Secondary Source Analysis In order to create his ideal Native American standing within the American Government, which includes the non-indigenous portion of the world acknowledging and understanding Native American issues with the United States and Internationally, Walter R. Echo-Hawk, in his A Context for Understanding Native American Issues, delves into the United State’s past Indian affairs as well as his goals for achieving this ideal. It is important to consider the author’s attitude towards the topic, his desired audience and the devices he used when analyzing the strength of his arguments. Echo-Hawk brings up the point, during the beginning of chapter two, that the general public is unaware of much of the happenings between the United
These strengths include the explanation of John Ross’s involvement in Indian removal, the use of statistics to back up his claims about cotton production in America, and the fact that he doesn’t only blame Jackson for the atrocities that occurred. Wallace includes a personal example as one of his main points, adding to the appeal of the essay. He personalizes Indian removal and does an excellent job of explaining how the events affected Ross. Another strength in this essay is the amount of statistics Wallace incorporates about cotton production. He explains how much cotton America produced compared to the world, how much cotton the world required, and how important cotton was to America's economy.
For example, “Document F” expresses an idea that some colonies in New England had the thought of religious freedom or something similar to it. This idea, was a value that Roger Williams, and his colony of Rhode Island took a strong liking in. This idea resulted in a diverse economy, because of the different types of people that could live without being bothered in Rhode Island. In “Document E” the ideals of education in New England, are expressed. The morals, that they show for education, how necessary it is helps an economy to grow with educated people involved, allowing the colony to grow and advance during Colonial
During the spring season, there was feast held for a clansman. The Ojibway listened to him speak of a new stranger. The clansmen described the strangers as pale and who’s eyes were blue, green, or grey. He did not leave a good feeling for the Ojibway people as he said that these strangers were having Ojibway people mark papers to rule over where they can stay.
Now we have all heard about the story of Pocahontas, unfortunately many of the stories we were told growing up are not completely true. Camilla Townsend, the author of “Pocahontas and the Powhatan Dilemma”, intends to inform its readers about the evolution of the many lies written and told by the Englishmen regarding their relationships with the Native America peoples that many of us have heard about today. However, Townsend has ineffectively given her readers information about the whole truth to the stories she has written about the many relationships of the English and Native Americans. Firstly, although Townsend claims to have done her research on the topic by reading all the documents written from this time period and beyond, she leaves
In the United States Constitution it states, “The migration of such persons (slaves) … shall not be prohibited by the Congress prior to the year 1808;…”(Doc J). Here Americans are viewing Native Americans and blacks equally in one big social class. In addition to this Document P states, “The utmost good faith shall always be observed towards the Indians ; their lans and property shall never be taken from them without their consent; and their property, rights, and liberty, they shall never be invaded or disturbed…”(Doc P). Here the Government is showing more respect to these different social classes and allowing people of lower social classes to live peacefully and unharmed. In relation to this Document D shows many people of different social classes all playing a game of pool together (Doc D).
Petalesharo’s writing reflected the treatment of Native Americans during the 1800s. Being a Native American himself, Petalesharo was able to give perspective on a point in history typically viewed from a white man’s opinion. The excerpt “Petalesharo” explains how the Native American was able “to prevent young women captured by other tribes from being sacrificed”, making Petalesharo well liked by the Americans (588). Petalesharo gave the “Speech of the Pawnee Chief” infront of Americans to convey the differences between Native Americans and Americans through emotion, logic, and credibility, which showed how the two groups will never be the same, but still can coexist in the world together.
In the sixth document, two pictures are shown, one of Indians and one of American looking people. However the pictures are of the same people, only one was taken after assimilation occurred. Assimilation is when one culture takes over another, and it’s seen in this because the first picture shows Native Americans on the ground with long hair and animal skin clothing. In the second picture, they are shown in chairs, with short hair, and wearing suits, just like Americans. Some Americans believed assimilation was a good thing, but Natives like the leader Sitting Bull thought the opposite.
To begin with, in Source E, it shows the map of the Indian Territory in Oklahoma, and it describes what went on. It states "Tens of thousands of Native Americans previously living east of the Appalachian Mountains were removed from their homes and ancestral lands by the United States Army and were forced to walk hundreds of miles at gunpoint to 'Indian Territory. " This goes against everything written on those two documents because they are literally forcing tribes from east of the Appalachian to all move into one state, because they want to claim all of the land for the American people. Firstly, not all of the tribes maintain peace with each other and now they being crammed into one state all together which probably would not turn out good.
1. Pratt opposed reservations because Jefferson’s treaty agreement meant the Great River would be the border between them and the whites. Indians would be isolated and not a part of the American life. 2. Schools would “kill the Indian and save the man” by introducing them to the life of an American.
During this dissension two british men who were living among the Seminoles were captured, Alexander George Arbuthnot and Robert C. Ambrister, one in which had written about his support for the Seminoles’ land and rights in the form of letters that were found on a boat. These letters were used as “evidence” to accuse the men of
Due to the Northwest Ordinance there wasn’t “slavery nor involuntary servitude in the said territory” (Doc. H) showing how people were starting to realize how slavery was wrong and inhumane. The relationship between the Indians and the Americans had also shifted due to the revolution. The Native Americans were concerned about their relationship with the Americans due to the fighting with the British, but “it [made] [their] hearts rejoice to find out that [their] great father, and his children the Americans have at length made peace”(Doc. C). The Chickasaw Indians were happy to see that their relationship with the Americans was improving due to the American Revolution.
Thesis: The English were a prideful group, entangled in ethnocentrism, that caused a condescending and harsh treatment of the Native Americans, while the Native Americans were actually a dynamic and superior society, which led to the resentment and strife between the groups. P1: English view of Native Americans in VA Even though the English were subordinates of the Powhatan, they disrespected him and his chiefdom due to their preconceived beliefs that they were inferior. “Although the Country people are very barbarous, yet have they amongst them such government...that would be counted very civil… [by having] a Monarchical government” (Smith 22). John Smith acknowledges the “very civil” government of the Natives but still disrespected them by calling them “very barbarous,” which
The treaty stated that the indians had to allow travelers into the lands, allow government to establish roads, pay for wrongdoings of their people, and avoid conflict with other tribes, while the US government offered protection from US citizens and annuities if treaty of followed. However, issues with the treaty arose as Indians didn’t have full translation of the terms, an example of the government’s sovereignty ruling over ethics. In 1868, the treaty commision met again to improve the terms of the treaty. The US government established the Great Sioux Reservation where the indians could preside.