Lesson Plan: Quakers. Materials: (include at least one primary source) -Puritans vs. Quakers Handout -Quakers Reading

Transcription

1 Lesson Plan: Quakers Lesson Origin: (web site, modified from, original) This lesson is an extension of a brief activity over the Quakers (with a compare/contrast of Winthrop s Puritans) and incorporates documents from lessons found within the EDSITEment website. Georgia Performance Standard: SSUSH1 The student will describe European settlement in North America during the 17th century. c. Explain the development of the mid-atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania. Essential Question: (Learning Question) Analyze the role of religious tolerance between the Massachusetts Bay, Rhode Island, and Pennsylvania colonies. Materials: (include at least one primary source) -Puritans vs. Quakers Handout -Quakers Reading -Penn and the Indians Image (West) Questions requiring analysis -Penn s Letter to the Free Society of Traders & evaluation Instructions for class activities with suggested time (30 min., 60 min., 90 min., more) Introduction, warm up/hook: Engage students in making connections to, as well as differences between the religious groups in Massachusetts and Pennsylvania through a Q&A using the Quaker Oats image represented on the oatmeal/cereal box. I would recommend asking students (1) who the figure is?; (2) the associations they make/connect with the figure; and (3) what they know/think they know about this group of people. [In addition to a discussion over the Quaker Oats Man, engage students in a brief review of a previously discussed colonial group, the Puritans, in order to make distinctions between the two and facilitate connections with regard to religion, religious freedom, and religious tolerance. Students will review the Puritans through the completion of the Puritan body biography (should use materials from previous unit lesson). Step by step instructions: 1. After reviewing the Puritans and completing this portion of the activity, the teacher should briefly check for questions and clear up any misunderstandings (in particular that students haven t confused the Puritans and the Pilgrims). 2. Open a discussion with students as to who the Quakers really were and if anyone knows which colony they comprise; this could be a 2-3 minute brief

2 background over the highlights of Quakers so that students understand a few concepts about the larger document they will be reading (an extension of Quaker Oats man hook) 3. Pass out the reading over the Quakers 4. Instruct students that as they read through the handout, they are looking for characteristics of the Quakers. Use the directions within the handout to highlight some of the specific characteristics students should pay attention to while reading. 5. Remind students that in addition to describing these characteristics, they should draw a corresponding image around the Quaker. 6. Once students have contrasted the Puritans and Quakers, they are to describe (and draw out) the aspects that the groups have in common around the cross. 7. Students should be given minutes (though some classes may need more time, some less) to complete this activity. Enrichment/Extension 8. Discuss William Penn s Letter to the Free Society of Traders; discuss its significance in terms of trade within the colony, the role of religion, and the overall relevance of the document in terms of Native American relations. Address the impact documents such as this one will have on the Indian population and their future relationships with the Quakers. ***Sample guiding questions can be found within the primary source document*** 9. Once students have completed the Quaker/Puritan activity, pass out (or project on board) the image draw by Benjamin West of Penn and the Treaty with the Indians, the Duval painting, and the 20 th century representation of Penn. As a class (or as a ticket out the door) have students answer and discuss the questions on the back of the Quaker/Puritan handout. **See primary source document for sample questions** Closure: 1. Once students are finished, instruct them to use their knowledge of the colonists of Massachusetts Bay (Puritans), Rhode Island, and the Quakers to create a statement (generalization) as to the knowledge gained about the three groups. Instruct students to back up their generalization (thesis) with facts from the readings, painting, and other documents. Encourage students to keep generalization short one statement; students can do this in written, paragraph form, or in a chart.

3 Assessment: Formative Summative (attached?) -Collect handout or Ticket out the door (Ticket out the Door could be answering the EQ or the Enrichment activity questions/dialogue between students and teacher). Technology use (include I-Respond file if used): -Interwrite/SmartBoard, overhead projector, computer Suggestions for differentiation/modification: -On-level classes - Conduct the Enrichment portion as a class with group discussion; complete the activity in a guided format together or in small, studentled groups -Honors level classes - complete the Enrichment activity individually or in small groups (could divide the documents, though if you want students to get the BIG picture, it would be more beneficial to have all students assess each image and discuss as larger group) as a written assignment at the end of class to be discussed at the start of the next day; instruct students to make comparisons between other groups of colonists and the Native Americans; what made the situation in Pennsylvania different? Extensions (advanced students): -An extension of this activity could be for students to analyze other images depicting colonial and Native American relationships and evaluate how religious tolerance of the Quakers encouraged acceptance and workable relationships between the two (as compared to a lack thereof between other English colonists and the Native Americans). - Instruct students to use the knowledge gained from the lesson to create a treaty, negotiated by the Quakers, between the Native Americans and other groups of colonists. Address the following - what problems might persist?; how can these issues be resolved before they arise?; Why would Native American groups turn to the Quakers for assistance with other colonial groups? Depth of Knowledge level: 1 2 X 3. X 4. (rationale) - DOK 2 - The completion of the body biographies of each group would be DOK 2 because it is more descriptive in nature; students are not giving additional insight into the colonial groups, but rather are using characteristics to compare and contrast each group and the impact of religion in their origins and development.

