American Indians of the Pacific Northwest

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northwest indians
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These 2,300 photographs and 7,700 pages of text focus on the lives of American Indians in the Northwest Coast and Plateau regions of the Pacific Northwest. Materials illustrate housing, clothing, crafts, transportation, education, employment, and other aspects of everyday life among American Indians in this region. Most of the photographs were taken before 1920.

Texts include more than 3,800 pages from the Annual Reports of the Commissioner of Indian Affairs to the Secretary of the Interior from 1851 through 1908; 89 Pacific Northwest Quarterly articles from 1906—1998; and 23 titles in the University of Washington Publications in Anthropology series. The site also offers 14 maps and 10 lengthy essays authored by anthropologists on specific tribal groups and cross-cultural topics.

Conococheague

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Moravian missionary, John Heckewelder, ca. 1823, American Philosophical Society
Question

I hope you can answer this question. We can't agree on the correct pronunciation of “Conococheague.” Would you happen to know?

Answer

“Conococheague” is a Delaware Indian phrase referring to a particular creek, the main branch of which begins in Franklin County, Pennsylvania, and flows into Maryland. It crosses under the old Chesapeake & Ohio canal aqueduct near Williamsport, Maryland, and then into the Potomac River near Chambersburg. The name Conococheague, by extension, was later also applied to a mountain nearby.

The area drained in the watershed of the creek was the scene of fierce hostilities between the Delaware tribes and the early white settlers to the area that did not cease until a peace treaty was concluded in 1758.

The U.S. Geological Survey’s Geographic Names Information System (GNIS) public database entry for Conococheague Creek, magnanimously gives the following daunting list of variant spellings: Canigotschik, Conecocheague, Conegocheek, Conegocheige, Conegochiegh, Conegoge, Conegogee, Conegogeek, Conigochego, Conigotoschick, Conijachola, Connatachequa, Connogocheague, Conocochego, Cunnaquachegue, Cunnatachegue, Cunnatichegue, and Guneukitschik.

Some people are determined that the word is pronounced with the accent on the last syllable—“Kahn-uh-kuh-JIG.” However, the bulk of the evidence gives pride of place to putting the accent on the second to the last syllable.

The accepted pronunciation, according to AllRefer.com is “KAH-no-KAH-cheek,” with the accent on the penultimate syllable. And, listening to the folks at the Conococheague Institute in Mercersburg, Pennsylvania, pronounce it, I heard “KAH-no-KAH-cheeg.”

In 1822, the Moravian missionary, John Gottlieb Heckewelder (1743-1823), widely traveled among the Delaware Indians, sent to the American Philosophical Society a long descriptive list he had compiled of Indian names of geographical features. On his list (p. 373, as published by the American Philosophical Society in 1834) was “Conococheague,” which he then phoneticized as “Guneukìtschik,” with the accent on the penultimate syllable. He offered the translation as “long indeed, very long indeed.”

For more information

Visit the Conococheague Institute's website, to learn about its mission, "dedicated to promoting and interpreting the history of the French and Indian War in Pennsylvania, Maryland, West Virginia and Virginia."

Resources on Native American History

The National Park Service operates the Williamsport Visitor Center, which is located at the confluence of the Conococheague Creek and the Potomac River.

Bibliography

John Heckewelder and Peter S. Du Ponceau, “Names Which the Lenni Lenape or Delaware Indians, Who Once Inhabited This Country, Had Given to Rivers, Streams, Places, &c. &c. within the Now States of Pennsylvania, New Jersey, Maryland and Virginia: And Also Names of Chieftains and Distinguished Men of That Nation; With the Significations of Those Names, and Biographical Sketches of Some of Those Men. By the Late Rev. John Heckewelder, of Bethlehem, Pennsylvania. Communicated to the American Philosophical Society April 5, 1822, and Now Published by Their Order; Revised and Prepared for the Press by Peter S. Du Ponceau, Transactions of the American Philosophical Society, New Series, Vol. 4, (1834), pp. 351-396. Many of Heckewelder’s manuscripts and published materials are at the Historical Society of Pennsylvania in Philadelphia.

