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Enhancments (Images by Mr. Henchen, Vocabulary by ___________, Glossary by_____________, Questions by______________

 

Enhancement

By James W. Loewen

Over the last few years, I have asked hundreds of college students, "When was the country we now know as the United States first settled?"

That is a generous way of putting the question. Surely "we now know as" implies that the original settlement happened before the United States. I had hoped that students would suggest 30,000 BC, or some other pre-Columbian date. They did not. Their consensus answer was "1620."

Part of the problem is the word "settle." "Settlers" were white. Indians did not settle. Nor are students the only people misled by "settle." One recent Thanksgiving weekend, I listened as a guide at the Statue of Liberty told about European immigrants "populating a wild East Coast." As we shall see, however, if Indians had not already settled New England, Europeans would have had a much tougher job of it.

Starting with the Pilgrims not only leaves out the Indians, but also the Spanish. http://digital.lib.lehigh.edu/trial/justification/spain.jpg

 

In the summer of 1526 five hundred Spaniards and one hundred black slaves founded a town near the mouth of the Pedee River in what is now South Carolina. Disease and disputes with nearby Indians caused many deaths. Finally, in November the slaves rebelled, killed some of their masters, and escaped to  the Indians. By now only 150 Spaniards survived, and they evacuated back to Haiti. The ex-slaves remained behind. So the first non-Native settlers in "the country we now know as the United States" were Africans.

The Spanish continued their settling in 1565, when they massacred a settlement of French Protestants at St. Augustine, Florida, and replaced it with their own fort. Some Spanish were pilgrims, seeking regions new to them to secure religious liberty: these were Spanish Jews, who settled in New Mexico in the late 1500s. Few Americans know that one third of the United States, from San Francisco to Arkansas to Natchez to Florida, has been Spanish longer than it has been "American." Moreover, Spanish culture left an indelible impact on the West. The Spanish introduced horses, cattle, sheep, pigs, and the basic elements of cowboy culture, including its vocabulary: mustang, bronco, rodeo, lariat, and so on.

Beginning with 1620 also omits the Dutch, who were living in what is now Albany by 1614. Indeed, 1620 is not even the date of the first permanent British settlement, for in 1607, the London Company sent settlers to Jamestown, Virginia. No matter. The mythic origin of "the country we now know as the United States" is at Plymouth Rock, and the year is 1620. My students are not at fault. The myth is what their testbooks and their culture have offered them. I examined how twelve textbooks used in high school American history classes teach Thanksgiving. Here is the version in one high school history book, THE AMERICAN TRADITION:

After some exploring, the Pilgrims chose the land around Plymouth Harbor for their settlement. Unfortunately, they had arrived in December and were not prepared for the New England winter. However, they were aided by friendly Indians, who gave them food and showed them how to grow corn. When warm weather came, the colonists planted, fished, hunted, and prepared themselves for the next winter. After harvesting their first crop, they and their Indian friends celebrated the first Thanksgiving.

My students also learned that the Pilgrims were persecuted in England for their religion, so they moved to Holland. They sailed on the Mayflower to America and wrote the Mayflower Compact. Times were rough, until they met Squanto. He taught them how to put fish in each corn hill, so they had a bountiful harvest.

But when I ask them about the plague, they stare back at me. "What plague? The Black Plague?" No, that was three centuries earlier, I sigh.

 

Vocabulary

implies:

indicates or express in a subtle, non-explicit way

consensus: something that everybody agrees on 




Reading Questions

1) Explain Loewen's main argument in this article? (Level II - Comprehension)

 

2.


Additional Resources

 

Mayflower Myths - A great website from history.com (hard copy)

 

A decent video overview of the Mayflower Compact

 

Mayflower Trivia Game

 

Below is a good video that discusses some of the Christian principles that drove many of the first settlers in New England. 


Feedback Rubric

Grader

Who is  grading this part?

Requirements

Answer each question by placing the appropriate number next to the question:

4 = Yes, always!     3 = Yes, for the most part.

2 = Somewhat       1 = Not Quite      0 = N0!

Feedback, Comments, Suggestions

This is the most important section.  Please leave some constructive comments.

Grade 

Underline the grade you think the student deserves.

 

Vocabulary

Effectiveness

  • Are the definitions understandable?
  • Do the definitions make sense in the context the term is being used?
  • Are the terms and definitions placed in the correct area of the page and are they easy to access?

Choice

  • Are all the difficult terms defined?
If not, then put these words in bold and place them in the vocab section.
 

A = All of the requirements are met and the work is extremely well done.

B = All of the requirements are met and the work is well done.

C = All of the requirements are done and are acceptable or the work is well done but some of the requirements are missing,

D = Some of the requirements are missing and the work  generally needs some improvement.

F = There is not enough work or the work is too poorly done.

 

Glossary

Effectiveness 

  • Are the glossary pages informative?
  • Are the glossary pages brief and to the point (succinct)? Less than 250 words?
  • Do the glossary pages help you to understand the main reading?  Do they relate directly to the main text?
  • Are the glossary pages engaging (clear organization, use of media, etc)

Choice

  • Are all the neccessary glossary terms linked to a glossary page? 

If not, please change the text color of those terms that need an explanation to red.

Citations

  • Is all information borrowed from other resources properly cited?
 

A = All of the requirements are met and the work is extremely well done.

B = All of the requirements are met and the work is well done.

C = All of the requirements are done and are acceptable or the work is well done but some of the requirements are missing,

D = Some of the requirements are missing and the work  generally needs some improvement.

F = There is not enough work or the work is too poorly done.
 

Questions

Effectiveness

  • Is each question from a different level of Bloom's taxonomy? 
  • Is each question clearly labeled with the level type?
  • Are the questions clear and easy to understand?

Choice

  • Do the questions require the reader to understand the most important information in the text?
If not, then what question(s) would you ask?
 

A = All of the requirements are met and the work is extremely well done.

B = All of the requirements are met and the work is well done.

C = All of the requirements are done and are acceptable or the work is well done but some of the requirements are missing,

D = Some of the requirements are missing and the work  generally needs some improvement.

F = There is not enough work or the work is too poorly done.
 

Images

Relevance & Choice

  • Do your images relate, in a direct way, to the most important material in the text?
  • Are their an appropriate number of images?  If too many, then which can we lose?  If too few, then what do we need images of?

Effectiveness

  • Do your images enhance the text and help the reader come to a deeper understanding of the text? 
  • Are the images placed wisely and sized appropriately?  Do they go with the flow of the text or do they interrupt the flow?

Citations

  • Is all your information properly cited? Are all images hyperlinked to the URL address of the image?

 

A = All of the requirements are met and the work is extremely well done.

B = All of the requirements are met and the work is well done.

C = All of the requirements are done and are acceptable or the work is well done but some of the requirements are missing,

D = Some of the requirements are missing and the work  generally needs some improvement.

F = There is not enough work or the work is too poorly done.
 

Overall

 

 

A = All of the requirements are met and the work is extremely well done.

A-

B+

B = All of the requirements are met and the work is well done.

B-

C+

C = All of the requirements are done and are acceptable or the work is well done but some of the requirements are missing,

C-

D+

D = Some of the requirements are missing and the work  generally needs some improvement.

F = There is not enough work or the work is too poorly done.
 

 

 

   

 

 

 

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