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.
One of the major themes of yesterday's workshop was the "Vanishing Indian" in art, literature and histories of the time despite the fact that there were still many Indians around. We discussed how the accepted fate of the Indians in the eyes of the whites was that they would vanish and be no more, even from those sympathetic to them. The historiography of the time lamented their loss even as many were under guardianship or working as servants in the very towns where the histories were being written. The overarching theme of the literature and history was that the disappearence of the Indians was to be unavoidable.
We then looked at images of Niagara as a symbol of America and other Indian images which alluded to their dissappearnce, defeat and westward migration. The Indians were often depicted at sunset or facing west while white civilization would be sunlight or lighter colors and images. The images showed how over time Indians disappeared from art, as earlier images had many Indians at Niagara while later images had British soldiers and no Indians. We then discussed how forbidden love narratives sprang up at this time and how many elites would claim to be descendants of Thundersquall or Pocahontas. Those who were responsible for the disappearance of Indians now wanted ironically to be connected to the noble children of the forest, even as they denoucned or ignored the Indians still around.
The afternoon was spent working with images from the McKenney books. These images were from extremely rare texts and showed a reverence for the Indians, even though the text may have shown them as savages. We did some activities on visual literacy that helped uncover what certain images were trying to convey. We saw the connection between Indian legends which were used to explain Indian disappearance (Indians commiting suicide, dying, or being killed on a mountain) but no Indians were used in imagery of these locations.
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 big question that was somewhat explored is how the people of the time had the paradox of claiming the Indians to be vanished and gone from the land, romanticizing the tribes and former Indians of the land while ignoring the Indians who still lived amongst them. We sort of concluded it was because of the difference of the servants or Indians under guardianship between the romanticized notion of the Indian in literature, poetry and art. It would be desirable to claim you were a descendent of mighty chief Thundersquall but that wasn't the same type of Indian who may live in your town or work for you.
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!).
The images we used can certainly be used as can a lot of the readings and poetry. We discussed at great length how this literature can be used in contrast with the census material from last session to contrast what was happening in culture and what was really happening with Indian populations to get the kids to think critically about 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 dealt mostly with representation and how the Indian was vanishing if you trusted the sources, literature, and art of the time but in reality they were still around, albeit in a very different lifestyle or identity than previous generations of Indians.
Friday, January 23, 2009
Tuesday, November 25, 2008
John Daly's response
NOVEMBER 15 BLOG ASSIGNMENT
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 overview of the way in which Massachusetts Indians were de-tribalized and enfranchised was most interesting to me. I was unaware that this covered only the “Plantation Indians” who had entered into treaties with the Commonwealth during the Colonial period. The Briggs and Earle reports left me a bit confused when I read them because they seemed as if they were works in progress with lots of contradictions about Indian character and identity (though the overall theme that the Indians—as “Indians” had pretty much disappeared was clear). It helped to learn how the reports were constructed—mostly from letters to and from town officials. This helped explain why they had major inconsistencies.
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?
In spite of the racist undertones of the Briggs and Earle reports (perhaps unavoidable given the times) they were basically liberal documents that aimed to “improve” and assimilate the people they were concerned about. The connection to Reconstruction ideals and to national policies for a good part of the next century is clearer to me now. Yet, I always find myself coming back to the question of who controls the narrative. Usually it is the government and academic communities; they set the standard for the interpretation—and I think this remains true today. Even when we hear the voices of the people they are dealing with it is through the filter of the “official” line. I suspect that this is inescapable, but it makes me suspicious of all interpretations—the currently favored ones as well as the obviously flawed ones of the past. I guess this is a matter of historiography and may ultimately be an insurmountable problem. My solution is to remain true to my own character and apply the hermeneutic of suspicion to every document and interpretation I read!
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!).
In an AP or HL IB classroom I would have the students read the primary source documents, including large sections of the Briggs and Earle reports and work on their own interpretations and identifications of the issues at hand. In a CP class I would use shorter selections but still ask them to apply themselves to the problem of interpretation. If I were to do this it would be as part of a special project on historiography and points of view (bias)
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?
Again—the people who have control of the pen(or the press)—and especially the people who represent themselves as the “experts” basically get to do the representation. The reality is much more difficult to find and requires painstaking and brutally honest questions about our own agendas for investigating.
