Article

ABUSE OF POWER: ANDREW JACKSON AND THE INDIAN REMOVAL ACT OF 1830

Alfred A. Cave is a professor of history at the University of Toledo.
Historian 12/2003; 65(6):1330 - 1353. DOI: 10.1111/j.0018-2370.2003.00055.x
1 Bookmark
 · 
405 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This study seeks to explain the origins of two types of violence occurring on the Palestinian landscape, the erasure of Palestinian farms and the demolition of Palestinian homes. Such violence has two sources. One source derives from an enduring practice of meaningmaking about geographical places that has inspired groups with territorial ambitions to seize control of the landscapes they covet and is referred to by Edward Said as the crafting of ‘‘imaginative geographies.’’ The second source focuses on changes in property rights that follow when groups with territorial ambitions succeed in seizing control of coveted land. It is the imagined geography of Palestine as a homeland for the Jewish people, first framed by Zionists of the late 19th century and absorbed into the practices of Israeli state-building, and the changes in property rights inscribed into the Palestinian landscape following Zionist and Israeli military conquests in 1948 and 1967, that lie at the core of violence directed against the Palestinian farm and home today. This process of imagination, legal transformation, and violence is part of a longstanding lineage of dispossession that includes the English enclosures and the taking of land from Amerindians on the Anglo-American colonial frontier.
    Journal of Cultural Geography 01/2012; 29(3).
  • Source
    Journal of Scientific Psychology. 12/2011;
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this article, the authors describe how they used primary and secondary sources related to the Indian Removal Act to develop a learning activity in which students analyze, corroborate, and synthesize primary sources. Using the free, online authoring tool, UDL Book Builder, they were able to develop on-demand digital scaffolds that temper an engaging and challenging approach to critical thinking with instructional support. A key aspect of this program is the digital agents that educators can program to model critical thinking about primary sources. The authors include the text they developed for the agents’ think-alouds learners can access. Finally, the authors end with ideas for resources teachers can use to access historical arguments for additional history topics.
    The Social Studies 03/2012; 103(2):73-80.

Full-text

View
17 Downloads
Available from