DOCUMENT RESUME CS 216 921 ED 435 099 Angelides, Mary AUTHOR American Literature before 1865: The Spanish Exploration and TITLE Discovery Documents. 1999-00-00 PUB DATE NOTE 13p. Reports Descriptive (141) PUB TYPE MF01/PC01 Plus Postage. EDRS PRICE *American Indian Literature; Community Colleges; *Course DESCRIPTORS Descriptions; *Culture Conflict; Curriculum Development; Curriculum Guides; Foreign Countries; Student Educational Objectives; *Thematic Approach; Two Year Colleges; *United States Literature Eighteenth Century; *Exploration; Nineteenth Century; Saint IDENTIFIERS Louis Community College at Meramec MO; *Spain ABSTRACT This curriculum guide outlines a proposed four or five hour course, English 204, at the Meramec Campus of St. Louis Community College. The guide delineates the course, giving information on: (1) Goals, (2) Activities, Teaching Strategies, Objectives, and Background Notes; (5) Audio-Visual Assignments; (3) Readings and Notes; (4). Additional Sources; Materials; and (6) Evaluations. The curriculum guide follows one that begins with the study of American literature with Native American literature and the oral tradition, which explores, in part, the encounter with Europeans from the Native point of view. The purpose of the guide is to use the "encounter"--between the Spanish (primarily in the Southwest and Florida) and the Native Americans--to introduce major themes in American literature. These include: the Spanish "American Dream" manifested in the spread of Catholicism and the search for gold; the transformation and conquest of Native cultures by Europeans; and the fact that the United States was a diverse culture from the beginning and that its literature was multi-vocal from the start. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. St. Louis Community College Meramec Campus Global Studies Curriculum Development Curriculum Module Title: American Literature Before 1865: the Spanish Exploration and Discovery Documents Course: American Literature Before 1865 (ENG 204) Time: Four-five hours Professor Mary Angelides, English Department Contents: 1. Goals, Objectives and Background Notes 2. Activities, Teaching Strategies, Assignment 3. Readings and Notes 4. Additional Sources 5. Audio-visual Materials 6. Evaluations U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND BEST COPY AVAILABLE Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 2 1:1 Minor changes have been made to Cr improve reproduction quality. TO THE EDUCATIONAL RESOURCES ° CNI Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. Module Spanish Explorers 2 1. Goals, Objectives, and Background: This curriculum module follows one that begins the study of American literature with Native American literature and the oral tradition which explores, in part, the encounter with Europeans from the native point of view. A major focus will have been the creation stories and the religious connection many Native Americans had with the land. Also, during the previous two weeks I have led the discussion and given students tips on critical reading and textual analysis. During this module they will have the opportunity to practice those techniques in small groups and present conclusions to the class, thus assuming responsibility and ownership of the course. Following this module on the Spanish exploration and discovery literature, we will explore the Puritans. My purpose in this module is to use the "encounter"--between the Spanish (primarily in the Southwest and Florida) and the Natives Americans--to introduce major themes in American literature: the Spanish "American Dream" manifested spiritually in the spread of Catholicism and materially in the search for gold and the possession of new lands the transformation and conquest of native cultures by Europeans, often including extermination, enslavement, and dispossession that the United States was a diverse culture from the beginning and that the literature was multi vocal from the start: Spanish, French, Dutch, and later English, as well as the Native American oral tradition explained in the previous module More specifically student objectives include: to read and examine early records of exploration to determine the dreams, aspirations, and purpose of the Spanish explorers of the 16th and 17th centuries to understand and explain the role of the Catholic church via the early missions and the encomienda system Spanish Explorers 3 Module - to develop critical reading and thinking skills by writing summaries and discussing narrative passages and poems to contrast the Spanish explorers' view of events with those of Native Americans to work collaboratively in groups to deepen understanding of the exploration and travel literature, a major prose form of the 16th and 17th centuries to place events in accurate historical and chronological context by using time lines and maps Throughout this curriculum module I will rely heavily on maps, slides, time lines to give students a sense of time, place, and context. Also I will stress how language is used to accommodate and assimilate cultures. For example, because the Spanish language lacked words for various aspects of the new world, the explorers and writers had to describe phenomena_by adopting native names and , conversely, renaming things in Spanish, such as the land. Much of Spanish-American literature was at first a "record" (describing the land, flora, fauna, etc.) and then "justification"--not merely a record of this "new" world but often an exaggeration of the splendors therein to acquire additional funds from the Spanish crown and others to support further exploration and church expansion. Significant historical events and notes: Columbus; Haiti and Caribbean 1492 1493 - Papal Bull- aim to Christianize Native Americans rather than enslave them, which prevented open aggression against native populations 1494 Pact between Portugal and Spain: agree to give Spain complete dominion in the Americas except for Brazil (as well as Africa) which was reserved for Portugal 1513 - Ponce de Leon; Florida Balboa; Pacific Cortez; Mexico, Aztecs 1520s Module Spanish Explorers 4 Cabrillo; California coast Coronado; Southwest 1539 - De Soto; Mississippi River 1542 Spanish law forbidding enslavement of Native Americans (worked against blacks who became the target of the slave trade); establishment of encomienda system: encomienda system: no slaves, but natives were required to pay tribute to local conquistadors, thus to the mid-16th century, this system enabled native labor to substifute for slavelabor to Europeans .