During the late 19th century, indigenous peoples in both the United States and Canada faced increasing pressure on their lands and autonomy as white settlers expanded westward. In the US, many tribes resisted through warfare, leading to repeated military campaigns against them. In Canada, the Mounted Police usually prevented violence. Both countries pursued policies to assimilate indigenous groups through land policies like allotment in the US and enfranchisement in Canada, as well as educational and religious institutions like boarding schools, with the goal of replacing indigenous cultures and identities.
The document discusses the history of relations between indigenous peoples and European settlers in North America, as well as policies toward indigenous groups in both the United States and Canada during their periods of western expansion. It describes how the US adopted a reservation system in 1867 that moved indigenous groups from ancestral lands, while Canada sent mounted police to assert control over lands without significant conflict. It also discusses education and religious assimilation policies toward indigenous peoples in both countries in the late 19th century, as well as religious revitalization movements that emerged in response.
The document summarizes the expansion of American settlers into Native American lands between the Mississippi River and the Pacific Ocean in the 1800s, and the conflicts that arose. It describes how both the U.S. and Canadian governments confined indigenous peoples to reservations and tried to assimilate them through education, while the U.S. pursued a more violent policy of war and removal. It discusses several Native American resistance efforts, including the 1862 Sioux war, the Sand Creek Massacre, and the Battle of Little Bighorn in 1876, before concluding that the violence resulted from Native attachment to ancestral lands containing resources desired by settlers.
The document summarizes the history of conflict between Native Americans and settlers/the U.S. government from the 15th century to the 1970s. It describes how Native populations declined dramatically due to disease, starvation, and warfare as settlers took over their lands. The government enacted policies like the Indian Removal Act and reservation system that disrupted Native ways of life. Native groups resisted through events like the Battle of Little Bighorn and Wounded Knee Massacre. The document also discusses the later assimilationist policies and the rise of the American Indian Movement to advocate for Native rights.
This document provides a summary of the history and legacy of African Americans in Texas from the early Spanish settlement period through the Civil Rights Movement. It details how African Americans first arrived in Texas as both slaves and free people accompanying Spanish settlers in the 1700s. After Texas became part of the United States and Mexico, the status and rights of African Americans fluctuated depending on the governing nation. Following the Civil War and emancipation, African Americans faced significant hardships but also contributed greatly to the Reconstruction of Texas and development of the state through roles in government, education, the military, and churches. The legacy and ongoing contributions of African Americans have profoundly shaped Texas culture and identity.
The culture of the Plains Indians declined as white settlers transformed the Great Plains, pushing the Indians off their lands. Meanwhile, farmers formed the Populist movement to address their economic concerns arising from the settlement of the West. As settlers moved west and claimed more land, conflicts increased between Native Americans and settlers who wanted to own the land.
The document summarizes the settlement of the American West between 1865 and 1890. It describes how the frontier pushed westward due to the Homestead Act, transcontinental railroad, mining, cattle ranching, and farming. It also discusses the subduing of Native Americans through broken treaties and warfare, which resulted in their confinement to reservations by 1890. The closing of the frontier by 1890 marked the end of an era in American history.
The document discusses the Exoduster Movement which occurred between 1879-1880, when thousands of African Americans migrated from the American South to Kansas after the Civil War. It describes the difficult conditions blacks faced in the South after the war, with the loss of federal protections and rise of groups like the Ku Klux Klan. It also summarizes information about Benjamin "Pap" Singleton, known as the "Father of the Exodus," who organized colonies for black migrants in Kansas. While many migrants struggled at first, some were able to establish farms and communities, making the migration a partial success overall.
The document summarizes the events leading up to and during the U.S. - Dakota War of 1862 in Minnesota. Tensions grew as the Dakota people lost their land and traditional way of life due to increased settlement and failed treaty obligations. A spark was ignited when hungry Dakota killed settlers over unpaid debts. Under Little Crow, the Dakota attacked settlements, though they were eventually defeated by the U.S. army. Over 300 Dakota men were sentenced to death, though only 38 were hanged, with the rest exiled from Minnesota.
The document discusses the history of relations between indigenous peoples and European settlers in North America, as well as policies toward indigenous groups in both the United States and Canada during their periods of western expansion. It describes how the US adopted a reservation system in 1867 that moved indigenous groups from ancestral lands, while Canada sent mounted police to assert control over lands without significant conflict. It also discusses education and religious assimilation policies toward indigenous peoples in both countries in the late 19th century, as well as religious revitalization movements that emerged in response.
The document summarizes the expansion of American settlers into Native American lands between the Mississippi River and the Pacific Ocean in the 1800s, and the conflicts that arose. It describes how both the U.S. and Canadian governments confined indigenous peoples to reservations and tried to assimilate them through education, while the U.S. pursued a more violent policy of war and removal. It discusses several Native American resistance efforts, including the 1862 Sioux war, the Sand Creek Massacre, and the Battle of Little Bighorn in 1876, before concluding that the violence resulted from Native attachment to ancestral lands containing resources desired by settlers.
The document summarizes the history of conflict between Native Americans and settlers/the U.S. government from the 15th century to the 1970s. It describes how Native populations declined dramatically due to disease, starvation, and warfare as settlers took over their lands. The government enacted policies like the Indian Removal Act and reservation system that disrupted Native ways of life. Native groups resisted through events like the Battle of Little Bighorn and Wounded Knee Massacre. The document also discusses the later assimilationist policies and the rise of the American Indian Movement to advocate for Native rights.
This document provides a summary of the history and legacy of African Americans in Texas from the early Spanish settlement period through the Civil Rights Movement. It details how African Americans first arrived in Texas as both slaves and free people accompanying Spanish settlers in the 1700s. After Texas became part of the United States and Mexico, the status and rights of African Americans fluctuated depending on the governing nation. Following the Civil War and emancipation, African Americans faced significant hardships but also contributed greatly to the Reconstruction of Texas and development of the state through roles in government, education, the military, and churches. The legacy and ongoing contributions of African Americans have profoundly shaped Texas culture and identity.
The culture of the Plains Indians declined as white settlers transformed the Great Plains, pushing the Indians off their lands. Meanwhile, farmers formed the Populist movement to address their economic concerns arising from the settlement of the West. As settlers moved west and claimed more land, conflicts increased between Native Americans and settlers who wanted to own the land.
The document summarizes the settlement of the American West between 1865 and 1890. It describes how the frontier pushed westward due to the Homestead Act, transcontinental railroad, mining, cattle ranching, and farming. It also discusses the subduing of Native Americans through broken treaties and warfare, which resulted in their confinement to reservations by 1890. The closing of the frontier by 1890 marked the end of an era in American history.
The document discusses the Exoduster Movement which occurred between 1879-1880, when thousands of African Americans migrated from the American South to Kansas after the Civil War. It describes the difficult conditions blacks faced in the South after the war, with the loss of federal protections and rise of groups like the Ku Klux Klan. It also summarizes information about Benjamin "Pap" Singleton, known as the "Father of the Exodus," who organized colonies for black migrants in Kansas. While many migrants struggled at first, some were able to establish farms and communities, making the migration a partial success overall.
The document summarizes the events leading up to and during the U.S. - Dakota War of 1862 in Minnesota. Tensions grew as the Dakota people lost their land and traditional way of life due to increased settlement and failed treaty obligations. A spark was ignited when hungry Dakota killed settlers over unpaid debts. Under Little Crow, the Dakota attacked settlements, though they were eventually defeated by the U.S. army. Over 300 Dakota men were sentenced to death, though only 38 were hanged, with the rest exiled from Minnesota.
Black people have lived in Canada since the early colonial period, first arriving as explorers, slaves, and refugees fleeing the United States. Over time, immigration from the Caribbean and Africa greatly increased Canada's Black population. Black Canadians faced racism and pushed for equal rights. They played important roles in government, military, culture, sports and more, overcoming barriers and contributing to Canadian identity and society.
The document provides details on the development of Anglo and Tejano settlements in Mexican Texas from the 1820s-1830s. It discusses the growth of Anglo towns and industries like cotton farming. It also describes the social, political, economic, and religious lives of both Anglos and Tejanos during this period. Tensions increased as more Anglos immigrated with slaves, established independent militias, and pushed for autonomy. By 1835, with Santa Anna's centralist reforms, the situation had deteriorated enough to spark the Texas Revolution.
