50 Lat Indiańskiego Oporu Alcatraz
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“To Awaken a Nation Asleep”: Community Building Amid Radical Activism, and the Indian Alcatraz Occupation
“To awaken a nation asleep”: Community Building Amid Radical Activism, and the Indian Alcatraz Occupation by R. Zöe Costanzo A thesis submitted to the Faculty of Graduate and Postdoctoral Affairs in partial fulfillment of the requirements for the degree of Master of Arts in English Language and Literature Carleton University Ottawa, Ontario © 2016 R. Zöe Costanzo ii ABSTRACT This thesis examines events leading to and during the Indian occupation of Alcatraz Island of 1969-1971. While scholars have used the occupation as an example of the changing trajectory of American Indian activism in the late 20th century, especially in regards to the American Indian Movement and Red Power Movement, the event is rarely examined on its own terms. This thesis seeks to fill that gap, focusing on concrete community building initiatives both on and around the island between 1964 and 1971. In doing so, it argues that Alcatraz was not only a symbolic space of Indian freedom, but also a physical place where Indians’ lives were changed, and Indians’ futures were informed. The thesis brings to bear significant archival research from the National Parks Service Records and Collections, public collections in San Francisco, CA, where many occupiers have preserved their occupation accounts and photographs. iii ACKNOWLEDGEMENTS Many have lent their voices to this project throughout its duration. First and foremost, I would like to thank Dr. Franny Nudelman, who introduced and patiently guided me through the genre of narrative history. It was Dr. Nudelman who encouraged the overambitious and ever- expanding project I proposed, and who then provided the knowledge and guidance necessary for its realization. -
Place and Memory in Indigenous Resistance, 1969-1971
Wesleyan University The Honors College ‘Our Women are Brave on Alcatraz’: Place and Memory in Indigenous Resistance, 1969-1971 by Isabel Alter Class of 2017 A thesis submitted to the faculty of Wesleyan University in partial fulfillment of the requirements for the Degree of Bachelor of Arts with Departmental Honors in History and Feminist, Gender and Sexuality Studies Middletown, Connecticut April, 2017 The Women of Alcatraz A hai – A hai – A hai Our women are brave on Alcatraz They work like the hard North Wind A hai – A hai – A hai Our women are gentle on Alcatraz They sway like the sweet South Wind A hai – A hai – A hai Our women are wise on Alcatraz They sing like the fresh East Wind A hai – A hai – A hai Our women are loving on Alcatraz They smile like the warm West Wind O, women of Alcatraz! -Dorothy Lonewolf Miller (Blackfoot) November 25, 1969 2 Table of Contents List of Figures ................................................................................................. 4 Acknowledgments .......................................................................................... 6 Introduction .................................................................................................... 7 Chapter 1: Getting to Alcatraz ...................................................................... 20 Chapter 2: Alcatraz- Indian Land ................................................................. 53 Chapter 3: Remembering ‘the Rock’ ............................................................ 87 Conclusion ................................................................................................. -
DISCUSSION GUIDE from Alcatraz to Standing Rock and Beyond: on the Past 50 and Next 50 Years of Indigenous Activism
FROM ALCATRAZ TO STANDING ROCK AND BEYOND DISCUSSION GUIDE From Alcatraz to Standing Rock and Beyond: On the Past 50 and Next 50 Years of Indigenous Activism The purpose of this discussion guide is to facilitate thoughtful discussion around the topics introduced in this Indigenous Forum presentation video. The discussion guide can be adapted for use in the classroom as well as salon-style gatherings. TABLE OF CONTENTS INFORMATION PAGE . 2 KEYWORDS & LINKS . .. 3 INTRODUCTION AND DISCUSSION QUESTIONS . 4 VIDEO GUIDE . .. 5 TRANSCRIPT . 6 This video is a presentation of the 2019 Indigenous Forum, organized by the Bioneers Indigeneity Program and featured annually at the Bioneers Conference. Indigeneity is a Native-led Program within Bioneers/ Collective Heritage Institute that promotes indigenous knowledge and approaches to solve the earth’s most pressing environmental and social issues through respectful dialogue. Since 1990, Bioneers has acted as a fertile hub of social and scientific innovators with practical and visionary solutions for the world’s most pressing environmental and social challenges. BIONEERS INDIGENEITY CURRICULUM 1 FROM ALCATRAZ TO STANDING ROCK AND BEYOND INFORMATION PAGE From Alcatraz to Standing Rock and Beyond: On the Past 50 and Next 50 Years of Indigenous Activism Watch video: bioneers.org/Alcatraz DESCRIPTION OF VIDEO 2019 commemorated the 50-year anniversary of the 19-month Native American student occupation of Alcatraz. This video presents Indigenous activists from three generations who were on the frontlines -
