This document provides an overview of early American literature from Native American oral traditions to 1700. It discusses the three main types of Native American tales and the six nations of the Iroquois Confederacy. It then covers the Iroquois Constitution and the early European accounts of Cabeza de Vaca and his observations of Native American culture. The document moves to discussing Puritan doctrine, literature and authors including William Bradford, Thomas Morton, John Winthrop, Anne Bradstreet, Edward Taylor, and Mary Rowlandson. It provides context on captivity narratives and the themes within Rowlandson's narrative. The document concludes with information on early American literature from 1700-1800, discussing authors such as Elizabeth Ashbridge,
This will help students out there understand American Literary periods better. I created for our reporting in our LIT 201 class. I am a student from Central Philippine University. Aspiring to be a teacher someday.
This will help students out there understand American Literary periods better. I created for our reporting in our LIT 201 class. I am a student from Central Philippine University. Aspiring to be a teacher someday.
It is a short PPT presentation about one period of American Literature. It also features a set of questions after each sub-topic to foster in-class discussion.
It is a short PPT presentation about one period of American Literature. It also features a set of questions after each sub-topic to foster in-class discussion.
Introduction To The Captivity NarrativeBarbara Glenn
This presentation introduces students to background concepts for doing close readings of assigned texts in a unit on the Captivity Narrative. The presentation is based on post structuralist concepts of reading the literary text.
Colonial LiteraturePlymouth was starteLynellBull52
Colonial Literature
Plymouth was started by people who wanted religious freedom. In September 1620, they sailed on a ship called Mayflower for more than two months. They signed the Mayflower Compact as an agreement that they would live peacefully.
They landed in Plymouth.
In March 1621, Squanto met the Pilgrims. Squanto showed the Pilgrims how to plant corn, catch fish, and get syrup from maple trees. The Pilgrims thought Squanto was sent by God. Squanto’s whole tribe died while he was in England.
Pilgrim and Puritan colonists came to the “desert wilderness” of America to “seek God’s way.” Christians in Europe felt that the church “had strayed from its original mission and become corrupt. Protestant reformers argued that Scripture, not an institution or its trappings, was the essence of Christian life” (McQuade, 1999).
The Puritans and Pilgrims believed that they were chosen by God to be recipients of His grace; they would arrive at a state of grace through much physical and emotional hardship and by constantly examining their inner lives.
Unlike the English social systems of the time, the Puritans believed that “one person was as good as another, no matter what that person’s social station was” (McQuade, 1999). Though women were still expected to perform traditional roles, like cooking, cleaning, and caring for children.
The Puritans and the Pilgrims were nonconformists, refusing to accept an authority beyond that of the revealed word.
But the "Puritans considered religion a very complex, subtle, and highly intellectual affair," and its leaders thus were highly trained scholars, whose education tended to translate into positions that were often authoritarian (http://xroads.virginia.edu/~CAP/PURITAN/purhist.html#pur).
The famous Puritan statement was that they were to be the “City upon a Hill.”
There is an inherent fear of nature; dark, demonic forces were often believed to reside in the deep woods. American Indians were often considered part of these dark forces. The Puritans wished to convert the American Indian to Christianity.
Early colonists commonly believed in supernatural elements, and they were intolerant of dissent.
In 1692 in Salem Village, Massachusetts several girls started to behave strangely.
The girls’ strange behavior was diagnosed as witchcraft.
The girls accused three women of hurting them. Soon, the panic and hysteria had brought hundreds of men and woman to prison.
Twenty people were hanged after being convicted.
The Accused Details
Sarah Cloyse Jailed for witchcraft but not triedAbigail Hobbs HangedDeliverance Hobbs HangedWilliam Hobbs Jailed for witchcraft but died before trialTituba HangedElizabeth Procter Convicted but saved by her pregnancyBridget Bishop HangedGeorge Burroughs HangedMartha Carner Hanged Martha Corey HangedMary Esty Han ...
