America's Forgotten Founding Father
THE DISTINCTION WE NOW MAKE between the supernatural and the natural was not one that the Winthrops would have understood. There were no clear boundaries separating the spheres inhabited by men, angels, and devils. Like his father and like all other Englishmen of the time, William Winthrop saw the supernatural reflected in every action of every day. God’s power not only sustained the universe but also directed it. Things that later generations would explain in natural terms were seen in the sixteenth and seventeenth centuries as attributable to supernatural forces. Though people disagreed over the proper shaping of the church, none questioned the presence of God and the devil in their midst. Lightning was fire hurled down by evil spirits that lurked everywhere. Disease was a judgment used by God to punish individuals or to test them. Sudden deaths, earthquakes, eclipses, strange lights in the night sky, and countless other phenomena were believed to be providential signs or warnings whereby the divine will was revealed. The story of a man selling his soul to the devil for power, which would be dramatized by Christopher Marlowe in Dr. Faustus, was a familiar one in Winthrop’s world. It was a commonplace that many, denied God’s saving grace, turn to the forces of evil and sell themselves to Satan to become witches and warlocks. For the audiences of Tudor England, this was not a mere literary fancy employed by playwrights such as Shakespeare, it was a fact of life, reinforced by occasional trials, confessions, and executions.
IT IS 1628, AND JOHN WINTHROP was considering purchasing a London home. He held a much coveted position as attorney of the Court of Wards and Liveries, an office that could well make him rich were he to bow to the importunities of friends and temper his high moral standards. John had achieved far more success than he would have expected in the days when he was a young guest at Rochford Hall, but with success came new demands and new temptations. He was troubled, for he needed a larger income. Not only was he burdened with the costs of a long-running lawsuit in the nearby Court of Chancery, but his family continued to grow, and providing for his children was increasingly costly. His eldest son, John, had recently run up bills on a tour of the Levant. His son Henry was begging for parental help to rescue a struggling venture growing tobacco in Barbados. Forth Winthrop was a student at Emmanuel College, Cambridge, and had written more than once to gently remind his father that college fees hadn’t been paid. Then there was his daughter, Mary, for whom he would have to provide a dowry.
In addition, the post he held came with expectations that he live in a manner seen as appropriate for such an official. He had been urged to give up his practice of living with his Downing or Fones kin or in his law chambers and to buy a London house where he could live and entertain during the court sessions. He and Margaret could not afford two full households and considered selling Groton and settling in London, but John knew he would be unable to sell the Suffolk estate until the Chancery case challenging his title was decided. Besides, neither John nor Margaret was eager to abandon the Stour Valley. Nevertheless, he had begun to look at London property. His brother-in-law Emmanuel Downing had already dismissed one possibility as too small. And it wasn’t only a house that people expected him to acquire. His sister Lucy Downing told him point-blank that the dinner service he was using was inappropriate and offered to help him purchase a more presentable set. Winthrop had long bemoaned the fact that in England we are grown to that height of intemperance in all excess of riot, that no man’s estate will suffice to keep sail with his equals, and he that fails in it must live in scorn and contempt.Ӕ Now he faced that dilemma himself.
He was torn between his sense of duty and his ambition. If this was a crossroads type of choice, it was a recurring one. A puritan was made not by a single decision but by a life of choosing. John recognized the temptation to pursue worldly success over the health of his soul and asked God each day for strength to resist. At the same time, he was worried that England was also in danger of turning its back on God.
JULY 28, 1629. John Winthrop and Emmanuel Downing were riding toward the Sempringham estate of the earl of Lincoln. They had left the rolling hills of Suffolk a few days before and were traversing the East Anglian fens, twelve hundred square miles of low-lying land that is a mixture of water, bog, and swamp. The underlying peat nourished grasses, sedges, rushes, and wildflowers along the fringes of the open waters. They moved along narrow causeways from village to village, each perched on high ground rising out of the marshy landscape. Some of those primitive roads dated back to the days of the Romans. In the morning the mists rising off the slow-moving, almost stagnant water obscured the path until burned off by the summer sun. In the evening there were brilliant sunsets over the flat terrain.
On this particular day, as they approached the crossing of the River Ouse near Littleport, they could see in the distance the Isle of Eels, where, many years before, Hereward the Wake had held out against the forces of William the Conqueror. On the highest point of that island, the sun was reflecting off the lantern tower of the cathedral of Ely. Riding along, they saw locals fishing for eels, abundant in the surrounding waters and a staple of the local diet.
