DOCSLIB.ORG

Lasalle College High School A.P.United State History Summer Reading 2016

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Lasalle College High School A.P.United State History Summer Reading 2016 LASALLE COLLEGE HIGH SCHOOL A.P.UNITED STATE HISTORY SUMMER READING 2016 SOCIAL STUDIES DEPARTMENT BOOK: Empire of the Summer Moon: Quanah Parker and the Rise and Fall of the Comanche’s, the Most Powerful Indian Tribe in American History by S.G. Gwynne ISBN: 13: 978-1416591061 Kindle Availability: $12.99 OBJECTIVE: Read Empire of the Summer Moon by S.G. Gwynne to help you to understand the complex issues surrounding the history of Native Americans in the 19th and 20th centuries. First you will analyze the importance of the Comanche’s in the pre-Columbian history of Texas. Then you will examine the broader culture of the Plains Indians and the inevitable conflict that developed between whites and Indians. Finally you will come to understand the logic of American Manifest Destiny and the implied “final solution” to the Indian problem as it unfolded in the post-civil war era, evaluating the treaty systems as they existed to determine if justice was served for the American Indian. Summer reading/writing assignment based on Empire of the Summer Moon It is advised that you refer to the study guide provided in this letter to assist you in reading the work. You must arrive on the first day of class with a concise and organized five (5) paragraph (More but not less) essay in response to EACH of the following (3) questions. You must use direct quotes, specific examples, and page citations from the work. Question # 1 Compare and contrast the development of the Comanche Indian identity to that of the Anglo Population immigrating to Western Texas during the 19th century. Be sure to comment on the plight of Cynthia Ann Parker and her life in the crosshairs of both cultures. Question # 2 F. Scott Fitzgerald once suggested that ‘there are no second acts in American lives’. Quanah Parker’s life serves as an exception to that rule as it was completely changed after the final capture of his Comanche band in June 1875. This end to the wild life of the Comanche’s was merely the beginning of something very new and very different. He would spend the rest of his life remaking and reinventing himself as a prosperous, tax- paying citizen of the United States of America who dressed in wool suits and Stetson hats, attended school board meetings and hosted dinner parties with the President of the United States….all the while looking out for the Comanche Nation as a father. The notion that a late Stone Age barbarian would move into the mainstream of industrial American culture was just short of ridiculous. A half-breed Comanche warrior of jaw- dropping aggressiveness, Parker was to become a bourgeois statesman, a prosperous burgher, a religious leader and businessman who played the game of capitalism as well as anyone in Texas. Quanah never looked back. How did this happen? Identify 3 personal characteristics and 3 specific actions which allowed Quanah Parker to transform himself from a wild warrior and become the most successful and influential Native American of the late 19th century. Question #3 “The defeat of the Spanish at the hands of the Comanche’s ‘changed the history of the West and the fate of North America forever.” “The year 1836 was the most ‘tumultuous and transformative’ year in the history of Texas”. “The date October 3rd, 1871 marked the ‘beginning of the ‘final solution’ for American Indians”. Explain and connect these 3 watersheds in Texas and American History. How they all are related to the rise and fall of the Comanches – the most powerful Indian tribe in American History. The following is your READING GUIDE to the book Empire of the Summer Moon. It is only a guide; NOT an assignment. Use it to summarize your thoughts after reading each chapter EMPIRE OF THE SUMMER MOON Chapter One A New Kind of War 1. October 3, 1871 marked the ‘beginning of the end of the Indian Wars in American History 250 years of bloody combat a ‘final solution’ had begun. Explain the meaning of this ‘final solution’? 2. Locate and describe the geography of Coronado’s Llano Estacado. In what way was it the ‘edge of the universe for white men? 3. Why were US troops going into this territory, populated exclusively by the most hostile Indians on the American Continent? Who was their leader? In what way was he President Grant’s ‘agent of destruction’? Why did he become an ‘agent of retribution’? 4. Describe the ‘hostiles’ of the Great Plains. Who were the Comanche’s? What was ‘special’ about them? 5. “If the Indian marauders are not punished, the whole country seems in a fair way of becoming totally depopulated.” In what way were the Comanche’s ‘rolling back civilization’ both American and Spanish? 