Saad Alqahtani 1. Refer to Rushforth, Colonial North America, .docxanhlodge
Saad Alqahtani
1. Refer to Rushforth, Colonial North America, and the Atlantic world,125-128. John Winthrop's vision of a New England can be found in his sermon, a Modell of Christian Charity. As you read this segment: How would you describe Winthrop's model for Christian Charity and his vision of a New England? How would you characterize Winthrop's conception of hierarchy, community, and Charity?
In John Winthrop's sermon christened" a Model of Christian Charity," he reflected on four main themes; American exceptionalism, Charity, Communalism and Unity. Through exceptionalism, Winthrop motivates the listeners and distinguishes their role as perceived saviors. His emphasis on charity as a positive initiative for not only the receiver but the entire community advocates for social justice. Communalism encouraged a sense of collective responsibility that was vital for a unity of vision and mission towards building a new nation. The culmination of the sermon would be the call for unity symbolized through the thought of different parts of one body represented by the various occupants of the boat. Winthrop's perception of hierarchy, community and charity are best expressed through a part of his sermon: "God Almighty in his most holy and wise providence, hath so disposed of the condition of mankind, as in all times some must be rich, some poor, some high and eminent in power and dignity." It comes out clearly that he believed in the values of Love, unity, and charity as the driving force behind the building of a new nation.
2.Refer to Rushforth, Colonial North America, and the Atlantic world,125-128. John Winthrop's vision of a New England can be found in his sermon, a Modell of Christian Charity. As you read this segment: In what ways can this be viewed as a covenant (or treaty) with God? What was expected of those who lived in the Massachusetts Bay Colony? In what ways was the individual supposed to deny himself and see himself as part of a greater community?
John's sermon can be viewed as a covenant with God since he exemplifies the value of charity stating that as long a person shares with a poor neighbor, God shall not forsake him in time of need. He expresses their duty to bring change in America as a covenant with God. He explains that God will punish them if they fail to hold their side in the said contract by failing to foster change. Those living in the Massachusetts Bay colony would be expected to be examples of the new beginning by practicing the communism, charity, love, and unity. In the sermon, Winthrop says; "every man might have need of others, and from hence they might be all knit more nearly together in the bonds of brotherly affection." As such, it reflects the tremendous sacrifice that each would be expected to endure for the sake of the community.
3.Refer to Rushforth, 129-136. Review the examination of Anne Hutchinson in November 1637. What were the disagreements concerning the ‘covenant of grace" versus "covenant of wo.
We The People, session v, First AmendmentJim Powers
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‘Religion' and 'Culture' in Literature.pptxPooja Bhuva
This Presentation was presented at Two-Day International Conference on ‘Revisiting History, Ethnicity and Myth in Literature’ at Amity University Rajasthan and for that my topic is ‘Religion’ and ‘Culture’ in Literature. To describe my point I selected three works from each three respected era.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. NATIVE AMERICAN ORAL TRADITION
3 types of tales
1. Origin, Creation, or Emergence Myths
2. Hero Tales
3. Trickster Tales
6 nations of the Iroquois Confederation
in the northeast (New York area)
Seneca, Cayuga, Onandaga,
Oneida, Mohawk, Tuscarora Iroquois
5. CABEZA DE VACA (c. 1490–c. 1559)
His Relacion (1542) is an early captivity narrative, written as a report
to Charles V of Spain and is the first European account of adventures in
what is now the US (Florida and Texas)
De Vaca’s Christian conquistador attitude changed as he began to
understand the natives better and learned their customs. He is seen as a
“proto-anthropologist” (an early anthropologist because he observed
and wrote about Indian culture: marriage, family relations, funerals,
etc.
His advice to the Spanish: “Thence it may at once be seen, that to bring
all these people to be Christians and to the obedience of the Imperial
Majesty, they must be won by kindness, which is a way certain, and no
other is.”
