Which of the following statements best describes the status of Native Americans at the end of the 19th century?

Virginia described by Captain John Smith and engraved by William Hole, [1612] (MPG 1/284)

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In 1492, Christopher Columbus landed in the Caribbean, unlocking what Europeans quickly came to call the ‘New World’. Columbus encountered land with around two million inhabitants that was previously unknown to Europeans. He thought he had found a new route to the East, so he mistakenly called these people ‘Indians’. Over the next few centuries, European powers colonised the Americas, seeking new land and trade opportunities. Spanish and Portuguese colonised large parts of South America, and other European colonial powers, including English explorers, focused on establishing settlements in North America.

The first permanent English settlement called Jamestown (after James I of England) was established in 1607 in Virginia, North America. These first settlers – and those who sent them – were keen to find out about the area and see what they could gain. The settlers began to explore and they soon encountered the Native people of the Chesapeake Bay region. There were many tribes living there at the time, most belonging to three major chiefdoms: the Powhatan, the Piscataway, and the Nanticoke.

This lesson uses documents that describe what happened between early English settlers and Native Americans in Virginia. Investigate how the English described this early contact. How did Native Americans react to the arrival of Europeans? Were relations friendly and, if so, how and why did they change over time?

Tasks

Background

The first English explorers to North America arrived five years after Columbus in 1497, led by the Italian Giovanni Caboto (John Cabot). However, the English did not try to establish permanent settlements in the Americas until much later.

In 1585, English colonists attempted to settle at a place called Roanoke. The settlement lasted only for a short time. After initial friendly relations, hostilities developed as settlers became increasingly reliant on Native Americans for food and fighting eventually broke out between the two groups. The local chieftain was killed by the English and the colony was eventually abandoned.

On May 14, 1607, the first lasting English settlement in North America was established. The settlement was named ‘Jamestown’ after the current King of England, James I. Captain Newport led the expedition, staying until June 22nd, when he sailed back to England for supplies. The source material in this lesson comes from the first few months of the colony (CO 1/1).

After Captain Newport left for England, 104 settlers remained with Captain John Smith placed in charge. These settlers were unprepared, and did not plant the right crops or eat the right foods. They soon encountered starvation and famine, despite stealing food from the Native Americans. In the first three years, despite new arrivals, more than 80% of the settlers died from the combined effects of famine, disease, and warfare.

Throughout the period of European colonisation, millions of Native Americans were killed, either in fighting or by outbreaks of European diseases to which their bodies had no immunity, such as smallpox. It is estimated that between 80% and 95% of the Native American population died within the first 100-150 years of European contact with the Americas.

Those settlers that survived, together with new arrivals, began to cultivate the land, growing crops such as tobacco. As more settlers arrived, more Native American land was taken, and the Native Americans began to fight back.

Teachers' notes

This lesson asks pupils to investigate the early contact between Europeans and Native Americans. Using primary source diary extracts, pupils are able to understand and appreciate the first encounters between European settlers and the indigenous people of North America. Pupils are asked to explore the different aspects of these encounters and why they may have changed.

Some may want to extend this to a comparison between later feelings and actions taken against the Native Americans, examining European stereotypes of the Native Americans, for example the ‘noble and ignoble savage’. To what extent were certain stereotypes already in place while the English settlers were writing these statements? How and why did they subsequently develop and shift?

It is important to explore also what is missing from these sources. Who wrote these journal extracts, and what might their goals be? What other sources should be consulted? It’s especially noteworthy that these sources do not take into account the perspectives of the Native Americans themselves. Why might that be?

What are the limitations in using one perspective? The National Archives code for the document is CO, which stands for Colonial Office. You could discuss with students why the National Archives holds a collection of documents under this name.

The early period covered in this lesson was followed by centuries of colonisation marked by wars, broken treaties, and discriminatory policies that decimated the indigenous North American populations and still impact Native Americans today. Since these sources only show the perspectives of the English settlers, teachers may want to bring in other sources from Native American points of view. The National Museum of the American Indian is a good place to start.

Connections to the Curriculum

AQA GCSE History

Thematic study: Britain: Migration, empires and the people: c790 to the present day

Key stage 3: the development of Church, state and society in Britain 1509-1745:  the first colony in America

Virtual Jamestown
A site giving a lot of information about the original settlement at Jamestown, including a 3D reconstruction of the settlement and information about the people who lived there.

