Beyond Thanksgiving: A Montessori Approach & Guide to the People - - PowerPoint PPT Presentation
Beyond Thanksgiving: A Montessori Approach & Guide to the People of 17th Century New England during an Age of Possibilities Native Americans in New England: A Historical Overview National Endowment for the Humanities Professors Alice
“Native Americans in New England: A Historical Overview” National Endowment for the Humanities Professors Alice Nash and Neal Salisbury, Directors University of Massachusetts July 7 - 27, 2013 As compiled by Carol Harding
more than a series of wars and dates. It is the purpose of this project to provide access to primary and secondary resources that will foster research by practitioners and students leading to contemplation and informed thinking about the possibilities presented to the indigenous people of the eastern woodlands and European colonists during the 17th Century period of contact and transition in southern “New England.” Because of the holistic, interdisciplinary approach to historical studies, options and resources are provided to support concomitant investigations in geography, biology, art, language and literature.
his project is not intended to serve as an isolated presentation, but
as background to ongoing discoveries and revelations as supported by a guided investigation of primary documents, secondary sources and materials by upper elementary students. Resources, links and cited sources can thus be used as a means of accessing information regarding the circumstances encountered by people during an age of sustained contact and colonization in 17th Century New England. Conflicts and collaborations are thus viewed as a complex interaction between diverse people as indigenous cultures sought to maintain their traditions of reciprocity, consensus and spirituality in the midst
from post-Feudalistic Europe.
he typical lineage of study of American history begins with the last period of glaciation and extends through periods set apart by their references to ancient peoples and their adaptions to changing technologies, climates and level of engagement in cultivation of plants. The context for this study is the geology, geography, flora, fauna and peoples of the mid-Atlantic Coastal region. Clans of people here engaged in village based agriculture, communal use of resources and supplemented their needs with hunting, gathering and fishing to provide food, shelter and clothing. First contacts that began with Norse explorers had expanded to include trade with European
indigenous populations, laying the stage for the sustained contact and settlement or colonization. This project explores the relationships and events as documented through deeds, maps,documents and other resources from and about this time.
hrough the provision of documents, deeds, treaties, maps and
information about the culture and influences guiding developments in 17th Century New England, teachers can facilitate authentic research and realizations among students. Comparisons of images and information about how people met their needs can be applied to time lines, or Fundamental Needs Charts, and background information about the geography of place and the social, political, economic and religious practices of people can be converted into cards for use with History Question Charts, or as a source of materials for reports. Actual copies
happened during this period of time, allowing for discussion about the encroachments, impositions and decisions that changed the course of history during an age of opportunity and possibility for peaceful coexistence.
discourse, interpretation, comparison and evaluation of context, evidence and circumstances relating to 17th Century New England and beyond
maps and deeds as supporting evidence to researched conclusions
a period of negotiated peace between diverse people
influenced and directed by the policies, politics, economics and religion of monarchical, tyrannical and often intolerant agencies of war-torn, disease- ridden, resource-depleted, land-hungry Europe of the 17th Century
collaborative endeavor, thereby becoming conscious agents of their own time and place
he Fundamental Needs of Human Beings chart provide a cross-cultural framework for
transportation, defense, etc., as well as for spiritual needs. Images & information relating to how people met these needs can be culled from books, encyclopedias, and other resources and applied to a hand-drawn diagram. Series of depictions of how material needs changed over time in different categories are often used as comparison studies when applied to a linear timeline. Each one of these areas provide the seed for further branching.
Spiritual Material Food Housing Clothing Defense T ransportation Vanity Culture Art
istory Question Charts are intended to serve as keys for the study of any period, culture, or
colonists can be developed by teachers or students through use of the suggested references and resources and used as a study in comparisons and contrast.
The NA TURE of the COUNTRY
What were the soil and climate like? What were the flora and fauna like? What people lived here? How did they come and why?
INTELLECTUAL & SPIRITUAL ASPECTS
What language did they speak? What was their education like? How advanced was their learning? What was their art like? What were their ideas of life and death? Who, if anyone, was their spiritual leader? What concept of justice was there?
