Title from PDF of title page. / Document formatted into pages; contains 130 pages. / Thesis (M.A.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Indian Key Historic State Park is a small island located on the Atlantic Ocean side of the Florida Keys, near Islamorada. Before it was bought by the state of Florida in 1970, Indian Key had been the setting for a number of historically significant activities. The most well known of these is the 1840 raid on the people and buildings that made up a small wrecking village, established on the island by Jacob Housman in the early 1830s. The limestone foundations of these structures are the main attraction to today's visitor to the park. There is more to the story of Indian Key, though, than the Housman period and the structural remains left behind from this stage of the island's history. Almost immediately after the near destruction of the island in 1840, the Florida Squadron of the Navy took over, constructing their own buildings, and re-using some of the previously constructed foundations. / ABSTRACT: This cycle of rebuilding and re-use continued for another hundred years, with families and fishers trying to inhabit and profit from Indian Key. The focus of this thesis is to examine the foundations and associated archaeological features of Indian Key in order to determine better periods of use and re-use for the buildings that have been identified through archaeological investigations. This research was conducted in order to examine the site's architecture through an archaeological perspective; it is by no means an attempt at a complete architectural study of the site. Rather, it is an effort to examine the entire island of Indian Key, by focusing on the history of the buildings that helped make it an important piece of Florida's past. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

There are numerous ways in which cultural heritage can be preserved, such as: physical museums, virtual museums, tours of historic homes, and community meetings. For this project, I participated in and observed heritage preservation activities in two very different communities--- Sulphur Springs and Seminole Heights in Tampa, Florida. My internship appointment was with OSHNA (Old Seminole Heights Neighborhood Association) under the direction of Dr. Steve Gluckman. My primary focus was assisting heritage preservation committee members in each of the two communities with heritage preservation projects specific to their community needs and interests. One project is the development of a heritage center (physical and/or virtual) that will be used to exhibit the community's cultural and material artifacts. The goal of the heritage center is to educate residents (especially the younger generation and newcomers) about current cultural traditions, achievements, and struggles of residents over time while instilling a sense of identity and belonging in residents by incorporating a diversity of perspectives in the preservation and presentation of the community's history. I was specifically involved in oral history collection; archival data collection and analysis (such as census data and city directory data); and National historic landmark designation analysis and preparation. The internship began in May 2007 and ended in August 2007.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 177-180).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 177-180).

This manuscript contains discussion and analysis of the growing number of public schools in the state of Florida that are increasingly more segregated than at the height of the Brown v. Board of Education decision. Further discussion and analysis on the influence that standardized testing, like the FCAT, has on the resegregation of public schools and the economic conditions of our Florida schools are also included. Interviews, field observations, and research data are provided and illustrate the burden that high stakes testing has on Florida's K-12 public schools, its teachers, principals, and the students who attend those schools. For the purposes of this study, I have explored the realms of Florida's deteriorating public education system through direct field study and observation in public schools across the state of Florida, as well as collecting published available data regarding funding, race, ethnicity, gender, and standardized test scores. I have visited schools in Miami-Dade County, Orange County, Seminole County, as well as Broward County, Florida, in order to better analyze the gap between the "have's" and the "have not's," across Florida's public schools. This research project has permitted my investigation to further dissect the linkage between school funding, standardized testing, school environments, and cultural conditions and roles played by economics, race, demographics, family income, social environment, and standardized testing.

No description available.

The Seminole Indians were Creek Indians from Georgia and Alabama who migrated to Florida for several reasons, including much conflict from not only other native groups but European pursuits. This thesis documents the early Creeks coming into northwest Florida, and thereby contributes to the larger research question of Seminole ethnogenesis. By compiling not only the confusing and often unclear historical documentation, but also the archaeological record, this thesis examines Creek/Seminole archaeological sites along the Apalachicola River and lower Chattahoochee River and matches them up with known historical towns to see where and when the Creek Indians were coming into Florida within this valley and when these groups were being referred to as Seminoles. Another question addressed is why the sites, either known historical or archaeological, all fall in the northern portion of the project area and on the west bank of the rivers. The significance of this research is to try to correlate archaeological sites with historic towns and get a better understanding of which native groups are being referred to as Seminole, when they came into Florida, where they were settling, and what the settlements look like archaeologically.

