Savage Barbarity: Native American Uncivilized (Guerrilla) Warfare at Cold Creek in the Firelands of Ohio during the War of 1812

Ohio History ◽  
2021 ◽  
Vol 128 (2) ◽  
pp. 137-157
Author(s):  
Patrick M. Tucker
2018 ◽  
Vol 39 (2) ◽  
pp. 87-130
Author(s):  
Patrick M Tucker

The Amos Spafford farmstead (33Wo50) of Port Miami in northwest Ohio disappeared from the historical record after the War of 1812. Port Miami, a Franco-American village, was the first U.S. federal customs facility established in Ohio in 1805. It was destroyed in 1812 by a British and Native American detachment led by Captain Peter Latouche Chambers (British 41st Regiment of Foot), the Shawnee leader Tecumseh, and the Wyandot leader Roundhead. Port Miami’s destruction became lost over the years to the historical memory and consciousness of Ohio. Salvage excavations of the Spafford farmstead (1810–1823) in 1977 and its history provide an archaeological window within which to view Port Miami’s obliteration and its recovery to the community heritage of the state.


Author(s):  
John Mac Kilgore

This chapter focuses on the War of 1812 era and Native American resistance to US imperialism. It documents how the politics of enthusiasm, understood as religious fanaticism, was mobilized to discredit the rise of a multi-tribal Native American confederation and its right to resistance. Tenskwatawa, or the Shawnee Prophet, figures centrally in this cultural criticism, and the author analyzes available accounts of the Prophet and his brother Tecumseh, highlighting indigenous dissent as a performance of enthusiasm. Subsequently, the chapter turns to obscure War of 1812 novels (Samuel Woodworth’s The Champions of Freedom, Don Pedro Casender’s The Lost Virgin of the South, and James Strange French’s Elkswatawa) in order to show how American literature absorbed Native American enthusiasms. In these novels it becomes apparent that a pro-American vision of the War of 1812 requires the white imagination to displace and appropriate Native America’s rightful struggle for independence. The chapter ends with a reading of the Pequot American Indian, William Apess, and his response to the War of 1812. Apess is unique for defending an indigenous enthusiastic politics in sympathy with the multi-tribal confederation, and he invents a Native American literature of enthusiasm in the process.


Author(s):  
Brooks Blevins

Chapter 3 charts the massive wave of Anglo-American settlement that populated the region between the War of 1812 and the Civil War. The majority of these settlers came from Appalachia and the greater Upland South – from places like East and Middle Tennessee, eastern Kentucky, and western and Piedmont North Carolina – and brought with them folkways that blended European customs and Native American practices. This chapter questions the popular notion of the Ozarks as a haven for the Scots-Irish and suggests instead the ethnic diversity that lay behind white settlement in the region. In addition, chapter 3 chronicles the views of early travelers in the Ozarks and the seeds of the backwoods image that would come to characterize the region.


Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.


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