Southern New England Shamanism: An
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On-Site Historical Reenactment As Historiographic Operation at Plimoth Plantation
Fall2002 107 Recreation and Re-Creation: On-Site Historical Reenactment as Historiographic Operation at Plimoth Plantation Scott Magelssen Plimoth Plantation, a Massachusetts living history museum depicting the year 1627 in Plymouth Colony, advertises itself as a place where "history comes alive." The site uses costumed Pilgrims, who speak to visitors in a first-person presentvoice, in order to create a total living environment. Reenactment practices like this offer possibilities to teach history in a dynamic manner by immersing visitors in a space that allows them to suspend disbelief and encounter museum exhibits on an affective level. However, whether or not history actually "comes alive"at Plimoth Plantation needs to be addressed, especially in the face of new or postmodem historiography. No longer is it so simple to say the past can "come alive," given that in the last thirty years it has been shown that the "past" is contestable. A case in point, I argue, is the portrayal of Wampanoag Natives at Plimoth Plantation's "Hobbamock's Homesite." Here, the Native Wampanoag Interpretation Program refuses tojoin their Pilgrim counterparts in using first person interpretation, choosing instead to address visitors in their own voices. For the Native Interpreters, speaking in seventeenth-century voices would disallow presentationoftheir own accounts ofthe way colonists treated native peoples after 1627. Yet, from what I have learned in recent interviews with Plimoth's Public Relations Department, plans are underway to address the disparity in interpretive modes between the Pilgrim Village and Hobbamock's Homesite by introducing first person programming in the latter. I Coming from a theatre history and theory background, and looking back on three years of research at Plimoth and other living history museums, I would like to trouble this attempt to smooth over the differences between the two sites. -
Plymouth Guide for Students and Chaperones
Plymouth Guide for Students and Chaperones Emergency Teacher Contact: Name:______________________________________ Number:____________________________________ Student List: _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ General Rules: ● Stay with your chaperone at all times (ie. chaperones wait outside/near bathroom if a group member needs to go) ● Show courtesy, consideration, and respect to all (chaperons and classmates, as well as residents of Plymouth) ● Take in all the learning around you: Look, listen, and enjoy this unique learning experience. ● Appropriate language, regular voices and walking at all times. ● No food of any kind, unless it is a designated snack time or lunchtime (this includes eating on the buses). ● Absolutely NO electronics at any time during the field trip. (Chaperones/teachers are not responsible for Items lost or stolen) Plimoth Plantation: *In addition to the above rules* ● The adult chaperone always enters the building first. You will wait by the door, until the adult has entered. ● Treat the animals with respect: Do not touch, tease, chase, or feed animals. ● Use your best manners at all times. ● Respect the environment. Downtown Plymouth the walking tour: ● Students should walk two by two with their chaperon in the lead. The sidewalks are narrow and we will be crossing busy intersections. Students are to remain WITH chaperons at all times. You may -
Destination Plymouth
DESTINATION PLYMOUTH Approximately 40 miles from park, travel time 50 minutes: Turn left when leaving Normandy Farms onto West Street. You will cross the town line and West Street becomes Thurston Street. At 1.3 miles from exiting park, you will reach Washington Street / US‐1 South. Turn left onto US‐1 South. Continue for 1.3 miles and turn onto I‐495 South toward Cape Cod. Drive approximately 22 miles to US‐44 E (exit 15) toward Middleboro / Plymouth. Bear right off ramp to US‐44E, in less than ¼ mile you will enter a rotary, take the third exit onto US‐ 44E towards Plymouth. Continue for approximately 14.5 miles. Merge onto US‐44E / RT‐3 South toward Plymouth/Cape Cod for just a little over a mile. Merge onto US‐44E / Samoset St via exit 6A toward Plymouth Center. Exit right off ramp onto US‐ 44E / Samoset St, which ends at Route 3A. At light you will see “Welcome to Historic Plymouth” sign, go straight. US‐44E / Samoset Street becomes North Park Ave. At rotary, take the first exit onto Water Street; the Visitor Center will be on your right with the parking lot behind the building. For GPS purposes the mapping address of the Plymouth Visitor Center – 130 Water Street, Plymouth, MA 02360 Leaving Plymouth: Exit left out of lot, then travel around rotary on South Park Ave, staying straight onto North Park Ave. Go straight thru intersection onto Samoset Street (also known as US‐44W). At the next light, turn right onto US‐44W/RT 3 for about ½ miles to X7 – sign reads “44W Taunton / Providence, RI”. -
