TASK 3 D267
Javier Sandoval Milan 011693614
A. Analyze the economic, political, and social effects of reservation systems on
Native Americans using specific details and supporting evidence by doing the
following:
1. Describe the development of segregation policies or practices regarding Native
Americans and include two specific details as supporting evidence.
The President of the United States, Andrew Jackson, “Sharp Knife,” openly
referred to Native Americans as “Savages.” during political speeches, he never
hesitated to suggest the forced removal of Native Americans in his conversation in
Washington. “Sharp Knife” eventually convinced Congress that the native
Americans were a burden for their progress. His actions were the preceding act for
the Indian Removal Act of 1830. This act forced a march of 500 different tribes for
over 5,000 miles. States and federal officials apply to the Indian country punishing
laws to deal with the Native tribes. The government was driven to destroy the
tribe's political, social, and economic structure. With these actions, the federal
government set the pace for their future relations. This relocation march is known
as the “Trail Where They Cried” or “Trail of Tears,” which moved over 60,000
people, of which 15,000 died; this act relocated Native Americans from North,
South, and East into the Oklahoma area. When the Cherokee tried to avoid this
legally, they were ignored due to being Native people; the court stated they did not
have jurisdiction. One case the court agreed to hear was Worcester vs. Georgia.
Still, in the end, even when the Supreme Court favored Worcester, the federal
government ignored the ruling and continued with the forced removal of the tribes.
Ehle, J. (1988), Miles, E. A. (1973).
2. Explain the impact of reservations or US policies on Native Americans;
include two specific details as supporting evidence.
The government created the reservation to secure the control of the Natives; they
recognized that allowing the natives to be all over the territory did not meet their
agenda, so the decision made was to create territories where the government
would have control over them; the government set territories that will be used as
the reservations, where the government will have control of how the land was to be
used, who will live there, what part of the reservation should people live. This
territory was usually away from trading routes, the natural resources were
scattered, and the large population relocated was more than the area natural
resources could support; there was competition for survival, and winters were
rough, and because of these, the people had a high dependency on government
ratios. The policies of the reservations created instability among the tribes.
Another way the government policies affected Native Americans was when they
decided to “Kill the Indian and save the man.” They wanted to disrupt their social
and cultural structure. This was a new educational policy, and they first created a
school on the reservation. The government decided to enforce that the Native
children were to be sent to boarding school away from the reservation where they
were indoctrinated in the “white man way,” this was a harsh condition where many
of the kids died because of illnesses. A graveyard always accompanied the image of
a boarding school due to the many dead children that were buried there. The
, TASK 3 D267
Javier Sandoval Milan 011693614
children were resilient, and the bond they created among them was followed to
adulthood due to the shared trauma, sense of trust, and respect for one another.
Nabokov, P. (1999)., Nabokov, P. (1999).
3. Describe how Native Americans demonstrated resilience in response to
reservations; include two specific details as supporting evidence.
The resilience of the Native children was unimaginable and enormous; even
though they were drawn out of their homes, they survived the time spent in the
harsh environment of the boarding school, and they learned to “live in two worlds.”
one of these children was Charles Eastman, he utilized the education he received
and uses it to his advantage and move forward to higher education, he became the
first Native American who obtain an M.D at Boston College. He became an agency
physician at the Pine Ridge reservation; he was one of the physicians who cared
for some of the survivors of the Massacre at Wounded Knee. The Omaha sisters,
Susan and Suzette LaFlesche, and many others, such as Dr. Eastman, continue
their education. In 1911, many Board school survivors who reached higher
education decided to form the Society of American Indians. Reverend Sherman,
Carlos Montezuma, etc.; this group became known as the “Red Progressives.” they
became the Voice of the Native American nation; they gave a familiar voice, helped
interpret the needs of the Indian heart, and became a more united front towards
the rest of US citizens, and rebuilt the welfare of the Indian race.
Pratt, R. H. (1973), Eastman, C. (1977).
B. Analyze the economic, political, and social effects of internment camps on
Japanese Americans using specific details and supporting evidence by doing the
following:
1. Describe the development of segregation policies or practices regarding
Japanese Americans, include two specific details as supporting evidence.
In 1860, Japanese farmers arrived on the West Coast and were segregated into
large urban communities; in 1906, the San Francisco School Board decided to
segregate Japanese students from the rest of the class. This was stopped by “The
Gentlemen Agreement,” in which both parties agreed to some terms, minimizing
passport issues and helping minimize the number of Japanese immigrants to the
USA. The school board will remove the segregation in the classroom. But this,
unfortunately, did not remove the racism towards the Japanese immigrants and
their descendants. Californian politicians were in favor of anti-Japanese
propaganda, and they were not shy about it. One example is the slogan used for a
senator's campaign: “RE-elect James D. Phelan, U.S. Senato, and let him finish the
work he now has underway to stop the silent invasion.” Many times, the reason for
racism and segregation is an economic one. White Americans did believe that some
of the Japanese were doing or accepting jobs for lower wages than the ones white
Americans were getting paid. White Americans also convinced themselves that the
Japanese immigrants and their descendants were loyal to the Japanese emperor
and would not hesitate to do as he commanded. One clear example is the
Javier Sandoval Milan 011693614
A. Analyze the economic, political, and social effects of reservation systems on
Native Americans using specific details and supporting evidence by doing the
following:
1. Describe the development of segregation policies or practices regarding Native
Americans and include two specific details as supporting evidence.
