Schedule

Allison, Robert. A Short History of Boston. Commonwealth Editions, 2004.

Cronon, William. Changes in the Land: Indians, Colonists, and the Ecology of New England. Hill and Wang, 2003. (Chapters 2-5)

Stephens, David. “Making Sense of Maps.” History Matters: The U.S. Survey Course on the Web. American Social History Productions. February 2002. http://historymatters.gmu.edu/mse/maps/

Smith, Capt. John. “New England...1614.” in The General Historie of Virginie, New England and the Summer Isles. London: I.D. and I.H. for Michael Sparkes, 1624. http://www.leventhalmap.org/id/10050 

Foster, John. “A Map of New-England…” in William Hubbard. A Narrative of the Troubles with the Indians in New England. London: John Foster, 1677. http://www.leventhalmap.org/id/10060 

Seller, John. A Mapp of New England. London: John Hills, 1675. http://www.leventhalmap.org/id/10058 

Wilkie, Richard W. and Jack Tager. Historical Atlas of Massachusetts. Amherst: University of Massachusetts Press, 1991. Explore maps on pages 10 & 11, 12, 14, 15, 17 http://www.geo.umass.edu/faculty/wilkie/Wilkie/maps.html 

Location: Leventhal Map & Education Center, Boston Public Library

Organize into grade level groups

Instructor: Ronald Grim, Curator, Norman B. Leventhal Map Center 

How did mapmakers get their information? What was the physical process of mapmaking like and how were they shared? How can these maps be interpreted and examined for the conflicts that resulted from the European colonization and settlement of the region? Participants will examine place names (the idea of “town”) and the gradual transformation of a physical landscape inhabited by a hunting and gathering culture to the more intensive use of that landscape by an agricultural and sedentary culture. Participants will explore the range of maps available digitally from various online collections.

Consider the power of maps spanning from the 15th century to modern data maps. Participants will focus especially around John Smith’s map of New England and consider how Smith fabricated place names to draw settlement and investment to the burgeoning colonies.

LMEC education staff will guide teachers through an inquiry activity using a selection of 17th- century maps. Teachers will learn how to think and talk about maps as documents and how to construct an activity for their students where they construct their own knowledge looking at bias and perspective.

Instructor: Robert Allison, Professor of History, Suffolk University 

Bob Allison will lead a tour by chartered trolley around Boston. Participants will become acquainted with the original size and layout of the Shawmut Peninsula (as it was know by the Muhsachuweeseeak (Massachusett) people.) The tour will stop at the Mapping Boston collection at the Boston Harbor Hotel to view and discuss some of the earliest maps of Boston.

“Parts 1 & 2.” Native American Voices: a History and Anthology, by Steven Mintz, Brandywine Press, 2004, pp. 47–103

Warhus, Mark. “Chapter 2” Another America: Native American Maps and the History of Our Land. New York: St. Martin’s Griffin, 1998.
Fisher, Linford D. “"Why shall wee have peace to bee made slaves": Indian Surrenderers During and After King Philip's War” Ethnohistory. 64.1 (2017): 91-114.

The figure of the Indians' fort or palizado in New England and the manner of the destroying it by Captayne Underhill and Captayne Mason / RH. Connecticut, 1638. Photograph. https://www.loc.gov/item/2001695745/.

Instructor: Chris Newell, Director of Education, Akomawt Educational Initiative
Chris Newell (Passamaquoddy) with introduce teachers to the MPMRC’s extensive collection of original and digital sources on Native and Colonial history and their extensive ethnographic and archaeological collections from the 1600s-1800s. Teachers will gain knowledge and ideas to prompt students to examine both the perspectives of Europeans and Native Americans in this period.

Instructor: Paul Grant-Costa, Executive Editor, The Yale Indian Papers Project
The Yale Indian Papers Project (YIPP) is an NEH supported documentary editing endeavor and collaborative digital humanities research initiative with the mission to advance scholarship on the history and culture of New England Native Americans. Primary source documents are drawn from archives in New England and the United Kingdom. Materials will include items about the beginning of England’s American colonial project as seen through the lens of the minutes of London’s Council for New England and span to King Philip’s War. The session is also intended to provide teachers information on how to discuss the topics of exploration and colonial war in their classrooms.

Indigenous speakers (Passamaquoddy and Mashantucket Pequot tribes) will orient educators to the exhibits. Teachers will have open time to fully explore the in-depth exhibits which span from the Ice Age to the present day.

Instructors: Akomawt Educational Initiative
Akomawt is a multi-tribal, multi-cultural, multi-discipline coalition dedicated to educating students, teachers and the public about the history of indigenous people. Teachers will learn the continuous nature of Native communities in the Northeast as well as how to more generally teach about Native Peoples within a social studies curriculum that often leaves their perspective out.

Dinner en route.

Housen, Abigail and Philip Yenawine. “Visual Thinking Strategies: Understanding the Basics.” New York: Visual Understanding in Education, 2001.

