Indentured Servitude
GRADE LEVEL: 5
BACKGROUND INFORMATION
http://www.pbs.org/opb/historydetectives/feature/indentured-servants-in-the-us/
Indentured servants first arrived in America in the decade following the settlement of Jamestown by
the Virginia Company in 1607.
The idea of indentured servitude was born of a need for cheap labor. The earliest settlers soon realized
that they had lots of land to care for, but no one to care for it. With passage to the Colonies expensive for all
but the wealthy, the Virginia Company developed the system of indentured servitude to attract workers.
Indentured servants became vital to the colonial economy.
The timing of the Virginia colony was ideal. The Thirty Year's War had left Europe's economy
depressed, and many skilled and unskilled laborers were without work. A new life in the New World offered a
glimmer of hope; this explains how one-half to two-thirds of the immigrants who came to the American
colonies arrived as indentured servants.
Servants typically worked four to seven years in exchange for passage, room, board, lodging and
freedom dues. While the life of an indentured servant was harsh and restrictive, it wasn't slavery. There were
laws that protected some of their rights. But their life was not an easy one, and the punishments meted out to
people who wronged were harsher than those for non-servants. An indentured servant's contract could be
extended as punishment for breaking a law, such as running away, or in the case of female servants, becoming
pregnant.
For those that survived the work and received their freedom package, many historians argue that they
were better off than those new immigrants who came freely to the country. Their contract may have included
at least 25 acres of land, a year's worth of corn, arms, a cow and new clothes. Some servants did rise to
become part of the colonial elite, but for the majority of indentured servants that survived the treacherous
journey by sea and the harsh conditions of life in the New World, satisfaction was a modest life as a freeman
in a burgeoning colonial economy.
In 1619 the first black Africans came to Virginia. With no slave laws in place, they were initially treated
as indentured servants, and given the same opportunities for freedom dues as whites. However, slave laws
were soon passed – in Massachusetts in 1641 and Virginia in 1661 –and any small freedoms that might have
existed for blacks were taken away.
As demands for labor grew, so did the cost of indentured servants. Many landowners also felt
threatened by newly freed servants demand for land. The colonial elite realized the problems of indentured
servitude. Landowners turned to African slaves as a more profitable and ever-renewable source of labor and
the shift from indentured servants to racial slavery had begun.
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TIME REQUIRED
3 class periods of 45 minutes each
1 class period of 90 minutes to write persuasive essay
STANDARDS: NATIONAL AND STATE
National Social Studies Standard:
United States Era 2: Colonization and Settlement (1585-1763)
Standard 1: Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and
how Europeans struggled for control of North America and the Caribbean.
Standard 3: How the values and institutions of European economic life took root in the colonies, and how
slavery reshaped European and African life in the Americas.
The study of the colonial era in American history is essential because the foundations for many of the most
critical developments in our subsequent national history were established in those years. The long duration of
the nation's colonial period--nearly two centuries--requires that teachers establish clear themes. A continental
and Caribbean approach best serves a full understanding of this era because North America and the closely
linked West Indies were an international theater of colonial development.
One theme involves the intermingling of Native Americans, Europeans, and Africans. Students first need to
understand what induced hundreds of thousands of free and indentured immigrants to leave their homelands in
many parts of Europe. Why did they risk the hardships of resettlement overseas, and how well did they
succeed?
Students must also address two of the most tragic aspects of American history: first, the violent conflicts
between Europeans and indigenous peoples, the devastating spread of European diseases among Native
Americans, and the gradual dispossession of Indian land; second, the traffic in the African slave trade and the
development of a slave labor system in many of the colonies. While coming to grips with these tragic events,
students should also recognize that Africans and Native Americans were not simply victims but were intricately
involved in the creation of colonial society and a new, hybrid American culture.
CA State Social Studies Standard 5.4.6:
Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing
struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the
South.
CA State Writing Standards:
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience
and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress
through the stages of the writing process as needed.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre.
Student writing demonstrates a command of standard American English and the research, organizational, and
drafting strategies outlined in Writing Standard 1.0.
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2.4 Write persuasive letters or compositions:
a. State a clear position in support of a proposal.
b. Support a position with relevant evidence.
c. Follow a simple organizational pattern.
d. Address reader concerns.
OBJECTIVES
As a result of this lesson, students will be able to:
1. Understand early colonists’ need for land laborers.
2. Describe the differences between indentured servants and slaves.
3. Use primary resources to analyze different perspectives of people who chose indentured servitude as a
means to travel to the colonies.
4. Demonstrate understanding of indentured servitude in early colonial times by expressing their opinion
about indentured servitude by writing a 5-paragraph persuasive essay.
MATERIALS
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PPT: “Indentured Servitude”
http://www2.cicerohistory.com/Cicero/navigate/search.do?q=indentured+servant
“Indentured Servant’s Letter Home—John Frethorne, 1623” (copies for each student)
http://www.academicamerican.com/colonial/docs/Frethorne.htm
Table groups of 4 or 5 students with various reading levels
Poster paper and markers for brainstorming at each table
Journals
Vocabulary Word Write activity
Persuasive essay description/directions, graphic organizer, and grading rubric
Optional reading and additional primary resources for students to use:
1. Night Journeys by Avi
2. Night Journeys work packet
3. “Virginia’s Labor Problem”
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timelin
e/colonial/virginia/labor.html
4. “Apprenticeship Indentures: 1830-1908: Delaware County, NY”
http://www.dcnyhistory.org/indent.html
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SETTING THE STAGE (Day 1)
1. Use the “Think–Pair–Share” strategy to elicit students’ prior knowledge about slaves or indentured
servants. Have students record individual thoughts in Journals.
2. Share the Power Point “Indentured Servitude” explicitly pointing out the primary sources included.
Make sure the difference between slavery and indentured servitude is clarified.
3. Have students now record in journals the following information:
Definitions of: master, apprentice, indentured servant, and slaves
Answer questions: How would people know if an original contract was original and had NOT been
altered? Write one thoughtful sentence showing understanding of why a person would want to be an
indentured servant. Write one sentence explaining why a person would regret making the choice to be an
indentured servant.
STRATEGY (Days 2 and 3)
1.
Students should complete the “Vocabulary Word Write” to better understand some of the terms that will
be used in day 2 and 3 lessons.
2.
Distribute the primary source (or an excerpt from) “Indentured Servant’s Letter Home—John Frethorne,
1623,” and address how the language appears different than how we write today.
3.
Ask students to take a few moments to read it silently, making notes on the side margins. Encourage
them to try to interpret as much as possible on their own. Advanced students may use a longer excerpt or
the entire document while struggling students may appreciate a shorter excerpt or having the information
read to them.
4.
Next, have the students work in pairs or small teams to share thoughts and interpret the letter for about
15 minutes.
5.
Each table will now brainstorm what life was like for an indentured servant on the poster paper. They
can use any style of organization to display their thoughts (i.e. web, T-chart, etc.).