The President of the United States, Andrew Jackson, “Sharp Knife,” openly
referred to Native Americans as “Savages.” during political speeches, he never
hesitated to suggest the forced removal of Native Americans in his conversation in
Washington. “Sharp Knife” eventually convinced Congress that the native
Americans were a burden for their progress. His actions were the preceding act for
the Indian Removal Act of 1830. This act forced a march of 500 different tribes for
over 5,000 miles. States and federal officials apply to the Indian country punishing
laws to deal with the Native tribes. The government was driven to destroy the
tribe's political, social, and economic structure. With these actions, the federal
government set the pace for their future relations. This relocation march is known
as the “Trail Where They Cried” or “Trail of Tears,” which moved over 60,000
people, of which 15,000 died; this act relocated Native Americans from North,
South, and East into the Oklahoma area. When the Cherokee tried to avoid this
legally, they were ignored due to being Native people; the court stated they did not
have jurisdiction. One case the court agreed to hear was Worcester vs. Georgia.
Still, in the end, even when the Supreme Court favored Worcester, the federal
government ignored the ruling and continued with the forced removal of the tribes.
Ehle, J. (1988), Miles, E. A. (1973).
2. Explain the impact of reservations or US policies on Native Americans;
include two specific details as supporting evidence.
The government created the reservation to secure the control of the Natives; they
recognized that allowing the natives to be all over the territory did not meet their
agenda, so the decision made was to create territories where the government
would have control over them; the government set territories that will be used as
the reservations, where the government will have control of how the land was to be
used, who will live there, what part of the reservation should people live. This
territory was usually away from trading routes, the natural resources were
scattered, and the large population relocated was more than the area natural
resources could support; there was competition for survival, and winters were
rough, and because of these, the people had a high dependency on government
ratios. The policies of the reservations created instability among the tribes.
Another way the government policies affected Native Americans was when they
decided to “Kill the Indian and save the man.” They wanted to disrupt their social
and cultural structure. This was a new educational policy, and they first created a
school on the reservation. The government decided to enforce that the Native
children were to be sent to boarding school away from the reservation where they
were indoctrinated in the “white man way,” this was a harsh condition where many
of the kids died because of illnesses. A graveyard always accompanied the image of
a boarding school due to the many dead children that were buried there. The
, TASK 3 D267
Javier Sandoval Milan 011693614
children were resilient, and the bond they created among them was followed to
adulthood due to the shared trauma, sense of trust, and respect for one another.
Nabokov, P. (1999)., Nabokov, P. (1999).
3. Describe how Native Americans demonstrated resilience in response to
reservations; include two specific details as supporting evidence.
The resilience of the Native children was unimaginable and enormous; even
though they were drawn out of their homes, they survived the time spent in the
harsh environment of the boarding school, and they learned to “live in two worlds.”
one of these children was Charles Eastman, he utilized the education he received
and uses it to his advantage and move forward to higher education, he became the
first Native American who obtain an M.D at Boston College. He became an agency
physician at the Pine Ridge reservation; he was one of the physicians who cared
for some of the survivors of the Massacre at Wounded Knee. The Omaha sisters,
Susan and Suzette LaFlesche, and many others, such as Dr. Eastman, continue
their education. In 1911, many Board school survivors who reached higher
education decided to form the Society of American Indians. Reverend Sherman,
Carlos Montezuma, etc.; this group became known as the “Red Progressives.” they
became the Voice of the Native American nation; they gave a familiar voice, helped
interpret the needs of the Indian heart, and became a more united front towards
the rest of US citizens, and rebuilt the welfare of the Indian race.
Pratt, R. H. (1973), Eastman, C. (1977).
B. Analyze the economic, political, and social effects of internment camps on
Japanese Americans using specific details and supporting evidence by doing the
following:
1. Describe the development of segregation policies or practices regarding
Japanese Americans, include two specific details as supporting evidence.
In 1860, Japanese farmers arrived on the West Coast and were segregated into
large urban communities; in 1906, the San Francisco School Board decided to
segregate Japanese students from the rest of the class. This was stopped by “The
Gentlemen Agreement,” in which both parties agreed to some terms, minimizing
passport issues and helping minimize the number of Japanese immigrants to the
USA. The school board will remove the segregation in the classroom. But this,
unfortunately, did not remove the racism towards the Japanese immigrants and
their descendants. Californian politicians were in favor of anti-Japanese
propaganda, and they were not shy about it. One example is the slogan used for a
senator's campaign: “RE-elect James D. Phelan, U.S. Senato, and let him finish the
work he now has underway to stop the silent invasion.” Many times, the reason for
racism and segregation is an economic one. White Americans did believe that some
of the Japanese were doing or accepting jobs for lower wages than the ones white
Americans were getting paid. White Americans also convinced themselves that the
Japanese immigrants and their descendants were loyal to the Japanese emperor
and would not hesitate to do as he commanded. One clear example is the
