AN02b_A New Nation- Challenges: Western Lands and Native Peoples

AN02b_A New Nation: Challenges- Western Lands and Native Peoples

Timeline: 1794 – 1850 and beyond
FQ: How will the Battle of Tippecanoe come to Reflect the Relationship between the US and Native Peoples?

I. The Needs of Native Peoples vs. Wants/ Goals of Colonial America

II. A Young Nation with Eyes Set on Western Lands

Activity: Map Analysis: Geographic significance of ‘Tippecanoe’
Ponder: Can a map analysis attach a geographic significance to the Battles of Fallen Timbers and Tippecanoe witch respect to US westward expansion?

States and Territories of the United States of America (1789)
States and Territories of the United States of America (1789)
Tippecanoe
Tippecanoe
Tippecanoe County
Tippecanoe County
Major River Systems of the US
Major River Systems of the US

A. Land Ordinance of 1785
B. NW Ordinance Act of 1787
C. Milestones on the Frontier

1. British Forts on the frontier (Treaty of Paris 1783)
2. Battle of Fallen Timbers 1794
3. Lewis and Clark Expedition (1804 – 1806)
4. Battle of Tippecanoe 1811

Document Analysis: Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe [http://werehistory.org/tippecanoe/]

III. Lasting Legacies: Confrontation and Uneasy Settlements

Document Analysis: How the Indians Lost Their Land: Law and Power on the Frontier [http://www.ericfoner.com/reviews/020906lrb.html] (A book review by Eric Foner)

Ponder:
1. What is Professor Foner’s contention regarding the author’s position that native peoples were both victims and willing participants in the loss of their ancestral lands?
2. Does the purchase of land make it a legal transaction under the circumstances described by Professor Foner? (Note: A special reference is made by Prof. Foner to the Battle of Fallen Timbers)
3. How does Prof. Foner contextualize the ongoing conflict between the US and Native Americans as the 18th and 19th C. give way to the 20th C.?
4. Have native peoples continued their losses into the 21st C.?

A. Spiritualism (The Ghost Dance)
B. Treaty of Ft. Laramie
C. Protests: Wounded Knee, Alcatraz Seizure, Dakota Access Pipeline (to name a few)

-Who?
-What?
-Where?
-Why?
-How?

Resources
-The Americans, Ch.06, Ch.13
-Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe [http://werehistory.org/tippecanoe/]
-How the Indians Lost Their Land: Law and Power on the Frontier
By Stuart Banner (Harvard University Press, 2005)
London Review of Books, February 9, 2006 [http://www.ericfoner.com/reviews/020906lrb.html]. Accessed 27 Nov. 2016
-Treaty of Ft. Laramie [https://www.ourdocuments.gov/doc.php?flash=false&doc=42]
-Assorted Maps

A02_HGS- New Directions in Government and Society 2000 BCE – 700 CE

A02_HGS- New Directions in Government and Society 2000 BCE – 700 CE (Ch.05 – Ch.09)

Purpose:

Along with class lessons and activities, these assignments for Ch.05 – Ch.09 will help us understand the similarities and differences between Classical civilizations and identify modern remnants their legacies.

The Essential Question is…

To what extent were Greek, Roman, Indian, and Chinese Classical Civilizations exhibiting similar/ dissimilar origins, conditions, achievements, and legacies?

Themes:

-Cultural Interaction
-Power and Authority
-Empire Building
-Religious and Ethical Systems
-Interaction with Environment

Given

-Use the *World History: Patterns of Interaction* (POI) textbook to complete the assignment below.
-Refer to the course calendar to acquire due dates and other instructions.

Task
Refer to the instructions for A01, they apply here as well.

