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Digital Paxton: Digital Collection, Critical Edition, and Teaching Platform

The Paxton Expedition

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1. The Paxton Expedition

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1. A Conference Between the Devil and Doctor Dove
2. The Counter Medley
3. The Election, a Medley A pro-Franklin cartoon depicting a crowd gathered to vote at the Philadelphia courthouse during the Pennsylvania Assembly Election of October 1764. The print advocates Franklin's appointment as provincial agent to Britain despite his election loss which was a result of his double-sided politics in dealing with the "Paxton Boys;" white frontiersmen who murdered peaceful Native Americans. Contains thirty-three verses attributed to Rev. Isaac Hunt to be sung to various tunes. Created as an attack on satirist James Dove, referred to in this title as "Squire Lilliput Professor of Scurrility," in response to his anti-Franklin print, "The Paxton Expedition." The courthouse crowd includes caricatures of James Dove and five African Americans, including a woman stating "Mase Lidiput you puchuss a me;" a reference to a character pursued sexually by Dove in an earlier anti-Dove cartoon, "A Conference between the Devil and Mr. Dove" (1764). Place and date of publication provided by Snyder and Murrell. Possibly after the work of Henry Dawkins. Manuscript note on recto in Watson's hand: Wrote by the Revd. Isaac Hunt at or before 1764 - when Franklin was made agent to London for this "Medley" says "Franklin will be agent." [and] Property of John F. Watson. Manuscript note on verso: Purchased from John F. Watson, Esq. June 14 1860. C.P. [Charles Poulson].
4. The Election, Humbly Inscribed to the Saturday Nights Club
5. Franklin and the Quakers
7. An Indian Squaw King Wampum Spies
8. A New Song Suitable to the Season A cartoon supporting the Old Ticket Party of Pennsylvania which advocated a conversion from a proprietary government to a royal colony. Depicts well-to-do Philadelphians in a tavern drinking and singing "Huzza Old ticket, Old Ticket Forever." An African American servant serves the men as he states in patois his support of the Old Ticket. As the devil exits the tavern, he indicates his support for the New Ticket Party which supported the existing proprietary government. Contains an electioneering song of six verses from which the depicted Philadelphians sing verses. The tavern was often used as a place to canvass election support and treat voters. Possibly the work of Henry Dawkins. See also: Evans 10093.
9. The Paxton Expedition
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Contents of this path:
1. Account for Maintaining Indians at Lancaster, December 27, 1763
2. Account of the Indian murders, December 27, 1763
3. An Act for Preventing Tumults and Riotous Assemblies
4. The Address of the People Called Quakers In defense of their conduct towards the Indians and settlers. "Signed on behalf and by order of a committee, appointed to represent our religious society in Pennsylvania and New-Jersey, at a meeting held in Philadelphia, the 25th of the second month, 1764. Samuel Emlen, Jun. clerk."--p. 11. Evans, C American bibliography, 9670; English short title catalogue (ESTC), W5867; Hildeburn, C.R. Pennsylvania, 1941.
5. An Address of Thanks to the Wardens of Christ Church and St. Peters An address of thanks to the wardens of Christ Church and St. Peters, : and the Reverend W----S----h. D.D. [i.e. William Smith] provost of the college and tool to the p----r, and J---b D---e A.M. and MV.D. [i.e. Jacob Duche] From F---- A.----n D.D. [i.e. Francis Alison] and J---n E----g [i.e. John Ewing] in their own name and in the name of all the Presbyterian ministers in Pennsylvania. ... Reverend and worthy gentlemen; Permit us to return you ... our most sincere thanks for opening your church doors to dissenters in general, and us on particular ... to carry into execution a scheme of the utmost importance for the advantage of our profession; the down-fall of monarchy; and the support of a republican government ...
6. An Address to the Rev. Dr. Alison Relates to the dissensions caused by the Indians. Possibly written by Joseph Galloway. Half-title: An address to the Rev. Dr. Alison, the Rev. Mr. Ewing, &c. being a vindication of the Quakers. Place of publication and printer's name supplied by Evans. Signatures: pi_ A-C? D_ (D2 verso blank). Errata note, p. 47. Evans, C. American bibliography, 9892; English short title catalogue (ESTC), W6245; Hildeburn, C.R. Pennsylvania, 2098; Sabin, J. Dictionary of books relating to America from its discovery to the present time, 66908.
7. The Addition to the Epitaph "A burlesque in the form of a prayer to the Devil."--Hildeburn. Text begins: Thou great Prince of Darkness! Thou author of all rebellions and insurrections, whether Paxtonian or others! Thou Father of my friend the Kirk. Concerns the Paxton Boys' march on Philadelphia. The target of this satirical piece sided with the Paxton Boys, and opposed Benjamin Franklin's negotiations. At head of title, within an ornament (Reilly 120): The authentic one. Attributed by Evans to David James Dove. Imprint supplied by Evans.
8. An Answer to the Pamphlet Entitled "The Conduct of the Paxton Men"
9. Apology of the Paxton Volunteers
10. A Battle! A Battle!
11. A Battle! A Battle! (Extended)
12. Benjamin Franklin to Richard Jackson, June 27, 1763
14. Benjamin Franklin to Richard Jackson, February 11, 1764
17. By the Honourable John Penn By the Honourable John Penn, Esq; lieutenant-governor and commander in chief of the province of Pennsylvania, and counties of New-Castle, Kent and Sussex, on Delaware, a proclamation. : Whereas on the twenty-second day of December last I issued a proclamation, for the apprehending and bringing to justice a number of persons, who ... had inhumanely killed six of the Indians, who had lived in Conestogoe Manor ... Given under my hand, and the great seal of the said province, at Philadelphia, the second day of January ... one thousand seven hundred and sixty-four.
18. Christopher Schultze to Israel Pemberton, August 29, 1760
19. Christopher Towne to Israel Pemberton, April 25, 1756
20. A Letter from Batista Angeloni Extracted from Shebbeare's Letters on the English nation, also published pseudonymously. Cf. the Dictionary of national biography. Probable place and date of publication suggested by Hildeburn. "The Cloven-Foot discovered."--p. 7-8, in verse. An attack on the Quakers for their dealings with and support of the Indians. Evans, C. American bibliography, 9838; English short title catalogue (ESTC), W13438; Hildeburn, C.R. Pennsylvania, 2013.
21. A Letter From Batista Angeloni (Reprinted) Extracted from Shebbeare's Letters on the English nation, also published pseudonymously. Cf. the Dictionary of national biography. Probable place and date of publication suggested by Hildeburn. "The Cloven-Foot discovered."--p. 7-8, in verse. An attack on the Quakers for their dealings with and support of the Indians. Evans, C. American bibliography, 9838; English short title catalogue (ESTC), W13438; Hildeburn, C.R. Pennsylvania, 2013.
22. Commission for Timothy Horsfield, July 11, 1763
23. The Conduct of the Paxton Men Impartially Represented A defense of the Paxton boys, in reply to Benjamin Franklin's "A narrative of the late massacres, in Lancaster County, of a number of Indians." Attributed to Thomas Barton by Hildeburn and Evans. Also attributed to the Rev. John Ewing. Cf. Egle, W.H. History of the counties of Dauphin and Lebanon, 1883, p. 68. An added title page identifies John Creaig of Lancaster as bookseller. Signatures: pi [A]? B-D? E1. Evans, C. American bibliography, 9594; English short title catalogue (ESTC), W37505; Hildeburn, C.R. Pennsylvania, 1957
25. A Conference Between the Devil and Doctor Dove
26. The Congregational Diary of Lancaster Moravian Church, December 27-28 , 1763
27. Conversation with the Indians, April 19, 1756
28. Cool Thoughts on the Present Situation of Our Public Affairs Caption title: A letter to a friend in the country. With a half-title. Signed on p. 22: A.B. Attributed to Benjamin Franklin by Evans. First published as a supplement to the Pennsylvania journal, Apr. 26, 1764. Dated on p. 5: Philadelphia, April 12, 1764. Signatures: [A]? B? (B4 blank). Evans, C. American bibliography, 9663; English short title catalogue (ESTC), W16998; Hildeburn, C.R. Pennsylvania, 1990; Howes, W. U.S.iana (2nd ed.), F319
30. The Counter Medley
31. A Declaration and Remonstrance On the massacre of the Conestoga Indians by the "Paxton Boys" and the Indian policy of the Pennsylvania authorities. "Signed on behalf of ourselves, and by appointment of a great number of the frontier inhabitants. Matthew Smith. James Gibson. February 13th, 1764."--p. 18. Printer's name and place of publication supplied by Evans. Evans, C. American bibliography, 9630; English short title catalogue (ESTC), W37880; Hildeburn, C.R. Pennsylvania, 1969
