Book Description
Pocahontas may be the most famous Native American who ever lived, but during the settlement of Jamestown, and for two centuries afterward, the great chiefs Powhatan and Opechancanough were the subjects of considerably more interest and historical documentation than the young woman. It was Opechancanough who captured the foreign captain "Chawnzmit" -- John Smith. Smith gave Opechancanough a compass, described to him a spherical earth that revolved around the sun, and wondered if his captor was a cannibal. Opechancanough, who was no cannibal and knew the world was flat, presented Smith to his elder brother, the paramount chief Powhatan. The chief, who took the name of his tribe as his throne name (his personal name was Wahunsenacawh), negotiated with Smith over a lavish feast and opened the town to him, leading Smith to meet, among others, Powhatan's daughter Pocahontas. Thinking he had made an ally, the chief finally released Smith. Within a few decades, and against their will, his people would be subjects of the British Crown.
Despite their roles as senior politicians in these watershed events, no biography of either Powhatan or Opechancanough exists. And while there are other "biographies" of Pocahontas, they have for the most part elaborated on her legend more than they have addressed the known facts of her remarkable life. As the 400th anniversary of Jamestown's founding approaches, nationally renowned scholar of Native Americans, Helen Rountree, provides in a single book the definitive biographies of these three important figures. In their lives we see the whole arc of Indian experience with the English settlers -- from the wary initial encounters presided over by Powhatan, to the uneasy diplomacy characterized by the marriage of Pocahontas and John Rolfe, to the warfare and eventual loss of native sovereignty that came during Opechancanough's reign.
Writing from an ethnohistorical perspective that looks as much to anthropology as the written records, Rountree draws a rich portrait of Powhatan life in which the land and the seasons governed life and the English were seen not as heroes but as Tassantassas (strangers), as invaders, even as squatters. The Powhatans were a nonliterate people, so we have had to rely until now on the white settlers for our conceptions of the Jamestown experiment. This important book at last reconstructs the other side of the story.
Customer Reviews:
The True Story Of Pocahontas, John Smith and Chief Powhatan.......2005-11-22
Everyone is familiar with the story of Pocahontas and British explorer/adventurer John Smith. They are romantic stories fed to us by the likes of Disney (10 yrs ago in the 1995 film) and countless romanticized versions in historical fiction novels. This "documentary" book exposes the truth about what really happened in the span of time that John Smith, Jon Rolfe and the Virginia Company founded Jamestown and dealt with the Indian tribes headed by Chief Powhatan and his brother Openchancanough. Since Thanksgiving is fast approaching, this makes a fine book to read if you are interested in the earliest British colonial period of the 1600's, when the pilgrims fist arrived in the Eastern coast of the United States. This period has been romanticized by movies and novels, evoking a thrilling time of danger, intrigue and romance, when Indians and colonists sparred and sometimes made peace, even made love. Princess Pocahontas was the daughter of Chief Powhatan. She was only fifteen or so when she first met Jon Smith and a romance was highly unlikely, even if perhaps the girl felt an attraction to the supposedly attractive adventurer. John Smith had traveled across the globe to foreign lands as a British explorer and was in his day a bad boy. That he may have gotten into trouble with Chief Powhatan and his people is probably true. Pocahontas was a diplomat, a healer/medicine woman and regarded as a peacemaker. Even if she didn't do a dramatic a thing as offer herself up as sacrifice to save John Smith's life, she did for a time lessen tension between the natives and the colonists. She married Jon Rolfe, a British nobleman, was converted to Christianity, learned to read and speak English. She journeyed across the Atlantic, leaving behind her old life in the tribe and became a popular figure in London society. She became a lady. Most people forget about this phase in her life and it must have been a very interesting story within itself. Did she miss her old life ? Was she as respected in London or did she experience a form of racism because she was not a white English lady ? Powhatan's life is documented well in this book. He was a very influential man in his time and he, too, was able to negotiate with the English. Jamestown brought these people together. They hoped that Jamestown would be an independent, Utopian society where English and natives could live and prosper. Unfortunately, Jamestown succumbed to disease and death. The dream died and conflict between natives and colonists resumed. If you're a big history buff, this book is for you.
