Here is a tour that I created for Historic Travellers Rest Plantation and Museum in Nashville, TN for my Masters in History, Museum Interpretation class at the University of Nebraska. Please note that the museum has not approved this tour, but you can see the state regulations, as well as my class requirements here. I did a lot of research on this and have submitted it to the site for approval or adjustment. I hope you enjoy!
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| Travellers Rest Website |
Travellers Rest Education Program
Into the Wilderness
Tennessee Standards
For Elementary
Schools
4th Grades
Taylor Speer-Sims
HIST84802: Museum
& Historic Site Interpretation
Dr. Jinny Turman
April 20, 2014
Table of Contents
(Pages of the tour when in Word form)
·
Background Information…………………………………………………………. 2
·
State of Tennessee Social Studies Curriculum
Guide…………………………….. 3
·
Culture……………………………………………………. 3
·
Economics………………………………………..……….. 5
·
Geography………………………………………...………. 6
·
History…………………………………………………….. 9
·
Individuals, Groups, and Interactions…………………….. 9
·
Tour Begins in Gift Shop………………………………………………………… 11
·
Historic Farm-Field Tour………………………………………………………….14
·
Treaty With Chickasaw, 1816………………………………...………………….. 24
·
Chickasaw Land Map………………………………………..…………………… 25
·
Class Review……………………………………………………………………… 28
·
What Was Your Favorite? Card………………………………………………….. 29
·
Additional Teacher Comment Card……………………………………………… 30
·
Word Search……………………………………………………………………… 31
·
Endnotes………………………………………………………………………….
32
·
Bibliography……………………………………………………………………… 34
·
Primary Sources…………………………………………... 34
·
Secondary Sources………………………………………... 36
Travellers
Rest Education Program
Into the Wilderness
Background Information
- Judge John Overton (April 9, 1766 - April 12, 1833)
- “One of the first settlers of Tennessee”[i]
- Served on the Superior Court of Tennessee 1804-1810 (succeeded Andrew Jackson)
- Overton owned an estimated 65,000 acres of land throughout Tennessee. People often joked that he was the only man who could walk from Nashville to Memphis and never leave his own property. Travellers Rest was 2,300 acres at the time of his death. His main cash crops were corn and tobacco.
- In 1820 he married Mary McConnell White May, widow of Dr. James Francis May (Andrew Jackson’s doctor). John was 54, and Mary was 37, when they married.
- He had a law practice in Nashville with both Andrew Jackson and Sam Houston.
- In 1819 Overton co-founded Memphis with Andrew Jackson and Gen. James Winchester. The Tennessee Reports, a collection of law cases that he presided over, were among the first reports to establish legal precedence in Tennessee.[ii]
- He was a co-founding member of the Nashville Junto Society, a mutual improvement society that assisted with Jackson’s election to the Presidency. Overton was a member of Jackson’s “Kitchen Cabinet.” [iii] These men were Jackson’s friends who unofficially advised him during his Presidency.
- He was the Director of the Branch Bank of the State of Tennessee, 1821.[iv]
·
Overton received “Honorary Doctor of Laws” degree from
Cumberland College in Philadelphia on October 4, 1826.[v]
Into the Wilderness
SOCIAL STUDIES - FOURTH GRADE
(This program does
not support State program “Content” or
“Accomplishments”
where the numbers and/or letters are missing from text.)
Culture
Accomplishments
4.1.01
Understand the diversity of human cultures.
a. Describe
cultures of Native American tribes.
b. Explain how European settlers created a new culture.
4.1.02 Discuss cultures and human patterns of places and
regions of the world.
a. Explore similarities and differences in how
groups, societies, and cultures address
similar human needs and concerns.
b. Compare how people from different cultures think
about and handle their physical
environments and social conditions.
4.1.03 Recognize the contributions of individuals and
people of various ethnic, racial,
religious, and socioeconomic groups to the
development of civilizations.
a. Show different cultural regions on a map
identifying such things as religion,
language, and ethnicity.
b. Identify the reasons for the establishment of
Spanish missions in early American
history.
4.1.04 Understand the contributions of individuals and
people of various ethnic, racial,
religious, and socioeconomic groups to Tennessee.
a. Identify the similarities and differences within
and among selected racial, ethnic,
and religious groups in Tennessee.
b. Identify customs, celebrations, and traditions of
various cultures groups in early
Tennessee.
c. Summarize the contributions of people of various
racial, ethnic, and religious
groups in the development of early Tennessee.
Content Standard: 1.0
Culture encompasses similarities and differences
among people including their beliefs, knowledge, changes, values, and
traditions. Students will explore these elements of society to develop an
appreciation and respect for the variety of human cultures.
Learning Expectations:
• 1.01
Understand the diversity of human cultures.
• 1.02
Discuss cultures and human patterns of places and regions of the world.
• 1.03
Recognize the contributions of individuals and people of various ethnic,
racial, religious, socioeconomic groups to the
development of civilizations.
• 1.04
Understand the contributions of individuals and people of various ethnic,
racial, religious, and socioeconomic groups to Tennessee.
At Level 1, the student is able to
• 4.1.tpi.1.
Discover the story of early Tennessee settlers in the formation of the
Wautaga settlement.
• 4.1.tpi.2
Discuss the importance of forts such as Fort Loudon in the development
of the emerging Tennessee community and the lives of
the soldiers.
