Tolatsga.Org/Wampa.Html
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Legacies of King Philip's War in the Massachusetts Bay Colony
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1987 The legacies of King Philip's War in the Massachusetts Bay Colony Michael J. Puglisi College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons Recommended Citation Puglisi, Michael J., "The legacies of King Philip's War in the Massachusetts Bay Colony" (1987). Dissertations, Theses, and Masters Projects. Paper 1539623769. https://dx.doi.org/doi:10.21220/s2-f5eh-p644 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. INFORMATION TO USERS While the most advanced technology has been used to photograph and reproduce this manuscript, the quality of the reproduction is heavily dependent upon the quality of the material submitted. For example: • Manuscript pages may have indistinct print. In such cases, the best available copy has been filmed. • Manuscripts may not always be complete. In such cases, a note will indicate that it is not possible to obtain missing pages. • Copyrighted material may have been removed from the manuscript. In such cases, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, and charts) are photographed by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each oversize page is also filmed as one exposure and is available, for an additional charge, as a standard 35mm slide or as a 17”x 23” black and white photographic print. -
Physical Accomplishment, Spiritual Power, and Indian Masculinity in Early-Seventeenth-Century New England
Ethnohistory ‘‘Ranging Foresters’’ and ‘‘Women-Like Men’’: Physical Accomplishment, Spiritual Power, and Indian Masculinity in Early-Seventeenth-Century New England R. Todd Romero, University of Houston Abstract. Through an examination of seventeenth-century English sources and later Indian folklore, this article illustrates the centrality of religion to defining mascu- linity among Algonquian-speaking Indians in southern New England. Manly ideals were represented in the physical and spiritual excellence of individual living men like the Penacook sachem-powwow Passaconaway and supernatural entities like Maushop. For men throughout the region, cultivating and maintaining spiritual associations was essential to success in the arenas of life defining Indian mascu- linity: games, hunting, warfare, governance, and marriage. As is stressed through- out the essay, masculinity was also juxtaposed with femininity in a number of important ways in Indian society. In seventeenth-century New England, colonial observers often derided In- dian men, contending that ‘‘these ranging foresters,’’ as William Wood once termed them, failed to work and act as men should and offered a potentially dangerous example to the disorderly elements of Anglo-American society. In a typical seventeenth-century English assessment of Indian gender roles, Wood claimed that Indian wives were ‘‘more loving, pitiful, and modest, mild, provident, and laborious than their lazy husbands.’’1 Examining these conceits, scholars have often stressed that such views tell us more about English gender ideals than they reveal about the structure of Indian society. Correctly casting the English hostility toward male Indian gender roles as ethnocentric bias, such work takes special pains to stress the comparative egalitarianism of Native American gender relations. -
Vital Allies: the Colonial Militia's Use of Indians in King Philip's War, 1675--1676
University of New Hampshire University of New Hampshire Scholars' Repository Master's Theses and Capstones Student Scholarship Spring 2011 Vital allies: The colonial militia's use of Indians in King Philip's War, 1675--1676 Shawn Eric Pirelli University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/thesis Recommended Citation Pirelli, Shawn Eric, "Vital allies: The colonial militia's use of Indians in King Philip's War, 1675--1676" (2011). Master's Theses and Capstones. 146. https://scholars.unh.edu/thesis/146 This Thesis is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Master's Theses and Capstones by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. VITAL ALLIES: THE COLONIAL MILITIA'S USE OF iNDIANS IN KING PHILIP'S WAR, 1675-1676 By Shawn Eric Pirelli BA, University of Massachusetts, Boston, 2008 THESIS Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Master of Arts In History May, 2011 UMI Number: 1498967 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Dissertation Publishing UMI 1498967 Copyright 2011 by ProQuest LLC. -
Performative Violence and Judicial Beheadings of Native Americans in Seventeenth-Century New England
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2014 "Thus Did God Break the Head of that Leviathan": Performative Violence and Judicial Beheadings of Native Americans in Seventeenth-Century New England Ian Edward Tonat College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Indigenous Studies Commons, and the United States History Commons Recommended Citation Tonat, Ian Edward, ""Thus Did God Break the Head of that Leviathan": Performative Violence and Judicial Beheadings of Native Americans in Seventeenth-Century New England" (2014). Dissertations, Theses, and Masters Projects. Paper 1539626765. https://dx.doi.org/doi:10.21220/s2-ycqh-3b72 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. “Thus Did God Break the Head of That Leviathan”: Performative Violence and Judicial Beheadings of Native Americans in Seventeenth- Century New England Ian Edward Tonat Gaithersburg, Maryland Bachelor of Arts, Carleton College, 2011 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts Lyon G. Tyler Department of History The College of William and Mary May, 2014 APPROVAL PAGE This Thesis is submitted -
