US History, February 4 Entry Task: What would a person

have to act like to be considered CIVILIZED today?

Announcements: –Did you turn in: Chief Joseph Speaks

Assignment & Nez Perce who-what-where-when-how-significance assignment

–Review: How should we remember Chief Joseph?

–Study Guide for QUIZ (tomorrow) – Quiz coming up on Wednesday

US Government Policy towards Native Americans

Relocate Assimilate Eliminate/Genocide

Discovery of gold

was often on Indian

land. Some of the key battles fought were

around the mining areas.

In 1890 the total Indian population was less than 250,000, and the total area of reservations in 1887 was roughly 138 million acres (about two-and-one-half times the size of the state of Georgia).

A Changed Culture

•Reformers like Helen Hunt Jackson were horrified at the treatment of Native Americans and pushed for reforms. •Congress changed government policy with the passage of the Dawes Act in 1887.

Reformer Belief

As long as Indians held their lands collectively, neighboring whites would never respect their rights to the land

The DAWES Severalty/General Allotment Act was a huge blow to tribal sovereignty (lasts until 1934)

The Dawes Act of 1887

•The law aimed to give Native Americans private individual ownership of land, eliminate their nomadic lifestyle, and encourage them to become farmers. •The law broke up the reservations in an attempt to end tribal identification. •Native American children sent to boarding schools for deculturization. •The plan failed and speculators acquired most of the valuable land

Ethnocentrism Congressman Henry Dawes, author of the act, once expressed the claim that to be civilized was to "wear civilized clothes...cultivate the ground, live in houses, ride in Studebaker wagons, send children to school, drink whiskey and own property."

Define: ethnocentrism

Belief in the superiority of one’s own ethnic group

Goals of the Dawes Act Break up the tribes Encourage individual

initiative – citizenship would be given after 25 years; if they behaved like “good white settlers”

Encourage further progress of individual farmers

Reduce cost of Indian Administration (US Government)

Open unused lands to settlers

PresenterPresentation NotesThe predominantly eastern reformers who steered allotment through Congress did not go unchallenged. Most Indian peoples saw allotment as the forceful imposition of yet another alien cultural practice, another way of stealing more of their land, and understood far better than distant philanthropists ever could that many of their lands were simply too arid for traditional row-crop agriculture. They showed their opposition by lobbying and petitioning Congress, refusing to attend meetings where allotments were to be assigned, and choosing adjacent allotments in order to reconstitute their commons (albeit on a smaller scale) after allotment. A handful of reformers, mainly in the National Indian Defense Association (NIDA), joined Indians in their ultimately unsuccessful struggle against the Dawes Act. NIDA, whose white leadership feared that the enormous concentrations of wealth that had been brought about by industrialization undermined political equality in the United States, believed that individualizing Indian landownership would simply further impoverish them.The dire predictions of allotment's opponents came true. In contradiction to the public statements and best intentions of the reformers like Fletcher who had proposed it, allotment was an unmitigated disaster. Between the passage of the Dawes Act in 1887 and its repeal under the New Deal in 1934, allotment continually deprived Indians of many of their remaining lands. The outright sale of "surplus" lands -- parts of reservations left over after allotments had been assigned -- and the subsequent sale of allotted lands themselves shrunk the Indian estate from about 150 million acres before the Dawes Act to 104 million acres by 1890, to 77 million by 1900, and to 48 million by 1934. By the time of its repeal, according to one study, two-thirds of the Indian population was "either completely landless or did not own enough land to make a subsistence living."

“The Indian may now become a free man; free from the thraldom of the tribe; free from the domination of the reservation system; free to enter into the body of our citizens. This bill may therefore be considered as the Magna Carta of the Indians of our country.” Alice Fletcher

Burke Act (1906) - Land was held in TRUST Gave the Secretary of the Interior the power to determine who was “competent and capable” and who was “incompetent” Those ‘competent’ would have their land subject to taxation, and land could be sold by the allotted.