PRACTICAL ACTIVITIES of the PEOPLE
What were the types of work and occupations? What did they produce? What tools and techniques did they have? How did they find their country and how did they adapt? How did they make use of the natural resources? RELATIONSHIPS within the GROUP & OTHER GROUPS
Did they trade among themselves? Did they trade with others? What about their wars and conquests? Did they have slaves and take people into subjugation? What about travel and migrations? How and why did the people settle where they did? How were their money and goods held--individually or tribally? Was care taken of the poor? What about their dress, food, houses, customs, family life? How were they governed? What care did they give their children?
Infiltration & Fusion Nomadic Horde Seaborne Migration The Hunt Movement of the Glacier Creation of the Desert Clearing of the Forest Displacement Breaking Down
igration Charts are intended to give context and meaning to different forms of movement people have experienced throughout time. The effects of migration include changes in cultural characteristics and organizations, as well as exchanges and conflicts
and disorientation can lead to further migrations. T
how the geographical movements of individuals and groups have influenced events, communities, ecosystems, and empire-building throughout history. Titles of different types of migrations are given as the basis of further discussions about their implications and consequences for different cultures.
hronological timelines are collaborative or individual works that involve students in the process of creating a horizontal or vertical record of an historical period or civilization(s). The work is facilitated through use of
application of maps, artifacts, and images in addition to dates and events to the period in question. Events in America typically unfold with the period of glaciation and continue as the students add to their understanding of developments in civilizations and lifestyles through the investigation of source materials.
1675 King Philip’s War 1620 Plymouth Colony
Mississippian cultures 1520 Epidemics 1492 Columbus
Portrait of King Philip Chromesun Kincaid Site by Herbert Roe Aztec Smallpox Victims Seal of Plymouth Colony ColumbusT aking Possession...
1603-1615 Expeditions of Samuel de Champlain result in conflicts with the Iroquois (1609) 1607 English settle in Jamestown, Virginia 1616-1619 Major epidemic decimates indigenous populations in New England facilitating
transition from trade-based contact to one of settlement
1620 Plymouth Colony is established at Patuxet 1621 Agreement of Peace takes place between Massasoit (Ousamequin of the
Wampanoags) and Plymouth Colony
1633 Smallpox epidemic at Massachusetts Bay strikes Massachusett, Pawtucket, Abenaki,
Narragansett, and other groups along the Connecticut River and St. Lawrence Valley
1634 T
reaty with the Pequot
1635-1636 Growing settlements that lack patents ignore treaty and purchase land from
local sachems
1636-37 Puritans wage war against the Pequots 1646-75 John Eliot embarks upon his missionary work establishing 14 Praying T
translating the Bible into Massachusett in 1663 with the help of indigenous translators
1649 Iroquois destroy Huron villages 1689-97 King William’s War 1675 Metacom “Relates Indian Complaints about the English Settlers” 1675-76 Metacom’s War or King Philip’s War in New England
Apess, William. “Eulogy on King Philip.” In Barry O’Connell, ed. On Our Own Ground: The Complete Writings of William Apess, A Pequot. Amherst: University of Massachusetts Press, 1992. Print. Calloway, Colin G. New Worlds for All: Indians, Europeans, and the Remaking of Early America. Baltimore: The John Hopkins University Press, 1997. Print. Carlson, Richard G. Rooted Like the Ash T rees: New England Indians and the Land. Abilene, T exas: Eagle Wings Press. 1987. Print. Cronin, William. Changes in the Land: Indians, Colonists, and the Ecology of New
Demos, John. A Little Commonwealth: Family Life in Plymouth Colony. New York: University of Oxford Press. 1970. Print. Fairbanks, Jonathan L., and T rent, Robert F . New England Begins: The Seventeenth
Heath, Dwight B. A Journal of the Pilgrims at Plymouth: Mourt’s Relation. New York: Corinth Books, Inc. 1963. Print. Hoxie, Frederick E, ed. Encyclopedia of North American Indians: Native American History, Culture, and Life From Paleo-Indians to the Present. Boston: Houghton Mifflin Harcourt. 1996. Print. Salisbury, Neal. Manitou and Providence: Indians, Europeans, and the Making
Sturtevant, William C. and T rigger, Bruce C., eds., Handbook of North American Indians : Northeast. Vol. 15. Washington, DC: Smithsonian Institution, 1978. Print.
