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Chronological Reasoning and Causation

Finding Florence: A Case Study for the Value of Public History

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About this Activity

  1. Load Florence Farming Association in Main Document Viewer
  2. Load Gillette's map of Oneida Co., New York : from actual surveys in Main Document Viewer
  3. Load A Call For A Convention in Main Document Viewer
  4. Load Gerrit Smith’s Colored Settlement in Main Document Viewer

Suggested Teaching Instructions

Links to Materials: 

Consider the Source.Finding Florence.Materials:

PDF: file: Finding Florence Materials

Google Slides Presentation: Finding Florence Presentation

Overview: Using newspapers, deeds, maps, census data, and tax records from the Oneida County Archives, Library of Congress, and other archives, researchers were able to uncover the lost history of the Florence Farming Settlement from 1840s-1850s of Florence, NY. This was a free black farming community in the snowy Tug Hill region of Oneida County in New York. Analysis of the documents related to the settlement will serve as a case study to teach students the value of public history. Students will analyze and discuss the origin and development of the Florence Farming Settlement. Focusing on the primary source documents that were used to prove the historical provenance of the Florence Farming Settlement located in the Florence Hill State Forest, Florence, NY. Teachers will demonstrate and guide students through the analysis of primary sources and the use of historical thinking skills such as contextualization, causation, and comparison while learning about the Florence Farming Settlement from the 1840s-1850s in the Mohawk Valley Region of NY. 

 

Goal: Introduce students to the the value of public history through the case study of the 

Florence Farming Settlement, its origin and importance as a tool for participation in democracy for people of color in the 1840s-1850s.

 

Objectives: 

  • Students will learn about the purpose and methods to enhance public history. 

  • Students will enhance their knowledge of public history as a tool for civic engagement.

  • Students will be able to identify the purpose and origin of the Florence Farming Settlement

  • Students will be able to observe the complexities of participation in democracy in New York during the 1840s-1850s. 

  • Students will be able to analyze primary and secondary sources associated with the Florence Farming Settlement

  • Students will be able to evaluate multiple perspectives regarding the viability of the Florence Farming Settlement. 

 

 Investigative (Compelling) Question: 

How can a commitment to public history help uncover and highlight stories of underrepresented people such as the settlers of the Florence Farming Settlement teach us about the origin, development, and value of the Florence Farming Settlement in Florence, NY during 1847-1860s?



Time Required

3-40 minute class periods

  • Class Period 1: Hook and Contextualization

    • 1. Hook: Public History and Civic Engagement Activity, (15 minutes) (Connect)

    • 2. Primary Source Review and Exploration of William G. Pomeroy Foundation Historic Roadside Marker website (25 minutes) (Wonder)

  • Class Period 2: Newspaper article analysis (Activities 1, 2, 3)

    • 3. Introduction to the Florence Farming Settlement, Slideshow (15 minutes) and Activity 1: Student guided notes (investigate)

    • 4. Analysis and interpretation of primary source documents related to FFS (20 minutes) Activity 2: (investigate)

    • 5. Launch students into Activity 3/Homework, primary sources related to FFS   (construct) 

      • Includes Sources C, D, E, F on pages 1-4 and page 5 has the guiding questions that relate to Sources A-F. 

  • Class Period 3: Causation and Reflection (Activity 4, 5)

    • Construct: Short Essay Question, Activity 4 (30 minutes)

    • Reflect: Pair/Share, Activity 5 (10 minutes)

 

Recommended Grade Range: 9-12

Subject: Social Studies

 

9. Standards: 

National Curriculum Standards: C3 Framework: College, Career, and Civic Life For Social Studies Standards

This lesson relates to the following C3 Framework Dimensions:

  • Dimension 2: Change, Continuity and Context

    • D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.

    • D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

    • D2.His.2.9-12. Analyze change and continuity in historical eras.

    • D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.

  • Dimension 2: Perspectives

    • D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

  • Dimension 2: Historical Sources and Evidence

    • D2.His.11.3-5. Infer the intended audience and purpose of a historical source from information within the source itself.

    • D2.His.10.6-8. Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.

  • Dimension 2: Causation and Argumentation

    • D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

  • Dimension 4: Communicating Conclusions

    • D4.2.3-5. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data

 

New York State Grades 9-12 Social Studies Framework: 

11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War. (Standards: 1, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH)

  • 11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.

