: wild turkey, goose, duck, crane, swan, partridge, and other miscellaneous waterfowl.__
 * __OTHER MEAT: venison (deer), //possibly// some salt pork or chicken.__
 * __GRAIN: small quantity of wheat flour (from England), Indian corn and corn meal, barley (mainly for beer making).__
 * __FRUITS: raspberries, strawberries, grapes, plums, cherries, blueberries, gooseberries (these would have been dried, as none would have been in season).__
 * __VEGETABLES: small quantity of peas, squashes (including pumpkins), beans.__
 * __NUTS: walnuts, chestnuts, acorns, hickory nuts, ground nuts.__
 * __DRINKS: beer (the primary drinking beverage for everyone), possibly grape wine, hard liquor similar to whiskey or brandy, and springhead water.__
 * __OTHER: maple syrup, honey, small quantities of butter, Holland cheese, and eggs.__
 * Pilgrim Fact Card 9**__

__INTERESTING TIDBITS ABOUT CHILDREN__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __On December 5, 1620 Francis Billington fired a weapon while on board the Mayflower. He set ablaze a small barrel of gunpowder, but luckily no damage was done!__
 * __Five year old Pilgrims worked around the home by fetching wood, getting water, doing errands and herding geese.__
 * __Older children harvested fruit, fertilized, and helped clear fields.__
 * __Still older boys helped with the plowing and hunting while girls about the age of twelve took care of younger siblings, sewed, cooked meals, helped with the harvest, and did housework.__
 * __Some of the games children played were cards, marbles, leapfrog, football, doll playing, and tops.__
 * __Parents constantly corrected and disciplined their children.__
 * __Colonists thought the Native people were too lenient with their young.__
 * Pilgrim Fact Card 10**__

__CHILDREN'S CLOTHING__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __Young boys (to about age 8) and girls both wore dresses ("gowns"), made of either wool or linen.__
 * __The skirt was full length.__
 * __The bodice, which laced in the back, was long sleeved and had a high neckline.__
 * __The color blue was common for children, as well as gray, red, earthy greens, yellows, and browns.__
 * __About the age of seven to nine, boys began to wear clothing similar to their fathers, and girls began to wear dresses cut more like those of their mothers.__
 * Pilgrim Fact Card 11**__

__OLDER GIRLS' AND WOMEN'S CLOTHING__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __A woman's undergarment was a short-sleeved, linen shirt that was tied at the collar and cuffs and fastened in the front.__
 * __One or more petticoats were worn.__
 * __The dress, or gown, consisted of two parts, a bodice and a skirt.__
 * __Sometimes the sleeves were a separate part and tied to the bodice.__
 * __The bodice or the skirt was made of wool and could be the same or different colors.__
 * __A bodice buttoned down the front.__
 * __The skirt was gathered at the waist and fell to the ankle.__
 * __A long-sleeve fitted waistcoat was generally worn.__
 * __Women always wore aprons when working.__
 * __Sometimes women wore lace collar and cuffs, and a cloak.__
 * __Women wore their hair pulled tightly back. They wore a coif (bonnet) or hat.__
 * __Women's clothes were usually red, earthy green, browns, blue, violet, and gray. Black and white clothing was not normally worn.__
 * Pilgrim Fact Card 12**__

__OLDER BOYS' AND MEN'S CLOTHING__
__[|© Plymouth Public Schools, Plymouth, MA 02360]
 * __Men wore a short-sleeved shirt that was long in length.__
 * __A doublet, a close-fitting vest, with long sleeves, was worn.__
 * __A cloak was worn.__
 * __Most men wore lace collars and cuffs.__
 * __A felt hat was worn.__
 * __Older or more revered men often wore a full-length wool gown over the top of their other clothes.__
 * __Breeches were worn.__
 * __Stockings were knee-length.__
 * __Shoes were low-heeled, leather shoes.__
 * __The most common colors for men's clothes were white, beige, black, earthy green, and brown.__
 * __Buckles were not worn. Black clothing was worn on Sunday or formal occasions, not every day.__
 * Pilgrim Fact Card 13**__

__PLYMOUTH AFTER THANKSGIVING 1621__
__[|© Plymouth Public Schools, Plymouth, MA 02360]__ __Original URL: []
 * __John Billington, Jr. got lost in the woods outside of Plymouth in July of 1621. He lived on berries for five days and finally wandered into Manomet, a Wampanoag village twenty miles from his home. Not knowing what to do with him, the Natives sent him on to the Nauset tribe. They returned him to Plymouth with strings of beads around his neck.__
 * __In November, 1621 the ship the //Fortune// landed at Plymouth with 35 new colonists. The original Pilgrims had barely enough food for themselves, and little to spare for more people.__
 * __During the next three years the Pilgrims would often be short on food supplies and had to trade with the Natives and ration their food. The colonists had little help from the investors in England when they had some poor farming years in addition to many new colonists.__
 * __In September 1622 Squanto died.__
 * __In 1623 each colonist was given one acre of land to farm in order to help get better food supplies and to keep people happy. The colonists did not own this land, but they were allowed to farm it.__
 * __A very bad drought occurred in the spring and early summer of 1623.__
 * __The Pilgrims held a day of prayer and fasting known as a Day of Humiliation in order to end the drought. By the end of the Day of Humiliation it began to rain.__
 * __A Day of Thanksgiving was held to thank God for ending the drought.__
 * __Sixty new colonists arrived in July 1623 on the //Anne// followed by more people on board the //Little James//. Most of the newcomers were the relatives of the people who had come over on the //Mayflower//.__
 * __In 1625 the investment company which had financed Plymouth Colony disbanded. The company had made very little money. They were concerned about the Pilgrim' religious practices as stories had been brought back to England by some returning colonists who had been unhappy living in Plymouth. The colonists were forced to take on the debt of the colony. It took them many years to finally pay it off.__
 * __The houses and livestock were divided up amongst the colonists in 1627 so that they owned them.__
 * __Individual families were given their own land in 1628.__

__

=__Aboard the //Mayflower// - Pilgrim Study Unit (Lesson 2 of 7)__= __Grade Levels: **3 - 8**__

