Found 212 bookmarks
Newest
Description of the New Netherlands : Donck, Adriaen van der, 1620-1655 (Book)
Description of the New Netherlands : Donck, Adriaen van der, 1620-1655 (Book)
This 24 page description of the Dutch colony of New Netherland was not translated until the 19th century, leaving much of the history of the colonies to the English, and not the Dutch. Teachers should have students search the word "Indians" to see the half dozen or so descriptions of disease, how Natives saw colonists and other interactions with the Native Americans
#US I Unit 1 - Colonization#primary source
·archive.org·
Description of the New Netherlands : Donck, Adriaen van der, 1620-1655 (Book)
New Netherland Institute :: Home
New Netherland Institute :: Home
The greatest collection of Dutch records from the New Netherlands and what would later become Manhattan are available here. In many ways, the early Dutch colony was more indicative of what the United States would become than either New England or Virginia. It has been long neglected by history teachers and the K-12 history education industry. Maps, primary source documents are available here, but there are no lesson plans, DBQs or lesson-based materials.
#primary source#US I Unit 1 - Colonization
·newnetherlandinstitute.org·
New Netherland Institute :: Home
Section 18A:36-13 - Patriotic exercises preceding holidays. :: 2013 New Jersey Revised Statutes :: US Codes and Statutes :: US Law :: Justia
Section 18A:36-13 - Patriotic exercises preceding holidays. :: 2013 New Jersey Revised Statutes :: US Codes and Statutes :: US Law :: Justia
This state law of New Jersey mandates that public schools in the state will have "appropriate exercises for a higher spirit of patriotism" before certain holidays, including Columbus Day. Teachers can ask students if this is appropriate or better yet, ask them to find out the history of this law. What does this law reveal about New Jersey?
#US I Unit 1 - Colonization
·law.justia.com·
Section 18A:36-13 - Patriotic exercises preceding holidays. :: 2013 New Jersey Revised Statutes :: US Codes and Statutes :: US Law :: Justia
Sarah Rapalje
Sarah Rapalje
Teachers who want their students to dive into just one colonists life to understand colonial history can choose this Dutch girl was married before she was 15 years old and had 15 children herself. The story lies outside of Virginia/Massachusetts and says just as much about colonial America
#US I Unit 1 - Colonization
·newnetherlandinstitute.org·
Sarah Rapalje
El Requerimiento by Juan López de Palacios Rubios (1513)
El Requerimiento by Juan López de Palacios Rubios (1513)
This document sets forth the legal and religious justification of Europeans to conquest native populations of the Americas and take their land. The last two paragraphs could be included in a document exercise for students. How does this weave legal and religious justification? How does absolve soldiers from moral responsibility for war? Students having difficulty understanding the text should be reminded that native populations had an even more difficult time
I certify to you that, with the help of God, we shall powerfully enter into your country, and shall make war against you in all ways and manners that we can,
#US I Unit 1 - Colonization#native americans#primary source#WS Unit 3: Empires & Encounters
·encyclopediavirginia.org·
El Requerimiento by Juan López de Palacios Rubios (1513)
The Great Dying 1616-1619, “By God’s visitation, a wonderful plague” – Historic Ipswich
The Great Dying 1616-1619, “By God’s visitation, a wonderful plague” – Historic Ipswich
This article describing the effect of European diseases on Native populations in the 1600s is replete with primary source quote. Teachers could pull quotes for a DBQ (even as justification for Manifest Destiny ie. God is clearing the land of native populations by killing them), or the reading can easily be used as a textbook reading replacement
#native americans#US I Unit 1 - Colonization#primary source
·historicipswich.org·
The Great Dying 1616-1619, “By God’s visitation, a wonderful plague” – Historic Ipswich
Codex Mendoza (1542) – The Public Domain Review
Codex Mendoza (1542) – The Public Domain Review
The Codex Mendoza is an Aztec codex, created about twenty years after the Spanish conquest of Mexico with the intent that it be seen by Charles V, the Holy Roman Emperor and King of Spain. It contains a history of the Aztec rulers and their conquests, a list of the tribute paid by the conquered, and a description of daily Aztec life, in traditional Aztec pictograms with Spanish explanations and commentary
#US I Unit 1 - Colonization#primary source#WS Unit 3: Empires & Encounters
·publicdomainreview.org·
Codex Mendoza (1542) – The Public Domain Review
Plymouth Colony Legal Structure
Plymouth Colony Legal Structure
Something to put alongside the towering pile of Mayflower Compact lessons. Much more detailed, pertinent and worthwhile, this short record with excerpts from laws, ordinances and listings will open the Plymouth to student's understanding in ways that Compact won't.
That no Act, Imposition, Law or Ordinance, be made or imposed upon us, at present or to come; but such as shall be made or imposed by consent of the Body of Freemen or Associates, or their Representatives legally assembled:
It isn't the Mayflower Compact which starts Democracy and Consent of the Governed - it is this!
