Podcasts about Dawes Act

Lisa Wingate joined us for February's “Bookaccino Live” Book Group to discuss SHELTERWOOD, a Bookreporter Bets On selection that is now available in paperback. She explains what sparked the idea for her novel and why she chose to set it in two time periods: 1909 and 1990. We also learn about the research she did into the “elf children,” the Dawes Act and the formidable Kate Barnard, as well as the life of forest rangers who work in national parks. Lisa believes that listening to stories from our past matter --- and she shares how her work has inspired readers to reach out to find their own connections. Our Latest “Bookreporter Talks To” Interviews: Marie Benedict: https://youtu.be/-GF-3ZU4a1M Joseph Finder: https://youtu.be/HIUUcBQeRWE Scott Turow: https://youtu.be/tkbQ7yUU8GE Michelle Horton: https://youtu.be/gQOWAirkZjE Tracey Lange: https://youtu.be/HCrR8j5CqT0 Lisa Genova: https://youtu.be/Bqo8ZBE52PU Fiona Davis: https://youtu.be/mazErQJJznY Our Latest “Bookaccino Live” Book Group Events: Ashley Elston: https://youtu.be/nQgw214dyjs Ariel Lawhon: https://youtu.be/rowGE3T2rfE Amanda Peters: https://youtu.be/sWX2Mxw5fT Shelley Read: https://youtu.be/3KdG1kIfcgc William Kent Krueger: https://youtu.be/IsIQJn3vYNI Ann Napolitano: https://youtu.be/VNYNugzjVbo Kate Morton: https://youtu.be/P8nwLRTAaFg Shelby Van Pelt: https://youtu.be/V2RbvnDn_rs Sign up for newsletters from Bookreporter and Reading Group Guides here: https://tbrnetwork.com/newsletters/ FOLLOW US on Facebook: https://www.facebook.com/bookreporter Website: https://www.bookreporter.com Art Credit: Tom Fitzgerald Edited by Jordan Redd Productions

The Indian Reorganization Act of 1934 decreased federal control of Native affairs, returned surplus lands to the tribes, and encouraged tribal self-governance. In episode 6, participants discuss the state or tribal governances after the Dawes Act and the Indian Reorganization Act.Panelists include:Amber Taylor, Assistant Director/Collections Manager, Puyallup TribeCharlene Krise, Executive Director of the Squaxin Island Tribe Museum Library Research CenterNettsie Bullchild, Director of Nisqually Tribal Archives/Nisqually Tribal Historic Preservation OfficeWarren KingGeorge, Historian, Muckleshoot Indian TribeLearn more at our tribal partners websites and fortnisqually.orgResources:-https://www.archives.gov/research/native-americans/indian-reorganization-act

The Dawes Act of 1887 allowed the federal government to divide tribal lands into 160-acre allotments. These allotments were then assigned to individual tribal members with the goal of assimilating Native families. Unassigned allotments were designated as surplus and given to American settlers, resulting in the loss of two-thirds of tribal lands. In this episode, participants discuss the lasting impacts of the Dawes Act.This is part 1 of a 2-part episode.Panelists include:Amber Taylor, Assistant Director/Collections Manager, Puyallup TribeCharlene Krise, Executive Director of the Squaxin Island Tribe Museum Library Research CenterNettsie Bullchild, Director of Nisqually Tribal Archives/Nisqually Tribal Historic Preservation OfficeWarren KingGeorge, Historian, Muckleshoot Indian TribeLearn more at our tribal partners websites and fortnisqually.org

The Dawes Act of 1887 allowed the federal government to divide tribal lands into 160-acre allotments. These allotments were then assigned to individual tribal members with the goal of assimilating Native families. Unassigned allotments were designated as surplus and given to American settlers, resulting in the loss of two-thirds of tribal lands. In this episode, participants discuss the lasting impacts of the Dawes Act.This is part 2 of a 2-part episode.Panelists include:Amber Taylor, Assistant Director/Collections Manager, Puyallup TribeCharlene Krise, Executive Director of the Squaxin Island Tribe Museum Library Research CenterNettsie Bullchild, Director of Nisqually Tribal Archives/Nisqually Tribal Historic Preservation OfficeWarren KingGeorge, Historian, Muckleshoot Indian TribeLearn more at our tribal partners websites and fortnisqually.org

Or does it hinder free speech? That's the thorny issue the Supreme Court is expected to decide in just a few hours, as it releases its final rulings in what’s been another highly consequential term. We’ll hear more on a case challenging how social media companies deal with content on their platforms. Plus, a look at Major League Soccer’s surging popularity and how the Dawes Act cratered Indigenous wealth.