Massasoit of The
OUSAMEQUIN “YELLOW FEATHER” — THE MASSASOIT OF THE 1 WAMPANOAG (THOSE OF THE DAWN) “NARRATIVE HISTORY” AMOUNTS TO FABULATION, THE REAL STUFF BEING MERE CHRONOLOGY 1. Massasoit is not a personal name but a title, translating roughly as “The Shahanshah.” Like most native American men of the period, he had a number of personal names. Among these were Ousamequin or “Yellow Feather,” and Wasamegin. He was not only the sachem of the Pokanoket of the Mount Hope peninsula of Narragansett Bay, now Bristol and nearby Warren, Rhode Island, but also the grand sachem or Massasoit of the entire Wampanoag people. The other seven Wampanoag sagamores had all made their submissions to him, so that his influence extended to all the eastern shore of Narragansett Bay, all of Cape Cod, Nantucket, Martha’s Vineyard, and the Elizabeth islands. His subordinates led the peoples of what is now Middleboro (the Nemasket), the peoples of what is now Tiverton (the Pocasset), and the peoples of what is now Little Compton (the Sakonnet). The other side of the Narragansett Bay was controlled by Narragansett sachems. HDT WHAT? INDEX THE MASSASOIT OUSAMEQUIN “YELLOW FEATHER” 1565 It would have been at about this point that Canonicus would have been born, the 1st son of the union of the son and daughter of the Narragansett headman Tashtassuck. Such a birth in that culture was considered auspicious, so we may anticipate that this infant will grow up to be a Very Important Person. Canonicus’s principle place of residence was on an island near the present Cocumcussoc of Jamestown and Wickford, Rhode Island. -
Mayflower Story.Pdf
OFFICIAL Mayflower Story The Mayflower set sail on 16th September 1620 from Plymouth, UK, to voyage to America, known to English explorers at the time as the New World. But its history and story start long before that. Its passengers were in search of a new life. They would go on to be known as the Pilgrims influencing the future of the United States of America in ways they could never have imagined. This story isn't just about the Mayflower's passengers though. It's about the people who already lived in America such as the Wampanoag tribe and the enormous effect the arrival of these colonists would have on Native Americans and the land they had called home for centuries. The Passengers More than 30 million people, including many celebrities, can trace their ancestry to the 102 passengers and approximately 30 crew aboard the Mayflower when it landed in Plymouth Bay, Massachusetts, in the harsh winter of 1620. On board were men, women and children from different walks of life across England and the city of Leiden, Holland. A significant number were known as Separatists - people who mostly wanted to live free from the current Church of England, under the ruling of Henry VIII, which dictated all aspects of life and to dispute that rule was a path ending in prosecution. Others were on the ship anticipating the chance to build a better future, the opportunity of new land and the offer of freedom and adventure. The passengers are often grouped into ‘Saints’ or ‘Strangers’ by historians, alluding to their motivations for the journey. -
The Wampanoag
TThehe WampanoagWampanoag 8 Lesson Objectives Core Content Objectives Students will: Explain the signif cance of Plymouth Rock Describe the Pilgrims’ f rst interaction with the Wampanoag Language Arts Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. Students will: With prompting and support, identify the main topic of “The Wampanoag” as the f rst interaction between the Pilgrims and the Wampanoag (RI.K.2) Identify new meanings for the word log any apply them accurately (L.K.4a) Demonstrate understanding of the adjective fascinated by relating it to its opposite, bored (L.K.5b) Prior to listening to “The Wampanoag,” identify what they know and have learned about the Pilgrims Make predictions prior to listening to “The Wampanoag” and then compare the actual outcomes to predictions 94 Columbus and the Pilgrims 8 | The Wampanoag © 2013 Core Knowledge Foundation Core Vocabulary chief, n. Someone who is the leader of a group Example: The chief decided when the tribe would move to new hunting grounds. Variation(s): chiefs fascinated, adj. So interested and attracted to something that you give all your attention to it Example: The tour group was fascinated by the size of the Hope Diamond on display. Variation(s): none legend, n. A traditional story that may or may not be true Example: My grandmother told me a legend to explain the meaning of the seashell. Variation(s): legends survival, n. -
Deconstructing the Myths of “The First Thanksgiving” by Judy Dow (Abenaki)
