Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
22 Cards in this Set
- Front
- Back
|
afjdkj
|
hi
|
|
|
William Weatherford
|
When- 1781-1824
Where-Coosada Who-Alexander McGillvray's nephew. Father was Charles Weatherford (also of mixed ancestry). His mother is Siehoy III. Had a privileged Childhood, both parents were traders, lived close to mother. What- Agrees to join Red Sticks when they rise up. He was related to prominent Red Sticks, his wife was a firm believer in nativism, and although they adopted a lot of ideals many people that that civiliazations ideals might absorb them into white culture adn they wouldn't be Creek anymore. Significance- Even though Weatherford was a more "highly regarded" or less savage seeming Creek he still chose to fight with the Red Sticks for freedom against the settlers showing that his ties may still lie with the Creeks rather than European father. |
|
|
Nativism
|
When- (As early as 1790’s) In it’s height in the 18teens. Tecumseh comes south in 1811/Red Stick War and gives his spiel to all major Native American groups in the south (Lots of Indians in Eastern North America). (where)
Who- Introduced by Tecumseh and his brother the prophet. What- Indians should deny colonial ways in favor of native ways. Nativists believe things that come from Anglo America are polluting and dangerous and Indians accepting these ideas are why there are problems such as poverty, but if they got rid of colonialists/whites Indians would be pure again. Most other nations in the south reject his ideas and run him out of town. Tecumseh’s message was radical because these nations (and even towns) are used to being independent and relinquishing power (from a native perspective) seems risky. However, for Redsticks (who resented changes taking place) it might have appeal. Significance- 1st times Natives in N America have tried t overcome their tribal differences and act together as a race/collective group of people. This sparked a rebellion from many Indians, causing much conflict and trouble between the Indians and the settlers |
|
|
Gender Frontier
|
What- The concept of people of both genders coming together.
Where- Wherever Creeks and Europeans came into contact When- Colonial era Who- Most often creek women and European men Significance-This brought a lot of changes to the Creek Nation because Creek’s still held the ideas of matrilineal kinship while these European men had been raised in a Patriarchal society. Creeks and Europeans had slightly different views on sexuality (Europeans being more concerned with monogamy) and also divorce (almost always illegal for Europeans while Creek marriages were much less formal). |
|
|
Origin of Corn
|
What- Story told describing how corn was originally obtained
Who- Story was told by Jackson Lewis When- 1910 Significance- The story describes a woman who manages to procure corn by being locked in a room for 4 days. This story enforces the importance of women’s ties with agriculture in the Creek Nation. |
|
|
Creolization
|
Who- Creeks and Europeans
When- Upon the arrival of the first European groups Where- Throughout the Creek Nation What- The exchange of ideas and technologies that happened almost immediately after Europeans infiltrated the Creek Nation. Significance- This mix of ideas and such created a new “American” culture that encompassed food, child rearing, tools and technology, and even clothing dyes. |
|
|
Lyncoya
|
Who- An orphaned Creek who was adopted by Andrew Jackson
When- Parents were killed at the Battle of Tallahatchie on November 3, 1813. died when he was 16. Significance- Andrew Jackson is ALL about Indian removal so it seems strange that he would adopt an Indian son while he is trying to rid the nation of Indians. Even though it seems that he was treated differently (being called the “pet” ) it still shows that Jackson, at the very least, believed that not all Indians were completely uncivilized savages. |
|
|
Laws of 1818
|
What- 1st written set of Creek laws. These 11 laws reflected changes in the Creek Nation such as power of law and order to the police and set punishments for theft
Who- written down by the Creek National Council Significance- the laws reflected a change in how Creeks regarded other racial groups. For example, the laws limited African Americans abilities to trade, partake in contracts, and to hold property and the laws even fined Creeks who chose to marry African Americans. |
|
|
The Seminoles ("wild person")
|
Who- People so disgusted with the changes occurring in Creek culture that they decided to physically separate themselves. The Seminole Nation was decentralized (only came together during war time).
Where- Southern Florida When- Began in the early 1700’s Significance- This nation basically erased the European influence that had infiltrated the Creek Nation. African Americans joined them because there were no slave codes or unwritten laws, nor was there a police force. |
|
|
Pelahilkaha
|
When-Established in 1815 (18teens through 1830’s is acceptable)
What- A black Seminole town that had its own political structure and chief (chief was a former slave named Abraham from Pensacola who had escaped). Where- Seminole Nation, present day FL Significance- Largest colony of black slaves in America. While the Creek Nation was trying to separate themselves from African Americans the Seminoles embraced them, black Creeks were on the war council, the largest Maroon Society (free blacks was formed) in the Seminole Nation. Used their relationship to fight removal. This became a problem because white plantation owners were afraid the Seminoles would incite a large slave uprising (whites were the minority in the South) so they wanted to destroy the African American/Seminole alliance). This drove the 2nd Seminole War (1835-1842) which was the longest and most expensive Indian war in American history. |
|
|
Treaty of Indian Springs
|
When- Right after the Red Stick War Americans decided they would actively attempt to push the Indians out. In 1824 President Madison appointed people to “deal” with the Creeks. In 1825 the treaty was passed.