Interestingly, images often seen to speak more clearly than texts.
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 overview of the way in which Massachusetts Indians were de-tribalized and enfranchised was most interesting to me. I was unaware that this covered only the “Plantation Indians” who had entered into treaties with the Commonwealth during the Colonial period. The Briggs and Earle reports left me a bit confused when I read them because they seemed as if they were works in progress with lots of contradictions about Indian character and identity (though the overall theme that the Indians—as “Indians” had pretty much disappeared was clear). It helped to learn how the reports were constructed—mostly from letters to and from town officials. This helped explain why they had major inconsistencies.
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?
In spite of the racist undertones of the Briggs and Earle reports (perhaps unavoidable given the times) they were basically liberal documents that aimed to “improve” and assimilate the people they were concerned about. The connection to Reconstruction ideals and to national policies for a good part of the next century is clearer to me now. Yet, I always find myself coming back to the question of who controls the narrative. Usually it is the government and academic communities; they set the standard for the interpretation—and I think this remains true today. Even when we hear the voices of the people they are dealing with it is through the filter of the “official” line. I suspect that this is inescapable, but it makes me suspicious of all interpretations—the currently favored ones as well as the obviously flawed ones of the past. I guess this is a matter of historiography and may ultimately be an insurmountable problem. My solution is to remain true to my own character and apply the hermeneutic of suspicion to every document and interpretation I read!
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!).
In an AP or HL IB classroom I would have the students read the primary source documents, including large sections of the Briggs and Earle reports and work on their own interpretations and identifications of the issues at hand. In a CP class I would use shorter selections but still ask them to apply themselves to the problem of interpretation. If I were to do this it would be as part of a special project on historiography and points of view (bias)
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?
Again—the people who have control of the pen(or the press)—and especially the people who represent themselves as the “experts” basically get to do the representation. The reality is much more difficult to find and requires painstaking and brutally honest questions about our own agendas for investigating.
Interestingly, images often seen to speak more clearly than texts.
Henry Zussman's Reflections
November 15th Blog Assignment
H. Zussman
8th grade World history
Abby Kelley Foster.
1. The word that stayed with me after understanding Professor’s
Doughton lecture was discrimination. Census taken by really anyone during the years 1780 – 1790 1800 > . That statement that I recall was, the county / state census taker walking into a general store, and asking “got any Indians? The store owner looks at the census takes and says, “ do you see any Indians around here?” a similar question asked in the barber shop.
As a result with a no answer and very satisfied, the census taker would report back to the state government that county had 0 Indians which = no
dollars issued from the federal or state treasury.
2 . Actually the only question that I asked was cleared up about the Dawes Act 1887. This was one way that Congress tried to assist the American Indian from being cheated. Regardless many Europeans settlers moved in to clam land and in some cases, government agents took advantage. Sadly, it would not be until 1924 before the American Indian were made citizens.
3. Teaching about the census pertaining to minorities, setting up a filter to break down the percentage of those Europeans passing through the Statue of Liberty in the 1880’s.
4. The material presented covered how the U.S Government treated the Native American when figuring out their population through the 1800’s.
In addition the pictures showing the Native American next to a Black or in some cases a Hispanic.
H. Zussman
8th grade World history
Abby Kelley Foster.
1. The word that stayed with me after understanding Professor’s
Doughton lecture was discrimination. Census taken by really anyone during the years 1780 – 1790 1800 > . That statement that I recall was, the county / state census taker walking into a general store, and asking “got any Indians? The store owner looks at the census takes and says, “ do you see any Indians around here?” a similar question asked in the barber shop.
As a result with a no answer and very satisfied, the census taker would report back to the state government that county had 0 Indians which = no
dollars issued from the federal or state treasury.
2 . Actually the only question that I asked was cleared up about the Dawes Act 1887. This was one way that Congress tried to assist the American Indian from being cheated. Regardless many Europeans settlers moved in to clam land and in some cases, government agents took advantage. Sadly, it would not be until 1924 before the American Indian were made citizens.
3. Teaching about the census pertaining to minorities, setting up a filter to break down the percentage of those Europeans passing through the Statue of Liberty in the 1880’s.