    • Students will investigate the development of the abolitionist movement, focusing on Nat Turner’s Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), and Harriet Beecher Stowe (Uncle Tom’s Cabin). 

    • Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American war, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid.

 

10. Credits: Jessica Harney

 

PREPARATION 

11. Materials Used: Analysis tools, handouts, rubrics, PowerPoint slides, etc. needed to conduct the lesson

  • Google Slides, file name: “Consider the Source.Finding Florence.Introduction” 

  • Handouts, file name: “Consider the Source.Finding Florence.Materials”

    • Includes all student materials, teacher background resources, and script for slides.

      • Introduction Activity (Connect/Wonder), Activities 1-6

 

12. Resources Used: Specific texts, online materials and Websites referenced during the lesson. 

Sources used in day 1:

  • Accepted primary source documentation for William G. Pomeroy Foundation Historic Roadside Marker Grant Program

https://www.wgpfoundation.org/history/nys-historic-markers/primary-sources-2/

  • WGP Foundation Historic Markers Map:

https://www.wgpfoundation.org/history/map/?fwp_region=ny&z=8&wlat=42.95525145410486&wlng=-75.52464381561343

  • Primary Source Tips: 

https://www.wgpfoundation.org/history/nys-historic-markers/primary-sources-2/tips/

 

Sources used in day 2: (Document sources in Activity 3)

  • Source A: 

A Call For A Convention. (n.d.). Albany. Retrieved March 20, 2023, from http://nyshistoricnewspapers.org/lccn/sn84027449/1847-11-11/ed-1/seq-2/.

  • Source B: 

Gerrit Smith’s Colored Settlement. (1849, January 9). Commercial Advertiser, pp. 1–1. Retrieved March 25, 2023. 

  • Source C: 

McKivigan, John R. “Volume 1: 1842-1852.” The Frederick Douglass Papers, vol. 1, YALE University Press, New Haven, Conn., 2018, pp. 370–370. Three. 

  • Source D:  

The Frederick Douglass Papers Series Three: Correspondence Volume 1: 1842-1852 John R. McKivigan, (Editor)

  • Source E:

Celestine, Edwards S J. “Chapter X: Life as a Farmer.” From Slavery to a Bishopric, or, the Life of Bishop Walter Hawkins of the British Methodist Episcopal Church, Canada, pp. 113–114. 

  • Source F: 

French, J. H. , Cartographer, Surveyor, et al. Gillette's map of Oneida Co., New York: from actual surveys. Philadelphia: John E. Gillette, publisher, 1858. Map. Retrieved from the Library of Congress, .

 

PROCEDURE

13. Description of Procedure: This three day lesson utilizes the Stripling Inquiry Cycle

[connect, wonder, investigate, construct, express and reflect].

 

Class Period 1: Hook and Contextualization

Connect:

  1. Hook: Public History and Civic Engagement Activity, (15 minutes)

    1. Setting the Stage: Generate interest and curiosity with the image of a historic roadside marker using page 1. 

    2. Engage students with the following discussion questions: 

  • What predictions can you make about why this was a significant place? 

  • Does the sign say enough? 

  • What additional information might you need to have a better understanding of the history behind this location?

  • Can you make any educated guesses about where this sign could be located? 

    • What evidence do you have to support your guess?

The teacher should tell the students that they will learn more about the specific place mentioned in the historic roadside marker tomorrow, but that for the rest of class they will be learning about the importance of public history as a tool for civic engagement. 

  1. Complete reading on page 2 about Public History as Civic Engagement. 

  2. Ask students about historic roadside markers they have seen around town or on trips they have taken. Use this informal discussion to continue to generate interest for the topic. 


 

Wonder: 

  1. Primary Source Review and Exploration of William G. Pomeroy Foundation Historic Roadside Marker website (25 minutes)

    1. Prompt: Have you ever wondered what steps are needed to prove the validity for a historic roadside marker? 

      1. Students will complete a review exercise about sources. 

      2. Students will have time to explore the WGP Foundation Historic Markers Map and find out how many markers currently exist in their state. 

      3. Students will have time to explore WGP Foundation Historic Markers in their state, selecting 5 examples and describing them in their own words. 