6. PURITAN DOCTRINE AND LITERATURE
• Pilgrims were Separatist, believed Church of England (Anglican) was beyond reform and
so disassociated from it; poor and less educated than Puritans; founded Plymouth Colony
• Puritans wanted to purify the Church of England from within; were wealthy, well-educated; founded
Massachusetts Bay Colony
• Both groups are often referred to as Puritans, and both groups accepted the main doctrines of Calvinism:
• Natural depravity (all are both in original sin and can do nothing to save themselves.
• Unconditional election. God in his absolute sovereignty, damns some and saves others
• Predestination: God knows from the beginning who has been elected.
• Grace: Mankind cannot earn this saving grace, nor can he refuse it
• God continuously directs the affairs of mankind. (A thriving business might indicate divine favor and
approval.)
• The Bible was the guide for virtually all aspects of life (See typology.)
7. WILLIAM BRADFORD 1590 - 1657
Of Plymouth Plantation
Written between 1630-1646, but not published until 1856
Tells of the Pilgrim (Separatist) voyage and settlement in
Plymouth, Massachusetts; the major history of the Pilgrims
Book I
1. The Voyage on the Mayflower, 1620 (65 days)
2. God’s providence: the foreseeing care and guidance of
God or nature over the creatures of the earth;
a manifestation of divine care or direction
3. Bradford’s Pause:
“ But here I cannot but stay and make a pause, and stand half amazed at this poor people’s
present condition, and so I think will the reader, too, when he well considers the same. . . .
Besides, what could they see but a hideous and desolate wilderness, full of wild beasts and
wild men?”
8. WILLIAM BRADFORD, OF PLYMOUTH PLANTATION (CONTINUED)
BOOK II
1. The Mayflower Compact, 1620
first governing document of Plymouth
2, Dealings with the Natives
Samoset, Squanto, Massasoit
Peace treaty with the Indians
3. Thomas Morton of Merrymount
Pagan, “Atheism,” Maypole
Gun dealing and alcohol use
Encouraging indentured servants to leave the Pilgrims
4. Destruction of the Pequots, 1637
5. Bestiality and turning away from right living
9. THOMAS MORTON ()
His work is The New English Canaan (1637)
Morton is an Anglican, a Cavalier, (loyal to King Charles I) pro-Indian, anti-Puritan
The Puritans Observe Merrymount
10. Bradford vs. Morton
A reflection of the larger conflict between
Royalists (Cavaliers) vs. Roundheads (Parliamentarian / Puritans) in England at that
time
BRADFORD’S STYLE
• Plain Style. with little
ornamentation
• Full of Biblical allusions
• Humble, quiet, no showing off
• Historical writing to show the
trials and experiences of the
Pilgrims
MORTON’S STYLE
• Ornate, flowery
• Full of classical Greek allusions,
traditional in Cavalier poetry
• Shows his education
• Satirical, humorous
Critic Kenneth Alan Hovey contrasts the two works of Bradford and Morton: “Both works
are highly rhetorical, but where Bradford uses his rhetoric to magnify God and humbly to
minimize his poor persecuted people, Morton uses his to satirize those same people and to
flaunt the superiority of his own wit and learning.”
11. JOHN WINTHROP 1587 -1649
“A Model of Christian Charity”
A sermon Winthrop gave aboard the Arbella, 1630
Most famous metaphor, still famous in the United States:
the City on the Hill
“A City upon a Hill” is a phrase from the parable of Salt and Light
in Jesus's Sermon on the Mount. In Matthew 5:14, he tells his
listeners,
"You are the light of the world. A city that is set on a
hill cannot be hidden."
The metaphor, as used by Winthrop,
looks back to the Bible, but in American
history, it looks forward as the basis of
the philosophy of American exceptionalism.