4 - DOK 3 the ability to compare and contrast the groups will enable the learner to more effectively evaluate and analyze the images relating to the Quakers and the significance of William Penn s Letter on free trade and how this will allow his colony to prosper and remain successful throughout the early history of the colonies (and later the young nation). Extended analysis and evaluation of other Penn-based paintings (how has the importance of Penn changed throughout the centuries? What about the relevance of the Native Americans the Quakers interacted with?) Could possibly slide into DOK 4 Modeling/Guided Practice/Independent Practice elements: When beginning the lesson, the teacher will model how to read, break apart, analyze, and evaluate the images portraying the Quakers and the significance of religious tolerance in the colonies; the student will then use this knowledge to address the EQ and further probe into the primary source documents presented for enrichment. Elements of Teaching American History Grant activities incorporated into the lesson: Sourcing Analysis of the source of images/paintings and Penn s letter; how does the source of the image depict William Penn? How do source interpretations change over time? Contextualization Students will be expected to analyze and evaluate the painting by West and Penn s letter in the time period in which they were depicting and set in order to understanding/analyze/evaluate the impact of religious tolerance in the colony and how that tolerance encouraged prosperity and acceptance of all people, not simply those escaping religious persecution in England, but also groups native to the New World. How will Penn s guidance and leadership impact the development of Pennsylvania society and politics even after he is not longer present in the colony? Corroboration Close Reading Reading of William Penn s Letter to the Free Society of Traders (teacher led, though could be done in small groups or independently based on the level of students)

5 Activity Directions: 1. Complete the Puritan as a review of the characteristics of Puritans using prior notes/activities. You should include 4-5 characteristics, one of which should be the colony location (write name on the colony). Include images and/or bulleted descriptions. 2. Using the provided reading and images, complete a body biography over the Quakers. Include the following information using images AND short descriptions (can be bullet points): - Founder of Colony - Where colony was located (i.e., name of colony) - Describe the idea of the Holy Experiment and how this might be linked to the city s slogan/nickname (what is the slogan/nickname of Philadelphia?) - Explanation of how the name Quakers came about - Analyze the role of women within the colony ***CLOTH YOUR PURITAN & QUAKER APPROPRIATELY so they aren t Scandalous*** 3. Using the reading and your prior knowledge from the notes, detail the similarities between Puritans and Quakers (make sure to include images for each around the cross). Puritans Quakers My Name is My Name is Similarities 1 2 3

6 After completing Body Biography Comparison and Document Analysis Activity Once students have completed the Puritan and Quaker activities (including a class or small group discussion/analysis of the Penn Letter, West painting, Duval Painting, and 20 th century depiction of William Penn), instruct them to complete the following: Honors or Advanced students (1) Write one statement to make a generalization about the Puritans, Quakers, and Rhode Island colonists. You should use the information gained from the notes and documents to assist in writing this statement (think of this statement as a thesis statement that would summarize all groups in connection with the Essential Question). (2) Once you have written this generalization statement, list facts from the documents (painting, letter, & notes) to support your statement/thesis. On-Level students (number of statements could depend on level and ability of students) Write a generalization statement to summarize each group discussed throughout this unit thus far (Puritans, Quakers, & Rhode Island colonists). For EACH generalization statement, create a list of facts using information from the West Painting, Penn s Letter to the Free Traders Society, Body Biography comparison, and notes to support your statement.