      4. Students will have time to explore the WGP Foundation Primary Source Tips

Sources used in day 1:

Accepted primary source documentation for the William G. Pomeroy Foundation Historic Roadside Marker Grant Program: https://www.wgpfoundation.org/history/nys-historic-markers/primary-sources-2/

WGP Foundation Historic Markers Map:

https://www.wgpfoundation.org/history/map/?fwp_region=ny&z=8&wlat=42.95525145410486&wlng=-75.52464381561343

Primary Source Tips: https://www.wgpfoundation.org/history/nys-historic-markers/primary-sources-2/tips/

 

Class Period 2: Source analysis

Investigate:  (Activities 1, 2)

  1. Introduction to the Florence Farming Settlement, Slideshow (15 minutes) and Activity 1

    1. The teacher will start the lesson with an introductory slideshow of the Florence Farming Settlement from the roadside marker of the previous day. 

    2. A script is provided as an additional resource and included in the file for materials. There are also teacher background documents that provide additional support for the introductory slideshow. 

    3. Handout [Activity 1] student guided notes can help students stay on task during the slideshow.

 

  1. Analysis and interpretation of primary source documents related to FFS (20 minutes)

    1. Students will be given a handout [Activity 2] that includes two newspaper articles about the origin and development of the Florence Farming Settlement from 1847-1849.

      1. Students will read, analyze, and summarize the articles. Students can work with a partner to complete the document questions. 

      2. Teacher will lead a discussion to go over the document questions after students have completed the task.  

        1. Sources address the following: 

          1. Source A-Newspaper article prior to the start of the settlement, but calling for a convention to discuss plans for the settlement.

          2. Source B-A little over a year after the settlement has begun. This letter discusses the developments and progress of the settlement. 

        2. Document analysis questions focus on the historical thinking skills of sourcing, contextualization to determine the purpose of the article, intended audience, point of view of the author, reliability of the source content, significance, and synthesis. 

 

Construct: Activity 3, Homework

  1. The teacher will launch students into Activity 3, primary sources related to FFS (5 minutes). *This assignment is recommended as a homework assignment, but the teacher could opt to add an additional class period to the lesson. 

    1. Students will be given a handout [Activity 3] that includes Sources C, D, E, F on pages 1-4 and page 5 has the guiding questions that relate to Sources A-F. 

      1. Sources C-F address the following: 

        1. Source C-Letter from Douglass to Myers, Douglass is expressing doubt about the Florence Settlement.

        2. Source D-Letter from Myers to Douglass, Myers is trying to convince Douglass of the viability of the Settlement and requesting he reconsider revoking his support. 

        3. Source E-Excerpt from biography about Walter Hawkins, a resident of the community whose life in Florence as a farmer was documented. 

        4. Source F-Portion of the Oneida Co., NY map that includes a cluster of black farmers in Florence located on properties adjacent to Lot 16, owned by Stephen Myers. 

      2. The questions on page 5 are to be used to scaffold thinking about the sources that will then be used on Activity 4 in the next lesson. 

        1. What are some factors that led to the development of the Florence Farming Settlement?

        2. What are some notable details and characteristics about the settlement in Florence, NY?

        3. What are some potential obstacles that settlers may have faced?

        4. Who are some of the key figures associated with the settlement and how did they contribute to the progress of the Florence Farming Settlement?

 

Sources used in day 2:

  • Source A: 

A Call For A Convention. (n.d.). Albany. Retrieved March 20, 2023, from http://nyshistoricnewspapers.org/lccn/sn84027449/1847-11-11/ed-1/seq-2/.

  • Source B: 

Gerrit Smith’s Colored Settlement. (1849, January 9). Commercial Advertiser, pp. 1–1. Retrieved March 25, 2023. 

  • Source C: 

McKivigan, John R. “Volume 1: 1842-1852.” The Frederick Douglass Papers, vol. 1, YALE University Press, New Haven, Conn., 2018, pp. 370–370. Three. 

  • Source D:  

The Frederick Douglass Papers Series Three: Correspondence Volume 1: 1842-1852 John R. McKivigan, (Editor)

  • Source E:

Celestine, Edwards S J. “Chapter X: Life as a Farmer.” From Slavery to a Bishopric, or, the Life of Bishop Walter Hawkins of the British Methodist Episcopal Church, Canada, pp. 113–114. 

  • Source F: 

French, J. H. , Cartographer, Surveyor, et al. Gillette's map of Oneida Co., New York: from actual surveys. Philadelphia: John E. Gillette, publisher, 1858. Map. Retrieved from the Library of Congress, .