12. American Exceptionalism
“’American exceptionalism’ is a term used to describe the belief that the United States
is an extraordinary nation with a special role to play in human history; a nation that is
not only unique but also superior. Alexis de Tocqueville was the first to use the term
‘exceptional’ to describe the United States and the American people in his classic work
Democracy in America (1835–1840), but the idea of America as an exceptional entity
can be traced back to the earliest colonial times. Jack P. Greene's analysis of a wealth of
contemporary materials has established that by ‘the beginning of the nineteenth century
the idea of America as an exceptional entity had long been an integral component in the
identification of America.’ Many scholars of the belief in American exceptionalism
argue that it forms one of the core elements of American national identity and American
nationalism. Deborah Madsen, for example, contends that exceptionalism is ‘one of the
most important concepts underlying modern theories of American cultural identity.’ It is
a central part of the American belief system or what Benedict Anderson calls its
‘imagined community.’"
- Encyclopedia of New American Nation
Optional read more: http://www.americanforeignrelations.com/E-N/
Exceptionalism.html#ixzz3CmQbjqdS
13. Anne Bradstreet (1612 - 1672)
The Tenth Muse Lately Sprung Up in America (1650)
Several Poems Compiled with Great Variety of Wit and Learning (1678)
Themes
Motherhood
Love in Marriage
Weaned Affections
Humility
Feminism
Death
14. EDWARD TAYLOR (1642-1729)
Poetic Style
• Craftsmanship and careful revision
• Subject: the relationship between God and Man
• Relays abstract ideas through concrete imagery
• Everyday comparisons: spinning wheel, bowling, God as master
craftsman, domestic imagery
15. Mary Rowlandson (1637-1711)
A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson (1682)
• Mary Rowlandson travelled some
150 miles, from Lancaster to
Menamaset then north to
Northfield and across the
Connecticut river to meet with
King Philip/Metacomet himself,
sachem of the Wampanoags. Next
she traveled up into southwestern
New Hampshire, south to
Menamaset, and north to Mount
Wachusett
Themes
• God’s Providence
• Redemption of sinners
• Suffering and trials of a Christian / typology
(comparison to Israelites, Biblical figures)
• Puritan attitude toward Indians
• Jeremiad (The term jeremiad refers to a
sermon or another work that accounts for the
misfortunes of an era as a just penalty for
great social and moral evils, but holds out
hope for changes that will bring a happier
future. It derives from the Old Testament
prophet Jeremiah)
16. Overview of the Captivity Narrative
According to Richard Slotkin, "In [a captivity narrative] a single individual, usually a woman, stands
passively under the strokes of evil, awaiting rescue by the grace of God. The sufferer represents the
whole, chastened body of Puritan society; and the temporary bondage of the captive to the Indian is a
dual paradigm-- of the bondage of the soul to the flesh and the temptations arising from original sin,
and of the self-exile of the English Israel from England. In the Indian's devilish clutches, the captive
had to meet and reject the temptation of Indian marriage and/or the Indian's "cannibal" Eucharist. To
partake of the Indian's love or of his equivalent of bread and wine was to debase, to un-English the very
soul. The captive's ultimate redemption by the grace of Christ and the efforts of the Puritan magistrates
is likened to the regeneration of the soul in conversion. The ordeal is at once threatful of pain and evil
and promising of ultimate salvation. Through the captive's proxy, the promise of a similar salvation
could be offered to the faithful among the reading public, while the captive's torments remained to
harrow the hearts of those not yet awakened to their fallen nature" (Regeneration Through Violence).
17. CAPTIVITY NARRATIVE
• Between 1675 and 1763, approximately 1, 641 New Englanders were
taken hostage (Vaughan and Richter, p. 53); and during the decades-long
struggle between whites and Plains Indians in the mid-nineteenth century,
hundreds of women and children were captured. (White, p. 327:
Vaughan, Alden T., and Daniel K. Richter. "Crossing the Cultural Divide: Indians and New Englanders,
1605-1763." Proceedings of the American Antiquarian Society 90 (1980): 23-99.
White, Lonnie J. "White Women Captives of Southern Plains Indians, 1866-1875." Journal of the West
8 (1969): 327-54.
