The U.S. War With Mexico: A Brief History With Documents (Bedford Series In History Amp; Culture) E [HOT]
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BlackHawkProductions.com is committed to supporting public understanding of the Mormon colonialization of Utah and the Black Hawk War. We understand that Native American culture and history can be challenging to learn, and to find reliable inforamtion. We strive to ensure you have the most valuable and relevant content and resources. P. B. GOTTFREDSON - BookStore is a huge collection of research books and videos for historians, educators, students, and enthusiasts. Mr. Gottfredson spent 20 years researching Utah's Black Hawk War and the devastation that it caused indigenous inhabitants. He is the author of My Journey to Understand Black Hawk's Mission of Peace. For Decades Mr. Gottfredson lived with the Timpanogos Nation and indigenous people throughout North and South America to learn their history and culture firsthand. Phillip benefited tremendously from Native American spiritual teachings that gave him a unique insight into the Black Hawk War in Utah, and settler colonialism as seen through the lens of Native Americans.
Notes on Contributors Ernesto Chávez is associate professor of history at the University of Texas at El Paso. He is the author of "¡Mi Raza Primero!" (My People First!): Nationalism, Identity and Insurgency in the Chicano Movement in Los Angeles, 1966-1978 (University of California Press, 2002) and The U.S. War with Mexico: A Brief History with Documents (Bedford/St. Martin's Press, 2007). Currently, he is working on a critical biography of Ramón Novarro.
Estelle B. Freedman, the Edgar E. Robinson Professor in US History at Stanford University, is the author or editor of nine books on the history of women, feminism, and sexuality, including Feminism, Sexuality, and Politics: Essays by Estelle B. Freedman (University of North Carolina Press, 2006); No Turning Back: The History of Feminism and the Future [End Page 669] of Women (Ballantine Books, 2002); and, with John D'Emilio, Intimate Matters: A History of Sexuality in America (2nd ed., University of Chicago Press, 1997). She is currently writing a book about the political response to rape in US history.
Rachel Jean-Baptiste is an assistant professor of African history at the University of Chicago. She has published articles on the history of sexuality, the law, marriage, gender, and family in Central Africa. Her book on marriage and urban history in Gabon is forthcoming with Ohio University Press.
Contributions: John Craig HammondJohn Craig Hammond is an associate professor of history and assistant director of academic affairs at Penn State New Kensington in suburban Pittsburgh. He is the author and editor of numerous works on slavery and empire in North American history. Most recently, he is co-editor, with Jeffrey Pasley, of volume 1 of A Fire Bell in the Past: The Missouri Crisis at 200 (University of Missouri Press, 2021).
Students often find the concept of change over time elementary. Even individuals who claim to despise history can remember a few dates and explain that some preceded or followed others. At any educational level, timelines can teach change over time as well as the selective process that leads people to pay attention to some events while ignoring others. In our U.S. survey class, we often ask students to interview family and friends and write a paper explaining how their family's history has intersected with major events and trends that we are studying. By discovering their own family's past, students often see how individuals can make a difference and how personal history changes over time along with major events.
In our own classes, we have taught context using an assignment that we call "Fact, Fiction, or Creative Memory." In this exercise, students wrestle with a given source and determine whether it is primarily a work of history, fiction, or memory. We have asked students to bring in a present-day representation of 1950s life and explain what it teaches people today about life in 1950s America. Then, we have asked the class to discuss if the representation is a historically fair depiction of the era. We have also assigned textbook passages and Don DeLillo's Pafko at the Wall, then asked students to compare them to decide which offers stronger insights into the character of Cold War America.4 Each of these assignments addresses context, because each asks students to think about the distinctions between representations of the past and the critical thinking about the past that is history. Moreoever, each asks students to weave together a variety of sources and assess the reliability of each before incorporating them into a whole.
