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Murder, Theft and Silence: The Conestoga Massacre
This lesson will cover events, interpretations, and perspectives about the murder of the Conestoga Indians in 1763, the theft of their land, and ensuing pamphlet war in colonial Philadelphia. Students analyze 3 political cartoons and 4 primary source documents from 1763-64, read Ghost River: The Fall and Rise of the Conestoga, create their own political cartoon from the historical point of view of the Conestoga Indians, and research current events about Native American individuals and organizations fighting for social and economic justice.
- Why hasn't the story of the Conestoga been told from Native American perspectives?
- How do power dynamics, bias, notions of (in)justice, race relations, and colonial politics shape our understanding of this historical event?
- How would the Conestoga people have responded in the 1764 pamphlet war?
- Interpret and analyze the point of view (POV) of primary source images.
- Identify and explain key words and phrases from primary source readings.
- Draw conclusions based on textual and visual evidence.
- Collaborate with classmates to read and present historical evidence.
- Analyze historical POV by creating a political cartoon from the perspective of the Conestoga (or another Native American people).
- Identify character strengths of historical people involved in this event (ref: work of Dr. Seligman, Dr. Pawelski, and MAPP program at the University of Pennsylvania).
- Research current Native American owned/operated organizations throughout the United States working to promote social and economic justice.
Grade Level: Grades 8 and 9
Standards: Designed for Independent School in alignment with Pennsylvania State Standards.
- 5.1.8C: Analyze the principles and ideas that shaped local, Pennsylvania and National Government
- 5.1.8F: Analyze how political symbols are used by the media and leaders to influence public opinion
- 5.2.8B: Describe how citizens resolve conflicts in society and government
- 5.2.8C: Describe the role of political leadership and public service
- 5.3.8H: Describe the role of mass media on government
- 8.8.1B: Compare and contrast a historical event using multiple points of view from primary and secondary sources
William Penn's Philadelphia was grounded in Quaker ideals, evident in his relationship with Native Indian communities throughout colonial Pennsylvania. The Quaker community in Philadelphia of the early-mid 1700's wielded significant economic and political power and was directly involved in the governance of local affairs. The Treaty of Paris of 1763 (issued February of that year) concluded the North American chapter of the Seven Years' War and the Proclamation of 1763 (issued that October) infuriated British settler colonists by limiting westward expansion. After a century of contact, conquest, and economic, political, and cultural exchange, the relationship between a multitude of Native American peoples and settler colonists had grown increasingly tense and violent, as exemplified by Pontiac’s War. That December, a group of former militiamen, the Paxton Boys, murdered 20 Conestoga Indians to express their disapproval of the Quaker dominated-government, to make a political statement about their beliefs about race relations, and to seize their land. Following the massacre, a massive public debate unfolded (the 1764 pamphlet war) through more printed materials published than any time prior (to 1763). Those pamphlets and political cartoons speak to priorities of colonists, but largely neglect the stories of the Conestoga. By March 1764, the land previously inhabited by Conestoga people was already being claimed by relations to and beneficiaries of the massacres.
Digital Paxton Materials (for projection)
- Franklin and The Quakers
- An Indian Squaw King Wampum Spies
- The Paxton Expedition
- John Penn Proclamation, December 22, 1763
- John Penn Proclamation June 4, 1765
- Jacob Whistler Letter to William Peters March 12, 1764
- Jacob Whistler Letter to William Peters April 9, 1764
Source Materials and Excerpts (optional handout)
Graphic organizers for image analysis and document analysis
Blank 16 x 11 paper, markers, pencils, paint, art supplies, and color printer
Procedure, Assessment, and Extensions:
This lesson asks students to analyze three primary source images (political cartoons) about the Paxton massacres; jigsaw 4 primary source documents and report out to the group; read excerpts of Ghost River and grapple with historical POV by creating a Conestoga response to the propaganda produced by non-Native American authors. Lastly, students will research and select a current event around similar theme (e.g. violence towards Native American peoples, absence of justice, resilience in the face of atrocities) and identify contemporary organizations, businesses, Native American communities, and/or legislation that seeks to protect and/or celebrate Native Americans histories (e.g. Indian Country Today, Native American Indian Policy Center, Native American Art Council).
Step 1: Students begin by discussing the 3 political cartoons. Possible prompting questions:
- Who is present and who is not?
- Whose story (or point of view) is told or omitted? What implications does this have?
- What adjectives would you use to describe what you see?
- How are women portrayed in these images?
Step 2: After preliminary analysis and discussion, students perform jigsaw activity. Reading excerpts from 4 primary sources in groups of 4. Students should make marginal notes and/or annotations, discuss POV, and identify key words and phrases. Prompting questions:
- Do the primary source readings align with their interpretations of the political cartoons?
- Whose story is told?
- Is it accurate?
