Grade Level: 5th Grade

Aim/Essential Question:

How can the study of the Pinkster celebration help to shed light on the lives of enslaved people in New York (formerly the Dutch colony of New Netherlands) from the 17th century to early 19th century?

Objectives:

1. Students will learn about the celebration of Pinkster and understand its Dutch origins and its eventual transformation as a significant African-American event.

2. Students will learn about the activities and events that made up the Pinkster celebration.

3. Students will recreate their own Pinkster celebration.

Materials:

Background information on the Pinkster celebration
http://hudsonvalley.org/pinkster/index.html

Audio clips of drumming from Pinkster celebration
http://www.pulseplanet.com/feat_archive/May99/

The Pinkster Ode
http://www.hudsonvalley.org/pinkster/ode.html

Background:

“Pinkster” is the Dutch name for Pentecost and was an important Christian celebration for Dutch New Yorkers beginning in the mid 17th century.  It was celebrated by attending church services, visiting friends and family, dyeing eggs and eating gingerbread.  Over the years, enslaved people were allowed to participate in this celebration and were given time to visit family members in other areas.  The slaves used this opportunity to set-up booth in markets and sell simple goods like flowers, berries and oysters.  They used the money they made to participate in the Pinkster celebration.  There was also drumming, dancing and storytelling.  As the years went on, the Christian theme of the celebration diminished and was replaced by the West African traditions of the new participants.  Eventually, the festival grew to include the election of a “Pinkster King” from the slave community to preside over the proceedings.  There was even a parade with colorfully dressed participants.

Preparation:

1. Explain to students that enslaved people worked very hard and led lives of monotony and desperation.  They did not often have a chance to celebrate in their daily lives.

2. Ask students to think about what type of celebrations (religious or secular) they share with their families.  Ask them to describe some of the rituals/events associated with the celebration.

Procedure:

1. Introduce students to the Pinkster celebration, providing background information on its Dutch and West African origins.
2. Read selective excerpts from the “Pinkster Ode” to students.
3. Discuss the language and vocabulary found in the “Pinkster Ode.”  Explain that “Charley” was “King Charles,” a slave of the mayor of Albany, New York in the early 19th century.
4. Ask students to consider the following questions about the “Pinkster Ode.”
      • Who might have written this?  Why?
      • Do you think Absalom Aimwell was a real person? Why or why not?
5. Have students create their own Pinkster celebration including food, music, dancing drumming and clapping and story-telling.
6. Have students research traditional Dutch activities such as “nine pins,” stilt walking, and egg dying that would have be included in a Pinkster celebration.
7. Demonstrate to students how they can make their own drum from an empty oatmeal container.  Have them paint the sides of the drum with original designs.
8. Encourage students to create their own drum and clapping beats as was the practice of enslaved people.  If possible, enlist the help of the music teacher.
9. Have students write their own “Pinkster Odes.”  Select a few to recite at the celebration.
10. Ask students to research typical “Pinkster” food, both African American and Dutch foods that might have been served.  Ask students to prepare examples for the celebration.
11. Have the class elect a “Pinkster King/Queen.”
12. Conduct a Pinkster Grand Parade, which will include costumes, dancing and singing.  If possible, enlist the help of local African American storytellers, dancers and/or drummers to help students prepare for the Pinkster Grand Parade.  Invite these performers to participate in the celebration.