King Philip's War

Description

This iCue Mini-Documentary introduces King Philip's War, begun by King Philip, a Wampanoag chief, after years of tension between English and Wampanoag cultures. The Indians launched raids on dozens of English towns, but they were ultimately defeated and hunted down.

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Native American Heritage Museum State Historic Site

Description

Visitors to the Museum can share in the journey of the Great Lakes Indian tribes who were forced to emigrate to Kansas in the 1800s, adapting their traditional Woodlands cultures to the rolling prairie landscape. At the Museum, once a Presbyterian mission built in 1845 to educate Iowa and Sac and Fox children, you will find quillwork, baskets, and other artwork of present-day descendants of emigrant tribes. Through the interactive exhibits, Native Americans tell stories in their own words.

The site offers exhibits, tours, and educational and recreational programs.

In Our Own Time: Native American Timekeeping

Quiz Webform ID
22411
date_published
Teaser

It’s American Indian Heritage Month, but by whose calendar? Decide if these statements are true or false.

quiz_instructions

When Europeans arrived in North American, they brought their own calendars and understanding of the passage of time. Native peoples, they found, related to time in ways both similar and very different. Decide whether the following statements on Native timekeeping practices are true or false.

Quiz Answer

1. Winter counts, kept by the Lakota people, mark each year in a Lakota band's history with a picture depicting an important event. For the year 1833, many Lakota winter counts show the same event: stars falling from the night sky.

True. In the winter of 1833, the Leonid meteor shower, visible each November, blazed with extraordinary strength. The falling stars caught the attention of people throughout North America, and many Lakota bands chose the shower as the event to stand for the year. Later in the 1800s, ethnologist Garrick Mallery (1831-1894) identified the pictures as standing for the meteor shower, allowing scholars to match the years of the winter counts with the European calendar.

2. Prior to introduction to European calendar systems, the Native peoples of Alaska used peg calendars, wooden calendars in which a peg was moved forward in a series of holes day by day to mark the passage of time.

False. Russian colonists and missionaries introduced peg calendars to the Native peoples of Alaska so that they could track the holy days of the Russian Orthodox Church. Russian contact with Alaskan cultures began in the 1700s, and settlement of the region, accompanied by cultural exchange, continued until 1867, when the U.S. purchased Alaska from the Russians. Peg calendars remained in use into the 20th century.

3. The Winnebago Native Americans recorded time using calendar sticks, in which notches were cut to signify important events, lunar cycles, years, and other units of distinction and division.

True. The Winnebago Native Americans did use sticks to record the passing of time in this manner. However, the use of calendar sticks was not limited to the Winnebago. Other Native American groups throughout North America used sticks, including the Pima, the Osage, and the Zuni. The markings on sticks and their daily and ceremonial use varied from region to region and people to people.

4. The Hopi calendar divides the year into four sections. Spirits known as katsinas (or kachinas) visit the Hopi people in two of these sections, alternating with the two sections free of the spirits.

False. The Hopi calendar divides the year into two halves, one beginning around the summer solstice (June 20th or 21st) and the other with the winter solstice (December 21st or 22nd). After the winter solstice, katsinam, benevolent spirits, visit the Hopi people, personated by Hopi men in masks and costumes. Following the summer solstice, the katsinam leave the Hopi again.

For more information

nativeamericans_ctlm.jpg The Smithsonian National Museum of Natural History's online exhibit Lakota Winter Counts displays the images from 10 winter counts. Annotations describe what each image represents, and the website offers a teaching guide and other resources. Check the entries for the winter of 1833-1834 to see the counts' depictions of the 1833 meteor shower.

The website Alaska's Digital Archives includes a collection of digital resources, including photographs and documents, on Alaskan Native history. A photograph of a 1900s peg calendar, decorated in Aleut or Alutiiq style, can be found here.

The National Watch and Clock Museum provides a travelling trunk program that includes a "Native American Timekeeping Travel Trunk." For a $50 fee plus shipping charges, you can check out the trunk, which contains background material on calendar sticks, winter counts, and the Aztec calendar, as well as samples of and directions for related crafts.

Rainmakers from the Gods: Hopi Katsinam, an online exhibit from Harvard's Peabody Museum of Archaeology and Ethnology, follows the ceremonies of the Hopi year and includes pictures of katsina dolls associated with each ceremony.

To find more resources on Native American history and culture, check out the History Content section of our website. Select the section that corresponds with the material type you'd like to find—Website Reviews points you toward quality websites, Online History Lectures catalogs online audiovisual presentations, and History in Multimedia collects field trip possibilities from across the country. In the search boxes, choose "American Indians" from the dropdown "Topic" menu, or enter the specific keywords you'd like to find resources on in the "Keywords" box and hit "Submit."

Sources
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The Royal We: Princesses of the Past

Quiz Webform ID
22412
date_published
Teaser

Daughters of rulers and subjects of history . . . are these statements on women of monarchical lineage true or false?

quiz_instructions

The U.S. formed by breaking ties with a king, but its people remain fascinated by royalty—particularly glamorous queens and princesses, whether fictional or real. While we have no royalty of our own, monarchies (and princesses) do figure in American history. Choose whether the following statements are true or false.

