An acceptance or admission letter, sent to a student, is the proof that the student has been offered a place for the selected program of study at the institution where the student had applied for admission.
If you need more explanation then I would like to say that if a student is interested in studying abroad in the UK then he/she has to start the process with an application to a college or university in the UK. Anyone interested should go on the internet and check the Webpage of a college or university for admission to a certain course/program of study. On the webpage of a university or college a student will find all sort of information for the prospective students. One can check if the desired course or program is available at the institution or not. If the program that interests a student is available then he/she should go further to know about the admission requirements for this specific program and the application deadline. The interested student has to download the application form or apply online for this program and provide all the required documents to the concerned department. After this the duty of the applicant is done.
After all this the student should wait for a response from the college or university. In the next few weeks the concerned department would send a letter of admission if the student has been admitted to the program and if unfortunately the admission has been refused, for some reason, then this letter is called refusal letter and this letter of refusal means nothing for a student.
Now I think you have got the point. The admission letter or the letter of admission or the acceptance letter or the letter of acceptance, now also called visa letter, is a sort of invitation from the educational institute and with this letter you should apply for your visa. Remember that this letter is not the sure guarantee of your visa. For your visa you have to apply to the British High Commission, along with your visa/admission letter.
The person in the college or university who has sent you this letter is called your sponsor for sending you the letter.
After receiving your admission letter, you should apply for visa and this is the most important step. So be careful and provide all information correctly or your visa will be rejected.
If you cannot go through all this process then you should contact an educational consultant in your city for your admission at an educational institute in the UK and for help to arrange your documents before you apply for visa. But I am sorry to say that most of the education consultants are frauds. So make it sure that your consultant is not fraudulent.
For this purpose you should contact the British council near you as it is their duty to help students who want to study in the UK.
The British council webpage http://www.britishcouncil.org/
Friday, June 26, 2009
Thursday, June 25, 2009
Bank statement for my UK student visa
To qualify for UK student visa, a student needs to show a personnel bank statement-under the new TIER-4 POINTS-BASED SYSTEM.
This bank statement is required for your student visa application and after your application for your visa, you should not touch the amount in your account (until you receive a reply from the embassy) or you will get your visa refused. Remember that the ambassadors may check your bank account up to three times before you are granted a visa, so be serious.
For this purpose you can take student loan but it is highly recommended that the amount is in your own account.
For student loan or any other type of loan you should contact banks, charity institutions or any other authorized bodies that offer loan to students.
However, it is good to mind your own business because sometimes it is difficult to take loan.
In a computerized bank statement a student must show funds enough to pay the tuition fee and cover other costs of studies, at least for the first year, in the UK.
In other words, before making an application for UK student visa, the applicant has to demonstrate that he/she can pay the tuition and the maintenance/accommodation fees (for the first year of study in the UK).
The amount a student must show in a bank account depends upon the location of his study and upon the college/university selected. For example if a student is going to study in London then the amount required must be high as compared to other cities in the country, because London is more costly then other parts of the UK.
For the maintenance a student has to show 800 per month if he/she plans to live in the city of London and 600 per month for any other city in the UK.
The formula is very simple.
For London, 800 per month + tuition fee = the amount required in the bank account of the student (minus any deposits if paid).
For any other city, 600 per month + tuition fee = the amount required in the bank account of the student (minus any deposits if paid).
This means if a student has paid any tuition fees then he/she need to show (in bank account) only the remaining fees to be paid.
These amounts must be held in a personal bank account of the student for a minimum period of 28 days
The bank statement could be in the name of the student or in the name of a sponsor but to avoid difficulties it is recommended that a student should have the amount in a personnel bank account. Now, under the new system, the good news is that a fresh bank statement is acceptable.
Scholarship holders need no bank statement if the scholarship is enough to cover all costs of study.
Wishing you all success!
Monday, June 22, 2009
The new Tier 4 POINT-BASED SYSTEM for UK student visa
what is Tier 4 POINT-BASED SYSTEM
With the introduction of the new Tier 4 POINT-BASED SYSTEM, the UK migration laws have changed and it is important for every interested student to get the updated information about the changes in the immigration rules.
If you are a genuine student and want to study abroad in the UK then you should be happy because the new rules are student friendly and the system is soft and easy to follow, as compared to that existed in the past.
Gone are the days when every one could get admission in a so-called college in the UK and could apply for student visa and this was the main reason that there was a great rush in the British High Commissions abroad. And in such hustle and bustle a genuine student was often rejected, so it was very difficult for a student to get visa.
Now with the new Tier 4 POINT-BASED SYSTEM only a true student would be able to study abroad in the UK approved Universities and Colleges.
The new Tier 4 POINT-BASED SYSTEM says that a student has to earn 40 points before applying for the UK student visa.
An acceptance/admission letter from a recognized university or college in the UK earns 30 points for a student. The education provider in the UK college/university, who has offered a place/admission to the student, is the sponsor of the student. He/she is called sponsor because he/she sends an acceptance letter also called visa letter to the student interested. But keep this in mind that this letter is not the guarantee for visa. This is a letter containing some basic information about the applicant. This letter is to be sent to the British High Commission along with your visa application for your student visa. The sponsor has to be registered with the UK Border Agency.
Register of Sponsors Licensed Under the Points-Based System (Tier 4 only).
To earn the remaining 10 points a student has to show that he/she has enough funds to cover the cost of the study period. These funds may be proved in the form of bank statement, scholarship or student loan etc.
With the introduction of the new Tier 4 POINT-BASED SYSTEM, the UK migration laws have changed and it is important for every interested student to get the updated information about the changes in the immigration rules.
If you are a genuine student and want to study abroad in the UK then you should be happy because the new rules are student friendly and the system is soft and easy to follow, as compared to that existed in the past.
Gone are the days when every one could get admission in a so-called college in the UK and could apply for student visa and this was the main reason that there was a great rush in the British High Commissions abroad. And in such hustle and bustle a genuine student was often rejected, so it was very difficult for a student to get visa.
Now with the new Tier 4 POINT-BASED SYSTEM only a true student would be able to study abroad in the UK approved Universities and Colleges.
The new Tier 4 POINT-BASED SYSTEM says that a student has to earn 40 points before applying for the UK student visa.