The 1969 American Indian Occupation of Alcatraz Island
Penn History Review Volume 26 Issue 2 Article 4 February 2020 Breaking Point: The 1969 American Indian Occupation of Alcatraz Island Thomas Kahle Coe College Follow this and additional works at: https://repository.upenn.edu/phr Recommended Citation Kahle, Thomas (2020) "Breaking Point: The 1969 American Indian Occupation of Alcatraz Island," Penn History Review: Vol. 26 : Iss. 2 , Article 4. Available at: https://repository.upenn.edu/phr/vol26/iss2/4 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/phr/vol26/iss2/4 For more information, please contact [email protected]. American Indian Occupation of Alcatraz BREAKING POINT: The 1969 American Indian Occupation of Alcatraz Island Thomas Kahle, Coe College Introduction On November 10, 1969, a young Mohawk Indian named Richard Oakes stood thronged by San Francisco news reporters and television cameras. The location of this media frenzy was the then-abandoned Alcatraz Island, and Oakes, a tall, dark-haired twenty-seven-year-old was pressed against the side of a pick-up truck answering reporters’ questions. “So what’s this ‘nation’ that you want to establish out here?” was the first question audible over the crowd’s ruckus.1 Oakes replied, “An Indian nation.”2 The next inquiry, “[Well] why Alcatraz?” was received with equal brevity, as Oakes, struggling to contain his confidence, subtly grinned as he remarked: “Because everyone can see it.”3 Then, while answering another question concerning the soon-to-be- built “Indian nation,” Oakes found himself interrupted by one of the reporters: “Mr. Oakes, this is Mr. Hannon from the General Services Administration (GSA).”4 Recognizing the significance of the crowd’s newest and rather serious-looking member, Oakes exclaimed: “Mr. -
The Life of Richard Oakes, 1942-1972 Kent Blansett
University of New Mexico UNM Digital Repository History ETDs Electronic Theses and Dissertations 8-19-2011 A Journey to Freedom: The Life of Richard Oakes, 1942-1972 Kent Blansett Follow this and additional works at: https://digitalrepository.unm.edu/hist_etds Part of the History Commons Recommended Citation Blansett, Kent. "A Journey to Freedom: The Life of Richard Oakes, 1942-1972." (2011). https://digitalrepository.unm.edu/hist_etds/ 10 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in History ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. i ii © 2011, Kent Blansett iii DEDICATION For my daughter, Kelie Nokisi Blansett. May you forever follow your heart, no matter what obstacles are placed before you. Be strong, honorable, and kind. Always remember—I love you and I am extremely proud to be your dad. iv ACKNOWLEDGEMENTS From a very young age and throughout my adulthood my Grandmother, Ethel Rank, captivated all of my attention with her wonderful gift for storytelling. Every day she strove to transport all of her grandchildren on fantastic intellectual journeys. Oral histories about her life were filled to the brim with adventure and life, from vaudeville shows to hobo, to surviving the Great Depression and World War II. She conveyed in her own narrative a rich mastery for the power and emotion of storytelling. Beyond her many stories my Grandmother was a remarkable woman, a matriarch who held her family together with minimal resources through some of the toughest of times. -
The Ideological Impetus and Struggle in Praxis for Multiracial Radical
The Ideological Impetus and Struggle in Praxis for Multiracial Radical Alliances in the San Francisco Bay Area, 1967-1980 by Aaron Byungjoo Bae A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved November 2016 by the Graduate Supervisory Committee: Matthew Garcia, Chair Karen J. Leong Matthew Delmont ARIZONA STATE UNIVERSITY December 2016 ABSTRACT This dissertation examines the history of multiracial alliances among internationalist radical activists in the San Francisco Bay Area from the late 1960s through the 1970s. Using the approaches of social movement history and intellectual history, I critically assess the ideological motivations radicals held for building alliances and the difficulties they encountered with their subsequent coalitional work in four areas of coalescence—the