15 About the Selection William Bradford presents a firsthand description of the initial experiences of the settlers known to us as the Pilgrims. Historians con- 15 sider this to be a factually accurate account. Bradford relates how this community of families, united in their goals and religious beliefs, begins the William Bradford task of building a new settlement in the harsh wilderness. His account reflects religious faith, which he cred- its for the settlers’ peaceful, beneficial relationship with their Native American neighbors. Background In 1620, the Pilgrims made the difficult voyage 16 Reading Strategy to America aboard the tiny . After fierce storms and the loss of lives, the Pilgrims landed near Cape Cod, Massachusetts, not in Virginia as Breaking Down Sentences intended. It was mid-December before they could build shelters and move • Point out to students that ashore. Once ashore, the Pilgrims found the hardships of settling in a Bradford’s style is notable for its strange land worsened by a harsh winter. They struggled to make a new clarity. Despite the considerable life in America. length and apparent complexity of some sentences, students will prob- from Chapter 9 ably find his prose easier to follow Of Their Voyage and How They Passed the Sea; than John Smith’s. • Help students break down the sen- and of Their Safe Arrival at Cape Cod tence into sections. Draw students’ [1620] SEPTEMBER 6 . . . After they1 had enjoyed fair winds and Reading Strategy attention to signal words (such as weather for a season, they were encountered many times with crosswinds, Breaking Down Sentences after, and, and which) that indicate and met with many fierce storms, with which the ship was shrewdly2 To better comprehend its 16 relationships among ideas and shaken, and her upper works made very leaky; and one of the main meaning, break down the events. beams in the mid ships was bowed and cracked, which put them in first sentence of this account. some fear that the ship could not be able to perform the voyage. So 17 Vocabulary Builder some of the chief of the company, perceiving the mariners to fear the Word Analysis: Related sufficiency of the ship, as appeared by their mutterings, they entered into serious consultation with the master and other officers of the ship, Forms of Peril 17 to consider in time of the danger; and rather to return then to cast Vocabulary Builder • Point out the word peril in the text, themselves into a desperate and inevitable peril. And truly there was peril (per« ßl) n. danger and let students know the word great distraction and difference of opinion amongst the mariners them- means “danger.” selves; fain3 would they do what could be done for their wages’ sake • Ask students to volunteer forms of (being now half the seas over), and on the other hand they were loath to loath (lòth) adj. the word such as perilous and hazard their lives too desperately. But in examining of all opinions, the reluctant; unwilling imperiled, and write sentences using master and others affirmed they knew the ship to be strong and firm the words on the chalkboard. under water; and for the buckling of the main beam, there was a great Possible answers: Had the Pilgrims known of the perils associ- 1. they Even though Bradford is one of the Pilgrims, he refers to them in the third person. 2. shrewdly (shrØd« lè) adv. severely. ated with their voyage, they might 3. fain (fàn) adv. gladly. have planned differently.

The greatest peril that Captain John 76 � Beginnings–1750 Smith encountered was probably being imprisoned by angry Native Americans. History shows that most perilous ele- ment of settling the Americans was disease rather than violence. Immigrants in America The Pilgrims and the Jamestown colonists Have students compare and contrast the obsta- needed great fortitude to succeed in the New cles described by Smith and Bradford with the World. Discuss with students the idea that obstacles immigrants face today. Ask students today’s immigrants to the United States face to suggest and list the skills and strengths peo- their own (and different) kinds of hardships. ple must possess to overcome these difficulties. Have groups discuss the opportunities and chal- Some students may have firsthand knowledge lenges that greet today’s newcomers to of such as challenge. Invite any willing students America. These include overcoming language to share personal or family experiences with barriers, securing housing and jobs, dealing you and their classmates. with different cultural traditions, facing discrim- ination, and adjusting to life in a new place.

