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How did English migrants and Native Americans view the land and its use?How did local institutions such as towns and churches promote the success of the colony?
Students can take the role of an English settler or a Native American villager in the 1670s in Massachusetts Bay. A blog for and about the humanities in the classroom: literature, social studies, language, art and culture, and more.Take Me There! Launch the time line and then once there click on the year and it will show all that happened during that year and you can then decide what is most important for that year. You can download or save cia illuminati badges logos masons unicef symbols 1920x1080 wallpaper or share your opinion using the comment form below.
Puritan colonists brought their European political culture with them across the Atlantic, in the form of their cherished political doctrines and even their very own ways of mapping the world. The Puritans embarked upon their migration with conservative intentions; they sought to preserve their customary way of life and to replicate a local, town-based culture based on English village life.
If you choose to use the 1677 Map in its interactive form, check your computer for the necessary Quicktime plug-in.
Crisis in the Colonies: King Philip's War, Bacon's Rebellion, and the Pueblo RevoltActivity 2. They should write an appeal to the Governor of the colony stating their views about the two following issues:Who owns the land and why?Who was responsible for the growing conflicts in the colonies? Students could interpret portraits as both household possessions and important family documents. I am not sure whether this post is written by him as no one else know such detailed about my trouble. You can set any of the images you like on Wall321 as your computer desktop wallpaper background and also you can share your own favorite hot wallpapers.
However, native occupants and English migrants had very different ideas about the land and its uses.
However, they developed an adaptive process of town settlement in order to find their way in a new environment. The De Young Museum's Teachers' Guide to American Art (link on EDSITEment's Learner.org) has a discussion of family portraits in colonial New England. They also study maps as a key way of shaping territory and transmitting cultural knowledge. By the fall of 1630 seven separate settlements in Massachusetts Bay Colony ranged from Salem in the North to Dorchester in the south, with Boston, Medford, Charlestown, Roxbury, and Watertown lying between them.
European colonists in North America experienced a dramatic expansion in the seventeenth century.
The best known portrait is of Elizabeth Clark Freake and Baby Mary, ca 1661 with a full discussion of the portrait and even an X-ray analysis of how the unknown artist changes the portrait over time to reflect the changing fortunes of the Freak family.Selected EDSITEment WebsitesAmerican Memory 1562 Map of America by Diego GutierrezLearning Page: December 2002 -- bibliographic records for maps! This lesson explores the landscape of New England as a way of understanding the contrasting ways that the Europeans and Indians understood the land and how to use it.


