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Conflict in Colonial New England: the Impact of the Treaty of Hartford 1638

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Conflict in Colonial New England: the Impact of the Treaty of Hartford 1638 Hampden-Wilbraham Regional School District Staff Member: Mike Netkovick Course: U.S. History I Timeline: 2 blocks Lesson: Conflict in Colonial New England: The impact of the Treaty of Hartford 1638 Essential Question(s): 1. How do cultural differences impact how groups interact? 2. How does past experience impact current and future actions? Lesson Objectives and Goal(s) (Students will know…): 1. Students will be able to explain the terms of the Treaty of Hartford and the impact it had on Puritan/native relations. 2. Students will be able to analyze Edward Randolph’s report to identify historical perspective, bias and motivation. 3. Students will be able to explain how the Treaty of Hartford contributed to the outbreak of King Philip’s War 40 years later. Instructional Strategies (Examples: homework, lecture, research, group work): 1. Lecture, group work, discussion, homework Materials: 1. Background information sheets, copies of documents, map, white board Learning Activities: 1. Begin class with an open discussion of what students know/think they know about natives in New England. Prompts include: Name tribes from the region? What was life like in New England before 1620? Do natives still live in New England? How do you know? Look at map provided of New England in 1636. 2. Have students read historical background handout on the Pequot War on their own then discuss as a class. Discussion should focus on student comprehension of topics: (Note: students have already studied basic tenets of Puritanism and why Puritans left England as well as the Columbian Exchange). What role did disease play in New England prior to Puritan arrival? How did the Puritans view it? How do you think natives viewed it? Where were the Pequots located? What role did they play in the region with regards to both their native neighbors and Europeans? Why did the Puritans attack Mystic? Why was the attack so shocking? 3. Students will read the Treaty of Hartford in small groups and answer accompanying questions. Class discussion of questions will follow. 4. Closing question for day one: What message was sent to the rest of the native population in New England following the Pequot War? How do you think it was received? Why? Homework: Read historical background sheet on King Philip’s War 5. Students will read Edward Randolph’s account of the causes of King Philip’s War then answer accompanying questions. Students will then discuss their answers with a partner then report out to the larger group. 6. Closing Writing Prompt: Citing specific events (at least 3), explain how the Treaty of Hartford impacted the relationship between the Puritans and the native population of New England and contributed to the cause of King Philip’s War? Assessment Techniques: 1. Formative: Student responses to questioning, student written answers to document analysis sheets. 2. Summative: Student written responses to closing prompt. Massachusetts State Frameworks: USI1B: how freedom from European feudalism and aristocracy and the widespread ownership of property fostered individualism. USI12: Explain and provide examples of different forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. Common Core References: History/Social Studies grade 11/12: • CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. • CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. • CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. • CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. • CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. • CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. • CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Treaty of Hartford With your group, read the treaty and answer the following questions. 1. Who is signing the treaty? Name all 3 groups involved. 2. When was the treaty signed? Put the treaty into the proper historical context: what was occurring in the region at the time? What dispute is it solving? 3. What do the signees agree to? Quote 2 examples from the treaty 4. What does the treaty say with regards to the Pequot? What happens to the survivors? 5. What is the overall message that this treaty sent to the natives of New England (both allies and potential enemies)? Document available digitized and transcribed at: http://cslib.cdmhost.com/cdm/ref/collection/p128501coll11/id/3860 Edward Randolph’s Report on King Philip’s War Read Edward Randolph’s report and answer the following questions. 1. Edward Randolph’s report was written 10 years after King Philip’s War. How might the time difference impact what he writes? How might his motivation for writing the report (as a royal official) impact what he writes? Think about the context: what has happened in the relationship between New England and England over the previous 50 years. 2. Give 3 examples of Randolph’s theories about the contributing causes of the war. 3. What were the terms of peace agreed upon to end the war? 4. Do you think Randolph felt that King Philip’s War could have been avoided? Why? Who does he place at fault? 5. The terms of the Treaty of Hartford (the elimination of the Pequots as a people) proved impossible and were acknowledged to those ends as such in 1666 with the creation of the Pequot reservation. Do you think this may have factored into the Wampanoag taking up arms in 1675? Explain. Full document available at: http://www.swarthmore.edu/SocSci/bdorsey1/41docs/45-ran.html Excerpts on next page: Edward Randolph's Description of King Philip's War (1685). [Edward Randolph was an emissary of King James II, sent to colonies to investigate the violations of the Crown's colonial laws (i.e., the Navigation Acts) and the overall state of colonial affairs, especially in New England. The selection below is Randolph's account of the war between the New England colonists and the American Indians in that region, led by Metacom (or Metacomet, who was called King Philip by the English).] Eighth Enquiry. What hath been the original cause of the present war with the natives. What are the advantages or disadvantages arising thereby and will probably be the End? Various are the reports and conjectures of the causes of the present Indian war. Some impute it to an imprudent zeal in the magistrates of Boston to christianize those heathen before they were civilized and injoyning them the strict observation of their lawes, which, to a people so rude and licentious, hath proved even intolerable, and that the more, for that while the magistrates, for their profit, put the lawes severely in execution against the Indians, the people, on the other side, for lucre and gain, entice and provoke the Indians to the breach thereof, especially to drunkenness, to which those people are so generally addicted that they will strip themselves to their skin to have their fill of rum and brandy, the Massachusets having made a law that every Indian drunk should pay 10s. or be whipped, according to the discretion of the magistrate. Many of these poor people willingly offered their backs to the lash to save their money; whereupon, the magistrates finding much trouble and no profit to arise to the government by whipping, did change that punishment into 10 days worke for such as could not or would not pay the fine of 10s. which did highly incense the Indians. Some believe there have been vagrant and jesuiticall priests, who have made it their businesse, for some yeares past, to go from Sachim to Sachim, to exasperate the Indians against the English and to bring them into a confederacy, and that they were promised supplies from France and other parts to extirpate the English nation out of the continent of America. Others impute the cause to some injuries offered to the Sachim Philip; for he being possessed of a tract of land called Mount Hope, a very fertile, pleasant and rich soyle, some English had a mind to dispossesse him thereof, who never wanting one pretence or other to attain their end, complained of injuries done by Philip and his Indians to their stock and cattle, whereupon Philip was often summoned before the magistrate, sometimes imprisoned, and never released but upon parting with a considerable part of his land. But the government of the Massachusets (to give it in their own words) do declare these are the great evills for which God hath given the heathen commission to rise against the: The wofull breach of the 5th commandment, in contempt of their authority, which is a sin highly provoking to the Lord: For men wearing long hair and perewigs made of women's hair ; for women wearing borders of hair and for cutting, curling and laying out the hair, and disguising themselves by following strange fashions in their apparell: For profaneness in the people not frequenting their meetings, and others going away before the blessing be pronounced: For suffering the Quakers to live amongst them and to set up their threshholds by Gods thresholds, contrary to their old lawes and resolutions.
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