Exploring Historical Fiction

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Question

Do you have any suggestions for historical fiction that could be incorporated into our Language Arts classes on the topics of the Oregon Trail or Lewis and Clark? Currently we use Will Hobbs's Ghost Canoe to help reinforce teaching about Coastal Native Americans in the history classes.

Answer

Thanks for your inquiry. We often get requests for recommendations of historical fiction to use when studying particular time periods and historical events. So below, I first list some open-access digital databanks of fiction (and occasionally nonfiction) to use in the history/social studies classroom. Then I share some recommendations specific to your request.

Databases of Recommended Books

The National Council for the Social Studies’ (NCSS) Notable Books lists are a great resource. Each year, a panel of educators and librarians read more than 200 books to select these “notable books.” Lists from prior years can be downloaded for free and you can purchase the most recent list or access it for free with membership in NCSS. For each of these books, general reading levels and applicable NCSS standards are identified and a brief annotation gives an overview of content. OurStory, a project of the Smithsonian National Museum of American History, provides a useful bookfinder. Here you can search by general historical topic, age group, book type, and award. Searching this bookfinder for “19th century history” and "middle school" brings up 47 fiction and nonfiction books. Please note that it’s not clear when this list was last updated as it does not include recent award winners. The American Library Association's yearly list of Notable Children’s Books includes books suitable for children up to, and including, age 14. Books that win awards such as the Coretta Scott King Award and Newbery Medal are added to the list. (The ALA also has a page dedicated to book lists, but few specifically pertain to the history classroom.) The Reading and Writing Project at Teacher’s College has generated a list of historical fiction using teachers’ recommendations which can be accessed as a PDF here. This list just includes title, author, book type (i.e., picture or chapter) and level, but organizes the books by historical topic including a set of recommendations for “Westward Expansion and Prairie Life.” PBS has a list of historical fiction for grades four and five, which can be accessed here. Some states provide lists of historical fiction and nonfiction. Search California’s database using “Oregon” as keyword or “Lewis” as keyword and you will get more than 20 fiction and nonfiction books.

Specific Recommendations

All these online resources can help you find a book, but don’t forget your local and school libraries and independent bookstores. Often children’s librarians will have wonderful suggestions and your local bookseller may also have a quality selection of historical fiction. Indeed, Martha Dyer, librarian at Mission Hill Middle School in California, helped me compile the following recommendations. (One source she used that is not mentioned here is a database available at the local public library, “NoveList,” produced by Ebscohost.) Here are some titles worth investigating: Across the Wide and Lonesome Prairie: The Oregon Trail Diary of Hattie Campbell (1997) by Kristiana Gregory. This is a quality selection from the Dear America series. My Travels with Capts. Lewis and Clark, by George Shannon (2004) by Kate McMullan. Seaman: The Dog Who Explored the West with Lewis & Clark (1999) by Gail Langer Karwoski. The Journal of Jedediah Barstow, an Emigrant on the Oregon Trail: Overland, 1845 (2002) by Ellen Levine. This is part of the My Name is America series. Thomas Jefferson: Letters from a Philadelphia Bookworm (2000) by Jennifer Armstrong. This is part of the Dear Mr. President series. The books below do not directly address the specific time period or event you ask about, but they could also be good choices as they are engaging and relevant.

  • Call of the Wild by Jack London (1903)
  • The Devil’s Paintbox by Virginia McKernan (2010)
  • The Game of Silence by Louise Erdrich (2005)
  • The Journal of Wong Ming-Chung: a Chinese Miner, California, 1852 by Laurence Yep (2000)

And finally, consider one experienced middle school history teacher’s response to your question: “I usually have my students reading excerpts from Lewis and Clark's journals. Some of those read like a fictional story at times!” Good luck!

For more information

Teachinghistory.org addresses World War I and II literature in another Ask a Master Teacher response and 20th-century literature for the high school classroom in another.

See this response for five picture books for teaching the American Revolution to fifth graders.

Also see this Teaching Guide on using “book sets” that include fiction and nonfiction texts.