__Objectives__

 * __Students will be able to identify the difficult and the pleasant aspects of the voyage of the //Mayflower//.__
 * __Students will be able to differentiate between the terms "Saints" and "Strangers."__
 * __Students will be able to define and illustrate key vocabulary words (optional).__

__Materials__
__**Vocabulary**__
 * __//Three Young Pilgrims// by Cheryl Harness (pp. 1-4, 27-30, The Saints, The Strangers)__
 * __[|Pilgrim Fact Card 3]__
 * __Worksheet **"What I Liked/What I Didn't Like"** (see below)__
 * __Class Chart__
 * __Saints__
 * __Strangers__
 * __Pilgrims__
 * __Colonist__

__Procedure__

 * 1) __Pass out the book //Three Young Pilgrims//. Have the students look through the book to notice its unique style (sidebars, maps, and detailed information). Explain that this book will be one of their texts for this unit.__
 * 2) __Tell the class that they will be learning about the voyage aboard the //Mayflower// in 1620. They will be asked to write about the voyage using the information in the Pilgrim Fact Card 3 and //Three Young Pilgrims//.__
 * 3) __Distribute the sheet **"What I Liked/What I Didn't Like."** Have the students work cooperatively to complete it.__
 * 4) __Fill in the Class Chart (begun in [|Lesson 1]) with any newly acquired information.__
 * 5) __Students will define and illustrate Vocabulary for the lesson (optional).__

__Extension/Extra Credit Projects__
__Dalgleish, Alice. //The Thanksgiving Story//. New York: Athenaem-Aladdin, 1954. A mostly accurate account of the Pilgrims' journey to America and the hardships of the early settlement in Plymouth. This is a classic of children's literature written about the Pilgrims. Van Leeuwen, Jean. //Across the Wide Dark Sea: The Mayflower Journey//. New York: Dial Books, 1995. Told from a young boy's point of view, this book gives a new perspective to the Pilgrims' story. He relates the uncertainty and difficulties of the voyage, what he and the others will find in a new and strange land, as well as the hardships of the first winter. Waters, Kate. //On the Mayflower: Voyage of the Ship's Apprentice and a Passenger Girl//. Photographs by Russ Kendall. New York: Scholastic Press, 1996. The latest in this series of books which are illustrated with photographs taken aboard the //Mayflower II// at Plimoth Plantation, this book tells the story of two children on the //Mayflower// during the voyage to Plymouth. The apprentice to the master of the ship befriends one of the young passenger girls and we see their daily responsibilities and life on board the ship during the voyage. Roop Connie and Peter. //Pilgrim Voices: Our First Year in the New World//. New York: Walker and Company, 1995. Written in a diary format, this book follows the journey of the Pilgrims as they leave on their voyage and through their first year in the new Plymouth Colony. Based on actual primary documents, //Mourt's Relation// and Bradford's history //Of Plymouth Plantation//. Includes a glossary of unfamiliar words. Text and illustrations may be more suitable for older students. [|© Plymouth Public Schools, Plymouth, MA 02360]__
 * __Students will write a letter to a relative or friend in England telling about the voyage.__
 * __Read a book about the //Mayflower// voyage of 1620. Some possible choices follow.__

__Name__ _

__WHAT I LIKED / WHAT I DIDN'T LIKE__
__Pretend you are one of the children sailing on the //Mayflower// in 1620. You have very little to keep you occupied and you are very, very bored. Your friends and you decide to write a list to pass the time. You try to think of as many items that you like and don't like about being aboard a ship crossing the Atlantic.__ __[|© Plymouth Public Schools, Plymouth, MA 02360] © 2000-2010 Pearson Education, Inc. All Rights Reserved. Original URL: []
 * **//WHAT I LIKED//** || **//WHAT I DIDN'T LIKE//** ||

__

=__Choosing Plymouth - Pilgrim Study Unit (Lesson 3 of 7)__= __Grade Levels: **3 - 8**__

__Objectives__

 * __Students will be able to explain how the Pilgrims landed in the "wrong" place.__
 * __Students will be able to explain the reasons the Native people attacked the Pilgrims and sailors on Cape Cod.__
 * __Students will be able to identify the principal physical features the Pilgrims considered when choosing the location of Plymouth (Town Brook, land that was unoccupied and cleared, a good harbor, no sign of natives).__
 * __Students will be able to define and illustrate key vocabulary words (optional).__

__Materials__

 * __//Three Young Pilgrims// by Cheryl Harness (pp.5 - 8 )__
 * __[|Pilgrim Fact Cards 4 & 5]__
 * __Cause and Effect Worksheet (see below)__
 * __Atlases__
 * __Class chart (begun in Lesson 1)__

__Vocabulary__

 * __Wampanoag__
 * __Mayflower Compact__

__Procedure__

 * 1) __Review what was learned in Lesson 1 and 2 (refer to Class Chart).__
 * 2) __Review the basics of Cause and Effect statements (ie. Cause: I am hungry, Effect: I eat my lunch.).__
 * 3) __Instruct the students to read pages 6-8 in //Three Young Pilgrims// and Pilgrim Fact Cards 4 & 5.__
 * 4) __Students will write Cause and Effect statements that address the reasons why the colony was located in Plymouth.__
 * 5) __Students will define and illustrate vocabulary (optional).__
 * 6) __Upon completion of the assignments, update the Class Chart.__

__Extension/Extra Credit Projects__
__[|© Plymouth Public Schools, Plymouth, MA 02360]__
 * __Create a postcard to send to a friend in Europe as if you were a Pilgrim. Illustrate one aspect of the settling in Plymouth on the front. Write a brief message on the back of the postcard.__
 * __Write a letter from a Pilgrim to a friend in England detailing the choice of Plymouth as the site of the colony.__
 * __Locate a map of Plymouth and note the physical features that made Plymouth a desirable place to settle.__

__Name__

CAUSE AND EFFECT
Write 5 Cause and Effect statements which explain why the colony was located in Plymouth, Massachusetts. [|© Plymouth Public Schools, Plymouth, MA 02360] © 2000-2010 Pearson Education, Inc. All Rights Reserved. Original URL: []
 * _
 * _
 * _
 * _
 * _



=The First Winter - Pilgrim Study Unit (Lesson 4 of 7)= Grade Levels: **3 - 8**

Objectives

 * Students will be able to describe the first winter that the Pilgrims spent in Plymouth.
 * Students will be able to retell the first meeting of the Native people and the Pilgrims.
 * Students will be able to define and illustrate key vocabulary words (optional).