7 Quakers Primary Source (or Enrichment) Documentation Letter from Penn 17 th Century (more accurate account of Native Americans Delaware) ***Read through letter and discuss Penn s observation of the Indians*** (letter with additional information at the end of document) For the letter, focus on the aspects that concerns Penn s initial observations of the Native Americans (1) how does he describe them? (2) As we progress through the documents, how do the accounts of Native Americans change and differ from the original letter s observations (on-going discussion comparison and changes over time)? (3) How does this differ from other colonial accounts? (4) What impact will the Quaker s religious tolerance have on Native American/Colonial relations? Native-European Contact Primary Reading Excerpt, Letter From William Penn to the Committee of the Free Society of Traders, 1683 Seeking to populate his new colony, William Penn published accounts of life in Pennsylvania aimed at encouraging immigration and settlement. These pamphlets were published in several European languages and provided detailed descriptions of the land, people, flora, and fauna of the new world. This section of the pamphlet describes the appearance and lifeways of the Lenni Lenape, or Delawares. XI. The Natives I shall consider in their Persons, Language, Manners, Religion and Government, with my sence of their Original. For their Persons, they are generally tall, streight, well-built, and of singular Proportion; they tread strong and clever, and mostly walk with a lofty Chin: Of Complexion, Black, but by design, as the Gypsies in England: They grease themselves with Bears-fat clarified, and using no defence against Sun or Weather, their skins must needs be swarthy; Their Eye is little and black, not unlike a straighy-look t Jew: The thick Lip and flat Nose, so frequent with the East-Indians and Blacks, are not common to them; for I have seen as comely European-like faces among them of both, as on your side the Sea; and truly an Italian Complexion hath not much more of the White, and the Noses of several of them have as much of the Roman. XV. Their Houses are Mats, or Barks of Trees set on Poles, in the fashion of an English Barn, but out of the power of the Winds, for they are hardly higher than a Man; they lie on Reeds or Grass. In Travel they lodge in the Woods about a great Fire, with the Mantle of Duffills they wear by day, wrapt about them, and a few Boughs stuck round them. XVI. Their Diet is Maze, or Indian Corn, divers ways prepared: sometimes Roasted in the Ashes, sometimes beaten and Boyled with Water, which they call Homine; they also make Cakes, not unpleasant to eat: They have likewise several sorts of Beans and Pease that are good Nourishment; and the Woods and Rivers are their Larder. XIX. But in Liberality they excell, nothing is too good for their friend; give them a fine Gun, Coat or other thing, it may pass twenty hands, before it sticks; light of Heart, strong Affections, but soon spent; the most merry Creatures that live, Feast, and Dance perpetually; they never have much, nor want much: Wealth circulateth like the Blood, all parts partake; and though none shall want what another hath, yet exact Observers of Property...They care little, because they want but little; and the Reason is, a little contents them: In this they are sufficiently revenged on us; If they are ignorant of our Pleasures, they are also free from our Pains. They are not disquieted with Bills of Lading and Exchange, nor perplexed with Chancery-Suits and Exchequer- Reckonings Since the European came into these parts, they are grown great lovers of strong Liquors, Rum especially, and for it, exchange the richest of their Skins and Furs: If they are heated with Liquors, they are restless till they have enough to sleep; that is their cry, Some more, and I will go to sleep; but when Drunk, one of the most wretchedst Spectacles in the world. (***may want to omit parts of XXI teacher preference***)

8 Exploring Diversity in Pennsylvania History XXI. These poor People are under a dark Night in things relating to Religion, to be sure, the Tradition of it; yet they believe a God and Immortality, without the help of Metaphysicks; for they say, There is a great King that made them, who dwells in a glorious Country to the Southward of them, and that the Souls of the good shall go thither, where they shall live again. Their Sacrifice is their first Fruits; the first and fattest Buck they can kill, goeth to the fire, where he is all burnt with a Mournful Ditty of him that performeth the Ceremony, buth with such marvellous Fervency and Labour of Body that he will even sweat to a foam. The other part is their Cantico, performed by round-dances, sometimes Words, sometimes Songs, then Shouts, two being in the middle that begin, and by Singing and Drumming on a Board direct the Chorus: Their Postures in the Dance are very Antick and differing, but all keep measure. This is done with equal Earnestness and Labour, but great appearance of Joy. In the Fall, when the Corn cometh in, they begin to feast one another; there have been two great Festivals already, to which all come that will: I was at one my self; their Entertainment was a green Seat by a Spring, under some shady Trees, and twenty Bucks with hot Cakes of new Corn, both Wheat and Beans, which they make up in a square form, in the leaves of the Stem, and bake them in the Ashes: And after that they fell to Dance, But they that go, must carry a small Present in their Money, it may be six Pence, which is made of the Bone of a Fish; the black is with them as Gold, the white, Silver; they call it all Wampum. XXV. We have agreed, that in all Differences between us, Six of each side shall end the matter: Don t abuse them, but let them have Justice, and you win them: The worst is, that they are the worse for the Christians, who have propagated their Vices, and yielded them Tradition for ill, and not for good things. But as low an Ebb as they are at, and as glorious as their Condition looks, the Christians have not out-liv d their sight with all their Pretensions to an higher Manifestation: What good then might not a good People graft, where there is so distinct a Knowledge left between Good and Evil? I beseech God to incline the Hearts of all that come into these parts, to out-live the Knowledge of the Natives, but a fixt obedience to their greater Knowledge of the Will of God, for it were miserable indeed for us to fall under the just censure of the poor Indian Conscience, while we make profession of things so far transcending. Letter From William Penn to the Committee of the Free Society of Traders (2) Benjamin West Painting Analysis (questions to guide discussion) 18 th Century - State observations (can be basic and them gets more advanced with greater discussion) - Discuss the meaning of the images portrayed how depicted/laid out how are the Native American depicted? Meaning? Relevance? Accuracy (compared to letter). - Who drew this painting (discuss the time period) - What is Wm. Penn doing? (actions) - What is the significance of his actions? - Evaluate the role religion played in the relationships between Penn (Quakers) and the Native Americans. - Why did other colonies not have similar experiences with the Natives? Explain your thoughts.

