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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New World Wonders

date_published
Teaser

How did explorers describe the plants and animals they discovered in America?

quiz_instructions

For explorers and colonists from Europe, North and South America were full of strange new lifeforms—stunning and surprising plants and animals, from insects to birds to sea creatures. Examine the following drawings and descriptions created by European visitors to the Americas. Can you identify what plant or animal is being described or depicted?

Quiz Answer

1. "… the poisonous weede being in shape but little different from our English yuie, but being touched cause thrednesse, itchinge, and lastly blysters, the which, howsoever, after a while they passe away of themselves without further harme; yet because for the time they are somewhat painefull, and in aspect dangerous, it hath gotten to itselfe an ill name, although questionlesse of noe very ill nature." [1]

What was this plant?

Poison ivy (Rhustoxicodendron).

2. In 1620, Oppenheim printer Theodore de Bry published America, in which he richly illustrated part of The East and West Indian Mirror, a book published the previous year that narrated Georg Spielbergen's expedition in 1614-1617 around the world. The following is one of de Bry's illustrations, showing Europeans in the New World [2]:




What are the animals the men in the foreground are hunting?

Sea Lions (Otaridae).

3. In 1557 in Paris, Andre Thevet published, Singularities de la France Antarctique. It was translated into English and published the following year in London. It described and pictured some of the wildlife of Patagonia, present-day Argentina and Chile. One of the illustrations shows a "su," which Thevet said was "a ravenous beast made after a strange maner." [3]




What was this animal?

A kind of opossum. Specifically, the Elegant Fat-tailed Opossum (Thylamyselegans), native to Patagonia. Captain John Smith would later encounter a Virginia Opossum (Didelphisvirginiana) and describe it this way: "An Opassom hath an headlike a Swine, and a taile like a Rat, and is of the bignesse of a Cat. Under her belly she hath a bagge, wherein she lodgeth, carrieth, and suckeleth her young." [4]

4. Captain John Smith's General Historie of Virginia has the following passage:

"Plums there are of three sorts. The red and white are like our hedge plums, but the other which they call Putchamins, grow as high as a Palmeta: the fruit is like a Medler; it is first greene, then yellow, and red when it is ripe; if it be not ripe, it will draw a mans mouth awry, with much torment, but when it is ripe, it is as delicious as an Apricot." [5]

What is Smith describing?

Persimmons (Diospyrosvirginiana).

5. In 1530, Pietro Martire d'Anghiera, in his De Orbo Novo, wrote of the Indians of Hispaniola (present day Haiti and the Dominican Republic):

"They dygge also owte of the ground certeyne rootes growynge of theimselues, which they caule ____, much lykevnto the nauie rootes of Mylayne, or the greate puffes or musheroms of the earth. Howe sooeuer they bee dressed, eyther fryed or sodde, they gyue place to noo such kynde of meate in pleasant tenderness. The skyn is sumwhat towgher then eyther of nauies or musheroms, and of earthy coloure: But the inner meate thereof, is verye whyte. … They are also eaten rawe, and haue the taste of rawe chestnuttes, but are sumwhat sweeter." [6]

What goes in the blank?

"Botatas," that is, potatoes (Solanumtuberosum). This appears to be the first mention of potatoes in European literature.

6. Miguel de Asua and Robert French, in A New World of Animals: Early Modern Europeans on the Creatures of Iberian America, describe Christopher Columbus's voyages to the New World. Their account of Admiral Columbus's first voyage lists many of the strange flora and fauna that the excited explorer discovered. Their account has this passage:

"But his elated mood probably plunged at the view of what he describes as a 'serpent' seven feet long and one foot wide. The beast escaped and disappeared into a pool, but was speared by the Spaniards and afterwards recovered and skinned. The Admiral, always mindful of the curiosity of his sovereigns about the marvels of nature, set down in his log that he had ordered the skin to be salted and kept in store to be later presented to them. Despite the terrifying appearance of the animal, the newcomers eventually became used to its meat, which had a pleasant flavour." [7].

The following illustration shows the Spaniards hunting these creatures:




What were they?

Iguanas (Iguana iguana).

