Traded to Comaches, he thrived in the rough, nomadic existence, quickly becoming one of the tribe's fiercest warriors. Forcibly returned to his parents after three years, Korn never adjusted to life in white society. He spent his last years in a cave, all but forgotten by his family.That is, until Scott Zesch stumbled over his own great-great-great uncle's grave. Determined to understand how such a "good boy" could have become "Indianized" so completely, Zesch travels across the west, digging through archives, speaking with Comanche elders, and tracking eight other child captives from the region with hauntingly similar experiences. With a historian's rigor and a novelist's eye, Zesch paints a vivid portrait of life on the Texas frontier, offering a rare account of captivity.

    Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white civilization take root while childhood memories of savagism gradually faded to the point of extinction. In the words of one official: Kill the Indian and save the man.Education for Extinction offers the first comprehensive account of this dispiriting effort. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a total institution designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training.Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men.The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiasticallyBased upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.

    Known as the Occidental Mission Home, it survived earthquakes, fire, bubonic plague, and violence directed against its occupants and supporters--a courageous group of female abolitionists who fought the slave trade in Chinese women. With compassion and an investigative historian's sharp eyes, Siler tells the story of both the abolitionists, who challenged the corrosive, anti-Chinese prejudices of the time, and the young women who dared to flee their fate. She relates how the women who ran the house defied contemporary convention, even occasionally broke the law, by physically rescuing children from the brothels where they worked, or snatching them off the ships smuggling them in, and helped bring the exploiters to justice. She has also uncovered the stories of many of the girls and young women who came to the Mission and the lives they later led, sometimes becoming part of the home's staff themselves. A remarkable story of an overlooked part of our history, told with sympathy and vigor.

    This is a lively overview of the major ideas and concepts in archaeological theory.

    Is American education preparing the future leaders our nation needs, or merely struggling to teach basic literacy and job skills? Without leadership education, are we settling for an inadequate system that delivers educational, industrial, governmental and societal mediocrity? In A Thomas Jefferson Education: Teaching a Generation of Leaders for the Twenty-first Century, Oliver DeMille presents a new educational vision based on proven methods that really work! Teachers, students, parents, educators, legislators, leaders and everyone who cares about America's future must read this compelling book.

    St. Anne’s, in north­ern Ontario, is an institution now notorious for the range of punishments that staff and teachers inflicted on students. Even as Metatawabin built the trappings of a successful life—wife, kids, career—he was tormented by horrific memories. Fuelled by alcohol, the trauma from his past caught up with him, and his family and work lives imploded. In seeking healing, Metatawabin travelled to southern Alberta. There he learned from elders, par­ticipated in native cultural training workshops that emphasize the holistic approach to personhood at the heart of Cree culture, and finally faced his alcoholism and PTSD. Metatawabin has since worked tirelessly to expose the wrongdoings of St. Anne’s, culminating in a recent court case demanding that the school records be released to the Truth and Reconciliation Commission. Now Metatawabin’s mission is to help the next generation of residential school survivors. His story is part of the indigenous resurgence that is happening across Canada and worldwide: after years of oppression, he and others are healing themselves by rediscovering their culture and sharing their knowledge.  Coming full circle, Metatawabin’s haunting and brave narrative offers profound lessons on the impor­tance of bearing witness, and the ability to become whole once again.

    Twelve years later, he left school frozen at the emotional age of seven. He was confused, angry and conflicted, on a path of self-destruction. At age 29, he emerged from this blackness. By age 32, he had graduated from the Civil Engineering Program at the Northern Alberta Institute of Technology and begun a journey of self-exploration and healing.In this powerful and poignant memoir, Ted examines the impact of his psychological, emotional and sexual abuse, the loss of his language and culture, and, most important, the loss of his family and community. He goes beyond details of the abuses of Native children to relate a unique understanding of why most residential school survivors have post-traumatic stress disorders and why succeeding generations of First Nations children suffer from this dark chapter in history.Told as remembrances described with insights that have evolved through his healing, his story resonates with his resolve to help himself and other residential school survivors and to share his enduring belief that one can pick up the shattered pieces and use them for good.

    When the Tea Party became a leading symbol of the Revolutionary ear fifty years after the actual event, this 'common man' in his nineties was 'discovered' and celebrated in Boston as a national hero. Young pieces together this extraordinary tale, adding new insights about the role that individual and collective memory play in shaping our understanding of history.

