1. A brief summary of the seminar. Include any highlights for you – new information, a particularly useful exercise, a favorite moment. Be sure to identify the main historical themes and the core documents presented in the seminar.
The seminar focused on museums, collectors, and the representation of the artifacts. We had presentations by curators of the Fruitlands museum and had a tour of the Indian exhibit. As always the readings before the session were terrific. I especially was intrigued by the article on Comanche the "sole survivor" of Custer's Last Stand. We had some very interesting and thought provoking discussions on the ethics of collecting and what these collectors were trying to present and represent about Indian culture past and present. And as always the theme of the disappearance of the Indians and what it means to a sense of the American Identity was woven through much of the discussions.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
The seminar did not so much raise questions as reinforce the themes of identity, representation and disappearance. Some of our discussions related examples of Indian experience to themes of Imperialism and racial superiority that was prevalent in the late 19th and early 20th centuries during the world's fairs that were so popular at the time. Also how the preconceived ideas of the various collectors reinforced some of these ideas.
3. How would you use this material in the classroom?
As always there is a wealth of anecdotal references that can be added to existing lessons on a variety of subjects. Specifically I want to try to create a lesson or activity on the treatment of Comanche as the "sole survivor" of the contest between whites and Indians to again show how history is written by and reinforces the claims of the winners.
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
The readings continue to reinforce the theme that while popular literature and sentiment depicted the Indians as having vanished, the public record and legal proceedings of the day continue to mention the vanished, usually in derogatory terms. Further the attitudes of the collectors concerning who is an Indian shows how the misrepresentation contradicts the reality of the evidence.
Sunday, May 24, 2009
Monday, May 18, 2009
May Workshop Response
1. A brief summary of the seminar. Include any highlights for you – new information, a particularly useful exercise, a favorite moment. Be sure to identify the main historical themes and the core documents presented in the seminar.
This seminar focused on a couple of different aspects related to collections, collectors and museums. The morning was dedicated to discussing some of the readings which were on the topic of native collections and museums. We discussed who was trying to build collections of Native American artifacts and culture of New England and otherwise and how those affected identity and the history of those natives to people of the area. We discussed how these collections often disrupted the identity of native peoples or sought to reconstruct it in an incorrect manner. A large portion of the day was used to explore the nature of museums both Native and otherwise and discuss why we collect things, who does the collecting and what implications that can have. It was a very interesting day with some of the best discussions so far in the grant sessions. We also saw a presentation from one of the curators of the museum which explained the reasons for its foundings and how it has changed over time. In the 1990's there was a reorganization of the museum which sought to more accurately reflect the history of Natives. It was also interesting to explore some of the Fruitlands museum, as I had never been to the site prior.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
The session made me really start to think about museums in general and why the people doing the collecting are doing it and what they gain from it, in other words, their motives for collecting. Some collect to preserve the past, but I think many, in terms of Native collections did is as a sort of status symbol. It was also good to think about this visit in terms of all the other places we have visited and see how each museum has portrayed history a little differently depending on perspective.
3. How would you use this material in the classroom?
I think this serves as a great discussion point and chance for educating our students when it comes to museums. Our kids certainly visit museums with us and with parents but my guess is they don't often think about where these items came from, who collected them, and why they are displaying them. To have a discussion with students about what is shown and what isn't and the motives behind that can be an excellent classroom activity. It is also a great idea as Jim Moran said, to encourage students to visit museums and get them in that habit as an educational outlet . This is a valuable life skill and activity and if we can get students to think critically about it, then they will see museums as an excellent activity that is rewarding.
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
How the Natives were displayed and portrayed through museums and collections was through the viewpoint of whomever was doing the collecting. This means the history of Natives could be greatly distorted and those who viewed the collections of these museums would be getting misinformation. We discussed after seeing the Fruitlands museum the discrepency over praying villages which would lead one to get an incorrect idea about their purpose. We can conclude that all museums may have some innaccuracies, but as was discussed, this can be a valuable opportunity to make sure ones own research and information leads to a correct or better understanding of the topic being portrayed or presented.
This seminar focused on a couple of different aspects related to collections, collectors and museums. The morning was dedicated to discussing some of the readings which were on the topic of native collections and museums. We discussed who was trying to build collections of Native American artifacts and culture of New England and otherwise and how those affected identity and the history of those natives to people of the area. We discussed how these collections often disrupted the identity of native peoples or sought to reconstruct it in an incorrect manner. A large portion of the day was used to explore the nature of museums both Native and otherwise and discuss why we collect things, who does the collecting and what implications that can have. It was a very interesting day with some of the best discussions so far in the grant sessions. We also saw a presentation from one of the curators of the museum which explained the reasons for its foundings and how it has changed over time. In the 1990's there was a reorganization of the museum which sought to more accurately reflect the history of Natives. It was also interesting to explore some of the Fruitlands museum, as I had never been to the site prior.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
The session made me really start to think about museums in general and why the people doing the collecting are doing it and what they gain from it, in other words, their motives for collecting. Some collect to preserve the past, but I think many, in terms of Native collections did is as a sort of status symbol. It was also good to think about this visit in terms of all the other places we have visited and see how each museum has portrayed history a little differently depending on perspective.
