Plymouth State University
Social Science Department
EARLY AMERICAN ENCOUNTERS
HIDI 1205.01 Past and Present
Marcia Schmidt Blaine
mblaine@plymouth.edu
TR 8-9:15 Memorial 103
Fall 2011
Office: Memorial 204 X52347
Office Hours: TR 9:30-10:30
T 4:30-5:30
Generally, Americans view the settlement of Europeans in North America from the point
of view of the Europeans. The process appears quite different when viewed from the point of
view of the Native Americans. The interpretation of American settlement changes from one of
conquest to one of invasion. Not only different times but also different cultures may shape
different views of the world. Readings in Native American history and those of European
understandings of the Native Americans, discussions of the readings and historians changing
interpretations of events, and research into various American encounters will allow students to
study the changes that have taken place in the field of early American settlement and Native
American history. Understanding the interactions of 16th and 17th century American east coast
Native Americans and Europeans will allow students to gain a greater understanding of the
modern clash of cultures that occurs around the globe.
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This course meets the PAST AND PRESENT Directions requirement for the General Education
Curriculum.
In order to comprehend the present and envision the future, we must understand the past.
Cultures and societies discern time and construct chronologies of significant events to explain
the past, comprehend the present, and envision the future. By examining issues and events that
are currently impacting students’ lives, Past and Present courses explore how people interpret
causes and effects within events, and how actions and reactions circumscribe the "origin" of an
event. These courses encourage students to realize that different times shape different views of
the world. For students to realize that all fields of knowledge are subject to change, they need to
study the changes that have taken place within those fields. The study of early American
encounters is a good example of a field that has seen major changes over time. Students also
need to understand the dialectic movement between the past and present: just as the past shapes
the present, so does the present shape our understanding of the past. There are multiple
perspectives and interpretations of the same events and these interpretations are subject to
revision.
Past and Present courses emphasize the skills of reading, writing, speaking and listening,
critical thinking, and conducting research.
Thus students must come to class prepared to discuss the readings each week. Students will
share their understandings of the readings with another classmate. After listening to the analysis
of other students and giving their own, the students will write their understanding of the research.
Course objectives:
1. To understand how the interpretation of the past may change over time.
2. To examine the past critically to understand its impact on the present.
3. To understand the dynamics of contact, conquest, accommodation, assimilation and
resistance.
4. To study primary sources to understand both their problems and benefits.
5. To examine how various European writers made sense of and justified their encounters
with Native American cultures.
6. To re-examine the various cultural myths of ‘discovery,’ ‘exploration,’ and
‘colonization.’
Required Readings:
Colin Calloway, Dawnland Encounters: Indians and Europeans in Northern New England
(Hanover, NH: University Press of New England; 1991).
Articles and additional readings on Moodle.
Students should note that University policies regarding academic integrity are in force. These
policies may be found in every year’s edition of the Academic Catalog (for 2011-2012, they
appear on pp. 40-42) or at http://www.plymouth.edu/office/registrar/academicpolicies/academic-standing/. We will review the policy in class.
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If class is cancelled for any reason, such as a snow day, students must check Moodle for an
online assignment. Neglecting to complete an online assignment will result in a recorded
absence, even if the University is closed.
Plymouth State University is committed to providing students with documented disabilities equal
access to all university programs and facilities. If you think you have a disability requiring
accommodations, you should immediately contact the PASS Office in Lamson Library (5352270) to determine whether you are eligible for such accommodations. Academic
accommodations will only be considered for students who have registered with the PASS Office.
If you have a Letter of Accommodation for this course from the PASS Office, please provide the
instructor with that information privately so that you and the instructor can review those
accommodations.
Grading:
Class participation: 15%
Writing assignments: 20% (10% each)
Exams: 40% (20% each)
Research assignment and class presentation: 25%
Semester-long research assignment: Develop an annotated list of useful websites (20 websites
are required in the final project of which at least five must be peer-reviewed journal articles
and at least one must be a primary document) that focus on some aspect of 16th and 17thcentury Native American and European encounters. Reviews of books and Wikipedia entries do
not count. I will check in with your progress during the semester. You will share the highlights
of your research assignment with everyone in the class in a short (5-8 minutes) PowerPoint
presentation at the end of the term. A major part of the grade will be the clarity as well as the
accuracy of your presentation. Each student will post a PowerPoint presentation on Moodle in
the appropriate section by 8am on the date presentations begin.
Embedded librarian: Our librarian will be Prof. Elaine Allard. She will be available to you
through Moodle. She will visit our class, know all the assignments, and be able to help you with
research and citations.
Assignments: Weekly notes (reading)
Peer discussions (speaking, listening and critical thinking)
Analysis of primary research (reading, listening, writing, and critical thinking)
Final research assignment (reading, writing, critical thinking, and conducting
research)
September 1 (Thursday) – Introduction to course; primary documents
Introduction to European/Native American encounters and primary documents.
Assignment: Each week, bring your notes from the readings to class. With them, you
will be able to better participate in the discussion.
