On a Mission: Junípero Serra in New Spain

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photomechanical print, Junipero Serra, published 1913, Francisco Palóu, LOC
Question

What was Junípero Serra’s relationship to the San Gabriel Mission and the Native American people in the area?

Answer

Father Junípero Serra was born Miguel Joseph Serra in Spain in 1713. Educated as a friar in the Order of St. Francis, he immigrated to New Spain in 1749, where he worked as both a missionary and a university administrator. In 1769, Serra led a group of Franciscan monks into Alta California, and there oversaw the founding and maintenance of a chain of missions along the Californian coast. Mission San Gabriel was the fourth mission to be built in this chain. While Serra selected the site for the mission (a site that was eventually changed) he did not personally visit the mission station until September 1772, a year after its founding.

Serra oversaw a mission system that rapidly transformed the environment and living situation of California's indigenous communities.

Serra oversaw a mission system that rapidly transformed the environment and living situation of California's indigenous communities. The friars, and the soldiers sent to accompany them, brought European domestic animals—cows, pigs, and sheep—into the region where they quickly reproduced past the point of containment. Non-native species of grasses and weeds were transported via supplies from New Spain and overran the local flora upon which Native communities depended for food. Thousands of indigenous people were pushed by these events to move to the missions in order to secure the means of their subsistence.

The friars forced Native people to work for the missions, often growing the crops upon which the mission community depended. The Franciscans strove to convert Native people to Catholicism, requiring that individuals attend mass, memorize catechisms, confess their sins, and accept harsh physical punishment for behaviors the friars considered sinful. Kinship structures were deeply disrupted by the friars' attempts to remake Native families according to a Christian, Spanish model. This situation was further compounded by mortality rates at the missions, which vastly outpaced those in other areas of the Spanish empire or Europe itself. Infants and children were especially vulnerable. The rampant spread of diseases such as syphilis and gonorrhea among the Native population made it hard for communities to replace the members they lost.

Native people were not passive in the face of such change.

Native people were not passive in the face of such change. Many individuals sought to preserve their traditional spiritual belief systems—some of which, like that of the Luiseño, mapped easily onto the central ideas of Catholicism, and some of which did not—as well as offering political resistance to the authorities of New Spain. The environmental and epidemiological changes brought about by the missions, however, made it difficult for families or communities to survive without some connection to the missions, be it wholesale removal or trade.

Serra died in California in 1784. In 1987 he was beatified by Pope John Paul II, a prerequisite for the attainment of sainthood. Controversy persists as to whether Serra should be sainted, given his administration of a mission system that was so destructive to the lives of California's Native people.

For more information

Hackel, Steven W. Children of Coyote, Missionaries of Saint Francis: Indian-Spanish Relations in Colonial California, 1769-1850. Chapel Hill: University of North Carolina Press, 2005.

Sandos, James A. Coverting California: Indians and Franciscans in the Missions. New Haven: Yale University Press, 2004.

The Fighting Canadiens

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Engraving, Joseph Brant (Thayendanegea), Thomas Addis Emmet, NYPL Digital Galler
Question

France supported the U.S. during the Revolutionary War. However, didn't they also back the Native Americans in Canada against the U.S.?

Answer

The Treaty of Paris, adopted at the end of the French and Indian War (1754-1763), transferred control of Canada from France to Britain. After the United States later declared independence from Britain, France began offering secret support to the Patriots in the forms of arms, ammunition, economic aid, and technical assistance. Although the French government did not support Native Americans against the United States, some of the French Canadians (Canadiens) who had remained in Canada after the British takeover fought alongside Native American allies against the Patriots.

After acquiring Canada, the British had treated the Canadiens mildly. They allowed the former French citizens to continue practicing their Roman Catholic religion, and although the British required all residents of Canada to use the common law for public and criminal issues, they retained French civil law for private legal matters.

Although some Canadiens fought with the British, others fought with the Patriots.