18. REASONS FOR INDIANS’ ACTIONS
•revenge
•ransom
•replacement of tribal numbers decimated by war and disease
NARRATIVE AUTHORS’ RHETORICAL PURPOSES
•Religious expression
•Justification of westward expansion
•Nineteenth-century: cultural symbol of American national heritage
•Popular literature
•Reinforcement of stereotypes
19. STEREOTYPES
a. Spanish: Indians as brutish beasts
b. French: Indians as souls needing redemption
c. English in Virginia: innocent exotics
d. Puritans: Satanic threat to religious utopia
THEMES
•Fears of cannibalism
•Fears of scalping
•Hunter-predator myth: captive as cultural mediator between savagery
and civilization
•Judea capta, for Puritans: Israel suffering under Babylonian captivity.
•Freudian view: captivity becomes adoption
•Myths
20. LITERARY CONVENTIONS
•Abruptly brought from state of protected innocence into confrontation with evil.
•Forced existence in alien society.
•Unable to submit or resist.
•Yearns for freedom, yet fears perils of escape.
•Struggle between assimilation and maintaining a separate cultural identity.
•Condition of captive parallels suffering of all lowly and oppressed.
•Growth in moral and spiritual strength.
•Deliverance.
PATTERN / STRUCTURE
•Separation: attack and capture
•Torment, ordeals of physical and mental suffering
•Transformation (accommodation, adoption)
21. Metacom, Son of Massasoit Cover page of Rowlandson’s Narrative
23. ELIZABETH ASHBRIDGE 1713-1755
Some Account of the Fore Part of the Life of Elizabeth Ashbridge
(written in 1754, 1774 first publication)
https://openlibrary.org/works/OL2980003W/Peculiar_power
Genre: spiritual autobiography
“Spiritual autobiography is a non-fictional form which rose to prominence in seventeenth-century
England, although its roots can be traced as far back as such works of the early Christian tradition as St.
Augustine’s Confessions. The form’s basic concern is to trace the progress of an individual believer
from a state of sin to a state of grace, where the conviction takes hold that salvation has been
guaranteed by God. Given the concentration on the individual, the form appealed most to Protestants, in
particular the more militant sectarian movements (Baptists, Quakers, etc.) who broke away from the
Church of England over the course of the seventeenth century - a period of marked religious division in
English history.”
The Literary Encyclopedia: Exploring literature, history, and culture
http://litencyc.com/php/stopics.php?rec=true&UID=1377
24. ELIZABETH ASHBRIDGE (CONTINUED)
Major Themes, Historical Perspectives, and Personal Issues
Choice between husband and conscience
Threat to patriarchal order
Conflict in religious doctrine between Anglicans and Quakers
Quest for religious freedom
“Elizabeth Ashbridge’s Account underscores the importance of life-writing as a tool of
female vindication in a patriarchal culture. For its candor and emotional power, for the
integrity of the religious sensibility it conveys, and for its illuminating portrayal of
domestic relations in colonial America, the narrative merits a significant place in our
literary history.”
- Liahna Babener and Wendy Martin
The Heath Anthology of American Literature, 5th edition
25. “Timeline
1732: Ashbridge sailed to New York as an indentured servant, owned first by a woman in the slave trade and later by the
ship's captain.
1735: After a failed attempt to travel to England, they moved to Boston in 1735, then back to Rhode Island later that year,
where Ashbridge once again joined the Church of England.
1740: Ashbridge’s religious beliefs caused much turmoil in her marriage, and, in a drunken stupor, Sullivan enlisted himself
as a soldier and left for Cuba in 1740.
1746: On May 7, 1746, Elizabeth married Aaron Ashbridge, a well-known member of the Quaker community in Chester
County, Pennsylvania.
1752: After becoming an authoritative speaker at the Goshen, Pennsylvania Quaker meetings, she appeared with other
prominent Quakers such as John Woolman, Jane Fenn Hoskens, and Anthony Benezet at the General Spring Meeting of
ministers and elders in Philadelphia in 1752.
1753: In 1753 she became a recorded minister of the church and, with the consent of her husband, traveled through England
and Ireland speaking at meeting houses testifying to her spiritual journey.