At Level 2, the student is able to
• 4.1.tpi.3
Compare leadership styles among Native American groups and European
groups.
• 4.1.tpi.4
Show how a conflict can be solved through a tribal council and/or court
system
(e.g., Venn diagram, debate, t chart, demonstration).
• 4.1.tpi.6
experience a storyteller's version of a historical account.
Economics
Content Standard: 2.0
Globalization of the economy, the explosion of
population growth, technological changes and international competition compel
students to understand both personally and globally production, distribution,
and consumption of goods and services. Students will examine and analyze
economic concepts such as basic needs versus wants, using versus saving money,
and policy making versus decision making.
Accomplishments
4.2.01 Describe the potential costs and benefits of
personal economic choices in a market
economy.
a.
Identify the economic motivations for European exploration and
colonization.
b. Describe how Native Americans in Tennessee and the
Western Hemisphere met
their basic economic needs.
c. Analyze how people in different parts of the
United States earned a living in the
past and do so in the present.
4.2.02 Give examples of the interaction of groups, businesses,
and governments in a
market economy.
a. Explain the economic patterns of various early
Native American groups in
Tennessee and the Western
Hemisphere.
b.
Identify major industries of colonial America.
c. Explain the economic patterns of early European
colonial governments and their
relationships with foreign
governments.
4.2.03 Understand fundamental economic concepts.
a.
Explain and demonstrate the role of money in daily life.
b. Describe the relationship of price to supply and
demand and how it affected early
American history.
c. Use economic concepts such as supply, demand, and
price to help explain events.
4.2.04 Understand the
development of economics within Tennessee and early America.
a. Identify the economic motivations for European
exploration and settlement in
Tennessee and the Western
Hemisphere.
b. Examine the location, distribution, and patterns
of economic activities and of
settlement in Tennessee.
c. Evaluate the effects of supply and demand on
business, industry, and agriculture,
including the plantation
system, in Tennessee and various regions.
Geography
Content Standard: 3.0
Geography enables the students to see, understand and
appreciate the web of
relationships between people, places, and environments.
Students will use the knowledge,
skills, and understanding of concepts within the six
essential elements of geography:
world in spatial terms, places and regions, physical
systems, human systems,
environment and society, and the uses of geography.
Accomplishments
4.3.01 Understand how to use maps, globes, and other
geographic representations, tools,
and technologies to acquire, process and report
information from a spatial perspective.
b. Locate places on a map using cardinal and
intermediate directions, latitude and
longitude, and time zones.
c. Locate the routes of early explorers of North
America on a map.
4.3.02 Recognize the interaction between human and
physical systems around the world.
a. Explain how physical and human characteristics of
places and regions within the
state and the United States
developed.
b. Explain how the major river systems affected the
development of early
settlements.
4.3.03 Understand how to identify and locate major
physical and political features on
globes and maps.
a.
Explain how physical processes shape the United States'
features and patterns.
b. Understand the differences in early population
characteristics of the state and of
the United States such as
density, distribution, and growth rates.
c. Describe how geography affected the development of
transportation and
communication networks.
d.
Explain the influences of physical and human features on
historical events.
4.3.04 Understand the geographic factors that determined
the locations of and patterns
of settlements in Tennessee.
a. Explain how the patterns and processes of
migration affect the development of
Tennessee.
b. Explain how environmental issues such as water
supply, air quality, and solid
waste confronted humans when
settling Tennessee.
Accomplishments
4.4.01 Discuss the structure and purposes of governance.
a. Explain how Native Americans
governed their communities.
b. Give examples of how
government did or did not provide for needs and wants of
people, establish order and
security, and manage conflict.
c.-Compare the systems of government of early European
colonists.
4.4.02 Describe the Constitution of the United States and
the Tennessee State
Constitution in principle and practice.
b. Identify the purposes and explain the importance
of the creation of Tennessee's
Colonial government, and the
Tennessee Constitution.
4.4.03 Understand the rights, responsibilities, and
privileges of citizens living in a
democratic republic.
a.
Identify examples of rights and responsibilities of citizens.
c. Explain action citizens take to influence public
policy decisions.
4.4.04 Recognize the qualities
of a contributing citizen in our participatory democracy.
a. Identify and practice selected forms of civic
discussion and participation
consistent with the ideals of
citizens in a democratic republic.
b.
Explain the role of the individual in state and local
elections.
At Level 2, the student is able to
• 4.4.tpi.7.
Elect a class president and vice president.
History
Content Standard: 5.0
History involves people, events, and issues. Students
will evaluate evidence to develop comparative and causal analyses, and to
interpret primary sources. They will construct sound historical arguments and
perspectives on which informed decisions in
contemporary life can be based.
At Level 2, the student is able to
• 4.5.tpi.3.
Visit historical Tennessee sites.
• 4.5.tpi.5.
Design a picture book showing famous Tennesseans and describe their
accomplishments.
• 4.5.tpi.6.
Write a journal entry describing the hardships of early American history.
• 4.5.tpi.7.
Identify the contributions of early pioneers to the development of
Tennessee and America.
Individuals, Groups, and Interactions
Content Standard: 6.0
Personal development and identity are shaped by
factors including culture, groups, and institutions. Central to this
development are exploration, identification, and analysis of how individuals
and groups work independently and cooperatively.
