Contemporary Native American Civil Rights: a Selective Bibliography
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Time Line of the Progressive Era from the Idea of America™
Time Line of The Progressive Era From The Idea of America™ Date Event Description March 3, Pennsylvania Mine Following an 1869 fire in an Avondale mine that kills 110 1870 Safety Act of 1870 workers, Pennsylvania passes the country's first coal mine safety passed law, mandating that mines have an emergency exit and ventilation. November Woman’s Christian Barred from traditional politics, groups such as the Woman’s 1874 Temperance Christian Temperance Union (WCTU) allow women a public Union founded platform to participate in issues of the day. Under the leadership of Frances Willard, the WCTU supports a national Prohibition political party and, by 1890, counts 150,000 members. February 4, Interstate The Interstate Commerce Act creates the Interstate Commerce 1887 Commerce act Commission to address price-fixing in the railroad industry. The passed Act is amended over the years to monitor new forms of interstate transportation, such as buses and trucks. September Hull House opens Jane Addams establishes Hull House in Chicago as a 1889 in Chicago “settlement house” for the needy. Addams and her colleagues, such as Florence Kelley, dedicate themselves to safe housing in the inner city, and call on lawmakers to bring about reforms: ending child labor, instituting better factory working conditions, and compulsory education. In 1931, Addams is awarded the Nobel Peace Prize. November “White Caps” Led by Juan Jose Herrerra, the “White Caps” (Las Gorras 1889 released from Blancas) protest big business’s monopolization of land and prison resources in the New Mexico territory by destroying cattlemen’s fences. The group’s leaders gain popular support upon their release from prison in 1889. -
The Indian Revolutionaries. the American Indian Movement in the 1960S and 1970S
5 7 Radosław Misiarz DOI: 10 .15290/bth .2017 .15 .11 Northeastern Illinois University The Indian Revolutionaries. The American Indian Movement in the 1960s and 1970s The Red Power movement1 that arose in the 1960s and continued to the late 1970s may be perceived as the second wave of modern pan-Indianism 2. It differed in character from the previous phase of the modern pan-Indian crusade3 in terms of massive support, since the movement, in addition to mobilizing numerous groups of urban Native Americans hailing from different tribal backgrounds, brought about the resurgence of Indian ethnic identity and Indian cultural renewal as well .4 Under its umbrella, there emerged many native organizations devoted to address- ing the still unsolved “Indian question ”. The most important among them were the 1 The Red Power movement was part of a broader struggle against racial discrimination, the so- called Civil Rights Movement that began to crystalize in the early 1950s . Although mostly linked to the African-American fight for civil liberties, the Civil Rights Movement also encompassed other racial and ethnic minorities including Native Americans . See F . E . Hoxie, This Indian Country: American Indian Activists and the Place They Made, New York 2012, pp . 363–380 . 2 It should be noted that there is no precise definition of pan-Indianism among scholars . Stephen Cornell, for instance, defines pan-Indianism in terms of cultural awakening, as some kind of new Indian consciousness manifested itself in “a set of symbols and activities, often derived from plains cultures ”. S . Cornell, The Return of the Native: American Indian Political Resurgence, New York 1988, p . -
Roaring Twenties,”
1 THIS IS AN OPTIONAL ENRICHMENT ASSIGNMENT. PRINT AND COMPLETE IN INK. Name:________________________________________ Class Period:_____ The Modern Era of the “Roaring Twenties,” Reading Assignment: Chapter 23 in AMSCO or other resource covering the 1920s. Mastery of the course and AP exam await all who choose to process the information as they read/receive. This is an optional assignment. So… young Jedi… what is your choice? Do? Or do not? There is no try. Pictured at left: Al Capone, Louis Armstrong, Flappers, John Scopes, Babe Ruth, public domain photos, WikiCommons) Directions: 1. Pre-Read: Read the prompts/questions within this guide before you read the chapter. 2. Skim: Flip through the chapter and note titles and subtitles. Look at images and read captions. Get a feel for the content you are about to read. 3. Read/Analyze: Read the chapter. If you have your own copy of AMSCO, Highlight key events and people as you read. Remember, the goal is not to “fish” for a specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read! 4. Write: Write (do not type) your notes and analysis in the spaces provided. Complete it in INK! Learning Goals: Defend or refute the following statement: The American economy and way of life dramatically changed during the 1920s as consumerism became the new American ideal. Identify and evaluate specific ways the culture of modernism in science, the arts, and entertainment conflicted with religious fundamentalism, nativism, and Prohibition. To what extent did the 1920s witness economic, social, and political gains for African Americans and women? To what extent did these years “roar?” To what extent was American foreign policy in the 1920s isolationist? Key Concepts FOR PERIOD 7: Key Concept 7.1: Growth expanded opportunity, while economic instability led to new efforts to reform U.S. -