76 iron screw the passengers brought out of Holland, which would raise 18 the beam into his place; the which being done, the carpenter and master Humanities affirmed that with a post under it, set firm in the lower deck, and other The Coming of the Mayflower by ways bound, he would make it sufficient. And as for the decks and N. C. Wyeth upper works, they would caulk them as well as they could, and though Wyeth (1882–1945) was a prolific 4 with the working of the ship they would not long keep staunch, yet American illustrator. His work there would otherwise be no great danger, if they did not over-press her appeared with many popular and with sails. So they committed themselves to the will of God, and Vocabulary Builder well-known works of literature, and resolved to proceed. (sun« drè) sundry adj. he also took up the difficult art of mural In sundry of these storms the winds were so fierce, and the seas so various; different painting. Wyeth’s last mural commis- high, as they could not bear a knot of sail, but were forced to hull,5 for sion was a series of eight huge pieces diverse day together. And in one of them, as they thus lay at hull, in a that express the spirit and heritage of mighty storm, a lusty6 young man (called ) coming upon 20 . The Coming of the some occasion above the gratings, was, with a seele7 of the ship thrown What happens to the ship Mayflower is one of this series. Wyeth into [the sea]; but it pleased God that he caught hold of the topsail in the storm? halyards,8 which hung overboard, and ran out at length; yet he held died before completing the project, but his son, the artist Andrew Wyeth, his hold (though he was sundry fathoms under water) till he was held 19 Critical Viewing Is this an idealized or a and his son-in-law, John McCoy, fin- 4. staunch (stônch) adj. watertight. realistic depiction of the ished the work for him. Use these 5. hull v. drift with the wind. Mayflower’s Atlantic questions for discussion: 6. lusty adj. strong; hearty. crossing? Explain your 1. What viewpoint does Wyeth use 7. seele n. rolling; pitching to one side. decision. [Judge; Support] 8. halyards (hal« yßrdz) n. ropes for raising or lowering sails. to lend drama to the scene? 18 Possible response: The view is from land––perhaps the famous ––toward which the ship appears to be headed.

mpany, New York City, City, New York mpany, There is a sense of excitement and expectation. 2. Wind plays a key role in the first part of Bradford’s account. How does Wyeth demonstrate the litan Life Insurance Co

po power of wind in this mural? Answer: Responses might point to the billowing sails, the listing ship, and the whitecaps in the choppy seas.

19 Critical Viewing Answer: Students may respond N. C. Wyeth, from the Collection Metro of Collection the from C. Wyeth, N. that the colorful painting serves to glorify or romanticize the crossing because it does not portray the hard- ships endured by the ship’s passengers. Others might say that the painting depicts realistically the

The Coming of the Mayflower, photograph by Malcolm Varon rough seas the Mayflower faced.

20 from Of Plymouth Plantation ■ 77 Reading Check Answer: The ship is shaken and damaged by the wind and seas: in addition to leaks, the ship sustains a crack in a main beam amidships.

Background for Special Needs Students Enrichment for Gifted/Talented Students Seeing a visual representation of the Mayflower Challenge students to write a scene that drama- will help students picture the repairs made to tizes Bradford’s decision to document his expe- the ship. If possible, display a photograph, riences in writing. Encourage students to depict painting, or drawing of the Mayflower, the Bradford discussing the Pilgrims’ experiences Mayflower II, or another similar vessel. with . Remind students to use what they have learned about writing dialogue, and encourage students to perform (or at least to read) their scenes to the class.