9 Duval Painting 19 th Century (image below) - How is Penn portrayed/depicted in this painting? How does it differ from the previous images? Significance? - How are the Native Americans portrayed? How does this differ from the previous images?

10 William Penn 20 th Century - How is Penn depicted in this 20 th century painting? How does this differ from the previous images? What does this depiction say about Penn s importance in the colony? - How are the Native Americans portrayed? How does this differ from the previous images? What is the significance of this depiction?

11 17 th Century The Air is Sweet and Clear, the Heavens Serene, like the South Parts of France : William Penn Advertises for Colonists for Pennsylvania, by William Penn William Penn, a well placed English gentlemen and a Quaker, turned an old debt into a charter for the proprietary colony called Pennsylvania, (all the land between New Jersey and Maryland) Penn took great pains in setting up his colony; twenty drafts survive of his First Frame of Government, the colony s 1682 constitution. Penn was determined to deal fairly and maintain friendly relations with the Lenni Lenape or Delaware Indians. He laid out in great detail the city of Philadelphia as well as organized other settlements and established the Free Society of Traders to control commerce with England. He sent back glowing accounts of the colony to his English friends and patrons. This Letter to the Free Society of Traders, published in 1683, has been recognized as the most effective of his promotional tracts. And it proved successful; by 1700 Pennsylvania s population reached 21,000. For the Province, the general condition of it, take as follows: Land observations I. The country itself in its soil, air, water, seasons, and produce, both natural and artificial, is not to be despised. The land contains divers sorts of earth, as sand, yellow and black, poor and rich; also gravel, both loamy and dusty; and in some places a fast fat earth, like to our best vales in England, especially by inland brooks and rivers. God in His wisdom having ordered it so, that the advantages of the country are divided, the back lands being generally three to one richer than those that lie by navigable waters. We have much of another soil, and that is a black hazel mold upon a stony or rocky bottom. V. The natural produce of the country, of vegetables, is trees, fruits, plants, flowers. VI. The artificial produce of the country is wheat, barley, oats, rye, peas, beans, squashes, pumpkins, watermelons, muskmelons, and all herbs and roots that our gardens in England usually bring forth. XI. The NATIVES I shall consider in their persons, language, manners, religion, and government, with my sense of their original. For their persons, they are generally tall, straight, well built, and of singular proportion; they tread strong and clever, and mostly walk with a lofty chin. Of complexion black, but by design, as the gypsies in England. They grease themselves with bear s fat clarified, and using no defense against sun or weather, their skins must needs be swarthy. Their eye is little and black, not unlike a straight-looked Jew. XIII. Of their customs and manners there is much to be said. I will begin with children. So soon as they are born they wash them in water, and while very young, and in cold weather to choose, they plunge them in the rivers to harden and embolden them. XVII. If a European comes to see them, or calls for lodging at their house or wigwam, they give him the best place and first cut. If they come to visit us, they salute us with an Itah, which is as much as to say Good be to you, and set them down, which is mostly on the ground, close to their heels, their legs upright. [It] may be they speak not a word more, but ob serve all passages. If you give them anything to eat or drink, [that is] well, for they will not ask; and, be it little or much, if it be with kindness, they are well pleased, else they go away sullen, but say nothing. XIX. But in liberality they excel; nothing is too good for their friend. Give them a fine gun, coat, or other thing, it may pass twenty hands before it sticks; light of heart, strong affections, but soon spent, the most merry creatures that live, [they] feast and dance perpetually; they never have much, nor want much. Wealth circulates like the blood, all parts partake; and though none shall want what another has, yet [they are] exact observers of property. XXV. We have agreed that in all differences between us, six of each side shall end the matter. Don t abuse them, but let them have justice, and you win them. The worst is, that they are the worse for the Christians, who have propagated their vices and yielded them tradition for ill, and not for good things. But as low an ebb as they are at, and as glorious as their own condition looks, the Christians have not outlived their sight with all their pretensions to a higher manifestation. What good then might not a Native American observations (continued on next page)

