American Indian Civil Rights Research Paper

In the 1870s, the U.S. government enacted a policy of assimilation of Native Americans, to Americanize them. Their goal was to turn them into white men. Schools were an important part of facilitating their goal. In 1879, Richard Henry Pratt founded the Carlisle Indian School. It was the first school in which Native American children were culturally exposed to American ideology. The idea for the boarding school first came through treatment of Cheyenne warriors. In the 1860s, Americans were in the midst of a major western migration. Settlers were moving into the western region, pushing natives off lands, and in some cases, killing livestock. Warriors then took revenge on settlers and soldiers. General Sherman called for “the

The ethnocentrism of the colonists meant that due to their belief in their own superior culture, half of all children at the time were taken to boarding schools and half of those children did not come out

The purpose of residential schools enforced from 1920 to 1996 under the Indian act was to “kill the Indian in the child” (Hanson, 2006). The system was brought into North American by Europeans and Catholics and was majorly run by nuns. The Europeans believed that aboriginal people needed to become more civilized, influencing them with their culture. This is when Nicholas Flood Davin, who was studying industrial school systems in the United states at the time recommended that Canadian aboriginal children needed to be taught through “aggressive civilization” (Hanson, 2006). Davin believed that to take the Indian out of the child it had to

During Westward Expansion, white settlers saw the Indians as a hindrance to civilization. Therefore the mindset of settlers were to convert Native Americans into white culture. To begin assimilating, the government should, “cease to recognize the Indians as political bodies,” adult male Indians should become a citizen to the government, Indian children shall be taken away and “be trained in industrial schools,” and Indians should be, “placed in the same position before the law.” Assimilating Indians wasn’t a simple teaching of a new culture instead, it was brutal. The boarding schools were merciless towards the Indians, mainly because they wanted to force Indians to drop their culture. Native Americans were obligated to change and lost their

European came to the new world of North America and they brought out advanced technology and culture to American continent. Over time, their lives changed as they adapted to different environments and they brought tremendous changed to American Indian tribes. New trade goods became another big change that European explorers and colonists brought to American Indians. Indians was trying to use these product that the explorers provided in their daily lives. Soon, American Indian men put away their bows and arrows for European firearms and lead shot. The desire to get European goods changed ancient trading patterns and American Indians began depended on European items for daily needs. The new goods brought from European totally changed Native American

Amanda Cobb (2005) defines sovereignty as “a nation’s power to self-govern, to determine its own way of life, and to live that life---to whatever extent possible---free from interference.” If tribal sovereignty falls under Cobb’s definition, Native American tribes in the United States are not completely sovereign, for some aspects of their lives are still under the control of the federal government. Tribal councils are still regarded as having tribal sovereignty, but they are limited by federal funding and authority.

In the seventeenth century, European people begin to settle in the North America. They started to invest in the natural resources in the eastern America using the best resource they found in the land, captured Native Indians. Many poor European people migrated to North America for opportunity to earn money and rise of their social status. They came to the America as indentured or contracted servants because the passage aboard was too expensive for them. By the time many Native Indians and indentured servants die from the hard labor and low morality rate, masters of the plantation purchased more slaves from Africa to profit themselves. The “Virginia Servant and Slave Laws” reveal the dominant efforts of masters to profit from their servants and slaves by passing laws to treat slaves as their properties and to control servants and slaves by suppressing the rebellion using brutal force. Masters and rich planters sought to earn more profit from mercantilism, or trade, economic system by violating the civil rights of Native Indian, African, and poor European people and this thought and practice still exist today as a form of racism and segregation in America.