American Centuries: History and Art from New England. Memorial Hall Museum Online
<http:// www.americancenturies.mass.edu/>
American History from Revolution to Reconstruction and Beyond University of Groningen,The Netherlands <http://www.let.rug.nl/usa/documents/> First Nations Seeker - Indian T ribes - Native Americans - Inuit. <http://www.firstnationsseeker.ca/> The Gilder Lehrman Institute of American History
<https://www.gilderlehrman.org/collections> “Historical Collections of the Indians of New England” by Daniel Gookin.
<http://digitalcommons.uri.edu/lib-sc/> History Matters: The U.S. Survey Course on the Web <http://historymatters.gmu.edu> National Endowment for the Humanities <Edsitement.neh.gov/> Plimoth Plantation/Wampanoag Homesite <www.plimoth.org> Raid on Deerfield: The Many Stories of 1704 <http://1704.deerfield.history.museum/> The University of Oklahoma College of Law: A Chronology of US Historical Documents. <http://www.law.ou.edu/hist/> Yale Indian Papers Project: New England Indian Papers Series Database.
<http://jake.library.yale.edu:8080/neips/search>
Avalon Project - 17th Century Documents : 1600 - 1699. <http://avalon.law.yale.edu/subject_menus/17th.asp> "The Doctrine of Discovery, 1493." <http://www.gilderlehrman.org/history-by-era/ imperial-rivalries/resources/doctrine-discovery-1493>. "Metacom Relates Indian Complaints about the English Settlers, 1675." <http://historymatters.gmu.edu/d/6226> "Order for Fasting, Prayer, and Thanksgiving." <http://jake.library.yale.edu/neips/data/html/1686.11.15.00/1686.11.15.00.html> "Petition of Uncas concerning Mohawk Conspiracy and Vindication of His Name." <http://jake.library.yale.edu:8080/neips/data/html/1678.05.00.00/1678.05.00.00.html "Pynchon, John (1626-1703), et Al Propositions Made to the 5 Nations." <http://www.gilderlehrman.org/mweb/search?needle=>. "T reaty with The Wampanoag ~ March 22/April 1, 1621 & September 13, 1621." <http://nativeamerican.lostsoulsgenealogy.com/treaties/wampanoag1621.htm> "T reaty of Hartford (Copy)." <http://jake.library.yale.edu/neips/data/html/1638.09.21.00/1638.09.21.00.html>.
Abenaki Algonquin Annawon Canonchet Charles, King Church, Benjamin Colonists Deerfield Eliot, John Great Swamp Fort Huron Iroquois King William’s War Mashpee Massachusett Massachusett’s Bay Massasoit (Woosamaquin
Metacom, Metacomet ( King Philip) Metacom’s War Mohawk Mohegan Muttawmp Narragansett Nashaway Nauset Nipmuck Nolwottog (Norwottuck) Pessicus Pequot Pequot War Pilgrims Philip, King (Metacom) Plymouth Colony (Patuxet) Puritans Pokanoket (Pawkunnakut) Pocumtuck (Deerfield) Samoset Tisquantum (Squanto) Uncas Wampanoag Wamsutta Weetamoo Williams, Roger
The study of geography parallels historical works and investigations. Maps provided here are intended to provide a sense of place and transition as landscapes and communities are changed and renamed to reflect changing populations, migrations, and encroachment on indigenous settlements.
Alan M. Voorhees Map Collection in Map
http://www.virginiamemory.com/collections/ The Common Pot: The Recovery of Native Space in the Northeast MAPS http://www3.amherst.edu/~lbrooksmap1.html Library of Congress http://www.loc.gov/collection/discovery- and-exploration/ MAGIC Map and Geographic Information Center. University of Connecticut. http://magic.lib.uconn.edu/ historical_maps.html Maps ETC Homepage Educational T echnology Clearinghouse
http://etc.usf.edu/maps/
NOAA <http://www.ncdc.noaa.gov/paleo/
parcs/atlas/beringia/lbridge.html>.