6.
Record thoughts in Journals.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Day 3:
Hang the student made posters around the room. Students will now move around the room as table
groups and spend 1 – 2 minutes at each poster, looking for items they plan to add to their own poster.
Allow time to update the groups original poster.
Tell the students that while not all indentured servants had a choice to become an indentured servant,
some did choose to do so. Ask the students to think about why someone would make this choice.
Have one student from each table share aloud what was discussed. Write the students’ ideas on a poster
sheet.
For more advanced students, distribute the other documents provided and allow them to sort the
information and develop further opinions about indentured servitude.
Discuss both sides of the issue of indentured servitude with the students, referring to the posters made by
the students the previous day and the poster made today. Give the students both points of view clearly.
Take a few moments for students to share at their tables what they think about indentured servitude.
Allow time to record their thoughts in their journals.
Day 4: Persuasive Essay
Provide essay prompt, lined paper, and a graphic organizer for persuasive essays. Encourage the
students to use what they have learned to support their opinions throughout the essays. Advanced
students can write 6 paragraphs and strive to score all 4s on the essay. Struggling students may need
more guidance with the graphic organizer prior to writing.
Allow quiet time for students to write. Collect essays.
Students may need more time to complete the essays or extensions.
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EXTENSION ACTIVITY
1.
Write an original poem about indentured servitude using the “I Am . . .” format.
2.
Write a letter in which you pretend to be an indentured servant in the early colonies explaining to a
friend what your life is like.
3.
Research and use a map to show the numbers of indentured servants across the colonies from 1600 –
1800.
4.
Design a newspaper front page with articles relating to both sides of the issue of indentured servitude.
5.
Prepare a time line with captions that highlight major events of indentured servitude.
6.
Read Night Journeys by Avi and prepare a book report.
7.
Compare slavery and indentured servitude using a Venn diagram.
EVALUATION/ASSESSMENT
1.
Journals should demonstrate a growth of knowledge about indentured servitude.
2.
Persuasive essays graded using a school district’s rubric.
PRIMARY SOURCES, HANDOUTS, WORKSHEETS, ETC.
Indentured Servant’s Letter Home
John Frethorne, 1623
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LOVING AND KIND FATHER AND MOTHER: My most humble duty remembered to you, hoping in
god of your good health, as I myself am at the making hereof. This is to let you understand that I you child am
in a most heavy case by reason of the country, [which] is such that it causeth much sickness, [such] as the
scurvy and the bloody flux and diverse other diseases, which maketh the body very poor and weak. And when
we are sick there is nothing to comfort us; for since I came out of the ship I never ate anything but peas, and
loblollie (that is, water gruel). As for deer or venison I never saw any since I came into this land. There is
indeed some fowl, but we are not allowed to go and get it, but must work hard both early and late for a mess of
water gruel and a mouthful of bread and beef. A mouthful of bread for a penny loaf must serve for four men
which is most pitiful. [You would be grieved] if you did know as much as I, when people cry out day and night
Oh! That they were in England without their limbs--and would not care to lose any limb to be in England again,
yea, though they beg from door to door. For we live in fear of the enemy every hour, yet we have had a combat
with them É and we took two alive and made slaves of them. But it was by policy, for we are in great danger;
for our plantation is very weak by reason of the death and sickness of our company. For we came but twenty for
the merchants, and they are half dead just; and we look every hour when two more should go. Yet there came
some four other men yet to live with us, of which there is but one alive; and our Lieutenant is dead, and his
father and his brother. And there was some five or six of the last year's twenty, of which there is but three left,
so that we are fain to get other men to plant with us; and yet we are but 32 to fight against 3000 if they should
come. And the nighest help that we have is ten mile of us, and when the rogues overcame this place [the] last
[time] they slew 80 persons. How then shall we do, for we lie even in their teeth? They may easily take us, but
that God is merciful and can save with few as well as with many, as he showed to Gilead. And like Gilead's
soldiers, if they lapped water, we drink water which is but weak.
And I have nothing to comfort me, nor is there nothing to be gotten here but sickness and death, except
[in the event] that one had money to lay out in some things for profit. But I have nothing at all--no, not a shirt to
my back but two rags, nor clothes but one poor suit, nor but one pair of shoes, but one pair of stockings, but one
cap, [and] but two bands [collars]. My cloak is stolen by one of my fellows, and to his dying hour would not tell
me what he did with it; but some of my fellows saw him have butter and beef out of a ship, which my cloak, I
doubt [not], paid for. So that I have not a penny, nor a penny worth, to help me too either spice or sugar or
strong waters, without the which one cannot live here. For as strong beer in England doth fatten and strengthen
them, so water here doth wash and weaken these here only keeps life and soul together. But I am not half a
quarter so strong as I was in England, and all is for want of victuals; for I do protest unto you that I have eaten
more in [one] day at home than I have allowed me here for a week. You have given more than my day's
allowance to a beggar at the door; and if Mr. Jackson had not relieved me, I should be in a poor case. But he
like a father and she like a loving mother doth still help me.
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For when we go to Jamestown (that is 10 miles of us) there lie all the ships that come to land, and there
they must deliver their goods. And when we went up to town [we would go], as it may be, on Monday at noon,
and come there by night, [and] then load the next day by noon, and go home in the afternoon, and unload, and
then away again in the night, and [we would] be up about midnight. Then if it rained or blowed never so hard,
we must lie in the boat on the water and have nothing but a little bread. For when we go into the boat we[would]
have a loaf allowed to two men, and it is all [we would get] if we stayed there two days, which is hard; and [we]
must lie all that while in the boat. But that Goodman Jackson pitied me and made me a cabin to lie in always
when I [would] come up, and he would give me some poor jacks [fish] [to take] home with me, which
comforted me more than peas or water gruel. Oh, they be very godly folks, and love me very well, and will do
anything for me. And he much marvel d that you would send me a servant to the Company; he saith I had been
better knocked on the head. And indeed so I find it now, to my great grief and misery; and saith that if you love
me you will redeem me suddenly, for which I do entreat and beg. And if you cannot get the merchants to
redeem me for some little money, then for God's sake get a gathering or entreat some good folks to lay out some
little sum of money in meal and cheese and butter and beef. Any eating meat will yield great profit. Oil and
vinegar is very good; but, father, there is great loss in leaking. But for God's sake send beef and cheese and
butter, or the more of one sort and none of another. But if you send cheese, it must be very old cheese; and at
the cheesemonger's you may buy very good cheese for two-pence farthing or halfpenny, that will be liked very
well. But if you send cheese, you must have a care how you pack it in barrels; and you must put cooper's chips
between every cheese, or else the heat of the hold will rot them. And look whatsoever you send me, be in
never so much, look, what [ever] I make of it, I will deal truly with you. I will send it over and beg the profit to
redeem me; and if I die before it come, I have entreated Goodman Jackson to send you the worth of it, who
hath promised he will. If you send, you must direct your letters to Goodman Jackson, at Jamestown, a
gunsmith. (You must set down his freight, because there be more of his name there.) Good father, do not
forget me, but have mercy and pity my miserable case. I know if you did but see me, you would weep to see
me; for I have but one suit. (But [though] it is a strange one, it is very well guarded.) Wherefore, for God's
sake, pity me. I pray you to remember my love to all my friends and kindred. I hope all my brothers and sisters
are in good health, and as for my part I have set down my resolution that certainly will be; that is, that the
answer of this letter will be life or death to me. Therefore, good father, send as soon as you can; and if you
send me any thing let this be the mark. http://www.academicamerican.com/colonial/docs/Frethorne.htm
Virginia’s Labor Problem, 1617-1620
The Virginia Company attempted to solve the labor problem in Virginia, in part, by shipping numerous laborers
to the colony. Many laborers were sent at Company expense and were to work on Company lands. The
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Company also encouraged investors in the colony to pay for the travel of other laborers, who would pay off
these and other support costs by working as servants for, usually, a period of seven years. According to the
documents below, what is the labor problem in Virginia? What are some of the problems involved with each of
these so-called solutions? What is Sir George Yeardley's advice to the Company for sending laborers to
Virginia?
