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The 1968 Indian Civil Rights Act: from Termination to Self-Determination

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The 1968 Indian Civil Rights Act: from Termination to Self-Determination THE 1968 INDIAN CIVIL RIGHTS ACT: FROM TERMINATION TO SELF-DETERMINATION AUTHOR: Chris Stewart / North Lakes Academy Charter School, Forest Lake, Minnesota GUIDING QUESTION: How did the rights of American Indians change between the passage of the Indian Citizenship Act of 1924 and the Indian Civil Rights Act of 1968? OVERVIEW › CCSS.ELA-LITERACY.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same The lesson will explore the concepts of individual rights and or similar topics, including which details they include and tribal sovereignty through a selection of primary resources emphasize in their respective accounts. from the Indian Citizenship Act of 1924 through the Indian Civil Rights Act of 1968. The mid-twentieth-century federal CONNECTIONS TO C3 FRAMEWORK policies of termination and self-determination are also › D2.Civ.1.9-12. Distinguish the powers and responsibilities explored, as are civil rights movements led by American of local, state, tribal, national, and international civic and Indian leaders. political institutions. › D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems OBJECTIVES at the local, state, tribal, national, and/or international level. At the conclusion of this activity, students will be able to › D2.His.3.9-12. Use questions generated about individuals › Interpret the meaning of tribal sovereignty and dual and groups to assess how the significance of their citizenship; actions changes over time and is shaped by the historical › Apply the concepts of termination and self-determination context. in the context of U.S. federal policy toward American › D2.His.16.9-12. Integrate evidence from multiple relevant Indians. historical sources and interpretations into a reasoned › Evaluate the effectiveness of the Indian Civil Rights Act of argument about the past. 1968; and › Compare and contrast the acts of protest and advocacy of the civil rights protests of the 1960s and 1970s with DOCUMENTS USED modern movements led by American Indians. PRIMARY SOURCES An Act of April 11, 1968, Public Law 90-284, 82 STAT 73, to STANDARDS CONNECTIONS Prescribe Penalties for Certain Acts of Violence or Intimidation, and for Other Purposes (Indian Civil Rights Act of 1968), April 11, 1968 CONNECTIONS TO COMMON CORE National Archives and Records Administration (12199297) https://catalog.archives.gov/id/12199297 › CCSS.ELA-LITERACY.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary Act of June 2, 1924, Public Law 68-175, 43 STAT 253, to sources, attending to such features as the date and origin Authorize the Secretary of the Interior to Issue Certificates of of the information. Citizenship to Indians (Indian Citizenship Act of 1924), June 2, 1924 › CCSS.ELA-LITERACY.RH.11-12.2 Determine the central National Archives and Records Administration (299828) ideas or information of a primary or secondary source; https://catalog.archives.gov/id/299828 provide an accurate summary that makes clear the relationships among the key details and ideas. 1 House Concurrent Resolution 108, August 1, 1953 (excerpt) ACTIVITY PREPARATION U.S. Government Publishing Office https://www.govinfo.gov/content/pkg/STATUTE-67/pdf/STATUTE- › Preview the primary resources provided to determine if 67-PgB132-2.pdf students need vocabulary learning aids. › Make one copy of the Primary Source Packet for each News Footage, National Congress of American Indians (NCAI) student (or provide electronically). 1969 Annual Meeting and Mount Rushmore Occupation (6:39) NBC News, CBS News https://youtu.be/3Wd1uLgV7mc PROCEDURE Political Cartoon, Thomas Nast, “Move On!” Has the Native American no rights…, Harper’s Weekly, April 22, 1871 ACTIVITY ONE (30 MINUTES) Library of Congress (2001696066) https://www.loc.gov/resource/cph.3b25032/ › Start by asking students, How have the rights of American Indians been treated differently than other groups in American Public Law 280, April 15, 1953 (excerpt) history? U.S. Government Publishing Office › Project “Move on!...” political cartoon for the class. https://www.govinfo.gov/content/pkg/STATUTE-67/pdf/STATUTE- › Analyze the political cartoon in quadrants, asking students 67-Pg588.pdf to break down what they observe. Discussion questions: Radio News Report, Minnesota Public Radio, “A news story » Who is depicted in the cartoon? How are they drawn? about life on the Pine Ridge Reservation during the occupation of » Does the cartoon include any words or phrases? Wounded Knee,” September 1973 What messages do they reveal to the viewer? Minnesota Digital Library, Digital Public Library of America https://dp.la/primary-source-sets/the-wounded-knee-massacre/ » What is the setting of the cartoon? sources/756 » What is the place of American Indians in American society? Are they citizens? Do they have certain rights and privileges Richard Nixon, Special Message to the Congress on Indian Affairs, or do they lack them? Are they being denied certain rights in 1970 (excerpt) the political cartoon? Which ones? American Presidency Project, University of California, Santa Barbara https://www.presidency.ucsb.edu/documents/special-message- › Discuss as a class how this relates to the wider history of the-congress-indian-affairs American Indians in the United States. » Teacher Tip: Students can discuss specific events, Speech, Lyndon B. Johnson, The Forgotten American, March 6, 1968 such as the Indian Removal Act, Dawes Act of 1877, American Presidency Project, University of California, Santa Barbara Trail of Tears, forced assimilation, American Indian https://www.presidency.ucsb.edu/documents/special-message-the- boarding schools, reservations, and various court cases. congress-the-problems-the-american-indian-the-forgotten-american Teachers should also engage students in the discussion of general themes, including land ownership and voting. Television Interview with Richard Oakes at Alcatraz, November 10, This will give students points of comparison when 1969 (10:06) analyzing twentieth-century laws. KRON-TV Archive, San Francisco State University https://diva.sfsu.edu/collections/sfbatv/bundles/209390 ACTIVITY TWO (30 MINUTES) › Ask students to consider the question, Is there a difference between the individual rights of American Indians and the rights TEACHER-CREATED MATERIALS of tribal governments?, as they work through the primary › Primary Source Packet sources. › American Indian Protest Movements Assessment › Organize students into pairs and distribute a copy of the Primary Source Packet. › Complete Part One to analyze the differences between the Indian Citizenship Act of 1924 and the Indian Civil Rights Act of 1968. » Review the definitions of dual citizenship and tribal CONNECTIONS sovereignty when complete. This resource presents several lessons that › Move on to Part Two. Circulate and prompt students to consider the themes of individual rights versus group rights, explore the concept of majority rule with dual citizenship, and tribal sovereignty. protection for minority rights. This includes » Halfway through time on the task, solicit working lessons on the concept of citizenship for definitions for individual rights versus group rights, dual American Indians, Japanese Americans, citizenship, and tribal sovereignty. and Chinese Americans. › Move on to Part Three. Circulate and prompt students to consider the role of the federal government in questions of citizenship, rights, and tribal sovereignty. 2 › When students have completed individual tasks, discuss STUDENTS INTERESTED IN THIS their findings by asking: » What are individual rights? What are group rights? TOPIC MIGHT BE INTERESTED IN How do the documents define them? Give examples. RESEARCHING THE FOLLOWING FOR » What is dual citizenship? How is it defined in the documents? AN NHD PROJECT Give examples. › Appeal for personhood in Standing Bear v. Crook (1879) » According to the documents, what is tribal sovereignty? How is it defined? › Red Power Movement, American Indian Movement (AIM), and National Indian Youth Council » What is the difference between the policies of termination and self-determination? › The occupation of Alcatraz Island (1969–1971) » What else was happening in the 1940s, 1950s, and 1960s › The occupation of Mount Rushmore (1970) that may have caused this change in the approach toward › Trail of Broken Treaties Caravan protest (1972) American Indians? › Return to the starter question, Is there a difference between › The occupation of Wounded Knee (1973) the individual rights of American Indians and the rights of tribal governments? ASSESSMENT OPTIONS › Distribute the American Indian Protest Movements To access a PDF containing all of the sources Assessment to help students analyze reactions by activists and materials to complete this lesson plan, go to: after the Indian Civil Rights Act of 1968. Review each of the three acts of protest outlined in the media clips. If needed, WWW.NHD.ORG/250 jigsaw the three examples. Ask students: » Why would the protest method of occupation have symbolic significance for American Indians? Do you think this would be an effective method? » Based on these protests, did the 1968 Indian Civil Rights Act meet the demands of American Indians? › Allow students time to research these protests to compare and contrast to other civil rights movements, such as the Chicano movement, the Women’s Rights Movement, and the Black Civil Rights Movement of the 1960s and 1970s. Lesson Plan: Not “Indians,” Many Tribes: Native
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