Swan to Commissioner



Mini-DBQ: Impact of Westward Expansion on Native AmericansSmithsonian Center for Education and Museum StudiesYour assignment from class today: Create an essay outline responding to this prompt and using all 5 sources plus outside info from your reading. You may hand-write or type. You will turn this in on Friday.Question: Analyze the consequences of westward expansion on Native Americans after the Civil War. Did US government policies ameliorate or exacerbate these consequences? (Ameliorate: to make better or lessen the negative impacts of something. Exacerbate: to make worse) Historical ContextSince the first English settlers arrived at Jamestown in 1607, the story of America has been one of movement westward. As more and more Europeans came to our shores, colonists spread further and further into what was called the frontier, which is defined as an area of unsettled land. We know, however, that America was already inhabited by Natives whose ancestors had arrived thousands of years earlier.Conflicts over land ownership, religion, and culture, combined with broken promises by the U.S. government, moved the Indian population away from their homeland. The presidency of Andrew Jackson forced the removal of the tribes of the Southeast on the “Trail of Tears” to what is now Oklahoma.In the period following the Civil War, many people moved west for new opportunities and a new life. This would mean more clashes—this time with Plains Indians. Although America had changed much in the 250 years since the first settlers arrived, the attitude toward Native Americans had not. The building of the transcontinental was the beginning of the end for many proud tribes of the West.Directions (write out responses to these questions…you can type here if you want)1. Carefully read the question. What HTS are you being asked to use? What main topics will you need to address?2. Consider what you already know about this topic. Brainstorm how you would answer the question if you had no documents to examine.3. From your reading, what primary documents or secondary sources might you want to cite to provide evidence for your argument? Come up with at least 3 ideas.4. Now carefully read each document on the next pages, underlining key phrases and words that address the document-based question. You may wish to use the margin to make brief notes. Consider the helpful comprehension questions that accompany each document (you won’t have these on the exam). Do a brief HIPPO analysis for each document. You will only need to use 1 aspect of HIPP for each doc in your DBQ.3. Revisit your original argument now that you’ve analyzed the documents. Revise if necessary, remembering that you should use ALL the documents, PLUS outside information not included in the docs. Make sure you have at least two or three strong pieces of evidence that are NOT from the documents. On the basis of your own knowledge and the information found in the documents, formulate a thesis statement that directly answers the question.4. Organize supportive and relevant information into an essay outline, noting where you’d use each document and what HIPPO tool you would include as you use each document. Also note outside info that you will use.Intro Paragraph (let’s say the essay is about the toughest decisions in school administration. You have decided, with the help of the docs, to write about weather closings, graduation requirements, and school boundaries.) Contextual info setting up your thesis and argumentThesis statement: Your answer to the prompt, including a road map of the main points you will make.Note: Do not refer to any docs in your thesis or introBody Paragraph 1 Subthesis – what argument will you make in this paragraph? Weather-related school closings are difficult because administrators often have incomplete data on which to base their decisions and because the consequences of failure are serious.Analysis and supporting evidenceUse outside info just like you always have in long essays – even if you don’t have docs about weather forecasts, you’re going to want to talk about how they are often wrongUse the documents in the same way -- as evidence. Just make sure that you ALSO bring in ONE aspect of HIPP for each document as you use it. At the end of the sentence, put a quick (Doc A) to help you and me keep track of what docs you’ve used. NEVER start a sentence with “Document A says…” or “As seen in Document A…..” I will stop reading your essay if you do this. This will make your essay be about the documents…it is about the prompt and your argument. Let’s say you have a copy of yesterday’s LCPS twitter feed as a document. You could use it this way:“While the decision to close schools is an easy one to make after a heavy overnight snow, an early-morning storm poses special difficulties. An unnecessary closure brings derision and complaints about southern drivers, while a failure to close schools brings public wrath and potential tragedy. Angry parents and students are quick to use social media to voice their complaints. A bad decision can result in an online explosion of tweets calling for firings, sharing pictures of dangerous roads, advocating for better decision-making, and often just commiserating and venting displeasure (Doc X). It is unclear what impact these posts have on future decisions, as their audience is just as likely to be the tweeters’ fellow students, teachers, and parents as the school administration.” See? This uses the doc as evidence for a point, but it’s not ABOUT the doc. I don’t quote the twitter feed. From HIPP, I include both purpose and audience – but you only need one. A clincher sentence for the paragraph that wraps up that point and transitions to the next. “While weather-related decisions pose immediate crises, they are seasonal and rarely have long-term consequences. Other decisions may have the luxury of time for analysis, but pose longer-term consequences for staffing, budgeting, and student success.” Body Paragraph 2, 3, and so onConclusion & Synthesis– Wrap it up. For synthesis (in the conclusion or elsewhere), you can make a meaningful connection between your argument and other time periods or places, or you can account for evidence that contradicts your thesis (either from the documents or from other outside info). The counter-argument is a good way to go if you have evidence. Now, create an essay outline responding to this prompt and using all 5 sources plus outside info from your reading. You may hand-write or type. You will turn this in on Friday.Document AExcerpt from a report by E.A. Swan, U.S. Indian agent, to commissioner, August 28, 1882. 