3. How would you use this material in the classroom?
I think this serves as a great discussion point and chance for educating our students when it comes to museums. Our kids certainly visit museums with us and with parents but my guess is they don't often think about where these items came from, who collected them, and why they are displaying them. To have a discussion with students about what is shown and what isn't and the motives behind that can be an excellent classroom activity. It is also a great idea as Jim Moran said, to encourage students to visit museums and get them in that habit as an educational outlet . This is a valuable life skill and activity and if we can get students to think critically about it, then they will see museums as an excellent activity that is rewarding.
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
How the Natives were displayed and portrayed through museums and collections was through the viewpoint of whomever was doing the collecting. This means the history of Natives could be greatly distorted and those who viewed the collections of these museums would be getting misinformation. We discussed after seeing the Fruitlands museum the discrepency over praying villages which would lead one to get an incorrect idea about their purpose. We can conclude that all museums may have some innaccuracies, but as was discussed, this can be a valuable opportunity to make sure ones own research and information leads to a correct or better understanding of the topic being portrayed or presented.
Wednesday, April 15, 2009
3/21/09 seminar post
1. A brief summary of the seminar. Include any highlights for you – new information, a particularly useful exercise, a favorite moment. Be sure to identify the main historical themes and the core documents presented in the seminar.
In the 1st session we discussed the idea of persistence in the 19th century, utilizing “Unseen Neighbors” by Thomas Doughton; “The Massachusetts Indian Enfranchisement Act” by Ann Marie Plane & Gregory Button and “The Dudley Indians: & “Visit to Grafton”.
In the second session we watched the documentary “Black Indians” and in the third session we considered Pan-Indianism, Pow-wows & auto-ethnographic authority. We also made use of multiple titles from Ann McMullen including “Soapbox Discourse”, “What’s Wrong With This Picture?...” & “The Heart Interest”.
Of particular interest to me was the discussion of the Massachusetts Enfranchisement Act (MGL Ch. 463 of 1869), and dispossession. We considered how enfranchisement led to the loss of land and government benefits, loss of the tribe and identity as well as the levying of taxes. Identity had been linked to the land and with the loss of land began a search for identity visa vie their history. We also discussed the revival of languages and the attribution of what had been common/shared languages to individual tribes for Federal/State recognition purposes, although this was/is historically illegitimate. Kinship is also a very important consideration with regard to identity of dispossessed natives, as is culture.
I was also surprised to learn that historical documentation of the Nipmuc did not begin until 1996 with Tom’s “Unseen Neighbors”.
I enjoyed considering the very fundamental question of what is history? Do we create it; establish it; find it? Is it fixed or malleable and what are the problems associated with either state?
Finally, I found the discussion of Pan-Indianism very interesting as I had no prior knowledge of the matter.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
One question, not raised directly by the seminar, which continues to intrigue me relates to the decimation of Native American populations by disease brought from Europe, such as measles and small pox. What I would like to understand is why this only happened to Native Americans and not also to Europeans. It seems to me that if there were diseases which Europeans developed some level of tolerance/immunity to, which Native Americans were never exposed to, that Native Americans also should have developed tolerances/immunity to diseases that Europeans were never exposed to, yet this clearly is not the case. I have queried a number people about this matter who have backgrounds in biology, but I have yet to come across any explanations which satisfy me. I need to find an epidemiologist to ask about this.
3. How would you use this material in the classroom?
The ideas of dispossession through enfranchisement and the loss of identity are intriguing areas to challenge students to think about, although it may be a bit ethereal for 9th graders. Considering the loss of identity and what constitutes identity are areas that we have considered in the seminar as well as the last seminar and there are a variety of ways this may be brought into the classroom. Having students create some family genealogy and then posing questions to them about how they identify themselves may be a useful too in attempting to introduce students to such issues.
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
This was a very interesting aspect of the seminar and it provided a new perspective for the consideration of the ideas, one which is distinct from modern European/US history as commonly considered. The reanimation of local native history and consideration of how it is constituted and the influences on that process was very illuminating.
In the 1st session we discussed the idea of persistence in the 19th century, utilizing “Unseen Neighbors” by Thomas Doughton; “The Massachusetts Indian Enfranchisement Act” by Ann Marie Plane & Gregory Button and “The Dudley Indians: & “Visit to Grafton”.
In the second session we watched the documentary “Black Indians” and in the third session we considered Pan-Indianism, Pow-wows & auto-ethnographic authority. We also made use of multiple titles from Ann McMullen including “Soapbox Discourse”, “What’s Wrong With This Picture?...” & “The Heart Interest”.
Of particular interest to me was the discussion of the Massachusetts Enfranchisement Act (MGL Ch. 463 of 1869), and dispossession. We considered how enfranchisement led to the loss of land and government benefits, loss of the tribe and identity as well as the levying of taxes. Identity had been linked to the land and with the loss of land began a search for identity visa vie their history. We also discussed the revival of languages and the attribution of what had been common/shared languages to individual tribes for Federal/State recognition purposes, although this was/is historically illegitimate. Kinship is also a very important consideration with regard to identity of dispossessed natives, as is culture.