Historians use context, change over time, and causality to form arguments explaining past change. While scientists can devise experiments to test theories and yield data, historians cannot alter past conditions to produce new information. Rather, they must base their arguments upon the interpretation of partial primary sources that frequently offer multiple explanations for a single event. Historians have long argued over the causes of the Protestant Reformation or World War I, for example, without achieving consensus. Such uncertainty troubles some students, but history classrooms are at their most dynamic when teachers encourage pupils to evaluate the contributions of multiple factors in shaping past events, as well as to formulate arguments asserting the primacy of some causes over others.
To teach causality, we have turned to the stand-by activities of the history classroom: debates and role-playing. After arming students with primary sources, we ask them to argue whether monetary or fiscal policy played a greater role in causing the Great Depression. After giving students descriptions drawn from primary sources of immigrant families in Los Angeles, we have asked students to take on the role of various family members and explain their reasons for immigrating and their reasons for settling in particular neighborhoods. Neither exercise is especially novel, but both fulfill a central goal of studying history: to develop persuasive explanations of historical events and processes based on logical interpretations of evidence.
In the settlement of America we have to observe how European life entered the continent, and how America modified and developed that life and reacted on Europe. Our early history is the study of European germs developing in an American environment. Too exclusive attention has been paid by institutional students to the Germanic origins, too little to the American factors. The frontier is the line of most rapid and effective Americanization. The wilderness masters the colonist. It finds him a European in dress, industries, tools, modes of travel, and thought. It takes him from the railroad car and puts him in the birch canoe. It strips off the garments of civilization and arrays him in the hunting shirt and the moccasin. It puts him in the log cabin of the Cherokee and Iroquois and runs an Indian palisade around him. Before long he has gone to planting Indian corn and plowing with a sharp stick; he shouts the war cry and takes the scalp in orthodox Indian fashion. In short, at the frontier the environment is at first too strong for the man. He must accept the conditions which it furnishes, or perish, and so he fits himself into the Indian clearings and follows the Indian trails. Little by little he transforms the wilderness; but the outcome is not the old Europe, not simply the development of Germanic germs, any more than the first phenomenon was a case of reversion to the Germanic mark. The fact is, that here is a new product that is American. At first, the frontier was the Atlantic coast. It was the frontier of Europe in a very real sense. Moving westward, the frontier became more and more American. As successive terminal moraines result from successive glaciations, so each frontier leaves its traces behind it, and when it becomes a settled area the region still partakes of the frontier characteristics. Thus the advance of the frontier has meant a steady movement away from the influence of Europe, a steady growth of independence on American lines. And to study this advance, the men who grew up under these conditions, and the political, economic, and social results of it, is to study the really American part of our history.
The effect of the Indian frontier as a consolidating agent in our history is important. From the close of the seventeenth century various intercolonial congresses have been called to treat with Indians and establish common measures of defense. Particularism was strongest in colonies with no Indian frontier. This frontier stretched along the western border like a cord of union. The Indian was a common danger, demanding united action. Most celebrated of these conferences was the Albany congress of 1754, called to treat with the Six Nations, and to consider plans of union. Even a cursory reading of the plan proposed by the congress reveals the importance of the frontier. The powers of the general council and the officers were, chiefly, the determination of peace and war with the Indians, the regulation of Indian trade, the purchase of Indian lands, and the creation and government of new settlements as a security against the Indians. It is evident that the unifying tendencies of the Revolutionary period were facilitated by the previous cooperation in the regulation of the frontier. In this connection may be mentioned the importance of the frontier, from that day to this, as a military training school, keeping alive the power of resistance to aggression, and developing the stalwart and rugged qualities of the frontiersman.
From the time the mountains rose between the pioneer and the seaboard, a new order of Americanism arose. The West and the East began to get out of touch of each other. The settlements from the sea to the mountains kept connection with the rear and had a certain solidarity. But the overmountain men grew more and more independent. The East took a narrow view of American advance, and nearly lost these men. Kentucky and Tennessee history bears abundant witness to the truth of this statement. The East began to try to hedge and limit westward expansion. Though Webster could declare that there were no Alleghanies in his politics, yet in politics in general they were a very solid factor. 2b1af7f3a8