The document summarizes key events in the westward expansion of the United States in the early to mid-19th century. It discusses the rapid population growth in the new nation between 1780-1830, the rise of Manifest Destiny and belief in American exceptionalism. It also describes the Oregon Treaty of 1818, settlement of the Oregon Territory by Mountain Men, and the thousands of pioneers who made the overland journey along the Oregon Trail between 1840-1860. The document outlines the Mexican Cession following the Mexican-American War and Treaty of Guadalupe Hidalgo in 1848, as well as the Gadsden Purchase of 1853 which completed US control of the western territories.
The document provides a timeline of key events in 19th century U.S. history from 1861-1896. It covers topics like the Homestead Act of 1862, the transcontinental railroad completion in 1869, inventions like the telephone and light bulb in the 1870s, and events such as the Wounded Knee Massacre in 1890. The timeline presents these historical developments in a brief but chronological format.
The document summarizes the oppression and human rights violations faced by Native Americans throughout history. It describes how they were robbed of their lands and resources, forcibly removed from their homes, subjected to slavery, violence, massacres and diseases introduced by European settlers. It discusses various laws and acts such as the Major Crimes Act, Indian Removal Act, and Allotment Act that undermined Native American self-governance and cultural identities. Specific tragic events like the Trail of Tears, Sand Creek Massacre and Wounded Knee are also mentioned. It outlines the ongoing issues Native Americans face such as poverty, lack of healthcare, substance abuse, and cultural oppression.
The document discusses several aspects of Native American culture and history, including:
1) Trade with European settlers brought goods like tools and weapons, though early colonial relations were mixed between cooperation and conflict.
2) Religion was important and centered around spirits, shamans helped ensure successful hunts and harvests.
3) Agriculture involved growing crops like corn, squash and beans. Hunting utilized bows and traps to catch deer, birds and other animals.
4) The forced removal of the Cherokee on the Trail of Tears in the 1830s resulted in thousands of deaths as they were marched west.
5) Native American casinos now operate due to the 1988 Indian Gaming Regulatory
1) In the late 1800s, many people moved west seeking opportunities like free land, gold, and a new start. Under the Homestead Act, the government gave settlers 160 acres if they farmed for 5 years.
2) Life on the frontier was difficult. Settlers faced challenges like building homes from sod, harsh weather, and isolation. Jobs included farming, ranching, mining, and more. Women took on tasks like cooking, clothing production, education, and healthcare.
3) Groups like African Americans, called Exodusters, and Populist supporters also migrated west for reasons like freedom, opportunity, and to escape difficulties in other regions. However, Native Americans already living on lands faced conflicts
Settlers and Populism- Ch. 13 notes section 2 3sgiaco01
1) Many people moved west during the late 1800s seeking opportunities like free land, gold, and a new start. The Homestead Act of 1862 gave settlers 160 acres of free land if they farmed it for 5 years.
2) Native Americans reacted negatively to the influx of white settlers onto lands they already inhabited. There was also migration of freed African Americans seeking freedom and opportunity, though they faced obstacles.
3) People who moved west to settle included homesteaders farming the land, miners searching for gold, cowboys, and others working various jobs like ranching or serving as lawmen. Women also migrated west to start new lives or follow their husbands.
1) Many people moved west during the late 1800s seeking opportunities like free land, gold, and a new start. This included white male settlers, female settlers, and African Americans fleeing the South.
2) The Homestead Act of 1862 gave settlers 160 acres of free land if they farmed it for 5 years, attracting many new homesteaders. However, large land companies illegally took much of the best land.
3) Settlers faced many hardships on the frontier like building sod homes and surviving harsh winters with few amenities. Pioneering required strength and cooperation within communities.
The document provides an overview of African American history in South Florida. It discusses how Africans were brought to Florida and the Caribbean as slaves, and how they formed alliances with Native American tribes like the Seminoles to escape slavery. It describes the development of Black communities in Miami and the legacy of slavery, including Jim Crow laws and the Civil Rights movement. The document examines issues like urban renewal in historically Black neighborhoods and the complex racial dynamics in Miami's history.
WHAT HAPPENED TO BLACK WALL STREET - Understanding HOW The Ku Klux Klan CARRY...VogelDenise
Black Wall Street in Tulsa, Oklahoma was one of the most affluent and prosperous African American communities in the US in the early 1900s. On June 1, 1921, the community was attacked and burned to the ground by a white mob during the Tulsa Race Riot. Over 800 people were hospitalized, an estimated 10,000 were left homeless, and 35 city blocks containing over 1,200 African American residences and businesses were destroyed by fire and bombs dropped from airplanes. The riot left between 1,500-3,000 African Americans dead and resulted in over $1.5 million in property damage with insured losses totaling over $750,000. To this day, no compensation has been provided to
Rapid industrialization in the late 19th century led to mass urbanization in the United States. Several key factors drove this trend: improved farm equipment like the steel plow reduced the number of farm jobs; large numbers of European immigrants provided a steady supply of factory labor; and newly freed African Americans migrated north seeking work. This influx of people into cities caused overcrowding, poor sanitation, and increased disease. Political machines also exploited new urban immigrants.
The document discusses the history and treatment of Native Americans in the United States. It describes how Native Americans originally inhabited and thrived on the land for thousands of years before European settlers arrived. However, as Europeans colonized the country they displaced Native Americans from their lands, subjected them to violent wars and massacres, and sought to assimilate their culture through oppressive boarding schools. The document argues that the U.S. government should provide compensation to Native Americans for dispossessing them from their rightful lands and destroying their way of life.
AMERICA'S BLACK WALL STREET - How The Ku Klux Klan Went About TERRORIZING & D...VogelDenise
The document summarizes the history of "Black Wall Street", a once thriving African American community in Tulsa, Oklahoma that was destroyed in the 1921 Tulsa race riot. It describes how Black Wall Street had over 600 black-owned businesses and was a model of black prosperity, before being burned to the ground by white mobs in a period of less than 12 hours. Over 800 people were injured, 10,000 left homeless, and 35 city blocks containing over 1,000 residences and businesses were destroyed by fire and bombing from airplanes. The riot left 3,000 African Americans dead and destroyed one of the most affluent black communities in America at the time.
The document provides a detailed overview of the history of government policies toward Native Americans from the late 1700s to present day. It discusses how policies have ranged from recognizing tribes as independent nations to forcibly removing them from their lands and terminating federal recognition, to more recent policies aimed at restoring sovereignty and self-determination. It also examines the impacts of these policies on Native American populations, lands, communities, education, healthcare, the environment, and socioeconomic conditions today.
This document provides an overview of the genocide of California's Native American population during the American period from 1848 to the 1860s. It describes how the native population plummeted from 150,000 to around 50,000 in just 10 years due to disease, starvation, and massacres at the hands of white settlers who were eager to seize Native lands and resources. Native Americans were subjected to violence, slavery, and legal discrimination as whites justified their actions through a sense of racial superiority and manifest destiny over indigenous peoples and lands. The document outlines some of the specific massacres, laws passed to disenfranchise Natives, and general attitudes of the time that facilitated the widespread atrocities against California's original inhabitants.
General Oliver Otis Howard gave the Nez Percé Indians 30 days to move or be forcibly relocated to a reservation, leading to their tragic fleeing to Canada to escape violence. While confrontations with Indians in the US were often bloody, interactions in Canada focused more on issues than violence and were less bloody. Despite peace treaties, violent encounters continued as Indians were forced to farm and have their lives controlled. In both countries, schools were used to erase Indian culture. In the 1880s, reformers supported allotting land to Indians to assimilate them, while the Ghost Dance religion arose offering hope that whites would be destroyed and dead Indians returned.
Garrett Morgan was an African American inventor and businessman born in 1877 in Kentucky. He moved north for better educational opportunities and settled in Cleveland, Ohio. Morgan invented many impactful products including a hair care product and an early traffic signal. He founded a newspaper and advocated for civil rights. Morgan made important contributions but faced challenges from racism and lost most of his vision later in life. He died in 1963 after a life dedicated to invention and social progress.
Dispossession of the Aboriginal Peoples of Canadasocialmediacjpme
The document discusses the various ways that Indigenous peoples in Canada have been dispossessed over time, including being forced off traditional lands, having spiritual/cultural practices banned, and being denied political rights. It outlines how the residential school system, environmental destruction, lack of consent for resource projects, and other policies have negatively impacted Indigenous communities and culture. Dispossession has taken forms like the signing of treaties that often did not have full Indigenous consent, and the ongoing effects of colonization include loss of culture and higher rates of poverty on reserves.
