Download - 7th Grade English and Wampanoag Inquiry How did the ... · PDF fileNEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 3 Overview Inquiry Description In this inquiry, students investigate

NEWYORKSTATE SOCIAL STUDIES RESOURCETOOLKIT

T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 1

7thGradeEnglishandWampanoagInquiry

HowdidtheEnglishandtheWampanoagmovefromcontact

tocooperationtoconflict?

CharlesDeWolfBrownell,illustrationofSamosetmeetingtheEnglish,inTheIndianRacesofNorthandSouthAmerica,1822.Publicdomain.

SupportingQuestions

1. WhatwastheearlycontactlikebetweenthePilgrimsandtheWampanoags?2. HowdidthePilgrimsandtheWampanoagscooperateintheearlyyearsafterfirst

contact?3. HowdidtheEnglishandtheWampanoagsmovefromcooperationtoconflict?


T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 2

7thGradeEnglishandWampanoagInquiry

HowdidtheEnglishandtheWampanoagmovefromcontacttocooperationtoconflict?

NewYorkStateSocialStudiesFrameworkKeyIdea&Practices

7.2COLONIALDEVELOPMENTS:EuropeanexplorationoftheNewWorldresultedinvariousinteractionswithNativeAmericansandincolonization.TheAmericancolonieswereestablishedforavarietyofreasonsanddevelopeddifferentlybasedoneconomic,social,andgeographicfactors.ColonialAmericahadavarietyofsocialstructuresunderwhichnotallpeopleweretreatedequally.Gathering,Using,andInterpretingEvidence ComparisonandContextualization

StagingtheQuestion Usingapaintingtosparkinterest,recordpriorknowledgeabouttheEnglish,theWampanoag,andthepositiveandnegativePilgrim–Wampanoaginteractions.

SupportingQuestion1 SupportingQuestion2 SupportingQuestion3

WhatwastheearlycontactlikebetweenthePilgrimsandtheWampanoags?

HowdidthePilgrimsandtheWampanoagscooperateintheearlyyearsafterfirstcontact?

HowdidtheEnglishandtheWampanoagsmovefromcooperationtoconflict?

FormativePerformanceTask FormativePerformanceTask FormativePerformanceTask

Writeafirst-personaccountfromtheperspectiveofaPilgrimand/oraWampanoagmanorwomanabouttheirearlycontactin1621.

CreateanannotatedillustrationthathighlightshowthePilgrimsandtheWampanoagscooperatedintheearlyyearsaftertheirfirstcontact.

MakeaclaimsupportedbyevidenceaboutwhetherornottheconflictscouldhavebeenavoidedfromtheperspectiveoftheEnglishand/ortheWampanoags.

TimelineTask TimelineTask TimelineTask

Listeventsin1621and1622thatrepresentthefirstcontactbetweenthePilgrimsandWampanoags.

Listeventsfrom1622throughthe1630sthatreflectcooperationbetweenthePilgrimsandWampanoag.

Listeventsfromthe1640stothe1670sthatillustratehowconflictemergedbetweentheEnglishandWampanoag.

FeaturedSources FeaturedSources FeaturedSources

SourceA:Imagebank:Mapsandillustrationsof“PilgrimVillage”

SourceB:ExcerptsfromMourt'sRelation:AJournalofthePilgrimsatPlymouth

SourceC:IllustrationsofSamosetmeetingthePilgrims

SourceA:ExcerptfromMourt'sRelation:AJournalofthePilgrimsatPlymouth

SourceB:ExcerptfromOfPlymouthPlantation

SourceC:ExcerptfromOfPlymouthPlantation

SourceA:ChartofpopulationoftheNewEnglandColonies,1620–1750

SourceB:Imagebank:Mapsof17th-centuryPlymouthsettlements

SourceC:ExcerptsfromARelationoftheIndianWarSourceD:MapofKingPhilip’sWar

SummativePerformanceTask

ARGUMENTHowdidtheEnglishandtheWampanoaggofromcontacttocooperationtoconflict?Constructanargument(e.g.,detailedoutline,poster,essay)thatdiscussesthedeterioratingrelationshipbetweentheEnglishandtheWampanoagsusingspecificclaimsandrelevantevidencefromhistoricalsourceswhileacknowledgingcompetingviews.

EXTENSIONCreateagraphicshortstorythatillustratesanargumentforhowandwhytheEnglishandWampanoagrelationshipdeterioratedovertime,includingsupportingandcounterevidencefromavarietyofsources.

TakingInformedAction

UNDERSTANDResearch(e.g.examineonlinesources,interviewanexpert,contactsomeonefromaNativeAmericangroup)thepointofviewofamodernindigenousgroupthatisfightingforitsrights.