View the original documents by clicking on the links below. The first and second documents are from The
Capital and the Bay. The third document is from the Thomas Jefferson Papers.
Samuel Argall and John Rolf, 1617
To supply us, the Councell and Company with all possible care and diligence, furnished a good ship of some
two hundred and fiftie tunne, with two hundred people and the Lord la Ware. They set saile in Aprill, and tooke
their course by the westerne Iles [i.e., the West Indies], where the Governour of the Ile of Saint Michael
received the Lord la Ware, and honourably feasted him, with all the content hee could give him. Going from
thence, they were long troubled with contrary winds, in which time many or them fell very sicke, thirtie died,
one of which number was that most honourable Lord Governour the Lord la Ware, whose most noble and
generous disposition, is well knowne to his great cost, had beene most forward in this businesse for his
Countries good: Yet this tender state of Virginia was not growne to that maturitie, to maintaine such state and
pleasure as was fit for such a personage, with so brave and great attendance: for some small number of
adventrous Gentlemen to make discoveries, and lie in Garrison, ready upon any occasion to keepe in feare the
inconstant Salvages, nothing were more requisite, but to have more to wait & play than worke, or more
commanders and officers than industrious labourers was not so necessarie: for in Virginia, a plaine Souldier that
can use a Pick-axe and spade, is better than five Knights, although they were Knights that could breake a Lance;
for men of great place, not inured to those incounters; when they finde things not sutable, grow many times so
discontented, they forget themselves, & oft become so carelesse, that a discontented melancholy brings them to
much sorrow, and to others much miserie.
John Rolf, 1618
. . . Now you are to understand, that because there have beene many complaints against the Governors,
Captaines, and Officers in Virginia, for buying and selling men and boies [i.e., trading their indentures or
service contracts], or to bee set over from one to another for a yeerely rent, was held in England a thing most
intolerable, or that the tenants or lawfull servants should be put from their places, or abridged their Covenants,
was so odious, that the very report thereof brought a great scandall to the generall action. The Councell in
England did send many good and worthy instructions for the amending those abuses, and appointed a hundred
men should at the Companies charge be allotted and provided to serve and attend the Governour during the time
of his government, which number he was to make good at his departure, and leave to his Successor in like
manner, fifty to the Deputy-Governour of the College land, and fifty to the Deputy of the Companies land, fifty
to the Treasurer, to the Secretary five and twenty, and more to the Marshall and Cape merchant; which they are
also to leave to their successors, and likewise to every particular Officer such a competency, as he might live
well in his Office, without oppressing any under their charge, which good law I pray God it be well observed,
and then we may truly say in Virginia, we are the most happy people in the world.
Sir George Yeardley to Sir Edwin Sandys, 1620
. . . There lying at this psent vpon my shoulders so great a burthen that I am not able to looke into all pticulars
so sodaynly as this Ship will depart, this great nomber of people also ariving Enexpected it hath not a littell
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pusseled me to pvide for the lodging of them, it being a thing of spetiall consequence and nessesity for theire
healths, but herein I must acknowledge your care and zeale for the hasty and speedy erecting this good worke,
in the sending so many people for sondry pfitable employments in Each where of I doe here passe my pmise
vnto you, and hould my selfe bound to doe my best endever . . . .theire pvision wch came with them out of
England being nothing but meale is very harsh for them to feed vpon being new comers, therefore I have for
varyety sake and in regard allso the pportion out of England sent with them, will nothing neere hould out . . .
Indian-corne allso of my owne I feede them with whereof I thanke the Lorde and praysed be his name, there is
enough in the Country for all the people now Arived: theire Allovance I give them exceedeth the pportion
thought of in England, because helpes of fflesh and ffish with such great abundance cannott readily be had
therefore I Allow them the more of these pvisions. And had they arived at a seasonable tyme of the yeare I
would not haue doubted of theire lives and healths, but this season is most vnfitt for people to arive here, and to
tell you the very truth I doubt of much sicknes for many of them to the nomber of 100 at least came some very
weake and sick some Crasey and taynted a shore, and now this great heate of weather striketh many more but
for Lyfe I hope well, yett the Company must be content to have littell service done by new men the ffirst yeare
till they be seasoned. . .
. . . but Sir I beseech you be not offended yf I deale playnly respecting the honor and reputation of my ffreinds
and suffer me I pray you to advise you that you doe not run into so great matters in speedy and hasty sending so
many people over hether and vndertaking so great workes, before you have acquainted me and have trewly bin
enformed by me of the state of the Plantation and what may be done here, yf you doe not observe this rule I
shall and must fayle in the executing of your piects, what thinke you yt I am able to pforme it being but
yesterday to speake of since at my first Coming the Collony was in election of starving left so by Capt Argall . .
. but I pray sir give me both tyme to pvide meanes and to build and settell before you lay one Loade, yf
you will but take my advise hence I will enforme you trewly. . .
yf you will but observe the season, and allso to send men of such quallityes and vpon such conditions as I shall
in my letters give you notice . . . except the Carpinters come for the Iron workes, there is now not one arived,
and never a boate wryght but that silly fellow wch is dead and how doe you thinke I should build without good
and skilfull workemen.
View the original documents by clicking on the links above. The first and second documents are from The
Capital and the Bay. The third document is from the Thomas Jefferson Papers.
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/colonial/virginia/la
bor.html
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Apprenticeship Indentures
1830-1908
Delaware County, NY
"An act concerning apprentices & servants" was passed by the New York State Legislature on February 20,1801 and is found in Laws
of New York 1801, Chapter 254. Under this Act, a person could be bound by Indenture by his, or her, own free will, with the consent of
a parent or guardian, by Justices or Overseers of the Poor to serve as clerks, apprentices or servants. Specific conditions are set forth
in the Act and later amendments, etc.