We Have a Story to Tell: Native Peoples of the Chesapeake Region
A teacher’s resource provided by the National Museum of the American Indian. This guide offers contemporary Native perspectives about the historical experiences of the Native Americans of the Chesapeake, in particular, the Powhatan, Nanticoke, and Piscataway peoples.

Native Knowledge 360° Education Initiative
Native Knowledge 360° is an initiative from the National Museum of the American Indian to provide educators and students with new perspectives on Native American history and cultures.

American Indian Treaties
From The National Archives in the United States. Includes examples of and information on treaties between European settlers and Native American tribes.

The road to Jamestown
A National Archives talk on the history of Jamestown.

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From a Native American perspective, the initial intentions of Europeans were not always immediately clear. Some Indian communities were approached with respect and in turn greeted the odd-looking visitors as guests. For many indigenous nations, however, the first impressions of Europeans were characterized by violent acts including raiding, murder, rape, and kidnapping. Perhaps the only broad generalization possible for the cross-cultural interactions of this time and place is that every group—whether indigenous or colonizer, elite or common, female or male, elder or child—responded based on their past experiences, their cultural expectations, and their immediate circumstances.

Although Spanish colonial expeditions to the Southwest had begun in 1540, settlement efforts north of the Rio Grande did not begin in earnest until 1598. At that time the agricultural Pueblo Indians lived in some 70 compact towns, while the hinterlands were home to the nomadic Apaches, Navajos, and others whose foraging economies were of little interest to the Spanish.

Although nomadic groups raided the Pueblos from time to time, the indigenous peoples of the Southwest had never before experienced occupation by a conquering army. As an occupying force, the Spanish troops were brutal. They continued to exercise the habits they had acquired during the Reconquista, typically camping outside a town from which they then extracted heavy tribute in the form of food, impressed labour, and women, whom they raped or forced into concubinage.

The missionaries who accompanied the troops in this region were often extremely doctrinaire. They were known to beat, dismember, torture, and execute Indians who attempted to maintain traditional religious practices; these punishments were also meted out for civil offenses. Such depredations instigated a number of small rebellions from about 1640 onward and culminated in the Pueblo Rebellion (1680)—a synchronized strike by the united Pueblo peoples against the Spanish missions and garrisons. The Pueblo Rebellion cost the lives of some 400 colonizers, including nearly all the priests, and caused the Spanish to remove to Mexico.

The Spanish retook the region beginning in 1692, killing an estimated 600 native people in the initial battle. During subsequent periods, the Southwest tribes engaged in a variety of nonviolent forms of resistance to Spanish rule. Some Pueblo families fled their homes and joined Apachean foragers, influencing the Navajo and Apache cultures in ways that continue to be visible even in the 21st century. Other Puebloans remained in their towns and maintained their traditional cultural and religious practices by hiding some activities and merging others with Christian rites.

Timucua Indians sowing seeds

Most Southeast Indians experienced their first sustained contact with Europeans through the expedition led by Hernando de Soto (1539–42). At that time most residents were farmers who supplemented their agricultural produce with wild game and plant foods. Native communities ranged in size from hamlets to large towns, and most Southeast societies featured a social hierarchy comprising a priestly elite and commoners.

Warfare was not unknown in the region, but neither was it endemic. The indigenous peoples of present-day Florida treated de Soto and his men warily because the Europeans who had visited the region previously had often, but not consistently, proved violent. As the conquistadors moved inland, tribes at first treated them in the manner accorded to any large group of visitors, providing gifts to the leaders and provisions to the rank and file. However, the Spaniards either misread or ignored the intentions of their hosts and often forced native commoners, who customarily provided temporary labour to visitors as a courtesy gesture, into slavery.

News of such treatment traveled quickly, and the de Soto expedition soon met with military resistance. Indigenous warriors harassed the Spanish almost constantly and engaged the party in many battles. Native leaders made a number of attempts to capture de Soto and the other principals of the party, often by welcoming them into a walled town and closing the gates behind them. Such actions may have been customary among the Southeast Indians at this time—diplomatic customs in many cultures have included holding nobles hostage as a surety against the depredations of their troops. Such arrangements were common in Europe at the time and were something with which the conquistadors were presumably familiar. However, the Spanish troops responded to these situations with violence, typically storming the town and setting upon the fleeing residents until every inhabitant was either dead or captured.

