The Dawes Severalty Act of 1887:
American History Document Based Question (DBQ Assignment)
American History 2008 - 2009
The Dawes Severalty Act of (1887) was created with “sincere” intentions of solving the on going conflict of settlers
moving west and clashing with Native Americans. The difference of Western or American culture was highly
incompatible economically, politically, and socially with that of the Native Americans. Understanding basic principles
of Indian culture against that of a wave of US expansion into the Great Plains, The Dawes Severalty Act was intended
as a viable solution to save the Native American Indians living in the Great Plains region from extinction. However the
cost would come at giving up their way of life, cultural identity and ancestral home in the process.
Guiding Question:
Should the United States have repealed or supported the Dawes Severalty Act of 1887 in the best interest of the
American Indians living in the Great Plains region of the United States
Your Task
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Answer the guiding question in a well-developed 5 paragraph essay paper
Write a clearly-worded thesis
Provide ample and specific evidence from the included documents, as well as assigned readings and your own
research.
Organize the paper’s body paragraphs around your arguments. Use and cite your documents to support your
thesis.
Be sure to use documents to support your thesis and arguments. Mix and match them compare and contrast. Do
not base Paragraphs around documents!!!! Due not “dump” a large section of a document paragraph for your
as your argument, Rather make your point, cite the document and give the example, short quote, figures or
statistics, then explain how that is relevant or furthers your argument..
Essay Format
Introductory paragraph
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Briefly explain the background leading to the Dawes Act. Describe what the Dawes Act intended to
accomplish and what it actually did.
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State your 3 main arguments (Main Ideas of your body paragraphs) Do not go into detail.
 Write a strongly and clearly worded thesis statement answering the DBQ Guiding Question. Your
thesis statement should be the last sentence of your introduction.
Body paragraphs
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Support your thesis with explanation and evidence. Each of these paragraphs (three) should begin with
a topic sentence that also serves as a transition.
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To support your main points you must use cite evidence from your documents. Pre AP must use
minimum 7 and documents / Honors must use a minimum of 4 of the documents provided
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To give added weight to your argument, you may include evidence from your outside research
Additional research must be cited. This must be in addition to the Minimum of documents
Concluding paragraph
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Begin with a general restatement of your thesis of the purpose of your argument
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Remind the reader of the thesis and the arguments presented in the body paragraphs. Sum Up!!!
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This is your last chance to be convincing, You may choose to be philosophical and form your own
conclusion by making speculations of what if…. Based on your given evidence. But do not use “I”
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ALL PAPERS: MUST: Be typed, double-spaced, and formatted in a plain 10 to 12 pt. font.
A cover page listing your name, date, and period. Give your thesis statement on your cover page.
A completed Document Analysis sheet for each document used.
CAUTIONS: Do Not use the pro noun “I” Do not write in the 1st person!!!!
Write decisively! Do not use: “In my opinion…,” “I think…” “maybe…” “I Believe…”
Grading Rubric for an A Paper
Introduction Paragraph #1
Strong background information on topic given
Three main points stated
Strong thesis Statement
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Body of Essay Paragraphs 2- 4
Demonstrates strong knowledge of topic based on details
Necessary supporting details are provided
Documents are used to support the thesis
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Use of Documents
All Use of Documents correctly cited
Author, Date, Publication
Number of documents used met minimum amount
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Writing Style
Sentences varied in style and complexity
Writing was professional and thoughtful
Pronouns were kept to a minimal level
No use of the writer in first person
Proper grammar and punctuation used
Typed, double spaced, in regular 10 -12 font
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Cover Sheet:
Name, Date, Period, Thesis Statement
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Planning:
All document analysis sheets complete
An outline or map of essay is included
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Document 1) See handout for full Act
The Dawes Severalty Act
February 8, 1887
[Congressman Henry Dawes, author of the act, once expressed his faith in the civilizing power of private
property with 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."]
An act to provide for the allotment of lands in severalty to Indians on the various reservations, and to extend
the protection of the laws of the United States and the Territories over the Indians, and for other purposes.