The Indentures listed hereafter, are filed, and/or recorded in the Delaware County Clerk's Office. Unless otherwise stated, these
Indentures were executed by the County Superintendents of the Poor, in Delhi, for children resident in the County Poor House.
Electronic text prepared by Joyce Riedinger, Nov 1996, December 1, 1996 from typed copy of Shirley Houck of the Delaware County
Clerk's Office, Delhi, NY.
Originals may be ordered from the: Delaware County Clerk's Office, P.O. Box 426, Delhi, NY 13753
ALLEN, Ann, aged 5 years & 7 months Indentured to Hugh H. Sloan, of Kortright, until the age of 18 to be a servant to learn
housekeeping. Indenture is dated Jan. 13, 1835 and was filed Jan. 17, 1835. Identification # 9.116
ALLEN, Emaline, aged 7 years & 6 months Indentured to Angus McMullen, of Delhi, until the age of 18 to be a servant to learn
housekeeping. Indenture is dated Mar. 9, 1832 & was filed Dec. 15, 1832. Identification # 9.14.
ALLEN, Nancy, aged 10 years & 3 months Indentured to Hiram Merit, of (not stated), until age 18 to be a servant to learn
housekeeping. Indenture is dated May 17, 1834 & was -filed May 19, 1834. Identification # 9.114
BORST, Amamda, aged 12 years on Nov.28,1866, Indentured to S.B. Champoin, of Kortright, until age 18 to be a servant in Lois
family. Indenture is dated Nov. 14, 1866 & was -filed Nov.15, 1866. Identification # 9.158.
BRONSON, Beatrice, of Middletown, aged about 3 weeks Indentured to Isaac G. & Lizzie Happy, of Middletown, by the Super. of Poor
of Middletown until age of 21 to learn housekeeping. Indenture is dated Auy.10,1908 & filed Dec. 16, 1908. Identification # 9.161
BROWN, David Alanson Indentured on Dec.19,1835 by the Superintendents of the Green County Poor house to Orrin Parsons, of
Roxbury as an apprentice. Mr. Parsons swore under oath before 2 Justices of the Peace at Stamford that said David had, since that
date, been guilty of divers acts of Misdemeanors, ill behavior and misconduct. (Particulars are set forth.) Said David was also examined
& the Justices determined that the complaints were well founded & therefore said David Brown was discharged from his service & said
Orrin Parsons was discharged from all obligations to him. Document is dated Feb. 21, 1837 & was filed Mar. 10, 1837. Identification #
9.21.
BUCK, Martha, aged 7 years "on Feb.3 last", Indentured to Thomas Liddle, of Bovina, until age 18 as apprentice to farming business.
Indenture is dated Apr. 2, 1838 & was -filed June 14, 1838. Identification # 9.131
COLE, Julia Ann, aged 11 years "on Nov 9 last", Indentured to Eli Gould, of Walton, until age 18 as servant art housework. Indenture is
dated Feb.27,1837 & was filed Nov.10, 1837. Identification # 9.125.
CRAWFORD, Elisabeth, aged 11 years, 6 month & 22 days, Indentured to George Sturges of Stamford, until age 18 to learn
housekeeping. Indenture is dated & filed Dec. 17, 1833. Identification # 9.17.
DAVIS, James, aged 7 years "on July 14 last', Indentured to Thomas J. Harkness, of Kortright, until age 21 as apprentice to -farming
business. Indenture is dated & was filed Sept. 24, 1838. Identification # 9.132.
DAVIS, William, aged 8 years "next June", Indentured to William Davis of Delhi, until age 21 as apprentice to farming.. Indenture is
dated Mar. 13, 1837 & was filed Nov. 10, 1837. Identification # 9.127.
DENNIS, Amy, aged 6 years, Indentured to Chester Fuller of Meredith, until age 18 as servant to learn housekeeping. Identification #
9.15.
DOUGHERTY, Morgan D., aged 6 years, 3 months & 8 days, Indentured to William Broadwell (residence not stated) until age 21 as
apprentice to farming. Indenture is dated & was filed May 8, 1834. Identification # 9.113.
FERDON, Erastus, aged 9 years, 3 months & 18 days, Indentured to William Hanna, of (not given) until age 21 as apprentice to
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farming. Indenture is dated May 27, 1830 & was filed June 8, 1830. Identification # 9.11.
FIELDS, Jane, aged 5 years "on Sept 17 last", Indentured to James A. Liddle, of Bovina, until age 18, as servant to learn
housekeeping. Indenture is dated Apr. 2, 1838 & was filed Feb. 2, 1839. Identification # 9.134.
FOOTE, Ann, aged 8 years "on June 15 last", Indentured to John Liddle, of Bovina, until age 18 as servant to learn housekeeping.
Indenture is dated Feb 1, 1838 & was filed Feb 2, 1839. Identification # 9.135.
FOOTE, Chauncey, aged 8 years "on Mar 1 last" Indentured to James Paul, of Kortright, until age 21 As apprentice to farming.
Indenture is dated Dec. 20, 1836 & was filed Nov. 10, 1837. Identification # 9.128.
FRAER/FRIER, Lyman, aged 1 year "on Feb 1 last", Indentured to Isaac D. Seeley, of Sidney, until age 21 as apprentice to farming.
Indenture is dated Mar.4,1836 & was filed Mar. 22, 1836. Identification # 9.121.
GARKEN, John H., aged 7 years, Indentured to John McNaughton, of Meredith, until age 21 as apprentice to farming business.
Indenture is dated Apr. 11, 1854 & was filed Oct. 5, 1855. Identification #9.140.
GARTIPPE, Truman I.,of Tompkins, aged 5 years, Indentured by Superintendent of Poor of Tompkins to James Quackenbush, of
Tompkins until age 21 as a servant. Indenture is dated Feb. 3, 1905 & was recorded Mar. 2, 1905 in Liber 2 of Miscellaneous Records
on pages 18 & 19.
GARTIPPEE, Edith A.,of Tompkins, aged 2 years, Indentured by Superintendent of Poor of Tompkins to George 0. Manwaring, of
Sidney until age 18 as servant. Indenture is dated Feb. ,1905 & was recorded Mar 2, 1905 in Liber 2 of Miscellaneous Records on page
18.
GOODMAN, William, aged 9 years "Oct 3 instant", Indentured to John Shiland of Kortright, until age 21 as apprentice to farming
business. Indenture is dated Oct. 9, 1851 & was filed Feb. 5, 1852. Identification # 9.136
HADDOCK, William J., aged 4 years, 3 months & 4 days Indentured to Asahel Merriam, of (not 1isted), until age 21 as apprentice to
farming. Indenture is dated Oct. 25, 1836 & was filed Mar 30, 1836. Identification # 9.123.