7. On January 9, 1493 during his first voyage to America, Columbus recorded in his ship's log that, while sailing toward the river he had named the Rio del Oro, he saw three mermaids near the island of Hispaniola. They "came up very high out of the sea." He had seen some before, near the coast of Guinea. He observed that these mermaids "were not as beautiful as they are painted, as in some ways they are formed like a man in the face." [8]

What were these "mermaids" that Columbus saw?

They were almost certainly manatees (Trichechusmanatus).

For more information

For more on Europeans' first encounters with the flora and fauna of the New World:

Miguel de Asua and Robert French. A New World of Animals: Early Modern Europeans on the Creatures of Iberian America. Burlington, Vt.: Ashgate, 2005.

Francisco Hernandez, Simon Varey, Rafael Chabran, Cynthia L. Chamberlin. The Mexican Treasury: The Writings of Dr. Francisco Hernandez. Stanford University Press, 2000.

Wilma George. "Sources and background to discoveries of new animals in the sixteenth and seventeenth centuries," History of Science 18 (1980): 79-104.

Sources
  • [1] Captain John Smith, The Historye of Virginia, New England, and the Summer Islands, 1624. Generall Historie of the Bermudas, now called the Summer Iles (London, 1624), 170.
  • [2] America (pars undecima), appendix, plate xx, reproduced in Miguel de Asua and Robert French, A New World of Animals: Early Modern Europeans on the Creatures of Iberian America (Burlington, Vt.: Ashgate, 2005), 120.
  • [3] The illustration is reproduced in De Asua and French, A New World of Animals, 154-55. The description from Pietro Martire is from Edward Arber, Richard Eden, Pietro Martire d'Anghiera, The First Three English Books on America (Birmingham, 1885), 98.
  • [4] John Smith, Map of Virginia, with a Description of the Countrey, the Commodities, People, Government and Religion (1608), 27.
  • [5] The quote is from John Smith, The Generall Historie of Virginia, 26.
  • [6] Pietro Martire d'Anghiera, translated by Richard Eden, edited by Edward Arber, The First Three English Books on America (Birmingham, 1885), 131.
  • [7] Miguel de Asua and Robert French, A New World of Animals: Early Modern Europeans on the Creatures of Iberian America (Burlington, Vt.: Ashgate, 2005), 2-3.
  • [8] The passage is from John Boyd Thacher, trans., Christopher Columbus: His Life, His Works, His Remains, vol. 1 (New York: G. P. Putnam's, 1903), 640.
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Alien Invasions

Quiz Webform ID
22414
date_published
Teaser

For each pair of animal and plant species, identify the one that is not native to America.

quiz_instructions

America's wildlife looks different than it did before Columbus: Newcomers to North America introduced many plants and animals. Some introductions were accidental, but others were made to "improve" the New World.

In each pair of species, one is native to America and one was introduced. Select the introduced species:

Quiz Answer

1. House Sparrow (Passer domesticus), first introduced by the New York-based American Acclimatization Society in the 1850s, and by others during that decade.

2. Starling (Sturnus vulgari), first introduced by Eugene Schieffelin of the American Acclimatization Society into Central Park in 1877.

3. Rock Pigeon (Columba livia), first introduced to North America in 1606 at Port Royal, Nova Scotia.

4. Kudzu (Pueraria lobata), first introduced on a large scale to America from about 1935 by the Soil Conservation Service and the Civilian Conservation Corps, which planted it extensively in southern states in an effort to control soil erosion.

5. Dandelion (Taraxacum officinale), first introduced by British colonists as a garden green and medicinal herb.

6. Common Carp (Cyprinus carpio), first brought to the U.S. in 1831, but widely introduced by U.S. Fish and Fisheries Commission head Spencer Fullerton Baird soon after 1871, as a food source in the nation's overfished rivers and lakes.

7. Water Hyacinth (Eichhornia crassipes), first introduced into North America in 1884. It now clogs many lakes, ponds, and inland waterways.

8. Gypsy Moth (Lymantria dispar), introduced to Medford, MA, in 1868, by French amateur entomologist Étienne Léopold Trouvelot, in an effort to cross breed them with silk moths in the U.S., which had become susceptible to various diseases.

