Everyday Life in Early America

Description

The seminar will explore the lived experience of ordinary Americans during the colonial period of history. Topics will include family and household, community organization, making a living, religious belief and practice, witchcraft and magic, and shared patterns of human psychology. Material culture will also receive considerable emphasis: domestic architecture, furnishings, and the natural environment. Mornings will be devoted to lectures and discussion; afternoons to field trips and library work.

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
646-366-9666
Target Audience
Middle and high school
Start Date
Cost
Free; $400 stipend granted
Course Credit
Pittsburg State University (PSU) is pleased to offer graduate credit to workshop participants at a tuition fee of $199 per credit hour. Participants can receive three graduate credit hours for the duration of the week.
Duration
One week
End Date

Massachusetts Bay Colony

Description

This iCue Mini-Documentary describes the English Puritans search for a place to practice their religion freely. They settled and eventually thrived in present-day Massachusetts, but they suffered the hardships of building a new colony.

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Maryland

Description

This iCue Mini-Documentary introduces Maryland's establishment when King Charles I granted the land to Lord Baltimore, a devout Catholic. His appointment angered the Protestant population already settled in Maryland.

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Pilgrims at Plymouth

Description

This iCue Mini-Documentary describes the departure of a group of Puritan Separatists from England aboard the Mayflower to settle a colony in America. In Plymouth, MA, they signed the Mayflower Compact, promising that all decisions of the new colony would be made by the majority.

This feature is no longer available.

Puerto Rico Encyclopedia/Enciclopedia de Puerto Rico

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Annotation

Visitors to this site will find more than 1,000 images and dozens of videos about the history and culture of Puerto Rico. The work of dozens of scholars and contributors, the Puerto Rico Encyclopedia reflects the diverse nature of the island: a U.S. territory, a key location for trade in the Caribbean, a Spanish-speaking entity with its own distinct culture, and a part of a larger Atlantic world. Funded by an endowment from the National Endowment for the Humanities and the Fundación Angel Ramos, the site is a key product from the Fundación Puertorriqueña de las Humanidades. It provides users with all content in both English and Spanish. Educators will find the site easy to navigate and conveniently categorized by themes; within each topic, appropriate subtopics provide an in-depth examination of Puerto Rican culture and history. Of particular interest to U.S. History teachers are the images and information found under History and Archeology. Here, teachers and students can explore a chronological narrative of the island's history and role at specific moments in U.S. and Atlantic history. Other sections worth exploring are Archeology (for its focus on Native American culture), Puerto Rican Diaspora (for its look at Puerto Ricans in the U.S.), and Government (for a detailed history on Puerto Rico's unique status as a free and associated US territory). Educators in other social science courses will also find valuable information related to music, population, health, education, and local government. In all, 15 sections and 71 subsections provide a thorough examination of Puerto Rico. The Puerto Rico Encyclopedia's bilingual presentation also makes it a good site for integrating Hispanic culture into the U.S. History curriculum, as well as helping to bridge curriculum for English Language Learners (ELLs) in the classroom.

Black-Robed Regiment

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Question

Did a black-robed regiment really exist during the American Revolution, or was it just a myth?

Answer

The term “Black Robe Regiment” referred not to a literal regiment of soldiers that wore black robes into battle but rather to the influential clergymen who promoted American independence and supported the military struggle against Britain. By encouraging the Patriot cause, those ministers helped muster critical support among members of their congregation—support the British begrudgingly acknowledged as vital to maintaining the colonists' frustrating resistance to British attempts to restore Parliamentary rule. In its implicit comparison of symbolic support to a specific body of troops, the term “Black Robe Regiment” is somewhat similar to the “fifth column” identified by the Spanish general Emilio Mola. During that country’s Civil War in 1936, Mola boasted that he had four columns of soldiers marching upon Madrid and a “fifth column” of sympathizers already living in the city who would support the army once it arrived. The term “fifth column” has since come to refer generally to civilian supporters living within a populace, even though that group usually lacks formal organization. Likewise, the Black Robe Regiment was not an actual detachment in the Continental Army but rather a British epithet for the influence preachers exerted in support of the Patriot cause. Advocates of the British crown found preachers’ support of the Patriot cause particularly detrimental to their efforts to maintain loyalty among the colonists. Such clergymen provided sanction for the cause of independence as well as formal support for the military effort. In the 1770s, most colonists still considered themselves aligned with England; many parishioners questioned the fundamental legitimacy of revolution, and of separating from Britain and consequently the Church of England. From their pulpits, these members of the Black Robe Regiment reassured their audiences that their revolution was justified in the eyes of God. Winning and maintaining the support of the population was critical in the American War for Independence, which relied heavily on the support of volunteers and the general population.

The origin of the British label “Black Robe Regiment,” was the rhetorical support for independence.