6. What was the importance of the Salt Creek Massacre? What did it demonstrate about the methods and determination of the Comanche’s? 7. ‘Hundreds of {North American} tribes had either perished from the earth or had been driven west. Trace some of these examples. How was the history of the Comanche’s different? 8. Describe the extent of ‘greatest mass destruction of warm blooded animals in human history’ as it relates to the American buffalo. 9. Describe the band of Comanche’s known as the “Quahadis’. What made them unique among the other hostile Plains Indians? In what way was their land ‘like a bad hallucination’ to Europeans? 10. Describe the meaning of the title of this chapter. Chapter Two A Lethal Paradise 1. Why is the year 1836 the ‘tumultuous and transformative’ year in the history of Texas? Trace the birth of the sovereign nation called the Republic of Texas. 2. What was Parker’s Fort? Why was it ‘an extremely dangerous place’? 3. Describe how the raid on Parker’s Fort triggered the longest and most brutal of all wars between Americans and a single Indian tribe? 4. What was the outcome of the raid? In what way did this raid typify the tactics and methods of the Comanche’s? 5. Reconstruct the ‘logic of Comanche raids’? Why were they so ‘depraved’ and brutal? Did they reserve this brutality only for white men? 6. If the Parker’s knew about the brutality of the Comanche’s, why did they settle where they did…’in a place where almost every waking moment held a mortal threat”? 7. Describe the ‘breed’ of men and women who pushed American civilization westward into Texas. How was their method different than the spread of the Spanish Empire? 8. What was the typical attitude of these agents of civilization toward Indians? In what way was Quanah Parker’s family a nearly perfect example of this attitude? Explain the irony! 9. Describe the treatment of the survivors of the Parker’s Fort Raid. What became of Cynthia Ann and Rachel and 14 month old James Plummer? How do we know? 10. Describe the meaning of this chapter. Chapter Three Worlds in Collision 1. Describe the extent and power of the Comanche Empire. How is language a significant sign of their domination? 2. Given the extent of this empire, how is it possible that Anglo-Americans knew so little about the Comanche’s? 3. Explain the motive for the Mexican encouragement of Americans to settle in Texas in the 1820’s. What is so ironic about this? 4. Identify early contact between Americans and Comanche’s. In what way was the Comanche territory as ‘unknown as unexplored regions of Africa’. 5. What is the significance of the fact that the Comanche’s who raided Parker’s fort were mounted? 6. Describe the early Comanche culture. What happened to transform the Nermernuh people from such a backward tribe of Stone Age hunters to one of the most powerful forces of civilization on the North American continent? 7. Describe the nature of the ‘horse revolution’ from the arrival of the Spanish conquistadors in Mexico with their Iberian mustang, the transmission of Spanish horse culture and the dispersal of the horses in herds throughout North America. 8. What was the importance of the great Pueblo Revolt of 1680 in terms of the Great Horse Dispersal? How did this event alter the power structure of the Great Plains. What role did the Apaches play in this change? 9. How did horse technology change the method of hunting and war making? 10. “I am ready, without hesitation, to pronounce the Comanche’s the most extraordinary horsemen I have seen yet in all my travels ...The finest light cavalry in the world.” What additions to “horse technology” did the Comanche’s create? Explain the meaning of the title of this chapter? Chapter Four High Lonesome 1. “With these remarks, I submit the following pages to the perusal of a generous public; feeling assured that before they are published, the hand that penned them will be cold in death.” Briefly describe the memoir of captivity of Rachel Plummer Parker. 2. Describe and locate the heart of the Comancheria, otherwise known as the Great American Desert. In what ways was it ‘incomprehensible’ and ‘alien’ ‘oceanic’ and terrifying to “white Americans?” Why was this the last part of the country to be settled? 3. Describe the ‘least hospitable’ climate of this territory. Describe a ‘norther’; a blue norther’; a blizzard; a whiteout. 4. Describe the logic of kidnapping Rachel Plummer in terms of the buffalo economy. What were the ‘value- added’ chores which the women performed? 5. “My little innocent baby was not only dead, but literally torn to pieces.” Based on the buffalo economy, why was it important for men to become polygamous? Why was it important to have slaves such as Rachel? Why was her seven week old baby strangled? 6.