12 good people graft, where there is so distinct a knowledge left between good and evil? I beseech God to incline the hearts of all that come into these parts to outlive the knowledge of the natives, by a fixed obedience to their greater knowledge of the will of God. For it were miserable indeed for us to fall under the just censure of the poor Indian conscience, while we make profession of things so far transcending. Government XXXI..And for the well government of the said counties, courts of justice are established in every county, with proper officers, as justices, sheriffs, clerks, constables, etc.; which courts are held every two months. But, to prevent lawsuits, there are three peacemakers chosen by every county court, in the nature of common arbitrators, to hear and end differences betwixt man and man. And spring and fall there is an orphan s court in each county, to inspect and regulate the affairs of orphans and widows. Your kind cordial friend, William Penn Source: William Penn, A Letter from William Penn, Proprietary and Governor of Pennsylvania in America, to the Committee of the Free Society of Traders of that Province, residing in London (London, 1683), 2 9.

13 Directions: Use the reading to complete the Quaker body biography activity. Refer to the handout for specific Quaker characteristics to analyze. Background: In 1681, William Penn transformed his debt from the English crown into a colonial charter for what would become the colony of Pennsylvania. A recently converted Quaker, Penn established the colony as a haven for members of this religious sect. What had started out as a refuge for Quakers, however, soon became a settlement for a diverse group seeking opportunity and tolerance in a new world. In addition to the lure of [cheap] land and the promise of religious freedom, Penn had to find other inducements (incentives) to populate his new colony. He wrote several letters back to friends in Europe, some of which ended up being published. These letters served as promotions for his new colony in America. Penn had converted to the Society of Friends or Quakers, a religious group who rejected worldly and spiritual hierarchies, believing that all men and women share an inner light. The Quakers were given their nickname due to the violent shaking that would occur when the spirit would move them; hence they would visibly shake due to the spirit. [William Penn] turned an old debt from the king, due to his father into a charter for the proprietary colony called Pennsylvania (all the land between New Jersey and Maryland); [the] holy experiment in brotherly love [was] a contrast to the Puritan concept of [John Winthrop s] City on a Hill. Penn's tract of land consisted of 45,000 square miles of land, an area almost as large as England itself. King Charles named the new colony, "Penn's woods" in honor of the admiral. Penn called the capital city Philadelphia, meaning the "City of Brotherly Love," to reflect his desire that his colony serve as a haven for Quakers and other oppressed Christians seeking religious freedom. Penn took great pains in setting up his colony; twenty drafts survive of his First Frame of Government, the colony s 1682 constitution. Penn was determined to deal fairly and maintain friendly relations with the Lenni Lenape or Delaware Indians. He carefully planned the city of Philadelphia as well as organized other settlements and established the Free Society of Traders to control commerce with England. From the mouth of Penn not from his pen I know what is said by the several admirers of monarchy, aristocracy and democracy, which are the rule of one, a few, and many, and are the three common ideas of government, when men discourse on the subject. But I chuse [choose] to solve the controversy with this small distinction, and it belongs to all three: Any government is free to the people under it (whatever be the frame) where the laws rule, and the people are a party to those laws, and more than this is tyranny, oligarchy, or confusion. I, the said William Penn, have declared, granted, and confirmed, and by these presents, for me, my heirs and assigns, do declare, grant, and confirm unto all the freemen, planters and adventurers of, in and to the said province, these liberties, franchises, and properties, to be held, enjoyed and kept by the freemen, planters, and inhabitants of the said province of Pensilvania [Pennsylvania] for ever. Native Americans and Women in Pennsylvania: Penn remained true to his Quaker principles in his dealings with Native Americans [ ]. Believing that all men should be treated with dignity, his fair handed dealings with the Lenape and Native Americans in neighboring territories cemented decades of peace for Pennsylvanians. Benjamin West's famous painting of Penn's treaty with the Lenape, while containing historical inaccuracies, conveyed the sense of trust that existed between the Quakers and their new neighbors. Quakers were pacifists, who opposed war and violence. Determined to interact honestly and with goodwill towards Native Americans, Penn, albeit misguided at times, established a tradition of respect for humanity of Native Americans that would continue long after his death in In the last half of the eighteenth century, a number of Indian tribes requested that Quakers act as their advisors at treaty negotiations. With regard to women, Quakers believed that women were spiritually equal to men and therefore were active in the ministry of the colony.