TCM 2684 Book Pt. 2

Table of Contents

Introduction ...... A-2 Interdisciplinary and Integrated Learning—Active Learning—Cooperative Learning— Inquiry-Based Learning—Assessment and Evaluation—Preparation for the Workplace— How This Affects Students’ Lives—Curriculum Standards—How the Book Is Organized

Correlation of Activities to NCSS Standards ...... B-1 Management and Resources ...... C-1 Background Information for the Teacher—Suggested Schedule Using 45-Minute Periods— Young-Adult Reading (Literature Circles, Management Tips, Young-Adult Literature List)— Suggested Resources for the Teacher (Books, Read Aloud Books, Early American Literature, Art, Technology: Web Sites, Videos, Software)

Simulations and Activities ...... D-1 Unit 1: The Peopling of America ...... D-2 Unit 2: The Mayflower Compact ...... D-17 Unit 3: Native American Museum Project ...... D-24 Unit 4: Colonization ...... D-33 Unit 5: Colonial Life ...... D-52

Student Handbooks ...... E-i Student Handbook—Level A ...... EA-1 Student Handbook—Level B ...... EB-1

Overhead Transparencies ...... F-1

Online Connections ...... G-1

Appendices and Bonus Items ...... H-1 Appendix A: Reproducibles ...... H-3 Appendix B: Answer Key ...... H-55

Rubric Bank ...... I-1 Multimedia Resources ...... J-1 Assessments ...... K-1 Bonus Items ...... L-1

➢ Curriculum Standards All of the activities in this book have been developed and correlated to meet the recommendations contained in Expectations of Excellence, Curriculum Standards for Social Studies, developed by the National Council for the Social Studies, 1998. The standards that apply to specific activities in the book are listed in Section B. The numbers and letters represent the corresponding national standards. Each activity listed is annotated. In this way a teacher can see how the activities meet the national curriculum standards.

➢ How the Book Is Organized Each of the books in this series is organized in a user-friendly format. The books are divided into 12 sections. Section A introduces the teacher to the specific book and provides an overview of the A Exploring History series.

Section B outlines the ways in which specific activities meet the curriculum standards b published by the National Council for the Social Studies (NCSS). For easy reference, page numbers follow each description.

Section C provides general background for the teacher and includes helpful material c about scheduling activities in the classroom. Relevant resources to enhance and supplement the unit are provided here. Among the resources that may be included in each book are topic-related books for teachers and students, videos, period art, music, dance, and Internet resources.

Section D gives necessary background information for each simulation and activity, as d well as directions for implementing the activities in the classroom and using the materials in the student handbooks. A list of applicable curriculum standards precedes each activity.

Section E houses the student handbooks. Each handbook includes information pages e and reproducible activity sheets to be completed by students as they work through the simulations. The Level A (grades 5Ð8) and Level B (grades 8 and up) handbooks are ready to use and have been prepared so that the teacher can pull out and reproduce the appropriate units. Both levels essentially include the same materials and lessons, with variations in difficulty level of content, format, and vocabulary. The activities in the handbooks are used with the lessons in the Simulations and Activities teacher section, where they are listed as EA (refers to Level A handbook) and EB (refers to Level B handbook) and followed by the appropriate page numbers.

Section F provides the teacher and students with overhead transparencies of key work f sheets, charts, and other materials that might serve as focal points of a lesson, review, or presentation.

#2684 Colonial America A-4 © Teacher Created Materials, Inc. Introduction

➢ How the Book Is Organized (cont.) Section G connects the classroom with the Internet. The lessons and activities enrich g the unit and give students the opportunity to share their experiences with other students around the world.

Section H is divided into two parts. Appendix A contains reproducible pages for h implementing and managing the units in Section D. Appendix B is the answer key for objective activities.

Section I introduces teachers to a rubric bank and suggests ways to implement and I customize the 100 plus criteria to create rubrics that serve the needs of students as they complete the activities. Teachers and students can use the supplementary guide to negotiate and develop criteria for the activities in the book. The rubric bank can also be used as an evaluation tool in other subjects or projects.

Section J contains the User’s Guide for the Multimedia Resources CD. The guide J includes information about using the viewer program, ideas on how to use the collection in the classroom, and thumbnail photo images, clip art, and documents for quick reference.

Section K was created to assist teachers with the assessment process. Included in this K section are multiple choice and essay quizzes as well as a final test. Schedule testing to meet your particular classroom needs.

Section L provides teachers and students with handy manipulatives to be used with L specific activities or as motivational tools throughout the unit. The bonus items may include maps, charts, activity cards, games, or information cards. Many of the bonus items can be adapted for use with extension activities you may wish to include. A B C D Management Simulations Table of Contents Correlation of Activities and and and to NCSS Standards Resources Activities Introduction