(widely practiced throughout Latin America) forced labor and forced religious practices led to revolt; 1680 - Pueblo revolt; Hopi, Zuni, Tewa and others kill 21 missionaries & 400 colonists; surrounded Sante Fe and governor's palace.. . missionaries and missions: missionary activity competed with colonizers; Franciscan, Dominican, Augustinian, and later Jesuit missionaries tried to eradicate native religious practices--thus conversion and complete education and hispanization of native society was their goal. Not totally successful in eradicating practices and settled on sacramental instruction. Establishment of missions (or congregacion) apart from native settlements was the system from the 1500s to 1800s; from St. Augustine, FL to the Southwest and California Additional information is located in a packet on missions provided by Professor Theodore Finkelston, History Dept., St. Louis CC-Meramec. It includes maps, slides, notes, etc. Module Spanish Explorers 5 2. Activities, Teaching Strategies, Assignments: conflicts between the Spanish and a) Introduce the current relevance of some of the articles from The New York Native Americans of the 16th and 17th centuries with Times: Pride and Indian Brooke, James. "Conquistador Statue Stirs Hispanic Rage," 9 Feb.1998: A10 Print of an 1848 Brooke, James. "Hot Issue in Northern New Mexico: Fine Treaty," 19 Feb. 1998: A10 the encounter but also help These articles not only illustrate the lasting affects of connect the previous module to the new one. the Whites" (see Readings section) b) Have all students read the Yuchi "Creation of strategy during this module (see c) The collaborative assignment is the primary attached assignment sheet and Readings section) semester): Each class period a time d) Time line activity (on going throughout the of the century we are line is drawn on the board or on an overhead transparency have a student (historian) place working on. For review of the last class I usually then students add events and the events of the last few classes on the time line; discussions. literature from the current day's presentations and placing their reading on the time line e) Each collaborative group starts by not only sketch) of the area covered by the expedition but also must bring a map (or overhead or other events. Slide, map, and video presentations: discussed in the readings --Southwest slides, New Mexico/Arizona areas sabbatical) (in my private collection from my recent collection from visit to St. --St. Augustine, Florida maps and slides (in my Augustine) (SLCC) --Video on The National Monuments of New Mexico California Missions, St. Missions: (see Prof. Finkelston's packet,) pamphlet on g) Augustine. 6 Module Spanish Explorers 6 COLLABORATIVE ASSIGNMENT Spanish Exploration and Discovery Literature and explore During the next three class periods you will have an opportunity to read the records left by the Spanish during the 16th and 17tli centuries. As literary and historians you will be given a different set of documents to summarize, analyze discuss, and then present your findings to the class. typed Each group must carefully read the documents before class with a one-page, discuss the following questions: summary of the events and be ready to what area is described and when what was the purpose of the trip and/or document describe the encounter with the natives and/or give examples of phrases that glorify or embellish the environment difficulties the new land caused summarize any references to religion; how do these attitudes compare to those of the Yuchi in "Creation of the Whites" on pages 115-6 the class Take notes during your discussion; then organize your presentation to the (about 10 minutes) with everyone in the group making some part of questions and/or presentation. Perhaps each person could take one of the discussion bring some type of map or drawing of summary; whoever takes question one must must the area covered and place the events on a time line. Your presentation well as include a brief summary and conclusions about the five questions above as feel necessary for a full understanding. any additional information you Evaluation: The summary and your Your typed summaries are due on the first day of discussion. (to be included oral presentation will be evaluated by me and given 10-15 points with your quiz points) depending on the quality of your work. 7 Spanish Explorers 7 Module - 3. Readings and Notes: Course text: The Heath Anthology of American Literature, Vol. 1. Eds. John Alberti and Randall Bass. Houghton Mifflin, 1998 (third edition). Readings and page numbers refer to this edition. a) Begin with "Creation of the Whites" (Yuchi) pp. 115-6 All students read this short selection to show connections between the previous module and the current one. The Yuchi called themselves "offspring of the Sun" because of their emergence story; order of their origins being from the sun. All others emerged "from a descending the sea nature"--sun, sky, moon, sea, ashes, eggs, plants. Whites came from across and were given and thus came from