These measures helped the British to win the loyalty of many French Canadians. At the beginning of the Revolution, an American raid on Fort St. Jean, not far from Montreal, alarmed British officials and turned some Montreal residents against the Patriots. America’s wartime exclusion from the British fur trade benefited Montreal merchants, and despite lingering resentment over Britain’s possession of their colony, they decided that their own business interests lay with the preservation of British ties. Other French Canadians followed their religious and political leaders to the British side. Americans, after all, were the same people the Canadiens had just fought in the French and Indian War, when British New Englanders committed such atrocities as seizing farms, livestock, and produce, and stabling horses in their Catholic churches. Canadiens believed that they were better off with the British conquerors than with the American Revolutionaries.

In the territory bordering Canada and the new United States, the Six Nations of the Iroquois were also forced to make decisions with regard to alliances. Although many preferred to remain neutral, Tuscaroras and Oneidas generally chose to ally with the Americans. The rest of the Six Nations, led by the Mohawks, supported the British. Molly Brant, a respected Mohawk and mistress to British Indian Superintendent Sir William Johnson, and her brother Mohawk war chief Joseph Brant (Thayendanegea), convinced the Mohawk to side with the British. In several battles, Iroquois warriors, British regulars, and Canadien militia fought together to retain control over territory far down into Ohio Country and into the area around present-day Detroit.

Although some Canadiens fought with the British, others fought with the Patriots. For example, the 1st Canadian Regiment included Canadiens sympathetic to the American cause. They saw action in the Battles of Quebec (1775), Trois-Rivieres (1776), and Saratoga (1777), among others.

For more information

Middlekauff, Robert. The Glorious Cause: The American Revolution, 1763-1789. New York: Oxford University Press, 1982.

Taylor, Alan. The Divided Ground: Indians, Settlers, and the Northern Borderland in the American Revolution. New York: Alfred A. Knopf, 2006.

Bibliography

Calloway, Colin G. The American Revolution in Indian Country. Cambridge: Cambridge University Press, 1995.

Graymont, Barbara. The Iroquois in the American Revolution. Syracuse: Syracuse University Press, 1972.

Lawson, Phillip. The Imperial Challenge: Quebec and Britain in the Age of the American Revolution. Montreal: McGill-Queens University Press, 1994.

Stanley, George. Canada Invaded, 1775-1776. Toronto: Hakkert Press, 1973.

20th-century Jewish Immigration

Question

How is Jewish immigration generalized by textbooks?

Textbook Excerpt

Some textbook narratives point out large, well-known anti-Semitic groups but fail to examine in detail acts of violence against religious and cultural minorities or the acts those groups took to combat the virulent, unapologetic anti-Semitism.

Source Excerpt

A shared wellspring of religious and cultural traditions helped keep even the most contentious elements of the American Jewish community intertwined in some ways. For example, the 1910 Protocol of Peace was negotiated and signed by Jewish communal leaders and lawyers who represented both Jewish garment manufacturers and factory owners, and Jewish workers and labor activists.

Historian Excerpt

American Jewish history provides a test case for the question of how different the experiences of the “old” and “new” immigrants actually were, with a growing number of historians convinced that the period between 1820 and 1924 should more properly be seen as a continuous century of American Jewish migration that saw more structural similarities than discontinuities.

Abstract

All textbooks cover the great wave of immigration that brought approximately 25 million people to America from 1880–1924. They provide a standard account of chain migration, ethnic urban neighborhoods, the Americanization movement, and the successful campaigns for restrictive immigration legislation. Eastern European Jews are often cited as examples of the new religious groups entering the U.S., as frequent participants in the labor activism that characterized industrial development, and as significant contributors to popular American culture, especially through music and movies. Several other significant elements of the Jewish immigrant experience receive little attention, but a closer look sheds light on the complicated turn-of-the-century immigration to America.

Jewish Immigration to the United States

Resources for Independence Day

Date Published
Article Body

On July 2, 1776, the Second Continental Congress approved a resolution declaring colonial independence from Great Britain. Two days later, Congress approved the Declaration of Independence, a document listing the colonies' reasons for declaring independence. More than 200 years later, the U.S. celebrates Independence Day on the fourth of July, not the second.

Why?