E F G H Student Overhead Online Handbooks Transparencies Connections Appendices

I J K L Rubric Multimedia Bank Resources Assessments Bonus Items

Standard V: Individuals, Groups, and Institutions a. Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups. 1. The Peopling of America Time Line—This is an activity where the interaction of individuals and social groups is obvious. In the space of 150 years along the Atlantic seaboard, from Maine to Florida, a melange of people flooded ashore and established 13 British colonies. Some were rich, but the majority were poor. They came from England, Ireland, Scotland, and Wales, and from the Netherlands, France, Sweden, the German kingdoms, and Switzerland. They were Anglicans, Catholics, Lutherans, Presbyterians, Episcopalians, Calvinists, Baptists, Quakers, Mennonites, Hutterites, and Amish. Some were professionals, merchants, and lawyers, but mostly they were farmers. This mix, however, would later unite and successfully fight for its independence as a nation. (D-5) 2. What Do You Know About the Pilgrims?—The Pilgrims enjoy a better reputation than the Puritans, who, in fashioning a strict, theocratic society in Massachusetts Bay, come across as pitiless, brutal, and ruthless. The Pilgrims had the good sense to seek the help and assistance of Squanto, who gave them a few pointers about growing crops and using fertilizer to replenish the soil. They even held the first Thanksgiving dinner and invited the Native Americans to take part in the festivities. The banishment of Roger Williams and Anne Hutchinson and the executions at the Salem witch trials go a long way to help us understand the Puritan mentality. This activity highlights the differences between these groups, as well as emphasizing how we have come to misunderstand them. (D-52) b. Analyze group and institutional influence on people, events, and elements of culture. 1. The Peopling of America Time Line—In this activity, students analyze and come to understand how various European nations and institutions influenced the early colonists. While wars raged in Europe over religious beliefs, sects like the Puritans, the Quakers, the Catholics, and others came to the New World seeking freedom to worship. Others were motivated by promises of wealth. (D-5) 2. Defining a Compact—As a group, the Pilgrims composed a compact and laid the groundwork for governing their colony, agreeing to make their own laws and to abide by the will of the majority. In doing so, they were influenced by the traditional rights accorded to Englishmen by the Magna Carta. The Mayflower Compact is eloquent in its simple and spare language, purpose, and ideas. For 72 years, the Pilgrims maintained their settlement and governed wisely, until Plymouth Plantation was absorbed by the Massachusetts Bay colony. (D-17)

#2684 Colonial America B-22 © Teacher Created Materials, Inc. Management and Resources

Young-Adult Reading

➢ Management Tips Here are a few pointers for helping your students:

1. If you plan on meeting in literature circles once a week, assign a certain number of pages to be read for that week. Give students a schedule for the month in advance. 2. Assign an open-ended question in advance and have students write their own responses before they meet in groups. Vary the question each week. 3. At the end of the period, have the groups report what they shared in their literature group to the rest of the class.

➢ Young-Adult Literature List Whether by land or by sea, to wander and explore was an adventure. It mattered little if it was an adventure for profit or knowledge. It held the promise of danger, and it was a challenge. For the immigrants who sailed the seas to come to the colonies, it was a challenge that brought them teetering to the very edge of life and death. It took a unique character, a determined personality, to see the venture through, to overcome the hazards that were placed in the path leading to success. Fear of the unknown and the unfamiliar was a constant companion, a steady presence. The will to succeed, to overcome the odds that others would never dare to face, was the ultimate triumph. Whatever the time and wherever the place, all immigrants who left their homelands to start a new life in unfamiliar territory have shared this common trait throughout history. Yet, in doing so, they found within themselves the will, the desire, the determination, and the power to succeed.

The young-adult literature selections that are listed on page C-9 and C-10 are books that reflect life during the colonial era. They are stories for young people about young people who are caught up in adventures that challenge their abilities to survive in an unfriendly and frightening world. In some of the stories, the young people are forced to explore a hostile and dangerous environment, a place totally unfamiliar to anything previously experienced. In every story, they must also explore their own emotions in order to know their own weaknesses and strengths so that they are able to survive. These are stories that deal with the ultimate triumph—young people exploring who and what they are and digging down into mental and physical reserves to fight against the odds that confront them. These stories share common ties of people living in a new land, discovering the undiscovered, and establishing a life in the New World.

#2684 Colonial America C-8 © Teacher Created Materials, Inc. Management and Resources

Young-Adult Reading

The following is a list of young-adult book titles about life during the colonial era. Each book brings a unique perspective of life during these times. ARL* Book/Publisher Information Book Summary

Records the observations and feeling of a 14-year-old Clapp, Patricia. Constance. R. Smith A about her first winter in Plymouth Colony until her Pub., 1993. (255 pp.) marriage at age 20.

Alone from England fourteen-year-old Sarah arrives in Coombs, Karen. Sarah on Her Own. the new colony of Virginia . While trying to earn her A Econo-clad, 1999. (212 pp.) fare to return to England, she finds strength, courage, and even love for her new country. Maggie, 16, is sent back in time to the French and Curry, Jane Louise. Dark Shade. Indian Wars of 1758 and helps an injured soldier. She worries what her actions will do to the future when she A Margaret McElderry, 1998. (168 pp.) realizes a good friend followed her back in time as well but wants to stay. When orphaned 15-year-old Willa is shipped off to Demers, Barbara. Willa’s New World. Hudson Bay, she begins working at the York trading E fort. She learns about the native culture and Coteau, 2000. (303 pp.) civilization, and her own resourcefulness to make her way in the world. Moss and Trouble, Algonquin boy and girl, struggle E Dorris, Michael. Guests. Hyperion, with the problems of growing up in Massachusetts 1994. (119 pp.) during the time of the first Thanksgiving.

