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Us Lone Wand'ring Whaling-Men
“Us Lone Wand’ring Whaling-Men”: Cross-cutting Fantasies of Work and Nation in Late Eighteenth- and Nineteenth-Century American Whaling Narratives by Jennifer Hope Schell B.A., Emory University, 1996 M.A., University of Georgia, 1998 Submitted to the Graduate Faculty of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2006 UNIVERSITY OF PITTSBURGH ARTS AND SCIENCES This dissertation was presented by Jennifer Hope Schell Jennifer Hope Schell It was defended on April 21, 2006 and approved by Susan Z. Andrade, Associate Professor of English Jean Ferguson Carr, Associate Professor of English Kirk Savage, Associate Professor of History of Art & Architecture Dissertation Advisor: Nancy Glazener, Associate Professor of English ii “Us Lone Wand’ring Whaling-Men”: Cross-cutting Fantasies of Work and Nation in Late Eighteenth- and Nineteenth-Century American Whaling Narratives Jennifer Hope Schell, PhD University of Pittsburgh, 2006 My project takes up a variety of fictional and non-fictional texts about a kind of work which attracted the attention of American novelists Herman Melville, Harry Halyard, and Helen E. Brown; historian Obed Macy; and journalist J. Ross Browne, among others. In my Introduction, I argue that these whaling narratives helped to further develop and perpetuate an already existing fantasy of masculine physical labor which imagines the United States’ working class men to be ideal, heroic Americans. This fantasy was so compelling and palpable that, surprisingly enough, the New England whalemen could be persistently claimed as characteristically and emblematically American, even though they worked on hierarchically-stratified floating factories, were frequently denied their Constitutional rights by maritime law, and hardly ever spent any time on American soil. -
Teacher's Guide for COBBLESTONE PILGRIMS ROCK the NEW WORLD
Teacher’s Guide for COBBLESTONE PILGRIMS ROCK THE NEW WORLD October 2009 By Linda M. Andersen, School Counselor at Eastover-Central Elementary School in Fayetteville, North Carolina Goal: to identify with the Pilgrims’ journey to the New World and their adjustment to a new way of life. *Always have a parent or adult you trust help you research websites. --------------------------------------------------------------------------------------------------------------------- “With Fresh Courage” by Duane Damon (Pages 2-4) Pre-reading: Look at the drawings on pages 2-3. Read the picture captions and the title of the article. Predict what the reading will be about. Vocabulary Check: defied, arrested, commanding, risks, committing, illegal, offense, immense, monarchs, traitors, hounded, authorized, translations, cleansed, purified, lavish rituals, rejected, stern, gradual, authority, ridicule, stripped, fateful, consent, persecution, shouldered, trudged, betrayed, constables, seized, rendezvous, mired, dispatched, dinghy, brandishing, marooned, distress, endure, battered, doomed, perilous, shrunk, and intolerable. Comprehension Check: 1. Why was it not easy to be a Separatist? 2. Explain the statement “literacy was spreading.” 3. When people could read the Bible for themselves, what began to happen? 4. What was King James’ greatest fear? 5. Why wouldn’t the Church of England allow those who defied the church to leave? 6. Tell how people turned against each other. 7. Brainstorm ways for women and children to survive with no home to return to and their husbands have escaped to another country. 8. Tell how the story ends. Was it a happy or sad ending? Social Studies/Map Skills: Use the map to follow the journey of the Separatists. Writing Activity: • Pretend to be King James and to be alarmed by the people who stood against the rulings of the church. -
Pilgrims, the Mayflower Compact, and Thanksgiving by TIM BAILEY
Colonial America: Pilgrims, the Mayflower Compact, and Thanksgiving BY TIM BAILEY UNIT OVERVIEW Over the course of three lessons the students will analyze primary and secondary sources on the voyage of the Pilgrims to America aboard the Mayflower, the writing of the Mayflower Compact, and the origin of Thanksgiving. The texts are a modern secondary source about the journey of the Mayflower and two primary sources: The Mayflower Compact (1620) and a letter by a colonist, Edward Winslow (1621). Students will closely analyze these materials, draw conclusions, and demonstrate their understanding through classroom activities as directed in each lesson. UNIT OBJECTIVES Students will be able to • Read primary sources and a secondary source about a historical event • Demonstrate an understanding of the event described by creating illustrations, using text from the document as captions • Explain their illustrations orally to their peers • Analyze and summarize the content and purpose of historical documents ESSENTIAL QUESTIONS You can use these essential questions to stimulate discussion throughout the unit: • What conditions encouraged the Pilgrims to leave Europe? • What challenges did the Pilgrims face during their voyage on the Mayflower? • Why is the Mayflower Compact considered the first document establishing an American government? • How did Edward Winslow describe relations between the colonists and American Indians? • Why is Winslow’s letter considered a description of the “First Thanksgiving”? • How does Winslow’s description of the 1621 event fit with our traditional telling of the story of the First Thanksgiving? 1 Elementary Teaching W/Docs Lesson 1.indd 1 6/7/18 2:26 PM NUMBER OF CLASS PERIODS: 3 COMMON CORE STATE STANDARDS CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. -
