LESSON PLAN SUMMARY
Exploring the Hudson Valley Dutch


Essential Question(s)

• What impact did Dutch settlers have in Greene County and the Valley?
• How were Dutch and English settlements similar and different?
• What evidence of Dutch settlers do we see in our community today?
• What was the relationship of the Dutch and Native Americans?
• How do historical sites and artifacts aid learning about the past?

Content Understanding(s)

• Geography of Dutch settlements in New Netherland.
• The patroon system.
• The fur trade.
• Time line of Dutch influence in New York.
• Dutch governors of New Netherland.
• Typical day of a colonial Dutch child.
• Dutch acquisition of New Amsterdam (Manhattan) from the Lenni Lenape.
• Describe and recognize the characteristics of Dutch architecture.
• Spices brought from the Netherlands; their use in foods past and present.
• Words of Dutch origin, e.g., word "kill" meaning creek, hence Catskill.
• Recognize Dutch surnames and Dutch families that settled Greene County.
• Customs and traditions of the Dutch people.

Concept Understanding(s)

• Why/how preserving historical sites and artifacts furthers understanding of the past.
• How and why the first Dutch settlers came to New Netherland (New York).
• Relations between the Dutch settlers and ative Americans of this area.
• Dutch relationship with the English and reasons for turning over their colony.
• Dutch influence in our community and state.
• Dutch settlement and colony of New Netherland.

Vocabulary

• Patroon
• Governor
• Colony, colonists
• Immigration
• Dutch West India Company
• Settlement
• Trade
• Artifacts
• Architecture
• Manor
• Pelts
• Trading post
• Tenant farming
• Stoep

Suggested Time Frame(s)

1. Classroom visit and hands-on presentation - 1 hour

2. Classroom lessons - including textbook, worksheets, poetry, read aloud stories, video, independent reading and viewing websites online - 5 hours

3. On-site experience at Bronck Museum - 3 hours

4. Post-visit activities - 1 hour

Professional Development/In-Service

Narrative

Possible pre-visit activities to introduce the Dutch influence in the Hudson Valley:

1. "Dutch Foodways," a hands-on activity presented by staff from the Bronck Museum, to familiarize the students with Dutch food ingredients and preparation. The classroom visitor dressed in authentic Dutch clothing and showed many pictures. She also left materials we used to review and elaborate on topics discussed in class in preparation for our visit.
2. View pictures of Dutch people and their homes.
3. Use your social studies text for a lesson on the Dutch in New Netherland.
4. Show a film about the Dutch Colony. We used one from our library called, "The Dutch in New Amsterdam," from a series called Colonial Life for Children that is no longer easily available; see the resource list for details.
5. Share some of the read aloud stories listed in the resource section.
6. Research surnames of Dutch origin in Greene County
7. Have a class read-in. We used "A Short Look at Long Ago." (Resource list.)
8. Make an on-line visit to the Greene County Historical Society and Bronck Museum and use the Museum's activities and learning modules.

On-site learning

Staff at the Bronck Museum have developed modules to provide a firsthand look at Dutch living and everyday life. Students enjoyed tours of three barns: one from the Dutch Colonial era, a 13-sided barn from the 1830s, and a Victorian horse barn. They also tour the 1663 Dutch House, 1883 brick house, kitchen "dependancy," and a cemetery for enslaved Africans. Students also peeled apples and investigated the Museum's tools, equipment, and modes of transportation.

Post-visit activities

If you did not have time to do all of the pre-visit activities before the trip, do one or more after your visit.

What Should Students Know At The End of This Lesson
See content and concept understandings above.

Site Tips

Students should be dressed in comfortable clothing. Sunscreen may be needed. The Bronck Museum is open after Memorial Day to Columbus Day. Picnic tables and spacious grounds are available for lunch and outside activities, but if the weather is rainy there is no inside lunch space.

Chaperone Information
Aim for one adult for every seven children. Each adult will have their own group and will rotate with their group through each module.