This document provides an overview of American women's shifting boundaries from the 1840s to the 1860s, covering expansion, reform movements, and the Civil War era. It discusses how American expansion displaced Native American women and impoverished them, while some white women found new opportunities on the frontier and in the Gold Rush. It also summarizes several major reform movements of the antebellum period led by women to expand their sphere and address issues like slavery, health, and women's rights. Finally, it outlines women's involvement on both sides of the conflict during the Civil War and their role in bringing about emancipation.
This document provides an overview of urbanization and development in New York City from the early colonial period through the 19th century. It describes how New York grew as a strategic trading post and became a cosmopolitan city with diverse ethnic groups. Key events discussed include the Great Fire of 1776, battles of the American Revolutionary War around New York, and the growth of newspapers and other institutions in the early-to-mid 19th century that established New York as a cultural and economic center.
1) The Panama Canal connects the Atlantic and Pacific oceans via a 51-mile channel through the Isthmus of Panama. It features a series of locks that raise and lower ships between Gatun Lake and sea level on both ends.
2) The Los Angeles Aqueduct was built in 1913 to supply water from the Owens Valley to Los Angeles as its population grew. It secured water rights and funding through bonds to complete the project.
3) Both projects required massive engineering efforts to build dams, channels, and locks to transport water or ships across difficult terrain, enabling economic growth in their respective regions.
Black people have lived in Canada since the early colonial period, first arriving as explorers, slaves, and refugees fleeing the United States. Over time, immigration from the Caribbean and Africa greatly increased Canada's Black population. Black Canadians faced racism and pushed for equal rights. They played important roles in government, military, culture, sports and more, overcoming barriers and contributing to Canadian identity and society.
The document provides details on the development of Anglo and Tejano settlements in Mexican Texas from the 1820s-1830s. It discusses the growth of Anglo towns and industries like cotton farming. It also describes the social, political, economic, and religious lives of both Anglos and Tejanos during this period. Tensions increased as more Anglos immigrated with slaves, established independent militias, and pushed for autonomy. By 1835, with Santa Anna's centralist reforms, the situation had deteriorated enough to spark the Texas Revolution.
The document summarizes key events in the westward expansion of the United States in the early to mid-19th century. It discusses the rapid population growth in the new nation between 1780-1830, the rise of Manifest Destiny and belief in American exceptionalism. It also describes the Oregon Treaty of 1818, settlement of the Oregon Territory by Mountain Men, and the thousands of pioneers who made the overland journey along the Oregon Trail between 1840-1860. The document outlines the Mexican Cession following the Mexican-American War and Treaty of Guadalupe Hidalgo in 1848, as well as the Gadsden Purchase of 1853 which completed US control of the western territories.
The document provides a timeline of key events in 19th century U.S. history from 1861-1896. It covers topics like the Homestead Act of 1862, the transcontinental railroad completion in 1869, inventions like the telephone and light bulb in the 1870s, and events such as the Wounded Knee Massacre in 1890. The timeline presents these historical developments in a brief but chronological format.
The document summarizes the oppression and human rights violations faced by Native Americans throughout history. It describes how they were robbed of their lands and resources, forcibly removed from their homes, subjected to slavery, violence, massacres and diseases introduced by European settlers. It discusses various laws and acts such as the Major Crimes Act, Indian Removal Act, and Allotment Act that undermined Native American self-governance and cultural identities. Specific tragic events like the Trail of Tears, Sand Creek Massacre and Wounded Knee are also mentioned. It outlines the ongoing issues Native Americans face such as poverty, lack of healthcare, substance abuse, and cultural oppression.
The document discusses several aspects of Native American culture and history, including:
1) Trade with European settlers brought goods like tools and weapons, though early colonial relations were mixed between cooperation and conflict.
2) Religion was important and centered around spirits, shamans helped ensure successful hunts and harvests.
3) Agriculture involved growing crops like corn, squash and beans. Hunting utilized bows and traps to catch deer, birds and other animals.
4) The forced removal of the Cherokee on the Trail of Tears in the 1830s resulted in thousands of deaths as they were marched west.
5) Native American casinos now operate due to the 1988 Indian Gaming Regulatory
1) In the late 1800s, many people moved west seeking opportunities like free land, gold, and a new start. Under the Homestead Act, the government gave settlers 160 acres if they farmed for 5 years.
2) Life on the frontier was difficult. Settlers faced challenges like building homes from sod, harsh weather, and isolation. Jobs included farming, ranching, mining, and more. Women took on tasks like cooking, clothing production, education, and healthcare.
3) Groups like African Americans, called Exodusters, and Populist supporters also migrated west for reasons like freedom, opportunity, and to escape difficulties in other regions. However, Native Americans already living on lands faced conflicts
Settlers and Populism- Ch. 13 notes section 2 3sgiaco01
1) Many people moved west during the late 1800s seeking opportunities like free land, gold, and a new start. The Homestead Act of 1862 gave settlers 160 acres of free land if they farmed it for 5 years.
2) Native Americans reacted negatively to the influx of white settlers onto lands they already inhabited. There was also migration of freed African Americans seeking freedom and opportunity, though they faced obstacles.
3) People who moved west to settle included homesteaders farming the land, miners searching for gold, cowboys, and others working various jobs like ranching or serving as lawmen. Women also migrated west to start new lives or follow their husbands.
1) Many people moved west during the late 1800s seeking opportunities like free land, gold, and a new start. This included white male settlers, female settlers, and African Americans fleeing the South.
2) The Homestead Act of 1862 gave settlers 160 acres of free land if they farmed it for 5 years, attracting many new homesteaders. However, large land companies illegally took much of the best land.
3) Settlers faced many hardships on the frontier like building sod homes and surviving harsh winters with few amenities. Pioneering required strength and cooperation within communities.
The document provides an overview of African American history in South Florida. It discusses how Africans were brought to Florida and the Caribbean as slaves, and how they formed alliances with Native American tribes like the Seminoles to escape slavery. It describes the development of Black communities in Miami and the legacy of slavery, including Jim Crow laws and the Civil Rights movement. The document examines issues like urban renewal in historically Black neighborhoods and the complex racial dynamics in Miami's history.
WHAT HAPPENED TO BLACK WALL STREET - Understanding HOW The Ku Klux Klan CARRY...VogelDenise
Black Wall Street in Tulsa, Oklahoma was one of the most affluent and prosperous African American communities in the US in the early 1900s. On June 1, 1921, the community was attacked and burned to the ground by a white mob during the Tulsa Race Riot. Over 800 people were hospitalized, an estimated 10,000 were left homeless, and 35 city blocks containing over 1,200 African American residences and businesses were destroyed by fire and bombs dropped from airplanes. The riot left between 1,500-3,000 African Americans dead and resulted in over $1.5 million in property damage with insured losses totaling over $750,000. To this day, no compensation has been provided to
Rapid industrialization in the late 19th century led to mass urbanization in the United States. Several key factors drove this trend: improved farm equipment like the steel plow reduced the number of farm jobs; large numbers of European immigrants provided a steady supply of factory labor; and newly freed African Americans migrated north seeking work. This influx of people into cities caused overcrowding, poor sanitation, and increased disease. Political machines also exploited new urban immigrants.
The document discusses the history and treatment of Native Americans in the United States. It describes how Native Americans originally inhabited and thrived on the land for thousands of years before European settlers arrived. However, as Europeans colonized the country they displaced Native Americans from their lands, subjected them to violent wars and massacres, and sought to assimilate their culture through oppressive boarding schools. The document argues that the U.S. government should provide compensation to Native Americans for dispossessing them from their rightful lands and destroying their way of life.
AMERICA'S BLACK WALL STREET - How The Ku Klux Klan Went About TERRORIZING & D...VogelDenise
The document summarizes the history of "Black Wall Street", a once thriving African American community in Tulsa, Oklahoma that was destroyed in the 1921 Tulsa race riot. It describes how Black Wall Street had over 600 black-owned businesses and was a model of black prosperity, before being burned to the ground by white mobs in a period of less than 12 hours. Over 800 people were injured, 10,000 left homeless, and 35 city blocks containing over 1,000 residences and businesses were destroyed by fire and bombing from airplanes. The riot left 3,000 African Americans dead and destroyed one of the most affluent black communities in America at the time.