What- The treaty was asking Indians to give up more land (even though they had been promised multiple times that they would never be asked to give up more land). However, the Creeks had forbidden the ceding of anymore land (agreeing to cede more land would be considered a capital crime). So, instead of the government they decided to meet with William Macintosh (who was known for accepting bribes). Macintosh took them to Indian Springs and made a deal to give up all of the Creek’s land in Georgia and also a significant amount in Alabama. Macintosh himself would receive about half of the money (around 2 million) for compensation. Significance- This treaty became the ONLY treaty to be torn up because it was illegal and immoral and it was replaced by the Treaty of Washington in 1826 which still gave up Georgia, but the Creeks kept the 3 million acres in Alabama. (The Nation became VERY constricted) and this taught Indians to be even more wary of the government. Another important fact is that the states were mad that the Creeks had been able to retain some of their land so they extended their laws over Indians (which made no sense and was not fair). |
|
|
Indian Removal Act
|
When- Passed in 1830
Who- Andrew Jackson, the crusader for Indian Removal had been elected president in 1828. What- Basically said that all Indians east of the Mississippi should be west of the Mississippi. This became the MOST important policy of his presidency. Scientific racism became a popular theory and many white people went along with it because it could be used as a justification for Indian Removal. The Federal Government achieves Indian removal through military force. They made it harder for Indians to stay than it would be to leave. Significance- Even though Americans had expressed their desire for Indians to leave for years this was a formal decree that was forcing them out of their native lands. |
|
|
Treaty of 1832
|
Where- Alabama
What- Treaty providing for Indian removal. It said that the Creeks were going to be moved into allotments of 160 acres (assigned to the heads of the family). The families would be provided with land in the west if they sold their allotment. Significance- The idea of allotments was foreign to the Creeks who were not used to private property. Also, since they would still be non-white citizens their property wouldn’t be recognized by the states so, by 1836, almost all of the allotments had been sold and nearly all of the Creeks were gone. |
|
|
Jim Crow
|
What-Laws in the southern United States that discriminated against colored people: no suffrage, segregation, couldn’t testify
When- 1880’s to 1960’s Where- Southern US Significance- Segregation allowed for schools to be only Indian and this was something that natives took pride in. These schools were somewhere that Indian professionals could work. Also, in Indian Territory it allowed for Indians to separate themselves from freedmen. They were considered white there because Indians were some of the most powerful people in the area. |
|
|
Poarch Creeks
|
Who-Creeks who were able to keep their allotments
When- 1830’s-present Where- Alabama (Descended from Tensaws) Significance- These Creeks were literate and understood US laws, so they were able to keep their allotments and they are still in Alabama today functioning as a federally recognized tribe. It shows that some Indians resisted removal by keeping their allotments or hiding out on undesirable land. |
|
|
George Washington Grayson
|
Who- An important Creek politician and businessman in Indian Territory
When-1843-1920 Where-Indian Territory Significance- He was one of the first Indians to write an autobiography, even though he only intended for his family to read it, and it gave insight into race relations based on what was edited out. (black relatives) |
|
|
Reconstruction in Indian Territory
|
What- The period following the Civil War in Indian Territory
When-1860- Where- Indian Territory Significance- Creek Nation was rebuilding and getting Union and Confederate supporters to reconcile. A major topic was what to do about slavery and defining who was Creek. |
|
|
Treaty of 1866
|
What- A treaty that forced Creeks to give up more land
When-1866 Where- Indian Territory Significance- Creeks gave up about half of their land and were forced to allow roads and railroads to be built on their land. This treaty allowed for Indian Territory to become Oklahoma and showed that Creeks could not really fight the US government anymore |
|
|
Curtis Act
|
What-A new process of allotment which lost almost 2/3 of Indian land before it was suspended
When-1898-1934 Where- Indian Territory Significance- The allotments were based on the Dawes censuses, so black Creeks did not get allotments. Made Indians US citizens and also allowed for Oklahoma to be formed because the “extra” land was sold to whites. There were many loopholes and a lot of corruption, so whites could gain land easier. Oil was discovered on this land, so many became very rich from this. This was resisted by not picking allotments and living in communal allotments. |
|
|
Chitto Harjo
|
Who- Led a movement resisting allotment
When- 1846-1909 Where- Indian Territory Significance- Showed how unpopular allotment was among the Creeks. Led a multi-tribal social movement which emphasized education and civil disobedience. |
|
|
College of the Muscogee Nation
|
What- A college founded by the Muscogee Nation
When-2004 Where- Okmulgee, Oklahoma Significance- One of the few colleges for an Indian Nation. Builds skills for 21st century and allows graduates to stay close to the nation and give back to the nation. Stickball What- Lacrosse like game played by Creeks and other eastern tribes. When- 1000 AD-Present Where- Creek Nation Significance- Allowed Creek men to keep their masculinity after they stopped fighting US. Helps keep national identity and form a sense of unity for the tribe. |
|
|
FSU Seminoles
|
What- Mascot for Florida State
When-1947-Present Where- Tallahassee, FL Significance- One of the only NCAA schools that has support from the actual tribe to keep their mascot. There is a very good relationship between the university and the tribe and the tribe designed the mascot’s outfit and routine. The Seminoles see it as free publicity for their economy which is mainly gaming and tourism |
