Activities

1. Analyzing A Primary Source

Vestiges of European feudalism still existed in parts of New York State as late as the 1830s. Thousands of tenants worked and paid the owners rents and services. From 1839 until 1846, New York was the scene of anti-rent rioting. Meeting in Berne, New York, in 1845, the anti-renters held a convention and adopted resolutions expressing their concern. Below are excerpts:

Resolved that… the late and lamentable scenes in the country of Rensselaer call loudly for the censure of a civilized and enlightened community against all and every act infringing in the least upon law and order, and that we entirely disavow all and any connection with lawless and reckless desperadoes…

Resolved that we cannot conceive of any sufficient cause for the continuance of "contracts" which are acknowledged to be "onerous in their exactions, and tenuous in their nature and character are uncongenial with the habits and opinions of a free people" and the principles of a free government

The following… was unanimously adopted:

To the Hon. the Legislature of the State of New York… conceiving the existing laws of this state relating to landlord and tenant to be unjust, oppressive, and diametrically opposed to the spirit of free and republican institutions (we) petition... for the repeal of all laws granting special privileges to landlords in the collection of their rents… petition your honorable body for the passage of an act authorizing tenants, when prosecuted for rents, to set up as a defense against such prosecution the want of a good and sufficient title to the premises in the landlord…

Please answer the following questions:

  1. How does a primary document differ from a secondary document? Give examples.
  2. Why is the first paragraph of the document included? What would the document's tone be if this had been, omitted?
  3. The document mentions "contract." To what does it refer?
  4. What did the tenants consider to be unjust and oppressive?
  5. What is meant by title to property, particularly to land?
  6. What functions do conventions serve in general?
  7. To what degree were the protesters' demands reasonable or unreasonable?

2. Understanding the Decision-Making Process

Peter's Dilemma

All of us, at one time or another, are faced with making decisions. It is not always a case of choosing between right and wrong, but rather, sometime, between two choices, both of which are morally right. Below is a dilemma for you to read:
The year is 1839 and Peter lives with his family in New York State on a very large estate. Having inherited this estate, which dates back to the 1600s, the family lives well. However, it owns many thousands of acres which it leases to tenants.

Peter's father, in his late 60s, is dying of an incurable disease and Peter will probably inherit the estate and all the other land which is leased.

Peter has been informed that a group of the tenants leasing land from his father are planning armed resistance, for they refuse to pay their rent. This resistance may well result in violence. To avoid being caught, they plan to dress like Indians. Peter knows the identity of the ringleader.

Having grown up with the tenants, Peter empathizes with their situation, recognizing that only by some type of action can their situation be brought to light. Many of the tenants feel, as does Peter, that the whole system of land ownership is unfair and contrary to many of the basic principles of democracy.

What is Peter to do? Inform his father, who will probably inform the authorities and thwart Peter's principles? Should he remain silent and secretly loyal to a cause that could bring trial and destitution to his dying father? Should he inform the local officials? Why or why not?

Please answer the following questions:

  1. What obligations does anyone have to his family?
  2. If Peter's father were younger and healthier, would that change your answer?
  3. Is violence ever justified in pursuit of social justice? Why or why not?
  4. Peter has his whole life ahead of him. Does he have to throw away a good life for himself, his parents and eventually his own wife and children for abstract principles? Why or why not?

3. Planning a Vacation in Eastern New York State

The anti-rent movement took place on land where the landed aristocracy held extensive tracts in 1840. This included counties such as Columbia, Rensselaer, Albany, Delaware, Schoharie, Greene, Montgomery, Schenectady, Oneida, Sullivan, Ulster and Dutchess.

To help your students learn more about this area, have them plan a vacation in one of these regions. This means getting acquainted with a number of books and vacation booklets dealing with New York State.

Have the students follow this procedure:

  1. Write the Chamber of Commerce of the county chosen.
  2. Research books from the library.
  3. Map the route on a road map.
  4. Prepare a day-by-day itinerary and time schedule for the vacation. This is the heart of the project. Include a brief description of the scenic wonders, historic sites, museums, cultural facilities and recreation area.
  5. Since many colleges are located in this area, obtain their names and locations and perhaps write for their brochures.
  6. If the student has visited the region, include any personal experience.

When completed, have the students present the materials to the class using various methods, such as opaque projector, bulletin board display, booklet, and so on. A class booklet of several of the regions reported on could be published.

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