ASSESSExplorewhetherornotconflictcanbeavoidedinthesituationyouexamined.ACTCreateavideo,Facebookpage,orwebsitethatarguesfororagainstthemeritsofthegroup’sstruggleandpresenttheproductataclassroomorcommunityevent.


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Overview

InquiryDescription

Inthisinquiry,studentsinvestigateoneofthebest-knownstoriesinAmericanhistory—theinteractionbetweenthePilgrimsandtheWampanoagsthatincludedthefirstThanksgiving.Thecompellingquestion“HowdidtheEnglishandtheWampanoagmovefromcontacttocooperationtoconflict?”focusesonhowtherelationshipbetweenNativeAmericansandEuropeansettlersdeterioratedovertime.ThePilgrims’initialcontactwiththeWampanoagsinthewinterof1621wasnotthefirsttimeEuropeansandNativeAmericansmet,buttheinteractionsthatfollowedhavebecomeacentralpartofthenarrativeofAmericanhistory.NeithertheWampanoagsnorthecolonistswereinapositiontodomuchmorethanstrikeawaryandtensestand-off,astheywereoperatingfrompositionsofweakness.The1616-1619epidemichaddecimatedtheWampanoags,reducedtoabout1,000people,whilethesome50Plymouthcolonistswhohadsurvivedwerestarving.

ItshouldbenotedthattheuseofthetermsPilgrim,WamapanoagandEnglisharegeneralizations.ThearrivingEuropeanswereoriginallyknownasSeparatists,notPilgrims.ThenamePilgrimwasnotappliedtothesesettlersuntilwelloveracenturylater.Inaddition,MassasoitandhispeoplewerePokanokets.Similarly,thenameWampanoagsdoesnotappearinearlydocumentsoriginatinginsouthernNewEngland,butonlymuchlater.EnglishreferstobothPilgrimsandPuritanswhobothsettledintheNewEnglandareaandhadinteractionswiththeIndians.

Astheycompletethisinquiry,studentslearnmoreaboutthehistoryofcolonialandNativeAmericanrelationsbyrespondingtothecompellingquestionwithanargumentabouthowtheinteractionsbetweenthePilgrimsandtheWampanoagschangedovertime.

InadditiontotheKeyIdealistedearlier,thisinquiryhighlightsthefollowingConceptualUnderstanding:

• (7.2b)DifferentEuropeangroupshadvariedinteractionsandrelationshipswiththeNativeAmericansocietiestheyencountered.NativeAmericansocietiessufferedfromlossesoflifeandlandduetotheEncounterwithEuropeans.

NOTE:Thisinquiryisexpectedtotakefourtosix40-minuteclassperiods.Theinquirytimeframecouldexpandifteachersthinktheirstudentsneedadditionalinstructionalexperiences(i.e.,supportingquestions,formativeperformancetasks,andfeaturedsources).Teachersareencouragedtoadapttheinquiriesinordertomeettheneedsandinterestsoftheirparticularstudents.Resourcescanalsobemodifiedasnecessarytomeetindividualizededucationprograms(IEPs)orSection504Plansforstudentswithdisabilities.

StructureoftheInquiry

Inaddressingthecompellingquestion“HowdidtheEnglishandtheWampanoagmovefromcontacttocooperationtoconflict?”studentsworkthroughaseriesofsupportingquestions,formativeperformancetasks,andfeaturedsourcesinordertoconstructanargumentsupportedbyevidencefromavarietyofsources.AkeyelementofthisinquiryisasequencingofeventsthatplayedoutovermanydecadesafterthePilgrimsandWampanoags’firstencounterin1620.Acrossthethreeformativeperformancetasks,teachersmayhavestudentscompleteatimelinethatweavestogethereventsrelatedtothisinquiry.


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TimelineTasks

WhatwastheearlycontactlikebetweenthePilgrimsandtheWampanoags?

HowdidthePilgrimsandtheWampanoagscooperateintheearlyyearsafterfirstcontact?

HowdidtheEnglishandtheWampanoagsmovefromcooperationtoconflict?

Listeventsin1620and1621thatrepresentthefirstcontactbetweenthePilgrimsandWampanoags.

Listeventsfrom1621throughthe1630sthatreflectcooperationbetweenthePilgrimsandWampanoags.

Listeventsfromthe1640stothe1670sthatillustratehowconflictemergedbetweentheEnglishandWampanoags.

Labeleventsonatimelinerelatedto

• Pilgrimslanding

• Firstcontact


• Treatybetweenthecolonists(Pilgrims)andtheWampanoag

• SicknessamongNativeAmericans


• KingPhilip’sWar

StagingtheCompellingQuestion

Usingthepaintingprovidedinthefeaturedsources,studentswritedownwhattheyknow(orthinktheyknow)aboutthePilgrims,theWampanoags,andthepositiveandnegativeinteractions.