Those Indian Lands determined to be

"incompetent" were automatically taken away by Federal Government.

This took Indian land and sold it to settlers, speculators, and investors.

The Beginning of the End of Dawes

Reasons for Wanting the Law (Dawes Act) Passed:

Reformers: Land Speculators:

DAWES ACT

→→→→→

Long Term Consequences

Helen Hunt Jackson sent a copy to every member of Congress with a quote printed in red on the cover: "Look upon your hands: they are stained with the blood of your relations.“ "the real aim [of allotment] was "to get at the Indian lands and open them up to settlement. The provisions for the apparent benefit of the Indians are but the pretext to get at his lands and occupy them. ... If this were done in the name of Greed, it would be bad enough; but to do it in the name of Humanity ... is infinitely worse.“ – Henry Teller, CO

Long Term Consequences of the Dawes Act

The land granted to most was not sufficient

Division of land between heirs resulted in land fractionalization.

Native Americans lost, over the 47 years of the Act's life, about 90 million acres of treaty land, or about two-thirds of the 1887 land base. Indian Estate goes from 150 million to 104 million by 1890, to 77 million by 1900, and to 48 million by 1934

About 2/3 Indians were made landless: population was "either completely landless or did not own enough land to make a subsistence living."

Assimilation

“Kill the Indian, Save the man” – Captain Richard H. Pratt

By the 1860s, the federal government set up 48 "day schools" near some of the reservations

By 1900, 460 boarding and day schools - more than 100,000 Native Americans were forced by the U.S. government to attend Christian schools where tribal languages and cultures were replaced by English and Christianity.

Fort Lewis

http://images.google.com/imgres?imgurl=http://www.colorado.gov/dpa/doit/archives/indians/Ftlewgals.jpg&imgrefurl=http://www.colorado.gov/dpa/doit/archives/Indians/Indians.htm&usg=__CyJAkqn5QNzQb6z-NZmzwxPStg8=&h=301&w=431&sz=46&hl=en&start=9&um=1&itbs=1&tbnid=hXAQKi1cPy2GKM:&tbnh=88&tbnw=126&prev=/images%3Fq%3DIndian%2Bboarding%2Bschools%26hl%3Den%26sa%3DN%26um%3D1

Carlisle - Pennsylvania

Boarding Schools Children were beaten if they spoke

their native language Children were forced to cut their hair Abuse was prevalent Names were changed

Spokane

Tulalip – Half and half program

1909 – Chilocco athletic team – swastika used until WWII

PresenterPresentation NotesOklahoma

Polingaysi Qoyawayma in her autobiography No Turning Back: A Hopi Indian Woman’s Struggle to Live in Two Worlds

http://www.library.csi.cuny.edu/dept/history/lavender/389WesternWomen/huben.html

http://www.californiaindianeducation.org/indian_boarding_schools/pictures/Torlino_Before-After_Portraits.jpg

http://www.californiaindianeducation.org/indian_boarding_schools/pictures/Three_Lakota_Boys_Carlisle.jpg

http://www.californiaindianeducation.org/indian_boarding_schools/pictures/Chiricahua_Apaches_Carlisle.jpg

Cheyenne woman named Woxie Haury in ceremonial dress, and, in wedding portrait with husband.

PresenterPresentation NotesThese ideas of domesticity were in stark contrast to those existing in native communities and on reservations: many indigenous societies were based on a matrilineal system where the women's lineage was honored and the women's place in society respected. For example, women in indigenous communities held powerful roles in their own communities, undertaking tasks that Western society deemed only appropriate for men: indigenous women could be leaders, healers, and farmers

Albert White Hat "I'm one of the few who didn't

get into a boarding school system till I was sixteen. I grew up with a lot of the older people, listened to the stories. And those stories were inside of me. And I went into a boarding school system, and they killed those stories in that system. I came out of there totally ashamed of who I am, what I am. In the late sixties, I went back to the culture, on my own. I let my hair grow, I started speaking my language. And one of those times, I fasted. I did the vision quest, for five years.

