Table of Contents How to Use This Product...... 3 Deeds to Long Island & Westchester . . .47Ð50 Two Indian Deeds ...... 47 Introduction to Primary Sources. . . . . 5 Native American Deeds ...... 49 Activities Using Primary Sources . . . 15 Text of the Deeds ...... 50 England’s Image of the World ...... 51Ð54 Photographs London’s View of the World 1719 ...... 51 Portrait of Pocahontas ...... 15Ð16 18th Century World Map ...... 53 Pocahontas: Separating Myth from Fact . .15 London’s Map of the World in 1719 . . . .54 Colonial Capitol ...... 17Ð18 Phillis Wheatley Poems ...... 55Ð58 Capitol at Williamsburg—The Stepping Gifted Child Author ...... 55 Stone Toward Democracy ...... 17 First Published African American Witch Headstones ...... 19Ð20 Woman Author ...... 57 ...... 19 “An Hymn to the Evening” and “Imagination” ...... 58 Thatched House ...... 21Ð22 Thatched Colonial Cottages ...... 21 Slave Auction Sign ...... 59Ð62 Cargo of Slaves for Sale ...... 59 Native American Home ...... 23Ð24 Slave Auctions ...... 61 Indian Bark House Plymouth Plantation . .23 Text of the Slave Auction Sign ...... 62 Whale Oil Lamps ...... 25Ð26 Whaling Industry Brings “Light” Document Based Assessments ...... 63 to the Colonies ...... 25 Native American Lifestyles William Penn ...... 27Ð28 During Colonial Times ...... 63 William Penn—Founder of Creative Uses of the Wheel ...... 64 Religious Freedom ...... 27 Tobacco Drying ...... 65 General Wolfe Painting ...... 29Ð30 Join or Die ...... 66 General James Wolfe ...... 29 Arrival at Jamestown ...... 67 Primary Sources Comparing and Contrasting Colonial Banknotes ...... 31Ð34 Three Founding Fathers ...... 68 “Not Worth a Continental” ...... 31 Indentured Servant ...... 69 Classifying Colonial Currency ...... 33 Copies of the Colonial Banknotes ...... 34 Exciting One Way Trip to America ...... 70 Rules of this Tavern Sign ...... 35Ð38 Poor Richard’s Almanack, 1735 ...... 71 Colonial Taverns ...... 35 Puritan Education ...... 72 No Privacy Available at a Colonial Inn . .37 Victualling and Lodging Poster ...... 73 Text of “Rules of this Tavern” ...... 38 Anne Hutchinson in a Church Meeting . . . .74 John Smith’s Map of Virginia ...... 39Ð42 First Recognizable Map of Virginia . . . . .39 Appendix ...... 75 Explorer, Leader of Jamestown, About Your CD-ROM ...... 75 and Author ...... 41 Suggested Websites ...... 77 John Smith’s Map of Virginia ...... 42 Suggested Young-Adult Literature ...... 78 Mayflower Compact ...... 43Ð46 Beginnings of Self-Government ...... 43 Document-Based Assessment Separatists Write a Covenant Rubric Example ...... 79 for Self-Rule ...... 45 Answer Key ...... 80 The Mayflower Compact 1620 ...... 46

#3929 Exploring History—Colonial America 2 ©Teacher Created Materials, Inc. Using Primary Sources Salem Witch Headstones Salem Witch Trials

Standard/Objective ¥ Explain why individuals and groups respond differently to their physical and social environments and/or changes to them on the basis of shared assumptions, values, and beliefs. (NCSS) ¥ Students will develop an understanding of how rumors, superstition, and forms of brainwashing can alter the lives of individuals and communities.

Materials copies of both sides of the Salem Witch Headstones photo card; copies of the historical background information (page 20); the book, Witch of Blackbird Pond, by Elizabeth Speare (optional); the play, , by (optional); the short story, “Legend of Sleepy Hollow,” by Washington Irving (optional)

Discussion Questions ¥ How could a group of religious people believe that they were doing God’s will by executing their neighbors as witches? ¥ What was the colonial definition of a witch? ¥ What definitions are there of witches in today’s society? ¥ What could have been done to have stopped the witch-hunts? ¥ How was the Red Scare of the 1950s similar to the situation in Salem in 1692? ¥ Discuss other times in world history when people have been executed because of religious trials.

