Changing Roles and Identities in Colonial America
A Teaching Unit for PK-6 Students
Prepared By: Benjamin Cottingham, Amanda Mounce, Naomi Munk, and Colleen Powers
Wikis:
Benjamin Cottingham – http://brcott.wmwikis.net/
Amanda Mounce – http://amanda-mounce.wmwikis.net/
Naomi Munk – http://nmmunk.wm.wikis.net/
Colleen Powers – http://colleenpowers.wmwikis.net
Submitted as Partial Requirement for CRIN E05
Elementary and Middle Social Studies Curriculum and Instruction
Professor Gail McEachron, Fall 2010
Contents
Historical Narrative
Map/Globe Skills Lesson: Naomi Munk, Maps of North American Civilizations
Critical Thinking and the Arts: Amanda Mounce, Colonial Music and Dance
Civic Engagement: Colleen Powers, Anne Hutchinson
Global Inquiry: Benjamin Cottingham, The Lost Colony
Artifact #1 Published Document – The Mayflower Compact
Artifact #2 Oral History – Dramatized Recording of Olaudah Equiano
Artifact #3 Unpublished Document – Letter by Maria Carter
Artifact #4 Visual Artifact – American Indian and Colonial Children’s Clothing
Assessments: Objective and Essay
References
Appendix A: National and State Standards
Expenses
Introduction
The Colonial Period of the United States, 1583-1763, represented an era of identity
formation and change, in a land that was unfamiliar to many and too familiar to those whom it
was being taken from. Because of the will and endurance of the early settlers in conjunction
with the African enslaved peoples and the American Indians, the United States has become the
great nation it is today. The risky travel across the Atlantic by the settlers seeking escape from
the hardships and misfortunes faced in England was the beginning of the American dream which
lives on today. The importance of this era in our nation’s history is reflected in the Virginia
Standards of Learning and National Standards of Learning. See Appendix A for a complete list
of Virginia and National Standards of Learning.
Developing an understanding of one’s place in today’s global society is the essence of
social studies in the K-6 levels. Students learn this throughout the primary and upper levels in
varying degrees beginning with what is central to themselves and their communities and then
reaching towards a perspective of their nation and its place in the globe. Interpreting and
analyzing the colonial period is key for elementary students. For example, in fourth grade when
students in Virginia focus on the history of their state in relation to its nation, students are
required to demonstrate their knowledge of how the culture of colonial Virginia related to the
inherited cultures of Europe, Africa, and the American Indians. It is important for students to
learn that the cultural, economic, and political foundations of their country were formed during
this time period through the blending of many migrant cultures and the inheritance of the native
culture.
Key Ideas and Events
Before the hundred-acre plantations, Puritan churches, and wooden ships that populated
the east coast of North America in the seventeenth century, the American Indians were the lone
human inhabitants of the entire continent. The League of the Iroquois inhabited the northeast.
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Each of the league’s five tribes governed themselves and lived in tight communities. They built
longhouses where up to 12 families cohabited and lived together communally. The Iroquois
were perhaps most known for their military strength and remained a powerful force against the
French and British until as late as the mid-1700s (Murdoch, 1996). The Eastern Woodland
Indians who inhabited the Mid-Atlantic Seaboard lived in smaller houses called yi-hakans made
out of bent saplings. They lived off of the fish from the numerous rivers and streams and the
game of the woodlands. In the late 1500s, just a few decades before the arrival of English
explorers, the Powhatan forced nearly 30 Indian groups into one Powhatan confederacy. After
1650, however, the Indian groups had dissolved due in part to the death of their leader but also in
part to the new colonization force of the English (Feest, 1990).
Motivated by finding a trade route to Asia as well as challenging the European
superpowers of the emerging seventeenth century, King James I of England began an aggressive
period of colonization of North America by establishing permanent colonies. England’s initial
colonization attempt, under Queen Elizabeth I, had failed. In 1587, Sir Walter Raleigh sent 100
men, women, and children under John White in an effort to create a permanent English colony
known as Roanoke by the English, but Croatoan by the original American Indian inhabitants.
After building the Roanoke colony, White returned to England for supplies. Upon his return in
1590, White found nothing on the island except for the words “CRO” and “CROTOAN” carved
near the settlement. The fate of the colonists remains a mystery. Some historians argue that the
colonists retreated into the woods and voluntarily became adopted in the Indian communities.
Others argue the colonists were forcibly removed from the island. Roanoke remains a lost
colony (Boyer, 2003).
Though relations between the American Indians and English colonists were initially
peaceful, the American Indians began to defend their territory as they realized the English were
not temporary visitors. As early as 1609, the chief of the Powhatan Indians declared war on the
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Jamestown settlers when he saw that the settlers were not going to return to England. In 1622,
the spreading tobacco fields instigated an attack by American Indians killing 350 settlers and the
English in their rebuttal killed 200 American Indians. Conflict spread further west to the Virginia
border with an uprising between Nathanial Bacon and the Susquehanock tribe in1676. Further
south in Carolinas, the Yamasee Border War broke out in 1715 in which a number of American
Indian tribes, including the Yamasee, attacked settlements, farms, and forts. By the end of the
war in 1718, most of the Yamasee had been killed or sold as slaves (Boyer, 2003 & Downey,
2006).
American Indian efforts to claim their land dwindled as the colonists established new
industries. In the north, the English founded seaports where they exported farm produce and
forest products and imported cloth, tea, and other merchandise. Craftspeople made shoes,
clothes, and other home necessities. Small farm and fishing villages sprouted along the
northeastern coast. In the south, wealthy Englishmen created great tobacco plantations forcing
American Indians off their land. Initially, only indentured servants from England labored on the
tobacco fields. As the tobacco industry grew, however, the need for labor grew as well.
Plantation profit-mongers wanted the cheapest labor possible and from here grew the demand for
slave labor from Africa.
Initially in the hundreds but then in the thousands, Africans were kidnapped and sold
through the triangular trade route starting in 1619. In the “greatest and most fateful migration in
history” (Meltzer, 2000, p. 7) Africans were ripped from their homeland, language and culture
and thrown into backbreaking labor on the English colonies’ plantations. On some plantations,
such as rice plantations, African slaves had so little contact with white colonists that they
“Retained more of their African traditions than that of slaves in other areas” (Boyer, 2003, p. 80).
Others who worked in close proximity to colonists as house servants or sailors were forced to
acclimate to a new culture, language, and religion. The period of English colonization of North
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America was just the beginning of a more than two hundred-year-old institution of slavery
(Boyer, 2003).
The century and a half of English colonization of North America transformed the lives of
the American Indians that were already there and the Africans who were forced to come. While
the English colonists benefitted from new trades in fishing, crafts, and farming, the numbers of
American Indians in North America was decimated and the family structure and culture of
Africans slashed. The English colonists found promise in the New World: religious freedom,
democratic governments and free societies. Unfortunately, that promise only extended to the
European immigrants who chose to migrate across the Atlantic.
Men, Women, Youth & Children
Despite the far-reaching implications of the colonization, they began seemingly
innocently - with the birth of the first English child in what would become the United States. In
1586, Sir Walter Raleigh, an English aristocrat, set up the first colony in North America where
113 ill-prepared colonists inhabited Roanoke Island. Not long after, on August 18, 1587 Virginia
Dare became the first child born in America to English parents (Downey, 2006). While this
settlement failed to survive, in 1607, 104 Englishmen and boys sailed to Jamestown. As a result
of their unpreparedness, Captain John Smith begged the local Powhatan tribe of American
Indians for food. Similarly, Tisquantum, better known as Squanto, of the Patuxet tribe from
Massachusetts, was an integral player in the survival of the colonists as he brought them native
seeds such as corn, beans, and pumpkins and showed them how to successfully grow the plants.
Though initially peaceful, relations between the English colonists and the Powhatan people
quickly soured. Pocahontas, whose real name was Matoaka, was the teenage daughter of Chief
Powhatan, chief of the Powhatan Confederation. Pocahontas ultimately promoted peace between
the colonists and the Powhatans. Her knowledge of the English language, the respect she earned
from allegedly saving Smith and her role as daughter of the chief of her tribe gave her a unique
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position of diplomacy within the two disparate groups. She went on to marry John Rolfe who is
credited with learning to grow and cure a mild variety of West Indian tobacco which sold well in
London (Downey, 2006).
Though the English colonies were initially started with European men and boys, in 1619,
a Dutch ship arrived in Virginia from the West Indies. As part of the triangular slave trade
mentioned previously, on the boat were twenty African men, captured, forcibly removed from
their homelands, and sold as slaves (Davidson & Stoff, 2011). Soon after, the European men
decided to bring unmarried European women to the New World. In 1621, a boat of eligible
young white women arrived in Virginia. Of the 150 women, all were married within one year.
Though the plight of the colonists tells a different story, a persuasive pamphlet published in 1634
in New England’s Prospect guaranteed an Englishwoman’s life in the New World was one of
ease and happiness (Miller, 2003). In the early years of the colonial era, neither enslaved African
women, nor English women bore many children. Infant mortality rates were high; in the case of
enslaved African women, partners were few, and cases of physical exhaustion and malnutrition
were high (Miller, 2003).
Yet the life of an enslaved person in the early colonial period was markedly different
from later. During this time period, indentured servants were both white Europeans and Africans.
Indentured servitude allowed both whites and blacks to gain their freedom. Later on, only whites
could gain their freedom. Law by law, rights dwindled. In 1641, Massachusetts became the first
colony to legally recognize slavery. Other states, such as Virginia, followed. Yet, before this
occurred, Anthony Johnson, an indentured servant of African descent was sold to the English in
Jamestown in 1621, and sometime thereafter he was granted freedom and married Mary Johnson,
a free black woman, and was permitted to baptize their children. The Johnsons then purchased a
250-acre farm, on which they owned their own slaves. In 1654, John Casar, an African slave
owned by the Johnsons tried to claim freedom. Johnson fought his claim in court to regain
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ownership of Casar back, and won. Though the family’s rights eventually dwindled, their fight
and success is notable and reflective of the evolution of laws and rights in the colonies (Haskins
& Benson, 2001).
In an act that represents the growing tension between the Europeans and the American
Indians, Nathaniel Bacon, a back-country farmer, led landless frontier settlers against the
Susquehannock people in an effort to seize the land of the American Indians. Lacking military
support from Governor William Berkeley against American Indian attacks based on disregard to
their needs, Bacon’s Rebellion took on the supposed American Indian aggressors, and ultimately
the rich English townspeople as he and his followers torched Jamestown in anger. Bacon fell ill
and died halting the upheaval of power in its tracks. The poor, landless frontier folk continued
without votes, a voice, or protection from the autocratic Governor Berkeley. Even the tensions
between some of the powerless, landless Europeans resulted in a feeling of entitlement towards
the land rightfully occupied by the American Indians.
In the upper colonies, John Winthrop, landowner and lawyer, was chosen to be the
governor and consequentially a spiritual leader of Puritan inhabited Massachusetts Bay Colony.
Anne Hutchinson, a settler in the colony, in an act unheard of for women, led men and women in
discussions about religion and questioned the Puritan teaching (Davidson & Stoff, 2011). She
was a key player in the initiation of women’s ministry and a forward thinker in ideals about
religious freedom in the English Colonies. She was later banished from her Puritan community
for treason and moved to Rhode Island’s first European settlement, set up by Roger Williams, a
Separatist minister (Davidson & Stoff, 2011).