sea foam. Whites came several times by boat land by the Yuchi who were native to the Southeast US. Major points: cultural inferiority of the Whites importance of the "gift", the land trust on the part of the natives expressed This selection makes an interesting contrast to the views of the Spanish the in the following readings which will be assigned to different groups for collaborative project (see assignment sheet). (pp. 182-84) by Additional selection (option): "How America Was Discovered" Although this 1799 Handsome Lake, a Seneca chief in the League of the Iroquois. ironic selection to vision comes later chronologically, it is short enough to add an the discovery. compare with the Spanish view of America (1492-1493) pp. b) Group assignment: Journal of the First Voyage to Bartolome de Las 116-25 by Christopher Columbus abstracted from journal by Casas. The first voyage (Oct. 12, 1492 landed) on the island of San Salvador, then to him to Bahamas, Cuba, Haiti (Hispaniola). Second voyage (Sept. 1493) brought Third and fourth Puerto Rico, Jamaica, Cuba, Virgin Islands, and Lesser Antilles. reached Florida--thought he had voyages, Trinidad and South America but never Module Spanish Explorers 8 the found the Garden of Eden; but never the gold he sought. Thought he found Indies. His account reveals the uncertainty of the lands discovered. de Vaca, pp. 128-40 c) Group assignment: Retation of Alvar Nunez Cabeza by Cabeza de Vaca. native but a Notes: New world man, the new American, no longer Spanish, not a something new. His hybrid ("mestiso voice"). He narrates the process of becoming He was chronicle is one of self-justification; failed journey and captured by natives. Gulf1528-29; de Vaca was part of the Narvaez ill-fated expedition to explore the with similar to an auditor and legal consultant to make sure the expedition met left Florida for Spanish law. He was separated from the main group when they only four Texas (lost near the mouth of the Mississippi River) and shipwrecked; Southwest survived; enslaved by the Indians for years; escaped and took off for the culture he and Mexico, then finally to Spain. He learned to adjust and adapt to a the Native had once deplored; when found again he is neither welcome among tale, stripped of Americans nor the Spanish. His chronicle reads like a conversion all but his faith; takes the form of hagiography (life of a saint). Catholic prayers, He combined religious practices from Native Am. customs and Because of healed the sick, prayed; thus his failure turns into a spiritual success. governorship of Paraguay. his knowledge of Native Am. customs he was given the he had to learn new His experience can also be looked at as a immigrant's tale where successful language and customs, thus forging a new identity and making a assimilation between his Spanish past and American experience. 1565) and d) Group assignment: "Letter to Philip II" (October 15, "To a Jesuit Friend" (October 15, 1566) pp. 147-155 by Pedro Menendez de Aviles, 1519-1574 from Newfoundland to Notes: Purpose to colonize Florida (they thought it extended Spanish trade route. In New Mexico) and expel the Huguenots who threatened the surprising the French 1565 he arrived at the St. Johns River (northern Florida) St. Augustine, the garrison at Ft. Caroline (renamed Ft. Mateo). Aviles founded Spanish trade route oldest European city, and established a fort there to protect the French from south to the Caribbean. Philip II ordered Aviles to eliminate the the system of Florida. Large land grant made to his family in perpetuity, thus 9 Module Spanish Explorers 9 displacement of other cultures begins. His influence reached up to the Carolinas and as far as the Chesapeake and west to Tallahassee with the establishment of missionaries, but he did not have enough resources and people to hold this large Philip describes the battle with the area, except for St. Augustine. His letter to French, and the other letter to a Jesuit friend appeals for additional Jesuits to help accomplish the expansion of the church; he already has one major financial investor. Additional mini-lecture option: Give students a short lecture on the French in the Southeast and their role in exploration--Samuel de Champlain, 1570-1635, along the St. Lawrence; Rene de Laudonniere, 1562-1582, voyages into Florida. French Protestants were engaged in a religious war with the Catholic crown 1562-98. The Huguenots Aviles mentions -in his letters were Calvinists (presbyterians) and not Lutherans. e) Group assignment: (two related readings) A Relation of the Reverend Father Fray Marcos de Niza, Touching His Discovery of the Kingctom of-Cueola or Cibola fZuni pueblo] ...pp.156-9 by Fray Marcos de Niza, (1495?-1542) and The Narrative of the Expedition of Coronado, pp. 159462 by Pedro de Casteneda, (1510?-1570?) Notes: On the early exploration of Cabeza de Vaca's journey to the New Mexico City sent Fray Marcos to explore the area area, the viceroy of New Spain in Mexico around the Zuni pueblos (Cibola). Fray Marcos tries to justify his expedition, which had found no gold, by making assurances that the mythical Seven Cities of Cibola do exist -- excellent example of the rhetoric of the dream of wealth. His narrative was so successful that the viceroy later sends Coronado to find the cities of gold, who finds the extraordinary pueblos but no gold; Fray Marcos loses face with Coronado, etc. Castenada's narrative details the huge Coronado expedition. They take Fray Marcos with them and when they reach Cibola and find no gold, he is sent back to Mexico City, but Coronado continues the search north and east to Kansas led by an Indian called the Turk who said the city of Quivira was the city of their dreams. Areas covered include the coast of California, the Southwest, Texas, Oklahoma, Kansas. 10