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The best of the best from my seminar reading lists

Well, my coursework is done, so from here on out it’s just comps and the dissertation.  I’ve still got quite a lot of reading to do between now and the end of the road, of course, but the end of classes means one chapter in my career as a graduate student is over.

As one of my professors remarked this past semester, grad school gives you the opportunity to be exposed to more books than you’ll ever be able to read again in such a short period of time.  With that in mind, I thought it might be fun to look back over the books I’ve been assigned to read and select one exceptionally good title from each course.  Think of this post as…

THE FIRST AND LAST

LYNCH AWARDS FOR OUTSTANDING BOOKS FROM

MY GRADUATE COURSE REQUIRED READING LISTS

A few preliminary remarks are in order before we get rolling.  I’m only including reading seminars in American history.  That means no books from research seminars, foundational courses in theory and methodology, more practical-driven courses (such as classes on teaching the world history survey or professionalization), and courses in world or European history.  I read many fine works in these classes, but since American history is my thing, I’m going to stick with the stuff I know best.

I should also add that I’m only including required texts from these courses, so books I read for purposes of presenting an individual report or for a historiographic paper aren’t eligible for inclusion.  Maybe I’ll do another round someday and pick up all those loose ends.

Now, without further ado, here are my picks.  We’ll start with the courses I took way back when as an M.A. student.

Topics in Early American History.  This was the first graduate course I ever took.  Competition in this category was especially stiff, since my professor had us read many of the classics in the field.  But if I had to pick the one book from the required reading that was most exceptional, I’d probably go with Edmund S. Morgan’s American Slavery, American Freedom.  Morgan addresses the great paradox of American history: How did a slave society come to enshrine freedom and equality as its most important ideals?  It turns out not to be such a paradox after all.

Topics in American Military History.  It’s hard for me to be impartial when it comes to Charles Royster’s A Revolutionary People at War: The Continental Army and American Character, 1775-1783.  It’s long been one of my all-time favorite works of historical scholarship, so it was probably bound to be my top pick among all the books I read for my military history class.  Royster asks and answers many of the most important questions the Continental Army’s existence implies about the Revolution.

Topics in Modern American History.  William Cronon’s Nature’s Metropolis: Chicago and the Great West is one of the most well researched and elegantly presented history books I’ve ever read.  You wouldn’t expect an examination of the relationship between geography, the commodification of resources, and urbanization would be this engrossing.

Civil War and Reconstruction.  I got quite a bit out of The Confederacy as a Revolutionary Experience, by Emory M. Thomas.  Thomas argues that the Civil War didn’t just separate the North and the South, but also wrought an internal revolution within the South itself.  Ironically, a war fought to preserve a particular way of life proved to be a powerful agent of change.

Jeffersonian America.  Gordon Wood’s The Radicalism of the American Revolution was a very close runner-up to beat Edmund Morgan’s book in my first category.  Fortunately, it popped up again on the required reading list for this course, so I can give it the props it deserves.  Wood explains what was so revolutionary about the Revolution, an event that turned the hierarchical, organic world of colonial America into a society we might recognize as much closer to our own.

History of American Religion.  Christine Leigh Heyrman’s Southern Cross: The Beginnings of the Bible Belt is a model of historical argumentation.  She demonstrates how radical evangelism posed a formidable challenge to the early South’s familial, masculine, and racial ideals.  In order to win over southern planters, evangelical preachers had to adapt.  Those adaptations created the evangelicalism that many people associate with the region today.

That covers my M.A. courses.  Moving on to my doctoral coursework…

U.S. and the World.  I think I can speak for everybody who took this class when I say that Kate Brown’s Plutopia: Nuclear Families, Atomic Cities, and the Great Soviet and American Plutonium Disasters is both enlightening and hard to put down.  With vivid, elegant prose, Brown tells the parallel stories of two Cold War communities—one in the U.S., the other in the Soviet Union.  Both communities were built for one purpose: the production of plutonium.  In each case, the inhabitants enjoyed a level of prosperity much greater than that of their neighbors.  But both the people in these communities and those who lived downwind and downstream from them paid a fearsome price for this high standard of living.

