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ED 068 386 SO 003 149
TITLE United States History: From Community to Society.Unit Three: The English Settlement of North America.Grade Six. Project Social Studies..
INSTITUTION Minnesota Univ., Minneapolis. Project Social StudiesCurriculum Center.
SPONS AGENCY Office of Education (DHEW), Washington, D.C.PUB DATE 68NOTE 48p.
EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Activity Units; American History; *American Indian
Culture; American Indians; *Colonial History (UnitedStates); Colonialism; Concept Teaching; *CrossCultural Studies; Curriculum Guides; ElementaryGrades; Grade 6; Inquiry Training; Puritans; ResourceUnits; Skill Development; *Social Studies Units;*United States History
IDENTIFIERS *Project Social Studies
ABSTRACTThis third in a series of resource units designed for
sixth grade students and produced by the Project Social StudiesCurriculum Center deals primarily with the English settlement ofNorth America. Pupils study similarities and differences in theEnglish settlements of Jamestown and Plymouth by using case studies.English contact with the Indian groups is examined, and Englishsettlements are compared to the French and Spanish Colonial patterns.The format of the unit is described in Unit I SO 003 147, anddetailed information on course objectives, teaching strategies, andprogram descriptions are provided in the teacher's guide SO 003 146.Other related documents are SO 003 148 through SO 003 153.(Author /SJM)
COPrN
11 .0 Grade SixZ: CD
Unit Three: The English Settlementof North America
tAJ
U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG.INATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.
RESOURCE UNIT
These materials were developed by the ProjectSocial Studies Curriculum Center cf the Universityof Minnesota under a special contract with theCooperative Research Division of the United StatesOffice of Education. (Project 119-011.5)
1968
FILMED FROM BEST AVAILABLE COPY
i
OBJECTIVES
This unit should make progress toward developing the following:
GENERALlaATIONS
l..The migration of peoples from onepart of the world to another alsoinvolves the movement of culture andmaterial objects, thus resulting inchanges in the use cf the area towhich the people migrate.
2. People living in the same type ofenvironment use it differently,depending upon their culturalvalues, knowledge, and technology.
SKILLS
1. Attacks problems in a rational manner.
a. Uses sub-questions to guide thecollection of relevant data.
2. Locates information efficiently.
a. Skims to locate information.
. Gathers information effectively.
a. Reads to find the answers toquestions and to organize what isread.
b. Gains information in ti* process ofconstructing models.
c. Gains information by studyingpictures.
d. Gains information by studying films.
3. Evaluates information.
a. Checks on the accuracy of informationand decides how much faith to put ina source.
1) Checks facts against his own back-ground of information and collectsadditional information when he needsit to check the facts.
2) Checks on the bias and competency ofwitnesses and other authors.
a) Notes whether author would be hurtby an opposite report, what hispurpose was in preparing his account,what attitudes he expresses, whatconnections he may have which mightaffect his attitudes.
b. Looks for points of agreement anddisagreement among witnesses andauthors
c. Chooses the most reliable sourcesof information in terms of bias andcompetency of authors.
4. Organizes and analyzes information and drawsconclusions.
sa
- +
OWECTIVR3
A. IS CURIOUS ABOUT SOCIALDATA.
T
S. Uses sub - questions to guide
the collection of relevantdata.
S. Chooses the most reliablesources of information interms of bias and competencof authors.
4
OUTL
I. Through colonization, the Eltn,
their cvlture, consequently Iof the environment. Their treflected the prevailing conand economic systems in the
N
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OUTLINE OP CONTENT
I. Through colonization, the English extended to the New Worldtheir culture, consequently altering native control and useof the environment. Their theories of colonial utilityreflected the prevailing concepts of the political, religious,and economic systems in the mother country.
0
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TEACHING PROCEDURES MATERIALS
Initiatory Activities
1. Have each pupil write on essay in which he describes what he alreadyknows about the Plymouth settlement. (Do not use Jamestown, asseveral students have already read Dear Bought Land.) If necessarysuggest topics such ea the people's religion,their politics, theirclothes, their houses, etc. Have several pupils read. their essaysto the class. Asg: 'Where did. you get your impressions? Remindthe pupils that these essays will be used later for comparison.
2. Instead. of #1, have each pupil -.draw a picture of a typical Pilgrimcouple. Show the pictures and ask: Where did you get your ideasabout the Pilgrims? Have pupils check the texts to see if they canfind similar pictures. Obtain volunteers from among the girls toinvestigate Pilgrim dress in order to find out if it coincides withthe pupils' images.