I was also surprised to learn that historical documentation of the Nipmuc did not begin until 1996 with Tom’s “Unseen Neighbors”.
I enjoyed considering the very fundamental question of what is history? Do we create it; establish it; find it? Is it fixed or malleable and what are the problems associated with either state?
Finally, I found the discussion of Pan-Indianism very interesting as I had no prior knowledge of the matter.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
One question, not raised directly by the seminar, which continues to intrigue me relates to the decimation of Native American populations by disease brought from Europe, such as measles and small pox. What I would like to understand is why this only happened to Native Americans and not also to Europeans. It seems to me that if there were diseases which Europeans developed some level of tolerance/immunity to, which Native Americans were never exposed to, that Native Americans also should have developed tolerances/immunity to diseases that Europeans were never exposed to, yet this clearly is not the case. I have queried a number people about this matter who have backgrounds in biology, but I have yet to come across any explanations which satisfy me. I need to find an epidemiologist to ask about this.
3. How would you use this material in the classroom?
The ideas of dispossession through enfranchisement and the loss of identity are intriguing areas to challenge students to think about, although it may be a bit ethereal for 9th graders. Considering the loss of identity and what constitutes identity are areas that we have considered in the seminar as well as the last seminar and there are a variety of ways this may be brought into the classroom. Having students create some family genealogy and then posing questions to them about how they identify themselves may be a useful too in attempting to introduce students to such issues.
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
This was a very interesting aspect of the seminar and it provided a new perspective for the consideration of the ideas, one which is distinct from modern European/US history as commonly considered. The reanimation of local native history and consideration of how it is constituted and the influences on that process was very illuminating.
Friday, April 3, 2009
March Workshop Response
1. A brief summary of the seminar. Include any highlights for you – new information, a particularly useful exercise, a favorite moment. Be sure to identify the main historical themes and the core documents presented in the seminar.
The first part of the seminar was spent discussing some of the readings and issues related to those readings. Thie biggest, or most interesting for me was the enfranchisement of Indians in Massachusetts and the benefits and downfalls of that for the Indians. There didn't seem to be many benefits for the Natives, as their tribal identity was stricken from them and their land was taken also in many cases. They did obtain some rights, but it was probably a much more beneficial situation to be under guardianship and retain their land. We also discussed how they retained or lost their identities as Native peoples. Some moved to other towns and became known as African Americans rather than Natives because it made more opportunities. Others retained Native identity, or recreated parts of their Native identity over time. We discussed how this was problematic, especially when tribes started to go for Federal recognition, because if the state had told them they were no longer Native, that ceased their "continuous meeting and governing tribal body". It's difficult to prove you are and have been descended from Natives when the state tells a people they are no longer Indian tribes.
The next part was a video on Black Indians. Most of the opinions of people in this video were very interesting and it was a topic which we hadn't really discussed too much prior. It was also different from what we have done previously because many of the people interviewed were from tribes not in Southern New England. The video certainly raised issues of identity and these people who are trying to raise families and belong to multiple identity groups and hold on the the cultural values of these groups.
The last part of the day was spent discussing pow-wow culture and how many of the modern Indian events and "cultural" activities may have nothing or very little to do with actual customs and traditions of the past. This is problematic because one can judge this negatively and say that is not authentic and therefore is not supporting their culture or one can say, at least it is a tradition that people can extend and hold on to, even if it isn't something ancestors did. It brings more questions than answers but it does bring to light that what we see represented as Indian in the modern times in this area probably is not tied to past Indian roots or traditions.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
Since the main question of this was identity, it was the biggest issue to raise questions. It made me think about how caught up we get in identity, when biologically, are we really what we claim to be? A person can say they are 50% Irish or 25% French, but really, biologically we have so many ancestors, that the geneological work needed to make those claims is unfathomable. Even just in modern times, knowing or having a firm grasp of ones identity culturally can be a problematic thing. One can take hold and latch on to one aspect and lose others of their own traditions. So, all of the issues related to Natives and losing and recreating identities through language or traditional customs brings up a lot of questions.
3. How would you use this material in the classroom?
The material from the session can be used extensively in U.S. history. While talking about Indian removal we can talk about creating and holding on to identities after being displaced. We can also focus on local history and show how the Natives of this area adapted after they were enfranchised and stripped of their tribal identity. It can also be used to get kids thinking of their own identities and what they are and cling to when it comes to cultural values and traditions.
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
I think this session deepened my understanding of the issues releated to keeping or abandoning an identity and then trying to hold on to or recreate that identity in future generations. Talking about the pow-wow culture and how it probably isn't an accurate representation of traditions of that culture shows how identity was a tough issue to deal with and still is today. The Natives who were stripped of identity and were enfranchised had serious issues to tackle when it came to what to do next. Having land removed and a tribal identity taken away was a serious problem that led to issues that Natives had to deal with, often times with unsuccessful results.