77 21 Literature in Context up by the same rope to the brim of the water, and then The Mayflower with a boat hook and other means got into the ship again, Unfortunately, historians have been and his life saved; and though he was something ill with 21 History Connection unable to locate any detailed descrip- it, yet he lived many years after, and became a profitable The Mayflower tion of the original Mayflower. The member both in church and commonwealth. In all this voyage there died but one of the passengers, which was The Mayflower was the British ship ship was intended to make the jour- , a youth, servant to , when on which 102 Pilgrims sailed from ney accompanied by a smaller ship, Southampton, England, to North they drew near the coast. the , but this vessel was America during September, October, But to omit other things (that I may be brief), after forced to return to port in and November of 1620. In November, long beating at sea they fell with that land which is called the Pilgrims disembarked at the tip of Southampton twice before finally Cape Cod; the which being made and certainly known to Cape Cod. Shortly before Christmas, being judged unseaworthy. be it, they were not a little joyful. After some deliberation they moved to the more protected site Eventually, the Mayflower set off from had amongst themselves and with the master of the ship, of Plymouth, Massachusetts. According to historians’ estimates, the square- England alone carrying some of the they tacked about9 and resolved to stand for the south- smaller ship’s passengers and supplies. rigged Mayflower probably measured ward (the wind and weather being fair) to find some place about 90 feet long and weighed Connect to the Literature about Hudson’s River for their habitation. But after they 180 tons. Encourage students to envision a 22 had sailed that course about half the day, they fell 10 rough ocean voyage in a small ship amongst dangerous shoals and roaring breakers, and they were so far entangled therewith as they conceived What details in Of Plymouth Plantation with no engines and no modern suggest the kinds of challenges the conveniences. themselves in great danger; and the wind shrinking upon travelers faced on the journey? What 11 Possible answer: Bradford mentions them withal, they resolved to bear up again for the other challenges do you think travelers cross winds and fierce storms that Cape, and thought themselves happy to get out of those might face on a ship this size? dangers before night overtook them, as by God’s provi-

threatened to destroy the ship and caused some passengers to be tossed dence they did. And the next day they got into the Cape 12 overboard. On a ship this size, the harbor, where they rid in safety. . . . travelers might have faced problems Being thus arrived in a good harbor and brought safe to land, they fell upon their knees and blessed the God of and disease or hunger. heaven, who had brought them over the vast and furious ocean, and delivered them from all the perils and miseries 22 Literary Analysis thereof, again to set their feet on the firm and stable Narrative Accounts earth, their proper element. . . . The Mayflower in Plymouth Harbor, The Mayflower in Plymouth BursteinWilliam Halsall, Collection • Ask students to distinguish the But here I cannot but stay and make a pause, and characteristics of firsthand and stand half amazed at this poor people’s present condition; and secondhand narratives. Make sure so I think will the reader too, when he well considers the same. Being they recognize that firsthand thus passed the vast ocean, and a sea of troubles before in their preparation accounts are written by participants (as may be remembered by that which went before), they had now no and that secondhand accounts are friends to welcome them, nor inns to entertain or refresh their weather- written by people who did not wit- beaten bodies, no houses or much less towns to repair to, to seek for 13 14 ness events directly. succor. It is recorded in Scripture as a mercy to the apostle and his shipwrecked company, that the barbarians showed them no small kindness Monitor Progress: Ask students this question: How does Bradford 9. tacked about sailed back and forth so that the wind would hit the sails at the best blur the line between firsthand and angles. secondhand historical narrative? 10. shoals (shòlz) n. sandbars or shallow areas that are dangerous to navigate. Answer: Students can respond 11. withal (with ôl«) adv. also. 12. Cape harbor now called Provincetown Harbor. that Bradford blurs the line by 13. succor (suk« ßr) n. help; relief. using not only the pronoun I but 14. Scripture In Acts 27–28, when the Apostle Paul and a group of other Christians are ship- also they and them; the former pro- wrecked on the island of Malta, they are treated kindly by the “barbarians” who live there. noun suggests a firsthand telling, and the latter two suggest a sec- 78 ■ Beginnings–1750 ondhand telling. Students may also point out that Bradford includes observations about how the sailors feel and inserts his own first-person comments in parentheses.

