Colonial America--18th Century
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The Kindle Version is linked above and the PDF version is linked here: Catherine and Yuka
Historical Events List |
Workshop Objective:
By the end of these reading and writing workshop sessions, students will 1) Analyze the historical context within a historical fiction text, identifying key events, figures, and social issues of the time period, 2) Understand how authors incorporate real historical events and settings into fictional narratives, and distinguish between historical fact and creative interpretation, 3) Evaluate the impact of historical setting on character development, plot, and themes within the story, 4) Compare and contrast historical fiction with other genres, focusing on the blending of history and fiction, 5) Develop critical thinking skills by making connections between the historical events portrayed and their relevance and 6) Demonstrate improved comprehension, interpretation, and analytical writing skills through discussions, essays, and creative projects related to historical fiction texts.
General Instructions:
Begin by reading the novella as a class. As students read, they should complete the Historical Thinking Guide. However, it can be shortened by modifying to focus on specific events. For example, the workshop might begin with a whole class reading of the entire novella, and then the workshop might consist of a single session or more. The goal is to engage participants in an exploration of history through historical fiction titled Catherine and Yuka, primary sources, and writing exercises that foster a deeper understanding of migration, cultural exchange, conflict, and resilience.
Reading & Writing Workshop Sessions
Conduct the group and individual activities highlighted below. Every session also incorporates one public-domain primary source—with a link provided—to enrich students’ historical context. Each session can stand alone, so the workshop is easily modified to fit schedule and time constraints.
SESSION 1
Focus Event: Founding of Pennsylvania & William Penn’s “Holy Experiment”
Chapters in Catherine and Yuka: Chapter 1
Objective
SESSION 2
Focus Event: Scots-Irish Immigration & The Headright System
Chapters in Catherine and Yuka: Chapters 1–2
Objective
SESSION 3
Focus Event: Conflict with the Shawnee & Iroquois Confederacy
Chapters in Catherine and Yuka: Chapters 2–3
Objective
SESSION 4
Focus Event: The French and Indian War & The 1763 Treaty of Paris
Chapters in Catherine and Yuka: Chapter 3
Objective
SESSION 5
Focus Event: Louisiana Purchase (1803)
Chapters in Catherine and Yuka: Chapter 10
Objective
SESSION 6
Focus Event: Spanish, French, and Native Encounters in Texas
Chapters in Catherine and Yuka: Chapters 7–8
Objective
SESSION 7
Focus Event: Andrew Jackson’s Presidency & Indian Removal
Chapters in Catherine and Yuka: Chapters 11–12
Objective
SESSION 8
Focus Event: Comanche Presence in Texas & Adaptation
Chapters in Catherine and Yuka: Chapters 9–12
Objective
IV. Extended Activities & Culminating Projects
V. Concluding Notes
By the end of these reading and writing workshop sessions, students will 1) Analyze the historical context within a historical fiction text, identifying key events, figures, and social issues of the time period, 2) Understand how authors incorporate real historical events and settings into fictional narratives, and distinguish between historical fact and creative interpretation, 3) Evaluate the impact of historical setting on character development, plot, and themes within the story, 4) Compare and contrast historical fiction with other genres, focusing on the blending of history and fiction, 5) Develop critical thinking skills by making connections between the historical events portrayed and their relevance and 6) Demonstrate improved comprehension, interpretation, and analytical writing skills through discussions, essays, and creative projects related to historical fiction texts.
General Instructions:
Begin by reading the novella as a class. As students read, they should complete the Historical Thinking Guide. However, it can be shortened by modifying to focus on specific events. For example, the workshop might begin with a whole class reading of the entire novella, and then the workshop might consist of a single session or more. The goal is to engage participants in an exploration of history through historical fiction titled Catherine and Yuka, primary sources, and writing exercises that foster a deeper understanding of migration, cultural exchange, conflict, and resilience.
Reading & Writing Workshop Sessions
Conduct the group and individual activities highlighted below. Every session also incorporates one public-domain primary source—with a link provided—to enrich students’ historical context. Each session can stand alone, so the workshop is easily modified to fit schedule and time constraints.
SESSION 1
Focus Event: Founding of Pennsylvania & William Penn’s “Holy Experiment”
Chapters in Catherine and Yuka: Chapter 1
Objective
- Understand how William Penn’s Quaker ideals (tolerance, religious freedom) shaped the colony.
- Connect Penn’s vision with Catherine’s family arrival story.