The Rock of Red Power: the 1969-1971 Occupation of Alcatraz Island Sarah Spalding Western Kentucky University, [email protected]
Western Kentucky University TopSCHOLAR® Honors College Capstone Experience/Thesis Honors College at WKU Projects Spring 5-9-2018 The Rock of Red Power: The 1969-1971 Occupation of Alcatraz Island Sarah Spalding Western Kentucky University, [email protected] Follow this and additional works at: https://digitalcommons.wku.edu/stu_hon_theses Part of the History Commons, Indigenous Studies Commons, and the Politics and Social Change Commons Recommended Citation Spalding, Sarah, "The Rock of Red Power: The 1969-1971 cO cupation of Alcatraz Island" (2018). Honors College Capstone Experience/ Thesis Projects. Paper 745. https://digitalcommons.wku.edu/stu_hon_theses/745 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Honors College Capstone Experience/ Thesis Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. THE ROCK OF RED POWER: THE 1969-1971 OCCUPATION OF ALCATRAZ ISLAND A Capstone Project Presented in Partial Fulfillment of the Requirements for the Degree Bachelor of Arts in English Literature with Honors College Graduate Distinction at Western Kentucky University By Sarah D. Spalding May 2018 ***** Western Kentucky University 2018 CE/T Committee: Approved by Dr. Patricia Minter, Chair Dr. Alexander Olson ______________________________________ Dr. Andrew Rosa Advisor Department of History Copyright by Sarah D. Spalding 2018 ABSTRACT When over 90 Native Americans first made the voyage to Alcatraz Island on a November 1969 morning, there was little that could be predicted about what would unfold in the coming years. Alcatraz Island, the infamous prison that held criminals on the forefront of world news in the early twentieth century, would soon become an activist symbol. -
Teaching the Progressive Era Through the Life and Accomplishments of Jane Addams Kacy J
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2005 Teaching the Progressive Era through the life and accomplishments of Jane Addams Kacy J. Taylor Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Education Commons Recommended Citation Taylor, Kacy J., "Teaching the Progressive Era through the life and accomplishments of Jane Addams" (2005). LSU Master's Theses. 659. https://digitalcommons.lsu.edu/gradschool_theses/659 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. TEACHING THE PROGRESSIVE ERA THROUGH THE LIFE AND ACCOMPLISHMENTS OF JANE ADDAMS A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the Requirements for the degree of Master of Arts in The Department of Curriculum and Instruction by Kacy J. Taylor B.S. Louisiana State University, 1997 December 2005 Table of Contents Abstract………………………………………………………………………………….iii Introduction……………………………………………………………………….………1 Chapter 1 Situating Jane Addams in American History…………………………………...8 2 From Religion to Spirituality………………………………………………….20 3 Spirituality Translates to Pragmatism…………………………………………35 4 Pragmatism -
How the National Guard Grew out of Progressive Era Reforms Matthew Am Rgis Iowa State University
Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2016 America's Progressive Army: How the National Guard grew out of Progressive Era Reforms Matthew aM rgis Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Military History Commons, and the United States History Commons Recommended Citation Margis, Matthew, "America's Progressive Army: How the National Guard grew out of Progressive Era Reforms" (2016). Graduate Theses and Dissertations. 15764. https://lib.dr.iastate.edu/etd/15764 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. America’s progressive army: How the National Guard grew out of progressive era reforms by Matthew J. Margis A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Rural, Agricultural, Technological, Environmental History Program of Study Committee: Timothy Wolters, Major Professor Julie Courtwright Jeffrey Bremer Amy Bix John Monroe Iowa State University Ames, Iowa 2016 Copyright © Matthew J. Margis, 2016. All rights reserved. ii DEDICATION This is dedicated to my parents, and the loving memory of Anna Pattarozzi, -
Red Paint: the Defacing of Colonial Structures As Decolonization