Load more

Recommended publications
  • Quanah and Cynthia Ann Parker: the Ih Story and the Legend Booth Library
    Eastern Illinois University The Keep Booth Library Programs Conferences, Events and Exhibits Spring 2015 Quanah and Cynthia Ann Parker: The iH story and the Legend Booth Library Follow this and additional works at: http://thekeep.eiu.edu/booth_library_programs Part of the Indigenous Studies Commons, and the United States History Commons Recommended Citation Booth Library, "Quanah and Cynthia Ann Parker: The iH story and the Legend" (2015). Booth Library Programs. 15. http://thekeep.eiu.edu/booth_library_programs/15 This Book is brought to you for free and open access by the Conferences, Events and Exhibits at The Keep. It has been accepted for inclusion in Booth Library Programs by an authorized administrator of The Keep. For more information, please contact [email protected]. Quanah & Cynthia Ann Parker: The History and the Legend e story of Quanah and Cynthia Ann Parker is one of love and hate, freedom and captivity, joy and sorrow. And it began with a typical colonial family’s quest for a better life. Like many early American settlers, Elder John Parker, a Revolutionary War veteran and Baptist minister, constantly felt the pull to blaze the trail into the West, spreading the word of God along the way. He led his family of 13 children and their descendants to Virginia, Georgia and Tennessee before coming to Illinois, where they were among the rst white settlers of what is now Coles County, arriving in c. 1824. e Parkers were inuential in colonizing the region, building the rst mill, forming churches and organizing government. One of Elder John’s many grandchildren was Cynthia Ann Parker, who was born c.
    [Show full text]
  • The Chiricahua Apache from 1886-1914, 35 Am
    American Indian Law Review Volume 35 | Number 1 1-1-2010 Values in Transition: The hirC icahua Apache from 1886-1914 John W. Ragsdale Jr. Follow this and additional works at: https://digitalcommons.law.ou.edu/ailr Part of the Indian and Aboriginal Law Commons, Indigenous Studies Commons, Other History Commons, Other Languages, Societies, and Cultures Commons, and the United States History Commons Recommended Citation John W. Ragsdale Jr., Values in Transition: The Chiricahua Apache from 1886-1914, 35 Am. Indian L. Rev. (2010), https://digitalcommons.law.ou.edu/ailr/vol35/iss1/9 This Article is brought to you for free and open access by University of Oklahoma College of Law Digital Commons. It has been accepted for inclusion in American Indian Law Review by an authorized editor of University of Oklahoma College of Law Digital Commons. For more information, please contact [email protected]. VALUES IN TRANSITION: THE CHIRICAHUA APACHE FROM 1886-1914 John W Ragsdale, Jr.* Abstract Law confirms but seldom determines the course of a society. Values and beliefs, instead, are the true polestars, incrementally implemented by the laws, customs, and policies. The Chiricahua Apache, a tribal society of hunters, gatherers, and raiders in the mountains and deserts of the Southwest, were squeezed between the growing populations and economies of the United States and Mexico. Raiding brought response, reprisal, and ultimately confinement at the loathsome San Carlos Reservation. Though most Chiricahua submitted to the beginnings of assimilation, a number of the hardiest and least malleable did not. Periodic breakouts, wild raids through New Mexico and Arizona, and a labyrinthian, nearly impenetrable sanctuary in the Sierra Madre led the United States to an extraordinary and unprincipled overreaction.