Fleischman, Paul. Saturnalia. A printer and his family adopt a Native American boy in 1681. He leads a contented life but is anxious to E Harpercollins, 1990. (128 pp.) make connections with his Native American past.

Kids who escaped from England are captured and A Forrester, Sandra. Wheel of the Moon. become indentured servants in Jamestown. Fourteen- HarperCollins Juvenile Books, year-old Pen decides whether to stay with her family 2000. (176 pp.) or run away with friends.

Haugaard, Eric. Under the Black Flag. William is kidnapped by Blackbeard the Pirate and A Roberts Rinehart, 1993. (163 pp.) held for ransom. Will undertakes an adventure of the high seas in America’s South and Caribbean.

In 1755, as the French and Indian War begins, 10-year-old Keehn, Sally. I Am Regina. Philomel, Regina is kidnapped by Native Americans in Western A Pennsylvania, and she must struggle to hold on to memories 1991. (240 pp.) of her earlier life as she grows up under the name of Tskinnak and starts to become Native American herself.

Matt, a 14-year-old orphan, is forced to work for an Laird, Marnie. Water Rat. Winslow abusive tavern owner during Colonial America. This D Press, 1998. (185 pp.) situation turns when he saves the life of a doctor’s wife and proves his worthiness.

*Average Reading Level (Key: E = EASY, grades 4Ð6; A = AVERAGE, grades 6Ð8; D = DIFFICULT, grades 8Ð10)

Table of Contents

Unit 1: The Peopling of America ...... D-2 Personal Exploration: Immigration...... D-2 Young-Adult Reading: Keeping a Journal of Letters...... D-3 The Peopling of America Time Line ...... D-4 The Peopling of America (Colonial Settlements Chart) ...... D-9 Simulation One: Packing Up ...... D-12 Indentured Servants and Slaves ...... D-14 Background Information about On the Misfortune of Indentured Servants...... D-15

Unit 2: The Mayflower Compact ...... D-17 Defining a Compact ...... D-17 The History Behind the Mayflower Compact ...... D-17 Simulation Two: Writing a Mayflower Compact ...... D-19 Bridging the Past with the Present...... D-20 Colonial Occupations ...... D-21 Using Visual Clues—Using Written Clues...... D-22 Comparing and Contrasting Colonial to Present-Day Occupations...... D-23

Unit 3: Native American Museum Project...... D-24 Cultural Traditions—Museum Visitation ...... D-25 Research ...... D-26 Simulation Three: Native American Museum Exhibit ...... D-29 Native People of North America ...... D-32

Unit 4: Colonization ...... D-33 Designing a Colonial Settlement ...... D-33 Reading a Contour Map ...... D-34 Simulation Four: Designing a Site Plan ...... D-36 1 Using and Understanding Scale—Measuring and Converting Shapes Using ⁄16-inch Scale Conducting Research for the Colonial Settlement Suggestions for Colonial Site Plan Project ...... D-43 Leaders of Colonial Settlements ...... D-44 Colonization (Colonial Settlements) ...... D-45

Unit 5: Colonial Life...... D-52 What Do You Know About the Pilgrims? ...... D-52 Simulation Five: Marketplace Bartering Activity ...... D-53 You Be the Judge ...... D-57 Laws and Moral Reasoning—Judging Cases Simulation Six: A Colonial Fair ...... D-58

The Peopling of America

Indentured Servants and Slaves

I. Culture e. Articulate the implications of cultural diversity, as well as cohesion, within and across group. II. Time, Continuity, and Change d. Identify and use processes important to reconstructing and reinterpreting the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality. III. People, Places, and Environments c. Use appropriate resources, data, sources, and geographic tools such as aerial photographs, satellite images, geographic information systems, map projections, and cartography to generate, manipulate, and interpret information such as atlases, databases, grid systems, charts, graphs, and maps. V. Individuals, Groups, and Institutions c. Describe the various forms institutions take and the interactions of people with institutions. e. Identify and describe examples of tensions between belief systems and government policies and laws. VIII. Science, Technology, and Society d. Explain the need for laws and policies to govern scientific and technological applications, such as in the safety and well being of workers and consumers and the regulation of utilities, radio, and television. IX. Global Connections a. Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding. f. Demonstrate understanding of concerns, standards, issues, and conflicts related to universal human rights. XI. Primary Resources Most students are not familiar with the fact that the majority of people who migrated to colonial America were either indentured servants or slaves. To begin this activity, have students turn to the graph in their student handbooks titled Immigration 1620Ð1780 (EA-14 or EB-14). Have students examine the picture graph of early immigration and discuss what they notice. An overhead transparency of the chart is provided in section F. Three two-decade periods: 1700Ð1719, 1720Ð1739, and 1740Ð1759 indicate the importation of large numbers of black slaves, which far exceeded the number of immigrants who came to the colonies from Europe. This was reflected in the growing prosperity of the plantations producing sugar, tobacco, rice, and indigo. During this same period, conditions improved in Europe, and fewer Europeans were willing to sign on as indentured servants in the colonies. The decline in the following decade from (1760Ð1779) indicates the political problems that began to confront the colonists as they approached the revolution. At the same time, political and religious leaders in the colonies and in Europe began calling for an end to the slave trade.

