Please Copy Into Your Notes. . .

1
Please Copy Into Your Notes. . .

• Summarize The Man to Send Rain Clouds and
  recognize the importance of cultural traditions.
• Identify the traits of a historical narrative.
• Recognize the purpose of a primary source.

2
The Man to Send Rain Clouds

• Finish reading story as a class.
• Summarize and discuss importance of keeping
  cultural traditions.

3
Answer the following question

• How do you react when someone invades your
  personal territory?

4
Of Plymouth Plantation

• Review the background information on the handout.
  
• Historical Narratives
• Definition accounts of real-life historical
  experiences, given either by a person who
  experienced those events or by someone who has
  studied or observed them.
• Can you give some examples?

5
Of Plymouth Plantation

• Primary Sources
• Definition sources created or written by people
  who observed or participated in a historical
  event.
• Can you give some examples?
• Secondary Sources
• Definition sources that provide indirect,
  secondhand knowledge.
• Can you give some examples?

6
Of Plymouth Plantation

• A primary source told from William Bradfords
  perspective.
• Most pre-colonial literature is a type of primary
  source as it documents life as it really
  happened.

7
Of Plymouth Plantation

• Divide yourselves into 5 different groups (should
  be groups of 5)
• Each group will be assigned a section in Of
  Plymouth Plantation
• You want to read it over and pick out a few main
  points, write them on your handout then each
  group will present their findings.

8
Their Safe Arrival At Cape Cod

• Colonists land at Cape Cod
• Giving thanks for safely arriving
• They landed upon a place that did not have any
  establishments they could not find help!
• When they first encountered the Native Americans,
  it seemed they were ready to defend at first
  rather than to help

9
Their Safe Arrival At Cape Cod

• They knew the winter would be harsh
• They were now on their own in an uncivilized
  world to face religious freedom

10
The First Encounter

• They needed to find shelter, first and foremost
• 30 men went to further explore the land and saw
  two Native American houses
• They saw corn and beans they took them and
  intended to pay them back 6 months later

11
The First Encounter

• It seemed to be a sign from God that they were
  able to have food because the weather was so
  harsh
• 10 men went to further discover the land and
  heard noises at night which lead them to shoot
  their muskets
• The next day, a man cried Indians! Indians!

12
The First Encounter

• The colonists were ready to shoot their muskets
  again, they battled the Indians
• Not one colonist was hurt by the providence of
  God

13
The Starving Time

• Half of the group died especially during January
  and February
• Died from scurvy and many other diseases
• At least 2 or 3 people died per day
• Only 150 people left
• Many others were still sick yet completed the
  chores

14
Indian Relations

• Indians would appear but run off quickly
• Stole colonists tools
• March 16th one Indian spoke to them in English,
  he was from a different part of the region.
• His name was Samoset, he also told of Squanto,
  another native who could speak better English

15
Indian Relations

• Samoset brought 5 more Indians with him and they
  brought all the stolen tools back
• Massasoit was their chief
• Colonists made peace with Massasoit under these
  terms
• Do not harm each other
• If someone did harm another, they would be
  punished

16
Indian Relations

• If anything is taken, it will be given back and
  it will be allowed to take something of the thief
• They would aid each other in time of war
• Massasoit would send word to other tribes about
  keeping peace with Pilgrims
• Leave weapons behind when they are together

17
Indian Relations

• Squanto become the colonists interpreter (a
  special instrument sent from God)
• Taught them how to produce crops, fish, and use
  other resources
• He stayed with the colonists until their death

18
The First Thanksgiving

• Colonists began to harvest food
• Families were able to survive easily and there
  was no worry about food during the harsh weather
  times
• The colonists wrote to their friends in England
  and told them of their prosperity

19
Summarize . . .

• What was the purpose for Bradfords Of Plymouth
  Plantation?
• What was his point of view?
• Were there any assumptions that he made that
  ended up to be false?
• How is this a primary source?

20
Please Copy Into Your Notes . . .

• Describe the early colonists experiences in Of
  Plymouth Plantation.
• Define slave narrative and analyze Olaudah
  Equianos work.
• Examine sensory details and their impact upon a
  piece of literature.

21
Olaudah Equiano 1745-1797

• Read over the introduction notes on the handout.
• Equiano grew up in what is now current day
  Nigeria. His father ruled the village of Essaka
  Equiano may have even ruled one day if he was
  not sold into slavery.

22
Equiano

• Olaudah was sold to several different masters
  many allowed him to work for some money. He
  learned to read/write in English.
• In 1766 he purchased his freedom and traveled
  extensively in support of the anti-slavery
  movement.
• He never returned to Africa after publishing his
  popular autobiography in 1789.

23
Slave Narrative

• Definition autobiographical accounts by persons
  who suffered the horrors of slavery.
• Slave narratives were very descriptive in nature
  and included sensory details
• Definition details that appeal to one or more of
  the five senses

24
The Interesting Narrative of the Life of Olaudah
Equiano

• Read the account independently and fill in the
  sensory detail chart as you read.

25
Summarize . . .

• What are historical narratives?
• What are primary sources? Give an example.
• What are slave narratives?
• Why is sensory detail necessary when accounting a
  realistic historical event?