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Teacher Sourcebook National History Day Is Very Pleased to Announce the Recent Unveiling of a New Digital Archive Called American Journeys

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Teacher Sourcebook National History Day Is Very Pleased to Announce the Recent Unveiling of a New Digital Archive Called American Journeys American Eyewitness Accounts of Early American Journeys Exploration and Settlement: A Digital Library and Learning Center Teacher Sourcebook National History Day is very pleased to announce the recent unveiling of a new digital archive called American Journeys. This exciting collaborative project of National History Day and the Wisconsin Historical Society makes available on the World Wide Web more than 18,000 pages of eyewitness accounts of North American exploration. The website makes it possible for students, teachers, and anyone else who loves American history to read the actual words and, in many cases, see electronic copies, of more than 150 original documents produced by explorers, Indians, missionaries, traders, and settlers as they lived through the founding moments of American history. American Journeys Eyewitness Accounts of Early American Exploration and Settlement: A Digital Library and Learning Center Teacher Sourcebook American Journeys Teacher Sourcebook Created by National History Day and the Wisconsin Historical Society. Made possible through a grant from the Institute of Museum and Library Services. American Journeys Project Director: Michael Edmonds Deputy Director, Library-Archives Division, Wisconsin Historical Society Compiled by: Laura Bullion University of Missouri Editor: Julie McCullough Senior Editor: Cathy Gorn, Ph.D. Executive Director, National History Day Designer: Elsie Grant © Copyright 2004 National History Day May be duplicated for educational purposes. Not for resale. Cover: View of the Port of Oonalaska. Louis Choris, Voyage Pittoresque Autour du Monde, Plate XI (Alaska). Paris, 1822. (AJ-087) Table of Contents Table Introduction . 4 Part I: Resources for Teachers . 7 Language: What Did They Mean? The Problem of Archaic Words and Spellings . 10 Natural History: What Were They Looking At? The Problem of Archaic Names . 12 Geography: Where Were They? The Problem of Location . 14 Interpretation: How Could They Think That? The Problem of Worldview . 16 Sensitive Content: How Could They Say That? The Problem of Offensive Content . 18 Choosing a Topic Searching American Journeys for an Exciting National History Day or Historical Research Paper Topic . 21 Sample Subjects and Topics for National History Day Projects or Historical Research Papers . 23 Beyond American Journeys Finding Other Primary Sources on Early Exploration . 25 Part II: Lesson Plans . 35 Lesson Plan 1: The Children of Eric the Red Explore the West: The Norsemen Encounter Indigenous People of North America . 36 Activities . 42 Handouts . 45 Excerpts from Primary Source Documents . 49 Lesson Plan 2: French and English Approaches to Exploration and Colonization in America: Religious Factors . 59 Activities . 64 Handouts . 67 Excerpts from Primary Source Documents . 69 Introduction merican Journeys puts thousands of uscripts, and classic travel narratives from Apages of documentary evidence about the Wisconsin Historical Society’s holdings. early American exploration and settle- The website covers nearly eight hundred ment in the hands of teachers and students years of American history, from the Viking’s twenty-four hours a day, seven days a sagas describing their experiences in Canada week, whether they are in the classroom, in 1000 A.D., to diaries written by mountain at the library, in their home, or using a lap- men in the Rockies in the mid-1800s. Each top on the go. It was conceived, developed document has been indexed and numbered and implemented by National History Day (AJ-#). (NHD) and the Wisconsin Historical Society Creators of the American Journeys (WHS), and funded by a $202,000 grant from website decided to keep the focus on North the Federal Institute of Museum and Library America, and primarily on the United Services plus contributions from private States.1 For that reason, when a document donors. The goal of American Journeys is sim- was international in geographic scope, such ply to share these classic accounts of what as the account of Captain James Cook’s third it means to be American with people every- voyage (AJ-130) or the round-the world- where who love history. voyages of La Perouse and Lisiansky (AJ-132 This website became available to the and AJ-131), only the chapters and images public as of late October, 2003, just in time to that describe North America are included connect with celebration of the 200th anni- on the website. Even so, these excerpts often versary of Lewis and Clark. The website and consist of hundreds of pages. the Lewis and Clark anniversary both tie in Roughly equal numbers of pages are perfectly to the NHD 2004 theme, “Explo- devoted to each of six regions of North 1 There is one major ration, Encounter and Exchange in His- America: the Northeast, Southeast, Great exception. Documents tory.” Students could use documents on the Lakes and Mississippi Valley, Great Plains related to Christopher website as they develop