Deconstructing the Myths of “The First Thanksgiving” by Judy Dow (Abenaki) What is it about the story of “The First Thanksgiving” that makes it essential to be taught in virtually every grade from preschool through high school? What is it about the story that is so seductive? Why has it become an annual elementary school tradition to hold Thanksgiving pageants, with young children dressing up in paper-bag costumes and feather-duster headdresses and marching around the schoolyard? Why is it seen as necessary for fake “pilgrims” and fake “Indians” (portrayed by real children, many of whom are Indian) to sit down every year to a fake feast, acting out fake scenarios and reciting fake dialogue about friendship? And why do teachers all over the country continue (for the most part, unknowingly) to perpetuate this myth year after year after year? Is it because as Americans we have a deep need to believe that the soil we live on and the country on which it is based was founded on integrity and cooperation? This belief would help contradict any feelings of guilt that could haunt us when we look at our role in more recent history in dealing with other indigenous peoples in other countries. If we dare to give up the “myth” we may have to take responsibility for our actions both concerning indigenous peoples of this land as well as those brought to this land in violation of everything that makes us human. The realization of these truths untold might crumble the foundation of what many believe is a true democracy. -
Social Studies Chapter 5, Lesson 3 the Plymouth Colony the Pilgrim Voyage • King Henry VIII of England Left the Roman Catholi
Social Studies Chapter 5, Lesson 3 The Plymouth Colony The Pilgrim Voyage King Henry VIII of England left the Roman Catholic Church and set up the Church of England. King Henry VIII punished anyone who did not attend the church he had established. The Pilgrims did not like the rules of the church, so they established their own church. King James I allowed the Pilgrims to settle in Virginia, so they could worship in peace. The London Company paid for their voyage. The pilgrims agreed to pay the company back in lumber and furs. On Board the Mayflower The Pilgrims sailed from Plymouth, England, in September 1620 on the Mayflower. The tiny ship carried 100 people, barrels of bread, salted meat, pigs, chickens, and goats. They landed on Cape Cod in what is now part of New England. A Difficult Winter The Pilgrims write a compact before they left the Mayflower. compact – an agreement The Mayflower Compact was a form of government for the new colony. The Pilgrims agreed to obey all the laws of the colony. Only men signed the compact. Native American Neighbors The Wampanoag Indians lived in the area where the Pilgrims landed. They hunted, farmed, and fished along the coast. sachem- a leader of the Native Americans The sachem of the Wampanoag was Massasoit. Massasoit, Squanto, and Samoset were Wampanoag sachems that saved the Pilgrims’ lives in their first years in New England. The Plymouth Colony The Pilgrims settled in Plymouth. They called their settlement Plymouth Plantations. The first winter many Pilgrims died from disease. The Pilgrims elected Bradford as their new leader. -
Alyson J. Fink
PSYCHOLOGICAL CONQUEST: PILGRIMS, INDIANS AND THE PLAGUE OF 1616-1618 A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAW AI'I IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN mSTORY MAY 2008 By Alyson J. Fink Thesis Committee: Richard C. Rath, Chairperson Marcus Daniel Margot A. Henriksen Richard L. Rapson We certify that we have read this thesis and that, in our opinion, it is satisfactory in scope and quality as a thesis for the degree of Master of Arts in History. THESIS COMMITIEE ~J;~e K~ • ii ABSTRACT In New England effects of the plague of 1616 to 1618 were felt by the Wampanoags, Massachusetts and Nausets on Cape Cod. On the other hand, the Narragansetts were not affiicted by the same plague. Thus they are a strong exemplar of how an Indian nation, not affected by disease and the psychological implications of it, reacted to settlement. This example, when contrasted with that of the Wampanoags and Massachusetts proves that one nation with no experience of death caused by disease reacted aggressively towards other nations and the Pilgrims, while nations fearful after the epidemic reacted amicably towards the Pilgrims. Therefore showing that the plague produced short-term rates of population decline which then caused significant psychological effects to develop and shape human interaction. iii TABLE OF CONTENTS Abstract ............................................................................................... .iii List of Tables ...........................................................................................v -
•Œa Country Wonderfully Prepared for Their Entertainment╊ The
