Nature Transformed: The Environment in American History

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Detail, Nature Transformed
Annotation

This collection of essays, commissioned from distinguished scholars, is designed to deepen content knowledge and offer fresh ideas for teaching. Essays begin with a thorough overview of the topic. “Guiding Discussion” offers suggestions on introducing the subject to students, and “Historians Debate” notes secondary sources with varied views on the topic. Notes and additional resources complete each essay. Essays include links to primary sources in the National Humanities Center’s Toolbox Library and are part of the larger TeacherServe project.

Visitors can browse 17 essays, divided into "Native Americans and the Land," "Wilderness and the American Identity," and "The Use of the Land." These focus on the changing ways in which North Americans have related to the natural world and its resources. Topics include, among others, “The Columbian Exchange,” “The Effects of Removal on American Indian Tribes,” “Cities and Suburbs,” and “Environmental Justice for All.”

Useful for teachers looking to expand their content knowledge beyond the information and viewpoints presented in textbooks, and to get a taste of historians' debate over the interpretation of history.

Civics Online

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Painting, "Penn's Treaty with the Indians," Edward Hicks, c.1840-1844
Annotation

This site was designed as a resource for teachers and students of Civics, grades K-12, in Michigan public schools. The site provides access to 118 primary source documents and links to 71 related sites. Of these documents, 22 are speeches, 34 are photographs or paintings, and five are maps. The site is indexed by subject and "core democratic values" as determined by Michigan Curriculum Framework. A section for teachers includes one syllabi each for primary, middle, and high school courses. The syllabi are accompanied by interviews with the teacher who developed the assignments and by a student who participated in the curriculum, as well as by examples of student work. "Adventures in Civics" presents student visitors with a 178-word essay on Elian Gonzalez and an essay assignment for each grade level on what it means to be an American. The site links to six articles and 17 sites about Gonzalez.

Students may use a multimedia library, simultaneously searchable by era, grade-level, and core democratic value. The site also provides a timeline of American history with 163 entries (five to 500-words). The site provides a 1,000-word explanation of core democratic values and links to 41 other government and university sites about American history and civics. This site will probably be most interesting and useful for teachers looking for curriculum ideas.

Success and Failure in the New World

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photomechanical print, Flight of Lord Dunmore, c1907, LOC
Question

What makes a colony successful or unsuccessful? Why did the Roanoke colony fail while the Jamestown settlement succeeded?

Answer

The greatest factor allowing Europeans to gain a foothold in North America had nothing to do with good planning. The colonization of the Americas by Europeans was built on the aftermath of disease. Old world illnesses such as influenza and smallpox wiped out 90% of the pre-contact population of the Americas within 100 years of Columbus landing in the Caribbean. In Meso-America, Nahuatl-speaking people remembered that, "Before the Spaniards appeared to us . . . an epidemic broke out, a sickness of pustules. Large bumps spread on people; some were entirely covered. They spread everywhere, on the face, the head, the chest, etc. The disease brought great desolation; many people died of it . . . And when things were in this state, the Spaniards came" (1). Disease reached the region we now call Virginia long before John Smith, and disease was one reason the Native communities of the area entered into confederation with one another—to protect themselves from incursions by the Spanish, who they knew brought illness with them.

Similarly, when the first Pilgrims reached New England in 1620, they stepped into a world where up to 90% of the local people had recently died, probably from the bubonic plague. The psychic, spiritual, material, and political effects of such staggering losses cannot be overstated. The indigenous people of the Americas were often in no position to insist that Europeans leave.

Alliances with the Native people who remained were, however, essential if colonists hoped to survive the rigors of new environments.

Alliances with the Native people who remained were, however, essential if colonists hoped to survive the rigors of new environments. The Mattaponi people of Virginia recalled that English colonists didn't bring enough food with them to feed themselves, and the ships' manifests reveal that too many of the colonists were gentlemen, and too few were laborers, resulting in a lack of knowledge and skill to adequately plant and bring in a harvest. The colonists initially knew little about the soil or climate of the places in which they hoped to live. Without Native knowledge—such as the advice to bury dead fish as fertilizer in New England soil—colonists would have starved. As it was, they faced their own battles with malnutrition and disease, and here the Pilgrims may have done better than the Virginians—the former, at least, had sufficient women in the party to take charge of the washing, cooking, and healing that was necessary to survive the rigors of American life.

Why did Roanoke colony fail? It was, like later English colonies, poorly supplied, and the first colonists were actively hostile toward local Native people. This lack of allies would have made survival as an autonomous community especially difficult—surviving as distinctly Englishmen and women may have been impossible. Some historians theorize that the colonists left Roanoke and were absorbed into local Native communities in small groups. If we judge success in terms of an individual's survival, this was a successful tactic. If we judge success by the establishment of long-lasting English colonies on American soil, then Roanoke failed.

For more information

List (by occupation) of the original settlers at Jamestown (at Virtual Jamestown).

Custalow, Linwood "Little Bear," and Angela L. Daniel "Silver Star." The True Story of Pocahontas: The Other Side of History. Golden, CO: Fulcrum Publishing, 2007.

Philbrick, Nathaniel. Mayflower: A Story of Courage, Community, and War. New York: Viking, 2006.

Restall, Matthew, Lisa Sousa, and Kevin Terraciano, eds. Mesoamerican Voices: Native-Language Writings from Colonial Mexico, Oaxaca, Yucatan, and Guatemala. New York: Cambridge University Press, 2005.

Bibliography
1 "Book XII of the Florentine Codex, (compiled 1540-1570 by Fray Barnardino de Sahargún)" in Mesoamerican Voices: Native-Language Writings from Colonial Mexico, Oaxaca, Yucatan, and Guatemala, ed. Matthew Restall, Lisa Sousa, and Kevin Terraciano (New York: Cambridge University Press, 2005), 38.

Museum of Discovery [AR]

Description

The Museum of Discovery presents explorations of science, mathematics, technology, and history—including an exhibit on Arkansas's native peoples.

The museum offers exhibits, exhibits for rent, self-guided and guided tours for school groups, in-class outreach presentations, and recreational and educational activities.

The Lost Colony

Description

Historian and archaeologist Ivor Noel Humes tells the few details known of the early English colony established on Roanoke Island in 1587. Following on a series of unsuccessful colonization attempts, the "Lost Colony" mysteriously disappeared, leaving behind only the word "Croatoan" carved on a fort gate.

Hidden in Plain Sight

Description

Dr. Scott Stephenson, director of collections and interpretation for the American Revolution Center at Valley Forge, discusses his discovery of 18th-century Native American beadwork in private ownership in Scotland. He talks about how difficult it is to find intact collections, with both the documentation of the pieces' origins and the pieces themselves together in one location.

The Native Tongue

Description

Buck Woodard of Colonial Williamsburg talks about instances of first contact between explorers and colonists and Native Americans, focusing on the diversity of Native American languages and problems of understanding and translation that arose at these meetings.

We Are Starved

Description

Ivor Noel Hume, author and retired Chief Archeologist for Colonial Williamsburg, discusses the atrocities and indignities English colonists at Jamestown inflicted on the Native Americans in the region, including Pocahontas.