3. Have each pupil, using the generalizations about colonization andskills of collecting information learned in Unit II, prepare a studyguide for himself on English settlement of North America. Suggestthat the guide should. include some basic features such as:
a. What kinds of information would you like to know about the areato which the settlers are migrating? Why would you want toknow this information?
b. What kinds of information would you like to know about the potentialsettlers? Why would. you want to know this information? Whatsources would you think might be most reliable?
U. S. history textbooks.
S. Uses sub-questions to guidethe collection of relevantdata.
pE
3
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c. What kinds of information would you have to know about the actualsettlements at Jamestown and Plymouth to be able to compare themwith the French and the Spanish? Where would you try to find thisinformation? What sources would be most reliable, if you couldfind them?
Give the pupils ample time to think through this study guide.Permit them to cOmtat their notes and charts from Unit II.Have them work in altss at first, so that you can aid those whodo not understan:i.lbat to do.
4. Have two pupils put their study guides on the blackboard. They havethe class discuss these guides and compare these with their own.Have pupils make whatever corrections, recommendations, or additionsseem advisable. The teacher may add any major points which he feelshave been omitted. Have the class agree on one guide as the chiefone for this unit. The guide can then be used either for individualor group work, depending on activities chosen for the unit.
5. Divide the class into two large groups, one which will concentrateon Jamestown and one which will concentrate on Plymouth. Then haveeach of these large groups subdivide into three groups, with eachof these subdivisions responsible respectively for parts a, b, andc of the study guide for their particular settlement. Make certaineach sub-group has a leader. If possible, the large group shouldhave a coordinate leader. (The teacher may have to fulfill thisfunction himself as it may be too difficult for a pupil.) Have thesub- groups collect those materials which they can find on theirsubjects in school and local libraries. (The teacher can provideother materials for classroom use, such as texts, pictures, etc.)Have pupils bring the materials to class and begin work on themthere where they can be supervised; such supervision should helpthem get a good start on their search.
8
Us
SeJai
ZiCo.
Pl:
Mo:
Ga:
Am
to know about the actualbe able to compare themwould you try to find thisreliable, if you could
ugh this study guide.:carts from Unit II.t you can aid those who
le blackboard. They havechess with their own.endations, or additions
jor points which he feelsone guide as the chiefled either for individual:11 for the unit.
which will concentrateon Plymouth. Then haveree groups, with eachly for parts a, b, andttlement. Make certainhe large group shouldhave to fulfill thisfor a pupil.) Have they can find on their3 teacher can provide
exts, pictures, etc.)begin work on themervision should help
Use library resources, texts, etc.See particularly: Fishwick,Jamestown, The First English Colony;Ziner, The Pilgrims and PlymouthColony; %Amen, Husbandmen ofPlymouth; Tunis, Shaw's Fortune;Morison, Old Colony of New Plymouth;Gardner, et.al., Case Studies inAm. Hist., Vol. 1., cases 3 and 4.
9
S. Skims to locate information.
S. Reads to find the answersto questions and to organ-ize what is read.
S. Skims to locate information.
S. Reads to find the answers:.to questions.
S. Gains information in the processof constructing models.
1.
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6. In lieu of #5, have pupils individually try to find the answers to Usthe questions in parts a, b, and c ofthe pupil guide. To make it e.possible for the largest number of pupils to have access to thelargest number of materials, collect texts, local and schoollibrary materials, encyclopedias, project materials, etc., andmake them available for use in the classroom.
7. Have the class !!:; selections on the Jamestown and Plymouthsettlements so 1..%%.! ei:::1 pupil can get an overview of the unit.Before the class lgins the reading, review methods of skimming.After pupils have :,kimmed the material, discuss: Which of thequestions in the student guide do the texts seem to answer fully?Which do the texts seem to answer only in part? Which questionsneed further investigation?
8. Have some pupils (preferably those on the Jamestown committee if#5 is used) read Shaw's Fortune to find answers to as manyquestions on the pupil guide as possible. Have one pupil preparean oral report to be given later to the class, describing thegrowth of this plantation from its beginning to the 1660's.
9. Have some students (preferably those on the Jamestown committee if05 is used) who have already read Dear Bought Land consult it tosee which of the questions on the pupil guide it answers aboutJamestown and which it does not answer.
1C. Have some good readers (preferably ones from the Plymouth committeeif #5 is used) consult Morison's Old Colony of New Plymouth to seewhat answers they can find in it to the questions on the studentguide.
11. Have some pupils from each of the large committees, if #5 is used,make a large scale model of the first year's settlements whichtheir committee is studying.
