Iroquois and the Founding Fathers

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Hendrick, the great Sachem or chief of the Mohawk Indians, 1754, New York Public
Question

Did any Native American group influence the men who drafted the United States governing documents?

Answer

In 1744, Canasatego, leader of the Onondaga nation and spokesman for the Iroquois Confederation, advised the British colonists:

". . . We heartily recommend Union and a Good Agreement between you our Brethren. Our wise Forefathers established Union and Amity between the Five Nations; this has made us formidable, this has given us great weight and Authority with our Neighboring Nations. We are a Powerfull confederacy, and by your observing the same Methods our wise Forefathers have taken, you will acquire fresh Strength and Power."

Canasatego’s admonition and other evidence has led some scholars to believe that Native American, particularly Iroquois, governments served as models for the new nation’s government. Others refute that theory and argue that the framers of the United States Constitution and other documents did not need the example of Indian governments because they could refer to numerous English and Continental European political theories for their ideas.

The Iroquois Confederation is the oldest association of its kind in North America. Although some scholars believe that the Five Nations (Oneida, Onondaga, Cayuga, Mohawk, and Seneca) formed their Iroquois League in the 12th century, the most popular theory holds that the confederation was created around 1450, before Columbus’ “discovery” of America. These five nations bore common linguistic and cultural characteristics, and they formed the alliance to protect themselves from invasion and to deliberate on common causes. In the 18th century, the Tuscarora joined the league to increase the membership to six nations.

Those who support the theory that the First Peoples influenced the drafting of the founding documents point to the words of founders such as Benjamin Franklin, who in 1751 wrote to his printer colleague James Parker that “It would be a strange thing if Six Nations of ignorant savages should be capable of forming a scheme for such an union, and be able to execute it in such a manner as that it has subsisted ages and appears indissoluble; and yet that a like union should be impracticable for ten or a dozen English colonies.” Native American Studies Professor Bruce Johansen and American Studies Professor Donald Grinde, among others, argue that American colonists, in Johansen’s words, “drew freely on the image of the American Indian as an exemplar of the spirit of liberty they so cherished.” These scholars argue that the framers of American governments understood and admired Native American government structures, and they borrowed certain indigenous concepts for their own governments.

Other scholars are not convinced. Anthropologist Elisabeth Tooker, for example, argued that European political theory and precedent furnished the models for American Founders, while evidence for Indian influence was very thin. Although the concept of the Iroquoian Confederation may have been similar to the United States’ first efforts to unite alliance, the Iroquois constructed their government under very different principles. The member nations of the Iroquois League all lived under matrilineal societies, in which they inherited status and possessions through the mother’s line. Headmen were not elected, but rather clan mothers chose them. Representation was not based on equality or on population. Instead, the number of Council members per nation was based on the traditional hierarchy of nations within the confederation. Moreover, the League of Six Nations did not have a centralized authority like that of the federal system the Euro-Americans eventually adopted. These arguments are, however, intriguing. Curious to know more? Read the debate between Elisabeth Tooker and Bruce Johansen, and the articles in the William and Mary Quarterly Forum (1996) cited below.

For more information

Grinde, Donald A. and Bruce E. Johansen. Exemplar of Liberty: Native American and the Evolution of Democracy. Los Angeles: American Indian Studies Center, University of California, 1991.

Richter, Daniel K. The Ordeal of the Longhouse: The Peoples of the Iroquois League in the Age of European Colonization. Chapel Hill: University of North Carolina Press, for the Institute of Early American History and Culture, 1992.

See an exchange between Johansen and Elisabeth Tooker in Ethnohistory:
Tooker, Elisabeth. “The United States Constitution and the Iroquois League” Ethnohistory, 35 (1988): 305-336.

Johansen, Bruce E., “American Societies and the Evolution of Democracy in America, 1600-1800.” Ethnohistory, 37 (1990): 279-290.

Tooker, Elisabeth, “Rejoinder to Johansen,” Ethnohistory, 37 (1990): 291-297.

See also the exchanges located in:
Forum: “The Iroquois Influence Thesis—Con and Pro,” William and Mary Quarterly, 3d Ser., 53 (1996): 587-636.

Bibliography

Canasatego’s speech to the British colonists at the Treaty of Lancaster negotiations, in Indian Treaties Printed by Benjamin Franklin, 1736-1762. ed. by Julian P. Boyd. Philadelphia: Historical Society of Pennsylvania, 1938.

Benjamin Franklin to James Parker, March 20, 1751, Papers of Benjamin Franklin, vol. 3, Jan. 2, 1745-June 30, 1750. ed. by Leonard Labaree et al. New Haven: Yale University Press, 1962.

Old Fort Niagara State Historic Site [NY] Anonymous (not verified) Tue, 01/08/2008 - 13:37
Description

The Old Fort Niagara State Historic Site preserves Fort Niagara, founded in 1726. The majority of structures on site date from the 18th and 19th centuries. The fort is strategically located at the mouth of the Niagara River. As a result, it was crucial to deciding American dominance in the Great Lakes Region, as opposed to control by the French or British. Both the British and French controlled either the fort itself or the site of the fort at various points of time. Soldiers lived and trained on site for both World Wars. The fort also shaped the history of the Iroquois. Collections include more than 102,000 artifacts.