Slavery in Colonial British North America

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Question

What are some common misconceptions about colonial history?

Answer

While there are many misconceptions about this time period in American history, some of the most egregious surround the institution of slavery in the mainland colonies of British North America. It is common to read back into colonial times an understanding of slavery that is based on conditions that existed just prior to the Civil War. It is also important to understand slavery as an historical institution that changed over time and differed from place to place. To that end, one of the most common misconceptions is that slavery was a uniquely or distinctively Southern institution prior to the American Revolution.

Slavery in Pre-Revolution America

In the 13 mainland colonies of British North America, slavery was not the peculiar institution of the South. This development would occur after the American Revolution and during the first decades of the 19th century. Although slaves had been sold in the American colonies since at least 1619, slave labor did not come to represent a significant proportion of the labor force in any part of North America until the last quarter of the 17th century. After that time, the numbers of slaves grew exponentially. By 1776, African Americans comprised about 20% of the entire population in the 13 mainland colonies.

The North American mainland was a relatively minor destination in the global slave-trading network.

This figure, however, masks important regional differences. It is important to remember that the North American mainland was a relatively minor destination in the global slave-trading network. Less than 4% of all African slaves were sent to North America. The vast majority of enslaved people ended up in sugar-producing regions of Brazil and the West Indies. On the mainland British colonies, the demand for labor varied by region. In contrast to the middle and New England colonies, the Southern colonies chose to export labor-intensive crops: tobacco in Chesapeake (Virginia and Maryland) and rice and indigo in South Carolina, which were believed to be very profitable.

Large vs. Small Plantations

By the time of the American Revolution, slaves comprised about 60% of South Carolina's total population and 40% of Virginia's. While most enslaved people in the Chesapeake labored on small farms, many of those in South Carolina lived on large plantations with a large number of slaves. By 1750, one third of all low-country South Carolina slaves lived on units with 50 or more slaves. Ironically, those who lived on larger plantations were often allowed to complete their tasks for the day and then spend the rest of their time as they liked, free from white supervision. Those on smaller farms, however, often found themselves working side-by-side with their white masters, hired white laborers, and only a small number of slaves. As a result, they faced more scrutiny from whites, were expected to labor for the entire day, and had fewer opportunities to interact with other enslaved African Americans.

Slaves in the Urban North

Although the largest percentages of slaves were found in the South, slavery did exist in the middle and Northern colonies. The overall percentage of slaves in New England was only 2-3%, but in cities such as Boston and Newport, 20-25% percent of the population consisted of enslaved laborers. Other large cities, such as Philadelphia and New York, also supported significant enslaved populations. Although enslaved people in cities and towns were not needed as agricultural workers, they were employed in a variety of other capacities: domestic servants, artisans, craftsmen, sailors, dock workers, laundresses, and coachmen. Particularly in urban areas, owners often hired out their skilled enslaved workers and collected their wages. Others were used as household servants and demonstrated high social status. Whatever the case, slaves were considered property that could be bought and sold. Slaves thus constituted a portion of the owners' overall wealth. Although Southern slaveholders had a deeper investment in slaves than Northerners, many Northerners, too, had significant portions of their wealth tied up in their ownership of enslaved people.

Revolution Rhetoric and Redefining Slavery
Once colonists started protesting against their own enslavement, it was hard to deny the fundamental contradiction that slavery established.

The widespread ownership of slaves had significant implications. During the battles with Britain during the 1760s and 1770s, American Patriots argued that taxing the colonies without their consent reduced the colonists to the status of slaves. Since individuals in all the colonies owned slaves, this rhetoric had enormous emotional resonance throughout the colonies and helped turn the colonists against the mother county. Moreover, once colonists started protesting against their own enslavement, it was hard to deny the fundamental contradiction that slavery established: enslavement for black people and freedom for white people. Awareness of this contradiction forced white Americans to look at slavery in a new light. If Americans chose to continue to enslave black people, they would have to devise new arguments to justify slavery. It was at this time that arguments about blacks' inherent racial inferiority emerged to rationalize the institution.