Another revolt led by Metacom, chief of the Wampanoag tribe, sought to stop Puritan
expansion by attacking Puritan towns in 1675. Fighting alongside Chief Metacom, also known as
King Philip, was a Wampanoag woman named Weetamoo. Colonists previously killed
Weetamoo’s first and second husband, and her child and sister had been captured and enslaved
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by the English. With nothing left, she took to battle leading 300 warriors against the English
(Miller, 2003).
While revolt did color the pages of history, a notable exception is Mary Musgrove
Matthews. She was a woman of English and Creek ancestry who advised Georgia governor
James Oglethorpe on American Indian affairs, and much like Pocahontas, served as a peaceful
intermediary (Davidson & Stoff, 2011).
The birth and growth of the colonies required much responsibility and hard work. While
men performed many important roles, without the work of women and children, success would
have eluded the colonists. Eliza Lucas Pinckney, an Englishwoman who moved to South
Carolina, took over the responsibility of her father’s large plantation. An adept business woman,
writer, inventor and entrepreneur, Pinckney experimented with indigo, a plant used to make blue
dye. In 1744, unaided, she successfully grew the colony’s first crop of indigo. Three years later,
South Carolina exported 135,000 pounds of this lucrative crop (Downey, 2006).
Following the death of a husband, women of European descent often were seen in more
prominent leadership positions. However, after she was widowed in 1738, Elizabeth Timothy
successfully took over and ran the publication of the South Carolina Gazette (Miller, 2002). In
addition, after Beatrice Plummer’s husband died in 1672, a court inventory of their farm showed
that she had salted and smoked four and a half sides of bacon, made 32 pounds of cheese and
butter, harvested and dried over 50 bushels of grain, peas, beans and much more.
To say that the preparation of food consumed much of a European woman’s days would
be a great understatement and disservice to the backbreaking labor they endured (Davidson &
Stoff, 2011). European children had to be seven years old to work, but once they were of age the
girls worked alongside their mothers and the boys alongside their fathers or as apprentices.
During the colonial period many new ideas and literature greats emerged, oftentimes
spurred on by one another. John Locke wrote Two Treatises on Government, first introducing the
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idea of that all humans (except for enslaved people, women and others) had the right to enjoy
life, liberty and property (Davidson & Stoff, 2011). Anne Bradstreet was one of the first colonial
poets, her collection of poems, The Tenth Muse, Lately Sprung Up in America expressed the joys
and hardships of life in Puritan New England. Another poet of the time was Phillis Wheatley. At
the age of 14, her first poem was published. She was also the first African American to publish a
book of poetry (Davidson & Stoff, 2011). Not to be forgotten, Jonathan Edwards, a zealous New
England preacher, wrote many fire and brimstone sermons leading to the The Great Awakening,
a religious revival in the 1740s.
Closing and Legacy of the Colonial Period
Despite the fact that the United States as a nation had not yet formed in the colonial era,
this period of our country’s history, perhaps more so than any other period, established our
identity as a nation. From the origins of our economy to the foundation of our government and
from the concept of the American dream to the idea of a melting pot of religions and cultures, the
economic, political, cultural, and social roots of the present-day United States are deeply
embedded in the colonial period. At the same time, however, the colonial era also
institutionalized many social injustices that continued well into the twentieth century even
endure today. From the violation of American Indian rights to the creation of slavery to the
subservience of women, even some of our country’s darkest and most shameful practices began
during the colonial era.
By discovering the colonial era and the origins of our nation, particularly through the lens
of changing identities and roles, elementary students will, first of all, develop a sense of
judgment, or an “appreciation for learning from others’ experiences” (Parker, 2009, p. 107). As a
result, students will be inspired to explore as did the original colonists and to look through the
eyes of those who came before them. They will be encouraged to analyze the reasoning behind
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the choices of both individuals and people groups of this time and their significant effect on the
fledgling United States.
In addition, elementary students’ exploration of the American colonial period will take
them on a journey of self-discovery in which they will “learn about themselves,” their origins,
and the uniqueness of their identity as Americans (Parker, 2009, p. 107). They will also “see that
many people live differently from how they do” and develop a “respect for the tapestry of human
similarities and differences” as they learn about the numerous types of people whose lives
impacted the founding of our nation – men and women; adults and children; enslaved and free;
colonists and American Indians; Separatists and Puritans; and so many more” (Parker, 2009, p.
107).
Finally, and most powerfully, students will develop a sense of agency, which is a “power
to take action [or] to do something about…public problems” (Parker, 2009, p. 108). Through
their study of the influential, vocal individuals of the colonial era who stood up for their belief
systems and political rights, students will be moved by the concept that “change is possible” and
will hopefully be motivated to enact change in their own school or community (Parker, 2009, p.
108). Perhaps they will even be moved to address some of the lingering social injustices from the
colonial period such as racism or sexism.
In light of this evidence, therefore, the vitality of studying the colonial era during
elementary school could not be more evident. Its impact on our nation’s identity is both deep as
well as broad, and its legacy is unsurpassed by virtually any other period of American history.
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Third Grade Map and Globe Skills Lesson Plan: Maps of North American Civilizations
Audience: Third grade, small group, 24 students
Standards of Learning:
Virginia Social Studies Standards of Learning
3.5 d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in
the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec,
Canada), and Christopher Newport (Jamestown, Virginia)
3.6 The student will read and construct maps, tables, graphs, and/or charts.
National Geography Standards
Standard 9: The characteristics, distribution, and migration of human populations on Earth's
surface.
Objectives
1. Given historic maps of North America and colonial Virginia, students will identify
purposes and usefulness of maps
2. Given maps of Jamestown fort and Powhatan villages, students will identify land
features and key structures.
Materials/Time/Space: Projection screen, historic maps of North America (Appendix A), blanks
sheets of paper, coloring utensils, two activity sheets (Appendix B); one hour; whole class
instruction followed by group activity
Lesson Description:
Introduction (Anticipatory Set): Ask students what maps are used for. Make a list on the board
of student responses. Student input can include that we use maps to locate places, to show where
states are in the country/countries are in the world, on vacations for directions, etc. After
students have shared their ideas, introduce the idea that historic maps can give us a picture of
how people lived in earlier times (Purpose). Show examples of historic maps the first English
explorers to North America drew of the eastern coast (Appendix A). Ask students to identify
what they see on the maps. Responses could include names of states and continents, bodies of
water, and illustrations of people. Mention, if the students did not previously, how maps in
1600s were as much works of art as they were informational.
Content Focus (Instructional Input): Explain to students that they will be receiving copies at
their seats of two maps to analyze in a group of three (Appendix B). Before passing out the
activity sheets, use one of the historic maps showed previously in the lesson and point out key
features of the map that come to your attention (modeling). Next, show another map (from
Appendix A) and have students point out some key features of the map (Guided Practice). Once
students have grasped how to interpret maps, pass out the activity sheets and maps of a Powhatan
village and of Jamestown fort. Provide a brief background of each map on the activity sheets.
Theodor de Bry, a Belgian engraver and goldsmith who gad never, in fact, traveled to the
Americas, engraved the map of the Powhatan village. The second map, John Smith’s map, was
drawn during the first explorations of Jamestown under leadership of Captain Christopher
Newport who lead the largest of the Virginia Company’s three ships sent in 1607 to find a site
for settlement. Accompanying each map is a set of corresponding that students will be directed
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to answer in their groups on a separate piece of paper (Independent Practice). Within their
groups, students will be asked to identify a reader who will read the questions, an observer who
will lead analysis of maps, and a recorder who will write answers on a separate piece of paper.
Before students begin task in groups, teacher should ask students if they need any verification on
their tasks. As students work in groups, teacher should circulate throughout classroom to ensure
student understanding of responsibilities and concepts. (Checking for Understanding)
Closure: Bring students together to discuss their answers and findings from analyzing the maps.
Explain that maps can give us many clues to how people lived and interpret their world.
Introduce the idea of the next lesson that from these maps and other maps of the eastern coast,
students can predict why the settlers of Jamestown fell upon such hard times in the James River
area while the Powhatan who had inhabited the area for thousands of years never did.
Assessment: Formative – List on board at beginning of class of student ideas for uses of maps
and concluding class discussion on findings; Summative – Completed activity sheets;
Background Information:
Before 1607, Europeans had barely left a trace or knew anything about the eastern coast of North
America. The Powhatan Indians, however, had been calling the land where the English would
build the colony of Jamestown their home for thousands of years. Captain Christopher Newport
was among the first English explorers to investigate and settle in the New World. As captain of
the Susan Constant, the largest of the three ships the Virginia Company sent in 1607, Captain
Newport successfully lead the safe arrival of more than one hundred men and boys to the
Americas. Soon after arrival, Captain Newport and his exploration crew claimed land for the
English assuming English right for the land over the existing American Indian’s rights to their
homeland. During the early 1600s, the English and Powhatan lived side-by-side exchanging
goods and the American Indians sharing their farming techniques. Their relations stayed
relatively peaceful for the first couple years of the Jamestown settlement thanks to diplomatic
relations between Captain John Smith and Powhatan chief Wahunsonacock and his daughter
Pocahontas.
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Appendix A
Map #1: British Empire map
Map #2: John Smith’s Map of 1607 Virginia
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Map #3: Interpretation of world in 16th century
Map #4: Interpretation of world of the 1570s
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Appendix B
This is one of the first maps drawn of a Powhatan village by the European explorers of
Christopher Newport’s voyages. With your group, answer the following questions on a separate
piece of paper:
1.
2.
3.
4.
What do you first notice about this map? Put a star by what you noticed first.
What kinds of structures do you see?
The homes you see are yi-hakans. Describe a yi-hakan. Color the yi-hakans brown.
What kinds of plants or animals do you see? Do you think the Powhatan ate any of
these plants or animals? Color the plants green and any animals brown.
5. Do you see any bodies of water? If you do, what might the Powhatan have used the
water for? Color the water blue.
6. Why did the European explorers decide to draw this map? How would this map been
helpful?
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This is a map of the Jamestown fort in 1610. Use this map to answer the following questions on
a separate piece of paper:
1.
2.
3.
4.
What do you first notice about this map? Put a start next to what you first noticed.
What kinds of structures do you see?
Do you recognize the Jamestown Fort? Color the structure brown.
What kinds of plants or animals do you see? Color any plants you see green and any
animals brown.
5. Do you see any bodies of water? Why would the English have built their fort close to the
water? Color the water blue.
6. How would this map have been helpful to the people who lived at the fort? Who else
would this map have been helpful to?
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Second Grade Critical Thinking and Artistic Creation Lesson Plan: Colonial Music and
Dance
Audience: Second grade, whole group, 20 students
Standards of Learning:
Virginia Music Standards of Learning
2.3 The student will respond to music with movement.
1. Perform line and circle dances.
2. Perform dances and games from various cultures.
5. Perform choreographed and non-choreographed movements.
Virginia Dance Standards of Learning
Cultural Context and Dance History
DM.12 The student will identify similarities and differences in dance styles
from various cultures and historical periods.
DM.13 The student will research the role of social and folk dance forms in
American history.
DM.14 The student will identify dance as a form of expression,
communication, ceremony, and entertainment.
