Wednesday October 24th Last Sessions Goals and Activities Analyze the historical and political events at the Pine Ridge Reservation Lakota by identifying key terms and placing them on the Inventory of Key Terms ID: 646531
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ETHN 100: Native Americans: paternalism, Forced assimilation, and resistance
Wednesday, October 24thSlide2
Last Session’s Goals and Activities
Analyze the historical and political events at the Pine Ridge Reservation (Lakota) by identifying key terms and placing them on the Inventory of Key Terms.
Brief video on the Ghost Dance.
Slides on the historical and political significance of the Ghost Dance.
Spirit of Crazy Horse, Parts III and IV.
Group Analysis of Pine RidgeSlide3
Today’s Goals and Activities
Discuss Key Terms from Spirit of Crazy Horse
Lecture on paternalism, assimilation, and resistance.
Video clips on Boarding Schools and indigenous peoples. Slide4
Cross
-Cutting Themes
Native Americans
Intra-ethnic
Groups
Tribes, Assimilation, “Full-Bloods
” vs.
“Half-Bloods”
Movement
Black
Hills, AIM
Discrimination
Goon Squad, Indian Civil War, Indian injustice, court laws,
verdict (manslaughter instead of murder), Dick Wilson
Labor
Goon squad, government
jobs for Indians,
Governmnet
allegiance, moving to the city for minimum wage jobs,
Baffalo
Communities
Goon squad, Ghost
Dance at Wounded Knee, free Indian society
Representation
Ghost dance as a threat; full-bloods as stupid;
Poultier
Assimilation/Acculturation
Government
jobs for Indians; land versus money, Medicine Man, Spirit of ancestorsSlide5
Allotment and Assimilation
By the later part of the nineteenth century, armed resistance to the federal government was in decline.
Government and reformers advocated a policy that would “solve” the Indian problem: Reservation lands would be broken up and allotted to individual tribal members.
In 1887, Congress passed the Dawes Act (also known as the General Allotment Act)
Authorized the President of the United States to survey Native American lands and divide them into individual allotments for individual Native Americans
The goal was to stimulate assimilation of Natives Americans into the dominant American society.
By assigning titles to individuals, Native families would be made over in the likeness of White settlers who were hard working and economically motivated. Slide6
Effects of the Dawes Act
Further decreased lands remaining in Indian possession.
Native groups were left with fewer productive resources.
Greater intrusion of the Bureau of Indian Affairs (BIA).
Diminished native cultures and weakening of tribal political institutions. Slide7
Forced Assimilation
Policies to impose cultural assimilation were prevalent during this time.
In cooperation with religious groups, efforts were made to eradicate native cultures and impose the American way of life.
Native religions were destroyed in exchange for Christianity.
Native languages were denied in exchange for English.
Education was reduced to “civilizing” natives. Slide8
Government-Run Boarding Schools
By
1900, thousands of Native Americans were studying in roughly 150 boarding schools around the United States.
“Kill the Indian, and save the man” – Richard H. Pratt, longtime Superintendent of the Carlisle Indian Industrial School in Pennsylvania.
Children were separated from their families for years at a time and placed in schools that were designed to indoctrinate them with the belief that European-American culture was superior to “primitive” tribal cultures.
Taught to speak English
Wear western clothing
Pray as Christians
Faced stern punishment for failure to behave in accordance to these cultural norms.
Boarding schools of this nature were put into effect in Canada and Australia.Slide9
Evolution of Indian Affairs
At the start of the twentieth century:
Indians were impoverished.
They were virtually at the mercy of the federal government, whose paternalistic policies continued to reflect white ethnocentrism.
Native Americans were wards of the federal government and were thus no longer seen or dealt with as separate nations.
The native population had been reduced to fewer than 250,000.
Indian Reorganization Act of 1934
Was enacted by congress at the recommendation of John Collier, head of BIA under Franklin D. Roosevelt. Collier was sympathetic to Native Americans.
He valued tribal self-rule and efforts to preserve Native culture.
The IRA ended the allotment system provided by the Dawes Act.Slide10
Termination
In the 1950s, the federal government ended its responsibility to provide various social, educational, and economic services to Indians. It also ended government protection of Indian lands and property held in trust for the tribes.
The government ended the treatment of Native Americans as collective entities. The decision was made to treat them as individuals.
The goal of termination was assimilation.
It was proposed that reservations be dismantled and the government’s role with Natives be severed.
Native Americans were encouraged to move off of reservations to major urban areas.
Reactions among Native Americans
Most strongly resisted termination. Native groups were aware that more lands and cultural practices would be lost. Slide11
Red Power
The government reversed its decision on termination in the 1970s in part because of the Red Power Movement.
During the late 1960s and 70s, Native Americans put pressure on the federal government to address Indian issues, needs and rights.
Emulated and was emulated by other racial and ethnic minority groups that were organizing and resisting at the time, namely African Americans and Latinos.
Built public awareness of the plight of Native Americans
Marches
Protests
Sit-ins
Demonstrations
Major events
Occupation of Alcatraz Island in California
Wounded Knee in the Pine Ridge reservation in South Dakota
AIM, the American Indian Movement emerged during this time. Slide12
Self-Determination
In 1975, Congress passed the Indian Self-Determination and Education Assistance Act.
Permitted tribes to take control of numerous federal programs on reservations.
Tribal governments assumed the reservations’ social and economic functions.
Renewed tribal sovereignty
Reversed the policies of termination.
Contemporary policies have focused on political self-determination and on the protection of remaining Indian lands. Slide13
Demographics
In general, the population of Native Americans is young and growing. Two possibilities: high birthrate and increased number of people declaring their Indian ancestry.
Difficult to count how many Native Americans exist today.
What determines identity is left to tribes to decide.
Census data is a collection of self-selected identities
2.5 million (less than 1 percent of the total US population).
The number jumps to 4.1 million if those who declare mixed ancestry that includes Native American.
The population is split between those who live on and off the 278 federal Indian reservations.
Reservation Indians
Two largest: Navajo (New Mexico, Utah, and Arizona) – 143,000; Lakota (South Dakota and Nebraska) – 11,000.
Urban Indians
In 1960, 25 percent of Native Americans lived in urban areas. By 2000, the number increased to 60 percent. Slide14
Economic Development
Native Americans remain, on the whole, among the poorest groups in US society according to a number of SES indicators.
In recent years, many Native groups have become more aggressive in pursuing projects designed to foster greater economic development and independence.
Because they are sovereign peoples, they are not taxed.
Entrepreneurship is on the rise.
The largest and most significant of these enterprises is legalized gaming, or gambling.
The Indian Gaming Regulatory Act was passed in 1988.
About 300 Indian casinos and bingo parlors in 28 states have been established.
$5 billion in profits were made. Slide15
Benefits to Native Americans
Real and potential benefit of casinos has yet to provide economic salvation to the vast majority of Native Americans.
Most casinos have not thrived.
Non-Indian investors have benefited significantly.
Two-thirds of Native Americans belong to tribes that do not own Las Vegas-style casinos.
Unemployment remains a significant issue for many.
Access to quality education and healthcare are also problems many face. Slide16
Next Session
We will begin to explore African American experiences in the United States.
Online
Reflection due.