Explore the resources on Teachinghistory.org's Independence Day spotlight page for the answer to this question and others. You'll find website reviews, teaching strategies, lesson plans, quizzes, and more. Though Independence Day falls outside of the school year for many teachers and students, you can use these resources whenever you teach about the holiday or the Declaration of Independence and the American Revolution. (If you're looking for resources on other founding documents, try our spotlight page on Constitution Day.)

With the advent of digital archives, anyone with an Internet connection now has access to an embarrassment of historical riches, including hundreds of primary sources from the American Revolution. After browsing our spotlight page, explore some of these resources:

  • A letter on July 3, 1776, to Abigail Adams, in which John Adams writes that he believes the second of July will become a national holiday (from the Massachusetts Historical Society).
  • The original and engraved versions of the Declaration of Independence, accompanied by a transcript, explanatory articles, and the Virginia Declaration of Rights (from the National Archives and Records Administration).
  • A second letter from John Adams to Abigail Adams, written July 5, 1777, in which Adams describes a celebration on the first anniversary of independence (from the Library of Congress; check out other primary sources on later Independence Day celebrations, too).
  • George Washington's general orders from July 9, 1776, describing the reading of the Declaration to troops (from the Library of Congress; click "Transcription" at the top of the page).
  • Fragments from drafts of the Declaration, original printed copies, prints of both contemporary and later visions of the Continental Congress, and more (from the Library of Congress).
  • Fragments of Thomas Jefferson's autobiography related to the Declaration of Independence (from the Library of Congress).
  • An 1823 letter from Thomas Jefferson to James Madison on memories of the drafting of the Declaration (from the Library of Congress; no transcript available).
  • An interactive version of Thomas Jefferson's rough draft of the Declaration (from the Library of Congress; Silverlight required to view).
  • The back of the original copy of the Declaration (from the National Archives and Records Administration).

John Adams Book

Description

Gwen Wright of PBS's History Detectives speaks to Dan Coquillette, Professor of History at Harvard, about an artifact, a book John Adams gave to his son. The book contains pamphlets spread following the Scottish Martyr Trials of 1792. Coquillette speculates that Adams may have given them to his son as a warning against carrying through with the Sedition Act.

Fort Laurens [OH]

Description

Named in honor of Henry Laurens, then president of the Continental Congress, Fort Laurens was built in 1778 in an ill-fated campaign to attack the British at Detroit. Supplying this wilderness outpost was its downfall, as its starving garrison survived on boiled moccasins and withstood a month-long siege by British-led Indians. The fort was abandoned in 1779. Today, only the outline of the fort remains, but a small museum commemorates the frontier soldier, presents a video giving the fort's history, and displays archaeological artifacts from the fort's excavation. The large park surrounding the museum is the location for periodic military reenactments. The remains of the soldiers who died defending the fort are buried in a crypt in the museum wall and at the Tomb of the Unknown Patriot of the American Revolution.

A second website covering the site, the Friends of Fort Laurens website, can be found here.

The site offers a short film; exhibits; and occasional recreational and educational events, including living history events.

Fort Jefferson and Monument [OH]

Description

Fort Jefferson Park and Monument mark the site of an advance outpost of General Arthur St. Clair, built in October 1791. It was named in honor of Thomas Jefferson, then Secretary of State. One of a chain of defensive forts built to protect army supplies from Indians, it served as a supply base throughout the campaigns of General St. Clair and General Anthony Wayne. It was abandoned in 1796. The monument is made of faced granite field boulders, six feet square and 20 feet tall. No part of the fort remains.

The site is open to the public.

Felix Vallé House State Historic Site [MO]

Description

The Felix Vallé State Historic Site is designed to offer visitors a rare glimpse of Missouri's French colonial past. From the historic site's website, "The site features the Felix Vallé House built in 1818 as an American-Federal style residence and mercantile store. Restored and furnished to reflect the 1830s, the home today interprets the American influence on the French community following the Louisiana Purchase." In addition to the Felix Vallé House, the historic site also features the Benjamin Shaw house and the 1792 Bauvais-Amoureux House.

The State Historic Site offers guided tours and interpretive activities, and serves as the headquarters for the Historic Preservation Field School. The website offers visitor information as well as a brief history of the site.