APUSH
Weber
Thursday Jan. 7, 2009
Activator
• What does “assimilation” mean to you?
• What does it mean to be “American” or to be
“Americanized?”
• What were the consequences of westward
expansion during the “Gilded Age” for Native
Americans?
Agenda
• Activator, agenda, and objective (10 minutes)
• Consequences of Expansion for Native Americans
Lecture (20 minutes)
• Post-Bellum Expansion Comprehension Check
(10-15 minutes)
• Bury My Heart at Wounded Knee video clip (10
minutes)
• Reflection (10 minutes)
• Primary Source Analysis Project (45 minutes)
• Homework (5 minutes)
Objective
• All students will…
• Understand the consequences of westward
expansion for Native Americans during the socalled “Gilded Age” and tackle issues of
assimilation and “Americanization.”
• Read ch. 16 in order to learn about the
economic developments during the “second
industrial revolution” of the late 19th c.
Unit 4: Toward a Global Presence
• AP Topic #15. Industrial America in the Late
Nineteenth Century
– Corporate consolidation of industry
– Effects of technological development on the worker
and workplace
– Labor and unions
– National politics and influence of corporate power
– Migration and immigration: the changing face of the
nation
– Proponents and opponents of the new order, e.g.,
Social Darwinism and Social Gospel
Remaking Indian Life
• In 1877 Congress eliminated a treaty system that
dated back to the revolutionary era.
• Forced assimilation, trying to make Native
Americans “act white” like so-called “civilized”
Europeans.
• Assimilation provided legitimacy for the racist
ideology of Manifest Destiny because many white
Americans could tell themselves that they were
somehow “doing the Natives a favor” by bringing
progress and European ways to them (and
therefore justifying stealing their land).
Let Me Be a Free Man
• The Nez Perce were chased over 1,700 miles
before surrendering in 1877.
• Chief Joseph spoke of freedom before a
distinguished audience in 1879.
• Defending their land, Sioux and Chyenne warriors
attacked General Custer at Little Bighorn.
• These events, however, only delayed the onward
march of white soldiers, settlers, and
prospectors.
The Dawes Act and Indian Citizenship
• The crucial step in attacking “tribalism” came
in 1887 when the Dawes Act was passed.
• The policy was a disaster for the Indians.
• Many laws only offered citizenship to Native
Americans if they gave up tribal affiliations
and assimilated, but the vast majority did not
want to give up their identity and culture.
• Elk v. Wilkins (1884) made it so that the 14th
and 15th did not apply to Native Americans.
The Ghost Dance and Wounded Knee
• Some Native Americans sought solace in the
Ghost Dance, a religious revitalization
campaign reminiscent of the pan-Indian
movements led by earlier prophets like
Tenskwatawa.
• On Dec. 29, 1890, soldiers opened fire on
ghost dancers encamped on Wounded Knee
Creek in South Dakota, killing 200 Native
Americans, mostly women and children.
Post-Bellum Westward Expansion
• The Transformation of the West, pp.601-615
• Landmarks in Indian Relations, 1876-1890
Event
Date
Battle of Little Bighorn 1876
Chief Joseph’s trek
toward freedom
1877
Dawes Act
1887
Battle at Wounded
Knee
1890
Outcome
Bury My Heart At Wounded Knee
Reflection
• Write an open response reflection about
westward expansion after the Civil War and
the consequences for Native Americans
• Try to incorporate as many specifics as
possible (Dawes Act, Wounded Knee, etc).
Primary Source Analysis Project
•
•
In groups of 2-3, pick one of the
primary sources about Indian
removal and prepare to teach a 5
minute lesson to the class tomorrow
Fri. 1/8
Be sure to draw on research from the
book or the internet and use
APPARTS or the 5A’s (or at least
consider the following):
•
•
– Author (who wrote it)
– Time period (when was it written)
– Audience (who is it written to; who is
the intended audience)
– Argument (what is the main idea)
– Assumptions (what are the underlying
assumptions)
•
•
Primary sources on Indian Removal:
1. Tecumseh’s Speech to the Osages
(1811-1812)
2. Two Documents on Cherokee
Removal (1829 and 1830)
– Cherokee Nation “Memorial of the
Cherokee Indians” (1829)
– Lewis Ross Address of the Committee
and Council of the Cherokee Nation…
•
•
3. Black Hawk’s Surrender Speech
(1832)
4. John G. Burnett “The Cherokee
Removal Through the Eyes of a
Private Soldier” (1890)
5. Two Statements by Chief Joseph of
the Nez Perce (1877 and 1879)
– Chief Joseph’s Surrender (1877)
– Chief Joseph Recounts His Trip to
Washington, D.C. (1879)
•
6. Black Elk “The End of the Dream”
(1932)
Exit Ticket and Homework
• Exit ticket: What do you think are the modern
forces of assimilation or trying to get people
to change the way they behave to fit in or to
reject part of their culture? Can you give
examples? How do they work?
• Homework:
– Prepare a 5 minute lesson to teach the class about
the primary source you selected.
– Read Ch. 16 for Tuesday.