As losses to capture, slaughter, and European diseases progressively decimated the Native American population, the Spanish began to focus on extracting the region’s wealth and converting its inhabitants to Christianity. The Southeast nations had little gold or silver, but they had accumulated a plenitude of pearls to use as decoration and in ritual activities. The slave trade was also extremely lucrative, and many of those who survived the immediate effects of conquest were kidnapped and transported to the Caribbean slave markets. Some indigenous communities relocated to Catholic missions in order to avail themselves of the protection offered by resident priests, while others coalesced into defensible groups or fled to remote areas.

sketch of the Algonquin village of Pomeiock

The Northeast Indians began to interact regularly with Europeans in the first part of the 16th century. Most of the visitors were French or English, and they were initially more interested in cartography and trade than in physical conquest. Like their counterparts in the Southeast, most Northeast Indians relied on a combination of agriculture and foraging, and many lived in large walled settlements. However, the Northeast tribes generally eschewed the social hierarchies common in the Southeast. Oral traditions and archaeological materials suggest that they had been experiencing increasingly fierce intertribal rivalries in the century before colonization; it has been surmised that these ongoing conflicts made the Northeast nations much more prepared for offensive and defensive action than the peoples of the Southwest or the Southeast had been.

Discussions of the early colonial period in this region are typically organized around categories that conjoin native political groupings and European colonial administrations. The discussion below considers two broad divisions: the Algonquian-speaking tribes of the mid-Atlantic region, an area where the English settled, and the Algonquian- and Iroquoian-speaking tribes of New England and New France, where the English and the French competed in establishing colonial outposts.

Secoton, a Powhatan Village

The mid-Atlantic groups that spoke Algonquian languages were among the most populous and best-organized indigenous nations in Northern America at the time of European landfall. They were accustomed to negotiating boundaries with neighbouring groups and expected all parties to abide by such understandings. Although they allowed English colonizers to build, farm, and hunt in particular areas, they found that the English colonial agenda inherently promoted the breaking of boundary agreements. The businessmen who sponsored the early colonies promoted expansion because it increased profits; the continuous arrival of new colonizers and slaves caused settlements to grow despite high mortality from malaria and misfortune; and many of the individuals who moved to the Americas from England—especially the religious freethinkers and the petty criminals—were precisely the kinds of people who were likely to ignore the authorities.

The earliest conflict between these Algonquians and the colonizers occurred near the Chesapeake Bay. This region was home to the several hundred villages of the allied Powhatan tribes, a group that comprised many thousands of individuals. In 1607 this populous area was chosen to be the location of the first permanent English settlement in the Americas, the Jamestown Colony. Acting from a position of strength, the Powhatan were initially friendly to the people of Jamestown, providing the fledgling group with food and the use of certain lands.

By 1609 friendly interethnic relations had ceased. Powhatan, the leader for whom the indigenous alliance was named, observed that the region was experiencing a third year of severe drought; dendrochronology (the study of tree rings) indicates that this drought ultimately spanned seven years and was the worst in eight centuries. In response to English thievery (mostly of food), Powhatan prohibited the trading of comestibles to the colonists. He also began to enforce bans against poaching. These actions contributed to a period of starvation for the colony (1609–11) that nearly caused its abandonment.

It is not entirely clear why Powhatan did not press his advantage, but after his death in 1618 his brother and successor, Opechancanough, attempted to force the colonists out of the region. His men initiated synchronized attacks against Jamestown and its outlying plantations on the morning of March 22, 1622. The colonists were caught unawares, and, having killed some 350 of the 1,200 English, Opechancanough’s well-organized operation created so much terror that it nearly succeeded in destroying the colony.

The so-called Powhatan War continued sporadically until 1644, eventually resulting in a new boundary agreement between the parties; the fighting ended only after a series of epidemics had decimated the region’s native population, which shrank even as the English population grew. Within five years, colonists were flouting the new boundary and were once again poaching in Powhatan territory. Given the persistence of the mid-Atlantic Algonquians, their knowledge of local terrain, and their initially large numbers, many scholars argue that the Algonquian alliance might have succeeded in eliminating the English colony had Powhatan pressed his advantage in 1611 or had its population not been subsequently decimated by epidemic disease.