Lesson Plans Library

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Introductory graphic (edited), Lesson Plans Library
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Offers hundreds of lesson plans composed by teachers, on a variety of subjects, organized into three groups—K-5, 6-8, and 9-12. Provides 31 plans for grades 9-12 on U.S. history topics, including civil rights, balancing budgets, jazz, opposing views of the Vietnam War, Native American history, the Cold War, Japanese-Americans during World War II, racism, NATO, the Salem Witch Trials, U.S.-Cuba relations, and "The Power of Fiction," focusing on socially-relevant texts. Also includes 33 Literature plans—many on works by American authors—and plans for world history and ancient history. Valuable for high-school level history teachers.

Mundane Lives and Extreme Adventures

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Pot and platter of Miles Standish
Question

What were the primary concerns of life in the New World?

Answer

Let me somewhat arbitrarily focus the question more specifically on the earliest English explorers, adventurers, and settlers in Virginia and Massachusetts in the first half of the 17th century.

Reading their published accounts gives one the impression that their lives alternated between extremes of feast and famine, between health and sickness, between sublime ease and almost unimaginable hardship, and between periods of contentment and even boredom and periods of sharp fear and terror interspersed with periods of sheer joy. Supplementing those accounts, however, with evidence from rather more mundane sources such as probate and account books, old court records, and modern excavations of kitchen middens from colonial sites, yields a larger story of people organizing and conducting their work and family lives in ways similar to ours today.

The "Commodities" of Life in the English Settlements in the New World

Captain John Smith published A Description of New England in 1616 in London, in which account he sought, among other things, to recruit English settlers. In it he declared:

Worthy is that person to starve that here cannot live; if he have sense, strength and health: for there is no such penury of these blessings in any place, but that a hundred men may, in one houre or two, make their provisions for a day: and he that hath experience to manage well these affaires, with fortie or thirtie honest industrious men, might well undertake (if they dwell in these parts) to subject the Salvages, and feed daily two or three hundred men, with as good corn, fish and flesh, as the earth hath of those kindes, and yet make that labor but their pleasure; provided that they have engins, that be proper for their purposes.

The first minister in the Massachusetts Bay Colony, Reverend Francis Higginson, acting, like Smith, as a kind of colonial recruiter, published New-England's Plantation; or, a short and true description of the commodities and discommodities of that countrey in 1630 in London. In it, he praised the "fat black earth" around the Charles River in Massachusetts. The land, he said, was extremely fertile, and was well suited to the plow. "It is scarce to be believed how our kine and goats, horses and hogs do thrive and prosper here, and like well of this country." He bragged of the vast harvest of corn, turnips, parsnips, carrots, watercress, "pumpions," "cowcumbers," and herbs. He wrote that the colonists also planted and harvested mulberries, plums, raspberries, currants, chestnuts, filberts, walnuts, cherries, and strawberries.

He wrote about the abundance of game: deer and bear, as well as the other animals, listing wolves, foxes, beavers, otters, martins, great wild cats, and "a great beast called a molke"—most probably a moose. The abundance of fish was "almost beyond believing." Cod, mackerel, bass, and sturgeon; oysters, clams, mussels, and lobsters were easy to catch or gather. Of lobsters, Higginson wrote that "the least boy in the Plantation may both catch and eat what he will of them. For my own part, I was soon cloyed with them, they were so great, and fat, and luscious. I have seen some myself that have weighed sixteen pound; but others have had diverse times so great lobsters as have weighted twenty-five pound, as they assured me."

Higginson commended the "temper of the air" of New England as healthful. He noted that summers were hotter than in England and winters were colder, but he said that the cold was not so bad because of the ease of getting firewood. "Here is good living," he wrote, "for those that love good fires."

The "Discommodities"

Higginson's improbably upbeat list of New England's "discommodities" was much shorter: First, mosquitoes; second, the snow and cold of winter; third; poisonous snakes; and fourth, the lack of more settlers. This last "discommodity" is telling, and does much to explain the hearty promotional tone of the rest of his description.

In fact, many of the first settlers, both in Massachusetts and Virginia, died of starvation, which especially afflicted them during the first winters. Several times, Indians brought them some relief with baskets of corn and game.

