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Explore the rich history of Poverty Point, the impact of Spanish colonization, and the interactions between Native Americans and Europeans in Louisiana. Discover evidence from videos, Google Maps, and discussions.
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Unit 2 Native Americans and Early Explorers
Activity 1 Directions: • Watch the video Mystery in Louisiana – Poverty Point. • On a sheet of loose-leaf paper with the title Mystery in Louisiana – Poverty Point Video write down five sentence you think will make good evidence for a future writing assignment.
Activity 2 Directions: • Watch the video Origin of Cities – Poverty Point. • On a sheet of loose-leaf paper with the title Origin of Cities– Poverty Point Video write down five sentence you think will make good evidence for a future writing assignment.
Activity 3 • Explore Poverty Point using Google Maps: https://www.google.com/maps/@32.6357064,-91.4070716,857m/data=!3m1!1e3 • Drag and drop the Yellow Man on Google Maps to follow the path around the site. • Write down at least three items of evidence from this activity that you can use in a future writing assignment: • Examples: On Google Maps, it shows…; On Google Maps, you can find…
Activity 4 - MACBIWE MACBIWE the following questions: • How do archaeologists know the legacy of Poverty Point? • What do you believe the earthworks at Poverty Point were intended to be used for? • Explain how Poverty Point was able to have a complex culture while not being able to grow their own crops. • How did the area’s physical geography affect Poverty Point?
Activity 4 – MACBIWE Continued 5. How was the Mississippi River an important aspect of daily life at Poverty Point? 6. How did Poverty Point’s physical geography affect its cultural geography? 7. If you were a Native American living at Poverty Point, what are some ways you would get food to survive? 8. How did Poverty Point shape Louisiana’s identity? 9. From the information you gathered about Poverty Point, why will Europeans desire to colonize Louisiana in the 17th Century? 10. What is another name for Mound A.
Activity 5 – Spanish Colonization • Take out a sheet of loose-leaf paper and title it Spanish Colonization Video • Watch the video on the next slide. • Write down 5 stunning items of evidence from the video. • Share with the class.
Activity 6 – Native Americans and Spaniards • Take out a sheet of loose-leaf paper and title it The Black Legend, Natives Americans, and Spaniards Video • Watch the video on the next slide. • Write down 5 amazing items of evidence from the video. • Share with the class.
Activity 6 – The Black Legend, Native Americans and Spaniards
Activity 7 • Without saying a word, arrange yourselves in alphabetical order by your last name. • Once you have an order, stand in a single file line around the room to be checked. • There is a point to this, but you must remain quiet the entire time to prove this point.
Activity 7 – Black Robe Writing Clip Video • Take out a sheet of loose-leaf paper and title it Black Robe Writing Clip Video • Watch the video on the next slide. • Write down 2 fantastic items of evidence from the video. • Share with the class.
Activity 8 – Hernando De Soto • A Spanish explorer who led the first European expedition deep into Native American territory in the United States. • He is the first European to discover the Mississippi River. • He made his way across the Southeastern region of the United States in search of the fabled El Dorado – City of Gold. • One source states that he died in Ferriday, LA on May 21, 1542.
Activity 8 - Hernando De Soto • Who are the different people in the image? • What are the people doing in the image? • What objects are in the image? • Describe the physical geography of the image.
Activity 8 - Hernando De Soto • What are the people in the background doing in the engraving? What does this tell you about European explorers?
Activity 8 - Hernando De Soto • How is De Soto portrayed in the engraving? What conclusion can be drawn about De Soto from this engraving?
Activity 8 Hernando De Soto • How are Native American portrayed in the engraving? What conclusion can be drawn about Native American and European relationships at the time?
Activity 8 Hernando De Soto • What perspectives are missing? • -perspective – interpretation or point of view
Activity 8 Hernando De Soto On a clean sheet of paper with your name at the top, write down two questions that you still have about the painting.
Activity 8 Hernando De Soto Switch papers with your nearest neighbor and quietly answer each other’s questions.