#2684 Colonial America D-14 © Teacher Created Materials, Inc. Simulations and Activities

The Peopling of America

Indentured Servants and Slaves (cont.) Scholars estimate that from 1620 to 1780 over 600,000 immigrants came to the part of North America that became the United States. The majority of the immigrants came as unfree labor. Almost all the blacks were brought as slaves, while an estimated 75% of the white immigrants to the colonies south of New England came as indentured servants.

Between 1620 and 1700, most white newcomers came from England and settled in the New England and Chesapeake areas. From 1700 to 1780, they were joined by Germans, Scots-Irish, and other northern Europeans who settled in the mid-Atlantic colonies. Meanwhile, as the slave trade reached its peak, many Africans were brought to the South. By 1789, when George Washington was inaugurated president, we were already a multi-ethnic and multiracial society.

Source: Prof. Russell R. Menard, University of Minnesota, and Prof. H. A. Gemery, Colby College.

Background Information about On the Misfortune of Indentured Servants This primary source document presents difficulties, for it is vividly graphic in detailing the callousness and cruelty of that particular time and place. You may find that your students are highly impressionable, and that much of what they read they will not readily comprehend. The teacher should make every effort to set the stage by providing background and additional information that will put Gottlieb Mittelberger’s document into proper perspective. It would be a shame if the students simply regarded many of the passages as the exaggerations of a highly excitable imagination.

The eighteenth century was a callous time, and England proved to be no exception. Life was hard, and human life was cheap. For most, life was drudgery, and many worked themselves into an early grave. Men and women of the lower classes were uneducated and grew up in ignorance, and their children were destined to suffer the same fate. Crime was rife throughout the kingdom, and society’s only answer to the problem was to punish with severity and brutality all who transgressed the law. William Hogarth’s paintings and engravings, which condemn British society for its festering ills and evils, can provide a classroom of students with sufficient visual proof that here indeed was a world empty of charity, pity, or kindness. Hogarth, who lived from 1697 to 1764, vividly portrayed an England that was a dissolute place of horrors and misery in his engravings Gin Lane, Beer Street, and Stages of Cruelty. Using the overhead projector, you can give your class a glimpse of eighteenth century England by using Hogarth’s illustrations to bring Gottlieb Mittleberger’s document into better focus.

In eighteenth-century England, women and children were publicly hanged at Newgate Prison for stealing goods worth barely more than a shilling. The hangings were holidays, with thousands coming to see the condemned felons swing from the gibbet, enjoying every minute. The American colonies were a repository for the king’s undesirable subjects, including felons, convicts, rebels, and the unwanted portion of the populace that was considered lazy and shiftless because there were no jobs or employment. Hundreds of homeless children were periodically swept up and shipped to the colonies as bonded servants. Is it little wonder that such an institution as indenturing people into servitude flourished in that day and age?

The Peopling of America

Indentured Servants and Slaves (cont.)

Background Information about On the Misfortune of Indentured Servants (cont.) Early immigration was a result of many factors, including religious, political, and economic strife. Whether it was gentry heading to Virginia or Puritans and religious dissidents settling Massachusetts Bay, profit and success were the desired results. The colonies all struggled to survive in the wilderness, and a shortage of labor was an ever-present problem. To encourage colonization and to secure a sufficient labor force, colonizing agencies like the Massachusetts Bay Company or the Virginia Company sponsored immigrants to make the voyage to America. The various companies, large numbers of landowners, and even individual families negotiated contracts with settlers who could not afford the passage. These poor souls bound themselves into servitude for several years, but very few of them really knew what awaited them when they reached America’s shores.

For homework, assign the introduction and the primary source document found in the student handbook (EA-15 through EA-19 or EB-15 through EB-19) which deals with the plight of indentured servants. Allow several days for this task. Encourage students to highlight, underline, or take notes as they read. Ask students to discuss the document and to collectively discuss and participate in their cooperative groups.

1. Ask students to write down, without talking to one another, the most surprising element of this document. Once they have had the opportunity to think for themselves, give them time to discuss it with their groups or literature circles. A literature circle is a group of people who get together to discuss a piece of literature. It is a time when students can discuss issues in a free-flowing manner. Each student is encouraged to participate, and a specific right or wrong answer is not the goal or the desired outcome of this experience. Encourage students to reflect upon their experiences for homework because they may or may not have agreed with other participants in their group. 2. Here are some issues dealing with indentured servitude that can be discussed in literature circles:

¥ women’s rights ¥ controlling one’s own money

¥ children’s lack of rights ¥ burial at sea

¥ sanitation of food ¥ lack of medicine

¥ similarities and differences between slaves and indentured servants

¥ humans treated like an article of property available for sale and purchase

3. Allow students five minutes to write down what they learned during their literature group discussion. This makes them accountable for what they discussed. 4. In whole-class format, the teacher may decide to discuss and chart the results.