This divergence in approach . . . was arguably the fork in the road that ultimately led the country to the sectional divisions that culminated in the . . . Civil War.

Nonetheless, during and immediately after the American Revolution, many individuals in both the North and the South took their revolutionary ideals seriously and concluded that slavery was unjust. They freed, or manumitted, their slaves. Yet each state decided for itself how to handle the issue. Northern states passed laws, or enacted judicial rulings, that either eliminated slavery immediately or put slavery on the road to gradual extinction. The story was different in the South. Because Southern states had a much deeper economic investment in slavery, they resisted any efforts to eliminate slavery within their boundaries. Although some (but not all) of the Southern states allowed individual owners to manumit their slaves if they chose, no Southern state passed legislation that ended slavery completely, either immediately or gradually. This divergence in approach was significant, as it began the time during which slavery would disappear from the North and become uniquely associated with the South. This moment was arguably the fork in the road that ultimately led the country to the sectional divisions that culminated in the coming of the Civil War.

For more information

PBS. Africans in America.
This site, associated with the PBS documentary series of the same name, contains numerous primary source documents relating to slaves and slavery in colonial British North America.

University of Virginia and Virginia Foundation for the Humanities. The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record.
This website contains over 1,200 images of various aspects of the slave trade, including contemporaneous drawings of the capture in Africa, the Middle Passage, and life in the Americas.

The Trans-Atlantic Slave Trade Database.
This site contains information on over 35,000 slaving voyages throughout the entire world. The site, which includes interactive maps, provides information on specific slave ships; estimates of the numbers of enslaved people brought from specific parts of Africa to specific parts of the Americas; and an African names database as well as several scholarly essays which analyze the data.

Berlin, Ira. Many Thousands Gone: The First Two Centuries of Slavery in North America. Cambridge: Harvard University Press, 1998.
This book sketches out regional differences in the institution of slavery in various parts of North America and explores the relationship between slave labor and the economy. It also explores how regions changed over time to allow slavery to have more or less importance in defining the society's characteristics.

Carretta, Vincent. Equiano the African: Biography of a Self-Made Man. New York, Penguin, 2005.
This is a critical analysis of one of the most famous autobiographies of an enslaved person who traveled throughout the Atlantic world in the colonial era.

Jordan, Winthrop D. White Over Black: American Attitudes toward the Negro, 1550-1812. Chapel Hill: University of North Carolina Press, 1968.
This is a classic work that discusses changing American attitudes toward Africans and African Americans over time. The book includes a discussion of slavery in the colonial North as well as the South, and explores the effects of the American Revolution on slavery.

Morgan, Edmund S. American Slavery, American Freedom: The Ordeal of Colonial Virginia. New York: W.W. Norton and Company, 1975.
This is a classic work which in the first half discusses the evolution in 17th-century Virginia from a labor force consisting primarily of white indentured servants to one dominated by slaves. The second part of the book grapples with the paradox of how some of the most fervent leaders of the American Revolution could at the same time hold human beings as slaves.

Prequel to Independence

Teaser

Teach your students about causality with this useful activity.

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Description

Students view primary and secondary sources that represent events leading up to the publication of the Declaration of Independence and place them in chronological order.

Article Body

Teaching the events leading up to the Declaration of Independence is routine in many American history classrooms. This lesson consists of a brief sequencing activity followed by a written assessment and is a good activity to use in conjunction with other activities on this topic. Students view a collection of 10 historical documents representing events leading up to the Declaration of Independence. Each document includes an image of the original document and brief explanatory details. After putting the documents in their proper sequence, students are prompted to write one to three paragraphs describing the sequence of events leading to the publication of the Declaration of Independence, using the documents they have just sequenced as specific examples.

While the activity is simple and short, it can help to lay the foundation for a lesson on contextualization, as students place documents in chronological order and see them in the context of surrounding events. Additionally, this lesson provides an excellent opportunity to analyze the nature of cause and effect and teachers could augment the lesson by having students explain how specific events are related to one another as well as to the Declaration of Independence.