A02a (Ch.05)
Cultures of the Mountains and the Seas
Terms, Names, Phrases

Section 01
Mycenaean
Dorian
Homer
Epic
Myth

Section 02
Polis
Acropolis
Aristocracy
Oligarchy
Tyrant
Democracy
Phalanx
Persian Wars
Democracy

Section 03
Tragedy
Comedy
Peloponnesian War
Philosopher
Plato
Aristotle
Direct Democracy

Section 04
Philip II
Macedonia
Alexander the Great
Darius III

Section 05
Hellenistic
Alexandria
Euclid
Archimedes
Colossus of Rhodes

A02b (Ch.06)
Ancient Rome and Early Christianity
Terms, Names, Phrases

Section 01
Republic
Patrician
Plebeian
Consul
Senate
Tribune
Dictator
Legion
Punic Wars
Hannibal

Section 02
Civil War
Julius Caesar
Triumvirate
Pax Romana
Augustus

Section 03
Jesus
Apostle
Paul
Diaspora
Constantine
Bishop
Peter
Pope

Section 04
Inflation
Diocletian
Constantinople
Attila
Mercenary

Section 05
Greco-Roman culture
Pompeii
Virgil
Tacitus
Aqueduct

A02c (Ch.07)
 India and China Establish Empires
Terms, Names, Phrases

Section 01
Mauryan Empire
Asoka
Religious Toleration
Gupta Empire
Patriarchal
Matriarchal

Section 02
Mahayana
Theravada
Brahma
Vishnu
Shiva
Kalidasa
Silk Roads

Section 03
Han Dynasty
Centralized Government
Civil Service
Monopoly
Assimilation

A02d (Ch.08)
African Civilizations
Terms, Names, Phrases

Section 01
Sahara
Sahel
Savanna
Animism
Griot
Nok

Section 02
Push-Pull factors
Bantu-speaking peoples
Migration

Section 03
Aksum
Terraces

A02e (Ch.09)
The Americas: A Separate World
Terms, Names, Phrases

Section 01
Beringia
Ice Age
Maize

Section 02
Mesoamerica
Olmec

Section 03
Nazca
Moche

AN04a3_Ch.16: The Mexica Control Central Mexico

AN04a3_Ch.16: Peoples and Empires in the Americas: Mexica Control Central Mexico

Timeline: 8th C. BCE – 16th C.
FQ: How did the Mexica (Aztecs) build and maintain a fast-growing empire engulfing central Mexico?

Main Idea: Through alliances and conquest, the Mexica created a powerful empire in Central Mexico. Previously held ideas about the Mexica having an “Old World” style empire have had to be modified. This civilization had much to distinguish itself from Europeans and Mesoamericans alike.

CCSS/ NYSS…

I. Vocabulary: Please refer to the Crossword Puzzle

A. Aztec: This name is derived from the mythical homeland of the Nahua-speaking peoples, Aztlán. All Nahua-speaking peoples of the Central Mexican valley were technically ‘Aztec’. However, the specific subgroup of Nahua-speaking people that dominated the valley prior to the Encounter were called Mexica. Their ancestral land is believed to have been northwest of current-day Mexico City, not far south from the current U.S. – Mexico border.

B. Nahuatl: Oral language of the Mexica. Spoken among a very small segment of the Mexican population today. A noticeable characteristic of this language is the pairing of the ‘T’ and ‘L’ sounds (Ex. Tenochti”tl”án, Nahua”tl” and “Tl”atoani)

II. Mexica
A. Context
1. Time: ~1160 – 1519 (1)
2. Place
a. Land of origin was Northwest Mexico.
b. Migrate to Central Mexican Valley (Mythical/ Historical Reasons).
c. Lake Texcoco: The lake which becomes home for the Mexica. Once located where Mexico city now exists. The largest island in this lake becomes Tenochtitlán (City of the Tenochs)- capital of the Mexica.

3. Circumstance
a. Originally Nomadic, the Mexica become sedentary when they settle in the central Mexican valley.
b. Continual conflict with neighboring peoples=> When the Mexica settle Tenochtitlán, they become ‘soldiers for hire’ (Mercenaries) for the peoples living along the lake’s basin. In return for their services, the Mexica receive compensation.

B. Political
1. Conquest & Triple Alliance: The Mexica became the dominant partner in an alliance with two other lakeside peoples. Together, the alliance partners expanded and then maintained rule over a million subjects.

2. Tlatoani: A title meaning Speaker. This title was conferred on individuals with communal leadership roles or the ‘administrative head’ of the alliance. Once Tenochtitlán became the empire’s principal city, its ruler became the undisputed sovereign of the entire empire. He was simultaneously the empire’s administrative, military, and religious leader. Since the Mexica were the dominant member of the alliance, the Tlatoani was chosen from among the Mexica nobility.