#2684 Colonial America D-16 © Teacher Created Materials, Inc. Student Handbook—Level A

Immigration 1620Ð1780 and 1740Ð1759 reflect the business conditions in some of colonies. Whites Blacks 1. Describe in detail how the statistics for three periods: 1700Ð1719, 1720Ð1739, 2. For what reasons do you believe there began to be a decline in 1760Ð1779? Respond to the following staement and questions on a separate sheet of paper. Key Years 1620Ð1639 1640Ð1659 1660Ð1679 1680Ð1699 1700Ð1719 1720Ð1739 1740Ð1759 1760Ð1779 2,500 people = 5,000 people =

#2684 Colonial America EA-14 © Teacher Created Materials, Inc. Student Handbook—Level A

Indentured Servants

Introduction In the early part of the 1600s in Colonial America, people traveled and settled with others who shared their beliefs, religion, and customs such as the Puritans, Quakers, Huguenots, Hutterites, Mennonites, etc. During the latter part of Colonial immigration, companies began to sponsor, or pay for, people to make the voyage. However, the passengers paid a very high price.

Few colonists could pay for the cost of passage for themselves and their families to make a start in the New World. For those who could not, companies like the Virginia Company and the Massachusetts Bay Company paid for transportation and maintenance. In return, the settlers agreed to work for the companies as contract workers. Many who came to the New World under this plan soon found that, since they were expected to be servants, they were no better off than if they had stayed at home. In time, the system was harmful to successful settlements, and a new way was found to draw settlers to America. Companies, landowners, and families offered to pay for future settlers to come to America if they promised to work for the person or group who paid for them for a limited time—usually for four to seven years. They were free at the end of this time, and such settlers would be given “freedom dues,” sometimes including a small piece of land.

Many people believe that half of the settlers living in the colonies south of New England came to America under this system as “indentured servants.” Although most of them worked for the full term of their contract, some ran away from their employers. Still, many of them were able to get land and set up homesteads, either in the colonies in which they had originally settled or in neighboring ones. Families who came to America under this form of semi-slavery were not looked down upon, as every colony had its share of leaders who came here as indentured servants.

People often hear about indentured servants, but rarely do they get the real story behind the facts. What follows is the frightening, sad tale of the brave people who settled this country. It is a primary source document, a first-hand story, that tells about one man’s experiences travelling to Colonial America during the mid 1700s.

On the Misfortune of Indentured Servants

Primary Source Document Written in 1754 by Gottlieb Mittelberger

The Sail to Old England Both in Rotterdam and in Amsterdam, the people are packed densely [tightly], like herrings so to say, in the large sea-vessels. One person receives a place of scarcely 2 feet width and 6 feet length in the bedstead, while many a ship carries four to six hundred souls; not to mention the innumerable implements [an infinite amount of equipment], tools, provisions [supplies], water barrels and other things which likewise occupy much space.

On account of contrary [hostile] winds it takes the ships sometimes 2, 3, and 4 weeks to make the trip from Holland to . . . England. But when the wind is good, they get there in 8 days or even sooner. Everything is examined there and the custom-duties paid, whence it comes that the ships ride there 8, 10 to 14 days, and even longer at anchor, till they have taken in their full cargoes. During that time every one is compelled [bound] to spend his last remaining money and to consume [use up] his little stock of provisions [supplies] which had been reserved for the sea; so that most passengers, finding themselves on the ocean where they would be in greater need of them, must greatly suffer want already on the water between Holland and Old England.

The Voyage to the New World When the ships have for the last time weighed their anchors near the city of Kaupp [Cowes] in Old England, the real misery begins with the long voyage. For from there the ships, unless they have good wind, must often sail 8, 9, 10 to 12 weeks before they reach Philadelphia. But even with the best wind the voyage lasts 7 weeks.

But during the voyage there is on board these ships terrible misery, stench, fumes, horror, vomiting, many kinds of sea-sickness, fever, dysentery [a disease of the intestines], headache, heat, constipation, boils, scurvy [sickness from the lack of vitamin C], cancer, mouth-rot, and the like, all of which come from old and sharply salted food and meat, also from very bad and foul water, so that many die miserably.

Add to this want of provisions [supplies], hunger, thirst, frost, heat, dampness, anxiety, want, together with other trouble, as… the lice abound [are everywhere] so frightfully, especially on sick people, that they can be scraped off the body. The misery reaches the climax when a gale [storm] rages for 2 or 3 nights and days, so that every one believes that the ship will go to the bottom with all human beings on board. In such a visitation the people cry and pray most piteously [pitifully].

#2684 Colonial America EA-16 © Teacher Created Materials, Inc. Student Handbook—Level A

On the Misfortune of Indentured Servants

Primary Source Document Written in 1754 by Gottlieb Mittelberger (cont.)

The Voyage to the New World (cont.) When in such a gale [storm] the sea rages and surges [swells], so that the waves rise often like high mountains one above the other, and often tumble over the ship, so that one fears to go down with the ship; when the ship is constantly tossed from side to side by the storm and waves, so that no one can either walk, or sit, or lie, and the closely packed people in the berths [sleeping compartments] are thereby tumbled over each other, both the sick and the well—it will be readily understood that many of these people, none of whom had been prepared for hardships, suffer so terribly from them that they do not survive it.