Accomplishments
4.6.01 Recognize the impact of individual and group
decisions.
a. Analyze a particular event to identify reasons
individuals might respond to it in
different ways.
e.
Work independently and cooperatively to accomplish goals.
f. Identify leadership qualities of leaders of the past.
4.6.02 Understand how groups can impact change at the
local, state, and national level.
a. Explain how group and institutional influences
such as religious beliefs, laws, and
peer pressure, on people,
events, and elements of culture.
b. Identify and describe examples of tension between
a group's belief system and the
government's policies and laws.
• 4.6.tpi.2.
Create a scrapbook showing slave perspectives including drawings,
newspaper articles, and other primary sources.
At Level 3, the student is able to
• 4.6.tpi.3.
Create a mini-book that illustrates contrasting views (e.g., taxes, slavery,
Bill of Rights).
Travellers
Rest Education Program
Into the Wilderness
SOCIAL STUDIES - FOURTH GRADE
Tour Begins in Gift Shop
Before America was
America, and before the known American Indian tribes were in Middle Tennessee,
there was a nation centered in Nashville now known as the Middle Cumberland
Mississippians. Through trade routes, the Middle Cumberland Mississippians
found items that they wanted that were not available locally. Dover chert and
greenstone were “desired by prehistoric natives for the manufacture” of implements.[vi]
Dover chert was
needed to make tools like “hoes, chisels/adzes, knives, and ceremonial swords.”[vii]
It was not found here, but was from Stewart County, Tennessee, which is about
seventy-nine miles away. The preferred walking speed of human adults is 1.4
mph, which means that it would take someone fifty-six and a half hours of
walking just to get there, and then they would have to walk the same distance
back. Most people would not walk this long without an eating, sleeping, and
bathroom break, though. So, more than likely it would have been at least a two
day trip one way to get the needed chert.[viii]
Questions:
1.
What do you think was used before the dover chert?
2.
Why do you think it was important to get this instead of local
material?
2.
Do you think you could walk that far to get something?
4. What do you
think the “ceremonial spear” was used for?
Answers:
1.
Local stone, wood, etc.
2.
Stronger, easier to carve, kept shape
3.
Answer per child
4. Most
probably, religious ceremonies, but the Mississippians could also have used
them for cultural and/or political reasons.[ix]
Nashville area
Mississippians were farmer mound builders with stable chiefdoms supported by a
fort-like palisade, or defensive barrier. Mounds were either for burial, or
platforms for housing. People fished and hunted, but their main food source was
grown. They grew maize to eat, which was a primitive corn. Domesticated
sunflower seeds were found “from a structure floor,” and others near Columbia,
that are over four thousand years old![x]
The Mississippians also grew beans, squash and pumpkins too.
Questions:
5.
What do you think the Mississippians’ fences was made of?
6.
What do you think the fencing kept out?
7.
What type of animals do you think were hunted for food?
8.
Who do you think did the hunting in the family? Why?
9.
Who do you think did the farming in the family? Why?
Answers:
5. Wattle and daub – Local wood posts with cane woven through
and plastered with mud.
6.
Other Indian Nations, Animals, and to stake a claim
7.
Dear, elk, bison, small animals, and fish. Turkeys were the
main
birds hunted.
8.
Men and older boys. For food and practice skills for war
9.
Women and older girls usually did tending crops. [xi]
* Introduce and
explore the Mississippian Fire-Pit artifact. The material of the pit is
local clay that was fired, similar to making pots. Maize was ground up using a
type of mortar and pestle. It was then either made into gruel or cooked on a
flat stone near the fire. Sunflower seeds could have been eaten raw or possibly
roasted on a stone near the fire-pit.[xii]
Questions:
10.
How do you think the fire-pit was set up?
11. Why do you think
it was made out of clay or rock instead of just digging a pit in the ground?
12. How do think the
animals were cooked – Do you think they used
the
fire-pit for that as well?
13. Who do you think
did the cooking? Why?
Answers:
10. More than likely
in the center of the home, or outside in the
summer.
11. Keeps fire
contained in a certain area, tangible, portable, able to
get
the fire hotter than regular soil and the ground keeps water.
12. Some were possibly hung by
a tri-pod over the fire, others were
dried on
something that looked like a ladder, others were fried on stones.
13. Women did the
cooking and food preparations. The men were able to be available for hunting
and protection.[xiii]
* Create a wattle
and daub building where each class can add just a little bit more daub, with
the idea of having a complete house or barn at the end of the season. That way,
the children and parents can come back to see the completed object. There could
be a house or barn raising party to commemorate the completion. They can either
bring their books (see the end of the tour for information on these books made
by the children) back then to share, or have had the teachers send them to pin
up on a wall. This can create a sense of ownership in those children and/or
adults that helped create the barn and with the books.
* Have the
children clean up and then follow to the farm-field. The story of Fort Watauga
can begin while the children are moving. This exercise can create a sense of
communion with those settlers that walked to their new land, as well as to the
Indians who walked to trade items. As it is another point of ownership with
Travellers Rest, it also helps to create bonding with history and with the
location where they live. They can possibly carry British flags with them to
the farm and then have them turn them in, to give them an American flag at the
end of the section, which is Question thirty-one.
