Focus Question:
Focus Question:
How can ship passenger lists tell us about who settled in the New World and where they settled?
This lesson is adapted from the Stanford History Education Group’s “Reading Like A Historian” curriculum.
Desired Results
Content Knowledge Skills
|Early settlers of Virginia and Massachusetts |RLAH skills: sourcing, contextualization, close reading, corroboration |
Evidence of Learning
|Written response backed by evidence. |
Materials
• Lesson 5 PowerPoint
• Colonial Ship Passenger Lists
• Passenger Lists Graphic Organizer
• Helpful abbreviations and symbols for speedy Notetaking
• Passenger Lists Vocabulary Worksheet
Do Now
What are some things that would make you leave the country in which you were born? Why do people today leave their countries to settle someplace new?
Mini-Lesson [20 minutes]
• Students share responses to Do Now. What might be the common reasons people emigrate at any place or time in history?
• Introduction: Famous explorers often kept diaries about their travels and experiences, but how would we learn about the lives of ordinary men and women who moved to the colonies? (Remember, most people were illiterate). Elicit student answers. Tell them that today we’ll look at one such piece of evidence: passenger lists from ships heading to North America from England.
• Note-taking practice: Lessons commonly include a mini-lecture providing historical background students will need in order to investigate the question of the day. Since this is the first mini-lecture, model and practice note-taking procedures with students.
o Note to students the need to write down only the most important points in a lecture and/or on a power point slide. This is a very important skill for college. They should summarize, abbreviate and use symbols, graphic organizers and diagrams where possible. Tell them to take notes on your mini lecture to share.
• Mini-lesson:
o Between 1150-1650, England’s population increased from 3 to 5 million.
o The colonies provided an outlet and an opportunity for people who needed jobs or who lost farmland in England.
o In the colonies, farmers, planters and shopkeepers found it hard to hire workers, mostly because it was so easy for people to set up their own farm. So they imported young workers from England or Germany by paying for their transportation in exchange for one to seven years of work (usually 4-5yrs) without pay (but with food, accommodation and training). This is called indentured servitude; the people were called indentured servants.
o 75-80 percent of the English men and women who came to Virginia/Chesapeake in the 1600s were indentured servants. 35 percent of those who came to New England were indentured servants. Point out these different areas on a map [slide 2].
o In 1634, the King of England told officials in London to record information on all the people sailing abroad. He didn’t want England to lose its wealthier subjects and he wanted to make sure that passengers were loyal to the King and Church of England.
o Today, we’re going to look at two passenger lists from ships headed to the colonies.
• Have a few students share their notes. Write notes on the board and collectively whittle them down for efficiency. Discuss what was deemed most important such as a definition. Elicit and volunteer useful symbols, abbreviations and drawings.
• Cause and effect: Introduce the symbol for therefore ([pic] ) see sample notes below. Define therefore as 'so'; it can also be noted with an arrow. It conveys a causal relationship between events: one is cause, one effect. In history cause and effect are central. We don’t just want to know what happened, but want to understand the causes and the effects or impacts of the events. Identify causes and effects in the mini-lecture. Diagram them on board as another way to take notes. Note that one cause can have many effects and many causes can contribute to one effect.
Sample notes:
Why people emigrate to Am in 1600s?
• English pop. ↑ 2x btwn. 1150-1650. V. crowded, no land
[pic] people went to New World for jobs, land
• Hard to hire help in Am. b/c too easy to set up own farm
farmers, tradespeople paid young Eng. and Gers to come to Am as indentured servants = people who worked w/o pay 1 - 7 yrs. (but with food, accomm + training) in exchange for transport to Am.
• Virginia/Chesapeake Colonies (South) = 75 – 80% ind. servants; New England (North) = 35%
King of England kept track, wanted rich to stay in Eng., all colonists to be loyal to King & Church.
we have passenger lists.
• Direct students to list of sample abbreviations and symbols used in note taking in their handouts for this lesson and the appendix.