An acceptance/admission letter from a recognized university or college in the UK earns 30 points for a student. The education provider in the UK college/university, who has offered a place/admission to the student, is the sponsor of the student. He/she is called sponsor because he/she sends an acceptance letter also called visa letter to the student interested. But keep this in mind that this letter is not the guarantee for visa. This is a letter containing some basic information about the applicant. This letter is to be sent to the British High Commission along with your visa application for your student visa. The sponsor has to be registered with the UK Border Agency.
Register of Sponsors Licensed Under the Points-Based System (Tier 4 only).
To earn the remaining 10 points a student has to show that he/she has enough funds to cover the cost of the study period. These funds may be proved in the form of bank statement, scholarship or student loan etc.
Thursday, June 18, 2009
Why study in the UK?
Now a days that every student wants to study in the UK but the question is, why UK or why study in the UK? There are a lot of facts involved in this topic but the foremost of these facts is that the educational institution within the UK are the best education providers on the planet and thus the degrees they award are of high value and acceptable throughout the globe.
The traffic of international students curved towards the UK after the 9/11 attacks when the US immigration laws became tougher for international students and thus the UK started receiving more and more international students as they ( the students) have been an important factor in their economy.
On the other hand the education cost for international students in the UK is low if compared to that in the USA and there are dozens of bodies awarding scholarships to the international students in the UK.
The UK visa process as compared to that of the USA is soft. A student can easily get his/her UK study visa if he/she can arrange all the required documents in addition to a valid acceptance letter from a recognized educational institute
In addition to all this, the international students in the UK are allowed to work while studying. An international student is allowed to work up to 20 hours a week during the school time, and up to full-time during vacations. However, it is neither easy nor good for a student to work while studying. Therefore, all the international students should have funds to cover all sorts of costs, at least for their first year in the UK.
The multicultural society of the UK has much more for you to see and enjoy. whether you are a Christian, Buddhist, Hindu, Jew or Muslim. You are welcome!
Now if somebody asks you why study in the UK? You should answer; why not study in the UK?
Now if somebody asks you why study in the UK? You should answer; why not study in the UK?
Wednesday, June 17, 2009
Final Blog
So I know many of you have probably never even seen Gossip Girl, but NY Magazine does a hilarious review of it after every episode. I thought IҀd do my final response in that formatŀitҀs basically a pro/con list with point values. Here goesŀ
(Almost) Better than Boo Radley:
- The National Heritage Museum. It was a good way to start of the course. The exhibit about the syllabary was awesome and the one about the history of the Cherokee Nation and the Trail of Tears was informative. Plus 5.
- Immersion School and Cherokee Animators. From my previous post about these topics, you can tell that I loved this part of the course. I think what these guys and the school are doing for future generations is amazing. Plus 25.
- Indian Child Welfare Visit. I loved this part of the course! The women who talked to us seemed so passionate about their work and helping out children. Plus 5. However, we definitely could have used more time there. Minus 2.
- Stickball. AWESOME! I usually shy away from sports, IҀm not terribly athletic and I have horrible hand-eye coordination. Luckily, stickball didnҀt really require that. I have never had so much fun getting muddy, sweaty, and bruised. Plus 20.
- Stomp Dance. My ӀCourse up to this pointԀ blog says my feelings about this. Seriously one of the best all-nighters IҀve pulled. Plus 25.
- Films. I love Sterlin HarjoҀs films and I am so glad that we got to meet him! I also enjoyed The Doe Boy and the documentaries about the stomp dance and Tar Creek. Each one of these films helped me to understand Indian culture and practices better. Plus 10.
- Coates Course. Dr. Coates was extremely intelligent and knowledgeable and seemed passionate about the history of her people. I learned so much from this class and IҀm glad to have the manual they gave us to refer back to. Plus 10. The days were SUPER long, and it was kind of a bummer that the class took up two of our weekends. Minus 5.
- Meeting Wilma Mankiller. During lunch, Wilma said: ӀSorry, IҀm allergic to my cats and dogs, but I refuse to get rid of them.Ԁ Although that seems totally irrelevant, IҀm in the same boat as her and it made me like her that much more. SheҀs an animal lover and the former Chief of the Cherokee Nation. I also really love hearing her speak about the Bell Project and visiting other indigenous people. Basically she is just an awesome person and IҀm really glad that we had the opportunity to meet her. Plus 20.
- Float Trip. I had so much fun on the float trip! We played games, swam, tanned, and attempted to paddle our way out of danger. Plus 15. We also got super sunburned. Minus 3.
- Will Rogers, Gilcrease, And Philbrook Museums. All three of these were beautiful museums! I especially liked the paintings in the Philbrook and the exhibit about the wood artist. Plus 10.
- Phyllis, Ed, Wyman, Dede, Travis, Kinsey, Chris, and Dr. Foster. Every single one of these people gave up their time and energy to help us learn and I could not be more appreciative! I loved learning the language, history, and culture of the Cherokees. I want to say thanks to everyone for making it such a great learning experience! Plus 40.
- Staying busy. I am so happy that we stayed busy during those three weeks! Even though we were pretty tired and maybe a little cranky by the end of the trip, I feel like we got a well-rounded view of the Cherokees and that it couldnҀt have been accomplished if we had cut things out. Plus 20.
- The people. I had so much fun with the other students on this trip! We had a really remarkable mix of backgrounds, majors, ages, and interests, and this made the experience much more exciting! Plus 20.
Slight Drawbacks:
- Blogging and Reading. Because we did stay so busy, it was pretty hard to get all of the assigned work done during the course. Most of the readings were pretty useful, especially Wilma MankillerҀs autobiography and Robert ConleyҀs Cherokee Thoughts. I have to say though that I ended up skimming a lot of the other assigned readings because I simply didnҀt have time to do it all! Minus 10.
- Reading again. Having the readings in a course pack would have been much better. I hate reading things on my laptop because you canҀt highlight or make notes. Having a course pack would have made reading on the way to things much easier as well. Minus 10.
- SequoyahҀs House. Although the story of how Sequoyah developed the syllabary is unique and impressive, his house wasnҀt really either of those. IҀm not sure if I would recommend going there againŀthere just wasnҀt that much to see and the information provided there wasnҀt anything I hadnҀt read previously. Minus 5.
- (Lack of) Free time. I know I said I was glad that we stayed busy, but one entire free day would have been nice. I would definitely suggest having it after the stomp dance. People were tired and grumpy, which made the amount of complaining escalate. Having a free day would have given people the alone time they needed. Minus 2.
- Not enough language instruction. It would have been great if we could have learned more of the language. We barely skimmed the surface! We also didnҀt have any language instruction the last week, so it felt slightly crammed in the first two. Minus 4.