Albert White Hat And one of those years -- it was a

beautiful night, the stars were out, and it was calm, just beautiful. And it was around midnight, and I got up and I prayed. And I sat down, sat there for a while, and then all of a sudden I had these like flashbacks, of Sand Creek, Wounded Knee. And every policy, every law that was imposed on us by the government and the churches hit me one at a time. One at a time. And how it affected my life.

Albert White Hat And as I sat there I got angrier and angrier, until

it turned to hatred. And I looked at the whole situation, the whole picture, and there was nothing I could do. It was too much. The only thing I could do was, when I come off that hill, I'm going to grab a gun and I'm going to start shooting. And go that way. Maybe then my grandfathers will honor me, if I go that route.

I got up, and I came around, and I faced the east, and it was beautiful, I mean, it was dawn, light, enough light to see the rolling hills out there, and right above that blue light in that darkness was the sliver of the moon and the morning star. And I wanted to live. I want to live, I want to be happy. I feel I deserve that. But the only way that I was going to do that was if I forgive. And I cried that morning, because I had to forgive.

Albert White Hat Since then, everyday I work on that

commitment. And I don't know how many people have felt it, but every one of us, if you're Lakota, you have to deal with that. At some point in your life, you have to address that, you have to make a decision. If you don't, you're going to die on a road someplace, either from being too drunk, or you might take a gun to your head. If you don't handle those situations.

So this isn't history, I mean it's still with us. What has happened in the past will never leave us. The next hundred, two hundred years, it will be with us. And we have to deal with that every day.

Indian Self-Determination and Education Assistance Act of

1975

Intended to raise Native American control of education and other federal services within their communities

Indian Reorganization Act (1934) Official End of the Dawes Era

Importance of perpetuating Indian culture permitted surplus lands to be returned to tribal ownership.

US History, February 5 Entry Task: How do you decide if

something is offensive? When is a time when you (or someone close to you) has been offended?

Announcements: –We’ll finish the notes from yesterday

(Dawes Act) – QUIZ ON FRIDAY!!!

End of the Plains Indians Genocide Debate Tribes involved with Indian

Wars in the West: – Sioux, Apache, Comanche,

Cheyenne, Arapaho, Kiowa, Ute, Blackfoot, Shoshone, Nez Perce and Bannock

1894 estimate, since 1774: – 45,000 Native Americans

killed – 19,000 Whites killed

The Ghost Dance In January 1889, a Paiute

Indian, “Jack Wilson”, had a revelation during a total eclipse of the sun.

Devastated by current living

conditions, JW sent the “Messiah Letters” urging the Ghost Dance - believing this would reunite Indians with friends and relatives in the ghost world

More about the Ghost Dance Wovoka (Jack Wilson) heralded the dawning

of a new age, in which whites would vanish: the white man would disappear from the Earth after a series of natural catastrophes

Wovoka charged his followers to "not hurt anybody or do harm to anyone. You must not fight. Do right always... Do not refuse to work for the whites and do not make any trouble with them."

The Ghost Dance 1890 Lakota Ghost Dance at Pine Ridge.

http://upload.wikimedia.org/wikipedia/commons/1/13/Ghost_Dance_at_Pine_Ridge.png

How did the Ghost Dance originate?

Wovoka, a Paiute Indian, took elements from mysticism and

Christianity to start a new movement (Ghost Dance) – promised a new start

for Native Americans.

Ghost Dance and Psychological Warfare

The Ghost Dance: meant to be spiritual but was actually perceived as psychological warfare to the military and settlers.

