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Record W4394936577 · doi:10.1215/00141801-10999234

Creek Internationalism in an Age of Revolution, 1763–1818

2024· article· en· W4394936577 on OpenAlexaboutno aff
Adam Stueck

Bibliographic record

VenueEthnohistory · 2024
Typearticle
Languageen
FieldSocial Sciences
TopicHistorical and Cultural Archaeology Studies
Canadian institutionsnot available
Fundersnot available
KeywordsInternationalism (politics)HistoryAncient historyPolitical scienceLawPolitics

Abstract

fetched live from OpenAlex

According to James L. Hill, Creek Internationalism in an Age of Revolution “navigates the overlapping concerns of diplomacy, trade, sovereignty, and autonomy at the heart of affairs in Creek Country during the late eighteenth and early nineteenth centuries” (4). Hill shows that sovereignty remained the central issue for the Creek. However, it was not conflicting perceptions of sovereignty that doomed Creek efforts to establish themselves as an international power. Hill identifies a lack of any clear notion of autonomy among the Creek that prevented their becoming a united entity as they sought recognition from European powers—specifically, Britain and Spain. This reality highlights the continued relevance of a question long posed by historians: Who spoke for whom when it came to Indigenous peoples’ relations with European powers?Key to Hill’s study is his differentiation between the principal communities (talwa) and the satellite communities (talofa) and these community leaders’ interest in vying for influence over the Creek people as a whole, which in turn lead to competition over international interests and favors. Leading these communities were mekkos or headmen. However, mekkos of the talwas did not always recognize the legitimacy of the talofas and their self-appointed leaders. To Hill’s credit, he articulates the difficulties of any American power, including the United States, in motivating European nations to recognize sovereignty across the Atlantic. If the United States could not convince Britain or Spain to recognize their rights as a nation, what hope did the Creek have when they could not create consensus on community leadership, much less national sovereignty? The answer to this question is what makes Hill’s study so compelling. It does not matter in hindsight if the Creek realistically could achieve sovereignty; the Creek believed sovereignty to be a realistic goal, and Hill captures that belief effectively. This belief is what motivated the Creek to take diplomatic missions to Cuba, Canada, Nassau, England, and Washington, DC.Then what prevented the Creek from becoming an international power? Hill’s answer is a predictable one—themselves. By 1790, Creek delegates continued their attempts to exploit rivalries between the United States, Spain, and Great Britain. However, as Hill writes, “The North America of 1790 was not the North America of 1750” (134). In this quotation, Hill encapsulates his main argument. As the old diplomatic strategy of exploiting European rivalries became less useful to groups such as the Iroquois, it became far less useful to the Creek. Delegations to London, Nassau, and Havana were met with respect but were not taken seriously as representatives of an international power. The Creek simply possessed nothing to negotiate with as European powers sought diplomatic solutions to their problems with the new United States. For Europeans, past policies that enabled the Creek to wreak havoc ceased to be a plausible military solution to a diplomatic issue. War remained the primary export for the Creek, and its diminishing importance created immense fissures in the Creek economy. Deerskin and cedar proved a poor foundation to build an export economy. This forced the Creek to use the only asset they had readily available—their own lands, of which they ceded large portions to the United States, most notably the cession of twenty-three million acres at the Treaty of Fort Jackson in 1814.In conclusion, Creek Internationalism in an Age of Revolution steps far beyond dated notions of the inevitability of Indigenous destruction to lend new eyes to the issue of Indigenous sovereignty as it was understood by people on both sides of the Atlantic in the late eighteenth and early nineteenth centuries.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.852
Threshold uncertainty score0.998

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.048
GPT teacher head0.347
Teacher spread0.299 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations0
Published2024
Admission routes1
Has abstractyes

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