1.1
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to find the answers toipil guide. To make it) have access to thelocal and schoolterials, etc., and
amestown and Plymouthrerview of the unit.methods of skimming.uss: Which of theseem to answer fully?rt? Which questions
mestown committee ifavers to as manyave one pupil prepares, describing .theto the 1660's.
Jamestown committee ift Land consult it toe it answers about
the Plymouth committeepf New Plymouth to see_dons on the student
ttees, if #5 is used,
settlements which
Use texts, library resoUttesletc.e.g., =ler, The Pilgrims andPlymouth Colony; Fishwick,Jamestown; Rutman, Husbandmen ofPlymouth; Morison, Old Colony ofNew Plymouth; Tunis, Shaw's Fortune.
Texts of varied reading levels.
Tunis, Shaw's Fortune.
Latham, Dear Bought Land.
Morison, Old. Colony of NewPlymouth.
G. The migration of peoples fromone part of the world toanother also inv.71-Jes themoverac:nt of andmaterial object:), thus re-sultir.g in chauges 1..z the
use of the area to wbichthe people migrs-::.
S. Checks on bias ar: competencyof witnesses.
S. Looks for points of agreementand disagreement among witnessesand authors.
S. Checks on bias and competencyof- witnesses .
S. Gains information by studyingfilms.
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12. Have some pupils, from each of the committees if #5 is used, consultavailable sources to find out what Indian-White relations were like,in Jamestown and Plymouth. Th3 Jamestown people should concentrateon relations with Powhatan and should analyze the various Pocahontasstories; the Plymouth people should concentrate on relations withMassasoit and should analyze the various Squanto stories.
Developmental Activities
13. Read to the class John Smith's description of the first years atJamestown. It will be necessary to explain the use of old Englishwords. Discuss with the class Smith as a reliable source, notingmotive, attitudes, timing of writing, Smith's background, etc.
14. Have the pupils who have read Dear Bought Land compare Smith'saccounts with that of Latham's. Have them try to explain why theaccounts do or do not differ. Have someone answer these questions:Does Latham seem to respect Smith as a leader of the colony? Whatimpression does she give of the truthfulness of his journal? Wheredid Latham get her knowledge of what happened in Jamestown?
15. Show the film, the Jamestown Colony. Have pupils take notes onthe following point° as they watch the film: 1) What kinds ofpeople came? 2) For what reasons did they come?
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committees if #5 is used, consultIndian-White relations were like,nestown people should concentrate
analyze the various Pocahontasconcentrate on relations with
irious Squanto stories.
ription of the first years atexplain the use of old English
h as a reliable source, notingg, Smith's background, etc.
Bought Land compare Smith'sve them try to explain why thesomeone answer these questions:
s a leader of the colony? Whatthfulness of his journal? Wheret happened in Jamestown?
. Have pupils take notes onthe film: 1) What kinds ofd they come?
Use library resources.
Also, see Gardner, et., al.,Selected Case Studies in AmericanHistory, vol. 1, case 3.
Smith, Captain John Smith'sAmerica.
Latham; Dear Bought Land.
Smith, Captain John Smith'sAmorica.
Film: Jamestown Colony: 1607-1620, Coronet.
15
S.: Notes whether author wouldbe:hukt'by an opposite report,
pre-paring his account, whatattitudes he expresses, whatconnections he may have whichmight affect his attitudes.
S. Checks facts against his ownbackground of information andcollects additional informationwhen he needs it to check thefacts.
S. Generalizes from data.
S. .Checks on the bias and competencyof authors:
16 _)
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16. Have a good reader read the American Heritage article on John Smith. American Heritage, Vol. IX,Or the teacher can tell the class about this discussion of Smith's #6, October, 1958, pp. 28-veracity.
33, 110-111.
17. Hold. a discussion on the veracity of the film on Jamestown. Pupilsshould compare the ideas presented in the film with what they havelearned from other sources. Be certain to discuss the types of peoplewho migrate, the roles they had in England, the roles they had inJamestown, the reasons why these people migrated, their adaptationto the new environment, their homes in the New World, their hopesfor the New World, etc. (Student participation in the discussionwill vary, depending on whether activity #5 or #6 is used.)
18. Have pupils write an essay in which they compare the first experienceof the Jamestown settlers with the first reactions and experiencesof the Spanish conquistadors. Permit them to consult their noteson this unit as well as the materials they have from Unit II.
9. Read aloud the selections from Bradford's History which discussesthe founding of Plymouth and describes the Mayflower Compact. Holda class discussion on Bradford's reliability as a source, noting motivefor writing, timing of writing, Bradford's background, etc.
17
Bradford, History of Plymouth'sSettlement.