SEC. 6. That upon the completion of said allotments and the patenting of the lands to said allottees, each and every
member of the respective bands or tribes of Indians to whom allotments have been made shall have the benefit of and
be subject to the laws, both civil and criminal, of the State or Territory in which they may reside; . . .And every Indian
born within the territorial limits of the United States to whom allotments shall have been made under the provisions of
this act, or under any law or treaty, and every Indian born within the territorial limits of the United States who has
voluntarily taken up, within said limits, his residence separate and apart from any tribe of Indians therein, and has
adopted the habits of civilized life, is hereby declared to be a citizen of the United States, and is entitled to all the
rights, privileges, and immunities of such citizens, whether said Indian has been or not, by birth or otherwise, a member
of any tribe of Indians within the territorial limits of the United States without in any manner impairing or otherwise
affecting the right of any such Indian to tribal or other property. . .
DBQ Document 2
Railroad mileage increase by groups of states
Source: Chauncey Depew (ed.), One Hundred Years of American Commerce
1795-1895 p 111
1850
1860
1870
1880
1890
New England
2,507
3,660
4,494
5,982
6,831
Middle States
3,202
6,705
10,964
15,872
21,536
Southern States
2,036
8,838
11,192
14,778
29,209
Western States and Territories
1,276
11,400
24,587
52,589
62,394
23
1,677
4,080
9,804
30,626
52,914
93,301
129,774
Pacific States and Territories
Totals
9,021
Document 3 See (Handout) Or Web Page for full size picture
Source: Chauncey Depew (ed.), One Hundred Years of American Commerce
Document 4
Indian Policy Reform
Extract from President Chester Arthur's First Annual Message to Congress
December 6, 1881 (This predates the Dawes Act)
. . . Prominent among the matters which challenge the attention of Congress at its present
session is the management of our Indian affairs. While this question has been a cause of
trouble and embarrassment from the infancy of the Government, it is but recently that any
effort has been made for its solution at once serious, determined, consistent, and promising
success.
It was natural, at a time when the national territory seemed almost illimitable and contained
many millions of acres far outside the bounds of civilized settlements, that a policy should
have been initiated which more than aught else has been the fruitful source of our Indian
complications.
I refer, of course, to the policy of dealing with the various Indian tribes as separate
nationalities, of relegating them by treaty stipulations to the occupancy of immense
reservations in the West, and of encouraging them to live a savage life, undisturbed by any
earnest and well-directed efforts to bring them under the influences of civilization. The
unsatisfactory results which have sprung from this policy are becoming apparent to all.
We have to deal with the appalling fact that though thousands of lives have been sacrificed
and hundreds of millions of dollars expended in the attempt to solve the Indian problem, it has
until within the past few years seemed scarcely nearer a solution than it was half a century
ago. But the Government has of late been cautiously but steadily feeling its way to the
adoption of a policy. For the success of the efforts now making to introduce among the Indians
the customs and pursuits of civilized life and gradually to absorb them into the mass of our
citizens, sharing their rights and holden to their responsibilities, there is imperative need for
legislative action.
First…The Indian should receive the protection of the law. He should be allowed to maintain in
court his rights of person and property. He has repeatedly begged for this privilege. Its
exercise would be very valuable to him in his progress toward civilization.
Second… In return for such considerate action on the part of the Government, there is reason
to believe that the Indians in large numbers would be persuaded to sever their tribal relations
and to engage at once in agricultural pursuits. Many of them realize the fact that their hunting
days are over and that it is now for their best interests to conform their manner of life to the
new order of things. By no greater inducement than the assurance of permanent title to the
soil can they be led to engage in the occupation of tilling it.
Third. I advise a liberal appropriation for the support of Indian schools, because of my
confident belief that such a course is consistent with the wisest economy. . .
Document #5
Board of Indian Commissioners Annual Report 1888 (The following is an excerpt)
…If anything in the world is certain, it is that the red man’s civilization will disappear before the white man’s
civilization, because of the two, it is inferior. The Indian problem, in its fundamental aspect, is, then, Must
the red man disappear with his civilization? I think we can say certainly that unless we can incorporate the
red man into the white’s civilization, he will disappear. Therefore, the one question behind the land question,
behind the education question and the law question, is, How can we fit the red man for our civilization?...
Document #6
Selections from With the Nez Perces LAPWAI June 29th, 1889, : Alice Fletcher in the Field,
by E. Jane Gay
This article refers to the 4 point response about Chief Joseph
When I last wrote, we were expecting the Indians to meet us in council the coming Monday.