Resistance to oppression is a globally recognized cultural phenomenon that displays a remarkable amount of variation in its manifestations over both time and space. This cultural phenomenon is particularly evident among the Native American cultural groups of the Southeastern United States. Throughout the sixteenth through nineteenth centuries the European and American states employed tactics and implemented laws aimed at expanding the geographic boundaries of their respective states into the Tribal Zone of the Southeast. None of these groups, however, sat passively during this process; they employed resistive tactics and strategies aimed at maintaining their freedoms, their lives, and their traditional sociocultural structures. However, the resistive tactics and strategies, primarily manifested in the medium of warfare, have gone relatively unnoticed by scholars of the disciplines of history and anthropology, typically regarded simply as guerrilla in nature. This research presents a new analytical model that is useful in qualitatively and quantitatively analyzing the behaviors employed in combat scenarios. Using the combat behaviors of Muskhogean speaking cultural groups as a case study, such as the Creeks and Seminoles and their Protohistoric predecessors, this model has shown that indigenous warfare in this region was complex, dynamic, and adaptive. This research has further implications in that it has documented the evolution of Seminole combat behaviors into the complex and dynamic behaviors that were displayed during the infamous Second iv Seminole War. Furthermore, the model used in this research provides a fluid and adaptive base for the analysis of the combat behaviors of other cultural groups worldwide.

No description available.

This dissertation considers how gendered discourses shaped the US Army’s culture during the Second Seminole War of 1835-1842 and the Mexican-American War of 1846-1848. Historians have increasingly understood these years as the regular army’s formative era but focus on officers. Yet, while native-born West Pointers came to dominate the officer corps, foreign-born recruits filled the enlisted ranks. Little scholarship considers what it meant for the army to be increasingly led by West Pointers and manned by foreign-born soldiers. Officers left the military academy with deeply held beliefs regarding what it meant to be an officer in the army family—a stern father to enlisted men and the Native peoples whom the army considered its wards, and a committed protector of supposedly harmless women. Their paternalistic ideals encountered the complexities of war in Florida and Mexico, where officers both sought to accomplish their missions and condition enlisted men to their authority. Through these wartime experiences, a shared army culture emerged. It was animated by the figure of the soldier as a protector of women and tested in interactions between the army and enemy—Native and Mexican—women. This previously unacknowledged development lent army culture an internal coherence that guaranteed officers’ control over soldiers and an external coherence characterized by a reputation for paternalism. This enabled the army to secure a respected position as an American institution. One consequence was that soldiers were unable, or unwilling, to understand women as enemies. As a result, such authors largely erased or ignored female combatancy from their records—a process typical of many wars. The key to uncovering women’s contributions is to look more critically at official military documents. Methodologically, this project proposes a feminist approach to military history that considers how army leaders constructed women’s presence in, and absence from, military records in specific, deliberate ways. Grasping that process matters—it legitimized the regular army and its officers. Attention to discourses about women, the prototypical outsiders in histories of war, can help historians consider the discursive processes at work within the genre of army writing. The army’s erasure of women’s wartime activities succeeded so well that according to most accounts of the 1830s and 1840s, women—whether Mexican, Native, or American—had no military history. Yet, the army’s relationships with enemy women shaped it in meaningful ways. The regular army's paternalism, well developed by 1848, used men’s control over and obligations to women to reify the superiority of regular soldiers to other men and of officers to enlisted men. The protection of women sometimes served as a common language between officers and enlisted men, sometimes as a path for enlisted men to challenge officers’ claims to moral superiority, and sometimes as a justification for changes to military policy. By 1848, these workings cohered into an engine of army paternalism, a deep-seated logic whose machinations were sometimes overt, sometimes submerged, and underlay the army’s choices. I call this the logic of protection.