This is a rare firsthand expression of native religion, without the filters imposed by translators or anthropologists. Rather than a scientific treatise, Eastman has written a book, "as true as I can make it to my childhood teaching and ancestral ideals, but from the human, not the ethnological standpoint." His discussions of the forms of ceremonial and symbolic worship, the unwritten scriptures, and the spirit world emphasize the universal quality and personal appeal of Native American religion.Excerpt:Thus spoke the great Seneca ora tor, Red Jacket, in his superb reply to Missionary Cram more than a century ago, and I have often heard the same thought expressed by my countrymen.

    The achievements of the United States during that war, often underrated by military historians, were in fact remarkable, and they turned the tide of the conflict. So says John S. D. Eisenhower, one of today's most acclaimed military historians, in his sweeping history of the Great War and the men who won it: the Yanks of the American Expeditionary Force. Their men dying in droves on the stalemated Western Front, British and French generals complained that America was giving too little, too late. John Eisenhower shows why they were wrong. The European Allies wished to plug the much-needed U.S. troops into their armies in order to fill the gaps in the line. But General John J. "Black Jack" Pershing, the indomitable commander of the AEF, determined that its troops would fight together, as a whole, in a truly American army. Only this force, he argued -- not bolstered French or British units -- could convince Germany that it was hopeless to fight on. Pershing's often-criticized decision led to the beginning of the end of World War I -- and the beginning of the U.S. Army as it is known today. The United States started the war with 200,000 troops, including the National Guard as well as regulars. They were men principally trained to fight Indians and Mexicans. Just nineteen months later the Army had mobilized, trained, and equipped four million men and shipped two million of them to France. It was the greatest mobilization of military forces the New World had yet seen. For the men it was a baptism of fire. Throughout Yanks Eisenhower focuses on the small but expert cadre of officers who directed our effort: not only Pershing, but also the men who would win their lasting fame in a later war -- MacArthur, Patton, and Marshall. But the author has mined diaries, memoirs, and after-action reports to resurrect as well the doughboys in the trenches, the unknown soldiers who made every advance possible and suffered most for every defeat. He brings vividly to life those men who achieved prominence as the AEF and its allies drove the Germans back into their homeland -- the irreverent diarist Maury Maverick, Charles W. Whittlesey and his famous "lost battalion," the colorful Colonel Ulysses Grant McAlexander, and Sergeant Alvin C. York, who became an instant celebrity by singlehandedly taking 132 Germans as prisoners. From outposts in dusty, inglorious American backwaters to the final bloody drive across Europe, Yanks illuminates America's Great War as though for the first time. In the AEF, General John J. Pershing created the Army that would make ours the American age; in Yanks that Army has at last found a storyteller worthy of its deeds.

    Still, this first-hand account does shed much light on what it was really like to come under the charge of many different Indian tribes.Although Brayton’s treatment was not entirely negative or positive, his frank and blunt story does much to dispel the romantic stories that have been perpetuated about young settlers’ children who became Indian chattel. It does much to tell true history and dispel any deliberate or accidental revisions. In many cases the Indians treated Brayton well, but there can be no doubt that they stole from him and his family a life that would end up confused and stuck between two worlds. Although Brayton did finally unite with many of his natural family, he never stopped identifying with Native Americans, and he was forced to leave an Indian wife and child behind. In fact, when the War of Rebellion or Civil War broke out, Brayton enlisted and served in an American Indian brigade. Chet DembeckPublisher of One

    A mere handful are first-person accounts by slaves who ran away and freed themselves. Now two newly uncovered narratives, and the biographies of the men who wrote them, join that exclusive group with the publication of A Slave No More, a major new addition to the canon of American history. Handed down through family and friends, these narratives tell gripping stories of escape: Through a combination of intelligence, daring, and sheer luck, the men reached the protection of the occupying Union troops. David W. Blight magnifies the drama and significance by prefacing the narratives with each man’s life history. Using a wealth of genealogical information, Blight has reconstructed their childhoods as sons of white slaveholders, their service as cooks and camp hands during the Civil War, and their climb to black working-class stability in the north, where they reunited their families. In the stories of Turnage and Washington, we find history at its most intimate, portals that offer a rich new answer to the question of how four million people moved from slavery to freedom. In A Slave No More, the untold stories of two ordinary men take their place at the heart of the American experience.