Quiz Answer

1. When Pocahontas, daughter of Algonquian chief Powhatan, met King James I in England, he chided her husband, colonist John Rolfe, for having dared to marry a royal.

True. Or at least, he is recorded as doing so in colonist Robert Beverley's 1705 The History and Present State of Virginia, today a major resource in early Virginian and colonial history. Beverley gives a full account of Pocahontas's story (though historians debate its accuracy). According to Beverly, in England,

"Pocahontas had many Honours done her by the Queen . . . she was frequently admitted to wait on her Majesty, and was publickly treated as a Prince's Daughter; she was carried to many Plays, Balls, and other publick Entertainments, and very respectfully receiv'd by all the Ladies about the Court. Upon all which Occasions she behaved her self with so much Decency, and show'd so much Grandure in her Deportment, that she made good the brightest Part of the Character Capt. Smith had given of her. In the mean while she gain'd the good Opinion of every Body, so much that the poor Gentleman her Husband had like to have been call'd to an Account for presuming to marry a Princess Royal without the King's Consent . . ."

2. Queen Lili'uokalani, forced to abdicate her throne in 1893, was the last female royal of the Hawaiian monarchy.

False. Upon coming to the throne in 1891—following the death of her brother, King Kalakaua—Queen Lili'uokalani appointed Victoria Ka'iulani Cleghorn, her half-Scottish half-Hawaiian niece, as Crown Princess of Hawaii. Born in 1875 and educated in the UK, Ka'iulani spent the latter part of her short life advocating for the restoration of her country's independence. She died of illness in 1899, at the age of 23—shortly after the U.S. officially annexed Hawaii. The Hawaiian royal line continues today, but Ka'iulani was the last princess appointed while the monarchy held political power.

3. One female sachem (an Algonquian tribal chief) took part in the bloody 1675-1676 conflict between New England colonists and Native Americans known as King Philip's War.

False. Two female sachems took part in King Philip's War. The most famous is Weetamoo, sachem of the Wampanoag tribe called the Pocassets and sister-in-law of Metacom, sachem of the Pokanoket. Called Philip by the English, Metacom was the Philip of King Philip's War and, with Weetamoo and her tribe, fought against the English. Less famous is Awashonks, female sachem of the Sakonnets. Though she originally sided with Weetamoo and Philip, she later chose to ally her tribe with the English.

4. The marriage of Japanese imperial princess Kazunomiya to the acting ruler of Japan, shogun Tokugawa Iemochi, was a direct reaction to the 1854 Convention of Kanagawa, in which American Commodore Matthew C. Perry intimidated Japan into opening its ports to the U.S.

False. The imperial family objected to the opening of Japan—which had kept its borders largely shut to outsiders for centuries—to the U.S., but the imperial princess' marriage did not take place until several years after the shogun concluded a second treaty, this one with the first U.S. Consul General to Japan, Townsend Harris. The shogunate, essentially a monarchy made up of warrior-rulers, had long held the power of government in Japan, while the traditional monarchy of the imperial family had become largely ceremonial. However, the shogunate's agreeing to open the country to Westerners in the treaties of 1854 and 1858 created a political divide between supporters of the shogun and of the emperor; Kazunomiya's marriage to Iemochi in 1862 was meant to bridge this divide.

For more information

princess-image-ctlm.jpg To read Robert Beverley's full account of the life of Pocahontas, refer to pages 25-33 of his The History and Present State of Virginia online at Documenting the American South.

In contrast to Beverley's account, listen to historian Caroline Cox's attempt to reconstruct the life of Pocahontas in the lecture Biography: Pocahontas. In Colonial Williamsburg's podcast episode We are Starved, archaeologist Ivor Noel Hume provides a very different view from Beverley's of Pocahontas's time in England.

For more information on Crown Princess Ka'iulani, refer to The Ka'iulani Project, a website and research community that seeks to recover the history of Ka'iulani and make her life story more widely known. For class-appropriate readings on Ka'iulani, Scholastic's series of books for young people The Royal Diaries includes Ka'iulani: The People's Princess, a fictionalized first-person account of the princess' life from 1889 to 1893. Currently, much controversy surrounds an in-production film on the life of the princess and the annexation of Hawaii.

Weetamoo's early life, as well as the life of Awashonks, are fictionalized in another volume in Scholastic's The Royal Diaries series: Weetamoo: Heart of the Pocassets, by Patricia Clark Smith. Details on the lives of both Weetamoo and Awashonks are scarce, as the Wampanoag people had no written language; however, Mary Rowlandson, a colonist captured by the Wampanoag during King Philip's War, describes Weetamoo in her memoir, Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson. Project Gutenberg offers the full-text of the narrative.

For more on King Philip's War, Harvard professor Jill Lepore discusses the conflict in an episode of the Gilder Lehrman Institute of American History's podcast, Historians on the Record.