Historic Farm-Field Tour
Fort Watauga in Sycamore Shoals, was the “Beginning of the American Road
West.”[xiv]
This fort was the first British-American permanent settlement that was not in
the original thirteen colonies. Men who moved there from Virginia thought they
were still under the authority of England, but were actually beyond the Indian
Treaty lines. So, they set up the “Watauga Compact,” which was the first
“democratic” document in America.
Questions:
14.
Where do you think the settlers thought they were when they
settled the area of Fort Watauga?
15.
What area were they really in?
16.
Whose colonial territory were they in? Why do you say that?
17.
What does “democratic document” mean?
18.
Was it really democratic? Who had the right to vote?
19.
What do you think they brought with them that was not available
already?
20. What
were the buildings made out of? How did they get the
material?
21.
What is a treaty?
22. What did it
mean to go beyond treaty lines?
Answers:
14.
Virginia
15.
Tennessee – Part of North Carolina
16.
Spanish Territory
17. Created by
everyone – or a majority’s approval. Here it meant the Anglo settlers.
18. This was
Republican style where only the white men had the right to vote.
19. Cotton and wool
cloth and clothing, metal pots and pans, horses and other farm animals, rifles
and powder, items to trade with the Native Americans.
20. Local material
–wattle and daub. Possibly some handmade iron nails made from items they
brought with them.
21. A legal document
outlining specific information: included land kept and sold by Native Americans
to their foreign government – First with King George III of England, Then with
the Presidents of the United States of America.
22. The Anglos moved
into areas that their governmental leaders promised the American Indians that
would remain with the tribes, and no Whites would be permitted.[xv]
*
Early in American history votes were cast vocally. Create a voting situation
where children vote to decide whether or not to create their own government… to
create the State of Franklin.[xvi]
Have the children call out “yay” or “nay” when asked.[xvii]
- First only have the white boys vote. - How does this make the rest of the people feel? “Not very good”
will probably be the answers. Ask if everyone would like to vote too! - Have everyone vote. Call out yay or nay when
asked. Explain that when Tennessee became a state, free Black men could vote if
they had enough land, but this was rescinded in 1834.
Fort
Watauga was a staging point in going further west; there were other reasons
that it is important to Tennessee history, too, though. It was the single
largest real estate transaction in America at the time. It was a huge disaster
when the settlers were over taken. The Cherokee split over whether or not to
allow Anglos into their area. Eleven hundred settlers, known as the Overmountain
Men, used the fort as a mustering station for their trek to King’s Mountain
in South Carolina, where they “soundly defeated the British forces there in an
hour.”[xviii]
Questions:
23.
Where do you think the settlers were going if they used
Watauga as a stop?
24.
What does “muster” mean?
24.
What Indian Nation was hostile here? Why?
26.
What do you think the homes of the Native Americans were made
from?
27. Do you
think the American Indians were happy that other people
moved
in to their neighborhood? Why?
28. Do you think
that the local Native people decided to just get up
and
start attacking the Anglos? Who decided?
29.
Do you think that there were Indian attacks here at Travellers
Rest?
Answers:
25.
Moving west for more territory.
26.
To assemble into troops, specifically for battle or
presentation.
27. The Cherokee, then
later specifically the Chickamauga led by Dragging Canoe.
28. At this time, the
houses were “made of woven saplings, plastered with mud and roofed with poplar
bark. In the summer they lived in open-air dwellings roofed with bark.”[xix]
29. Per child
30. A council was
called and the decision was made collectively. There were people who did not
agree with the council, such as Dragging Canoe, who set themselves apart from
what had been decided by the majority.
31. The last American
Indian attack in Middle Tennessee was just before the battle at Nickojack in
1795.[xx]
Forts
like Watauga and French Lick were important for other reasons besides safety
from the American Indians. The name French Lick came from the salt lick on the
Cumberland River where “many French
traders” lived.[xxi] New
Anglo-American settlers in the area met at French Lick, but renamed it Fort
Nashborough, and later still, Nashville. Forts were important meeting places
for special occasions as well as for safety and support. The British brought
with them their culture, food preparation, cooking style, clothing preferences,
and their languages. They brought with them their enslavement culture of
dehumanizing Blacks.[xxii]
Trade with the Native Americans changed their culture from a hunter/farming
society to an Anglicized economic and barter/trade society that included
enslaving African-Americans.
Questions:
30. What do you
think the Cherokee and Chickasaw grew in their
Gardens?
32. Do you think the
local settlers planted the same?
32.
Do you think that the new settlers and indigenous people hunted
and
fished here? Why, and what?
33. What do you
think the enslaved people ate? Where did they get
their
Food?
34. What did all
of these people wear? Did anything change for
anyone?
35.
How do you think these people fit in here at Travellers Rest?
Answers:
30. Beans, corn,
squash, pumpkins, sunflower seeds.
31. In the kitchen
gardens, yes plus wheat and potatoes. Medicinal gardens held spearmint, anise,
borage, caraway, catnip, chamomile, dill, Echinacea, fenugreek, foxglove,
hyssop, lavender, lovage, and sweet marjoram.[xxiii]
32. Yes, the same
animals and fish. Plus beef, pork, and chicken.
33. The enslaved had
their own gardens where they grew vegitibles. Pork was a staple for the
enslaved because pigs were cheap to feed, easy to raise, and multiplied
quickly.