This lesson is one of a large collection of similar activities in which students engage with historical documents. Teachers can register with the website for free and create their own activities using a large searchable database of primary and secondary sources.

Topic
Pre-American Revolution, Cause and Effect
Time Estimate
1 Class Session (or less)
flexibility_scale
3
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
Limited, but a brief explanation and some background information are included with each document.

Rubric_Content_Read_Write

Yes
In addition to reading the documents, students are required to write a brief essay explaining how the documents fit together at the end of the lesson.

Rubric_Analytical_Construct_Interpretations

No
Students put events in chronological order using provided materials.

Rubric_Analytical_Close_Reading_Sourcing

No

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

No
While background information is provided for each document, handwriting in some of the documents may be difficult for students to decipher. Teachers probably want to let students know ahead of time what sort of information they should look for in each document.

Rubric_Structure_Assessment

Yes
If the activity is completed on the website, the teacher may opt to receive an email for each student with the student’s written response, and a report of the student’s accuracy in placing the events in order.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

White House Historical Association

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Annotation

The White House Historical Association works "to enhance the understanding, appreciation and enjoyment of the White House." The website has a number of useful educational resources if you know where to look.

Start with the Themes and Media page that gathers educational resources from the entire website into thematic categories from African American history to protests. Within each collection, you'll find relevant selections from the website's pool of 10 text timelines, more than 15 online exhibits and tours, and more than 20 lesson plans labeled by grade level. One exhibit covers the political symbolism of, and national reaction to, First Lady Lou Hoover's invitation of Jessie DePriest, wife of the first African American elected to Congress in the 20th century, to tea.

The History page gathers the majority of these resources in one location. From information on artwork in the White House to milestones in White House staff history to White House pets, there's plenty to discover.

Most of the content in the Classroom section overlaps with that in History. However, here you can access all available lesson plans, sorted by grade level (K–3, 4–8, 9–12), as well as more than 10 primary sources. Finally, this is the place to go for more information on touring the White House or reserving a program for your DC Metro-area classroom.

Creating the United States

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Annotation

In this online exhibition from the Library of Congress you will find three primary source documents—the Declaration of Independence, the U.S. Constitution, and the Bill of Rights—along with more than 350 other related sources including laws, acts, essays, letters, political cartoons, and more. The exhibit displays images of the documents in their original and in interactive forms.

Each of the three major documents appears on the home page. Clicking on a link that begins "Read more about the history of..." takes you to a collection of short (1-2 paragraph) essays on steps in the process of creating the document, with each step accompanied by related primary sources. By clicking on a link that begins “View all items from Creating the...” you are taken to a page where you can view all the available documents related to the major document.

Rather than presenting the documents as works that spontaneously came about, this site can be used to teach and learn about the steps that led to the writing of the documents. For example, if you are interested in documents that were written prior to the U.S. Constitution, you can find more than 50 primary sources related to and predating the U.S. Constitution, including the Articles of Confederation and Thomas Jefferson writing on black education. If you are overwhelmed by the number of sources, you can create a free myLoC account where you can download, save, and store the documents you are interested in.

The best part of the website is that you can interact with the documents, completely dissecting them. (In order to interact fully with the documents you need Microsoft Silverlight, free to download on the site.) Clicking on “Interactives” in the menu at the top of the screen takes you to the interactive documents. Once you choose a document, the screen splits in two; on the left an explanatory text overview appears and on the right the original handwritten primary source. By clicking the “Explore” icon and then "Show Themes" on the right-hand side, you can explore the many themes of the primary source. For example, if you click on "Explore" and "Show Themes," the exhibit highlights parts of the document related to “The Pursuit of Happiness,” "Consent of the Governed," or three other themes. Click on a section marked with "The Pursuit of Happiness" on the Declaration of Independence, and you will see an overview/explanation of the idea on the left. Then you have the option of clicking “Where does this idea come from?” Clicking on that brings up documents that are related to the theme, such as Two Treatises of Government by John Locke, with the related passage in each highlighted.