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. -
The Tragedy of the Whaleship Essex
THE CREW of the ESSEX 0. THE CREW of the ESSEX - Story Preface 1. THE CREW of the ESSEX 2. FACTS and MYTHS about SPERM WHALES 3. KNOCKDOWN of the ESSEX 4. CAPTAIN POLLARD MAKES MISTAKES 5. WHALING LINGO and the NANTUCKET SLEIGH RIDE 6. OIL from a WHALE 7. HOW WHALE BLUBBER BECOMES OIL 8. ESSEX and the OFFSHORE GROUNDS 9. A WHALE ATTACKS the ESSEX 10. A WHALE DESTROYS the ESSEX 11. GEORGE POLLARD and OWEN CHASE 12. SURVIVING the ESSEX DISASTER 13. RESCUE of the ESSEX SURVIVORS 14. LIFE after the WRECK of the ESSEX Frank Vining Smith (1879- 1967) was a prolific artist from Massachusetts who specialized in marine painting. His impressionistic style made his paintings especially beautiful. This image depicts one of his works—a whaleship, like the Essex, sailing “Out of New Bedford.” Leaving Nantucket Island, in August of 1819, the Essex had a crew of 20 men and one fourteen-year-old boy. The ship’s captain was 29-year-old George Pollard, a Nantucket man, who had previously—and successfully—sailed on the Essex as First Mate. This was his first command aboard a whaling ship. Because so many whalers were sailing from Nantucket, by 1819, Pollard and the Essex’s owners had to find crew members who were from Cape Cod and the mainland. In Nantucket parlance, these off-island chaps were called “coofs.” There were numerous coofs aboard the Essex when she left the harbor on August 12, 1819. Viewed as outsiders, by native Natucketers, coofs were not part of the island’s “family.” Even so, working on a whaler—which, by 1819, was both a ship and a factory—African-American crewmen experienced the relative equality of shipboard life. -
Gregory Evans Dowd Department of History/Department of American Culture 3700 Haven Hall University of Michigan, Ann Arbor, 48109-1045 [email protected] 734-763-1460
Gregory Evans Dowd Department of History/Department of American Culture 3700 Haven Hall University of Michigan, Ann Arbor, 48109-1045 [email protected] 734-763-1460 EMPLOYMENT Helen Hornbeck Tanner Collegiate Professor of History and American Culture, University of Michigan, Ann Arbor, Sept, 2016-present Professor of History and American Culture: University of Michigan, Ann Arbor, 2002-present Chair, Department of American Culture, July 2007-Dec. 2013 Director of Native American Studies in the Program in American Culture, 2002-2005, Fall, 2006 Visiting Researcher (courtesy): History, University of the Witwatersrand, Johannesburg, South Africa, 2016-2017 Associate Professor: History, University of Notre Dame, 1993-2002 Associate Dean for Undergraduate Studies: College of Arts and Letters, University of Notre Dame, 2001- 2002 Assistant Professor: History, University of Notre Dame, 1987-1993 Visiting Associate Professor, History, University of Connecticut, Storrs, 1996-1997 Fulbright Senior Lecturer, History, University of the Witwatersrand, calendar year, 1994 Lecturer: History, Princeton University, 1986-1987 EDUCATION Princeton University: Ph.D., 1986; M.A., 1982, John M. Murrin, advisor University of Connecticut: BA. (Honors Program), 1978 MAJOR PUBLICATIONS BOOKS Groundless: Rumors, Legends, and Hoaxes on the Early American Frontier (Baltimore: Johns Hopkins University Press, 2015). Reviewed in Times Literary Supplement (TLS) War under Heaven: Pontiac, The Indian Nations, and the British Empire (Baltimore: Johns Hopkins University Press, 2002), paperback, 2003. Reviewed in TLS and The Atlantic A Spirited Resistance: The North American Indian Struggle for Unity, 1745-1815 (Baltimore: Johns Hopkins University Press, 1992). Paperback edition, 1993. Reviewed in The New York Times Book Review Note that the three works above were also widely reviewed in professional historical journals. -
The Mayflower Compact (1620)
The Mayflower Compact (1620) In 1620, the passengers aboard the Mayflower found themselves for nine stormy weeks in the Atlantic Ocean. They were headed for the warm climate and fertile land of the Virginia colony, but they landed instead far to the north of this desired colony. The passengers consisted of a group of 35 Pilgrims— a religious group that had separated from the Church of England—and 70 others. On November 11, 1620, the boat reached Cape Cod, in present-day Massachusetts. The non-Pilgrims claimed that because the ship had not landed in Virginia, the charter for a colony was not valid. Moreover, the non-Pilgrims claimed that they did not have to obey the Pilgrim leaders. In an effort to keep the group together and to maintain order, the Pilgrim leaders drew up the Mayflower Compact. While still on board, most of the adult men in the group signed the document. A month later, the passengers went on land, creating the first permanent English settlement in New England, at Plymouth, Massachusetts. The Mayflower Compact became the basis for government of the Plymouth Colony. The document is remarkable for its time because it created a government of ordinary citizens, not just members of the ruling class. In The Name of God, Amen. We, whose names are underwritten, the Loyal Subjects of our dread [awe- inspiring] Sovereign Lord King James, by the Grace of God, of Great Britain, France, and Ireland, King, defender of the Faith, etc. Having undertaken for the Glory of God, and Advancement of the Christian Faith, and the Honour of our King and Country, a Voyage to plant the first colony in the northern Parts of Virginia; Do . -
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. -
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.