Pieces of the Real Jamestown and its Major Players.......2005-08-08
The major theme of POCAHONTAS POWHATAN OPECHANCANOUGH: THREE INDIAN LIVES CHANGED BY JAMESTOWN revolves around truth. For each story that has been told about Virginia's Jamestown settlement or Pocahontas in general, its has centered on the Captain John Smith and Pocahontas legend and myth that has been overly romanticized in novels and in movies. At this time, no scholar has made the attempt to intertwine the Indian voice within the English story of Jamestown. However, Helen Rountree attempts to provide the Native American voice, but from letters and accounts by English colonists and foreigners. It is unfortunate that the Indians did not record their accounts of the arrival of these new world settlers, or as Rountree suggests, invaders. Nonetheless, Rountree places the three major participants' semi-biographical accounts at the forefront of this study in order to incorporate their contribution to the settlement as well as the invasion of white colonists to the Indian landscape.
Rountree examines these three major actors and their way of life from anthropological perspective. Indeed, this is an historical narrative that deals with ethnohistory, but one that is " about one side only" (p. 6). Historians study their subject matters in order to get to the bottom of how an event occurred and its end result - think in terms of the past while writing in the present. Rountree takes the same approach, and studied the Powhatan side with why and how they acted the way they did. Rountree is critical and frank about past accounts of the Jamestown story as told by historian, William Strachey, HISTORIE OF TRAVELL INTO VIRGINIA BRITANIA and his plagiarized version of John Smith's narrative, GENERALL HISTORIE, which takes an English perspective that downplays the Indian presence. Rountree clarifies misconceptions that have been told within past narratives.
Chronologically, the book covers the period from 1607 to 1644. With these periods, one has a time frame to work with. Rountree provides an in depth analysis of the inception and deterioration of relations between natives and colonists of the Virginia Company's settlement in Jamestown and the wars that concurred in 1622 and 1644. The book shows how life was like before the colonists, and the significance of Powhatan daily rituals. Rountree's expertise in so-called "digging deep" to the root of origins from an anthropological point of view allows the reader to understand how life was simple and structured for the Powhatans. Rountree suggests that life only later became complicated when the Indians had to provide and teach the colonists how to survive. In the process, both Indians and colonists discovered that their lifestyles and environments were different than what they had been accustomed to.
For the sake of understanding, POCAHONTAS POWHATAN OPECHANCANOUGH will allow readers of history to see the bigger picture of the Jamestown story that took place three centuries ago. Although this history has already passed, its legacy and myths continues to engage readers. Helen Rountree should be commended for taken the task to reveal the real Pocahontas as human as possible and not as a Disney cutout, and to emphasize the predominant role of chief leader, Powhatan, and his successor or "brother", Opechancanough as essential actors in American history.
Review.......2005-08-03
Most interesting. A story of the founding of Jamestown from the Indian point of view. It is a family tradition that we are descended from Powhatan, and the story meant a great deal to me.
Book Description
This digital document is an article from Journal of Southern History, published by Thomson Gale on August 1, 2007. The length of the article is 513 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
Citation Details
Title: Pocahontas, Powhatan, Opechancanough: Three Indian Lives Changed by Jamestown.(Book review)
Author: Camilla Townsend
Publication:
Journal of Southern History (Magazine/Journal)
Date: August 1, 2007
Publisher: Thomson Gale
Volume: 73
Issue: 3
Page: 674(2)
Article Type: Book review
Distributed by Thomson Gale
Book Description
Sarah Emma Edmonds was born in New Brunswick, Canada in 1842, the fifth daughter of Isaac and Elisabeth Leeper Edmondson. Her father, a farmer, was bitterly disappointed with Sarah as he had wanted a son to work his land for him.
Sarah tried very hard to be the boy her father always wanted, abandoning female dress and becoming an expert horsewoman and markswoman. However, this was all to no avail: sadly, she never won the approval of Isaac. In 1859, she ran away from home to escape the man she described as `The Brutal Father'.
Sarah fled to the USA, where dressing as a man to draw less attention to herself, she adopted the name of `Frank Thompson'. By 1861, `Frank' was working selling Bibles door-to-door in Flint, Michigan, and so successful in `his' guise that he was escorting young ladies in `his' carriage.
When President Lincoln issued his first call for volunteer troops, `Frank' wanted to answer the call and patriotically serve `his' new homeland. The army at that time didn't require a full physical examination. However, it still took `Frank' four tries to get into the Union Army. On April 25, 1861, Sarah Emma Edmonds alias Frank Thompson became a male nurse in Company F, of the 2nd Michigan Volunteer Infantry Regiment. This is 'his' story.
Customer Reviews:
Exciting Stuff.......2005-04-19
I found the first two thirds of this book exciting and very interesting, the author certainly was a brave lady who played a significant part in the Civil War (masquerading as a man). Just how significant is open to debate as some historians say her claims are embroidered.