projects that have and Rocky Mountains, Southwest and Cali- Columbus are included on the website, even though to do with exploration of North America, fornia, and Pacific Northwest and Hawaii Columbus did not actually encounter and exchange between Europeans (also includes Alaska). Culturally, works by reach North America. and Native Americans, or encounter and Spanish, French and English writers pre- Other Spanish texts exchange between different European cul- dominate, but Russian, Dutch, German, Ital- included on the website tures in the New World. American Journeys ian, and Native American authors are also emphasize present-day documents will be a wonderful resource for well represented (with Indian works usually United States although the journeys often began any National History Day Theme, however. embedded within documents produced by in the Caribbean or in American Journeys contains material European writers). In general, the earliest Mexico. from more than 150 rare books, original man- eyewitness accounts from each geographic 4 www.americanjourneys.org www.americanjourneys.org 5 region were selected, along with other texts that have become “classic” through wide- spread quotation or re-publication. For those documents originally written in languages other than English, translations are used. In determining which documents to include, the creators of American Jour- neys did not wish to duplicate documents already available elsewhere in digital form elsewhere, the American Journeys website Frontispiece from on the Web. All of the principal Canadian offers links on its “Background” pages. M. de Bacqueville de texts are already mounted on the web in the Finally, the project designers wished La Potherie, Histoire de l’Amerique Septentrionale… splendid digital collection, Early Canadiana to include as many graphics as possible. The Volume 1. Paris, 1753. Online (www.canadiana.org), so American website includes lots of maps, which will (AJ-145) Journeys emphasizes exploration in pres- help users locate where what they read took ent-day United States. Classic works about place geographically. Documents appear the U.S. that are already available for free along with their illustrations. In addition to elsewhere on the Web are usually omitted. illustrations from those documents included For example, the mid-19th century U.S. in full or as excerpts on the American Railroad Surveys, which provided the first Journeys website, several hundred engrav- descriptions of much of the West, are easily ings were excerpted from rare books with obtainable at the Making of America website citations but without their accompanying (www.hti.umich.edu/m/moagrp/ ) and so do texts. For example, the images from Johann not appear on American Journeys. Some works Ludwig Gottfried’s 1655 book (AJ-119) are already on the Web are so widely cited as included, but the original text is not. classic accounts, however, that excerpts of Users can learn much more about a single chapter or other portion of the text how the project was “built” by looking at do appear on the American Journeys web- the “About” section on the website. That is site, in spite of the duplication. Examples of where readers can find out more about how documents which can be found in complete and why decisions about the project scope form elsewhere with excerpts on American and content were made, scanning and OCR Journeys include travel accounts by Jonathan technology used, and the indexing proce- Carver (AJ-127), William Bartram (AJ-123), dures implemented. That section of the web- and Brother Gabriel Sagard (AJ-129). Where site also outlines important copyright and excerpts are used or documents are com- permission information, gives acknowledge- pletely omitted because they are available ments, and lists names of the project staff. 4 www.americanjourneys.org www.americanjourneys.org 5 Above: Habitation de l’Isle Ste. Croix, 1604. Right: Text page with caption for map above. Both from Samuel de Champlain, Voyages of Samuel de Champlain. Volume 2, pp. 34a, 35. Boston, 1878. (AJ-115) 6 www.americanjourneys.org www.americanjourneys.org 7 PART I Resources for Teachers merican Journeys offers teachers a vast The Problem of Archaic Words and Spell- Aand powerful new resource. They can ings” discusses the challenges of compre- draw upon American Journeys for classroom hension facing modern readers as they use, or for assisting their students with work with antiquated words, spellings, and National History Day projects. meanings. “Natural History: What Were Some students will experience primary They Looking At? The Problem of Archaic sources and original documents for the first Names” examines terminology used for time through American Journeys. They will plants and animals. “Geography: Where find it very exciting to actually see what Were They? The Problem of Location” looks people’s handwriting looked like two or at descriptions of places and the physical three hundred years ago, and to read in the environment that may be confusing to mod- writers’ own words what they discovered ern readers. and endured in this new land. At the same The next two essays shift from confus- time, though, everything from the old-style ing terminology, to content and meaning.
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