The document provides a detailed overview of the history of government policies toward Native Americans from the late 1700s to present day. It discusses how policies have ranged from recognizing tribes as independent nations to forcibly removing them from their lands and terminating federal recognition, to more recent policies aimed at restoring sovereignty and self-determination. It also examines the impacts of these policies on Native American populations, lands, communities, education, healthcare, the environment, and socioeconomic conditions today.
This document provides an overview of the genocide of California's Native American population during the American period from 1848 to the 1860s. It describes how the native population plummeted from 150,000 to around 50,000 in just 10 years due to disease, starvation, and massacres at the hands of white settlers who were eager to seize Native lands and resources. Native Americans were subjected to violence, slavery, and legal discrimination as whites justified their actions through a sense of racial superiority and manifest destiny over indigenous peoples and lands. The document outlines some of the specific massacres, laws passed to disenfranchise Natives, and general attitudes of the time that facilitated the widespread atrocities against California's original inhabitants.
General Oliver Otis Howard gave the Nez Percé Indians 30 days to move or be forcibly relocated to a reservation, leading to their tragic fleeing to Canada to escape violence. While confrontations with Indians in the US were often bloody, interactions in Canada focused more on issues than violence and were less bloody. Despite peace treaties, violent encounters continued as Indians were forced to farm and have their lives controlled. In both countries, schools were used to erase Indian culture. In the 1880s, reformers supported allotting land to Indians to assimilate them, while the Ghost Dance religion arose offering hope that whites would be destroyed and dead Indians returned.
Garrett Morgan was an African American inventor and businessman born in 1877 in Kentucky. He moved north for better educational opportunities and settled in Cleveland, Ohio. Morgan invented many impactful products including a hair care product and an early traffic signal. He founded a newspaper and advocated for civil rights. Morgan made important contributions but faced challenges from racism and lost most of his vision later in life. He died in 1963 after a life dedicated to invention and social progress.
Dispossession of the Aboriginal Peoples of Canadasocialmediacjpme
The document discusses the various ways that Indigenous peoples in Canada have been dispossessed over time, including being forced off traditional lands, having spiritual/cultural practices banned, and being denied political rights. It outlines how the residential school system, environmental destruction, lack of consent for resource projects, and other policies have negatively impacted Indigenous communities and culture. Dispossession has taken forms like the signing of treaties that often did not have full Indigenous consent, and the ongoing effects of colonization include loss of culture and higher rates of poverty on reserves.
This document provides an overview of American women's shifting boundaries from the 1840s to the 1860s, covering expansion, reform movements, and the Civil War era. It discusses how American expansion displaced Native American women and impoverished them, while some white women found new opportunities on the frontier and in the Gold Rush. It also summarizes several major reform movements of the antebellum period led by women to expand their sphere and address issues like slavery, health, and women's rights. Finally, it outlines women's involvement on both sides of the conflict during the Civil War and their role in bringing about emancipation.
This document provides an overview of urbanization and development in New York City from the early colonial period through the 19th century. It describes how New York grew as a strategic trading post and became a cosmopolitan city with diverse ethnic groups. Key events discussed include the Great Fire of 1776, battles of the American Revolutionary War around New York, and the growth of newspapers and other institutions in the early-to-mid 19th century that established New York as a cultural and economic center.
1) The Panama Canal connects the Atlantic and Pacific oceans via a 51-mile channel through the Isthmus of Panama. It features a series of locks that raise and lower ships between Gatun Lake and sea level on both ends.
2) The Los Angeles Aqueduct was built in 1913 to supply water from the Owens Valley to Los Angeles as its population grew. It secured water rights and funding through bonds to complete the project.
3) Both projects required massive engineering efforts to build dams, channels, and locks to transport water or ships across difficult terrain, enabling economic growth in their respective regions.
El documento discute las diferencias entre las incumbencias y competencias de los abogados. Explica que las incumbencias se derivan de la formación universitaria, mientras que las competencias son asignadas por un ente superior. Critica una resolución reciente que declara a la profesión de abogado de "interés público", lo que implicaría que el Ministerio de Educación determinaría las actividades en las que pueden participar los abogados en lugar de sus incumbencias. Finalmente, argumenta que esta resolución es inconstitucional y limitaría la defensa de los dere
El documento resume la situación actual de los abogados en Argentina. Señala que hay una sobrepoblación de abogados debido al aumento de las universidades privadas, mientras que el PBI per cápita solo se ha duplicado. Esto ha llevado a una baja en la rentabilidad de la profesión, con el 60% de los abogados incapaces de pagar la cuota jubilatoria obligatoria. Además, los organismos educativos han reconocido que la formación de los abogados es deficiente y pone en riesgo los derechos
The document discusses the Quran and its teachings. It argues that the Quran should not be burned because it honors prophets like Jesus Christ and Moses who are also important figures in Christianity and Judaism. It suggests that people burning the Quran have not read its translations and calls on them to do so before making judgments about its contents. It also questions the idea that the Quran promotes radicalism and argues that the 9/11 attacks were not carried out by Muslims based on various documentaries on the event.
The progress report summarizes the design of the Vtech Touch and Teach Turtle toy. It includes a product dissection that identifies the key components of the toy and their functions. Customer interviews were conducted to understand what features are important. The functional structure of the toy is described, showing how the components work together. Finally, relevant patents for the toy's technologies are identified and benchmarking is conducted.
El documento critica la llamada "Escuela Inclusiva" por expulsar y marginar a los ciudadanos al fracasar en contenerlos y brindarles una educación de calidad. Las estadísticas muestran un alto porcentaje de pobreza y deserción escolar, así como bajos niveles de alfabetización. Si bien se intentó flexibilizar las reglas y exigencias, esto llevó al caos educativo. Ahora, la escuela "inclusiva" excluye a muchos y el Estado termina absorbiendo a los marginados sin capacitar
The document provides an overview of several topics related to the history of the Americas and Europe between the 19th-20th centuries. It discusses westward expansion in the Americas, the American Civil War, industrialization, the Little Ice Age, definitions of frontier, explorers Maximilian zu Wied-Neuwied and Karl Bodmer, Brazil's independence, Napoleon and his military tactics, the Mexican-American War, and the causes and key battles of the Crimean War. A variety of political, social, economic and military developments are summarized across different time periods and geographic regions.
The document provides information on the history and development of Latin America, including:
1) In the early 19th century, Britain negotiated trade privileges in Brazil in exchange for supporting Portugal, and gradually dismantled restrictions on trade with Spanish colonies as independence movements emerged.
2) Latin America experienced numerous internal wars related to issues like ideology, territory, resources, and social classes as well as foreign interventions driven by capitalist interests.
3) Rapid urbanization in the late 19th/early 20th centuries saw many Latin American cities like Buenos Aires experience huge population growth as people migrated from rural to urban areas.
Este folleto promociona los lentes de sol Eclipse, ofreciendo estilos para damas y caballeros con comodidad y seguridad para los ojos. Proporciona información de contacto para encontrar sus productos en puntos de venta.
This document provides an overview of strategies and resources for effectively integrating technology into classroom lessons and instruction. It lists various technologies that can be used, such as audio-visuals, the Internet, PowerPoint, and smart boards. It also emphasizes making the technology use innovative, engaging, relate to the curriculum, and ensuring the teacher is an expert in the technologies being used through proper planning and preparation. Examples of additional resources and articles on the topic are also provided.
Brazil has a diverse geography and population. It has the largest economy in South America and vast natural resources. Brazil's population is a mixture of native, European, and African peoples, giving it a unique ethnic background. Culturally, Brazil has been influenced by Portuguese, indigenous, African, and European immigrant cultures. Historically, Portugal first colonized Brazil in 1500, bringing European settlement and culture but devastating the native population.
This document discusses how to evaluate the authenticity and reliability of information found online. It notes that 68% of students want to know how to identify true online information. It then provides questions in 5 categories to help determine the credibility of a website:
1) Authority - Is the author knowledgeable and credible?
2) Accuracy - Is the information sensible and backed by sources?
3) Objectivity - Is the information unbiased and presenting multiple perspectives?
4) Currency - Is the website and its content up-to-date?
5) Usability - Is the site easy to navigate and obtain information from?
Evaluating websites using these criteria can help determine whether the information found is trustworthy and reliable.
