please copy into your notes... summarize “the man to send rain clouds” and recognize the...
TRANSCRIPT
Please Copy Into Your Please Copy Into Your Notes. . . Notes. . .
Summarize “The Man to Send Rain Summarize “The Man to Send Rain Clouds” and recognize the Clouds” and recognize the importance of cultural traditions. importance of cultural traditions.
Identify the traits of a historical Identify the traits of a historical narrative. narrative.
Recognize the purpose of a primary Recognize the purpose of a primary source. source.
““The Man to Send Rain The Man to Send Rain Clouds”Clouds”
Finish reading story as a class. Finish reading story as a class. Summarize and discuss importance Summarize and discuss importance
of keeping cultural traditions. of keeping cultural traditions.
Answer the following Answer the following question…question…
How do you react when someone How do you react when someone invades your personal territory? invades your personal territory?
““Of Plymouth Plantation” Of Plymouth Plantation”
Review the background information Review the background information on the handout. on the handout.
Historical Narratives Historical Narratives – Definition: accounts of real-life Definition: accounts of real-life
historical experiences, given either by a historical experiences, given either by a person who experienced those events or person who experienced those events or by someone who has studied or by someone who has studied or observed them. observed them.
– Can you give some examples? Can you give some examples?
““Of Plymouth Plantation”Of Plymouth Plantation”
Primary SourcesPrimary Sources– Definition: sources created or written by Definition: sources created or written by
people who observed or participated in people who observed or participated in a historical event. a historical event.
– Can you give some examples? Can you give some examples? Secondary SourcesSecondary Sources
- Definition: sources that provide indirect, Definition: sources that provide indirect, secondhand knowledge. secondhand knowledge.
- Can you give some examples? Can you give some examples?
““Of Plymouth Plantation” Of Plymouth Plantation”
A primary source told from William A primary source told from William Bradford’s perspective. Bradford’s perspective. – Most pre-colonial literature is a type of Most pre-colonial literature is a type of
primary source as it documents life as it primary source as it documents life as it really happened. really happened.
““Of Plymouth Plantation” Of Plymouth Plantation”
Divide yourselves into 5 different Divide yourselves into 5 different groups (should be groups of 5) groups (should be groups of 5)
Each group will be assigned a section Each group will be assigned a section in “Of Plymouth Plantation” in “Of Plymouth Plantation”
You want to read it over and pick out You want to read it over and pick out a few main points, write them on a few main points, write them on your handout then each group will your handout then each group will present their findings. present their findings.
““Their Safe Arrival At Cape Their Safe Arrival At Cape Cod”Cod”
Colonists land at Cape CodColonists land at Cape Cod Giving thanks for safely arrivingGiving thanks for safely arriving They landed upon a place that They landed upon a place that
did not have any establishments did not have any establishments – they could not find help! – they could not find help!
When they first encountered the When they first encountered the Native Americans, it seemed Native Americans, it seemed they were ready to defend at they were ready to defend at first rather than to help first rather than to help
““Their Safe Arrival At Cape Their Safe Arrival At Cape Cod”Cod”
They knew the winter would be harshThey knew the winter would be harsh They were now on their own in an They were now on their own in an
uncivilized world to face religious uncivilized world to face religious freedomfreedom
““The First Encounter”The First Encounter”
They needed to find shelter, first and They needed to find shelter, first and foremostforemost
30 men went to further explore the 30 men went to further explore the land and saw two Native American land and saw two Native American houseshouses
They saw corn and beans – they took They saw corn and beans – they took them and intended to pay them back them and intended to pay them back 6 months later 6 months later
““The First Encounter”The First Encounter”
It seemed to be a sign from God that It seemed to be a sign from God that they were able to have food because they were able to have food because the weather was so harsh the weather was so harsh
10 men went to further discover the 10 men went to further discover the land and heard noises at night which land and heard noises at night which lead them to shoot their musketslead them to shoot their muskets
The next day, a man cried “Indians! The next day, a man cried “Indians! Indians!” Indians!”
““The First Encounter” The First Encounter”
The colonists were ready to shoot The colonists were ready to shoot their muskets again, they battled the their muskets again, they battled the IndiansIndians
Not one colonist was hurt “by the Not one colonist was hurt “by the providence of God” providence of God”
““The Starving Time” The Starving Time”
Half of the group died especially Half of the group died especially during January and Februaryduring January and February
Died from scurvy and many other Died from scurvy and many other diseasesdiseases
At least 2 or 3 people died per dayAt least 2 or 3 people died per day Only 150 people leftOnly 150 people left Many others were still sick yet Many others were still sick yet
completed the chorescompleted the chores
““Indian Relations”Indian Relations”
Indians would appear but run off Indians would appear but run off quicklyquickly
Stole colonists’ tools Stole colonists’ tools March 16March 16thth – one Indian spoke to – one Indian spoke to
them in English, he was from a them in English, he was from a different part of the region.different part of the region.