Step 3: Students read aloud excerpts of Ghost River that give voice to the Conestoga perspective (e.g. pages 11-14, 29-37, and 50-60), acknowledging their responsibility to integrate the voices and experiences of those who have been excluded from historical narratives. (For clarification, teacher may share guidelines for interpreting political cartoons from Eastern Illinois University.) Students are encouraged to recognize the courage, strength, and resilience of Native Americans who have endured hundreds of years of genocide and institutional racism, to understand the multitude of Native Americans living today, and to deconstruct negative and inaccurate stereotypes.
Given that Conestoga voices are largely absent from historical records, students will offer their own counter arguments by creating a political cartoon from the Conestoga or indigenous POV (similar to those they analyzed in step 1). The teacher provides supplies (16 x 11 paper, colored pencils, markers, rulers, paints, and color printing for those using digital media). Students sketch, paint, or use digital images (with proper citations) and share their work via Google Classroom and/or gallery walk. Students use Padlet to ask questions, give peer feedback, and make observations about each other's work. Prompting questions:
- How do these modern cartoons differ from the historical pamphlets that circulated in Philadelphia in 1764?
- What adjectives would you use to describe the images?
Step 4: Students research and report on a current event that parallels the events of the Conestoga massacres and post 2-3 sentence justifications to Google Classroom or similar platform. Current events may concern violence, trauma, injustice, physical/mental health issues, (mis)treatment of and violence against Native women, or idea that silence is compliance by majority and politicians. Ideally, they will engage in conversation about Native American courage, strength, and resilience. Teacher should encourage students to rely upon Native American sources such as Indian Country Today.
Assessment and Extensions:
- Graded graphic organizer for primary source documentation jigsaw
- Graded political cartoon
- Graded homework grade for current event analysis
- Graded participation for level of engagement and depth of contributions to discussions
- Ungraded Student Reflection
This lesson was created during the 2019 Gilder Lehrman Institute of American History Teacher Seminar, "Native Peoples, Settlers, and European Empires in North America, 1600-1840" (July 28-August 3, 2019). You may also download a printable version of this lesson.
Preparing the Learner
Introduce five key terms / concepts for the lesson. State the term and ask students to repeat the term (2 - 3 times). Have students complete the Knowledge Rating to assess if they understand the terms. Students understanding and use of the terms will increase as they use them throughout the unit. A Vocabulary Jigsaw is included to review the terms at the end of the unit.
NOTE: The Knowledge Rating includes cognates. For students whose first language (L1) is not Latin-based, the teacher may choose to provide a translation of the term.)
In the eighteenth-century, "frontier" was defined as a vulnerable, militarized boundary, not an area for expansion (Spero). In Spanish, "frontera" is a term for a national border.
Analyze Benjamin West Painting
- Use the Primary Source Analysis Tool to model analysis of the Benjamin West's Penn's Treaty with the Indians (1771-72).
- Distribute reproductions of the painting and the Primary Source Analysis Tool.
- Have students complete the tool in pairs or triads.
- As a class, share summaries about what they learned from the painting. What is the message? What may be misleading about the paintings? (buildings, clothing, position of people, etc.) Is the painting a primary source document? (No – it's an artist's rendition of an event created nearly 100 years after it occurred and it was commissioned by Penn's son, Thomas Penn.)
- Ask students what the painting tells people about the relationship between European settlers and indigenous peoples?
Optional: Project Penn Wampum Belt (1682 Shackamaxon treaty). The belt was given to the Historical Society of Pennsylvania by William Penn's great grandson in 1857. Ask students to consider whether or not it is a primary source and what it might tell us about contact between European settlers and indigenous peoples.
Analyze historical maps of Philadelphia, Pennsylvania, and Conestoga Manor
- Students will analyze 5 historical maps of Philadelphia, Pennsylvania, and Conestoga to locate the Conestoga Indiantown in relation to Philadelphia, Harrisburg, and the colony of Pennsylvania.
- Model using the Primary Source Analysis Tool to analyze A Map of the Province of Pennsylvania (1756)
- Divide the class into groups of 4 students. This is the "home group."
- Give each member of the "home group" a different map. Tell students they will be responsible for teaching one map to other members of their home group.
- Break into "expert groups." Each member of the "expert group" has the same map. Students should complete the Primary Source Analysis Tool for their map.
- Return to the "Home Group." Each student will report their findings of the map.
- As a class, discuss the summary of their findings about the maps.
Summary Quick Write
Project the Conestoga Indian Town Historical Marker and read the marker text:
About one mile eastwards stood the Conestoga Indian Town. Its peaceful Iroquoian inhabitants were visited by William Penn in 1701 who made treaties with them. In 1763 they were ruthlessly massacred by a frontier mob called the Paxtang Boys.
Students will summarize the historical maker: who, what, where, when.
- Model who (Iroquoian inhabitants, "Paxtang Boys").
- Ask students to find what, where, and when with a partner. (Students may benefit reading the text with the bold, italicized and underlined information.)
- Review the summary.
- Quick Write: What will be read in Ghost River? (In Ghost River, we will read about…)
- What did you learn about Pennsylvania, Philadelphia and Conestoga Indiantown based on the information on the maps? (I learned…)
- What is the connection between the paintings, historical marker, and the maps? (The connection is…)
- What did you learn from the historical marker? (We learned…)