But the landscape only occasionally drew their attention. They were talking about the commencement at Cambridge earlier in the month. There the gathered clergy had discussed the plan Dorchester’s Reverend John White had been promoting for a puritan settlement in New England. White and his friend and parishioner John Humfry had been members of the Dorchester Company of Adventurers, a West Country effort to establish colonial fisheries. Out of the ashes of that venture had arisen the Massachusetts Bay Company, combining some of the original members with new investors from London and East Anglia. An advance party of colonists had been sent out under the leadership of John Endecott and established an outpost at Naumkeag, which they had renamed Salem. Winthrop had been urged by Isaac Johnson and other members of the new company to join the enterprise, and he and Downing were traveling to attend a meeting of the company leadership being hosted by the earl of Lincoln. Though the earl was hosting the meeting, this enterprise was led for the most part by gentry and clergy rather than aristocrats. On the agenda was the suggestion that leaders of the company should migrate to the new England themselves rather than governing its affairs from London or elsewhere in England.
Preoccupied, perhaps, by their discussion, Winthrop was inattentive. His horse stumbled, slipped, and fell into a bog. John found himself immersed in water up to his waist in a life-threatening accident. He struggled to right himself in the foul-smelling fen waters. The footing was treacherous, and he was tangled with his horse. But, as he later wrote, the Lord preserved me from further danger. Blessed be his name.Ӕ Once again God had shown him special favor. What did this mean? What message was God sending him?
THE SALT SMELL OF THE OCEAN was in the room as John Winthrop stood to address those gathered in the Church of the Holy Rood in the port of Southampton on a day in late March 1630. Much had happened since his elevation as governor of the Massachusetts Bay Company the previous October. As calculated by Englishmen, a new year had just begun, and now the new venture of colonizing New England was to be launched. Preparations for the voyage were nearly complete. The fleet of ships was assembled in the port. Soon, God’s winds being willing, the Arbella and her sister ships would set their sails, raise their anchors, and depart for the New World.
In anticipation of the departure, those who were set to embark, along with many supporters who were to remain in Englandincluding Matthew Craddock and other company officersחhad gathered in the Holy Rood to mark the occasion and seek God’s blessing on the enterprise. John Cotton had accompanied members of his Lincolnshire flock who would be sailing with Winthrop. He presided over the service at Southampton and earlier in the day had preached on God’s Promise to His Plantation. Then it was Winthrop’s turn to speak. We do not know how often he had been able to prophesy as a lay preacher in the Stour Valley, though it is safe to say that he did, since such efforts were not uncommon in puritan gatherings, and we know that he would assume that responsibility on many occasions in the New World, fulfilling in a minor way the ministerial role that he had reluctantly put aside when he abandoned his studies at Cambridge. Rising in Southampton to address those who were placing their lives and fortunes in his hands, as well as speaking to those who wished them well, he took as his subject the importance of Christian charity. Never before had he commanded a greater stage. Never before had so much been required of him.
As Winthrop rose to speak, those assembled in the nave of the church saw a man of average height and solemn demeanor. His head was of an oval shape, its length accentuated by a long nose and a beard stretching from the line of his mustache and nestling in the ruff. His dark brown hair, parted in the middle, fell to just below his ears. His eyes, also brown, were emphasized by the thick arching eyebrows that framed them. The portrait painted of him at this time of his life shows a man who dressed well, as befitted his station. His upper garment, a silk doublet, was blacka sign not of puritanism but of wealth, since it was a difficult and thus expensive color to achieve with natural dyes. It was accented with an elaborate linen ruff trimmed with lace and with linen cuffs, both the ruff and cuffs likely made from lawn, a particularly fine and expensive form of linen. In his one hand he is holding a silk glove. His overall demeanor seems to be that of a man who is comfortable with who he is and confident in the course he has chosen.
UNFORTUNATELY, THIS VIGNETTE represents only a guess at the exact time and place of Winthrop’s sermon. We are told by three different sources that Cotton preached to the departing colonists, though none mentions the exact date or location.
John Winthrop: America’s Forgotten Founding Father. Contributors: Francis J. Bremer - author. Publisher: Oxford University Press. Place of Publication: New York. Publication Year: 2003.
Taking notes on 'A Model of Christian Charity"
Use the graphic organizer below as a model for creating a web diagram that shows the structure of Winthrop’s argument.
Click on the diagram to open a larger version for printing.