I myself had to pass through a severe illness at sea, and I best know how I felt at the time. These poor people often long for consolation [comfort], and I often entertained and comforted them with singing, praying, and exhorting [urging]; and whenever it was possible and the winds and waves permitted it, I kept daily prayer meetings with them on deck. Besides, I baptized five children in distress because we had no ordained [official] minister on board. I also held divine [spiritual or godly] service every Sunday by reading sermons to the people; and when the dead were sucked in the water, I commended them and our souls to the mercy of God. Among the healthy, impatience sometimes grows so great and cruel that one curses the other, or himself and the day of his birth, and sometimes come near killing each other. Misery and malice [hostility] join each other, so that they cheat and rob one another. One always reproaches the other with having persuaded him to undertake the journey. Frequently children cry out against their parents, husbands against their wives and wives against their husbands, brothers and sisters, friends and acquaintances against each other. But most against the soul-traffickers.

My sigh and cry: “Oh, that I were at home again, and if I had to lie in my pig-sty!” Or they say: “O God, if I only had a piece of good bread, or a good fresh drop of water.” Many people whimper, sigh and cry piteously for their homes; most of them get home-sick. Many hundred people necessarily die and perish [pass away] in such misery, and must be cast into the sea, which drives their relatives, or those who persuaded them to undertake the journey, to such despair that it is almost impossible to pacify [calm] and console [comfort] them.

No one can have an idea of the sufferings which women in confinement [who are pregnant] have to bear with their innocent children on board these ships. Few of this class escape with their lives; many a mother is cast into the water with her [unborn] child as soon as she is dead. One day, just as we had a heavy gale [storm], a woman in our ship, who was to give birth and could not give birth under the circumstances, was pushed through a loop-hoe [port-hole] in the ship and dropped into the sea because she was far in the rear of the ship and could not be brought forward.

On the Misfortune of Indentured Servants

Primary Source Document Written in 1754 by Gottlieb Mittelberger (cont.)

The Voyage to the New World (cont.) Children from 1 to 7 years rarely survive the voyage. I witnessed misery in no less than 32 children in our ship, all of whom were thrown into the sea. The parents grieve all the more since their children find no resting-place in the earth but are devoured by the monsters of the sea. That most of the people get sick is not surprising because, in addition to all other trials and hardships, warm food is served only three times a week, the rations being very poor and very little. Such meals can hardly be eaten, on the account of being so unclean. The water which is served out on the ships is often very black, thick, and full of worms, so that one cannot drink it without loathing, even with the greatest thirst. Toward the end we were compelled [forced] to eat the ship’s biscuit which had been spoiled long ago; though in a whole biscuit there was scarcely a piece the size of a dollar that had not been full of red worms and spiders’ nests. At length, when, after a long and tedious voyage, the ships come in sight of land, so that the promontories can be seen, which the people were so eager and anxious to see, all creep from below on deck to see the land from afar, and they weep for joy, and pray and sing, thanking and praising God. The sight of the land makes the people on board the ship, especially the sick and the half dead, alive again, so that their hearts leap within them; they shout and rejoice and are content to bear their misery in patience, in the hope that they may soon reach the land in safety. But alas!

Payment for the Passage When the ships have landed at Philadelphia after their long voyage, no one is permitted to leave them except those who pay for their passage or can give good security; the others, who cannot pay, must remain on board the ships till they are purchased and are released from the ships by their purchasers. The sick always fare the worst, for the healthy are naturally preferred and purchased first; and so the sick and wretched must often remain on board in front of the city for 2 or 3 weeks, and frequently die, whereas many a one, if he could pay his debt and were permitted to leave the ship immediately, might recover and remain alive. The sale of human beings in the market on board the ship is carried on thus: Every day Englishman, Dutchmen and High-German people come from the city of Philadelphia and other places, in part form a great distance, say 20, 30, or 40 hours away, and go on board the newly arrived ship that has brought and offers for sale passengers from Europe, and select among the healthy persons such as they deem [see as] suitable for their business, and bargain with them how long they will serve for their passage money, which most of them are still in debt for. When they have come to an agreement, it happens that adult persons bind [commit] themselves in writing [a contract] to serve 3, 4, 5, or 6 years for the amount due by then, according to their age and strength. But very young people, from 10 to 15 years, must serve till they are 21 years old.

#2684 Colonial America EA-18 © Teacher Created Materials, Inc. Student Handbook—Level A

On the Misfortune of Indentured Servants

Primary Source Document Written in 1754 by Gottlieb Mittelberger (cont.)

Payment for the Passage (cont.) Many parents must sell and trade away their children like so many head of cattle; for if their children take the debt upon themselves, the parents can leave the ship free and unrestrained; but as the parents often do not know where and to what people their children are going, it often happens that such parents and children, after leaving the ship, do not see each other again for many years, perhaps never again. It often happens that whole families, husband, wife, and children, are separated by being sold to different purchasers, especially when they have not paid any part of their passage money. When a husband or wife has died at sea, when the ship has made more than half of her trip, the survivor must pay or serve not only for himself or herself but also for the deceased. When both parents have died over half-way at sea, their children, especially when they are young and have nothing to pawn [sell] or to pay, must stand for their own and their parent’s passage, and serve till they are 21 years old. When one has served his or her term, he or she is entitled to a new suit of clothes at parting; and if it has been so stipulated [originally agreed], a man gets in addition a horse, a woman, a cow.