SupportingQuestion1

Thefirstsupportingquestion—“WhatwasthefirstcontactlikebetweenthePilgrimsandtheWampanoags?”—establishesthefoundationalunderstandingoftheinitialcontactbetweenoneNativeAmericangroupandthePilgrims.ThequestionasksstudentstounderstandthiscontactfromtheviewpointsofbothNativeAmericansandcolonists.Tothisend,theformativeperformancetaskcallsonstudentstowriteafirst-personaccountfromtheperspectiveofaPilgrimsettleroraWampanoagmanorwomanabouttheirfirstcontactin1620and1621.ThefeaturedsourcesareasketchdepictingthePlymouthsettlement,ajournalaccountofanearlymeetingbetweenPilgrimsandtheWampanoags,andasetofillustrationsoftheNativeleaderSamosetmeetingPilgrimleaders.

SupportingQuestion2

Thesecondsupportingquestion—“HowdidthePilgrimsandtheWampanoagscooperateintheearlyyearsafterfirstcontact?”—asksstudentstoconsiderhowtheWampanoagsandPilgrimscooperatedthroughtradeandcoexistedinrelativepeace.Theformativeperformancetaskasksstudentstousethefeaturedsources—EdwardWinslow’saccountofthefirstThanksgiving,the1621treatywithMassasoit,andWilliamBradford’sdescriptionofsicknessamongNativeAmericans—tocreatealistofthedifferentwaystheWampanoagsandthePilgrimscooperated.Aftercompletingthistask,studentsshouldunderstandhowthefirstcontacteventuallyledtomutuallybeneficialcooperation.


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Itshouldbenotedthattheideaofthe“firstthanksgiving”didn’tappearinthehistoricalrecorduntil1841.ThePilgrimswereactuallycelebratingatraditionalEnglishharvestfestivalwhentheyfeastedwiththeWampanoagin1622.

SupportingQuestion3

Thethirdsupportingquestion—“WhydidtheEnglishandtheWampanoagsmovefromcooperationtoconflict?”—establishesthedeclineoftherelationshipbetweentheWampanoagsandtheEnglish.Relationsdeterioratedinthe1630s,mostdramaticallywithKingPhilip’sWar(1675),whichremainsthebloodiestinUnitedStateshistoryrelativetopopulationsize.Theformativeperformancetaskasksstudentstouseevidencetomakeaclaimsuggestingawayeithersidecouldhaveavoidedconflict.ThefeaturedsourcesareachartofcolonialpopulationinNewEngland,animagebankofmapsof16th-centurysettlements,excerptsfromanaccountofWampanoagleaderMetacom’scomplaintsabouttheEnglish,andamapdepictingKingPhilip’sWar.

SummativePerformanceTask

Atthispointintheinquiry,studentshaveexaminedcontact,cooperation,andconflictbetweentheEnglishandtheWampanoags.Studentsshouldbeabletodemonstratethebreadthoftheirunderstandingandtheabilitytouseevidencefrommultiplesourcestosupporttheirclaims.Inthistask,studentsconstructanevidence-basedargumentusingmultiplesourcestoanswerthecompellingquestion“HowdidtheEnglishandtheWampanoagmovefromcontacttocooperationtoconflict?”Itisimportanttonotethatstudents’argumentscouldtakeavarietyofforms,includingadetailedoutline,poster,oressay.

Students’argumentswilllikelyvary,butcouldincludeanyofthefollowing:

• ConflictbetweentheEnglishandWampanoagswassuretohappensincethetwogroupscaredaboutdifferentthingsandliveddifferently.

• EnglishandWampanoagscooperatedalotintheearlyyearsofcontact,butconflictwaseventuallygoingtohappenbecausethetwosidesdidnotcommunicateverywell.

• EnglishandWampanoagshadmanydifferencesbutthatdidnotmeanthetwogroupshadtogotowar.

Toextendtheirlearning,studentscouldcreatecomicstripsthatillustrateanargumentforhowandwhytheEnglish–Wampanoagrelationshipdeterioratedovertime,includingsupportfromavarietyofsources.

StudentshavetheopportunitytoTakeInformedActionbyconsideringthepointofviewofamodernindigenousgroupthatisfightingforitsrights.Tounderstandtheproblem,studentsmayresearch(e.g.,examineonlinesources,interviewanexpert,orcontactsomeonefromaNativeAmericangroup)theeffortsofoneNativeAmericangroupthatiscurrentlyfightingforitsrightstolandorotherresources.Toassesstheproblem,studentsmayexplorewhetherornotconflictcanbeavoidedinthisstruggle.Studentsmaythenactbycreatingavideo,Facebookpage,orwebsitethatarguesfororagainstthemeritsofthegroup’sstruggleandpresentingtheproductataclassroomorcommunityevent.


