Resources for Teachers:
Morrison, Samuel Eliot and Henry Steele Commager.
The Growth of the American Republic, Volume I
. Oxford University Press, New York, 1962: Textbook which provides an outline of significant historical facts from the onset of the American Republic.
. Thames and Hudson: New York, 2002: An American Art text comprised of 8 units beginning with
Art and Conquest
and commencing with
From Cold War to Culture Wars
. Excellent source for colored prints, artist biographies and art review and analysis.
is an excellent resource for teachers who intend to use this series as a learning tool. In addition it is an accessible way to integrate technology into the curriculum. This site offers interactive games, quizzes, information, and panoramic views of a colonial town.
Original Constitution of the Colony of New Haven, June 4, 1639)
This is an
xcellent primary resource for students to view, especially for the language.
http://www.historyplace/com/unitedstates/revolution/rev-early.htm Provides timeline
of events from 1000 A.D. (Early Colonial Era) to 1763 A.D. (English Colonial Era) including the settlement of the thirteen colonies and significant facts such as the first successfully
planted and harvested tobacco crop
first town government organized in Dorchester, Massachusetts.
http://www.colonialwilliamsburg.com/history/clothing/children/child01.cfm Overview of children’s clothing from the Colonial Era including pictures of an infant’s linen shirt, cap, neck bands, and lace.
http://www.colonialwilliamsburg.com/history/clothing/men/mglossary.cfm Glossary of terminology used regarding men’s fashions from Colonial Williamsburg including pictures of breeches, overcoats, hats, cravats, shirts, stockings, shoes, and waistcoats. Excellent resource for learning the origination of several pieces of men’s apparel, such as the onset of the fashionable cravat in the mid-17th century.
http://www.colonialwilliamsburg.com/history/clothing/intro/clothing1.cfm Detailed information about women’s fashions from Colonial Williamsburg including pictures of breeches, brocaded gowns, petticoats, and overcoats as well as paintings and fashion terminology appropriate to this era.
http://www.thinker.org/fam/education/publications/guide-american/01.html Guide to Colonial American Art. Select paintings are described in detail in regards to analysis/review, style, and artist biography
Resources for Students:
. William Morrow & Co., 1994. A novel about an orphan child named Peter who is taken into the home of Mr. Everett Shinn, the patriarch of a Quaker family that resides north of Philadelphia. The story climaxes as Peter and Mr. Shinn search the island of Morgan’s Rock for two escaped indentured servants.
Bulla, Clyde Robert.
A Lion to Guard Us.
Harper Trophy: New York, NY, 1981. Amanda Freebold and her siblings have been left with their mother in London while their father begins his journey to across the ocean to the colony of Jamestown in America. Impoverished and desolate by the death of their mother, Amanda makes the decision to travel to America with her siblings to search for their father.
Our United States: Volume 1
. Silver Burdett Ginn: N.J., 1997 Student textbook that includes maps, literary references and resources, timelines, and illustrations.
Knight, James E.
Journey to Monticello
. Troll Communications L.L.C.: United Sates, 1982. In 1775, young Amos Trumbull’s services have been requested by John Hancock to deliver a message to Thomas Jefferson at Monticello in Virginia. The young man’s treacherous journey from Massachusetts to Virginia conveys the difficulty of travel during the colonial period. Amos must overcome obstacles of both climate and transportation if he has any chance of arriving in Virginia before Mr. Jefferson must depart to Philadelphia.
The Pilgrims of Plimoth
. Aladdin Paperbacks: New York, NY, 1986. This illustrated story follows the Pilgrims as they travel from their homeland to America and are faced with overcoming the hardships of disease and famine. Once the Pilgrims reach America, Sewall continues to convey the difficulties of adapting and learning to survive in an unknown land. In addition, Sewall discusses the different roles in the daily life of the
, and children within the Pilgrim community and their perseverance and determination to make a new and better life in America.
John Singleton Copley:
, c. 1765, It is Copley’s attention to detail and texture that makes his paintings enviable; the manner in which he conveys his brother’s thoughts through the exactitude of his facial expression is endearing. The contrast between the texture and fluency of the mahogany table, water, squirrel, and drapery emphasizes the various textures and 3-dimensional appearance of this portrait.
John Singleton Copley:
Governor and Mrs. Thomas Mifflin,
Painting of an affluent Quaker merchant and his wife; this painting is unique because the central figure is the wife; the merchant is situated behind the wife’s sewing and weaving frame.
Overmantle from the Marten Van Bergen House
, c. 1732-1733: This is a wonderfully detailed depiction of the Van Bergen farm geographically located in the forefront of the Catskill Mountains. The painting conveys the laborious activities of daily life in New England, including slaves working the field.
The Peaceable Kingdom of the Branch
, c.1830: Interestingly this painting includes the Natural Bridge of Virginia beneath which Hicks has painted the main figures from West’s
William Penn’s Treaty with the Indians
Henrietta Deering Johnston:
Mrs. Samuel Prioleau
, c. 1715: Known for her use of pastels, Johnston’s depictions of
Colonel Samuel Prioleau
, c.1715 and Mrs. Samuel Prioleau, c. 1715, conveyed Charleston, South Carolina’s more affluent society. Samuel dons a flowing, golden wig and wears a white cravat while his wife’s wears a gown with a low neckline, or décolletage; both garments are evidence of a French aristocratic influence. The pastel yellows and blues that Johnston chooses to use in these portraits provide a relaxed and calming aura.
Justus Englehardt Kuhn:
Henry Darnall 111 as a Child
, c. 1710: Painting of two boys: one black boy (the servant) and one white boy (the master). Class distinction is evidenced by the black servant’s positioning in contrast to that of the white master who is centered and whose posture is very straight and pronounced.
, c.1690: Thomas Smith’s self portrait embodies the image of a wealthy and confident man, as evidenced by his aristocratic attire and lace cravat which was influenced by the European baroque style.
Penn’s Treaty with the Indians
, c. 1771: This painting is symbolic of the division between the settlers and the Native Americans and Penn’s attempt to join the sides together in an amicable agreement.
, c. 1671-74;
Elizabeth Freake and Baby Mary
, c.1671-74: The darker, more pronounced details of the Freake family portraits clearly depict in opposing philosophy to the conservative ideals of Puritan Boston; the portraits signify wealth and materialism.
The Mason Children: David, Joanna, and Abigail, c. 1670.
Believed to have been painted by the Freake family artist. Image of three Puritan children.