1755: Elizabeth Ashbridge died in 1755.” --“Elizabeth Ashbridge,” Wikipedia
http://en.wikipedia.org/wiki/Elizabeth_Ashbridge
26. Pontiac
“Pontiac, an excellent military strategist, instigated and led
the greatest Native American uprising ever faced by the
British in colonial North America. His call for a pan-tribal
alliance nearly succeeded in stopping white encroachment
onto Native American lands, and served as a model for
later resistance efforts led by Little Turtle, Tecumseh,
and Black Hawk.”
"Pontiac." The American Mosaic: The American Indian
Experience. ABC-CLIO, 2014. Web. 12 Sept. 2014.
27. Samson Occom
• Samson Occom was the first Native American
to write and publish a work in the English
language and was a noted Christian preacher
in the 18th century.
• Occum was a famous Mohegan Christian
Native American who became the first
formally trained and ordained Christian
Native minister. He was known as "minister
to all the tribes of New England" and "the
great Indian man who takes care of Indians."
Occum was converted to Christianity in 1741
by Reverend EleazorWheelock and educated
in Wheelock's family, studying English, Latin,
Greek, and Hebrew.
28. Logan “In 1774, a series of bloody incidents occurred between Indians and whites
living in the Ohio River valley. According to an account by Thomas Jefferson
in his Notes on Virginia (1784-85), white settlers were outraged by robberies
committed by Indians. In retaliation, white soldiers killed many innocent
Indians, including the family of Logan, chief of the Mingo Indians, who was
known as a friend of the whites. Led by Logan, the Indians launched a war
against the white settlers, scalping a large number of innocent men, women,
and children, but were finally defeated by the Virginia militia in October
1774.
After the decisive battle, Logan refused to join the other chiefs as a
suppliant before the victorious whites. Instead,he sent the following speech to
Lord Dunmore, royal governor of Virginia. When Lord Dunmore returned
from the expedition against the Indians, he brought the speech with him, and
according to Jefferson, ‘It became the theme of every conversation in
Williamsburg.’ It was printed in the Virginia Gazette, reprinted in papers
across the continent and even in publications in Great Britain.
Jefferson reprinted the speech in his Notes on Virginia to refute those
Europeans who ‘supposed there is something in the soil, climate, and other
circumstances of America, which occasions animal nature to degenerate, not
excepting even the man, native or adoptive, physical or moral.’ Jefferson
offered Logan's speech as proof "of ,the talents of the aboriginals of this
country, and particularly of their eloquence.’ He asserted ‘that Europe had
never produced anything superior to this morsel of eloquence.’"
29. Native American Oratory
Native American leader Tecumseh, who
combined military skill and oratory
brilliance to fashion one of the biggest
Pan-Indian alliances, is fatally wounded
at the Battle of the Thames in October
1813, during the War of 1812.
30. Red Jacket
“Red Jacket considered himself, first and foremost, an orator. An
avowed traditionalist, he is most famous for his speeches
denouncing the presence of Christian missionaries on the
reservations and for opposing the sale of Indian lands. Never
actually appointed a sachem, he nonetheless became a very
influential Seneca chief. Red Jacket's speeches are among the most
compelling explanations of [Native American] sovereignty in U.S.
history. In addition to his significance as a political figure in the
early national period, Red Jacket became popular because he was an
extraordinarily dynamic speaker. His speeches, of which dozens are
extant, are notable for their sarcasm and disarming humor. “
“Red Jacket's most famous speech, a reply to the
Reverend Jacob Cram in 1805, was one of several
speeches he gave in the early 1800s that explained
why the Indians did not want Christian missionaries
in their midst. The speech is noteworthy for his
condensed history of white–Native relations and his
objection to Cram's attempt to "force your religion
upon us." Although the level of sarcasm is difficult to
gauge, Red Jacket told Cram that the Senecas
might ask him back only if they saw that Christianity
could soften the habits of the white frontiersman
living on their borders”.”
“Red Jacket.” The American Indian Experience: The American
Mosaic. ABC-CLIO Solutions. Web. 9 August 2014.