Jonathan's Signature story; "The Legend of Sleepy Hollow" solo show film trailer
"Jonathan - One of the teachers at Edison was so excited that the historic content of the show you did was featured on the state social studies exam last week. You're really in synch, birthday guy!!! Camille Linen Port Chester Arts Council
New York Lore
There’s no one better to tell with New York’s lore. A master storyteller, selected “Best in the Hudson Valley,” author of “Legends and Lore of Sleepy Hollow and the Hudson Valley,” Historic Hudson Valley’s “Irving’s Legend” solo performer, will enchant your students into listening and learning. Each show is presented in period costume, features a guide and can be tailored to your topics and locale. Scroll down to see how “New York Lore” meets and exceeds state common core requirements.
New York’s unique history offers Native American wisdom, Dutch, British and French influence, and the “Turning Point of the American Revolution.” The “Empire State” launched revolutions in industry, art, and the environment. A performance of New York’s stories makes memorable our state’s heritage and your social studies curriculum. Ask to include local lore in the program.
The following historic figure appear in “New York’s Lore;” Henry Hudson, Peter Stuyvesant, Anne Hutchinson, Alexander Hamilton, Robert Fulton, Washington Irving, Sybil Luddington, Sojourner Truth, the Roosevelts, Pete Seeger Franny Reese and more.
Costs & Logistics
ASSEMBLIES - Let me know what time period you’d like the program to cover. It may also be an overview of New York’s history from Henry Hudson to the current environment. The program usually runs about fifty minutes with ten minutes for a student Q & A.
WORKSHOPS – Ask for up to four in-class workshops to follow up on the performances. Students will see the primary sources for the stories, and launch a writing activity.
FEES – $450. For one assembly performance for up to 175 students, add a second or third show for $275. Each. Class workshops are $100. Each.
Some Possible Story Selections: Ask about others!
Native & Colonial Tales -
What’s in a Hudson River Name? - A story skit - From the Verrazano Narrows, Manhattan, Yonkers, Spuyten Duyvil, Tappan Zee, World’s End, Beverwyck, Poughkeepsie, Adirondack, to Tear of the Clouds, the Hudson River offers many interesting place name tales. Names reveal history, land use, and folklore. Students acting out names will remember origins and learn about Hudson heritage.
Mahicanituck - This Algonquin Native American creation myth myth of the Hudson River has an inspirational touch from Pete Seeger. Long ago a giant slept, creating a huge lake. The water drew animals, hunter-gatherers, thanks from “The People”. Alas, they stopped showing respect and the giant stood up. The river that flows both ways, formed., now known as the Hudson. Listeners link arms and “make” the river too! Students learn Mahican Native people’s point of view. They will better understand New York’s geography, myth, and environmental protection.
Matinecock – roughly translates from the Algonquin as “the hilly place for searching for food” we now call these lands roughly Queens. An Algonquin girl and boy go to deep into the searching place for berries. A kind spirit points out an oyster with a pearl. The boy gives it to the girl who later helps make him chief of Matinecock. The tale offers a slice of Native life.
Hudson’s Northwest Passage to the North River - Based on Robert Juet’s journal, this is a recounting of the discovery on New York by Henry Hudson in 1609. The hopes and fears for Hudson and his crew are reflected in this historic fiction.
Minuet Buys Manhattan - The Dutch West India wants a better hold on their new colony. They order their Director General Peter Minute to buy Manhattan from the Indians, ‘Give them fifty guilders worth in goods and get a good land deed too!’ Minute gives sixty guilders, but it’s priceless goods to Chief Sey Seys of the Canarsie. The chief, summering on the “good place to meet and drink,” aka, Manhattan, felt he got a good deal. Both peoples held divergent points of view on land ownership.