78 23 in refreshing them, but these savage barbarians, when they met with Critical Thinking them (as after will appear) were readier to fill their sides full of arrows Synthesize then otherwise. And for the season it was winter, and they that know • Ask students how Bradford’s the winters of that country know them to be sharp and violent, and description of the few who are not subject to cruel and fierce storms, dangerous to travel to known places, afflicted by disease reflects his much more to search an unknown coast. Besides, what could they see moral values. but a hideous and desolate wilderness, full of wild beasts and wild Answer: Bradford admires the men? And what multitudes there might be of them they knew not. . . . virtue of self-sacrifice that arises What could now sustain them but the spirit of God and his grace? May from their religious beliefs and not and ought not the children of these fathers rightly say: Our fathers sense of community. were Englishmen which came over this great ocean, and were ready to perish in this wilderness;15 but they cried unto the Lord, and He heard • Ask students what Bradford wants their voice, and looked on their adversity, etc.16 Let them therefore praise his readers to think about these the Lord, because He is good, and His mercies endure forever.... people. What does he hope his readers will gain from learning of from Book 217 this experience? [1620] In these hard and difficult beginnings, they found some Answer: Students may assert that discontents and murmurings arise amongst some, and mutinous the care and concern the Pilgrims speeches and carriages in others; but they were soon quelled and exhibit is a function of their strong overcome by the wisdom, patience, and just and equal carriage of religious beliefs and of the things by the Governor18 and better part, which cleaved faithfully powerful sense of community they together in the main. But that which was most sad and lamentable share. Bradford wants his readers to was that in two or three months’ time, half of their company died, understand how the settlers’ faith especially in January and February, being the depth of winter, and influenced their behavior toward wanting houses and other comforts; being infected with the scurvy19 one another. and other diseases, which this long voyage and their inaccommodate20 condition had brought upon them; so as there died sometimes two or 24 Reading Check three of a day, in the foresaid time; that of one hundred and odd persons, scarce fifty remained. Answer: They fetched wood, made And of these in the time of most distress, there was but six or seven fires, prepared food, made beds, sound persons, who, to their great commendations be it spoken, spared washed clothes, and cleaned. no pains, night nor day, but with abundance of toil and hazard of their own health, fetched them wood, made them fires, dressed them meat, made their beds, washed their loathsome clothes, clothed and 23 unclothed them; in a word, did all the homely21 and necessary offices for them which dainty and queasy stomachs cannot endure to hear named; and all this willingly and cheerfully, without any grudging in the least, showing herein their true love unto their friends and brethren. A rare example and worthy to be remembered. Two of these

15. wilderness Bradford is comparing the Pilgrims to the ancient Hebrews, who wandered in the desert after fleeing Egypt and before reaching the Promised Land. 16. they cried . . . etc. Bradford is paraphrasing a passage from the Hebrew Bible (Deuteronomy 26:7). 17. Book 2 Here Bradford switches from chapter divisions to book divisions. 18. Governor John Carver (c. 1576–1621) was the first governor of but 24 died during his first year of office. Bradford succeeded him as governor. 19. scurvy (sk†r« vè) n. disease cause by a vitamin C deficiency. What did some of the 20. inaccommodate (in« ß käm« ß dàt«) adj. unfit. pilgrims do to help those 21. homely adj. domestic. who become sick?

from Of Plymouth Plantation ■ 79

Strategy for English Learners Enrichment for Advanced Readers Invite students to listen carefully as you read a Have students do research in order to create sentence aloud in a way that accentuates its summaries of medical practices and other ways overall rhythms and structure. Then, work with in which people cared for the sick in the early students to break down the sentence into parts seventeenth century. Encourage students to for better understanding. Seeing the sectioning share these summaries with the class in short of the sentence will help students. You might oral presentations. consider other visual aids, as well, such as color-coding a sentence’s nouns and verbs or its subject and predicate.