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Week beginning each Tuesday: for the week of Sept. 6 – Encounters between the Norse and Native Americans. Have the reading for this week
finished by Tuesday (remember to bring in your notes). These are challenging
readings. Discuss the readings with a partner. What caused problems between the Norse
and the skraellings? Together, develop an analysis of the readings. This does not
mean that you have to agree with your partner. But the discussion will help you and your
partner focus on what is important in the readings.
Write a 2 page analysis of the maps and readings (primary documents) – due Tuesday,
9/13.
Readings: The Saga of Eric the Red, p. 30-42.
The Vinland History of the Flat Island Book, p. 59-66.
Map of Norse journeys:
Start with http://www.americanjourneys.org/texts.asp, click on ‘Find document’ and read
the two sagas listed above. The map is a click away on a left button within either saga.
Sept. 13 – Why did Europeans decide to settle the New World? What pushed and what pulled
people to the Americas? Readings: Using online resources, find one primary document
relating to what made the Americas attractive to Europeans. Print it out (not more than 5
pages) and bring it to class on Thursday. You will work on a document analysis of the
documents.
Norse paper due Tuesday, Sept. 13
Topics for final project are due September 20.
Readings: On Moodle: Colin G. Calloway. Please go to Google books and read the
introduction, "The Kaleidoscope of Early America" (p. 1-7) to Calloway's book, New
Worlds for All: Indians, Europeans, and the Remaking of Early America. Bring notes
from the reading to class on Tuesday, Sept. 21.
Revised Syllabus: HIDI 1205: Early American Encounters Fall 2011
Sept. 20: Christopher Columbus
*****Topics for final project are due on Tuesday (bring in three possible topics). Readings: On
Moodle: Colin G. Calloway. Please go to Google books and read the introduction, "The
Kaleidoscope of Early America" (p. 1-7) to Calloway's book, New Worlds for All: Indians,
Europeans, and the Remaking of Early America. Bring notes from the reading to class on
Tuesday, Sept. 20.
Sept 22: Find primary documents relating to your topics on the web. Bring in two conflicting pieces of
information on your topic into class. We will discuss your topic choice and the websites’
reliability.
Prof. Allard, our ‘embedded librarian,’ will join our class on September 22.
Review annotations and Chicago Manual of Style.
[This section may very well move to next Tuesday. We’ll see]: Did Columbus’ attitudes toward
the Native Americans and his aspirations for his exploration set Europeans on a path toward
conflict and conquest? Be prepared to discuss the readings in the class by Thursday. Bring in
notes.
Readings:
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The Columbus Letter: http://usm.maine.edu/maps/web-document/1/4/sub-/4-translation
What cultural differences were immediately evident? How did each side react to the difference?
A map of “The Four Voyages of Columbus, 1492-1503:” Go to
http://www.americanjourneys.org/aj-062/index.asp and click on reference map.
Sept 27 – John Cabot/ Squanto
Explore early English exploration by looking at Cabot. Then turn to Squanto.
Sept. 29 - Find primary documents relating to Squanto online. “Desperate Crossings” - introduction of
Squanto.
Oct. 4 – New England Laboratory: Use Calloway collection and New England to understand the views
of Native Americans and Europeans toward one another.
Oct. 6 - Have notes and be prepared to discuss the readings on Thursday. Readings: Calloway, read
entire introduction and p. 25-47.
Oct. 11 – Exchange: Physical & Material. Disease and environmental impact: where can you find
primary documents describing the impact of European disease on Native Americans?
Readings: on Moodle by Tuesday: William Cronon, Changes in the Land: Indians, Colonists,
and the Ecology of New England (New York, 1983), chapter 5, p. 82-91.
October 13: Midterm exam
Oct. 18 – France and Native Americans.
Reading: Calloway, p. 34-37, 59-61, 68-70.
How and why were the early relationships between the French and Native American different
from those between the English and Native Americans? Work on draft for 2nd paper.
Assignment: Continue work on your final project. The first installment is due shortly.
** There is a change this week from original syllabus: Oct. 25 – Encounters between Europeans and
Native Americans paper: Bring in rough draft to class on Thursday, October 27. Paper due
on Tuesday, November 1.
Oct. 27 - Online assignment; no face-to-face class meeting.
Nov. 1 – War Readings: Calloway, p. 66-68, 133-159; On Moodle: Jill Lepore, The Name of War:
King Philip’s War and the Origins of American Identity (New York, 1999), chapter one.
Nov. 3 - Assignment: Check on ongoing research. Bring in at least 8 finished annotations.
Nov. 8 – Captives.
Calloway, p. 213 – 219, 221-241.
Nov. 10: Documents. Read portions of narratives of other captives: Mary Rowlandson:
http://www.library.csi.cuny.edu/dept/history/lavender/rownarr.html
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Mary Jemison: Read: http://www.gutenberg.org/dirs/etext04/jemsn10.txt
Nov. 15 – Coexistence of Native people with the British and French empires.
Calloway, p. 178- 201. Continues through Thursday, November 17.
Nov. 22: Assignment: Bring in your research results for final project to class on Tuesday.
Thanksgiving Break: Nov. 23-27
**Research assignment PowerPoints must be in the appropriate area of ‘Discussion’ in Moodle by
8am on November 29.