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StagingtheCompellingQuestion

FeaturedSourceSourceA:J.L.G.Ferris,paintingofrelationsbetweenthePilgrimsandWampanoags,TheFirstThanksgiving1621,1919

Publicdomain.AvailableattheLibraryofCongress:http://www.loc.gov/pictures/item/2001699850/.


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SupportingQuestion1

FeaturedSource SourceA:Imagebank:Mapsandillustrationsof“PilgrimVillage”

Image1:Mapviewofthelocationofthe“PilgrimVillage,”PlimothPlantationMuseum,nodate.

CourtesyofthePlymouthArchiveProject,http://www.histarch.illinois.edu/plymouth/fortplan.html


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Image2:Arialphotographofthelocationofthe“PilgrimVillage,”PlimothPlantationMuseum,1995.

CourtesyofthePlymouthArchiveProject,http://www.histarch.illinois.edu/plymouth/fortplan.html.


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Image3:Reconstructedsketchofthe"PilgrimVillage"atPlimothPlantation,PlimothPlantationMuseum,nodate.PlimouthPlantationMuseum.Usedwithpermission.AvailableatthePlymouthColonyArchiveProject,UniversityofIllinoisatUrbana-Champaign:http://www.histarch.illinois.edu/plymouth/images/Plimsketch.html.


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Image4:Arialviewofreconstructed“PilgrimVillage,”PlimothPlantationMuseum,nodate.

CourtesyofthePlymouthArchiveProject,http://www.histarch.illinois.edu/plymouth/fortplan.html.


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SupportingQuestion1

FeaturedSourceSourceB:EdwardWinslow,descriptionofthefirstencounterbetweenthePilgrimsandWampanoag,Mourt'sRelation:AJournalofthePilgrimsatPlymouth(transcribedbyCalebJohnson,excerpts),1622

NOTE:Mourt’sRelationwasanearlyPilgrimbookletwrittenmainlybyEdwardWinslowwithsignificantcontributionsfromWilliamBradford.PublishedinEngland(likelybyGeorgeMorton),itprovidesafirsthandaccountoftheearlystrugglesofPilgrimsinexploringCapeCodandthensettlingatPlymouthaswellasearlyinteractionswithNativeinhabitants.TheexcerptheredescribesthefirstverybriefencounterbetweenPilgrimsettlersandNativeAmericansonNovember15,1620.

TextfromMourt’sRelationTranscribedbyCalebJohnson

Wednesday,the15thofNovember,theyweresetashore,andwhentheyhadorderedthemselvesintheorderofasinglefileandmarchedaboutthespaceofamile,bytheseatheyespiedfiveorsixpeoplewithadog,comingtowardsthem,whoweresavages,whowhentheysawthem,ranintothewoodandwhistledthedogafterthem,etc.FirsttheysupposedthemtobeMasterJones,themaster,andsomeofhismen,fortheywereashoreandknewoftheircoming,butaftertheyknewthemtobeIndianstheymarchedafterthemintothewoods,lestotheroftheIndiansshouldlieinambush;butwhentheIndianssawourmenfollowingthem,theyranawaywithmightandmainandourmenturnedoutofthewoodafterthem,foritwasthewaytheyintendedtogo,buttheycouldnotcomenearthem.Theyfollowedthemthatnightabouttenmilesbythetraceoftheirfootings,andsawhowtheyhadcomethesamewaytheywent,andataturningperceivedhowtheyranupahill,toseewhethertheyfollowedthem.Atlengthnightcameuponthem,andtheywereconstrainedtotakeuptheirlodging,sotheysetforththreesentinels,andtherest,somekindledafire,andothersfetchedwood,andthereheldourrendezvousthatnight.

NOTE:ThefollowingexcerptdescribesthefirstextendedencounterofPilgrimsettlersandNativeAmericansinMarchof1621.

TextfromMourt’sRelationTranscribedbyCalebJohnson

Friday,the16th[ofMarch],afairwarmday;towardsthismorningwedeterminedtoconcludeofthemilitaryorders,whichwehadbeguntoconsiderofbeforebutwereinterruptedbythesavages,aswementionedformerly.Andwhilstwewerebusiedhereabout,wewereinterruptedagain,fortherepresentedhimselfasavage,whichcausedanalarm.Heveryboldlycameallaloneandalongthehousesstraighttotherendezvous,whereweinterceptedhim,notsufferinghimtogoin,asundoubtedlyhewould,outofhisboldness.HesalutedusinEnglish,andbadeuswelcome,forhehadlearnedsomebrokenEnglishamongtheEnglishmenthatcametofishatMonchiggon,andknewbynamethemostofthecaptains,commanders,andmastersthatusuallycame.Hewasamanfreeinspeech,sofarashecouldexpresshismind,andofaseemlycarriage.Wequestionedhimofmanythings;hewasthefirstsavagewecouldmeetwithal.….Thewindbeingtorisealittle,wecastahorseman'scoatabouthim,forhewasstarknaked,onlyaleatherabouthiswaist,withafringeaboutaspanlong,orlittlemore;hehadabowandtwoarrows,theoneheaded,andtheotherunheaded.Hewasatallstraightman,thehairofhisheadblack,longbehind,onlyshortbefore,noneonhisfaceatall;heaskedsomebeer,butwegavehimstrongwaterandbiscuit,andbutter,andcheese,andpudding,andapieceofmallard,allwhichhelikedwell,andhadbeenacquaintedwithsuchamongsttheEnglish.HetoldustheplacewherewenowliveiscalledPatuxet,andthataboutfouryearsagoalltheinhabitantsdiedofanextraordinaryplague,andthereisneitherman,woman,norchildremaining,asindeedwehavefoundnone,soasthereisnonetohinderourpossession,ortolayclaimuntoit.…