Servitude When a serf [indentured servant] has an opportunity to marry in this country, he or she must pay for each year which he or she would have yet to serve, 5 to 6 pounds. But many a one who has thus purchased and paid for his bride, has subsequently repented his bargain, so that he would sadly have returned his exorbitantly dear ware, and lost the money besides. If some one in this country runs away from his master, who has treated him harshly, he cannot get far. Good provision [plan] has been made for such cases, so that a runaway is soon recovered. He who detains [holds] or returns a deserter receives a good reward. If such a runaway has been away from his master one day, he must serve for it as a punishment a week, for a week a month, and for a month half a year.

Response to Literature You have been asked to work in literature circles so that you can discuss subjects that came up in the indentured servant’s story. On a separate sheet of paper, describe what you learned about this time in history dealing with women’s rights, children’s rights, clean food, control of money, burials, medical care, and the similarities and differences between a slave and an indentured servant. You may respond to other areas that you found surprising as well.

The Peopling of America Quiz

Part I Directions: Underline the correct answer for each question. 1. The London Company that was granted a charter by King James I to establish a colony in America was mainly interested in a. having friendly relations with the Indians b. trade and making a profit for the company’s shareholders c. developing good farming techniques for growing corn d. obtaining buffalo hides and pottery as trade goods 2. The Quakers came to America from England to get away from religious persecutions and disputes, led by a. Roger Williams b. William Bradford c. James Oglethorpe d. William Penn 3. The Quaker settlement was located a. north of the Gulf of St. Lawrence and the St. Lawrence River valley b. in what is today called Philadelphia and Pennsylvania c. in the Cape Fear region of the Carolinas d. in Massachusetts 4. This Frenchman explored the entire length of the Mississippi River down to the Gulf of Mexico, and claimed all of the territory he called Louisiana for the King of France a. Samuel de Champlain b. Peter Stuyvesant c. Robert de La Salle d. Father Jacques Marquette 5. The number of Black slaves that were brought into the colonies in the early and mid-1700s indicates a. immigration laws were not being enforced b. they were happy to come to America for the chance at a better life c. that southern plantations were increasingly successful and profitable and needed the cheap labor d. they came as Freedmen to get land 6. During the colonial period, the 1600s through 1775, which of the following was not a major and profitable plantation crop in the southern British colonies in North America? a. cotton b. tobacco c. rice d. indigo

The People of America Quiz

Part I (cont.) 7. The paintings and drawings of the British Eighteenth Century artist, William Hogarth (1697Ð1764), show that life in England was a. filled with loving kindness and overflowing with humanity b. all generosity, charity, and love for all of God’s creatures c. horribly cruel, vicious, and totally lacking in mercy and compassion d. much like how we live in the United States today

8. The orphaned children of indentured servants who died during the passage to America a. would be sold into slavery b. themselves became indentured servants upon their arrival to the New World c. were cast ashore and made to fend for themselves d. were given to loving foster parents who treated them with love and kindness

9. Which of the following vocabulary terms best describes the food and the conditions aboard the ships that carried indentured servants to America? a. abominable and disgusting b. miserable and wretched c. loathsome and detestable d. all of the above

10. Which statement is not true about the major differences between the Black slaves that were taken out of Africa and the indentured servants that came from England and Europe? a. the indentured servants had a “contract” that determined the length of their service b. the indentured servants experienced a great deal of discomfort during their journey to America when they were kept in chains and shackles c. the indentured servants could look forward to earning their freedom in a shorter period of time d. the indentured servants had better food and more comfortable conditions on the ships that brought them to America

11. It is conservatively estimated that from 1620 to 1780, over 600,000 immigrants made their way to America, to the area that would eventually become the United States, of which a. the majority were merchants, tradespeople, shopkeepers, master craftsmen, people with professions and skills, and all free labor b. the majority were moderately well off, owned their own farms, and were completely free of debt and obligations c. the majority were felons and convicts, sentenced to “forced transportation to the colonies” because they were undesirable elements of British society d. the majority consisted of unfree labor, mainly slaves and indentured servants under contract to work in servitude

The Peopling of America Quiz

Part II 12. Almost one half of the European settlers who formed colonies in America came from England. The first English settlement at Roanoke in 1587 disappeared without a trace, but the 1607 settlement at Jamestown survived a rocky start. Complete the chart below, adding a brief explanation of the reason the settlement was established.

Founder Colony Reason

Capt. John Smith Jamestown

Cecilius Calvert Annapolis, Maryland

William Penn Philadelphia

Roger Williams Aquidneck, Rhode Island

James Oglethorpe Savanna, Georgia

William Bradford Plymnouth, Massachusetts

13. Examine the chart. What was the most frequent reason for founding a colony? Briefly explain the conditions in Europe that caused people to seek a new home.