32. Deed from Indians on the Susquehanna (1700)
33. A Dialogue Between Andrew Trueman and Thomas Zealot
34. A Dialogue, Containing Some Reflections on the Late "Declaration and Remonstrance"
35. Diary of the Indian Gemeine in the Barracks in Philadelphia (January 5 - April 3, 1765) Excerpt from Julia Maynard Maserjian, "Moravian Indians: A Brief Introduction." Bethlehem Digital History Project, 2000-2009. bdhp.moravian.edu/community_records/christianindians/narrative.html The Pennsylvania frontier recalled the violence visited upon it during the Seven Years' War. The new bloodshed brought about by Pontiac's War bore down on the western backcountry and bred a new contempt among frontiersmen toward Indians and the government to the east. These individuals saw no distinction between hostile, friendly and Christian Indians. In an attempt to protect the Moravian Indians, the government moved them from the villages of Nain and Wechquetank to Philadelphia in November of 1763. Angered by the government's protection of the Moravian Indians, while it seemed to ignore the defense of the Pennsylvania frontier, an angry band of men called the Paxton Boys visited their rage upon a small group of Conestoga Indians near Lancaster. On December 14, 1763, fifty armed men murdered six Conestoga Indians at their settlement. The remaining fourteen Indians were taken into protective custody only to be brutally murdered by the Paxtonians on December 27. Fortunately, through negotiations, attempts to make the Moravian Indians housed near Philadelphia their next target were thwarted. The dispersing of the Paxton Boys did not, however, alleviate the threat to the Moravian Indians. The Pennsylvania government tried to transfer the refugees to New York or New Jersey, but the Moravian Indians were rejected by both governments and were returned to Philadelphia where they remained confined in barracks until 1765. After their release from the barracks in Philadelphia, the missionaries and their converts, in an effort to place themselves as far away as possible from any future threats posed by white settlements, moved to the Wyalusing valley. There the second Friedenshutten was founded and would flourish until 1771. Although the Iroquois granted the land for Friedenshutten to the mission Indians in 1768, they sold the Wyalusing land to Pennsylvania in 1771. Land disputes were avoided when the Delawares of the Tuscarawas Valley offered the Christian Indians a home in Ohio. By 1773, virtually all of the Moravian Indians had moved from their various settlements to Ohio bringing an end to Moravian missions in Pennsylvania. The events of 1763 through 1765 drastically altered not only the Moravian Mission effort but also the face of Pennsylvania colonial politics. The challenges faced by the Moravian Indians during this period speak to these regional events. Like their unconverted counterparts, the Christianized Indians suffered attack, betrayal, persecution, and forced migration."
36. Diary of the Indian Gemeine in the Barracks in Philadelphia, Final Draft (January 24 - December 31, 1764) Excerpt from Julia Maynard Maserjian, "Moravian Indians: A Brief Introduction." Bethlehem Digital History Project, 2000-2009. bdhp.moravian.edu/community_records/christianindians/narrative.html The Pennsylvania frontier recalled the violence visited upon it during the Seven Years' War. The new bloodshed brought about by Pontiac's War bore down on the western backcountry and bred a new contempt among frontiersmen toward Indians and the government to the east. These individuals saw no distinction between hostile, friendly and Christian Indians. In an attempt to protect the Moravian Indians, the government moved them from the villages of Nain and Wechquetank to Philadelphia in November of 1763. Angered by the government's protection of the Moravian Indians, while it seemed to ignore the defense of the Pennsylvania frontier, an angry band of men called the Paxton Boys visited their rage upon a small group of Conestoga Indians near Lancaster. On December 14, 1763, fifty armed men murdered six Conestoga Indians at their settlement. The remaining fourteen Indians were taken into protective custody only to be brutally murdered by the Paxtonians on December 27. Fortunately, through negotiations, attempts to make the Moravian Indians housed near Philadelphia their next target were thwarted. The dispersing of the Paxton Boys did not, however, alleviate the threat to the Moravian Indians. The Pennsylvania government tried to transfer the refugees to New York or New Jersey, but the Moravian Indians were rejected by both governments and were returned to Philadelphia where they remained confined in barracks until 1765. After their release from the barracks in Philadelphia, the missionaries and their converts, in an effort to place themselves as far away as possible from any future threats posed by white settlements, moved to the Wyalusing valley. There the second Friedenshutten was founded and would flourish until 1771. Although the Iroquois granted the land for Friedenshutten to the mission Indians in 1768, they sold the Wyalusing land to Pennsylvania in 1771. Land disputes were avoided when the Delawares of the Tuscarawas Valley offered the Christian Indians a home in Ohio. By 1773, virtually all of the Moravian Indians had moved from their various settlements to Ohio bringing an end to Moravian missions in Pennsylvania. The events of 1763 through 1765 drastically altered not only the Moravian Mission effort but also the face of Pennsylvania colonial politics. The challenges faced by the Moravian Indians during this period speak to these regional events. Like their unconverted counterparts, the Christianized Indians suffered attack, betrayal, persecution, and forced migration."
37. Diary of the Indian Gemeine in the Barracks in Philadelphia, Original Draft (March 1 - October 27, 1764) Excerpt from Julia Maynard Maserjian, "Moravian Indians: A Brief Introduction." Bethlehem Digital History Project, 2000-2009. bdhp.moravian.edu/community_records/christianindians/narrative.html The Pennsylvania frontier recalled the violence visited upon it during the Seven Years' War. The new bloodshed brought about by Pontiac's War bore down on the western backcountry and bred a new contempt among frontiersmen toward Indians and the government to the east. These individuals saw no distinction between hostile, friendly and Christian Indians. In an attempt to protect the Moravian Indians, the government moved them from the villages of Nain and Wechquetank to Philadelphia in November of 1763. Angered by the government's protection of the Moravian Indians, while it seemed to ignore the defense of the Pennsylvania frontier, an angry band of men called the Paxton Boys visited their rage upon a small group of Conestoga Indians near Lancaster. On December 14, 1763, fifty armed men murdered six Conestoga Indians at their settlement. The remaining fourteen Indians were taken into protective custody only to be brutally murdered by the Paxtonians on December 27. Fortunately, through negotiations, attempts to make the Moravian Indians housed near Philadelphia their next target were thwarted. The dispersing of the Paxton Boys did not, however, alleviate the threat to the Moravian Indians. The Pennsylvania government tried to transfer the refugees to New York or New Jersey, but the Moravian Indians were rejected by both governments and were returned to Philadelphia where they remained confined in barracks until 1765. After their release from the barracks in Philadelphia, the missionaries and their converts, in an effort to place themselves as far away as possible from any future threats posed by white settlements, moved to the Wyalusing valley. There the second Friedenshutten was founded and would flourish until 1771. Although the Iroquois granted the land for Friedenshutten to the mission Indians in 1768, they sold the Wyalusing land to Pennsylvania in 1771. Land disputes were avoided when the Delawares of the Tuscarawas Valley offered the Christian Indians a home in Ohio. By 1773, virtually all of the Moravian Indians had moved from their various settlements to Ohio bringing an end to Moravian missions in Pennsylvania. The events of 1763 through 1765 drastically altered not only the Moravian Mission effort but also the face of Pennsylvania colonial politics. The challenges faced by the Moravian Indians during this period speak to these regional events. Like their unconverted counterparts, the Christianized Indians suffered attack, betrayal, persecution, and forced migration."