#5th Grade Unit 2 - Colonization and Settlement#US I Unit 1 - Colonization#myth canon
·histarch.illinois.edu·
Plymouth Colony Legal Structure
New York Slavery Records Index – Records of Enslaved Persons and Slave Holders in New York from 1525 though the Civil War
New York Slavery Records Index – Records of Enslaved Persons and Slave Holders in New York from 1525 though the Civil War
Search more than 35,000 records of slavery within the State of New York from 1525 through the Civil War. The data come from census records, slave trade transactions, cemetery records, birth certifications, manumissions, ship inventories, newspaper accounts, private narratives, legal documents and many other sources
#slavery#US I Unit 1 - Colonization#US I Unit 3 Constitution and New Nation#digitization#5th Grade Unit 2 - Colonization and Settlement
·nyslavery.commons.gc.cuny.edu·
New York Slavery Records Index – Records of Enslaved Persons and Slave Holders in New York from 1525 though the Civil War
Richard Frethorne to his father and mother, March 20, April 2 and 3, 1623 Richard Frethorne to his father and mother, March 20, April 2 and 3, 1623 The Records of the Virginia Company of London
Richard Frethorne to his father and mother, March 20, April 2 and 3, 1623 Richard Frethorne to his father and mother, March 20, April 2 and 3, 1623 The Records of the Virginia Company of London
This is how one indentured servant described his experiences at Jamestown in the 1620s
#5th Grade Unit 2 - Colonization and Settlement#primary source#US I Unit 1 - Colonization
·virtualjamestown.org·
Richard Frethorne to his father and mother, March 20, April 2 and 3, 1623 Richard Frethorne to his father and mother, March 20, April 2 and 3, 1623 The Records of the Virginia Company of London
Examining Passenger Lists | Stanford History Education Group
Examining Passenger Lists | Stanford History Education Group
What can passenger lists from ships arriving in North American colonies tell us about those who immigrated? And what can those characteristics tell us about life in the colonies themselves? In this lesson, students critically examine the passenger lists of ships headed to New England and Virginia to better understand English colonial life in the 1630s.
#lesson plan#US I Unit 1 - Colonization#5th Grade Unit 2 - Colonization and Settlement#primary source
·sheg.stanford.edu·
Examining Passenger Lists | Stanford History Education Group
The Puritans | Stanford History Education Group
The Puritans | Stanford History Education Group
What were the motivations and ideals of the Puritans who settled the Massachusetts Bay Colony? In this lesson, students source, corroborate, and contextualize speeches from John Winthrop and John Cotton to explore the Puritans’ motivations. Students also practice using historical evidence to construct a written answer to the question: Were the Puritans selfish or selfless?
#lesson plan#US I Unit 1 - Colonization#primary source
·sheg.stanford.edu·
The Puritans | Stanford History Education Group
William Penn: Frame of Government of Pennsylvania, 1682
William Penn: Frame of Government of Pennsylvania, 1682
This primary source can provide several ideas and quotes as inspiration for "Do Now" activities or to be included in a DBQ
Wherefore governments rather depend upon men than men upon governments. Let men be good, and the government cannot be bad; if it be ill, they will cure it. But, if men be bad, let the government be ever so good, they will endeavor to warp and spoil it to their turn.
To all persons to whom these presents may come. Whereas, King Charles the Second. . . hath been graciously pleased to give and grant unto me, <i eza="cwidth:0px;;cheight:0px;;wcalc_source:child;wcalc:53px;wocalc:53px;hcalc:42px;rend_px_area:0;" cwidth="0" style="nodepath:/html/body/p[15]/i[1];pagepos:97;cwidth:53;cheight:0px;wcalc_source:child;wcalc:53px;wocalc:53px;hcalc:42;rend_px_area:0;rcnt:11;ez_min_text_wdth:53;req_px_area:3858.4;obj_px_area:0;req_px_height:20.8;req_margin_and_padding:0;req_ns_height:;vertical_margin:0;margin-for-scale:0px 0px 0px 0px;padding-for-scale:0px 0px 0px 0px;">William Penn,</i>. . . all that tract of land, or province, called <i eza="cwidth:0px;;cheight:0px;;wcalc_source:child;wcalc:101px;wocalc:101px;hcalc:21px;rend_px_area:0;" cwidth="0" style="nodepath:/html/body/p[15]/i[2];pagepos:99;cwidth:101;cheight:0px;wcalc_source:child;wcalc:101px;wocalc:101px;hcalc:21;rend_px_area:0;rcnt:11;ez_min_text_wdth:101;req_px_area:4201.6;obj_px_area:0;req_px_height:20.8;req_margin_and_padding:0;req_ns_height:;vertical_margin:0;margin-for-scale:0px 0px 0px 0px;padding-for-scale:0px 0px 0px 0px;">Pennsylvania,</i> in <i eza="cwidth:0px;;cheight:0px;;wcalc_source:child;wcalc:59px;wocalc:59px;hcalc:21px;rend_px_area:0;" cwidth="0" style="nodepath:/html/body/p[15]/i[3];pagepos:101;cwidth:59;cheight:0px;wcalc_source:child;wcalc:59px;wocalc:59px;hcalc:21;rend_px_area:0;rcnt:11;ez_min_text_wdth:59;req_px_area:2454.4;obj_px_area:0;req_px_height:20.8;req_margin_and_padding:0;req_ns_height:;vertical_margin:0;margin-for-scale:0px 0px 0px 0px;padding-for-scale:0px 0px 0px 0px;">America</i>
