American Indian Civil Rights Research Paper

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

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

There were various Native American tribes scattered across what is now known as the United States; but this land was not always called the United States, and Indian tribes once spanned from ocean to ocean. Native American life has gone through many changes since christopher columbus discovered what is now known as the United States in the 15th century. Settlers from across the seas have not always gotten along with the Native American people who were here first, and took steps to remove them from their homes. The Cherokees tribes were one such group of Indians that were urged to move west once early settlers came along. The Indian Removal Act of 1830 was the largest government funded project to remove the Native American people; like the Cherokees from their lands in order to make room for new settlers,

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

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

This is in important essay about cherokee indians these indians are very smart they did lot of good things. They hunted turtles for food and they used their shells for rattles. The language they spoke was iroquoian. In 1838 they had the highest population and it was 400,000 cherokee indians were alive there were a lot different place where cherokee lived. The Cherokee children's the boys liked to go hunting with their dad and the girls their mom showed them what to do in the house. When the men went to hunt they used a blowguns and when they fought in war they used a spear or tomahawk. 1800s 4,000 men and women were killed and now there current population in 1838 was 370,000 a lot of people died in the 1800s. The cherokee

European settlements in the new world had a number of impacts on Cherokee Native Americans. It led to them dying or being pushed onto reservations.

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.

Native American’s greeted the new colonists in a friendly, welcoming manner from the start. The new colonists considered this a sign of weakness, stating how easy it would be to dominate the native people. When Columbus arrived, there were 12-15 million Native Americans in the Americas, in 1890 there was under 250,000, with 98% of the population gone. With the belief in Manifest Destiny, the colonists forced the Native American’s off their own land, farther and farther from where they originated from, and eventually onto reservations, removing them from their way of life and their culture. During the transition from their homeland to reservations, many of the Native American’s died due to disease, cold, hunger, and the hardships of travel. Along with the annexation, the colonists demanded assimilation.

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.

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.

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.

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 “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