3. Tribute System: Subject peoples of the Triple Alliance would offer tribute on a regular basis. Tributary status could also be conferred on non-subject peoples who wish to maintain peaceful relations with the Mexica-led alliance. The form of the tribute was always the same=> a valuable manufactured or natural product: Woven cotton cloth, Quetzal Feather Cloak, and Obsidian tools; Cacao beans, Corn, Quetzal feathers, and Obsidian.

C. Social
1. Mexica Family: The base family unit consisted of two parents and their unmarried children. The main function of parents was the education of the children and food preparation.

2. Calpulli: While extended families farmed the land, they usually did not own it. They were allowed to use it by the calpulli to which they belonged. Calpulli were groups of families that controlled the use of the land and performed other functions.
In urban areas the wisest and most powerful leaders of each calpulli constituted a city council. These leaders in turn selected four main members. One of these prime members was selected to be the tlatoani of the city.

3. Social Hierarchy
The Mexica condoned slavery as a punishment for severe crimes, but even slaves had some rights. For one, their families and offspring remained free. In addition, if a slave found time to do other work on the side, freedom could be bought for a price. Nobles were not exempted from slavery. In fact, nobles were held to an even higher standard than the commoners. Nobles were expected to provide a good example for the rest of the empire’s subjects. On the other hand, good deeds such as valor in battle were rewarded, and many soldiers who proved themselves in battle were admitted into one of the privileged military orders. Every citizen of the empire belonged to a class from birth, it was possible to change one’s place in society.

D. Religious
1. Deities
a. Quetzalcoatl: Feathered Serpent- Represented as Corn, Creator, Knowledge
b. Huitzilopochtli: Sun, War, Hummingbird. It was the patron deity.
c. Tlaloc: Rain

2. Rituals: The Mexica worshiped numerous of gods and goddesses. They were predominantly agricultural gods because Mexica culture was based heavily on farming. Many rituals of worship were aimed at appeasing the gods. Rituals were determined by season or circumstance. (2)
a. Sacrifices: Can be of a personal or public nature. The most important rituals would involve the ‘letting’ of blood. (3)
– Personal/ Private Sacrifice Ritual
– Public Sacrifice Ritual (Scheduled and Unscheduled): Often performed on the Great Pyramid (Templo Mayor)
– Annual Sacrifice

b. The most important structure in the capital’s main plaza was a large, terraced pyramid crowned with two stone temples dedicated to the most important Mexica gods—the sun god (also the god of war) and the rain god.

c. The Calendar Stone
One of the most famous surviving Mexica sculptures is the so-called Calendar Stone. It weighs 22 metric tons and measures 3.7 m (12 ft) in diameter. The calendar stone represents the Mexica universe.

E. Achievements and Contributions

1. Tenochtitlán (Mexica Capital)
Tenochtitlán is the 2nd largest city (pop.) on Earth by 16th C. It was the center of the Mexica world. The marvels of the island city were described at length by the Spanish conquistadores, who called it the “Venice of the New World” because of its many canals. At its height, the city had a population of more than 200,000, according to modern estimates, making it one of the most populous cities in the pre-modern world.

Tenochtitlán was connected to the mainland by three well-traveled causeways, or raised roads. During the rainy season, when the lake waters rose, the causeways served as protective dikes. Stone aqueducts brought fresh drinking water into the city from the mainland. The city’s canals served as thoroughfares and were often crowded with canoes made from hollowed logs. The canoes were used to carry produce to the public market in the city’s main plaza.

At the center of Tenochtitlán was a ceremonial plaza paved with stone. The plaza housed several large government buildings and the palace of the Mexica ruler, which was two stories high and contained hundreds of rooms.

2. Templo Mayor (Main Temple)
3. Technology
a. Canal Network

b. Chinampas: Farming provided the basis of the Mexica economy (as with most civilized societies). Their most important agricultural technique was the reclamation of swampy land by creating chinampas, or artificial islands that are known popularly as “floating gardens.” To make the chinampas, the Mexica dug canals through the marshy shores and islands, then heaped the mud on huge mats made of woven reeds. They anchored the mats by tying them to posts driven into the lake bed and planting trees at their corners that took root and secured the islands permanently. On these fertile islands they grew corn, squash, vegetables, and flowers.