Class Activity [20 minutes]
• Distribute passenger lists and graphic organizer.
• Explain to students that they will be reading like historians, using these lists as well as what they learned in the mini-lecture to make inferences, or draw their own conclusions about settlers in the American Colonies in the 1630s.
• Students work in pairs or groups to read the passenger lists, fill in the graphic organizer and answer the questions.
• When most students have finished, stop the class. Point out that in this activity, the students worked like historians to use a historical document and other background information that they knew, to make inferences, or draw conclusions about the past.
Summary / Discussion
• What are the biggest differences between the two ships?
• What does this information tell you about the differences between New England and Virginia in the 1630s? [slide 3]
• What do you think will change once plantation owners in the Chesapeake area begin replacing indentured servants with African slaves?
• Imagine the setting: Officials are collecting this information as passengers board the ship? Is the setting noisy or orderly? Are officials guaranteed to get accurate information? How do you explain the fact that all the passengers swore allegiance to the Church of England (we know that many immigrants were religious dissenters, like the Puritans who were escaping because of religious persecution)?
• What more do you want to know about these passengers? What information is missing from these lists? How might you go about finding that information?
Exit Ticket
Answer discussion question in writing, using evidence from the documents:
What do passenger lists tell you about the differences between New England and Virginia in the 1630s?
You can begin with this sentence starter:
“One important difference between New England and Virginia in the 1630s was (name a difference).” This is your CLAIM.
Then:
• Describe the difference in a general way.
• Introduce your reader to your evidence by letting them know something about the document and/or author, audience and purpose. Cite the document (identify it and use quotation marks for exact words).
• Provide details from the documents to further explain the difference. This is your EVIDENCE.
Repeat the above for at least one more difference.
[These instructions are included in student handout and on slide 7.]
Homework
• Read, “First European Settlements in North America” and annotate. Complete Vocabulary activities BEFORE and AFTER reading. [Draw students’ attention to this practice and emphasize the order as is this is the first of many such activities in the curriculum.] Vocabulary activities answers: 1c; 2a; 3e; 4b; 5d; 6c; 7b; 8c; 9a; 10d. Answers should be reviewed at the beginning of the following day’s lesson.
Differentiation Extension
|Provide a copy of presentation with blanks for insertion of keywords. |· Supplement background reading on early settlements and/or primary documents |
|Create a Venn diagram to help students compare and contrast the 2 lists. |about early settlements from this collection: |
|Define inference / infer with examples. | |
To Virginia (Chesapeake), June 23, 1635 (Modified)
THESE under-written names are to be transported to Virginia, Embarked in the America, per Certificate of from the Minister of the Town of Gravesend of their loyalty to the orders of the Church of England.
Richard Sadd 23
Thomas Wakefield 17
Thomas Bennett 22
Steven Read 24
William Stanbridge 27
Henry Barker 18
James Foster 21
Thomas Talbott 20
Richard Young 31
Robert Thomas 20
John Farepoynt 20
Robert Askyn 22
Samuell Awde 24
Miles Fletcher 27
William Evans 23
Lawrence Farebern 23
Mathew Robinson 24
Richard Hersey 22
John Robinson 32
Edmond Chipps 19
Thomas Pritchard 32
Jonathan Bronsford 21
William Cowley 20
John Shawe 16
Richard Gummy 21
Bartholomew Holton 25
John White 21
Thomas Chappell 33
Hugh Fox 24
Davie Morris 32
Rowland Cotton 22
William Thomas 22
John Yates 20
Richard Wood 36
Isack Bull 27
Phillipp Remmington 29
Radulph Spraging 37
George Chaundler 29
Thomas Johnson 19
George Brookes 35
Robert Sabyn 40
Phillipp Parsons 10
Henry Parsons 14
John Eeles 16
Richard Miller 12
Symon Richardson 23
Thomas Boomer 13
George Dulmare 8
John Underwood 19
William Bernard 27
Charles Wallinger 24
Ryce Hooe 36
John Carter 54
Women.
