381 N Broadway
Sleepy Hollow, NY 10591
Gwen Kopeining and Diane Moller
The objective of this lesson is to understand how trade developed in New York. By visiting a Dutch Manor, as it would have been in the 1750's, students gain an understanding of the times. Ideally, this is the first of two trips.More Overview
- What were the main groups living and working at Philipsburg around 1750?
- What were the jobs and positions?
- How were the lives of each group similar? . . . different?
- What necessities were produced on the Manor?
- What goods had to be procured through trade?
- The main groups of people (tenant farmer, enslaved African, etc.) who lived and worked on the manor
- The jobs and roles of each group
- What people produced at the Manor.
- What trade goods were used at the Manor.
- How and why life in the 1750's was different from our own.
- How and why life was different for different groups.
- How life and work at Philipsburg was infuence by trade.
- Tenant farmer
- Trade, trade goods, and trade routes
- Indentured servant
Suggested Time Frame(s)One day trip plus one pre-visit and one post-visit class period.
Before the visit:
1. Build background knowledge of the events of the time using your social studies text and trade books. Students should become familiar with the roles of the tenant farmer, indentured servant, enslaved African, and merchant. They also should learn about explorers, the search for trade routes, and the products that were important trade items.
2. Viewing a film about the Dutch Colony of New York gives the students added background knowledge. We used one from our library called, "The Dutch and New Amsterdam." It is part of a series called Colonial Life for Children that is no longer easily available; see the resource list for details.
3. Teach the lesson, "How to Read a Photograph."
4. Just before the trip, describe the function of the Manor and what students will see. Pre-visit materials provided by the site are helpful and include an essay, "Millers and Merchants," (see attachments) that can be given for homework the night before the trip.
5. Divide students into groups based on the number of cameras you have available for the trip. Four per camera is a good size. Have each group choose a photographer and a recorder for the trip. Train the photographers to use of the camera. The recorder will keep track of the pictures taken in their group's photo log. All students should be prepared to look for items that were traded during the time period. They should call these to the photographer's attention. Students will also look for and take pictures that reveal the life and work of people on the manor.
Site Experience: Site interpreters will divide students into three groups and take them through the manor. Students should gather information as described above.
Post-Visit Activities: After visits to sites where students experience life in another time, it is natural for there to be discussions of the differences. Ask students to write about their experience. You can use the essential questions listed above as writing prompts. You might also ask: What did you like best? What was most interesting? What differences are there between your life and that of a tenant farmer? ...an enslaved African? ...Mr. Philipse's family? If you could choose to be a person on the manor, who would it be?
Use the students' pictures from the trip for subsequent activities, including the next two lessons in this unit, "New York Explorers" and "Economic Terms." With digital pictures, it is easier for students to look for pictures if you provide thumbnail sheets. Record which trip and camera each sheet represents for ease in locating individual pictures in the future.
- Digital cameras
- Photo log sheets (see attachments) and/or small notebooks or journals
- Volume two, The Golden Age of Exploration, from a ten volume set, Grolier Student Library of Explorers and Exploration, 1998, Grolier Educational, Danbury, CT.
What Should Students Know At The End of This LessonSee content and concept understandings above.
What Should Students Be Able To Do at the End of This Lesson
Document a site visit with photographs and in writing
How do you assess student learning?
Classroom discussion and participation
Philipsburg Manor schedules in the spring for the following fall and winter. They fill up quickly, so book your date as early as you can. The phone number is 914-631-8200, ext. 628.
The pre-visit materials (see resource list) are very useful. After reviewing them, you may want to talk with the site educators to ajdust the emphasis or make sure your goals for the trip are met.
There are outdoor picnic tables for lunch.