    [Show full text]
  • Stream Monitoring and Educational Program in the Red River Basin
    Stream Monitoring and Educational U.S. Department of the Interior Program in the Red River Basin, U.S. Geological Survey Texas, 1996–97 100 o 101 o 5 AMARILLO NORTH FORK 102 o RED RIVER 103 o A S LT 35o F ORK RED R IV ER 1 4 2 PRAIRIE DOG TOWN PEASE 3 99 o WICHITA FORK RED RIVER 7 FALLS CHARLIE 6 RIVE R o o 34 W 8 98 9 I R o LAKE CHIT 21 ED 97 A . TEXOMA o VE o 10 11 R 25 96 RI R 95 16 19 18 20 DENISON 17 28 14 15 23 24 27 29 22 26 30 12,13 LAKE PARIS KEMP LAKE LAKE KICKAPOO ARROWHEAD TEXARKANA EXPLANATION 0 40 80 120 MILES Reach 1—Lower Red River (mainstem) Basin Red River Basin in Texas Reach 2—Wichita River Basin NEW OKLAHOMA Reach 3—Pease River Basin MEXICO ARKANSAS Reach 4—Prairie Dog Town Fork Red River Basin Reach 5—North Fork and Salt Fork Red River TEXAS Basins 12 LOUISIANA USGS streamflow-gaging and water-quality station and reference number (table 1) 22 USGS streamflow-gaging station and reference number (table 1) Figure 1. Location of Red River Basin, Texas, and stream-monitoring stations. This fact sheet presents the 1996–97 Texas Panhandle, and becomes the Texas- 200,000 acre-feet are in the basin (fig. 1): stream monitoring and outreach activities Oklahoma boundary. It then flows Lake Kemp, Lake Kickapoo, Lake of the U.S. Geological Survey (USGS), through southwestern Arkansas and into Arrowhead, and Lake Texoma.
    [Show full text]
  • American Indians in Texas: Conflict and Survival Phan American Indians in Texas Conflict and Survival
    American Indians in Texas: Conflict and Survival Texas: American Indians in AMERICAN INDIANS IN TEXAS Conflict and Survival Phan Sandy Phan AMERICAN INDIANS IN TEXAS Conflict and Survival Sandy Phan Consultant Devia Cearlock K–12 Social Studies Specialist Amarillo Independent School District Table of Contents Publishing Credits Dona Herweck Rice, Editor-in-Chief Lee Aucoin, Creative Director American Indians in Texas ........................................... 4–5 Marcus McArthur, Ph.D., Associate Education Editor Neri Garcia, Senior Designer Stephanie Reid, Photo Editor The First People in Texas ............................................6–11 Rachelle Cracchiolo, M.S.Ed., Publisher Contact with Europeans ...........................................12–15 Image Credits Westward Expansion ................................................16–19 Cover LOC[LC–USZ62–98166] & The Granger Collection; p.1 Library of Congress; pp.2–3, 4, 5 Northwind Picture Archives; p.6 Getty Images; p.7 (top) Thinkstock; p.7 (bottom) Alamy; p.8 Photo Removal and Resistance ...........................................20–23 Researchers Inc.; p.9 (top) National Geographic Stock; p.9 (bottom) The Granger Collection; p.11 (top left) Bob Daemmrich/PhotoEdit Inc.; p.11 (top right) Calhoun County Museum; pp.12–13 The Granger Breaking Up Tribal Land ..........................................24–25 Collection; p.13 (sidebar) Library of Congress; p.14 akg-images/Newscom; p.15 Getty Images; p.16 Bridgeman Art Library; p.17 Library of Congress, (sidebar) Associated Press; p.18 Bridgeman Art Library; American Indians in Texas Today .............................26–29 p.19 The Granger Collection; p.19 (sidebar) Bridgeman Art Library; p.20 Library of Congress; p.21 Getty Images; p.22 Northwind Picture Archives; p.23 LOC [LC-USZ62–98166]; p.23 (sidebar) Nativestock Pictures; Glossary........................................................................