American Indian Women

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Obleka, an Eskimo woman 1907
Question

What were women treated like in the tribes of the Indians? Were they given more rights than American women of the time?

Answer

In 1644, the Rev. John Megalopensis, minister at a Dutch Church in New Netherlands, complained that Native American women were “obliged to prepare the Land, to mow, to plant, and do every Thing; the Men do nothing except hunting, fishing, and going to War against their Enemies. . .” Many of his fellow Europeans described American Indian women as “slaves” to the men, because of the perceived differences in their labor, compared to European women. Indian women performed what Europeans considered to be men’s work. But, from the Native American perspective, women’s roles reflected their own cultural emphases on reciprocity, balance, and autonomy. Most scholars agree that Native American women at the time of contact with Europeans had more authority and autonomy than did European women.

It is hard to make any generalizations about indigenous societies, because North America’s First Peoples consisted of hundreds of separate cultures, each with their own belief systems, social structures, and cultural and political practices. Evidence is particularly scarce about women’s everyday lives and responsibilities. However, most cultures shared certain characteristics that promoted gender equality.

Kinship, extended family, and clan bound people together within a system of mutual obligation and respect. Lineage was central to determining status and responsibilities, consent held communities together, and concepts of reciprocity extended to gender roles and divisions of authority.

Men were generally responsible for hunting, warfare, and interacting with outsiders, therefore they had more visible, public roles. Women, on the other hand, managed the internal operations of the community. They usually owned the family’s housing and household goods, engaged in agricultural food production and gathering of foodstuffs, and reared the children.

Because women’s activities were central to the community’s welfare, they also held important political, social, and economic power. In many North American societies, clan membership and material goods descended through women. For example, the Five (later Six) Nations of the Iroquois Confederation all practiced matrilineal descent. Clan matrons selected men to serve as their chiefs, and they deposed chiefs with whom they were dissatisfied. Women’s life-giving roles also played a part in their political and social authority. In Native American creation stories, it was often the woman who created life, through giving birth to children, or through the use of their own bodies to create the earth, from which plants and animals emerged.

Some scholars argue that, after contact, women’s authority steadily declined because of cultural assimilation. Euro-American men insisted on dealing with Indian men in trade negotiations, and ministers demanded that Indians follow the Christian modes of partriarchy and gendered division of labor that made men farmers and women housekeepers.

However, other scholars, such as SUNY Fredonia anthropologist Joy Bilharz and University of North Carolina historian Theda Perdue, argue that many indigenous women maintained authority within their communities. Matrilineal inheritance of clan identity remained important parts of many cultures long after contact, and women continued to use their maternal authority to influence political decisions within and outside of their own nations.

For example, as the United States increased pressure against the Cherokee nation to relinquish their eastern lands and move west, groups of Cherokee women petitioned their Council to stand their ground. In these communications, they sternly reminded their “[b]eloved children” that they had raised the Council members on that land which “God gave us to inhabit and raise provisions.” They admonished their children not to “part with any more lands.”

Another Cherokee woman wrote to Benjamin Franklin in 1787, advocating peace between the new United States and the Cherokee nation. She advised Franklin that political leaders “. . . ought to mind what a woman says, and look upon her as a mother – and I have Taken the prevelage to Speak to you as my own Children . . . and I am in hopes that you have a beloved woman amongst you who will help to put her children right if they do wrong, as I shall do the same. . . . ” American Indian women assumed that their unique positions in their societies gave them the right to play the mother card when necessary.

For more information

Primary Documents:
John Megalopensis, “A Dutch Minister Describes the Iroquois.” Albert Bushnell Hart, ed., American History Told by Contemporaries, vol. I. New York: 1898.