Anyway, I started to lose interest towards the end of the book as it got a bit weighed down with factual information such as letters from Generals etc about the Civil War, which I am inclined to think the author added to add weight to her elaborated claims about her involvement as a spy! Regardless it is an exciting read, and a good historical account of battles during the Civil War.
Original (first edition) issued by subscription.......2004-04-09
I have in my possesion a leather bound with goldleaf letters on the cover(somewhat faded). A first edition which I purchased in Michigan in 1969. Emmas's story is profound. It provided quite an insight into the civil war and I have no doubt as to the veracity of the story. It interests me as she is a Canadian from New Brunswick, and I believe it would make an interesting series and could well become a Candian "content" movies for Global/ CTV/ CBC.
[...]
Book Description
Volume 1, The Colonial Book in the Atlantic World carries the interrelated stories of publishing, writing, and reading from the beginning of the colonial period in America up to 1790. Three major themes run through the volume: the persisting connections between the book trade in the Old World and the New, evidenced in modes of intellectual and cultural exchange and the dominance of imported, chiefly English books; the gradual emergence of a competitive book trade in which newspapers were the largest form of production; and the institution of a "culture of the Word," organized around an essentially theological understanding of print, authorship, and reading, complemented by other frameworks of meaning that included the culture of republicanism.
Book Description
"At a time when popularizers of cultural literacy are prescribing a cultural canon for the purpose of prying open the `closed minds' of American youth . . . Literacy provides an articulate and courageous response." Harvard Educational Review "Every chapter . . . asks teachers to thing again about how they teach, what they want for their pupils, and how to get on with it." Times Educational Supplement "[This] book directs our attention to literacy in its broadest sense so that we can better evaluate the shortcomings of our work as educators at all levels of learning." Contemporary Sociology
Customer Reviews:
Education 'is' Politics.......2004-08-14
To misunderstand Freire's humanism as mysticism is closed mindedness of the worst kind. Freire's ideas in this book are crucial for understanding literacy in our context. His educational approach is based on an understanding of communication that reflects Bakhtin's diaologics, an understanding of the relationship between form and content that many of the participants in our current media sphere could learn from, and a basic investment in the value of human beings that are necessary for our age of such wide experiential differences.
At it's core, Freire argues that our reading of the world is preceded by our writing of the world. As long as one is willing to see the world as already made rhetorical by our experiences of ideology, this approach can connect students, teachers, and regular folks (heh heh) to each other in a common concern of self-empowerment.
Bottom line is, if you see education as a process of learning to conform, Freire is not for you. If, however, you see in education the truly remarkable capacity of self-empowerment, you will not find a clearer and more humane voice than Freire's.
If that counts as mysticism it's news to me.
I've Read the Word and the Word Sucks.......2004-07-06
Paulo Freire limits his impact on the field of education by restricting his discourse on pedagogy to politics and epistemology and the necessary connection between the two. His metaphysical beliefs (which also necessarily impact his politics, ethics and epistemology) are left to the reader's conjecture in this book, but his writings suggest a belief in both an objective reality and mysticism. This fusion offers nothing new and is common to both religious individuals and atheistic Marxists/realists. It is the dominant ideology of the world. People who believe in the supernatural have a god or god who can create miracles, upset the laws of nature we observe and disobey the laws of logic. Marxists may also believe in an objective reality but replace a mystic god with an equally mystic "society" that cannot be defined except by circumstance. They consistently ignore the laws of human nature by damning self-interest and inflicting civic duties.
By addressing the problems of literacy and social structure from a blended metaphysical foundation, Freire does not need to make logical inferences to support his position and can resort to faith or prescribed dogma for his rationale. Contradictions, impermissible in a logical, purely objective philosophy, are allowable in his. Why is it acceptable for Freire to impose his ethics and make it our duty to work for social justice? Why is a government's interest in one class of people wrong but in another class admirable? (p64) What exactly is a collective social conscience and how can one exist? (p48) Why is it wrong to compel students to learn their colonizer's language but permissible to teach students to read by replacing Dick and Jane with Karl and Frederick? Freire makes assertions which his philosophy permits circumventing justification. They are supposedly self-evident givens.
His discussion of the necessity of politics being a component of education (which is true but the other branches of philosophy: ethics, aesthetics, epistemology and metaphysics are as well) is absent of dialogue on whether political beliefs can be moral or immoral and the consequences of validating the propagation of immoral politics. If the political views of the dominant power are moral, regardless of whether educators are critical or astutely naïve of their practices, and individuals choose whether or not they or their children will learn these ideas, there is no oppression and no dilemma to resolve. If the politics of the dominant power are immoral and are being imposed upon individuals, as is the case in our current global situation, we need a revolution - not the political revolution Freire seeks but a lasting, metaphysical one.
