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Chronological Reasoning and Causation

Women, Indigenous Groups and Enslaved Individuals in Colonial New York

  1. Load Patent of Kiliaen van Renselaer for a tract of land on the west side of the North river in Main Image Viewer
  2. Load Patent of Kiliaen van Renselaer for a tract of land on the west side of the North river in Main Image Viewer
  3. Load Patent of Kiliaen van Renselaer for a tract of land on the west side of the North river in Main Image Viewer
  4. Load Petition of Sarah Robins, "a free-born Indian woman," to Governor Robert Hunter, ca. 1711 in Main Image Viewer
  5. Load Petition by the Heirs of Samuel Palmer of Westchester on Behalf of His Widow, 1670 in Main Image Viewer
  6. Load Petition by the Heirs of Samuel Palmer of Westchester on Behalf of His Widow, 1670 in Main Image Viewer
  7. Load Excerpt from the Marriage Contract of Brant Peelen and Marritje Pieters, 1643 in Main Image Viewer
  8. Load Excerpt from the Marriage Contract of Brant Peelen and Marritje Pieters, 1643 in Main Image Viewer
  9. Load Excerpt from the Marriage Contract of Brant Peelen and Marritje Pieters, 1643 in Main Image Viewer
  10. Load Ordinance Prohibiting the Colonists from Trading with the Indians, October 18, 1642 in Main Image Viewer
  11. Load Ordinance Prohibiting the Colonists from Trading with the Indians, October 18, 1642 in Main Image Viewer
  12. Load Ordinance Prohibiting the Colonists from Trading with the Indians, October 18, 1642 in Main Image Viewer
  13. Load Bill of Lading for 20 Enslaved Men Shipped from Curacao to New Netherland on the Eyckenboom, May 8, 1660 in Main Image Viewer
  14. Load Bill of Lading for Five Enslaved Individuals Loaded at Curacao for New Netherland, August 24, 1659 in Main Image Viewer
  15. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  16. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  17. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  18. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  19. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  20. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  21. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  22. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  23. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  24. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  25. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  26. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  27. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  28. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  29. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  30. Load "An Act for the more effectual preventing and punishing the conspiracy and insurrection of negro and other slaves"  in Main Image Viewer
  31. Load Indian deed for Staten Island in Main Image Viewer
  32. Load Indian deed for Staten Island in Main Image Viewer
  33. Load Indian deed for Staten Island in Main Image Viewer
  34. Load Manumission of Manuel de Gerrit in Main Image Viewer
  35. Load Manumission of Manuel de Gerrit in Main Image Viewer

Suggested Teaching Instructions

Women, Indigenous Groups and Enslaved Individuals in Colonial New York

Overview: The design of the lesson is to utilize New York Colonial documents from the “Consider the Source NY” website to illustrate gross disparities in how marginalized groups were treated.

Goal: The primary goal is to analyze the common held belief that some groups were grossly marginalized in Colonial America.  Students will unpack specific sources that illuminate this truism. 

Objectives: Students will garner an in-depth understanding of the specific way marginalized groups were treated in Colonial New York. 

Investigative (Compelling) Question: Using the primary source selection, what are some specific examples that demonstrate how women, indigenous groups and enslaved individuals in Colonial New York were manipulated and marginalized by Colonial laws and customs?

Time Required: One 80 minute class period

Recommended Grade Range: 11-12

Subject: Social Studies

Standards: NYS Standard 1: History of the United States and New York

Next Gen Standard: Reading Standards

Credits: Greg Smith, Hastings High School, Hastings-on-Hudson NY

PREPARATION 

Materials Used: Instructions and documents from Consider the Source. 

Resources Used: All documents from Considerthesourceny.org.  They are included in the attachment with the handout.

PROCEDURE

Description of Procedure:

  1. This lesson comes into play when we are discussing American Colonial settlements and the larger events that will set the colonies up for the American Revolution.  We will have already discussed how the American Colonial lifestyle was different for all, depending who you were.  

  2. The class will begin with  discussion of marginalized groups.  Opening questions will be things such as:  Who are some groups you think were marginalized at this point?  Were these groups treated differently depending on what colony they lived in?  How do you think these groups fared in New Netherland and New York?  Why? Why would these groups be marginalized?  What would be some evidence the historians would look to to try and figure out how these groups were marginalized? Why?  

  3. Next, we will distribute the handout which asks students to analyze specific documents from Colonial New York, and draw conclusions from their study (see attached) .