Petitions of the Women’s Councils, Petition, May 2, 1817 in Presidential Papers Microfilm: Andrew Jackson. Library of Congress, series 1, reel 22.

“Letter from Cherokee Indian Woman to Benjamin Franklin, Governor of the State of Pennsylvania,” Paul Lauter et al., eds, The Heath Anthology of American Literature, Volume A: Beginnings to 1800, 6th ed. New York: 2009.

For Further Reading:
Joy Bilharz, “First Among Equals? The Changing Status of Seneca Women” in Laura F. Klein, ed., Women and Power in Native North America. Norman, Ok.: 1995. 101-112.

Theda Perdue, Cherokee Women: Gender and Culture Change, 1700-1835. Lincoln, Neb: 1998.

Nancy Shoemaker, ed., Negotiators of Change: Historical Perspectives on Native American Women. New York: 1995.

Bibliography

Images:
"Obleka, an Eskimo woman," Frank Nowell, 1907. Prints and Photographs Division, Library of Congress.

"Kutenai woman," Edward Curtis, 1910. Prints and Photographs Division, Library of Congress.

Humor's Edge

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Cartoon, The Bush Decision, Supreme Court overturns recount
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Pulitzer Prize-winning political cartoonist Ann Telnaes recently donated 81 of her cartoons to the Library of Congress. Those cartoons make up the entire collection of this site, which is searchable by keyword. Each cartoon is displayed with the size, format, medium, and publication date. The cartoons were published between 1996 and 2001, and each addresses a political or cultural issue from a domestic or international perspective. Although limited in holdings and scope, the site could be quite useful for those researching late 20th-century topics in political culture.

American Broadsides and Ephemera, Series I, 1760-1900

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Logo, Readex
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This subscription-only website presents an extensive archive of documents relevant to early U.S. history, offering full-color facsimile images of approximately 30,000 broadsides and ephemera. Advertisements, campaign literature, poems, juvenile literature, and Civil War envelopes comprise the bulk of the collection, making the archive especially valuable for those interested in early American consumer culture, political campaigns, and literary life. The collection also contains rich information on slavery, Native American relations, and local events—plays, gatherings, and religious events.

Users can browse the archive by category: Genre, Subjects, Author, History of Printing, Place of Publication, and Language. Simple and advanced searches are available, enabling easy access into this large collection of documents. For those with access, this site provides an extensive resource for researching 18th- and 19th-century North America.

Accessible Archives

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Image, Godey's Lady's Book, Accessible Archives
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These eight databases present more than 176,000 articles from 18th- and 19th-century newspapers, magazines, books, and genealogical records. Much of the material comes from Pennsylvania and other mid-Atlantic states.

Godey’s Lady’s Book (1830–1880), one of the most popular 19th-century publications, furnished middle- and upper-class American women with fiction, fashion illustrations, and editorials. The Pennsylvania Gazette (1728–1800), a Philadelphia newspaper, is described as the New York Times of the 18th century. The Civil War: A Newspaper Perspective includes major articles from the Charleston Mercury, the New York Herald, and the Richmond Enquirer. African-American Newspapers: The 19th Century includes runs from six newspapers published in New York, Washington, DC, and Toronto between 1827 and 1876. American County Histories to 1900 provides 60 volumes covering the local history of New Jersey, Delaware, and Pennsylvania. The Pennsylvania Genealogical Catalogue: Chester County 1809–1870 has been partially digitized, with 25,000 records available. The Pennsylvania Newspaper Record: Delaware County 1819–1870 addresses industrialization in a rural area settled by Quaker farmers.

Probing the Past

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Logo, Probing the Past
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Presenting 325 probate inventories, this website provides a unique window into daily life in Virginia and Maryland between 1740 and 1810. In this time period, county courts appointed appraisers, local men, to visit an estate after its owner died, list what was there, and estimate its value. These listings, called probate records or inventories, can be analyzed to illuminate a family's routines, rituals, and social relations, as well as a region's economy and connection to larger markets. These inventories are a sample from the region at this time, picked to be representative of the furnishings in George Mason's Gunston Hall. They are all digitized, transcribed, and searchable.