National Social Studies Standards
Content Standard #4: Understanding the visual arts in relation to history and cultures
Achievement Standard:
Students know that the visual arts have both a history and specific
relationships to various cultures
Students demonstrate how history, culture, and the visual arts can
influence each other in making and studying works of art
Objectives:
1. Given recordings of music from traditional American Indian (Cherokee), traditional
West African (Dogon), and English colonial cultures, students will list and describe
the similarities and differences between them and answer critical thinking questions
about them.
2. Given dance instruction, students will perform the colonial cotillion, “La Royale”.
3. Given recordings of traditional English, American Indian, and West African music,
students will choreograph and perform their own dances.
Materials/Time/Space: Classroom computer and speakers, large space cleared in center of
classroom or access to a large open space, 1 hour
Lesson Description:
Introduction
Explain to the students that they will be learning about different dance music from the various
cultures living in the American colonies – English, enslaved West Africans, and American
Indians. Introduce the idea that in colonial times, dances were not only social and recreational
pastimes but also much more for each of the groups. Let students know that they will be learning
an English cotillion, as well as comparing and contrasting the types of dance music used by the
English, enslaved West Africans, and American Indians.
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Content Focus
Discuss with the students the main purposes for dance in each of the cultures (See background
information). Using a classroom computer hooked up to speakers, play three musical pieces
(West African: http://www.pbs.org/wnet/africa/explore/sahel/brown_audio1.html, American
Indian - http://www.youtube.com/watch?v=TChazq0npVQ&feature=related, English http://www.colonialmusic.org/sounds/antesmaller.mp3 ), asking students to close their eyes and
listen carefully while each plays. Then, ask students the following questions.
Objective Questions: What type of instruments did you hear in each piece? What instruments
were playing in all three pieces? How would you describe each piece (fast/slow, soft/loud)?
Reflective Questions: What did the American Indian music make you think of? What did the
West African music make you think of? What did the English music make you think of? What
music have you heard that sounded like any of these types of music? How did the music make
you feel?
Next, bring the class back together to learn the English cotillion. (Appendix A). If possible, bring
in a parent volunteer or another teacher to help with this portion of the lesson. If there is not
enough open space in the classroom, relocate to a larger space so that all students will be able to
dance. Perform the dance with the parent volunteer/other teacher several times for students to
see. Then, assign students dance partners and help them learn the dance steps by circulating
through the class with the parent volunteer/other teacher. Once the students have grasped the
dance, have them perform it by themselves. If possible, bring another class for whom they can
show off their newfound skill!
Closure: Bring the students back together to answer questions.
Interpretive Questions: Why do you think English colonists would have danced this dance? How
do you think this type of dance has influenced dances of today? How do you think that dance
would be different from American Indian or West African dances to the music we heard earlier?
Decisional Questions: If we did not have dance, what do you think would happen? Would we be
different? If you could pick one of the types of music that we listened to earlier to make your
own dance, what would you pick?
Let them know that next social studies time, they will be given the opportunity to choose West
African, American Indian, or English music and choreograph their own 1 minute dance to it.
Assessment: Formative: Ask guiding questions throughout the lesson to aid students in learning
the differences between the different types of dance music. While learning the cotillion, circulate
among students to ensure participation and comprehension. Summative: Rubric, students’
original dance creations (Appendix B)
Background Information:
English colonial dancing like the cotillion was primarily reserved for the upper classes and was
meant to demonstrate wealth and social prominence. Women could increase their chances of
marrying well by demonstrating their dancing skills at balls that were thrown by the wealthiest
people in the parlors of their large homes. Musical instruments included singing, violins, flutes,
French horns, and piano fortes.
Traditional West African dance was an important communication form. Dances were often used
for ceremonial purposes including ushering the dead into the spirit world, which would have
been the purpose of the music chosen for the lesson, the Kanaga Mask Song. Musical
instruments for these dances included mainly drums and the human voice.
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American Indian dances reflect oral histories and personal stories and are also used in
ceremonies as well as for social purposes. Dance is so important to many American Indian
cultures that Iroquois tradition says that children who can’t dance had mothers who didn’t dance
while they were pregnant. Instruments included flutes, drums, rattles, and the human voice.
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Appendix A
La Royale: Cotillion dance for four couples in a square formation
Before the dance begins, designate head couples, who face the top and bottom of the room
and side couples, who face the sides of the room (refer to diagram above).
[Important note: The 3 FIGURE portions of the dance are exactly the same each time. The 3
portions of the dance noted as CHANGEs have different steps.]
Music Dance
Strain Counts
FIRST CHANGE: "La Grand Rond"
A
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All join hands in a large circle and chasse or walk clockwise to the left
(16).
A
16
Circle back to place (16).
FIGURE:
B
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Head gentlemen take both hands with side ladies on their left. [first
man takes fourth lady, third man takes second lady]. These couples
chasse or walk sideways across the set to opposite places, then turn
halfway so that the ladies end in the side positions and the men are in
the head positions (8).
Side gentlemen repeat with head ladies [second man takes first lady,
fourth man takes third lady] (8).
B
16
Ladies step into to the circle and join hands (2) then circle to the left
back to their original positions (6).
Men do the same (8).
20
SECOND CHANGE: "Set and Turn"
A
16
All face partners do two setting steps by stepping to the right and close
then to the left and close (4) and repeating (4), then turn partner by the
right hand (8).
A
16
All face partners do two setting steps by stepping to the right and close
then to the left and close (4) and repeating (4), then turn partner by the
left hand (8).
FIGURE:
B
16
Head gentlemen take both hands with side ladies on their left. [first
man takes fourth lady, third man takes second lady]. These couples
chasse or walk sideways across the set to opposite places, then turn
halfway so that the ladies end in the side positions and the men are in
the head positions (8).
Side gentlemen repeat with head ladies [second man takes first lady,
fourth man takes third lady] (8).
B
16
Ladies step into to the circle and join hands (2) then circle to the left
back to their original positions (6).
Men do the same (8).
THIRD CHANGE: "Grand Chain"
A
A
16
16
Everyone does grand chain moving in a circular path by weaving right
hands and left hands alternately. To begin give right hand to partner
and walk forward, passing by partner (4), give left hand to next person
and walk by (4), then right hand to third person (4) and so on until
everyone reaches original positions. [Please note: This "Grand Chain"
continues for a total of 32 beats.]
FIGURE:
B
16
Head gentlemen take both hands with side ladies on their left. [first
man takes fourth lady, third man takes second lady]. These couples
chasse or walk sideways across the set to opposite places, then turn
halfway so that the ladies end in the side positions and the men are in
the head positions (8).
Side gentlemen repeat with head ladies [second man takes first lady,
fourth man takes third lady] (8).
B
16
Ladies step into to the circle and join hands (2) then circle to the left
back to their original positions (6).
Men do the same (8).
21
Appendix B
Music In History & Cultures : American Indian, West African, and English Colonial Dance
Student Name:
________________________________________
CATEGORY
Listens to different
types of music
respectfully
4 - Above Standard
Student always listens
attentively and
respectfully to music from
another time or culture.
3 - Meets Standard
Student usually listens
attentively and respectfully
to music from another time
or culture. Never distracts
others from listening.
2 - Approaching Standard
Student usually listens
respectfully to music from
another time or culture,
but movements or talking
distracts others.
1 - Below Standard
Student does not
listen respectfully.
Participates
Student listens to
instructions and
participates willingly and
successfully in dances
from another time/culture.
Student mostly listens to
instructions and participates
in dances from another
time/culture.
Student sometimes listens
to instructions and
participates unwillingly in
dances from another
time/culture.
Student does not
listen to instructions
AND/OR does not
participate.
Demonstrates
appropriate audience
behavior
Student always
demonstrates appropriate
audience participation.
Student usually
demonstrates appropriate
audience participation.
Student sometimes
demonstrates appropriate
audience participation.
Student rarely or
never demonstrates
appropriate audience
participation.
Group Work
Contribution
Student works very well
with group members and
makes active contributions
to their choreography
piece.
Student works fairly well
with group members and
makes some contributions
to their choreography piece.
Student works with group
members and makes a few
contributions to their
choreography piece.
Student does not
make contributions
to their group's
choreography piece.
Dance Performance
Group performance is
original, creative, and
reflects the music style
chosen.
Group performance is
mostly original and creative
and somewhat reflects the
music style chosen.
Group performance is
mostly unoriginal and only
loosely reflects the music
style chosen.
Group performance
is completely
unoriginal and/or
does not reflect the
music style chosen.
22
Fourth Grade Civic Engagement Lesson: Anne Hutchinson: A Courageous Puritan
Woman
Audience: 4th grade, whole group, 20 students
Standards:
National Council for the Social Studies: Provide for the study of the ideals, principles, and
practices of citizenship in a democratic republic so that the learner can:
d. identify and practice selected forms of civic discussion and participation consistent with the
ideals of citizens in a democratic republic
e. explain the influence of public opinion on personal decision-making and government policy on
public issues
National Standards for History K-4: 4C – Demonstrate understanding of historic figures who
have exemplified values and principles of American democracy by comparing historical
biographies or fictionalized accounts of historical figures with primary documents in order to
analyze inconsistencies and disagreements in these accounts and assess their reliability.
Objectives:
Given a detailed first-person reenactment from the teacher regarding key events in Anne
Hutchinson’s life, students will:
1. Participate in the Readers’ Theater “The Trial of Anne Hutchinson: A Courageous
Puritan Woman”.
2. Articulate the events in Hutchinson’s life that support her courageous role in the
community and describe the context of the Puritan society in which she lived.
Materials: Anne Hutchinson attire (black/brown formless dress, white bodice collar, dark hair,
black bonnet with white cuff, very austere (Appendix A), 21 copies of Readers’ Theater script
(students plus teacher)
Resources: Anne Hutchinson Monologue (Appendix B), Anne Hutchinson Trial (Appendix C)
Content and Instructional Strategies:
Introduction: Teacher will come in dressed as Anne Hutchinson. Inform class discussion will be
about an important woman in Colonial America, a leader who spoke out for religious freedom
and free speech during a time period that invalidated the rights and abilities of women in favor of
white men. Note that while student will learn she was ostracized while alive, after her death, she
was honored with a monument calling her a "courageous exponent of civil liberty and religious
toleration”. Today we will learn about her positive contributions to society and the context in
which she lived (5 min).
Content Focus: Greet students as Anne Hutchinson and who has come to talk about her life.
Realistically act out the monologue emphasizing key events in Hutchinson’s life (Appendix B).
Emphasize Hutchinson’s informal but substantial education as a youth who was homeschooled
by her preacher father, and her exposure to his opposition to the Church of England and the
King’s religious ideals. Include information regarding her marriage to William Hutchinson, their
extensive family together, the bond of ideas with John Cotton, a preacher who sought religious
freedom in the Puritan’s Massachusetts Bay Colony, and their subsequent decision to move there
23
as well in search of religious freedom. Continue on with Hutchinson’s life and emergence as a
leader in the new colony. Elucidate to students that her role as a nurse and midwife made her a
natural spiritual leader among women of the colony, but that her strong convictions and charisma
encouraged men followers in a time when women were not considered fit to be leaders. (15 min)
Invite student questions regarding Hutchinson’s life, accomplishments, and role in society. (5
min) Introduce the Readers’ Theater script “The Trial of Anne Hutchinson: A Courageous
Puritan Woman” (Appendix C). To lend authenticity, explain to students that the mock trial is a
condensed version of the actual transcript of her trial and that student will be able to examine the
primary document in an upcoming lesson. Teacher will read the part of Anne Hutchinson. Pull
student desks into a large circle to perform the Readers’ Theater. Do not give students specific
character roles. Instruct students to read one character’s line, the person sitting next to them in
the circle will continue with the next bold name, continuing on cyclically. Explain to students the
importance of listening to others when they’re reading and the need to enunciate and speak
loudly. Students and teacher perform script (20 min). Praise students’ narration, and reflect on
the experience. How would you feel if you were on trial like Anne Hutchinson? Pose the
question, what was the context of the period in which Anne Hutchinson’s trial took place?