Materials

 * //Three Young Pilgrims// by Cheryl Harness (pp. 9 - 14 )
 * [|Pilgrim Fact Cards 6 & 7]
 * Class Chart

Vocabulary

 * Samoset
 * Massasoit
 * Squanto
 * Patuxet
 * Pneumonia
 * Scurvy
 * Sachem

Procedure

 * 1) Tell students that they are going to become newspaper reporters. They will be writing about the Pilgrims' first winter in Plymouth and their meetings with Samoset, Massasoit, and Squanto.
 * 2) Pass out the Pilgrim Fact Cards 6 & 7 and //Three Young Pilgrims//. Remind the students that when they write their articles they must answer the five questions journalists cover: Who? What? Where? When? and Why?
 * 3) Students will write newspaper articles with a partner.
 * 4) Students will define and illustrate the vocabulary from the lesson (optional).
 * 5) Upon completion of the assignment update the Class Chart (begun in Lesson 1).

Enrichment/Extension Activities
[| Return to Pilgrim Study Unit] [|© Plymouth Public Schools, Plymouth, MA 02360] © 2000-2010 Pearson Education, Inc. All Rights Reserved. Original URL: []
 * Students will illustrate their newspaper articles.
 * Students will write additional articles highlighting other events or people of that era.



=The First Thanksgiving - Pilgrim Study Unit (Lesson 5 of 7)= Grade Levels: **3 - 8**

Objectives

 * Students will be able to explain the origins of Thanksgiving.
 * Students will be able to define and illustrate key vocabulary words (optional).

Materials

 * //Three Young Pilgrims// by Cheryl Harness (pp. 17- 24)
 * [| Pilgrim Fact Card 8]
 * 4" x 4" pieces of white paper (4 for each group)
 * Class Chart

Vocabulary
Thanksgiving

Procedure

 * 1) Write the word "Thanksgiving" on the board.
 * 2) Divide the students into cooperative groups.
 * 3) Ask the students to list on a piece of paper all the meanings, stories, and images that come into their minds when they hear the word "Thanksgiving."
 * 4) After a sufficient amount of time has passed, ask the students to come back together as a large group and generate one list of the meanings, images and stories they came up with.
 * 5) Tell them they will be reading and researching the truth about Thanksgiving. They will read pages 17-24 in //Three Young Pilgrims// and the Pilgrim Fact Card 8 with a partner. Then they will create 4 quilt pieces between the two students (use the white paper squares) that illustrate and explain the first Thanksgiving. Suggest that they can draw pictures of food or the activities that occurred at the original celebration or creatively write the names of the key participants (Massasoit, Bradford, or the like).
 * 6) On the back of each square have the students write a brief explanation.
 * 7) Assemble the squares on a bulletin board and allow the students to explain their contributions.
 * 8) Update the Class Chart (begun in Lesson 1).
 * 9) Students will define and illustrate the vocabulary from the lesson (optional).

Extension/Extra Credit Projects
[| Return to Pilgrim Study Unit] [|© Plymouth Public Schools, Plymouth, MA 02360] © 2000-2010 Pearson Education, Inc. All Rights Reserved. Original URL: []
 * Create a game, which highlights the Facts and Fiction about Thanksgiving. Students may want to make a board game or a game like Jeopardy.
 * Read a picture book on Thanksgiving to a younger class or student.
 * Create a Venn diagram comparing the first Thanksgiving with present day customs.



=Life in Plymouth - Pilgrim Study Unit (lesson 6 of 7)= Grade Levels: **3 - 8**

Objectives

 * Students will be able to write a timeline showing significant events in the Plymouth Colony that occurred between 1621 and 1628.
 * Students will be able to define and illustrate key vocabulary words (optional).

Materials

 * //Three Young Pilgrims// by Cheryl Harness (pp. 24-26).
 * Timeline Sheet (see below)
 * [|Pilgrim Fact Card 9]

Vocabulary

 * Ration
 * Drought
 * Fasting
 * Livestock
 * Debt

Procedure

 * 1) Explain to students that the Pilgrims had many hard-won accomplishments during the first few years of the settlement. The colony became a successful, permanent town due to these gains.
 * 2) Pass out the timeline sheets (below) and tell them to put as many important facts as they can, on it from their reading in //Three Young Pilgrims// and Pilgrim Fact Card 9.
 * 3) Students will define and illustrate the vocabulary from the lesson (optional).
 * 4) Upon completion of the assignment update the Class Chart (begun in Lesson 1).

Extension/Extra Credit Projects
[|© Plymouth Public Schools, Plymouth, MA 02360]
 * Make a timeline for world events of the same period (see p. 26 of //Three Young Pilgrims//).
 * Have the students make a timeline of their own histories.

NAME ON THIS TIMELINE FILL IN EVENTS THAT OCCURRED BETWEEN 1621 AND 1628 IN PLYMOUTH COLONY. 1622 _ 1623 _ 1624_ 1625_ 1626 _ 1627_ 1628 _ [| Return to Pilgrim Study Unit] [|© Plymouth Public Schools, Plymouth, MA 02360] © 2000-2010 Pearson Education, Inc. All Rights Reserved. Original URL: []



=Pilgrim Children - Pilgrim Study Unit (Lesson 7 of 7)= Grade Levels: **3 - 8**

Objectives

 * Students will be able to describe a day in the life of a Pilgrim boy or girl in 1627.
 * Students will be able to define and illustrate key vocabulary words (optional).

Materials

 * [|Pilgrim Fact Cards 9, 10, 11, 12]
 * //Sarah Morton's Day// by Kate Waters
 * //Samuel Eaton's Day// by Kate Waters
 * //Three Young Pilgrims// by by Cheryl Harness

Vocabulary

 * See the glossaries at the back of the books //Sarah Morton's Day// and //Samuel Eaton's Day//.