S. Looks for points of agreementand disagreement among witnesses
.and authors.
S. Chooses the most reliablesource of information in termsof bias and competency ofauthors.
S. Gains information by studyingfilms.
S. Checks facts against his ownbackground of information.
G. The migration:of peoples fromdna -bart of the world to anotheralso involves the movement ofculture and material objects,thus resulting in changes inthe use of the area to whichthe people migrate.
18
II. Although.England, .like befo.omicweelth yrom,her..COlonies inmaxins,'` the 'different land and trwithin the Atlantic colonies werepatterns found. in mainland Englandiffered from those in colonial 5]
II. Although England, like :Spain before, her, hoped to gain econ-.
. omic wealth..from,her..colonies in accordance with,mercantilemaxims; the" different land and trade patterns which developedwithin the Atlantic colonies were reflections of the variouspatterns found in mainland England. These English patternsdiffered from those in colonial Spain.
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20. Have the pupils who have read Morison's The Story of the "Old Colony" Morison, Old Colony of Newof New Plymouth compare Bradford's account with that of Morison's. Plymouth.Have them try to explain the differences and similarities which appearin the two works. Ask these questions: Does Morison seem to respectBradford as a leader of the colony? What impression does he give ofthe truthfulness of his journal? Where did Morison get his knowledgeof what happened at P12,nnouth?
21. Show the film, plzputh Colony: The First Year. Have pupils takenotes on the following points as they watch the film: 1) that kindsof people came? 2) For what reasons did they come?
Hold a discussion on the vezz.zo:I.Cy of the film, using pupil knowledgegained in activities #5-8. Be certain to discuss the types of peoplewho migrated: the roles they had played in England, the roles theyplayed in Plymouth, the reasons why they migrated, their adaptationto the new environment, their homes in the New World, their hopesfor the New World, etc. (Pupil participation will vary, dependingupon whether activity #5 or ;ix was used.)
22. Have pupils write an essay in which they compare the first reactionsand experiences of the Plymouth settlers with those of the settlersat Jamestown. Then have them compare the experiences of settlers atJamestown and Plymouth with those of the Conquistadores in Tenochtitlan.
23. Check with the groups (if activity #5 was used) or individual pupils(if activities 6, 8, 9, and 10 ware used) to make certain that they areprepared to discuss the economic activities of the Jamestown andPlymouth colonies. The selection of class activities to teach theeconomic development of the English colonies will depend largely onwhich initiatory activities the teacher and.pur.110 have chosen andwhat materials are available. It may well be necessary to create someactivities to fit what has preceeded, instead of the suggested activitiesbelow.
Film: Plymouth Colony: TheFirst Year, Coronet.
S. Checks data agate, b his fnbackground of lef.:.:1;fe71.
S. Generalizes from data.
G. The migration of fromone part of the world toanother also involves themovement of culture andmaterial objects,thuc re-sulting in changes theuse of the area to wilichthe people migrate.
S. Generalizes from ,Uta.
G. The migration of peoples fromone part of the world toanother also involves themovement of culture andmaterial objects,thus re-sulting in changes in theuse of the area to whichthe people migrate.
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A. The plantation was the most ccof the Virginia settlement.
1. It was the chief surplus preconomy, a large scale commoperation.
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A. The plantation was the most conspicuous economic featurecf the Virginia settlement.
1. It was the chief surplus producing unit in theeconov, a large scale commercial agriculturaloperation.
22
24. Divide the class into two groups. Have the pupils who have becomeexperts on Jamestown make a drawing of a New England town and itseconomic activities. Have the pupils who have become experts onPlymouth, make a drawing of the economic activity of Virginia. Thenhave the "experts" criticize the drawings of the non-experts inlight of their newly-acquired knowledge. Also have pupils checkthese pictures against the essays written in activity #1.
25. Have the pupils who investigated John Smith, compare and contrastthe hopes he has for the economic development of Jamestown withthat of the London Company which sponsored the settlers. Be certainpupils understand what the company was, how it operated, and how ithoped to make profits. Discuss the seard4agold, raising of silkworms, grapes and other tropical crops and ultimate success of tobacco.Be certain to discuss the status of the settlers as the Companylooked at them, as John Smith looked at them, and as they lookedat themselves.
)6. Hold a discussion on this question: How significant was John Smithin the development of Jamestown? Draw on pupils' knowledge gainedfrom the variety of sources they have read including his own works,the fiction used, encyclopedias, the American Heritage article, etc.
Use library resources.
Use all available resources.
27. Have the pupil who has read Tunis' Shaw's Fortune report to the class Tunis, Shaw's Fortune.on the development of that particular plantation, using the picturesand illustrations in thebodh. (If no pupil has read it, the teachershould give an illustrated talk on the plantation.)