For a general overview, the inventories can be browsed by decade and county—including York, Norfolk, Richmond, and Fairfax counties in Virginia. For more detailed information on the role of material culture in colonial life, the site's Interpreting section presents interviews with two scholars who use probate records to discuss topics such as slavery and slave life, credit and debt, and women and property ownership. Three detailed lesson plans, written by Virginia teachers, are also available, providing suggestions for incorporating these rich sources into classroom learning.

Recipe for Victory: Food and Cooking in Wartime Anonymous (not verified) Wed, 11/09/2011 - 14:07
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Poster, Know your onions. . . , 1941-1945, Office for Emergency Management, NARA
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This collection includes primary documents about the food conservation program that took place in the United States during World War I. During this time there was great need for food in Europe for both the military as well as civilians. The U.S. Food Administration created programs to conserve food. “Meatless Tuesdays” encouraged Americans to limit their consumption. Other programs promoted the establishment of “war gardens,” small backyard kitchen gardens in which people grew their own vegetables. The collection also includes books that describe these programs and explain how to preserve and cook food.

Although the 45 sources are listed without annotations and in no particular order, the website has a solid search feature. Teachers could introduce this website by searching the word “poster” and using the images of government-created posters to start a classroom discussion on limited resources during World War I. In addition, students should be shown the use of the “display gallery view” feature when looking at their search results. This feature makes it much easier to find relevant information at a glance.

Teachinghistory.org Teacher Representative Todd Beuke wrote this Website Review. Learn more about our Teacher Representatives.

The Jewish Americans

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women on strike
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This PBS documentary provides many useful resources for teaching the long and influential history of Jewish Americans. At the heart of this video production is the struggle between identity and assimilation. While Jews in America often faced struggles integrating into new communities, their story is common to other immigrant groups and at the same time a "quintessentially American story."

The site is divided into six main sections. Educators will be particularly interested in the historical background offered in Jewish Life in America (which is divided into eleven subsections), the 30 video segments from the documentary, four lesson plans in For Educators, and links to online resources for teaching Jewish American history.

One noteworthy section of the site is Share Your Story. By allowing Jewish American viewers to submit recipes, immigration stories, or family traditions, this site provides an interactive platform that could enhance any classroom. Students can investigate, research, and conduct interviews with family or friends of Jewish heritage and submit their investigations online. Teachers will also find that the video segments, textual information, and online submission tool can work well together to compliment thematic units on immigration, ethnic identity, and moments in history specific to the Jewish experience.

Yale Digital Commons

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Painted lead, Lead dinosaur, 1947, Yale University Art Gallery
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The Yale Digital Commons provides access to sources from the Yale Center for British Art, Yale Peabody Museum of Natural History, Yale University Art Gallery, Yale University Library, and Yale University on iTunes U.

Getting acquainted with the commons can be somewhat daunting. Arrival on the homepage simply offers a keyword search with only a slight indication of the extent or content types of the collections you can search. The description states the contents include "art, natural history, books, and maps, as well as photos, audio, and video documenting people, places, and events that form part of Yale's institutional identity and contribution to scholarship."

The best way to proceed is to select Advanced Search. From here, you can limit a search to items available online. You can also pick one or more of the aforementioned institutions to search within, or choose specific collections which range from African Art or American Decorative Arts to Vertebrate Zoology or Yale University.

Sources you can find using this system include apparel; architectural elements; arms and armor; books, coins, and medals; calligraphy; containers; drawings and watercolors; flatware; fossils; furniture; hardware; inscriptions; lighting devices; jewelry; manuscripts and documents; masks; minerals; miniatures; models; mosaics; musical instruments; packaging; paintings; photographs; plant and animal remains; print templates; scientific instruments; stained glass; textiles; tools and equipment; timepieces; toys and games; sculpture; and wallpaper.