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1641: Massachusetts Body of Liberties | Online Library of Liberty
1641: Massachusetts Body of Liberties | Online Library of Liberty
The colony of Massachusetts invited immigrants fleeing persecution and insisted on the rule of law - 130 years before the Revolution. And - there was a death penalty for worshiping any other god, but the lord god.
If any people of other Nations professing the true Christian Religion shall flee to us from the Tiranny or oppression of their persecutors, or from famyne, warres, or the like necessary and compulsarie cause, They shall be entertayned and succoured amongst us, according to that power and prudence god shall give us.
1. If any man after legall conviction shall have or worship any other god, but the lord god, he shall be put to death. dut. 13.6.10, dut. 17.2.6, ex. 22.20
#US I Unit 1 - Colonization#primary source
·oll.libertyfund.org·
1641: Massachusetts Body of Liberties | Online Library of Liberty
Colonel William Byrd on Slavery and Indented Se...
Colonel William Byrd on Slavery and Indented Se...
In this 1739 from a aristocratic slave owner to a Trustee of the colony of Georgia, teachers and students can look into the complexity of slavery in the 1730s. How can a plantation owner who profits from slavery complain about the system and wish that Britain would end slavery in the colonies? How can a slaveowner express such disgust for slave traders (who, he claims, would paint their wives and children's faces black if they could get away with selling them)? If you look close enough, you can see his prediction of John Brown's dream of a slave insurrection in the mountains.
#slavery#primary source#US I Unit 1 - Colonization
·archive.org·
Colonel William Byrd on Slavery and Indented Se...
Fugitive Slaves laws (1619-1865) - Marion Gleason
Fugitive Slaves laws (1619-1865) - Marion Gleason
This is a compendium of colonial, state and federal fugitive slave laws. Available for research, or quick skimming to reveal the nature of slavery this resource shows how quickly runaway slave laws came to the colonies right after the Pilgrims. It also shows the overlapping of indentured servant law and slave law and how the system of slavery evolved over 250 years
#US I Unit 2 - Revolutionary America#US I Unit 1 - Colonization#slavery#primary source
·books.google.com·
Fugitive Slaves laws (1619-1865) - Marion Gleason
Farber Gravestone Collection
Farber Gravestone Collection

The Farber Gravestone Collection is an unusual resource documenting the sculpture on over 9,000 gravestones most of which were made prior to 1800. Many of the tombstones are from the 1600s. Why not do something different for your "day before Halloween" lesson this year and have students look through these primary source artifacts tell us something about some of the people who lived at that time. https://www.youtube.com/watch?v=gbhR1f_L_xE

#US History I#primary source#US I Unit 1 - Colonization#US I Unit 2 - Revolutionary America
·farber.davidrumsey.com·
Farber Gravestone Collection
Civics and Government - Themed Resources
Civics and Government - Themed Resources
Review an early draft of the Constitution with revisions and marginal notations as well as the Declaration of Independence and the Emancipation Proclamation. Read about presidents and the presidency, leaders of the new nation, elections, and inaugurations. Find resources to teach about constitutional issues ranging from women's suffrage to slavery and desegregation from Library of Congress
#US History#US History I#US History II#lesson plans#US I Unit 1 - Colonization#primary source
·loc.gov·
Civics and Government - Themed Resources
"For a Noble Man, a Prince": Images and Identity in Colonial America
"For a Noble Man, a Prince": Images and Identity in Colonial America

Images and objects from paintings to wallpaper and almanac prints to furniture served to shape their owners identities in British America before the revolution. This activity assists in deciphering the messages in visual images that convey social status and economic power in the late colonial period.

This is part of the "Lessons for Looking" project out of the City University of New York