- Only going to the Bible Study. Although it was neat to hear a Bible Study in Cherokee, I feel like it would have been much more beneficial to actually attend a church service. Since so many Cherokees are Christians, it would have been useful to see how their services are run. Minus 3.
- Visiting the UKB. Although it is great to get perspectives from both the Cherokee Nation and the UKB, I left our visit with them angry and saddened. They seemed very immature and defensive. It was not a positive experience! Minus 12.
TOTAL: 149
Judging from the astronomically high positive number, I would have to say that this course was awesome! I have seriously never learned so much in such a short amount of time, and I am so grateful that I had this opportunity!
Tuesday, June 16, 2009
Final Report
The experience was outstanding. I cannot remember a time that I have learned so much, so fast, in such an experiential way (the best way to learn). I loved learning about the contemporary Cherokee up close, face to face, with legitimate contemporary Cherokees and making lasting relationships with them as it went. I look forward to informing my friends about this quasi-sovereign culture working within our country's borders and hopefully aid the American Indian cause because knowledge is power, baby. That reminds me of one aspect of the course I wish was slightly different. That would be the tunnel vision focus on strictly the Cherokees. I would have liked it if we were at least informed upon most everything we learned about the Cherokee whether or not other tribes did the same, because there is a lot of overlap. I feel that incorporation of this global approach would make the course fuller and more useful.
The stomp dance was absolutely the best experience of the trip. That was amazing, I wrote about it in another blog though so I'll leave it at that. The other two experiences that stand out brilliantly were the stickball game and marbles. Genuine Cherokee/Indian activities, and getting to do them ourselves, just as Indians past and present do (for the most part). And the Coates lectures were outstanding as well. As for the language, I'm glad we learned it, and it is important that we learn it, but something felt lacking or wrong about the way we went about doing it... can't put my finger on it. The last week was really cool with the higher level topics such as the freedmen and the child welfare and the UKB splinter. Learning about the superfund site on Quapaw grounds was absolutely awesome to see. Meeting with other groups such as the UArkansas and the UGA kids really gave some personality and juice to the trip. Made it better. Some of the 'higher level' topic didn't seem quite as relevant such as the Optometry school and the Will Rogers tour, but all the same, those were two of my favorite events, and variety is the spice of life/learning/avoiding boredom.
Negs- The biggest negative was probably having too much stuff and getting burnt out starting around the middle of week two (a lot b/c week one was so intense). At the same time, I'm glad we did so much, but I would still consider it the biggest issue that was obviously pretty universal for most of us during the trip. Aside from fatigue, it made some of the smaller readings due within the trip very difficult to complete. Other negs... Many of the speakers/learnings were biased. On the whole, I think there should be more guidance/explanations of what is going on and perhaps quizzes of information not necessarily for a grade but for self-checks and reviews.
The stomp dance was absolutely the best experience of the trip. That was amazing, I wrote about it in another blog though so I'll leave it at that. The other two experiences that stand out brilliantly were the stickball game and marbles. Genuine Cherokee/Indian activities, and getting to do them ourselves, just as Indians past and present do (for the most part). And the Coates lectures were outstanding as well. As for the language, I'm glad we learned it, and it is important that we learn it, but something felt lacking or wrong about the way we went about doing it... can't put my finger on it. The last week was really cool with the higher level topics such as the freedmen and the child welfare and the UKB splinter. Learning about the superfund site on Quapaw grounds was absolutely awesome to see. Meeting with other groups such as the UArkansas and the UGA kids really gave some personality and juice to the trip. Made it better. Some of the 'higher level' topic didn't seem quite as relevant such as the Optometry school and the Will Rogers tour, but all the same, those were two of my favorite events, and variety is the spice of life/learning/avoiding boredom.
Negs- The biggest negative was probably having too much stuff and getting burnt out starting around the middle of week two (a lot b/c week one was so intense). At the same time, I'm glad we did so much, but I would still consider it the biggest issue that was obviously pretty universal for most of us during the trip. Aside from fatigue, it made some of the smaller readings due within the trip very difficult to complete. Other negs... Many of the speakers/learnings were biased. On the whole, I think there should be more guidance/explanations of what is going on and perhaps quizzes of information not necessarily for a grade but for self-checks and reviews.
Indian humor
When we met with Sterlin Harjo to view his film Barking Water, he told us that Indian humor is "hard to explain, but you just know it" if you grew up with it. It's a combination of coping with the struggles Indian people have faced and continue to face, a sometimes bleak, dry, and merciless wit. It's a wit most often aimed at one another, constantly ragging on your friends. As one of us observed, "to keep people in line," to remind them they are no better than anyone, they're all in this together. Almost like an inside joke, or story. The attitude is reminsicent of Janelle Adair recounting the story of the Possum, whose vanity caused Rabbit to take him down a notch by making his tail into the ugly bald tail it is today. Humility is important to Cherokees. Given names are not usually noble, as we learned from Professor Coates, but come from everyday events and are sometimes even embarrassing, as we noticed on one treaty signed by a man named She Reigns (probably a Hen-pecked husband), or another chief Standing Turkey because he had a limp. It's even evident in the "names" our friends Ed Jumper and Travis Wolfe bestowed on us--Becky earned the name Ulvnotisgi, or "Crazy," Caroline earned a name meaning "Crybaby," while Ben earned the illustrious Asaki (sp), or "Fart."
From watching Sterlin's films, and other films by native people (Smoke Signals, Skins, Atanarjuat), I think the films' bouts of humor serve as a reality check--they serve to deflect stereotypes, and serve as reminders of the humanity and reality of the people they portray.
One night I heard Kinsey laughing uproariously in the other room. When I went to investigate it turned out she was watching this Youtube video:
"Sacred talk," shows a guy walking through the forest, talking in the stilted, spiritually-heavy manner of stereotypical Indians. His friends, just regular Indian guys messing around, think he's nuts as he loudly yammers on.
Kinsey and Chelsie (Creek) and I watched various videos by these guys over a few nights. The stereotypical Indian is always contrasted to modern, everyday Indians for hilarious results. These videos, along with Sterlin's films who have drawn such a following in the area, are perfect examples of Indian people using forms of modern media to show who they are. Sterlin and other Indian filmmakers are very important for determining how people view Indians, as many popular ideas of who Indians are have stemmed from years of romanticizations or misconceptions in movies. Now that Indian actors and filmmakers can control their own modes of media, they can start controlling how people perceive American Indians.
