Annotated Resource Set (ARS)
Content Theme:
Colonial Experience in America
Developed by:
Cher McDonald
Contextual Paragraph for Resource Set: This is a collection of Primary
Source documents that chronicle the experience of European settlers in
North America and the experiences of Native Americans as they
encounter Europeans. This set will meet Utah State Core Standard 1:
Students will expand their knowledge of pre-Reconstruction
America. It will examine the American colonial experience, identify
reasons for the establishment of colonies in America, and examine the
rise of American culture in the New England, Middle, and Southern
colonies.
This set will meet the AP US History Topics 2 and 3:
Topic 2: Transatlantic Encounters and Colonial Beginnings, 14921690
 First European contacts with Native Americans
 Spain's empire in North America
 French colonization of Canada
 English settlement of New England, the Mid-Atlantic region, and
the South
 From servitude to slavery in the Chesapeake region
 Religious diversity in the American colonies
 Resistance to colonial authority: Bacon's Rebellion, the Glorious
Revolution, and the Pueblo Revolt
Teaching with Primary Sources - Annotated Resource Set
1
Resource Set (Jamestown)
John Smith's
Description of the
Powhatans, 1612
The generall historie
of Virginia, New
England & the
Summer Isles
(conditions in camp
before resupply, 1607)
The generall historie
of Virginia, New
England & the
Summer Isles (the
arrival of the resupply
ships, 1608) Pages
108 & 109
Virginia, Discovered
and Discribed by
Captayn John Smith
(The Chesapeake was
explored and mapped
by John Smith and
other English settlers
during 1608)
Engraving "The
Tovvne of Pomeiooc"
by De Bry (printed
1590) based on
watercolor by White.
Engraving "The
Tovvne of Secota" by
De Bry (printed 1590)
based on watercolor
by White.
http://memory.loc.gov/
cgibin/query/r?ammem/lh
bcb:@field(DOCID+@
lit(lhbcb0262adiv12))
http://memory.loc.gov/
cgibin/query/r?ammem/lh
bcb:@field(DOCID+@
lit(lhbcb0262adiv13))
http://www.loc.gov/exh
ibits/treasures/images/
s19.2.jpg
http://www.virtualjame
stown.org/images/whit
e_debry_html/plate31.
html
http://www.virtualjame
stown.org/images/whit
e_debry_html/plate35.
html
No digital image on
site.
Excellent site with
specific, directed
excerpts.
http://www.vahistorical
.org/sva2003/jsdp.htm
Notes/Comments: John Smith journals are transcripts that are available in the Jefferson Library/Papers collection, there is no image of the
original page. The Hakluyt transcript is available, but the image is not digitized.
Teaching with Primary Sources - Annotated Resource Set
2
Resource Set (Jamestown and Pennsylvania)
“Our Plantation Is
Very Weak”: The
Experiences of an
Indentured Servant in
Virginia, 1623
(description of life in
Jamestown from an
indentured servant’s
POV)
A Rationale for New
World Colonization by
Richard Hakluyt,
1584 (a general
overview of the
reasons for
emigration)
No digital image on
site.
No digital image on
site.
http://historymatters.g
mu.edu/d/6475
William Penn (age 22), 1666
Oil on canvas Eighteenthcentury copy of a seventeenthcentury portrait, possibly by Sir
Peter Lely. (A youthful William
Penn (1644-1718) portrayed in
armor suggests that at this
point in his career he may
have been considering
following his father into a
military profession. Soon after
this portrait was made, Penn
became a member of the
Society of Friends, one of
whose fundamental tenets was
the renunciation of force.)
The Frame of the Government
of the Province of Pennsilvania
in America, 1682
William Penn
England: William Bradford,
before 1689. In his famous
charter of religious liberty,
William Penn pledged that all
citizens who believed in "One
Almighty and eternal God . . .
shall in no wayes be molested
or prejudiced for their
Religious Perswasion or
Practice in matters of Faith
and Worship, nor shall they be
compelled at any time to
frequent or maintain any
Religious Worship, Place or
Ministry whatever."
Philadelphia: Quäkerkirche.
Wood engraving from Ernst
von Hesse Wartegg, NordAmerika, seine Stadt und
Naturwunder,
das Land und seine Bewohner
in Schilderung. Leipzig: 1888.