November 29 – Week of
Research assignments presentations begin.
Do not forget to add a bibliography at the end of your PowerPoint including all the sources you
used for your PowerPoint.
Share information learned with fellow students in prepared PowerPoint presentation.
Dec. 6 – Week of: Research Assignments presentations continue.
Final Exam:.Thursday, Dec. 15, 8-10:30am
Sept. 20 - Christopher Columbus
*****Topics for final project are due on Tuesday (bring in three possible topics).
Find primary documents relating to your topics on the web. Bring in two conflicting
pieces of information on your topic into class. We will discuss your topic choice and the
websites’ reliability.
Prof. Allard, our ‘embedded librarian,’ will join our class on September 2s.
Did Columbus’ attitudes toward the Native Americans and his aspirations for his
exploration set Europeans on a path toward conflict and conquest? Be prepared to
discuss the readings in the class by Thursday. Bring in notes.
Readings:
The Columbus Letter: http://usm.maine.edu/maps/web-document/1/4/sub-/4-translation
What cultural differences were immediately evident? How did each side react to the
difference?
A map of “The Four Voyages of Columbus, 1492-1503:” Go to
http://www.americanjourneys.org/aj-062/index.asp and click on reference map.
Sept 27 – John Cabot/ Squanto
Explore early English exploration by looking at Cabot. Then turn to Squanto. Readings
on Moodle: Neal Salisbury, “Squanto: Last of the Patuxets.” Find primary
documents relating to Squanto online. “Desperate Crossing” introduction of Squanto. .
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Oct. 4 – New England Laboratory: Use Calloway collection and New England to understand
the views of Native Americans and Europeans toward one another. Have notes and be
prepared to discuss the readings on Thursday.
Readings: Calloway, introduction and p. 25-47.
Oct. 11 – Exchange: Physical & Material
Disease and environmental impact: where can you find primary documents describing the
impact of European disease on Native Americans? Readings: on Moodle
by Tuesday: William Cronon, Changes in the Land: Indians, Colonists, and the Ecology
of New England (New York, 1983), chapter 5, p. 82-91.
October 13: Midterm exam
Oct. 18 – France and Native Americans.
Reading: Calloway, p. 34-37, 59-61, 68-70.
Assignment: How and why were the early relationships between the French and Native
American different from those between the English and Native Americans?
Continue work on your final project. The first installment is due shortly.
Oct. 25 – Online assignment for Oct. 25; no face-to-face class meeting.
Thursday: Encounters between Europeans and Native Americans paper: Bring in rough
draft to class on Thursday, October 27. Paper due on Tuesday, November 1.
Nov. 1 – War
Readings: Calloway, p. 66-68, 133-159; On Moodle: Jill Lepore, The Name of War:
King Philip’s War and the Origins of American Identity (New York, 1999), chapter one.
Assignment: Check on ongoing research. Bring in at least 8 finished annotations.
Nov. 8 – Captives.
Calloway, p. 213 – 219, 221-241. Documents.
Optional readings about other captives: Mary Rowlandson:
http://www.library.csi.cuny.edu/dept/history/lavender/rownarr.html
Mary Jemison: Read: http://www.gutenberg.org/dirs/etext04/jemsn10.txt
Nov. 15 – Coexistence of Native people with the British and French empires.
Calloway, p. 178- 201. Continues through Tuesday, November 22.
Assignment: Bring in your research results for final project to class on Tuesday,
November 22.
Thanksgiving Break: Nov. 23-27
**Research assignment PowerPoints must be in the appropriate area of ‘Discussion’ in
Moodle by 8am on November 29.
November 29 – Research assignments presentations begin.
Do not forget to add a bibliography at the end of your PowerPoint including
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all the sources you used for your PowerPoint.
Share information learned with fellow students in prepared PowerPoint presentation.
Dec. 6 – Research Assignments presentations continue.
Final Exam:.Thursday, Dec. 15, 8-10:30am
Possible final project topics (each topic may be researched by only one student):
Louis Hennepin
Martin Frobisher
Samuel de Champlain
Hernando Cortez (or Hernan Cortes)
Sir Walter Raleigh
1622 Massacre in Virginia Peter Stuyvesant
Fort Duquesne
Sir Humphrey Gilbert
John Cabot
Vasco Nunez de Balboa
King Philip’s War
Martin Pring
Richard Hakluyt
Torridillio’s Treaty
Giovanni da Verranzano
Henry Hudson
Amerigo Vespucci
Francisco Pizarro
Francisco Vasquez de Coronado
John Lawson
Hernando DeSoto
Sebastian Cabot
Juan Rodriquez Cabrillo
Jacques Cartier
Peter Minuit
Juan Ponce de Leon
Alexander MacKenzie
Johan Printz
James Cook
Rene-Robert Cavelier, Sieur de la Salle
Roanoke
Sir Francis Drake
Dummer’s War
Jamestown
Jacques Marquette
Marcos de Niza
others of your choice
Topics that may not be chosen: John Smith, Christopher Columbus, Ferdinand Magellan