4. The material presented covered how the U.S Government treated the Native American when figuring out their population through the 1800’s.
In addition the pictures showing the Native American next to a Black or in some cases a Hispanic.
Monday, November 17, 2008
Workshop Response Questions
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.
Most of the morning was spent discussing information from the Earle and Briggs reports that were assigned as readings prior to meeting. A great deal of analysis and discussion was put into the information presented in the reports and how it was collected. We talked at length about the way enumerators gathered their "census" information and tried to put into context how the information they were seeking changed over the decades. This was supplemented by visual images of people and a discussion of how difficult it actually is to gain the information in the reports when you are just looking at people. The afternoon was spent trying to come up with ways to use this information in the classroom. We used a worksheet to guide the process of interpreting the data and met in grade level groups to brainstorm ideas.
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 reports and primary source information given to us will be a great deal of help in the classroom. The questions I have is how to appropriately break it up and how will I use it in actual lessons. I think the workshops give us a great deal of support in various forms for ideas and materials. My own questions about the seminar were how much these reports were relied upon and how the information was used.
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 think the lesson plans our group came up with are definitely things I will do with my class. If you look at my previous post, all the ideas are listed and I think they are all valuable and can be easily implemented into the curriculum. The idea of having the students take a census of teachers without letting them ask any questions is really intriguing and will go to show how difficult it may have been for enumerators to gather accurate information and would explain why their data changed so often in the census material from different decades.
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 one of the major themes was how identity for many natives changed over time. When you look at how the enumerators were supposed to classify people and how it changed each decade, it is easy to see the trouble and possible conflict it brings up. Also, there's the issue of deception and dishonesty in reporting to a census taker. However, when you look at an individual and he goes from being classified as mulatto in one year and Indian in another, you start to see how perception of identity when it comes to ethnicity changed over time.
-Mike
Most of the morning was spent discussing information from the Earle and Briggs reports that were assigned as readings prior to meeting. A great deal of analysis and discussion was put into the information presented in the reports and how it was collected. We talked at length about the way enumerators gathered their "census" information and tried to put into context how the information they were seeking changed over the decades. This was supplemented by visual images of people and a discussion of how difficult it actually is to gain the information in the reports when you are just looking at people. The afternoon was spent trying to come up with ways to use this information in the classroom. We used a worksheet to guide the process of interpreting the data and met in grade level groups to brainstorm ideas.
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 reports and primary source information given to us will be a great deal of help in the classroom. The questions I have is how to appropriately break it up and how will I use it in actual lessons. I think the workshops give us a great deal of support in various forms for ideas and materials. My own questions about the seminar were how much these reports were relied upon and how the information was used.
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 think the lesson plans our group came up with are definitely things I will do with my class. If you look at my previous post, all the ideas are listed and I think they are all valuable and can be easily implemented into the curriculum. The idea of having the students take a census of teachers without letting them ask any questions is really intriguing and will go to show how difficult it may have been for enumerators to gather accurate information and would explain why their data changed so often in the census material from different decades.
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 one of the major themes was how identity for many natives changed over time. When you look at how the enumerators were supposed to classify people and how it changed each decade, it is easy to see the trouble and possible conflict it brings up. Also, there's the issue of deception and dishonesty in reporting to a census taker. However, when you look at an individual and he goes from being classified as mulatto in one year and Indian in another, you start to see how perception of identity when it comes to ethnicity changed over time.
-Mike
High School Lesson Plan Ideas as posted by Mike
Hey all, Mike here. Here's the lesson plan ideas the high school group came up with....
1) Show one of the pictures as a writing prompt. Have the students write a story, or figure out the history of a particular person.
2) Have the students conduct a census of their teachers without being able to ask them questions. They should determine age, family, etc. with just the prior knowledge they have. This would show how hard it is as an enumerator to be accurate with just guesswork in many cases.
3) Split up the local and Federal census information among different groups. Have them analyze a particluar person or family over time, or construct a history of that family. Then compare the data from the different groups to see how different the information is between the different sources.
4) Categorize the pictures into racial groups as a census taker would be instructed to do.
5) Create a family tree and show how race changed over time in the census data.
6) Show how property values related to race.
I think I got most of our major ideas down. If not, certainly comment or elaborate on this post.