 

Class Period 3: Causation and Reflection

Construct: Short Essay Question, Activity 4 (30 minutes)

  1. Causation: Students will use information from the previous 2 lessons to construct new meaning. They will use their historical thinking skills to develop their own interpretation and narrative about the contributing factors that led to the development of the Florence Farming Settlement through a Short Essay Prompt. 

Short Essay Question

  • Answer the writing prompt to develop an argument about the causes of the settlement. 

  • Construct your response in a 2-3 paragraph short essay. 

  • Include multiple examples and explanations to support your argument from documents A-F and the introductory lesson. 

  • Use the space below to outline your thoughts and complete the short essay on a separate sheet of paper. 

Historic Context: 

The Florence Farming Settlement has been identified to have been located in the Florence Hill Forest, a New York State Forest Preserve in Florence, NY. The Florence Farming Settlement was a small 19th century settlement of both freedom seekers and free blacks who established a communal farmstead through the help of state and local abolitionists to improve their political and economic status. The settlement appears to have existed from approximately 1847-1860. 

 

Prompt: What are several contributing factors that led to the development of the Florence Farming Settlement in Florence, NY?

 

Reflect: Pair/Share, Activity 5 (10 minutes)

  1. At the conclusion of the lesson, students complete reflection questions and share with a partner. 

Reflection Questions: 

  1. What made the Florence Farming Settlement a place that was worthy of acknowledgement through the historic roadside marker program? 

  2. Why do you think this is a place that should be remembered?

  3. What questions do you still have about the Florence Farming Settlement? 

  4. What places in your local community are you developing a curiosity about?

  5. Do you think you will pay any more attention to historic roadside markers moving forward?

  6. If someone were to create a historic roadside marker to honor your future achievements, what would it be commemorating?




 

14. Extensions 

*Teachers could personalize this lesson to meet the needs of their local community. Teachers could integrate their own local historic roadside marker as a replacement for Florence Farming Settlement and create their own slideshow and script. They could also use the lesson as is, but include additional images or content about their own local historic markers. 

 

Optional Extension, Activity 6

One/Pair/Share:

  1. One: On their own, students should brainstorm a list of characteristics of what might make a site worthy of the honor of a historic roadside marker. List as many reasons as you can think of. 

  2. PAIR: Ask students to create a list and rationale of what might make a site worthy of honoring with a historic roadside marker. 

    1. Students should pair up with another student and share their lists. They should select the best 3 reasons along with an explanation of why this is an important reason. 

  3. Part 3: SHARE

    1. One person should be prepared to discuss with the class on behalf of the group.  

    2. Some examples might include:

  • honors a significant event, person, or place in history that is related to the local area.

  • provides a link to the past that can be seen and touched

  • helping to preserve

  • promote local history and culture.

  • placed near the location where the historical event occurred or where the person lived or worked.

  • funded and installed by a government agency or historical society to honor a person, place, or event. 

  1. Part 4: DISCUSSION:

    1. The teacher should then ask the whole class to discuss what made the Florence Farming Settlement a place that was worthy of acknowledgement through the historic roadside marker program. 

      1. Discussion Questions: What made the Florence Farming Settlement a place that was worthy of acknowledgement through the historic roadside marker program? Why do you think this is a place that should be remembered?





 

EVALUATION

15. Evaluation: 

The teacher will evaluate student learning in a variety of ways and throughout the learning process. 

  1. Primary Source review exercise on day 1. 

  2. Webquest of WGP Foundation Marker locations on day 1. 

  3. Discussion questions provide informal assessment and evaluation of student learning. 

  4. Activities 1, 2, 3, 4, 5 are all exercises that measure historical thinking skills and participation.

  5. Activity 4 will evaluate student writing and synthesis of concepts.

  6. Activity 5 will evaluate student engagement with content. 

  7. Extend the lesson with Activity 6


 

KEY CONSIDERATIONS:

This Lesson:

  • Directly addresses both NYS and NextGen Learning Standards

  • Uses primary sources to support inquiry and effective teaching practices

  • Explicitly includes and address all phase of the inquiry process

  • Presents primary sources in an historically accurate context

  • Requires students to use primary sources as evidence

  • Promotes the desired learning and skill development stated in its goal and objectives, as well as the learning standards specified

  • Builds historical or content understanding

  • Is clear, complete and easy to follow

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