Captivating Emotions: Sentiment and the Work of Rhetorical Drag in Colonial and Early National Captivity Narrative
University of Northern Iowa UNI ScholarWorks Dissertations and Theses @ UNI Student Work 2009 Captivating emotions: Sentiment and the work of rhetorical drag in colonial and early national captivity narrative Gleidson Gouveia University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©2009 Glenidson Gouveia Follow this and additional works at: https://scholarworks.uni.edu/etd Recommended Citation Gouveia, Gleidson, "Captivating emotions: Sentiment and the work of rhetorical drag in colonial and early national captivity narrative" (2009). Dissertations and Theses @ UNI. 556. https://scholarworks.uni.edu/etd/556 This Open Access Thesis is brought to you for free and open access by the Student Work at UNI ScholarWorks. It has been accepted for inclusion in Dissertations and Theses @ UNI by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. CAPTIVATING EMOTIONS: SENTIMENT AND THE WORK OF RHETORICAL DRAG IN COLONIAL AND EARLY NATIONAL CAPTIVITY NARRATIVE An Abstract of a Thesis Submitted in Partial Fulfillment of the Requirements for the Degree Master of Arts Gleidson Gouveia University of Northern Iowa July 2009 ABSTRACT Captivity narrative, the American genre initiated early in the seventeenth century, tells the story of Europeans abducted by Native Americans in the New England frontier. These texts, however, do not simply tell the subjects' experiences of confinement among the Indians but reveal important relations of power, religion, and politics that took place in Early America. This work analyzes the captivity narratives of Mary Rowlandson, Mary Swarton, John Williams, Mary Jemison, and John Tanner to understand how their experiences were appropriated by third parties in order to meet religious and political ends of their respective times. -
English 9 and 10
English 9 and 10 DEPARTMENT OF TEACHING & LEARNING Educate · Equip · Empower The 2020 U.S. Census: Who Counts? Read and annotate each text in the set, and answer the questions that accompany each one. After you have read and responded to all five texts, complete the informational writing task below. Texts Novel Excerpt From There There by Tommy Orange Poem “An American Sunrise” by poet laureate Joy Harjo News Article “‘We are Still Here’: Native Americans fight to be counted in U.S. census” from The Guardian Informational Text “The History of the Census” by National Geographic Society Opinion “The 2020 Census is still at risk” from The Washington Post Task Informational Writing - 9-10.W.TTP.2 CLTs: 1. I can write informative texts to convey complex ideas, concepts, and information clearly and accurately. 2. I can choose relevant and sufficient evidence to develop the topic. 3. I can organize the information effectively to create cohesion. You have read several texts about the U.S. Census and the issue of underrepresentation especially as it affects Native Americans and other minority groups. Write a multi-paragraph informational essay explaining why underrepresentation is a problem, the factors that contribute to underrepresentation, and possible solutions. Use evidence from at least three texts in your response. Avoid over-relying on any one text. Responses will be scored using the TN Informational Writing Rubric found on the last page of this document. DEPARTMENT OF TEACHING & LEARNING Educate · Equip · Empower Excerpts from There There by Tommy Orange Read and annotate the text. Write a multi-sentence response to each of the questions that follow. -
Weetamoo of the Wampanoag
SQUAW SACHEM WEETAMOO OF THE WAMPANOAG “NARRATIVE HISTORY” AMOUNTS TO FABULATION, THE REAL STUFF BEING MERE CHRONOLOGY Squaw Sachem Weetamoo “Stack of the Artist of Kouroo” Project HDT WHAT? INDEX SQUAW SACHEM WEETAMOO SQUAW SACHEM WEETAMOO 1661 Massasoit died and was succeeded by his 1st son, Wamsutta, the one who had been nicknamed “Allexander” (sic) by the whites.1 Att the ernest request of Wamsitta, desiring that in regard his father is lately deceased, and hee being desirouse, according to the custome of the natives, to change his name, that the Court would confer an English name upon him, which accordingly they did, and therefore ordered, that for the future hee shalbee called by the name of Allexander Pokanokett; and desireing the same in the behalfe of his brother, they have named him Phillip. Allexander Wamsutta was married to Squaw Sachem Weetamoo of Pocasset. He sold Attleboro lands to the Plymouth colony. This sachem would be signing the land sale documents presented to him by the English sometimes with anA sometimes with aW and sometimes with aM (these things are complex, for in fact he had in addition another name beginning with the letter M) as his younger brother Metacom, when he would in his turn become the sachem of the Wampanoag, would be signing these ubiquitous documents with a big inkyP (it all was made to seem so legitimate and respectful and congenial). This was the year of the property transaction known as the “Northern Purchase.” The English of Rehoboth HDT WHAT? INDEX SQUAW SACHEM WEETAMOO SQUAW SACHEM WEETAMOO 1. -
