This page has paths:

1. 1 2016-08-19T13:24:34-07:00 Will Fenton 82bf9011a953584cd702d069a30cbdb6ef90650a A Little Looking-Glass for the Times Will Fenton 2 A little looking-glass for the times; or, A brief remembrancer for Pennsylvania. : Containing some serious hints, affectionately addressed to people of every rank and station in the province: with an appendix, by way of supplication to Almighty God./ By G.C. gallery 2018-02-12T12:10:45-08:00 Wilmington [Del.], : Printed and sold by James Adams,, 1764. Churchman, George Call Number: Am 1764 Chu Ar.64 L 86 Attributed to George Churchman by Shipton & Mooney. Signatures: [A]? B-C?. Evans, C. American bibliography, 9611; English short title catalogue (ESTC), W19710; Rink, E. Delaware, 21; Sabin, J. Dictionary of books relating to America from its discovery to the present time 9743. Historical Society of Pennsylvania. Will Fenton 82bf9011a953584cd702d069a30cbdb6ef90650a

This page is referenced by:

• 1 2019-08-13T13:18:01-07:00 Extending Understanding 8 Donna Sharer plain 2019-08-15T15:30:53-07:00 Assessment and Extensions
  1. Collaborative Poster
  2. Gallery Walk / Exit Ticket
  3. Historical Marker 
  
  Collaborative Poster (Groups)
  Materials include chart paper and 4 color markers. Students work in teams of 4. Each team will create a poster to address ONE essential question and support their argument:
  • How might a people survive and grow from evil and injustice?
  • Why are multiple voices and perspectives important when learning about history?
  • Should frontiers or borderlands be walls to keep people out or place for people to meet?
  • Is history complicated? Is violence simple? (to paraphrase Ghost River)
  
  Each team member will use one color as evidence of their contribution to the poster.
  1. Write the essential question in the center of the poster.
  2. Make a claim that answers the question. Put the claim under the question
  3. Include evidence to support the claim. Include: 1 quote; 2 original sentences; and 1 symbol to answer the question.
  4. Each team member will share why they selected the question (e.g. why the question is important to them) when they present their poster to the class. Each student will present what they contributed to the poster.
  
  Gallery Walk / Exit Ticket (Individuals)
  Students will display their posters. Ask students to look for common claims and unique evidence as they walk around and read the posters. (Provide students with paper to record their findings.) 
  
  Individually, students will complete an exit ticket:
  • Common claims include…
  • Unique evidence is…
  • After looking at the other posters, I will keep / change my claim / evidence because… 
  
  Historical Marker (Groups)
  In 2013, an event and conference commemorated the 250th anniversary of the Paxton massacres. In Lancaster, PA, an additional historical marker was created, reading:

  The Lancaster jail was located a half block to the north from 1753 to 1851. The last remaining Conestoga Indians were held here in protective custody in 1763. They were killed by a vigilante group, the Paxton Boys. No arrests were made.

  Ask students to review the Pennsylvania historical marker for the "Conestoga Indian Town." Students will rewrite the marker based on what they learned from Ghost River.
  
  In groups, students will create 3 markers: 
  • What happened in 1763?
  • What is happening to Native Peoples after 1763?
  • What are Native Peoples doing today?
  Students may submit their revised historical marker and/or make suggestions for a new historical marker to the Commonwealth of Pennsylvania.
• 1 media/engraving-cropped.jpg 2018-11-23T19:00:25-08:00 Conclusion and Further Reading 3 Angel Luke-O'Donnell image_header 2018-11-23T20:09:33-08:00 This article offers a representative rather than comprehensive account of paratexts. There are forms of backmatter, types of paratexts, and textual examples that have been largely left unaddressed. I have sought to provide suggestive examples about how the material on Digital Paxton could be used to gain further insights into the social world surrounding these texts.
  
  By concentrating on paratexts, my intention is to show that texts were presented to the audience in a variety of different ways, sometimes by the author and other times by printers. The various modes of presentations provide insights into how the Paxton Boys debate unfolded. And most significantly, paratexts affected the way readers understood the printed arguments for and against the rioters, and so help us to understand a little more about the appeal of Paxton Boys texts.
  
  Further Reading
  • Angel-Luke O'Donnell, "The Politics of the Print Medium: The Professional Code and the 1764 Paxton Boys Debate," Book History (forthcoming 2019).
  • Marcy J. Dinius and Sonia Hazard, guest editors, Special Issue: "Keywords in Early American Literature and Material Texts," Early American Studies 16.4 (2018). 
  • Joshua Ratner, "Paratexts," Early American Studies (2018), 16:4, 733 – 740.
  • Gerard Genette, Paratexts: Thresholds of Interpretation, translated by Jane E. Lewin (Cambridge: Cambridge University Press, 1997).
  • Peter Silver, Our Savage Neighbors: How Indian War Transformed Early America (New York: W. W. Norton & Company, 2008). 
  • Kevin Kenny, Peaceable Kingdom Lost: The Paxton Boys and the Destruction of William Penn's Holy Experiment (Oxford: Oxford University Press, 2009). 
  • Isaiah Thomas, The History of Printing in America, 2 volumes (Worcester: 1810), II.