Quaker Meeting
This undated image depicts a
feature of Quaker religious
practice that made early
Friends so repugnant to other
denominations: their insistence
on equality for women,
including the right--in defiance
of the apostle Paul's
injunctions--to speak in
Meeting for Worship and to
preach the Gospel.
A Collection of Christian &
Brotherly Advices
Given forth from time to time By
the Yearly-Meetings of Friends
For Pennsylvania & New Jersey. .
..
Manuscript volume, c. 16821763. Quaker Book of Discipline
This collection of "advices" on the
behavior of American Quakers
was a compilation of guidelines
covering every aspect of Quaker
life. These advices were
periodically issued between 1682
and 1763 by the highest
institutional authority in
American Quakerism, the Yearly
Meeting.
http://www.digitalhistor http://www.loc.gov/exh
y.uh.edu/documents/d ibits/religion/vc006674
ocuments_p2.cfm?do
.jpg
c=210
http://www.loc.gov/exh
ibits/religion/vc006399
.jpg
http://www.loc.gov/exh
ibits/religion/f0107.jpg
http://www.loc.gov/exh
ibits/religion/vc006818
.jpg
Notes/Comments: The Jamestown information is supplemental to the sources on the LOC. Most of the information comes from the exhibit
Religion and the Founding of the American Republic: http://www.loc.gov/exhibits/religion/rel01.html
Teaching with Primary Sources - Annotated Resource Set
3
Fray Diego Durán
[Cortés and Soldiers
Confront the Indians]
La Historia antigua de
la Nueva España,
1585 (Shown is a
confrontation between
the Mexica and the
powerful Spanish
forces of Hernando
Cortés (1485-1547)
during his campaign of
1519-1521.)
De Soto sets sail from
Spain to conquer
Florida. Illus. in: The
Life, travels and
adventures of
Ferdinand de Soto
Discoverer of the
Mississippi. Lambert
A. Wilmer. 1858.
Map of California
shown as an island].
Joan Vinckeboons.
[1650].
View of Ácoma
pueblo, Ácoma, New
Mexico, and distant
horizon. 1904. Area
of revolt led by Pope
Jemez Pueblo Indians in
a ceremonial dance,
New Mexico. c1908.
Tewa Indian guard at top
of the kiva stairs, San
Ildefonso, New Mexico.
c1905.
http://www.loc.gov/exh
ibits/treasures/images/
s17.5.jpg
http://memory.loc.gov/
service/pnp/cph/3c000
00/3c04000/3c04300/
3c04370v.jpg
http://memory.loc.gov/i
ntldl/eshtml/es-1/es-14.html#track1
http://memory.loc.gov/
service/pnp/cph/3c000
00/3c02000/3c02100/
3c02168v.jpg
http://memory.loc.gov
/cgibin/query/r?pp/PPAL
L:@field(NUMBER+
@band(cph+3b3694
0))
http://memory.loc.gov/
service/pnp/cph/3c100
00/3c11000/3c11200/
3c11284v.jpg
Notes/Comments: The Spanish colonization content comes from Parallel Histories: Spain, the United States, and the American Frontier on the
Library of Congress site: http://memory.loc.gov/intldl/eshtml/eshome.html
Teaching with Primary Sources - Annotated Resource Set
4
Resource Set (Plimouth)
Mr. John Rogers
Woodblock print from The
New-England Primer
Improved Boston: A.
Ellison, 1773. (The Primer
supplemented the picture
of Rogers' immolation with
a long, versified speech,
said to be the dying
martyr's advice to his
children, which urged them
to "Keep always God
before your Eyes" and to
"Abhor the arrant Whore of
Rome, and all her
Blasphemies.")
Cottonus Matherus S.
theologieae doctor regia
societas Londonensis. . . .