4. Agricultural
a. Mexica farmers cultivated corn (Maize) as their principal crop. From the corn meal, the Mexica made flat corn cakes called tortillas, which was their principal food.
Other crops included: beans, squash, chili peppers, avocados, tomatoes (Tomatl), and chocolate (Xocolatl). The Mexica raised turkeys and dogs, which were eaten by the wealthy; they also raised ducks, geese, and quail.

b. Mexica farmers had many uses for the maguey plant (also known as the agave), which grew to enormous size in the wild. The sap was used to make a beer-like drink called pulque, the thorns served as needles, the leaves were used as thatch for the construction of dwellings, and the fibers were twisted into rope or woven into cloth.

III. Summary: Why it matters now.
This time period saw the origins of one of the 20th century’s most populous cities, Mexico City.

Resources:
– Slide Presentation
– Credit to the following (former) students for gathering data incorporated into this lesson: Jimmy Wang, Kevin Teoh, and Nandita Garud from May 2001
– World History: Patterns of Interaction
– Film: CNN’s Millennium Series.
– Marrin, Albert. Mexicas and Spaniards: Cortes and the Conquest of Mexico.  New York:  Atheneum, 1986.
– Clendenin, Inga. Aztec.
– Chronicles of Hernan Cortes and Bernal Diaz.

Footnotes
(1) The civilization had not yet reached its height when Hernan Cortes arrives in 1519.
(2) The last five days of solar calendar were days of bad omens; Some rituals involved drinking of pulque and burial of warriors.
(3) Blood is the essence of life. It was the most sacred and valuable of human possessions.

AN04a2_Ch.16: The Maya

AN04a2_Ch.16: Peoples and Empires in the Americas: Maya Kings and Cities

Timeline: 3rd – 16th C.

FQ: To what degree are the Maya comparable to the great civilizations of the ‘Old’ world?

Main Idea: In the Americas, social complexity and sophistication were integral traits of many Native American peoples, but none displayed this better than the Maya. The Maya developed a highly complex civilization based on city-states and elaborate religious practices. Similarity of religion, language, and beliefs/ values support a general claim that Native American cultures don’t truly disappear, they, instead, develop into the succeeding society.

CCSS/ NYSS…

I. Vocabulary
A. Pictographs: Written language whose content meaning is substantially derived from ‘pictures’ (Icons) that are visually similar to the content focus. Pictographs were useful for recording history, conducting business, and maintaining genealogy and landholding records. Pictographs were also used in the Mexica counting system. This system was based on the number 20. A picture of a flag indicated 20 items; a fir tree represented 20 times 20 items, or 400; and a pouch indicated 400 times 20 items, or 8000.

Mayan written language was more complex and advanced, though it’s clear that it had a pictographic root as well.

B. ‘Slash & Burn’ Agriculture: A common agricultural tradition in forested areas of Mesoamerica and Amazonia. Forested areas are cleared for cultivation by cutting (‘slashing’) brush and setting ‘controlled’ fires. The accumulation of ash acts as a soil enriching component that initially contributes to high agricultural yields. Over time, however, soils become depleted, and in the case of cleared rainforests, the soil quickly becomes agriculturally useless.

II. Maya (1)
The Maya are probably the most recognizable of the classical civilizations of Mesoamerica.

A. Context

1. Time: 2600 B.C. – Present
It’s important for us to avoid confusing the ‘Old’ and ‘New’ World use of the term Classical. This term refers to different time periods depending on the hemisphere civilization. In the context of pre-Columbian Native America, the following applies:
* Pre-Classic = Before 300 CE
* Classic = 300 – 900 CE (The height of Mayan Civilization)
* Post Classic = 900 – 1519 CE

2. Place: Originating in the Yucatán, they rose to prominence in present-day southern Mexico, Guatemala, northern Belize and western Honduras.

3. Circumstance: Building on the inherited innovations and ideas of earlier civilizations such as the Olmec, the Maya developed a complex society that accepted all elements of civilized life as basically religious in nature.

B. Politics & Society

1. ~80 Independent city-states. Cities were centers of ritual & rule. Ruled by a mortal king with priestly duties. This is similar to the Sumerian civilization, but different from the ancient Egyptian.