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SaturdayandSunday,reasonablefairdays.Onthisdaycameagainthesavage,andbroughtwithhimfiveothertallpropermen;theyhadeverymanadeer'sskinonhim,andtheprincipalofthemhadawildcat'sskin,orsuchlikeontheonearm.Theyhadmostofthemlonghosenuptotheirgroins,closemade;andabovetheirgroinstotheirwaistanotherleather,theywerealtogetherliketheIrish-trousers.TheyareofacomplexionlikeourEnglishgypsies,nohairorverylittleontheirfaces,ontheheadslonghairtotheirshoulders,onlycutbefore,sometrussedupbeforewithafeather,broad-wise,likeafan,anotherafoxtailhangingout.Theseleft(accordingtoourchargegivenhimbefore)theirbowsandarrowsaquarterofamilefromourtown.Wegavethementertainmentaswethoughtwasfittingthem;theydideatliberallyofourEnglishvictuals.Theymadesemblanceuntousoffriendshipandamity;theysanganddancedaftertheirmanner,likeantics.Theybroughtwiththeminathinglikeabow-case(whichtheprincipalofthemhadabouthiswaist)alittleoftheircornpoundedtopowder,which,puttoalittlewater,theyeat.Hehadalittletobaccoinabag,butnoneofthemdrankbutwhenhelisted.

Johnson,Caleb.OfPlymouthPlantation,Xlibris,2006andARelationorJournaloftheBeginningandProceedingsoftheEnglishPlantationSettledatPlymouthinNewEnglandbycertainEnglishAdventurersbothMerchantsandothers.©2009,MayflowerHistory.comAllRightsReserved.Usedwithpermission.


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SupportingQuestion1

FeaturedSource SourceC:Imagebank:IllustrationsofSamosetmeetingthePilgrims

Image1:CharlesDeWolfBrownell,illustrationofSamosetmeetingthePilgrims,inTheIndianRacesofNorthandSouthAmerica,1822.Publicdomain.


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Image2:Artistunknown,illustrationofvisitofSamosettothePlymouthcolony,PopularHistoryoftheUnitedStates,fromtheFirstDiscoveryoftheWesternHemispherebytheNorthmentotheEndoftheCivilWar,1876.Publicdomain.AvailablefromtheNewYorkPublicLibraryDigitalCollections:http://digitalcollections.nypl.org/items/510d47e0-f382-a3d9-e040-e00a18064a99.


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SupportingQuestion2

FeaturedSourceSourceA:EdwardWinslow,descriptionofthefirstThanksgiving,Mourt'sRelation:AJournalofthePilgrimsatPlymouth(excerpt),1622

NOTE:Mourt’sRelationwasanearlyPilgrimbookletwrittenmainlybyEdwardWinslowwithsignificantcontributionsfromWilliamBradford.PublishedinEngland(likelybyGeorgeMorton),itprovidesafirsthandaccountoftheearlystrugglesofPilgrimsinexploringCapeCodandthensettlingatPlymouth,aswellasinearlyinteractionswithnativeinhabitants.Inalater1841edition,aneditor’snotebecamethefirsteverreferencetothe1621Wampanoag–Pilgrimfeastas“theFirstThanksgiving.”Theexcerptbelowrecountsthestoryofthis“FirstThanksgiving.”