Spanish explorers first landed in California in 1533 believing it to be an island, when it was actually a peninsula. They did not discover it was connected to North America until the 1530s-1540s. California spans between latitudes 42 and 32 degrees north, between Oregon and Baja California. Native Americans from over 100 tribes and languages inhabited California for centuries before the arrival of Europeans. Mexico gained control of Alta and Baja California in 1824 but the territory was unstable with resistance from missionaries and Californios wanting more autonomy. After the Mexican-American war from 1846-1848, California became a state in the US in 1849 with the goals of being free of slavery and open to
Brazilian culture is deeply influenced by music. Brazilian music draws from Indigenous, Portuguese, and African influences and is a source of passion and joy for Brazilians. Art in Brazil transformed over time from native influences to fine arts, supported by wealthy coffee barons in the early 20th century. Brazilian literature is written in Portuguese and has become more distinctly Brazilian over the 20th century. Samba is a lively Brazilian dance performed to Samba music, with African origins, involving three steps per beat in 2/4 time.
Both the United States and Canada faced issues when expanding westward and encountering indigenous populations. The US approach was more violent, incorporating battles between native tribes and soldiers, while attempting to destroy native culture. Canada acknowledged mixed-race groups as having distinct rights and cultures, allowing for a more peaceful relationship. However, both nations encouraged assimilation of native people into white society, though the US did so more forcefully.
Both the United States and Canada faced issues when expanding westward and dealing with indigenous populations. The US approach was more violent, incorporating battles between native tribes and soldiers, while attempting to destroy native culture. Canada acknowledged mixed-race groups as having distinct rights and cultures, allowing for a more peaceful relationship. However, both nations encouraged assimilation of native people into white society, though the US did so more forcefully.
The document summarizes the subjugation of Native Americans in the West through warfare, confinement to reservations, and attempts to destroy their culture. It describes the construction of transcontinental railroads which integrated the West into the national economy and attracted large numbers of migrants seeking work. It discusses how mining, ranching, and farming shifted from individual pursuits to corporate enterprises in the West.
The document discusses several key factors that influenced the post-Civil War expansion and settlement of the American West:
1) Ideologies like Manifest Destiny and nationalism guided westward expansion, as the US sought to expand its territory across the continent.
2) New legislation like the Homestead Act of 1862 offered free or cheap land, incentivizing farmers to settle the West. Transcontinental railroads also promoted western migration.
3) Conflict arose as white settlers pushed onto lands inhabited by Native Americans, leading to a series of Indian Wars as the US military forced tribes onto reservations to make way for expansion.
Native Americans and Westward Expansion.pptxPamelaTemplin1
Settlers and Native Americans disputed over land ownership as settlers moved west, leading to violence and warfare. Disease, starvation, and loss of hunting lands greatly reduced the Native American population. The U.S. government implemented policies like reservations and allotment to assimilate Native Americans and take their lands, often violating treaties. Notable conflicts included the Sand Creek and Wounded Knee massacres. Boarding schools sought to "civilize" Native children by prohibiting their cultures and languages. Most Native Americans were eventually confined to reservations by the late 1800s.
The document summarizes America and Canada's differing approaches to dealing with indigenous populations in the late 1840s as western expansion increased settlement on traditional tribal lands. The U.S. forcibly relocated many tribes to reservations in Oklahoma against their will, leading to decades of conflict, while Canada took a less violent approach through police forces. Both nations then tried to assimilate indigenous children through residential schools that sought to replace native languages and customs with English and Christianity, but tribal identity largely remained intact.
The document summarizes America and Canada's differing approaches to dealing with indigenous populations in the late 19th century as western expansion encroached on traditional tribal lands. The U.S. forcibly relocated many tribes to reservations in Oklahoma against their will, leading to decades of conflict, while Canada took a less violent approach through police forces. Both nations then tried to assimilate indigenous youth through residential schools that sought to replace native languages and customs with English and Christianity, but tribal identity and traditions proved resistant to destruction.
After the Civil War, Americans began settling the vast western territories. The Great Plains had little rainfall and supported vast buffalo herds that Native Americans depended on. By 1900, the buffalo were wiped out as the land was settled by miners, ranchers, and farmers, devastating Native American communities. Western settlement was driven by gold and silver rushes that began in California in 1848 and stimulated economic growth. However, it also led to conflicts with Native Americans over land and exclusion of Chinese immigrants. The Homestead Act of 1862 encouraged family farming but many failed due to harsh conditions. By the late 1800s, the American frontier was declared closed as the last lands were settled.
- The document compares the settling of frontiers in the US and Canada to the establishment of Karaganda, Kazakhstan, noting several similarities between how they were planned and developed.
- All three areas saw European-style planning with gridded towns and cities established to support resource extraction and growth of population. This included the use of railroads and subdivision of land.
- Factors like gold rushes, prison camps, and homesteading attracted settlers and supported town development in ways that ultimately made the cities very similar in layout and functions to each other and other cities around the world.
During the American Civil War, troops were pulled from the western frontier to fight in the south, leaving few soldiers to maintain peace between whites and Native Americans. This led to outbreaks of violence like the Great Sioux War of 1862. Peace treaties in 1867 established reservations for Native Americans but relations remained tense. In contrast, Canada's Mounted Police helped avoid bloodshed by patrolling the frontier and keeping whites and Natives separate, though declining buffalo herds still caused issues. Both countries also tried to assimilate Native cultures through Christianity and other reforms with mixed results.
The document summarizes the settlement and development of the American West from the mid-19th century to the early 20th century. It describes how the Gold Rush spurred rapid growth of mining towns, the introduction of barbed wire and mechanized farming equipment that transformed agriculture, and the passage of the Homestead Act that encouraged western migration. It also discusses the building of the transcontinental railroad, U.S. policy towards Native Americans including battles over land and the destruction of the buffalo, and the subjugation of tribes to reservations.
The document discusses the settlement and development of the American West in the late 19th century. It describes how the Gold Rush led to a boom in towns like Virginia City. Technological advancements like barbed wire and steel plows helped farmers cultivate land. The Homestead Act encouraged western expansion. The transcontinental railroad was completed in 1869. Conflict arose between settlers and Native Americans over land, culminating in battles like Little Bighorn. Assimilation policies sought to absorb indigenous peoples into white culture. By 1890, the frontier was declared closed as the census announced its end.
Chapter 13 Looking to the West PresentationThomas Melhorn
The document provides an overview of the settlement of the American West. It describes how (1) the government offered incentives like the Homestead Act to encourage farming on the Great Plains, while railroads advertised to bring settlers; (2) many groups migrated west including former Confederate soldiers and European immigrants; and (3) new farming techniques such as dryland farming and irrigation projects evolved to cultivate the land of the West.
NATIVE AMERICANS
Native Americans
Cultural Diversity
Kelly McCaig
10/06/2014
Dr. Judith Montoya
The Moon and Sun
"The Sun was a young woman and lived in the East,
while her brother, the Moon,
lived in the West.
The girl had a lover
who used to come every month
in the dark of the moon to court her.
He would come at night,
and leave before daylight,
and although she talked with him
she could not see his face
in the dark, and he would not
tell her his name,
until she was wondering all the time
who it could be. At last she hit
upon a plan to find out,
so the next time he came,
as they were sitting together
in the dark of the asi (sweat house),
she slyly dipped her hand into the
cinders and ashes of the fireplace
and rubbed it over his face,
saying, "Your face is cold;
you must have suffered from the wind,"
and pretending to be very sorry for him,
but he did not know that she had ashes
on her hand. After awhile he left her
and went away again.
The next night when the Moon came up
in the sky his face was covered with spots,
and then his sister knew he was the one
who had been coming to see her.
He was so much ashamed to have her
know it that he kept as far away as he
could at the other end of the sky all the night.
Ever since he tries to keep a
long way behind the Sun,
and when he does sometimes have to
come near her in the West he makes himself
as thin as a ribbon so that he can hardly be seen." (The Moon and the Sun, n.a)
This was written by the Sioux Tribe in 1548. Stories like this and many others contribute to legends of our time today. Native Americans can be dated back to about 15,000 years ago. The Native Americans came from Asia and followed a land bridge formed during the Ice Age. When our Earth began to warm, the land bridge disappeared and became the Bering Strait. The Native Americans made their way on foot slowly southward into North America.