Procedure

 * 1) Using large sheets of paper make Venn Diagram outlines.
 * 2) Label the parts of the Venn Diagram **Pilgrim Child** and **Present Day Child**.
 * 3) Explain that there are many similarities and differences between children in 1627 and present day.
 * 4) Divide the students into cooperative groups and have them fill in their Venn Diagrams with as many details as they can gather from the books.
 * 5) Students will define and illustrate the vocabulary from the lesson (optional).
 * 6) Upon completion of the assignment update the Class Chart.

Enrichment/Extension Activities
[| Return to Pilgrim Study Unit] [|© Plymouth Public Schools, Plymouth, MA 02360] © 2000-2010 Pearson Education, Inc. All Rights Reserved. Original URL: []
 * Create a game that uses the information on daily life.
 * Research the life of a noteworthy Pilgrim.



=A Not-So Traditional Thanksgiving= "Welcome to the 17th century", reads the sign as you approach the Pilgrim village at Plimoth Plantation in southeast Massachusetts. Inside the stockade fence, the "character interpreters" dressed in handmade Pilgrim costumes, affect a solemn demeanor, and speak in a lilting Elizabethan English. Ask them about George Washington, and they look at you blankly. "George who?" It's 1627, after all. These days, Plimoth Plantation is more than just a theme park of "feel good" history, however. It is one example of the cultural war that has emerged over the traditional depiction of the peaceful Pilgrim and Indian Thanksgiving. At issue are two competing views of America and American history: on one side, the American past as a heroic account of the birth of freedom and democracy; on the other, the nation's past as a brutal tale of conflict, racism, and the decimation of native peoples.

Heroic Founding or Original Sin?
For years, "America's Hometown," as Plymouth prides itself, has been the custodian of the myth of America's founding. There is Plymouth Rock, of course, enshrined under its granite portico, and the //Mayflower II//, moored in the harbor. There is Plimoth Plantation and Pilgrim Hall and the Mayflower Society, even the Plymouth National Wax Museum. Each Friday afternoon in August and on Thanksgiving Day, visitors can watch the Pilgrim Progress procession, in which 51 townspeople— dressed in Pilgrim garb, banging drums, and carrying Bibles, muskets, and hurlberds— march past Plymouth Rock and towards the site of the old meetinghouse, just as the original settlers did back in 1627. Over the years, the other, less celebratory, side of Plymouth's history has been largely ignored. Plymouth, after all, was originally a place of Indian settlement called Pawtuxet ("Place of the Little Falls"), evacuated a few years before the arrival of the Pilgrims, due to a plague believed to have been brought (unwittingly) by European fishermen. It was also the place where, in the aftermath of King Philip's War, the head of Philip himself was carried into town on a spike and left to stand at Town Square for two decades. For several decades now, the militant group, the United American Indians of New England (UAINE), has staged demonstrations in Plymouth each Thanksgiving, some of which have turned ugly. Renaming Thanksgiving the "National Day of Mourning," their intention is to awaken the country to the darker side of Plymouth.

The Original Culture War
As the town of Plymouth looks for a way out of a polarized situation, it is finding that differences are not so easy to reconcile. Ironically, the town got into its current predicament by winning a very different culture war a century and a half ago. Plymouth has not always been at the top of the historical heap. It was a largely forgotten backwater until December 22, 1820, when Daniel Webster traveled down from Boston to speak at the Bicentennial celebrations of the landing of the Pilgrims. Webster was considered the greatest orator of his day. But on that occasion, before 1500 people in the wooden meetinghouse where the First Parish church stands today, he surpassed even himself. "We have come to this Rock," he declared, "to record here our homage for our Pilgrim Fathers; our sympathy in their sufferings;our gratitude for their labors; our admiration of their virtues; our veneration of their piety..."

Forefathers of the Nation?
Webster's Plymouth oration, as it became known, marked the beginning of the elevation of Pilgrims to the status of forefathers of the nation. In the 19th century, a newly independent America was searching for its identity. It needed a founding myth. There were two principal candidates: Plymouth and Jamestown, Virginia. Jamestown had a certain advantage; the colony there had been established 13 years before Plymouth. But Plymouth offered moral authority, thanks in part to Daniel Webster. The native peoples weren't in the running, of course: in his Bicentennial speech, Webster himself had dismissed the Indians of New England as "roving barbarians," while Andrew Jackson's Indian Removal Act of 1830 pushed the tribes of the southern states westward beyond the Mississippi. The campaign to make a regional holiday into a national celebration was realized on October 3, 1863, when Abraham Lincoln proclaimed the last Thursday in November as a federal holiday—Thanksgiving Day. It wasn't until the 1890s that the Pilgrims began to be associated with Thanksgiving, however. The early tourism at Plymouth "was all around the landing on the Rock and the Mayflower Compact, " according to Peggy Baker, director of the Pilgrim Society. "The starting of America was the thing." But even as the Pilgrim story became the story of America, the town of Plymouth was becoming a symbol of protest. As early as 1836, at a Boston lecture on King Philip's War, Pequot Indian minister William Apess urged "every man of color" to mourn the day of the landing of the Pilgrims—and to bury Plymouth Rock in protest. A century and a half later, his wish came true.

Native Americans Soundings
The year was 1970, and the 350th anniversary of the landing of the Pilgrims was to be celebrated at a banquet in Plymouth. State officials asked Frank B. James, president of the Federated Eastern Indian League, to be one of the speakers. James prepared a speech in which he accused the Pilgrims, among other misdeeds, of robbing a cache of corn from Wampanoag graves, when they first landed on the Upper Cape. According to James's account, state officials informed him he could not deliver such a speech and offered to write it for him. James never addressed the banquet. On Thanksgiving of that year, hundreds of Indians from around the country gathered by the statue of Massasoit on Cole's Hill to protest James's treatment. It was the first National Day of Mourning. The protesters buried Plymouth Rock twice that day. "We buried it, and they went down and raked it off," says James. "We buried it again. We have been there every Thanksgiving since then—in snow, hail, rain."

