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Please Copy Into Your Notes. . .

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Presentation on theme: "Please Copy Into Your Notes. . ."— Presentation transcript:

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.

6 “Of Plymouth Plantation”
A primary source told from William Bradford’s 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 colonist’s 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 Bradford’s “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 Equiano’s work. Examine sensory details and their impact upon a piece of literature.

21 Olaudah Equiano 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?

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