This book is about the educated Brothertown Indian men who fought in the Civil War and wrote letters home telling of this horrible war. American Indians, who despite the guarantees from the United States, found that same government continually stripping them of their lands. And, still, they rushed to volunteer their services to defend the Union. The Brothertown Indian Nation is unique from many other tribes in that they are an amalgamated group. They are made up of remnants of the coastal tribes who made the first contact with the whites. As a result of the Great Awakening, a religious movement in New England during the 1740s, many Indian people in southern New England converted to Christianity, including the Mohegan, Pequot, Narragansett, Montauk, Tunxis, and Niantic. As these people tried to live Christian lives in New England, they found it difficult to resist the pressures from whites around them who encouraged them to abuse alcohol, give up farming and sell their lands. By the 1700s, the tribes were poverty stricken, decimated by wars and disease. A small group of young Natives, educated at Eleazer Wheelocks Indian Charity School in Lebanon, Connecticut, became the impetus for forming a new community where they might live amicably together. On November 7, 1784 the band of Christian New England Indians settled on lands given to them by the Oneida Nation in New York and called their Town by the Name of Brotherton, in Indian Eeyam qittoowauconnuck.

Histories of New England typically frame the region’s Indigenous populations in terms of effects felt from European colonialism: the ravages of epidemics and warfare, the restrictions of reservation life, and the influences of European-introduced ideas, customs, and materials. Much less attention is given to how Algonquian peoples actively used and transformed European things, endured imposed hardships, and negotiated their own identities. In Becoming Brothertown, Craig N. Cipolla searches for a deeper understanding of Native American history. Covering the eighteenth century to the present, the book explores the emergence of the Brothertown Indians, a "new" community of Native peoples formed in direct response to colonialism and guided by the vision of Samson Occom, a Mohegan Indian and ordained Presbyterian minister. Breaking away from their home settlements of coastal New England during the late eighteenth century, members of various tribes migrated to Oneida Country in central New York State in hopes of escaping East Coast land politics and the corrupting influences of colonial culture. In the nineteenth century, the new community relocated once again, this time to present-day Wisconsin, where the Brothertown Indian Nation remains centered today. Cipolla combines historical archaeology, gravestone studies, and discourse analysis to tell the story of the Brothertown Indians. The book develops a pragmatic approach to the study of colonialism while adding an archaeological perspective on Brothertown history, filling a crucial gap in the regional archaeological literature.

Wisconsin’s rich tradition of sustainability rightfully includes its First Americans, who along with Aldo Leopold, John Muir, and Gaylord Nelson shaped its landscape and informed its “earth ethics.” This collection of Native biographies, one from each of the twelve Indian nations of Wisconsin, introduces the reader to some of the most important figures in Native sustainability: from anti-mining activists like Walt Bresette (Red Cliff Ojibwe) and Hillary Waukau (Menominee) to treaty rights advocates like James Schlender (Lac Courte Oreille Ojibwe), artists like Truman Lowe (Ho-Chunk), and educators like Dorothy “Dot” Davids (Stockbridge-Munsee Community Band of Mohican Indians), along with tribal geneologists, land stewards, and preservers of language and culture. Each of the biographies speaks to traditional ecological values and cultural sensibilities, highlighting men and women who helped to sustain and nurture their nations in the past and present. The Native people whose lives are depicted in Seventh Generation Earth Ethics understood the cultural gravity that kept their people rooted to their ancestral lands and acted in ways that ensured the growth and success of future generations. In this way they honor the Ojibwe Seventh Generation philosophy, which cautions decision makers to consider how their actions will affect seven generations in the future—some 240 years.