- William Penn’s Charter of Privileges (1701) (public domain)
Direct Link: https://avalon.law.yale.edu/18th_century/pa07.asp - Excerpts from Chapter 1 of Catherine and Yuka.
- Read-Aloud & Discussion: Compare Penn’s stated goals in the Charter of Privileges to how Catherine’s family experiences Pennsylvania in Chapter 1.
- Short Compare-&-Contrast Chart: Small groups list Penn’s promised freedoms vs. daily realities for new settlers.
- Prompt: “Imagine you are a new arrival in Penn’s colony. Write a diary entry describing your hopes, fears, and first impressions of religious tolerance.”
- Invite volunteers to share entries. Emphasize the tension between idealistic charters and everyday life for colonists.
SESSION 2
Focus Event: Scots-Irish Immigration & The Headright System
Chapters in Catherine and Yuka: Chapters 1–2
Objective
- Explore why tenant farmers left Ulster, Ireland.
- Examine the indentured servitude/headright system’s role in colonial growth.
- Records of Indentured Servants (1700s) (public domain, Library of Congress)
Direct Link: https://www.loc.gov/item/90898187/ - Excerpts from Chapters 1–2 of Catherine and Yuka (Connor’s journey, Uncle Sean’s arrangement).
- Primary Source Analysis: Show a real indenture contract (link above). In small groups, underline what the servant must do vs. what the master provides. Compare to Connor’s situation in the novel.
- Prompt: “As Uncle Sean, write a letter to Connor Merin persuading him to leave Ireland for Pennsylvania. Emphasize the promise of land under the headright system.”
- Discuss the allure of land ownership for impoverished families—and the sacrifices made.
SESSION 3
Focus Event: Conflict with the Shawnee & Iroquois Confederacy
Chapters in Catherine and Yuka: Chapters 2–3
Objective
- Understand how different concepts of land use/ownership fueled conflict.
- Examine the role of rum and treaties in Shawnee–colonist relations.
- William Penn’s Early Treaties with Native Tribes (public domain)
Direct Link: https://avalon.law.yale.edu/17th_century/penn.asp - Excerpts from Chapters 2–3 of Catherine and Yuka (Shawnee alliances, tension with settlers).
- Treaty Role-Play: One group represents Shawnee elders, another colonial authorities. Using Penn’s treaty language, try negotiating a fair agreement about land.
- Debrief: Were you able to compromise, or did misunderstandings prevent agreement?
- Prompt: “You are a young Shawnee or Scots-Irish settler. Write a journal entry describing confusion or frustration at the other side’s idea of ‘owning’ the land.”
- Emphasize how fundamental cultural differences led to conflict and how that echoes in the novel.
SESSION 4
Focus Event: The French and Indian War & The 1763 Treaty of Paris
Chapters in Catherine and Yuka: Chapter 3
Objective
- Trace how the war’s outcome shifted power from France to England.
- Connect these shifts to the novel’s mention of English expansion and Shawnee alliances.
- Treaty of Paris (1763) Full Text (public domain)
Direct Link: https://avalon.law.yale.edu/18th_century/paris763.asp - Chapter 3 of Catherine and Yuka (references to the French losing holdings).
- Map Study: Show a before-and-after map (1754 vs. after 1763). Participants label English vs. French territories.
- Discussion: “How did this massive defeat for France impact Native communities like the Shawnee?”
- Prompt: “Write a letter as a Shawnee elder to British officials post-1763, voicing concerns about land losses or broken promises.”
- Highlight how war results on paper drastically affected daily life in the colonies and for Native peoples.
SESSION 5
Focus Event: Louisiana Purchase (1803)
Chapters in Catherine and Yuka: Chapter 10
Objective
- Understand how Jefferson’s purchase from Napoleon doubled U.S. territory.
- Relate this to Catherine’s mention of American expansionists confusing Texas’s boundaries.
- Louisiana Purchase Treaty (1803) (public domain)
Direct Link: https://www.ourdocuments.gov/doc.php?doc=15 - Chapter 10 of Catherine and Yuka (where American expansionists print a Texas independence declaration).
- Timeline Shuffle: Distribute event cards leading up to the Louisiana Purchase. Participants order them chronologically.
- Discussion: “Why might Comanche or Shawnee communities see this purchase as a threat to their lands?”
- Prompt: “You are a Comanche warrior who hears that the Americans ‘bought’ your homeland. How do you react? Write a monologue or letter expressing your view.”
