US History

Colonization and Settlement (1585-1763)

Native Americans

This collection uses primary sources to explore cross-cultural conflicts during the Colonial period of US History.

An image of Wahunsenacawh, more popularly known as Powhatan and father of Pocahontas, as he receives gifts from Jamestown colonists. 

A 1627 print displaying the English understanding of the Powhatan nation and the mythic image of Pocahontas saving the life of John Smith. 

The story of Pocahontas’s rescue of John Smith from his *General Historie of Virginia* published in 1624. 

A nineteenth-century engraving depicting the landing of Governor Endicott’s colonial forces on Block Island.

A nineteenth-century engraving showing a battle scene during the Pequot War of 1636-1637. 

A nineteenth-century engraving depicting the burning of a Pequot Nation Fort, probably the Mystic massacre in 1637.

An excerpt from a book by Romeo Elton addressing Roger Williams’s involvement in the Pequot War.

A detailed account by Major John Mason, captain and commander of the Connecticut forces, describing the 1637 Mystic massacre.

A nineteenth-century image showing the capture of King Philip’s fort in 1676.

A nineteenth-century engraving depicting the death of King Philip (Metacom) in 1676. 

Excerpts from a narrative of the Indian Wars by Charles Henry Lincoln focusing on King Philip’s War in 1675-6.

A 1675 color map of New England. 

An excerpt from a 1747 book by Cadwallader Colden detailing the history of the Iroquois, specifically their treaties and warfare. 

An excerpt from the Treaty of Lancaster between the Indians of the Six Nations and the colonies of Virginia, Maryland, and Pennsylvania. 

An excerpt from a history of Pennsylvania and New York detailing events surrounding the 1742 Treaty of the Six Nations signed at Lancaster.

Questions

1. Using the [image of Wahunsenacawh](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/615), the [1627 print](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/616), and the [story of Pocahontas’s rescue](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/617), explain how one could interpret the events that transpired between John Smith and Powhatan. Do you believe John Smith’s interpretation of the story or do you believe the truth lies somewhere else? Do you believe John Smith was biased or did he approach his writing in an objective manner? Do you believe Smith saw Powhatan and his confederacy as a threat or as an ally? 
2. Modern historians have recently begun to interpret the events of the Pequot War as the first instance of mass genocide on American soil. Using the [engraving of a battle in the Pequot War](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/619), the [engraving of Endicott’s landing](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/618), the [engraving of the burning of a Pequot Nation fort](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/620), the [excerpt from a book by Romeo Elton](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/621), and the [account by Major John Mason](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/622), explain your position on this modern interpretation of the war. Do you believe a seventeenth-century New England colonist would have seen this war as one of genocide? Why or why not? Who was the audience for these writings and images and what do you think was the purpose of these documents?
3. King Philip’s War has been categorized as the bloodiest war per capita in American history. Using the items in this set relating to King Philip’s War, explain why the colonists were so upset with King Philip (Metacom). Was the reasoning for warfare and bloodshed justified? Why did King Philip pose such a significant threat to the New England colonists? 
4. The Iroquois Confederacy, known as the Six Nations, was made up of the Mohawk, Onondaga, Oneida, Cayuga, Seneca, and Tuscarora nations. Included in this set were two treaties agreed to by the Iroquois Confederacy and English colonial powers. How do these two treaties vary and how are they are similar? Whom did these treaties benefit more, the colonists or natives? Please cite evidence from the excerpt of the [Cadwallader Colden book](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/627), the excerpt from the [Treaty of Lancaster](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/628), and the excerpt from a [history of Pennsylvania and New York](http://dp.la/primary-source-sets/cross-cultural-colonial-conflicts/sources/629) to prove your perspective. 
5. Using the many nineteenth-century engravings and textual sources included in this set, determine what role English interpretation of cross-cultural colonial conflicts has historically played in telling the story of native peoples. Do you believe the understandings of the English interpretation have changed from the colonial period up to present? Why or why not? 

Activity

The story of history is often only told from one perspective, that of the winner or dominant force. This project asks students to take on the role of native peoples in interpreting historical events. Students will be divided into four groups, with each group exploring, from the native perspective, a colonial event: either the conflict between Powhatan and Jamestown/John Smith, the Pequot War, King Philip’s War, or the relationship between the Iroquois Confederacy and colonial governmental powers. Student groups will design a black and white picture, such as the nineteenth-century engravings included in this set, which could be engraved and mass produced. Students should also write a three-page secondary source similar to the excerpts included in the set. Both pieces should be written and designed from the native perspective. Students should use the DPLA sources and other Internet research in the completion of this project. Please closely monitor student’s research, as many of the sources available have a specific interpretation or agenda. Students should present their findings to the class as a supplement to this source set. 

Teaching Guide: Exploring Cross-Cultural Colonial Conflicts

Resources

1. [History of Jamestown](http://historicjamestowne.org/history/history-of-jamestown/), Historic Jamestowne. 
2. [Powhatan](http://www.virtualjamestown.org/Powhat1.html), Virtual Jamestown. 
3. [The Pequot War](http://colonialwarsct.org/1637.htm), The Society of Colonial Wars in the State of Connecticut. 
4. [King Philip’s War](http://www.pilgrimhallmuseum.org/ap_king_philip_war.htm), Pilgrim Hall Museum. 

Overview

English-Native conflicts began as soon as the first European settlers arrived at Jamestown in 1607, when they encountered the dominant Powhatan Confederacy and realized they must build a coalition or fight to secure the region for England. These early events created the mythic relationship between John Smith and Pocahontas, which is still interpreted in popular culture. Relations quickly broke down and ended in warfare. The same happened in New England. Fighting erupted in the region in 1637 when Massachusetts, Connecticut and Rhode Island forces destroyed the Pequot Nation and again in 1675 during King Philip’s War, when conflicts arose around protecting a traditional indigenous way of life. Other colonies, such as Pennsylvania, sought to establish treaties with the native population. The colonists often sought to appease native leadership in order to avoid struggle, but did so with a tone of ethnic superiority. These relationships were never seen as a partnership of equals; colonists sought to dominate their extensive landholdings and to remove native threats from these areas. By exploring cross-cultural colonial conflicts between European and Native populations through the lenses of chronology, politics, religion, and society, we can understand the breakdown of fledgling alliances and the impact of colonialist expansion on the Native American way of life.

English

Cross-Cultural Colonial Conflicts

cross-cultural-colonial-conflicts_12_40dc9b5bbf264a5171a8282d00b86a5a.jpg

Courtesy of Boston Public Library via Digital Commonwealth.

Speed, John, “Map of New England and New York,” Digital Public Library of America, https://dp.la/item/40dc9b5bbf264a5171a8282d00b86a5a. 

A 1675 color map of New England.

Cite this item

Tips for Students

Item 12 of 15 in the Primary Source Set Cross-Cultural Colonial Conflicts