In Great Crossings, Christina Snyder documents the creation, development, and eventual closure of the Choctaw Academy located in Great Crossings, Kentucky. US expansion, racist rhetoric, and a Jacksonian ideology of white American identity during the era of forced Indian removal are all common themes as Snyder uses the Choctaw Academy and its locale to chart an “intimate view of the ambitions and struggles of Indians, settlers and slaves” in the antebellum period (16). Great Crossings itself illustrated the transformation of American identity, from one that the Indian students at the Choctaw Academy could personally join in constructing, to one of racial exclusion and forced removal. With a compelling narrative and an intertwined history located at the heart of the continent, Snyder defines a changing America through the eyes of Choctaw Academy students.The residents, enslaved peoples, instructors, and Native students of the school and community illustrate the complexities and contradictions inherent in the tri-racial antebellum South. Choctaw Academy founder Richard Johnson illustrates this dichotomy, as he championed the education and so-called civilization of Native communities, publicly displayed his relationship with enslaved Black woman Julia Chinn, and even covertly used the Choctaw Academy to educate their two daughters while he actively participated in the slave market and plantation economy. Native students also complicated the racial and social characteristics in Great Crossings, as they were often connected to elite families in their nation and refused to be treated as a racial underclass. Snyder deftly illustrates the agency of Indigenous and Black actors as they “asserted that they were not savages or wenches, but rather gentlemen and ladies” (123).The primary foci of Snyder’s work are the Choctaw and other Native students at Great Crossings. Choctaws themselves were at the “vanguard of the education movement,” but many other Indian communities from throughout the eastern Plains and Trans-Appalachia sent young men to the Choctaw Academy (13). Hundreds of students attended the Choctaw Academy, and Snyder painstakingly details the lived experiences of these students as they “became a different type of warrior,” one that used their education at the Choctaw Academy to advance themselves and defend their nations from American predation (40). Students learned skills such as Italian bookkeeping and surveying, while a select few learned advanced degrees in law and medicine. By the 1830s, however, forced removal and the hardening of racial identities in the United States had repercussions at the Choctaw Academy, as education now included manual labor as well as poorer food and lodging. Snyder catalogs how the students responded to these shifts and their agency as they fought to change the Choctaw Academy, shutter it, or go home. As Snyder notes, these battles over the curriculum of the school illustrate the influence and agency of students like Potawatomi Joseph Bourassa and Choctaw William Trahern. As Johnson fell into debt, he “increasingly relied on them to act as spokesmen, monitors, and teachers” to maintain school funding, and these students demanded he provide them access to advanced studies in return (183).The dissolution of the Choctaw Academy in 1848, and the forced removal of Choctaws to Indian Territory, was not the death knell of Choctaw educational programs. Instead, Snyder’s final chapters describe the considerable educational advances in Choctaw country, the foundation of public-school systems, elite academies, and women’s education that preceded the educational revolutions in most of the United States. Leaders of the new school systems, led by Peter Pitchlynn and other Choctaw Academy graduates, changed American conceptions of educational pageantry, such as the annual examinations of students at Choctaw Academy, from a “showcase for a white audience” to a festive event for students’ families (276).Snyder’s concluding chapter reads more as an epilogue, detailing the lives of Choctaw Academy graduates after the Civil War, and it connects the history of Indian country to that of the development of the United States. Through her history of the Choctaw Academy, Snyder uncovers a multicultural and intertwined American South, in which Indian students, white settlers, and enslaved Blacks navigated the “thousand anxieties over race, citizenship, and America’s destiny” that consumed the antebellum era (17). Aptly named, Snyder’s book illustrates the necessary inclusion of Native voices, agency, and dispossession in the creation of an American identity.