Clicking on "Explore" also lets you click on "Transcribe." "Transcribe" pops up a window that you can drag over the primary source. The window shows a transcription of the handwritten text beneath it, including any changes the writer made to the document.

Teachers as well as students in grades 6-12 will find this website useful in learning about the history of each of the three major primary sources and about where the ideas in these documents come from.

Teachinghistory.org Teacher Representative Karla Galdamez wrote this Website Review. Learn more about our Teacher Representatives.

1775 Colonial Newspaper Article

Bibliography
Image Credits

Video 1:

  • Newspaper. Providence Gazette, March 17, 1770.
  • Newspaper. Article as reprinted in the Virginia Gazette, April 7, 1774. Accessible Archives.
  • Page. Force, Peter. American Archives: Consisting of a Collection of Authentick Records, State Papers, Debates, and Letters and Other Notices of Publick Affairs, the Whole Forming a Documentary History of the Origin and Progress of the North American Colonies. Washington, DC: 1848–1853.
  • Newspaper. Dunlap's Pennsylvania Packet, July 8, 1776.
  • Map. "Bowles's map of the seat of war in New England, 1776."
  • Engraving. New Hampshire crowd hoisting stamp distributor in effigy.
  • Print. McRae, John C. "Raising the Liberty Pole, 1776." c.1875. Library of Congress, Prints and Photographs Collection.

Video 2:

Video 3:

Video 4:

  • Letter. From Chief Justice Horsmanden to the Earl of Dartmouth. February 20, 1773.
  • Newspaper. The Gentleman's Magazine, May 1775.
  • Map. East coast with colonies.
  • Drawing. "Travis House good eating." Elizabeth O'Neill Verner. 1936. Library of Congress, Prints and Photographs Collection.
  • Print. Making a speech to a crowd.
  • Title page. West, Benjamin. The New-England Almanack . . . 1776.
  • Image. "Tea destroyed by Indians." 1773. An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera. Library of Congress.
  • Map. Boston Harbor, 1775.
  • Broadside. Excerpt from the minutes of the Declaration and Resolves of the First Continental Congress. 1774.
  • Print. Earl, Ralph. Battle of Lexington. 1775. New York Public Library Digital Gallery.
Video Overview

In 1775, a colonial newspaper reported on Patriots burning tea in Providence, RI. How much can you learn from this newspaper article? Whose point of view is it written from? What does it include and what does it leave out? Barbara Clark Smith reveals the questions she would ask to get the most from this primary source.

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csmith6.mov
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What interests you about this newspaper article?
What do you notice when you read this article closely?
What questions aren't answered by the document?
What would help you understand the context of this article?
Video Clip Duration
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3:35
3:28
Transcript Text

This is an article that was in the newspapers, the Patriot press in the 18th century. I tend to find these normally by looking through newspapers, which are generally on microfilm or in special collections. This one, however, I found in a specific collection, which is called the American Archives, edited by Peter Force. And what Peter Force did, in the early 19th century, was go and collect records from newspapers, from state papers, committee papers, and gather them together in several volumes and publish them as part of forming a documentary history of the American Revolution. So, this is a report that appeared in the colonial press. I'm not sure exactly where, but my guess is Boston or Hartford. Possibly more than one press because they tended to copy reports from each other. That's how they got their news, from other newspapers. And it's a report from Providence, RI.

The reason I'm interested in this sort of document is that I'm trying to get a kind of "close to the ground" look at the American Revolution. I want to know what the Patriot movement was like. The movement from, say, 1765 through the Revolution of people protesting parliamentary taxation and legislation. And I want to know less about the leading men who met in conventions and congresses, and who petitioned the King. I know a fair amount about them. I want to know about people on the local ground, ordinary people, women as well as men, and I want to know what was it like for them to become Patriots. And the questions I would bring to looking at these reports and newspapers would include: What is this telling me about ordinary people's participation? Not just what ideas might they bring to joining the revolution, or becoming a Patriot. But also what practices, what things did they have to do to be a Patriot? How do you practice being a Patriot? What does it really mean to join this movement? And what's it like, again, not in the official bodies that we think of as Patriot leaders, but kind of on the local ground, in this case in Providence, RI.