HEAGENY, Catharine A., aged 1 year "on Apr 29,1858", Indentured to Orrin Carrington, of Harpersfield until age 18 as apprentice at
housekeeping. Indenture is dated Oct. 20, 1858 & was filed Oct.22, 1858. Identification # 9.150.
HOSIER, George W. Jr., of Middletown, aged about 3 months, Indentured by Overseer of Poor of Middletown to Hugh Rosier, of
Andes, until age 21 to "service in the employment of the said Hugh Hosier". Indenture is dated Sept. 16, 1907 & was filed Mar.21, 1908.
Identification # 9.160.
HOWLAND, Henry, aged 4 years & 9 months, Indentured to Robert Ballentyne, of (not listed), until age 21 as apprentice to farming.
Indenture is dated April 4, 1834 & was filed same date. Identification # 9.111.
HOWLAND, William, aged 7 years & 8 months, Indentured to Thomas Hymers, of (not listed), until age 21 as apprentice to farming.
Indenture is dated & was filed April 2, 1834. Identification # 9.110.
HULETT, Catharine, aged 9 years, 4 months & 7 days Indentured to Andrew Christie, of (not listed) until age 18 as servant to learn
housekeeping. Indenture is dated May 7, 1830 & was filed June 8, 1830. Identification # 9.12.
HULETT, Catherine, aged 11 years, 11 months & 10 days, Indentured to Henry Davie, of Delhi, until age 18 as apprentice to learn
housekeeping. Indenture is dated Dec.10, 1832 & was filed Dec. 15, 1832. Identification # 9.16.
LAKE, John, aged 5 years 6 months Indentured to Robert Balentyne, Jr., of (not listed) until age 21 as apprentice to farming. Indenture
is dated & was filed April 4, 1834. Identification # 9.112. NOTE: Contract was rescinded by mutual agreement on Nov.27, 1840.)
LAKE, Sylvester, age 4 years & 8 months Indentured to Benjamin Munson, of (not listed) until age 21 as apprentice to farming.
Indenture is dated & was filed Oct. 4, 1834. Identification # 9.115.
LAKE, Sylvester, aged 8 years "on Feb.5 last" Indentured to Robert C. Scott, of Bovina, until age 21 as apprentice to farming business.
Indenture is dated May 28, 1838 & was filed May 30, 1838. Identification # 9.130.
LANDON, Clinton, aged 7 years & 1 month, Indentured to William W. Tuttle, of (not listed) until age 21 as apprentice to farming.
Indenture is dated Feb. 19, 1835 & was filed March 31, 1835. Identification # 9.117.
LAW, Abigail, aged 12 years, Indentured to Joe Bragg, of Unadilla, Otsego Co., N.Y. until age 18 as a domestic. Indenture is dated Oct.
9, 1851 & was filed Feb. 18, 1852. Identification # 9.138.
LAVALLEY, Alexander, aged 13 years "on Mar 8 last", Indentured to William Kerr, of Walton, until age 21 as apprentice to farming
11
business. Indenture is dated Nov. 27, 1857 & was filed Dec. 16,1857. Identification # 9.146.
LEISTER, Roxanne M., aged 9 years, 2 months & 10 days, Indentured to Jonathan Finney, of (not listed), until age 18 as servant to
learn housekeeping. Indenture is dated May 20, 1830 & was filed June 8, 1830. Identification # 9.13.
McFARLANE, George, aged 12 years "on June 12,1862", Indentured to James Seath, of Andes, until age 21 as apprentice to farming
business. Indenture is dated & is filed Dec 4, 1862. Identification # 9.156.
McNINIME/McNimona/McNININAME, Charles, aged 15 years, Indentured to Ezra N. S Signor, of Colchester, until age 21 as apprentice
to farming. Indenture is dated Sept. 28, 1855 & was filed Oct. 5, 1855. Identification # 9.141.
MILLER, Abraham, aged 9 years & 2 months, Indentured to Roswell Judson, of (not listed), until age 21, as apprentice to farming
business. Indenture is dated Feb. 3, 1834 & was filed Feb. 20, 1834. Identification # 9.19.
MORGAN, Charles Edward, aged 7 years "last Nov", Indentured to Erastus Bennett, of Franklin, until age 21 as apprentice to farming
business. Indenture is dated Mar 10, 1857 & was filed June 15,1857. Identification # 9.144.
MORGAN, Rosanna, aged 3 years old "on June 8 last" Indentured to Chester W. Pomeroy, of Sidney, unti1 age 18 as apprentice to
housekeeping. Indenture is dated July 18, 1857 & was filed Nov. 10, 1857 as apprentice to housekeeping. Identification # 9.145.
MULLINEX, Elnathan, aged 13 years "on Jan 1 last", Indentured to Robert W. Foster, of Otego, Otsego Co.,N.Y. until age 21 as
apprentice to farming business. Indenture is dated Mar 1, 1837 & was filed Nov 10, 1837; Identification # 9.129.
O'BRIEN, Alexander, aged 4 years "on Apr 4 last", Indentured to Henry B. Goff, of Meredith, unti1 age 21, as apprentice in farming.
Indenture is dated Oct. 4, 1838 & was filed Oct. 5, 1838. Identification # 9.133.
OSBORN, Jennie, child of Lillie Osborn of Franklin, aged 3 months, Indentured to James H. Frisbee, of Delhi, for 17 years & 4 months
until age 18, to serve as an apprentice or servant in the family to learn the art of housekeeping. Indenture is dated & was filed, March
14, 1884. Identification # 9.159.
OSTRANDER, Lawrence (by Henrietta Ostrander, his mother) aged 11 years old "Sept 11 last". Indentured to William V. Webster, of
Sidney, until age 21 as apprentice to farming. Indenture is dated June 22, 1836 & was filed June 23, 1836, Identification # 9.124.
PIGGERY, Freeman, aged 6 years "on Nov,26,1862" Indentured to Guernsey H. Munson, of Meredith, until age 21 as apprentice to
farming business. Indenture is dated Nov 26, 1862 & was filed Dec 11, 1862. Identification # 9.157.
PINDER/PENDER, Temperance C., aged 15 years, 11 months & 24 days, Indentured to Isaac Archer of (not listed), until age 18 as
apprentice to learn housekeeping. Identification # 9.118.
PLATNER, Harriet, aged 3 years "Aug 3 last", Indentured to Albert Garrison, of Roxbury, until age 18 as apprentice in housekeeping.
Indenture is dated Sept. 26, 1859 & was filed Feb 13, 1862. Identification # 9.153.
PLATNER, Joseph L., aged 7 years "on Dec 7 next", Indentured to Peter McLaren, of Camden until age 21 as apprentice to farming
business. Indenture dated Sept. 10, 1858 & filed Sept. 17, 1858. Identification # 9.149.
PULVER, William Henry, aged 3 years "on Apr 13 last" Indentured to Jacob Mickel, of Davenport, until age 21 as apprentice to farming.
