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US Hist Lesson 3 Colonization
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Lesson 3
Colonization
Warm Up
Let's backtrack. Remember the first class? Have your opinions changed at all?
Warm Up
1. Prior to European contact in North America, what was the continent like in terms of established societies, culture, and achievements?
2. When does American history begin?
Just The Facts
Let's look at some different ways Americans view the colonies. As you're watching, consider the perspective that the author has, and ask what evidence they have for their presentation of history. What have they left out? What have they chosen to emphasize?
The 13 original colonies
Inside the colonies
The Pilgrims
English -Indian relations
Modern Thanksgiving
Big Questions
Big Questions
1. What are some of the positive and negative effects of colonization?
2. Does "colonization" mean only people settling in a new place, or are there other types of colonization?
3. What were some of the reasons that Europeans wanted to colonize the Americas?
4. What are some of the popular perceptions Americans have today about the colonies? Are these different views than Europeans have, or how other communities in the worlds may view colonization?
NeoColonialism
While I agree that English is being appropriated as a language for global understanding and learning it opens a lot of doors for people, it is a system of inequality that put it there in the first place.
NeoColonialism
ALYSSA-JAMES OCTOBER 15, 2014
Linguistic Imperialism
In his book "Linguistic Imperialism," English professor and author Robert Phillipson identified rhetorical notions that underlie English language teaching methodology. Three of these notions are inherently oppressive: English-only policies in the classroom, the native speaker as the ideal teacher, and the concept that using other languages will reduce English standards.
Dealing with history
After teaching English in a former French colony, I struggled with the question of whether I was participating in a sort of re-colonization of a country still dealing with the effects of colonialism. I wondered whether I was wrong to work within a system that indirectly plays a part in the denigration of the country’s native language and culture.
What do you think?
- Do you see neocolonialism around you?
- Has any part of your education been affected by colonialist ideology?
- How does the heritage of colonization affect your world?
- How do you think if affects the world of modern Americans?
Academic Skills
We are going to look more closely at judging sources. You will each read one original text from a colonist--the English they use is a little bit different, but don't worry if you don't understand every single word.
Context
Sources out of context or incomplete sources should be regarded with suspicion.
Context
Example 1
" ...our grapes also (wherewith the Country abounds) afford a good hard wine."
Example 1
EXAMPLE 2
The Susquehanians and Marylanders of friendes being ingaged enimyes (as hath by former letter bin hinted to you) and that the Indians being ressalutely bent not to forsake there forte; it came to this pointe, yt the Marylanders were obliged (findeing themselves too weake to do the worke themselves) to suplycate (too soone granted) aide of the Verginians
EXAMPLE 3
...the Country is excellent & pleasant, the clime temperate and health full, the ground fertill and good, the commodities to be expected (if well followed) many...
EXAMPLE 3
Worksheet
Once you have finished reading, fill out the spaces on the worksheet with your partner.
Worksheet
Questioning Motives
The majority of texts that remain about the early colonies are defenses/apologies or reports to officials in Europe.
Discuss:
Why are there so many defenses and positive reports?
How can using this body of sources give the wrong impression about the reality of the time?