All posts by admin

Donald Trump to Native America: Go To Hell

Today comes news that President Donald Trump, the Creon for the new millennium, will sign an executive order authorizing the completion of the Dakota Access Pipeline.   Before the confirmation of his nominee for Secretary of Interior, before any nomination for a new undersecretary for Indian Affairs at Interior, before any consultation with Native American tribes, before the confirmation of the fool he nominated to head the Energy Department (and who owns stock and sat on the board of the companies most interested in completing Dakota Access),  Our Creon has told America’s Native Peoples, in essence, to go to hell. Damn your protests. Damn your water.  Damn you and your quality of life.  Stock in Energy Transfer Partners, the parent company of Dakota Access, meanwhile, was up 4%.

This is disappointing news, but it is not surprising, for Donald Trump is no friend to American Indians, and it looks like his presidency is going to stand in stark contrast to that of his predecessor, in this as in so many other ways. Some have expressed the fear that he will bring back the Termination era.

Little Hands

Barack Obama’s presidency, after all, had been one of great consequence for the nation’s roughly five and a half million Native Americans, and he left large shoes for the man with little hands to fill.

Native peoples voted for Obama in overwhelming numbers, contributing to his landslide victory in 2008 and his reelection in 2012.  President Obama kept the promises he made to Native peoples. He worked with Congress to secure significant increases in funding for the Indian Health Service. He appointed a policy advisor to counsel him on Native American issues, and he held an annual White House Tribal Nations Conference in order to “strengthen the government-to-government relationship with Indian Country and to improve the lives of American Indians and Alaska Natives.” He signed legislation settling at long last the notorious Cobell case, involving the government’s terrible mismanagement of individual Indian trust accounts, and implemented a land buy-back program that has returned more than half a million acres to tribal control. And when President Obama signed legislation reauthorizing the Violence Against Women Act, it included a new provision allowing tribes to arrest and prosecute non-Indians who committed acts of domestic violence against Native American women, a major problem when courts had held in the past that tribal governments lacked the power to prosecute non-Indians on reservations.  The bipartisan HEARTH Act, signed by President Obama in 2012, allowed tribal governments additional control over their lands. And in 2010, he announced his support for the United Nations Declaration on the Rights of Indigenous Peoples, allowing the United States to join the rest of the world community in a statement affirming the rights of native peoples to live their lives in their own way under institutions of their own choosing.  Read it, if you have not done so already.

As was his wont, President Obama was always cautious.  Too cautious for many of us. He took his time in intervening at Standing Rock, but the Army Corps of Engineers placed a hold on construction of the controversial pipeline while the project was given further review.  In this, as in so many areas of his presidency, President Obama did not go as far as many of his supporters wanted.  Construction might resume, as the thousands of protestors at Standing Rock pointed out.  Still, despite his caution, the record of accomplishment was a significant one.

I am not sure if the steps President Obama took, and the recent publication by the Army Corps of Engineers of its intent to begin the environmental impact process, will be adequate to stave off Our Creon’s executive order.  If you know environmental law, I would love to hear and learn from you.

Because I am not sure what will happen next.  I am not optimistic. And that I am not optimistic really bums me out, because there are a hell of a lot of problems out there that sane political leaders from our two major parties might be able to solve. If they wanted to.  It is a choice, really.  Solve them or not.  But no excuses. Our Creon has said nothing about Indian affairs. Perhaps, despite his record and the racial vitriol his campaign generated, there is room for those who know the issues to work together.  Sometimes I think so.  Ryan Zinke, who Trump nominated to head the Interior Department, made a point of reaching out to Native American communities in his home state of Montana during his brief congressional career.  Collaboration and cooperation between the federal government and Native nations is not only sound policy; it’s the law.  But Zinke did it, and some Native Americans appreciated his efforts.

Of course the Republicans’ promise to repeal Obamacare, aggressively exploit fossil fuels in Indian country, and drastically cut federal spending all bode ill for Native American communities.

But Our Creon campaigned in part on a promise to restore the nation’s aging infrastructure.  He could fulfill a campaign promise and aid Native nations by pushing through Congress a program to repair and replace roads, bridges, and dams on Indian reservations.

Senators and representatives from states with large Native American populations have urged caution in repealing the Affordable Care Act, noting that the progress made in reducing the still gaping health disparities between Native Americans and non-natives were indeed significant and much work remains to be done.

Republicans who supported their candidate’s call for “law and order” might support additional legislation to protect Native American communities, especially women and children, from domestic violence.

And Republicans who favor a smaller federal government might recognize the virtues of supporting the inherent sovereignty of Native American nations and cooperate with Democrats in providing them the resources they need to govern their communities, develop their economies, and tackle the myriad challenges they face.  This could happen.  But the initiative certainly will not come from the Executive Branch.

President Obama left office with significant achievements but with much in the realm of Indian affairs unsettled.  The new president has already weighed in on Dakota Access.  But there are many other challenges that still must be confronted.  Native peoples, for instance, will continue to face concentrated conservative assaults on important and successful pieces of legislation like the 1978 Indian Child Welfare Act. Poverty and a lack of opportunity in Indian Country remain vexing challenges to policy makers and tribal leaders alike. Racial violence remains a problem, with a “Red Lives Matter” movement slowly growing in the shadow of the Black Lives Matter campaign against police brutality.  And, of course, the slow burning insults of cultural appropriation and the use of Native American symbols and images as offensive mascots for sports teams continues.  Congress, in recent years, has found bipartisan support for programs and policies that have helped to close, ever-so-slowly, the enormous gaps between Native peoples and non-native peoples in health, education, and welfare, and President Obama played an immensely important role in that. We might have hoped that this slow but steady progress of the last eight years not be abandoned by our leaders.  But today’s unilateral and aggressive action makes that hope seem ever so remote.

American Indian Law and Public Policy

Welcome Back!

It is the first week of classes at Geneseo, and as part of my spring cycle of courses, I am teaching once again my course entitled “American Indian Law and Public Policy.”  The course is required for the minor in Native American Studies, fulfills the college’s Social Sciences and “Other World Cultures” general education requirements, and is an optional course for students minoring in Public Administration. Of course, it is also an elective open to history majors.  The syllabus necessarily changes a bit each semester.  The course is a blast to teach, and I have what looks like a good batch of students this semester.  Here is the syllabus:

 

HIST 262      American Indian Law and Public Policy                    Spring 2017

Instructor: Michael Oberg

Meetings:   MWF, 12:30-1:20, Milne Library, 105

Office Hours:  Monday and Wednesday, 2:30-3:30, Sturges 15 A/B

Contact:           oberg@geneseo.edu

245-5730

Twitter: @NativeAmText

Website: MichaelLeroyOberg.com

 

Required Readings:

 

Stuart Banner, How the Indians Lost Their Land: Law and Power on the Frontier (2007)

Luke Lassiter, Clyde Ellis, Ralph Kotay, The Jesus Road: Kiowas, Christianity and Indian Hymns, (2002)

Steven Pevar, The Rights of Indians and Tribes, 4th edition, (2012).

Paul Chaat Smith, Everything You Know About Indians is Wrong, (2009)

Circe Sturm, Becoming Indian: The Struggle over Cherokee Identity in the Twenty-First Century, (2011).

Readings on Canvas, and

Additional Readings, for Current Events discussions and assignments:

News Articles on www.indianz.com

News Articles in Indian Country Today.

News Articles on Pechanga.net

 

Course Description:         This course will provide you with an overview of the concept of American Indian tribal sovereignty, nationhood, and the many ways in which discussions of sovereignty and right influence the status of American Indian nations.  We will look at the historical development and evolution of the concept of sovereignty, the understandings of sovereignty held by native peoples, and how non-Indians have confronted assertions of sovereignty from native peoples.  We will also examine current conditions in Native America, and look at the historical development of the challenges facing native peoples and native nations in the 21st century.  This course is required for the Native American Studies Minor, and counts for both the S/core and M/core general education headings.  As a result, it is intended to meet the following learning outcomes:

 

Students Will Demonstrate:

  • an understanding of knowledge held outside the Western tradition;
  • an understanding of history, ideas, and critical issues pertaining to Non-western societies;
  • an understanding of significant social and economic issues pertaining to Non-western societies;
  • an understanding of the symbolic world coded by and manifest in Non-western societies;
  • an understanding of traditional and/or contemporary cultures of Latin America, Africa, and/or Asia and the relationship of these to the modern world system;
  • an ability to think globally.