2. Hierarchy: Mayan King, Priests, Aristocracy, Artisans, Commoners & Peasants

3. Pyramids: Serve a ritualistic purpose.(2) These temples are the focal point of communal worship. Like the Sumerian Ziggurat, the Mayan pyramid (3) was centrally located within the city.(4) Mayan pyramids were intended to be used often as evidenced by the stairs built into the design.(5)

C. Religion: A supernatural ‘world view’ permeated Mayan life.

1. Polytheistic

2. Ballgame- A cosmic battle between competing, but complementary, forces in nature. Good and evil, night and day, feast and famine, etc.

3. Nature is imbued with spiritual force/ power.

4. Sacrifices (blood and non-blood) are a human method of impacting the divine and influencing the divine will.

D. Achievements & Contributions

1. Calendrical Systems (The Calendar Round)
The ancient Maya and other Mesoamericans used a 52-year pattern (a calendar round), composed of two cycles which fit together like cogwheels, each with unequal numbers of teeth. “It was used to name individuals, predict the future, decide on auspicious dates for battles, marriages, and so on. Each single day had its omens and associations, …[passage of the] days was like a perpetual fortune-telling machine, guiding the destinies of the Maya.”

a. 260-day Count: We are unsure why the Maya settled on the number 260. It might relate to the period of human gestation or the interval between the planet Venus’ emergence as evening star and morning star. Regardless of where it comes from, the 260-day cycle is the first in the Calendar Round. It is made by inter-meshing the number symbols (dots for units and bars for fives) from 1 – 13 with the glyphs for twenty days named after deities who carry time across the sky.

Since it still keeps track of time, priests today continue to use this “Tzolkin” calendar (also known as Sacred Calendar, the Earth Calendar, the Sacred Almanac, and the Count of Days) for divination.

b. Vague Year or Haab: A 365 day secular (agricultural) calendar. It is a solar calendar (named “vague” because it only approximates the 365+ day calendar) is composed of 18 months with 20 days in each. The 20th day makes use of the Maya’s concept of zero since, instead of its being numbered 20, it is described as the day of the seating of the following month (‘0’). At the end of the 18 months, an unlucky five day period (Uayeb) is intercalated.

c. Days are named according to both of these calendars (Tzolkin and Haab), so a day could be 1 Imix 1 Pop (1 Pop being the Maya New Year), but it would take 52 Vague years (18,980 days) before 1 Imix would line up again with 1 Pop. One problem with this system (called the Calendar Round) is that it only keeps track of events during its 52-year cycle, and makes no provision for keeping track of events in earlier or future cycles.

2. Astronomy: Very accurate charting of celestial objects (movement across the sky).

3. Glyph Writing: A complex writing system with pictographic roots. It can be used for recording numerical data, chronological data, and thought.

4. Architecture: Massive pyramidal structures (temple-pyramids). In addition, the Maya were noted for elaborate and highly decorated ceremonial complexes which, in addition to pyramids, would include palaces and observatories, all built without metal tools.

5. Complex social system organized hierarchically.

6. Built sizable underground reservoirs for the storage of rainwater.

7. Developed the concept of zero. Co-evolved with Gupta civilization.

8. Developed a wood-pulp paper. Co-evolved with Han dynasty.

III. Summary: Why it matters now.
Descendants of the Maya still occupy the same territory.

Footnotes

(1) Access the slide show via the course website.
(2) Pyramids were “Artificial Mountains” => Mountains were home for gods.
(3) As with other Mesoamerican peoples.
(4) Unlike the Egyptian pyramid, which often laid beyond a city’s borders.
(5) In addition, earlier pyramids have been found underneath the top layer of ‘newer’ pyramids.

Resources:

  • Slide Presentation
  • Credit to the following (former) students for gathering data incorporated into this lesson: Jimmy Wang, Kevin Teoh, & Nandita Garud from May 2001
  • World History: Patterns of Interaction

AN04a_Native American Civilizations

AN04a_Native American Civilizations

FS: The Americas Nurture Great Civilizations- An Overview.
Timeline: 10th C. BCE – 15th C. CE

Main Idea: Often, secondary school history courses and textbooks in the United States reflect a world view similar in values to that of Europe. When we study non-European societies, there may be the notion lurking in our mind that these societies were not equal to Europe in creativity, innovation, complexity, and scientific achievement. This is unfortunate and inaccurate.