Students will draw from information in the Readers’ Theater and the first-person reenactment.
What did Anne Hutchinson do that was courageous? How did the period she lived in make her
actions courageous? Ensure that students make the connection between the oppressive society for
women at the time and the courage Hutchinson possessed to go against the deeply ingrained
convictions about the function of a woman in society (10 min).
Closing: Reiterate the characteristics and actions Hutchinson took that make her courageous.
Summarize student responses. Encourage students to stand up for what they believe is right,
despite what others say. Read the quote from famous poet ee cummings, “It takes courage to
grow up and become who you really are,” remind them that although at times Hutchinson was
bullied and unpopular, she still stood up for her beliefs (5 min).
Background information: The trial of Anne Hutchinson took place in 1637 in Massachusetts
Bay Colony, a Puritan Community. The existence of a Puritan woman at this time was
oppressive; women were subordination to men and lacked rights U.S. citizens benefit from
today. Hutchinson was banished for becoming an active religious leader in her community and
speaking freely. Her legacy epitomizes the fight for freedom of speech, freedom of religion, and
the rights of women. Additional background information is included in Appendix A and B.
Assessment: Formative: students respond accurately to teacher query regarding key questions
Summative: rubric (Appendix D) and students will answer multiple choice questions listed upon
completion of lesson.
24
Appendix A
25
Appendix B
Anne Hutchinson First Person Reenactment Script/Monologue
My name is Anne Hutchinson but I was born Anne Marbury, in Lincolnshire, England, in
1591. I am the daughter of a preacher. I grew up during the reign of Elizabeth I, a Queen. As a
child and young adult, I was homeschooled. I learned much by listening to my father, as he
discussed religion and government with his friends. Perhaps it was from my father that I learned
to speak up for what I thought was right. My father was put in prison twice for preaching against
the Church of England. Since the Church of England was headed by the king of England, my
father's preaching was seen as speaking against the king. So you see, it was in my blood to
preach about spiritual matters and speak up for injustice.
I moved to London as a teenager, and returned to Alford when I got married. I married
William Hutchinson in 1612 when I was 21. William was a merchant and had a prominent
family, which was very important to me and my family. For the next seventeen years I had
twelve babies! Sadly, three of them died right after they were born, but I had 9 strong children
who grew up to be big and strong. But even though I spent lots of time being a mom and raising
children, I loved to read, and think about things. I would say that I’m a natural reader and
thinker. I didn’t get a formal education – it wasn’t common for women when I was growing up –
but I educated myself and had parents who supported my informal education.
After about 20 years of being married, my husband and I started talking about how we
wanted even more religious freedom than that of the Protestant reformation going on under the
Queen of England at the time. England was moving towards religious freedom, but we heard that
a colony across the Atlantic Ocean was built on the idea of religious freedom. John Cotton, a
dear friend, and teacher of mine who influenced lots of my ideas had just moved there, and I was
convinced that we should follow. We decided to sail to what you call the United States in 1634
with all of our children. We were excited to go on a new adventure to live with other Puritans.
I settled my family in Massachusetts Bay Colony, which is now Salem and Boston, MA.
When we got there, The Bay Colony was just starting. People only started moving there 4 years
before we moved there.
Not soon after I arrived, my expertise was needed. Since I’d had so many children I
decided to be a midwife and a nurse to help other women. And at that time, midwives were very
important in the community. Childbirth was a scary time, we didn’t have the modern medicine
that you have today, and sometimes women or their children died during childbirth. I was with
the women of my new community in these times of possible death. I hosted weekly bible study
meetings. We talked about spiritual matters and prayed together, and before long I became
known as a preacher.
At first I was a leader among the women of my community, but then the men started
listening to what I had to say too. I really believe that people can talk directly with God. That
idea made a lot of people uncomfortable, especially the people who said they were the only ones
who could talk directly to God. And it’s my opinion that to be a faithful person, you don’t prove
it by being a really good person or giving money. Your faith is something inside of you that you
don’t have to buy or do good deeds for. I spoke my mind to the community. I really am a great
speaker, and I think my personality and new ideas led people to me. I’ve always been a people
person and I am much admired for my charisma. Big groups of people started to come to hear me
speak. Anyone who came was free to question religious beliefs and to condemn racial prejudice,
including enslavement of Native Americans. I found it of upmost importance to enable others to
speak freely and question the prevailing cultural attitudes. Even rich young civil officials
admired my teachings and came to listen to what I had to say.
I have a strong relationship with my husband. He respects what I do, and supports my
religious activism, even though he is not an activist himself.
26
At this point in my life many challenges were put before me. With resolute and spirit, in
spite of opposition, I continued on. The people, the white men I should say, of the Church started
to get upset at my popularity. They were especially upset at my popularity with other white men.
For me to be a leader among women was one thing, but for men to listen to women was
something else entirely at the time, and they did not want the practice to continue. A woman
leader at the time was a contradiction of Puritan ideals, and the current cultural norms. The
ministers of the Church were in charge of the community. We didn’t have a president like you
have today; the Church made and enforced the rules. In Massachusetts Bay, all the ministers
were men. The Church controlled the political power. There was no Constitution or Bill of
Rights. Only those who belonged to "approved" churches could vote.
I criticized the ministers. For the good of the people, I said that the ministers were
making the people of the community believe that doing good deeds would get them into heaven!
I disagreed! Loudly! My meetings were starting to divide the colony. The colony's leaders were
alarmed, but I spoke out because I believed that it was my duty and right, and I wanted to let
people know what I thought was the truth. Many people supported me. But others--including
powerful religious leaders and the powerful governor of the Massachusetts Bay Colony, John
Winthrop, opposed me. These people believed that women should obey men at all times, and that
women should be forbidden to teach about religion. I disagreed, and I told people that I did. The
powerful Church men feared that if people followed me, they would lose their influence over the
people. They thought the colony might even dissolve into a civil war! But to me it didn’t seem
like they had the best interests of the colony in their minds; they just wanted control. I wanted to
share my ideas, and let people make up their own minds.
I was so popular that I became a genuine threat to the ability of the clergy to govern. So
the authorities, especially Reverend John Winthrop our governor, first attacked me by banishing,
or sending away my brother-in-law, who was a minister and shared my views. I was so hurt that
they would send away a family member who I loved. This did not stop me, but encouraged me to
continue preaching and standing up for my rights. And not long after, I was summoned to trial
late in 1637. My "crime" was expressing religious beliefs that were different from the colony's
rulers. At that time, that was against the law - especially for a woman.
When it came time for my trial, I was nearly forty-seven years old and pregnant, and I
was really sick. I decided to go on trial without a lawyer because I had nothing to hide, and was
confident in my innocence. During the trial I faced a panel of 49 powerful and well-educated
men. They accused me of sedition, which is a fancy word for trying to overthrow the
government. They said I was not allowed to hold meetings at my house to discuss religion. They
said I did not know my place in society as a woman. And if I was convicted, they were going to
make me leave the colony, banish me.
At the trial John Winthrop and many other men spoke against me. But Winthrop spoke
the most. He had this deep hatred of me because I was a woman and in a leadership role. He was
so offensive; I don’t even want to think about the horrible things he said. During the trial I used
the other men's own words to skillfully defend myself. I was just as smart, if not smarter than the
men. They thought I was just a woman, but I am not just a woman. I am a smart, confident,
courageous woman. I defended myself as well if not better than any lawyer would have. I stood
up for my right to be seen and heard even though they considered women inferior. When they
questioned me about the meetings I held, I told them that holding meetings in the home to
discuss religion had been a common Puritan practice in England. I told the men that God had
27
spoken to me directly, and that only God could be my judge. I was nervous, but I stood firm in
my beliefs. I was fighting for religious freedom, and for the freedom of speech. In the end, no
matter what I said, the verdict was against me; they found me guilty. My fate had been decided
before I stepped foot in the courthouse. They banished me from the Massachusetts Bay Colony.
Because I was so ill, I did not have to leave until a year later. I was not very surprised that those
closed-minded, power-hungry men found me guilty. I dared to think differently from the colonial
leaders! I fought for and the idea of American intellectual life and the idea of free speech and the
rights of women. The religious freedom and women’s changed role in society that I dreamed for
myself and my community is a reality to you today in part because of my actions.
After that trying time in my life, in 1638 my husband, our now 12 children, and some 60
of my followers left Massachusetts Bay Colony for what is now called Rhode Island. We lived
there until my husband died a few years later. After the death of my husband, I decided to pack
up my six youngest children with me and move to the current state of New York. We lived far
out of the way from the Massachusetts people who did not approve of me into Dutch Territory.
The year earlier the Dutch attacked a tribe of Native Americans in the area. Consequently, the
Native Americans sought to avenge the deaths of their families lost by retaliating against the
Dutch. Unfortunately, we found ourselves caught in this dispute. All of us were killed except for
my youngest child. Some people think that my daughter Susanna was spared because of her red
hair, a trait the Native Americans has not seen before. It was a tragic end, one which emphasizes
the pervasive, troubled relations between the Native inhabitants and the Europeans.
I know that my life has made a difference for the lives of people in my community. I
stood up for religious freedom, free speech, and fought for rights as a woman in a male
controlled community.
28
Appendix C
The Trial of Anne Hutchinson: A Courageous Puritan Woman
(Summarized and condensed by Colleen Powers)
Characters
Narrator
Governor John Winthrop
Deputy Gov. Thomas Dudley a
Anne Hutchinson
Mr. Wilson
Mr. Weld
Mr. Phillips
Mr. Simmes
Mr. Shephard
Mr. Eliot
Mr. Coggeshall
Mr. Peters
Mr. Stoughton
Mr. Leveret
Mr. Cotton
Mr. Nowel
Nr. Harlakenden
Gov. John Winthrop: Mrs. Hutchinson, you are called here because you troubled the peace of
the community and the churches here. You are known to be a woman that promotes opinions that
are the cause of this trouble. You are very hurtful to the honor of the churches and ministers here.
You kept having a meeting in your house that the general assembly decided was neither tolerable
nor fitting for a woman. Because of that we need to make you understand how things are in our
community. We don’t want you doing or thinking these things because we want you to be a good
member of our society. If you do not stop and change your thinking, we will find a way to make
sure that you do not bother us anymore. So tell me if you you’re guilty of these things.
Mrs. Anne Hutchinson: You asked me here to answer your questions, but you have not asked
me anything.
Gov. John Winthrop: I have told you some already and I can tell you many more!
Mrs. Anne Hutchinson: Name one, Sir.
Gov. John Winthrop: Have I not named some already?
Mrs. Anne Hutchinson: What have I said or done?
Gov. John Winthrop: Why did you spend time with and tolerate those people that are trying to
divide the colony and cause trouble by speaking out against the Church?
Mrs. Anne Hutchinson: I did it because I have a sense of right and wrong, Sir. These people
were not wrong.
Gov. John Winthrop: You know you have to live with your conscience.