antiwar movement, political prisoner solidarity, higher education, and electoral politics. Radical activists sought to dismantle the systemic racism (as well as economic exploitation, patriarchy, and the intersections of these oppressions) that structured U.S. society, through the creation of broad-based movements with likeminded organizations. The activists in this study also held an orientation toward internationalist solidarity, linking the structural oppressions against which they struggled in the United States to the Vietnam War and other U.S. militaristic interventions overseas and viewing these entanglements as interconnected forces that exploited the masses around the world. Scholarly and popular interpretations of Sixties radical movements have traditionally characterized them as narrowly-focused and divisive. In contrast, my research highlights the persistent desire among Bay Area radicals to form alliances across these decades, which I argue demonstrates the importance of collaborative organizing within these activist networks. -
LESSON PLAN the Alcatraz Occupation and Contemporary Indigenous Resistance
THE ALCATRAZ OCCUPATION AND CONTEMPORARY INDIGENOUS RESISTANCE LESSON PLAN The Alcatraz Occupation and Contemporary Indigenous Resistance TABLE OF CONTENTS Front Page . 1 Goals . 2 Standards . 2 Courses and Grade Level . 2 Length . 2 Required Materials . 2 Objectives and Assessment . 3 Additional Materials . 5 Required Reading . 5 Handouts . 5 Videos . 5 Dakota Access Pipeline Resources . 5 Additional Teacher Resources . 5 Instructional Procedure . 6 Day 1 . 6 Day 2 . 7 Day 3 . 8 Day 4 . 9 Day 5 . 10 Grading . 10 Google Voyager Demo - Instructor Resource . 11 Who Was Richard Oaks? - Handout . 12 Who Was Richard Oaks? - Answer Key . 13 Alcatraz Was A Symbol - Handout . 15 Alcatraz Was A Symbol - Teacher Instructions/Grading . 16 Pipeline Debate - Teacher Instructions . 17 Time Machine - Teacher Instructions . 18 Time Machine - Student Self-Evaluation . 19 Appendix - California State Standards . 20 BIONEERS INDIGENEITY CURRICULUM 1 THE ALCATRAZ OCCUPATION AND CONTEMPORARY INDIGENOUS RESISTANCE LESSON PLAN Goals The goals of this unit are to introduce the concept of sovereignty, and how society can be shaped by shifts in government policies. Standards - California This unit meets California State Common Core standards for English Language Arts (SL.9-10.1, RST.9-10.7, SL.9-10.4, WHST.9-10.8, WHST.9-10.9), engineering, technology and applications of science (ESS3.A, ESS3.C, ETS1.A, ETS1.B). Courses and Grade Level This unit is designed for grades 9-12, and college-level curriculum use. The recommended time to teach this lesson is in the fall for the following reasons: u October 15 is Indigenous Peoples Day u November is Native American Heritage Month u The Occupation of Alcatraz took place on November 20th, 1969 Unit Length u This unit takes approximately 5 days of instruction time. -
The Efficacy of the Red Power Movement
THE EFFICACY OF THE RED POWER MOVEMENT Kelly Rios When forty Native Americans first invaded the vacant island of Alcatraz in 1964 as an act of protest, they used their culture effectively to raise public awareness. Captured photographically by the press in their traditional Indian costume, the symbolic act of land reclamation by the protesters caught the attention and sympathies of the American public. Adam Fortunate Eagle admits the spectacle was theater.1 Although their stay on the island lasted only four hours before the acting warden ushered them off, the brief moment of theatrics garnered worldwide attention and the sympathies of the American public as the events were broadcast on the evening news and reported in the morning paper. For decades, Native Americans had silently navigated the red-taped laden channels of the Bureau of Indian Affairs (BIA). The invasion, as a form of guerilla theater, a type of militant or revolutionary protest that capitalized on the irony of the situation, reminded the American public of the Indians’ existence. Native Americans knew that once they gained the sympathies of the American public, government policy makers would feel pressure to revisit the plight of the American Indian. Thus the stage was set for the Red Power Movement. In 1969, Native Americans once again staged a hostile takeover of Alcatraz, only this time their stay lasted nineteen months versus four hours as in the first attempt. 1 Adam Fortunate Eagle, Heart of the Rock: The Indian Invasion of Alcatraz (Norman: University of Oklahoma Press, 2002), 43. 44 Perspectives Organized by a group known as Indians of All Tribes, the occupation of Alcatraz became the first event in series of many dramatic protests to bring together Indians from different tribes.