In “Times are Altered with Us Indians by Colin Calloway,” Indian peoples are shown to have created thriving communities before the Europeans arrived in their lands. They had developed long histories, effective fishing, farming, and hunting techniques, political systems and social structures, hundreds of languages, had advanced culturally in the form of artwork and architecture, as well as have far reaching networks of trade and communication, way before Europeans had “discovered America.” Once Europeans had arrived however, they had caused Native Americans prosperity to falter. The most devastating cause of change for the Indians were diseases like smallpox, plague, measles, yellow fever, and influenza brought by the Europeans, and caused several tribes to be completely wiped out and some tribes to only have a few survivors. The diseases, as well as alcohol, caused the social and political structure to be affected negatively because elders, providers, family members, healers, and counselors perished so all the resources and knowledge in these people perished with them and were not able to be passed on to the survivors. Eventually, Indian life began to be taken over by European ideals as a way to survive, by converting to Christianity, trading with the Europeans, having the Europeans interfere in their politics, and having war-caused by the Europeans- ruin their remaining communities. Indians role in colonial America are different than they are portrayed in traditional

The Indian Residential Schools were boarding schools that forced students to leave their families and homes in order to go and continue their education elsewhere. They were formulated with the partnership of the United Churches along with the Government. (Laing,2013:53). The Government and the Churches put these schools in place in order to separate the children from their family and cultural customs and values. The goal was to isolate the children from what they are used to in order to “kill the Indian in the child” and have them pick up the new Euro- Canadian culture and values along with the English Language. In addition to being taken away from their families, the

For several hundred years people have sought answers to the Indian problems, who are the Indians, and what rights do they have? These questions may seem simple, but the answers themselves present a difficult number of further questions and answers. State and Federal governments have tried to provide some order with a number of laws and policies, sometimes resulting in state and federal conflicts. The Federal Government's attempt to deal with Indian tribes can be easily understood by following the history of Federal Indian Policy. Indians all over the United States fought policies which threatened to destroy their familial bonds and traditions. The Passamaquoddy Indian Tribe of Maine, resisted no less

The Bureau of Indian Education (BIE) was formed in 2006. This government agency, previously known as the Office of Indian Education Programs, controls the direction and curriculum for all Indian schools as well as managing the funding. Three legislative acts developed the roles of the BIE. The Indian Reorganization Act of 1934, Indian Self-Determination and Education Assistance Act of 1975 and The Education Amendments Act of 1978. The only more recent legislation was The No Child Left Behind Act of 2001. It is the mission of the BIE to provide quality education to all Native Americans by focusing on the spiritual, mental, physical, and cultural aspects of the individual within his or her family and tribal or village context (U.S. Dept.

Founded in 1891, the United States Industrial Indian School at Phoenix, later known as the Phoenix Indian School, was a coeducational, federal institution for American Indian primary and secondary students. The school temporarily operated out of the West End Hotel, but in April 1891 a 160-acre property was acquired with money from both the federal government and a group of Phoenix businessmen, and in June 1892 a main school building was completed. This Indian school was created for the purpose of indoctrinating the indian children into the American lifestyle and to eliminate all knowledge of their culture. It did this through the banning of any language that was not english, forcing them to adopt american values and american beliefs, and violating

The main goal of boarding schools was to civilize Native Americans. The federal government wanted to solve “The Indian Problem” by assimilating Native Americans into white culture and felt that education

An advocate for Indian education, Henry Roe Cloud wrote, “Is the Indian a ward of the government or a citizen? What are his rights and duties? . . . [He] must be trained to grapple with these economic, educational, political, religious and social problems” (59, 60). Cloud challenged the American educational system by rhetorically questioning the meaning of Indian citizenship and campaigning for more Indian societal responsibilities. In the Society of American Indians' (SAI) Quarterly Journal , progressivist Carlos Montezuma wrote, “Reservations are prisons where our people are kept to live and die, where equal possibilities, equal education and equal responsibilities are unknown” (93). In Indian schools, children were not even allowed to speak their native language for fear that they might return to their savage ways. Essentially, American Indians only wanted equal rights and equal citizenship; they wanted Euro-Americans to stop treating them like lower-level beings. But Euro-Americans continued their quest to mother the “savage” race by assimilating and converting Indians.

The “Indian Problem” was the “burden” that the United States Government faced throughout the 19th and early 20th centuries. The Government considered the Indians to be a “problem” due to the fact that native tribes were halting the expansionist policy popular in the 1800’s. The main aspects targeted and defined as the “Indian Problem” by the Government were the Indian’s religious practices, household structure and land ownership, and educational differences. The variety of responses