Mrs. Anne Hutchinson: So you’re saying that I should only spend time with Saints because I
have a conscience?
Gov. John Winthrop: Say that your friend steals from a store, if you know and let him hide in
your house and don’t tell anyone, you are guilty of stealing too.
Mrs. Anne Hutchinson: Really? What law am I breaking by doing that?
Gov. John Winthrop: The law of God and of the state.
Mrs. Anne Hutchinson: Let me ask again, what law in particular?
Gov. John Winthrop: The idea of honoring your mother and father.
Mrs. Anne Hutchinson: Sir, my parents are dead.
Gov. John Winthrop: Well, you are dishonoring them! When you let the rule breakers into your
house, you made the memory of you parents ashamed.
Mrs. Anne Hutchinson: So exactly how did my entertaining them break any law that God
made?
Gov. John Winthrop: You knew that Mr. Wheelwright preached a sermon against the church
and that tolerating his actions was breaking a law.
29
Mrs. Anne Hutchinson: What law have I broken?
Gov. John Winthrop: Why the fifth commandment. The fifth commandment says to honor you
mother and father.
Mrs. Anne Hutchinson: I disagree because Mr. Wheelwright was only saying things about God.
Gov. John Winthrop: You joined with them in their terrible group.
Mrs. Anne Hutchinson: How did I join them?
Gov. John Winthrop: You made up a list and had people sign it saying that the leaders of the
Church were doing a bad job.
Mrs. Anne Hutchinson: Suppose I did do that. What is wrong with that?
Gov. John Winthrop: You are a woman. You are not allowed to lead people, or go against the
ideas of any men.
Mrs. Anne Hutchinson: But I did not sign the list saying the ministers were terrible
Gov. John Winthrop: You talked to people about it, you encouraged them to sign!
Mrs. Anne Hutchinson: How?
Gov. John Winthrop: Because you spent time with them!
Mrs. Anne Hutchinson: Why is that against the law?
Gov. John Winthrop: Because you dishonored the community, Mrs. Hutchinson.
Mrs. Anne Hutchinson: But back to the idea that I’m dishonoring my parents. Am I not allowed
to be with these people because you think my parents would not approve?
Gov. John Winthrop: We do not want to talk with those of your gender except to say this: you
need to listen to your parents and your husband, and if you do not, you dishonor us.
Mrs. Anne Hutchinson: I did no such thing. And I also don’t think that my parents or my
husband feels upset with me.
Gov. John Winthrop: Why do you keep having meetings at your house every week?
Mrs. Anne Hutchinson: How come you’re allowed have meetings but it’s against the law for
me to meet with people at my house? Other people did the same thing before I moved here,
what’s the problem? Is it because I am a woman?
Gov. John Winthrop: Do not ask me questions. Answer this, how come you think you can
continue doing this?
Mrs. Anne Hutchinson: The Bible says that older women must teach younger women. If I have
the time to do it, the Bible says that I must. I have the meetings to teach.
Gov. John Winthrop: Ok, you instruct the younger women, but what is the purpose of having
people gather to be taught by you?
Mrs. Anne Hutchinson: Because it says so in the Bible. I’m older so I should teach the younger
women. If you can convince me that there is no such rule in the Bible, I’ll stop.
Gov. John Winthrop: Your rule is phony. No rules contradict each other in the Bible. I know of
a place in the bible where is says that older women have to instruct younger women that their
only business if to love their husbands and not make any trouble Mrs. Hutchinson. You are
teaching them to disagree with their husbands.
Mrs. Anne Hutchinson: If any people come to my house to be taught about the ways of God
why should I make them leave? Since you just said that it was not unlawful for me to teach
others, why did you make me explain why I taught in the first place?
Gov. John Winthrop: We made you give your reasons for teaching so we can see what evil you
have planned. We don’t trust you.
Narrator: The argument over the broken rule continues
Gov. John Winthrop: You are making honest people believe the wrong things. You’re going to
make all of these people to not follow us and break up our colony. Today you will pay for
speaking out. I will not suffer for something that is your fault.
Mrs. Anne Hutchinson: Sir, I do not believe that to be so.
30
Gov. John Winthrop: Well, we see how it is. We have to take your ability to speak to others
away from you, or restrain you from continuing to speak out against the Church.
Mrs. Anne Hutchinson: If you have a rule that forbids me from God's word, I’d be happy to
stop.
Gov. John Winthrop: We are your judges; we are in charge of you. You are not in charge of us!
We don’t have to respond to your demands!
Mrs. Anne Hutchinson: If it would make you happy, write that I must respect your authority...
Deputy Gov. Thomas Dudley: I would watch out for Mrs. Hutchinson. About three years ago
we were all in peace. From the time Mrs. Hutchinson came she has caused trouble.
Mr. Harlakenden: Some that came over with her in the ship informed me that she was a trouble
maker. I thought that she had the same ideas as us, but a short time later, she started sharing bad
opinions, and incorrect views. Even her old friend Mr. Cotton said that she was out of place.
Mr. Weld: But now it appears by this woman's meeting that Mrs. Hutchinson has so
brainwashed the minds of many that go to her meetings that now the area is full of her
brainwashed followers.
Mr. Shephard: She says crazy things like people only have to have faith instead of doing good
deeds and paying for forgiveness. Mrs. Hutchinson is going to ruin our community because she
won’t listen to us!
Mrs. Anne Hutchinson (to Dudley): Sir, prove it that I said ministers only talk about needing to
do good things.
Dep. Gov. Thomas Dudley: Even an idiot can preach the truth sometimes.
Mrs. Anne Hutchinson: Are you calling me an idiot? Did I ever say the ministers taught only
doing good deeds?
Dep. Gov. Thomas Dudley: If they do not preach faith to be a good Puritan, then they only talk
about needing to do good things.
Mrs. Anne Hutchinson: No, Sir. You can talk about both things, but focus more on one, so I
said… (Dep. Gov. T.D. interrupts)
Dep. Gov. Thomas Dudley: You’re saying they say both at the same time?
Mrs. Anne Hutchinson: Yes, Sir. But when they say you only have to do good things to go to
heaven, I believe that is not truth. They focus more on good deeds.
Dep. Gov. Thomas Dudley: So you’re saying that when our ministers talk about doing good
things they are lying?
Mrs. Anne Hutchinson: I did not come to court to answer those types of questions.
Dep. Gov. Thomas Dudley: Because you deny everything.
Mrs. Anne Hutchinson: Yes, because you have not proved anything yet.
Dep. Gov. Thomas Dudley: Ok, I’ll make it easy for you. You say that the ministers only talked
about doing good deeds.
Mrs. Anne Hutchinson: I disagree.
Dep. Gov. Thomas Dudley: And you said they were not good ministers, only Mr. Cotton was.
Mrs. Anne Hutchinson: If I ever said that I proved it by God's word.
ALL: Untrue!
Mrs. Anne Hutchinson: If someone comes to me, and really wants me to tell them what I think
of a minister, I must either lie or speak the truth. I choose the truth.
Mr. Nowel: Ok, then I will prove that you said you don’t need anything but good deeds to be a
good Puritan.
Mrs. Anne Hutchinson: I disagree with this because if I say yes, I would disagree with my true
beliefs.
Dep. Gov. Thomas Dudley: I have six ministers who are here to say that you spoke against
them.
Mr. Peters: She told me I was not good!
31
Mrs. Anne Hutchinson: You are making that up, I did not say that.
Mr. Wilson: Stop lying Mrs. Hutchinson, you said that.
Mr. Weld: Yes, you did say that!
Mr. Phillips: Yes, I agree too, Mrs. Hutchinson you said that!
Mr. Simmes: I agree, she did say that!
Mr. Shephard: Of course she did!
Mr. Eliot: Of course she did!
Narrator: Everyone in the courtroom paused to see what would happen next.
Dep. Gov. Thomas Dudley: I called these witnesses and you deny them. All of these ministers
agreed that you said they were bad. Are you calling them liars?
Mrs. Anne Hutchinson: Prove that I said so.
Gov. John Winthrop: Did you say so?
Mrs. Anne Hutchinson: No, Sir, it is your conclusion.
Dep. Gov. Thomas Dudley: Didn’t you hear me prove it?
Mr. Simmes: We are six undeniable ministers who say it is true. We have six men’s words
against the word of one woman. They are the honest men of the community. Who are you?
Mr. Eliot: How can you still deny that you did say they preached only doing good deeds and
that we were not good!
Mrs. Anne Hutchinson: There is a difference between them and the preaching of Mr. Cotton.
They do not understand that is what I’m saying. Is it wrong to say they are different?
Dep. Gov. Thomas Dudley: There have been six witnesses to prove this and you still disagree!
Gov. John Winthrop: Your arguing has made us all tired, and it is the end of the day. We will
try you again early tomorrow morning.
Narrator: The next day in court the trial continues. Anne Hutchinson never backs down from
her beliefs. The men of the court continue to question and challenge her.
Mr. Nowel: Mrs. Hutchinson wants the witnesses called to swear an oath to tell the truth.
Gov. John Winthrop: There is no need for an oath; all that we are saying against Mrs.
Hutchinson is true. Yet, we will appease Mrs. Hutchinson and have people who talk against her
promise to tell the truth.
Mrs. Anne Hutchinson: Once they promise to tell the truth, I will be able to explain to you how
what I say and do is not wrong.
Gov. John Winthrop: The case is that Mrs. Hutchinson opposes the practices of the Church,
speaks badly about the ministers, and holds meetings teaching the Bible.
Dep. Gov. Thomas Dudley: Let her witnesses be called.
Gov. John Winthrop: Who are they?
Mrs. Anne Hutchinson: Mr. Leveret and our teacher and Mr. Coggeshall.
Gov. John Winthrop: Mr. Coggeshall was not present.
Mr. Coggeshall: Yes, I am. I just did not want to talk until I was called on.
Gov. John Winthrop: Will you, Mr. Coggeshall, say that she did not say these things?
Mr. Coggeshall: Yes, I say that she did not say all that they accuse her of.
Mr. Peters: How dare you say that?
Mr. Coggeshall: It is true.
Mr. Stoughton: Well maybe, but she meant to say it, even if you did not hear her.
Gov. John Winthrop: Well, Mr. Leveret, what were the words? Speak.
Mr. Leveret: She said that the ministers were not more important that a regular person. She
disagreed with the Church and talked badly about the ministers.
Gov. John Winthrop: Don't you remember that she said they were not capable ministers?
Mrs. Anne Hutchinson: Mr. Weld and I talked for an hour at the window and then I said that, if
I said it...
32
Gov. John Winthrop: Mr. Cotton, the court wants you to tell what you do remember of the
discussion at the window.
Mr. Cotton: I didn’t know you were going to call on me to be a witness. I don’t think I should
be a witness because I can’t remember exactly what Mrs. Hutchinson said. But I remember that
she said that the ministers were not doing their jobs. She said that the spirit revealed it to her.
Mr. Nowel: How do you know that was the spirit?
Mrs. Anne Hutchinson: How does anyone know that it was the spirit?
Dep. Gov. Thomas Dudley: By an immediate voice.
Mrs. Anne Hutchinson: Well, the same thing happened to me. I understood immediately.
Dep. Gov. Thomas Dudley: How? You understood right away? You lie! No woman can
experience that!
Dep. Gov. Thomas Dudley: What reason do you have for this? A woman cannot have the spirit!