Anthony’s Nose - Historic fiction grows from a Washington Irving tale of Dutch New Netherlands. “Old Silver-nail”, Peter stomps onto a sorry scene in New Amsterdam. He browbeats the folk into fixing the fort, rebuilding their roofs, setting up the Wall at ‘Wall Street’ and demands other actual changes. Anthony Von Corlear’s ample nose, however, impresses the dour Director-General. Old Peg-Leg then honors Van Corlear by naming the northern most mount in Westchester, “Anthony’s Nose”
Ann-Hoock - Anne Hutchinson preached and pioneered in the colonies during the 1630’s.Her leadership inspired and frightened. Puritans banned her, Catholics shunned her, the Dutch tolerated her, but misunderstanding killed her. Discover how Anne’s life and death foreshadowed America’s free spirit, tolerance, woman’s rights and Euro-Indian clashes.
Flushing Remonstrance - 1650’s When English Quakers move into Dutch Vlissenegen, it brings trouble in the form of Peg -Leg Peter the Headstrong Stuyvesant. The Quakers following examples set in the Netherlands ask for religious tolerance. It opens the door to this inalienable right enjoyed today, and shows origins of Queens, New York and the USA tradition of many peoples living together peacefully.
Madame Brett & the Pirates - 1720 Bold and brazen Dutchess first real land owner defied male culture, thick forests, isolation, Indians and here, pirates. Helped by her sons Rivery & Robert, this single mom flummoxes treasure thieves. We get a look at the dangers of colonial life, and there’s a glimpse of a ghost.
The Concealment Shoe- Recently, archeologists found a woman’s in the wall of a French Huguenot colonial house in New Paltz. They determined it was a concealment shoe. Settlers felt it would protect them against the dangers facing people living near the Hudson and the Shawangunks. The story is spun around an Palatine German girl who becomes an indentured servant to a Huguenot farmer. The shoe seems to save the stone house from thunder, Esopus Indians, English soldiers and more. There’s mention to of “Money Stump” a Revolutionary name for Modena for all the cash stashed in trees when the British marched through in 1777.
Imp of Donder Berg - Adapted from local lore and Washington Irving, a bullying Sloop Skipper ignores his Dutch crew’s demand that he salute Hudson Highland spirits. Aided by “Mother Cronk, Witch on the Hudson” the spirits get back at the disrespectful skipper! Creates a picture of the dangers facing ships on the Hudson, and local geography too.
Yankee Doodle - This is the story of a famed song written on the banks of the Hudson, by a British Doctor during the French-Indian War, to tease the Connecticut militia for their humble condition. It dramatizes the meaning of “Yankee” “Doodle” “Macaroni” and why the song best represents the new and continuing American spirit of liberty for all.
Loyalist or Patriot? - a quick debate between Rev. Seabury and Alexander Hamilton dramatizing reasons to rebell or preserve the King. "Do you want mob rule?" 'Do you want independence?'
Arnold & Andre - A historic fiction based on several sources, this story would make the best Revolutionary War drama. The hero of Saratoga, the Turning Point of the Revolution is passed over for promotion and turns traitor. His British accomplice Major John Andre is caught in Tarrytown and hanged in Old Tappan. Any number of slight changes in fate along this journey and the British would have won the war. Listen for the locale, war terms along the way too. The
Bitter Pill - After the British won the Battle of the Hudson Highlands, their General Clinton dispatched messenger. He got lost, but soon found some soldiers in red coats. They sent him to General Clinton. Unfortunately for the messenger, this general was American! The poor fellow tried to swallow his note, but twice it was forced up. Students may do a drama reading of letters reporting on this incident.
The Gathering Storm- Soldiers rebelling for back pay! A call for Washington to declare himself King! This story shows how General George became the “Father of our Country”, holding things together at the Revolution’s end. Events took place in and around Newburgh!
The Burning of Kingston - Oct 1777 British soldiers seeking to end the new government of New York, burned Kingston. Legend has it a young woman helped save many American Patriots by sneaking off with lists of their names. This tale recounts her adventure.
Sybil Ludington’s Revered Ride April 1777 - Paul Revere was forty when with other riders he traveled about sixteen miles into the countryside to warn John Hancock and some others, “The Regulars are coming.” British soldiers later caught Revere. He told them American rebels were out looking for them. The British stole his horse! Sybil was sixteen, when the British raided Danbury and may have been looking to catch George Washington. She rode about forty miles and gathered hundreds of Minute Men from her father’s Dutchess county NY Militia. They helped chase off the Redcoats.