Teacher's Guide – First Inquiry
dawnland TEACHER’S GUIDE – FIRST INQUIRY BY DR. MISHY LESSER A DOCUMENTARY ABOUT CULTURAL SURVIVAL AND STOLEN CHILDREN BY ADAM MAZO AND BEN PENDER-CUDLIP COPYRIGHT © 2019 MISHY LESSER AND UPSTANDER FILMS, INC. ALL RIGHTS RESERVED BOSTON, MASSACHUSETTS DAWNLAND TEACHER’S GUIDE TABLE OF CONTENTS A. INTRODUCTION ..............................................................................................................................................3 B. PREPARING TO TEACH DAWNLAND .................................................................................................................17 C. THE COMPELLING QUESTION TO SUPPORT INQUIRY .........................................................................................22 D. FIRST INQUIRY: FROM TURTLE ISLAND TO THE AMERICAS ...................................................................................24 The First Inquiry spans millennia, beginning tens of thousands of years ago and ending in the eighteenth century with scalp proclamations that targeted Native people for elimination. Many important moments, events, documents, sources, and voices were left out of the lessons you are about to read because they can be accessed elsewhere. We encourage teachers to consult and use the excellent resources developed by Tribal educators, such as: • Since Time Immemorial: Tribal Sovereignty in Washington State • Indian Education for All (Montana) • Haudenosaunee Guide for Educators Lesson 1: The peopling of Turtle Island ............................................................................................................... -
Finals Round
FINALS ROUND 2015 National History Bee National Championships Varsity and JV Finals Round Questions 1. This man hoped to be remembered as "the acutest, astutest, and archest enemy of southern slavery." This man died after collapsing while shouting "No!" about a bill to honor Mexican- American War veterans. This Congressman convinced colleagues to use the funds from James Smithson's trust to create a scientific institution. James Madison appointed this man the first ever U.S. Minister to Russia. He was the first President to serve in Congress after his term of office ended and assumed his highest office thanks to a "corrupt bargain" with Henry Clay. For the point, name this son of a former President who became President in 1825. ANSWER: John Quincy Adams [prompt on Adams; do not accept or prompt on “John Adams”] <MC> {III} 2. The crime of smuggling this commodity out of the country was called "owling." The Duke of Sutherland ordered some "clearances" to expand production of this good. The Cockayne Project attempted to ban the export of this commodity, which was traded by the Merchants of the Staple. This commodity was soaked in stale urine by fullers. The seat of the Speaker of the House of Lords is a sack filled with this good, which was frequently exported to Flanders. For the point, name this commodity which is treated with carding and obtained from sheep. ANSWER: wool [or tweed; prompt on "sheep"; prompt on "cloth" or similar answers] <JB> {III} 3. Because of this event, the height of flimsy structures called insulae was restricted. -
""Their Filthy Trash": Taste, Eating, And
***AUTHOR'S PRE-PUBLICATION VERSION*** Rachel B. Herrmann, “‘Their Filthy Trash’: Taste, Eating, and Work in Mary Rowlandson’s Captivity Narrative,” Labor: Studies in Working- Class History of the Americas, 12, no. 1-2 (March 2015): 45-70. They came at sunrise. The sound of guns heralded their approach, and soon they reached the house at the edge of the hill. Taking shelter behind the knoll and in the barn, they “shot against the House, so that the Bullets seemed to fly like hail.” They wounded one, “then another, and then a third.” With flax and hemp found in the barn, they set the house on fire. They stationed men at the entrance, “ready to knock us on the head, if we stirred out.” The brother-in-law was the first to try his luck, but “being before wounded, in defending the house,” he died mere steps from the door. The nephew, sporting a broken leg, was killed only seconds later. Her devastated sister cried out, “Lord, let me dy with them,” and received a bullet in answer to her prayers. They seized hold of the narrator, pulling her “one way, and the Children another.” “Come go along with us,” they said. After being assured that if she proved herself willing, “they would not hurt me,” she acquiesced.1 She was separated from her two older children. Her youngest daughter would breathe her last while lying in her arms, before she herself was sold by her captors.2 The date was February 20, 1676.3 The captive was a Lancaster, Massachusetts, woman named Mary Rowlandson; her abductors were Algonquian Narragansett, The author thanks Sari Altschuler, Katherine Grandjean, Susan Levine, Steve Striffler, and Chris Woolgar for their comments and suggestions. -
Index to HISTORIC and ARCHITECTURAL RESOURCES of TIVERTON, RHODE ISLAND (Providence, RI: Rhode Island Historical Preservation Commission, 1983.)