In Kazunomiya: Prisoner of Heaven, another volume in Scholastic's Royal Diaries series, Kathryn Lasky imagines Kazunomiya's life from 1858 to 1862.

Sources
  • Robert Beverley, The History and Present State of Virginia… (London: 1705), Documenting the American South (accessed September 4, 2009).
  • Sheila Keenan, Scholastic Encyclopedia of Women in the United States (New York, N.Y.: 2002).
  • Kathryn Lasky, Kazunomiya: Prisoner of Heaven (New York, N.Y.: Scholastic, 2004).
  • Patricia Clark Smith, Weetamoo: Heart of the Pocassets (New York, N.Y.: Scholastic, 2003).
  • University of South Florida, Florida Center for Instructional Technology, Clipart ETC, (accessed September 4, 2009).
  • Ellen Emerson White, Kaiulani: The People's Princess (New York, N.Y.: Scholastic, 2001).
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Demographics 1890-1915

Question

I am trying to find a good website that have the demographics during 1890-1915. Could you please give me a direction to go in?

Answer

Luckily, population studies play a role in many facets of government funding and studies. The wealth of information on U.S. demographics is rooted in the U.S. Census Bureau. The first census was taken in 1790 and included men, women, free, and enslaved persons. For more information on the history of one of the first government agencies, read the Teachinghistory.org article, Stand Up and Be Counted: Teaching with the Census which also provides guidance on lesson plans.

The Great Plains: America's Crossroads

Description

From the Gilder Lehrman Institute of American History:

"To many, the Great Plains are part of the 'Great Flyover,' whose landscape and history alike are flat and featureless. But in this region in the middle of the nation, cultures have mingled and clashed for thousands of years. We will focus on the nineteenth century, though we will also examine the first peoples and the continuing cultural exchanges of the twentieth century. We will begin with the physical setting, plants, and animals, and consider early humans in both Native American traditions and anthropological/archeological studies. Europeans arriving in the sixteenth century accelerated the long history of change and evolution, initiating more than three centuries of converging peoples and cultures, new centers of power, flourishing trade, calamitous epidemics, and cultural and material intrusions from around the planet. We will visit Bent's Fort to see a cultural crossroads illustrated through one family. We will also examine cattle ranching, homesteading, scientific explorations, and the depiction of the Plains in art."

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
6463669666
Target Audience
K-12
Start Date
Cost
Free, $400 stipend
Course Credit
"The Gilder Lehrman Institute of American History is proud to announce its agreement with Adams State College to offer three hours of graduate credit in American history to participating seminar teachers. Teachers are required to submit a reflection paper and a copy of one primary source activity completed during or immediately after the seminar."
Duration
One week
End Date

Exploring the Early Americas

Description

From the Library of Congress website:

"Interested in learning strategies to teach about European Explorers in the Americas? Want to know more about the indigenous cultures of Mesoamerica (Maya, Inca, and Aztec)? Explore the cartographic knowledge of the world in the sixteenth century. You will be able to do all of this and more by using Library of Congress primary sources. . . .Participants will leave with strategies and materials they can use in their schools. The institute uses the Library's exhibition Exploring the Early Americas as its foundation. Learn how to make this era in history come alive for student using images, manuscripts, letters, three-dimensional objects, and maps."

Contact name
s
Sponsoring Organization
Library of Congress
Phone number
2027079203
Target Audience
K-12
Start Date
Duration
Seven and a half hours

Exploring the Early Americas

Description

From the Library of Congress website:

"Interested in learning strategies to teach about European Explorers in the Americas? Want to know more about the indigenous cultures of Mesoamerica (Maya, Inca, and Aztec)? Explore the cartographic knowledge of the world in the sixteenth century. You will be able to do all of this and more by using Library of Congress primary sources. . . .Participants will leave with strategies and materials they can use in their schools. The institute uses the Library's exhibition Exploring the Early Americas as its foundation. Learn how to make this era in history come alive for student using images, manuscripts, letters, three-dimensional objects, and maps."

Contact name
Susan Mordan
Sponsoring Organization
Library of Congress
Phone number
2027079203
Target Audience
K-12
Start Date
Duration
Seven and a half hours

Exploring the Early Americas

Description

From the Library of Congress website:

"Interested in learning strategies to teach about European Explorers in the Americas? Want to know more about the indigenous cultures of Mesoamerica (Maya, Inca, and Aztec)? Explore the cartographic knowledge of the world in the sixteenth century. You will be able to do all of this and more by using Library of Congress primary sources. . . .Participants will leave with strategies and materials they can use in their schools. The institute uses the Library's exhibition Exploring the Early Americas as its foundation. Learn how to make this era in history come alive for student using images, manuscripts, letters, three-dimensional objects, and maps."

Contact name
Susan Mordan
Sponsoring Organization
Library of Congress
Phone number
2027079203
Target Audience
K-12
Start Date
Duration
Seven and a half hours