Nurturing Historical Thinking Document Analysis/Socratic Seminar Persistent Issue: What actions are justified in the interest of the welfare or security of the community? Unit Specific Question: What policies should Indian and European cultures have adopted for dealing with other groups?

Nurturing Historical Thinking Socratic Seminar Discussion  Purpose To enlarge our understanding of ideas, issues, and values in this text Deliberation Discussion  Purpose To make a policy decision about a public issue

Nurturing Historical Thinking Socratic Seminar Discussion  Purpose To enlarge our understanding of ideas, issues, and values in this text  Norms Don’t raise hands Address one another, not the discussion leader Use the text to support opinions

Early Massachusetts History Smallpox epidemic among southern New England Indians (repeated in ) 1620 Pilgrims arrive in Plymouth 1621 Pilgrims form mutual assistance pact with Massasoit, Wampanoag chief 1630 Puritans settle in Boston under John Winthrop Approximately 20,000 Puritans will come to New England by 1640

Nurturing Historical Thinking What policies should Indian and European cultures have adopted for dealing with other groups? Socratic Seminar Discussion  Thinking about the document as a historical artifact  Thinking about the ideas in the document Document Analysis Scaffold

Nurturing Historical Thinking Socratic Seminar Discussion  What did Winthrop mean when he said that New England would be “as a city upon a hill”? In what ways does he envision this city will be “a model of Christian charity?”  How does the idea of a “special commission” shape the way the Puritans see their place in the New World?  What do Winthrop’s and Cotton’s sermons suggest about how the Puritans will interact with the Indians they encounter in Massachusetts?

Nurturing Historical Thinking Socratic Seminar Discussion  Norms Don’t raise hands Address one another, not the discussion leader Use the text to support opinions

Nurturing Historical Thinking Socratic Seminar Discussion  What did Winthrop mean when he said that New England would be “as a city upon a hill”? In what ways does he envision this city will be “a model of Christian charity?”  How does the idea of a “special commission” shape the way the Puritans see their place in the New World?  What do Winthrop’s and Cotton’s sermons suggest about how the Puritans will interact with the Indians they encounter in Massachusetts?

The Indian Perspective We Shall Remain: PBS American Experience Episode One; Section 6 - The Great Migration

Later Massachusetts History 1630 Puritans settle in Boston under John Winthrop. Approximately 20,000 Puritans will come to New England by Pequot War 1644 Massachuset Indians declare submission to Massachusetts Bay Colony Narragansett Indians declare submission to King of England 1646 Massachusetts Bay Colony commits itself to missionary work and punishes Indian blasphemy of Christianity with death King Phillip’s War 1677 All Indians in Massachusetts confined to four Indian towns (reduced to three in 1681)

Nurturing Historical Thinking Relations in Pennsylvania  How does Penn’s vision of a godly community differ from Winthrop’s?

Pennsylvania Timeline 1682Penn founds Pennsylvania as a “holy experiment” 1718Penn dies 1737Walking Purchase defrauds Delaware Indians of land area the size of Rhode Island 1755Delaware Indians attack Pennsylvania 1763Paxton Boys massacre last remaining 20 Conestoga Indians Frontier descends into anarchy Americans destroy Iroquois and Delaware strongholds 1783Iroquois forfeit all lands in Pennsylvania by right of conquest

Deliberation: Was the defeat of Northeastern tribes necessary for the survival of the American colonies? Could the two cultures have peacefully co-existed?

PIH Curriculum Design Principles 1.Scaffolded Instruction 2.Authenticity 3.Multiple Intelligences 4.Effective Collaboration

Nurturing Historical Thinking: How do we help students “read” historical evidence trails? Historical Thinking: Rules of the Road Historical Heuristics Sourcing Contextualization Corroboration

Selecting historical documents: The “Goodness” Factor * Is the language accessible to adolescents? * Is the subject vivid and memorable? * Is there “human interest” in the document? * Can the document be excerpted without distorting its meaning? * Can it be related to documents already covered in the curriculum? Wineburg, 1991 * When used with other documents does it confront students with competing perspectives that convey the complexity the phenomenon?