NATIVE AMERICANS: RESISTANCE AND ACCULTURATION Monday, October 22nd

Last Session’s Goals and Activities  Discuss changes to the course.  Identify and categorize key terms from Takaki, Chapters 4.  Lecture on depopulation and removal  Part II of Spirit of Crazy Horse.

Today’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 Ridge

Final Changes to the Course  Eliminate three writing assignments (Assignments 2a, 3a, and 3b).  Parts II and III of the course will be combined (changes will be made to the schedule)  Your next writing assignment will be assigned next Monday and due the following Monday.

The Western Native Americans  After the Civil War, the US government took steps to put an end to Indian resistance that stood in the way of western development.  Focus moved to tribes of the Plains, Southwest, and Far West.  Land was lost to the US government through military campaign and broken treaties.

The Ghost Dance Movement  Ghost Dance religion was founded by a prophet, Wovoka, (Northern Paiute Tribe (Nevada)).  Believers were convinced that they could peacefully end white expansion and restore their traditional way of life by following certain rituals, particularly a ceremonial dance.  In the late 1880s, the movement spread across the plains.  The US government viewed the Ghost Dance as a serious threat.  In 1890, following the killing of Sitting Bull, one of the movement’s leaders, the government ordered troops to move on the Ghost Dancers. This led to the slaughter of hundreds of Sioux Indians at Wounded Knee.

Group Activity  Select an event, figure, or concept that fits the categories in the Inventory of Key Terms from the video, The Spirit of Crazy Horse.

(1) Intra-ethnic groups Immigration waves Classes Religious groups Languages Cultural groups (5) Communities Institutions Organizations Local practices Self-determination (2) Movement Immigration Push-pull factors Country of origin’s relationship with the US Policies Emigration/Migration Push-pull factors Displacement Settlement (6) Representations Stereotypes By the dominant culture By the non-dominant culture Resistance (3) Discrimination Exclusion Surveillance Policies (7) Assimilation/Acculturation Language Values Traditions (4) Labor Recruitment Conditions Resistance and self-determination

Native AmericansAfrican Americans Intra-ethnic Groups A myriad of language groups. The concept of “Native American” emerged later. “One drop rule” Jefferson’s argument of removal Sally Hemmings MovementIndigenous, not immigrant Forced from land Native Americans as “children” Cotton Virginia Tobacco Sally Hemmings Jefferson’s argument of removal DiscriminationArms, diseases Andrew Jackson Intermixture (anti-miscegenation) British vs. African indentured servants Arms Bacon’s rebellion Suffrage “One drop rule” Jefferson’s argument of removal Sally Hemmings LaborFur (North/Central, France and Britain) Minerals (South, Spain) Cotton Communalism Slaves Tobacco British vs. African indentured servants Sally Hemmings CommunitiesCommunal land sharing Native Americans as “children” Communalism Tobacco Bacon’s rebellion RepresentationEthnocentrism: Savage, heathen (ideas imported from English views of the Irish) Andrew Jackson Caliban Associations of “Black” and “White” “Libidinous Race” Virginia Bacon’s rebellion Assimilation/Accu lturation Pressure to give up traditional views of landholding Andrew Jackson

Power/Resistance Overt and Covert control Identity How groups and individuals see themselves and are seen by “others” Culture Bounded system of values and traditions shared by a group Structure Institutions and patterns of social interaction