The first part of the seminar was spent discussing some of the readings and issues related to those readings. Thie biggest, or most interesting for me was the enfranchisement of Indians in Massachusetts and the benefits and downfalls of that for the Indians. There didn't seem to be many benefits for the Natives, as their tribal identity was stricken from them and their land was taken also in many cases. They did obtain some rights, but it was probably a much more beneficial situation to be under guardianship and retain their land. We also discussed how they retained or lost their identities as Native peoples. Some moved to other towns and became known as African Americans rather than Natives because it made more opportunities. Others retained Native identity, or recreated parts of their Native identity over time. We discussed how this was problematic, especially when tribes started to go for Federal recognition, because if the state had told them they were no longer Native, that ceased their "continuous meeting and governing tribal body". It's difficult to prove you are and have been descended from Natives when the state tells a people they are no longer Indian tribes.
The next part was a video on Black Indians. Most of the opinions of people in this video were very interesting and it was a topic which we hadn't really discussed too much prior. It was also different from what we have done previously because many of the people interviewed were from tribes not in Southern New England. The video certainly raised issues of identity and these people who are trying to raise families and belong to multiple identity groups and hold on the the cultural values of these groups.
The last part of the day was spent discussing pow-wow culture and how many of the modern Indian events and "cultural" activities may have nothing or very little to do with actual customs and traditions of the past. This is problematic because one can judge this negatively and say that is not authentic and therefore is not supporting their culture or one can say, at least it is a tradition that people can extend and hold on to, even if it isn't something ancestors did. It brings more questions than answers but it does bring to light that what we see represented as Indian in the modern times in this area probably is not tied to past Indian roots or traditions.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
Since the main question of this was identity, it was the biggest issue to raise questions. It made me think about how caught up we get in identity, when biologically, are we really what we claim to be? A person can say they are 50% Irish or 25% French, but really, biologically we have so many ancestors, that the geneological work needed to make those claims is unfathomable. Even just in modern times, knowing or having a firm grasp of ones identity culturally can be a problematic thing. One can take hold and latch on to one aspect and lose others of their own traditions. So, all of the issues related to Natives and losing and recreating identities through language or traditional customs brings up a lot of questions.
3. How would you use this material in the classroom?
The material from the session can be used extensively in U.S. history. While talking about Indian removal we can talk about creating and holding on to identities after being displaced. We can also focus on local history and show how the Natives of this area adapted after they were enfranchised and stripped of their tribal identity. It can also be used to get kids thinking of their own identities and what they are and cling to when it comes to cultural values and traditions.
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
I think this session deepened my understanding of the issues releated to keeping or abandoning an identity and then trying to hold on to or recreate that identity in future generations. Talking about the pow-wow culture and how it probably isn't an accurate representation of traditions of that culture shows how identity was a tough issue to deal with and still is today. The Natives who were stripped of identity and were enfranchised had serious issues to tackle when it came to what to do next. Having land removed and a tribal identity taken away was a serious problem that led to issues that Natives had to deal with, often times with unsuccessful results.
Wednesday, April 1, 2009
March 21, 2009 Workshop
1. A brief summary of the seminar. Include any highlights for you – new information, a particularly useful exercise, a favorite moment. Be sure to identify the main historical themes and the core documents presented in the seminar.
In the first session, "Nineteenth Century Persistence", the focus was on how Southern New England Indians managed to survive being deprived of their legal corporate existence by the states. One method was through maintaining strong family and kinship ties, another was through the "reinvention" of the past. A telling illustration was the story of the "fish-dance" that Tom told of from his own family. It was supposedly a tradition going back to ancient times but was more likely a tradition that went back perhaps a century. Its main purpose was to re-connect with the past even as the dominant society tried to erase all memory of it. More recent cases of "re-creating" or "re-inventing" the past came with the resurgence of the Massachusett language under the guise of "Wampanoag" or "Nipmuc". The actual language has not been spoken for generations and the resurgence was taken from sources like Elliott's Bible (not terribly reliable for actual pronunciation and vocabulary) and other documents from the early period after the Europeans came. This attempt to re-invent a culture isn't unprecedented (the resurrection of Hebrew is an example of it happening elsewhere for similar purposes), but it has a divisive edge because a common language (Massachusett) is claimed by particular groups (Wampanoag, Nipmuc, etc.) to the exclusion of others.
The video we watched about "Black Indians" further demonstrated the theme of re-discovery/re-invention and the setting of limits. In this case people who identified with their Indian heritage (in some cases actually speaking living Indian languages) were having their "credentials" challenged by other Indians who claimed they were not really Indians and by Afro-centric blacks who saw them as repudiating their African ancestry. The concept of being both Indian and African American seems to be problematic for some in both groups.
Ultimately, for me, the issue is a matter of identity and who gets to determine it. Is it the individual concerned, a tribal or government authority, historical family/kinship ties, or some other set of criteria?
