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Effects of Spanish. Mexican, and Anglo Occupations Onthe Native American Are Discussed

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Effects of Spanish. Mexican, and Anglo Occupations Onthe Native American Are Discussed IL nOCIIMRNI ED 030 520 RC 003 503 By-Forbes, Jack D. Native Americans of California and Nevada: A Handbook. Far West Lab. for Educational Research andDevelopment, Berkeley, Calif. Spons Agency-Office of Education (DHEW), Washington,D.C. Pub Date Sep 68 Note-188p. Available from-Naturegraph Company. Publishers.8334 Wes, Dr/ Creek .Road, Healdsburg, California 95448 (Paperback $3.95; Hardcopy $5.95) EDRS Price MF -$0.75 HC -$9.50 *Cultural Descriptors -AmericanHistory,*AmericanIndians,Anthropology, Archaeology,*Area Studies, 'Background, Culture Conflict, Discriminatory Attitudes (Social), EducationalHistory, Educational Needs, Population Trends, Ractal Composition Identifiers -California, Nevada A history of ,the development of AmericanIndian§ and American Indian cultures is presented with emphasis onthe geographic areas of .Californiaand Nevada. The effects of Spanish. Mexican, and Anglo occupations onthe Native American are discussed. The document is designed toprovide an introduction to theevolution of American Indians in relation to thosehistorical-cultural experiences whichprobably contributed to the contemporary conditionsof native communities and individuals.An historical review of Indian education ispresented with suggestionsfor improvement and greater relevance of curriculum, environment,and staffing. A guide .to resource materfals is included. (JH) 0 U.S. DEPARTMENT OF HEALTH, EDUCATION &WELFARE CI OFFICE OF EDUCATION lf\ 0 THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE teN PERSON OR OPMNIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS 0 STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICEOF EDUCATION CD POSITION OR POLICY. U1 NATIVE AMERICANS OF CALIFORNIA AND NEVADA: A Handbook By Jack D. Forbes FAR WEST LABORATORY FOR EDUCATIONAL RESEARCH & DEVELOPMENT 1 Garden Circle, HotelClaremoot et Berkeley, California 94705 JACK D. FORBES is the author of APACHE, NAVAHO AND SPANIARD (1960), THE INDIAN IN AMERICA'S PAST (1964), WARRIORS OF THE COLORADO: THE YUMAS OF THE QUECHAN NATION AND THEIR NEIGHBORS (1965), MEXICAN-AMERICANS: A HANDBOOK (1967), AFRO-AMERICANS IN THE FAR WEST: A HANDBOOK (1967), NEVADA INDIANS SPEAK (1967), and EDUCATION OF THE CULTURALLY DIFFERENT: A MULTI-CULTURAL APPROACH (1968). He is also the author of numerous articles on minority group history and culture and is himself of Powhatan Indian descent. Dr. Forbes has taught at the University of Southern California, Citrus College, San Fernando Valley State College, and the University of Nevada, and has held research fellowships from the Social Science Research Council and the John Simon Guggenheim Memorial Founda- tion. THE FAR WEST LABORATORY FOR EDUCATIONAL RESEARCH AND DEVELOPMENT is a regional educational laboratory, established through a Joint Powers Agreement in February, 1966. Present signatories include the Regents of the University of California, the California State Board of Educa- tion, the Trustees of the California State Colleges, the County Super- intendent of Schools of the County of Monterey, the Board of Education of the San Francisco Unified School District, the Regents of the Uni- versity of Nevada, and the Nevada State Board of Education. Portions of work reported herein were performed pursuant to a contract with the U. S. Department of Health, Education'and Welfare, Office of Edu- cation. TYPOGRAPHICALERRORS p. 1 - 2nd para., seventh line. Add a period after first word ("Americans"). p. 6 - 1st para., ninth line. Change "Guechua" to Quechua. - 4th para., fifth line from bottom of page. Change "Amer-can" to "American." p.12 - 5th para., second line from bottom of page. Change "no" to "so." p.13 - 1st para., first line. Delete first word "and." p.17 - 4th para., first line. Add a comma after "such." p.18 - 4th para., sixth line. Add a comma after "Hohokam." p.21 - 4th para., eleventh line. Close parenthesis after "northwest." p.26 - 3rd para., third line. Change "Zumi" to "Zuni." p.40 - 7th para., last line. Add a period after "Quintin." p.46 - 5th para., fourth line. Change "Tsamali Kagimuswas" to Tsamald-Kagimuswas." p.47 - 3rd para., fourth line. Change "of" to "on." p.49 - 2nd para., last line. Change "Kamais" to "Kamias." p.66 - 3rd para., first line. Delete the "t" at the end of "althought." p.67 - 2nd para.,sixth line. Add a period after "California." 