The site offers period rooms, student programs, guided tours for students, school overnight programs, school outreach programs, and school distance learning programs. The website offers a virtual tour.

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.

Eastern Cherokee, Southern Iroquois, and United Tribes of South Carolina

Description

Eastern Cherokee, Southern Iroquois, and United Tribes of South Carolina is an organization which seeks to preserve and share the history and culture of the Native American peoples of South Carolina. To this end, the organization is politically active and educational.

The society offers outreach music, dancing, and performance presentations; storytelling; demonstrations; outreach cultural, historical, and archaeological lectures; hands-on educational outreach programs; and curriculum guides. All of the aforementioned offerings are designed for or can be tailored to student needs.

Iroquois Indian Museum [NY]

Description

From the museum website: "The Iroquois Indian Museum is an anthropological museum that uses art to educate and inspire." The museum is located in upstate New York, and explores the history of the Iroquois Indians from pre-history to the present day.

The museum offers exhibits and collections pertaining to Iroquois history, educational programs which conform to NYS learning standards, Iroquois Indian Museum Education Kits that are available for rental or purchase, a children's museum, guided tours, and special events that focus on one particular aspect of Iroquois history. The website offers visitor information, a calendar of events, and information regarding special programs.

Crossroads of Empire: Cultural Contact and Imperial Rivalry at Old Fort Niagara

Description

The workshop investigates the interaction between Europeans and Native Americans in the struggle to control North America, both during the colonial era and the early years of American independence. Participants will study early French contact with the Iroquois Great League of Peace, warfare between France and Great Britain and the Iroquois caught in the middle, Patriot struggles against Loyalists and Indians during the American Revolution, and key battles fought at the Fort during the War of 1812, which resulted in the eventual dispossession of the Iroquois after that conflict.

Contact name
Chambers, Thomas A.
Contact email
Registration Deadline
Sponsoring Organization
Niagara University
Phone number
716-286-8096
Target Audience
K-12
Start Date
Cost
Free; $750 stipend
Course Credit
For those seeking in-service or professional development credit, the College of Arts & Sciences at Niagara University will provide a letter specifying the dates, total instructional hours, and content of the workshop. Niagara University's Office of Continuing and Community Education will provide a certificate for those participants seeking continuing education units (CEUs). Based on the standard rate of one (1) CEU for ten (10) hours of instructional time, this workshop would award each participant with three (3) CEUs.
Contact Title
Project Director
Duration
Five days
End Date

Crossroads of Empire: Cultural Contact and Imperial Rivalry at Old Fort Niagara

Description

The workshop investigates the interaction between Europeans and Native Americans in the struggle to control North America, both during the colonial era and the early years of American independence. Participants will study early French contact with the Iroquois Great League of Peace, warfare between France and Great Britain and the Iroquois caught in the middle, Patriot struggles against Loyalists and Indians during the American Revolution, and key battles fought at the Fort during the War of 1812, which resulted in the eventual dispossession of the Iroquois after that conflict.

Contact name
Chambers, Thomas A.
Contact email
Registration Deadline
Sponsoring Organization
Niagara University
Phone number
716-286-8096
Target Audience
K-12
Start Date
Cost
Free; $750 stipend
Course Credit
For those seeking in-service or professional development credit, the College of Arts & Sciences at Niagara University will provide a letter specifying the dates, total instructional hours, and content of the workshop. Niagara University's Office of Continuing and Community Education will provide a certificate for those participants seeking continuing education units (CEUs). Based on the standard rate of one (1) CEU for ten (10) hours of instructional time, this workshop would award each participant with three (3) CEUs.
Contact Title
Project Director
Duration
Five days
End Date

National Museum of the American Indian

Article Body

According to the National Museum of the American Indian's website, the museum strives to advance, "knowledge and understanding of the Native cultures of the Western Hemisphere, past, present, and future, through partnership with Native people and others. The museum works to support the continuance of culture, traditional values, and transitions in contemporary Native life."

There are two sections of the NMAI website which are optimal for educational use. First, is the museum's collection of print resources, designed with educators in mind. These include study guides, posters for your classroom, museum guides, and lesson plans. The other must-see section consists of the museum's more than 30 online exhibits, ranging from horses in Native American culture to how native traditions fared after European contact.

If you're specifically interested in planning for the holidays, be sure to check out the museum's study guide, selections of the Haudenosaunee Thanksgiving Address, poster, and list of activities on Native American perspectives concerning Thanksgiving.

The museum also offers several audio resources. See how something we view as so definite—time—is actually cultural, by exploring Native American chronological perspectives. You can also use the site's list of radio and film networks to help you research available Native American media.

Visit Indigenous Geography for a wide variety of Native American perspectives on the environment. The site also offers introductory lessons in multiculturalism and curriculum guides for each community presented.

Luckily, for teachers who are interested in visiting the museum in person, there are two locations—DC and New York City, with the archives at yet another site, Suitland, MD. School visits are welcome. If you are considering visiting the New York museum, consider arranging a cultural interpreter, to give a tour from a Native American perspective, or take a look at the upcoming student and teacher workshops.