38. Diary of the Indian Gemeinlein on Pilgrimage (January 4-17, 1764) Excerpt from Julia Maynard Maserjian, "Moravian Indians: A Brief Introduction." Bethlehem Digital History Project, 2000-2009. bdhp.moravian.edu/community_records/christianindians/narrative.html The Pennsylvania frontier recalled the violence visited upon it during the Seven Years' War. The new bloodshed brought about by Pontiac's War bore down on the western backcountry and bred a new contempt among frontiersmen toward Indians and the government to the east. These individuals saw no distinction between hostile, friendly and Christian Indians. In an attempt to protect the Moravian Indians, the government moved them from the villages of Nain and Wechquetank to Philadelphia in November of 1763. Angered by the government's protection of the Moravian Indians, while it seemed to ignore the defense of the Pennsylvania frontier, an angry band of men called the Paxton Boys visited their rage upon a small group of Conestoga Indians near Lancaster. On December 14, 1763, fifty armed men murdered six Conestoga Indians at their settlement. The remaining fourteen Indians were taken into protective custody only to be brutally murdered by the Paxtonians on December 27. Fortunately, through negotiations, attempts to make the Moravian Indians housed near Philadelphia their next target were thwarted. The dispersing of the Paxton Boys did not, however, alleviate the threat to the Moravian Indians. The Pennsylvania government tried to transfer the refugees to New York or New Jersey, but the Moravian Indians were rejected by both governments and were returned to Philadelphia where they remained confined in barracks until 1765. After their release from the barracks in Philadelphia, the missionaries and their converts, in an effort to place themselves as far away as possible from any future threats posed by white settlements, moved to the Wyalusing valley. There the second Friedenshutten was founded and would flourish until 1771. Although the Iroquois granted the land for Friedenshutten to the mission Indians in 1768, they sold the Wyalusing land to Pennsylvania in 1771. Land disputes were avoided when the Delawares of the Tuscarawas Valley offered the Christian Indians a home in Ohio. By 1773, virtually all of the Moravian Indians had moved from their various settlements to Ohio bringing an end to Moravian missions in Pennsylvania. The events of 1763 through 1765 drastically altered not only the Moravian Mission effort but also the face of Pennsylvania colonial politics. The challenges faced by the Moravian Indians during this period speak to these regional events. Like their unconverted counterparts, the Christianized Indians suffered attack, betrayal, persecution, and forced migration."
39. Edward Shippen to John Elder, December 16, 1763
40. Edward Shippen to James Burd, January 19, 1768
41. The Election, a Medley A pro-Franklin cartoon depicting a crowd gathered to vote at the Philadelphia courthouse during the Pennsylvania Assembly Election of October 1764. The print advocates Franklin's appointment as provincial agent to Britain despite his election loss which was a result of his double-sided politics in dealing with the "Paxton Boys;" white frontiersmen who murdered peaceful Native Americans. Contains thirty-three verses attributed to Rev. Isaac Hunt to be sung to various tunes. Created as an attack on satirist James Dove, referred to in this title as "Squire Lilliput Professor of Scurrility," in response to his anti-Franklin print, "The Paxton Expedition." The courthouse crowd includes caricatures of James Dove and five African Americans, including a woman stating "Mase Lidiput you puchuss a me;" a reference to a character pursued sexually by Dove in an earlier anti-Dove cartoon, "A Conference between the Devil and Mr. Dove" (1764). Place and date of publication provided by Snyder and Murrell. Possibly after the work of Henry Dawkins. Manuscript note on recto in Watson's hand: Wrote by the Revd. Isaac Hunt at or before 1764 - when Franklin was made agent to London for this "Medley" says "Franklin will be agent." [and] Property of John F. Watson. Manuscript note on verso: Purchased from John F. Watson, Esq. June 14 1860. C.P. [Charles Poulson].
42. Explanatory Remarks on the Assembly's Resolves
43. Franklin and the Quakers
44. Friends' Address to the Governor, April 1756
45. General Forbes to Israel Pemberton, January 15, 1759
46. George Stevenson Letter (January 19, 1763) Correspondence concerned with the sale of tracts of land in Conestoga Manor located in the present Lancaster County. Information given varies among the letters. There are references to squatters occupying Conestoga Indian lands after the 1763 Conestoga Indian massacre and the occupation of a tract by Daniel McCormick as a reward for his service in arresting Thomas Cresap during the border dispute with Maryland known as "Cresap's War." Also of interest is a 1764 letter revealing crop rotation of hemp, barley, wheat, spelt, winter grain and Indian Corn on fields located near Blue Rock Ferry on the Susquehanna River. Among the names of those purchasing tracts in Conestoga Manor are Robert Beaty, George Adam Durstler, John Heer (Herr), Christian Heer(Herr), Rudy Herr, Samuel Herr, Michael Kauffman, M. Mather, John Mitchel, Abraham Miller, Jacob Miller, John Miller, Samuel Neilson, John Ross, M. Scott, Jacob Whistler, Jacob Whitman, Jacob Whitmore and John Whitmore.
48. Governor Hamilton to Papunehan, October 12, 1761
49. An Historical Account of the Late Disturbance Signed on p. 8: From a true countryman. A subsequent impression (Evans 9697, Hildeburn 2003) has imprint: "Printed by Anthony Armbruster, in Moravian-Alley." That impression notes on the title page: "[Fist] The second edition, may be called a piracy. I said printed at Rome: I meant nothing but [cross] Printed in Second-Street, by Andrew Steuars-Stockfish." A.S. and Andrew Steuars-Stockfish evidently refer to Andrew Steuart, who also printed an edition of the work (not in Evans or Bristol). Evans, C. American bibliography, 9696; English short title catalogue (ESTC), W39302; Hildeburn, C.R. Pennsylvania, 2002.
50. An Historical Account of the Late Disturbance (Reprinted)
51. A Humble Attempt at Scurrility In reply to an attack on Benjamin Franklin by John Hughes. Attributed to Isaac Hunt in the Dictionary of American biography. Ascribed to the press of Anthony Armbruster by Evans. "Prologue to the coffee-house politician, or The justice caught in his own trap."--p. vii-viii. "Thirteen descriptions of the great A. drawn from the life by that celebrated master D---d J--s D-ve, poet laureat to the Pr---ry Party."--p. 38-42. Signatures: [A]? B-E? F_ (F2 verso blank). "Errata."--p. [43]. Evans, C. American bibliography, 10014; English short title catalogue (ESTC), W12797; Hildeburn, C.R. Pennsylvania, 2134; Sabin, J. Dictionary of books relating to America from its discovery to the present time, 25637.
52. An Indian Squaw King Wampum Spies
54. Israel Pemberton, Captive Inquiry As the French and Indian Wars wind down, The Commissioners for Indian Affairs are negotiating to secure the release of the white settlers that are still being held prisoners by the Indians. However even before a general Treaty, Trustees of the Mennonite Church are attempting to accelerate this release by offering the Indians 'presents' if they would escort the white prisoners from their lands to Pittsburgh. This gesture is to be considered payment for the cost and inconvenience to the Indians for this journey, and not as a ransom for releasing the white prisoners...Letter written by Israel Pemberton addressed to the Indian Affairs Commission inquiring about an agreement to instruct agents in Indian towns along the frontier to look into how many captives are in each town, and their physical descriptions. He also implores the commission to ask the agents to make inquiries to the "dispositions" of the Indians holding captives, as well as their readiness to accept ransom in exchange for release of captives.
55. Jacob Whistler Letter (March 12, 1764) Correspondence concerned with the sale of tracts of land in Conestoga Manor located in the present Lancaster County. Information given varies among the letters. There are references to squatters occupying Conestoga Indian lands after the 1763 Conestoga Indian massacre and the occupation of a tract by Daniel McCormick as a reward for his service in arresting Thomas Cresap during the border dispute with Maryland known as "Cresap's War." Also of interest is a 1764 letter revealing crop rotation of hemp, barley, wheat, spelt, winter grain and Indian Corn on fields located near Blue Rock Ferry on the Susquehanna River. Among the names of those purchasing tracts in Conestoga Manor are Robert Beaty, George Adam Durstler, John Heer (Herr), Christian Heer(Herr), Rudy Herr, Samuel Herr, Michael Kauffman, M. Mather, John Mitchel, Abraham Miller, Jacob Miller, John Miller, Samuel Neilson, John Ross, M. Scott, Jacob Whistler, Jacob Whitman, Jacob Whitmore and John Whitmore. For more information, visit http://www.phmc.state.pa.us/bah/dam/rg/sd/r17sdc.htm