Mezzotint by Peter Pelham
Boston: 1728, restrike 1860
Cotton Mather (1663-1728),
the best-known New England
Puritan divine of his
generation. A formidable
intellect and a prodigious
writer, Mather published some
450 books and pamphlets. He
was at the center of all of the
major political, theological, and
scientific controversies of his
era. Mather has been
accused, unfairly, of instigating
the Salem witchcraft trials.
http://www.loc.gov/exh
ibits/religion/vc006402
.jpg
http://www.loc.gov/exh http://www.loc.gov/exh
ibits/religion/f0104.jpg ibits/religion/vc006523
.jpg
The General Laws and
Liberties of the
Massachusets Colony:
Cambridge, Mass: Samuel
Green, 1672
(Seventeenth-Century
Laws of Massachusetts
Criminal laws in the early
New England colonies
were based on the
scriptures, especially the
Old Testament. Many civil
laws and procedures were
modelled after the English
common law.)
The Whole Booke of
Psalmes Faithfully
Translated into English
Metre. Cambridge, Mass:
Stephen Daye, 1640. (The
first book published in
British North America, what
has become known as the
Bay Psalm Book, was the
work of Richard Mather
and two other ministers
who transformed the
Psalms into verse so they
could be sung in the
Massachusetts churches.)
The Bloudy Tenent of
Persecution, for cause
of Conscience,
discussed in a
Conference between
Truth and Peace. . . .
Roger Williams, 1644
Proclamation for a Publick
Thanksgiving, 1721
(Colony of Connecticut)
http://www.loc.gov/exh
ibits/religion/vc006821
.jpg
http://www.loc.gov/exh
ibits/religion/vc006475
.jpg
http://memory.loc.gov/
rbc/rbpe/rbpe00/rbpe0
03/00300700/001dr.jp
g
Notes/Comments: Most of the information comes from the exhibit Religion and the Founding of the American Republic:
http://www.loc.gov/exhibits/religion/rel01.html
Teaching with Primary Sources - Annotated Resource Set
5
Resource Set (Dutch Exploration)
David De Vries, "Korte
Historiael Ende
Journaels
Aenteyckeninge,"
1655. (Historical
Notes and Journal
Notes of Various
Voyages)
Peter Schaghen,
Letter to the Directors
of the Dutch West
India Company, 1626
(translation of original
Dutch letter)
Visscher's
seventeenth-century
map of "New Belgium"
located the
patroonships of
Rensselaerswyck in
the region north of the
Catskills, south of
present-day Albany,
and southwest of
lands inhabited by the
Mohicans.
Map of New
Nederland in Virginia
and New England...),
Johannes Vingboons,
1639.
Charter given by the
High and Mighty Lords
of the States General
to the West India
Company...), 1621.
An early picture of
New-Amsterdam
made in the year
when it would swap
''ownership'' and
become New York.
1664
http://cahotest.cc.columbia.edu//
dbq/11001.html
http://international.loc.
gov/intldl/awkbhtml/kb
-1/kb-1-22.html#track1
http://hdl.loc.gov/loc.g
md/g3300.ct001068
http://www.geheugenv
annederland.nl/?/en/it
ems/KONB04:4
http://www.geheugenv
annederland.nl/?/en/it
ems/KONB04:22
No image available,
the transcript is
available on the
Columbia University
Website.
http://cahotest.cc.columbia.edu//
dbq/11001.html
Notes/Comments: Most of the content is from the The Atlantic World: America and the Netherlands.
http://international.loc.gov/intldl/awkbhtml/awkbhome.html There are a couple of links from Columbia University that are translations/transcripts of
the documents.
Teaching with Primary Sources - Annotated Resource Set
6
Resource Set (French Exploration)
From Champlain's
map of 1632. History
of Brulé's discoveries
and explorations,
1610-1626,
Plan du village des
Sauvages Outaouas au
Détroit Erié, 1731. In the
Great Lakes region and on
the Mississippi, FrancoIndian “cohabitation”
manifested itself through
spatial and functional
interactions and daily
exchanges between the
French posts and native
villages. At Detroit, Fort
Pontchartrain, founded in
1701, adjoined three Indian
villages, one of which was
the Ottawa village shown
here.
Le Commerce que les
Indiens du Mexique font
avec les François au Port de
Missisipi, Published by the
Parisian print dealer Gérard
Jollain in 1717 or soon
thereafter, this engraving and
the text that accompanies it
exalt the virtues and richness
of the “Kingdom of Louisiana.”
All the elements needed to
attract colonists, missionaries,
and capitalists are present:
fertile land; gold, silver,
copper, and lead mines; the
good disposition of the natives,
who were open to trade and to
Christianity; and a capitol
called New Orleans, endowed
with a magnificent port on the
Mississippi River.