National Day of Mourning
Organized by UAINE, the National Day of Mourning rally on Cole's Hill became as much a part of Plymouth Thanksgiving tradition as the Pilgrim Progress procession. But it was an uneasy coexistence. UAINE identified the Pilgrims as the source of all evils, accusing them of introducing "sexism, racism, anti-lesbian and anti-gay bigotry, jails, and the class system to these shores," as one UAINE member put it in a speech. On Thanksgiving 1994, UAINE militants forced their way into the First Parish Unitarian Universalist Church, where an interfaith service traditionally took place after the Pilgrim Progress parade; they refused to leave until permitted to speak. Two years later, on Thanksgiving 1996, UAINE confronted the Progress on the streets of Plymouth. With the police nowhere in evidence, the demonstrators forced the latter-day Pilgrims to cut short their parade, pushing them back towards the harbor. The symbolism was lost on no one. There are obstacles to reconciliation on the Plymouth side as well as the Native American side. One is the Pilgrim Progress procession—a delight to tourists but, with its muskets and halberds, a hated symbol to many Indians, particularly to UAINE. On that subject, the Plymouth Historical Alliance (PHA), the grouping of local historical organizations that organizes the procession, is firm. The Progress represents a "snapshot in time," according to the PHA's Annette Talbot. Talbot says any decision to "pretty it up," by getting rid of the offending muskets and halberds, would destroy the historical accuracy. "If we are going to modify it, why do it?" she asks. For her part, the Pilgrim Society's Peggy Baker sees the Progress as "the celebration of the survival of a group of people. There is no reason for this to be the only interpretation of history, but it is a legitimate one."

Crisis of Fragmentation
In major respects, the culture war over Plymouth Rock and the Pilgrim Progress and the other historical symbols of the town goes beyond Plymouth—to what historian Jill Lepore calls "the crisis of fragmentation in this country." It raises questions as what kind of nation we want to be, whether in fact we can ever be one nation at all. "On the basic civic stage," says Lepore, "it is our obligation to examine our American heritage in all its wonder and brutality. We have to find a way to acknowledge that both cultures—the Native Americans who lost their land and the Europeans who settled here— are constituent of what it is to be an American. We have inherited both those heritages. We can't claim just one." Sometimes monuments and memorials have the ability to bring those seeming opposites together. One example is the Vietnam Veterans' Memorial in Washington, D. C. In a single place, Lepore argues, the memorial demonstrates our capacity "to embrace history with many sides," to portray both "the moral anguish of a nation and the personal sacrifice and courage of its soldiers."

What Kind of Nation Do We Want to Be?
Could some creative person achieve this in Plymouth—create a landmark of the early European settlement and its brutal underside? Maybe Plymouth is a good place to start, after all. "If Plymouth can't have both a day of Thanksgiving and a Day of Mourning," Lepore says, "then how can we expect America to have both, too?" Return to [|Thanksgiving: Multiple Perspectives] lesson plan Original URL: []



=Thanksgiving: Multiple Perspectives= Grade Levels: **8 - 12**

Objectives

 * Students will explore multiple perspectives about Thanksgiving celebrations in Plymouth, MA.
 * Students will create a landmark that commemorates both the European Settlers and the Native American viewpoints concerning the Colonizing of America.

Materials

 * Copies of [| A Not-So-Traditional Thanksgiving]
 * Paper
 * Pencils
 * Colored pencils
 * Art supplies with which students can create landmarks (optional):
 * Modeling clay
 * Shoe boxes
 * Feathers
 * Canvas
 * Paint

Procedures

 * 1) Distribute copies of [| A Not-So-Traditional Thanksgiving].
 * 2) As students read the article, ask them to keep a list of facts they learn from the handout that are new to them.
 * 3) Conduct a class discussion about the situation in Plymouth using the following questions:
 * Why did Plymouth become "America's Hometown"?
 * Does this tell you anything about the way American history is formed? If so, what?
 * Why are Native Americans upset about the Plimoth Plantation and the Pilgrim Progress procession?
 * What is the National Day of Mourning?
 * What actions have the United American Indians of New England (UAINE) taken to commemorate the National Day of Mourning?
 * Why don't the people of the Plymouth Historical Alliance change their depictions of the first settlers and Thanksgiving to appease UAINE? What would they argue is valid about their point of view?
 * What is the symbolism of Plymouth Rock and why do the members of UAINE bury it each year?
 * What do you think about this issue? Can you suggest ways for them to resolve the situation?
 * 1) Ask students to create their own landmarks commemorating both sides of the issue. They may either draw an illustration of their proposed landmark or create a small-scale model of it using various art supplies.
 * 2) Have each student present his landmark, along with an explanation of its symbolism, in front of the class.
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 * || **Name** **Date** ||  ||


 * || **Quiz Name:** || Early America ||
 * **Type:** || Multiple Choice (static answer order) ||
 * **Instructions:** || Select the correct answer from the choices listed. ||


 * **1.**
 * **1.**

Where did the Pilgrims PLAN to land? **Circle Answer** India Virginia Cape Cod the Netherlands ||
 * **2.**
 * **2.**

What was the most important reason the Pilgrims had for making the journey? **Circle Answer** religious freedom silver and gold free land ||
 * **3.**
 * **3.**

Sir Walter Raleigh was: **Circle Answer** an Italian sailor a king a rich Englishman ||
 * **4.**
 * **4.**

The Puritans formed which colony? **Circle Answer** Jamestown Maryland Plymouth Colony Massachusetts Bay Colony ||
 * **5.**
 * **5.**

The Maryland colony was settled by: **Circle Answer** the Puritans the Pilgrims the Catholics ||
 * **6.**
 * **6.**

What was the crop responsible for making the Jamestown settlement rich? **Circle Answer** sugar cane corn tobacco ||
 * **7.**
 * **7.**

Pocohontas married: **Circle Answer** John Rolfe John Smith Sir Walter Raleigh ||
 * **8.**
 * **8.**

The native American, Squanto, helped which settlement survive in the New World? **Circle Answer** Maryland Plymouth Massachusetts Bay Colony Jamestown ||
 * The "Pilgrims," a group of English separatists who later became associated with the "First Thanksgiving," arrived in the area now known as New England in 1620 and founded the Plymouth colony. However, in 1607, an earlier group of settlers created a colony called Popham, in what is now the state of Maine. These colonists were members of the "northern branch" of the Virginia Company. The "southern branch" of the Company founded Jamestown in present-day Virginia that same year.