Mr. Stoughton (assistant to the Court): I can’t even look at you Mrs. Hutchinson; your ideas are
the opposite of what we think!
Mrs. Anne Hutchinson: I don’t fear you because I have faith in my beliefs. Make fun of me all
you want, but the terrible things you say to me do not make my life worthless.
Mr. Harlakenden: You’re also saying that a terrible murderer could be more faithful than I
am?
Mrs. Anne Hutchinson: It may be so....
Gov. John Winthrop: She is crazy. How dare you say that!
ALL but Anne Hutchinson: We all believe it! We all believe it!
Gov. John Winthrop: Hold up your hand if you think that Mrs. Hutchinson is unfit for our
society. If you agree, she will be sent away from here and put in prison until she is sent away.
Narrator: All but three people raised their hands.
Gov. John Winthrop: Mrs. Hutchinson, the sentence of the court is that you are banished as
being a woman not fit for our society. You will be imprisoned until the court sends you away.
Mrs. Anne Hutchinson: Where are you banishing me to?
Gov. John Winthrop: Stop talking. The court knows where and that’s all that matters now.
33
Appendix D
Anne Hutchinson: A Courageous Puritan Woman
Student Name________________________________________
CATEGORY
4 – Above
3 - Meets
2 -Approaching 1 – Below
Knowledge
Gained
Can clearly
explain many
ways in which
Hutchinson was
courageous and
can clearly
explain why.
Can clearly
explain several
ways in
Hutchinson was
courageous can
explain why.
Can clearly
explain one way
in which
Hutchinson was
courageous
Cannot explain
one way in which
Hutchinson was
courageous
Contributions
Routinely
provides useful
ideas when
participating in
the classroom
discussion.
Usually provides
useful ideas
when
participating in
classroom
discussion.
Sometimes
provides useful
ideas when
participating in
classroom
discussion.
Rarely provides
useful ideas
when
participating in
the classroom
discussion. May
refuse to
participate
Listens to
Others
Always listens
attentively to
other speakers. Is
polite and does
not appear bored
or make
distracting
gestures or
sounds.
Usually listens
attentively to
other speakers.
Rarely appears
bored and never
makes distracting
gestures or
sounds.
Usually listens to
other speakers,
but sometimes
appears bored.
Might once or
twice
accidentally
make a gesture or
sound that is
distracting.
Does not listen
attentively. Tries
to distract the
speakers, makes
fun of them, or
does other things
instead of
listening.
Voice
Always speaks
loudly, slowly
and clearly. Is
easily understood
by all audience
members all the
time
Usually speaks
loudly, slowly
and clearly. Is
easily understood
by all audience
members almost
all the time.
Usually speaks
loudly and
clearly. Speaks
so fast
sometimes that
audience has
trouble
understanding.
Speaks too softly
or mumbles. The
audience often
has trouble
understanding
34
Sixth Grade Inquiry Lesson: Histories Mysteries, The Lost Colony
Audience: Sixth grade, whole group, 23 students
Standards of Learning:
Virginia SOLs
USI.4
The student will demonstrate knowledge of European exploration in North America
and West Africa by
a) describing the motivations for, obstacles to, and accomplishments of the Spanish,
French, Portuguese, and English explorations;
b) describing cultural and economic interactions between Europeans and American
Indians that led to cooperation and conflict, with emphasis on the American Indian
concept of land;
USI.5
The student will demonstrate knowledge of the factors that shaped colonial America by
a) describing the religious and economic events and conditions that led to the
colonization of America;
d) identifying the political and economic relationships between the colonies and Great
Britain.
Behavioral Objectives:
1. Given a read aloud recounting events of Roanoke colony, and a packet containing illustrations,
maps, and accounts of the events the students will identify possible solutions to the “lost
colony”, with 100% participation.
2. Given the opportunity to investigate materials, the students will inquire and make inferences
as to what happened to the colony given the information from the sources, with 100%
participation.
3. Given the opportunity to research and make inferences, the students will demonstrate that
many questions about history cannot be answered with available evidence, with 100%
participation,
Materials, Time, and Space: Materials: A packet of evidence including one illustrated map
from John White, a description of the Roanoke natives, one illustration of John White’s return to
Roanoke, book titled, a timeline of events from 1584-1590, an article from a historian of
Roanoke Island, four maps of the Atlantic coastline from the 16th century to current; Time: One
session of one hour (can be extended over a few days if necessary); Space: Classroom.
The Lesson Proper
Catalyst: Read Roanoke the Lost Colony: An Unsolved Mystery from History aloud to class.
After reading ask students what they think happened to the lost colony.
Introduction: Read aloud to students Roanoke the Lost Colony: An Unsolved Mystery from
History, which presents a detailed account of events that took place. After read aloud, lead
discussion about what may have happened to the colonists. Students will refer to information
presented in the read aloud and make a list of possible actions by the colonists: Moved inland,
went to Croatan, joined the American Indians, attacked by American Indians, starved.
Content Focus: Distribute packets containing illustrations and maps to each student. At this
time tell students this is the evidence they have from history to be detectives and solve the
mystery of the “lost colony.” Each student will form his or her own conclusions independently.
Ask students to record their observations from the evidence packet.
35
Predicted Outcomes: Inferences should include: Why the colonists carved Croatan into the
post; the map shows that Croatan island was very close to Roanoke island; the timeline shows
that the previous colonists had poor relationships with the natives, who may have sought
revenge; the timeline shows that the colonists were without fresh supplies for three years before
John White returned; I have no clue what happened to the colonists. After the students respond
to the materials ask what they believe the three most plausible causes for the disappearance of
the colonists are. Inform the students that there is no correct answer, but that they need to
provide evidence to support their reasoning. They should highlight or make a note of these
causes, because they will be used later in the assignment. It is important that the students make
inferences based upon their inquiry of the sources they are given. Ask students to prepare
questions that will inform what they believe are the causes for the “lost colony.” Some of these
questions may include: Did the natives have a reason to attack the colonists; is there any
evidence to support my theory (theory may match a fore mentioned reason); what clues were left
behind when John White returned? The students should return to the packet and read aloud
information to answer their questions.
Closure: Allow the students to share what they were able to solve using the evidence provided
and inquiry strategies they used. There should be a variety of explanations describing what
possibly could have caused the disappearance of the colonist. After a few ideas are shared and
listed on the board, tell students to form groups based on their conclusion. Ask students to
explain their reasoning using specific examples. Allow for open debate about certain
conclusions, and if there is support for one conclusion overall with evidence supporting, then
announce that as the classroom’s most plausible conclusion. The students will then vote.
Remind students that a vote represents the majority opinion of the class but that there is no way
to prove whether that opinion is true or not. If the majority supports the conclusion then it will
stand, if not reasoning must be provided for another conclusion, and the process will be repeated.
Evaluation: Formative: Were the students able to form inferences based on the sources
provided? Did the students use inquiry to support their inferences? Did the students seek the
most plausible conclusion as a whole? Summative: Worksheet recording notes from read aloud,
list of plausible reasons, and list of questions to support reasoning.
Background Information:
The most recognized beginning of the colonization of North America by the English is the
settlement of Jamestown in 1607. About 20 years prior, however, the English attempted to begin
Roanoke Colony, which has been known as the “lost colony.” This Colonization of North
American soil was led by John White. He was an artist selected by Walter Raleigh, who was
given the charter to colonize by Queen Elizabeth of England, to lead the voyage of
approximately 120 colonists. He was also the grandfather of the first English born child on
North American soil, Virginia Dare. John White departed the colony soon after his
granddaughter’s birth in 1587. Upon his return the colony was barren. There is a lot of
information available providing reasons as to what may have happened to the colonists.
Resource #1: Roanoke the Lost Colony: An Unsolved Mystery from History
This non-fiction picture book contains a relatively detailed account of the events from
1584-1590 that lead to what we now know as the “lost colony” of Roanoke. The text provides
excellent supports that include vocabulary, historically accurate illustrations and supportive
captions providing various forms of useful information. The author lists reputable sources. The
book also includes an appendix of inferences and plausible reasons that are very supportive to
the lesson.
36
Yolen, J., & Yolen-Stemple, H.E. (2003). Roanoke the Lost Colony: An Unsolved Mystery from
History. New York: Simon & Schuster.
Resource #2: John White’s Illustrations and map
This collection of illustrations depicts images from John White’s experience at Roanoke
Colony. From here the students are able to make inferences and have the support of the
illustrations to provide evidence.
Ewen, C. R., & Shields, E. T. (Eds.). (2003). Searching for the Roanoke Colonies: An
Interdisciplinary Collection. Raleigh, NC; North Carolina Office of Archives and
History.
Resource #3: Timeline, Article, and Maps
This resource provides the students with various accounts including a timeline, an article,
and maps that show the Atlantic coastline in the 16th century compared to today. This material is
included in the students’ evidence packet.
(2009) The Lost Colony’s Education Pages: Resource Center. Retrieved from
http://thelostcolony.org/education/Resources/Resources.htm
Skills:
Values:
The process of inference; inquiry; cross-referencing; debating conclusions; using
evidence to prove conclusions.
Respect for evidence; respect of others inferences; respect of classmates in
discussion; respect of differing opinions.
Colonization [hardships faced by colonists; actions taken to relieve hardships;
Concepts:
results]
Vocabulary: Charter, a royal document granting rights; razed, destroyed completely by having
been torn down; Palisade, a high fence with large posts; Signet ring, a ring with
initials or family crest engraved
37
Histories Mysteries: The Lost Colony
Name:______________________________
1. As the teacher reads aloud Roanoke the Lost Colony: An Unsolved Mystery from History
keep a list of notes of important events.
2. From your information collected during the read aloud, what are the possible reasons for
the disappearance of the colonist from Roanoke Island in 1590? Make a list.
3. Looking at your list, what questions would you ask in order to seek out further evidence
to support your reasons for the colonist’s disappearance? After posing a question use
your resource packet to seek the answer. Record your findings below.
Question:
Resource Used:
Information discovered relevant to question:
Additional information discovered:
Additional questions:
38
Artifact #1: Published Document – The Mayflower Compact
Primary K-3
This activity will be conducted during a series of lessons on Colonial America.
Background:
The Mayflower compact was the first governing document of the Plymouth Colony for the
European settlers. It was signed on November 11, 1620 by 41 men who were part of a voyage
across the Atlantic in pursuit of religious freedom. The document was written with the purpose
of maintaining order and unification among the colonists in a new land not directly governed by
English rule. Without the creation of this document many of the colonists may have sought their
own liberty without anyone or anything to guide them. The Mayflower Compact is an excellent
example of the democratic beginnings of the United States.
Student Activities:
Large Group:
1. The students will be reintroduced to the pilgrims who traveled across the Atlantic through
a read aloud. The students will be told to imagine themselves as the colonists sailing
across the Atlantic to a land they have never seen before. Then the students will be
presented with a facsimile of the Mayflower Compact. The purpose of this document
will then be explained to the students. The students will be guided in discussion about
what they would do in a land where they get to make their own rules.
Small Group:
2. The students will create a classroom compact of their own in groups of 3-4. They will be
prompted as if they were in a classroom with no rules to make a list of 5 class rules
3. The groups will be given sheets of special paper similar to that used in colonial times in
order to publish their own classroom compacts.
Independent:
4. The students will choose their favorite rule and make an illustration of this rule. They
will write the rule beneath the illustration to be shared with the class.