This map of New France,
from Les Voyages de Sieur
de Champlain (1613), is
among Champlain’s most
skillfull and
iconographically rich
images. In addition to the
two Montagnais and
“Abnouchicois” Indians
shown on the left, the
author depicted a variety of
vegetable species as well
as numerous aquatic
animals scattered
throughout the region’s
seas and lakes.
Prise de possession
de la Louisiane, JeanAdolphe Bocquin,
1870s. BnF Prints and
Photographs
Department. This 1870s
lithograph by JeanAdolphe Bocquin
illustrates the claiming of
Louisiana by Cavelier de
la Salle in 1682.
Départ pour les îles ,
Pierre Dupin . Engraved
by Pierre Dupin (16901751) in the manner of
Antoine Watteau, Départ
pour les îles illustrates
the deportation of
prostitutes (filles de joie)
to America, about whom
the caption refers
ironically in these terms:
“Let us away; you must
leave without our
prayers, Little
Darlings....”
http://international.loc.
gov/service/gc/gcmisc
/gcfr/0015/01860000.j
pg
http://visualiseur.bnf.fr
/Visualiseur?Destinati
on=Gallica&O=IFN7845619
http://visualiseur.bnf.fr
/Visualiseur?O=06700
374
http://international.loc.
gov/service/rbc/rbfr/00
12/00310000.jpg
http://visualiseur.bnf.fr
/CadresFenetre?O=IF
N7916227&M=notice&Y
=ImagesFixes OR
http://international.loc.
gov/intldl/fiahtml/fiathe
me1b1.html#track1
http://visualiseur.bnf.fr
/Visualiseur?O=06700
383
Notes/Comments: Most of the sources come from the Parallel history site at the Library of Congress: France in America:
http://international.loc.gov/intldl/fiahtml/fiatheme.html#track1
Teaching with Primary Sources - Annotated Resource Set
7
Teaching with Primary Sources - Annotated Resource Set
8
Annotations
Grade
Level
Curriculum
Connections
Curriculum
Standards
Learning Objectives
Content Objectives
11th
US History
(predominantly)
8th
Reading
5th
Writing
Inquiry
Examine the
American
colonial
experience.
Develop
language
through
viewing
media.; make
inferences and
draw
conclusions
Students will
write
informational
text evaluating
information
and
interpreting
ideas.
Use process of
inquiry to
deepen
understanding.
Teaching with Primary Sources - Annotated Resource Set
Students will use
primary sources to
help them understand
why colonies were
established in the
Americas.
Students will compare
the motives of
English, French,
Spanish and Dutch
exploration and
settlement
Students will identify
the differences
between the New
England, Middle, and
Southern colonies.
Suggested Learning
Strategies
Thinking Objectives
Students will be able
to analyze primary
sources to increase
their content
knowledge of the
colonial era.
Students will develop
map reading skills.
Students will read and
comprehend original
documents written
during the historical
period.
Students will draw
conclusions from
examining primary
documents.
1. Students will use
the Analysis tool:
http://www.loc.gov/tea
chers/usingprimaryso
urces/resources/Prim
ary_Source_Analysis_
Tool.pdf to analyze
the primary sources.
2. Students will use
maps to determine
how the Europeans
defined the Americas
and what they were
interested in.
3. Students will use
European images of
Native Americans to
determine
From specific primary
sources:
4. Students will use
photographs along
with print resources to
determine why the
Pueblo people
revolted against the
Spanish in 1680.
Suggested
Assessment
Strategies
Make a chart
comparing the
motives of the
English, French,
Spanish and Dutch
explorers/settlers.
Written response to
the question: “Why
were the English
settlements more
successful longterm?”
Written response to
the question: “What
role did trade play in
the European
exploration?”
Links to Other
Resources
Digital History:
Native American
Voices:
http://www.digitalh
istory.uh.edu/nativ
e_voices/native_v
oices.cfm
Native American
Discoveries of
Europe
by Daniel Richter:
http://www.history
now.org/06_2007/
historian3.html
Venn diagram
comparing Native
and European
responses to their
“First Contacts”
Using any of the
primary sources,
build an advertising
campaign for an one
group of colonies
(NE, Middle,
Southern).
9