Complex North American societies were linked to each other through culture and economics. Native America’s great societies and civilizations exploited these links to build and create as well as peoples of the “Old World”. Some of these American societies are well known, while others remain little more than legendary.

CCSS/ NYSS…

I. Vocabulary

A. Indian vs. Native American: Which is academically appropriate and why?
B. “Old” World: Asia, Africa, & Europe
C. “New” World: North & South America
D. Pre-Columbian: Prior to the 1492 arrival date of Columbus in the Americas. (1)

II. Theories Regarding Origins & Development

A. Migrations: Via the Berings Strait Land Bridge ~50000 BP. This may be the leading theory in this field today, but not the only one.
B. Pre-Columbian Contact with Old World Civilizations

1. Vikings
2. Polynesian
3. Speculative theories lacking significant physical & literary evidence.

III. Native America’s Nurturing Geography

A. Great Plains (eg. ancestors of Sioux, Blackfoot, etc.)
B. Mississippi River Valley (eg. ancestors of Mississippian Culture=> Mound Builders) (2)
C. Woodland (eg. ancestors of The Iroquois, etc.) (3)
D. American South-West (eg. ancestors of Anazasi, Pueblo)
E. Pacific North-West (eg. ancestors of Sea-dependent cultures=> Tlingit)
F. Central Mexican Valley (eg. ancestors of Olmec, Teotihuacan)

IV. History-Altering Impact

A. Crops: Corn, Beans, Squash, Potato
B. Medicine: Advanced Pharmacopoeias
C. Science & Technology: Architecture, Food Preservation, Agriculture, Metallurgy

V. Summary: Why it matters now.
Traditions and ideas from these cultures became part of the cultures of North America since then.

Footnotes
(1) Listen to a podcast sponsored by The Gilder-Lehrman Institute of American History (GLI). Learn the latest about Pre-Columbian America from one of nation’s important historians. Charles C. Mann’s America Before Columbus\
Brown University, July 22, 2008
Running Time: 45:00
(2) Recent research on the Mound Builders of the famous Cahokia site can be accessed from the GLI website. Timothy R. Pauketat’s Cahokia: A Pre-Columbian American Indian City\
(3) Read recent findings on a great Native American society by accessing GLI’s Matthew Dennis’s The League of the Iroquois\

NOTE: If you cannot access the sources listed above using the links, you may have to create an account with the Gilder-Lehrman Institute. Once you have that account, search for the source using the scholar’s name and/ or title of the work.

Resources:
– Maps of Americas
– Millennium Video Series, CNN Productions, Inc. ©1999.
– Slide presentation
– World History: Patterns of Interaction
– Gilder-Lehrman Institute for American History

A04_HGS-Connecting Hemispheres 500-1800 CE (Ch.16-Ch.20)

A04_HGS-Connecting Hemispheres 500-1800 CE (Ch.16-Ch.20)

Purpose
Along with class lessons and activities, this assignment will help us address these essential questions…

  • What empires and peoples existed in the Americas before the arrival of Europeans?
  • What new ideas and values led to the Renaissance and the Reformation?
  • What were the causes of the rise and decline of Muslim empires between 1300 and 1700?
  • What fueled the age of exploration and why did China and Japan withdraw into isolation?
  • What was the impact of European exploration and colonization of the Americas?

Theme

  • Religious and Ethical Systems
  • Cultural Interaction
  • Power and Authority
  • Revolution
  • Empire Building
  • Economics
  • Science and Technology

Given

Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
Refer to the course calendar to acquire due dates and other instructions.

Task

We will be using a Cornell Notes Template to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.

The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. Your notes should focus on the historical significance of the vocabulary term.

These notes are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.

The vocabulary listed below are divided into their respective sections. Your notes should be compiled for each section and submitted as separate assignments.

To see an example of how to label and submit the file containing your Cornell Notes, refer to the instructions for A03.