Using the Primary Source Distribute individual copies of the photo card fronts and backs and the historical background information (page 20). Ask students to study the tombstones and the statements under each and then to read the historical background. When finished, each student needs to write five thought-provoking questions about this situation. Place the students in small groups to share their questions and discuss answers. Before beginning the next activity, pull the class back together and use the questions above and on the photo card to continue the discussion as needed.

Have students select one of the people on these headstones and research about that person as suggested in the Analysis section on the photo card. Ask students to also answer these questions: ¥ Why would this person have been pursued as a witch? ¥ What were they accused of doing? ¥ Were there any other people who wanted that person eliminated for reasons other than ? Extension Ideas ¥ Read orally an excerpt from the trial in Witch of Blackbird Pond and discuss why the village people thought the main character was a witch. How does this compare to the real trials and accusations? Why was the main character saved? ¥ Visit the National Geographic website called Salem Online Witch-Hunt Game. Students can participate in a trial as one of the accused.

©Teacher Created Materials, Inc. 19 #3929 Exploring History—Colonial America Using Primary Sources Salem Witch Headstones

Salem Witch Trials (cont.)

Historical Background Information Between June and September of 1692, 19 men and women were tried and convicted of being witches and were hanged on the town gallows and one 80-year-old man was pressed to death. English law considered conviction as a witch to be treason and punishable by death. This hysteria began when seven adolescent girls became enthralled with the preaching and writings about Satan and witchcraft by the flamboyant preacher-author, . On January 20, , the daughter of the new minister, began to exhibit strange behaviors such as cursing, screaming, walking in a trance, and rolling on the floor in seizures. Soon, , , and other girls were mirroring her behavior and forming a vicious clique focused on inventing witch tales. When the doctors could not label what was happening to the girls, the obvious conclusion for this pious group of people was that the Devil and witches possessed the girls. When prayer services to remove the demons seemed to fail, the girls were pressured to name the witches who were afflicting them. The first to be named was , a West Indian servant girl who told stories of ghosts and spells. Next were , a homeless beggar, and , a sharp-tongued old lady. As the stories of spells spread and respectable church members joined the girls in witch pointing, more “witches” were accused and more townspeople were jailed. When the trials finally began, , the owner of a local house of prostitution, was found guilty of witchcraft based on such bizarre testimonies as a man stating that she visited his bed at night and tortured him and that someone had seen her transform into a cat. Bishop was doomed from the start. She may have been the first scapegoat in the madness of cleansing the town from evil. She was hanged in June 1692. The judge in Salem, William Stoughton, who happened to be Mather’s friend, became an enthusiastic witch-hunter. Oddly, a pious, well-respected woman named was accused of being a witch, found guilty, and hanged. The girls named her as a witch and their word was believed. However, Nurse also happened to belong to a family that was feuding with the Putnam family. Ann Putnam was one of the accusers, so feuding, jealousy, and politics thickened the plot. Mercy Lewis even accused an ex-minister, Reverend Burroughs, of witchcraft. As Burroughs faced the hangman, he recited the Lord’s prayer, a feat the assembled crowd recognized no witch should be able to do. His execution caused the townspeople to start rethinking the validity of the accusations. refused to stand trial and was pressed to death between two stones. Three days later his wife and seven others were hanged. Reason began to surface and Governor Phips intervened to exclude “spectral” evidence from trials. The remaining accused witches were acquitted. People began to publicly blame one another, some apologized and some restitution was made to victims’ families. A Day of Fasting and Remembrance was established. Ironically, Judge Stroughton, one of the witch-hunters, eventually became governor of Massachusetts. Because of the nature of their alleged crimes, these victims were not permitted burials in a church-owned cemetery. So their relatives buried the bodies privately. A memorial honoring the victims of the witch trials was built in Salem in 1992. These headstones are from that memorial cemetery. Source: Salem, Massachusetts, Witch Trials Website

#3929 Exploring History—Colonial America 20 ©Teacher Created Materials, Inc. ie96 Salem Witch Headstones

Historical Background Information Between June and September of 1692, 19 men and women were tried and convicted of being witches. Most were hanged on the town gallows, and one old man was even “pressed” to death. The reproduced headstones here state the names, dates, and methods of execution. They serve as a grim reminder of what lies and hysteria can do to individuals and an entire community. Bridget Bishop was the first person to be hanged as a witch. Rebecca Nurse (age 70), , , Sarah Good, and were tried for witchcraft, condemned, and hanged on July 19, 1692. A former minister, , was tried, condemned, and hanged on August 19, 1692, along with George Jacobs, Sr., Martha Carrier, John and , and . Giles Corey was pressed to death when he refused to stand trial. His wife was hanged on September 22, 1692, with Mary Easty and Alice and Mary Parker.