As we also stopped to look around in the Will Rogers museum and Will Rogers homestead, and saw how he kept Presidents like Silent Cal in line or Franklin Roosevelt in stitches, just with a few snappy remarks, we are reminded that Indian people are doing this today and have been doing it since the first films, in which Will Rogers was a star. The immensity of Will Rogers' stardom can't be underestimated, as we saw in the museum, supposedly the single biggest museum devoted to any one person. Satirists and huge public personalities like Will Rogers had and continue to have enormous influence on politics and popular opinion. Today that legacy is followed by Stephen Colbert, who is partly Chickasaw (and shares his last name with prominent Chicksaw Chief Levi Colbert).
They are also important for redefining who an Indian is in the eyes of others. Will Rogers showed that Indians weren't stereotypical; many are still surprised that he was Cherokee because he didn't "look" Indian, but his unique brand of Indian humor made him into the star and popular commentator that he was. For Will, being Indian was a state of mind, a wily eye on the world, keeping leaders in check, and giving an honest, humble voice.
Indian humor continues to be a powerful tool for Indian people to reach non-Indian people, continuing just as Will Rogers started when he began in the first silent films.
From watching Sterlin's films, and other films by native people (Smoke Signals, Skins, Atanarjuat), I think the films' bouts of humor serve as a reality check--they serve to deflect stereotypes, and serve as reminders of the humanity and reality of the people they portray.
One night I heard Kinsey laughing uproariously in the other room. When I went to investigate it turned out she was watching this Youtube video:
"Sacred talk," shows a guy walking through the forest, talking in the stilted, spiritually-heavy manner of stereotypical Indians. His friends, just regular Indian guys messing around, think he's nuts as he loudly yammers on.
Kinsey and Chelsie (Creek) and I watched various videos by these guys over a few nights. The stereotypical Indian is always contrasted to modern, everyday Indians for hilarious results. These videos, along with Sterlin's films who have drawn such a following in the area, are perfect examples of Indian people using forms of modern media to show who they are. Sterlin and other Indian filmmakers are very important for determining how people view Indians, as many popular ideas of who Indians are have stemmed from years of romanticizations or misconceptions in movies. Now that Indian actors and filmmakers can control their own modes of media, they can start controlling how people perceive American Indians.
As we also stopped to look around in the Will Rogers museum and Will Rogers homestead, and saw how he kept Presidents like Silent Cal in line or Franklin Roosevelt in stitches, just with a few snappy remarks, we are reminded that Indian people are doing this today and have been doing it since the first films, in which Will Rogers was a star. The immensity of Will Rogers' stardom can't be underestimated, as we saw in the museum, supposedly the single biggest museum devoted to any one person. Satirists and huge public personalities like Will Rogers had and continue to have enormous influence on politics and popular opinion. Today that legacy is followed by Stephen Colbert, who is partly Chickasaw (and shares his last name with prominent Chicksaw Chief Levi Colbert).
They are also important for redefining who an Indian is in the eyes of others. Will Rogers showed that Indians weren't stereotypical; many are still surprised that he was Cherokee because he didn't "look" Indian, but his unique brand of Indian humor made him into the star and popular commentator that he was. For Will, being Indian was a state of mind, a wily eye on the world, keeping leaders in check, and giving an honest, humble voice.
Indian humor continues to be a powerful tool for Indian people to reach non-Indian people, continuing just as Will Rogers started when he began in the first silent films.
Final Post
I got back to North Carolina late last night, and I've spent the past couple days thinking about what I would write for my final blog post. I decided that I should keep it as academic as possible--if I wander too far into the personal, this could get awfully sentimental, and nobody wants that.
While turning over the past three weeks in my head, I tried my hardest to find some strand of unity in all the diversity of the Cherokee experience. What, I wondered, makes Cherokee culture unique? It is not, as some outsiders assume, some kind of living, breathing cultural relic. Nor is it, as some policymakers past and present would like to believe, obsolete and fully assimilated. Rather, it seems to me that the Cherokee have not been assimilated, but are the products of an assimilative system. In short, the Cherokee are able to incorporate elements of European-American culture without being incorporated in it. They have been able to twist around elements of other cultures and make it distinctly Cherokee.
At the Philbrook museum, I saw an early piece of evidence for this idea in Indian material culture. In one of the collections, our group was shown a pair of Delaware moccasins that used trade beads as part of its design. Though the moccasins were not Cherokee, it demonstrates the principle that Indian cultures are able to incorporate the "non-traditional" into the "traditional."
In spiritual life, the same idea holds true. While at the stomp dance at the Echota grounds, I saw this assimilative system at work yet again. For example, I stomped behind a young woman wearing a set of tin-can shackles, a long skirt, and an Army T-shirt. I'm not sure I could have found a better representation of the modern Cherokee experience. This spiritual blending is also present in the Cherokee Christian tradition, as we observed at the Sunday School session at the Indian Baptist Church. Although these particular Cherokees were firmly devoted to a Western religion, they gave it a Cherokee twist, using the bible as a vehicle to teach Cherokee language and literacy.
This trend is present in media as well, as Will Rogers pretty clearly demonstrates. Rogers, an enrolled Cherokee who received allotment land, crafted a public persona that made him one of the earliest and most successful figures of modern American mass culture. Though he used the mainstream media, his jokes and commentary drew on distinctly Indian humor, and he made more references to his Cherokee membership than most Rogers experts acknowledge.
I have come to believe that the Cherokee system is an extremely elastic one. From the development of a centralized tribal government, to the invention of a Cherokee system of writing, to the founding of the modern-day Cherokee immersion school, the Cherokee people and government have found ways to make their culture adaptive, without losing the kernel of Cherokeeness. As Chief Smith likes to emphasize, the Cherokee are not a backward-looking people. They venerate their ancestors and their heritage, but they generally do not view their culture as a relic to be preserved and coddled. Cherokee culture and modernity grew up together and influenced one another: American modernity is in many ways as Cherokee as Cherokee culture is modern. Cherokee culture is living, breathing, and changing, but it is rooted.
While turning over the past three weeks in my head, I tried my hardest to find some strand of unity in all the diversity of the Cherokee experience. What, I wondered, makes Cherokee culture unique? It is not, as some outsiders assume, some kind of living, breathing cultural relic. Nor is it, as some policymakers past and present would like to believe, obsolete and fully assimilated. Rather, it seems to me that the Cherokee have not been assimilated, but are the products of an assimilative system. In short, the Cherokee are able to incorporate elements of European-American culture without being incorporated in it. They have been able to twist around elements of other cultures and make it distinctly Cherokee.
