Due Date: any time in Module 10 before 11:59 pm on Monday, October 31
Overview and Details: Throughout the course so far, we have been learning more about US history from an indigenous perspective up through the 1800s. To demonstrate what we’ve learned and continue practicing “historical thinking,” we will select a “primary source” and put it in historical context. You will be the historian who interprets the significance of the artifact based on our course materials and your own outside research. It is preferred that you work in groups of 4, just like with Group Project #1. One project and annotated bibliography will be submitted on behalf of each group by the Group Leader.
Directions: You and your group members will select 1 “historical artifact” or “primary source” to investigate. Since our class is online, remember that you are not required to physically meet with your group members, unless it is beneficial to you and your specific project. You and your group can coordinate and collaborate via email, phone, and/or Zoom. Your group will select a Group Leader who will help initiate communication and coordinate with group members. Each group member will take on 1-2 parts of the project criteria below, depending on how your group decides to divide up the work. There will be a Group Evaluation The Group Leader will submit 1 project and annotated bibliography on behalf of the entire group using the link provided in our Module 10 folder.
After your group has selected a “primary source” or “artifact,” research more about the artifact itself as well as its historical context:
1) Describe what the “primary source” or “artifact” is
2) Provide a thorough historical snapshot (contextualize where the artifact comes from historically based on outside research and module materials)
3) Connect to the “Danger of a Single Story”
4) Connect to at least 2 of our topics covered within Modules 1-10,
5) Analyze your findings using at least 3 of our key terms covered within Modules 1-10,
6) Reflect on the historical significance of the artifact itself and how it serves as a window into that historical moment
7) Reflect on how the artifact challenges/perpetuates the settler perspective of US history that is typically told
8) Lastly, create an MLA formatted annotated bibliography showcasing the research your group participated in.
Learning Goals: Through this project, we will experience firsthand how the past shapes the present as we zoom in on a “historical artifact,” analyze its historical context, and interpret its significance based on the history we’re learning. We will become more personally invested in our learning experience as we actively practice and apply historical thinking, engage with multiple perspectives and think critically about how historical narratives are created, and reflect on our own experiences along the way. Working together in groups will help us build more classroom community and connection while we practice historical thinking.
Group Details: You will work together in groups of 4, and you will select your own group members. Once you have your group established, you will select a group leader who will coordinate with group members and help organize tasks so that work is balanced between all group members. The group leader will also submit the project and annotated bibliography on behalf of the group. However, each group member is responsible for individually submitting an evaluation of self and group member participation. This will ensure that all group members have accountability and contribute equally to the project.
Format: Your group can showcase your findings in either essay format, PowerPoint, video, or any creative format your group prefers. There is no length requirement, as long as your project clearly addresses all parts of the prompt. (The more concise, the better! For example, essays around ~5 pages and presentations ~5 minutes.) In addition to your presentation/essay, an MLA formatted annotated bibliography showcasing the sources you used for research will be submitted. Only 1 submission required per group (with all names of group members included.) Even though there will be only 1 submission of the project, every group member should individually submit an evaluation of self and group member participation.
Key Terms: context, historical thinking, colonization, decolonization, firsting and lasting, doctrine of discovery, manifest destiny
Potential Artifacts: Here is a list of artifacts/primary sources that might be of interest. However, you are not limited to this list! If your group has another “artifact” idea, please email me for approval! Other ideas could be artwork, advertisements, newspaper articles, speeches, letters, etc. any time from the 1600s-1830s that connects to topics we’ve covered through Module 10.
John Smith’s Letter to Queen Anne on PocahontasLinks to an external site.
1616 Portrait of Pocahontas by artist Simon Van de PasseLinks to an external site.
Excerpts from William Bradford’s Journal “Of Plymouth Plantation”
Excerpt from Thomas Jefferson’s “Notes on the State of Virginia”Links to an external site.
Tecumseh’s Speech to William Henry HarrisonLinks to an external site.
Tecumseh’s Speech to the OsagesLinks to an external site.
1835 Political Cartoon of Andrew Jackson “The Great Father”Links to an external site.
Andrew Jackson’s “Second Annual Message”Links to an external site.
Andrew Jackson’s “Letter to the Cherokee”Links to an external site.
Cherokee Chief John Ross’s Letter Protesting the Treaty of New EchotaLinks to an external site.
Choctaw Chief George Harkins’ Letter to the American People in Response to RemovalLinks to an external site.
Project Ideas: Feel free to use the following questions as inspiration to guide your project/research.
Describe your group’s artifact as if explaining it to someone who is completely unfamiliar. Then provide a “historical snapshot” as you contextualize the artifact: who is the author/creator, what is the date, what is happening during this era? Where is/was the historical artifact showcased? How does the artifact reflect the ideology of the time? What significance does this artifact have to Native Americans or in connection to our course materials so far? How is history presented through the artifact (consider the tone, word choice, illustrations, and from what perspectives)? How does your artifact connect to the “Danger of a Single Story”? How does your experience/research connect to one of the topics covered in Modules 1-10? How does your experience/research connect to at least 3 of our key terms? Lastly, reflect on how the artifact either challenges or perpetuates how US history is typically discussed? As you take on the role of “historian,” what is the significance of a closer examination of the artifact you selected?
