Inclusive Perspectives on Effects of Colonisation

Student: Ages 15-17  

Language Level: CEFR B2-C1  

Cultural Literacies: CEFR B2C1

Example online debate during Covid, see: Lesvoorbeeld Online Leiden400 Debat Erfgoed Leiden – Museum Challenge (challenges-leiden.eu) Example international museum debate during Covid: NL-NP-US-Mayflower DigiDebate – Museum Challenge (challenges-leiden.eu)

Objective: Students in several countries will critically analyse and discuss the Pilgrim celebration in the United States and advocate for a more inclusive approach that considers multiple perspectives on the colonisation of America. 

Example: students from the United States, The Netherlands, The United Kingdom, Nepal. 

Materials: 

Relevant historical resources, such as books, articles, or online sources Whiteboard or flip chart and markers Handouts with discussion questions  

Optional: images or artifacts related to the Pilgrim400 celebration in Leiden EU City of Science 2022, The Netherlands. 

Time: 2 x 60 minutes  

Place: Hybrid – in the classroom or online 

Lesson 1: 

Introduction (10 minutes): 

Introduce the topic of the Pilgrim celebration and its significance in the United States. Explain that the objective of the lesson is to explore the celebration from multiple perspectives and consider the impact of colonisation on different groups.  

Share the thesis statement: The story of the Pilgrim Fathers is relevant to teach in all history classes anywhere in the world, as it offers valuable insights into colonisation.  

Group Discussion (25 minutes): 

Divide the class into small groups. Provide each group with a set of discussion questions related to the Pilgrim400 celebration and colonisation. Instruct the groups to discuss the questions, sharing their perspectives and insights. Encourage students to consider different viewpoints and challenge each other’s ideas respectfully.  

Whole Class Discussion (20 minutes): 

Bring the groups back together for a whole-class discussion. Ask each group to share their main points and perspectives on the Pilgrim400 celebration. Facilitate a respectful and open discussion, allowing students to exchange ideas and consider alternative viewpoints. Encourage critical thinking and the use of evidence to support arguments.  

Lesson 2: 

Research on Inclusive Perspectives and Presentation Preparation (25 minutes): 

Assign each student or group a specific perspective to research, such as the Dutch, Native Americans, Nepal, or the United States. Instruct students to conduct research using credible sources to gather information and form arguments. Provide guidance on how to present their findings, emphasizing the importance of supporting arguments with evidence. Encourage students to consider concepts of inclusion and global citizenship in their research.  

Cultural Heritage Leiden 

‘Erfgoed Leiden en Omstreken’ (Cultural Heritage Leiden) is involved with the history of the city and its surrounding municipalities. It manages, among other things, the archives of Leiden dating back to the year 1290. In the city archives, various documents of the Pilgrims can be found, such as the ‘permit of residence’ from 1609. They have also left their traces in baptismal and marriage registers, judicial and notarial records. In 2020, the ‘Meet Your Pilgrim Ancestor’ booth was established, where you can directly engage with the original seventeenth-century documents. See Meet your ancestor (erfgoedleiden.nl)

See US Home – Plymouth 400, Inc. (plymouth400inc.org) 

Also see Nl Home | Mayflower Netherlands (mayflower400leiden.com) 

Also see UK: The Mayflower – Mayflower 2020 Anniversary | Mayflower 400 | Mayflower (mayflower400uk.org) 

Also see: Thanksgiving anniversary: Wampanoag Indians regret helping Pilgrims 400 years ago – The Washington Post  

Anita Peters, also known as Mother Bear, is a 71-year-old Mashpee Wampanoag residing in Mashpee, Massachusetts. She is one of the keepers of the Wampanoag version of the first Thanksgiving and the subsequent centuries of suffering experienced by her people. The Wampanoags, marginalized and misrepresented in American history, face the 400th anniversary of Thanksgiving as a day of mourning rather than celebration. Despite the popular portrayal of Thanksgiving, the Wampanoags endured a slow genocide and land seizure after helping the Pilgrims survive. The Mashpee Wampanoag museum, where Mother Bear works, attracts only a fraction of the visitors that Plymouth’s museums do. The Wampanoags continue to fight for their land, culture, and sovereignty while striving to keep their traditions alive. 