Native American History.  William Cronon makes the list again for his now-classic Changes in the Land: Indians, Colonists, and the Ecology of New England.  It’s one of the foundational works of environmental history, and also one of the very best.  The European conquest of the New World marked a transformation in the ways America’s inhabitants interacted with the physical environment.  I think every aspiring historian should read this book as an example of how to present and sustain a clear, forceful, and persuasive argument.

Early America and the Atlantic.  Another modern classic: Ira Berlin’s Many Thousands Gone: The First Two Centuries of Slavery in North America.  This book has the distinction of appearing on the required reading lists of more courses than any other title I’ve been assigned in grad school; it’s been assigned in three of my classes.  That ought to tell you something about what a worthwhile investment it is for anybody interested in early America, slavery, and the history of race.

Independent Study on the American Revolution.  Lots of good books to choose from here, too, but I think my favorite is Michael McDonnell’s The Politics of War: Race, Class, and Conflict in Revolutionary Virginia.  The Revolution wasn’t a unifying experience for the Old Dominion.  Far from it.  In fact, mobilization exposed the rifts between gentry, middling farmers, and the lower sort.  The need for manpower forced Virginia’s elites to make concessions to middling whites, and bred resentment among those poorer men who bore the burden of filling the ranks.  I love this book for McDonnell’s thorough research and the care with which he reconstructs the relationship between waging war and the political order.

Gender as a Category of Analysis in American History.  So before the 1960s, homosexuals were so far back in the closet they were essentially invisible, right?  Wrong.  In Gay New York: Gender, Urban Culture, and the Making of the Gay Male World, 1890-1940, George Chauncey uncovers an American gay culture that was both active and visible decades before Stonewall.  What I found most remarkable about this book, however, was not so much the fact that Chauncey has discovered a lost world, but the detail with which he reconstructs it.  Even if you’re not interested in LGBT history, you should read this book to admire the array of sources Chauncey employs to resurrect a slice of the past many Americans have forgotten.

Classic and Contemporary Readings in African American History.  The standout title from this class, at least for me, is Steven Deyle’s Carry Me Back: The Domestic Slave Trade in American Life.  When we hear the phrase “slave trade,” most of us think of the traffic in human bodies between Africa and the Americas.  It’s easy to forget how ubiquitous the internal trade was before the Civil War, and how profoundly it shaped the course of American history.  Deyle puts the domestic slave trade back at the center of the story where it belongs with research that is downright awe-inspiring in breadth.

By selecting only one book from each class, I’ve left out a lot of fantastic stuff, but I think these titles are the cream of the crop.  If you’re a fellow grad student, maybe you’ll see something here that will help you out.  And if you’re neither a student nor a historian, I encourage you to dive in anyway, so you can enjoy some of the best the discipline has to offer.

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Filed under American Revolution, Civil War, Colonial America, Graduate School, Historiography

UTK historians are making news

We’re wrapping up another semester at UTK, and our history faculty (both current and emeritus) has been making headlines.

With all the brouhaha over the $20 bill, Jacksonian scholar Dan Feller has been in the news quite a bit lately (like here, for example).  A few days ago he talked to NPR about the tumultuous presidential election of 1824 and how it helped make our modern party system.

Stephen Ash, author of a book about the bloody racial episode in Memphis in 1866, lent his expertise to another recent NPR story, this one about an effort to erect a state historical marker dedicated to the massacre and paid for by the local chapter of the NAACP.  The Tennessee Historical Commission, which oversees the state markers program, approved text for the signage that referred to the massacre as a “race riot.”  Historians and members of the community objected to the phrasing, so the NAACP decided to erect its own signage rather than go through the THC program.  Personally, I much prefer the language on the NAACP’s private marker.  In this case, I think the phrase “race riot” carries connotations that would obfuscate what happened in 1866, whereas “massacre” more accurately conveys the nature of the actual event.

Julie Reed, who taught one of my all-time favorite grad courses, has a new book out.  She examines the Cherokee Nation’s social welfare efforts during the nineteenth and early twentieth centuries and their influence on U.S. government policy.

Finally, Shannen Dee Williams, whose seminar I had the privilege of taking this past semester, has been appointed to the Organization of American Historians’ Distinguished Lectureship Program.

We’ve got fantastic professors.  I’m lucky to get to learn from these folks!