=Indentured Servants' Experiences 1600-1700= BEFORE THE JOURNEY: "Many of the spirits [people who recruited indentured servants] haunted the London slums and those of Bristol and other seaports. It was not difficult to find hungry and thirsty victims who, over a dinner and much liquor, would sign anything before them. The spirit would then hustle his prey to his headquarters to be added to a waiting company of others, safely kept where they could not escape until a ship was ready for them. An easier way was to pick up a sleeping drunk from the gutter and put him aboard a vessel for America, where, with no indenture, he could be sold to his own disadvantage and with the American planter's gain. Children were valuable and could be enticed with candy to come along with a spirit. Sometimes they, and older people too, were seized by force." THE JOURNEY: The ocean journey to America usually took eight to twelve weeks. Indentured servants were packed into the ships tightly, often being held in the hold without a chance to get fresh air. "Every two weeks at sea the [indentured servant] passengers received an allowance of bread. One man and his wife, having eaten their bread in eight days, staggered before the captain and begged him to throw them overboard, for they would otherwise starve before the next bread day. The captain laughed in their faces, while the ship's mate, even more of a brute, gave them a bag of sand and told them to eat that. The couple did die before the next ration of bread, but the captain charged the other passengers for the bread the two would have eaten if they had survived." UPON ARRIVAL IN AMERICA: Some indentured servants had their contract of service worked out with waiting American colonists who would be their masters for four to seven years. Others, upon arrival, were bought and sold much in the same manner as slaves. An announcement in the Virginia Gazette read, "Just arrived at Leedstown, the Ship Justitia, with about one Hundred Healthy Servants, Men Women and Boys. . . . The Sale will commence on Tuesday the 2nd of April." TREATMENT BY THEIR MASTERS: Indentured servants had few rights. They could not vote. Without the permission of their masters, they were not allowed to marry, to leave their houses or travel, nor buy or sell anything. Female indentured servants were often raped without legal recourse. Masters often whipped and beat their indentured servants. One man testified: "I have seen an Overseer beat a Servant with a cane about the head till the blood has followed, for a fault that is not worth the speaking of...." WORK IN AMERICA: In the 1600s, most indentured servants were put to work in the tobacco fields of Virginia and Maryland. This was hard manual labor under the grueling hot summer sun, under which Europeans were not accustomed to working. Overseers were often cruel, beating the servants to make them work faster and harder. AFTER CONTRACT WAS COMPLETED: Although many masters craftily figure out ways to extend an indentured servant's bondage (through accusing the servant of stealing, impregnating a female indenture servant, etc.), most indentured servants who survived the frrst four to seven years in America were freed. The master was required (depending upon the rules of the colony) to provide his former servant with the following: clothing, two hoes, three barrels of corn, and fifty acres of land. Excerpted from: [| //Multicultural Activities for the American History Classroom//].

To be used with [|Indentured Servants] lesson plan.

Objectives

 * Students will compare and contrast European American indentured servitude to African American servitude.
 * Students will write an opinion essay about whether European American indentured servitude was the same as or different from African American servitude.

Materials

 * [|Background Information Sheet]

Procedures
Excerpt from: //Multicultural Activities for the American History Classroom//. [|:: PRINTER FRIENDLY] ||||||  || © 2000-2010 Pearson Education, Inc. All Rights Reserved. ||
 * 1) Say to students, "If you are an American of European descent and your ancestors came to this continent during the 1600s or 1700s, there is a 50 percent chance they came as indentured servants. It is estimated that one out of every two European colonists came to America under this condition. Think about the two words "indentured" and servants. What do you associate with these two terms? Write whatever words come to your mind around the two terms."
 * 2) Now, have students look up the definition of "indenture" in the dictionary and write it.
 * 3) What was it like to be an European American indentured servant in colonial America? Assign students to read the [|Background Information Sheet].
 * 4) Some historians argue that the life for European American indentured servants in America was very similar to that of African American slaves. Other historians disagree, arguing that there were significant differences. Based on the information given about indentured servants and prior knowledge of slavery, have students create a Venn diagram that visually shows the similarities and differences of the lives of indentured servants and slaves in early America.
 * 5) Assign students to write a short essay, based on the information outlined in the Venn diagram, stating their opinion--whether they agree with (I) the historians who believe the lives of African American slaves and European American indentured servants were more similar than different, or (2) the historians who believe the lives of African American slaves and European American indentured servants were more different than similar.
 * **9.**

Which group of settlers tried to settle in the Netherlands before sailing to the new world? **Circle Answer** Catholics Pilgrims Puritans ||
 * **10.**
 * **10.**

The Mayflower Compact was: **Circle Answer** an agreement the name of a ship a dance ||
 * **11.**
 * **11.**

Which colony celebrated the first Thanksgiving? **Circle Answer** Maryland Virginia Plymouth Massachusetts Bay Colony ||
 * **12.**
 * **12.**

Which colony is considered the first successful English colony in the New World? **Circle Answer** Plymouth Massachusetts Bay Colony Maryland Jamestown ||




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This map shows the extent of the Wampanoag homeland in the 17th century. It was adapted from an original drawing by Nanepashemet, former Director of the Wampanoag Indian Program.

At the time the colonists arrived, the Wampanoag did not call themselves “Wampanoag .” However, among these various villages, the inhabitants considered themselves part of the same Nation of People.

Although there were around 67 different Wampanoag villages at that time, this map shows only a small number of them. This area was well traveled by the Native People in the 1600’s, whether by foot or by mishoon (dugout boat). People in the various villages interacted with each other, celebrated different Thanksgiving ceremonies together, traded and helped each other.

Sometimes People in the villages had different opinions about important things. To settle matters between them, men of the two villages would engage in a serious game. One such game was football, played on a mile-long beach. The women and children came to support the men as they played and the outcome of the game would settle the disagreement that might have occurred.



Explorer Captain John Smith made this map after his exploration of the New England coast in 1614. The map was printed in his book, "Description of New England," in 1614. The colonists at Plymouth probably brought this book along with them.

On the map, Smith gave English names to many of the parts of New England. Most of the names weren't kept in later years (like Cape James for Cape Cod). Smith did give the Plymouth area its name. Plymouth was, and still is, called Patuxet, by the Wampanoag.