    Columbus is often a child's first lesson about encounters between different cultures and races. The murky legend of a brave adventurer tells children whose version of history to accept, and whose to ignore. It says nothing about the brutality of the European invasion of North America.We need to listen to a wider range of voices. We need to hear from those whose lands and rights were taken away by those who "discovered" them. Their stories, too often suppressed, tell of 500 years of courageous struggle, and the lasting wisdom of native peoples. Understanding what really happened to them in 1492 is key to understanding why people suffer the same injustices today.More than 80 essays, poems, interviews, historical vignettes, and lesson plans reevaluate the myth of Columbus and issues of indigenous rights. Rethinking Columbus is packed with useful teaching ideas for kindergarten through college.

    Perhaps no Indian ever saw so much of American expansion or fought harder to prevent that expansion from driving his people to exile and death.He knew Zebulon Pike, William Clark, Henry Schoolcraft, George Catlin, Winfield Scott, and such figures in American government as President Andrew Jackson and Secretary of State Lewis Cass. He knew Chicago when it was a cluster of log houses around a fort, and he was in St. Louis the day the American flag went up and the French flag came down.He saw crowds gather to cheer him in Philadelphia, Baltimore, and New York - and to stone the driver of his carriage in Albany - during a fantastic tour sponsored by the government.And at last he dies in 1838, bitter in the knowledge that he had led men, women, and children of his tribe to slaughter on the banks of the Mississippi.After his capture at the end of the Black Hawk War, he was imprisoned for a time and then released to live in the territory that is now Iowa. He dictated his autobiography to a government interpreter, Antoine LeClaire, and the story was put into written form by J. B. Patterson, a young Illinois newspaperman. Since its first appearance in 1833, the autobiography has become known as an American classic.

    Much less understood is how disastrous it was for the "victors, " the Sioux and Cheyenne under the leadership of Sitting Bull: within fifteen years all Native Americans were confined to reservations, their culture in ruins. James Welch poignantly resurrects their side of the story from beneath a mountain of myth and misinterpretation, relating in masterful prose the pride and desperation of a people stripped of treaty rights and hounded from ancestral hunting grounds into wretched reservations. Through this critical missing piece that tells the Indian side of the story, " Killing Custer" rethinks the meaning of the Little Bighorn for a multicultural society.

    A sweeping panorama of plantation life before the Civil War, this book reveals that slaves frequently rebelled against their masters and ran away from their plantations whenever they could. For generations, important aspects about slave life on the plantations of the American South have remained shrouded. Historians thought, for instance, that slaves were generally pliant and resigned to their roles as human chattel, and that racial violence on the plantation was an aberration. In this precedent setting book, John Hope Franklin and Loren Schweninger demonstrate that, contrary to popular belief, significant numbers of slaves did in fact frequently rebel against their masters and struggled to attain their freedom. By surveying a wealth of documents, such as planters' records, petitions to county courts and state legislatures, and local newspapers, this book shows how slaves resisted, when, where, and how they escaped, where they fled to, how long they remained in hiding, and how they survived away from the plantation. Of equal importance, it examines the reactions of the white slaveholding class, revealing how they marshaled considerable effort to prevent runaways, meted out severe punishments, and established patrols to hunt down escaped slaves. Reflecting a lifetime of thought by our leading authority in African American history, this book provides the key to truly understanding the relationship between slaveholders and the runaways who challenged the system--illuminating as never before the true nature of the South's most peculiar institution.

    Chronologically organized, it provides an objective overview of each major period in the development of American education, setting the discussion against the broader backdrop of national and world events. The first text to explore Native American traditions (including education) prior to colonization, it also offers strong, ongoing coverage of minorities and women.Key points that define the fourth edition of this volume include:Balanced Perspective - The authors provide contrasting views of American educational traditions, reforms, and theories in order to maintain a balanced view of events. They focus on conflicts, compromises and outcomes (positive and negative) that have defined America's educational past and that shape its future options. They also set discussions against the broader backdrop of national and world events.Pre-colonial Focus - A unique and much praised opening chapter discusses the educational traditions of Native Americans and the two-way learning exchanges that occurred between two distinct "old world" cultures, that is, between Native American and European cultures. The Indians taught as well as learned from the colonists. No other text has this feature.Cultural Conflict Focus - Throughout the text attention is paid to the cultural conflicts embedded in the majority-minority struggles of Native Americans and various immigrant groups throughout the nation's history. Chapter 5: Class, Caste and Education in the South provides an in-depth analysis of the educational legacy of Southern culture throughout the 19th and 20th centuries.Readability - Reviewers have labeled this the "best written text on the market" in terms of style, clarity and interest. "It's clarity and readability differentiate it from other books."Changes - The fourth edition will include more visual illustrations as well as substantial new material. A new epilogue adds closing comments on the present and future prospects for American education.

