"Art in Focus" is a high school art history text. An integrated, chronological approach to the study of art, "Art in Focus" demonstrates the interrelationships of aesthetics, art criticism, art history, and studio art.Reading age for native speakers: High School students

Cool English is a monthly magazine for teachers and learners of English. The magazine focuses on modern, spoken English in a fun and easy-to-learn format. Each magazine is accompanied by an audio CD so that readers can also listen to the articles, read by English native speakers, in different accents. Each edition of the magazine also comes with a free downloadable Exercise Pack, which allows readers and teachers to practice what they have been learning.
Cool English provides:
Fascinating reading every month.
Interesting articles from around the world.
Real English as spoken by native speakers.
A fun and truly different way of learning.
Listening activities with lots of different accents.
Exercise packs for even more value.

Full legal sovereignty includes the power to make decisions about relations with other nations and control of internal government functions. The essays in this volume offer a sampling of different kinds of political, economic, and social sovereignty, conveying the diverse opinions about sovereignty among Native American and non-Native American scholars. Moreover, they show how historically, how sovereignty has a modern meaning. Federal policy toward Native American nations today is ostensibly one of self-determination. It is the subject of an important debate that provides the focus of this collection of how this Federal policy fits into the Native American ideal for sovereignty.

Tens of thousands of Indian children filed through the gates of government schools to be trained as United States citizens. Part of a late-nineteenth-century campaign to eradicate Native cultures and communities, these institutions became arenas where whites debated the terms of Indian citizenship, but also where Native peoples resisted the power of white schooling and claimed new skills to protect and redefine tribal and Indian identities. In White Man’s Club, schools for Native children are examined within the broad framework of race relations in the United States for the first time.

 

Jacqueline Fear-Segal analyzes multiple schools and their differing agendas and engages with the conflicting white discourses of race that underlay their pedagogies. She argues that federal schools established to Americanize Native children did not achieve their purpose; instead they progressively racialized American Indians. A far-reaching and bold account of the larger issues at stake, White Man’s Club challenges previous studies for overemphasizing the reformers’ overtly optimistic assessment of the Indians’ capacity for assimilation and contends that a covertly racial agenda characterized this educational venture from the start. Asking the reader to consider the legacy of nineteenth-century acculturation policies, White Man’s Club incorporates the life stories and voices of Native students and traces the schools’ powerful impact into the twenty-first century. Fear-Segal draws upon a rich array of source material. Traditional archival research is interwoven with analysis of maps, drawings, photographs, the built environment, and supplemented by oral and family histories. Creative use of new theoretical and interpretive perspectives brings fresh insights to the subject matter.