-Mike
1) Show one of the pictures as a writing prompt. Have the students write a story, or figure out the history of a particular person.
2) Have the students conduct a census of their teachers without being able to ask them questions. They should determine age, family, etc. with just the prior knowledge they have. This would show how hard it is as an enumerator to be accurate with just guesswork in many cases.
3) Split up the local and Federal census information among different groups. Have them analyze a particluar person or family over time, or construct a history of that family. Then compare the data from the different groups to see how different the information is between the different sources.
4) Categorize the pictures into racial groups as a census taker would be instructed to do.
5) Create a family tree and show how race changed over time in the census data.
6) Show how property values related to race.
I think I got most of our major ideas down. If not, certainly comment or elaborate on this post.
-Mike
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 morning review of the Prucha readings went right past me as I did not have the Prucha readings prior to the seminar, although the discussion of enfranchisement was nonetheless interesting. The later discussion of the Natives and New England Governments was enlightening and the use of primary source documents, with particular regard to the court records was very usefull I thought. Also, I found the discussion of the state border related issues very interesting.
The work with the census documents was fairly confusing at the outset. I was not entirely sure what was expected of us and there was not sufficient time to adequetly work with the census, town and lineage documents provided. The review of the Enumerators instructions was great and gave a solid foundation for moving onto the census documents themselves.
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 made me curious about the classification of Native Americans as non compus mentus and would like to follow-up on that, probably using Google/Wikapedia as initial sources of information.
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!).
There were a variety of good/applicable ideas discussed in the break-out group at the end of the seminar. Mr. Penny has/will have those on his blog.
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?
By focusing on what is "reality", visa vie census data/town data and court documents, light was shed upon the differences between representation and reality. Indeed, the extent to which "reality" can be determined with any sense of security is all the more suspect in light of the materials presented in the seminar.
The morning review of the Prucha readings went right past me as I did not have the Prucha readings prior to the seminar, although the discussion of enfranchisement was nonetheless interesting. The later discussion of the Natives and New England Governments was enlightening and the use of primary source documents, with particular regard to the court records was very usefull I thought. Also, I found the discussion of the state border related issues very interesting.
The work with the census documents was fairly confusing at the outset. I was not entirely sure what was expected of us and there was not sufficient time to adequetly work with the census, town and lineage documents provided. The review of the Enumerators instructions was great and gave a solid foundation for moving onto the census documents themselves.
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 made me curious about the classification of Native Americans as non compus mentus and would like to follow-up on that, probably using Google/Wikapedia as initial sources of information.
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!).
There were a variety of good/applicable ideas discussed in the break-out group at the end of the seminar. Mr. Penny has/will have those on his blog.
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?
By focusing on what is "reality", visa vie census data/town data and court documents, light was shed upon the differences between representation and reality. Indeed, the extent to which "reality" can be determined with any sense of security is all the more suspect in light of the materials presented in the seminar.
Saturday, November 15, 2008
Grade 7-8 Census Analysis
Students will examine the primary source and a transcription of each document.
Students will determine the design and purpose for collecting and using census data.
Direct students to look for the same family names on several census reports to recognize trends over several decades. Students will examine category headings to determine the social and economic values of a place over several decades. Students can compare results and analyze the definitions of racial identity, occupation, economic status, movement, and citizenship. Also, determine the benefits or consequences for members of a category, as well as the power of census data to determine taxation, representation, and the existence, disappearance, or identity of a people by the definition a category.
Students will examine the primary source and a transcription of each document.
Students will determine the design and purpose for collecting and using census data.
Direct students to look for the same family names on several census reports to recognize trends over several decades. Students will examine category headings to determine the social and economic values of a place over several decades. Students can compare results and analyze the definitions of racial identity, occupation, economic status, movement, and citizenship. Also, determine the benefits or consequences for members of a category, as well as the power of census data to determine taxation, representation, and the existence, disappearance, or identity of a people by the definition a category.
NOVEMBER 15 BLOG ASSIGNMENT
The following questions have been devised by Dr. Charlotte Haller for those receiving graduate credits for the Academic Year Workshops.As they are excellent reflection questions for us all we will use them for the post workshop blog assignments as well. Those taking the course for credit may wish to email their responses to Dr. Haller as well (email: challer1@worcester.edu)
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? 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?