Analyzing History Historical Writing Knowledge Fiction How long did this witch-hunt frenzy last? How did it start? Write a short story in which you are sent back in time to Salem in the Comprehension summer of 1692. You have modern Do you think something like this could occur today? Explain scientific knowledge and some your thinking. modern tools with you. Can your knowledge and tools help convince Application the citizens that they are wrong to Select sections to read orally about the trial from the play, The condemn these people? Crucible, by Arthur Miller. How is this fictional play similar to the real events, and how is it different? Nonfiction Write an essay about how Analysis accusations and hysteria can lead to Go to the Salem Witch Trials Memorial website tragic results. Keep in mind, that the (http://www.salemweb.com/memorial/stonesintro.htm) and read Salem Witch Trials are not the only the final statements of the condemned listed under their time that lies and false accusations headstones. What do these statements have in common? Do have had grave outcomes. they sound like statements made by witches? Synthesis History Challenge Compose a six-line poetic eulogy for one of these victims to be placed on his or her grave stone. Research the life of Cotton Mather and explain why his writings might Evaluation have led to the witch-hunts. He is How could the people of Salem have believed the lies these mentioned in “The Legend of Sleepy girls told? Why did the girls continue their false accusations? Hollow,” by Washington Irving. What factors in their religion and their understanding of the Find that reference to help support world around them led them to this witch-hunt? how he was viewed as an authority.

©Teacher Created Materials, Inc. #3929 Exploring History Through Primary Sources—Colonial America Using Primary Sources Colonial Banknotes “Not Worth a Continental”

Standard/Objective ¥ Differentiate among various forms of exchange and money. (NCSS) ¥ Students will compare and contrast colonial banknotes and calculate the value of these notes during colonial times and in today’s economy.

Materials copies of the facsimiles of the Colonial Banknotes; copies of the historical background information (page 32); copies of the student activity sheet (page 33); copies of the Colonial Currency Chart available on the CD-ROM (filename: chart.pdf); copies of the Colonial Money Calculations available on the CD-ROM (filename: money.pdf)

Discussion Questions ¥ What overall impression do you have of these banknotes? ¥ How do they appear to be similar to each other, and how are they different? ¥ Why do you think some are from different countries? ¥ Have you ever heard the expression “Not Worth a Continental”? What do you think that expression means? ¥ What problems do you think would be involved in using this money since there are so many different values?

Using the Primary Source Begin by providing students with copies of the historical background information (page 32). Then, allow students to suggest questions that they would like to research based on the brief historical background information provided. List these questions on the board as students share their ideas.

Place the students into small groups to focus on answering the student-derived discussion questions. Students should consider these questions as the facsimiles of the banknotes are passed around their groups. Next, hand out sets of photocopied banknotes to each group (page 34) so that the students can classify the banknotes. They will need copies of the student activity sheet (page 33) and the Colonial Currency Chart (filename: chart.pdf) to complete this assignment. Each group should then report its answers and compare the answers with other groups. Individual work on colonial currency conversion may be done by students using the Colonial Money Calculations activity sheet (filename: money.pdf).

Extension Ideas ¥ Have each student design a banknote for a colony using symbols to reflect the economy of that colony and loyalty to the crown. ¥ Students can draw political cartoons about buying, selling, and trading with colonial banknotes. The cartoons should reflect the difficulty of trading among the colonies when each had its own currency.

©Teacher Created Materials, Inc. 31 #3929 Exploring History—Colonial America Using Primary Sources Colonial Banknotes

“Not Worth a Continental” (cont.)

Historical Background Information English colonists arriving in America continued to use the British currency since they trusted its value and they were familiar with its denominations. The currencies were mainly the pound, shilling, and pence or penny (1 pound (£) = 20 shillings (s); 1 shilling = 12 pence (pennies); 1 penny = 4 farthings). British economic policy regarding the colonies was to have the colonies provide raw materials and markets for British industries and trading. In return, the colonies would be protected by the British army and governed by British rule.