34. American Indians
were now wearing trade cloth beaded items such as women in wrapped skirts and
cotton blouses, the men in wool leggings and breach cloth “aprons.” Anglo men
wore jeans and cotton shirts, women in cotton stripe and Lindsey dresses with
calico for special occasions.[xxiv]
35. John and Mary Overton and their eight
children lived here, plus John’s brother Samuel and his enslaved servant, Lew.
There were also over a hundred other enslaved people living at Travellers Rest
Plantation at the time of Judge Overton’s death.[xxv]
John
Overton built Travellers Rest c. 1799 and originally called it Golgotha,
which means “place of the sculls” because of Mississippian Indian burial graves
located on the site.[xxvi]
Tennessee became a state in 1796, so this area was considered the Western
frontier of America. People came “out West” to seek their fortune, and Judge
John Overton was one of those people. He definitely became one of Tennessee’s
most influential men during his time. Overton followed Andrew Jackson as
Superior Court Judge of Tennessee, and even founded Memphis, Tennessee.
Judge
Overton’s plantation, Travellers Rest had a peach orchard on land that is now
at the corner of I-65 and Harding Place. Corn was one of the most important
crops for early farmers. Other crops were “beans, pumpkins, potatoes, carrots,
onions, peas, tomatoes, oats and barley.”[xxvii]
(*Hold
up an example of each of the above to have the children call out what it is.
Give a gift to the first child that answers each. – Recommend sample of mint
that is growing in the garden with note that says “not for consumption” on it.)
Wheat, hemp, flax,
tobacco, and cotton were also grown. Cows, hogs, and chickens were the usual
livestock in Middle Tennessee, and also breeding horses.
Questions:
36. Who was Andrew Jackson?
37. What does a judge do?
38.
What do you think hemp and flax were used for?
39.
What was the main reason that tobacco and cotton were grown?
Who were the
consumers?
40.
Who do you think did most of the labor? Do you think they were
proud of their
work?
41.
What other historic people grew corn as a main form of food? Do
you
think they ate it the same way?
42.
What plant was used as money in the early days? How is this
different
from bartering or trade?
43.
How do you think Judge Overton got his land… by barter, trade,
gift
or purchase?
44.
What was the main cash crop at Travellers Rest Plantation?
Answers:
36. One of Judge
Overton’s (if not the) best friend, and the seventh President of the United
States.
37. An elected
official who interprets the laws and presents results of hearings or trials.
38. Ropes and linen.
39. Money – Income.
England and Europe.
40. Physical labor was
performed by the enslaved. Depended on the person – (child’s opinion to why)
41. The Mississippians
and other American Indians such as the Cherokee, Choctaw, Chickasaw, and Creek.
42. Tobacco. – Tobacco
was used as currency, trade and barter meant to exchange one commodity for
another. (Items or labor)
43. Purchase. Overton
was a land speculator where he bought and sold property for profit – in fact
thousands of acres.[xxviii]
44. Corn and Tobacco.[xxix]
* Create barter banter between children… “I will give you
my corn if you help me with my homework;” “I will pick your apples if you cut
my lawn (pick up an old-fashioned hand scythe and make like to hand it to the
child;” “I will give you my horse if you marry my daughter,” etc.
Mrs. Mary Overton was a widow when she met her husband to be.
She was a single parent with five children from first husband, who had been a
doctor. She had medical skills of her own, too. She was known locally for her
skills in herbalism and possibly midwifery. She was the person in charge of the
house, children, and “staff” of enslaved personnel. It was a wife’s
responsibility to manage household duties and to make sure the enslaved
community here was clothed, dressed, fed, and tended to medically. The
medicinal and kitchen gardens here must have been in bloom most of the year to
take care of so many children and adults. [xxx]
Questions:
45. Why do you think
Mrs. Overton remarried when she already had
three children?
46. What do you think
“herbalism” means?
47. What do you think
“midwifery” means?
48. From what you have
heard, do you think that Mrs. Overton was a specialist in these areas?
Answers:
45. Women did not usually
retain the property of their husband when
he died, with the exception of any dower property. Apparently
Mrs. Overton had none. It was difficult for women to find a job that paid
enough to support herself and her children. And, maybe she fell in love!
46. Herbalism is the study and
use of medicinal plants for healing.
47. Midwifery (mid-wiff-er-ee)
is the study and practice of delivering
babies.
48. Child’s answer.
* Hand out of this copy of the Chickasaw Treaty of 1816
during the tour and ask a child to read aloud. It is preferred that the treaty
be sent to the teacher a week before the tour so that everyone will be able to
read it fully. Explain that the area that Travellers Rest is now located was
“the reserved hunting grounds of” American Indians.[xxxi]
Initial tribes of the area included Cherokee and their offshoot the
Chickamauga, Choctaw, and the Chickasaw. The Treaty of 1816 is important to
Tennessee history, and also to that of Travellers Rest.
