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12 Cards in this Set
- Front
- Back
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Discuss in detail the complexity & diversity of experience of the Native American Indians Before the time of European contact & colonialism. |
-Explain how Native Americans built their houses. +Ex.) Mounds, Cliff houses, etc. -Explain what they grew. +Ex.) Corn, beans, squash. -Explain what they ate. -Reasons why they relocated. +Ex.) Climate change, droughts. |
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Discuss the importance of European expansion & colonialism as it relates to the experience of the Native American Indian. |
-Brought new crops. +Ex.) Tomatos, potatos, hot peppers. -Needed Native Americans for: +Commercial trade. +Political alliances. +Fun trade & trapping. |
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Discuss some major historical aspects of the Native Americans during the Westward Expansion period. Integrate some unique qualities concerning Native American Treaties & Reservations into your discussion. |
-Fort Laramie Treaty of 1868 - U.S guaranteed the Black Hills of South Dakota as Lakota Country. +After gold was discovered there. +Supreme Court $17 million in compensation (1980), but denied it. Lakota wanted land back instead. -Indian Removal Act of 1830 - 5 civilized tribes forced to move west of the Mississippi River. +Tribes had to give consent but ******** moved them anyways. +Trail of Tears. -General Allotment (Dawes) Act of 1887 - Reducing the reservation. Government wanted more land. Reservations were divided into plots of land for tribal members. -Indian Citizen Act of 1924 - Native Americans right to vote. -Appropriations Act of 1871 - Tribes would no longer be recognized as separate nations. |
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Discuss how the concept of cultural genocide relates to the Native American Reservation experience. Include a discussion of the role of the BIA & management in the Native American Experience. |
-Cultural Genocide = A way of achieving More dominance over Native Americans. +A way of taking away their identity. -Reservation schools (horrible). +Incompetent teachers. +Poor facility. +Poor supplies. +Clothing - Western. |
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Utilizing the Native American Indian experience, discuss the concept of the Identity Square & its variables. |
-Culture: Specific Tribes. +Languages & Dialects, Religion, Political organization. -History: Within group. +With European countries. +With American government. -Racial Characteristics: Physically identifiable. -Gender: Culturally specific views of males & females. +Often different from Europeans. -Geographic Territory +Differences based on location. -NE, SE, Midwest, NW, SW. |
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In relationship to "Heterogeneity", "Differing Perspectives", & the "frames & lens" analogy, discuss the various major historical political strains in the Black American community. |
-Frames & Lens: America is a diverse, heterogeneous society. -1870: 15th Amendment: Guarantees the right to vote to all men of all races. -1932-1972: Tuskegee Experiment: 399 African-Americans with syphilis. -1954: Brown vs. Board of Education. -1964: Civil Right Bill; 24th Amendment. +Ended poll taxes, property & literacy tests. |
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Discuss the effects & realities of Black America during the Civil War, Reconstruction, & Post Reconstruction periods. |
-During Civil War: +Not paid as much as white soldiers. +Those in the South were forced to fight. -Reconstruction: +Free, but probably worse off. +No jobs & no one wanted to hire them. +If hired, it was cheap pay for labor. +Had nowhere to stay because "master" had a place for them on their land, +Many tried moving North for better job opportunities & better treatment. -Post Reconstruction Period: +Black disenfranchisement. >Voting rights. >Literacy tests. >Poll taxes. >Property tests. |
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From a historic perspective, discuss the social, psychological, & economic impacts of institution of American Slavery. |
-Social Impacts: +Powerlessness for slave. >Lack of education. >Destruction of Native Culture & Language. >Lack of opportunity. >Destruction of Political Development. >Destruction of family. -Psychological Impacts: +Development of slave mentality. +Loss of power, prestige, & pride. +Breaking the spirit, enslaving the soul. >Brutal force/terror, threat of pain. >Threat of violence & death. -Economic Impacts: +Developing institution of slavery. +Development of a culture & stratification system to justify the economic institution. +Economic justification of Racist attitudes. |
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Using a backdrop of history, discuss the importance of major benchmarks concerning African Americans from the early 1900 through the 1970s. |
-WWI: 370,000 black soldiers. +Segregated units. +Less racist world. +After WWI, KKK membership increases. -Migration Northward: +Moved North, West, & Midwest. >Better opportunities. >More factory jobs. >Less "racism". -WWII: More jobs in war effort. +Opportunities that did not exist before. +Tuskegee Airmen: All Black 9th Squadron. |
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Utilizing the African-American experience discuss the concept of the Identity Square & its variables. |
-Culture: Culture was "taken away". -History: Slavery; subordinate group. -Racial Characteristics: Different from Caucasian characteristics. -Gender: Being a black woman sucked more than being a black man. -Geographic Territory: Mostly in the South after taken away from Africa. |
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Utilizing the Domination Model of Race Relations, analyze the African-American Experience. |
-Dominance over subordinate group in Maaaany ways. |
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Utilizing the Domination Model of Race Relations, analyze the Native American Indian Experience. |
-Domination Model of Race Relations: +Dominant Group control/power over Dominated (subordinate) group. +Drew lines around themselves for separation (Segregation). +Drew lines around Dominated group for separation (Divide & Conquer). +Restricting contact between groups helped maintain dominance. |