39
Intermediate 4-6
This activity will be conducted during a series of lessons on Colonial America.
Background:
The Mayflower compact was the first governing document of the Plymouth Colony for the
European settlers. It was signed on November 11, 1620 by 41 men who were part of a voyage
across the Atlantic in pursuit of religious freedom. The document was written with the purpose
of maintaining order and unification among the colonists in a new land not directly governed by
English rule. Without the creation of this document many of the colonists may have sought their
own liberty without anyone or anything to guide them. The Mayflower Compact is an excellent
example of the democratic beginnings of the United States.
Student Activities:
Large Group:
1. As a group, through discussion, the students will work together to decipher the language
of the Mayflower Compact. Their goal will be to determine the 5 W’s (who, what, when,
where, why, and how) of the document. They will use facsimiles as guides and their
ideas will be recorded on the board.
Small Group:
3. The students will work in pairs to edit and provide feedback on their partner’s essay.
They will analyze the summary of the 5 W’s, as well as the grammar and sentence
structure.
Independent:
2. Using the information provided by the group experience the students will write an essay
that explains the purpose of the Mayflower Compact.
4. The student will use the information gathered through peer editing to revise and rewrite
the final copy of their essay.
40
The Mayflower Compact
In the name of God, Amen. We, whose names are underwritten, the loyal subjects of our dread
sovereigne Lord, King James, by the grace of God, of Great Britaine, France, and Ireland king,
defender of the faith, etc., having undertaken, for the glory of God, and advancement of the
Christian faith, and honour of our king and country, a voyage to plant the first colony in the
Northerne parts of Virginia, doe, by these presents, solemnly and mutually in the presence of
God, and one another, covenant and combine ourselves together into a civil body politick, for our
better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to
enacte, constitute, and frame such just and equall laws, ordinances, acts, constitutions, and
offices, from time to time, as shall be thought most meete and convenient for the generall good
of the Colonie unto which we promise all due submission and obedience. In witness whereof we
have hereunder subscribed our names at Cap-Codd the 11. of November, in the year of the raigne
of our sovereigne lord, King James, of England, France, and Ireland, the eighteenth, and of
Scotland the fiftie-fourth. Anno. Dom. 1620.
41
Artifact #2: Oral History – Dramatized Recording of Olaudah Equiano
Primary Level: K - 3
This lesson will be completed following a lesson on the Triangular Slave Trade, and the Middle
Passage.
Background Information:
The Middle Passage was the leg of the triangular slave trade in which millions of Africans were
forcibly captured and taken from their homeland on ships to the Americas. Deplorable conditions
made survival nearly impossible, and nearly half of the captured Africans did not survive the
journey. A notable exception is Olaudah Equiano, an African man who was captured and sold
into slavery in 1756. His life exemplifies the heroic fight for freedom, and the ability to survive
the Middle Passage. In 1766 he was able to buy his freedom. His personal recollections of the
conditions on the slave ship going across the Atlantic Ocean to Virginia gives us a rare and
authentic look at this point in history.
Student Activities:
Whole Group
1. Students will come to the center of the classroom and stand closely together to simulate
very crowded conditions on the ships of the Middle Passage. Once back at their seats, the
teacher will read Olaudah Equiano’s narrative, stopping at appropriate points to check for
student understanding and explain difficult language used.
2. The teacher will show a map of the triangular slave trade route and identify Europe,
Africa, and North and South America on the map. Students will go outside into a large
area and simulate the 4000 mile journey of the Middle Passage. Each student step equals
50 miles. The teacher will have already marked the approximate location of continents so
counting will not detract from the activity. The students are split into two equal groups
and walk away from each other 40 steps across the Atlantic Ocean. Half of the students
will end up standing in the Americas, and half of the students in Africa. The teacher will
bring two kickballs out to see if anyone can kick the ball from Africa to North America,
or vice versa.
Small Group
1. In groups of 4, students will predict what they think is going to happen to Equiano once
he arrives in North America, and generate questions they would ask him about his life or
the Middle Passage.
Independent
1. Students will answer the question: “What were conditions like for enslaved Africans
during the Middle Passage?” in list or pictorial form in their Social Studies notebook.
42
Intermediate Level: 4 - 6
This lesson will be completed following a lesson on the Triangular Slave Trade and the Middle
Passage.
Background Information:
The Middle Passage was the leg of the triangular slave trade in which millions of Africans were
forcibly captured and taken from their homeland on ships to the New World. Deplorable
conditions made survival nearly impossible, and nearly half of the captured Africans did not
survive the journey. A notable exception is Olaudah Equiano, an African man who was captured
and sold into slavery in 1756. His life exemplifies the heroic fight for freedom, and the ability to
survive the Middle Passage and in 1766 to buy his freedom during the Colonial Period. His
personal recollections of the conditions on the slave ship give us a rare and authentic look at this
point in history.
Student Activities:
Whole Group
1. Students will come to the center of the classroom and stand closely together for about a
minute to simulate very crowded conditions. Once back in their seats, the recording of
Olaudah Equiano will be played. Afterwards, the teacher will supplement the oral history
with a few pieces of carefully selected age-appropriate artwork from the Tom Feelings’
book, The Middle Passage.
2. The teacher will show a map of the triangular slave trade route and have various students
identify Europe, Africa, North and South America on the map. Students will then go
outside into a large area and simulate the 4000 mile journey of the Middle Passage. Each
student step equals 50 miles. The students are split into two equal groups and walk away
from each other 40 steps across the Atlantic Ocean. Half of the students will end up
standing in the Americas, and half of the students in Africa. Groups of 5 students at a
time will walk the distance back from Africa to the Americas.
Independent
1. Students will answer the question: “What were conditions like for enslaved Africans
during the Middle Passage?” in their Social Studies notebook.
Small Group
1. In groups of 4, students will discuss the conditions they came up with during Independent
work, and generate questions they would ask Equiano about his life or the Middle
Passage. Students will be given the opportunity to research their questions at a later date.
43
Artifact #3: Unpublished Document – Letter by Maria Carter, 1756
Primary Level: K - 3
Before this lesson, students will have addressed the responsibilities of women and men in
eighteenth century colonial Virginia and how those responsibilities differed depending on social
class.
Background Information:
Life for women in colonial Virginia consisted primarily of running the households. Girls,
under the tutelage of mothers, tutors and servants, would learn the skills they would need to run a
household of their own when they married. From women, girls learned how to make clothes,
clean the house, and cook meals. Some girls, often of the wealthier class, would receive
schooling. Wealthier women would not participate in household duties such as cooking and
cleaning, but they would keep their husband’s accounts and some took lessons in music, dance,
and cross-stitch.
Maria Carter (1746-1796) was the daughter of Landon Carter, one of the wealthiest and
most prominent Virginia planters and public servants. Maria most likely lived near Richmond at
Sabine Hall, a house Maria’s father build in the late 1730s or early 1740s, along the
Rappahannock River near Richmond. In this letter, dated March 25, 1756, ten-year-old Maria
writes to her cousin describing her daily routine.
Student Activities:
Whole Group
3. Students will listen to the teacher read the letter out loud. Ask students to identify the
key components of Maria’s day and create a schedule on the board.
4. Students will compare Maria’s daily schedule to their daily schedule referencing the
school schedule in the classroom and sharing what they do before and after school at
home.
Small Group
2. In groups of 3-4, students will discuss their favorite and least favorite part of Maria’s day.
Then, each student will share what his or her favorite and least favorite part is of his or
her daily schedule.
3. In groups of 3-4, students will discuss how Maria’s daily schedule might differ from a
boy’s schedule of the same age. Student can illustrate by drawing a task that Maria does
next to a task that a boy would do.
Independent
2. Students will form a response, written or drawn, to: “Describe what you do during a
typical day in your life” in their Social Studies notebook.
44
Intermediate Level: 4 – 6
Before this lesson, students will have addressed the responsibilities of women and men in
eighteenth century colonial Virginia and how those responsibilities differed depending on social
class.
Background Information:
Life for women in colonial Virginia consisted primarily of running the households. Girls,
under the tutelage of mothers, tutors and servants, would learn the skills they would need to run a
household of their own when they married. From women, girls learned how to make clothes,
clean the house, and cook meals. Some girls, often of the wealthier class, would receive
schooling. Wealthier women would not participate in household duties such as cooking and
cleaning, but they would keep their husband’s accounts and some took lessons in music, dance,
and cross-stitch.
Maria Carter (1746-1796) was the daughter of Landon Carter, one of the wealthiest and
most prominent Virginia planters and public servants. Maria most likely lived near Richmond at
Sabine Hall, a house Maria’s father build in the late 1730s or early 1740s, along the
Rappahannock River near Richmond. In this letter, dated March 25, 1756, ten-year-old Maria
writes to her cousin describing her daily routine.
Student Activities:
Whole Group
1. Students will listen to the teacher read Maria’s letter out loud while a copy of the letter is
displayed on the projector so students can notice different spellings. Ask students to
identify the key components of Maria’s day and create a schedule on the board.
2. Ask students to identify the various people (family, servants, tutors, etc.) Maria interacts
with based on her letter.
Small Group
1. In groups of 3-4, students will construct Maria’s daily schedule based on her letter. Then,
students will discuss how Maria’s schedule fulfills the expectations and responsibilities
for young women in eighteenth century Virginia.
2. In groups of 3-4, students will create a schedule of how a girl of the same age from a less
wealthy family might spend her day using their knowledge of different classes in the
eighteenth century.
Independent
1. Students will write a letter to a friend or relative about a typical day in their lives.
Students will include two-three sentences comparing their daily schedules to Maria’s
daily schedule.
2. Students will write a response to Maria as if they were her cousin commenting on what
they most liked about Maria’s day or what they found exciting and may ask her questions
about anything that leaves them curious.
45
Letter Transcribed
March 25, 1756
My Dear Cousin,
You have really imposed a task upon me which I can by no means perform, vis that of
writing a merry & comicall Letter; how should ___ my dear that am ever confined either at
School or with my Grandmama knew how the world goes on: Now I will give you the History of
on Day, the repetition of which without variation carries me through the three hundred & sixty
five Days which you know compleats the year. Well then first to begin, I am awaited out of a
sound. Sleep with some croaking voice either Patty’s, Milly’s, or some other of our Domestics
with Mifs Polly. Mifs Polly get up, tis time to rise, Mr. Price is down stairs & tho’ I hear the I lie
quite snugg till my Grandmama raises her voice, then up I get, huddle on my cloaths & down to
Book, then to Breakfast then to school again & maybe I have an Hour to myself before Diner, &
then the same story over again till twilight & ten a small portion of time before I go to rest and so
you must expect nothing fro me but that I am time before I go to rest, and so you must expect
nothing from me, but that I am
Dear Cousin
Most Affectionately yours
Maria Carter
46
Artifact #4: Visual Artifact – American Indian and Colonial Children’s Clothing
Primary Level (PK-3)
Background Information:
English children in the colonial era wore different clothing based on their gender that greatly
resembled that of adults. Girls wore frock dresses, and boys wore suits with long trousers. Upper
class boys and girls often wore stays because it was believed to improve posture. Powhatan
children who lived in Virginia during the same era wore clothes made of buckskin. Most of the
time, young boys and girls alike just wore skirt-like bottoms with no tops.
Student Activities
Whole Group:
1. Gather students together and have two volunteers – a boy and a girl – come to the front of
the room. Make observations as a class about what they are wearing that day and what
materials their clothes might be made of.