Index to HISTORIC AND ARCHITECTURAL RESOURCES OF TIVERTON, RHODE ISLAND (Providence, RI: Rhode Island Historical Preservation Commission, 1983.) NOTE: Boldface type indicates photos; > indicates “facing page.” Acoaxet (Westport, MA)-4, 6, 55, 56 Adamsville, RI-2, 16, 65 Adamsville Brook-13, 14, 64, 65 Adamsville Carding Co.-14, 65 agriculture/farming-1, 2, 4, 6, 6>, 8, 9, 12, 13, 16>, 18>, 21, 22, 23, 25, 26, 26>, 27, 28, 32, 33, 34, 35, 36, 38, 39, 40, 41, 55, 60, 61, 62, 64, 67, 68, 71, 72, 73, 74, 76, 77, 78, 79, 81, 82, 85, 86, 88, 91, 92, 93, 95, 97, 98, 99 Albert, Charles-73 Charles Albert Farm (867 Lake Rd.)-73, 98 “Alexander”-cf. “Wamsutta” Algonquin tribes-4, 19 “Almy” (whaleship)-14 Almy cemetery-40, 86 Almy, Christopher-35, 85 Almy family-15, 35-36, 37 Almy Farm (Sapowet Rd.)-86, 91, 98 Almy, Frederick-40 Almy, Gideon-9 Almy, Harriet-40 Almy, Holder-38 Almy, Horace-40 Horace Almy House (807 Neck Rd.)-40, 92 Almy House (103 Fogland Rd.)-37, 91 Almy House (204 Stafford Rd.)-87, 91, 93 Almy, Job-9, 35, 37, 40 Almy, Capt. John (17th cent.)-35 Almy John (18th cent.)-37 John Almy House (148 Fogland Rd.)-37, 91 Almy, Otis-40 Otis Almy House/Heathersfield (737 Neck Rd.)- 4>, 12, 40, 91 Almy, Samuel-40 Samuel E. Almy House (494 Neck Rd.)-40 Almy, William (17th cent.)-37, 38, (55) Almy, William (19th cent.)-87 William Almy Farm/Fogland Farm/Puncateesett (435 Neck Rd.)-38 Almy’s Ferry Landing-(9), 37 Almy’s Pease Field, Battle of-6 Almy’s Wharf (off Fogland Rd.)-37, 38, 42 Aluminum Company of America-37 American Fisheries Company-33 American Institute of Architects-79 American Legion Post #59-cf. -
Our Beloved Kin
Our Beloved Kin Y7275-Brooks.indb i 10/3/17 8:26:06 AM THE HENRY ROE CLOUD SERIES ON AMERICAN INDIANS AND MODERNITY Series Editors: Ned Blackhawk, Professor of History and American Studies, Yale University, and Kate W. Shanley, Native American Studies, University of Montana Series Mission Statement Named in honor of the pioneering Winnebago educational reformer and fi rst known American Indian graduate of Yale College, Henry Roe Cloud (Class of 1910), this series showcases emergent and leading scholarship in the fi eld of American Indian Studies. The series draws upon multiple disciplinary per- spectives and organizes them around the place of Native Americans within the development of American and European modernity, emphasizing the shared, relational ties between indigenous and Euro-American societies. It seeks to broaden current historic, literary, and cultural approaches to American Stud- ies by foregrounding the fraught but generative sites of inquiry provided by the study of indigenous communities. Y7275-Brooks.indb ii 10/3/17 8:26:06 AM Our Beloved Kin A New History of King Philip’s War Lisa Brooks New Haven & London Y7275-Brooks.indb iii 10/3/17 8:26:06 AM The publication of this book was supported (in part) by Amherst College. Published with assistance from the foundation established in memory of Philip Hamilton McMillan of the Class of 1894, Yale College. Copyright © 2018 by Lisa Brooks. All rights reserved. This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S.