- Foreword
- Introduction
- How to Use Dangerous Memories
- The Invasion
- Resistance
- African American Resistance
- Indigenous Resistance: North America
- First Settlement
- Connecticut, 1637
- Massachusetts Bay Colony
- Plymouth, 1676
- Northwest Territory, 1763
- Northwest Territory, 1812
- New Leaders
- Middle West, 1812
- Georgia 1829-1835
- Cherokee Trail of Tears
- United States, 1838-1839
- Smoky Mountains, 1838
- Fort Lyon, 1864
- The Cheyenne Fight Back
- Sand Creek, 1864
- Fort Laramie, 1868
- Washington D.C., 1889
- War for Paha Sapa (Black Hills)
- The Wild West, 1885
- Pine Ridge Reservation, 1890
- Wounded Knee, 1890
- Pine Ridge Reservation, 1925
- Reservations and Renewed Resistance
- San Francisco, 1969
- Pine Ridge Reservation, 1972
- Pine Ridge Reservation, 1973
- Indigenuous Resistance: South
- The Age of Andean Resistance
- Rebellion and Revolution: Mexico
- Central American Resistance
- Resistance Today
- Culture
- The White Way, the Native Way
- Dangerous Memory as Cultural Resistance
- Accumulation vs. Sharing
- Requerimiento/The Requirement
- Moral Superiority: The White Man’s Burden
- Symbols of Freedom
- Repentance
- Facing Massacre
- A Caribbean Notion of Time
- The Gifts of the Colonized
- Paula Gunn Allen
- Economic Contribution: The Gift of Silver
- Agricultural Contribution: The Gift of Food
- Medical Contributions: The Gift of Healing
- Contributions of the Maya People
- Columbus Day
- Story and Song
- The Gifts of Africans
- To Love the Land
- Spirit
- The Gift of Resistance
- Killing the Spirit, Keeping the Spirit
- Chief Seattle (Sealth)
- How Cultural Invasion has Affected North American Culture
- Culture: Post-Reading Strategies
- Bibliography
Washington D.C., 1889
Erasing Dangerous Memory

Mt. Pleasant, Michigan, Indian boarding school, 1893
The Commissioner of Indian Affairs issues a set of instructions to all Indian agents concerning how to train Indians as American citizens and inculcate in them a sense of patriotism.
It is in the highest degree important, therefore, that special attention should be paid, particularly in the higher grades of the school, to the instruction of Indian youth in the elements of American history, acquainting them especially with the leading facts in the lives of the most notable and worthy historical characters. While in such study the wrongs of their ancestors cannot be ignored, the injustice which their race has suffered can be contrasted with the larger future open to them, and their duties and opportunities rather than their wrongs will most profitably engage their attention…
They [teachers] should point out to their pupils the provisions which the Government has made for their education… and should endeavor to awaken reverence for the nation’s power, gratitude for its beneficence, pride in its history, and a laudable ambition to contribute to its posterity.
Francis Paul Prucha, ed., Documents of United States Indian Policy, 180-181
http://www.archive.org/details/annualreportofco188900unitrich








