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Indigenous Peoples of Turtle Island

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Indigenous Peoples of Turtle Island 1 “Native Americans in New England” National Endowment for the Humanities Professors Alice Nash and Neal Salisbury, Directors University of Massachusetts July 7 to July 27, 2013 Final Project Cover Sheet Project Title: Indigenous Peoples of Turtle Island Summer Scholar: Diana T. Mackiewicz Essential question(s) for the unit and/or lesson: How does one learn the stories and the cultures of Indigenous people in a manner that does not threaten their personal and tribal identity thereby maintaining a level of assimilation and mutual resPect? Learning objectives (skills, content, and attitudes) for the lesson: • ComPare and contrast several documents such as maps and draw indePendent conclusions • Read Primary sources and analyze the PercePtions of the writers in regard to storytelling and significant exPlorations • Read several recent articles that exPlain the changing theories regarding Coastal Migration Theories • APPly summaries of Coastal Migration Theories to individual tribe stories regarding creation: Haudenosonee, WamPanoag • Read about how certain areas in New England were formed geologically and the current names of these Places • APPly summaries of geologic formations from glaciation in New England to creation stories of WamPanoag and Abenaki and Pocumtuck • Reinforcement of geography skills and frequent use of maps from 1600s to Present day high- tech maps • DeveloP the understanding for the role of storytelling in the Indigenous PoPulations and how to ProPerly access the stories in a manner that Promotes resPect • DeveloP the understanding that assimilation in a diverse country also encourages maintenance of one’s identity Affect: • Create an affect of oPen-mindedness regarding creation myths and their significance among Native Americans and Indigenous PeoPles of the world • Inculcate an apProach to Primary sources and how accessibility is imPortant for original research • DeveloP indePendent and critical thinking skills • Encourage resPect for how PeoPle choose to assimilate in a diverse community Overview of lessons: 2 - The lessons will suPPlement the context of the class I teach, Indigenous PeoPles of North America. I have the oPPortunity to make adaptations to the class and the series of lessons Presented based on the learning level of the students. - Students will comPare, contrast documents, take notes, write short well cited Paragraphs and essays and finally make Presentations about certain creation myths. - Historical background (brief content context for fellow teachers): The land tells a story and Indigenous PeoPles of the world esPecially know this fact. Teachers like to teach about land in the form of geography, geology and how the land influences mankind. In fact, humans would not make certain decisions about how to live if it were not for the land and where they are located. Humans also make decisions about the land based on resources, availability, the aesthetic apPeal and many other reasons. Furthermore, Indigenous PeoPle have been sharing the wisdom learned from the land and by the land with their descendants for thousands of years. The storytelling becomes a key Piece of identity for each Indigenous grouP and how we all share in the story makes a difference. Non-Natives have been interested in the storytelling that accomPanies every Indigenous tribe. How the Non-Natives have gathered the stories has been a subject of intense review due to the lack of ethics and concern for the feelings of the Natives. Is it a Non-Natives right to acquire the stories which are cultural artifacts for these PeoPle and then Profit from the results or worse get the story wrong? Primary sources used in the lesson (with citations): Works Cited Bruchac, Marge. "TranscriPt of Amiskwôlowôkoiak Story." Transcript of Amiskwôlowôkoiak Story. N.p., n.d. Web. 13 July 2013. <http://1704.deerfield.history.museum/voices/transcriPts/wob_creation.html>. Abenaki story about the Beaver Tail Hill. ChamPlain, Samuel De. "American Journeys: Voyage of Samuel De ChamPlain, 1604-1608." American Journeys: Voyage of Samuel De Champlain, 1604-1608. N.p., n.d. Web. 20 July 2013. <http://www.americanjourneys.org/aj-115/>. ChamPlain, Samuel de. Voyages of Samuel de ChamPlain. Translated from the French by Charles Pomeroy Otis. With Historical Illustrations, 3 and a Memoir by the Rev. Edmund F. Slafter. (Boston: Prince Society, 1878). Volume 2, Pages 1- 157. "From the Figurative Map, 1616." Maps Etc. N.P., n.d. Web. 18 July 2013. <http://etc.usf.edu/maps/Pages/8100/8108/8108.htm>. A facsimile of a map discovered by Brodhead (1850) in the archives at the Hague, known as "The Figurative Map," cartographer unknown and dated 1616, one of a Pair of similar maps. This is the oldest map of the territory now comPrising the States of New York, New Jersey, and Delaware. Gookin, Daniel. Historical Collections of the Indians in New England. Boston: Towtaid, 1970. Print. Norton, John. Journal by Major John Norton 1816. Digital image. The Champlain