And

  • understanding of social scientific methods of hypothesis development;
  • understanding of social scientific methods of document analysis, observation, or experiment;
  • understanding of social scientific methods of measurement and data collection;
  • understanding of social scientific methods of statistical or interpretive analysis;
  • knowledge of some major social science concepts;
  • knowledge of some major social science models;
  • knowledge of some major social science concerns;
  • knowledge of some social issues of concern to social scientists;
  • knowledge of some political issues of concern to social scientists;
  • knowledge of some economic issues of concern to social scientists;
  • knowledge of some moral issues of concern to social scientists.

Your grade will be based on a number of components.  Participation, an important part of your grade, is much more than attendance. I view my courses fundamentally as extended conversations and these conversations can only succeed when each person pulls his or her share of the load.  You should plan to show up for class each week with the reading not just “done” but assimilated; you should plan not just to “talk” but to engage critically and constructively with your classmates.  Our conversations will depend on your thoughtful inquiry and respectful exchange.  Remember, as well, that conversations are most fruitful when they involve a mix of well-thought out hypotheses and tentative, partially-formed ideas.  Because this course requires of you an extensive amount of reading, I am basing a large portion of your grade on your participation.  This course will reward both preparation and experimentation.  We are all here to learn, and I encourage you to join in the discussion with this in mind.  Obviously, you must be present to participate, and once you miss more than three classes you will no longer be able to receive any credit for participation.

The individual assignments will be discussed below.  The grading scale is as follows:

Participation:                                                                       100 points

Response Papers 2 papers at 25 points each                 50 points

Current Events Papers  2 papers at 50 points each    100 points

Final Project                                                                        150 points

 

A          400-380                     A-  379-360

B+       359-350                      B    349-330

B-        329-320                      C+  319-310

C          309-290                      C-   289-280

D         279-240                      E  239 and below.

 

With any of these assignments, I encourage you to visit with me during office hours if you have any questions.  You should be clear on what I expect of you before you complete an assignment.  The door is open.  If you cannot make it to my office hours, please feel free to contact me by email, which I check several times a day. The assignments are described in detail, below.

Discussion Schedule

18 January      Introduction to the Course

The United Nations Declaration of the Rights of Indigenous Peoples

Reading: Banner, How, Introduction; Pevar, Rights, Ch. 1-2; UNDRIP (http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf)

 

20 January     Native Nations in the United States

Reading: Banner, How, Introduction, Chapter 1; Articles of  Confederation, Article IX; United States Constitution; Northwest Ordinance (1787); Federal Trade and Intercourse Act (1790); Treaty of Canandaigua (1794).

 

23 January     The Marshall Court and the Definition of Native Nations

Reading:  Banner, How, Chapters 2-5; Johnson v. McIntosh (1823).

https://supreme.justia.com/cases/federal/us/21/543/case.html

 

25 January     The Removal Era

Reading: Banner, How, Ch. 6 ; Cherokee Nation v. Georgia (1831); Samuel A.  Worcester v. State of Georgia, (1832).

https://www.law.cornell.edu/supremecourt/text/30/1

https://www.law.cornell.edu/supremecourt/text/31/515

 

27 January     Current Events Discussion

The Reservation System

Reading: Banner, How, Ch. 7; Treaty of Medicine Lodge Creek (1867); Ex Parte Crow Dog (1883).

https://supreme.justia.com/cases/federal/us/109/556/case.html

http://digital.library.okstate.edu/kappler/vol2/treaties/kio0977.htm

 

30 January     Policing the Reservations

Reading: Major Crimes Act (1885); US v. Kagama (1886).

https://www.law.cornell.edu/uscode/text/18/1153

https://supreme.justia.com/cases/federal/us/118/375/case.html

 

1 February      The Policy of Allotment

Reading: Banner, How, Ch. 8; Talton v. Mayes (1896); Lone Wolf v. Hitchcock (1903); United States v. Celestine (1909).

https://supreme.justia.com/cases/federal/us/163/376/

https://supreme.justia.com/cases/federal/us/187/553/case.html

https://supreme.justia.com/cases/federal/us/215/278/

 

3 February      Current Events Discussion

Water Rights in the Arid West

Reading: Pevar, Rights, Ch 12; Winters v. United States (1908).

https://supreme.justia.com/cases/federal/us/207/564/

First Current Events Paper Due.

 

6 February      The Meriam Commission Report

Reading: The Problem of Indian Administration, Chapter 1 and any one chapter from Chapter 8-14.

http://www.narf.org/nill/resources/meriam.html

 

8 February      Current Events Discussion

The Indian New Deal

Reading: Banner, How, Epilogue; Indian Reorganization Act, 1934.

https://tm112.community.uaf.edu/files/2010/09/The-Indian-Reorganization-Act.pdf

 

10 February    The Termination Era

Reading: HCR 108; Pevar, Rights, 333-337; Tee-Hit-Ton Indians v. United States (1955).

http://digital.library.okstate.edu/kappler/vol6/html_files/v6p0614.html

https://supreme.justia.com/cases/federal/us/348/272/

 

13 February    Williams v. Lee and the Modern Era of American Indian Tribal Sovereignty

Reading: Williams v. Lee (1959); Native American Church v. Navajo Tribal Council (1959); Pevar, Rights, Chapter 14 and pp. 329-332

https://supreme.justia.com/cases/federal/us/358/217/

http://openjurist.org/272/f2d/131/native-american-church-of-north-america-v-navajo-tribal-council

 

15 February   The Era of Self-Determination

Current Events Discussion

Reading: McClanahan v. Arizona Tax Commission, (1973); Morton v. Mancari  (1974).

https://supreme.justia.com/cases/federal/us/411/164/case.html

https://supreme.justia.com/cases/federal/us/417/535/case.html

 

17 February    The Supreme Court’s 1978 Term and Tribal Sovereignty

Reading: US. v. Wheeler (1978); Santa Clara Pueblo v. Martinez (1978); Oliphant v. Suquamish Indian Tribe (1978).

https://supreme.justia.com/cases/federal/us/435/313/

https://supreme.justia.com/cases/federal/us/436/49/

https://supreme.justia.com/cases/federal/us/435/191/case.html

 

20 February    Red Power

Reading: Smith, Everything (Entire Book)

 

22 February    Congress, the Executive, and the Revolution of 1978

Reading: AIRFA; Indian Child Welfare Act; Pevar, Rights, Ch. 17

Adoptive Couple v. Baby Girl (2013)

https://www.oyez.org/cases/2012/12-399

https://www.law.cornell.edu/uscode/text/42/1996

http://www.nicwa.org/Indian_Child_Welfare_Act/ICWA.pdf

 

24 February  Tribal Regulation of Non-Indian Activities on Tribal Land

Current Events Discussion

Reading: Montana v. United States (1981).

https://supreme.justia.com/cases/federal/us/450/544/

 

27 February    The Powers of Tribal Governments

Reading: Pevar, Rights, Chapters 3-9

Reading: Merrion v. Jicarilla Apache Tribe (1982)

https://supreme.justia.com/cases/federal/us/455/130/case.html

 

1 March          The Power of Tribal Governments, Continued

Current Events Discussion

Reading: Duro v. Reina (1990); Fergus Bordewich, Killing the White Man’s  Indian, (CANVAS).

https://supreme.justia.com/cases/federal/us/495/676/

 

3 March          The Power of Tribal Governments, continued

Reading: Atkinson Trading Company v. Shirley (2001); US v. Lara (2004)

https://supreme.justia.com/cases/federal/us/532/645/

https://supreme.justia.com/cases/federal/us/541/193/

 

6 March          The Violence Against Women Act in Indian Country

Reading:  NCAI Materials on VAWA (watch videos and read documents); Denver Post series, “Promises, Justice, Broken” (some of you may find this very disturbing to read)

 

8 March          Issues in American Indian Education: Boarding Schools and their Legacy

Reading:  Read any two of the papers included in Reyhner, Lockard and Gilbert,  eds., Honoring Our Elders: Culturally Appropriate Approaches for Teaching Indigenous Students, (Flagstaff: Northern Arizona University Press, 2015).

http://jan.ucc.nau.edu/~jar/HOE/

 

10 March       Issues in American Indian Education, Continued

Current Events Discussion

Reading: Continued discussion of papers in Reyhner, et. al.