Wisconsin troops fought and died for the Union on Civil War battlefields across the continent, from Shiloh to Gettysburg. Wisconsin lumberjacks built a dam that saved a stranded Union fleet. The Second Wisconsin Infantry suffered the highest percentage of battle deaths in the Union army. Back home, in a state largely populated by immigrants and recent transplants, the war effort forced Wisconsin's residents to forge a common identity for the first time. Drawing on unpublished letters and new research, Ron Larson tells Wisconsin's Civil War story, from the famous exploits of the Iron Brigade to the heretofore largely unknown contributions of the Badger State's women, African Americans and Native Americans.

As rigid and unforgiving as the boarding schools established for the education of Native Americans could be, the intellectuals who engaged with these schools—including Mohegans Samson Occom and Joseph Johnson, and Montauketts David and Jacob Fowler in the eighteenth century, and Cherokees Catharine and David Brown in the nineteenth—became passionate advocates for Native community as a political and cultural force. From handwriting exercises to Cherokee Syllabary texts, Native students negotiated a variety of pedagogical practices and technologies, using their hard-won literacy skills for their own purposes. By examining the materials of literacy—primers, spellers, ink, paper, and instructional manuals—as well as the products of literacy—letters, journals, confessions, reports, and translations—English Letters and Indian Literacies explores the ways boarding schools were, for better or worse, a radical experiment in cross-cultural communication. Focusing on schools established by New England missionaries, first in southern New England and later among the Cherokees, Hilary E. Wyss explores both the ways this missionary culture attempted to shape and define Native literacy and the Native response to their efforts. She examines the tropes of "readerly" Indians—passive and grateful recipients of an English cultural model—and "writerly" Indians—those fluent in the colonial culture but also committed to Native community as a political and cultural concern—to develop a theory of literacy and literate practice that complicates and enriches the study of Native self-expression. Wyss's literary readings of archival sources, published works, and correspondence incorporate methods from gender studies, the history of the book, indigenous intellectual history, and transatlantic American studies.

A comprehensive, chronological overview of American literature in three scholarly and authoritative volumes A Companion to American Literature traces the history and development of American literature from its early origins in Native American oral tradition to 21st century digital literature. This comprehensive three-volume set brings together contributions from a diverse international team of accomplished young scholars and established figures in the field. Contributors explore a broad range of topics in historical, cultural, political, geographic, and technological contexts, engaging the work of both well-known and non-canonical writers of every period. Volume One is an inclusive and geographically expansive examination of early American literature, applying a range of cultural and historical approaches and theoretical models to a dramatically expanded canon of texts. Volume Two covers American literature between 1820 and 1914, focusing on the development of print culture and the literary marketplace, the emergence of various literary movements, and the impact of social and historical events on writers and writings of the period. Spanning the 20th and early 21st centuries, Volume Three studies traditional areas of American literature as well as the literature from previously marginalized groups and contemporary writers often overlooked by scholars. This inclusive and comprehensive study of American literature: Examines the influences of race, ethnicity, gender, class, and disability on American literature Discusses the role of technology in book production and circulation, the rise of literacy, and changing reading practices and literary forms Explores a wide range of writings in multiple genres, including novels, short stories, dramas, and a variety of poetic forms, as well as autobiographies, essays, lectures, diaries, journals, letters, sermons, histories, and graphic narratives. Provides a thematic index that groups chapters by contexts and illustrates their links across different traditional chronological boundaries A Companion to American Literature is a valuable resource for students coming to the subject for the first time or preparing for field examinations, instructors in American literature courses, and scholars with more specialized interests in specific authors, genres, movements, or periods.

A Rape of the Soul So Profound began when a young researcher accidentally came upon restricted files in an archives collection. What he read overturned all his assumptions about an important part of Aboriginal experience and Australia's past. The book ends in the present, 20 years later, in the aftermath of the Royal Commission on the Stolen Generations. Along the way Peter Read investigates how good intentions masked policies with inhuman results. He tells the poignant stories of many individuals, some of whom were forever broken and some who went on to achieve great things. This is a book about much sorrow and occasional madness, about governments who pretended things didn't happen, and about the opportunities offered to right a great wrong.

With the essay 'The Filipino worker in America'.