DBQ

Topic: Native American Assimilation

Molly Beichner ED 337

Directions: You will create a rational essay that integrates your knowledge of the specified time period with your interpretation of the given documents that completely and thoroughly answers the question. Essays must cite key pieces of evidence from the documents as well as your own knowledge about the topic.

Question: How successful was Native American assimilation in the late 19th century? Investigate the documents provided and along with your knowledge of the time period, analyze the dynamics that contributed to its level of success.

DBQ Document A (secondary)

Molly Beichner ED 337

From: The American Missionary. Volume 32, Issue 6, June 1878.

This article was written by missionaries who taught at local schools for the underprivileged.

The Indian Boys at Hampton. The American Missionary. Volume 32, Issue 6, June 1878. From Library of Congress, The Nineteenth Century in Print: Periodicals. http://memory.loc.gov/cgibin/query/r?ammem/ncpsbib:@field(DOCID+@lit(ABK5794-0032-144_ bib))

DBQ Document B (primary)

Molly Beichner ED 337 From: 1899, political cartoon.

This cartoon would have been found as an advertisement or in a newspaper.

School begins. Lithograph. Keppler & Schwarzmann, 25 January 1899. From Library of Congress Prints and Photographs Online Catalog. http://www.loc.gov/pictures/item/2002720321/

DBQ Document C (secondary)

Molly Beichner ED 337 From: March 15, 1884

This picture illustrated what some people thought about how Native Americans react to white people.

Educating the Indians. Illustration. Frank Leslies Illustrated newspaper, 15 March 1884. From Library of Congress Prints and Photographs Online Catalog. http://www.loc.gov/pictures/item/90712911/

DBQ Document D (primary)

Molly Beichner ED 337 From: September 14, 1882

This article is an excerpt of the annual report of Forest Grove, a Native American school.

Wilkinson, M.C. Report of Forest Grove School. Annual Report. Washington, D.C: Office of the Commissioner of Indian Affairs, 14 September 1882. From Library of Congress, American Indians of the Pacific Northwest. http://memory.loc.gov/cgi-bin/query/r?ammem/aipn:@field(DOCID+@lit(t825))

DBQ Document E (primary)

Molly Beichner ED 337 From: November 4, 1886

This is a photograph of several members of Chiricahua Apache tribe whom got relocated and sent to a school. This was taken when they arrived.

Choate, J.N. Chiricahua Apaches as They Arrived at Carlisle from Fort Marion, Florida. Photograph. 4 November 1886. From Library of Congress, History of the American West, 1860-1920: Photographs from the Collection of the Denver Public Library. http://memory.loc.gov/cgibin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10032903))

DBQ Document F (primary) From: 1887

Molly Beichner ED 337

This photograph is the same group who are in Document E, however, it was taken four months later.

Choate, J.N. Chiricahua Apaches Four Months after Arriving at Carlisle. Photograph. 1886. From Library of Con gress, History of the American West, 1860-1920: Photographs from the Collection of the Denver Public Library.
http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10032904))

DBQ Document G (secondary)

Molly Beichner ED 337 From: 2013

This abstract is from an article written in 2013 and expresses a more modern view on Native American Assimilation.

Using Citizenship to Retain Identity: The Native American Dance Bans of the Later Assimilation Era, 19001933.
From the 1880s until the early 1930s the US federal government adopted a formal policy of intolerance towards NativeAmerican cultures and religions, stemming primarily from the belief that traditional religio-cultural practices especially dances distracted Native Americans from crop-tending and stock-rearing, and also constituted outmoded reminders of a savage past seen as incompatible with the responsibilities of US citizenship. Some cultural practices were banned outright, while others were actively discouraged or denigrated as oldtime. Yet Native American cultural expression did not die in large part because Native communities employed varied methods to resist the bans. This article examines the ways in which pro-dancing communities utilized the language of US citizenship and made appeals to the Constitution, private property rights and US patriotism in their bid to ensure the survival of their dances and ceremonies. It also examines support for the dance bans by Native individuals, and the increasingly complex and evolving cultural identities in reservation communities in the early twentieth century. [ABSTRACT FROM PUBLISHER]

Treglia, G. (2013). Using citizenship to retain identity: The Native American dance bans of the later assimilation era, 1900-1933, Journal of American Studies, 47(3), 777-800. Doi:1017/S002185781200206X

DBQ Document H (primary)

Molly Beichner ED 337 From: 1923

This is a map of Indian Reservations west of the Mississippi River. Indian Reservations West of the Mississippi River. Map. United States Office of Indian Affairs, 1923. From Library of Congress, Map Collections: 1500-2004. http://www.loc.gov/item/99446198