Grade 5 – The Pequot War


TEACHER'S SNAPSHOT
Topic
Native Americans, Pequot War
Theme
The Role of Connecticut in U.S. History
Town
Griswold, Groton, Ledyard, North Stonington, Preston, Stonington
Related Search Terms
Pequot War, 17th century, Pre-colonial, Colonization, Indigenous People, Colonists
Social Studies Frameworks
Grade 5 – Early United States History
D1: POTENTIAL COMPELLING QUESTION

How does colonization affect indigenous people?

D1: POTENTIAL SUPPORTING QUESTIONS
  • What issues or cultural practices contributed to the conflict between indigenous peoples and European colonists in Connecticut?
  • What was the Pequot War about?
  • How do the primary sources left behind affect our knowledge or understanding of a conflict?
D2: TOOL KIT

Things you will need to teach this lesson.

The figure of the Indians' fort or palizado in New England and the manner of the destroying it by Captayne Underhill and Captayne Mason / RH, 1638 - Library of Congress, Prints and Photographs Division
The figure of the Indians’ fort or palizado in New England and the manner of the destroying it by Captayne Underhill and Captayne Mason / RH, 1638 – Library of Congress, Prints and Photographs Division

The image shows the attack on the Pequot village at Mystic, Connecticut, by English soldiers and their allies, including the Narragansett. This was one of the major battles of the Pequot War (1636-1637). The image is included in John Underhill’s account of the Pequot War. John Underhill was second in command to John Mason, the commander of the Connecticut colonial forces during the Pequot War. This birds-eye view depicts the destruction of the village, which left over 400 Pequot men, women, and children dead.

D3: INQUIRY ACTIVITY

Start by showing the image and asking students to share their observations about what they see. If students begin to make inferences, encourage them to use the visual evidence by asking, “What do you see that makes you say that?”

You may wish to guide the looking by suggesting students “read” the image from the inside/center out, ending with the words in the upper left corner.

After discussing students’ observations and guesses based on the evidence, ask students to develop their own questions based on the image. Have students discuss their questions, fine-tune them, and think about what other resources (primary or secondary) they could use to find answers.

Some questions for discussion might include:

  • Who created this image and why?
  • Who are the figures?
  • What are the structures?
  • What is going on?
  • From whose perspective is it drawn? What are the clues?
  • How might the image be different if it had been drawn from the Pequot perspective? Or the Narragansett perspective?
  • Where could we learn more?
D4: COMMUNICATING CONCLUSIONS

After examination of the image and further research, have students consider the Pequot War from the perspective of a Pequot man, woman, or child; the perspective of an English soldier; or the perspective of a Narragansett man allied with the English. Presentations could take the form of a dramatic dialogue or skit, a letter written 20 years after the conflict, or an alternative illustration of the events in Mystic.

ADDITIONAL RESOURCES
Things to DO
Websites to VISIT
Articles to READ

Grade 3 – Connecticut Whaling and Maritime History


TEACHER'S SNAPSHOT
Topic
Business & Industry
Theme
Using Evidence to Learn About the Past
Town
Mystic, a village in the towns of Groton and Stonington, New London, Norwich, Stamford
Related Search Terms
Whaling, Natural Resources, Mystic Seaport
Social Studies Frameworks
Grade 3
– Connecticut & Local History
D1: POTENTIAL COMPELLING QUESTION

How have Connecticut’s maritime products and industries contributed to the history of America?

D1: POTENTIAL SUPPORTING QUESTIONS
  • How have Connecticut’s natural resources influenced the development of our state and its contribution to American history?
  • How did industries such as whaling, manufacturing, and technology create Connecticut’s history and contribute to America’s story?
  • Historically, what goods made in Connecticut have we traded elsewhere?
D2: TOOL KIT

Things you will need to teach this lesson.

right whale 1
Cutting in a right whale: View 1 – Mystic Seaport for Educators
right whale 2
Cutting in a right whale: View 2 -The Cutting In Stage – Mystic Seaport for Educators
right whale 3
Cutting in a right whale: View 3 – Hoisting the Head Mystic Seaport for Educators

This series of photographs were taken in 1903. They document the harvesting, cutting, and hoisting aboard of parts of a right whale onto the whaling bark the California. From these photographs we see the importance of the ship and the sailors as valuable resources in the whaling process, as well as the whale oil and baleen being harvested.

Shipping, shipbuilding, and whaling play a large role in New England and Connecticut history, helping to spark the Industrial Revolution in New England.

New Bedford became known as “The City That Lit the World,” and New London was the third-largest whale oil port in the United States. The whaling industry also depopulated whales in the Atlantic and Pacific Oceans.

D3: INQUIRY ACTIVITY

In small groups, ask students to closely examine the series of three pictures and discuss:

  • What is happening in the photographs?
  • How can they tell? What do they see? Where is the evidence?

The pictures are a series showing a right whale being taken from the Atlantic Ocean and harvested for its resources.

Have students in groups discuss and research as necessary:

  • What is being gained from this harvest?
  • What are the valuable resources in the pictures?
  • What effect do these Connecticut sailors and the whaling industry have on the rest of the country?
  • How did Connecticut’s contribution to the whaling industry affect the way the world viewed America at the time?
D4: COMMUNICATING CONCLUSIONS

In groups, have students design a new flag for the state of Connecticut to reflect our maritime history, and present their new flag to the class explaining and justifying each of the elements they included on the flag.

  • Identify each symbol or design included on the flag.
  • What is the significance of each element?
  • Why did they choose to include these particular symbols?
ADDITIONAL RESOURCES
Things to DO
Websites to VISIT
Articles to READ