Have a pupil who has consulted Tunis' Colonial Living show pictures Tunis, Colonial Living.of the implements and methods used by Jamestown farmers in cul-tivating tobacco.
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G. People living in the sametype of environment use itdifferently depending upontheir cultural values,knowledge and technology.
S. Generalizes from data.
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.2. The plantation was also-evident in the patternclass.structure.'
. . I
3. Sizice plantation productit :Iris closely linked tUnder the prevailing metrolled. and.directed thein the seventeenth cent-London factory; thus noveloped in Virginia.
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.2. The plantation was also part of a social system as__evident in the pattern upon the land and in theclass.structure.'
3. SiOceplantation products needed an overseas market,JA: was closely linked to international trade conditionS.Under the prevailing mercantile maxims,'-England con-.
- trolled and, directed thiss-colonial trade. The planter,in the seventeenth century, traded ditectly with aLondon factory; thus no native merchant class de-.veloped in Virginia.
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28. Discuss with the class the development and market ability- of tobacco.
Describe the process whereby the tobacco got-to the European con -
sumers as well as who shared in the' profit of the. trade.
29. t:s a culmination to this section, discuss: Who was most pleased
with the way the Jamestown settlement developed? The London Company?
John Smith? the settlers? or the King?
30. Have each pupil compare the profits which the English got from
Jamestown with the profits the Spanish got from TenochtitIan.
Have each either write an essay doing this or create a chart,
using topics such as: article6 or commodities of trade, methods'
of prodijcing trade items, desirability in Europe of items produced, :
the patterns of trade betWeen colony and mother country. .(It is not
necessary to use the words article or:ccamoditie6 of trade, patternei
of trade,. etc. :.Usa.words pupils can understand easily.)
G. Feople living in the sametype of environment use ittafferently depending upontheir cultural values,knowledge,and technology.
S. Gains information by studyingpictures.
3. Checks on the bias and compet-ency of sources.
'. Checks on bias and competency
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11. Indian-white conflict showed the incompatibility ofIndian-white land use.
,. Looks for points of agreementand disagreement among witnessesand authors.
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31. Using the charts or essays of #30, have the class discuss thisquestion: Did the Jamestown settlement help seventeenth centuryEngland gain as much wealth from her colonies as sixteenth centurySpain had?
32. The teacher should introduce the class to the subject of Indian-whiterelations at Jamestown by showing various portrayals of Pocahontas.Discuss the validity of the portrayals. Have the pupils discuss whyshe so captivated the English imagination. Review some of the storiesstill learned about her by American school children.
33. Have the pupils who have investigated Indian-white relations at James-town (activity #12) report to the class on their findings about Poca-hontas, giving the sources they consulted. If they have not consultedTohn Smith himself, the teacher, can read pertinent selections.
34. Have the pupils who have read Dear Bought Land give Latham's view ofIndian-white relations in Jamestown. Have the pupils who investigatedfurther into Indian-white relations ( activity #12) discuss whetherher account is reliable or not.
. . , .. ..
Use texts, library .materials.,
Latham; Dear Bought Land:
S. Checks on the accuracy ofinformation and decides howmuch faith.to put in asource.
S. Generalizes from data.
G. The migration of peoplefrom one part of the worldto another also involves themovement of culture andmaterial objects, thus re-sulting in changes in theuse of the area to whichthe people migrate.
S. Generalizes from data.
G. The migration of peoples fromone part of the world toanother also involves themovement of culture andmaterial .objects , thus re
iulting- in--Changes in theuse of the area to whichthe people Migrate.
People living ill the sametype of environment useit differently dependingupon their cultural values,knowledgesand. technology.
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B. TranSatlantic trades-ibegun to gainsurpluses, was the most COnSpicuouthe Massachusetts settlement.
29/9-
tlantic trade, begun to gain profits from agriculturales, was the most conspicuous economic feature of
ssachusetts settlement.
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35. Read aloud to the class John Smith's own view of the best policy ofdealing With the Indians. Be' certain.tOread his reactions to thecrowning of Powhatan, giving Swords and guns to the Indians, etc.Have the pupils discuss the implications of his and of the crown'spolicy for long-run Anglo-Indian relations. Be certain to reviewbriefly Smith's reliability as a source.
36. Have a pupil who has investigated the nature of Powhaten's tribe(activity #12) compare and contrast it with the other easternwoodland tribes, primarily the Iroquois studied in Unit I. Makecertain pupils understand. that in many ways the Powhatan groupis unique.