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Before 1800 •
puritans
| Points Possible | ||
| Script 10 points | Publishable | |
| Shows a strong understanding of major ideas | ||
| Content 10 points | Contains a minimum of 10 slides; Information is detailed, organized and clear. | |
| Graphics 5 points | Contain all quality graphics, visually interesting images that provide good information related to topic (maps, reproductions of documents, illustrations of objects, images of persons or scenes) | |
| Design 5 points | Design and presentation are appealing; Has an overall graphic theme that complements the information; Has a title slide | |
| Mechanics 5 points | Few or no grammatical and/or spelling errors | |
| Presentation 10 points | Presenters do not read the slides; Every member presents some of the information; Presenters maintain eye contact; Time was used effectively; | |
Getting the images that tell your story
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Local Studies •
Turning experience into art
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Local Studies •
Turning experience into knowledge
Reasons for Making Notes
1. To Enhance Memory
You probably won’t remember the facts and details you need to write well if you don’t jot things down immediately. The usual process of making field notes is to do jottings as things are happening, and then to write up more complete notes as soon as possible, preferably later the same day.
2. To Focus Attention
Making notes is a way of focusing our limited attention. It’s a form of self-management.
Writing field notes can help you see things, hear things, think things, feel things, and understand things that would never occur without focused attention. Your notebook becomes part of your mind, increasing your capacity to notice, remember, organize, reflect, and create.
3. To Record Experience
Documenting experiences of both inner and outer worlds is a basic step of all the arts and sciences. Notes are the raw material used for nearly all cultural creations: articles, videos, songs, architecture, computer programs, etc. Converting experience to texts is the basis of all the disciplines. Though one reason for making field notes is to prepare you to create more finished products later, the notes themselves can become important historical documents.
What To Write
Observations: Late season snowstorm, hundreds of trees damaged, trees already leafed out, weight of the snow broke limbs, virtually every street
Select details that will most vividly capture the scene or event
Capture verbatim dialogue when possible (also paraphrase and summarize)Note the physical setting, describe the space, record noises, jot down colors, list equipment, record movements in the scene, write down numbers
Note the speaker’s tones, gestures, facial expressions, emotions, and reactions
Run a “sensory check” from time to time. What information are you receiving from each of your five senses? What do you see? Give details of color, shape, size, and number. What sounds are occurring? Give details of loudness, frequency, and tone. What smells are present? Can you taste anything? What can your skin detect? Coolness? Moistness? Breezes?
Feelings: Mildly depressing to see yet more snow this late in the year
You might feel disgusted, exhilarated, discouraged, rejected, happy, bored, saddened, etc. The person who documents something is an becomes a part of history, and how the person felt can be an important part of the record.
Ideas: [People have been worried about the ongoing drought. They were saved from this problem by a different problem: the worst storm damage in decades.]
Think of these as memos to yourself: ideas that you the observer are providing to you the writer, who will use all these notes to find a main theme and communicate it to a larger audience.
Questions: [What is record latest date for snow in this location?]
Reminders to find other resources that are mentioned: people or articles
Reminders to ask a different source about a topic that needs more investigation
Questions about background information for a telling detail
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Local Studies •
photos
http://www.flatheadreservation.org/index.php/student/soccer_9_22_07/
Schedule
4th & 5h period 11:40 1:25 Wednesday, September 26
* Big Sam, Derrike C
Burley, Elizabeth
* Costilla, Ellie M
Engebretson, Tyler D
Futrell, Misty D
Gates, Jennifer M
Gerke, Derrik A
Hardy, Kelsey
Hughes, Travis G.
Incashola, Seneca T
* Kiefer, Yannes
* Losleben, Angalina R
Mather, Aaron A
* McCrumb, Stefan A
Michel, Waylon N
* Morigeau, Tucker W
* Perez-Tenas, Su-san F
Plant, Alex D
Randall, Rashelle A
Roark, Nicholas A
Simshaw, Ky M
* Walsh, Jacob
Wheeler, Colton J
6th & 7th period 1:30 ֖ 3:15 Wednesday, September 26
Allen, Taylor R
Bowman, Kenneth A
Cooper, Kyle W
Escujuri, Stevie Marie
Fahlgren, Jackie L
Flint, Eileen
Friesz, Ethan H
Gallatin, Ashleigh
Howell, Heather M
Jones, Kelsie M
Jubb, Sarah O
King, Erin
Lachman, Randall C
Martin, Katelyn Jo
McDonald, Kaitlyn M.
Moldenhauer, Justin P
Passow, Augusta R
Peterson, Bryanna K
Quinones-Reid, Mitchell L
Richardson, Megan E
Simshaw, Elizabeth C
Toland, Maxwell A
Walk, Megan R
Wegner, Beau J
4th & 5th period 11:40 1:25 Thursday, September 27
Allik, Josef A
* Allison, Chance L
Archer, Ashley M
* Berens, Amanda J
* Boyle, Samuel E
Boyll, Deanna
Cleveland, Michael W.