The first thing I was struck by was actually the last sentence, this image of this "Son of Liberty" going around the shops with his lampblack, which is the soot from oil lamps, a kind of black carbon soot. And unpainting the word "tea." It certainly makes me think of more famous events, like the Boston Tea Party. Although that's a real destruction of other people's property, they throw tea that doesn't belong to them into the harbor in Boston. But this seems sort of a smaller offering of one's own tea. But nonetheless, something of a gathering, a really dramatic gathering, where Patriots are expressing their political views.

Elsewhere in the second paragraph it says a great number of inhabitants—you'd really like to know, how many, how many that is compared to all of the inhabitants of Providence. They mention specifically some worthy women. So we know in this case the word "inhabitants" includes women, which sometimes it might or sometimes it doesn't. It doesn't specifically mention anyone else. We get the impression though that this is not limited to people who were qualified to vote. Certainly if women are there, it's not limited to qualified town voters. And possibly therefore there were men and boys present—apprentices, servants, slaves, sailors, any number of people who would normally not be voting and acting politically in that way, even in a town meeting. But who could attend a marketplace to purchase things, or in this case to refuse to purchase or to give up things or to observe.

One thing that I think is intriguing too is there's an argument about tea in this. It's not just a description saying people came to burn their tea. It describes tea for you. That it's needless, we don't need it. It's been detrimental to our liberty and interest and health. And that's intriguing because you can see the logic by which it's detrimental to Patriots' liberty and interest. They don't want to pay taxes on it. They don't think Parliament should be taxing this. Health is another question, and it's interesting that the Patriots raised this issue of how its supposed to be unhealthy just when Britain puts a tax on it, that's not really a common thought in the 18th century—that tea is unhealthy. In fact, people take it in part for medicinal purposes.

There's other information here that you can begin to pick up. That in addition to throwing the tea in the fire, they throw in some newspapers and a printed copy of a speech by Lord North that they disapprove of. And you can go and track down what was Lord North probably speaking about. Rivington's paper, a New York paper, Rivington's a Loyalist, and he's arguing on behalf of parliamentary power. So it's interesting they throw those newspapers in the fire as well. So it's not merely getting rid of the tea. It's all that English stuff.

I think one thing to notice about it is this isn't the kind of newspaper report we would expect, that we would get, of this happening. Even though it's written in the third person by someone describing it as if he or she was there, very authoritative, "this happened." It offers opinions in places where we might expect that you'd interview someone. It doesn't interview Jane Doe and have her say, "Well, I'm really cheerful to be throwing my tea in the fire, because I don't need this noxious weed." It's the reporter telling you and the reporter using language which testifies to his, and I think we can probably use the male pronoun here, position. In reading these it's tricky you will sometimes read pieces like this which talk about true friends of the country and lovers of freedom. And you'll discover the writer is talking about the Loyalists, the Tories, because, of course, they think too that they're the true lovers of America and freedom. So you have to sometimes read for a while to figure that out. In this case it's pretty straight forward, since they're burning Tory newspapers and throwing away tea and supporting the Sons of Liberty.

I'd really like to know more. What happened in organizing this? How did this come about? Who planned it and what was it like to attend and to observe? For example, all right, at noon you hear that you were invited to testify your good disposition to the Patriot cause by bringing your tea. Well, what does it mean if you don't feel like doing it? Does that mean if I don't bring my tea, my neighbors will, from here on out, know that I don't have a good disposition towards the Patriot cause. Does that label me a Tory who is sympathetic to Britain or to parliamentary power?

Similarly, this point that there appeared great cheerfulness in destroying the tea. And that these worthy women made free will offerings of their stocks of the tea. Well, that's a nice description, but you do wonder about those women who maybe didn't want to burn their tea. None of that is covered. If there are women who said, "Not me, I'm keeping my tea," you don't find that out here.