The Ghost Dance

The Ghost Dance (cont) During the fall of 1890,

the Ghost Dance spread to the Sioux villages in the Dakota reservations

Members of the Ghost Dance wore shirts emblazoned with eagles, which they believed could deflect bullets

White officials became alarmed and in December banned the practice of the Ghost dance on Lakota reservations

Sioux Ghost Dance

Effects of the Ghost Dance The unity and

fervor that the Ghost Dance movement inspired, created fear and hysteria among white settlers

This would

culminate at Wounded Knee.

http://www.legendsofamerica.com/photos-nativeamerican/GhostDancePaiute.jpghttp://www.legendsofamerica.com/photos-nativeamerican/WoundedKneeMasacre.jpg

Why would this movement intimidate US army & white settlers?

-Belief included white men disappearing from Earth

-Ghost Shirts - Bullet-proof -Psychological impact – circle dance made soldiers edgy,

paranoid - could this lead to more armed conflicts? And what if the

vision came true?

Big Foot feared for the safety of his band – number of widows of the Plains wars and their children.

Big Foot himself had been placed on the list of "fomenters of disturbances,"

He led his band toward Pine Ridge, hoping for the protection of Red Cloud. However, he fell ill from pneumonia on the trip and was forced to travel in the back of a wagon.

Wounded Knee camp When the Indians reached the

camp at dusk, they were counted and given rations and shelter

In total the Indians numbered about 120 men, and 230 women and children

To ensure the Indians did not escape, Whitside placed two Hotchkiss guns on a ridge overlooking the Indian lodges

During the night, more cavalry and Hotchkiss guns arrived; number of soldiers up to 500

A map of Wounded Knee camp

Disarming the Indians The next day, Colonel

Forsythe called all the Indian men to the center of the camp

Informing the Indians that they were to be disarmed, he ordered them to surrender their weapons

The Colonel ordered the camp searched for hidden weapons, but he only found two rifles

When attempting to take a rifle from a deaf Indian, Black Coyote, The soldiers accidentally discharged the weapon

Another view of the camp

The Massacre begins…

The cavalrymen immediately opened fire with their carbines

Most of the casualties were in the first 10-20 minutes of fighting

Few of the Indians had weapons, and soon they had to flee

U.S. cavalrymen open fire

Aftermath When the slaughter had

ended, Chief Big Foot and 153 of his tribesman lay dead in the snow, many more died of their wounds

About 300 of the original 350 Indians had died as a result of the massacre

The 7th Cavalry suffered 25 dead and 37 wounded, mostly caused by ‘friendly fire’

The surviving Indians were rounded up, spending the freezing night in a Church

A grim view of the death toll at Wounded Knee

What events led to violence at Wounded Knee?

-Leaders like Sitting Bull & Big

Foot deemed “trouble-makers” for not ending the Ghost Dance

-Troops come in to disarm Big Foot’s camp; a scuffle over Black Coyote’s (who was deaf) gun led

to the opening of fire

Medals of Dis-Honor 23 soldiers were awarded

the Congressional Medal of Honor for their role in the massacre

The Congressional Medal of Honor is the highest award in the military, given for uncommon valor and bravery in battle

To this day the government has not rescinded the medals honoring the cavalrymen who took part in the Massacre

A group photo of some of the cavalrymen who took

part in Wounded Knee

“Remember Wounded Knee” Until 1990 when it was

changed by Congress Wounded Knee was officially touted as a ‘battle’

The U.S. Army still has battle streamers commemorating the ‘victory’ of Wounded Knee

In 1973 American Indian Movement activists occupied Wounded Knee and were besieged for 71 days before a compromise was made

The insignia of the 1973 AIM

http://images.google.com/imgres?imgurl=siouxme.com/lodge/Images/aimlogo.gif&imgrefurl=http://siouxme.com/lodge/aim.html&h=220&w=221&sz=9&tbnid=mXOAPduDhLoJ:&tbnh=101&tbnw=101&prev=/images%3Fq%3DAmerican%2BIndian%2BMovement%26hl%3Den%26lr%3D%26ie%3DUTF-8%26oe%3

Effects of Wounded Knee Symbolized the

culmination of the clash of cultures and the end of the “American frontier.”