The Norman B. Leventhal Map Center at the Boston Public Library http://maps.bpl.org/view_collection Alan M. Voorhees Map Collection in Map
Collections. http://www.virginiamemory.com/collections/ Yale University Library. The Map Collection http://www.library.yale.edu/map
“Geology and the Formation of New England” <http://www.americancenturies.mass.edu/classroom/curriculum_6th/ lesson1/bkgdessay.html> Massachusetts Geology USGS - US Geological Survey <http://mrdata.usgs.gov/sgmc/ma.html> The Massachusetts Geological Survey <http://www.geo.umass.edu/stategeologist/frame_massgeo.htm>
to the imagination during the age of the reasoning mind. The idea is to provide enough information to excite interest and promote further study, but not so much as to preclude student participation and contribution. Stories as such take many forms, whether as a euphemistic tale to explain physical phenomena, an historical overview, or as an introduction to a civilization or event in time. Books listed in historical resources provide information from which such stories take form. Other books, listed here, offer stories of the landscape or of creation as retold by indigenous storytellers. Such myths and legends lend themselves to memorization and dramatization, as do actual events and speeches. As a writing project, historical novels have their roots in the events recorded in documents, maps, events, and the complexities and motivations of people of this period. The creation stories recommended here were provided by The Children’s Library of The Mashantucket Pequot Museum & Research Center of the Mashantucket Pequot T ribal Nation. T
retelling, they have included only stories retold, edited, or compiled by indigenous people which has been limited here to reflect the oral traditions of the peoples of the northeast woodlands before it became “New England.”
Bruchac, Joseph (Abenaki). “Gluskabe Makes the People.” The Faithful Hunter: Abenaki Stories. Greenfield Review Press, 1988. 9-10. Print. Bruchac, Joseph (Abenaki). “The Coming of Gluscabi” (Abenaki). Native American Stories. Fulcrum Publishing, 1991. 3-4. Print. Bruchac, Joseph (Abenaki). “How the Earth Was Made” (Seneca). Our Stories Remember: American Indian History, Culture, and Values Through Storytelling. Fulcrum Publishing, 2003. 59-60. Print. Caduto, Michael J. and Joseph Bruchac (Abenaki). “The Sky T ree” (Huron-Eastern Woodland). Keepers of Life: Discovering Plants Through Native American Stories and Earth Activities for
Caduto, Michael J. and Joseph Bruchac (Abenaki). “How Kishelemukong Made the People and the Season” (Lenni Lenape-Eastern Woodland). Keepers of the Earth. Fulcrum Publishing, 1994. 31. Print. Cornplanter, Jesse (Seneca). “Legend of the Sky-Woman: A Creation Myth.” Legends of the
Fawcett, Melissa Jayne (Mohegan). “Creation” (Mohegan). The Lasting of the Mohegans: The Story of the Wolf People. The Mohegan T ribe, 1995. 7. Print.
Mashantucket Pequot Museum & Research Center
<Childrenslibrary@pequotmuseum.org>
Gaines, Richard M. and Gray-Kanatiiosh, Barbara A. (Mohawk, Contributing Ed.). “Myths.”
Gray-Kanatiiosh, Barbara A. (Mohawk). “Myths.” Huron. Abdo Publishing Company, 2004. 20-21. Print. Henry, Jeanette (Cahuilla/Cherokee) and Costo, Rupert (Cahuilla). “The Cayuga T urtle Clan” (Iroquois) A Thousand Years of American Indian Storytelling. The Indian Historian Press, 1981.