Your response is due by November 25, 2008
IN ADDITION YOU MUST COMMENT ON AT LEAST THREE (3) OTHER BLOGS RELATED TO THIS 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.
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? 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?
Your response is due by November 25, 2008
IN ADDITION YOU MUST COMMENT ON AT LEAST THREE (3) OTHER BLOGS RELATED TO THIS WORKSHOP
Thursday, October 30, 2008
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.
Tom Doughton began the day by giving us a few handouts. They seem very interesting! I especially can't wait to share "The Romantic Story . . . " with my 5th grade class--they love that mushy stuff! Then Tom began a discussion of the reading "Jehovah and the Uncouth Wilderness". Since I am a newcomer to the grant, I hadn't heard the disappearing indian term before. I found that article to be interesting, reading what the English believed as they were taking the land and homes of the natives. I learned that the notion of the disappearing indian was one of the foundational myths of our country. Tom also discussed detribalization and enfranchisement, again something that I had not heard much about. I have begun to read in depth the papers Tom passed out about native people of the east from the revolution to removal. Our 5th grade curriculum covers that area, and I am finding quite a lot of info that I'll be able to use.
Dr. Alice Nash presented the terms ocular and specular--something we should always be thinking about as we teach history. Her powerpoint on the first Thanksgiving was interesting, and I hope to get a copy of it to use the images. Last year, we just touched upon Manifest Destiny in our curriculum. This year, I plan to use the information from Dr. Nash to discuss it more with my 5th graders.
After lunch, we broke into groups to do the Teach Back. I was a willing listener in my group, and received some great ideas that I will be able to use.
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 am overwhelmed with information! I'm sure I have loads of questions . . . not sure which questions I will focus on . . .
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?
I didn't realize how much I didn't know and was never taught about Native Americans. I am thankful to be involved in this project to learn how to teach history more ocular than specular.
Tom Doughton began the day by giving us a few handouts. They seem very interesting! I especially can't wait to share "The Romantic Story . . . " with my 5th grade class--they love that mushy stuff! Then Tom began a discussion of the reading "Jehovah and the Uncouth Wilderness". Since I am a newcomer to the grant, I hadn't heard the disappearing indian term before. I found that article to be interesting, reading what the English believed as they were taking the land and homes of the natives. I learned that the notion of the disappearing indian was one of the foundational myths of our country. Tom also discussed detribalization and enfranchisement, again something that I had not heard much about. I have begun to read in depth the papers Tom passed out about native people of the east from the revolution to removal. Our 5th grade curriculum covers that area, and I am finding quite a lot of info that I'll be able to use.
Dr. Alice Nash presented the terms ocular and specular--something we should always be thinking about as we teach history. Her powerpoint on the first Thanksgiving was interesting, and I hope to get a copy of it to use the images. Last year, we just touched upon Manifest Destiny in our curriculum. This year, I plan to use the information from Dr. Nash to discuss it more with my 5th graders.
After lunch, we broke into groups to do the Teach Back. I was a willing listener in my group, and received some great ideas that I will be able to use.
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 am overwhelmed with information! I'm sure I have loads of questions . . . not sure which questions I will focus on . . .
3. How would you use this material in the classroom?
So much of this information directly relates to our curriculum that it will be easy to slip it into the class! When we discuss the Purtians, I can incorporate parts of "The . . . Uncouth Wilderness". As I have said, the summaries we received from the revolution to removal will give me a better understanding of events regarding Native Americans that I can share with my class. I would like to use the information and artwork from Dr. Nash's powerpoint to consruct a lesson on the First Thanksgiving. Is that powerpoint available? Thanksgiving is coming fast! I received some great ideas from our break out group. When we learn about King Phillip's War, I'd like to use Wamsutta's suppressed speech at Plymouth (1970). I will be making loblollie this year!
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 didn't realize how much I didn't know and was never taught about Native Americans. I am thankful to be involved in this project to learn how to teach history more ocular than specular.
Monday, October 27, 2008
Looking for a novel
I'm looking for a novel to use for summer reading for incoming sophomores. Ideally the novel will be about pre-contact northeast Native Americans. Does anyone have any suggestions?
Sandy G-Q
Sandy G-Q
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