56. Jacob Whistler to William Peters (April 9, 1764) Correspondence concerned with the sale of tracts of land in Conestoga Manor located in the present Lancaster County. Information given varies among the letters. There are references to squatters occupying Conestoga Indian lands after the 1763 Conestoga Indian massacre and the occupation of a tract by Daniel McCormick as a reward for his service in arresting Thomas Cresap during the border dispute with Maryland known as "Cresap's War." Also of interest is a 1764 letter revealing crop rotation of hemp, barley, wheat, spelt, winter grain and Indian Corn on fields located near Blue Rock Ferry on the Susquehanna River. Among the names of those purchasing tracts in Conestoga Manor are Robert Beaty, George Adam Durstler, John Heer (Herr), Christian Heer(Herr), Rudy Herr, Samuel Herr, Michael Kauffman, M. Mather, John Mitchel, Abraham Miller, Jacob Miller, John Miller, Samuel Neilson, John Ross, M. Scott, Jacob Whistler, Jacob Whitman, Jacob Whitmore and John Whitmore.
57. John and Richard Penn to the Friendly Association, September 5, 1760
58. Journal of Christian Frederick Post, June 20, 1758
59. A Letter From a Clergyman in Town
60. A Letter From a Gentleman at Elizabeth Town to his Friend in New York
61. A Letter From a Gentleman in Transilvania to his Friend in America
62. Letter from Albrecht Ludolph Russmeyer to Nathanael Seidel, January 2, 1764
63. Letter from Matthaus Hehl to the Church Leadership, December 29, 1763
65. The Life and Adventures of a Certain Quaker Presbyterian Indian Colonel
66. A Looking-Glass for Presbyterians (Inscribed: J. Arbo) Inscribed: J. Arbo (Expanded). "To the friends of Pennsylvania and lovers of liberty. This Looking-glass is with much affection and great respect inscribed by a Pennsylvanian."--p. 3. Attributed to Isaac Hunt by Evans. Ascribed to the press of Anthony Armbruster by Evans. "Appendix. The substance, of a council held at Lancaster August the 28th 1764, by a committee of Presbyterian ministers .."--p. [25]-34. "A dialogue between a churchman in the country, and a Presbyterian in the city of Philadelphia."--p. 35-38. "A letter from a gentleman in Transilvania"--p. 38-43, signed: Jack Traveller, Weissenburgh in Transilvania, August 1st, 1764. Attributed to Isaac Hunt in the Dictionary of American biography. Signatures [A]? B-E? [F]1 ([F]1 verso blank). Evans, C. American bibliography, 9703; English short title catalogue (ESTC), W1775.
67. A Looking-Glass for Presbyterians (Numb. I)
68. Manuscript Copy of Remonstrance, February 13, 1764 Manuscript copy of remonstrance from Matthew Smith and James Gibson to Governor John Penn. They position themselves as representatives of public opinion, submit nine points that decry the perceived underrepresentation of the western counties in the Assembly and bill changing trial location of persons charged with killing Indians, allege that Indians under government protection conspired with others to plan attacks, lament lack of public funds for the care of wounded frontier residents, request new bounties for Indian scalps, request embargo to effect return of captives, accuse private individuals of trading and treating with enemies of the province, and requests Fort Augusta garrison be ordered to take more proactive measures. Handwritten copy, perhaps draft. 13 February 1764. Gift of Paul and Judy Ware, 2009.
69. Message to the Governor, October 12, 1761
70. A Narrative of the Late Massacres Generally attributed to Benjamin Franklin. Ascribed to the press of Franklin and Hall by Miller on the basis of the typeface used. Evans, Hildeburn, and P.L. Ford suggest Anthony Armbruster as printer. Sabin says "Written and printed by Franklin." Signatures: A-B? (B8 verso blank). Evans, C. American bibliography, 9667; English short title catalogue (ESTC), W17009; Hildeburn, C.R. Pennsylvania, 1992; Miller, C.W. Franklin, 807; Sabin, J. Dictionary of books relating to America from its discovery to the present time, 25557.
71. A Narrative of the Late Massacres (Inscribed: From James Pemberton to William Cobbett) Inscribed: From James Pemberton to William Cobbett. Generally attributed to Benjamin Franklin. Ascribed to the press of Franklin and Hall by Miller on the basis of the typeface used. Evans, Hildeburn, and P.L. Ford suggest Anthony Armbruster as printer. Sabin says "Written and printed by Franklin." Signatures: A-B? (B8 verso blank). Evans, C. American bibliography, 9667; English short title catalogue (ESTC), W17009; Hildeburn, C.R. Pennsylvania, 1992; Ford, P.L. Franklin bibliography, 272; Miller, C.W. Franklin, 807; Howes, W. U.S.iana (2nd ed.), F327; Sabin 25557.
72. Nathaniel Holland to Israel Pemberton, September 17, 1760
73. Nathaniel Holland to Israel Pemberton, December 20, 1761
74. A New Song in High Vogue in Northampton County
75. Observations on a Late "Epitaph"
76. The Paxton Boys: a Farce
77. The Paxton Expedition
78. The Paxtoniade
79. Petition of the Inhabitants of Lancaster County
80. The Plain Dealer, Numb. I
81. The Plain Dealer, Numb. II Numb. II. Mistakenly attributed by Evans to Hugh Williamson, author of numbers 1 and 3. Cf. the Advertisement in number 3, where it is stated: The author of this is obliged to the gentleman, who wrote the piece which was published on Teusday [sic], by the title of Plain dealer, no. 2. As his endeavours to prevent the people from being deceived by the chicane of a faction, prove him to be a friend to the oppress'd inhabitants of this province. Dated May 7, 1764. Imprint supplied by Evans. Evans, C. American bibliography, 9877; English short title catalogue (ESTC), W15609; Hildeburn, C.R. Pennsylvania, 2086.
82. The Plain Dealer, Numb. III
83. Proceedings at a Council Held at Fort George (January 9, 1764) Proceedings. Present Lieut.-Gov. Cadwallader Colden, [Daniel] Horsmanden, [William] Smith, Mr. [John, Watts, Mr. [William] Walton, [William Alexander,] Earl of Stirling; attacks on the Indians by settlers near Lancaster, Pennsylvania; peaceable Indians, on an island in Schuylkill near Philadelphia, molested; Gov. Penn wishes the Indians removed to New York; the Council disapproves and advises governor of New York, not to receive them. Attested copy, signed by Gw. [Goldsborow] Banyar. Endorsed: "Minutes inclosed in Gov. Colden's Letter of Jan. 1764. (Read in Council 16th Jany 1764)."
84. Province Island Diary (December 1, 1763 - January 4, 1764) Excerpt from Julia Maynard Maserjian, "Moravian Indians: A Brief Introduction." Bethlehem Digital History Project, 2000-2009. bdhp.moravian.edu/community_records/christianindians/narrative.html The Pennsylvania frontier recalled the violence visited upon it during the Seven Years' War. The new bloodshed brought about by Pontiac's War bore down on the western backcountry and bred a new contempt among frontiersmen toward Indians and the government to the east. These individuals saw no distinction between hostile, friendly and Christian Indians. In an attempt to protect the Moravian Indians, the government moved them from the villages of Nain and Wechquetank to Philadelphia in November of 1763. Angered by the government's protection of the Moravian Indians, while it seemed to ignore the defense of the Pennsylvania frontier, an angry band of men called the Paxton Boys visited their rage upon a small group of Conestoga Indians near Lancaster. On December 14, 1763, fifty armed men murdered six Conestoga Indians at their settlement. The remaining fourteen Indians were taken into protective custody only to be brutally murdered by the Paxtonians on December 27. Fortunately, through negotiations, attempts to make the Moravian Indians housed near Philadelphia their next target were thwarted. The dispersing of the Paxton Boys did not, however, alleviate the threat to the Moravian Indians. The Pennsylvania government tried to transfer the refugees to New York or New Jersey, but the Moravian Indians were rejected by both governments and were returned to Philadelphia where they remained confined in barracks until 1765. After their release from the barracks in Philadelphia, the missionaries and their converts, in an effort to place themselves as far away as possible from any future threats posed by white settlements, moved to the Wyalusing valley. There the second Friedenshutten was founded and would flourish until 1771. Although the Iroquois granted the land for Friedenshutten to the mission Indians in 1768, they sold the Wyalusing land to Pennsylvania in 1771. Land disputes were avoided when the Delawares of the Tuscarawas Valley offered the Christian Indians a home in Ohio. By 1773, virtually all of the Moravian Indians had moved from their various settlements to Ohio bringing an end to Moravian missions in Pennsylvania. The events of 1763 through 1765 drastically altered not only the Moravian Mission effort but also the face of Pennsylvania colonial politics. The challenges faced by the Moravian Indians during this period speak to these regional events. Like their unconverted counterparts, the Christianized Indians suffered attack, betrayal, persecution, and forced migration."