Mourt’sRelation,PartVITranscribedbyCalebJohnsonOurharvestbeinggottenin,ourgovernorsentfourmenonfowling,thatsowemightafterhaveaspecialmannertorejoicetogetherafterwehadgatheredthefruitofourlabors;theyfourinonedaykilledasmuchfowl,aswithalittlehelpbeside,servedthecompanyalmostaweek,atwhichtimeamongstotherrecreations,weexercisedourarms,manyoftheIndianscomingamongstus,andamongtheresttheirgreatestKingMassasoit,withsomeninetymen,whomforthreedaysweentertainedandfeasted,andtheywentoutandkilledfivedeer,whichtheybroughttotheplantationandbestowedonourgovernor,anduponthecaptain,andothers.Andalthoughitbenotalwayssoplentifulasitwasatthistimewithus,yetbythegoodnessofGod,wearesofarfromwantthatweoftenwishyoupartakersofourplenty.WehavefoundtheIndiansveryfaithfulintheircovenantofpeacewithus;verylovingandreadytopleasureus;weoftengotothem,andtheycometous;someofushavebeenfiftymilesbylandinthecountrywiththem,theoccasionsandrelationswhereofyoushallunderstandbyourgeneralandmorefulldeclarationofsuchthingsasareworththenoting,yea,ithaspleasedGodsotopossesstheIndianswithafearofus,andloveuntous,thatnotonlythegreatestkingamongstthem,calledMassasoit,butalsoalltheprincesandpeoplesroundaboutus,haveeithermadesuituntous,orbeengladofanyoccasiontomakepeacewithus,sothatsevenofthematoncehavesenttheirmessengerstoustothatend.Yea,anIsleatsea,whichweneversaw,hathalso,togetherwiththeformer,yieldedwillinglytobeundertheprotection,andsubjectstooursovereignlordKingJames,sothatthereisnowgreatpeaceamongsttheIndiansthemselves,whichwasnotformerly,neitherwouldhavebeenbutforus;andweforourpartswalkaspeaceablyandsafelyinthewoodasinthehighwaysinEngland.Weentertainthemfamiliarlyinourhouses,andtheyasfriendlybestowingtheirvenisononus.TheyareapeoplewithoutanyreligionorknowledgeofGod,yetverytrusty,quickofapprehension,ripe-witted,just. Johnson,Caleb.OfPlymouthPlantation,Xlibris,2006andARelationorJournaloftheBeginningandProceedingsoftheEnglishPlantationSettledatPlymouthinNewEnglandbycertainEnglishAdventurersbothMerchantsandothers.©2009,MayflowerHistory.comAllRightsReserved.Usedwithpermission..


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SupportingQuestion2

FeaturedSource SourceB:WilliamBradford,treatywithMassasoit,OfPlymouthPlantation(excerpt),1651

NOTE:ThetreatywithMassasoitwasincludedintherecordofactivitiesinthePlymouthcolonykeepbyWilliamBradfordcalledOfPlymouthPlantation.TextofthetreatyTheirgreatSachem[chief],calledMassasoiet.who,aboutfourorfivedaysafter,camewiththechiefofhisfriendsandotherattendance,withtheaforesaidSquanto.Withwhom,afterfriendlyentertainmentandsomegiftsgivenhim,theymadeapeacewithhim(whichhathnowcontinuedthis24years)intheseterms:

I. Thatneitherhenoranyofhis,shouldinjureordohurttoanyoftheirpeople.II. Thatifanyofhisdidanyhurttoanyoftheirs,heshouldsendtheoffenderthattheymightpunishhim.III. Thatifanythingweretakenawayfromanyoftheirs,heshouldcauseittoberestored;andtheyshould

dotheliketohis.IV. Thatifanydidunjustlywaragainsthim,theywouldaidhim;andifanydidwaragainstthem,heshould

aidthem.V. Thatheshouldsendtohisneighboursconfederatestocertifythemofthis,thattheymightnotwrong

them,butmightbelikewisecomprisedintheconditionsofpeace.VI. Thatwhentheirmencametothem,theyshouldleavetheirbowsandarrowsbehindthem.

From:WilliamBradford,OfPlymouthPlantation,editedbySamuelEliotMorison.Copyright©1984.NewYork:AlfredA.Knopf,pp.80–81.http://www.pilgrimhallmuseum.org/pdf/Text_Treaty_with_Massasoit.pdf.


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SupportingQuestion2

FeaturedSourceSourceC:WilliamBradford,descriptionofanoutbreakofsmallpoxamongtheWampanoag,OfPlymouthPlantation(excerpt),1651