Smith, Captain John Smith'sAmerica.
37. Discuss: Did the Plymouth settlers benefit from the experiencesof the Jamestown settlement? Elicit. responses from those-whohave specialized on the Plymouth: settlement but encourage theother class; members to ask questions of the ."experts" on this topicsuch as: Why didn't the New Englanders grow tobacco? (Remindthem that it is grown today in the Connecticut River Valley.) Whydid the Pilgrim Fathers call their settlement "Plimouth Plantation?"
Checks on the bias and competencyof witnesses.
IRP1111011111111110111
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41,
1. Most New Englanders were farmers, and these farmerssought profits from their ,surpluses just as theirVirginia counterparts had..
a. Some villages had open field systems and others hadclosed field systems; these variations dependedupon the pattern existing in the English 'villagefrom which the influential migrants came.
b. Although many New Englanders lived in housesclustered together in some pattern, surroundedby fields, many others did not. The town planvaried from place to place; this variety reflectsthe different patterns found in the English homevillages of the migrants.
2. A small buteffective :merchant Class developed to. service the transatlantic trade..
. .
a. These merchants developed elaborate connections onboth sides of the Atlantic for a variety of cargoes.
b. As these merchants gained wealth, and.prestige;.theyattempted to challenge the political and socialpower of the ministers and magistrates...
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38. Using materials available from Plimouth Plantation, the teacher or apupil can show illustrations of farming, farm implements, and landpatterns in the early settlement. As these illustrations are shown,review scenes from the movie shown in activity #8.
39. Have the pupils who have read Morison 's Old Colony report to theclass on the economic life of the settlement. Be certain thatthey discuss both farming and trade.
Using Tunis' Colonial Living, the teacher or a pupil can showthe illustrations of the economic life of New England.
,). Have pupils read descriptions of Plymouth by Altham. Discuss hisliability. as. a source. You may also read them some of John Smith's:lotions to New England.
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th Plantation, the teacher orang, farm implements, arid landthese illustrations are shown,activity #8.
s Old. Colony report to theettlement. Be certain that
Plymouth Plantation materials.Rutman, Husbandmen of Plymouth.
Morison, Old Colony of NewPlymouth, Chs. 14, 19, aremost important on this topic.
cher or a pupil can show Tunis, Colonial Living.e of New England.
outh by Althorn. Discuss hiso read. them some of John Smith's
James, ed., Three Visitors toEarly Plymouth (PlimouthPlantation ptiblication)
Generalizes from data
S. Generalizes from data.
The migration of peoples from onepart of the world to another alsoinvolves the movement of cultureand material objects, thus re-sulting in changes in the useof the area to which the people.migrate.
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Generalizes from data.
. People living in the same type ofenvironment use it differentlydepending upon their culturalvalues, laiowledgeland technology.
. .
3. Indian-white conflict showed the incompatibility ofIndian-white land use.
34
41. Have each pupil write an essay in which he compares the trade of theJamestown settlement with the trade of the Plymouth settlement.
Have some pupils read their essays to the class and have the classdiscuss them. Have the pupils who have made models of these settle-ments show them to the class at this time (activity #11), and dis-cuss whether or not the physical layout of the settlement reflected.these differences in trade.
42. As a follow-up to activities #37 and #38, ask: Did the Plymouthsettlers have as many difficulties with their sponsoring company asthe Jamestown settlers had? Why did Plymouth develop a merchantclass and Jamestown did not? Where did the merchant class liveand work? Use these questions to help pupils understand the de-velopment of towns in New England and the lack of them in Jamestown.
'4.3. Discuss: Who was the most pleased with the way the Plimouth Plan-tation developed economically? the London Adventurers? the settlers?or the. King?
4. Have each pupil write an essay, using notes from this and the pre-vious unit, on.this question: Which method of planting colonies(the English or Spanish) was more profitable for.the crown? Haveseveral pupils read their essays aloud and.thenlhave.the class disCussthem.
'5. As an introdpction to Indian -white relations atplYmouth, have thepupils who investigated Squanto describe what he taught the Plymouthsettlers. ::. Then ask the clOas:how Squantolearned the knowledge he
Morison, Old Colony of NewPlymouth and other libraryresources.
S. Generalizes from data.
had. Have pupils try to make as many inferences about the culturein which Squanto was raised as is possible from their knowledge ofhim and his lifeways. Have them compare and contrast their in-ferences with the culture of the eastern woodland Indians theyknow best, the Iroquois.
Have the pupils who investigated Plymouth's relations with Mass-asoit describe them to the class. Have the class ask as manyquestions as they need to understand Indian-white relations atPlymouth.