Rip Van Winkle - Washington Irving’s classic! Set somewhere near the Catskills, Rip sets out to escape his wife and Colonial chores,and ends up sleeping right into a new country. Activities - Discuss what had changed in America during Rip’s twenty year sleep. What do you think really happened to Rip? Who were those little men? Was Rip’s wife right?
Industrial & Environmental Tales –
Fulton’s Folly - They called him “Toots.” They wanted his steamboat to blow up. When it chugged by in August of 1807 some claimed “it was the devil driving a sawmill!” When Robert Fulton, however, set out his North River Steamboat,he launched a new revolution on the Hudson. The industrial age began. This accounts for the great change!
Sojouner Truth - The rousing story of a dutch slave who fought for freedom famously declaring "Ain't I a woman?
Suffuragettes -How a friendship between Susan B. Anthony and Elizabeth Cady Stanton lead woman to the write to vote and more.
Saving Storm King - The story of how a mountain turned the world around. Storm King and Scenic Hudson. Once upon a time the Dutch named a hill where they trapped beaver, “Boter-Berg. Later, an 19th century romantic changed had the name changed to Storm King. Said to be the haunt of a witch, it was the center of fight that launched the modern environmental movement
When Squirrel Was Big as Bear and Red as Fox - Inspired by a tale from the Ramapough Mountain People - Animals teach us to stop bullying and teasing and get along in this lively silly skit from the Ramapo mountains.
Common Core Standards Meet & Exceeded.
Grade 4 – “Local History and Local Government” Native American Indians of New York State The Iroquois (Haudenosaunee—People of the Longhouse) and the Algonquian were the early inhabitants of our State. Uses of the environment and how Native American Indian settlements were influenced by environmental and geographic factors Important accomplishments and contributions of Native American Indians who lived in our community and State
Three worlds (Europe, the Americas, Africa) meet in the Americas Major explorers of New York State Impacts of exploration—social/cultural, economic, political, and geographic Colonial and Revolutionary periods: Dutch, English, and French influences in New York State Lifestyles in the colonies— including folklore, ideas, and other cultural contributions that helped shape our community, local region, and State Colonial governments
The Revolutionary War in New York State Location of New York State The significance of New York State’s location and its relationship to the locations of other people and places Geographic features that influenced the War Native American Indians in New York State influenced the War. The war strategy: Saratoga and other local battles Loyalists and patriots in New York State Leaders of the Revolution
Effects of the Revolutionary War Grade 7 – “The History of the United States and New York” The American Revolution.
III. EARLY ATTEMPTS TO GOVERN THE NEWLY INDEPENDENT STATES
Objectives: 1. To understand how the colonists attempted to establish new forms of self-government
2. To investigate key turning points in New York State and United States history and explain why these events or developments are significant
4. To describe how ordinary people and famous historic figures in the local c o m m u n i t y, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States constitutions, the Bill of Rights, and other important historic documents
Content Outline: A. The Revolution begins 1. Early confrontations 2. Important leaders
Objectives: 1. To understand how the colonists were able to unite against British power to win a major military and political victory
2. To understand how events on the national level influenced and affected New Yorkers
3. To complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups
4. To explain how societies and nations attempt to satisfy their basic needs and wants by utilizing capital, natural, and human resources
Content Outline: A. Strategies of the principal military engagements
1. Washington’s leadership
2. New York as the object of strategic planning
3. Evolution of the war from the North to the South: Lexington and Concord to Saratoga to Yorktown
B. Role of the Loyalists 1. In New York City 2. Colonists of Nova Scotia, Quebec, and Prince Edward Island did not join the Revolution a. Refuge for Loyalists b. Staging ground for attacks on New York’s patriots
I. The ratification process 1. The debates in the states, especially New York State 2. The Federalist Papers 3. Poughkeepsie Convention a. Federalists—Hamilton b. Anti-Federalists—Clinton
Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical references from it, and cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text, analyze their development, and summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Unifying Themes These ten unifying Social Studies themes represent different lenses that can be applied to the teaching and learning of the Key Ideas and Conceptual Understandings within the NYS Framework across all grades, K-12.