The history of Plymouth Colony begins in 1620 with the landing of the Mayflower at Cape Cod and ends with the absorption of Plymouth into Massachusetts Bay Colony in 1692. This timeline lists key events in the colony’s history. Arranged chronologically, it covers the expansion of the colony and major points of interaction with the Native Peoples. November 11, 1620 The Mayflower anchors in Provincetown Harbor, the passengers having decided to settle in New England. December 8, 1620 A party of explorers from the ship encounter Wampanoag on Cape Cod for the first time. Although shots are exchanged, no one is hurt in this “first encounter.” December 20, 1620 The colonists choose an abandoned Wampanoag village called Patuxet for their new site. The former inhabitants had died or been scattered by a European disease four years before. March 22, 1620/1 Samoset, a Monhegan Native, brings Tisquantum (Squanto) to New Plymouth and announces the imminent arrival of the Wampanoag leader Massasoit. Governor Carver and Massasoit conclude a treaty of peace. Squanto stays with the colonists. Late September/early October 1621 A 3-day harvest celebration is held in Plymouth with Massasoit and 90 Wampanoag men. November 9, 1621 The ship Fortune arrives at Cape Cod bringing 35 new colonists. July/August 1623 Two more ships arrive, the Anne and Little James, bringing 60 more colonists. The passengers of these ships, together with those of the Mayflower and Fortune, comprise the “Old Comers” of the colony and are often given special treatment in later colonial transactions. 1626 Plymouth builds its first trading house at Aptucxet on the southwestern side of Cape Cod. It is used as a base from which to trade with the Natives of both the Cape and Narragansett Bay. May 22, 1627 The colony begins to divide its assets in preparation for the dissolving of the company. The cattle are the first asset to be distributed. October 1627 Isaack de Rasiere comes to Plymouth Colony on a trading and diplomatic mission from the Dutch colony of New Amsterdam. Because of him, Plymouth is introduced to the use of wampum as a medium of exchange with the Natives. January 3, 1627/8 The Plymouth court begins to distribute land, 20 acres per share, to the planters. 1628 Plymouth establishes the second trading house on the east bank of the Kennebec River (Augusta, ME). Another post is set further north on the Penobscot River the following year.
 * 1620s:**

1632 Some Plymouth men are granted lands at Green’s Harbor, which is incorporated as the town of Marshfield in 1640. 1633 An outbreak of disease kills many Natives and at least 20 colonists. The resultant wills and inventories have been used in the furnishing of the 1627 English Village. Another trading house is built on the Connecticut River at Matianuck (Windsor, CT). November 25, 1633 First reference in the Court records of the land north of Plymouth as “Duxburrow,” although Duxbury is not incorporated as a separate town until 1637. 1633/4 The first mention of the “ward of Scituate.” 1634-6 Plymouth loses all four of its trading houses: the Penobscot house to French traders in 1634; the Kennebec house the following year; Aptucxet is damaged by a hurricane in 1635; and in 1636, they lose the house on the Connecticut River to Massachusetts Bay colonists. March 7, 1636/7 Seven men identified in the Court records as being of Cohannett, which becomes known as Taunton. April 3, 1637 A group of 10 men from Saugus receive permission to settle in Plymouth Colony and choose the future Sandwich. September 4, 1638 Inhabitants of “Mattacheese of Yarmouth” ordered to help build a bridge over Eel River, south of Plymouth. March 5, 1638/9 First mention of the men of Barnstable in the Court records.
 * 1630s:** The 1630s are a time of great expansion in Plymouth Colony. Seven new towns are founded and the colony has great success supplying newcomers in Plymouth and Massachusetts Bay with livestock and other goods. Many of the specifics of expansion, however, are unknown. In many cases the first mention of a new town occurs after its settlement.

1630s: The Pequot War takes place during this decade. While the war occurred in the Connecticut area and Plymouth colonists were not directly involved, it set the tone for future English/Native relations. June 18, 1633 Dutch sign treat with Pequots, establishing a trading house at present-day Hartford, to be made accessible to all Natives. 1634 Some Narragansetts traveling through Pequot lands to the trading house are slain. In retaliation, Dutch capture the Pequot Sachem, Tatobem, and hold him for ransom. When the ransom is paid, the Dutch deliver his dead body. Spring 1634 Captain John Stone, West Indian trader and pirate, is killed in retaliation for the death of Tatobem. The Pequots are blamed although West Niantics were involved. The English consider this act the beginning of the war. October and November 1634 The Pequots negotiate for peace with Massachusetts Bay. They sign a treaty agreeing to hand over Stone’s killers and “yield up Connecticut,” but it is never ratified by Pequot leaders. July-August 1636 The body of John Oldham is discovered in his pinnace near Block Island. The Pequots are blamed for harboring the fugitive Block Island Natives. Massachusetts Bay send 90 men under John Endicott to Block Island to kill all Native men and seize women and children. They burn houses and cornfields there and near Saybrook, CT. The only Pequot death is caused by the Massachusetts, Cutshamekin. The Pequots consider this the beginning of the war. Fall 1636-Spring1637 The Pequots attack Saybrook and other English settlements as far as Wethersfield. May-July 1637 Connecticut sends 90 men under Captain John Mason against the Pequots. Accompanied by Narragansetts, Mason attacks the Pequot fort on Mystic River, setting houses on fire and killing by sword those who run. As many as 700 die. Captain Israel Stoughton traps the remaining Pequots in a swamp and the war ends. September 21, 1638 The Treaty of Hartford is concluded. The Pequots are no longer to exist as a people and are assigned to either Mohegans or Narragansett. back to top

1640 The lucrative trade in cattle to Massachusetts Bay colonists crashes with the slowing of immigration. In a month, the price of a cow drops from 20 to 5 pounds. August 2, 1642 First mention of Seekonk, which in 1645 becomes the town of Rehoboth. August 22, 1642 Beginning of the first English Civil War. The struggle for power between the Royalist forces and the Puritan Parliamentarians continues throughout the decade. Many New Englanders return to England during this period, among them former Plymouth Governor Edward Winslow. 1644 Some colonists from Plymouth move to Nauset on Cape Cod. In June 1646, Nauset becomes a town. Its name is changed to Eastham in 1651. April 10, 1644 Plymouth religious leader Elder William Brewster dies. March 23, 1649 The colonists purchase a tract of land from Ousamequin (Massasoit) which will be named Bridgewater.
 * 1640s:**