Society. N.p., n.d. Web. 13 July 2013. <http://link.library.utoronto.ca/chamPlain/DigObj.cfm?Idno=9_96847&lang=eng&Page=0128& Size=3&query=9_96847&searchtyPe=Bibrecord&startrow=1&Limit=All>. John Norton’s journal was coPied to digital format. He kePt a 538 Page account of his triPs, encounters with Native Americans, and efforts during the War of 1812. Norton was also a Mohawk Chief and fought with the British during the War of 1812. Olan, Kay. "LET ME TELL YOU A STORY." LET ME TELL YOU A STORY. Indian Country, 24 May 2011. Web. 13 July 2013. <http://www.iroquoismuseum.org/let_me_tell_you_a_story.html>. Kay Olan exPlains how the story and the storyteller oPerate, she is a Mohawk and her story was Published on Indian Country also. Smith, John. "John Smith Map 1616." Maps Etc. N.P., n.d. Web. 18 July 2013. <http://etc.usf.edu/maps/Pages/8500/8504/8504.htm>. A facsimile of an early map of New England as observed by Captain John Smith in 1616. The map covers the coastline from Cape James (Cape Cod) and Stuards Bay (Cape Cod Bay) north to Pembrocks Bay, and includes the 4 inscriPtion "The most remarqueable Parts thus named by the high and mighty Prince Charles, Prince of great Britaine. The map is the first ever use of the term New England. Annotated bibliography of secondary sources used in the lesson or for historical context: Works Cited "American Indian Stories." ASHA Leader (2007): 27. Print. Article exPlains the best methods for contacting Tribal Offices regarding stories that belong to each tribe. Succinct exPlanations regarding the ethics involved. Brant, Alan. "An Aboriginal Presence: Origin Stories, Sky Woman." Civilization.ca. N.p., 11 Feb. 2003. Web. 13 July 2013. <http://www.civilization.ca/cmc/exhibitions/aborig/fP/fPz2f22e.shtml>. Short version of Sky Woman sPonsored by Canadian Museum of Civilizations Bruchac, Marge. "The Geology and Cultural History of the Beaver Hill Story." The Geology and Cultural History of the Beaver Hill Story. N.p., 2006. Web. 18 July 2013. <http://1704.deerfield.history.museum/voices/transcriPts/wob_creation_essay.html>. The geology and culture history of the Connecticut River Valley is highlighted in this article and apPlied to Abenaki and Pocumtuck storytelling about the area. "Coastal Route Theory." Home. N.P., n.d. Web. 13 July 2013. <http://ows.edb.utexas.edu/site/hight- kreitman/coastal-route-theory>. "ComPlete Inuit Shaman Life Story 1922." YouTube. YouTube, 27 SePt. 2006. Web. 18 July 2013. <http://www.youtube.com/watch?v=Kxdqjn1sFM8>. This is a film adaption taken from Knud Rasmussen’s journals and discussions with an Inuit shaman. The shaman really exPlains about the “story” and tells his own story about his birth into the world. "Cowasuck Band of the Pennacook-Abenaki PeoPle - Sub- N'dakina - Our Homelands & PeoPle." 5 Cowasuck Band of the Pennacook-Abenaki People - Sub- N'dakina - Our Homelands & People. N.P., n.d. Web. 18 July 2013. <http://www.cowasuck.org/history/ndakina.cfm>. Rundown of Abenaki information that also shows how Parts of the language is written. Shows Places in New England and Canada where Abenaki currently live. Erlandson, Jon. "The KelP Highway HyPothesis: Marine Ecology, the Coastal Migration Theory, and the PeoPling of the Americas." Taylor and Francis. N.p., n.d. Web. 13 July 2013. <http://www.tandfonline.com/doi/abs/10.1080/15564890701628612>. Basic abstract about the KelP Theory. Site does not lead to the final source. The abstract was thorough. Fawcett, Melissa Tantaquidgeon. Medicine Trail: The Life and Lessons of Gladys Tantaquidgeon. Tucson: University of Arizona, 2000. Print. Chapters 11 and 12 describe more clearly about MoshuP and Granny, mythical characters for the WamPanoag. Goebel, Ted, Michael Waters, and Dennis O'Rourke. "The Late Pleistocene DisPersal of Modern Humans in the Americas." Science 319 (2008): n. Pag. Web. 20 July 2013. <http://www.centerfirstamericans.com/cfsa-Publications/Science2008.Pdf>. High level reading article more for the teacher to review but this Provides a thorough descriPtion of human movement, maps of the Ice Age are also included. Gugliotta, Guy. "When Did Humans Come to the Americas?" Smithsonian Magazine. N.p., Feb. 2013. Web. 13 July 2013. <http://www.smithsonianmag.com/science-nature/When-Did-Humans- Come-to-the-Americas-187951111.html>. Article looks at Prevailing theories and then highlights the 3 theories with a clear map. Article favors the Solutrean Theory. "The Haudenosaunee Creation Story." Oneida Indian Nation. N.p., 2013. Web. 13 July 2013. <http://www.oneidaindiannation.com/history/creationstory>. Sky Woman story from the Oneida Indian Nation website. 6 Hunter, Kathleen A., Mary Pat. Knowlton, and Patrick J. Smith. The Native Americans of Connecticut: Holding on and Moving Forward. [Hartford, Conn.]: DePartment, 2000. Print. "Indigenous/Traditional Knowledge and Intellectual ProPerty." Http://web.law.duke.edu/cspd/itkpaper. Center for the Public Domain, n.d. Web. 20 July 2013. <http://web.law.duke.edu/csPd/itkPaper>. Excellent document that exPlains the reasons and how best to cite sources from Indigenous resources.
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