- Emphasize the dissonance between U.S. legal claims vs. the reality for Indigenous residents.
SESSION 6
Focus Event: Spanish, French, and Native Encounters in Texas
Chapters in Catherine and Yuka: Chapters 7–8
Objective
- Examine the overlapping claims of Spain and France in Texas.
- Understand the Karankawa raids and presidios that Catherine experiences.
- La Salle’s Expedition Records (French exploration accounts, in public domain via the Portal to Texas History)
Direct Link: https://texashistory.unt.edu/ark:/67531/metapth6104/ - Chapters 7–8 of Catherine and Yuka (Catherine encounters a French trader and Spanish presidio).
- Read & Summarize: Small groups read short excerpts from La Salle’s accounts (linked above). They make a mini timeline of his expedition and the Karankawa conflicts.
- Whole-Group Share: Compare these records with Catherine’s fictional storyline.
- Prompt: “You’re a Spanish soldier at a presidio. Write a letter describing the presence of French traders and various Native tribes along the Texas coast. Are you fearful, curious, or indifferent?”
- Emphasize how Catherine’s captivity story intersects with real-life tensions among Europeans and Native groups in Texas.
SESSION 7
Focus Event: Andrew Jackson’s Presidency & Indian Removal
Chapters in Catherine and Yuka: Chapters 11–12
Objective
- Explain official U.S. policies leading to forced migration (Indian Removal Act).
- Connect these policies to the eventual removal of Comanche and other tribes.
- Andrew Jackson’s 1830 Message to Congress on Indian Removal (public domain)
Direct Link: https://www.ourdocuments.gov/doc.php?doc=25 - Chapters 11–12 of Catherine and Yuka (where Comanche removal is mentioned).
- Read & React: Provide short excerpts from Jackson’s 1830 message. Small groups highlight significant statements and share emotional reactions.
- Debate: One group defends Jackson’s policy (from a historical perspective), the other represents tribal leaders explaining the harm.
- Prompt: “Write a frontier newspaper editorial in 1830 supporting or condemning the Indian Removal Act. Explain your reasons clearly.”
- Connect the official government stance to the novel’s mention of Comanche being forced to relocate.
SESSION 8
Focus Event: Comanche Presence in Texas & Adaptation
Chapters in Catherine and Yuka: Chapters 9–12
Objective
- Recognize Comanche cultural practices and the adaptability of Plains tribes.
- See how Catherine’s story reflects real instances of adoption and cultural blending.
- Treaty with the Comanche (1865) (public domain; official records at Oklahoma State)
Direct Link: https://dc.library.okstate.edu/digital/collection/kapplers/id/26782/ - Chapters 9–12 of Catherine and Yuka (Catherine’s adoption, marriage to Yuka, forced removal references).
- Interview Simulation: Half the group are “Comanche elders” who have read a portion of the 1865 treaty. The other half are “U.S. officials.” They discuss the treaty’s terms and how it impacts Comanche lands.
- Debrief: Compare official treaty language to Catherine’s personal experience of assimilation and forced relocation.
- Prompt: “As Bijii (Catherine & Yuka’s daughter), write a letter to your future grandchildren explaining why you decided to stay in Palo Pinto after the forced removal. How do you honor both your Comanche and Anglo heritage?”
- Stress the resilience of Native communities despite hardship. Catherine’s (Nauta’s) story highlights a unique Comanche perspective.
IV. Extended Activities & Culminating Projects
- Collective Timeline or Mural
- Add major events from each session to a classroom timeline or mural, illustrating how each chapter’s events connect to broader history.
- Comparative Essays / Oral Presentations
- Students pick one primary source (treaty, indenture contract, etc.) and compare it with relevant sections of Catherine and Yuka, analyzing fact vs. fiction or dramatization.
- Family Narrative Project
- Inspired by Catherine’s generational journey, have students research their own family’s migration or write a fictional narrative in a similar vein.
- Creative Performances
- Adapt a scene from Catherine and Yuka (e.g., the Shawnee raid or Catherine’s wedding) into a short play or mini-documentary, weaving in the historical sources.
V. Concluding Notes
- Each session directly incorporates public domain documents with clickable links.
- Encourage participants to continuously compare the novel’s fictional narrative to these original sources for a more nuanced historical understanding.
- By blending group work, reading comprehension, and writing activities, you achieve a balanced approach for deeper engagement—true to the model you shared (Khari & Ngozi–style workshop).