Tribes of Native Americans spread across the land, relaying on nature for food and shelter. In California, the mild climate meant that tribes there had plenty to eat, dissimilar to the extremely dry Great Basin where food and water was insufficient. Searching for food was a never ending task for the Native Americans. There are many different types of Native Americans throughout North America. Tribes with similar characteristics formed a main tribe or nation. Each nation or tribe had its own language, religion and customs. Most of the tribes or nations lived peacefully amongst each other believing that nature was something to be shared, that nature was sacred. All of this changed once the Europeans invaded and took their land which led to conflict both between the different tribes and with the whites.
Suspicion and hostility, originated from methodological and cultural differences as well as mutual feelings of supremacy, have impregnated relations between Native American and non-Indians in North America. Intertribal opposition among the Indians, and .
Congress promoted westward expansion through land grants and incentives like the Homestead Act. This caused a massive migration to the West, including ex-slaves and Mormons fleeing persecution. Native American tribes inhabited the Great Plains but faced increasing conflicts with settlers over land. Notable clashes included the Sand Creek and Little Bighorn massacres, hardening white attitudes. The 1887 Dawes Act tried to assimilate Native Americans by allotting reservation land, but failed to solve the underlying issues.
2. INDIAN SOCIETIES UNDER SIEGE IN THE UNITED STATES AND CANADA During the decades that followed, many western Indians in both countries became administered people. That is, government officials told them what they could do, as well as when, where, and how to do it. By the end of the era their loss of autonomy reached into most aspects of their lives. At the same time, substantial differences marked the tribal experiences on each side of the international border. In the United States the army campaigned repeatedly against tribes and bands declared hostile by government policy. Farther north, on the other hand, the North West Mounted Police usually managed to keep peace. Because of the continuing violence and bloodshed in the American West, churchmen, reformers, and other so-called friends of the Indian launched frequent movements to force the U.S. government to end the fighting, reform the operations of the Indian Office, and give them more say in the way tribal people were being treated.
3. INDIAN SOCIETIES UNDER SIEGE IN THE UNITED STATES AND CANADA Some tribal people living in the United States resorted to warfare to protect their lands and customs, while in Canada few violent confrontations occurred. Leaders in both countries responded to the continuing demands for more land cessions with delay, rejection, or compromise, but in almost every case they lost territory to the advancing whites. While a few groups such as a part of the Hunkpapa Sioux followed Sitting Bull into Canada briefly, and some Kickapoos fled from Texas into northern Mexico, this was not a popular option for most Indians. As they had done before, shamans and prophets offered guidance. They upheld past beliefs, offered new insights that combined elements of Christianity and tribal practices, or gradually accepted the missionaries' teachings. On reservations or reserves leaders supported education for the children to help the next generation better deal with the ever-increasing numbers of whites. In all of these choices, however, Indians had ever less chance to take the initiative as the century drew to a close. . . .
4. MOUNTING CRISES IN THE AMERICAN WEST By 1864 raiding bands of Sioux, Pawnees, Cheyennes, and Arapahos had cleared many pioneers from the central plains, leading John Evans, the governor of Colorado, to claim that the raiders had virtually isolated Denver and the mining camps in the central Rocky Mountains. That brought retaliation from the Colorado militia, and in November 1864 the Sand Creek Massacre occurred. . . . The militiamen tore into the Indian village, which flew a large American flag to signal peaceful intentions. When the shouting stopped, the pioneers had killed and mutilated two hundred men, women, and children. This carnage prompted investigations by the army and Congress. Meanwhile, the survivors fled, bringing their story of white treachery to other villagers; thus the war continued, shifting northward where the miners pouring into the northern Rockies had to cross Sioux and Cheyenne territory. Even though the Civil War had ended by 1865, Indians and whites fought a bitter contest for much of the next generation in the West. Along the Bozeman Trail leading north from the Platte River Road to the mining camps of Montana, the Sioux bottled up the troops, at times virtually besieging the isolated army outposts. . . .
5. MOUNTING CRISES IN THE AMERICAN WEST American violence and warfare with the tribal people resulted from a combination of factors, few of which could have been avoided. The native societies in the West were well led and had strong attachments to their homelands, and some had strong warrior traditions. Moreover, they lived atop land seen as desirable for agriculture or athwart roads and trails over which thousands of pioneers trudged. Some of the tribal lands encompassed valuable mineral bodies or timber stands, and westerners had little patience for the idea that those valuable resources should be monopolized by the Indians. Few accepted the Indians' right to continue living a traditional lifestyle. Although only a small proportion openly called for destroying the tribes, many western Americans wanted the government to push the tribal people out of their way. On that issue they shared values with the Canadians. In both nations the people living nearest the tribes wanted them moved.
6. CONFRONTATIONS ON THE CANADIAN PLAINS During the late 1860s events that shaped the long-term relations between the races took place in London and the provincial capitals in Canada. Moving to grant more local autonomy to parts of their far-flung empire, the British established the Dominion of Canada in 1867 under the provisions of the British North America Act. The new government had authority over Ontario and Quebec as well as Nova Scotia and New Brunswick. At Confederation the new nation included only four provinces, but in 1869 Rupert's Land, the vast holdings of the Hudson's Bay Company, became part of Canada. The next year, 1870, the government established the new western province of Manitoba, while in 1871 British Columbia joined the country, and two years later Prince Edward Island did the same.
7. CONFRONTATIONS ON THE CANADIAN PLAINS In 1869, immediately after getting title to the region, the government sent out survey crews to bring landholdings in the West into line with those in Ontario.... Fearing that Canadian officials might ignore their customary landholding patterns, angry at having virtually no say in their own government, and deeply suspicious of Canadian motives for moving in on them, the mixed-race peoples of the West organized under the leadership of Louis Riel Jr., a Montreal-educated Metis, to proclaim their own local government, establish courts, and block Canadian penetration of the region until the disputes could be settled. Riel proclaimed a provisional government in December 1869, and the next year Manitoba joined the confederation as a province, if only a small one. While the Indians and the Canadian government remained at peace during the nation's first decade in existence, by the mid-1880s this broke down. Without an army. Canada turned to a uniquely British institution for its peacekeeping force. Based on the model of the Royal Irish Constabulary, in 1873 the government created the North West Mounted Police .
8. EDUCATING FOR ENFRANCHISEMENT The annual cycle of migration to fish, hunt, or gather took children away for months at a time. Even when seasonal migrations ended, village or band matters directly affected attendance. By the early 1880s some tribal groups ceased cooperating. Some bands refused to pay for schools. Others interpreted their treaties' promises to provide teachers to mean that the government should also provide any buildings or equipment that the teachers might need. One group even suggested that the teachers build their own schools. It is unclear whether this argument reflected Indian understanding of the situation, masked their basic suspicion of the whites and their institutions, or demonstrated efforts to slow acculturation. When they realized that the bureaucrats wanted to replace tribal cultures, the Indians resisted openly and covertly. They saw the boarding schools as a means of disrupting their family and village life. If the children remained at those institutions they could not participate in annual hunting or migratory activities.
9. EDUCATING FOR ENFRANCHISEMENT Regardless of the government efforts many tribal groups continued to ignore the schools. In the mid-1890s one official reported that "only thirteen schools, indifferently-patronized, are in operation among the thirty bands occupying this vast district. Two thirds of the Indians are uncompromising heathens, who have for generations successfully resisted all the combined efforts of missionaries to Christianize them." Specific-data support this charge, as an 1892 report showed. That year, of the 15,385 school-aged Indian children, only 6.350 even appeared on any school roster and of those only about half, or 3,630. children showed up in the average daily attendance figures. As in Canada, American authorities saw the schools as a tool that would help erase Indian cultural identity.
10. MISSIONARIES AND REFORMERS Canadian officials had been striving toward the same objective since the 1860s through their unsuccessful enfranchisement program. For years it had remained volun-tary; to gain status as an enfranchised person, the individual reserve dweller had to pass muster at a hearing conducted by public officials. In the United States the reformers and the government looked to allotment to do what removal, military defeat, schools, churches, and model farms had failed to accomplish — the acculturation and assimilation of tribal people. The process began in 1887, when Senator Henry L. Dawes of Massachusetts guided the General Allotment Act. or Dawes Severalty Act, through Congress. The new law gave the president authority to allot reservations, giving individual Indians title to the land after twenty-five years and immediate citizenship when they accepted an allotment. During the next generation many Indians became citizens. Once all eligible tribal members got their allotments, the surplus land, or what remained after allotment, could be placed on the market. Once the program began, tribal landholdings shrank drastically.