At the Philbrook museum, I saw an early piece of evidence for this idea in Indian material culture. In one of the collections, our group was shown a pair of Delaware moccasins that used trade beads as part of its design. Though the moccasins were not Cherokee, it demonstrates the principle that Indian cultures are able to incorporate the "non-traditional" into the "traditional."
In spiritual life, the same idea holds true. While at the stomp dance at the Echota grounds, I saw this assimilative system at work yet again. For example, I stomped behind a young woman wearing a set of tin-can shackles, a long skirt, and an Army T-shirt. I'm not sure I could have found a better representation of the modern Cherokee experience. This spiritual blending is also present in the Cherokee Christian tradition, as we observed at the Sunday School session at the Indian Baptist Church. Although these particular Cherokees were firmly devoted to a Western religion, they gave it a Cherokee twist, using the bible as a vehicle to teach Cherokee language and literacy.
This trend is present in media as well, as Will Rogers pretty clearly demonstrates. Rogers, an enrolled Cherokee who received allotment land, crafted a public persona that made him one of the earliest and most successful figures of modern American mass culture. Though he used the mainstream media, his jokes and commentary drew on distinctly Indian humor, and he made more references to his Cherokee membership than most Rogers experts acknowledge.
I have come to believe that the Cherokee system is an extremely elastic one. From the development of a centralized tribal government, to the invention of a Cherokee system of writing, to the founding of the modern-day Cherokee immersion school, the Cherokee people and government have found ways to make their culture adaptive, without losing the kernel of Cherokeeness. As Chief Smith likes to emphasize, the Cherokee are not a backward-looking people. They venerate their ancestors and their heritage, but they generally do not view their culture as a relic to be preserved and coddled. Cherokee culture and modernity grew up together and influenced one another: American modernity is in many ways as Cherokee as Cherokee culture is modern. Cherokee culture is living, breathing, and changing, but it is rooted.
Cherokee Study Abroad Final Blog Post
Today, I had my first experience attempting to correct misconceptions that people have about the Cherokee. I found myself attacking each misconception with a flood of the information I took away from this course, but I really didn't have a central point to my arguments. It is much too soon for me to reflect on what I did, what I saw, what I learned in the Cherokee Nation and to see some central theme to it all. I'll have to think about the experience a lot longer before that becomes apparent to me.
As an academic overview, I think we definitely covered as many of the bases of Cherokee culture and history as we possibly could have in three weeks. We learned about Cherokee history, government, law, social services, sports, religion, infrastructure, economy, education, health care, and current controversies. As someone who knew nothing about the Cherokee except for the limited (and somewhat incorrect) facts I was taught in middle and high school, I feel that after three weeks, I have a solid grasp on Cherokee culture, history, and how that history has led to the current issues in the Cherokee Nation.
For next year, I would incorporate a couple of hours more of language instruction, with some of that time devoted to writing in syllabary. I felt that was the only element missing academically. Also, I would incorporate more free time next year. I think anyone who spent a significant time with the folks from NSU would agree that the interactions with them are some of the most important things we'll be taking away from this trip. And the students next year should not be surprised when people talk to them on the street or in restaurants.
It will probably take me a month, or a few months even, to be able to put everything that I learned and that happened in Oklahoma, on the way there, and on the way back into some sort of perspective. But if I have to end with something right now, which I do, it's that almost every day something happened that by itself would have made the entire three weeks worth it.
As an academic overview, I think we definitely covered as many of the bases of Cherokee culture and history as we possibly could have in three weeks. We learned about Cherokee history, government, law, social services, sports, religion, infrastructure, economy, education, health care, and current controversies. As someone who knew nothing about the Cherokee except for the limited (and somewhat incorrect) facts I was taught in middle and high school, I feel that after three weeks, I have a solid grasp on Cherokee culture, history, and how that history has led to the current issues in the Cherokee Nation.
For next year, I would incorporate a couple of hours more of language instruction, with some of that time devoted to writing in syllabary. I felt that was the only element missing academically. Also, I would incorporate more free time next year. I think anyone who spent a significant time with the folks from NSU would agree that the interactions with them are some of the most important things we'll be taking away from this trip. And the students next year should not be surprised when people talk to them on the street or in restaurants.
It will probably take me a month, or a few months even, to be able to put everything that I learned and that happened in Oklahoma, on the way there, and on the way back into some sort of perspective. But if I have to end with something right now, which I do, it's that almost every day something happened that by itself would have made the entire three weeks worth it.
Study Abroad in Review
Like Marsha, I don't know if I would through out anything from the course, because everything was relevant in some way. I enjoyed both the topics that connected us with the past and the current conditions of the Cherokee Nation.
I think that rather than removing any of the activities, I would only change them to allow for more free time, or other activities. I would have really enjoyed more time either in the evenings or afternoons, to have free time to spend with one another or with our NSU hosts. I really enjoyed spending time with everyone and I would have liked to have more time. There were a few instances when I could not spend time with anyone because I was too busy trying to keep up with our schedule. I would have also liked to have a second afternoon of half day to have to ourselves, without having the option of a day trip like floating on the river. I thought the river trip was really fun, but I would have liked to have a day where I didn't have to chose between sleeping in and doing something else.
The one thing that I enjoyed the most, as I think other people did too, was learning Cherokee. I feel like the Cherokee language lessons were the glue that brought the entire course together. Learning the language I had no idea that Cherokee was such a difficult language, and that for someone to become a fluent speaker, they needed something like 3,000 hours of training and classes. I had no idea that Cherokee was on the same level as languages like Japanese and Arabic. I would have liked to have a bit more time time spent learning more of the language. I really loved going to the immersion school as practice for the language, and it really helped me to feel connected with all the work the Cherokees are doing to maintain the small remainder of fluent speakers.
One of my other favorite activities was the Native American film festival day we had. I really began to understand some of the norms and traditions of current Cherokee and Indian communities. I thought that as well as visiting as the Cherokee Nation Hospital, and the Indian Child Welfare Services, helped us to gain a better idea of the contemporary Cherokee Nation, and I would have enjoyed more activities like these.