072390Swan to CommissionerThe Indians here I find are not very unlike white people, some are willing to labor for what they have and others think they ought to be supported in their idleness. It has been my aim from the first to put a premium on industry, and condemn indolence in any and all. I find the complaining and fault-finding usually belong to this class. The Indians here as a rule learn the trades easily, perhaps more readily even than farming. There are goodly numbers who can perform service in the shops or mills, and show evidence of rapid advancement in mechanism.00Swan to CommissionerThe Indians here I find are not very unlike white people, some are willing to labor for what they have and others think they ought to be supported in their idleness. It has been my aim from the first to put a premium on industry, and condemn indolence in any and all. I find the complaining and fault-finding usually belong to this class. The Indians here as a rule learn the trades easily, perhaps more readily even than farming. There are goodly numbers who can perform service in the shops or mills, and show evidence of rapid advancement in prehension Questions: What does industry mean as used in this passage? What does idleness mean in this passage?How is Swan changing the Native Americans he comes in contact with?What judgments are being made about Native Americans ways of life?Source: United States, Interior Department,?Report of the Secretary of the Interior, vol. 2 (Washington, D.C.: Government Printing Office, 1882), 199–202, NADP Document D 54.H: I:P:P: Notes on O:Document B-1943109017000Comprehension Questions: What was the buffalo population in 1800?What was the buffalo population in 1889?What was the cause of this decline?What effect did this have on the Plains Indians?H: I:P:P: Notes on O:Document CExcerpt from the?Second Annual Address to the Public of the Lake Mohonk Conference?in Philadelphia, 1884, 3–7, 13–22.1st. Resolved, That the organization of the Indians in tribes is, and has been, one of the most serious hindrances to the advancement of the Indian toward civilization, and that every effort should be made to secure the disintegration of all tribal organizations; that to accomplish this result the Government should . . . cease to recognize the Indians as political bodies or organized tribes. . . .4th. Resolved, That all adult male Indians should be admitted to the full privileges of citizenship by a process analogous to naturalization, upon evidence presented before the proper court of record of adequate intellectual and moral qualifications. . . .6th. Resolved, That . . . our conviction has been strengthened as to importance of taking Indian youth from the reservations to be trained in industrial schools placed among communities of white citizens. . . .14th. Resolved, That immediate efforts should be made to place the Indian in the same position before the law as that held by the rest of the population.1st. Resolved, That the organization of the Indians in tribes is, and has been, one of the most serious hindrances to the advancement of the Indian toward civilization, and that every effort should be made to secure the disintegration of all tribal organizations; that to accomplish this result the Government should . . . cease to recognize the Indians as political bodies or organized tribes. . . .4th. Resolved, That all adult male Indians should be admitted to the full privileges of citizenship by a process analogous to naturalization, upon evidence presented before the proper court of record of adequate intellectual and moral qualifications. . . .6th. Resolved, That . . . our conviction has been strengthened as to importance of taking Indian youth from the reservations to be trained in industrial schools placed among communities of white citizens. . . .14th. Resolved, That immediate efforts should be made to place the Indian in the same position before the law as that held by the rest of the prehension Questions and Answers What does the word “assimilation” mean? (Answer: blending into a new environment.)What does the Mohonk Conference want to do to the tribes in their area? (Answer: Break them apart to help them become Americanized.)Why was it important that the Indians be “in the same position before the law”? (Answer: So that they are treated the same as all other Americans, which means they are Americanized or assimilated.)H: I:P:P: Notes on O:Document DGroup of Non-Native Men, Government Agents with Sacks of Food Rations to Be Distributed, Circles by Seated Group in Native Dress; Log Buildings, Tipis, and Corral Nearby?(no date) by Taylor E. James, Photographs of American Indians and Other Subjects, 1840s–1960s, Smithsonian Institution National Anthropological prehension Questions and Answers Who are the people sitting in the picture and who are the people standing? (Answer: Those standing are members of the U.S. military; those sitting are Native Americans.)How and why are the sitting people relying on the standing people? (Answer: The Native Americans are relying on the soldiers for food rations because they have been moved off their land and have lost their way of life.)H: I:P:P: Notes on O:Document EThree Lakota Boys, Carlisle Indian Industrial School, ca 1900. Comprehension Questions What has occurred to change the boys between the time of the picture on the left and the time of the picture on the right? What is responsible for the change? Why were they changed in this way?H: I:P:P: Notes on O: ................
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