Also see Nepal: no information on the Pilgrim story. 

Here are 10 questions based on the permit of residence for the Pilgrims residing in the Dutch city of Leiden dating from 1609: 

  1. What information can we learn from the residence permit about the Pilgrims being in Leiden?
  2. How does the residence permit help us understand the Pilgrims’ move and settlement in Leiden?
  3. What specific details or rules are mentioned in the residence permit that give us insights into the Pilgrims’ daily lives in Leiden?
  4. What can we understand about the legal and administrative procedures for granting residency to the Pilgrims from the residence permit?
  5. How does the residence permit show the relationship between the Pilgrims and the Dutch authorities in Leiden?
  6. How does the residence permit compare to other historical documents like baptism and marriage records, legal records, or official documents, in terms of understanding the Pilgrims?
  7. Why is it important to preserve the original 17th-century document to understand the history of the Pilgrims?
  8. How does the ‘Meet Your Pilgrim Ancestor’ booth at Erfgoed Leiden help visitors connect with the original 17th-century documents?
  9. What can visitors discover about their own family history and heritage by examining the Pilgrims’ historical documents?
  10. How does the residence permit contribute to the larger story of the Pilgrims’ journey and their impact on American history?

Presentations and Debate (45 minutes): 

Give each student or group an opportunity to present their researched perspective and arguments. After each presentation, allow time for questions and rebuttals from other students. Encourage respectful debate and discussion, focusing on the strengths and weaknesses of each perspective. Facilitate the debate by asking thought-provoking questions and encouraging students to respond to each other’s arguments.  

Conclusion (10 minutes): 

Summarise the main points discussed during the presentations and debate. Highlight the importance of considering multiple perspectives and the impact of colonization on different groups. Discuss how researching inclusive perspectives can broaden students’ horizons and foster understanding of diverse cultures and histories.  

Assign a follow-up assignment that prompts students to reflect on how the story of the Pilgrim Fathers, when taught with an inclusive approach, can contribute to world citizenship and promote peace among nations. Thinking about the role of the ‘Fathers’ instead of the ‘Mothers’, and the cultural background of both the colonisers taking over the people already living and protecting the land. 

Note: It is essential to create a respectful and inclusive environment throughout the lesson, ensuring that all students’ voices are heard and diverse perspectives are respected.  

Encourage students to approach the topic with empathy and open-mindedness. 

To incorporate the concepts of inclusion and world citizenship and broaden students’ horizons, you can add the following activities: 

  1. Research on Inclusion and World Citizenship: 
  • Encourage students to explore the concepts of inclusion and world citizenship in the context of the Pilgrim Fathers’ story. 
  • Assign students to find examples of how the Pilgrim Fathers’ journey influenced ideas of inclusion and citizenship in different societies. 
  • Have students analyse how the Pilgrim Fathers’ story can inspire individuals to embrace diversity, foster inclusivity, and promote global citizenship in today’s interconnected world. 
  1. Broadening Horizons: 
  • Encourage students to expand their understanding of the Pilgrim Fathers’ story by exploring related topics and events. 
  • Assign students to research the broader historical context of the Pilgrim Fathers’ journey, including the Protestant Reformation, European colonisation, and Native American cultures. 
  • Students can also explore the impact of the Pilgrim Fathers’ story on subsequent events and movements, such as the American Revolution and the spread of democratic ideals. 
  1. Perspectives from Time and Place: 
  • Help students understand the importance of considering perspectives from specific time periods and geographic locations. 
  • Assign students to analyze primary and secondary sources from different periods, such as diaries, letters, historical accounts, and scholarly articles, to gain insights into varying viewpoints on the Pilgrim Fathers’ story. 
  • Facilitate a class discussion where students explore how perspectives can be influenced by cultural, social, and political factors, and how they can evolve over time. 
  • Encourage students to reflect on the value of examining the Pilgrim Fathers’ story from both specific time and place and a more universal, abstract perspective to gain a comprehensive understanding of its significance. 

By incorporating these additional research aspects, students will develop a broader understanding of inclusion, world citizenship, and the importance of considering perspectives from different contexts.  

This approach will enhance their critical thinking skills, empathy, and ability to analyze historical events and their relevance to contemporary global issues.