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
The issue of identity has been a central one throughout this project, for me. This session has only reinforced it as the most fundamental of all the topics we cover (along with "representation" because the two are so intertwined). My research paper topic for this term will focus on matters of self-identification within tribes--often hotly contested--and identification and "representation" by outsiders.
3. How would you use this material in the classroom?
One of the participating teachers has already used the video in her classroom quite effectively. Even in AP World History, which I am teaching currently, the same concepts can be applied. How do people maintain their identity when they are deprived of legal status? How important is the opinion of outsiders (especially if they are the dominant society)? How are internal conflicts about identity worked out, legally, socially, culturally?
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
A great deal, I think. I appreciate the deeply personal and familial nature of identity far more than I did before. We are not talking about people "play-acting" at being Indians (or whatever other ethnic/cultural/racial configurations that may come to play). When people are denied their identity by the state (and others within their ethnic group) their only options are to truly disappear or to continue to maintain their identity in the face of sometimes humiliating opposition. The stakes are much higher than I used to think they were and I can see how this struggle may also contribute to other struggles within these groups such as addiction, alcoholism, depression, etc. This is not a small thing. It is a real tragedy.
In the first session, "Nineteenth Century Persistence", the focus was on how Southern New England Indians managed to survive being deprived of their legal corporate existence by the states. One method was through maintaining strong family and kinship ties, another was through the "reinvention" of the past. A telling illustration was the story of the "fish-dance" that Tom told of from his own family. It was supposedly a tradition going back to ancient times but was more likely a tradition that went back perhaps a century. Its main purpose was to re-connect with the past even as the dominant society tried to erase all memory of it. More recent cases of "re-creating" or "re-inventing" the past came with the resurgence of the Massachusett language under the guise of "Wampanoag" or "Nipmuc". The actual language has not been spoken for generations and the resurgence was taken from sources like Elliott's Bible (not terribly reliable for actual pronunciation and vocabulary) and other documents from the early period after the Europeans came. This attempt to re-invent a culture isn't unprecedented (the resurrection of Hebrew is an example of it happening elsewhere for similar purposes), but it has a divisive edge because a common language (Massachusett) is claimed by particular groups (Wampanoag, Nipmuc, etc.) to the exclusion of others.
The video we watched about "Black Indians" further demonstrated the theme of re-discovery/re-invention and the setting of limits. In this case people who identified with their Indian heritage (in some cases actually speaking living Indian languages) were having their "credentials" challenged by other Indians who claimed they were not really Indians and by Afro-centric blacks who saw them as repudiating their African ancestry. The concept of being both Indian and African American seems to be problematic for some in both groups.
Ultimately, for me, the issue is a matter of identity and who gets to determine it. Is it the individual concerned, a tribal or government authority, historical family/kinship ties, or some other set of criteria?
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
The issue of identity has been a central one throughout this project, for me. This session has only reinforced it as the most fundamental of all the topics we cover (along with "representation" because the two are so intertwined). My research paper topic for this term will focus on matters of self-identification within tribes--often hotly contested--and identification and "representation" by outsiders.
3. How would you use this material in the classroom?
One of the participating teachers has already used the video in her classroom quite effectively. Even in AP World History, which I am teaching currently, the same concepts can be applied. How do people maintain their identity when they are deprived of legal status? How important is the opinion of outsiders (especially if they are the dominant society)? How are internal conflicts about identity worked out, legally, socially, culturally?
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
A great deal, I think. I appreciate the deeply personal and familial nature of identity far more than I did before. We are not talking about people "play-acting" at being Indians (or whatever other ethnic/cultural/racial configurations that may come to play). When people are denied their identity by the state (and others within their ethnic group) their only options are to truly disappear or to continue to maintain their identity in the face of sometimes humiliating opposition. The stakes are much higher than I used to think they were and I can see how this struggle may also contribute to other struggles within these groups such as addiction, alcoholism, depression, etc. This is not a small thing. It is a real tragedy.
Thursday, February 12, 2009
1. A brief summary of the seminar. Include any highlights for you – new information, a particularly useful exercise, a favorite moment. Be sure to identify the main historical themes and the core documents presented in the seminar.
We began with Tom’s reading followed by his PowerPoint presentation. The passages chosen highlighted the prevalent beliefs of the time with respect to the disappearing native Americans. Some of the more interesting aspects of this presentation had to do with the fact that many of the respective authors were surrounded by Native Americans as they wrote. The idea of inevitability was common. Strikingly there was a substantial sense of the wrongness of what was happening, accompanied by an apparent reluctance to even suggest ways to avoid the inevitable.
The PowerPoint presentation, focusing on paintings of Niagara Falls, as well as a few other subjects was interesting. It clearly depicted the changing face of the Native Americans through the time period chosen, with respect to the views expressed by the various artists. These views were presented as a reasonable resource for the examination of commonly held views of the general population, which I expect is a fair presentation. I enjoyed this presentation far more than the preceding readings Tom presented, but that’s probably due to my predilection for visual stimulus.