#US I Unit 1 - Colonization#lesson plan#primary source
·picturinghistory.gc.cuny.edu·
"For a Noble Man, a Prince": Images and Identity in Colonial America
Becoming American: The British Atlantic Colonies, 1690-1763, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
Becoming American: The British Atlantic Colonies, 1690-1763, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
A collection of primary resources-historical documents, literary texts,and works of art-thematically organized with notes and discussion questions from National Humanities Center from National Humanities Center
#US I Unit 1 - Colonization#lesson plans#lesson plan#primary source
·nationalhumanitiescenter.org·
Becoming American: The British Atlantic Colonies, 1690-1763, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
American Beginnings: 1492-1690, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
American Beginnings: 1492-1690, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
A collection of primary resources-historical documents, literary texts,and works of art-thematically organized with notes and discussion questions from National Humanities Center from National Humanities Center
#US I Unit 1 - Colonization#lesson plans#lesson plan#primary source#WS Unit 3: Empires & Encounters
·nationalhumanitiescenter.org·
American Beginnings: 1492-1690, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
Encyclopedia Virginia: An Act directing the trial of Slaves, committing capital crimes; and for the more effectual punishing conspiracies and insurrections of them; and for the better government of Negros, Mulattos, and Indians, bond or free
Encyclopedia Virginia: An Act directing the trial of Slaves, committing capital crimes; and for the more effectual punishing conspiracies and insurrections of them; and for the better government of Negros, Mulattos, and Indians, bond or free
Instead of giving students excerpts from a set of documents and asking them to analyze and interpret them, you could ask them to just comb through one giant document and find what they could find. This would be the document, and slavery in the colonies would be the topic. Here they'll find explicit punishments that include getting ears nailed for giving false testimony and death for conspiracy. Students will also see how difficult it is to free slaves under this 1723 law
#US I Unit 1 - Colonization#slavery#primary source
·encyclopediavirginia.org·
Encyclopedia Virginia: An Act directing the trial of Slaves, committing capital crimes; and for the more effectual punishing conspiracies and insurrections of them; and for the better government of Negros, Mulattos, and Indians, bond or free
Massachusetts Body of Liberties, 1641
Massachusetts Body of Liberties, 1641
In 1641 in the colony US students are taught was founded on the basis of freedom of religion, made the worship of any other God punishable by death. The law that sentences a man to death for worshiping another God is in a document entitled the "Massachusetts Body of Liberities"
If any man after legal conviction shall have or worship any other god, but the Lord God, he shall be put to death.
If any man shall blaspheme the name of God, the Father, Son, or Holy Ghost, with direct, express, presumptuous, or high-handed blasphemy, or shall curse God in the like manner, he shall be put to death.
#5th Grade Unit 2 - Colonization and Settlement#US I Unit 1 - Colonization#primary source
·constitution.org·
Massachusetts Body of Liberties, 1641
The Journal of Reverand Charles Woodmason | Teaching American History
The Journal of Reverand Charles Woodmason | Teaching American History
Woodmason describes the colonists that students never hear about and few teachers know. But in reading this primary documents, students would have a more complete sense of the period. Documents like this are most effective in breaking assumptions about human nature - that certain types of behavior are only linked with certain periods
They are very poor — owing their extreme indolence for they possess the finest country in America, and could raise but everything. They delight in their present low, lazy, sluttish, heathenish, hellish life, and seem not desirous of changing it. Both men and women will do anything to come at liquor, cloths, furniture rather than work for it. Hence their many vices — their gross licentiousness wantonness, lasciviousness, rudeness, lewdness, and profligacy they will commit the grossest enormities, before my face, and laugh at all admonition.
#US I Unit 1 - Colonization#primary source
·teachingamericanhistory.org·
The Journal of Reverand Charles Woodmason | Teaching American History
Sumptuary Laws (Laws Regarding What One May or May Not Wear) - 1651 Massachusetts
Sumptuary Laws (Laws Regarding What One May or May Not Wear) - 1651 Massachusetts
Why would the colony of Massachusetts make wearing certain clothes by certain people - illegal? Teachers who can't motivate their students need to consider teaching this reality of colonial america that is ignored by the history education industry
And also to declare our utter detestation and dislike that men and women of mean condition should take upon them the garb gentlemen by wearing gold or silver lace, or buttons, or points at their knees, or to walk in great boots; or women of the same ran to wear silk or tiffany hoods, or scarves which, though allowable to persons of greater estates or more liberal education, we cannot but judge it intolerable. . . .
#US I Unit 1 - Colonization#primary source
·blogs.loc.gov·
Sumptuary Laws (Laws Regarding What One May or May Not Wear) - 1651 Massachusetts
Indentured servants were sold - primary source reading
Indentured servants were sold - primary source reading
Indentured servants were sold at auctions like slaves. Teachers could use this to show how some who would like to make the slavery system seem less harsh than it was can explain how "whites were sold at auction as well" - which is true, but the warrant between the evidence and the claim is invalid. This particular example of an indentured servant is interesting also because he returned to Europe and tried to persuade others to avoid immigration to the colonies
#US I Unit 1 - Colonization#primary source
·historymatters.gmu.edu·
Indentured servants were sold - primary source reading
Old Bailey Central Criminal Court
Old Bailey Central Criminal Court
Teachers can show this transcript from a criminal court in Britain and have them locate the name "Elizabeth Armstrong" alias "little Bess". Then given students three minutes to research her name. They will find that she was a young girl convicted of stealing two silver spoons. Her sentence for this crime as listed in this transcript was "transportation" - which means that she was sent to the colonies. Not all colonists were motivated by religion or the search for gold, some came to the colonies as punishment for a crime.
#US I Unit 1 - Colonization#5th Grade Unit 2 - Colonization and Settlement#myth canon#primary source
·oldbaileyonline.org·
Old Bailey Central Criminal Court
HSI: Historical Scene Investigation - Finding Aaron (Escaped slave; 1767)
HSI: Historical Scene Investigation - Finding Aaron (Escaped slave; 1767)
In this case, students follow the life and escape attempts of an enslaved man named Aaron of the course of four years. Students utilize runaway slave advertisements from the Virginia Gazette from 1767 to 1771 to track multiple escapes by Aaron and the quest of his masters to recapture him. Although the evidence paints only a partial picture of Aaron's life, students are challenged to a plausible explanation of what happened to Aaron between December, 1767 and January, 1771
#slavery#lesson plans#US I Unit 1 - Colonization#primary source
·hsionline.org·
HSI: Historical Scene Investigation - Finding Aaron (Escaped slave; 1767)
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