79 25 Literary Analysis seven were Mr. William Brewster,22 their reverend Elder, and Myles Standish,23 their Captain and military commander, unto whom myself, Narrative Accounts and many others were much beholden in our low and sick condition. • Have students identify the first sen- And yet the Lord so upheld these persons, as in this general calamity tence that indicates that the author they were not at all infected either with sickness, or lameness. And was one of the Pilgrims struck what I have said of these, I may say of many others who died in this down by illness. general visitation,24 and others yet living, that whilst they had health, • If necessary, draw students’ yea, or any strength continuing, they were not wanting to any that had Vocabulary Builder attention to the sentence that need of them. And I doubt not but their recompense is with the Lord. recompense (rek« ßm pens«) begins, Two of these seven. But I may not here pass by another remarkable passage not to be n. reward; repayment 25 forgotten. As this calamity fell among the passengers that were to be • Ask students the Literary Analysis left here to plant, and were hasted ashore and made to drink water, Literary Analysis question: Do you think Bradford’s that the seamen might have the more beer, and one25 in his sickness Narrative Accounts illness would have been included in desiring but a small can of beer, it was answered that if he were their Do you think Bradford’s a secondhand narrative account? own father he should have none; the disease began to fall amongst illness would have been included in a secondhand Explain. them also, so as almost half of their company died before they went Answer: Considering the many narrative account? away, and many of their officers and lustiest men, as the boatswain, Explain. cases of extreme sickness in gunner, three quartermasters, the cook, and others. At which the the colony, it is unlikely that a master was something stricken and sent to the sick ashore and told secondhand account would have the Governor he should send for beer for them that had need of it, included the minor incident though he drunk water homeward bound. Bradford describes. But now amongst his company there was far another kind of carriage26 in this misery then amongst the passengers; for they that 26 Literary Analysis had been boon27 companions in drinking and jollity in the time of their Narrative Accounts health and welfare began now to desert one another in this calamity, saying they would not hazard their lives for them, they should be • Students may be surprised at the infected by coming to help them in their cabins, and so, after they came behavior described in this long to die by it, would do little or nothing for them, but if they died let them paragraph. Tell students that less die. But such of the passengers as were yet aboard showed them what than half of the 102 passengers mercy they could, which made some of their hearts relent, as the boat- on the Mayflower were Pilgrims. swain (and some others), who was a proud young man, and would often Forty people were recruited in curse and scoff at the passengers; but when he grew weak, they had 26 England without regard to Literary Analysis compassion on him and helped him; then he confessed he did not Narrative Accounts religious beliefs; there were also deserve it at their hands, he had abused them in word and deed. O! What is revealed here eighteen servants and three saith he, you, I now see, show your love like Christians indeed one to about the Pilgrims’ hired workers. In all, there were another, but we let one another lie and die like dogs. . . . religious beliefs? fifty men, twenty women, and All this while the Indians came skulking about them, and would thirty-two children. sometimes show themselves aloof of, but when any approached near • Ask students the Literary Analysis them, they would run away. And once they stole away their tools where th question: What is revealed here they had been at work, and were gone to dinner. But about the 16 of about the Pilgrims’ religious beliefs? 22. William Brewster (1567–1644) one of the Pilgrim leaders. Answer: Students will observe 23. Myles Standish (c. 1584–1656) professional soldier hired by the Pilgrims to be their mili- tary advisor. He was not originally a Puritan but later became a member of the that Bradford’s narrative reveals congregation. that the Pilgrims believed in 24. visitation n. affliction. showing compassion even to 25. one Bradford is referring to himself. 26. carriage n. behavior. those who did not share their 27. boon adj. close. religious convictions.

80 ■ Beginnings–1750

Living Museums Restoration villages are specific kinds of muse- Encourage students to gather information ums where people in period clothing attempt about Plymouth Plantation and the Mayflower II to recreate history for modern-day visitors. by contacting the Plymouth Area Chamber of Plymouth Plantation in Massachusetts (pictured Commerce. They also can learn more about on p. 81) is one such place. In this reconstructed restoration villages closer to their area. In either colonial village, costumed guides use period case, students can request bibliographical mate- tools and materials to demonstrate seventeenth- rial and information about summer jobs avail- century farming, homemaking, and survival able to those interested in American history. skills. They even speak as the Pilgrims did. The Mayflower II, a full-size replica of the original 96-foot-long vessel, is moored nearby.

80 27 Critical Viewing Answer: Students may respond that the photo indicates that life at the stark seaside plantation was hard. There is nothing lush or prosperous about the plain, unadorned build- ings. Student responses should reflect the idea that the Pilgrims struggled to create a settlement within a rugged, unforgiving environment.