Tract 80:
Treaty
with the Chickasaw, 1816
Sept. 20, 1816. | 7 Stat., 150. | Proclamation, Dec. 30. 1816
Indian Affairs: Laws and Treaties. Vol. II (Treaties)
Compiled and edited by Charles J. Kappler
Washington : Government Printing Office, 1904
Sept. 20, 1816. | 7 Stat., 150. | Proclamation, Dec. 30. 1816
Indian Affairs: Laws and Treaties. Vol. II (Treaties)
Compiled and edited by Charles J. Kappler
Washington : Government Printing Office, 1904
(In part)
To settle all territorial controversies,
and to perpetuate that peace and harmony which has long happily subsisted
between the United States and Chickasaw nation, the president of the United
States of America, by major general Andrew Jackson, general David Meriwether,
and Jesse Franklin, esq. on the one part, and the whole Chickasaw nation, in
council assembled, on the other, have agreed on the following articles, which
when ratified by the president, with the advice and consent of the senate of
the United States, shall be binding on all parties:
1.
One tract of land for the use of Col. George Colbert and heirs,
and which is thus described by said Colbert: “Beginning on the north bank of
the Tennessee river, at a point that, running north four miles, will include a
big spring, about half way between his ferry and the mouth of Cypress, it being
a spring that a large cow-path crosses its branch near where a cypress tree is
cut down; thence westwardly to a point, four miles from the Tennessee river,
and standing due north of a point on the north bank of the river, three [four]
miles below his ferry on the Tennessee river, and up the meanders of said river
to the beginning point.[xxxii]
*Enlarge and have on a tri-pod so that it is easy
to see.
Questions:
49. Why do you think Col. George Colbert got this land in the Chickasaw
Nation Treaty?
50. When the Chickasaw
lost most of their land, how did they support themselves?
51. Do you think that the Anglo-Americans allowed Colbert and his heirs
to keep this land? Why?
52. What
connection does this treaty have with Judge John Overton?
53. How would you say that peer pressure affected the map layout and
laws?
Answers:
49. He was one of the
leaders of the Chickasaw people.
50. They became
dependent upon the United States Government.
51. The
Anglo-Americans almost immediately wanted these four acres.
52. Judge Overton read
the results of the treaty to Congress.
53. Because so many
White Americans wanted this land, they put pressure on the American government
to make sure there was no Indian land left in Tennessee and forced them on the
Trail of Tears to the other side of the Mississippi River. They had no
reservation because they chose money instead of land.[xxxiv]
Schools were few
and far between this far back in the middle of the continent, so many local
land owners set them up. Children’s books usually did not portray “uneducated”
who lived a “vagabond or wanderer” way of life in a favorably fashion.[xxxv]
Children’s books usually were about heroes for whom the children could look up
to. New Republic heroes included men such as George Washington and other strong
Republican leaders. John Overton said that Andrew Jackson was second only to
the first president in saving the Nation from tyrannical monarchs and other
ne’er-do-wells. The school on the Overton Plantation has a photograph of their
local hero, American President Andrew Jackson, posted on the wall for all of
the children to see and hopefully emulate.[xxxvi]
Questions:
54. Why do you think
that uneducated people were not portrayed favorably in Early American
children’s books?
55. Why do
you think that wonderers were not portrayed favorably in
Early
American children’s books?
56. Why was George
Washington a hero?
57. Why do you think
that Judge Overton said that Andrew Jackson was second only to Washington?
58. Do you think the
Americans and enslaved would agree?
Answers:
54.
The New Republic, and especially the new state of Tennessee
favored
education so that they understood laws and liberties so they would not ever be
forced under a government, especially a monarchy, again.
55. People
that wondered aimlessly were not portraying gentlemanly
or
Republican behavior, which was steadfast and constant hard work.
56. George Washington
successfully led the Continental Army during
the
Revolutionary War against King George III. He was the first President of the
United States. He refused a crown and the title of Your Majesty and Your
Highness.
57. As Washington
stopped the English during the Revolutionary
War,
Jackson stopped them during the War of 1812. Overton was Jackson’s good friend,
confident, and was a constant Jackson promoter.[xxxvii]
For Class Review:
- Ask children to create a scrapbook showing slave perspectives including drawings
Or, create a mini-book that illustrates contrasting views on slavery
during their regular class time. Have teachers post on bulletin board and/or
save for future “barn raising” day.
*Card is given out asking what the favorite part of the tour
was.
Into the Wilderness
|
||||||||
What was your favorite part of the tour?
|
||||||||
Mississippian
Fire Pit
|
Historic
Vegetables
|
|||||||
Wattle
and daub
|
Bartering
and Trade
|
|||||||
Casting a
vote
|
Chickasaw
Treaty
|
|||||||
Comments:
|
||||||||
*Teachers will have an additional card to turn in
immediately, or to mail.
Into the Wilderness
|
||||||||
Teachers,
Please comment on your experience
|
||||||||
What I
Appreciated The Most:
|
||||||||
What Can
Be Done Better:
|
||||||||
*Word search handout for children to take home.
 |
| The Sassy Countess Word Search for Travellers Rest Plantation and Museum |
[i] “General
Jackson; Nashville; Tennessee; Orleans,” Augusta Chronicle Vol 41, Issue 58,
(Wednesday, April 25, 1827), 3. Genealogy Bank. (accessed April 30,
2014)
[ii] John
Overton. Diary. (1801) Historic Travellers Rest Plantation & Museum
Collection, Nashville, TN.
[iii] Chad
Burgess, Personal communication with author. 2014.
[iv] “Directors;
Branch Bank; Tennessee,” Nashville Gazette, (February 10, 1821.) Genealogy
Bank.
(accessed April 30, 2014)
[v] “Cumberland
College,” National Gazette, (Thursday, October 26, 1826) Genealogy
Bank.