A04a (Ch.16)
People and Empires in the Americas- 500 to 1500 CE
Terms, Names, Phrases
Section01
– Pueblo
– Anasazi
– Mississippian
– Iroquois
Section02
– Tikal
– Glyph
– Codex
– Popol Vuh
Section03
– Obsidian
– Quetzalcoatl
– Triple Alliance
– Montezuma II
Section04
– Mita
– Quipu
A04b (Ch.17)
European Renaissance and the Reformation 1300 to 1600 CE
Terms, Names, Phrases
Section01
– Renaissance
– Humanism
– Secular
– Patron
– Perspective
– Vernacular
Section02
– Utopia
– William Shakespeare
– Johann Gutenberg
Section03
– Indulgence
– Reformation
– Protestant
– Anglican
Section04
– Peace of Augsburg
– Calvinism
– Predestination
– Jesuits
– Theocracy
– Catholic Reformation
– Council of Trent
A04c (Ch.18)
Muslim World Expands 1300 to 1700 CE
Terms, Names, Phrases
Section01
– Ghazi
– Ottoman
– Sultan
– Timur the Lame
– Mehmed II
– Devshirme
– Janissary
Section02
– Suleyman the Lawgiver (Magnificent)
– Safavid
– Shah
– Esfahan
Section03
– Mughal
– Babur
– Akbar
– Sikh
– Taj Mahal
A04d (Ch.19)
Age of Exploration and Isolation 1400 to 1800 CE
Terms, Names, Phrases
Section01
– Bartolomeu Dias
– Prince Henry
– Vasco da Gama
– Treaty of Tordesillas
– Dutch East India Company
Section02
– Hongwu
– Yonglo (Yong-le)
– Qing Dynasty
– Zheng (Cheng) He
Section03
– Daimyo
– Oda Nobunaga
– Toyotomi Hideyoshi
– Tokugawa Shogunate
– Haiku
– Kabuki
A04e (Ch.20)
The Atlantic World 1492 to 1800 CE
Terms, Names, Phrases
Section01
– Christopher Columbus
– Hernando Cortés
– Francisco Pizarro
– Atahualpa
– Mestizo
– Encomienda
Section02
– Jamestown
– Pilgrims
– Puritans
– New Netherland
Section03
– Atlantic Slave Trade
– Triangular Trade
– Middle Passage
Section04
– Columbian Exchange
– Capitalism
– Joint Stock Company
– Mercantilism
– Favorable Balance of Trade

Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe

Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe

This article accessed on 6 November 2015. The author is Gregory Smithers and his profile appears at http://werehistory.org/author/gsmithers/.


Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe

[O]n November 7, 1811, the Indiana frontier exploded. The quiet of the pre-dawn drizzle proved a deceptively tranquil backdrop for what turned out to be a transformative and bloody moment in American frontier history. Adjacent to Burnett’s Creek, Indiana, American forces advanced towards Prophetstown, a Shawnee-led settlement that stood in the path of the rapidly advancing settler frontier. After two explosive hours, the Battle of Tippecanoe was over. Indian warriors retreated from the battlefield and the Americans claimed victory, though it was not one without a heavy price. Of the 188 American casualties, 62 lay dead on the battlefield. The Americans did not bother to count the number of Native American dead, but their loses approximated those of the Americans.

For Native Americans, American victory at the Battle of Tippecanoe marked a turning point, as it became clear that Native peoples were fast losing the fight to hold on to lands they had called home for thousands of years. The battle marked a turning point for white Americans as well. In its aftermath, they increasingly viewed the Shawnee warrior Tecumseh and his allies as “savages” and “insolent” and demanded that Native Americans be removed from the frontier lands settlers coveted in the Midwest. Indeed, for much of the nineteenth century and early twentieth centuries, white Americans understood the Battle of Tippecanoe to be as the official sesquicentennial celebration of the event described it in 1961: “an important event in the great struggle between the Indians and the white race east of the Mississippi river.”

The causes of the Battle of Tippecanoe lay in the early years of the nascent American republic. In 1794, the United States military defeated Native warriors at the Battle of Fallen Timbers near what is now the city of Toledo. Tecumseh, who was at that point a leader of his own warrior band, refused to sign the subsequent Treaty of Greenville, viewing it as an example of the American theft of Indian land in Ohio. Despite Tecumseh’s unbending opposition, Fallen Timbers opened the floodgates to American expansion. Ohio and Illinois began filling with settlers. Native people felt squeezed by these migrations, and Tecumseh and his brother Tenskwatawa were determined to resist the onslaught. They led their Shawnee followers from Ohio to what became Tippecanoe County in Indiana and established a new base at Prophetstown.