11. MISSIONARIES AND REFORMERS Livestock raising on the Great Plains proved a more innovative approach to the need for incorporating Indians into the economy. By 1880 several bands of the Blackfoot Confederacy had begun cattle raising in southern Alberta. The inspector for the western area reported in 1882 that the Piegans' herd seemed to be growing. In June that year the nearby Stoney tribe held a successful cattle roundup. The Indians asked for livestock repeatedly, and by 1888 many bands had herds of cattle, sheep, and swine. Triumphant officials pointed to the care Indians lavished on their livestock, and one reported that at least one tribe had helped to kill their own dogs because the animals attacked their sheep. In fact, between 1885 and 1895 the tribes in the Northwest Territories increased their cattle herds from 1,230 cattle to 15,378 animals. Clearly these Indians had more success in influencing policy and the direction of their own economic development than had their counterparts south of the border at the same time. . . .
12. AMERICAN IMPERIALISM IN COMPARATIVE PERSPECTIVE No one wishes to be called an imperialist, no nation Wishesto admit to having undergone an imperialistpast,and the newand emerging nationslike to charge much of their current instability to the imperial tradition. Many Americans have assumed that there was no period of American imperialism.Others admit to a briefimperialist past but prefer to clothe that past in other words. Wewere an expansionist nation, some historians argue, but not an imperialist one, a distinction more Jesuitical than useful.
13. AMERICAN IMPERIALISM IN COMPARATIVE PERSPECTIVE But most imperialisms have beenrooted in a sense of mission, and the American sense differsfrom that of other nationschiefly in that the United States emphasized differentcharacteristics.The British senseof mission sprang from a conviction of cultural superiority, the Japanese from a racialmessage thinly veiled in paternal rhetoric, the German from an impulse toward a preordained dialectic, and the Communist sense of mission from what was conceived tobe a sure knowledge of the world's ultimate needs and ends. And to say that we all aresinners does not remove the necessity to see whether and how our sins have differed.Imperialism was not always in ill-repute, of course. In Britain in the 188()'s and1890's, Chamberlain and Roseberywere proud to call themselves imperialists. Theywere helping unfortunate peoples around the world to come into the light; they werelifting Britain, and not at the expense of nonwhites butat the expense of other, highlycompetitive European powers.
14. AMERICAN IMPERIALISM IN COMPARATIVE PERSPECTIVE Imperialism was a practice; colonialism was astate of mind. Whether a powerful na tion extended its control, its influence, or merely its advice over another people, those so controlled or so advised not unnaturally resented the controller. Indeed, we have all been colonies mentally at one time or another; no one likes, as they say, to be over a barrel. Much indignity lies in any subservient position, and yet there will always be the powerful and the powerless, and the people with the most power may not escapebeingthe nation that is powerless, as Britain learned at Suez and as theUnitedStates is learning today. There is obvious indignity in never being the moverbutalways the moved,in waiting to see how a foreign capital or a foreign embassy will decide one's fate.
15. AMERICAN IMPERIALISM IN COMPARATIVE PERSPECTIVE The very language of imperialism was all-pervasive. Neither the Maori in New Zealand northe Navajo in America had any name for themselves until Europeanscoinedthe words. Geographical terms of location —Near East, Middle East, Far East—wererelative to a European map. Latin America became that portion of the New World whereSpanish and Portuguese were spoken, because Americans decided this was so, obliviousof the fact that French Canadians considered themselves Latins too. Indonesia's Sukarnoacquired a first name because American journalists refused to believe that a man could have but one. The names of the saints of European churches, likethe names of Europeankings, run across the face of Asia, of Africa, and of the Pacific worlds as dictated by thewhims of semiliterate men. The very geography of race itself is European, for it wasLeclerc de Buffbn who first classified the orders of life so that a later generation wouldhave tools for distinguishing between peoples as well as plants.
16. AMERICAN IMPERIALISM IN COMPARATIVE PERSPECTIVE The United States was part of this climate of opinion. American responses to some of the assumptions of European imperialists were bound to be negative, for the United States had grown, after all, out of a former colonial empire. The assumptions that Americans made about imperial responsibility were conditioned by an awareness of distance from the scenes of European conflicts, by a knowledge that the American people were an amalgam of many of the peoples of the world, some themselves representative of the victims of imperial struggles, and from an emotional predisposition to apply the basic tenets of republicanism to the imperial situation. The idea of mission was reinforced by the Federal victory in the Civil War. In 1867 the United States purchased Alaska from Russia. Following a period of internal concern for reconstructing Southern state governments, for reshaping the machinery of business, and for general domestic economic and social growth, Americans turned outward. The second major period of American expansion, and the first to propel America over seas, coincided with the world-wide wave of imperial annexations associated with the British, French, and German empires and with the awakening of Japan. If the earlier period were merely expansionist, as some contend, the growth between 1898 and 1920 was genuinely imperialist.
17. AMERICAN IMPERIALISM IN COMPARATIVE PERSPECTIVE Most important, perhaps, is the by no means complimentary fact that the American imperialism was more culturally insidious than that of Britain or Germany, although perhaps not more so than that of France. To qualify for self-government among American states, colonial dependencies had to be utterly transformed, and the Americans often showed very little respect for Spanish culture in Puerto Rico, for Samoan life in Tutuila, or for the structure of the old Hawaiian kingdoms. The French, with their mission civilisatria; were equally willing to insist that, to be civilized, the colonized must learn the language and customs of the conqueror. The British, ever more pragmatic, were con tent to administer through an elite, creating classes of Anglo-Indians and other cultural hyphenates bur leaving the fundamental nature ol the indigenous culture unchanged. Since they never anticipated the day when India would become part of the United Kingdom, and not until the 1920s did responsible officials give serious thought even to the loose linkage now involved in Commonwealth ties, wholesale Anglicizing was unnecessary. Precisely because the Americans did anticipate rapid progress toward assimilation did they insist upon such brutally fast Americanization.
18. IMPERIALISM The contrasts with other Southeast Asian cases are impressive. Dutch reforms in Indonesian educational and administrative policy increasingly placed aristocratic and upwardly mobile students together inside colonial schools and offices and outside them as unemployed, resentful graduates. When French schools in Vietnam began to produce their own Western-trained functionaries, local scholarly elites detached themselves from the larger educational system and provided important political and moral leadership to a nationalist movement of students and a growing class of "new intelligentsia." The destruction of the old Burmese court (the Hutladaw) in 1888 and of local authorities (Myothugyis) gave young Burmese graduates of British colonial schools a nationalist mistrust of British intentions (bolstered by the importation of Indian and Tamil bureaucrats) and a relatively free hand to assume leadership of" the nationalist campaign. A third,ideological peculiarity underpins the distinctive arrangement of U.S. colonial institutions. America's colonial epoch began after its own Civil Warhelped dispatch the aristocratic ideology on which the U.S. Souths plantation economy had rested. In its place, an orientation favoring individual rights and equality before the law linked to Northern industrialization and Western expansion captured Americans' imagination.
19. The Philippines at the Dawnof U.S. Colonial Rule Although distinctive aspects of the U.S. administration set the Philippine regime apart, the entire arrangement also sat atop a society thatin many ways was already distinct from the rest of Southeast Asia. In one respect, this distinctiveness consists in the recent Philippine revolutionary climax and the original connection that existed, however briefly, betweenarriving U.S. forces and elite Philippine nationalists. By 1898, the struggle against Spain had passed from its political to its military phase, and many of the nation's brightest leaders had given their lives in pushing the independence struggle to that point. Moreover, the 1898 revolution took place about twenty years before anticolonialism had developed a substantial global political and organizational infrastructure, and this bit of timing had significant consequences. The decrepitude of the Spanish colonial regime, at war with the United States and already bereft of prime acquisitions in Latin America, accounted in substantial measure for Filipinos' early successesat the nineteenth century's close. But the Philippines' comparatively early revolutionary upsurge also segregated the Philippine struggle from some of the more important events in that global history, such as the impact (especially in Asia) of the Japanese victory over Russia in 1905 and of the Bolshevik Revolution in 1917.