Second Current Events Paper Due!
Spring Break

 

20 March        Issues in American Indian Religion

Reading: Lassiter, Ellis and Kotay, The Jesus Road, (entire book).

 

22 March        Issues in American Indian Religion

Reading: Pevar, Rights, Chapters 11, 13; Employment Division, Department of Human Resources of Oregon v. Smith (1990); Lyng v. Northwest Cemetery Protective Association (1988).

https://supreme.justia.com/cases/federal/us/494/872/case.html

https://supreme.justia.com/cases/federal/us/485/439/case.html

 

24 March       Issues in American Indian Identity: The Mascot Issue

Reading: Do a Google News Search, and read about the Mascot Issue in the news  sources listed above.

 

27 March        Issues in American Indian Identity: Acknowledgment

Reading: Den Ouden and O’Brien,  (Canvas)

 

29 March        Issues in American Indian Identity

Reading: Sturm, Becoming Indian (entire book).

 

31 March         Economic Development in Indian Country

Reading: Harvard Project on American Indian Economic Development, The State of Native Nations: Conditions under US Policies of Self-Determination, (New York: Oxford University Press, 2008), Chapter 11. (On Canvas)

 

3 April            Public Health in Indian Country

Reading:  IHS, Trends in Indian Health, 2014 Edition, (Browse); Donald Warne, “The State of Indigenous America Series: Ten Indian Health Policy Challenges for the New Administration in 2009,” Wicazo Sa Review, 24 (Spring 2009), 7-23.  (All on Canvas)

 

5 April             Gaming

Reading: California v. Cabazon Band of Mission Indians (1987); Randal K. Q. Akee, Katherine A. Spilde and Jonathan B. Taylor, “The Indian Gaming  Regulatory Act and its Effect on American Indian Economic Development” Journal of Economic Perspectives, 29 (Summer 2015), 185—208 (Canvas);   Pevar, Rights, Ch. 16.

https://supreme.justia.com/cases/federal/us/480/202/case.html

 

7 April          Thee Land: The Iroquois in Western New York

Reading: Oneida Indian Nation v. County of Oneida (1974); Anne F. Boxberger Flaherty, ““American Indian Land Rights, Rich Indian Racism, and Newspaper  Coverage in New York State, 1988-2008,” American Indian Culture and  Research Journal, 37 (no. 4, 2013) (Canvas)

https://supreme.justia.com/cases/federal/us/414/661/case.html

 

10 April           The Land, Continued.

Reading: City of Sherrill v. Oneida Indian Nation (2005).

https://supreme.justia.com/cases/federal/us/544/197/dissent.html

 

12 April            The Land: Buy Back and the Cobell Settlement

Reading:   2016 Status Report, Land Buyback Program.
14 April         Taxation

Reading:  Pevar, Rights, Ch. 10

 

19 April           Resistance:  “You Are On Indian Land.”

Film Discussion.  Watch Film in Class:

https://www.isuma.tv/the-national-film-board-of-canada/you-are-on-indian-land

 

21 April            Resistance, Continued.

Reading: Taiaiake Alfred, Wasase, (Excerpts).

 

24  April         What Is to Be Done?

What Is To Be Done?

Reading: Harold Napoleon, Yuuyaraq: The Way of the Human Being (1996),

 

26 April           Catch Up

28 April           Catch Up

1 May              Catch Up

4 May              Final Examination Period

The Assignments, Described in Detail:

Current Events Reports:  A quick glance at the large number of news articles at www.indianz.com and at Indian Country Today should make it clear to you that there are constant new developments affecting the lives of native peoples and their neighbors across the nation and in Canada.  You should also be able to see something of the force of history that still shapes these communities and their relationships to the United States and individual state and local governments. I expect you to try to keep up with some of this, to inform yourselves about what is going on in Native America. To that end, I expect you on two occasions during the semester to write a current event report of no more than 1200 words based on no fewer than five related news articles that you found of interest.  We will discuss current events at the opening of nearly every Friday class meeting. In your brief paper you should describe the basic issues concisely and accurately, and describe the significance of the events or developments you describe in terms of what you have read and what we have discussed in class. The five papers need not be closely connected in time, nor do they need to all come from the same paper, in that you may feel free to follow a story that has developed over an extended period of time.

For your paper, you should use 11 or 12 point type, double spaced, with one-inch margins all around. You should cite accurately at the top of the paper the five or more articles you looked at. The best papers will develop an argument supported by evidence in the form of quotes from the articles you read.

Response Papers: You also will write two response papers, each worth twenty-five points, over the course of the semester.  These papers will be brief meditations (approximately 1000 words) on one of the assigned readings:

 

Smith, Everything You Know About Indians Is Wrong, due 20 February

Lassiter, et. al., Jesus Road, due 20 March

Sturm, Becoming Indian, due 29 March

Napoleon, Yuuyaraq, due 24 April

Again, double-spaced, 11 or 12 point type. What do you see as the critical issues these books raise?

Research Project:  You will complete a final project that consists of a paper of 10 to 15 pages in length, endnotes and bibliography not counted, formatted according to the guidelines spelled out in the Turabian Manual. You will play the role of an adviser to a new president (Republican or Democrat—your choice) on American Indian policy.  Your paper should answer three questions: 1). What are the principal problems facing Native American communities today?  2).What are the sources of those problems?  In other words, why do these problems still exist? And 3).  What can and should be done about these problems within the confines of the American constitutional system?

You should have at least 20 sources for your paper.

Whither History and the Liberal Arts: A Note to Students

New York Governor Andrew Cuomo recently stated that “the future” involves “making the marriage between academics and economics.”  Of course there is some truth to this.  Cuomo has been promoting his new plan to make SUNY tuition-free to New Yorkers from families with an income less than $125,000 per year.  The plan is to be applauded, but it has been promoted largely as a way to create jobs and to spur on economic growth in New York State.  The value of an education, the governor has stated baldly, lies in the financial return it brings.

All of this I find a bit troubling as a professor in a history department of a small-ish public college that has long been celebrated for its rigorous academic standards and its commitment to a liberal arts education.  Our students do well after they graduate.  They find gainful employment in their fields.  Many of you are familiar with the arguments that a degree in the liberal arts, one that trains students in the discipline of critical reading, writing, thinking and research, is more versatile than our critics realize.  And I am happy for any proposal that makes access to college easier, and it seems to me to be a no-brainer in terms of public policy.  People with college degrees earn more than those without.  They will thus pay more taxes over the course of their careers than those without, and over decades the program could pay for itself.  A wise long-term investment.  But higher education is not only valuable for the skills it imparts, but for the critincal thinking it encourages, something that I would argue is essential for the survival of the republic.  Now perhaps more than ever.

And in my field? The most recent edition of the American Historical Association Perspectives has highlighted a continued decline in the number of students studying history in American colleges and universities. There are a number of reasons for this. History is sometimes thought of as a difficult major with lots of reading and writing, and there is some evidence of a decline in professions often entered with a Bachelor’s degree in history.  But in the midst of a presidential election in which the electoral college chose a man who has offered one unconstitutional proposal after another, and received the applause of millions of Americans as he did so, it just may be that the decades-long assault on history and liberal arts is having a significant effect.

You students who study history or other fields in the liberal arts will likely be asked, if you have not been asked already, “What are you going to do with that degree?”  Sometimes those questions can come from innocent curiosity, like, really, what are you going to do with that degree. But these questions can also come with a  barbed tip, too, in the sense that the liberal arts are thought by some people out there to have limited value because, unlike the STEM fields and business and things like that, the liberal arts are too often thought of as adding little of value.