Tecumseh and Tenskwatawa had attracted a substantial following by the opening years of the nineteenth century, although just a few years earlier Tenskwatawa would have seemed an unlikely candidate to provide an ideological foundation for the pan-Indian movement that he and his brother strove to piece together. Born in 1775 with the name Lalawethika, by the early nineteenth century Tenskwatawa had failed at most things he tried, became despondent about the changes he witnessed around him, and numbed his emotional pain with alcohol. By the turn of the century, he was beating his wife and engaging in drunken rants, and he appeared destined for a premature alcohol-induced death.

All this changed one evening in April 1805. On that night, he fell into a fire and was injured so severely that he was not expected to live. But when he awoke he claimed to have had a series of visions that he insisted came from The Great Spirit, the “Master of Life.” Adopting the name Tenskwatawa, which means “the open door,” he soon began preaching. In a region with its fair share of Native American prophets, Tenskwatawa managed to stand out. He quickly attracted a growing band of followers.

Tenskwatawa’s message echoed that of an earlier seer, the Lenape prophet Neolin, who also encouraged Native people to reconnect with their traditions and resist colonial expansion. Together, Tenskwatawa and Tecumseh used this ideological and political platform to build a pan-Indian movement that would do in the nineteenth century what Neolin had aspired to do in the eighteenth.

The territorial governor of Indiana, William Henry Harrison, was determined not to let Indians band together to defend their lands and prevent the spread of American settlers. The politically ambitious Harrison attempted to use his frontier posting to push back the frontier. In 1809, for example, he oversaw the signing of the Treaty of Fort Wayne. That treaty brought together numerous tribes, including the Delaware, Shawnee, and Potawatomi, and saw the cession of 3 million acres of land to the Americans. Tecumseh, incensed by the Treaty of Fort Wayne, gathered a delegation of warriors and proceeded to Vincennes, the territorial capital, where he hoped to convince Harrison to rescind the treaty. In this, Tecumseh failed.

Tensions between Harrison and Tecumseh continued to mount over the following months. In November 1811, Tecumseh traveled to the South in a bid to recruit Creek warriors to his pan-Indian cause. In Tecumseh’s absence, Harrison advanced from the territorial capital at Vincennes with approximately 1,000 men from the United States regular troops, the Indiana Militia, and the Kentucky Militia. Harrison and his men headed toward Prophetstown. Tecumseh had given his brother strict instructions not to engage the Americans in battle while he was gone. But a vision convinced Tenskwatawa that the time for battle had arrived. It proved a fateful decision that destroyed the Indians’ ability to hold their lands.

Historians have long considered the Battle of Tippecanoe to be the opening salvo in the War of 1812. To a certain degree it was that; it also proved to be much more. With white American settlers fanning out across the frontiers of eastern North America, the pressure for Indian removal gained increasing momentum during the 1810s. The outcome of the Battle of Tippecanoe contributed to that growing chorus of calls for Indian dispossession, a call that in the following two decades saw some 80,000 Native Americans relocated to reservations in current-day Oklahoma.

Tecumseh would not live long enough to witness the tragedy that was Indian removal in the 1820s and 1830s. He died in 1814 on the banks of the Thames River in Ontario, Canada, fighting alongside the British in the hope that he could halt white encroachment onto his people’s lands. Tenskwatawa, however, did witness the trauma of removal. After spending a number of years in Canada, in 1825 he returned to Shawnee lands in Indiana. From there he and his followers were subsequently relocated west of the Mississippi River where he created a new Prophetstown near modern-day Kansas City. He died in 1836, still committed to traditional Shawnee culture and the preaching of his visions.

William Henry Harrison, meanwhile, ran for president of the United States in 1840 and was billed “the hero of Tippecanoe.” Running on the Whig ticket with John Tyler, “Tip and Ty” ran a “log cabin” campaign that showcased the campaign song “Tippecanoe and Tyler too.” Harrison won that election, highlighting how military service for the United States and pushing Indian “savages” out of the way of American territorial expansion could serve as a useful campaign strategy to propel a man into the White House.

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