In the afternoon we enjoyed the hospitality of the AHS at Antiquarian Hall. The presentation and analysis of the McKenny books was fantastic. I thoroughly enjoyed viewing the spectacular images we were able to view. I also enjoyed the subsequent analysis of the smaller pictures/post-cards etc. and the discussion of the Native American legends associated therewith.
What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
I am curious about the Quaker missionaries that Tom mentioned. It sounded as though they were one of the only groups that were supportive of the Native Americans and actually attempted to work with them to save them from what everyone else seemed to think was their inevitable decimation. I expect I’ll just ask Tom about it at our next meeting. I’m also very curious about disease and the decimation of Native American populations. I have very little knowledge of the particulars, other than that a substantial majority of the Native American population was killed by disease. I would like to know how their populations reacted, as well as how the European colonists responded. What efforts, if any, were made to attempt to stop the spread of disease. I’m also very curious as to why people of European decent were not subject to diseases that had evolved in isolation (from Europe), for thousands of years. I have already begun to research this last matter with some of the teachers here at AKFCS, without any success.
3. How would you use this material in the classroom?
I think that the students I have now would likely be stimulated by questions centering around the conundrum of why historians are writing about the disappearance of Native Americans, despite the fact that they are in their midst at the time. Also, I think the graphic materials presented in Tom’s PowerPoint could be useful in the same way he presented them to us.
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
I think the work we did with the Native American legends is directly applicable to this question. Learning about how some of the ‘legends’ are actually made up by people of European decent looking to ‘cash-in’ on the potential tourist attraction value of these ‘legends’. Also, the materials relative to the disappearing Native Americans produced by historians surrounded by Native Americans, bears on this question.
We began with Tom’s reading followed by his PowerPoint presentation. The passages chosen highlighted the prevalent beliefs of the time with respect to the disappearing native Americans. Some of the more interesting aspects of this presentation had to do with the fact that many of the respective authors were surrounded by Native Americans as they wrote. The idea of inevitability was common. Strikingly there was a substantial sense of the wrongness of what was happening, accompanied by an apparent reluctance to even suggest ways to avoid the inevitable.
The PowerPoint presentation, focusing on paintings of Niagara Falls, as well as a few other subjects was interesting. It clearly depicted the changing face of the Native Americans through the time period chosen, with respect to the views expressed by the various artists. These views were presented as a reasonable resource for the examination of commonly held views of the general population, which I expect is a fair presentation. I enjoyed this presentation far more than the preceding readings Tom presented, but that’s probably due to my predilection for visual stimulus.
In the afternoon we enjoyed the hospitality of the AHS at Antiquarian Hall. The presentation and analysis of the McKenny books was fantastic. I thoroughly enjoyed viewing the spectacular images we were able to view. I also enjoyed the subsequent analysis of the smaller pictures/post-cards etc. and the discussion of the Native American legends associated therewith.
What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
I am curious about the Quaker missionaries that Tom mentioned. It sounded as though they were one of the only groups that were supportive of the Native Americans and actually attempted to work with them to save them from what everyone else seemed to think was their inevitable decimation. I expect I’ll just ask Tom about it at our next meeting. I’m also very curious about disease and the decimation of Native American populations. I have very little knowledge of the particulars, other than that a substantial majority of the Native American population was killed by disease. I would like to know how their populations reacted, as well as how the European colonists responded. What efforts, if any, were made to attempt to stop the spread of disease. I’m also very curious as to why people of European decent were not subject to diseases that had evolved in isolation (from Europe), for thousands of years. I have already begun to research this last matter with some of the teachers here at AKFCS, without any success.
3. How would you use this material in the classroom?
I think that the students I have now would likely be stimulated by questions centering around the conundrum of why historians are writing about the disappearance of Native Americans, despite the fact that they are in their midst at the time. Also, I think the graphic materials presented in Tom’s PowerPoint could be useful in the same way he presented them to us.
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
I think the work we did with the Native American legends is directly applicable to this question. Learning about how some of the ‘legends’ are actually made up by people of European decent looking to ‘cash-in’ on the potential tourist attraction value of these ‘legends’. Also, the materials relative to the disappearing Native Americans produced by historians surrounded by Native Americans, bears on this question.
Monday, January 26, 2009
McKenny Materials online
Anyone wishing to use some of the McKinney materials which we explored in our last library session with their students in their classrooms should check out these online resources.
web (http://digitalprojects.libraries.uc.edu/mckhall/index.asp and http://content.lib.washington.edu/mckenneyhallweb/index.html
Jim
James David Moran
Director of Outreach
American Antiquarian Society
web (http://digitalprojects.libraries.uc.edu/mckhall/index.asp and http://content.lib.washington.edu/mckenneyhallweb/index.html
Jim
James David Moran
Director of Outreach
American Antiquarian Society
Friday, January 23, 2009
1. A brief summary of the seminar. Include any highlights for you – new information, a particularly useful exercise, a favorite moment. Be sure to identify the main historical themes and the core documents presented in the seminar.