Henry, Jeanette (Cahuilla/Cherokee) and Costo, Rupert (Cahuilla). “Man’s Beginnings According to Mohawk” (Iroquois). A Thousand Years of American Indian Storytelling. The Indian Historian Press,
Henry, Jeanette (Cahuilla/Cherokee) and Costo, Rupert (Cahuilla). “The Coming of Katahdin” (Abenaki). A Thousand Years of American Indian Storytelling. The Indian Historian Press,
Hitakonanu’laxk (Lenape). The Lenape Creation. The Grandfathers speak: Native American folk tales of the Lenape People. Interlink Books, 1994. 45-56. Print. Kane, Lynn and Kanatakta. Creation. “The Creation Story” (Mohawk). T si Nitionkwe:Non Ne Kanien’Keha:Ka. Kanien’kehaka Raotitiohkwa Cultural Center, 1991. 1-4. Print.
The Mashantucket Pequot Museum & Research Center <Childrenslibrary@pequotmuseum.org>
The Mashantucket Pequot Museum & Research Center
<Childrenslibrary@pequotmuseum.org>Legends of Our Nations. “The Creation Story” (Iroquois). North American Indian T ravelling College,
Medicine Story (Wampanoag). “The Morning of the World.” The Children of the Morning Light: Wampanoag T
McLester, L. Gordon (Oneida) and T
Steck-Vaughn Publishers, 2001. 5-6. Print. Running Wolf, Michael B. (Micmac) and Smith, Patricia Clark (Micmac). “The Coming of Glous’Gap.” On the T rail of Elder Brother: Glous’gap Stories of the Micmac Indians. Persea Books, 2000. 3-9. Print. Shenandoah, Joanne (Oneida). “Skywoman.” Skywoman: Legends of the Iroquois. Clear Light Publishers, 1998. 7-14. Print. Sneve, Virginia Driving-Hawk (Lakota). “Creation.” The Iroquois. Holiday House, 1997. 4-5. Print. T raditional T
North American Indian T ravelling College, 1984. 7-9. Print. T raditional T
T ravelling College, 1984. 3-6. Print.
anguage in the upper elementary utilizes the developmental interest in detail in note-taking, outlining, summarizing and the construction of logical paragraphs and essays. The study of grammar incorporates historical works as a means of understanding sentence structure through sentence analysis and diagramming as well as utilizes historical sources for use in punctuation and capitalization
and online sources for the meanings of words, templates for word matrixes as extensions of word study and awareness of the morphology of words as encountered through investigations of the historical record.
Neil Ramsden - Morphology Micro-site. <http://www.neilramsden.co.uk/spelling/>. Online Etymology Dictionary http://www.etymonline.com/ The Oxford English Dictionary. 2nd ed. Clarendon Press: 1989. Print.
alliance American animate awakening capitalism captive Christianity civilization clan colonist colony compromise commodity communal community consensus contract conversion culture debt deed democracy destiny document epidemic egalitarianism empire evangelic Great Spirit heathen horticulture imperialism inanimate indigenous illiteracy mercantilism minister militia missionary native nativism nation negotiation palisade praying Indians praying towns property proprietor reciprocity religion resource revival sachem savage separatists settlement spirit sovereignty trade tradition treaty tribe wilderness
projects and endeavors, taking the form of calligraphy, bookbinding, illustration, and so on.... Inks, pens, varieties of paper of different sizes and cover options allow for artistic expression throughout subject matter and often include the dyeing and crinkling of paper when it comes to history reports. Supplies of pastels, charcoal, watercolors and brushes, and colored pencils encourage duplications of portraits, landscapes, maps and designs suitable for the period and medium. Art forms to explore while investigating indigenous cultures include: basketry clay pottery cording with natural materials dyeing with plant materials flint knapping jewelry making painting on animal skins weaving with plant fibers
Ethnobotany: Plants Sustaining People http://www.fs.fed.us/wildflowers/ethnobotany/
Native T ech: Native American T echnology and Art www.nativetech.org/ Web Resources:
he study of history involves investigations into the ecology of place and the interrelatedness of life forms. People of a
time and place are viewed within the context of their interactions with their
which people of that region supported their biological needs and organized and adapted their lifestyles. Detailed studies beyond biomes and the flora and fauna of an area might include the identification, uses and classification of plants and the classification and research of animals. Ecosystems are the context for the building of detailed, representational dioramas, or as the basis of the study
might include use of the following sites: Ethnobotany: Plants Sustaining People http://www.fs.fed.us/wildflowers/ethnobotany/index.shtml Native American Ethnobotany http://herb.umd.umich.edu Native T ech: Indigenous Plants & Native Uses in the Northeast <http://www.nativetech.org/plantgath/ash.htm>.