85. The Quaker Unmasked Defending the Paxton Boys; also suggesting that the Quakers were enamored of both Indian squaws and Indian trade. Cf. Dictionary of American biography. Signed on p. 13: Philopatrius. Second-Street, Philadelphia, February 18, 1764. Attributed to David James Dove in the Dictionary of American biography. "Postscript."--p. 14-15. Bookseller's advertisement, p. 16. Evans, C. American bibliography, 9647; English short title catalogue (ESTC), W32375; Hildeburn, C.R. Pennsylvania, 1982 1982.
86. The Quaker Vindicated
87. The Quakers Assisting to Preserve the Lives of the Indians
88. The Quakers Assisting to Preserve the Lives of the Indians (No. II)
89. The Quakers Grace, Prayer, and Thanksgiving
90. Remarks on the Quaker Unmasked
91. Remarks upon "The Delineated Presbyterian Played Hob With"
92. A Scene in the First Act of the New Farce
93. A Serious Address (First Edition)
94. A Serious Address (Second Edition)
95. A Serious Address (Fourth Edition) A Serious address, to such of the inhabitants of Pennsylvania, as have connived at, or do approve of, the late massacre of the Indians at Lancaster; or the design of killing those who are now in the barracks at Philadelphia. : The demand for this piece has been so great, that this fourth edition is call'd for in a few days! To which is now added, a dialogue between Andrew Trueman and Thomas Zealot, about the killing the Indians at Connestogoe and Lancaster. (An excellent piece!)
96. Sir William Johnson to Gov. John Penn, February 9, 1764 Miscellaneous collection of twelve letters written by Sir William Johnson between 1755 and 1773. The content of most of the correspondence relates to the French and Indian War, Indian treaties and conferences, the Conestoga Massacre (1763), land patents, and the appointment of Johnson's successor. Correspondents include: Cadwallader Colden, George Croghan, Thomas Gage, Peter Gilman, Richard Gridley, Hubert Marshall, John Penn, William Shirley, Henry VanSchaack, John Watts, and Thomas Wharton.
97. The Squabble (First Edition) A political satire on affairs in Pennsylvania. Ascribed to the press of Anthony Armbruster by Evans. English short title catalogue (ESTC), W29925; Hildeburn, C.R. Pennsylvania, 2065; Sabin, J. Dictionary of books relating to America from its discovery to the present time,, 89940; Stoddard, R.E. A bibliographical description of books and pamphlets of American verse printed from 1610 through 1820, 159; Wegelin, O. Early American poetry, 789.
98. The Squabble (Second Edition) Second Edition. A political satire on affairs in Pennsylvania. The second edition is ascribed to the press of Anthony Armbruster by Evans 9564 and 9565. Signatures: A?. Not in: Evans, C. American bibliography. English short title catalogue (ESTC), W41575; Sabin, J. Dictionary of books relating to America from its discovery to the present time, 89940; Stoddard, R.E. A bibliographical description of books and pamphlets of American verse printed from 1610 through 1820, 158.
99. The Squabble (Third Edition) Printed from the First Edition (Third Edition Inferred). A political satire on affairs in Pennsylvania. Parentheses substituted for square brackets in imprint transcription. Date of publication supplied by Evans 9564 and 9565. "Frontispiece" on p. [4] is of "Thyrsis, with a Pr*sb*t*rian nose. Corin, with a Q**k*ronian nose." Evans, C. American bibliography, 9565; English short title catalogue (ESTC), W29926; Hildeburn, C.R. Pennsylvania, 2066 2066; Sabin, J. Dictionary of books relating to America from its discovery to the present time,, 89940; Stoddard, R.E. A bibliographical description of books and pamphlets of American verse printed from 1610 through 1820, 160; Wegelin, O. Early American poetry, 790.
100. The Substance of a Council Held at Lancaster
101. Thomas Penn to John Penn, December 10, 1763 Letters from Thomas Penn to nephew John Penn, lieutenant governor of Pennsylvania (Dec. 10, 1763) and Sir William Johnson, British superintendent of Indian affairs (Sept. 7, 1763), regarding Indian disturbances and colonial administration. To his nephew, Penn praises the military response of Col. John Armstrong to Indian aggression and mentions parliamentary bills to enlarge the military and end paper money disputes with the Pennsylvania Assembly. Penn praises Johnson's handling of Indian affairs and advises him on obtaining preferment. He also discusses Johnson's plan to set a boundary line between the colonies and the Indians, and notes Pennsylvania's intention to pay the Indians for any lands lost in the demarcation.
103. Travel Diary of the little Indian Gemeine (January 18 - 24, 1764) Excerpt from Julia Maynard Maserjian, "Moravian Indians: A Brief Introduction." Bethlehem Digital History Project, 2000-2009. bdhp.moravian.edu/community_records/christianindians/narrative.html The Pennsylvania frontier recalled the violence visited upon it during the Seven Years' War. The new bloodshed brought about by Pontiac's War bore down on the western backcountry and bred a new contempt among frontiersmen toward Indians and the government to the east. These individuals saw no distinction between hostile, friendly and Christian Indians. In an attempt to protect the Moravian Indians, the government moved them from the villages of Nain and Wechquetank to Philadelphia in November of 1763. Angered by the government's protection of the Moravian Indians, while it seemed to ignore the defense of the Pennsylvania frontier, an angry band of men called the Paxton Boys visited their rage upon a small group of Conestoga Indians near Lancaster. On December 14, 1763, fifty armed men murdered six Conestoga Indians at their settlement. The remaining fourteen Indians were taken into protective custody only to be brutally murdered by the Paxtonians on December 27. Fortunately, through negotiations, attempts to make the Moravian Indians housed near Philadelphia their next target were thwarted. The dispersing of the Paxton Boys did not, however, alleviate the threat to the Moravian Indians. The Pennsylvania government tried to transfer the refugees to New York or New Jersey, but the Moravian Indians were rejected by both governments and were returned to Philadelphia where they remained confined in barracks until 1765. After their release from the barracks in Philadelphia, the missionaries and their converts, in an effort to place themselves as far away as possible from any future threats posed by white settlements, moved to the Wyalusing valley. There the second Friedenshutten was founded and would flourish until 1771. Although the Iroquois granted the land for Friedenshutten to the mission Indians in 1768, they sold the Wyalusing land to Pennsylvania in 1771. Land disputes were avoided when the Delawares of the Tuscarawas Valley offered the Christian Indians a home in Ohio. By 1773, virtually all of the Moravian Indians had moved from their various settlements to Ohio bringing an end to Moravian missions in Pennsylvania. The events of 1763 through 1765 drastically altered not only the Moravian Mission effort but also the face of Pennsylvania colonial politics. The challenges faced by the Moravian Indians during this period speak to these regional events. Like their unconverted counterparts, the Christianized Indians suffered attack, betrayal, persecution, and forced migration."
104. Various Memoranda, 1760
105. What is Sauce for a Goose is also Sauce for a Gander Satirical epitaph on Benjamin Franklin written by Hugh Williamson. Cf. Ford, P.L. Franklin bibliography, 1889, entry 997. Signatures: A4 (A4 verso blank). Not in: Evans, C. American bibliography; Bristol, R.P. Supplement to Charles Evans' American bibliography; Shipton, C.K. National index of American imprints through 1800. Not in: Evans, C. American bibliography; Sabin, J. Dictionary of books relating to America from its discovery to the present time, 104455.
106. What is Sauce for a Goose is also Sauce for a Gander (LCP copy) Satirical epitaph on Benjamin Franklin written by Hugh Williamson. Cf. Ford, P.L. Franklin bibliography, 1889, entry 997. Signatures: A4 (A4 verso blank). Not in: Evans, C. American bibliography; Bristol, R.P. Supplement to Charles Evans' American bibliography; Shipton, C.K. National index of American imprints through 1800. Not in: Evans, C. American bibliography; Sabin, J. Dictionary of books relating to America from its discovery to the present time, 104455. Not in: Evans, C. American bibliography; Sabin, J. Dictionary of books relating to America from its discovery to the present time, 104455.
107. William Patterson to Israel Pemberton, June 10, 1771