    Book annotation not available for this title.Title: Traditions & EncountersAuthor: Bentley, Jerry H./ Ziegler, Herbert F.Publisher: McGraw-Hill CollegePublication Date: 2010/10/08Number of Pages: 460Binding Type: PAPERBACKLibrary of Congress: 2010036144

    Alexis de Tocqueville, a young French aristocrat, came to the young nation to investigate the functioning of American democracy & the social, political & economic life of its citizens, publishing his observations in 1835 & 1840. Brilliantly written, vividly illustrated with vignettes & portraits, Democracy in America is far more than a trenchant analysis of one society at a particular point in time. What will most intrigue modern readers is how many of the observations still hold true: on the mixed advantages of a free press, the strained relations among the races & the threats posed to democracies by consumerism & corruption. So uncanny is Tocqueville’s insight & so accurate are his predictions, that it seems as tho he were not merely describing the American identity but actually helping to create it.

    Unlike most studies, which assume that the "rise of the West" is the story of the coming of the modern world, this history, drawing upon new scholarship on Asia, Africa, and the New World, constructs a story in which those parts of the world play major roles. Robert B. Marks defines the modern world as one marked by industry, the nation state, interstate warfare, a large and growing gap between the wealthiest and poorest parts of the world, and an escape from "the biological old regime." He explains its origins by emphasizing contingencies (such as the conquest of the New World); the broad comparability of the most advanced regions in China, India, and Europe; the reasons why England was able to escape from common ecological constraints facing all of those regions by the 18th century; and a conjuncture of human and natural forces that solidified a gap between the industrialized and non-industrialized parts of the world. Now in a new edition that brings the saga of the modern world to the present, the book considers how and why the United States emerged as a world power in the twentieth century and became the sole superpower by the twenty-first century. Once again arguing that the rise of the United States to global hegemon was contingent, not inevitable, Marks also points to the resurgence of Asia and the vastly changed relationship of humans to the environment that may, in the long run, overshadow any political and economic milestones of the past hundred years.

    More than 150 Native Americans were slaughtered, the vast majority of them women, children, and the elderly, making it one of the most infamous cases of state-sponsored violence in U.S. history. "A Misplaced Massacre" examines the ways in which generations of Americans have struggled to come to terms with the meaning of both the attack and its aftermath, most publicly at the 2007 opening of the Sand Creek Massacre National Historic Site.This site opened after a long and remarkably contentious planning process. Native Americans, Colorado ranchers, scholars, Park Service employees, and politicians alternately argued and allied with one another around the question of whether the nation s crimes, as well as its achievements, should be memorialized. Ari Kelman unearths the stories of those who lived through the atrocity, as well as those who grappled with its troubling legacy, to reveal how the intertwined histories of the conquest and colonization of the American West and the U.S. Civil War left enduring national scars.Combining painstaking research with storytelling worthy of a novel, "A Misplaced Massacre" probes the intersection of history and memory, laying bare the ways differing groups of Americans come to know a shared past."

    All parties in these dramas were uncertain--hopeful and fearful--about the opportunity and challenge presented by new realities. Indians and English both believed they could control the developing relationship. Each group was curious about the other, and interpreted through their own standards and traditions. At the same time both came from societies in the process of unsettling change and hoped to derive important lessons by studying a profoundly different culture.These meetings and early relationships are recorded in a wide variety of sources. Native people maintained oral traditions about the encounters, and these were written down by English recorders at the time of contact and since; many are maintained to this day. English venturers, desperate to make readers at home understand how difficult and potentially rewarding their enterprise was, wrote constantly of their own experiences and observations and transmitted native lore. Kupperman analyzes all these sources in order to understand the true nature of these early years, when English venturers were so fearful and dependent on native aid and the shape of the future was uncertain.Building on the research in her highly regarded book Settling with the Indians, Kupperman argues convincingly that we must see both Indians and English as active participants in this unfolding drama.

    When this book was first published in 1898, it was an international plea for justice. Just as Admiral Thomas had restored Hawaiian sovereignty in 1843 following an illegal action by Lord Paulet, Queen Lili'uokalani prayed that the American nation would similarly reestablish the Hawaiian throne. Queen Lili'uokalani died on November 11, 1917, her poignant plea for justice unanswered. "If a big wave comes in large fishes will come from the dark ocean which you never saw before, and when they see the small fishes they will eat them up; such also is the case with large animals, they will prey on the smaller ones; the ships of the whitemen have come, and smart people have arrived from the Great Countries which you have never seen before, they know our people are few in number and living in a small country; they will eat us up, such has always been the case with large countries, the small ones have been gobbled up." - David Malo

    Your students will gain an appreciation and understanding of ancient and modern cultures through myths and epics from the Middle East, Greece and Rome, the Far East and Pacific islands, the British Isles, Northern Europe, Africa, and the Americas. An introduction and historical background supplement each myth. Questions at the end of each selection prompt analysis and response.