NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 7th Grade English and Wampanoag Inquiry How did the English and the Wampanoag move from contact to cooperation to conflict? Charles De Wolf Brownell, illustration of Samoset meeting the English, in The Indian Races of North and South America, 1822.Public domain. Supporting Questions 1. What was the early contact like between the Pilgrims and the Wampanoags? 2. How did the Pilgrims and the Wampanoags cooperate in the early years after first contact? 3. How did the English and the Wampanoags move from cooperation to conflict? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 7th Grade English and Wampanoag Inquiry How did the English and the Wampanoag move from contact to cooperation to conflict? 7.2 COLONIAL DEVELOPMENTS: European exploration of the New World resulted in various interactions with Native New York State Social Americans and in colonization. The American colonies were established for a variety of reasons and developed differently Studies Framework Key based on economic, social, and geographic factors. Colonial America had a variety of social structures under which not all Idea & Practices people were treated equally. Gathering, Using, and Interpreting Evidence Comparison and Contextualization Staging the Question Using a painting to spark interest, record prior knowledge about the English, the Wampanoag, and the positive and negative Pilgrim–Wampanoag interactions. Supporting Question 1 Supporting Question 2 Supporting Question 3 What was the early contact like between the How did the Pilgrims and the Wampanoags How did the English and the Wampanoags Pilgrims and the Wampanoags? cooperate in the early years after first move from cooperation to conflict? contact? Formative Performance Task Formative Performance Task Formative Performance Task Write a first-person account from the Create an annotated illustration that Make a claim supported by evidence about perspective of a Pilgrim and/or a Wampanoag highlights how the Pilgrims and the whether or not the conflicts could have been man or woman about their early contact in Wampanoags cooperated in the early years avoided from the perspective of the English 1621. after their first contact. and/or the Wampanoags. Timeline Task Timeline Task Timeline Task List events in 1621 and 1622 that represent List events from 1622 through the 1630s that List events from the 1640s to the 1670s that the first contact between the Pilgrims and reflect cooperation between the Pilgrims and illustrate how conflict emerged between the Wampanoags. Wampanoag. English and Wampanoag. Featured Sources Featured Sources Featured Sources Source A: Image bank: Maps and illustrations Source A: Excerpt from Mourt's Relation: A Source A: Chart of population of the New of “Pilgrim Village” Journal of the Pilgrims at Plymouth England Colonies, 1620–1750 Source B: Excerpts from Mourt's Relation: A Source B: Excerpt from Of Plymouth Source B: Image bank: Maps of 17th-century Journal of the Pilgrims at Plymouth Plantation Plymouth settlements Source C: Illustrations of Samoset meeting the Source C: Excerpt from Of Plymouth Source C: Excerpts from A Relation of the Pilgrims Plantation Indian War Source D: Map of King Philip’s War ARGUMENT How did the English and the Wampanoag go from contact to cooperation to conflict? Construct an argument Summative (e.g., detailed outline, poster, essay) that discusses the deteriorating relationship between the English and the Wampanoags Performance using specific claims and relevant evidence from historical sources while acknowledging competing views. Task EXTENSION Create a graphic short story that illustrates an argument for how and why the English and Wampanoag relationship deteriorated over time, including supporting and counterevidence from a variety of sources. UNDERSTAND Research (e.g. examine online sources, interview an expert, contact someone from a Native American group) Taking the point of view of a modern indigenous group that is fighting for its rights. Informed ASSESS Explore whether or not conflict can be avoided in the situation you examined. Action ACT Create a video, Facebook page, or website that argues for or against the merits of the group’s struggle and present the product at a classroom or community event. THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 2 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT Overview Inquiry Description In this inquiry, students investigate one of the best-known stories in American history—the interaction between the Pilgrims and the Wampanoags that included the first Thanksgiving. The compelling question “How did the English and the Wampanoag move from contact to cooperation to conflict?” focuses on how the relationship between Native Americans and European settlers deteriorated over time. The Pilgrims’ initial contact with the Wampanoags in the winter of 1621 was not the first time Europeans and Native Americans met, but the interactions that followed have become a central part of the narrative of American history. Neither the Wampanoags nor the colonists were in a position to do much more than strike a wary and tense stand-off, as they were operating from positions of weakness. The 1616-1619 epidemic had decimated the Wampanoags, reduced to about 1,000 people, while the some 50 Plymouth colonists who had survived were starving. It should be noted that the use of the terms Pilgrim, Wamapanoag and English are generalizations. The arriving Europeans were originally known as Separatists, not Pilgrims. The name Pilgrim was not applied to these settlers until well over a century later. In addition, Massasoit and his people were Pokanokets. Similarly, the name Wampanoags does not appear in early documents originating in southern New England, but only much later. English refers to both Pilgrims and Puritans who both settled in the New England area and had interactions with the Indians. As they complete this inquiry, students learn more about the history of colonial and Native American relations by responding to the compelling question with an argument about how the interactions between the Pilgrims and the Wampanoags changed over time. In addition to the Key Idea listed earlier, this inquiry highlights the following Conceptual Understanding: • (7.2b) Different European groups had varied interactions and relationships with the Native American societies they encountered. Native American societies suffered from losses of life and land due to the Encounter with Europeans. NOTE: This inquiry is expected to take four to six 40-minute class periods. The inquiry time frame could expand if teachers think their students need additional instructional experiences (i.e., supporting questions, formative performance tasks, and featured sources). Teachers are encouraged to adapt the inquiries in order to meet the needs and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities. Structure of the Inquiry In addressing the compelling question “How did the English and the Wampanoag move from contact to cooperation to conflict?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument supported by evidence from a variety of sources. A key element of this inquiry is a sequencing of events that played out over many decades after the Pilgrims and Wampanoags’ first encounter in 1620. Across the three formative performance tasks, teachers may have students complete a timeline that weaves together events related to this inquiry. 3 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT Timeline Tasks What was the early contact like between How did the Pilgrims and the How did the English and the the Pilgrims and the Wampanoags? Wampanoags cooperate in the early years Wampanoags move from cooperation to after first contact? conflict? List events in 1620 and 1621 that List events from 1621 through the 1630s List events from the 1640s to the 1670s represent the first contact between the that reflect cooperation between the that illustrate how conflict emerged Pilgrims and Wampanoags. Pilgrims and Wampanoags. between the English and Wampanoags. Label events on a timeline related to Label events on a timeline related to Label events on a timeline related to • Pilgrims landing • Treaty between the colonists • King Philip’s War • First contact (Pilgrims) and the Wampanoag • Sickness among Native Americans Staging the Compelling Question Using the painting provided in the featured sources, students write down what they know (or think they know) about the Pilgrims, the Wampanoags, and the positive and negative interactions. Supporting Question 1 The first supporting question—“What was the first contact like between the Pilgrims and the Wampanoags?”— establishes the foundational understanding of the initial contact between one Native American group and the Pilgrims. The question asks students to understand this contact from the viewpoints of both Native Americans and colonists. To this end, the formative performance task calls on students to write a first-person account from the perspective of a Pilgrim settler or a Wampanoag man or woman about their first contact in 1620 and 1621. The featured sources are a sketch depicting the Plymouth