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Primary Source Sets and Ghost River 6 Ethan Reczka image_header 2020-11-25T10:55:52-08:00
This primary source set can be used in a history class engaging analysis of primary sources and attention to bias in those sources. This specific set uses the primary sources in Ghost River: The Fall and Rise of the Conestoga (Red Planet Books & Comics) in tandem with the interactive digital edition. Videos, images, and contextual essays offer useful perspectives on how the creative team behind the graphic novel, in consultation with historians and community members, create their own sources. The Paxton massacres offer a glimpse into the complicated relationship between Native Americans and colonists in the context of both Philadelphia and Pennsylvania history. Using the Ghost River primary sources, students will identify and trace how the perceptions of Native Americans and Quakers changed over time, how the creative team translated historical primary source materials into an historically-grounded graphic novel.

Lesson Objectives:
- Students will be able to identify the events that led to the creation of primary sources.
- Students will be able to analyze the artistic decisions of the Ghost River creative team.
- Students will be able to analyze racial and religious prejudices in the primary sources.
Essential Questions:
- What decisions go into creating a primary source record? How do these decisions affect how we evaluate primary sources?
- Why should historical events be analyzed from multiple perspectives?
- How might the Paxton events affect the lives of Native Americans (and Quakers) today?
Grade Level: Grades 9-12