28 Background Hisotry English-speaking had been kidnapped by an English slave trader in 1615. When he finally returned to his people, the Patuxets, in 1619, he found that everyone had died of disease. (c. 1580–1661), one of March a certain Indian came boldly amongst them, and spoke to them 27 Critical Viewing the most powerful Native American in broken English, which they could well understand, but marveled at What can you learn about leaders in New England, was chief of it. At length they understood by discourse with him that he was not of the lifestyle at Plymouth the Wampanoag Indians. He faith- Plantation from this these parts, but belonged to the eastern parts, where some English fully observed the 1621 treaty with ships came to fish, with whom he was acquainted, and could name photograph of an authentic re-creation of the Pilgrims. sundry of them by their names, amongst whom he had got his language. the settlement? [Infer] He became profitable to them in acquainting them with many things 29 concerning the state of the country in the east parts where he lived, Reading Check which was afterwards profitable unto them; as also of the people here, of Answer: is an extraordinary their names, number, and strength; of their situation and distance from Native American from lands east of this place, and who was chief amongst them. His name was Samoset;28 Plymouth. He speaks basic English he told them also of another Indian whose name was Squanto,29 a absorbed while living in the vicinity native of this place, who had been in England and could speak better of European settlers. The Pilgrims English then himself. Being, after some time of entertainment and gifts, meet Samoset after he approaches 28 dismissed, a while after he came again, and 5 more with him, and they their settlement and addresses them. brought again all the tools that were stolen away before, and made way for the coming of their great sachem,30 called Massasoit,31 who, about four or five days after, came with the chief of his friends, and other

28. Samoset (sam« ß set«)(d. 1655) a Pemaquid tribal chief from Maine. 29. Squanto (skwän« tò)(d. 1622) a member of the Pawtuxet tribe who in 1614 had been kidnapped by an English sea captain and taken to Spain to be sold as a slave. He escaped and eventually returned to Massachusetts in 1619, only to find that his home village had been destroyed by plague. 29 à« ß 30. sachem (s ch m) chief. 31. Massasoit (mas« ß soit«)(c. 1580–1661) the supreme sachem (chief) of the Who is Samoset, and how Wampanoag peoples. do the Pilgrims meet him?

from Of Plymouth Plantation ■ 81

Vocabulary for English Learners Enrichment for Gifted/Talented Students Pair students with more proficient English Point out that readers of Bradford’s text can speakers to create picture cards for the key gain a vivid sense of the time period and of the vocabulary words on these two pages. Students settlers’ lives and can learn much about how might illustrate and spell words such as they survived hardship and danger to start a compassion, confess, companion, tools, gifts, new life in a new land. Encourage students as and people. they read to put themselves in the place of a settler at Plymouth Plantation. After reading, have students write a diary page from the point of view of a settler.

81 30 Humanities 30 The First Thanksgiving at Plymouth, 1914 by Jennie A. Brownscombe Jennie Brownscombe (1850–1936) was an American illustrator known for her detailed, nostalgic images. In fact, she has been called a kind of “Norman Rockwell” for her time. From a young age, Brownscombe earned a living creating illustrations for books, magazines, Christmas cards, and calendars. Her skillful presentation of images won her awards, and her work has been exhibited around the world. • This famous, symbolic painting is known for providing an emotional image of what people across the attendance, with the aforesaid Squanto. With whom, after friendly 31 Critical Viewing Do United States have come to know entertainment, and some gifts given him, they made a peace with him you think this picture is an as Thanksgiving. How does this (which hath now continued this 24 years)32 in these terms: accurate representation of painting echo Bradford’s narrative? history? Why or Why not? 1. That neither he nor any of his should injure or do hurt to any of Answer: It shows the colonists at [Judge; Support] their people. Plymouth as a community, and it 2. That if any of his did any hurt to any of theirs, he should send portrays a peaceful gathering with the offender, that they might punish him. Native Americans. The scene also 3. That if anything were taken away from any of theirs, he should appears to be very solemn, religious, cause it to be restored; and they should do the like to his. and low-key—the same mood 4. If any did unjustly war against him, they would aid him; if any Bradford creates in his narrative. did war against them, he should aid them. 5. He should send to his neighbors confederates, to certify them of 31 Critical Viewing this, that they might not wrong them, but might be likewise com- Possible answer: Students may say prised in the conditions of peace. that most of the items in the painting 6. That when their men came to them, they should leave their bows seem historically accurate, but the and arrows behind them. log cabin and the feather head- After these things he returned to his place called Sowams,33 some dresses seem inaccurate. 40 mile from this place, but Squanto continued with them and was their interpreter, and was a special instrument sent of God for their Literary Analysis Narrative Accounts 32 Literary Analysis good beyond their expectation. He directed them how to set their corn, 32 What does Bradford where to take fish and to procure other commodities, and was also Narrative Accounts reveal about his religious their pilot to bring them to unknown places for their profit, and never • Have a volunteer read aloud the beliefs in this description left them till he died. He was a native of this place, and scarce any left excerpt’s final paragraph. of Squanto as a “special alive besides himself. He was carried away with diverse others by one instrument”? • Ask students the Literary Analysis question: What does Bradford 32. now . . . 24 years The treaty actually lasted until King Philip’s War began in 1675. reveal about his religious beliefs in 33. Sowams (sò« ämz) present site of Warren, Rhode Island. this description of Squanto as a “special instrument”? 82 ■ Beginnings–1750 Answer: Students might note that Bradford’s belief that God is an active, benevolent presence in the Pilgrim’s daily lives.