2. Gather students together and show them the images of American Indian and Colonial
children’s clothing using a document camera. (The Iroquois: A First Americans Book p.
18-19, Eastern Woodlands Indians p. 10-11, Virginia Native Peoples p. 14-15, Mary
Geddy’s Day: A Colonial Girl in Williamsburg, p. 6-7, 29) Have them make observations
about the clothing. Ask them such questions as: What do you think these clothes are
made of? How are these clothes similar to one another? How are they different? If you
did activity 1, have them compare and contrast the clothing with what the volunteer
students were wearing.
Small Group:
1. In groups of 4 children, have students take turns trying on the clothing. When they try
them on, ask them to think about how they are similar and different to each other.
Independent Work:
2. Have students create clothing for paper dolls based on what they learned about American
Indian and/or Colonial children’s clothing. (Appendix B)
47
Intermediate Level (4-6)
Background Information
English children in the colonial era wore different clothing based on their gender that greatly
resembled that of adults. Girls wore frock dresses, and boys wore suits with long trousers. Upper
class boys and girls often wore stays because it was believed to improve posture. Powhatan
children who lived in Virginia during the same era wore clothes made of buckskin. Most of the
time, young boys and girls alike just wore skirt-like bottoms with no tops.
Student Activities:
Whole Group:
1. Gather students together and have two volunteers – a boy and a girl – come to the front of
the room. Make observations as a class about what they are wearing that day and what
materials their clothes might be made of. Discuss why they chose those clothes and what
purpose they serve.
2. Gather students together and show them the images of American Indian and Colonial
children’s clothing using a document camera. (The Iroquois: A First Americans Book p.
18-19, Eastern Woodlands Indians p. 10-11, Virginia Native Peoples p. 14-15, Mary
Geddy’s Day: A Colonial Girl in Williamsburg, p. 6-7, 29) Have them make observations
about the clothing. Ask them such questions as: What do you think these clothes are
made of? How are these clothes similar to one another? How are they different? If you
did activity 1, have them compare and contrast the clothing with what the volunteer
students were wearing.
Small Group:
1. In groups of 4 children, have students take turns trying on the clothing. When they try
them on, ask them to think about how they are similar and different to each other.
2. Have students discuss the benefits and drawbacks of the construction of the garments
using worksheet 1 (Appendix C).
Independent Work:
1. Have students compare and contrast the clothing they tried on and learned about to
traditional, stereotyped ideas of American Indian clothing. (Appendix D).
48
Appendix A
49
50
Appendix B
51
Appendix C
Use this chart to discuss the benefits and drawbacks of each of the garments you tried on.
American Indian
or Colonial?
Gender
Materials
52
Benefits of
Construction
Drawbacks of
Construction
Appendix D
Using the image of Disney’s Pocahontas, compare the traditional, stereotyped idea of American Indian
clothing to what you learned today.
1. What parts of Pocahontas’ outfit are accurate?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What parts of Pocahontas’ outfit are not accurate? ______________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Are there any parts of her outfit that are missing? ______________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. On the back of this page, draw what you would have Pocahontas wear if you were in charge of
making a movie about her as a child.
53
Primary and Intermediate Assessments
Primary Assessment
Directions for teacher: Read each question aloud to students, allowing time for them to circle
their answer.
Directions for students: Listen as the teacher reads each question. Circle the correct answer with
a pencil.
1. Maps can be used for all of the following reasons EXCEPT:
A. to find location of friend’s house
B. to show today’s date
C. to show geographic landmarks
D. to get directions
2. What instrument was used in West African, American Indian, AND English dance music?
A. human voice
B. piano
C. drums
D. bells
3. What form of transportation were the Pilgrims using when they signed the Mayflower
Compact?
A.
C.
B.
D.
54
4. Which ocean did the Pilgrims cross to reach Plymouth?
a.
b.
c.
d.
Atlantic Ocean
Pacific Ocean
English Ocean
Indian Ocean
5. Who survived the Middle Passage and told a story about it?
A.
B.
C.
D.
John Rolfe
Washington Carver
Benjamin Banneker
Olaudah Equiano
6. Circle the picture of the route of the Triangular Slave Trade:
A..
B.
C.
D.
55
7. Which of the following daily activities did Maria describe in her letter?
A.
B.
C.
D.
8. Which one of these is NOT something that a American Indian child would have worn?
A.
B.
C.
56
Intermediate Assessment
Directions for students: For multiple choice questions, circle the letter of the correct answer and
write the letter next to the question. For essay questions, answer the question completely in the
space provided below the question.
1. Which one of these is NOT a reason why the Mayflower Compact was written?
a. To frame just and equal laws, ordinances, acts, constitutions, and offices.
b. To take over the land from the American Indians.
c. To form laws that honor God.
d. For the better ordering of the Pilgrims.
2. What year was the Mayflower Compact written and signed?
a. 1607
b. 1492
c. 1620
d. 1693
3. What is the significance of the Mayflower Compact?
a. Created the first colony.
b. Established democratic order for colonists in Plymouth Colony.
c. Separated the other colonies from Virginia.
d. The first agreement between American Indians and the Pilgrims.
4. (6 pts) List and describe three components of the Middle Passage that made the journey
difficult for enslaved Africans. (2 pts each)
On the Middle Passage, Enslaved Africans were in very tight, crowded spaces. Africans
were chained together; they looked sad and hopeless. The Africans sometimes fainted
because they were so upset and malnourished. They were thrown around. The journey
took a very long time, and was extremely uncomfortable.
5. What ocean did enslaved Africans travel on when coming to the Americas during the Middle
Passage?
a. African Ocean
b. Indian Ocean
c. Pacific Ocean
d. Atlantic Ocean
57
6. Approximately how many miles did the enslaved Africans travel on slave ships from Africa
to North America?
a. 4000 miles
b. 500 miles
c. 30 miles
d. 100,000 miles
7. (3 pts) Describe how Maria’s day might differ from the day of a girl her same age from a less
wealthy family. List and describe three differences. (1 pt each)
Maria’s day consists of being tutored and eating with her family. Servants cook the food
Maria eats. A girl from a less wealthy family would probably not receive much
schooling. Instead, she would be busy cleaning the house and cooking meals. She might
have to take care of younger children.
8. Of the reasons listed below, what was the most prominent reason that Anne Hutchinson was
put on trial?
a. The fact that her brother-in-law had already been banished from the colony
b. The fact that she had so many children and was a midwife and nurse
c. The fact that she was a woman living in a male-dominated Puritan community
d. The fact that she had only lived in Massachusetts Bay Colony for three years
9. Which of the following items of clothing was worn by both upper class boys and girls in
colonial Virginia?
a.
b.
c.
d.
Stays
Petticoat
Mob Cap
Shift
10. (8 pts) During the “Lost Colony” activity you were told to list three of the most plausible
scenarios for the disappearance of the colonist from Roanoke Island upon John White’s
return in 1590. In essay format list your three most plausible scenarios (3 pts.). For each
scenario give an example of evidence to support your reasoning (3 pts.). Finally, explain
which scenario you believe to be the solution to the mystery and why (2pts.).
Answers will vary.
58
References
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Appendix A: National and State Standards
National History Standards K-4
Content Standard #2 Acting by assuming roles and interacting in improvisations
Achievement Standard:
Students imagine and clearly describe characters, their relationships, and their
environments
Students use variations of locomotor and nonlocomotor movement and vocal pitch,
tempo, and tone for different characters
Students assume roles that exhibit concentration and contribute to the action of classroom
dramatizations based on personal experience and heritage, imagination, literature, and
history
Content Standard #4: Understanding the visual arts in relation to history and cultures
Achievement Standard:
Students know that the visual arts have both a history and specific relationships to
various cultures
Students identify specific works of art as belonging to particular cultures, times, and
places
Students demonstrate how history, culture, and the visual arts can influence each
other in making and studying works of art
Virginia Standards of Learning
Dance Arts Standards of Learning
Cultural Context and Dance History
64
DM.12
The student will identify similarities and differences in dance styles
from various cultures and historical periods.
DM.13
The student will research the role of social and folk dance forms in
American history.
DM.14
The student will identify dance as a form of expression,
communication, ceremony, and entertainment.
First Grade Social Studies Standards
1.1 The student will interpret information presented in picture timelines to show sequence
of events and will distinguish among past, present, and future.
1.2 The student will describe the stories of American leaders and their contributions to
our country, with emphasis on George Washington, Benjamin Franklin, Abraham
Lincoln, George Washington Carver, and Eleanor Roosevelt.
Second Grade Music Standards
2.3 The student will respond to music with movement.
1. Perform line and circle dances.
5. Perform choreographed and non-choreographed movements.
Third Grade History Standards
3.3 The student will study the exploration of the Americas by
b) identifying the reasons for exploring, the information gained, the results of the
travels, and the impact of the travels on American Indians.
Geography
3.5
The student will develop map skills by
e) locating specific places, using a simple letter-number grid system.
3.6
The student will read and construct maps, tables, graphs, and/or charts.
Computer Technology Standards
65
C/T 3-5.5 The student will demonstrate knowledge of technologies that support
collaboration, personal pursuits, and productivity.
Work collaboratively when using technology.
Practice and communicate respect for people, equipment, and resources.
Understand how technology expands opportunities for learning.
Fourth Grade Virginia Studies Standards
VS.3 The student will demonstrate knowledge of the first permanent English settlement
in America by
a) explaining the reasons for English colonization;
b) describing how geography influenced the decision to settle at Jamestown;
d) identifying the importance of the General Assembly (1619) as the first
representative legislative body in English America;
e) identifying the importance of the arrival of Africans and English women to the
Jamestown settlement;
f) describing the hardships faced by settlers at Jamestown and the changes that
took place to ensure survival;
g) describing the interactions between the English settlers and the native peoples,
including the contributions of Powhatan to the survival of the settlers.
VS.4
The student will demonstrate knowledge of life in the Virginia colony by
b) describing how the culture of colonial Virginia reflected the origins of
European (English, Scots-Irish, German) immigrants, Africans, and American
Indians;
e) describing everyday life in colonial Virginia.
Fifth and Sixth Grade United States History Standards
66
USI.3
The student will demonstrate knowledge of how early cultures developed in
North America by
a) describing how archaeologists have recovered material evidence of ancient
settlements, including Cactus Hill in Virginia.
b) locating where the American Indians lived, with emphasis on the Arctic
(Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern
Woodlands (Iroquois);
c) describing how the American Indians used the resources in their environment.
USI.4 The student will demonstrate knowledge of European exploration in North
America and West Africa by
a) describing the motivations for, obstacles to, and accomplishments of the Spanish,
French, Portuguese, and English explorations;
b) describing cultural and economic interactions between Europeans and American
Indians that led to cooperation and conflict, with emphasis on the American Indian
concept of land;
USI.5 The student will demonstrate knowledge of the factors that shaped colonial
America by
a) describing the religious and economic events and conditions that led to the
colonization of America;
d) identifying the political and economic relationships between the colonies and
Great Britain.
USII.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to
b) make connections between the past and the present;
67
Expenses
•
No expenses were incurred in the making of this unit. Teachers implementing this unit
may need to purchase the following items:
o Anne Hutchinson costume $10
o Boys’ and girls’ colonial outfits $40
o Boys’ and girls’ American Indian outfits $40
•
It is assumed that teachers will have access to a computer, copy machine, paper, and
writing utensils.
68