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Journal of the National Collegiate Honors Council --Online Archive National Collegiate Honors Council Spring 2003 “A Country Wonderfully Prepared for their Entertainment” The Aftermath of the New England Indian Epidemic of 1616 Matthew Kruer University of Arizona, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/nchcjournal Part of the Higher Education Administration Commons Kruer, Matthew, "“A Country Wonderfully Prepared for their Entertainment” The Aftermath of the New England Indian Epidemic of 1616" (2003). Journal of the National Collegiate Honors Council --Online Archive. 129. https://digitalcommons.unl.edu/nchcjournal/129 This Article is brought to you for free and open access by the National Collegiate Honors Council at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Journal of the National Collegiate Honors Council --Online Archive by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. MATTHEW KRUER “A Country Wonderfully Prepared for their Entertainment” The Aftermath of the New England Indian Epidemic of 1616 MATTHEW KRUER UNIVERSITY OF ARIZONA formidable mythology has grown up around the Pilgrims and their voyage to Athe New World. In the popular myth a group of idealistic religious reformers fled persecution into the wilds of the New World, braving seas, storms, winter, hunger, and death at the hands of teeming hordes of Indians, carving a new life out of an unspoiled wilderness, building a civilization with naked force of will and an unshakable religious vision. As with most historical myths, this account has been idealized to the point that it obscures the facts of the Pilgrims’ voyage. -
The Tammany Legend (Tamanend). Historic Story of the Origin of the "St
WHITE NORWOOD W». H. STRANG THE TAMMANY LEGEND (Tamanend) TAMANEND Idealized composite portrait by Fritz Bade from description of Tamanend III, William Perm's friend, and the legends of the Indians concerning the other two kings of same name. Por- traits of modern Lenape types used as models. Tamanend's portrait is typical of Lenape Manhood at time of last entry in the Red Score. THE TAMMANY LEGEND (Tamanend) By JOSEPH WHITE NORWOOD HISTORIC STORY OF THE ORIGIN OF THE "ST. TAMMANY" TRADITION IN AMERICAN GOVERNMENT AND WHAT DEMOCRACY OWES TO ABORIGINAL AMERICAN IDEALS. BASED ON ORIGINAL NATIVE SOURCES COVERING, HIS- TORICALLY, 600 A.D. TO THE PRESENT. BOSTON MEADOR PUBLISHING COMPANY MCMXXXVIII Copyright, 1938, by Joseph White Norwood PRINTED IN THE UNITED STATES OF AMERICA Thb Meador Press, Boston, Massachusetts Dedicated to My Wife ACKNOWLEDGMENTS Special acknowledgments are made to Col. Lucien Beckner, geologist and Indian author- ity, for generous cooperation in working out the chronology of the Red Score; William Grant Wilson for wise and friendly advice on publication matters; John Collier, Indian Commissioner for data on present location and condition of Indian tribes; Fritz Bade, for the idealized and composite portrait of Tamanend. FOREWORD Often in the youth of this Republic, American "shirt- sleeve diplomacy" astonished, amused and sometimes shocked European countries. Our simplicity that called a spade a spade and demanded that answers be Yes or No, was taken as evidence of our semi-barbarism. After we grew powerful and prosperous and some- what more urbane of manner, these same Europeans referred to our "dollar diplomacy" and deplored our lack of ideals. -
Thanksgiving Trivia Answer
First Thanksgiving Trivia 1. What were the pilgrims who were sailing to America 7. Where did the Pilgrim’s end up landing? seeking religious freedom from the Church of England called? a. the mouth of the Hudson River b. Jamestown a. Protestants c. St. Augustine b. Separatists d. present day Cape Code c. Strangers d. Lutherans 8. Before the pilgrims left the Mayflower and set foot 2. What was the name of the boat from Holland that on land, they agreed on principles that would govern was supposed to make the journey to America with the their new settlement, called: Mayflower? a. Plymouth Pact a. Mayshower b. Mayflower Compact b. Britannic c. Magna Carta c. Speedwell d. Bill of Rights d. Copperfin 9. There were two dogs abroad the Mayflower - what 3. A baby was born to the Hopkin’s family while at sea breeds were they? on the Mayflower. What did the Hopkin’s name the baby? a. Husky and Dalmatian b. Bull Terrier and English Wolf Hound a. Oceanus c. Collie and English Sheep Dog b. William d. Springer Spaniel and Mastiff c. Brewster d. Peter 10. What did the Pilgrims discover of the Indians and take (without leaving payment)? 4. When did the Pilgrims spot land? a. furs a. November 11, 1620 b. bow and arrows b. December 11, 1620 c. corn seed c. April 11, 1620 d. small canoes d. February 11, 1620 11. What was the name of the Indian who had been 5. How long did the voyage from England to America captured and lived in England previously but now was take the Pilgrims? back in American and helped the Pilgrims make peace with other tribes and taught them to work the land? a.