With the first generation living to an average age of 70, the population doubled about every 27 years, thus creating the need to settle new land and create new communities. Coastal outposts along the Atlantic moved inland; those in New Spain inched northward into New Mexico. The lesson focuses on William Wood's 1634 and William Hubbard's 1677 maps to trace how the Puritans took possession of the region, built towns, and established families on the land. Still, in 1670 no sharp boundaries separated Indian lands and colonial settlements; Boston, for example, was only fifteen miles from an Indian village. How did these New England settlers interact with the Native Americans, and how can we gain information about those relationships from primary sources such as maps?
Leaders of Massachusetts also argued that Native lands were vacuum domicilium, vacant land waiting to be improved.
But the continued expansion of European settlements caused great alarm in Indian communities and by the 1670s led to Native American efforts to restrict or remove European settlement.2. The land appeared "natural" and unimproved to the English because they had little or no understanding of the ways in which Native peoples manipulated and used their lands.
Divide students into three groups on New England's King Philip's War; Virginia's Bacon's Rebellion, and New Mexico's Pueblo Revolt. To English eyes Native peoples' seasonal migration about their homelands to fish, farm, and hunt appeared to be no use at all since there were no fixed habitants or fenced fields, or in other words, no evidence of what the English saw as improvement. But the dramatically different conceptions of land use and ownership along with the swelling numbers of English and their need to develop new sites for new towns brought the two peoples into conflict in New England by the beginning of the fourth quarter of the seventeenth century.
Ask students to report orally about the experiences of Europeans and Native Americans during their conflict. Historical texts and historical maps offer a window into both English and Native American views, although the Native words are often transcribed by Englishmen.Background Information Websites for Teachers1. The following materials from EDSITEment-reviewed websites may be useful to teachers seeking advice on using maps.History Matters' Making Sense of Evidence materials on working with maps as historical evidence.
The teacher can model how historians interpret and learn from primary source maps by interpreting the seventeenth-century John Smith map (see EDSITEment lesson on Images of the New World—Activity 2).Virtual Jamestown's 1608 Map of Virginia by John Smith original or modified version (zoomable).
This long essay focuses on New England maps towards the end.Teacherserve has an essay by J. Baird Callicott on "The Puritan Origins of the American Wilderness Movement" which has a discussion of Puritan commentators on the land as well as present-day historians' views.Pilgrim Hall Museum has material on the causes of King Philip's WarEnglish Colonization, Kevin Sweeney on "European Land Use and the Transformation of the Northeast" and by Marge Bruchac on "Native Land Use and Settlements in the Northeastern Woodlands"EDSITEment's Digital History has a short essay on the "Dimensions of Change in Colonial New England" and another on "Regional Contrasts between the Chesapeake region and New England"3. Look at the upper right legend where it says "to the crosses hath bin discovered what beyond is by relation."How are places named? Why is the river by Jamestown called the "Powhatan flu" but later becomes the James River?What is the significance of the instrument at the bottom center (a decorative compass)?Who made the map and why was it made? Why would authorship matter?How do cultural assumptions influence the process of mapping?You may want to use the Digital Classroom's Map Analysis Worksheet for map exercises.
You can look at History Matters' Making Sense of Evidence materials on working with maps as historical evidence.


You can also find an annotated version of Smith's map of Virginia (Folger Library, a link on EDSITEment's Link: National Park Service). Several articles on Smith's map and the Founding of Jamestown can be accessed from the Commentary Link on the Texts of Imagination and Empire (Move mouse to Commentary text on the top of page and the list of essays will fold down).2.
Have students read the following background about the development of English towns and their expansion in Massachusetts in the seventeenth-century.
The tightly clustered settlements of large and small land holders living adjacent to one another were focused on the meetinghouse and maintained a high degree of internal social order and self-maintenance. Attendance at religious worship and at town meetings was obligatory and enforced by town meeting. Teachers and students may find it useful to consult a contemporary map of Massachusetts towns. List some of the symbols and what you think they might mean.How many English towns (represented by a small circle topped by a cross) are there in the 1630s?
Howmany Indian settlements (in Wood's map, represented by a small triangle for wigwam, sometimes palisaded) in the 1630s?
What sort of "prospect of New England" is represented in these two maps?Students should write a brief comparative paragraph about these two maps of New England for later reference in the activity. Or students might construct a chart before they write their paragraph; they could create their own list of items to compare and then fill in the information. Students read Edward Johnson's "Thus This Poore People Populate This Howling Desart": Edward Johnson Describes the Founding of the Town of Concord in Massachusetts Bay, 1635, and Metacom or King Philip, Metacom Relates Indian Complaints about the English Settlers, 1675. Each document has an annotated version in a PDF: Edward Johnson's "Howling Desart", and Metacom's account. Why might that information be important?In what ways has the passage of time been important in shaping the relations between the English and the Indians?(See separate PDF document for excerpts and annotations )5.
Ask students to: go back to the maps after reading and discussing the texts as well as reviewing the key concepts. Choose one map to create a visual story.First, the student should choose two or three details (symbols, names, or other features). Explain what those details tell us about English and Native American communities in New England in the 1630s or 1670s.
After they have annotated two or three details they will have a map with several "balloons" around it that tell a visual story about the map's meaning.Second, they should write a short paragraph that compares the map and the text as a view of English colonization in Massachusetts.



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