1652 Two Boston silversmiths are commissioned to mint coins, the first New England money. May 8, 1655 Colony leader Edward Winslow dies at sea in the West Indies. 1656 Members of the Religious Society of Friends, commonly referred to as Quakers, arrive in Boston from England. While springing from the same religious turmoil that gave rise to the Separatist movement, the Quakers lack respect for hierarchy and believe in man’s ability to achieve his own salvation. Tenets so contrary to orthodox Puritanism quickly turn most New Englanders against them. October 3, 1656 Myles Standish, military leader of Plymouth Colony since 1620 dies. 1657 The small number of Quakers in Plymouth Colony congregate primarily in Sandwich on Cape Cod and in Scituate. Laws are passed forbidding any to transport Quakers into the colony, give them “entertainment” (housing) or to attend a Quaker meeting. Punishments include fines, whipping, imprisonment or banishment. A number of people are brought before the courts on these charges. May 9, 1657 William Bradford, governor of Plymouth Colony for many years, dies. Thomas Prence is elected governor at the June court. 1658 More laws are enacted preventing Quakers or their sympathizers from becoming freemen or exercising voting privileges. June 3, 1658 Quaker Humphrey Norton confronts Governor Thomas Prence during his court appearance for entering the colony contrary to law. December 3, 1658 The Plymouth Court attempts to prevent Quakers from coming to Sandwich by sea by seizing any boats carrying them.
 * 1650s:** During this decade problems between the colonists and Natives increase. English expansion into Native territory, though done through purchase, brings English livestock into close proximity with Native fields. Incidents of livestock trespass and damage become common.

1659-1661 Laws tighten further against Quakers and sympathizers. June 13, 1660 By June, Massasoit is dead. At the death of his father, Wamsutta desires to change his name “according to the custom of the natives.” He requests and receives from the Plymouth Court English names for himself and his brother – “Alexander Pokanokett” and “Philip.” June 5, 1661 Charles II is restored to the throne. Upon receiving word the inhabitants of New Plymouth declare themselves loyal subjects. June 8, 1661 Laws against Quakers are repealed. Summer 1662 Pokanoket Sachem Alexander is ordered to appear before the Plymouth Court to answer charges of plotting war against the English. During his stay at Major Josiah Winslow’s house, he becomes ill and dies on the journey home. Some of his people suspect poisoning. Philip succeeds as Sachem. 1667 John Cotton Jr. accepts the call from the Plymouth church to become their minister. While he brings a new sense of religious commitment, his tenure will not be without controversy. back to top
 * 1660s:**

1671 Increased tension between Plymouth and the Wampanoag cause the court to demand official declaration of fidelity and submission from area Natives. August-September, 1671 Controversy develops between Philip and the Plymouth government as Plymouth attempts to confiscate the Pokanokets’ arms. September 29, 1671 Philip signs a new treaty, promising obedience to the Plymouth government. May 20, 1672 A Harvard College graduate, Ammi Ruhamah Corlet, becomes the teacher of Plymouth’s free school “now begun and erected.” March 29, 1673 Governor Thomas Prence dies and Josiah Winslow succeeds him as Governor. January 29, 1675 John Sassamon, former secretary to Philip and an English informant, is found dead under suspicious circumstances. Three Natives are convicted on June 1 of his murder. June 1675 Awashonks, Squaw Sachem of the Saconnet, requests Benjamin Church’s advice concerning the conflict between Philip and the English. He advises neutrality. June 16, 1675 The “great Indian war” which will become known as King Philip’s War, begins with an attack by Philip on the outlying town of Swansea. July 1675 The war spreads, with attacks on Taunton, Dartmouth and Middleboro. Philip is nearly captured several times, but escapes. August 1675 The Nipmucks of central Massachusetts join in the war. The English troops combine and attack the Narragansetts in an attempt to keep them from joining in the war. March 12, 1675/6 After a winter hiatus, the war resumes when Tatoson leads a party of 11 warriors on an attack of the Clark garrison house on Eel River in Plymouth. The house burns and 11 English die. Late March 1676 Captain Michael Pierce’s company is wiped out in a battle at Pawtucket. Two days later Philip’s men burn Rehoboth. Towns begin to refuse to send more troops. May 1676 The remaining houses in Middleboro burn, more die in Taunton and part of Scituate burns. Communications cease between Plymouth and Boston. June 1676 Awashonks abandons Philip’s cause and allies herself with Plymouth. July 1676 The tide of war turns and the English begin to capture or kill Natives, now desperately short of food. July 22, 1676 The Court arranges for many Wampanoag children to be placed in servitude with English families until they reach the age of 24 or 25. August 9, 1676 Governor Josiah Winslow approves the sale of 110 Natives to be sold as slaves out of the colony. August 12, 1676 Philip and his forces are surrounded in a swamp at Mount Hope. A Pocasset Native named Alderman shoots and kills him. His body is quartered. The war is over although “mopping up” operations continue over the next few months. Fall 1676 Debate rages among colonial religious leaders concerning the desire of some to execute Philip’s nine-year-old son. Although fearful of his possible actions as an adult, the colonists compromise by selling him into slavery.
 * 1670s:**

1681 Governor Thomas Hinckley negotiates for a new charter for Plymouth Colony. December 29, 1686 Sir Edmund Andros arrives as Captain General and Governor in Chief of the Dominion of New England, which includes New York and New Jersey as well as New England. Under his regime many government functions move to Boston, causing Plymouth residents great inconvenience. April 22, 1688 Hearing of the accession of William & Mary to England’s throne, Plymouth rises up against Andros. Thomas Hinckley resumes the governorship.
 * 1680s:**

October 7, 1691 England combines Plymouth and Maine colonies with Massachusetts Bay, although they had considered combining Plymouth with New York. May 14, 1692 Sir William Phips arrives in Boston with the new charter. June 8, 1692 The last meeting of the Plymouth General Court. April 5, 1693 The Plymouth church sets apart a day of Thanksgiving “that the Government over us is yet in the hands of saints.”
 * 1690s:**