Transmotion Vol 5, No 1 (2019) Red Paint: The Defacing of Colonial Structures as Decolonization JEREMIAH GARSHA “Peace and Freedom. Welcome. Home of the Free Indian Land.” Or perhaps it can be read as “Welcome Peace and Freedom [This is the] Home of Free Indian Land.” With an absence of punctuation, this message, handwritten in red paint on Alcatraz’s water tower, invites rereading and repositioning. Originally painted in 1969, the writing can still be seen today. The tower sits on the northwest side of the island, coming into view too as ferries bring 1.7 million annual tourists to Alcatraz from San Francisco’s waterfront. The former prison facilities became a national park in 1973, maintained and operated by the United States Federal Government’s National Park Service. The red painted message, inscribed on a towering federal structure, is a lingering reminder of the occupations of the island by Indigenous activists between 1964 and 1971.1 This article opens with an exploration of the Alcatraz occupation and an unpacking of the messages painted onto the closed prison as they frame the further case studies below. Not only were the 1960s protest movements and specifically the occupation of the island a watershed moment of long building constructions of broader Indigenous identity formation as it coalesced under national connections, but this moment of protest can be seen as solidifying a foundation on which a global Indigenous decolonization movement is being built and painted in red. The inscription on the tower declaring and claiming the island “Free Indian Land” creates an enduring text. -
Indigenous and Settler Violence During the Gilded Age and Progressive Era John R
Indigenous and Settler Violence during the Gilded Age and Progressive Era John R. Legg, George Mason University The absence of Indigenous historical perspectives creates a lacuna in the historiography of the Gilded Age and Progressive Era. For the first eight years of the Journal of the Gilded Age and the Progressive Era, zero articles written about or by Native Americans can be found within its pages. By 2010, however, a roundtable of leading Gilded Age and Progressive Era scholars critically examined the reasons why “Native Americans often slipped out of national consciousness by the Gilded Age and Progressive Era.”1 By 2015, the Journal offered a special issue on the importance of Indigenous histories during the late nineteenth and early twentieth centuries, a “period of tremendous violence perpetuated on Indigenous communities,” wrote the editors Boyd Cothran and C. Joseph Genetin-Pilawa.2 It is the observation of Indigenous histories on the periphery of Gilded Age and Progressive Era that inspires a reevaluation of the historiographical contributions that highlight Indigenous survival through the onslaught of settler colonial violence during the late nineteenth and early twentieth centuries. The purpose of this microsyllabus seeks to challenge these past historiographical omissions by re-centering works that delve into the inclusion of Indigenous perspectives and experience of settler colonial violence during the Gilded Age and Progressive Era. Ultimately, this microsyllabus helps us unravel two streams of historiographical themes: physical violence and structural violence. Violence does not always have to be physical, but can manifest in different forms: oppression, limiting people’s rights, their access to legal representation, their dehumanization through exclusion and segregation, as well as the production of memory. -
Background: Alcatraz Island
Future IDs at Alcatraz Alcatraz Background Alcatraz Island, most well-know as the infamous federal penitentiary long off-limits to the public, also offers a close-up look at the site of the first lighthouse and US built fort on the West Coast, and the history making 19-month occupation by Indians of All Tribes that was an important aspect of the early Native American civil rights movement. Now a National Park, Alcatraz’s natural and historic resources are preserved for the public. The Art in the Parks initiative engages artists in park locations to help highlight and connect more deeply with the site’s history and encourages visitors to immerse in thoughtful contemplation and dialogue about how this history and exhibit can inform our thinking about the important and contemporary issues affecting us today. Geography: Located 1.5 miles off the coast of San Francisco, Alcatraz Island encompasses a total of 22 acres in the center of San Francisco Bay. Opened to the public in fall 1973, Alcatraz is one of America's most popular national park sites and currently welcomes more than 1.6 million visitors each year. Historical Timeline: 1775: Spanish explorer Lt. Juan Manuel de Ayala maps San Francisco Bay and names the island " La Isla de los Alcatraces" (The Island of the Pelicans). With no vegetation or habitation, Alcatraz was little more than a desolate rocky islet occupied by the occasional swarm of birds. 1850: A joint Army and Navy commission recommends a Triangle of Defense to guard San Francisco Bay. President Millard Fillmore signs an Executive Order reserving lands around San Francisco Bay, including Alcatraz, for "public purposes. -
The Progressive Movement for the Recall, 1890S-1920