    [Show full text]
  • A History of Fort Bascom in the Canadian River Valley
    New Mexico Historical Review Volume 87 Number 3 Article 4 7-1-2012 Boots on the Ground: A History of Fort Bascom in the Canadian River Valley James Blackshear Follow this and additional works at: https://digitalrepository.unm.edu/nmhr Recommended Citation Blackshear, James. "Boots on the Ground: A History of Fort Bascom in the Canadian River Valley." New Mexico Historical Review 87, 3 (2012). https://digitalrepository.unm.edu/nmhr/vol87/iss3/4 This Article is brought to you for free and open access by UNM Digital Repository. It has been accepted for inclusion in New Mexico Historical Review by an authorized editor of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. Boots on the Ground a history of fort bascom in the canadian river valley James Blackshear n 1863 the Union Army in New Mexico Territory, prompted by fears of a Isecond Rebel invasion from Texas and its desire to check incursions by southern Plains Indians, built Fort Bascom on the south bank of the Canadian River. The U.S. Army placed the fort about eleven miles north of present-day Tucumcari, New Mexico, a day’s ride from the western edge of the Llano Estacado (see map 1). Fort Bascom operated as a permanent post from 1863 to 1870. From late 1870 through most of 1874, it functioned as an extension of Fort Union, and served as a base of operations for patrols in New Mexico and expeditions into Texas. Fort Bascom has garnered little scholarly interest despite its historical signifi cance.
    [Show full text]
  • Stormwater Management Program 2013-2018 Appendix A
    Appendix A 2012 Texas Integrated Report - Texas 303(d) List (Category 5) 2012 Texas Integrated Report - Texas 303(d) List (Category 5) As required under Sections 303(d) and 304(a) of the federal Clean Water Act, this list identifies the water bodies in or bordering Texas for which effluent limitations are not stringent enough to implement water quality standards, and for which the associated pollutants are suitable for measurement by maximum daily load. In addition, the TCEQ also develops a schedule identifying Total Maximum Daily Loads (TMDLs) that will be initiated in the next two years for priority impaired waters. Issuance of permits to discharge into 303(d)-listed water bodies is described in the TCEQ regulatory guidance document Procedures to Implement the Texas Surface Water Quality Standards (January 2003, RG-194). Impairments are limited to the geographic area described by the Assessment Unit and identified with a six or seven-digit AU_ID. A TMDL for each impaired parameter will be developed to allocate pollutant loads from contributing sources that affect the parameter of concern in each Assessment Unit. The TMDL will be identified and counted using a six or seven-digit AU_ID. Water Quality permits that are issued before a TMDL is approved will not increase pollutant loading that would contribute to the impairment identified for the Assessment Unit. Explanation of Column Headings SegID and Name: The unique identifier (SegID), segment name, and location of the water body. The SegID may be one of two types of numbers. The first type is a classified segment number (4 digits, e.g., 0218), as defined in Appendix A of the Texas Surface Water Quality Standards (TSWQS).
    [Show full text]
  • The Great Comanche Raid of 1840
    SPECIAL EDITION AAGGAARRIITTAA GGAAZZEETTTTEE October 2011 A Chronicle of the Plum Creek Shooting Society Agarita Ranch Lockhart, Texas Marshals Range Marshal - Delta Raider TThhee BBaattttllee ooff PPlluumm CCrreeeekk Territorial Governor - Jake Paladin Safety Marshal - Elroy Rogers LONG JUAN Here!! Protest Marshal – Schuetzum Phast There will be no Plum Creek Shooting Society match the first Stage Marshal - Boon Doggle weekend in October. On the third weekend of October 2011 Long-Range Marshal - Wild Hog Administrative Marshal – Long Juan (10/14-16), we will host The Battle of Plum Creek, a cowboy Medical Marshal - Jake Paladin action shooting match at the Agarita Ranch near Lockhart, Texas. I Raffle Marshal – True Blue Cachoo had heard of the Battle of Plum Creek and read about it some in Costume Marshal - Lorelei Longshot the past, but did not know many details. I decided to investigate. Entertainment Marshal - Old Bill Dick What appears below is the result of what I found. I have noted Special Events Marshal - Belle Fire Side Match Marshal - Texas Sarge approximately where each stage of the match occurs and hope the Editor, Agarita Gazette – Long Juan story will make the match more fun for everyone. THE STORY BEHIND THE BATTLE OF PLUM CREEK INTRODUCTION In early August of 1840, under the light of a bright full moon, referred to by early Texas settlers as a Comanche moon, a war party of more than 600 Comanche and Kiowa warriors swept out of the Comancheria and rode for the heart of the Republic of Texas. The massive raid was launched in retaliation for what the Comanche perceived to be the unprovoked killing of twelve Penateka Comanche war chiefs and many Comanche women and children at the Council House peace talks in San Antonio the preceding March.
