Whose History is it Anyway? The Goodrich Massacre

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Whose History is it Anyway? The Goodrich Massacre

The main idea behind this lesson is rooted in historiography: Who gets to write history?
Students will encounter a historic marker they have likely seen dozens - if not hundreds - of times in their lives, one they have driven by on numerous occasions and likely never given a second thought.   The historic marker, however, clearly represents one point-of-view, that of Anglo-Americans, leaving another out, that of Native Americans.  Interestingly, 77 years after the original marker was erected, the town board of selectmen voted to put up a new sign with the exact same language, as the original had completely deteriorated. 

The landmark itself, in this case the marker, is integral to the students’ understanding of point-of-view.  Three source documents will be utilized: a 1946 history of the town, a 2007 newspaper article commemorating the 315th anniversary and sign replacement, and the 1930 text of the marker itself.  This lesson could be translated into multiple forms of local history.

Location

Georgetown , MA

Type of Landmark

Historic Marker

Topics

17th century

Learning Objectives

  • Students will be able to critically read primary and secondary source material.
  • Students will be able to question the historical narrative by looking at both sides of the “Goodrich Massacre."

Materials

Materials:

 

Suggested Instructional Procedures

1) KWL – "Know, Want to Know, Learned" – Graphic Organizer: Before lesson, give pre-assessment, what do students “know” about Goodrich Massacre.  What do they want to know?  Learned part will be checked at end for formative assessment.

2) Handout historic marker image.  Each student must write down at least 3 questions they have about the marker.  Go around the room and have each student share 1 question that has not been asked before.

3) Handout 1946 History of Goodrich Massacre and complete HAPPY activity (Historical Context, Audience, Purpose, Point of View, and Why is it Important) for the Marker.  Suggested ideas:

            H: Goodrich Massacre: 1692 – around time of Salem Witch Trials, post King Philip’s     War, New England, town meetings, etc. Marker Dedication – 1930 – during Great Depression.

            A: Residents of Georgetown, passers through

            P: To dedicate and “remember” history.  To provide identity for residents of the area.

            P: White Anglo-Saxon settlers.  Native American POV is decidedly left out

            Y: Connections to local history; raises many questions about who writes history; question of historical accuracy should come up – e.g. the date listed on the sign was actually a Thursday, not the Sabbath. What does that change about our interpretation?  What about the “legend” of the spared daughter?  Question of how might this pre-revolutionary event contribute to future Americans ideology and self identity (i.e. how were Native Americans treated in the DOI and Constitution)?

4) Handout 2007 newspaper article.  Students in groups of 3 will act as selectmen and decide if they would spend the $1000 dollars to re-erect the sign or edit it.  (ultimately decide it needs to be edited)

Vocabulary

Native American: People who occupied the North American continent before the arrival of European settlers.

Massacre: The unnecessary killing of a large number of human beings, sometimes done as an act of persecution or revenge.

Massachusetts Tercentennial:  The 300th anniversary of European settlement of Massachusetts occured in 1930. The State of Massachusetts celebrated this by placing historical markers throughout the State to denote sights where events in the State's history occured.

Historic Markers: Signs placed typically on the sides of roadways or sidewalks to mark the site of an historical event.

Great Depression: A downturn in the economy that occured in the United States between 1929 and the start of World War II in 1941. During this period, it was not unusual for one out of 4 people to be out of work.

King William's War: The North American name for the Nine Years War, a war between the colonial powers of England and France, which lasted from 1689- 1697. Major fighting in North America also included the Native American allies of England and France.

Salem Witch Trials:  A series of trials for witchcraft which were held in Salem, Massachusetts in 1692-93. The trials were brought on by rising tensions within the community of Salem and their fears of local Native Americans. The Salem Witch Trials eventually spread throughout the entire Northeast region of Massachusetts, serving as a reflection of settlers fears and community tensions in late 17th century Massachusetts.

End of Lesson Assessment

Formative Assessment: Have students fill out L of KWL to check for understanding.

Activity based Assessment:  Students will create a new inscription for the historic marker (end of class, or homework), which will take into account multiple points of view.

Rubric for Evaluation.