The governor of Florida, for instance, a few years ago, argued that we do not need more anthropologists.  Another Floridian, a United States Senator, during his brief, quixotic run for the presidency said that we need “more plumbers and less philosophers.”   The Lieutenant Governor of Kentucky told students at Eastern Kentucky University that they should not bother studying history, and that since they were attending a public college, funded by taxpayers—people who work—that they should do something useful to the Commonwealth.   And why should the state subsidize the study of French literature, the governor of that state asked.  What value does it add for Kentuckians?

I would argue that history and the liberal arts add a lot, and not just for Kentuckians, because they give us the cultural capital to participate in a democratic society in a meaningful and significant way.  But thinking in terms of nuances, complexities, ambiguities, shades of grey; embracing the big questions, pursuing the answers over the long haul, appreciating the value of open debate and discussion, endeavoring to find truth, and digging like badgers for answers, we can find these times we live in rough sledding.

I struggle sometimes to control my own pessimism.  You students, I fear, live in a world where too many people confuse their feelings and their fears for facts, where being smart and engaged and critical and willing to ask questions can make one an object of scorn.  You live in a world as well where complexity is so often dismissed, where big and difficult answers to the big questions are avoided, that asking these sorts of questions can take a certain amount of courage. You may have seen something of this in yesterday’s “press conference” offered by the President-Elect.

Many Americans live in a world where they simply do not invest their time and energy to ask questions, stay informed.  Americans, according to a recent survey, are more likely to be able to identify any two members of the Simpson family (and, just to be clear, we’re talking about cartoon characters) than any one of the five freedoms protected by the First Amendment to the United States Constitution, rights that now, as they have been at many points in the past, are under assault.  22% of Americans can name all five members of the Simpson family, while only one in a thousand can name all five first amendment freedoms. Many Americans live in fear: of immigrants and Islamist extremists–but a plastic surgeon botching your operation is more likely to kill you in the United States than a terrorist.  Yet we are told to be fearful.  And many of us do as we are told.  Enough to tip the election to a candidate who failed to win the popular vote. People around the globe and in this country—some of them, anyways—seem to have more confidence in fear and anger and hate than in their opposites. With malice towards many, and charity for few, with little interest in seeking out injustice, and correcting oppression.

We are living in this moment where a lot of really old issues—race and inequality and class and gender and violence, are resurfacing in complicated and anguishing ways.  The problems are out there.  But to name them and to ask, “What can we do?” and to gather the information to solve them, that can be tough.  And so many of these problems we face are rooted, in part, in a rejection of critical thought, in an embrace of the irrational, and a society with these problems can fall prey to demagogues with their simplistic answers, and will find it difficult to display emotional maturity, and will be prone to violence.  You have seen that in recent months.  We all have seen it.

Yet If we are stronger together, and if we are to make America great again, or as great as it might be, it might be those of us with a solid training in the liberal arts, whatever our majors, who will best see that “injustice anywhere” just may be a threat to justice everywhere.  And that if it is “an inescapable network of mutuality, tied in a single garment of destiny, that binds us, one to another,” as Martin Luther King once wrote, that you may be among those best suited to do something about it.  History majors, you who think and reason; we, the people who read the footnotes–we can deploy that wisdom that not only makes our lives richer but makes the world a better place—–only if you have the courage to act, and to use it.

We now live in a world where—when we stand up on the face of the problems before us and ask, “Why?” and when we insist on a reasoned and relevant response to that simple question—it’s like an act of subversion, and subversive acts, even the smallest ones, require a degree of courage, of fearlessness.

It can beat your down, if you let it. Looking at the spectacle of public life that my generation is in the process of bequeathing to your generation, it might be easy to slide into a deep cynicism, especially after the last election, but cynicism is an intellectually lazy position, a sort of cop out.  It can take courage to trust and to respect and to appreciate, as well as to care and to love, and to accept the validity of ideas presented by those with whom we would be predisposed to think we might disagree.  To never underestimate others, to take people seriously, whoever that person happens to be, to accept the possibility that those with whom we disagree might have a point and, indeed, to admit that we might be wrong.  To appear vulnerable in the face of those who despise us.  That is not an easy thing to do. That takes courage, and a willingness—a commitment—to approaching everything and everyone with a readiness to see goodness and to be surprised.  We historians–there is so much that we do that is inherently subversive–we can stand in the face of these forces and demand reasoned answers.

It is easy to feel like the challenges we face are too big and it is possible, I think, that we all feel at times like we are not enough to make a difference—that we need to be wealthier or have more expertise or access or whatever.  But what if we used our skills and our thoughts and our reason and acted as if we were exactly what was needed? If we knew we could close the gap between the way things are and the way things ought to be, even a little bit, would we have the courage to act?

A long time ago I had a great history professor.  His name was Albie Burke.  He died about five years ago. And even though I left Cal State Long Beach where he taught in the late 1980s, I still got back to campus every other year or so to have lunch with him and to catch up, to talk about the Supreme Court, constitutionalism, politics, and all sorts of other things. I can remember feeling nervous and unprepared before having to present some of my work in seminar, my thesis project on two really big Supreme Court cases in the field of American Indian law.  We would meet in his very Spartan office, and he always made really incisive eye contact when you were speaking to him.  Bright, bright, blue eyes. He would listen very quietly, never interrupting.  Very comfortable with silences.  And then when you finished, spilling out your guts, telling him how you were not ready, he would pause for a few beats and then say:  “You will never be prepared. Still got to do it.”  He’d smile just a little bit as he said that. It was a tough lesson for some of his students, I think, but his point was that you can spend all your time worrying and fretting and fearing and preparing and not doing.  Fear can keep you from doing what needs to be done, in public life, and in terms of what you want for your own lives.  His daughter told a similar story at his memorial service about many conversations she had had with him just like that.  It is so easy to talk yourself out of pursuing your dreams, of tackling the challenges that may lie in front of you, and of speaking truth to power.

History is not a science.  But it is a discipline.  We historians are interested in the past, and its connections to the present.  How things came to be.  Continuity and change, measured across time and space, in peoples, institutions, and cultures. But all of that is just a fancy way of saying that we historians make our living by asking questions.   If you are like me, you love the questions–the search for evidence, the complexity and the lack sometimes of definitive answers, and the stories—the stories are at the heart of all that we historians do as teachers and writers. And if we are fearless, we can do important work.  We must be honest, curious, inquisitive, and relentless to be sure, but most of all, in terms of the questions we ask, the evidence we consider, the ideas we engage with, and the theses we advance, but we must also be fearless.  Now, on our campuses, in our country, in this global community, more than ever.  Ask questions.  Demand evidence.  Do not accept easy answers.  Use your skills as critical thinkers, researchers, and writers, to ask and answer the important questions that appear before us.

 

 

 

The Obama Legacy and Native American Affairs

Outgoing Secretary of the Interior Sally Jewell has completed her exit memo, touting the accomplishments of her department during the Obama years.  Jewell does not cover everything, but the memo does reveal that government can do important work in Indian affairs, and that it can be a force for good in Indian Country.  I cannot say for sure how many of the men and women staffing the new Trump administration will share that view. In any event, you can read Secretary Jewell’s memo here.   Jewell clearly is most proud of the land buyback program funded as part of the Cobell settlement.  If you have students–or are a student–casting about for a term paper topic, an assessment of the program could be a valuable project.  Check out the 2016 Status report for the Land Buy Back program here.  The Interior Department website will provide you with additional information.  And although President-elect Trump has said nothing about Native American affairs since his election, journalist Mark Trahant does a nice job of setting out a policy agenda upon which–one hopes–rational public servants might agree.

Finals Week

I teach a range of courses at Geneseo, and just completed reading thirty-one essays for my section of Western Humanities. I teach the first half of the two-semester sequence, a great-books course on the University of Chicago model.  The students begin the semester reading Antigone, and finish with another tragedy, Hamlet.  In between they struggle through Thucydides, Plato, Cicero, the Bible, Augustine, Aquinas, and More.

I teach the course in an explicitly ahistorical manner:  the authors of these works raise questions that we still are struggling to answer.  Teaching during the final months of a presidential campaign that left some of my students frightened for the future, others angry, and still others deeply cynical; while we watched the Assad regime backed by Russian bombers shatter the lives of many hundreds of thousands of people; it was easy to see that we might learn some things from the past.  Jeez. A little humility.