Indenture is dated & was filed July 20, 1835. Identification # 9.120.
RIDENBERG, William, aged 12 years, Indentured to Robert Kerr, Jr. of Walton, until age 21 as apprentice to farming business.
Indenture is dated Feb. 2, 1852 & was filed Apr. 22, 1852. Identification # 9.139.
ROBINSON, John, aged 13 years, 4 months & 21 days, Indentured to William Baker, of Camden, until age 21 as apprentice to farming.
Indenture is dated Nov. 11, 1833 & was filed Feb. 3, 1834. Identification # 9.18.
SCHERMERHORN/SCHEMERHAN, Wesley, aged 1 year "in Sept last past", Indentured to Asaph K. Smith, of Meredith, until age 21
as apprentice to farming business. Indenture is dated Nov. 5, 1858 & was filed Nov. 9, 1858. Identification #9.151.
SHAVER, Clarissa, aged 7 years "on the 3d of March next", Indentured to John Beardslee, of Middletown, until age 18 as servant girl.
Indenture is dated July 19, 1837 & was filed May 30, 1838. Identification # 9.130 1/2.
SIGNOR, David, aged 5 years "last May", Indentured to Thomas Nichols, of Hamden, until age 21 as apprentice to farming business.
Indenture is dated Oct. 17, 1854 & was filed Oct 5, 1855. Identification # 9.142.
TUBBS, Charles, aged 10 years "on May 2 last", Indentured to Samuel Baldwin, of Masonville, until age 21 as apprentice to farming.
Indenture is dated Oct. 2, 1835 & was filed Mar. 22, 1836. Identification # 9.143.
12
TUBBS, Charles, aged 11 years old "on May 2 last", Indentured to William Kentfield, of Masonville, until age 21 as apprentice to
farming. Indenture is dated Nov. 18, 1836 & was filed Dec. 20, 1836. Identification # 9.125.
TUBBS, Julona, aged 6 years "on Mar 8 last" Indentured to Anson Clinton, of Andes, until age 18, as servant at housekeeping.
Indenture is dated & was filed June 13, 1835. Identification # 9.119.
VANVALKENBURG, Phebe, aged 9 years, Indentured to Jared Gregory of Unadilla, Otsego Co., N.Y. until age 18 as a domestic.
Indenture is dated Oct.9,1851 & was filed Feb 5, 1852. Identification # 9.137.
WALTON, Charles, aged 10 years "on Mar 31 last", Indentured to Alanson Northrup, of Colchester, until age 21 as apprentice to
farming business. Indenture is dated Sept. 26, 1859 & was filed Feb. 13, 1862. Identification # 9.154.
WALTON, Curtis B., aged 5 years "on Aug 18,1859, Indentured to John Andrews, of Delhi, until age 21 as apprentice to blacksmith
business. Indenture is dated Feb. 16, 1860 & was filed Feb. 17, 1860. Identification # 9.152.
WALTON, John H., age 13 years " Apr 30 last" Indentured to William Amos, of Delhi, until age 21 as apprentice to farming business.
Indenture is dated Feb. 12, 1862 & was filed Feb. 13, 1862. Identification # 9.155.
WALTON, Mary Ann, aged 13 years "on Aug 1,1857" Indentured to John Stoddard, of Delhi, until age 18, as a housekeeper. Indenture
is dated Dec. 22, 1857 & was filed Dec. 28, 1857. Identification # 9.147
WRIGHT, John, aged 12 years "on Jan 30,1858", Indentured to Roswell Peake, of Hamden, until age 21 as apprentice to farming
business. Indenture is dated Jan. 29, 1858 & was filed Jan. 30, 1858. Identification # 9.148.
Welcome Page of the Delaware County NY Genealogy and History Site
This website is held in trust by Joyce Riedinger for the use of all Delaware County Researchers
© copyright 1996-2011
http://www.dcnyhistory.org/indent.html
13
Vocabulary Word Write for
“Indentured Servant’s Letter Home”
Word and
Definition
Picture
Meaningful Sentence
Fowl
barnyard
hen, rooster,
or chicken
Fain
gladly;
willingly
Nighest
near or close
to in time or
physical
space
Slew
past tense of
slay,
meaning to
kill
Rogues
dishonest
people
Cloak
an outer
garment,
such as a
cape or coat
14
Victuals
food supplies
and
provisions
Word and
Definition
Picture
Meaningful Sentence
Doth
third person
singular
meaning to
do, or does
Pitied
to feel sorry
for, or
sympathetic
Marveled
something
wonderful or
causing great
admiration
Entreat
to ask or beg
Freight
goods, such
as cargo,
being
transported
15
Kindred
a person’s
relatives,
family, kin
Slide 1
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Indentured
Servitude
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Slide 2
___________________________________
What Is It?
___________________________________
• An indentured servant is a
person bound by contract
to work for someone else for
a specific number of years.
___________________________________
• During the 17th century, a
large proportion of
immigrants in the
Chesapeake region were
indentured servants.
___________________________________
___________________________________
• Although often overlooked,
they played a vital role in the
success of the English
colonies in America.
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Slide 3
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Origin of the Term
• The word indenture comes
from the French verb
endenter.
• It can be traced back to the
medieval guild system.
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(Left) A
shoemaker’s
apprentice;
(Bottom) A
baker’s
apprentice.
___________________________________
___________________________________
• In the 12th century, an
endenture usually referred to
contracts drawn between
apprentice and master.
___________________________________
• Two identical versions of the
contract were written on a
single sheet of parchment.
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Slide 4
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Origin of the Term
___________________________________
• The parchment was then
indented – cut apart on a
jagged line.
___________________________________
• This helped deter both
parties from trying to alter the
document.
___________________________________
• If a contract was ever
questioned, the two halves
could be rejoined to see if
the indentation matched up.
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Slide 5
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In the Colonies
___________________________________
• Unlike an apprentice,
however, 17th century
indentured servants did not
come the colonies to learn a
specific trade.
___________________________________
• In addition, indentured
servitude was typically more
grueling and restrictive than
an apprenticeship.
___________________________________
___________________________________
• Many servants performed
strenuous manual labor on
large plantations.
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Slide 6
___________________________________
Who Were Indentured Servants?
• Men, women, and children
of all races came to the
colonies as indentured
servants.
___________________________________
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• However, the majority of
indentured servants were
young white men between
the ages of 14 and 20.
___________________________________
• Some were convicts that
were sentenced to a term
of servitude in the colonies.
___________________________________
• Many, however, sold their
labor voluntarily.
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Slide 7
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Why Did They Come?
• If you were a young person
with no special skill in Europe
during the 1600s, your future
seemed pretty bleak:
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– Europe was extremely
overpopulated.
___________________________________
– Both land and jobs were scarce.
• In contrast, there was plenty
of land in the American
colonies, but few people to
clear and cultivate it.