Conrad, Tasha Lynn
Deneault, Noelle M
* Durham, Candace M.
Elliott, Chase B.
Feistner, Ranier W
* Jenson, Charlene L
* Kelley, Ryan C
Peterson, Dakota R
* Salmonson, Keio D
Steiner, Ashley C
Tidwell, Danielle D
* Van Atta, Kyle J
Wadsworth, Danella R
* Whitlock, Ian L
* Woods, Rochelle C
6th & 7th period 1:30 ֖ 3:15 Thursday, September 27
Bachert, Willie B
Burris, Danielle L
Cole, Lisa C
Healy, Travis
Hewankorn, Jordan
Hovenkotter, Seth T
Huntley, Jessica
James, Amanda R
Kim, DaHye
Lemler, Cameron A
Mortensen, Mathias N
Ortgies, Shawn M
Richard, Natina M
Roberts, Steven J
Roimaa, Juho
*these students need to be released for first lunch
From posters created by English 11
The town of Polson in 1910
The Reservation in 1910
The creation of the reservation
Relations between settlers and natives
Culture--tribal life
Culture--homesteader life
Racial segregation/discrimination/racism
Construction--the Built Environment
The Natural Environment, Ecology
Laws & Treaties
Inventions & Technology
Transportation
Families
Women’s Lives
Alcohol
Religion
The Lake
Work
Law & Order
Schools & Eduction
Recreation
Main Street: Businesses
Everyday Life
Railroads
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Local Studies •
Class website
Send to with a list of usernames, email addresses (if you have them - if you don’t just leave them out), and passwords in the following format and we’ll create the accounts for you.
user1,email1@address.com,password1
user2,email2@address.com,password2
user3,email3@address.com,password3
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Class Logistics •
Cluster Activity
1. Group the questions into 5-8 sets, that seem to “go together”.
2. Give each set a descriptive name that could work as a chapter title in a book about Polson in 1910.
3. Write the names on a large sheet of paper and glue the questions that go with that name under each name.
4. Put the names of all group members on the poster.
Need:
20 envelopes with questions
20 pieces of poster board
5 glue sticks
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Local Studies •
Researching Local History
Questions posed by English 11 students 9/10/07
Since in 1882 it was illegal for whites to be on the Reservation, what happened to those who came here?
What happened to Indians who left the Reservation?
What activities did people do for fun?
How many Indians were learning English around 1910?
How did the construction of new roads and homesites affect the Indians?
When did it become legal to have liquor on the Reservation?
What tribes lived in the Polson area before the whites came?
Why were local tribes put on a Reservation?
How was Flathead Lake used in 1910?
Who were the first Tribal Council members? When was the first Council meeting?
Why do I hear two different stories--one from my grandma and a different one at school--about early Reservation history?
When Kootenais were put on the Reservation, why didn’t the band that was here join the Kootenai bands in Canada.
What did this place look like in 1910?
Did Indians ever get the benefits they were promised in the 1855 Treaty?
What equipment was used for logging in 1910?
What was the disease that killed so many people just before 1910?
When (and why) did it become legal for whites to live on the Reservation?
Who were the first Indians to settle near Flathead Lake?
When was Polson created?
When did the Treaty of 1855 expire?
Were there problems with whites and Indians marrying?
When did Indians start attending schools run by white?
How much did Indians actually receive for the lands they ceded?
How long have Indians lived here?
Who was the first white to marry an Indian from local tribes?
How many Indians lived here when the Reservation was established?
How many Indians live here now?
Why does skin color matter? Why does one group have to have more than the other?
How many people lived in Polson in 1910?
What were the largest businesses here in 1910?
Who were the community leaders in 1910 and what did they do?
Were there sports here in 1910?
What was the ratio of Indians to whites here in 1910?
Are there still different laws for Indians and whites?
Did the Civil War affect this area?
Was Polson on the Reservation?
Is the Reservation the same size as it was when it was established?
Before 1910, was Polson populated mainly by Indians or whites?
Were Indians wary about creating the Reservation?
In what year was the town of Polson actually created? Why is it called “Polson”?
Why was alcohol not allowed on the Reservation? Why was alcohol such a bad thing for the tribes?
Why did whites want to make decisions about the Reservation since it belonged to Indians?
How did white kids and Indian kids get along?
Did parents of Indians or whites care if their kids were friends with kids from the other group?
Why did Indians have a problem with whites moving here anyway?
How did everyone get along when settlers started moving in here? Did people have equal rights?
Did Indians have to fight for the Reservation or did they just find it?
What wildlife was here before settlers moved in?