Brooks, Lisa. Our Beloved Kin: A New History of King Philip’s War. Yale University Press, 2018.

Salisbury, Neal. “Introduction”. The Sovereignty and Goodness of God: with Related Documents. Bedford/St. Martin’s, 1997.

Instructor: Emily Scheinberg , Head of School Programs and Teacher Resources, MFA

In this session, participants will visit the MFA’s collection of 17th century European art and explore how paintings from Spain, Italy, France, England and the Netherlands reflected the interests and values of each culture. Participants will also visit the Museum’s collection of the art of the Colonial Americas, and examine how these works were influenced both by imports from Europe as well as the particular landscape and evolving identity of the American colonies. The session will also provide practical ideas for engaging students of all grade levels with works of art, including an introduction to Visual Thinking Strategies (VTS), a research-based methodology for discussing images.

Instructor: Elizabeth James-Perry, Artist and Wampanoag Historian

Elizabeth James-Perry (Gayhead-Aquinnah) will engage teachers with Wampum and Native textile arts to better understand the visual and cultural world of the Wampanoag, comparing and contrasting cultural understandings of the Wampanoag and English as expressed in their art.

Instructor: Christine Baron, Lead Teacher Advisor, Teachers College, Columbia University

Teachers will gather in grade level groups to discuss their experience thus far. Christine Baron will lead the group in creating Concept Maps to capture and organize their thinking around possible content and skills-based lessons they might develop for their students.

Teachers can take advantage of evening hours at the MFA to explore the Native and Colonial collections in the Art of the Americas wing and continue to practice their VTS skills.

Philbrick, Nathaniel. The Mayflower and the Pilgrims’ New World. New York: Puffin Books, 2008.

Instructor: Phillip Wynne, Wampanoag Educator, Plimoth Plantation

In an informal session, participants will learn about the lives of the Wampanoag people in the 17th century and today. Phillip Wynne (Mashpee Wampanoag) will use objects found in the Wampanoag village to discuss the lives of Native peoples at the time of contact with the Pilgrims. 

Participants will feast on typical Wampanoag and English dishes from the 1600s. A Plimoth food historian will discuss the foodways of both cultures and how each adapted to the other.

Teachers will explore the recreated Wampanoag and Pilgrim villages, engaging with first person Pilgrim interpreters and Native educators to learn about the experiences and values of these cultural groups as they negotiated their new relationship with one another and the land.

Instructor: Vicki Oman, Director of Group Participation and Learning, Plimoth Plantation

Walk in the footsteps of the Pilgrims in this downtown tour of modern Plymouth. How has the landscape been altered, and what can we learn from those changes? What remains the same, and how can we use that to understand the cultures and people that came before us?

Bagley, Joseph M. A History of Boston in 50 Artifacts. University Press of New England, 2016. (Part 1 & 2). 

Mason, Betsy. “How Boston Made Itself Bigger.” National Geographic, National Geographic Society, 13 June 2017, news.nationalgeographic.com/2017/06/Boston-landfill-maps-history.

Pearce, Margaret W. “Native mapping in Southern New England Indian deeds.” Ed. G. M. Lewis. Cartographic Encounters: Perspectives on Native American Mapmaking and Map Use. Chicago: University of Chicago Press, 1998. 157–186.

Warhus, Mark. “Chapter 2” Another America: Native American Maps and the History of Our Land. New York: St. Martin’s Griffin, 1998.

Lamb, George. "Plan of Boston showing existing ways and owners on December 25, 1630."  Map. 1903. Norman B. Leventhal Map & Education Center,  https://collections.leventhalmap.org/search/commonwealth:9s161969s (accessed February 14, 2019).

Lamb, George.  "Plan of Boston showing existing ways and owners on December 25, 1645."  Map. 1903. Norman B. Leventhal Map & Education Center,  https://collections.leventhalmap.org/search/commonwealth:9s161973c (accessed February 14, 2019).

Instructor: Margaret Pearce, Faculty Associate, Canadian American Center, University of Maine

Participants will engage in a study of colonial land records, using them as a significant primary source for uncovering the invisible or silenced back stories of New England towns. Dr. Pearce (Potawatomi) focuses on the idea that dispossession of Native lands in New England occurred through land sales and looks at how Native Americans and colonists first mapped land together. Teachers will read the handwriting of the records as well as how to work with both historic and contemporary topographical maps to plot the place names and boundaries of the land sales.

Instructor: Christine Baron, Lead Teacher Advisor, Teachers College, Columbia University

Participants discuss submission of final primary source portfolios and related lesson plans. Wrap up course logistics.

Led by Margaret Pearce and LMEC education staff, participants will use historical maps and GIS mapping tools on their cell phones to explore Boston’s original shoreline comparing then and now and considering the Native and English use of space. The finished product will be a crowdsourced map that all teachers can access digitally.