    [Show full text]
  • Application and Utility of a Low-Cost Unmanned Aerial System to Manage and Conserve Aquatic Resources in Four Texas Rivers
    Application and Utility of a Low-cost Unmanned Aerial System to Manage and Conserve Aquatic Resources in Four Texas Rivers Timothy W. Birdsong, Texas Parks and Wildlife Department, 4200 Smith School Road, Austin, TX 78744 Megan Bean, Texas Parks and Wildlife Department, 5103 Junction Highway, Mountain Home, TX 78058 Timothy B. Grabowski, U.S. Geological Survey, Texas Cooperative Fish and Wildlife Research Unit, Texas Tech University, Agricultural Sciences Building Room 218, MS 2120, Lubbock, TX 79409 Thomas B. Hardy, Texas State University – San Marcos, 951 Aquarena Springs Drive, San Marcos, TX 78666 Thomas Heard, Texas State University – San Marcos, 951 Aquarena Springs Drive, San Marcos, TX 78666 Derrick Holdstock, Texas Parks and Wildlife Department, 3036 FM 3256, Paducah, TX 79248 Kristy Kollaus, Texas State University – San Marcos, 951 Aquarena Springs Drive, San Marcos, TX 78666 Stephan Magnelia, Texas Parks and Wildlife Department, P.O. Box 1685, San Marcos, TX 78745 Kristina Tolman, Texas State University – San Marcos, 951 Aquarena Springs Drive, San Marcos, TX 78666 Abstract: Low-cost unmanned aerial systems (UAS) have recently gained increasing attention in natural resources management due to their versatility and demonstrated utility in collection of high-resolution, temporally-specific geospatial data. This study applied low-cost UAS to support the geospatial data needs of aquatic resources management projects in four Texas rivers. Specifically, a UAS was used to (1) map invasive salt cedar (multiple species in the genus Tamarix) that have degraded instream habitat conditions in the Pease River, (2) map instream meso-habitats and structural habitat features (e.g., boulders, woody debris) in the South Llano River as a baseline prior to watershed-scale habitat improvements, (3) map enduring pools in the Blanco River during drought conditions to guide smallmouth bass removal efforts, and (4) quantify river use by anglers in the Guadalupe River.
    [Show full text]
  • Ed 380 362 Title Institution Pub Date Note Available From
    DOCUMENT RESUME ED 380 362 SO 024 456 TITLE North American Indians: Smithsonian Institution Teacher's Resource Guide. INSTITUTION National Museum of Natural History, Washington, DC. PUB DATE [93] NOTE 58p. AVAILABLE FROMNational Museum of Natural History, Smithsonian Institution, Washington, DC 20560. PUB TYPE Guidas Classroom Use Teaching Guides (For Teacher)(052) Reference Materials Bibliographies (131) EDRS PRICE MFOI/PC03 Plus Postage. DESCRIPTORS *American Indians; Elementary Secondary Education; Instructional Materials; Library Materials; Museums; *North American Culture; *North American History; *North Americans; Photographs; Social Studies; Teaching Guides IDENTIFIERS Smithsonian Institution ABSTRACT This teacher's resource guide produced by the National Museum of Natural History (Smithsonian Institution) is a collection of materials about North American Indians covering 3 categories, including an introduction, selected bibliographies, and a listing photographs and portraits. Additionally, there is a collecting of answers to questions that visitors often ask when they explore this Museum's American Indian exhibition galleries. The introduction consists of teaching activities with background information on North American Indian myths and legends; methods to eliminate American Indian stereotypes; and origins of the American Indians. In the selected bibliographies, there are teacher and student bibliographies and teaching kits and other materials; native American resources: books, magazines, and guides for kindergarten through ninth
    [Show full text]
  • In the Land of the Mountain Gods: Ethnotrauma and Exile Among the Apaches of the American Southwest