Freire recognizes the danger of the dominant culture monopolizing education, but rather than proposing decentralizing the field to reduce the control and impact of those in power, he wants to transfer power from one group to another. He wants to use the public school forum for social change. The "Popular Culture Notebooks" are filled with same communist rhetoric shared by role models Freire cites in Pedagogy of the Oppressed: Marx, Lenin, Castro and Mao Tse-tung. Oppression of one group will just be replaced with oppression of another. History has shown this to be exactly what happens.
Additionally, Literacy: Reading the Word and the World offers no new ideas for pedegogical practices. The dialogue in which Freire wants us to engage with our students is Lev Vygotsky's mandate for effective teachers. Vygotsky speaks to constructing an inclusionary classroom where learning disabled, gifted and those in between (including the instructor) learn from each other in an environment crafted by the teacher. The school's role then becomes helping students develop a conscious awareness of language.
Recognizing students' autonomy and respecting them as individuals was eloquently implored by Maria Montessori. Both she and Freire disapproved of authority figures imposing their ideas onto passive students. Both she and Freire worked with poverty-stricken students, but while Freire wanted educators to help the oppressed learn to define and understand his idea of the world, Montessori wanted educators to arrange an environment where students would develop the ability to self-educate. Montessori, recognized by UNESCO along with Freire, writes of how education is liberatory but on an individual level - not as a component of Freire's Marxist revolutionary agenda.
Freire also implores educators to use "their students' cultural universe as a point of departure" (p127). Disparate educational theorists John Dewey and Lev Vygotsky would concur. While Dewey fits less seamlessly with Freire, his directive that education be both active and contextual does meld with Freire's praxis. Vygotsky's constructivist model for literacy identifies the need to begin knowledge building within a student's zone of proximal development where they can actively construct meaning through inference. Vygotsky's praxis of organizing knowledge is more general than Freire's call to arms. Freire compels citizens to learn and then use what they learn as a means by which to fight for his social ideal.
Freire is right that education should be student-centered, that knowledge should begin with the contextual and that a student's culture should be validated. He is also correct that many problems we confront are political, but he is wrong to remain on a political level while waging his war. You cannot change the world through politics. It must be addressed at the more fundamental metaphysical level first - and there, Freire offers nothing to the revolution.
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Printing the Written Word: The Social History of Books, Circa 1450-1520
Manufacturer: Cornell University Press
ProductGroup: Book
Binding: Paperback
 General
| World
| History
| Subjects
| Books
Book Industry
| Books & Reading
| Literature & Fiction
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| Books
History of Books
| Books & Reading
| Literature & Fiction
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Literacy
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ASIN: 080149902X |
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Alfabetizacion / Literacy. Reading the Word and the World (Temas De Educacion / Education Topics)
Paulo Freire , and
Donaldo Macedo
Manufacturer: Ediciones Paidos Iberica
ProductGroup: Book
Binding: Paperback
General
| Education
| Nonfiction
| Subjects
| Books
Pedagogy
| Education
| Nonfiction
| Subjects
| Books
Spanish
| Foreign Language Nonfiction
| Nonfiction
| Subjects
| Books
Literacy
| Words & Language
| Reference
| Subjects
| Books
General
| Education
| Professional & Technical
| Subjects
| Books
General
| Educación
| No-Ficción
| Libros en español
| Formats
| Books
Pedagogía
| Educación
| No-Ficción
| Libros en español
| Formats
| Books
Referencia
| Educación
| No-Ficción
| Libros en español
| Formats
| Books
General
| Educación
| Profesional y Técnico
| Libros en español
| Formats
| Books
ASIN: 8475095682 |
Book Description
More Than Words features the work of more than twenty scholars from Canada and abroad on topics related to postal communication. Drawing on recent trends in social and cultural history, the authors address the history and importance of the post from such perspectives as infrastructure, technology, nation-building, and interpersonal communications. Demonstrating the power of the written word, these new essays examine the post's essential role in building contacts, exchanging emotions, and forging a culture of communication - in which more than words are exchanged.