I was most struck by what appeared to be, for lack of a better term, "white guilt" over the apparent "disappearance" of the Indians. There was more of it than I expected, considering the time frame. The poetry--as hyperbolic and sentimental as it was--indicated a real angst on the part of at least some of the population as did some of the paintings (the one of the Native American family and their confused dog on the shores of the Pacific). The McKenney & Hall folio exhibited this same sense of having done something terrible wrong (if inevitable) to the original peoples of the continent. I wasn't surprised by the excuses that were made about native 'limitations' (intelligence, versatility, etc.) but I was very much taken aback that whites (at least some liberal whites) felt so strongly about the wrongness of what was happening.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
I would like to follow up more on the question of dissent from the predominating policies.
I would also like to see any Indian artwork, poetry, and other expressions about how they experienced the period and also whether or not there were connections being made between white dissenters and Indians.
3. How would you use this material in the classroom?
In an AP class I would want to use images and text from the McKenney Hall folios (images are available from the Library of Congress and elsewhere) and perhaps some of the bad poetry. I'd also like to compare how the dominant population "adopted" an Indian heritage for themselves at a time when they would have been loathe to adopt anything from the black population. Do people have to 'disappear' before it is safe to claim a connection with them?
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
It is pretty clear that even while the dominant population mourned the "disappearance" of native peoples--there were still Native Americans/Indians in their midst right here in New England--often very obviously so. I wonder how and why the same people who acted as 'guardians', employed Indians as servants and workers, and wrote of the Indian past could not see them right in front of their eyes? This is a psycho-social-historical question that really fascinates (and troubles) me.
I was most struck by what appeared to be, for lack of a better term, "white guilt" over the apparent "disappearance" of the Indians. There was more of it than I expected, considering the time frame. The poetry--as hyperbolic and sentimental as it was--indicated a real angst on the part of at least some of the population as did some of the paintings (the one of the Native American family and their confused dog on the shores of the Pacific). The McKenney & Hall folio exhibited this same sense of having done something terrible wrong (if inevitable) to the original peoples of the continent. I wasn't surprised by the excuses that were made about native 'limitations' (intelligence, versatility, etc.) but I was very much taken aback that whites (at least some liberal whites) felt so strongly about the wrongness of what was happening.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
I would like to follow up more on the question of dissent from the predominating policies.
I would also like to see any Indian artwork, poetry, and other expressions about how they experienced the period and also whether or not there were connections being made between white dissenters and Indians.
3. How would you use this material in the classroom?
In an AP class I would want to use images and text from the McKenney Hall folios (images are available from the Library of Congress and elsewhere) and perhaps some of the bad poetry. I'd also like to compare how the dominant population "adopted" an Indian heritage for themselves at a time when they would have been loathe to adopt anything from the black population. Do people have to 'disappear' before it is safe to claim a connection with them?
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
It is pretty clear that even while the dominant population mourned the "disappearance" of native peoples--there were still Native Americans/Indians in their midst right here in New England--often very obviously so. I wonder how and why the same people who acted as 'guardians', employed Indians as servants and workers, and wrote of the Indian past could not see them right in front of their eyes? This is a psycho-social-historical question that really fascinates (and troubles) me.
January 22 Workshop Assignments and "Appeal for Diaglog"
Hello everyone:
It's that time again!
Please respond to the following questions before February 1, 2009:
1. A brief summary of the seminar. Include any highlights for you – new information, a particularly useful exercise, a favorite moment. Be sure to identify the main historical themes and the core documents presented in the seminar.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
3. How would you use this material in the classroom?
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
While posting reflections about the workshops may be a bit onerus at times, it fulfills the requirements both for those taking graduate course credit through Worcester State College and for the grant itself.
The four questions/reflection guides are meant to give each participant a chance to give his or her own "take" on te workshop and to invite others to give feedback.
It is the second aspect of the posting requirements that seems to be most difficult. How do we actually have an ongoing dialog about what we are learning in the workshops, what we hope to learn in the future, and where we are struggling--individually and as a group. Your feed back here will be most helpful for making this site truly interactive.
John
It's that time again!
Please respond to the following questions before February 1, 2009:
1. A brief summary of the seminar. Include any highlights for you – new information, a particularly useful exercise, a favorite moment. Be sure to identify the main historical themes and the core documents presented in the seminar.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
3. How would you use this material in the classroom?
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
While posting reflections about the workshops may be a bit onerus at times, it fulfills the requirements both for those taking graduate course credit through Worcester State College and for the grant itself.
The four questions/reflection guides are meant to give each participant a chance to give his or her own "take" on te workshop and to invite others to give feedback.
It is the second aspect of the posting requirements that seems to be most difficult. How do we actually have an ongoing dialog about what we are learning in the workshops, what we hope to learn in the future, and where we are struggling--individually and as a group. Your feed back here will be most helpful for making this site truly interactive.
John
1. A brief summary of the seminar. Include any highlights for you – new information, a particularly useful exercise, a favorite moment. Be sure to identify the main historical themes and the core documents presented in the seminar.