(accessed April 30, 2014)
[vi] Michael C.
Moore, Emanuel Breitburg, Kevin E. Smith, and Mary Beth Trubitt, “One
Hundred Years of Archaeology at Gordontown: A
Fortiefied Mississippian Town in Middle Tennessee,” Southeastern Archaeology,
Vol 28, No. 2. (Winter 2009), 102-103. Jstor. (accessed March 31, 2014)
[vii] Ibid.
[viii] Mapquest.
(2014) mapquest.com. (accessed April 29, 2014)
[ix] “Early
Cultures: Pre-European Peoples of Wisconsin, Overview of the Mississippian
& Oneota Traditions,” Mississippi Valley Archaeology Center. (N.d.)
http://www.uwlax.edu/mvac/ (accessed April 30, 2014)
[x] Gary D.
Crites, “Domesticated Sunflower in Fifth Millennium B.P. Temporal Context: New
Evidence From Middle Tennessee.” In JSTOR. 1993. Jstor.org. (accessed
March 29, 2014)
[xi] “Alabama
Archaeology: Prehistoric Alabama,” University of Alabama, (2013)
http://bama.ua.edu/~alaarch/prehistoricalabama/mississippian.htm
(accessed April 30, 2014)
[xii]
Mississippian People. Fire-Pit, n.d. Clay, Historic Travellers Rest
Plantation & Museum,
Nashville, TN.
[xiii] Ibid.
[xiv] Pat Johns,
“Sycamore Shoals and Fort Watauga: The Beginnig of the American Road West,”
(2007) Watauga Lake Magazine Online. (2007)
http://www.wataugalakemagazine.com/sycamoreshoalstennessee.html (accessed April
29, 2014)
[xv] Ibid.
[xvi] Ibid.
The Eastern area of Tennessee tried to secede from
Virginia, but was not permitted to do so. Later, when it
was part of North Carolina,
they tried again and were successful, thus creating an entity with its own
government which lasted for two years.
[xvii] Ed Crews,
“Voting in Early America,” (Spring 2007) Colonial Williamsburg: That the
Future
May Learn From the Past. (2014).
http://www.history.org/Foundation/journal/spring07/elections.cfm (accessed
April 22, 2014)
[xviii] Johns.
[xix]
“Frequently Asked Questions,” Museum of the Cherokee Indian. N.d.
https://www.cherokeemuseum.org/education-faq.htm (accessed April 30, 2014)
[xx] Jo. C.
Guild, Old Times in Tennessee with
Historical, Personal, and political Scraps and
Sketches. (Nashville: Tavel, Eastman &
Howell, 1878), 28.
[xxi] “4th
Grade ESL Tennessee History, Part Three: Settlers,” Tennessee History for
Kids, (2010.) http://www.tnhistoryforkids.org/esl/esl3 (accessed April 29,
2014)
[xxii] Jennifer
L. Eichstedt and Stephen Small. Representations of Slavery: Race and Ideology
in
Southern Plantation Museums. (Washington and London:
Smithsonian Institution Press, 2002), 4-5.
[xxiii] Victory
Seeds: Rare, Open-Pollinated & Heirloom Garden Seeds. 2014.
Victoryseeds.com. (accessed March 31, 2014)
[xxiv] Guild,
15-16.
[xxv] “John
Overton Deceased.” Tennessee Records of Davidson County, Wills and
Inventories.
Inventory Record, Davidson County, Nashville, TN. April
9, 1835.
[xxvi] Matthew
27:33; “Our Story,” Historic Travellers Rest Plantation & Museum. 2011.
www.travellersrestplantation.org. (accessed March 28,
2014)
[xxvii]
University of Tennessee Libraries, “Tennessee History of Agriculture,” Harvest:
Access to Historical U.S. Agriculture Collections. N.d.
http://harvest.mannlib.cornell.edu/node/51 (accessed April 29, 2014)
[xxviii] Carole
Stanford Bucy, Tennessee Through Time, The Early Years. (Layton, UT: Gibbs Smith, 2008), 275.
[xxix] Burgess.
[xxx]
“Abbreviated House Tours,”
[xxxi] Guild,
25.
[xxxii] Kappler,
Charles, J., ed. Indian Affairs: Laws and Treaties, Vol. 2, Treaties.
(1904) “Treaty with the Chickawaw, 1816,” United States of America
Government, Indian Affairs. (Oct. 19, 1818) Oklahoma State University
Library, n.d.
http://digital.library.okstate.edu/kappler/vol2/treaties/chi0174.htm#mn12
(accessed April 30, 2014)
[xxxii] Ibid.
[xxxii] “Parts of
Tennessee and Alabama” 18th Annual Report, State of Florida.
(N.D. ), 163. http://www.floridahistory.com/chickasaw-land.html (accessed April
30, 2014)
[xxxii] Samuel F.
Jr. Pickering, Moral Instruction &
Fiction for Children 1749-1820.
(Athens, GA: University of Georgia Press, 1993), 53.
[xxxii] “Toast Given
at a Public Dinner at Nashville, in Honor of Gen. Jackson,” American, Vol 6,
Issue 1589, (May 17, 1825), 2. Genealogy Bank. (accessed April 30,
2014)
[xxxii] John
Overton, Schoolhouse, (Early 1800s) n.d. Clay, Historic Travellers Rest
Plantation & Museum,
Nashville, TN.