Parliament, therefore, enacted laws prohibiting the export of silver coins, so that the colonies would not drain this precious metal from the homeland. Parliament also made laws forbidding the exporting of money and forbidding the colonists from printing money. As a result, consistent, adequate currency was a constant problem for the colonists. Bartering and the use of some goods, such as tobacco, cattle, cotton, and wheat, as money were ways to deal with the problem. Some Spanish and Portuguese paper money was used and redesigned to include the names of English currency. For many years, most silver coins came from Spain, France, or Germany. However, some “underground” minting of money was done in the colonies. Around 1652, Massachusetts began producing silver coins. In 1690, Massachusetts was the first colony granted permission to print public paper currency to help revive its economy and provide protection from the French. To promote the use of paper money, Franklin wrote an article in 1729 entitled, “A Modest Enquiry into the Nature and Necessity of a Paper-Currency.” Under his leadership, Pennsylvania eventually organized a sound currency system.

When the colonists began their struggle for freedom, money became an even more critical issue. To finance the Revolutionary army, the Continental Congress authorized the printing of some paper notes in 1775. This new paper money was the first currency that did not carry the image of European royalty. These were known as “continentals,” but they had no backing with silver or gold. Instead, they were backed by the speculation that future tax revenues would be high after the colonists won their independence. This speculation was rather like the speculation in the late 1990s on the projected future wealth of some Internet stocks, which were not backed by any real profits at the time they were issued.

However, too many paper notes were printed without solid backing and the continentals soon lost value. This led to the expression “not worth a continental.” Public distrust grew over the use of paper money. “In 1781, to lend much needed support to the Revolutionary War, the Continental Congress chartered the Bank of North America in Philadelphia as the nation's first commercial bank. Four years later, the Continental Congress adopted the dollar as the unit for national currency.” (Source: Federal Reserve Bank of San Francisco, “American Currency Exhibit” http://www.frbsf.org/currency/independence/history/index.html)

#3929 Exploring History—Colonial America 32 ©Teacher Created Materials, Inc. Using Primary Sources Colonial Banknotes

Name______Classifying Colonial Currency

Background Information These banknotes show a variety of paper currency used from 1773Ð1778. The amounts are written in English denominations such as pounds, shillings, pennies, Spanish milled dollars, colonial produced currency, and continental currency. Notes printed in the colonies may indicate that they were backed by gold, silver, or English money, but they varied in value. One estimate in the mid-1700s is that a Spanish milled dollar would be worth about eight shillings or about one-third of a pound. Continental banknotes (printed during the Revolution) had limited value and were only backed by speculation.

Name of currency Colonial value Current value

pound 20 shillings $60Ð$70 U.S.

shilling 12 pence (pennies) $3Ð$3.50 U.S.

penny 4 farthings $.75Ð$.88 U.S.

Current value of colonial money means that in today’s economy this is what each coin or note would be worth. For example, one pound in 1700 would be worth $60Ð$70 today. Use the first amount when solving a problem to make your calculating easier. These are estimates because scholars differ on exact exchange rates.

Activity Directions: Fill in the chart that your teacher will provide by completing the following activities.

¥ Columns 1–3—List the names of the notes and the value of each. List the amount of each note and then figure its current U.S. dollar amount if possible. ¥ Column 4—Describe the illustrations on each note and state why you believe each particular illustration was used. ¥ Column 5—List what government entity or colony produced each note. ¥ Column 6—Which notes are backed by other currency? ¥ Column 7—List the date of each bill.

Challenge Choose one colony and write a short summary of the history of its currency. The Internet may be the best place to begin your research.

©Teacher Created Materials, Inc. 33 #3929 Exploring History—Colonial America Using Primary Sources Colonial Banknotes Copies of the Colonial Banknotes

Historical Documents Co.

#3929 Exploring History—Colonial America 34 ©Teacher Created Materials, Inc. Document Based Assessment

Name______Creative Uses of the Wheel

Courtesy of Debi Daugherty Directions: Using these pictures as clues, describe the creative uses colonists made of the wheel.

______

#3929 Exploring History—Colonial America 64 ©Teacher Created Materials, Inc.