20. Philippine Collective ActionUnder U.S. Rule It is possible to divide Philippine protest and collective action under U.S. colonialism roughly into three periods. The first period . . . divides into two American wars: one against Muslims (Moros) in Mindanao, and the other against Christians in Luzon and the Visayas. Both began in 1899. The Mora wars lasted until 1912, and the Christian wars lasted until 1907. Filipinos at first engaged Americans in artillery battles along the railway corridor from Manila to Pangasinan, but heavy casualties soon forced them to switch to guerrilla tactics. After the switch, the Americans shifted their attention to severing the connection between the guerrilla fighters and their mass base. Even before this killing ended, some Filipinos began new forms of struggle and collective action, designed to secure positions within and under the U.S. Regimeratherthan to displace that rule. As the Philippine-American War moved out of Manila andinto the countryside, rapid capitalist expansion produced new activity among workersin Manila and would shortly do so in important secondary cities such as Iloilo andCebu.
21. AMERICANS, EUROPEANS, AND THE MOVIES the dramatic changes in Americancultural styles and values in the waryears and after have sometimes confused historiansof motion pictures, who, like other historians of the arts, sometimes oversimplify aboutthe larger culture in which their medium was shaped. . . . American society and culture were changing faster and more fundamentally than the movies themselves. . . . Members of the urban leisure and professional classes. . . led the way in discardingthe socialcode symbolizedby thatVictoriandrawing-room scene. The traditional middle-class moral orderhad, even before the war,been losing ground in its effort to maintain small-town values in an increasingly urban,industrial and ethnically heterogeneous society. Its drive to recover dominance duringthe war through excessive patriotism, moralism and repression, though leading to impressive victories with the enactment of Prohibition and immigration restriction, alsodrove segments of the culturally influential urban elites away from adherence to traditionalbeliefs and behavior. The targets of the campaign for conformity— the recently arrived immigrants andtheir children, the "hyphenated Americans" —related in a more confused and ambiguous way to the dominant social order.
22. AMERICANS, EUROPEANS, AND THE MOVIES To the spokesmen and spokeswomen of the dominant order, the movies stood in direct opposition to respectable American values and institutions: power over moviesrested largely in the hands of foreign-born producers; even native-born movie workerscame from marginal and disreputable subsocieties of vaudeville and stock companytheater; and the movies were full of incitements to crime and salacious behavior.Movies thus came to play a central role in the cultural conflicts that followed WorldWar I. On both sides of the struggle, movies came to be seen as offeringvalues distinctlydifferent from those of the older middle-class culture, and providing greater opportunities for ethnic minorities than other economic sectors. Immigrants and their childrenwere attracted to movie culture not merely because movies were cheap, ubiquitous andappealing as fantasy or entertainment; their preference became a conscious, one mightalmost say a political, choice. In American society, movies became a major factor in the reorientation of traditional values —Wilter Benjamin's word "liquidation" in the American context would be too strong.
23. CULTURAL CHANGE IN THE 1920S The tactics of moviemakers in transforming social codes were nowhere moresuccessfulthan in the films of Cecil B. DeMille.He became notorious earlyin 1918when heunveiled the first in a series of spicy morality tales of extramarital temptation. Old Wivesfor New. Hisaudacity has since becomea centerpiece of the Hollywood legend, but likemanysuch stories, the facts are much more interesting. The DeMille legend focuses especially on the most controversialof his early postwarfilms, Male andFemale (1919). Moralists grew outraged as soon as they learned ofDeMille'ssuggestive change of title from its source, James M. Barries play TheAdmirableCrichton, and the picture disappointed no one's expectations. In its famous bathroomscene Gloria Swanson, as Lady Mary, steps into a sunken bath the size of a small swimming pool, revealing a momentary glimpse of her breasts. Later DeMilleintroduced alavish Babylonian fantasy sequence not to be found in the original, taking his inspiration from a poem by William Ernest Henley, whose lines the butler Crichton quotes inthe play: "I was a king in Babylon/And you were a Christian slave." By all accounts, Male and Female could never have been made before World WarI. Itwas "a highly moral picture," Adolph Zukor, whose Famous Players-Lasky companyproduced the film, recalled in his autobiography, "yet its emotional theme — the noblelady falling in love with the butler— would probably not have been acceptable to prewar audiences." In LewisJacobs' classic study, Male and Female is called "more daring inits subject matter than any other picture Hollywood had produced."
24. AMERICANS, EUROPEANS, AND THE MOVIES DeMille, was, above all, a consummatesentimentalist. He had the knack of titillatingaudiences while at the same time reinforcing their conventional standards— of lettingthem eat their cake and have it too. A few years later he discovered the most congenialform for his particular skills, the religious epic, which proved the perfect vehicle for hisdeft combination of moral didacticism and orgiastic fantasy. His "modern stories" in theearly postwar period were preliminary expressions of this long-enduring formula. Theytold moviegoers of the necessity for, and the boundaries of, social change that wouldnot disturb the inherited moralorder; and in dream sequences of opulent sensuality, setin ancient times, they provided a voyeuristic glimpse of forbidden pleasures and desires.
25. AMERICANS, EUROPEANS, AND THE MOVIES Harold Lloyd's Safety Last (1923), directed by Fred Newmeyer and Sam Taylor, is aclassic example of what happens to the aspiring young man in silent-movie comedy.Harold isasmall-town boygoingoff to the cityto starthis career andearn wealth andstatus sufficient to enable him to marry his small-town girl. He takes ajob ina departmentstore and writes glowing but false letters home telling of rapid advancement. Whenthegirl comes to visit he must gothrough elaborate comic byplay to demonstrate his exaltedposition without being caught.Meanwhile, in an effort to promote himself, he arranges a publicity stunt for thestore, a climb up its outside walls by a "human fly." An earlier joke played on a policeman backfires, however, and the cop chases the human fly, so that as the crowdgathersHarold has lost his performer. To save his idea Harold goes up the wall himself, in oneof the superb comic stunts in the history of motion pictures. His climb is impeded successively by pigeons, a tennis net, a painter's board, a clock, a mouse and a weathergauge. Each new encounter throws him into graver danger. After one harrowing comicescape after another, he finally reaches the roofand falls into his girl friend's arms. Onecould hardly ask for more graphic satire on the theme of "upward mobility."
26. THE MEANINGS OF AMERICAN JAZZ IN FRANCE As Paris settled back intocivilian life after the war, jazzmusicians struck up their rhythmsin venues all over the city. Audiences heard it in cabarets, nightclubs, dance halls, restaurants, and theaters. Many music halls first presented jazz during the regular show's intermission, but they soon moved it to the main program. In cafes, owners often decided totake advantage of the music's growing popularity and hired jazz bands to lure customersinto theirestablishments. Thesekinds of commercial concerns werecrucial motivations inIntroducingjazz to Paris. Just as jazz musicians were fanning out across Paris, important changes in the city'sentertainment culture were also underway to accommodate the newtastes ofaudiences.The evolution was particularly striking in one of the favorite gathering places of the1920s, the dance hall. The "dance craze" of the postwar years provided a business incentive to revamp old venues into flashy and fashionable hot spots so that they couldprovide space to do the latest steps. Many critics believed that not only was the musicdifferent in these places because of the introduction ofjazz, they were also beginning tolose theirtraditional character. Some came to see the growing presence ofjazzthroughout the city along with the ways in which it altered where and how Parisians enjoyedthemselves as an indication of the changing nature of modern life more generally. Andtalking about jazz was one way of debating what those changes meant.
27. THE MEANINGS OF AMERICAN JAZZ IN FRANCE Another modern development, the new media that were created or improved in the early twentieth century, allowed the sounds of jazz to be carried across great distances. Indeed, perceptions about jazz music cannot be separated from the technology—especially phonographs and radios—from which it roared. Being connected with such devices further equated jazz with the cutting edge of cultural developments. Jazz was un emusiquenegre whose immediate origins were African American, but whose ultimate roots French writers generally traced to the jungles of Africa. The African sensibilities, French critics stressed, had been preserved in jazz because of the common racial connection between its performers and their ancestors on the so-called Dark Continent. Even when white musicians played jazz, they were believed to be performing a black musical style. At the height of its popularity, jazz music could suggest an "Africanization" of France—an ironic reversal of the colonial project simultaneously underway in sub-Saharan Africa in the 1920s and 1930s.Jazz rested at the intersection of these two powerful and controversial trends, thereby making it all the more meaningful and controversial.