We were told that the prospect of a council always "brought them in," but we had so
universally found them out on our
But the Nez Perces were there, a handful of them; enough to fill the small room and overflow
about the doorway…
Imagine yourself, some bright May morning, sitting out upon the horse block in your back
yard, waiting for breakfast in that calm state of mind induced by early rising and the prospect
of a savory meal. Before you lie broad acres, your own well tilled fields, that were your
fathers' before you. They have been in the family for many generations; so long that it has
never come into your mind that they could ever be any where else. In retrospect you behold
the bent forms of your aged grandparents, standing amid the heavy topped wheat, ripened
like themselves; and glancing down the future, you see the children of your boy Tom playing
out there upon that sunny knoll among the buttercups and daisies, when you are awakened by
the slam of the front gate and the lightning-rod man or a book agent comes round the house
and tells you that the Empress of all the Indies, or some other potentate with whom you have
treaty relations, has sent him to divide your lands according to act of Parliament, in the year
of our Lord, February 8th, 1887.
You stare wildly while the lightning-rod man proceeds to explain, that, as head of the family,
you are to have 160 acres of your own land; your boy Tom, being over eighteen, will have 80
acres; and the little girl, the pet, the black-eyed darling, she will have 40 acres. Mechanically
you repeat, "160,80,40, -- 280 acres." That is just the size of your meadow where the cows
and horses pasture; but what of the rest?
But now, as Allotting Agent, you stand before them, and, with reddened cheeks and
stammering tongue you try to impress them with the advantages of the proposed
arrangement. You had prearranged your arguments and expected to convince this docile
people as easily as you had convinced yourself, but somehow you weaken. Your arguments
give way before the logic of voiceless helplessness.
"How is it," he says, "that we have not been consulted about this matter? Who made this law?
We do not understand what you say. This is our land by long possession and by treaty. We are
content to be as we are." And a groan of assent runs along the dark line of Sphinxes as the
old man draws his blanket about him, as if for evermore to shut out the subject.
The action rouses you and gather your forces, while the next man in less quiet tones asks if
you are not "afraid to come among them on such an errand"! "Our people are scattered," says
another. "We must come together and decide whether we will have this law."
You tell them that there is nothing for them to decide, they have no choice. The law must be
obeyed, but you will wait until they can understand better all about it. And then, with rare
discretion, the ad interim Agent adjourns the council. As the people disperse amid low
mutterings in cheerless tones, you clearly realize that you have not caught your Indian.
You shake hands with one or two as they pass out, but for the most part they avoid you. A few
linger and you talk a little. You do not say "I am your friend." That phrase means nothing now
to the Indian. You tell them that by and by, when you know each other better, perhaps you
may trust each other. And they do not dispute you; it looks reasonable. At any rate, it
postpones the issue and the Indian likes that. He cannot be hurried and you know better than
to try to hurry him. He goes home to think over this allotment business or to forget all about
it, according to the manner of man he is…
Document #7
Medicine Lodge Treaty Chief Satanta 1868
It was Satanta’s oratory skills that made him most valuable to the Kiowa’s
and their Comanche allies. The following are parts of the speech given at
the Medicine Lodge Treaty Council in 1868. It was once required reading in
American high schools.
“All the land south of the Arkansas belongs to the Kiowas and Comanches,
and I don’t want to give away any of it. I love the land and the buffalo, and
will not part with it. I want you to understand well what I say.… I want you
to understand, also, that the Kiowas and Comanches don’t want to fight,
and have not been fighting since we made the [Little Arkansas] treaty. I hear a good
deal of talk from these gentlemen [commissioners], but they never do what they say.
I don’t want any of these Medicine lodges [ie., schools and churches] built in this
country. I want the papooses brought up exactly as I am. When I make peace there is
no end of it.…”
“I have heard that you intend to set apart a reservation near the mountains. I don’t
want to settle; I love to roam over the prairie; I feel free and happy; but when we
settle down we get pale and die.… I have told you the truth. I have no little lies about
me; but I don’t know how it is with the Commissioners. Are they as clear as I am? A
long time ago this land belonged to our fathers; but when I go up to the [Arkansas}
river I see camps of soldiers on its banks. These soldiers cut down my timber, they kill
my buffalo; and when I see that my heart feels like bursting; I feel sorry.”