______

The Peopling of America Quiz

Part II (cont.) 14. The early colonists had little idea of what awaited them in America. What items do you think would be most useful when venturing to a new home on a new continent? Explain your choices. ______

______

#2684 Colonial America K-6 © Teacher Created Materials, Inc. Online Connections Section Table of Contents Teacher’s Guide...... G-3 Lesson 1: Colonist Biography ...... G-5 Overview and Purpose ...... G-5 Time Required, Materials, and Objectives ...... G-5 Process and Procedures ...... G-6 Activity A: Colonist Questionnaire...... G-6 Activity B: Group Presentation and Critique ...... G-9 Lesson 2: Colony Exploration ...... G-10 Overview and Purpose ...... G-10 Time Required, Materials, and Objectives ...... G-10 Process and Procedures ...... G-11 Activity A: Colony Time Line/Graphic Organizer...... G-11 Activity B: Colony Jigsaw ...... G-12 Activity C: Venn Diagram—Compare Two Colonies ...... G-12 Lesson 3: Virtual Diary—Life in the New World ...... G-13 Overview and Purpose ...... G-13 Time Required, Materials, and Objectives ...... G-13 Process and Procedures ...... G-13 Activity A: Journal Composition ...... G-14 Activity B: Journal Design ...... G-14 Activity C: Journal Sharing ...... G-14 Follow-Up and Extensions ...... G-15 Additional Resources for Teachers...... G-16 Student Pages...... G-17 (Note: For student pages referenced in the teacher’s guide, use the student page numbers listed at the top of each student page.) Lesson 1: Colonist Biography ...... G-19 Famous Colonists Online Resources ...... G-19 Colonist Questionnaire...... G-20 Group Tasks...... G-21 Peer Critique Form ...... G-22 Lesson 2: Colony Exploration ...... G-23 Colony Time Line ...... G-23 Graphic Organizer ...... G-24 Venn Diagram—Compare Two Colonies ...... G-25 Lesson 3: Virtual Diary—Life in the New World ...... G-26 Virtual Diary Rubric ...... G-26 Recommended Web Sites...... G-27

Colonist Biography

Overview and Purpose As a general introduction to the Colonial America unit, the following activities are designed to give students insight into the lives and experiences of those who bravely left their homes in Europe to embark upon a life in the New World. Each student will begin this process by first investigating the life of a famous colonist. The findings will enable the student to develop an understanding of this person’s experiences and perspective. After conducting research on a particular colonist, the student will use the information to write a biography of that person and ultimately to create a group presentation to be given to the class. The process of writing a biography and creating a presentation will provide each student with a deeper understanding of the material. Presenting it to the class will further increase the student’s comprehension and grasp of the colonist’s plight as well as enlightening their classmates about this person’s life. The classmates who are watching the presentation will have the task of critiquing their peers as they present.

Time Required Approximately 5 class periods (45 minutes each)

Materials ¥ Computers with full Internet access, preferably one per student ¥ AppleWorks¨, Microsoft Word¨, or comparable word processing software (optional)

Objectives 1. Students examine Internet sites about chosen colonists as a way to develop an understanding of the colonists’ lives. 2. Students individually fill in a colonist fact sheet and write a biography using these facts. 3. Students, in groups of 3 or 4, choose the best biography and use it to create a meaningful demonstration of the colonist’s life. 4. Students give the presentation to the class, who will critique the performance.

Colony Exploration

Overview and Purpose This next lesson will allow the students to get a better understanding of where the colonist lived. In Lesson 1, the students learned about the lives of a famous colonist who settled in the New World. Now, students will get a closer look at what life on a colony entailed. The students will start the lesson by researching one of the 13 colonies. Students will then create a time line and complete a graphic organizer for this colony. They will finally meet in “jigsawed” groups to share what they have learned. The groups will compare and contrast their time lines and graphic organizers, witnessing the ways in which the colonies were alike and ways in which they differed. This activity will enhance the students’ overall perception of the colonial experience. Finally, students will get together with a partner and complete a Venn diagram comparing two colonies.

Time Required Approximately 5 class periods (45 minutes each)

Materials ¥ Computers with full Internet access, preferably one per student ¥ SmartDraw¨ (available at www.smartdraw.com) or other Venn diagram software (optional)

Objectives 1. Students thoroughly read and explore Web sites devoted to a particular colony of exploration. 2. Students use information from various Web sites to create a general time line of the important events occurring in the colony. 3. Students complete a graphic organizer, again using information garnered from Web sites. 4. Students “jigsaw” into a couple of groups to discuss the similarities and differences between the various colonies. 5. Working in pairs students create a Venn diagram comparing two colonies.

Virtual Diary—Life in the New World

Overview and Purpose After studying the lives of famous colonists and the colonial way of life, students are ready to create a virtual diary of a fictional character’s life in the New World. Using their knowledge of a particular colony, students will create this diary using the program Microsoft PowerPoint¨. This diary must be thoughtfully considered and realistic in nature. It should display the students’ understanding of what the colonists experienced—their jobs, religion, and general way of living.

Time Required Approximately 4 class periods (45 minutes each)

Materials ¥ Computers with full Internet access, preferably one per student

¥ Microsoft PowerPoint¨ software on each computer

Objectives 1. Students create their own diaries of a week in the life of a colonist. 2. Students gather pictures and clip art from the Internet in order to enhance the presentation. 3. Students share their presentations with the class and/or other classes.

Process and Procedures Together, we have seen how colonists left their life in England, crossed the Atlantic, and began a new endeavor. We have witnessed the details of life on a colony. Now, we get to be a colonist ourselves. The next activity involves creating a virtual diary slideshow of a fictional week living in one of the thirteen original colonies.