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Jean O’Brien will discuss memory and Massasoit at UTK

If you’re interested in colonial America, Native American history, or historical memory, you’ll want to attend the UTK History Department’s 2016 Milton M. Klein Lecture.  Jean O’Brien will be discussing the public memory of Massasoit, the seventeenth-century Wampanoag leader most commonly remembered today for his association with the Pilgrims.

O’Brien is Distinguished McKnight University Professor at the University of Minnesota and a co-founder of the Native American and Indigenous Studies Association.  Her publications include Firsting and Lasting: Writing Indians Out of Existence in New England and Dispossession by Degrees: Indian Land and Identity in Natick, Massachusetts, 1650-1790.  She is a past president of the American Society for Ethnohistory, and a recipient of the Western History Association’s American Indian Historian Lifetime Achievement Award.

The 2016 Klein Lecture will be at the McClung Museum on UT’s campus on Wednesday, April 13 at 5:00 P.M.  And it’s totally free!

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Filed under Colonial America, History and Memory

Frontier types in ‘The Revenant’

It’s nice to see The Revenant getting some attention during movie awards season.  Although it takes quite a few liberties with the Hugh Glass story, it’s a well-made film and a powerful depiction of the hardships and dangers endured by the nineteenth-century fur traders.

One of the things that struck me about the movie is the way its two main characters reflect contrasting frontier archetypes, set apart by their interactions with the West’s original inhabitants.  These archetypes appear and again over the course of the American frontier’s history, from the colonial era through the late nineteenth century.

The Trapper’s Bride by Alfred Jacob Miller, via Wikimedia Commons

For some people, the frontier was a liminal realm where cultural and racial barriers broke down and where a degree of mutual accommodation and hybridity was possible.  Moving and living among Indians, these traders, trappers, and missionaries straddled the border between the worlds in which they were born and the ones they inhabited.  Examples of this type would include the coureurs de bois of New France, who sometimes too up residence among Indians, learned their languages, adopted their dress and customs, and married into their societies.  Another would be Simon Girty, who assimilated into Indian culture and fought with Britain’s Native allies in the American Revolution.

In the film, Hugh Glass (the title character played by Leonardo DiCaprio) comes across as this type of frontiersman.  Formerly married to an Indian woman, he has a mixed-race son and is himself bilingual, as fluent in the language of the Indians he encounters as he is in English.  The film’s Glass thus represents a particular frontier archetype: the white man for whom cultural and ethnic barriers are permeable.

Richard Slotkin has referred to the archetypal “man who knows Indians” in frontier literature.  This figure is often a warrior; he uses his familiarity with Indians to defeat them on their own terms, demonstrating his own superiority in the process.  The Revenant‘s take is a little different.  While Glass has violent encounters with Indians, the point of his ordeal is not so much that he survives by killing Native foes, but rather the fact of his survival itself.  Indeed, his ability to communicate and interact with Indians on something like an equal footing plays an important role in his survival.

If some historians have portrayed the frontier as a zone of adaptation and exchange, other scholars have portrayed it as a realm prone to explosions of bloody conflict.  From this perspective, the frontier was not a place where cultures overlapped and blended, but a place where they collided and ground against each other like tectonic plates.  For many frontier whites, familiarity with Indians bred contempt rather than accommodation.  They had no use for Natives, nor for the easterners who stood in the way of extirpating them.  The work of Peter Silver, David Andrew Nichols, Patrick Griffin, Brendan Lindsey, and Ned Blackhawk reminds us how prevalent this “Indianophobia” could become.  Historical representatives of the Indian-hating westerner would be men such as the Paxton Boys or the perpetrators of the slaughter of peaceful Christian Indians at Gnadenhutten.  An individual example would be John Kirk, Jr., who murdered a group of Cherokees under a flag of truce to avenge the massacre of his own family at Indian hands in East Tennessee during the 1780s.

In The Revenant, the treacherous John Fitzgerald (played to chilling effect by Tom Hardy) is the archetypal Indian-hating frontiersman.  He is suspicious of Glass for his past residence with the Pawnees, and is openly contemptuous of the son Glass fathered with an Indian wife.  Perhaps Fitzgerald’s hatred for Indians is as personal as Kirk’s, since the kerchief he wears on his head covers the scars of a scalping he survived and can still vividly recall.