All students at Geneseo are required to take Humanities.  For the past several decades, students take both halves of the course, reading a broad range of important works.  Resource issues lamentably have forced us to consider changing that requirement, and allow students to take only one half of the course to fulfill their requirement.  I am not sure if that proposal will go through, but I understand the practical realities.

I love teaching this course.  In many ways, when I began teaching it several years ago, it revitalized my career, and renewed my enthusiasm for teaching.  Because Humanities is a required course, I get a mix of students from across the campus, and no more than a small handful of history majors.  I like that. I like the mix, the different styles of thinking, and the different perspectives the students can bring to our discussions.  This past semester, the most beautiful essays were written by a student who was a bit older than the rest–at Geneseo, non-traditional students tend to stand out.  He was a veteran who had seen combat in Afghanistan.  In all of his essays, he used the readings to wrestle not only with the big issues we discuss in class, but with his own experiences in a war zone as a soldier.  Thucydides, of course, spoke directly to his experiences, but the other works raised questions about human nature, about power, and about justice that spoke to him deeply.  And this student, more than any other, struggled with the question of how we find beauty and good in a world that at times can appear so vile.

On the last day of class, I hand out this beautiful poem by Jack Gilbert,

“A Brief for the Defense.”

Sorrow everywhere. Slaughter everywhere. If babies
are not starving someplace, they are starving
somewhere else. With flies in their nostrils.
But we enjoy our lives because that’s what God wants.
Otherwise the mornings before summer dawn would not
be made so fine. The Bengal tiger would not
be fashioned so miraculously well. The poor women
at the fountain are laughing together between
the suffering they have known and the awfulness
in their future, smiling and laughing while somebody
in the village is very sick. There is laughter
every day in the terrible streets of Calcutta,
and the women laugh in the cages of Bombay.
If we deny our happiness, resist our satisfaction,
we lessen the importance of their deprivation.
We must risk delight. We can do without pleasure,
but not delight. Not enjoyment. We must have
the stubbornness to accept our gladness in the ruthless
furnace of this world. To make injustice the only
measure of our attention is to praise the Devil.
If the locomotive of the Lord runs us down,
we should give thanks that the end had magnitude.
We must admit there will be music despite everything.
We stand at the prow again of a small ship
anchored late at night in the tiny port
looking over to the sleeping island: the waterfront
is three shuttered cafes and one naked light burning.
To hear the faint sound of oars in the silence as a rowboat
comes slowly out and then goes back is truly worth
all the years of sorrow that are to come.

 

This student, who had seen first hand so much of the brutality of the world, could find that beauty.  I have had students like him in this class: a refugee who had seen his family killed in front of him, students coming out of abusive relationships, and soldiers.  I learn this from reading their essays.  And I find my faith restored in the goodness of humanity by reading their work, even during very dark times. So I wrote to this student yesterday.  I sent him an email, thanking him for his work this semester, telling him how much I had learned from reading his essays and how they had given me so much to think about.  I told him that I did not know what he was majoring in, but that if he needed a letter of recommendation, and thought that one from me might do him some good, that I would be happy to write in his behalf.   I was stunned by his response.  He thanked me for my note, told me how much he had enjoyed the class, and how the assignments allowed him to work out some of the things he had been carrying around with him. But he was not going to return to Geneseo for the spring semester.  He had decided to work full time, and had withdrawn from the college.  Student essays can be difficult to read sometimes–if you teach, you know how bad grammar, poor punctuation, and sloppy organization can be exhausting.  But the best student work, man, it can make your day, change your life, and alter your thinking.   It is a loss to my college when students like this feel the need to leave, and we–all of us–need to do more to make sure that all students who want to and who have the academic ability can attend the college of their choice. There are big questions out there that we have not answered, questions that great thinkers have been wrestling with for thousands of years.   I do not have all the answers.  Someone out there just might.

Updates on Dakota Access

The Sierra Club has produced an excellent, brief, overview of the current state of the Dakota Access Pipeline, and the efforts of the Water Protectors to halt its construction.  This may be the best brief summary of the issue I have seen.  You and your students will find this useful in arriving at an understanding of a movement that is both alike and unlike so much of Native American History: A protest movement, utilizing social media and networking to assemble a widespread, grass-roots protest movement, and yet another chapter in the long struggle of native peoples to protect not only their lands, but the land.

 

Of Tribes, Towns, and Tattoos: Some Thoughts on Hakluyt@400

I remember many years ago at the American Historical Association Annual Meeting that the historian James Muldoon described Richard Hakluyt the Younger, who died four hundred years ago this past November, as the “Gene Roddenberry” of the Elizabethan age.  It is an image I have used many times in my classes, even though few of my students know who I am talking about.  Roddenberry wrote his teleplays for the “Star Trek” television series at the beginning of America’s space age.  What would happen, so many of those scripts seemed to ask, when human beings began to encounter others?  For Roddenberry, humans always prevailed despite their many idiosyncrasies, and demonstrated time and again their superiority over Vulcans, Romulans, Klingons, and a host of others the crew of the Enterprise encountered as it boldly ventured where no man had gone before.  But the contact changed them.  A little bit.  Sometimes.  But not always.

Hakluyt, too, seemed to wonder what would happen when English people left the confines of their island to go boldly in search of new worlds.  For his Principall Navigations, a collection of English travel accounts totaling more than 1.7 million words in all, Hakluyt selected many stories of English adventurers encountering native peoples in South and North America, in Africa, Muscovy, Persia, and elsewhere.  Oxford University Press will begin publishing next year a 14-volume edition of Hakluyt’s epic work.  I am co-editing one of those volumes, with my particular focus being those documents that tell the story of Sir Walter Ralegh’s efforts to plant a settlement on American shores between 1584 and 1590.  I have a small piece of the larger work, but the list of documents I an editing includes so real big-ticket items.

I am just back from a conference in Oxford commemorating Hakluyt’s life and casting a critical eye on his life’s work.hakluyt400-1  Many of the presenters at this “Hakluyt@400” conference are editors of one or another of the projected fourteen volumes.  From the papers presented, it was stunningly clear how much there is yet to learn from the Principall Navigations, and the enormous range of topics Hakluyt’s work illuminates.  I have been thinking a great deal about the papers I listened to in Oxford, and I wish I had spent more time there.  I learned a lot.

I was one of the few presenters who chose to talk less about Hakluyt than about some of the works included within the Principall Navigations, and some of the work Hakluyt helped publish elsewhere.  I was most hung up by an engraving I have looked at so many times over the years.  In the 1590 edition of Harriot’s Brief and True Report of the New Found Land of Virginia, at the end of De Bry’s engravings depicting “the true pictures and fashions of the people of that part of America now called Virginia,” there appears this image, showing the “Markes of sundrye of the Chief mene of Virginia.”  debry-2 From it, we learn that “the inhabitants of all that cuntrie for the most parte have marks rased on ther backs wherby yt may be knowen what Princes subjects they bee.” The mark of Wingina, “the cheefe lorde of Roanoke,” consisted of four vertical arrows, larger to smaller, left to right. Wingina’s sister’s husband’s followers, we are told, carried on their bodies a different mark.  Two different marks belonged “unto diverse chefe lords in Secotam.” And Harriot associated three more marks with “certaine cheefe men of Pomeiooc, and Aquascogoc.”  Clearly there were a lot of chief men on the Carolina Coast.

You can see these tattoos, these raised marks, as well in John White’s painting of the dancing Indians.  white_38_bigIt is hard to see in the version I inserted here, but go to the British Museum website, and you will see them.  They are there, wearing the four arrows of Wingina.  These tattoos, I would argue, as depicted by Harriot and White and DeBry, reflect an Algonquian political world, for lack of better terms, or social organization, at odds with what many historians of the region have described.

Another point: If you read much about early American history, you likely have stumbled across this map, also engraved by De Bry. debry1590bw You are likely familiar with this image, too, one of the many hand-colored versions of the De Bry map.800px-map_of_virginia_theodorus_de_bry_1591  We know little about the provenance of these maps, when they were colored, and by whom, but they are revealing to me nonetheless.