Elizabeth Remington 20
Dorothy Standich 22
Suzan Death 22
Elizabeth Death 3
Alice Remmington 26
Dorothie Baker 18
Elizabeth Baker 18
Sara Colebank 20
Mary Thurrogood 19
To New England, April 2, 1635 (Modified)
THESE under-written names are to be transported to New England, Embarked in the Planter, the passengers have brought Certificate from the Justices of the Peace according to the King’s order.
A tailor, JOSEPH TUTTELL 39
JOAN TUTTELL 42
JOHN LAWRENCE 17
Farmer, GEORGE GIDDINS 25
JANE GIDDINS 20
THOMAS SAVAGE, a tailor 27
WILLIAM LAWRENCE 12
MARIE LAWRENCE 9
ABIGAIL TUTTELL 6
SYMON TUTTELL 4
SARA TUTTELL 2
JOSEPH TUTTELL 1
JOAN ANTROBUSS 65
MARIE WRAST 24
THO GREENE 15
NATHAN HEFORD 16
Servant to JOSEPH TUTTELL
MARIE CHITTWOOD 24
Shoemaker, THOMAS OLNEY 35
MARIE OLNEY 30
THOMAS OLNEY 3
EPENETUS OLNEY 1
Servants to GEORGE GIDDINS:
THOMAS CARTER 25
MICHELL WILLIAMSON 30
ELIZABETH MORRISON 12
A tailor, RICHARD HARVIE 22
Farmer, FRANCIS PEBODDY 21
Weaver, WILLIAM WILCOCKS 34
MARGARET WILCOCKS 24
JOSEPH WILCOCKS 2
ANNE HARVIE 22
Mason, WILLIAM BEARDSLEY 30
MARIE BEARDSLEY 26
MARIE BEARDSLEY 4
JOHN BEARDSLEY 2
JOSEPH BEARDSLEY 6 mos.
Farmer, ALLIN PERLEY 27
Shoemaker, WILLIAM FELLOE 24
Tailor, FRANCIS BARKER 24
Name________________________________
Use the information on the passenger lists to complete the chart below and answer the questions that follow:
| |To Virginia |To New England |
|Total Passengers |62 |38 |
|Ratio of Males to Females |53 male (85%) / 9 female (15%) |25 male (66%) / 13 female (34%) |
|Age Distribution | | |
|0-4 (infants) |1 (1%) |9 (24%) |
|5-13 (children) |4 (7%) |4 (10%) |
|14-24 (young adults) |38 (61%) |12 (32%) |
|25-59 (adults) |19 (31%) |12 (32%) |
|60+ (elderly) |0 (0%) |1 (2%) |
|Number of married passengers | | |
|Number of passengers traveling with at | | |
|least one family member | | |
|Number of passengers traveling without at | | |
|least one family member | | |
1. Describe the “typical” English immigrant to the New World in terms of gender, age, and marital status on each of the ships. How does this differ on the two ships?
2. What do you notice about the occupations or social status of the passengers on the ship to New England?
3. Review the facts (lecture notes, other information about the passengers) to try to make an inference about the occupations or social statuses of the passengers on the ship to Virginia. How do you think being married or unmarried might be related to a passenger’s social status or occupation?
Exit Ticket / HW
Answer discussion question in writing, using evidence from the documents:
What do passenger lists tell you about the differences between New England and Virginia in the 1630s?
You can begin with this sentence starter:
“One important difference between New England and Virginia in the 1630s was (name a difference).” Then:
• Describe the difference in a general way. This is your CLAIM.
• Provide details from the documents to further explain the difference. This is your EVIDENCE.
• Explain the evidence and how it connects to your claim.
Repeat the above for at least two more differences.