One member of the burial party remarked that it was "a thing to melt the heart of a man, if it was of stone, to see those little children, with their bodies shot to pieces, thrown naked into the pit."

http://en.wikipedia.org/wiki/Wounded_Knee_Massacre

American Indians Today Data gathered indicates that

Indians are victims of violent crime more than twice the national average

On some Indian reservations unemployment is as high as 70%

The 1997 arrest rate among Indians for alcohol related offences was more than double any other race

12% deaths of N.A.s 2001-2005 were alcohol related (3.3% for US as a whole)

Suicide rate – 25% higher than national rate

Former AIM supporter visits Wounded Knee

gravesite

Today: 562 federally recognized American Indian tribes, all with this in common: resiliency! In 2000 survey, 2.5 million identified themselves at American Indian; 1.6 million of American Indian and other race (Washington state - approximately 159,000)

Native American Population in CA

Raising Awareness

1973: AIM occupiers controlled the town of Wounded Knee for 71 days – 2 Natives killed; 1 US Marshal wounded

Sacheen (Apache girl named Little Feather) made a speech for Marlon Brando (won for Godfather)

Chief Crazy Horse Monument

located in the Black Hills South Dakota

Will be the largest statue in the world making Mt. Rushmore look small by Comparison.

US History, February 6 Entry Task: IF YOU MISSED

YESTERDAY, FILL OUT DAWES ACT NOTES (on your own – turn in on Friday)

Announcements: Make sure you turn in: Chief Joseph Speaks Assignment & “newspaper article” –QUIZ TOMORROW!!! –Homework: Writing Prompt for Indian

Mascot discussion/debate. – FYI – 1 pt Extra Credit for Spirit Days

during Battle of the Sexes week!

Battle of the Sexes – Spirit Week!

Monday – PJs Tuesday –

Twin Wednesday –

Denim Thursday -

Pink

Monday – PJs Tuesday –

Twin Wednesday –

Denim Thursday -

Blue

Why/how does the past still affect people?

Multi-generational trauma – what do you think this means?

American Indians Today: Indian Mascots

Indians suffer a more subtle type of prejudice in the form of Indian team Mascots or names

Some examples of Indian mascots include Chief Wahoo of Cleveland and the Washington Redskins – "usually offensive",

"disparaging", "insulting", "taboo"

Chief ‘Wahoo’ of Cleveland, Ohio - In 1998 a newspaper of Cleveland headline, “Take the Tribe and Scalp 'Em.”

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=bHza8T5JTM7FCM&tbnid=z5P_RFn9KmNCSM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.aistm.org%2F1indexpage.htm&ei=0bXzUpukDtTDoATMnYFQ&bvm=bv.60983673,d.cGU&psig=AFQjCNH22imTAVcAGggO3xJHWAa4_MCffw&ust=1391789696208725

Assignment

TODAY: Debate about Indian Mascots – either contribute by talking 2X OR taking notes (3-5 discussion points from the debate).

Your homework: Question on the worksheet – Under what circumstances (if any) should Indian Mascots be allowed? – If not, why not? If so, write up a policy for

schools/institutions.

Questions to Address Should Indian mascots be banned? Do you agree with the NCAA’s decision to

exclude schools from hosting championship games if they have hostile or abusive mascots?

Does imagery or do symbols promote racism? How can a situation or statement offend some

people and not others? Do good intentions make it okay to have an

Indian mascot? Who should make the decisions about whether

or not to retain (keep) mascots? If past treaties and treatment of Native

Americans had been fair and honored, would this be a non-issue?

