Schooling In Colonial Schooling In Colonial AmericaAmerica

A Case Study: Connecticut’s Role in the A Case Study: Connecticut’s Role in the Evolution of the Purpose of EducationEvolution of the Purpose of Education

Tell me what you Tell me what you knowknow

• List List three three adjectives (for each) that come to adjectives (for each) that come to mind when you hear these terms/phrases:mind when you hear these terms/phrases:

1.1. MissionaryMissionary

2.2. Student in colonial AmericaStudent in colonial America

3 minutes, individually and silently.3 minutes, individually and silently.

Native American-Settler Relations in Native American-Settler Relations in the late 18the late 18thth Century Century

• Events that Events that made historymade history• Phase 1Phase 1: English recognition of the native population as : English recognition of the native population as

owners of North American landowners of North American land• The Virginia Company purchases land from the native The Virginia Company purchases land from the native

peoplespeoples• Goal: peaceful relations yield conversion to ChristianityGoal: peaceful relations yield conversion to Christianity

• Phase 2Phase 2: “Vacancy theory” defines English acquisition of : “Vacancy theory” defines English acquisition of land in North Americaland in North America• The English settle and govern lands unoccupied by Native The English settle and govern lands unoccupied by Native

peoplespeoples• There exists a belief that the natives were not using the There exists a belief that the natives were not using the

land to its full potential land to its full potential • Phase 3Phase 3: Colonial vs. European Powers vs. Native : Colonial vs. European Powers vs. Native

American WarsAmerican Wars• French and Indian War and the Proclamation of 1763French and Indian War and the Proclamation of 1763

The lesser-known events of the colonial-Native American relationship:Moor’s Charity School, Lebanon CT

Lebanon, CT, ca. 1800

Phases 1, 2, and 3: Phases 1, 2, and 3: colonial/Native American missionscolonial/Native American missions

• Moor's Charity SchoolMoor's Charity School, or the , or the Wheelock Academy, Lebanon, CT Wheelock Academy, Lebanon, CT (now Columbia, CT), 1755(now Columbia, CT), 1755• Reverend Eleazar WheelockReverend Eleazar Wheelock

• Great AwakeningGreat Awakening

• Joseph Brant in 1761Joseph Brant in 1761• Dartmouth College in 1769Dartmouth College in 1769

• The 9The 9thth oldest institution of higher oldest institution of higher learning in Americalearning in America• Last to be established Last to be established

under under colonial rulecolonial rule

Primary Source analysisPrimary Source analysis

• Questions to answer: Questions to answer:

1.1.In what ways does In what ways does Moor’s Charity SchoolMoor’s Charity School in in Lebanon, Connecticut represent an important Lebanon, Connecticut represent an important phase in Connecticut’s history of shaping phase in Connecticut’s history of shaping American educational traditions? American educational traditions?

2.2.How does a primary source analysis of How does a primary source analysis of documents pertaining to documents pertaining to Moor’s Charity Moor’s Charity SchoolSchool reveal the complexities of the Colonial- reveal the complexities of the Colonial-Native American relationship in both the late Native American relationship in both the late eighteenth and the early nineteenth century? eighteenth and the early nineteenth century?

activityactivity

• My taskMy task::• I will divide the class into 2 groupsI will divide the class into 2 groups• I will distribute Document I to half of the class and I will distribute Document I to half of the class and

Document II to the remaining halfDocument II to the remaining half

• Your taskYour task::• You will read the You will read the primary source document primary source document you have you have

been given been given • Fill in the chart on your “Understanding Colonial-Native Fill in the chart on your “Understanding Colonial-Native

American Relations in Pre-Revolution Connecticut” handoutAmerican Relations in Pre-Revolution Connecticut” handout• After 15 minutes, circulate the classroom and find a After 15 minutes, circulate the classroom and find a

classmate who read a different document than you, switch classmate who read a different document than you, switch documents, read, and compare responses on handout. Read documents, read, and compare responses on handout. Read the last document together (Document III will be on my the last document together (Document III will be on my desk) and finis filling in the chart. We will discuss your desk) and finis filling in the chart. We will discuss your findings as a class. findings as a class.

discussiondiscussion

• AudienceAudience

• MessageMessage

• Importance of primary source documentsImportance of primary source documents

• How were colonial settlers and Native How were colonial settlers and Native Americans portrayed throughout the Americans portrayed throughout the documents? documents?

• How has your understanding of the term How has your understanding of the term “missionary” and the phrase “student in “missionary” and the phrase “student in colonial America” changed? colonial America” changed?