Lesson 1.0: Overview

Readings

Lesson Contents
Lesson 1 consists of the the following subsections which you can reach by clicking on the links below. Be certain to print or read all subsections.

Lesson Summary
We will begin this lesson by getting to know each other and procede to discuss the course goals, philosophy and format, and introduce you to the syllabus. We then move to course content with a study of the immediate causes of the Dakota conflict of 1862 and the divisive issues arising from Dakota-Euroamerican interaction in what would become the state of Minnesota. We will focus on the 1851 treaties at Traverse des Sioux and Mendota in which the Dakota leaders agreed, with reluctance, to sell the vast territory known to the settlers as "Suland," a region that comprised nearly all of the southern half of the future state of Minnesota. Selected readings from contemporary accounts will help us investigate attitudes of both Indian and white as increasing numbers of Euroamericans flooded into the territory to establish themselves on former Indian lands.

Main goals
After completing this lesson you will:

  • know your instructor and classmates better
  • understand how to deal with the course's online requirements
  • be able to identify the seven tribal components of the Dakota nation
  • be able to discuss issues central to the land negotiations at Traverse des Sioux and Mendota in 1851
  • be able to list reasons the Dakota gave government officials for not wanting to sell their land

Personal Introductions:
Before we begin our work, I believe it is important to get know each other. So let's begin the introductions...I'll go first. My name is Fred Johnson, I've been a teacher and writer for some 30 years. I'm looking forward to again using an online format. I've taught Minnesota's Own Civil War: The Dakota Uprising of 1861" online a number of times. I've also taught it in the traditional classroom setting.

I'm a native of Red Wing, Minn. and came by my interest in history, to a large extent, because of my hometown. The city and its people have played a significant role in Minnesota history and I wanted to learn about it. I began stopping off at the Goodhue County Historical Society museum as a third grader to view the exhibits. Before an image of some strange little 8-year old history nut becomes fixed in your minds, let me assure you I did have other interests as a young person, particularly participation in sports. Upon graduation from high school, I attended the University of Wisconsin-River Falls were I received a bachelor's degree in education. I later earned my master's at River Falls and an Ed.S. at the University of St. Thomas. My wife Diane (also a Red Wing native) and I taught in St. Paul public schools together. She left the profession early. I continued. I pursued my interest in writing as sports editor of a weekly newspaper but later moved back to my first love - historical research and writing. In 1986, I wrote my first book, The Sea Wing Disaster and followed that with some articles for historical journals and some special contracted history projects. My new book, Goodhue County, Minnesota: A Narrative History, was just published.

I began my research into the Dakota conflict of 1862 for my own personal edification some 25 years ago. I discovered it to be a fascinating and tragic story and after completing this course hope that you will agree with me about its importance in Minnesota's evolution.

As we embark upon this study together, I'm reminded of the need to learn about the past in order to more effectively deal with the present. As Kierkegaard notes, "Life must be lived forwards, but can only be understood backwards."

Now it's your turn. Since we're all in this together I think we should learn more about each other. Please introduce yourselves to each other and get to know on another. Here's what I want you to do:

Conference Center Activity:

  • Go to our class conference "Minnesotasowncivilwarfall02" at the Conference Center at Hamline by clicking here (or from the link on the course homepage), and locate the activity "Introductions."
  • Double-click on "Introductions" to open the item; then introduce yourselves at the Center.
  • Respond to introductions from two other course participants. That way you get a chance to "talk" to other class members.
  • Read the other participants' exchanges as well to get to know other class members.

Remember, you must be registered to participate in the Conference Center. If you need information about using the Conference Center, click here to go to the Conference Center information page.

Readings:
Rhoda R. Gilman, "How Minnesota Became the 32nd State," Minnesota History, 56 (Winter, 1998-99), 154-167.

Frederick L. Johnson, "A Thoroughly Sordid Affair," 21-29, from Goodhue County Minnesota, A Narrative History.

Barbara T. Newcombe, "A Portion of the American People: The Sioux Sign a Treaty in Washington in 1858," Minnesota History, 45 (Fall 1976), 82-96.

William W. Folwell, A History of Minnesota, Vol II. Appendix 9, 393-400, "The Treaties of 1858".

"Official Reports and Correspondence," 224-237, from Minnesota in the Civil and Indian Wars, 1861-1865.

Kenneth Carley, "The Uprising Begins, (p 10-14), " in The Sioux Uprising of 1862, Minnesota Historical Society; St. Paul, 1976.

Big Eagle's Account (p. 147-153) in Gary Clayton Anderson and Alan R. Woolworth (eds.), Through Dakota Eyes: Narrative Accounts of the Minnesota Indian War of 1862, Minnesota Historical Society Press, 1988.

Jannette E. Sweet, "Mrs. J. E. De Camp Sweet's Narrative of Her Captivity in the Sioux Outbreak of 1862," Minnesota Historical Society Collections, 6:354-380 (1894).

 

Updated 10/04/02