Maps like these, quite simply, served purposes larger than the transmittal of geographic knowledge.  Claims were made, arguments asserted, about possession and control of the new world.  Maps like these expressed sovereignty, and English aspirations toward dominion and civility.  Cartographic knowledge, in this sense, was subordinated to larger strategic and geopolitical concerns: control, incorporation, and the assimilation of lands, peoples, and resources into an Anglo-American, new world empire.

But more than that, DeBry inscribed a political geography that would have made sense to his audience.  He acted upon European assumptions about how native peoples ordered their lives, how their communities functioned, and how they governed themselves.  If Algonquian weroances, or town leaders, could be likened to European kings, then the lands upon which their communities stood could be understood as kingdoms, political entities with boundaries that could be measured, allegiance that could be acquired, and territory that could be controlled.  DeBry, and of course the colorists who took his effort a giant step further, depicted the territories of Indian kingdoms because that is what they expected to see.

But the De Bry map, despite its considerable value, it seems to me has distorted the view of historians and anthropologists who have attempted to make sense of how the Algonquian communities of “Virginia” lived their lives and the nature of their relationships with the first English settlers on North American shores. David Beers Quinn, perhaps the greatest historian of early English maritime expansion and a scholar to whom anyone interested in Roanoke owes an enormous debt, and whose work in so many ways was ahead of its time, described the towns standing along the waterways of this region as belonging to one of several tribes, like the “Roanoke Tribe” or the “Secotan Tribe.” Lee Miller, in a quirky volume addressed to a popular audience, saw the weroance Wingina, so central to the story of Roanoke, as “the king of the entire Secotan country,” and a close ally with both “the Weapemeoc and Choanoac” tribes that together controlled the coastal plain.  James Horn, who helpfully pointed out that these native communities were made up of “loose groupings of semi-autonomous peoples rather than centralized political entities controlled by powerful rulers,” nonetheless argued that Wingina was “Chief” of the Secotans, whose territory stretched from the Albemarle Sound to the Pamlico River, a tract that included many towns and villages. Wingina spent his time at his capital town, Secotan, but according to Horn also at the fortified town of Pomeiooc, and at the unfortified town of Dasemunkepeuc. Karen Kupperman and Seth Mallios, on the other hand, more plausibly saw Roanoke and Secotan as separate polities with a history of enmity between them. These are all very good scholars. But there is little consensus, and not all them can be right. So when we talk about these entities—Secotan, Choanoac, Weapemeoc—what, really, are we saying?

Here is what I think.  We have been too careless in applying foreign, anachronistic, and inappropriate concepts to the study of indigenous peoples whose lived experience might be gleaned from the pages of Hakluyt’s Principall Navigations.  The word “tribe,” after all, never appears in the Roanoke documents curated for us by Hakluyt, the word “chief” only as an adjective.  The word “tribe,” indeed, was seldom used to describe native communities until the second quarter of the eighteenth century. The tribes etched by De Bry, in other words, seldom appear as meaningful entities in the surviving documentary record. By tracing the imagined course of these polities, by adding to and elaborating upon a map that reflected the biases and preconceptions of European observers, we risk imposing upon the region’s native peoples frameworks of social organization that I believe would have struck them as utterly foreign and wrong.

I am not alone, nor am I the first by any means to wrestle with these concepts.  Anthropologists and archaeologists have long studied “tribes” and “tribalism,” and the formation and functions of “chiefdoms” of different levels of complexity and consolidation. Some have asked if the concept of a chiefdom is, indeed, a “sophisticated delusion” that keeps us from understanding what happened in early Native America.

Perhaps. Clearly some hierarchy and control and consolidation existed among Carolina Algonquians who greeted the colonists sent by Sir Walter Ralegh in the 1580s. Carolina Algonquian weroances may have occupied special houses.   When Philip Amadas and Arthur Barlowe arrived at Roanoke Island in the summer of 1584 as the leaders of a reconnaissance voyage charged with scouting out the location for a future settlement, the women of the village carried the English voyagers into a house consisting of five rooms for bathing and a sumptuous feast. Weroances wore special attire, and signaled their status not only through body ornamentation and clothing, but also with posture and mannerisms.  “In token of their authoritye, and honor,” Thomas Harriot wrote in one of the captions that accompanied De Bry’s engravings, weroances white_45_big“wear a chain of great pearles, or copper beades, or smoothe bones abowt their necks, and a plate of copper hinge upon a string.” Weroances married multiple wives, we know, because John White completed a portrait of “one of the wyves of Wyngyno.” And if English accounts are correct, the preferred treatment they received extended into the afterlife.  Harriot described in detail the treatment of the bodies of dead weroances and the elaborate ceremonialism accompanying their storage in “the Tombe of their Werowans or Cheiff Lordes.”

Carolina Algonquian weroances conducted diplomacy.  It was the weroance Granganimeo who traveled from Roanoke Island to greet the small reconnaissance party Ralegh sent to “Virginia” in the summer of 1584.  Weroances oversaw the conduct of trade in their communities as well, activities that could cover an extensive geographic range. And within their communities, weroances oversaw the distribution of goods acquired through trade.  When Arthur Barlowe, one of the two leaders of that reconnaissance voyage, attempted to trade directly with Granganimeo’s followers, he received a sharp rebuke from the weroance, who explained “that all things ought to be delivered unto him, and the rest were but his servants and followers.”

Weroances, as well, on occasion asserted their authority over neighboring villages. Archaeologist David Sutton Phelps asserted that eight chiefdoms (he called them “localities”) existed in the coastal Carolina region.  Each locality he defined as “a geographic space within which there is a single political system . . . with a capital site and other sites ruled by sub-chiefs, in which material and other culture is closely shared.”  What did this mean on the ground? It was a bit nebulous still, but Phelps’ formulation led the archaeologist Clay Swindell, for instance, to conjecture that “within the Secotan polity,” there “existed the small sub-chief towns of Pomeiooc, Aquascogoc, and Roanoke, each possessing small farmstead sites, temporary or seasonal sites in their catchment domain.”  While Swindell is undoubtedly correct that advisers and religious specialists—priests and shamans—upheld a leader’s authority in each locality, much of what he writes is supposition, and we are not by these means any closer to understanding how Algonquian peoples organized their lives.

So, a first example:  Carolina Algonquians first encountered English colonists in the summer of 1584, when the English reconnaissance voyage under the command of Amadas and Barlowe arrived at the Wococon Inlet.  After several days spent exploring lands along the Outer Banks, Barlowe wrote, “there came unto us divers boats, and in one of them the kings brother, Granganimeo, accompanied with fortie or fiftie men.” picture1

Granganimeo served as a surrogate for his brother, he claimed, because Wingina, the king to whom Barlowe had referred, had been “sore wounded, in a Fight which he had with the King of the next Countrey.” Barlowe famously described the New World in Edenic terms, with native peoples living in the manner of a “golden age,” and much has been made of this quote, but what most caught his eye was a world that had been ravaged by “very cruell, and bloodie” wars and “civill dessentions, which have happened of late yeeres amongst them,” conflicts that left the people he encountered “marvelously wasted” and in places “the Countrey left desolate,” and Granganimeo’s people clamoring to trade for English swords and steel.

Barlowe learned of a “King” called Piemacum, who ruled “a country called Ponuike.” Piemacum had allied with two other kings, one whose lands lay to his west, the other to his south, “uppon the side of a goodly River, called Neus.”  Two years before the English arrived, Barlowe learned, “there was a peace made between the King Piemacum and the Lorde of Sequotan.”  Despite this peace, “there remaineth a mortall malice in the Sequotanes, for many injuries done uppon them by this Piemacum.” Piemacum, for instance, invited “divers men, and thirtie women, . . .to their towne to a feaste, and when they were altogether merrie, and praying before their idol . . . the captaine or Lorde of the Town came suddenly upon them and slewe them every one, reserving the women, and children: and these two have often times since perswaded us to surprise Piemacum his Towne.”