Diseases of one kind or another also took their toll. Some of these they brought with them, such as smallpox. Some of them, like dysentery and scurvy, were the result of malnutrition or lack of fresh drinking water. The sheer physical difficulties involved in exploration and in building a settlement in the wilderness also presented tremendous hazards to those that undertook the work.

Shipwreck was also common, especially from the hurricanes and nor'easters that were novel to them. Shipwrecks not only endangered their own lives but also imperiled the re-provisioning of the colonies from England. This was especially critical in the first years of the settlements, when their vulnerability was increased by the fact that they had to depend on ships to supply them, not just with food, but also with basic goods, such as gunpowder, firearms, tools, iron, and cloth.

Colonel Henry Norwood's pamphlet, A Voyage to Virginia, described his harrowing trip in the fall of 1649 from England, in which his ship met storms off the coast of Cape Hatteras and they were blown offshore. He and a small party of others were eventually marooned on an uninhabited island off the coast of Maryland and nearly starved until being rescued by Indians and carried by them to the colony at Jamestown:

Of the three weak women before mentioned, one had the envied happiness to die about this time; and it was my advice to the survivors, who were following her apace, to endeavour their own preservation by converting her dead carcase into food, as they did to good effect. The same counsel was embrac'd by those of our sex; the living fed upon the dead; four of our company having the happiness to end their miserable lives on Sunday night the day of January___. Their chief distemper, 'tis true, was hunger; but it pleased God to hasten their exit by an immoderate access of cold, caused by a most terrible storm of hail and snow at north-west, on the Sunday aforesaid, which did not only dispatch those four to their long homes, but did sorely threaten all that remained alive, to perish by the same fate.

The colony in Virginia was established in the midst of the Algonquian nation of Powhatan, and the Plymouth Colony on the land of the Wampanoag tribe. Relations with the Indians were sketchy and volatile, consisting of periods of friendship interspersed with periods of fighting, sometimes alongside the Indians of one tribe against its enemies from other tribes. The colonists traded metal implements and cloth for food, furs, and land. But they also carefully constructed fortifications and palisades to protect themselves against the almost certain eventuality of attack by the various tribes and nations of Indians among whom they settled. Both colonies suffered large loss of life from Indian attack.

All in all, much of the earliest settlers' time and energies were devoted to providing for their basic, physical subsistence and doing what they could to ensure their survival. Much of the colonies' early precariousness was due to not having yet cleared and planted enough land to ensure harvests that would not only provide the colonists daily fare, but would also allow a surplus to draw upon during times of scarcity.

Until about the mid-20th century, historians largely worked from the writings of the colonists and explorers to understand what colonial life was like. But those writings offered only a very selective picture. For the past several decades, detailed research by archeologists and archivists into the material culture of the colonists has dramatically broadened and sometimes corrected the historical picture.

For more information

The History of Jamestown at Preservation Jamestown.

The Plymouth Colony Archive Project at the University of Virginia.

Bibliography

Images:
"The settlers at Jamestown," William Ludwell Sheppard, 1876, from Pioneers in the settlement of America: from Florida in 1510 to California in 1849. Boston: Samuel Walker, 1876-1877. New York Public Library.

"The pot and platter of Miles Standish," detail from Plymouth stereoview collection. New York Public Library.

South Carolina Confederate Relic Room and Military Museum

Description

The South Carolina Confederate Relic Room and Military Museum is South Carolina's official state military museum. It presents the history of military actions involving South Carolinians. Collections include uniforms, weaponry, Civil War battle flags, and textiles from the 19th and 20th centuries. Wars covered include Revolutionary War, War of 1812, Seminole War, Mexican War, Civil War, Spanish American War, World War I, and World War II. Exhibits are designed to meet state educational standards.

The museum offers exhibits, approximately one-hour school tours, monthly home school programming, Scout tours, JROTC tours, summer day camp, and teacher workshops. School tour options include a general tour and a tour with a focus on African American military history. The website offers activities to be completed at the museum, lesson plans, classroom activities, and a series of educational video clips.

Iroquois Confederacy

Description

This iCue Mini-Documentary describes Five Indian nations' formation of the Iroquois Confederacy in an effort to protect themselves against European settlers. The confederacy successfully maintained its strength through decades of colonization and warfare.