For more information

aliens-answer.jpg The University of Georgia's Center for Invasive Species and Ecosystem Health lists invasive species—plants, animals, insects, and others—in the U.S. today. It does not, however, describe the history of most invasions—a classroom exercise might involve students selecting a species from the list and tracing its introduction to the U.S. through research elsewhere. For instance, the New York Times' archived articles include an 1877 article on the American Acclimatization Society's release of sparrows, skylarks, and other birds in North America.

Try a general search of NHEC using the keywords "Civilian Conservation Corps" to learn more about the history and activities of this New Deal organization.

For websites offering primary sources and high-quality information on the environment, conservation, and other ecology-related topics in U.S. history, search NHEC's Website Reviews—Topic: Environment and Conservation. Or search Online History Lectures using the same topic to turn up audiovisual presentations, long and short, on nature and U.S. history.

Sources
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Film Series for Educators: Journey to Freedom

Description

From the Facing History and Ourselves website:

"This film [Journey to Freedom] tells the story of Waitstill Sharp, a Unitarian minister from Massachusetts, and his wife Martha, a social worker, who helped feed and shelter thousands of refugees and assisted anti-Nazi dissidents and Jews as they escaped to safety, first in Nazi-occupied Czechoslovakia and later in France. The Sharps were recognized as Righteous Among the Nations at Yad Vashem—the highest recognition accorded by the state of Israel to non-Jews who risked their lives to save Jews during the World War II. The Sharps' compelling story reveals a largely unknown chapter of Holocaust history and provides a new perspective on America's relationship to it. This film is an important addition to Facing History's collection of classroom resources that focus on rescue and resistance during the Holocaust. The Facing History Film Series is presented in partnership with the Denver Film Society.

The workshop is in two parts. Part 1 (4:30-6:30 pm) will be an educator workshop focused on pedagogy. Part 2 (7:00-9:00 pm) will include the film presentation. A light dinner will be served between the two parts."

Contact name
Karen Mortimer
Sponsoring Organization
Facing History and Ourselves
Target Audience
K-12
Start Date
Cost
Free
Duration
Four and a half hours

Wyckoff Garretson House [NJ]

Description

This classic early Dutch home on South Middlebush had been disguised for 276 years when the Meadows Foundation started its research and restoration. It will become the Meadows Foundation’s only house museum, with authentic exterior and interior finishes.

The house offers tours and occasional recreational and educational events.

Winston Churchill Memorial Breakout Session

Description

This workshop provides in-depth training about the Winston Churchill Memorial's education curriculum specific to the 6–8 classroom. This workshop will assist teachers in preparing students for participating in the Memorial's various on-site and outreach school programs.

Contact name
Crump, Mandy
Sponsoring Organization
Winston Churchill Memorial and Library
Phone number
5735926242
Target Audience
6-8
Start Date
Duration
Four hours

Winston Churchill Memorial Breakout Session

Description

This workshop provides in-depth training about the Winston Churchill Memorial's education curriculum specific to the 9–12 classroom. This workshop will assist teachers in preparing students for participating in the Memorial's various on-site and outreach school programs.

Contact name
Crump, Mandy
Sponsoring Organization
Winston Churchill Memorial and Library
Phone number
5735926242
Target Audience
9-12
Start Date
Contact Title
Education Coordinator
Duration
Four hours

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

Choosing to Participate Online Workshop

Description

From the Facing History and Ourselves website:

"Educators are invited to join this free online workshop designed to introduce the resources and interactive features of Facing History's newly revised website, Choosing to Participate.

Choosing to Participate: Facing History and Ourselves is an engaging interactive multimedia exhibition that has won national praise for encouraging people of all ages to consider the consequences of their everyday choices and for inspiring them to make a difference in their schools and communities. The exhibition focuses on four individuals and communities whose stories illustrate the courage, initiative, and compassion that are needed to protect democracy and human rights."

Sponsoring Organization
Facing History and Ourselves
Phone number
6177351643
Target Audience
Middle and high school educators
Start Date
Cost
Free
Duration
Nine days
End Date