I don’t know if the filmmakers intended Glass and Fitzgerald to stand in for these two contrasting types of frontiersman, the cultural hybrid and the Indian-hater.  But the degree to which the characters reflect the varied ways whites dealt with the frontier and its Indian inhabitants suggests a greater degree of historical sensibility than we usually get from Hollywood.  In any case, I recommend you see the movie for yourself.

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John Sevier’s smack talk

I’ve been reading Massacre at Cavett’s Station by the eminent Tennessee archaeologist Charles Faulkner.  The titular massacre was one of the uglier episodes in the long history of white-Cherokee conflict on the Tennessee frontier.  It took place on September 25, 1793 when a massive war party (contemporary reports put their numbers as high as 1,500) headed for the territorial capital of Knoxville heard firing from the town and feared they’d lost the element of surprise.  Instead, they fell on Cavett’s Station several miles to the southwest, killing the thirteen men, women, and children who were there.

Remarkably, the Indians had managed to approach Knoxville without detection by John Sevier’s militia, but retaliation was not long in coming.  In what would prove to be his last Indian campaign, Sevier marched into Georgia and caught some of the perpetrators at Etowah, near present-day Rome.  The Indians were in a position to oppose the militia’s crossing of the Etowah River at the town, but when a party of the whites moved south to cross elsewhere, the Indians followed them and left the fording place near the town undefended.  The militiamen galloped back to Etowah, dispersing the defenders and putting the town to the torch.

Apparently Sevier decided that defeating the Indians wasn’t punishment enough, because he decided to up the ownage by sending them the following message, a copy of which is preserved in his journal:

Your murders and savage Barbarities have caused me to come into your Country Expecting you would fight like men, but you are like the Bairs and Wolves.  The face of a white man makes you run fast into the woods and hide, u see what we have done and it is nothing to what we shall do in a short time.  I pity your women & children for I am sure they must suffer and live like dogs but you are the Cause of it.  You will make War, & then is afraid to fight,—our people whiped yours mightily two nights ago Crossing the river and made your people run very fast.

J.S.

To the Cherokees and their warriors if they Have Any.

Ouch.  Not much for the niceties of spelling and punctuation, but the guy definitely knew how to twist the rhetorical knife.

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Filed under Appalachian History, Tennessee History

Designing a syllabus for Native American history

The final assignment in my Native American seminar was to develop an undergraduate syllabus for a course on some aspect of Indian history.  I decided to design my class around early American history, since it’s what I’m most familiar with.

I felt pretty confident going into this project.  Having spent several years doing adjunct gigs before going to back to grad school, I’d designed my share of syllabi.  And since I’ve done a fair amount of reading on colonial America and the early frontier, I knew of quite a few Indian-related books that I could assign.  As you might imagine, though, it turned out to be quite a bit harder than I expected.

In fact, there was a sense in which my background was actually a handicap, because it had predisposed me to think about early American history in particular ways.  As I’ve mentioned before, we tend to conceptualize the history of early America in simplistic terms of geographical and temporal progression.  You’ve got your Spaniards in Latin America at first, then your French around Canada and the Mississippi Valley, and then it’s Anglos moving from east to west from there on out.  Once the English get settled in at Jamestown, there’s a tendency to ignore everything west of the eastern seaboard until more colonists start pushing into the interior.  For too many of us, vast swaths of America don’t really have a “history” until Anglophone settlers show up.

If you’re trying to frame history from a Native American perspective, this simply won’t do.  Indian societies had been rising, falling, and coalescing across the continent for centuries before white settlements appeared in North America.  And over the course of the many decades it took Anglophone settlers to make their way to the Appalachians, the Mississippi, the Rockies, and the West Coast, history wasn’t at a standstill.  Native people in what we vaguely think of as “the West” had been encountering, trading with, fighting against, and living alongside Spanish and French settlers (and each other) during all that time.

I’m ashamed to admit that I forgot all this when I started picking readings for my syllabus.  My first slate of assigned books all dealt with Indian-colonist relations in the eastern U.S.  It didn’t occur to me to break out of that mindset until my professor gently reminded me that I was ignoring a good two-thirds of the continent.  Oops.