NOTE:DiseaseforwhichtheyhadnoimmunitiestorethroughNativeAmericanscommunitiessoonaftertheirfirstextendedcontactwithEuropeans.WilliamBradforddescribesonesuchoutbreakinOfPlymouthPlantation,hisrecordofactivitieswrittenoverathreedecadesfrom1621to1651WilliamBradfordonSicknessamongtheNatives(1634)Thisspring,also,thoseIndiansthatlivedabouttheirtradinghousetherefellsickofthesmallpox,anddiedmostmiserably;forasorerdiseasecannotbefallthem;theyfearitmorethantheplague,forusuallytheythathavethisdiseasehavetheminabundance,andforwantofbeddingandlinenandotherhelps,theyfallintoalamentablecondition,astheylieontheirhardmats,thepoxbreakingandmattering,andrunningoneintoanother,theirskincleaving(byreasonthereof)tothematstheylieon;whentheyturnthemawholesidewillflayoffatonce,(asitwere)andtheywillbeallofagoreblood,mostfearfultobehold;andthenbeingverysore,whatwithcoldandotherdistempers,theydielikerottensheep.Theconditionofthispeoplewassolamentable,andtheyfelldownsogenerallyofthisdisease,astheywere(intheend)notabletohelponeanother;no,nottomakeafire,nortofetchalittlewatertodrink,noranytoburythedead;butwouldstriveaslongastheycould,andwhentheycouldprocurenoothermeanstomakefire,theywouldburnthewoodentraysanddishestheyatetheirmeatin,andtheirverybowsandarrows,andsomewouldcrawloutonallfourstogetalittlewater,andsometimesdiebytheway,andnotbeabletogetinagain.ButthoseoftheEnglishhouse(thoughatfirsttheywereafraidoftheinfection)yetseeingtheirwoefulandsadcondition,andhearingtheirpitifulcriesandlamentations,theyhadcompassionofthem,anddailyfetchedthemwoodandwater,andmadethemfires,gotthemvictualswhilsttheylived,andburiedthemwhentheydied.Forveryfewofthemescaped,notwithstandingtheydidwhattheycouldforthem,tothehazzardofthemselves.ThechiefSachemhimselfnowdied,andalmostallhisfriendsandkindred.ButbythemarvelousgoodnessandprovidenceofGodnotoneoftheEnglishwassomuchassick,orintheleastmeasuretaintedwiththisdiseasethoughtheydailydidtheseofficesforthemformanyweekstogether.Andthismercywhichtheyshowedthemwaskindlytaken,andthankfullyacknowledgedofalltheIndiansthatkneworheardofthesame;andtheirministersheredidmuchcommendandrewardthemforthesame….

Publicdomain.FromWilliamP.TrentandBenjaminW.Wells,eds.ColonialProseandPoetry.NewYork:ThomasY.Crowell,1901.http://www.bartleby.com/163/103.html.


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SupportingQuestion3

FeaturedSourceSourceA:UnitedStatesCensusBureau,chartdepictingthepopulationoftheNewEnglandcolonies,1620–1750,2015

CreatedfortheNewYorkStateK–12SocialStudiesToolkitbyAgatePublishing,Inc.,2015.AdaptedfromMichaelBerkowitz,AmericanHistoryDepartment,TrinitySchool,NYC:http://www.trinityhistory.org/AmH/images/Pop,%20NE%20Colonies.png.


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SupportingQuestion3

FeaturedSource SourceB:Imagebank:Mapsof17th-centuryPlymouthsettlements

Image1:MapofWampanoagareasinmodern-dayMassachusetts,“TerritoryoftheWampanoag.”©2007NationalGeographic.Usedwithpermission.


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Image2:MapdepictingPlymouthcolonylocationsinmodern-dayMassachusetts,“MapofthePlymouthColonyShowingTownLocations,”1620–1691.MapbyHoodinski.2011.CreativeCommonsShareAlike3.0license.http://en.wikipedia.org/wiki/Plymouth_Colony#mediaviewer/File:Plymouth_Colony_map.svg.


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SupportingQuestion3

FeaturedSourceSourceC:JohnEaston,anaccountofMetacomdescribingNativeAmericancomplaintsabouttheEnglishSettlers,ARelationoftheIndianWar(excerpts),1675

NOTE:Metacom,alsoknownasKingPhilip,leaderoftheWampanoagnearPlymouthcolony,ledmanyotherNativeAmericansintoawidespreadrevoltagainstthecolonistsofsouthernNewEnglandin1675.TheconflicthadbeenbrewingforsometimeoverasetoflongstandinggrievancesbetweenEuropeansandNativeAmericans.Inthattenseatmosphere,JohnEaston,attorneygeneraloftheRhodeIslandcolony,metKingPhilipinJune1675inanefforttonegotiateasettlement.EastonrecordedKingPhilip’scomplaints,includingthesteadylossofWampanoaglandtotheEuropeans,theEnglishcolonists’growingherdsofcattleandtheirdestructionofNativeAmericancrops,andtheunequaljusticeNativeAmericansreceivedintheEnglishcourts.ThismeetingbetweenEastonandMetacomprovedfutile,however,andthewar(whichbecamethebloodiestinUShistoryrelativetothesizeofthepopulation)beganlatethatmonth.Easton text