Pennsylvania State Standards:
- Secondary Standards 9-12: Historical Analysis and Skills Development
  - 8.1.12.B. Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.
  - 8.1.12.C. Analyze, synthesize, and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research.
- Secondary Standards 9-12: Pennsylvania History
  - 8.2.12.A. Evaluate the role groups and individuals from Pennsylvania played in the social, political, cultural, and economic development of the US and the world.
  - 8.2.12.B. Evaluate the impact of historical documents, artifacts, and places in Pennsylvania which are critical to U.S. history and the world.
  - 8.2.12.D. Evaluate how conflict and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the US and the world. (Ethnicity and race, working conditions, immigration, military conflict, economic stability).
- Secondary Standards 9-12: United States History
  - 8.3.12.A. Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world.
  - 8.3.12.B. Evaluate the impact of historical documents, artifacts, and places in U.S. history which are critical to world history.
  - 8.3.12.D. Evaluate how conflict and cooperation among groups and organizations in the U.S. have influenced the growth and development of the world. (Ethnicity and race, working conditions, immigration, military conflict, economic stability)
Historical Background:

The relationship between Native Americans and European colonists contains many tragedies, including the Paxton massacres. These incidents occurred in December 1763 in Lancaster County when a mob from Paxtang Township murdered 20 Conestoga Indians (hence the name "Paxton Boys"). As a result of their attacks, Lenape and Moravian Indians were taken into Philadelphia for protection. Vowing to "inspect" those Indigenous peoples, the mob marched toward Philadelphia, where they were stopped just north of the city in Germantown. While the the situation "physically" diffused there, the argument continued in print, with the Paxton leaders arguing that they were justified in their attack on the Conestoga people. Prominent colonial leaders produced many primary source documents available today as print and manuscript records. Today, we know that the Paxton vigilantes murdered the Conestoga people in a white supremacist campaign that began in the Seven Years' War (also known as the French and Indian War)

Ghost River: The Fall and Rise of the Conestoga is a modern retelling and reinterpretation of the Paxton massacres. Editor Will Fenton, author Lee Francis IV, and artist Weshoyot Alvitre created this graphic novel to tell the story from point of view of the Indigenous peoples at the center of the story. The book is grounded with historical primary source documents, secondary contexts from leading historians, and interviews with surviving Indigenous peoples in Lancaster County. In re-centering this historical incident on the Conestoga people, Fenton, Francis, and Alvitre recast them not as victims but spouses, parents, children, and friends.