46. Haveeach pupil. write an'essayAn-which,he explains why the settlers.at Jamestown and PlymOuth resorted toarmed.conflict with the localIndians.
Have someupilev:, read theireSsays to.theclast.,Discuss thereasons for:therIndianwhite clash,in the years of Englishsettlement of North America. Conclude'the:discussion on thisquestion: Could the Indians and whites have learned to live.to-getherpeacedbly,cOnsidering the goals:of,bothgroups..
47. Compare and contrast with the class Spanish vs. English treatmentof New. World natives. Consider such points as: armed conflict,negotiations, use of Indian labor, use or abUse of Indian folkways,conversion attempts, differences in social-cultural levels of theIndians involved, etc.
48. Compare and contrast with the class French vs. English treatmentof the New World natives, using points of 047 above. Then discuss:Why is it easier to compare the French and English treatment ofthe Indians than the Spanish and English treatment of Indians?
The migration of peoplesfrom one part of the worldto another also involvesthe movement of cultureand material objectsIthusresulting in changes in theuse of the area to whichthe people migrate.
7.7
II. England's colonies, reflected the religious controversy withinthe mother country as well as England's rise to power asthe dominant Protestant force in Europe:
A. The Virginia colov, settled by adherents of the'AlidlicanChurch, reflected the religion of the majority of English-men.
1. The settlers accepted the established church with theKing al head.
2. They practiced their religion as they had in England.Religion was.adominant:forceAn,everyday,affecting.their attitudel-toward,lifaand,deathOftrik,and play, child-rearing, etc.
B. The:Massachusetts settlement,',foundedby.dissenters,reflectedthose.elements to.
the
1.:Congregational style churches were founded; they......differed both in organization and in physical plant.from,the Anglican Church.
2. :Religion was a dominant force in everyday
affecting attitudes toward life and death, work andplay, child ulibringing, ete.
I
-28-
49. As an introduction to the section on religion, have pupils quicklycheck the material already used and compile a list of names onthe blackboard which the various authors use to describe the groupswhich settled. Jamestown and Plymouth. They will probably findthat generally the Jamestown settlers are referred to as Englishmenor Virginians and that the Plymouth settlers are usually calledPilgrims, or Separatists, rather than Englishmen. Ask: Do youknow why this distinction is made? If necessary, have pupils in-vestigate to find out why it is made. Also have them check to seewhat the settlers called themselves. They should consult Smith,Bradford, Mayflower Compact, etc. Also have them try to findpictures of the settlers to see what kinds of clothing they arerepresented as having worn.
50. Have the pupils look at either the model created by the students(activity gill) or at the pictures available from the Jamestown andPlymouth restorations to seewhat kind'of church (location, ex-terior and interior facades, etc.).it.had and how important it wasto the settlement.
-28-
Al on religion, have pupils quicklyand compile a list of names ons authors use to describe the groupsouth. They will probably find_tiers are referred to as Englishmenyuth settlers are usually calledthan Englishmen. Ask: Do you
le? If necessary, have pupils in-made. Also have them check to seeves. They should consult Smith,
Also have them try to findwhat kinds of clothing they are
,he model created by the studentss available from the Jamestown andt kind of church (location, ex-.) it had and how important it was
Use texts and: Smith, CaptainJohn Smith's America.
Bradford, History of the PlymouthSettlement.
Use Plimouth Plantation andJamestown materials. AlsoJamestown Virginia. Pamphletof National Park Service,U. S. Gov't. Printing Office,
l952, Fishwick, Jamestown;Zinor, Pilgrims and PlymouthColony.
40
Skims to locate information.
S. Gains information by listening.
-29-
G. The migration of peoples from onepart of the world to anotheralso involves'the movement ofculture and material objecte,thus resulting in changes inthe use of the area to whichthe people migrate.
to 'locate: information.
III. While Seventeenth Cenments of Sixteenth Cecolonies reflected hoSpanish colonial pat
k. The King-cOlony reking - colony relati
Century Spanish,-ki
Century English ki
O 41.
29 -
II. While Seventeenth Century England hoped to rival the achieve-ments of Sixteenth Century Spain in the New World, England'scolonies reflected homeland political patterns rather thanSpanish colonial patterns.
A. The King-colony relationship differed from the ,Spanishking - colony relationship just as the power Of,16th
Century Spanish. kings differed from the ,power off' .17thCentury English kings.
-30-51. Have the pupils who have read Dear Bought Land and Shaw's Fortune
check to find evidence of religion in the everyday life of theVirginia colony. Have the persons who read Morison, check intohis discussion of the Puritans' religion. Have the rest of theclass check sources such as John Smith, Bradford, et. al. to seewhat examples they can find.