As far as the Cherokee Nation history course goes, I really felt like this was an effective way for us to learn about the history we needed to learn so that we could connect the past to the present. Without this course, I do not know if we would have been able to be so well informed when meeting the Keetoowahs and the Freedmen, which I think both of those meetings were imperative to the course and our learning. I also thought that meeting the Principal Cheif Chad Smith was a great way for us to become more apart of hte Cherokee Nation. After hearing him talk about what was in store for the Cherokee Nation and what they want to achieve in the future, I feel that I as a non member, can now educate my friends and family on the things that can make the most difference and cause the greatest changes needed there.
As a Native American Studies minor, I have taken plenty of courses, all with excellent professors on the histories of many tribes, but never have I taken one like this before. A full immersion program like this one gave me a chance to get a great deal of information in a short time. I got more information than I could ever deal with, and the best study of a tribe I could have had. With all of the information I gained at the Study Abroad in the Cherokee Nation, and with all the help I've gotten from all the people we've met I think I have a great opportunity to make a difference not only in our native communities, but also the native communities around the United States.
I think that rather than removing any of the activities, I would only change them to allow for more free time, or other activities. I would have really enjoyed more time either in the evenings or afternoons, to have free time to spend with one another or with our NSU hosts. I really enjoyed spending time with everyone and I would have liked to have more time. There were a few instances when I could not spend time with anyone because I was too busy trying to keep up with our schedule. I would have also liked to have a second afternoon of half day to have to ourselves, without having the option of a day trip like floating on the river. I thought the river trip was really fun, but I would have liked to have a day where I didn't have to chose between sleeping in and doing something else.
The one thing that I enjoyed the most, as I think other people did too, was learning Cherokee. I feel like the Cherokee language lessons were the glue that brought the entire course together. Learning the language I had no idea that Cherokee was such a difficult language, and that for someone to become a fluent speaker, they needed something like 3,000 hours of training and classes. I had no idea that Cherokee was on the same level as languages like Japanese and Arabic. I would have liked to have a bit more time time spent learning more of the language. I really loved going to the immersion school as practice for the language, and it really helped me to feel connected with all the work the Cherokees are doing to maintain the small remainder of fluent speakers.
One of my other favorite activities was the Native American film festival day we had. I really began to understand some of the norms and traditions of current Cherokee and Indian communities. I thought that as well as visiting as the Cherokee Nation Hospital, and the Indian Child Welfare Services, helped us to gain a better idea of the contemporary Cherokee Nation, and I would have enjoyed more activities like these.
As far as the Cherokee Nation history course goes, I really felt like this was an effective way for us to learn about the history we needed to learn so that we could connect the past to the present. Without this course, I do not know if we would have been able to be so well informed when meeting the Keetoowahs and the Freedmen, which I think both of those meetings were imperative to the course and our learning. I also thought that meeting the Principal Cheif Chad Smith was a great way for us to become more apart of hte Cherokee Nation. After hearing him talk about what was in store for the Cherokee Nation and what they want to achieve in the future, I feel that I as a non member, can now educate my friends and family on the things that can make the most difference and cause the greatest changes needed there.
As a Native American Studies minor, I have taken plenty of courses, all with excellent professors on the histories of many tribes, but never have I taken one like this before. A full immersion program like this one gave me a chance to get a great deal of information in a short time. I got more information than I could ever deal with, and the best study of a tribe I could have had. With all of the information I gained at the Study Abroad in the Cherokee Nation, and with all the help I've gotten from all the people we've met I think I have a great opportunity to make a difference not only in our native communities, but also the native communities around the United States.
United Keetoowah Band
When I was thinking about whom to write my post on for this particular entry, I took a lot of things into consideration. I enjoyed meeting with both the Keetoowahs and the Freedmen, but both in very different ways. I thought that the Freedmen had an amazing story to tell, and that they gave us so much to look at, it was almost too much to take in. The Keetoowahs, I thought were a very different experience Not only from the Freedmen, but also from the Cherokees. While the Keetoowahs and the Cherokees are in a very basic sense the same tribe, they both tell very different stories, and the way in which the Keetoowahs told theirs was incredibly bothersome to me.
For starters, when people repeat things over and over, it has a tenancy of convincing me of the exact opposite. That was one of the things that really bothered me about the Keetoowahs, they continued to allude to the fact that they had documentation to prove their case. However, unlike the Freedmen and the Cherokees, they never provided us with any of this documentation. I am not suggesting that such documentation does not exist, merely that it would be much more convincing if they would have provided copies of it. There were many other things that they continued to repeat, and most of them are not worth repeating in the first place.
When I first when into the meeting with the Keetoowahs, I really tried to keep an open mind. However, the more and more I listened the more and more I became unconvinced of their story and claims. It wasn't that I didn't believe what they were saying, its just the way that they were telling their story made them sound very immature. They continued to refer to the Cherokees as "that other group," or "those people down the road." I realized soon after that whenever the Cherokees referred to the Keetoowahs, while they did disagree with them, they never referred to them in such an immature way. I thought that the way the Keetoowahs talked about the Cherokees was very discrediting to their story.
While I did think that our meeting with the Keetoowahs was interesting, it was not as eye opening as I had hoped. Hopefully next year they can have their documentation ready and waiting.
For starters, when people repeat things over and over, it has a tenancy of convincing me of the exact opposite. That was one of the things that really bothered me about the Keetoowahs, they continued to allude to the fact that they had documentation to prove their case. However, unlike the Freedmen and the Cherokees, they never provided us with any of this documentation. I am not suggesting that such documentation does not exist, merely that it would be much more convincing if they would have provided copies of it. There were many other things that they continued to repeat, and most of them are not worth repeating in the first place.
When I first when into the meeting with the Keetoowahs, I really tried to keep an open mind. However, the more and more I listened the more and more I became unconvinced of their story and claims. It wasn't that I didn't believe what they were saying, its just the way that they were telling their story made them sound very immature. They continued to refer to the Cherokees as "that other group," or "those people down the road." I realized soon after that whenever the Cherokees referred to the Keetoowahs, while they did disagree with them, they never referred to them in such an immature way. I thought that the way the Keetoowahs talked about the Cherokees was very discrediting to their story.
While I did think that our meeting with the Keetoowahs was interesting, it was not as eye opening as I had hoped. Hopefully next year they can have their documentation ready and waiting.
Monday, June 15, 2009
Study Abroad in the Cherokee Nation in review
Thinking back on this study abroad, it is difficult to say what I would have thrown out from the itinerary. Everything we did was in some way culturally relevant to the Cherokee Nation. The most important facets of our learning experience involved lessons in language, history, contemporary issues, and everyday life.