Document #8
General Custer to General Sheridan Headquarters Seventh U.S. Cavalry, In The Field Of The
Washita River, 28 November 1868 Battle of the Washita
On the morning of the 26th inst., this command, comprising eleven troops of the Seventh
Cavalry, struck the trail of an Indian war party, numbering about one hundred (100) warriors.
The trail was not quite twenty-four hours old, and was first discovered near the point where
the Texas boundary line crosses the Canadian River. The direction was toward the southeast.
The ground being covered by over twelve inches of snow, no difficulty was experienced in
following the trail. A vigorous pursuit was at once instituted. Wagons, tents and all other
impediments to a rapid march were abandoned. From daylight until 9 o'clock at night the
pursuit was unchecked. Horses and men were then allowed one hour for refreshment, and at
10 P.M. the march was resumed and continued until 1:30 A.M., when our Osage trailers
reported a village within less than a mile from our advance.
The Indians were caught napping for once, and the warriors rushed from their lodges and
posited themselves behind trees and in the deep ravines, from which they began a most
determined defense. The lodges and all their contents were in our possession within a few
minutes after the charge was ordered; but the real fighting, such as rarely, if ever, been
equaled in Indian warfare, began when attempting to clear out of kill the warriors posited in
the ravines or underbrush; charge after charge was made, and most gallantly too, but the
Indians had resolved to sell their lives as clearly as possible. After a desperate conflict of
several hours, our efforts were crowned with the most complete and gratifying success.
The entire village, numbering forty-seven lodges of "Black Kettle's" band of Cheyenne's, two
lodges of Arapahos and two lodges of Sioux-fifty-one lodges in all, under command of their
principal chief Black Kettle-fell into our hands. By a strict and careful examination after the
battle, the following figures give some of the fruits of our victory:
The Indians left on the ground and in our possession, the bodies of 108 of their warriors,
including "Black Kettle" himself, whose scalp is now in the possession of one of our Osage
guides. We captured in good condition, 875 horses, ponies and mules, 241 saddles, some of
very fine and costly workmanship; 523 buffalo robes, 210 axes, 140 hatchets, 35 revolvers,
47 rifles, 535 pounds of powder, 1050 pounds of lead, 4,000 arrows, 90 bullet-molds, 35 bows
and quivers, 12 shields, 300 pounds of bullets, 775 lariats, 940 buckskin saddle-bags, 470
blankets, 93 coats, 700 pounds of tobacco. In addition, we captured all their Winter supply of
dried buffalo meat, all their meal, flour and other provisions, and, in fact, everything they
possessed, even driving the warriors from the village with little or no clothing. We destroyed
everything of value to the Indians,
I now have to report the loss suffered by my own command. I regret to mention among the
killed, Major Joel H. Elliott and Capt. Louis W. Hamilton, ad nineteen enlisted men; I cannot
sufficiently commend the admirable conduct of the officers and men. This command has
marched constantly five days, amidst terrible snow storms and over a rough country covered
by more than twelve inches of snow. Officers and men have slept in the snow without tents.
The temperature was far below the freezing point. They have endured every privation and
fought with unsurpassed gallantry. I only regret the loss of the gallant spirits who fell in the
battle of the Washita. Those whose loss we are called upon deplore were among our bravest
and best.
Document # 9
"Robinson Crusoe Making a
Man of his Friday"
February 12, 1870 By Thomas Nast
Indian Chief. "Mr. President, we call here to-day to offer our
fealty to you as our recognized Guardian and Ward, and to pray
you, Sir, to continue our Good Friend and Father."
The President. "You are welcome; and in reference to
continuing your 'Good Father,' as you say, I must answer that I
have long thought that the two nations which you represent, and
all those civilized nations in the Indian Country, should be their
own Wards and Good Fathers. I am of the opinion that they
should become Citizens, and be entitled to all the rights of
Citizens--cease to be Nations and become States."
Document #10
“A Natural Theory”
July 9, 1887 by Peter Newell
Child: Grandpa what are those?
Grandpa: They are Indian graves.
Child: Were Indians Round?
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