[xxxii] Bureau of
American Ethnology, Chicasa Land Tracts, Mississippi: Parts of Tennessee and
Alabama, paper and ink [online], Florida
History,
http://www.floridahistory.com/ (accessed May 4, 2014)
BIBLIOGRAPHY
Primary Sources
“Alabama Archaeology: Prehistoric Alabama,” University of
Alabama, (2013)
http://bama.ua.edu/~alaarch/prehistoricalabama/mississippian.htm
(accessed April 30, 2014)
Crites, Gary D. “Domesticated Sunflower in Fifth Millennium
B.P. Temporal Context: New
Evidence From Middle Tennessee.” In
JSTOR. 1993. Jstor.org. (accessed March 29, 2014)
“Cumberland College,” National Gazette, (Thursday,
October 26, 1826) Genealogy Bank.
(accessed April 30, 2014)
“Directors; Branch Bank; Tennessee,” Nashville Gazette,
(February 10, 1821.) Genealogy
Bank. (accessed April 30,
2014)
“General Jackson; Nashville; Tennessee; Orleans,” Augusta
Chronicle Vol 41, Issue 58,
(Wednesday, April 25, 1827), 3. Genealogy
Bank. (accessed April 30, 2014)
Guild, Jo. C. Old
Times in Tennessee with Historical, Personal, and political Scraps and
Sketches. Nashville: Tavel,
Eastman & Howell, 1878.
“John Overton Deceased.” Tennessee Records of Davidson
County, Wills and Inventories.
Inventory Record, Davidson County,
Nashville, TN. April 9, 1835.
Kappler, Charles, J., ed. Indian Affairs: Laws and
Treaties, Vol. 2, Treaties. (1904) “Treaty
with the Chickawaw, 1816,” United
States of America Government, Indian Affairs. (Oct. 19, 1818) Oklahoma
State University Library, n.d.
http://digital.library.okstate.edu/kappler/vol2/treaties/chi0174.htm#mn12
(accessed April 30, 2014)
Mississippian People. Fire-Pit, n.d. Clay, Historic
Travellers Rest Plantation & Museum,
Nashville, TN.
Moore, Michael C. Emanuel Breitburg, Kevin E. Smith, and
Mary Beth Trubitt, “One
Hundred Years of Archaeology at
Gordontown: A Fortiefied Mississippian Town in Middle Tennessee,”
Southeastern Archaeology, Vol 28, No. 2. Winter 2009. Jstor.
(accessed March 31, 2014)
“Parts of Tennessee and Alabama” 18th Annual
Report, State of Florida. N.d.
http://www.floridahistory.com/chickasaw-land.html
(accessed April 30, 2014)
“Meditation upon a Broom Stick,” Spooner’s Vermont
Journal, Vol 2, Issue 100. June 28,
1785. In GenealogyBank.
2014. (accessed March 31, 2014)
Schoolhouse, (Early 1800s) n.d. Clay, Historic
Travellers Rest Plantation & Museum,
Nashville, TN.
“Toast Given at a Public Dinner at Nashville, in Honor of
Gen. Jackson,” American, Vol 6,
Issue 1589, (May 17, 1825),
2. Genealogy Bank. (accessed April 30, 2014)
Victory Seeds: Rare, Open-Pollinated & Heirloom
Garden Seeds. 2014.
Victoryseeds.com. (accessed March
31, 2014)
Secondary Sources
“4th Grade ESL Tennessee History, Part Three:
Settlers,” Tennessee History for Kids,
(2010.)
http://www.tnhistoryforkids.org/esl/esl3 (accessed April 29, 2014)
Bucy, Carole Stanford Tennessee Through Time, The Early
Years. Layton, UT: Gibbs
Smith, 2008.
Crews, Ed. “Voting in Early America,” Spring 2007. Colonial
Williamsburg: That the
Future May Learn From the Past. 2014.
http://www.history.org/Foundation/journal/spring07/elections.cfm (accessed
April 22, 2014)
Eichstedt, Jennifer L. and Stephen Small. Representations of
Slavery: Race and Ideology in
Southern Plantation Museums.
Washington and London: Smithsonian Institution Press, 2002.
“Frequently Asked Questions,” Museum of the Cherokee
Indian. N.d.
https://www.cherokeemuseum.org/education-faq.htm
(accessed April 30, 2014)
Johns, Pat. “Sycamore Shoals and Fort Watauga: The Beginnig
of the American Road
West,” (2007) Watauga Lake
Magazine Online. (2007)
http://www.wataugalakemagazine.com/sycamoreshoalstennessee.html (accessed April
29, 2014)
Mapquest. 2014. mapquest.com. (accessed April 29,
2014)
“Our Story,” Historic Travellers Rest Plantation &
Museum. 2011.
www.travellersrestplantation.org.
(accessed March 28, 2014)
Pickering, Samuel F. Jr.
Moral Instruction & Fiction for Children 1749-1820.
Athens, GA: University of Georgia
Press, 1993.
University of Tennessee Libraries, “Tennessee History of
Agriculture,” Harvest: Access to
Historical U.S. Agriculture
Collections. N.d. http://harvest.mannlib.cornell.edu/node/51 (accessed
April 29, 2014)
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