Activity 8 Hernando De Soto Discuss the questions and answers together. Are there any questions that could not be answered?
MACBIWE Checkpoint – Spanish and Native Americans • How would you describe Native American and Spanish relations in the 1500s? • If you were the Spanish King or Queen, would you handle colonization of the new world a different way? Why or Why not? • For what reason(s) did the Spanish find that the Native Americans were not very good slaves? • Why is Hernando De Soto a key figure in Louisiana History? • Why do historians have to make so many generalizations about Native American history prior to the arrival of Europeans?
Activity 9 • As a class, we will read LaSalle Expeditions. • https://64parishes.org/entry/la-salle-expeditions • Write down at least 5 items of evidence you think may be important in future MACBIWE assignments. • Share your evidence with the class.
Activity 10 • Read the information and study the map titled Carte de la Louisianeou de veyages du Sr. De La Salle. • https://64parishes.org/entry-image/carte-de-la-louisiane-ou-des-voyages-du-sr-de-la-salle • Write down 3 items of evidence you learn from the map and the information. • Share
Activity 11 • Read the information and study the image titled Taking possession of Louisiana and the River Mississippi, in the name of Louis XIVth. • https://64parishes.org/entry-image/taking-possession-of-louisiana-and-the-river-mississippi-in-the-name-of-louis-xivth • Write down 3 items of evidence you learn from the map and the information. • Share
MACBIWE Checkpoint Extended Response Edition- LaSalle • What were the primary reasons for which LaSalle was eager to claim Louisiana for France? (Extended Response – No less than five sentences) • What conclusions can be made about France’s views on religion based on the evidence from this section? (Extended Response – No less than five sentences) • Is there a difference in the way Native Americans were treated by the French and Spanish? Explain. Provide evidence from this section and the last section on DeSoto. (Extended Response – No less than five sentences) • Do you think LaSalle’s claim to Louisiana would lead to future conflict with Native Americans and other European countries? (Extended Response – No less than five sentences)
Activity 12 - North America in 1748 • What areas did the French claim on this map? • How would you characterize the size of the French claim? • If LaSalle claimed all the lands which waters drain into the Mississippi River, what is the extent of France’s claim in the New World?
After LaSalle • After the King and his ministers find out about the tragedy of LaSalle’s final expedition, they become worried that France could lose LA because France did not have a fort at the mouth to protect their new lands from the Spanish and British.
Activity 13 - Iberville Notes • Pierre Le Moyne d’Iberville was a soldier, ship captain, explorer, and privateer. • Iberville was the founder of the first French colony of La Louisiane near present-day Biloxi, MS. • Iberville developed strong ties with the Lower Creek, Choctaw, Chickasaw, and Natchez tribes.
French Louisiana Life in French Louisiana was extremely difficult. Iberville was not able to set up a colony on the MS River like he had hoped to, so the French were settled in modern day Biloxi, MS. The colonists lacked the economy of the colony since they need a settlement at the mouth to secure a better trading network for furs. Eventually, Bienville is able to set up a settlement on the MS River.
Activity 14 – Bienville Notes • Bienville used the Native American allegiances his brother began to help start a city at the mouth of the Mississippi River. • The city he set up was named Nouvelle Orleans in 1718. We know it as New Orleans. • Bienville was the first governor of Louisiana.
Activity 15 - English Turn Notes • At a bend in the Mississippi River below present-day New Orleans in 1699, Bienville pulled off the biggest bluff in history when he convinced British Captain Lewis Banks who was poised and equipped to immediately begin an English colony at the mouth of the river to turn around and not return. • Bienville touted that the area was under French control with many regiments of French Legionnaires ready to defend France’s territory. • There were no French troops or munitions to defend the river. 18 year old Bienville in a pirogue convinced a seasoned veteran in a British warship to abandon his mission and return to English territory without factual evidence.