82 Hunt,34 a master of a ship, who thought to sell them for slaves in Spain; but he got away for England and was entertained by a merchant in London and employed to Newfoundland and other parts, and lastly brought hither into these parts. . . . Answers

1. Students’ answers should show [1621] . . . They began now to gather in the small harvest they had,35 an understanding of the settlers’ and to fit up their houses and dwellings against winter, being all well hardships. recovered in health and strength, and had all things in good plenty; for 2. (a) On the ocean, the Pilgrims as some were thus employed in affairs abroad, others were exercised in encounter fierce storms and their fishing, about cod and bass and other fish, of which they took good ship falls into disrepair. During the store, of which every family had their portion. All the summer there was first winter, they lack shelter, no want. And now began to come in store of fowl, as winter approached, warmth, and food. Many Pilgrims of which this place did abound when they came first (but afterward suffer from scurvy or die of other decreased by degrees). And besides water fowl, there was great store of illnesses. (b) These troubles sug- wild turkeys, of which they took many, besides venison, etc. Besides gest that Plymouth’s climate is they had about a peck of meal a week to a person, or now since harvest, harsh and that its landscape is Indian corn to that proportion. Which made many afterwards write so rugged and unyielding. largely of their plenty here to their friends in England, which were not Vocabulary Builder 3. (a) Bradford suggests that feigned, but true reports. feigned (fànd) adj. pretended; sham Squanto was sent to the Pilgrims 34. Hunt Thomas Hunt was captain of one of the ships in John Smith's expedition (page 70). by God to help them survive and 35. They ...had This section of Bradford's narrative is often titled “The First Thanksgiving.” thrive in the new world. (b) It sug- gests that the Pilgrims believed they were being guided and pro- tected by God. 4. (a) Students might say that Critical Reading Bradford wishes to convey the idea that the Pilgrims’ persever- 1. Respond: If you had been making the journey on the Mayflower, what ance, courage, and faith in God would you have done to prepare for life in America? allowed them to surmount enor- 2. (a) Recall: What were some of the hardships the Pilgrims faced during mous odds and to make a new life their trip across the Atlantic and their first winter at Plymouth? in a new world. (b) The message (b) Interpret: What do their troubles suggest about the climate and is universal in its assertion that landscape of Plymouth? human beings’ inner resources 3. (a) Recall: How do the Pilgrims explain Squanto’s role in their experi- strongly affect what they are able ence? (b) Interpret: What does this explanation suggest about the to endure and accomplish. Pilgrims’ religious convictions? 5. Bradford might have been more 4. (a) Draw Conclusions: What do you think is the message that Bradford able to focus on matters other tries to convey in this narrative? (b) Apply: How might the message than basic survival. have meaning for people today? 6. Students may not have realized 5. Hypothesize: In what ways might this account have been different if For: More about how hard the Pilgrims had to the Pilgrims had settled farther south? William Bradford struggle to establish themselves 6. Evaluate: How has this account changed your impression of the Visit: www.PHSchool.com in the new world. Pilgrims? Explain. Web Code: ere-9107

For additional informa- tion about William ■ from Of Plymouth Plantation 83 Bradford, have students type in the Web Code, then select B from the alphabet, and then select William Bradford.

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