___________________________________
• Indentured servitude is a
prime example of supply
and demand!
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Slide 8
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“Brown Gold”
___________________________________
• The need for labor
increased dramatically after
John Rolfe planted
Caribbean tobacco seeds
in the rich Virginia soil.
___________________________________
• Soon, Virginia tobacco was
in high demand!
___________________________________
• In order to grow tobacco,
you needed a lot of people.
___________________________________
• The Virginia Company
introduced the headright
system to lure more settlers
to Jamestown.
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Slide 9
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The Headright System
• 50 acres of land was
granted to anyone who
could pay for their own
passage to Jamestown.
___________________________________
___________________________________
• An additional 50 acres was
granted for each person
you could bring to the
colonies.
___________________________________
• A prosperous Englishman
could bring his wife,
children, and servants and
gain access to hundreds of
acres of land.
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Slide 10
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The Terms of the Contract
___________________________________
• The contract was fairly
simple:
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– The servant agreed to work for a
specific number of years*;
– In exchange, the master would
provide passage to America,
food, shelter, and clothing.
___________________________________
• While under contract:
– Servants were forbidden to marry
or have children;
___________________________________
– Servants could be sold at
anytime without their consent;
– Servants had virtually no control
over living or working conditions.
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Slide 11
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A Difficult Journey
___________________________________
• The voyage from Europe to
the colonies could take up
to 3 months.
___________________________________
• Indentured servants were
tightly packed into the
lower decks – or steerage –
of the ship.
___________________________________
• They were given a ration of
food every other week.
• The cramped conditions
allowed disease and illness
to spread quickly through
the ships.
Some servants were already under contract
and went to their respective masters upon
arrival. Others were sold at auctions like the
one advertised in this Virginia newspaper.
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Slide 12
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Treatment
___________________________________
• Since the servant was
considered the master’s
property, treatment varied.
___________________________________
• Some servants were treated
as little more than slaves
while others were treated
like members of the family.
___________________________________
• Unlike slaves, however,
each colony did have laws
that protected the civil
rights of indentured servants
to some extent.
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Slide 13
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Punishment
___________________________________
• Disobedient servants were
often whipped.
• There were some
documented instances in
which particularly cruel
masters killed a servant*.
• However, the most common
punishment was time
added to the term of
indenture.
• Servants had the right to go
into court and to sue their
master if they felt they were
being mistreated.
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Slide 14
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Survival
___________________________________
• Between 1607 and 1622,
only 20% of the roughly
10,000 settlers that came to
Jamestown survived.
___________________________________
• Disease, unforgiving
wilderness, and Indian
attacks contributed to the
high mortality rate.
• Difficult working conditions
made indentured servants
particularly vulnerable.
___________________________________
If you came to the colonies as an indentured
servant, there was a good chance you would
die before the end of your term.
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Slide 15
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Benefits of Servitude
___________________________________
• Nevertheless, there were some opportunities open to those that
did survive.
• Some servants were able to negotiate freedom dues into their
contracts.
___________________________________
– Freedom dues was earned at the end of the specified term;
– It usually consisted of a few bushels of corn, some light tools for farming, and
clothing;
___________________________________
– Earlier contracts even included a parcel of land.
• Some former servants went on to own land and servants of
their own.
• Many servants ventured west in search of new land to
cultivate.
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Slide 16
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More Hardships
___________________________________
• However, indentured
servitude did not guarantee
financial success.
___________________________________
• As the amount of arable
land began to dwindle,
fewer masters offered land
as part of the freedom dues.
___________________________________
• Those servants that did
receive land often found
that the land was difficult to
farm.
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Slide 17
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More Hardships
___________________________________
• In addition, this land was
located ever farther west.
• The cost of transporting
crops to markets in the east
reduced profits.
___________________________________
• Westward expansion also
meant that more land was
taken from American
Indians.
___________________________________
___________________________________
• Many tribes became
increasing hostile and
settlers lived under a nearly
constant threat of attack.
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21
Slide 18
___________________________________
More Hardships
___________________________________
• Other newly freed servants
were too poor to buy
equipment for farming.
___________________________________
• Many were forced to enter
into new contracts or work
as tenant farmers once they
became freedmen.
• A sudden drop in tobacco
prices in the 1660s, and the
passage of the Navigation
Acts sparked social conflict.
___________________________________
___________________________________
In 1676, Nathaniel Bacon led an
uprising of poor western farmers
known as Bacon’s Rebellion.
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Slide 19
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Racism and Servitude
• In the early 1600s, Africans
were sold as indentured
servants as well as slaves.
___________________________________
• During the 17th century
slaves and indentured
servants often worked sideby-side and lived in
common quarters.
• Like indentured servants,
many enslaved Africans
eventually were able to win
their freedom.
___________________________________
___________________________________
___________________________________
The first people of African descent
in Jamestown arrived in 1619 on a
Dutch trading ship.
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Slide 20
___________________________________
Racism and Servitude
___________________________________
• However, by the mid-1600s, colonial courts began treating
servants of African descent differently.
• When 3 runaway indentured servants were caught in
Maryland and returned to Jamestown, the General Court
sentenced all 3 men to thirty lashes.
___________________________________
• 2 of the men also received 4 additional years of indentured
servitude.
___________________________________
• The third man, who was the only African of the three, was
sentenced to “serve his said master or his assigns for the time
of his natural Life here or elsewhere.”
• This 1640 case was the first to suggest that only Africans could
be held in slavery for life.
___________________________________
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22
Slide 21
___________________________________
Racism and Servitude
___________________________________
• Laws also were passed that
– forbid intermarriage between
races;
___________________________________
– prohibited free Africans from
joining militias or owning guns;
– allowed for much harsher
treatment of black servants.
___________________________________
• It was becoming more
apparent that race now
carried with it a legal and
social status.
___________________________________
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Slide 22
___________________________________
From Servitude to Slavery
___________________________________
• By the 18th century
indentured servitude was
becoming a less important
source of labor in the
American colonies.
• Pennsylvania and New York
relied on indentured labor
well into the 19th century.
• However, the Chesapeake
region and the deep South
became increasingly
dependent on slavery.
___________________________________
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23
Grade 5 – Persuasive Essay
“Indentured Servant”
Directions: Write a convincing five-paragraph essay discussing why a person would WANT to come, or
would NOT WANT to come, to the Colonies in the 1600s become as an indentured servant. Be sure to give at
least three reasons to support your point of view (opinion).
Procedure:
o Before writing you may organize your ideas and thoughts by completing a graphic organizer, web,
cluster, list or map.