Though impossible to learn over a three week span of time, coming away from this trip having learned just a little bit of Cherokee is an accomplishment. A language so difficult it takes years to master, we tasted a mere morsel of what it is like to converse in Cherokee during these few weeks. We learned barely enough to understand what was going on in the three-year-old class at the Immersion school, but we went away with enough resources (notes, language packets, interactive CDs) to continue to practice the language and study a bit further. I wish we had had a greater amount of time for language instruction. We can come back home, however, and convey to others the importance of preserving the Cherokee language and share some of the efforts Cherokee Nation is making toward that preservation.
The Cherokee Nation history course we took with Dr. Coates was the skeleton holding the rest of the study together. Without knowing Cherokee Nation's history, it is near impossible to understand its culture or how it operates as a sovereign entity. For example, we learned about the Supreme Court case, Samuel Worcester v. Georgia, where the question was raised whether the state of Georgia had the jurisdiction to assert its power in the Cherokee Nation. Georgia attempted to gain control over missionaries by requiring by law any American citizen working for Cherokee Nation to get a license from the state that swears that citizen's allegiance to Georgia. Another one of these laws, known as the Georgia Harrassment Laws, included a nullification of Cherokee law and basically forbidding people from essentially being Cherokee. The U.S. Supreme Court ruled in favor of Samuel Worcester, and by extension the Cherokee Nation, stating that tribal nations "hold a status higher than states" and hold the same authority as the Federal Government. So the ruling gives way to tribal sovereignty of the Cherokee Nation, which is upheld to this day.
What I would like to have had more time on the schedule for would have been a greater focus on contemporary issues facing the Cherokee Nation and other surrounding tribal nations. We touched on a few like the issues with the Freedmen, the United Keetoowah Band, Indian Child Welfare (I wish we had much more time there.), Tar Creek and the Superfund site in Picher, and other political and economic issues. It would have been great to have had time for a service project to do throughout our stay. I feel that an equal amount of time should have been devoted to contemporary issues as well as the Nation's history.
I also would have liked more time to spend with our NSU hosts. We did not really get to hang out with the NSU students except during our blocks of unscheduled time, which were few and far between. I think being able to interact with people on a personal level is important to truly learning what a culture is about. Not only that, it is nice just to be able to relax, make friends and have fun. The time we got to spend with Kinsey, Chris, Dedi, Asa, Eric, Travis, Chelsie, Sedelta, et al, I believe, was just as important as any classroom instruction. I am happy many of them chose to join us on our field trips, which made it slightly easier to accept that we had little free time.
All in all, I am happy to have gone to study abroad in the Cherokee Nation. It was an exhausting, challenging three weeks and a wonderful experience. We may have complained about being overworked/scheduled, but I am glad we were so busy. It was definitely preferable to being confined to a room or library with required reading. I hope those who choose to study abroad in the Cherokee Nation in the coming years have as great or even better experience than we did.
Though impossible to learn over a three week span of time, coming away from this trip having learned just a little bit of Cherokee is an accomplishment. A language so difficult it takes years to master, we tasted a mere morsel of what it is like to converse in Cherokee during these few weeks. We learned barely enough to understand what was going on in the three-year-old class at the Immersion school, but we went away with enough resources (notes, language packets, interactive CDs) to continue to practice the language and study a bit further. I wish we had had a greater amount of time for language instruction. We can come back home, however, and convey to others the importance of preserving the Cherokee language and share some of the efforts Cherokee Nation is making toward that preservation.
The Cherokee Nation history course we took with Dr. Coates was the skeleton holding the rest of the study together. Without knowing Cherokee Nation's history, it is near impossible to understand its culture or how it operates as a sovereign entity. For example, we learned about the Supreme Court case, Samuel Worcester v. Georgia, where the question was raised whether the state of Georgia had the jurisdiction to assert its power in the Cherokee Nation. Georgia attempted to gain control over missionaries by requiring by law any American citizen working for Cherokee Nation to get a license from the state that swears that citizen's allegiance to Georgia. Another one of these laws, known as the Georgia Harrassment Laws, included a nullification of Cherokee law and basically forbidding people from essentially being Cherokee. The U.S. Supreme Court ruled in favor of Samuel Worcester, and by extension the Cherokee Nation, stating that tribal nations "hold a status higher than states" and hold the same authority as the Federal Government. So the ruling gives way to tribal sovereignty of the Cherokee Nation, which is upheld to this day.
What I would like to have had more time on the schedule for would have been a greater focus on contemporary issues facing the Cherokee Nation and other surrounding tribal nations. We touched on a few like the issues with the Freedmen, the United Keetoowah Band, Indian Child Welfare (I wish we had much more time there.), Tar Creek and the Superfund site in Picher, and other political and economic issues. It would have been great to have had time for a service project to do throughout our stay. I feel that an equal amount of time should have been devoted to contemporary issues as well as the Nation's history.
I also would have liked more time to spend with our NSU hosts. We did not really get to hang out with the NSU students except during our blocks of unscheduled time, which were few and far between. I think being able to interact with people on a personal level is important to truly learning what a culture is about. Not only that, it is nice just to be able to relax, make friends and have fun. The time we got to spend with Kinsey, Chris, Dedi, Asa, Eric, Travis, Chelsie, Sedelta, et al, I believe, was just as important as any classroom instruction. I am happy many of them chose to join us on our field trips, which made it slightly easier to accept that we had little free time.
All in all, I am happy to have gone to study abroad in the Cherokee Nation. It was an exhausting, challenging three weeks and a wonderful experience. We may have complained about being overworked/scheduled, but I am glad we were so busy. It was definitely preferable to being confined to a room or library with required reading. I hope those who choose to study abroad in the Cherokee Nation in the coming years have as great or even better experience than we did.
Cherokee Nation Course
While I would change possibly the hours of it, I thought the Cherokee Nation History course was interesting, and I really enjoyed it. I thought that the layout of it was the most beneficial to the learning process and the material with which we were presented. Some courses don't always present the material in a chronological order (which I've never understood), and it's always confusing. I thought that the class was interesting, however, sometimes I felt that it was a bit one-sided and biased. I can understand how the material would be more favorable towards the Cherokee Nation, because the majority of students of the class will be or are employees of the Cherokee Nation, but I still think some of the material could have been covered more neutrally. But, when we went to see the Keetoowahs, they were much more one sided, but I'll talk about that later
Dennis Sixkiller
We first met Dennis Sixkiller at the First Indian Baptist when he and other elders were having Bible study in Cherokee in Sunday School. I found this activity very moving, it was such an amazing example of how the Cherokees are trying to hold onto their culture by maintaining their language. The elders would read from the New Testament, and then they discussed it with us. I found the experience a very interesting look at the ways in which the Cherokees are holding onto their traditions and culture. And it was not the last time we would encounter Mr. Sixkiller.