Periodization also proved trickier than I anticipated.  I knew that I didn’t want to cover all of Native American history down to the present, but every cutoff date seemed to present difficulties.  I thought about stopping with removal, but that sort of implies that Indians were no longer around or ceased to be a factor in American history after their relocation west of the Mississippi.  Bringing things forward to the end of the Indian Wars presented the same problem.  I knew I didn’t want to try to cover everything up to the present day, but I didn’t want to turn it into a syllabus for an early American course that happened to focus on Indians, either.  I finally settled on a rough cutoff date of ca. 1850.  It moved things past removal a bit, but without getting bogged down in all the tumultuous events that happened in the late nineteenth century.

With my end point in hand, I began accumulating a small pile of possible books to assign.  I wanted to avoid the mistake of geographical limitation I’d made with my first proposed reading list, but I also needed books accessible enough to assign to undergrads.  Here are the selections that ended up on the final syllabus I submitted to my professor:

  • First Americans: A History of Native Peoples, Volume I by Kenneth W. Townsend and Mark A. Nicholas.  Whenever possible, I like to have a main text around which to organize a class.  This book seems to hit a lot of the important sub-topics, and it’s concise enough to allow for plenty of supplementary readings.  Luckily, the first volume also ends at the exact same cutoff date I’d chosen for my course.  (Well, to be honest, the fact that this volume ends in 1850 played no small role in my decision to use that date as my end point.)  I therefore decided to use First Americans for coverage of the material and then set about looking for monographs and shorter readings for “uncoverage” of important issues.
  • What Caused the Pueblo Revolt of 1680? edited by David J. Weber.  One of the biggest problems I ran into was a shortage of accessible, concise books on the early Southwest.  This collection of essays filled a geographic void, and I also liked the idea of a collection of essays by different historians debating the cause of an important historical event.  I made this book the basis of a writing exercise designed to get my hypothetical students to consider history as an active process of answering questions and weighing contested explanations.
  • Facing East from Indian Country: A Native History of Early America by Daniel K. Richter.  After whittling down my list of books on the early history of eastern North America, this outstanding book was the last one standing.  Richter takes the conventional narrative of early American history and flips it around, keeping Indians at the center of the story.  It’s a great read, and it engages so many important topics that this one text effectively replaced three or four of the books I had on my preliminary list.
  • The Native Ground: Indians and Colonists in the Heart of the Continent by Kathleen DuVal.  Here is where trying to create an “Indian-centric” course with its own geographical perspective came into play.  DuVal looks at the American interior before its penetration by Anglophone settlers, showing how there were places where Indians maintained control of the terms of contact and exchange well after the arrival of Europeans.  If you want a corrective to the notion that Indians had to retreat ceaselessly before the vanguard of colonization after 1492, this book will do the trick.
  • Cherokee Women: Gender and Culture Change, 1700-1835 by Theda Perdue.  I had this book on the list from the get-go, and it stayed there.  Perdue covers Cherokee acculturation and change over the course of the eighteenth and early nineteenth centuries, demonstrates why these processes had a unique impact on women’s roles and prerogatives, and does it all in a very concise and readable manner.

I supplemented these books with additional short readings: primary sources, excerpts, and scholarly articles.  First Americans is pretty skimpy on pre-Columbian material, so I included some chapters of Alice Beck Kehoe’s America Before the European Invasions on the Paleo-Indian and Archaic periods.  I also incorporated some of the primary source selections from Colin Calloway’s First Peoples: A Documentary Survey of American Indian History, a few doses of ethnographic observation from Coronado and John Smith, some other short secondary readings, a viewing of the Trail of Tears episode of We Shall Remain, and a trip to the McClung Museum’s excellent exhibit on Native Americans in Tennessee.

Looking back on the finished product, I was surprised at how different it was from my first sketchy outlines.  It ended up taking a much wider geographic perspective, incorporating a lot of new ideas, and leaving out a lot of material on Indian-colonist relations that I’d planned to use.  But I think the final version was a significant improvement.

I don’t know if I’ll ever get to use this syllabus in a course of my own, but the assignment made me stretch some historical muscles I’d never used, and it was a heck of a lot of fun.

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Filed under Graduate School, Historiography, Teaching History

Images of Native Americans on the next BackStory

I think I’ve mentioned before that I’ve been taking a seminar on Native American history this semester.  It’s been an absolute blast, and I’ve learned a lot.  My professor for that course, Dr. Julie Reed, will be on the next BackStory with the American History Guys to discuss depictions of American Indians through the years.  Click here for info on how to listen.

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Filed under History and Memory, History on the Web