King Philip's War

Description

Jill Lepore, Professor of Early American History at Harvard University, speaks about her book, The Name of War: King Philip’s War and the Origins of American Identity, and traces the meanings attached to this brutally destructive war. Lepore examines early colonial accounts that depict King Philip's men as savages and interpret the war as a punishment from God, discusses how the narrative of the war is retold a century later to rouse anti-British sentiment during the Revolution, and finally describes how the story of King Philip is transformed yet again in the early 19th century to portray him as a proud ancestor and American patriot.

Digital History

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Image for Digital History
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These multimedia resources for teaching American history focus on slavery, ethnic history, private life, technological achievement, and American film. There are more than 600 documents on the history of Mexican Americans, Native Americans, and slavery, from "first encounters" through the Civil War.

A complete U.S. history textbook is presented, along with historical newspaper articles and more than 1,500 annotated links, including 330 links to audio files of historic speeches, and nine links to audio files of historians discussing relevant topics. Ten essays (800 words) address past controversies, such as the Vietnam War, socialism, and the war on poverty. Seven essays present historical background on more recent controversies and essays of more than 10,000 words each address the history of American film and private life in America. Exhibits offer 217 photographs from a freedmen's school in Alabama and seven letters between 18th-century English historian Catharine Macaulay and American historian Mercy Otis Warren.

American Originals Part II

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Speech notes, John F. Kennedy, Remarks of June 26, 1963
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A presentation of more than 25 "of the most treasured documents in the holdings of the National Archives" with 10 contextual essays of up to 300 words in length. Arranged in chronological sections, corresponding to eras suggested by the National Standards for History, this site provides facsimile reproductions of important documents relating to diplomacy, presidents, judicial cases, exploration, war, and social issues. Includes the Treaty of Paris ending the American Revolutionary War (1783); receipts from the Lewis and Clark expedition (1803); the judgment in the Supreme Court's Dred Scott Decision (1857); Robert E. Lee's demand for the surrender of John Brown at Harper's Ferry in 1859; the Treaty of 1868 with the Sioux Indians; an 1873 petition to Congress from the National Woman Suffrage Association for the right of women to vote, signed by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton; and a 1940 letter from student Fidel Castro to Franklin D. Roosevelt asking for a ten-dollar bill. Provides links to teaching suggestions for two of the documents. A good site for introducing students to a variety of the forms of documentation accumulated in the collections of the Archives.

Nature Transformed: The Environment in American History

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Detail, Nature Transformed
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This collection of essays, commissioned from distinguished scholars, is designed to deepen content knowledge and offer fresh ideas for teaching. Essays begin with a thorough overview of the topic. “Guiding Discussion” offers suggestions on introducing the subject to students, and “Historians Debate” notes secondary sources with varied views on the topic. Notes and additional resources complete each essay. Essays include links to primary sources in the National Humanities Center’s Toolbox Library and are part of the larger TeacherServe project.

Visitors can browse 17 essays, divided into "Native Americans and the Land," "Wilderness and the American Identity," and "The Use of the Land." These focus on the changing ways in which North Americans have related to the natural world and its resources. Topics include, among others, “The Columbian Exchange,” “The Effects of Removal on American Indian Tribes,” “Cities and Suburbs,” and “Environmental Justice for All.”

Useful for teachers looking to expand their content knowledge beyond the information and viewpoints presented in textbooks, and to get a taste of historians' debate over the interpretation of history.

Civics Online

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Painting, "Penn's Treaty with the Indians," Edward Hicks, c.1840-1844
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This site was designed as a resource for teachers and students of Civics, grades K-12, in Michigan public schools. The site provides access to 118 primary source documents and links to 71 related sites. Of these documents, 22 are speeches, 34 are photographs or paintings, and five are maps. The site is indexed by subject and "core democratic values" as determined by Michigan Curriculum Framework. A section for teachers includes one syllabi each for primary, middle, and high school courses. The syllabi are accompanied by interviews with the teacher who developed the assignments and by a student who participated in the curriculum, as well as by examples of student work. "Adventures in Civics" presents student visitors with a 178-word essay on Elian Gonzalez and an essay assignment for each grade level on what it means to be an American. The site links to six articles and 17 sites about Gonzalez.

Students may use a multimedia library, simultaneously searchable by era, grade-level, and core democratic value. The site also provides a timeline of American history with 163 entries (five to 500-words). The site provides a 1,000-word explanation of core democratic values and links to 41 other government and university sites about American history and civics. This site will probably be most interesting and useful for teachers looking for curriculum ideas.