(Good times for all!)

Five Paragraph Essay Three Supporting Points Economic / Social / Political First Paragraph Opens with Thesis Second, Third, and Fourth Open with Topic Sentences Fifth is Conclusion (which we don’t care about yet) These are tools, not rules. We’re building from the most basic elements in order to ensure we are clear, concise, and convincing.

How did the United States overcome Amerindian resistance to white expansion in the years from 1860 – 1890? Although America is proud to be founded on the idea that “all men are created equal”, the United States overcame Amerindian resistance to white expansion in the years from 1860 – 1890 through overt warfare, forced Americanization, and destruction of the buffalo on the Great Plains.

How did the United States overcome Amerindian resistance to white expansion in the years from 1860 – 1890? Although America is proud to be founded on the idea that “all men are created equal”, the United States overcame Amerindian resistance to white expansion in the years from 1860 – 1890 through 1 overt warfare, 2 forced Americanization, and 3 destruction of the buffalo on the Great Plains.

How did the United States overcome Amerindian resistance to white expansion in the years from 1860 – 1890? Although America is proud to be founded on the idea that “all men are created equal”, the United States overcame Amerindian resistance to white expansion in the years from 1860 – 1890 through 1 overt warfare, 2 forced Americanization, and 3 destruction of the buffalo on the Great Plains.

(Topic Sentence of 1 st Body Paragraph / second overall paragraph) “Certainly the most obvious and immediately destructive means of overcoming Amerindian resistance on the Great Plains was through the use of military force during the ‘Indian Wars’, a series of campaigns which could be more accurately remembered—with one major exception—as the ‘Indian Massacres’.”

(Topic Sentence of 1 st Body Paragraph / second overall paragraph) “Certainly the most obvious and immediately destructive means of overcoming Amerindian resistance on the Great Plains was through the use of military force during the ‘Indian Wars’, a series of campaigns which could be more accurately remembered—with one major exception—as the ‘Indian Massacres’.” What specifics will I include in this paragraph?

(Topic Sentence of 1 st Body Paragraph / second overall paragraph) “Certainly the most obvious and immediately destructive means of overcoming Amerindian resistance on the Great Plains was through the use of military force during the ‘Indian Wars’, a series of campaigns which could be more accurately remembered—with one major exception—as the ‘Indian Massacres’.”  The Sand Creek Massacre (Colorado 1864) / Black Kettle / Cheyenne / 2 Flags / John Chivington / “Nits Become Lice” / Scalps / Congressional Investigation  Washita (I.T. 1868) / Black Kettle / Cheyenne / Philip Sheridan / Custer / Winter  Little Bighorn (June 1876) / Sioux, Cheyenne, Arapaho / Custer / Crazy Horse / Sitting Bull’s Visions / U.S. Centennial Celebration / Budweiser Poster  Chief Joseph / Nez Perces / “I Will Fight No More Forever” / Geronimo  Wounded Knee (1890) / Ghost Dance / Wovoka / End of the Indian Wars

How did the United States overcome Amerindian resistance to white expansion in the years from 1860 – 1890? Although America is proud to be founded on the idea that “all men are created equal”, the United States overcame Amerindian resistance to white expansion in the years from 1860 – 1890 through 1 overt warfare, 2 forced Americanization, and 3 destruction of the buffalo on the Great Plains.

(Topic Sentence of 2 nd Body Paragraph / third overall paragraph) “Arguably more destructive than the assault on their physical lives was the ongoing erosion of Amerindian culture through otherwise harmless- sounding institutions like boarding schools and churches, and through ‘helpful’ government policies assigning private land ownership to individuals and supporting agriculture on the reservations.”

(Topic Sentence of 2 nd Body Paragraph / third overall paragraph) “Arguably more destructive than the assault on their physical lives was the ongoing erosion of Amerindian culture through otherwise harmless- sounding institutions like boarding schools and churches, and through ‘helpful’ government policies assigning private land ownership to individuals and supporting agriculture on the reservations.” What specifics will I include in this paragraph?

(Topic Sentence of 2 nd Body Paragraph / third overall paragraph) “Arguably more destructive than the assault on their physical lives was the ongoing erosion of Amerindian culture through otherwise harmless-sounding institutions like boarding schools and churches, and through ‘helpful’ government policies assigning private land ownership to individuals and supporting agriculture on the reservations.”  Boarding Schools / Hair, Clothes, Language, Food, Education / Church & State  Missionaries to the Tribes / Goals & Good Intentions / White Religion  Dawes Act (1887) / Curtis Act (1908) / Land Paradigms / Legal Theft & Murder  Government Reservations / Handouts (or lack thereof) / ‘Hunts’ on the Reservation / Forced Agriculture / The Humiliation of Helplessness & Reliance

How did the United States overcome Amerindian resistance to white expansion in the years from 1860 – 1890? Although America is proud to be founded on the idea that “all men are created equal”, the United States overcame Amerindian resistance to white expansion in the years from 1860 – 1890 through 1 overt warfare, 2 forced Americanization, and 3 destruction of the buffalo on the Great Plains.

(Topic Sentence of 3 rd Body Paragraph / fourth overall paragraph) “The motto, ‘kill the Indian and save the man’ was originally coined in reference to Amerindian boarding schools, but it could have easily been applied to the systematic destruction of buffalo on the Great Plains. There is no modern parallel for the extent to which Amerindian culture on the plains relied on the hunt and the resources provided by these revered beasts.”

(Topic Sentence of 3 rd Body Paragraph / fourth overall paragraph) “The motto, ‘kill the Indian and save the man’ was originally coined in reference to Amerindian boarding schools, but it could have easily been applied to the systematic destruction of buffalo on the Great Plains. There is no modern parallel for the extent to which Amerindian culture on the plains relied on the hunt and the resources provided by these revered beasts.” What specifics will I include in this paragraph?

(Topic Sentence of 3 rd Body Paragraph / fourth overall paragraph) “The motto, ‘kill the Indian and save the man’ was originally coined in reference to Amerindian boarding schools, but it could have easily been applied to the systematic destruction of buffalo on the Great Plains. There is no modern parallel for the extent to which Amerindian culture on the plains relied on the hunt and the resources provided by these revered beasts.”  “Kill the Indian…” Explanation / Richard Pratt, Army & School  Uses of the Buffalo (Food, Clothing, Tools, Utensils, Religion, Etc.)  Role of ‘The Hunt’ (Self-reliance / pride / culture & custom / men & women)  Role of ‘Handouts’ (Insufficient / Corruption / Effect of Handouts over Time)

What were the primary goals of the Populist Party in the late 19 th Century?