Some ideas to consider:
Want to be an indentured
servant:
Could leave a country with a
bad economy
Eventually have freedoms
with endless opportunities
Be given a parcel of land to
use as desired
Would not want to be an indentured servant:
Could have an unkind master who physically
punishes you
Possibly die of disease or starvation
Considered property of another person
Have corn for a year
Give up seven years of your life
Get arms for protection
Terrible work and living conditions
Allowed to have tools for
trade
Wouldn’t see your family again
Have animals of your own to
Could not marry or have children until
24
use for necessity
servitude was over
o In your first paragraph, state the issue, make your point of view statement, include the other point of
view (opposing point of view), and state at least three reasons why you would have wanted or not
wanted to be an indentured servant who came to the colonies in the 1600s.
o In the body of the essay, support your reasons with clear details and examples.
o Your concluding paragraph should restate your point of view, summarize your reasons, and leave the
reader with an understanding of the importance of supporting your point of view.
o Use transitional language between and within each paragraph to connect ideas.
o Reread your paper to be sure it makes sense. Revise and edit your paper checking for spelling,
punctuation, grammar, and sentence structure.
o Your finished essay should be neat and easy to read.
Name: ___________________
Persuasive Essay Graphic Organizer
Introductory Paragraph:
Lead:
Opposing Point of View:
Point of View:
State three reasons to support your opinion (in one sentence using commas between ideas):
Body Paragraph #1
Transition with reason number one:
Support reason number one with at least two more sentences:
Body Paragraph #2
25
Transition with reason number two:
Support reason number two with at least two more sentences:
Body Paragraph #3
Transition with reason number three:
Support reason number three with at least two more sentences:
Conclusion Paragraph:
Restate your point of view:
Restate your three reasons to support your point of view (in one sentence using commas between sentences):
End with a strong concluding statement:
Name: _______________________
Date: _____________
Overall:
Persuasive Essay- Grade 5
Writing Rubric – Trimester 3
Applications (Content)
Strategies (Organization)
26
Language Conventions
2
 Basic
Meets 3 - 4 Scoring Criteria
 Basic
Meets 4-5 Scoring Criteria
1
 Below Basic
Meets 2 or less
 Below Basic
Meets 3 or less
Scoring Criteria
 Advanced
Meets ALL 5 scoring criteria
+ one of the following:
develops more than 3
reasons with supporting
evidence, uses advanced
vocabulary, or uses strong
voice to persuade the
reader
 Proficient
Meets ALL 5 scoring criteria
Student is able to:
 Write a clear, coherent,
and focused essay
 Indent all paragraphs
 Begin with a formal
introduction that focuses
the reader on the issue
and states 3 reasons
 Include 3 body
paragraphs
 Use transitional
expressions that link one
paragraph to another in
a clear line of thought
 Conclude with a
paragraph that
summarizes important
ideas and details
 Advanced
Meets ALL 6 scoring criteria
+ one of the following:
writes a powerful lead, uses
more advanced transitional
expressions within
paragraphs, or includes
more than 3 body
paragraphs
 Proficient
Meets ALL 6 scoring criteria
4
3
Student is able to:
 Clearly state the issue
 Clearly state the point of
view (opinion)
 Clearly state at least 3
appropriate reasons why
the point of view is valid
 Support each reason with
evidence/ examples
 Address reader concerns
by recognizing opposing
viewpoint

WC Score:
4
3
10 – 12 points = Advanced

2
1
WS Score:
4
3
8-9 points = Proficient
Students write with a
command of standard
English language
conventions
appropriate to this
grade level. Errors do
not cause distraction.
 Meets previous
grade level
conventions
 Sentence Structure
(1.1)
 Grammar (1.2)
 Punctuation (1.3)
 Capitalization (1.4)
 Spelling (1.5)
 Advanced
Meets ALL 6 scoring
criteria + one of the
following: uses varied
sentence types, or
spells many expanded
vocabulary words
correctly
 Proficient
Meets ALL 6 scoring
criteria
 Basic
Meets 4-5 Scoring
Criteria
 Below Basic
Meets 3 or less

2
1
6-7 points = Basic
LC Score:
4
3
2
1
3 -5 = Below Basic
Must have 3 in Applications and Strategies to be Proficient. Must have 4 in Content to be Advanced Proficient.
27
Night
Journeys
28
Name and
Page
Character Traits
29
Night Journeys: Characters
Night Journeys: Settings
30
Night Journeys: Comprehension Questions
Answer on separate sheet of paper
Read pages 7-18
1. How did Peter come to live with the Shinns?
2. Explain who Jumper is and how Peter feels
about him.
3. Describe the late night emergency that brought
men to the Shinn house.
4. Compare how Mr. Shinn views Peter’s offer to
ride along to how Mr. Toliver sees things.
Read pages 19-31
1. Add the setting where Peter and Mr. Shinn are
watching and waiting to your settings page.
2. Why does Peter say that it might be wrong for
Mr. Shinn to be a Justice of the Peace?
3. What does Peter see? What do you think it is?
Read pages 32 – 46
1. What are the three errors Peter feels he has
made?
2. Where is Peter now? What is his plan to get the
gun and his pride back?
Read pages 47 – 56
1. Describe the young girl Peter meets.
2. Add her location to your settings page.
3. Explain their plan. Do you think it will work?
Read pages 57-67
1. The author keeps making references to Betsy’s
hand. Why do you think this is? (refer to page 26)
2. Summarize the journey to the island.
Read 67 – 78
1. What does Peter discover in these pages?
2. What is his plan now? Is this a good plan?
Read pages 78 – 89
1. Explain Peter’s emotions after shooting Betsy.
2. What lies has Peter told? Is he justified in
telling these lies?
Read pages 89 – 101
1. Describe the second person they found.
2. What had the two felons done in England to get
into trouble?
3. Should Peter help them get free? Cite evidence
to support your thoughts.
Read pages 102 – 116
1. Why is Peter so angry at Mr. Shinn?
2. Explain why you think Peter would not go with
the men on the search.
3. Describe Peter’s plan for himself and the two
servants.
Read pages 116 – 123
1. Explain how the Shinn family treats Robert.
2. Add the setting where Robert stays at night to
your settings page.
Read pages 123 – 138
1. How does Peter get Betsy off the island?
2. What do you think Mr. Shinn will do based on
what you know about his character?
Read pages 138 – 147
1. Page 141 says, “They had their freedom. But in
that same moment I knew I did not want mine.”
What does Peter mean by that?
2. How has the horse been a ‘burden’ to Peter, as
he tells Robert and Betsy?
3. Explain the new development in the
relationship between Peter and Mr. Shinn at the
end of the book. How is that different than earlier
in the story?
31
Night Journeys: Extension Ideas
1. Research indentured servants and write a summary of
the information you find.
2. This book takes place in 1767. Use your social studies
book to find what else was happening in the colonies in
this time period. Create a timeline of at least 5 items with
illustrations and captions.
3. Write a different ending to the book. Imagine if Peter
does not choose to help Betsy and Robert. How would
the story have ended?
4. Rewrite a portion of the story that you can act out with a
friend or two. Be prepared to show us your dramatic
reenactment!
5. Have your own ideas? Let’s share!
32