What was vegetation here like?
How did steamboats work and where was their harbor?
What Indians actually signed the Treaty of 1855?
Who were the first settlers here and where did they come from?
What were the first businesses?
Why do we need a Reservation?
How were the final borders of the Reservation decided?
What was the main source of income for residents of Polson?
Did people carry guns and shoot each other as in western movies?
When was a school established in Polson?
What hotels were here?
How many people lived here in 1910?
Was Polson started by whites or by Indians?
How did the railroad affect life for the Indians?
What families that were here in 1910 are still here today?
Was Polson a dangerous place to live in 1910?
Were goods expensive in Polson in 1910? What did things cost?
Is the railroad that was being negotiated in 1882 still being used today?
Why didn’t Indians want whites here? Why did they want isolation from everyone else?
When did the Indians begin to have more power?
In what parts of the Reservation did most people settle?
When did automobiles become the main mode of transportation?
Are there buildings that still remain today that were here in 1910?
Why were several tribes put together on one Reservation?
What was the main objective of the mission in St. Ignatius?
How long did it take Indians to adapt Euro-American ways and customs?
How did a person become an enrolled member of the tribe in 1910?
How many reservations were there in Montana before 1910?
When did Indians stop living in teepees?
Why did the Indians agree to cede so much land?
Where did the tribes live before they ceded land and moved to the Reservation?
When did buildings start getting built here?
Why couldn’t the railroad be built around the Reservation?
Are there records in Polson of the people who have lived here?
Who was the first mayor of Polson?
What is the history of the Polson bridge?
What was everyday life like for Indian females?
How did the Indians hunt?
Did Indians have last names?
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Local Studies •
and other readings
I will grade your writing (quality of your sentences and of your thought) and not just whether your answer is correct.
1. In “Meat for God” why do you think McNickle chose a protagonist who was not Indian? (How is the story different than it would be if the old man had been an Indian?)
2. What is the most interesting thing you learned through the 4 readings? Be specific and explain yourself. You can’t answer this question well in less that 4 or 5 sentences.
3. List 5 questions you have about Polson’s or the Reservation’s past--things you wonder about or would like to find out more about.
Due at the end of the period, unless you were absent Thursday, in which case this is due at the beginning of class on Tuesday. Late papers not accepted.
Due tomorrow:
Report on the 4 readings: Write a research report giving your opinion about one aspect of life here before 1910 OR one insight in DArcy McNickle as a writer. Provide evidence for your viewpoint by quoting from at least three of the documents weҒve used in class: Hard Riding,Ӕ Flathead Railroad Treaty, 1882,Ӕ Clairmont v. U. S. (Supreme Court), and Meat for God.Ӕ You may also quote from any documents you located doing family history research.
The report should be at least two paragraphs long, and each paragraph should be well-developed, unified, and coherent.
1. Start by writing down 2 quotes from each reading that seem in some way connected.
2. After you have all the quotes, read through them and figure out a way to explain the connection you see. Work this out in a first draft.
3. Revise your first draft, making it unified and coherent.
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Local Studies •
The 1910 Expedition
Expressed interest in publishing project (Polson 100 Years Ago).
2nd period
Jake Walsh
Colton Wheeler
Stefan McCrumb
3rd Period
Megan Richardson
Jackie Fahlgren
Erin King
Bryanna Peterson
Katy Martin
Mitchell
5th Period
Joe Allik
Amanda Berens
Chase Elliott
Kyle Van Atta
Danielle Tidwell
Keio Salmonson
Ian Whitlock
Rochelle Woods
Dakota Peterson
7th Period
DaHye Kim
Shawn Orgies
Lisa Cob
Amanda James
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Local Studies •
McNickle
Write a research report giving your opinion about one aspect of life here before 1910 OR one insight in D’Arcy McNickle as a writer. Provide evidence for your viewpoint by quoting from at least three of the documents we’ve used in class: “Hard Riding,” “Flathead Railroad Treaty, 1882,” Clairmont v. U. S. (Supreme Court), and “Meat for God.” You may also quote from any documents you located doing family history research.
The report should be at least two paragraphs long, and each paragraph should be well-developed, unified, and coherent.
1. Start by writing down 2 quotes from each reading that seem in some way connected.
2. After you have all the quotes, read through them and figure out a way to explain the connection you see. Work this out in a first draft.
3. Revise your first draft, making it unified and coherence.
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Local Studies •
Google Apps
Writers' Studio
PHS Online (Moodle)
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PHS Flickr
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Find more photos like this on OurSpace
Today's Assignments
English 11:
Advanced English 11:
AP English 12:
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