Remember the steps in ICE-T to help you integrate the documents in your answer.
|I |Introduce Evidence / Quote: Here you will introduce your evidence and describe it briefly before quoting it. |
|C |Cite your source by quoting or paraphrasing your evidence and identify the source. |
|E |Explain how/why evidence supports your thesis: Here you will include commentary and analysis to illustrate how the evidence supports your|
| |case. Whenever possible, further explain. This should include the “how” and “why” your evidence supports your case. |
|T |Transition: Use a transition word or phrase to let your reader know you are introducing a new point. |
One important difference between New England and Virginia in the 1630s was…
Vocabulary / Definitions Match (before and during reading)
Match the words with their definitions provided below.
1. disembark ____ a. revolt against authority
2. mutiny ____ b. forced or driven to do something
3. disillusion ____ c. come down off a boat
4. compelled ____ d. loyal and committed
5. stalwart ____ e. loss of faith in something
Vocabulary Review (after reading)
1. When settlers from Europe disembarked in America, they likely stepped onto
a. a boat.
b. their shoelaces.
c. the shore.
d. a ladder.
6. To convince his fellow settlers to mutiny, Roger might say
a. keep calm and follow your leaders.
b. let’s join together and take power.
c. have faith in what the future will bring; God will provide for us.
7. Settlers to the new world were promised a better life but in the earliest days of Isabella and Jamestown, many became disillusioned. In other words they felt
a. mentally ill
b. wealthy
c. let down
d. fanatical
8. Because he promised great things, John Smith felt compelled to defend his leadership at Jamestown. You could say that he felt
a. driven.
b. uninterested.
c. hostile.
d. apathetic
9. The early American settlers known as Pilgrims are often described as stalwart because they were known to
a. not be very strict.
b. drink too much.
c. wear black hats.
d. be very committed to their religion.
First European Settlements in North America
|excerpted from National Humanities Center Toolbox Library: Primary Resources in U.S. | |
|History and Literature | |
| | |
| | |
When we talk about the European settling of North America, the word "first" creeps into the discussion very soon—the first ever, the first "permanent," the first "permanent" that still exists today, the first with women and children, the first Spanish/French/English, etc. While the discussion may force us to define our terms, a valuable exercise, we will begin this topic, SETTLEMENT, with "first arrivals"—Europeans who cross the Atlantic, disembark on land unsettled by Europeans, find a suitable site, and begin to build with the intention of staying, not merely exploring.
ISABELLA was a small town that Columbus ordered his men to build on the northeastern shore of Hispaniola (in present-day Dominican Republic) during his second voyage to the New World in 1493. Hunger and disease soon led to mutiny, punishment, disillusion, and more hunger and disease. Isabella barely survived until 1496 when Columbus ordered a new town built on the island as the Spanish capital (now Santo Domingo).
JAMESTOWN is justifiably called "the first permanent English settlement" in the New World—a hard-won designation. As historian Alan Taylor recounts, of the first 104 colonists who landed in April 1607, only thirty-eight survived the winter. Of the 10,000 who left England for Jamestown in its first fifteen years, only twenty percent were still alive, and still in Jamestown, in 1622. The first months of the colony were chronicled by John Smith, Edward Wingfield, and ….. by George Percy, who twice served as the colony's governor. After writing several accounts to justify his actions as governor, Percy left Jamestown for good in 1612. (John Smith, who also felt compelled to defend his leadership, had left for good in 1609.)
PLYMOUTH. To American schoolchildren of many generations, the term "colonist" spurs images of stalwart Pilgrims setting sail on the Mayflower to land at Plymouth Rock—an epic tale of adventure and determination. And it's true. Unlike the single men—the courtiers, soldiers, and adventurers—who built Isabella, Jamestown, and many other early European settlements, the Pilgrims were skilled, hardworking, and self-disciplined. In addition, they settled as families for the most part, unique in Atlantic coast settlement at this point.
Vocabulary
disembark – come off a boat
mutiny – a revolt against authority
disillusion – loss of faith and confidence in something
compelled - forced
stalwart – loyal, reliable and hardworking[pic]
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