Materials:
1. Benjamin West, The Indians Giving a Talk to Colonel Bouquet in a Conference at a Council Fire (1766).
2. General Forbes, Letter to Israel Pemberton (August 18, 1758).
3. James Claypoole, Franklin and the Quakers (1764).
4. D.A. Henderson, Account of the Indian Murders (December 27, 1763).
5. James Claypoole, An Indian Squaw King Wampum Spies (1764).
In addition to the sources above, consider these videos integrated in the digital edition:
1. Video on p.29
2. Video on p.35
3. Video on p.40 (with Weshoyot Alvitre)
4. Video on p.45
5. Video on p.57
Discussion Questions:
1. How are Native Americans represented in primary sources? (Sources #1, #3, #5)
2. What type of adjectives are used to describe Native Americas, Quakers, and the Paxton vigilantes?
  1. Are they positive or negative?
  2. Note the author of the source.
  3. Does the source support the Paxtons?
  4. Are they anti-Quaker? (Sources #2, #4; Videos #1, #2)
3. What choices do the creative team make using these sources to create their graphic novel, and how do primary sources appear in Ghost River? (Videos #3, #4, #5)
4. How is Benjamin Franklin represented?
  1. How does Franklin's representation compare to how you have seen him before?
  2. How does the creative team view his role in the Paxton massacres? (Source #3)
5. How were local sites (Lancaster and Philadelphia) incorporated into Ghost River and to what end? (Video #4)
Teaching Activities:
1. All of these events took place near Philadelphia. Teachers could bring students to key sites from the graphic novel (e.g. the Fulton Theater in Lancaster or the historical marker of Conestoga Indiantown). These sites hold a special place in the hearts and minds of survivors and their kin and couple help students forge an emotional connection with the story. Teachers can also take advantage of local primary source resources by arranging a class visit to the Library Company of Philadelphia.
2. As indicated by the creators, Ghost River: The Fall and Rise of the Conestoga challenges typical narratives in history textbooks. Think about other narratives and how those might be challenged if you were taught from a different perspective. Specifically, research into other events involving Native Americans and European colonists. For example, how did Europeans “buy” Manhattan from the Lenape? Where did the $24 narrative originate from? How have primary sources reenforced this narrative? How have the Native American perspectives been marginalized by textbooks? For this assignment, write a proposal for a book similar to Ghost River with a different event.
Related Teaching Sources:
- "Document Analysis Worksheets," National Archives, December 18, 2018.
- John Dunbar, ed. The Paxton Papers. The Hague: Martinus Nighoff, 1957
- Kevin Kenny, Peaceable Kingdom Lost: The Paxton Boys and the Destruction of William Penn's Holy Experiment. Oxford: Oxford University Press, 2009.
- Kristin Shanabrook, "Unmolested and Unidentified": The Paxton Boys Rebellion and the changing systems of power in eighteenth century Pennsylvania. Seminar paper and lesson plan, December 10, 2012.
- Alison Olson, "The Pamphlet War Over the Paxton Boys." Pennsylvania Magazine of History and Biography 123 (1999): 31-56.
- "Paxton Boys uprising," Encyclopaedia Britannica, May 13, 2015.
You may also download a printable version of this lesson.
Murder, Theft and Silence: The Conestoga Massacre 4 Mark Stetina image_header 2019-10-02T10:52:45-07:00
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.

Essential Questions:
- 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?
Lesson Objectives:
- 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
Historical Background:
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.

Materials:

Digital Paxton Materials (for projection)
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?
Teacher makes a Wordle using student responses.

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?
Students share findings through brief presentations. Students complete graphic organizer. Teacher provides brief historical overview of the massacres and ensuing pamphlet war, projects primary source materials, and/or circulates hard copies of Source Materials and Excerpts.

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?
Make a Wordle from the responses and compare to one from historical political cartoons.

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:
1. Graded graphic organizer for primary source documentation jigsaw
2. Graded political cartoon
3. Graded homework grade for current event analysis
4. Graded participation for level of engagement and depth of contributions to discussions
5. 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.
Murder on the Frontier: The Paxton Massacres 4 Ron Nash and John McNamara image_header 2019-11-06T10:45:07-08:00
This unit is one of the Gilder Lehrman Institute's Teaching Literacy through History™ resources, designed to align to the Common Core State Standards. The lessons can also be modified to conform to the C3 Framework. These units were developed to enable students to understand, summarize, and evaluate original documents of historical significance. Students will learn and practice the skills that will help them analyze, assess, and develop knowledgeable and well-reasoned viewpoints on these source materials.

The title of this unit refers to a little-known massacre in colonial Pennsylvania. Over the course of three lessons, students will attempt to understand how a vigilante group justified its role in murdering twenty Native Americans. The primary source evidence will allow students to analyze questions related to claims about colonization, peace and war, race and ethnicity, masculinity and civility, the use of violence as a political weapon, and religious association. Most of the primary sources referenced here are available in Digital Paxton.

Ultimately, students will demonstrate what they have learned through an analysis of the various primary source materials by writing a response to essential questions posed for the unit, participating in whole-class and small-group discussions, and engaging in a news conference simulation.

Objectives
- Analyze both primary and secondary source documents using close-reading strategies
- Interpret, analyze, and demonstrate understanding of visual materials
- Draw logical inferences and summarize the essential message of a work of art
- Compose summaries of the major points in written primary sources
- Compare and contrast the viewpoints and perspectives of different writers
Essential Questions
- To what extent did fear of Native Americans develop into racial hatred in colonial Pennsylvania?
- To what extent can the rhetoric of fear incite a population to violence?
- To what extent did fear and racism shape colonial perceptions of neighboring Native Americans?
- How did the living conditions on the frontier contribute to confrontation and conflict between Native Americans and colonists?
- To what extent did the actions of the Paxton Boys disrupt or destroy William Penn's Peaceable Kingdom?
Number of Class Periods: 4

Grade Level: Grades 7-12

Common Core Standards
- CCSS.ELA-Literacy.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
- CCSS.ELA-Literacy.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
- CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on . . . topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
This unit was created for 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 the entire unit.