Peter Muhlenberg is perhaps the most iconic figure associated with the Black Robe Regiment. A Virginia minister, Muhlenberg accepted a commission to lead a regiment of the Continental army. An anecdote—likely apocryphal—from an 18th-century biography depicted Muhlenberg preaching to his congregation in his clerical robes, only to strip them off and reveal his military uniform underneath, a dramatic appeal for men to join the Patriot struggle. Muhlenberg served as an officer in the Continental Army throughout the war and commanded a brigade at the Battle of Yorktown. But Muhlenberg’s literal participation in the war’s fighting was highly unusual for clergymen. Far more common, and the origin of the British label “Black Robe Regiment,” was the rhetorical support for independence those ministers offered regularly from their pulpits. Nor should the undeniable importance of support from this influential group of Protestant clergymen suggest that the American Revolution was mainly a religious revolution, or that its supporters were monolithic in their faith. Colonial religious life was heterogeneous and reflected a diverse set of beliefs. Some Patriot supporters, like the Black Robe Regiment and their congregations, subscribed to Protestant faiths and read in the events of the war evidence that God favored their cause. Many other members of the founding generation—products of the Enlightenment, which emphasized reason and rational explanation over revealed truth—characterized themselves as Deists, believing that a divine God had created the universe and set it in motion, but took no active role in shaping or guiding human affairs. A few influential Patriots seemingly defied any sort of religious affiliation: Thomas Paine, whose pamphlets "Common Sense" and "The American Crisis" were credited with boosting support for the Patriot cause during critical junctures in the revolutionary movement, famously rejected organized religion and the creeds professed by various faiths. Asserting that “My own mind is my own church,” Paine suggested that the various religions appeared to him as “no other than human inventions, set up to terrify and enslave mankind, and monopolize power and profit.” Success in the War of Independence drew on Americans of diverse backgrounds, beliefs, and faiths, who unified effectively enough to defeat the world’s strongest military power in a bloody and protracted conflict.

For more information

For more primary sources on religion in the colonies and early U.S., check out the Library of Congress exhibit Religion and the Founding of the American Republic

Bibliography

Muhlenburg, Henry A. The life of Major-General Peter Muhlenburg of the Revolutionary Army. Philadelphia: Carey and Hart, 1849.

Paine, Thomas. Common Sense. Philadelphia, 1776.

The American Crisis. London: R. Carlisle, Fleet Street, 1819.

Divining America: Religion in American History

Teaser

Use this essay on Jewish immigration to flesh out a unit on the Civil War or immigration.

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Description

In this essay, authors Jonathan D. Sarna and Jonathan Golden of Brandeis University explore the impact Jewish immigration had on American history and culture.

Article Body

While the story of Jewish immigration to America often begins in the late 1800s, this rich story dates back to the beginning of the nation. We have included this essay in the lesson plan review section because it clearly identifies lesson topics, briefly presents teachers and students with a rich and nuanced overview of Jewish history, and provides resources to further explore the topic. The authors of this essay, Jonathan D. Sarna and Jonathan Golden of Brandeis University, explore how the evolution of Jewish customs and practices in America can be examined under the broad lens of assimilation. One scholarly debate summarized in this essay concerns the role of Old World and New World influences in shaping the distinct Jewish tradition that evolved in America. For teachers wishing to develop a historical inquiry lesson around the topic, this is a useful and flexible framework. In addition to viewing the Jewish experience in America through the broad lens of immigration, this resource also connects the Jewish experience with specific events across American history. One of the additional resources for instance, provides primary documents discussing the roles of Jews during the Civil War. Rather than a ready-to-go lesson, this resource is a great collection of the pieces needed for building lessons: background information, potential topics, inquiry questions, and links to primary sources. While the site links to many promising primary document collections, teachers will need to spend time identifying, selecting and modifying these documents. For additional information on adapting documents look to this guide. Use this essay to organize your thinking about Jewish Immigration or more specifically as the basis for a lecture or overview. For those teachers looking to teach this topic through documents, the essay includes key questions for students to explore using primary sources and links that make great starting points to find documents. And be sure to explore the other essays in this “Divining America: Religion in American History” series that offers more than thirty of these rich essays on key topics.

Topic
Jewish Immigration
Time Estimate
Varies
flexibility_scale
1
Rubric_Content_Accurate_Scholarship

Yes
Extensive bibliography provided.

Rubric_Content_Historical_Background

Yes
Centerpiece is rich background essay.

Rubric_Content_Read_Write

No

Rubric_Analytical_Construct_Interpretations

Yes
Includes questions that require interpretation.

Rubric_Analytical_Close_Reading_Sourcing

Yes
However, only yes if students read documents in the “additional resources” section.

Rubric_Scaffolding_Appropriate

Yes
Complex history succinctly explained for busy teachers.

Rubric_Scaffolding_Supports_Historical_Thinking

No

Rubric_Structure_Assessment

No

Rubric_Structure_Realistic

Yes
Provides several entry points into a curriculum (e.g. this lesson could be part of a unit on immigration or the Civil War).

Rubric_Structure_Learning_Goals

No