MACBIWE Checkpoint • Why did LaSalle have representatives of the Catholic Church with his expedition? • Why was the ceremony to claim LA for France held at the mouth of the MS River? • What did France hope to gain economically and politically with the acquisition of LA? (extended response) • What does the diary and image of LaSalle claiming LA tell you about the power of King Louis XIV? • How were the Native Americans living along the MS River going to be affected after LaSalle claimed LA for France?
Activity 16 – Early Exploration • Title a sheet of loose-leaf paper as follows: • Early Exploration – French Exploration in Canada by Micheal T. Pasquier. • As we read the selection, make note of at least three pieces of information you think will make great evidence. • Share with the class.
Activity 16 – Early Exploration (Continued) French Exploration in Canada While the English and Dutch challenged Spanish supremacy of the Gulf of Mexico, the French focused their imperial goals on the exploration of the St. Lawrence River Valley during the sixteenth and seventeenth centuries. The French ruler would have preferred to establish colonies in Brazil and other areas of South America, but the presence of Portuguese and Spanish settlements proved too strong for French advances. Francis I, king of France, also contended with European notions of sovereignty and colonialism that depended upon the sanction of the Roman Catholic pontiff. It was not until 1533 that Francis I convinced Pope Clement VII of France’s right to occupy lands previously unknown or unsettled by European kingdoms, thus reversing the 1493 papal bull Inter caetera, which had previously divided the New World between Portugal and Spain.
Activity 16 – Early Exploration (Continued) Francis I acted quickly after the pope’s reversal, and in 1534 Jacques Cartier became the first Frenchman to lead a major expedition in search of a western route across North America to the Pacific and mineral resources comparable to those found in South America. Cartier’s first expedition into the Gulf of St. Lawrence did not result in any great discoveries, though he did develop ties with the Iroquois and brought several Iroquoians back to France. A second expedition, more ambitious and better funded than the first, resulted in the beginning stages of settlement near present-day Montreal. In neither expedition did Cartier intend to execute large-scale colonization and missionary enterprises in Canada. He did, however, return to France with an Iroquois chief who reported on the existence of a northern kingdom with great mineral wealth. A third voyage set sail in 1541 with the goal to find the fabled land of gold and diamonds. Again, Cartier failed to satisfy Francis I’s dream of discovering treasure in the New World, after which he returned to France in 1542, having undermined whatever diplomatic inroads he had made with the Iroquois of the St. Lawrence River Valley.
Activity 16 – Early Exploration (Continued) The French continued to fish the seas of the North Atlantic following Cartier’s failed expeditions of the 1530s and 1540s. In 1603, King Henri IV granted Pierre du Gua, Sieur de Monts, a fur trade monopoly in the lands of Acadia and the St. Lawrence River Valley. De Monts, in turn, commissioned Samuel de Champlain to establish a base for trading operations on the St. Lawrence River, after which the ambitious explorer founded Quebec City in 1608. The encroachment of Dutch traders and French competitors complicated Champlain’s hopes for the discovery of a western passage and the accumulation of wealth for company and crown. French involvement in wars between the Algonquin and Iroquois also frustrated the fur trade and the stability of the fledgling colony as a whole. Cardinal Richelieu, the king’s first minister, supported an unprecedented level of monetary investment and personnel allocation in the colonization of New France, only to be foiled by English privateers in 1628. Champlain surrendered Quebec to a band of Englishmen in 1629.
Activity 16 – Early Exploration (Continued) Champlain, along with forty crew members and three Jesuits, conducted the reoccupation of Quebec in 1632. Growth was slow, as only 356 individuals—158 men, 116 women, 29 Jesuits, and 53 soldiers—resided in and around Quebec by 1640. French involvement in the Thirty Years’ War (1618–1648) led to a reduction in Crown support for the development of New France. What little assistance colonists did receive often came from the Catholic Church, which in turn heightened the involvement of missionaries in the evangelization of native peoples. The JesuitRelations, an annual publication recounting the experiences of Jesuits in New France, functioned as one of the chief sources of funding for governmental, educational, and missionary operations in the colony. Under these conditions, Quebec developed into a major trading post and center of colonial activity in New France by the end of the seventeenth century. Simultaneously, devout French laypeople and priests founded Montreal in 1640 as a place from which to coordinate the spread of Christianity and civilization to the Canadian wilderness.