They, Their, Them. The unclear references in this passage are maddening.  The “Captaine or Lorde of the Towne” is not clearly identified, and who, precisely, were the “these two” who attempted to persuade the English to attack Piemacum?  Granganimeo and Wingina? It is not completely clear.  Were “Wingina, King of Wingandacoa” and the “Lorde of Sequotan” the same person? Some people think so.  What does seem clear is that the world into which the English intruded in the summer of 1584 was fragmented and rife with tensions. We cannot be certain who we are talking about when we use accounts like this, but what we do see is that “tribal” names, like Secotan, do little to bring any clarity to a convoluted situation where towns engage in conflict with one another, and alliance with the well-armed and equipped newcomers seemed to offer an antidote to the ills they experienced.

A Second Example: The English returned to Roanoke in the summer of 1585, led at sea by Richard Grenville.  They arrived at Wococon, and sent word “to Wingina at Roanocke”. That’s where he was.  Grenville, however, almost immediately decided to explore the coast of the Carolina mainland in search of a more suitable site for settlement. The expedition’s flagship, after all, had run aground trying to enter the sound.  His forty men, traveling in two boats, arrived at “the Town of Pomeioke” on the 12th of July. The weroance (perhaps Piemacum) welcomed the English.  But why Pomeiooc? Was it part of a larger polity that included Wingina? Was it a “Secotan” town? An autonomous village?  Grenville clearly sought a site for settlement superior to Roanoke Island.  That the Algonquians at Pomeiooc welcomed his party suggests that they believed a close relationship with the newcomers could benefit them.

We know nothing more than that they visited the town, that John White had the means to do the work necessary to prepare for his paintings of the town and some of its people. The next day, the English party moved on.  They arrived at a village called “Aquascococke” on the 13th. Two days later they arrived at Secotan, where they “were well intertayned there of the Savages.”  They stayed one night.  Most of the party then began the return trip to Wococon where they arrived on 18 July.  One boat, however, returned “to Aquascococke to demaund of a silver cup which one of the Savages had stolen from us.” The English made their demand, and not receiving the cup, “we burnt, and spoyled their corne, and Towne, all the people being fledde.”

Think about this.  The English had sailed through “Secotan” territory, according to this map, and attacked and burned an Algonquian town. No one from Dasemunkepeuc or Roanoac, the two towns we can unambiguously connect to Wingina, lifted a finger to help the people of Aquascogoc or avenge this act of violence.  Nor did anyone from Secotan, or Pomeiooc, so far as we can tell.  No retaliation. No complaint.  Whatever ties of kinship or subordination or alliance, if they existed at all (and there is no evidence that they did) were not sufficient to precipitate a response to the English attack.  We cannot be certain whether, or to what extent, Aquascogoc was part of a larger whole. Once again, autonomous towns.  After this act of violence the English, with few other options, settled on Roanoke Island because that is where Wingina and Granganimeo wanted them to settle.

 

A Third Example.  Weapemeoc.picture2 The 1585 colony was placed under the command of Ralph Lane after the departure of Grenville, and a good part of his confused and confusing account of his year at Roanoke, published in Hakluyt, was devoted to “the conspiracie of Pemisapan,” the former Wingina, “with the Savages of the mayne to have cut us off.”  Harriot, of course, spoke of the “natural inhabitants” of the region in his account, but for the most part he spoke in generalities. “Their townes are but small,” he wrote. Some had a dozen houses, some a score, and “the greatest that we have seene have been but of 30 houses.” Some of these towns had palisades; others did not.  In places, Harriot continued, “one onely towne belongeth to the government of a Wiroans or chiefe Lorde; in other some two or three, in some sixe, eight, & more.”  The greatest weroance the English encountered—most likely the Choanoac weroance Menatonon—“had but eighteen townes in his government, and able to make not above seven or eight hundred fighting men at most.”  Harriot said nothing more about how they organized their lives, nor about the relationships between these towns.  So we are stuck with Lane, who went into such great detail at least in part to justify his decision to abandon Roanoke Island, his post, in June of 1586.

I’ve told this story in great detail in my book about the Roanoke colonies.  Here I want to focus on one small part of the story.  In the spring of 1586, Lane and his men began a journey into the interior, ascending the Albemarle Sound in search of an Algonquian conspiracy against the colonists. Only later, according to Lane, would the English learn that it was Pemisapan—Wingina—who was plotting against them, and not Menatonon, the weroance at Choanoac. Lane mentioned that the six towns he saw on the north shore of the sound—Pyshokonnok, “the womens Towne,” Chipanum, Weopomiok, Mucamunge, and Mattaque, all were “under the jurisdiction of the king of Weopomiok, called Okisco.” Six towns, one king. (White, too, depicted a cluster of towns on the northern shore of the sound which together he identified as Weapemeoc—four towns, one king).

Later, after tensions between Algonquians and colonists, natives and newcomers, had reached a critical point, and as Lane became convinced that Wingina was conspiring with Indians throughout the region to attack and kill all the English, this very same Okisco traveled to Roanoke and submitted himself to the English crown. So said Lane.  But Okisco at this point apparently represented only his town.  “Weopomiok,” Lane reported, “was divided into two parts”– at least–which raises significant questions about what we mean when we say “Weapemeoc.”  The Weapemeocs, ruled by “King” Okisco, appear in the records as little more than an assortment of villages over which the weroance may have wielded some amount practical authority at some point in time.  Indeed, Okisco entered into Lane’s story only at the urging of Menatonon, the leader of Choanoac, to whom he apparently owed some sort of allegiance.  Towns may have come together in assemblages, collections of villages which may to our eyes have resembled tribes, but these alignments were so fluid, contingent and episodic, that it is difficult to use them as meaningful units of historical analysis.

The “Secotan,” meanwhile, as a group factored in Lane’s story hardly at all. He mentioned the name “Secotan” only once, Pomeiooc and Aquascogoc appear not at all. Autonomous towns.  When John White, the artist and governor, returned to Roanoke in 1587, the year after Lane’s men attacked Dasemunkepeuc and murdered Wingina, and after Wingina’s remaining followers avenged their leader by wiping out a small holding party left on the island by Grenville in 1586 shortly after Lane’s departure, he sent messengers to “the weroances of Pomeioke, Aquascogoc, Secota, and Dasamunguepunke,” all separate polities in his view, to accept the friendship of the English.

It did not work out for White, and it worked out even less well for the colonists he left behind.  He left Roanoke Island later in the summer of 1587, sent home by the colonists he ostensibly led to obtain additional supplies.  By the time he returned three years later, the colonists had vanished.   Whether they relocated to Croatoan, or moved fifty miles into the interior; whether they settled in the vicinity of Choanoac, Weapemeoc, or Chesepioc, their fate was almost certainly decided by one or more of the region’s many native communities.

So what? Well, we can look at these maps, and we can talk about “kingdoms” or “nations,”  or tribes, but in doing so, we are speaking of constructs that are difficult to find in the documents selected for us and published by Richard Hakluyt the Younger.principal-navigations

The point I am trying to make—and, again, other historians have made this point looking at other locations where native peoples and newcomers encountered one another, is that we can best understand early America if we look past the tribes and nations inscribed on American shores by De Bry and look instead to the towns, to the most immediate local level: not at Secotan, Weapemeoc, and Choanoac as polities that asserted control over territories and peoples, as nations, tribes, and kingdoms, but as towns. White’s map, in this sense, might be more appropriate, a map that defined towns but not kingdoms, which emphasized the built environment of Carolina Algonquians more than the imagined chiefdoms of De Bry.

If we cast aside the concept of “tribes,” we certainly can arrive at a more nuanced understanding of the Algonquian world into which the English intruded beginning in 1584. But are there other implications? Have we too readily seen tribes, or imposed other European constructs, upon indigenous communities for whom they might not be appropriate or applicable?

Whether the fiercely autonomous communities of the Southwest upon whom Spanish authorities sought to impose new identities and definitions by congregating and collapsing them into more easily comprehensible “tribes”; or the Great Lakes Anishinaabe communities that French observers described as “nations” but that were, “in fact, extended family groups,” as Heidi Bohaker has argued, collections of kin, sharing “nindoodem” identity that transcended specific geographic spaces; or the towns of the Southeast that “might move or reconfigure themselves,” as Joseph Hall has pointed out, but that remained as the most meaningful center of Southeastern Indian life, historians have shown an increasing willingness to look to the local level to understand how native peoples organized their lives. Or think of the coast of southern New England, about which I have written. There we see towns that at one point are identified as belonging to the Pequot tribe, later to the Mohegans, or the Narragansetts, and later still the Niantics.