Notice how easily Penn says that this land was given to him by the King. No equivocation. Complete assumption that this land was the king's to give
#US I Unit 1 - Colonization#8th Grade Unit 3: The Constitution#primary source
·constitution.org·
William Penn: Frame of Government of Pennsylvania, 1682
Treaty of Tordesillas: The 1494 Decision Still Influencing Today’s World
Treaty of Tordesillas: The 1494 Decision Still Influencing Today’s World
A short article for teachers to provide background information if they are to talk about the treaty with students. Yet, this article may be better to use than the primary document or even other secondary documents discussing this element of the age of exploration
#US I Unit 1 - Colonization#secondary sources#WS Unit 3: Empires & Encounters
·thehistoryreader.com·
Treaty of Tordesillas: The 1494 Decision Still Influencing Today’s World
1491: Rewriting the History Before Columbus - Charles C. Mann Lecture
1491: Rewriting the History Before Columbus - Charles C. Mann Lecture
This is an hour-long lecture from one of the preeminent authorities on the Columbian Exchange. History teachers who spend hours and hours explaining the collision of Columbus and Native Americans should spend just one hour themselves learning from this award-winning author.
#5th Grade Unit 1 - Three Worlds Meet#US I Unit 1 - Colonization#video lectures and lessons#native americans
·youtube.com·
1491: Rewriting the History Before Columbus - Charles C. Mann Lecture
The First Decades of the Massachusetts Bay; or Idleness, Wolves, and a Man Who Shall No Longer Be Called Mister - Common-placeCommon-place: The Journal of early American Life
The First Decades of the Massachusetts Bay; or Idleness, Wolves, and a Man Who Shall No Longer Be Called Mister - Common-placeCommon-place: The Journal of early American Life
When historians look through more evidence they come to understandings that students never get to see becuase their teachers may only rely on the evidence that is part of the liturgy of the US History narrative canon. In this instance, routine court records will tell us much more about puritan Massachusetts than a John Winthrop sermon.
In fact, deviations from <em>moral</em> norms receive some of the harshest punishments, such as in October 1631, when the court determined that to copulate with another man’s wife was punishable by death.
In November 1630, John Baker was “whipped for shooteing att fowle on the Sabboth day”; and in June 1631, it was ordered that Phillip Ratliffe should be whipped, have his ears cut off, and be banished “for vttering mallitious and scandulous speeches against the goumt. &amp; the church of Salem.
The inattention paid in the official record to women or indigenous land compels us to force open gaps and bring alternative narratives to light. Without this work, John Winthrop’s will be the only story told in textbooks about this country’s colonial history.
The Puritan freemen may have the loudest voices in the archive, but theirs are not the only narratives being told.
#US I Unit 1 - Colonization
·common-place.org·
The First Decades of the Massachusetts Bay; or Idleness, Wolves, and a Man Who Shall No Longer Be Called Mister - Common-placeCommon-place: The Journal of early American Life
The Misguided Focus on 1619 as the Beginning of Slavery in the U.S. Damages Our Understanding of American History | History | Smithsonian
The Misguided Focus on 1619 as the Beginning of Slavery in the U.S. Damages Our Understanding of American History | History | Smithsonian
Teachers of the US History narrative canon would be
As historian&nbsp;<a href="https://www.bu.edu/afam/faculty/john-thornton/" target="_blank">John Thornton</a>&nbsp;has shown us, the African men and women who appeared almost as if by chance in Virginia in 1619 were there because of a chain of events involving Portugal, Spain, the Netherlands and England. Virginia was part of the story, but it was a blip on the radar screen.
#slavery#US I Unit 1 - Colonization#WS Unit 4: Global Commerce Religion and Science
·smithsonianmag.com·
The Misguided Focus on 1619 as the Beginning of Slavery in the U.S. Damages Our Understanding of American History | History | Smithsonian
Slavery by the Numbers (redux) | Encyclopedia Virginia, The Blog
Slavery by the Numbers (redux) | Encyclopedia Virginia, The Blog
This list of 15 or 20 different statistics could be used as a prompt for discussion or even a "Do now" introductory activity. Each includes a source. "Basic" statistics like the total number of Africans transported to the western hemisphere and % that did not survive the journey are included - but also the ratio of white indentured servants to slaves in colonial Virginia or chance that an African living in NY in 1776 was a slave ( 1 in 7).
#slavery#5th Grade Unit 2 - Colonization and Settlement#US I Unit 1 - Colonization
·blog.encyclopediavirginia.org·
Slavery by the Numbers (redux) | Encyclopedia Virginia, The Blog