We began by listening to Tom present some interesting information about how 19th century historians wrote on the disappearing indian. At times it was difficult to believe these were historical writings and not works of literature. The overlying theme of these writings was that the vanishing indian was a regretable necessity to the expansion and promotion of democracy and civilization. It was emphasized that while the disappearance of the natives was inevitable it did not allow for the mistreatment or murder of this group. The readings provided a foundation for what would later become manifest destiny and the fate of western indians was questioned. The question of how the indian vanished when they continued to live among those writing of their disappearance provides an interesting discussion topic to have with students.
After the break we looked at visual representations of Niagra Falls in an attempt to analyze how the indians became symbolic of nature whereas Europeans symbolized civilization and growth. The gradual movement of the indians to the edges of the art and ultimately eliminated all together continued the idea of the disappearing indian. The last picture showing a native family on the Pacific coast looking toward a setting sun presented the ultimate message of there being no place in a civilized America for the "noble savage." In addition we looked at literature romanticing the illicit unions of native warriors with white women during the early colonial times. It was through this literature that a European society could lay "legitimate" claim as the inheritors of America by being descendents of the early noble native cultures.
The afternoon session I found particularly interesting when we viewed the books put together by McKenney. The images were very powerful and the idea that someone could both be rationalizing the idea that natives were responsible for their own disappearance while at the same time expressing sympathy toward their plight seemed to bring together 2 important aspects of the day. In a way it tied together those bemoaning the vanishing indian through prose with those justifying their disappearance such as J.Q. Adams.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
I think the ultimate question is whether white American society was even aware of the paradox they presented with their writings on the disappearing indian while continuing everyday interactions with these very same indians. Had they so disassociated the "modern" indian society of eastern U.S. with the romanticized myth of a noble race that they truly did not accept these people as being native. Or did they ignore the continued existance of native peoples in their writings from a sense of justifying the seizing of their lands and wealth and indoctrinating a system that would then be applied to the western tribes.
3. How would you use this material in the classroom? If you do not currently teach this material, pretend that you do (you may be teaching it at some point in your career!).
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
This session continued to deepen my understanding of the disconnect between the physical existance of native peoples and the perception of what is indian by the white society. It also ties back to the idea of what the ultimate agenda of a historical document is and how an understanding of the true purpose and audience is important when analyzing the information it provides.
We began by listening to Tom present some interesting information about how 19th century historians wrote on the disappearing indian. At times it was difficult to believe these were historical writings and not works of literature. The overlying theme of these writings was that the vanishing indian was a regretable necessity to the expansion and promotion of democracy and civilization. It was emphasized that while the disappearance of the natives was inevitable it did not allow for the mistreatment or murder of this group. The readings provided a foundation for what would later become manifest destiny and the fate of western indians was questioned. The question of how the indian vanished when they continued to live among those writing of their disappearance provides an interesting discussion topic to have with students.
After the break we looked at visual representations of Niagra Falls in an attempt to analyze how the indians became symbolic of nature whereas Europeans symbolized civilization and growth. The gradual movement of the indians to the edges of the art and ultimately eliminated all together continued the idea of the disappearing indian. The last picture showing a native family on the Pacific coast looking toward a setting sun presented the ultimate message of there being no place in a civilized America for the "noble savage." In addition we looked at literature romanticing the illicit unions of native warriors with white women during the early colonial times. It was through this literature that a European society could lay "legitimate" claim as the inheritors of America by being descendents of the early noble native cultures.
The afternoon session I found particularly interesting when we viewed the books put together by McKenney. The images were very powerful and the idea that someone could both be rationalizing the idea that natives were responsible for their own disappearance while at the same time expressing sympathy toward their plight seemed to bring together 2 important aspects of the day. In a way it tied together those bemoaning the vanishing indian through prose with those justifying their disappearance such as J.Q. Adams.
2. What questions did the seminar raise for you and how will you follow-up on those questions? Will you need to do further research – and if so, how will you approach that research and what sources are available to you?
I think the ultimate question is whether white American society was even aware of the paradox they presented with their writings on the disappearing indian while continuing everyday interactions with these very same indians. Had they so disassociated the "modern" indian society of eastern U.S. with the romanticized myth of a noble race that they truly did not accept these people as being native. Or did they ignore the continued existance of native peoples in their writings from a sense of justifying the seizing of their lands and wealth and indoctrinating a system that would then be applied to the western tribes.
3. How would you use this material in the classroom? If you do not currently teach this material, pretend that you do (you may be teaching it at some point in your career!).
I definitely would introduce the "disappearing indian" writings and information in discussions and analysis of the indian removal period and why it had such acceptance. At the same time I would like to present some information on the dissenting voices. Again a common theme would be "what is indian" and how does that relate to the paradox being presented. In addition this information would be great to raise the question on the reliability of historical sources.
4. How does the material presented in the seminar deepen your understanding of the relationship between representation and reality in the history of New England natives?
This session continued to deepen my understanding of the disconnect between the physical existance of native peoples and the perception of what is indian by the white society. It also ties back to the idea of what the ultimate agenda of a historical document is and how an understanding of the true purpose and audience is important when analyzing the information it provides.
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