There is  a large literature that examines the treatment of native peoples in Hakluyt and the pitfalls that come with an uncritical acceptance of his work as source material. Of course.  But these remain texts of immense value, and by freeing ourselves from anachronistic concepts, we can come closer to a vision of England’s very early New World Empire that is not far from how Hakluyt himself saw it, one in which if English enterprises were to succeed, they would require the assistance of native peoples: to find wealth, to distill into the purged minds of the people the “swete and lively liquor of the Gospell,” and to “cut the combe” of the Spanish Antichrist, and in which these varied and autonomous towns possessed the power to determine the fate of these early colonizing ventures.

If we follow, then, the logic that informs the caption Harriot provided to De Bry’s engraving of the “Marckes of sundry of the Chief mene of Virginia,” then “Wingino, the cheefe lord of Roanoac,” and “Wingina his sisters husbande” and the “diverse chefe lords in Secotam,” and the “certaine chiefe men of Pomeiooc and Aquascogoc” were all distinct, all autonomous.  The “tribes” are hard to find; towns remain at the center of things.  Algonquian warriors, according to Harriot, and White, etched their loyalty to these village leaders into their bodies.

At the Hakluyt@400 Conference in Oxford, Mary Fuller of MIT noted with appreciation that a well-organized conference with well-selected presentations is a thing of beauty.  The Principall Navigations is an immensely rich text, and as the papers presented at this conference showed, there is so much more that we can learn from the encounter between Europeans and others during this age of global encounters through a careful reading of Hakluyt’s gorgeous collection.  I am still wrestling with these issues. If you are interested in what I have written here, and would like citations to back up what I have said, feel free to drop me a line.


 

 

#NoDAPL

If you are reading this post, you probably already have been following the news from Standing Rock. You likely have been reading posts on Facebook and Twitter and watching video clips showing armed police officers, or state troopers, or private security guards and their gnarly dogs, roughing up protestors who have stood against the Dakota Access Pipeline. You have probably read reports of these same police forces, doing the pipeline company’s business, firing rubber bullets at peaceful protestors and locking them up in small pens. You have likely read about how they have attempted to suppress free speech by shutting down wireless service, because they do not want you and I to know what they are doing to disrupt the protests, and how they have now started using Facebook to compile information on those gathered to oppose the pipeline.  You may have checked in on Facebook in solidarity with the protestors to defeat this effort.

Much of the information about the protests comes from participants in the protests. Some of it is polemical.  It is likely that some of the reports are exaggerated.   But watch the videos, and read what you can.  You can draw your own conclusions.

This is an important story. My students, I know, want to know more about it.  It is a protest, and a movement, of significance, and it is one on which we must inform ourselves.  The mainstream media has begun to cover the protests, but the #NoDAPL movement still receives little coverage relative to the presidential election and the Democratic candidate’s email problems.  Still, there are good sources of information out there.  The Indian Country Today Media Network has provided solid coverage.  Pechanga.Net is a great go-to source for updates from newspapers across the country, as is Indianz.com.

The Dakota Access Pipeline, according to the useful primer presented by the Seattle Times, will transport oil from North Dakota to a shipping center in Illinois.  From there the oil will be sent to refineries in the Midwest and along the Gulf Coast. The pipeline, which is already nearly 60% complete, was originally slated to run closer to the town of Bismark, ND, but was rerouted to pass under the Missouri River just a short distance upstream from the Standing Rock Reservation’s northern border.  Residents of Bismark did not want the pipeline to jeopardize their own water supply, so it was directed to the south.  The pipeline does not run through the reservation, but it does threaten defend_the_sacred_-_courtesy_indigenous_environmental_networkStanding Rock’s water supply. It runs through lands that had been guaranteed to the Lakota Sioux in the treaties held at Fort Laramie in 1851 and 1868.  Lakota Sioux lived on these lands, knew these lands, and buried their dead there.

How those lands slipped from the Indians’ control is a worth noting. The 1851 Fort Laramie treaty was an agreement in which the United States attempted to secure peace between those Indian nations “residing south of the Missouri River, east of the Rocky Mountains, and north of the lines of Texas and New Mexico.” The many Indians who came to Fort Laramie to meet with American officials agreed “to abstain in future from all hostilities whatever against each other, to maintain good faith and friendship in all their mutual intercourse, and to make an effective and lasting peace.”  The Indians who signed the treaty agreed to allow the United States to “establish roads, military and other posts, within their respective territories,” and in return, the United States agreed “to protect the aforesaid Indian nations against the commission of all depredations by the people of the said United States, after the ratification of this treaty.” The territories of the tribes were defined, chiefs with whom the United States would interact were to be designated, and an annuity paid by the United States for ten years.  It was an attempt by the American government to sort out the players on the Plains, to control a region where its authority was still exceptionally weak.

The 1868 Fort Laramie treaty modified this agreement. It was a peace agreement between the United States and the Sioux. It was a critical component, along with the 1867 Treaty of Medicine Lodge Creek, in achieving the American policy of Concentration.  In so doing, it defined the boundaries of the “Great Sioux Reservation,” a tract mostly in today’s South Dakota west of the Missouri River where their possession would be undisturbed. The United States, however, never expected that native peoples would remain as they were, and the treaty included provisions directed towards fundamental change in how the Sioux lived upon the land. The treaty gave to the President of the United States the right to begin individualizing Indian landholdings, to move towards the policy that later would be called allotment.

Congress passed legislation in 1871 that formally ended treaty making.  And, in 1888 and 1889, Congressional commissioners succeeded in breaking up the Great Sioux Reservation, depriving the Sioux near the Standing Rock Agency of the lands under which the Dakota Access Pipeline will now burrow.  The state of North Dakota recites the sordid tale on its official website.   The agreement to reduce the reservation was obtained through threats and duplicity.  Congress, well before the notorious Lone Wolf decision of 1903, did not feel that it was bound by its own treaties, and viewed them as obstacles it must find ways to overcome.

If you have read the news reports, you will know that some of these lost lands are considered sacred by the Standing Rock Sioux, and that in the process of constructing the pipeline, graves have been dug up and desecrated.  National political leaders, by and large, have been silent.  Democratic candidate Hillary Clinton’s campaign released a deeply unsatisfying statement that recognized the protestors’ rights to free speech, while acknowledging as well the pipeline workers’ right to do their job. Because the protestors wanted to stop construction, Secretary Clinton’s campaign has encouraged the protests, only so long as they have no effect on the pipeline project.  Hold up your signs, but get the hell out of the way, she seems to be saying.

Students of Native American history will know well that native peoples have long faced the combined power of corporate and state power.  The railroads, mining companies, hydroelectric, the fossil fuel industry—all aided by state and federal authorities—have appropriated tribal lands and resources.  It is an old story.

Perhaps something has changed in the country. During the presidential primaries, the insurgent candidacy of Bernie Sanders drew upon a growing disaffection with increasing corporate wealth.  Many Americans, even some of those who support Donald Trump, expressed a belief that their lives are not their own, that huge, multinational corporations call the shots.  Native peoples could have told them about this long ago, of course.

I have no idea how long the protests will go. I do not know whether they will survive the brutal winter that will soon descend upon North Dakota.  I do not know whether the protests at Standing Rock will call attention to other instances, going on right now, where corporate interests are seeking access to the resources in native communities, or threatening Indian lands and water supplies.   These other struggles have not drawn nearly the attention of Standing Rock. Perhaps the #NoDAPL movement will force us to consider what sort of country we want to be:  one in which corporations, shipping fossil fuels, are not more important than the right of native peoples to clean water and control of their lands.  Perhaps we might all consider our own appetite for the products of extractive industry, and consume less, in the awareness that we are all at some level complicit in creating the demand for the fossil fuels that oil companies want to ship across and under Native Ground.