Inthewinterintheyear1674anIndianwasfounddead,andbyaCoroner’sinquestofPlymouthColonyjudgedmurdered.Hewasfounddeadinaholethroughicebrokeninapond,withhisgunandsomefowlbyhim.SomeEnglishsupposedhimthrownin.SomeIndiansthatIjudgedintelligibleandimpartialinthatcasedidthinkhefellin,andwassodrownedandthattheicedidhurthisthroat,astheEnglishsaiditwascut;buttheyacknowledgedthatsometimesnaughtyIndianswouldkillothersbutnot,asevertheyheard,toobscureit,asifthedeadIndianwasnotmurdered.…Andthereportcame,thatthethreeIndianshadconfessedandaccusedPhilipsotoemploythem,andthattheEnglishwouldhangPhilip,sotheIndianswereafraid,andreportedthattheEnglishhadflatteredthem(orbythreats)tobeliePhilipthattheymightkillhimtohavehisLand;andthatifPhiliphaddoneit,itwastheirLawsotoexecutewhomevertheirkingsjudgeddeservedit,andthathehadnocausetohideit.…

Thentoendeavortoprevent[war],wesentamantoPhiliptosaythatifhewouldcometotheferry,wewouldcomeovertospeakwithhim,…Philipcalledhiscouncilandagreedtocometous;hecamehimselfunarmedandabout40ofhismenarmed.…TheIndiansownedthatfightingwastheworstway;thentheypropoundedhowrightmighttakeplace….TheysaidtheyhadbeenthefirstindoinggoodtotheEnglish,andtheEnglishthefirstindoingwrong;theysaidwhentheEnglishfirstcame,theirking’sfatherwasasagreatmanandtheEnglishasalittlechild.HeconstrainedotherIndiansfromwrongingtheEnglishandgavethemcornandshowedthemhowtoplantandwasfreetodothemanygoodandhadletthemhavea100timesmorelandthannowthekinghadforhisownpeople.But[Metacom’s]brother,whenhewasking,camemiserablytodiebybeingforcedintocourtand,astheyjudged,poisoned.Andanothergrievancewasif20oftheirhonestIndianstestifiedthataEnglishmanhaddonethemwrong,itwasasnothing;andifbutoneoftheirworstIndianstestifiedagainstanyIndianortheirkingwhenitpleasedtheEnglish,thatwassufficient.AnothergrievancewaswhentheirkingssoldlandtheEnglishwouldsayitwasmorethantheyagreedtoandawritingmustbeproofagainstallthem,andsomeoftheirkingshaddonewrongtosellsomuchthathelefthispeoplenone,andsomebeinggiventodrunkenness,theEnglishmadethemdrunkandthencheatedtheminbargains,butnowtheirkingswereforewarnednottopartwithlandfornothingincomparisontothevaluethereof.…AnothergrievancewasthattheEnglishcattleandhorsesstillincreasedsothatwhentheyremoved30milesfromwheretheEnglishhadanythingtodo,theycouldnotkeeptheircornfrombeingspoiled,theyneverbeingusedtofence,andthoughtthatwhentheEnglishboughtlandofthemthattheywouldhavekepttheircattleupontheirownland.AnothergrievancewasthattheEnglishweresoeagertoselltheIndiansliquorsthatmostoftheIndiansspentallindrunkennessandthenraveneduponthesoberIndiansand,theydidbelieve,oftendidhurttheEnglishcattle,andtheirkingscouldnotpreventit.…InthistimesomeIndiansfelltopilferingsomehousesthattheEnglishhadleft,andanoldmanandaladgoingtooneofthosehousesdidsee3


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Indiansrunoutthereof.Theoldmanbidtheyoungmanshoot,sohedid,andanIndianfelldownbutgotawayagain.ItisreportedthatthensomeIndianscametothegarrisonandaskedwhytheyshottheIndian.Theyaskedwhetherhewasdead.TheIndianssaidyea.AnEnglishladsaiditwasnomatter.Themenendeavoredtoinformthemitwasbutanidlelad’swords,buttheIndiansinhastewentawayanddidnotharkentothem.ThenextdaytheladthatshottheIndianandhisfatherandfivemoreEnglishwerekilled;sothewarbeganwithPhilip.…ButIamconfidentitwouldbebestforEnglishandIndiansthatapeaceweremadeuponhonesttermsforeachtohaveadueproprietyandtoenjoyitwithoutoppressionorusurpationbyonetotheother.ButtheEnglishdarenottrusttheIndians’promises;neithertheIndianstotheEnglish’spromises;andeachhasgreatcausetherefore.

Openaccess.JohnEastonandPaulRoyster(editor).“ARelationoftheIndianWar,byMr.Easton,ofRhodeIsland,1675,”FacultyPublications,UNLLibrary,Paper33:http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1036&context=libraryscience.


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SupportingQuestion3

FeaturedSource SourceD:KnowledgeQuest,mapofKingPhilip’sWar,1675–1676,nodate

KQTeam.©KnowledgeQuestInc.Usedwithpermission.http://www.knowledgequestmaps.com/map_center/king-philips-war/.