    Genocide Studies and Prevention: An International Journal Volume 10 Issue 1 Article 6 6-3-2016 In the Land of the Mountain Gods: Ethnotrauma and Exile among the Apaches of the American Southwest M. Grace Hunt Watkinson Arizona State University at the Tempe Campus Follow this and additional works at: https://scholarcommons.usf.edu/gsp Recommended Citation Hunt Watkinson, M. Grace (2016) "In the Land of the Mountain Gods: Ethnotrauma and Exile among the Apaches of the American Southwest," Genocide Studies and Prevention: An International Journal: Vol. 10: Iss. 1: 30-43. DOI: http://dx.doi.org/10.5038/1911-9933.10.1.1279 Available at: https://scholarcommons.usf.edu/gsp/vol10/iss1/6 This Symposium: Genocide Studies, Colonization, and Indigenous Peoples is brought to you for free and open access by the Open Access Journals at Scholar Commons. It has been accepted for inclusion in Genocide Studies and Prevention: An International Journal by an authorized editor of Scholar Commons. For more information, please contact [email protected]. In the Land of the Mountain Gods: Ethnotrauma and Exile Among the Apaches of the American Southwest M. Grace Hunt Watkinson Arizona State University Tempe, AZ, USA Abstract: In the mid to late nineteenth century, two Indigenous groups of New Mexico territory, the Mescalero and the Chiricahua Apaches, faced violence, imprisonment, and exile. During a century of settler influx, territorial changeovers, vigilante violence, and Indian removal, these two cousin tribes withstood an experience beyond individual pain best described as ethnotrauma. Rooted in racial persecution and mass violence, this ethnotrauma possessed layers of traumatic reaction that not only revolved around their ethnicity, but around their relationship with their home lands as well.
    [Show full text]
  • Modernizing the Greek Tragedy: Clint Eastwood’S Impact on the Western
    Modernizing the Greek Tragedy: Clint Eastwood’s Impact on the Western Jacob A. Williams A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Interdisciplinary Studies University of Washington 2012 Committee: Claudia Gorbman E. Joseph Sharkey Program Authorized to Offer Degree: Interdisciplinary Arts and Sciences Table of Contents Dedication ii Acknowledgements iii Introduction 1 Section I The Anti-Hero: Newborn or Reborn Hero? 4 Section II A Greek Tradition: Violence as Catharsis 11 Section III The Theseus Theory 21 Section IV A Modern Greek Tale: The Outlaw Josey Wales 31 Section V The Euripides Effect: Bringing the Audience on Stage 40 Section VI The Importance of the Western Myth 47 Section VII Conclusion: The Immortality of the Western 49 Bibliography 53 Sources Cited 62 i Dedication To my wife and children, whom I cherish every day: To Brandy, for always being the one person I can always count on, and for supporting me through this entire process. You are my love and my life. I couldn’t have done any of this without you. To Andrew, for always being so responsible, being an awesome big brother to your siblings, and always helping me whenever I need you. You are a good son, and I am proud of the man you are becoming. To Tristan, for always being my best friend, and my son. You never cease to amaze and inspire me. Your creativity exceeds my own. To Gracie, for being my happy “Pretty Princess.” Thank you for allowing me to see the world through the eyes of a nature-loving little girl.
    [Show full text]
  • CHAMPION AEROSPACE LLC AVIATION CATALOG AV-14 Spark
    ® CHAMPION AEROSPACE LLC AVIATION CATALOG AV-14 REVISED AUGUST 2014 Spark Plugs Oil Filters Slick by Champion Exciters Leads Igniters ® Table of Contents SECTION PAGE Spark Plugs ........................................................................................................................................... 1 Product Features ....................................................................................................................................... 1 Spark Plug Type Designation System ............................................................................................................. 2 Spark Plug Types and Specifications ............................................................................................................. 3 Spark Plug by Popular Aircraft and Engines ................................................................................................ 4-12 Spark Plug Application by Engine Manufacturer .........................................................................................13-16 Other U. S. Aircraft and Piston Engines ....................................................................................................17-18 U. S. Helicopter and Piston Engines ........................................................................................................18-19 International Aircraft Using U. S. Piston Engines ........................................................................................ 19-22 Slick by Champion .............................................................................................................................
    [Show full text]