Have pupils report their findings to the class. Make certainthat they understand that religion was important in everyday lifewhether one was Anglican or Puritan.
52. The teacher should give an informal talk explaining the differencesbetween Anglicanism and the Puritans. While the differences areto be explained, make certain'that pupils are also given examplesof the many similarities. Also explain why the religion of theEnglishmen, whether it be High Church or Puritanism, is differentfrom that of the French and the Spanish.
53. Ask: Why did the English king, unlike the Spanish king, permit thedissenters to migrate to the New World? Discuss the reasons whythe dissenters were willing to settle a colony but why such asettlement could be a threat to the crown's authority.
54. Have tne pupils skim all available materials to see what relation-ships the English king had to the colonies. Give them help infinding as many examples of king - colony relations as possible.
43 0
Morison, Old Colony ofNew Plymouth.
Smith, Captain John Smith'sAmerica.
Bradford, History of PlymouthSettlement.
Latham, Dear BoughCLand.
r'AJseall :resources'.
I
G. The migration of peoples fromone part 'of .:the world to another
also involves .the' movement ofCUltUre and material objects,thus resulting in' changes inthe use of the area to whichthe people migrate.
31,
B. The various. forms of:local governorreflected the tra
S. Generalizes from data.
. The migration of peoples fromone part of the world to anotheralso involves the movement ofculture and material Objects,thus resulting:,* chalagesthe use of the area to which
. the people migrate.
Generalizes from datae
bus forms of local government in the English coloniesld the English mainland traditions.
- 32 -
Then discusS the relationship of the English kings to the colonies inthe seventeenth century. It will be necessary for the teacher to pro-vide irifcrnially if.rY;iic4:al'history, such as how the Civil War affectedcrown-colony relations and how the change in the power of the crownaffected its relations to the colony.
55. Have pupils write an essay, using notes from Units II and III, comparingand contrasting English and Spanish crown-colony relations. Have somepupils read their essays to the class and have the class discuss thisrelationship. Then compare the English kings with the French kings.
Discuss: Were the English colonists freer than the Spanish or Frenchto develop their own colonial governments? Elicit as much discussionfrom the pupils as possible. The teacher might then tell the classabout some of the opinions of historians on the subject.
Culminating Activities
56. Have the class make a blackboard chart comparing and contrasting theSpanish and the. English colonial patterns.
45
-33-
G. The migration of peoples fromone part of tt. Id7oM to another. ,
also involves the movement ofculture and material objects,thus resulting in changes inthe use of the area to whichthe people migrate.
itaMPFETIPIIIWPIFIIIMPOMMIPRINIIIINIMW11111I
-31v-
57. Have the class make a blackboard chart) comparing and contrastingFrench and. Engli:2":: colonial patterns.
'58.:MiscuSs:Which.r.ationgained the most in the New World: Spain,France, or Engle,nd.? 'WAyT:Discuss -such points as areas acquired,resources of the areas acTiired-, the Populations of the area beforeand after acquisition, the growth of the colonies, etc.
59. Give the class three lists of Spanish; French: and English placenames in 16th ad 17tt century North America. Have pupils explainwhat aspects of the colonizers' culture these names reflect.
47
35
BIBLIOGRAPHY
Books
Bradford, William.History of Plymouth Settlement.John McBride, 1909.
Fishwick, Marshall.Jamestown, The First English Colony..American Heritage, 1965.
Gardner, William, :Beeiyo.Robert, andOlson, James.Case Studies in American History, vol. 1.Allyn Bacon, 1968.
James, ed.Three Visitors to Early Plymouth,(Plimouth Plantation Publication).
Latham, Jean Lee.Dear Bought Land.Harper, 1957.
Morison, Samuel Eliot.The Story of the Old Colony of New Plymouth.Kwopf, 1956.
National Park Service.Jamestown, Virginia.Washington D.C.: U.S. Government PrintingOffice,' 1952.
48
Rutman, Darrett B.Husbandmen of Plymouth: Farms and Villages' id theOld. Colony, 1620-1692.Boston:. Beacon Press, 1967.
Smith, John.Captain John Smith's America. (Paperback).Harper.
Tunis, Edwin.Colonial Living.Cleveland: World, 1957.
Tunis, Edwin.
Shaw's Fortune, The Picture Story of a ColonialPlantation.
World, 1966.
Ziner, Feenie.The Pilgrims and Plymouth Colony.American Heritage, 1961.
II. Articles
American Heritage, vol. IX, #6,Oct., 1958, pp. 28-33, 110-111.