His name was Samoset, he also told His name was Samoset, he also told of Squanto, another native who could of Squanto, another native who could speak better Englishspeak better English
““Indian Relations”Indian Relations”
Samoset brought 5 more Indians with Samoset brought 5 more Indians with him and they brought all the stolen him and they brought all the stolen tools backtools back
Massasoit was their chiefMassasoit was their chief Colonists made peace with Massasoit Colonists made peace with Massasoit
under these terms:under these terms:– Do not harm each otherDo not harm each other– If someone did harm another, they If someone did harm another, they
would be punishedwould be punished
““Indian Relations”Indian Relations”
– If anything is taken, it will be given back If anything is taken, it will be given back and it will be allowed to take something and it will be allowed to take something of the thiefof the thief
– They would aid each other in time of warThey would aid each other in time of war– Massasoit would send word to other Massasoit would send word to other
tribes about keeping peace with Pilgrimstribes about keeping peace with Pilgrims– Leave weapons behind when they are Leave weapons behind when they are
togethertogether
““Indian Relations”Indian Relations”
Squanto become the colonist’s Squanto become the colonist’s interpreter (“a special instrument interpreter (“a special instrument sent from God”)sent from God”)
Taught them how to produce crops, Taught them how to produce crops, fish, and use other resourcesfish, and use other resources
He stayed with the colonists until He stayed with the colonists until their deaththeir death
““The First Thanksgiving” The First Thanksgiving”
Colonists began to harvest food Colonists began to harvest food Families were able to survive easily Families were able to survive easily
and there was no worry about food and there was no worry about food during the harsh weather timesduring the harsh weather times
The colonists wrote to their friends in The colonists wrote to their friends in England and told them of their England and told them of their prosperity prosperity
Summarize . . . Summarize . . .
What was the purpose for Bradford’s What was the purpose for Bradford’s “Of Plymouth Plantation”? “Of Plymouth Plantation”?
What was his point of view? What was his point of view? Were there any assumptions that he Were there any assumptions that he
made that ended up to be false? made that ended up to be false? How is this a primary source? How is this a primary source?
Please Copy Into Your Please Copy Into Your Notes . . . Notes . . .
Describe the early colonists’ Describe the early colonists’ experiences in “Of Plymouth experiences in “Of Plymouth Plantation”. Plantation”.
Define slave narrative and analyze Define slave narrative and analyze Olaudah Equiano’s work. Olaudah Equiano’s work.
Examine sensory details and their Examine sensory details and their impact upon a piece of literature. impact upon a piece of literature.
Olaudah Equiano 1745-Olaudah Equiano 1745-17971797
Read over the introduction notes on Read over the introduction notes on the handout. the handout.
Equiano grew up in what is now Equiano grew up in what is now current day Nigeria. His father ruled current day Nigeria. His father ruled the village of Essaka – Equiano may the village of Essaka – Equiano may have even ruled one day if he was have even ruled one day if he was not sold into slavery. not sold into slavery.
Equiano Equiano
Olaudah was sold to several different Olaudah was sold to several different masters – many allowed him to work masters – many allowed him to work for some money. He learned to for some money. He learned to read/write in English. read/write in English.
In 1766 he purchased his freedom In 1766 he purchased his freedom and traveled extensively in support of and traveled extensively in support of the anti-slavery movement. the anti-slavery movement.
He never returned to Africa after He never returned to Africa after publishing his popular autobiography publishing his popular autobiography in 1789. in 1789.
Slave Narrative Slave Narrative
Definition:Definition: autobiographical autobiographical accounts by persons who suffered accounts by persons who suffered the horrors of slavery. the horrors of slavery.
Slave narratives were very Slave narratives were very descriptive in nature and included descriptive in nature and included sensory details:sensory details:– Definition: Definition: details that appeal to one or details that appeal to one or
more of the five senses more of the five senses
““The Interesting Narrative of The Interesting Narrative of the Life of Olaudah Equiano” the Life of Olaudah Equiano”
Read the account independently and Read the account independently and fill in the sensory detail chart as you fill in the sensory detail chart as you read. read.
Summarize . . . Summarize . . .
What are historical narratives?What are historical narratives? What are primary sources? Give an What are primary sources? Give an
example. example. What are slave narratives? What are slave narratives? Why is sensory detail necessary Why is sensory detail necessary
when accounting a realistic historical when accounting a realistic historical event? event?