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=xHgaaU_eh-8XIM&tbnid=Xn2jcqFBFsBLjM:&ved=0CAUQjRw&url=http%3A%2F%2Famericanindiantah.com%2Flesson_plans%2Fml_mascots.html&ei=B7XzUreFF4mIogS0w4GQBw&bvm=bv.60983673,d.cGU&psig=AFQjCNH22imTAVcAGggO3xJHWAa4_MCffw&ust=1391789696208725http://americanindiantah.com/Mascots/dontlooklikeanindian.jpghttp://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=k9Onl44kxrR91M&tbnid=XKa54AdeJSzGNM:&ved=0CAUQjRw&url=http%3A%2F%2Famericanindiantah.com%2FStereotypes.html&ei=TrXzUpCaC4KFogSO7YGYBg&bvm=bv.60983673,d.cGU&psig=AFQjCNH22imTAVcAGggO3xJHWAa4_MCffw&ust=1391789696208725http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=BbojeMfyis1q_M&tbnid=aBTSemXRG4fFOM:&ved=0CAUQjRw&url=http%3A%2F%2Faistm.org%2Fcartoons2.htm&ei=hLXzUu3xGM-JogTPyoCQDw&bvm=bv.60983673,d.cGU&psig=AFQjCNH22imTAVcAGggO3xJHWAa4_MCffw&ust=1391789696208725

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=BbojeMfyis1q_M&tbnid=aBTSemXRG4fFOM:&ved=0CAUQjRw&url=http%3A%2F%2Fhost.madison.com%2Fnews%2Fopinion%2Fcolumn%2Fphil_hands%2Fhands-on-wisconsin-detroit-in-bankruptcy%2Farticle_1dbef486-f92f-11e2-932b-0019bb2963f4.html&ei=mrXzUrLPHYf7oASrpIGoDQ&bvm=bv.60983673,d.cGU&psig=AFQjCNH22imTAVcAGggO3xJHWAa4_MCffw&ust=1391789696208725

Jeopardy RULES I will number off groups. One person will come up at a time (same

order) You can use book, notes, whatever, but

no one can pass up info to you. Make points when you get it right, lose

points when wrong. Only one chance to make up the answer. Never go negative.

Cheating? Lose 50 points. Saying bad things to other teams? Lose 50 points.

1st team always goes first. Scorekeeper – first one who volunteers!

US History, February 4US Government Policy towards Native Americans Slide Number 3Slide Number 4Slide Number 5Reformer BeliefSlide Number 7Define: ethnocentrismGoals of the Dawes ActSlide Number 10Slide Number 11Slide Number 12Slide Number 13Long Term Consequences of the Dawes Act�Slide Number 15Slide Number 16AssimilationSlide Number 18Slide Number 19Carlisle - PennsylvaniaBoarding SchoolsSlide Number 22SpokaneTulalip – Half and half programSlide Number 26Slide Number 27Slide Number 28Slide Number 29Slide Number 301909 – Chilocco athletic team – swastika used until WWIISlide Number 32Slide Number 33Slide Number 34Slide Number 35Slide Number 36Slide Number 38Albert White HatAlbert White HatAlbert White HatAlbert White HatIndian Self-Determination and Education Assistance Act of 1975�Indian Reorganization Act (1934)�Official End of the Dawes Era�US History, February 5End of the Plains IndiansThe Ghost Dance More about the Ghost DanceSlide Number 50How did the Ghost Dance originate?Ghost Dance and Psychological Warfare Slide Number 53The Ghost Dance (cont)Effects of the Ghost DanceWhy would this movement intimidate US army & white settlers?�Slide Number 58Wounded Knee campDisarming the IndiansThe Massacre begins…AftermathWhat events led to violence at Wounded Knee?�Medals of Dis-Honor“Remember Wounded Knee”Effects of Wounded KneeAmerican Indians TodayNative American Population in CARaising AwarenessChief Crazy Horse MonumentUS History, February 6Battle of the Sexes – Spirit Week!Why/how does the past still affect people?American Indians Today: �Indian MascotsAssignmentQuestions to AddressSlide Number 80Slide Number 81Slide Number 82Jeopardy RULES