And finally, I think the real clue to the question of coercion or not comes in the last sentence describing a spirited "Son of Liberty" going along the street with his brush and lampblack and unpainting the word "tea" on the shop signs. Well, one wonders what the merchants, whose shops those were, where presumably they sold tea, thought about that. And it strikes me, that we don't have any information here, did he get permission from these merchants ahead of time? Or was this an act that put the merchants in a position where they would have to become quite unpopular with the Patriots if they decided to continue selling tea?

One of the first things I'd do is keep by me a dictionary so I could look up words, particularly a dictionary like the Oxford English Dictionary that has 18th-century meanings. Because often there's a word that will have changed in meaning. One example, they use the term, "the true interest of America." The term "interesting" which people in the 18th century would use to describe a situation, they say "that's an interesting situation." It doesn't mean, "I'm kind of interested in it intellectually," it means it involves people's economic interest, okay. They mean "interest" exactly in that sense almost all the time. And there are other examples, so one thing would be, don't be too far away from a good dictionary and preferably one that can tell you how things were used in the 18th century.

I'd certainly look for any references to people or events and make sure I knew what those were. Look in the history book, see if I could find out who's being referred to, who they assume everyone knows about. I'd go real carefully through the sentences, because 18th-century language, often the sentences are very long, with lots of different clauses which is complicated for us to understand today. And, certainly with newspapers at this time period, where they are either Patriot or Tory newspapers, I'd be looking for the point of view of the writer. In this case, the point of view is someone who's in favor the Patriots. So, that gives us the last thing which is I'd look for what isn't here. And in the case of a Patriot point of view, well, we don't hear about anybody in Providence who disagreed with this. And there, we don't know if there was or was not someone. That's simply absent from this.

One is I would try to contextualize the immediate incident that's being described here, this particular event in Providence, RI. And, the way that I might do that is by looking at other events taking place in Providence, by supporting this document with other descriptions of the event. I would hope I could find in letters or diaries, a description of this tea burning that took place in the marketplace. And I might particularly hope I could find a Tory, or a Loyalist, point of view, somebody who was upset that this happened. And I'd go and look in diaries and letters around the time of March 2nd, and following, look for that.

The second is, after looking at that particular incident, look more broadly at other places where this took place. And it turns out if you just follow in the newspapers, and read diaries and letters from the time, tea burnings are not uncommon in 1775. A variety of them take place in New Hampshire and New Haven, certainly in the New England area, and on into the middle colonies, you can find examples of gatherings like this. So this kind of event is a second context.

The third context, I'd look at the kind of document this is, which is a report in a newspaper. And think a little bit about reading other newspapers, reading to see if this is typical or atypical. I think its reasonably typical. There are a variety of these similar reports of Patriot events in different newspapers of this time period. And to know a little something about how people are reading this. We know that newspaper subscriptions are skyrocketing at this time. And also that people are reading them in taverns. The taverns tend to subscribe. And even people who are illiterate or don't read that well, can have it read to them in taverns. So that's one of the ways this kind of document gets dispersed throughout the colonies.

And then finally I'd want to think carefully about the chronology, about the moment that this represents of March 1775. It's clearly a divisive moment and a moment when people are under some pressure, here in Providence and in other places, to take sides. To get out there and not to say, "I agree with this or that position, I agree with these rights." But vote with your feet, or in this case, vote with your tea. To show up publicly, and to denounce tea drinking and tea drinkers, and take a side and get off the fence. And that makes sense. It's March 1775, it's after the Boston Tea party, which is December of [17]73, so there's a precedent, these people know there's been destruction of tea, which has been very controversial. The first Continental Congress has met and has encouraged people not to drink tea, so we know these people are supporting the Continental Congress, even though that that's never mentioned in here. And it's about, let's see, a month and a little bit, before the outbreak of warfare, so it's a very tense time in New England.