    While he viewed slavery as a moral crime abhorrent to American principles, he disapproved of anti-slavery activists. Until the last year of his life, he advocated "voluntary deportation," concerned that free blacks in a white society would result in centuries of conflict. In 1861, he had reluctantly taken the nation to war to save it. While this devastating struggle would preserve the Union, it would also abolish slavery—creating the biracial democracy Lincoln feared. John Quincy Adams, forty years earlier, was convinced that only a civil war would end slavery and preserve the Union. An antislavery activist, he had concluded that a multiracial America was inevitable.Lincoln and the Abolitionists, a frank look at Lincoln, "warts and all," provides an in-depth look at how these two presidents came to see the issues of slavery and race, and how that understanding shaped their perspectives. In a far-reaching historical narrative, Fred Kaplan offers a nuanced appreciation of both these great men and the events that have characterized race relations in America for more than a century—a legacy that continues to haunt us all.The book has a colorful supporting cast from the relatively obscure Dorcas Allen, Moses Parsons, Violet Parsons, Theophilus Parsons, Phoebe Adams, John King, Charles Fenton Mercer, Phillip Doddridge, David Walker, Usher F. Linder, and H. Ford Douglas to Elijah Lovejoy, Francis Scott Key, William Channing, Wendell Phillips, and Rufus King. The cast includes Hannibal Hamlin, Lincoln’s first vice president, and James Buchanan and Andrew Johnson, the two presidents on either side of Lincoln. And it includes Abigail Adams, John Adams, Henry Clay, Stephen A. Douglas, and Frederick Douglass, who hold honored places in the American historical memory.The subject of this book is slavery and racism, the paradox of Lincoln, our greatest president, as an antislavery moralist who believed in an exclusively white America; and Adams, our most brilliant statesman, as an antislavery activist who had no doubt that the United States would become a multiracial nation. It is as much about the present as the past.

    The Stamp Act Crisis, originally published by UNC Press in 1953, identifies the issues that caused the confrontation and explores the ways in which the conflict was a prelude to the American Revolution.

    A full-blooded Sioux, he was many things in the white man's world -- rodeo clown, painter, prisioner. But, above all, he was a holy man of the Lakota tribe. Seeker of Vision The story he tells is one of harsh youth and reckless manhood, shotgun marriage and divorce, history and folklore as rich today as ever -- and of his fierce struggle to keep pride alive, though living as a stranger in his own ancestral land.

    From her early years as a British debutante to her last days as the U.S. Ambassador to France, Harriman dealt with more powerful figures than nearly anyone else in the twentieth century, and in the process, she achieved her own fame in their reflected glory.

    In "Bonds of Alliance," Brett Rushforth reveals the dynamics of this system from its origins to the end of French colonial rule. Balancing a vast geographic and chronological scope with careful attention to the lives of enslaved individuals, this book gives voice to those who lived through the ordeal of slavery and, along the way, shaped French and Native societies. Rather than telling a simple story of colonial domination and Native victimization, Rushforth argues that Indian slavery in New France emerged at the nexus of two very different forms of slavery: one indigenous to North America and the other rooted in the Atlantic world. The alliances that bound French and Natives together forced a century-long negotiation over the nature of slavery and its place in early American society. Neither fully Indian nor entirely French, slavery in New France drew upon and transformed indigenous and Atlantic cultures in complex and surprising ways. Based on thousands of French and Algonquian-language manuscripts archived in Canada, France, the United States and the Caribbean, "Bonds of Alliance" bridges the divide between continental and Atlantic approaches to early American history. By discovering unexpected connections between distant peoples and places, Rushforth sheds new light on a wide range of subjects, including intercultural diplomacy, colonial law, gender and sexuality, and the history of race.

    He then moves backward in time to the ancestors of the Tainos—two successive groups who settled the West Indies and who are known to archeologists as the Saladoid peoples and the Ostionoid peoples. By reconstructing the development of these groups and studying their interaction with other groups during the centuries before Columbus, Rouse shows precisely who the Tainos were. He vividly recounts Columbus's four voyages, the events of the European contact, and the early Spanish views of the Tainos, particularly their art and religion. The narration shows that the Tainos did not long survive the advent of Columbus. Weakened by forced labor, malnutrition, and diseases introduced by the foreigners, and dispersed by migration and intermarriage, they ceased to exist as a separate population group. As Rouse discusses the Tainos' contributions to the Spaniards—from Indian corn, tobacco, and rubber balls to art, artifacts, and new words—we realize that their effect on Western civilization, brief through their contact, was an important and lasting one.