What were the crucial factors and opportunities guiding Massasoit’s decision to collaborate with the Plymouth Colony? What influences guided the 50 years of peace between the colonists of Plymouth and the Wampanoags? What kinds of cultural exchanges took place between these diverse people? Based on the evidence, how did European dynamics of oppression and power affect both Native people and colonists? How did the colonial economy and system of trade lead to a cycle of indebtedness and land sale among Native people? What role did Christianity assume in perpetuating a hierarchical power structure
How did Indian leaders use Christianity to position themselves outside of the sphere of influence of colonial religious authority? What were the possibilities for the continued evolution of an ecological and sustainable collective cosmology as opposed to a mercantile system driven by private enterprise? What were the causal factors leading to conflicts (and war) between the colonists and the Native people?
By what process did indigenous place names become English place names? How does an examination of deeds demonstrate encroachments by colonists on indigenous lands? What evidence is there that suggests systematic disenfranchisement? Does the systematic disenfranchisement of indigenous people by colonial governing bodies and courts in the 1600s continue to this day? How are indigenous people described in historical books and documents? How did indigenous lifestyles differ from that of the English colonists? In what kinds of ways did the indigenous people collaborate with the English? In what ways did the indigenous traditions conflict with English belief systems and ways of living in terms of social/political/economic and religious constructs? What efforts and decisions might have led to a sustainable, reciprocal and democratic outcome versus an age of domination, conquest and resistance?
Ongoing assessments take place through conversations and dialogues with students, through observation of the process and engagement in research, and through the demonstration of knowledge, and presentation of projects and reports regarding inquiries into 17th Century New England. Assessment of student interest and understanding of the nature of the research and purpose of discovery is also yielded through observations of: Compilation of information regarding land, economics, cultural and social endeavors, and government and religions of people of New England in the 17th Century Use of research as information and images applied to timelines of 17th Century New England Use of research as incorporated into Fundamental Needs Charts detailing how Wampanoags and colonists met their material needs for food, clothing, shelter, transportation, tools, defense, and spiritual needs Creation of answers to History Question Cards as based on research Production of dioramas detailing the landforms, flora, fauna, dwellings, shelters, foods, transportation, tools and methods of defense, spirituality, and cultures of the separate colonial and Wampanoag people Dioramas detailing the collaborative endeavors between the Plymouth colonists and Wampanoags Rendering of maps pertaining to changes in Connecticut River Valley,Massachusetts, and/or New England Participation in writing projects, storytelling, and dramatizations of events, speeches,myths and legends Engagement in exploration of flora and fauna of 17th Century New England Engagement in word study and through demonstrated understanding of vocabulary and terms as used to describe people, places, and events of 17th Century New England Incorporation and application of artistic means and materials to projects, timelines, dioramas, and reports Participation in the process and rendering of weaving, cording, basketry, pottery, dyeing, painting, etc. Student motived research into related people, places, or events as based on their own interests
From Dr. Montessori’s “ A New World and Education” Association Montessori Internationale http://www.montessori-ami.org/articles/artilce04.pdf Indian Country T
http://indiancountrytodaymedianetwork.com/ Site for contemporary news, events, and commentary "The Mohegan T ribe: Our Vision" The Mohegan T ribe <http://www.mohegan.nsn.us/our_vision.htm> “UN Declaration on the Rights of Indigenous People” United Nations Resolution adopted by the General Assembly social.un.org/
Montessori Chart of Interdependency (Revisioned)
<http://en.wikipedia.org/wiki/File:Colonel_Benjamin_Church.jpg> <http://en.wikipedia.org/wiki/Metacomet