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The Words on the Page, the World in Your Hands: Book 1
Catherine Lipkin
Manufacturer: Harpercollins
ProductGroup: Book
Binding: Hardcover
General
| Classics
| United States
| World Literature
| Literature & Fiction
| Subjects
| Books
Literacy
| Books & Reading
| Literature & Fiction
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| Books
Classics
| General
| Literature & Fiction
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| Books
General
| Words & Language
| Reference
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| Books
Usage
| Words & Language
| Reference
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| Books
General
| Arts & Photography
| Subjects
| Books
ASIN: 0060551542 |
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The Words on the Page: The World in Your Hand : Book 3
Catherine Lipkin
Manufacturer: Harpercollins
ProductGroup: Book
Binding: Hardcover
General
| Classics
| United States
| World Literature
| Literature & Fiction
| Subjects
| Books
Literacy
| Books & Reading
| Literature & Fiction
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| Books
Classics
| General
| Literature & Fiction
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| Books
General
| Words & Language
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General
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ASIN: 0060551569 |
Book Description
This digital document is an article from Exceptional Children, published by Council for Exceptional Children on May 1, 1991. The length of the article is 1113 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
Citation Details
Title: The tyranny of words. (special education student's need to be part of the literate world) (column)
Author: Jeptha V. Greer
Publication:
Exceptional Children (Refereed)
Date: May 1, 1991
Publisher: Council for Exceptional Children
Volume: v57
Issue: n6
Page: p486(2)
Article Type: column
Distributed by Thomson Gale
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- FASCINATING - illuminates a (mostly) unknown phenomenon
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Hunger for the Printed Word: Books and Libraries in the Jewish Ghettos in Nazi-Occupied Europe
David Shavit
Manufacturer: McFarland & Company
ProductGroup: Book
Binding: Library Binding
Czech Republic
| Europe
| History
| Subjects
| Books
Lithuania
| Europe
| History
| Subjects
| Books
Poland
| Europe
| History
| Subjects
| Books
General
| World
| History
| Subjects
| Books
General
| Books & Reading
| Literature & Fiction
| Subjects
| Books
History of Books
| Books & Reading
| Literature & Fiction
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| Books
Literacy
| Books & Reading
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General
| Education
| Nonfiction
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Literacy
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General
| Library & Information Science
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General
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General
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General
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ASIN: 0786402032 |
Book Description
In the years leading up to World War II, libraries played an increasingly significant role in the culture lives of East European Jews. Amid the squalor, books provided many with an opportunity to escape for a while and offered renewed hope and willpower. Maintaining libraries was also an act of resistance, helping the people keep a hold on their humanity and a cultural link with the past. This work details the story of libraries in five of the largest ghettos in Nazi-occupied Europe: Ldz and Warsaw in Poland, Kovno and Vilna in Lithuania, and Theresienstadt in Czechoslovakia.
Customer Reviews:
FASCINATING - illuminates a (mostly) unknown phenomenon.......1997-10-20
There is no way that a description of European Jewish life in the Holocaust can be other than lacerating. That said this small exploration of the resistance of the mind and escape from the physical prison which trapped the Jewish community by their holding tenaciously to the cultural attachment to the written word is remarkable. People, from little children to the elderly, despite the utter horror of their surroundings, made use of books. The image of libraries - still with an overdue system intact - of libraries to which one had to contribute a book to become a borrower - and of the desperate Warsaw fighters hidden behind a case of books are simply a few of the remarkable images that fill this work. If an escape or resistance of the spirit were possible surely this was it; what did those doomed people read to escape from or place a context to their unimaginably horrible experience. It is hard not to take some pleasure in the idea that there were such books - Shavit tells quite precisely what they were and who read them - but sadly notes books were hidden for readers who never returned, the Yiddish literature that has survived in largest quatities was, ironically, that confiscated by the Nazis, and in the end a few of the thumbed, tattered books remained but finally there were no more readers.
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The Great Smokies: From Natural Habitat to National Park
Daniel S. Pierce
Manufacturer: University of Tennessee Press
ProductGroup: Book
Binding: Hardcover
General
| State & Local
| United States
| Americas
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Midwest
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Conservation
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Reference
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Parks & Campgrounds
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General
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ASIN: 1572330767 |
Book Description
This digital document is an article from Journal of Southern History, published by Southern Historical Association on May 1, 2002. The length of the article is 895 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
Citation Details
Title: The Wild East: A Biography of the Great Smoky Mountains and The Great Smokies: From Natural Habitat to National Park.
Author: Kathleen A. Brosnan
Publication:
Journal of Southern History (Refereed)
Date: May 1, 2002
Publisher: Southern Historical Association
Volume: 68
Issue: 2
Page: 515(3)
Article Type: Book Review
Distributed by Thomson Gale
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- The Amateurs: The Story of Four Young Men and Their Quest for an Olympic Gold Medal
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Land As God Made It: Jamestown And the Birth of America
Pocahontas and the Powhatan Dilemma: The American Portraits Series (American Portrait Series)
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