Activity 17 – Early Exploration Part 2 • Title a sheet of loose-leaf paper as follows: • Early Exploration – Missionaries, Fur Traders, and Native Americans in New France by Micheal T. Pasquier. • As we read the selection, make note of at least three pieces of information you think will make great evidence. • Share with the class.
Activity 17 – Early Exploration Part 2 (Continued) Early Exploration – Missionaries, Fur Traders, and Native Americans in New France by Micheal T. Pasquier. For much of the seventeenth century, missionaries and fur traders functioned as explorers of New France. George Bancroft, one of the most prolific historians of the nineteenth century, remarked that “the history of missionary labor is connected with the origin of every celebrated town in the annals of French Canada; not a cape was turned nor a river entered but a Jesuit led the way.” Bancroft’s sentimental, if not overstated, assertion nonetheless captures the essential role that Jesuits played in the spread of French influence throughout the Great Lakes region. Contemporary historian Richard White described French fur traders, or coureurs des bois (runners of the woods), as equally if not more important to the development of a “middle ground” in New France, where Europeans and Native Americans competed for control of territories only recently discovered by the French, even though traders were often at odds with the religious goals of the missionaries.
Activity 17 – Early Exploration Part 2 (Continued) Native Americans proved crucial to the ability of missionaries and traders to set the stage for the exploration of the Mississippi River and the establishment of a permanent colony in Lower Louisiana during the late seventeenth and early eighteenth centuries. Meetings between missionaries, traders, and Native Americans often resulted in compromises, as it was unreasonable for a lone European to be welcomed into a native village without exhibiting flexibility and adaptability. Jesuits, for instance, worked hard to learn the languages of those they sought to convert. They also rejected many aspects of the reducciónes missionary model that called for removing Native Americans from their indigenous places of habitation and establishing them in highly regulated, often fortressed villages. Instead, Jesuits journeyed away from French posts and lived among the Iroquois, most successfully among the Huron of New France. Traders were similar to missionaries in that they trekked into areas with little to no European presence, but their interest was in cultivating economic partnerships with Native Americans. Interactions often went further than the trading of goods, since many coureurs des bois took residence with Native American groups and developed close personal relationships with native men and women. In short, the movement of most French missionaries and traders throughout New France did not resemble epic tales of great explorers sailing the high seas and claiming lands in the name of a Christian god and king. They were explorers in the sense that they were discovering new places and meeting new peoples.
Activity 17 – Early Exploration Part 2 (Continued) By the 1660s and 1670s, Jesuits began to show signs of shifting their attention away from the evangelization of Native Americans and toward the exploration of uncharted regions of North America. No longer did Jesuits exhibit the same degree of optimism and fortitude as earlier missionaries like Jean de Brébeuf and Isaac Jogues, both of whom died as martyrs in the eyes of the Roman Catholic Church. The most famous exemplar of this alteration in Jesuit orientation was Jacques Marquette. In 1673, Marquette left the missions of the Great Lakes and joined the Canadian trader and explorer Louis Joliet on an expedition in search of the Mississippi River. Together with a small crew, Marquette and Joliet traveled more than 2,500 miles by canoe from the Mackinac Straits, up the Fox River, down the Wisconsin River, and finally down the Mississippi River until they reached the mouth of the Arkansas River (north of the present-day Louisiana-Arkansas border). It was there that Marquette and Joliet interacted with the descendents of Quapaw who had come in contact with de Soto’s expedition more than a hundred years earlier. The Quapaw introduced Marquette and Joliet to the calumet (pipe smoking) ceremony and warned them of Spaniards further south. Convinced that the Mississippi River emptied into the Gulf of Mexico instead of the Pacific Ocean, the two explorers returned north to the Illinois Country where Marquette established a mission at Kaskaskia (near present-day Utica, Illinois) in 1674 and died shortly thereafter.
