|
Summary and Objective
Students will understand that although the way of life for indentured servants served a purpose for the individual's future, it was very difficult. After reading and discussing several primary sources regarding indentured servant agreements, students will become more aware of the lifestyles of these people.
Teaching Plan
Step 1.
Students will view each of the primary sources: "Indenture between Samuel Wells and Jonathan Ballard", "Indenture of Zachariah Gilson of Northfield", "Indenture between Justin Hitchcock and Moses Church, and "Indenture of Sarah Green".
Step 2.
For each letter, students will answer the following questions. This activity can be done independently, with partners, or in small groups.
1. What does it mean to be "indentured"?
2. When does the indenture take place?
3. Who is the person being indentured?
4. How old is this person when they are indentured?
5. Why is this person indentured? What will he/she be doing?
6. How long will this person be indentured?
Step 3.
After students have answered the questions, the teacher will lead a discussion about the life of indentured servants. The students will have an opportunity to share their answers to the questions as well as thoughts regarding indentured servitude. The following questions should be used to guide the discussion:
1. What kinds of things were indentured servants responsible for doing?
2. How do you think an indentured person would feel about leaving their family to work for another family?
3. How important was learning how to do a job to the people in the colonial period?
Step 4.
Students will write a letter to their parents, from the perspective of an indentured servant, describing what their life is like.
|