Published in: The New England Journal of History Winter, 2001, Vol. 57, No. 2, pp. 59-83 Power To The People: The Progressive Movement for the Recall, 1890s-1920 Rod Farmer Rod Farmer, Ph.D. Franklin Hall 252 Main St. University of Maine at Farmington Farmington, Maine 04938 Phone: (207) 778-7161 (office) (207) 778-9298 (home) Email: [email protected] Fax: 207 778-7157 Historian Warren Susman said of the people of the United States that: “The American is most characteristically a reformer and his history a series of reforms.” Susman saw “an almost continual impulse to reform from the days of the first English settlers on this continent who 1 proposed from the start nothing less than.....the establishment of the Kingdom of God.” Each generation of Americans has had its particular collection of reform efforts. That period known as the Progressive Era, from the 1890s to around 1920, brought a great change to American life by implanting in the nation the idea that government should be more proactive in solving economic and social problems and more responsible for creating a just and humane society. However, for most progressives, this enlarged government was also to be a more democratic government, because only a more democratic government could be trusted with the new powers and responsibilities. Historian Arthur S. Link found that, beginning in the 1890s, there “were many progressive movements on many levels seeking sometimes contradictory objectives” and that “despite its actual diversity and inner tensions it did seem to have unity; that is, it seemed to share 2 common ideals and objectives.” This paper will hold that the democratic ideal was one of those common ideals shared by most progressives, and this ideal can be identified in the crusade for the recall. -
Islands–Alcatraz Occupation
ABOVE & BELOW | EXHIBITION LESSONS Islands–Alcatraz Occupation. Instructions for Teachers This lesson focuses on the Islands section of the exhibition by examining the Indian occupation of Alcatraz that occurred from 1969-1971. In doing so, it connects to a major point of the exhibit, the isolation of the islands of the Bay, but it also illustrates an important event in American history. Too often the study of Indians ends with Wounded Knee in 1890, if not earlier. This lesson attempts to bring the study of Native American history into the 20th century. However, because the lesson is short, it does not give a complete narrative. It will be important for teachers to point out that after nineteen months the Indians who were left on Alcatraz were taken off the island. Even though the demands of the Indians were not met, many felt the occupation was successful. To quote Dr. Troy Jonson from The Alcatraz Indian Occupation, The success or failure of the occupation should not be judged by whether the demands of the occupiers were realized. The underlying goals of the Indians on Alcatraz were to awaken the American public to the reality of the plight of the first Americans and to assert the need for Indian self-determination. As a result of the occupation, either directly or indirectly, the official government policy of termination of Indian tribes was ended and a policy of Indian self-determination because the official US government policy. This lesson is divided into five parts: the first four are to be completed before your visit to the museum. -
The Native American Occupation of Alcatraz Island: Radio and Rhetoric
Pursuit - The Journal of Undergraduate Research at The University of Tennessee Volume 9 Issue 1 Article 5 July 2019 The Native American Occupation of Alcatraz Island: Radio and Rhetoric Megan Engle University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/pursuit Part of the Cultural History Commons, Indigenous Studies Commons, Radio Commons, and the Social History Commons Recommended Citation Engle, Megan (2019) "The Native American Occupation of Alcatraz Island: Radio and Rhetoric," Pursuit - The Journal of Undergraduate Research at The University of Tennessee: Vol. 9 : Iss. 1 , Article 5. Available at: https://trace.tennessee.edu/pursuit/vol9/iss1/5 This Article is brought to you for free and open access by Volunteer, Open Access, Library Journals (VOL Journals), published in partnership with The University of Tennessee (UT) University Libraries. This article has been accepted for inclusion in Pursuit - The Journal of Undergraduate Research at The University of Tennessee by an authorized editor. For more information, please visit https://trace.tennessee.edu/pursuit. 1.1 Introduction From November 1969 to June 1971, Native American protesters occupied Alcatraz Island, drawing attention to the unjust treatment of indigenous populations and the hardships they faced. Since the colonization of the Western Hemisphere, Amerindians have endured great injustices and difficulties. The arrival of Europeans brought about land seizures, broken treaties, massacres, and oppression for Native populations. It should be noted that the mistreatment of Native Americans is both a historical and modern problem. The rampant and perpetual abuse of Native Americans led to the marginalization and devaluation of indigenous populations.