2nd para.,ninth line. Change "po ulation" to "population." p.73 - 4th para.,sixth line. Delete two commas after "ancestry." p.88 - 3rd para.,5th line. Change "Wook" to "Webb." p.123- 2nd para.,12th line. Change "above" to "alone." p.127 - 1st para.,7th line. Change "Leni-Lenape" to"Leni-LeniPe." . p.148 - Underline ''Neighbors." p.151- Add author's name, Francis A. Riddell. p..161- 2nd para.,third line. Change "Sonomo-" to "Sonoma-." p.174- Item 78. Change "-Saboba" to "-Soboba." NOTICE This handbook was published by: Far West Laboratory for EducationalResearch and Development 1 Garden Circle, Hotel Claremont Berkeley, California 94705 Additional copies or quantity ordersmay be obtained from: Naturegraph Company, Publishers 8339 West Dry Creek Road Healdsburg, California95448 (Phone: 707-433-3232) ii PREFACE Leaders in the field of Indian educationand Indian affairs in California and Nevada have frequentlyasserted that they are in great need of an introductory synthesisdealing with the history andsocio- cultural evolution of native groupsliving in the region,especially as this subject isrelevant to contemporaryissues in education and community development. This handbook is primarilydesigned to provide anintroduction to the evolution of Native Americanpeoples in the Far West(with strong his- emphasis upon California-Nevada),especially in relation to those torical-cultural cxperiences likely tohave contributed to the present- day conditions of native communitiesand individuals. Secondarily, it is designed to provide anintroduction to basic conceptsrelating to Indian studies (for those who wish todelve deeper or construct cur- ricular units) and to the multi-cultural,community relevant approach to Indian education. This handbook is not completelycomprehensive, especially as re- gards detailed descriptions ofnative cultures at the timeof initial Kroeber's Handbook European contact. Excellent sources, such as A. L. of the Indians of Californiaand R. F. Heizer and M.A. Whipple's fill the need for California Indians: A Source Book are available to that kind of information. Every effort has been made toutilize native groups' own names for themselves in order toavoid a kind of colonialism innomenclature. Unfortunately, many groups stillhave not made their ownchoices clear. herein as the "last Thus the reader should notregard the names utilized word" on the subject but shouldrather check with localIndian organiza- tions as to their currentpreferences. Needless to state, theviewpoint presented herein isthat of the making the writer and not necessarilythat of the various organizations publication of the handbookpossible. Finally, the author wishes toacknowledge the assistance of many Tina Bergquist individuals including especiallythe research assistance of and the typing ofTheo Campbell. Jack D. Forbes Berkeley, California September 1968 i A Special Note for the Non-Indian Reader It is regrettable but true that most non-Indians in the United States have received a "mis-education"as regards the story of the Indian experience in North America. This "mis-education" is largely the result of the ignoring of factual Indian history in the schools, thereby allowing romantic mythology and stereotypicalmass media to fill the vacuum so created. The tragic result of all of this is that while most non-Indians havea vague idea that Indians were "wronged" at some remote time period they have no accurate notion of whatac- tually took place or of the continuing reality of Indian lifein this country up to the present date. The Indian experience in California since 1769 has beenan es- pecially ugly one. The author has madeno effort in the pages which follow to "tone-down" or soften the often harsh realities of native history in the region being dealt with. Some non-Indians, who are unfamiliar with this reality, may be offended by the approachpur- sued but it is believed that corrective steps to alter the problems apparent in contemporary Indian conditions must be basedupon an ab- solutely frank understanding of the real world which has surrounded native life. It would be unfair to the educatoror worker in Indian- related projects to do otherwise. Finally, the author wishes to state that he does not assignany kind of "collective guilt"to the white population as regards what has happened in the past, The future, though, is a different matter, for we all have a responsibility which cannot be brushed aside. The kind of society which isnow being brought into existence is our col- lective challenge. J. D. F. 11 TABLE OF CONTENTS I. INTRODUCTION: THE SIGNIFICANCE OF THE NATIVE PEOPLE 1 AND HERITAGE The Biological Legacy The Historical and Cultural Legacy The Indian People II. THE EVOLUTION OF NATIVE CALIFORNIA AND NEVADA 10 The Origin of the First Westerners The Earliest Americans Ancient American Cultures Cultural Elaboration and Variation in the FarWest Prelude to invasion The Spanish Iavasion and Native Response The Mexican-Indian Period The Anglo-American Invasion III. THE CONQUEST: POWERLESSNESS AND POVERTY 59 The First Thirty Years: Stealing From the Dying Native Survival The Next Forty Years: 1880-1920's IV. THE NATIVE AWAKENING 79 The Struggle for Equality of Citizenship The Struggle for
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