I first learned about Cherokee Marbles in the book Ned Christie's War by Robert J. Conley, and when I read about it, it seemed easy. And then, of course, I got on the field, and people were passing me right and left, going on to hole after hole, and then coming back again. Even though I was not the most skilled Marbles (ask anyone else and they'll tell you that is a severe understatement!), I still had a great time playing. I thought that the game was really hard, but it was a great way to hang out and talk to Mr. Sixkiller, as well as everyone else. Even if I was the last person on my team to get done, and my team may or may not have lost because of me,I still had so much fun hanging out with my friends, and learning more about Cherokee culture through the game of Marbles.
I first learned about Cherokee Marbles in the book Ned Christie's War by Robert J. Conley, and when I read about it, it seemed easy. And then, of course, I got on the field, and people were passing me right and left, going on to hole after hole, and then coming back again. Even though I was not the most skilled Marbles (ask anyone else and they'll tell you that is a severe understatement!), I still had a great time playing. I thought that the game was really hard, but it was a great way to hang out and talk to Mr. Sixkiller, as well as everyone else. Even if I was the last person on my team to get done, and my team may or may not have lost because of me,I still had so much fun hanging out with my friends, and learning more about Cherokee culture through the game of Marbles.
Fun Fashions in the News
The only thing funnier than Dolce & Gabbana fur hats and white pants for men are the "fashions" recommended for college interviewing by a private college counselor in New York . The show couldn't be more hilarious, not the least for featuring fashions that The Preppy Handbook loved to mock. It personified the fever dream of those who wish they could "summer" on the Vineyard drinking 'tinis and discussing their plans for the new yacht. Education? Not an issue; just the label, please.
The show was featured in Jacques Steinberg's NY Times blog, The Source, and you can read the whole thing here. He's already made fun of it, as have the two admission deans he asked about it, so I won't pile on too much here. You have to read it to believe it.
But it does once again demonstrate the insecurity and credulity of a certain group of people for whom designer labels mean something, even in college education. They are to be pitied more than scorned, I suppose, because in their desperation they deform their children to fit the mold they think will get them into Elitist University. They read all the "How to get in" and "Secrets of" books and then do everything they say, no matter what their children want or are capable of. I imagine grasping parents poring over those books and planning out little Heather's day from the time she's in kindergarten. They are like the nouveau riche capitalists in the late 19th century who married their daughters to penniless European aristocrats for the titles and the lands (which were mortgaged, of course--the aristocrats were no fools). Henry James would have a field day.
Finally, it all shows how anyone with even a tangential relationship to college admission can make a fortune (up to $15K at a time, not counting the DVDs--$45.00) soaking rich rubes. We can complain about them but as long as people have too much money (hard to believe these days) and not enough sense, these independent counselors will continue to embarrass themselves and their "clients." Shannon Duff enters the Hall of College Admission Indignities with this foray into ridiculous fakery.
The show was featured in Jacques Steinberg's NY Times blog, The Source, and you can read the whole thing here. He's already made fun of it, as have the two admission deans he asked about it, so I won't pile on too much here. You have to read it to believe it.
But it does once again demonstrate the insecurity and credulity of a certain group of people for whom designer labels mean something, even in college education. They are to be pitied more than scorned, I suppose, because in their desperation they deform their children to fit the mold they think will get them into Elitist University. They read all the "How to get in" and "Secrets of" books and then do everything they say, no matter what their children want or are capable of. I imagine grasping parents poring over those books and planning out little Heather's day from the time she's in kindergarten. They are like the nouveau riche capitalists in the late 19th century who married their daughters to penniless European aristocrats for the titles and the lands (which were mortgaged, of course--the aristocrats were no fools). Henry James would have a field day.
Finally, it all shows how anyone with even a tangential relationship to college admission can make a fortune (up to $15K at a time, not counting the DVDs--$45.00) soaking rich rubes. We can complain about them but as long as people have too much money (hard to believe these days) and not enough sense, these independent counselors will continue to embarrass themselves and their "clients." Shannon Duff enters the Hall of College Admission Indignities with this foray into ridiculous fakery.
Ned Christie's War
Admittedly, Ned ChristieҀs War was not my favorite book, but it was an interesting way to examine Cherokee history through a work of fiction.
A theme during the days of Indian Territory that was central to Robert ConleyҀs novel is the relationship between Indians and the illegal settlers. Ned and the other Cherokees of Tahlequah who were running a totally functional community were constantly confronted with the fact that Ӏthey want to turn us into white men.Ԁ This was Federally-recognized Indian territory, a place where white settlers initially were not even allowed to live, yet these white men stepped in and assumed their own cultural dominance (as usual).
Isaac Parker assumed that Indians are Ӏwoefully incapable of making the great transition from dark savagery to enlightened civilization alone.Ԁ This is ConleyҀs sarcastic humor, adding in characters like Parker to point fun at the general incorrect assumptions about Indian during that time period. Sure, Ӏlawlessness was rampant in the nations,Ԁ but that was most likely due to the presence of the white men. In reality, rather than serving as important law enforcement in the territory, the white men were the root of the problem.
As a consequence of the white settlers moving into Indian territory, there were Ӏlots of mixed-blood citizens. Some of them are almost white.Ԁ According to Ned, Ӏthey think like whitesԀ and were infiltrating and slowly changing the Cherokee government. Julia CoatesҀ class dealt with this issue of mixed-bloods in the government in her class by showing that although there have been mixed-blood chiefs throughout history; they all have uncles who were chiefs, giving them much legitimacy. In Cherokee matrilineal society, the maternal uncles are responsible for teaching the boys the ways of their clan, and therefore it makes sense that an uncle who is a chief might pass this duty onto his nephew. Nevertheless, what Ned Christie is more referring to is some mixed-bloods who were trying to change the Cherokee Nation, perhaps highly affected by white society. This is just one of the issues that the book deals with. Although the style of historical fiction was not my favorite, I could see how this book could engage people and teach them about the days of Indian Territory. I, however, preferred Robert ConleyҀs Cherokee Thought.
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