Or does it hinder free speech? That's the thorny issue the Supreme Court is expected to decide in just a few hours, as it releases its final rulings in what’s been another highly consequential term. We’ll hear more on a case challenging how social media companies deal with content on their platforms. Plus, a look at Major League Soccer’s surging popularity and how the Dawes Act cratered Indigenous wealth.

Lisa Wingate joins Carol Fitzgerald to talk about her latest work of historical fiction, SHELTERWOOD, which is a Bookreporter Bets On selection. She explains the origin of the story, a piece she found about a woman named Kate Barnard that sent her down a rabbit hole of learning more about the children known as “elf children” who lived in trees. They typically were Native American children who were sought after for the land rights that they owned after the Dawes Act went into effect as they were landowners. Lisa grew up in Eastern Oklahoma where the book is set and shares her history of the area, as well as her love of the Winding Stair Mountains where she frequently hikes. She and Carol also talk about shelterwood and the history that they were not really taught in school. Book discussed in this episode: SHELTERWOOD by Lisa Wingate: https://www.bookreporter.com/reviews/shelterwood Our Latest “Bookreporter Talks To” Interviews: Ruth Reichl: https://youtu.be/SUUOB2pcY2E Genevieve Kingston: https://youtu.be/ZoQXByI0XMU Terah Shelton Harris: https://youtu.be/9wmUdzlRuJ4 Ann Hood: https://youtu.be/KvHoLDZQSAQ Mary Kay Andrews: https://youtu.be/fPgCOM0Dfxg Simone Gorrindo: https://youtu.be/pgg46TW63SY Megan Miranda: https://youtu.be/VqZ_EEV5JbE Anna Quindlen: https://youtu.be/JiOt8pz9kLo Tamron Hall: https://youtu.be/XIgoGu-Qpc4 Kristin Hannah: https://youtu.be/rQpe4F0jLe8 Our Latest “Bookaccino Live” Book Group Events: Ann Napolitano: https://youtu.be/VNYNugzjVbo Kate Morton: https://youtu.be/P8nwLRTAaFg Shelby Van Pelt: https://youtu.be/V2RbvnDn_rs Lisa See: https://youtu.be/GV3G-szlWHU Dani Shapiro: https://youtu.be/Qwb4YxxQIPU Jodi Picoult and Jennifer Finney Boylan: https://youtu.be/A4t2w8dat7c Alice Elliott Dark: https://youtu.be/4fgncFSfeM0 Laura Dave: https://youtu.be/fD82fbLJ1Pg Kristin Hannah: https://youtu.be/p4dVHdVZC3I Allison Pataki: https://youtu.be/7HmJlMd0V1A Fiona Davis: https://youtu.be/DT-XR5ue_5Q Nita Prose: https://youtu.be/f_Ev0KN8z2M Sign up for newsletters from Bookreporter and Reading Group Guides here: https://tbrnetwork.com/newsletters/ FOLLOW US on Facebook: https://www.facebook.com/bookreporter Website: https://www.bookreporter.com Art Credit: Tom Fitzgerald Edited by Jordan Redd Productions

Bis heute sind die amerikanischen Ureinwohner in vielen Belangen „Bürger zweiter Klasse“. Gesetze wie der „Dawes Act“ trugen dazu bei.

In this episode of Dakota Datebook, we'll listen to Diane Fox, enrolled member of the Mandan, Hidatsa, and Arikara Nation, as she talks about the Fort Laramie Treaty and the Dawes Act.

The latest episode of Late Edition: Crime Beat Chronicles is in partnership with the Tulsa World to introduce the story of the Osage Reign of Terror and the upcoming film Killers of the Flower Moon. In this episode, show producer Ambre Moton is joined by two writers from the Tulsa World, Randy Krehbiel and Jimmie Tramel, to explore the history of the Osages and what led to the crimes committed against them. Read all of the coverage of the film Killers of the Flower Moon and related stories here. Episode transcript Note: The following transcript was created by Slack and may contain misspellings and other inaccuracies as it was generated automatically: Welcome to Late Edition Crime Beat Chronicles, a Lee Enterprises podcast. I'm Ambre Moton, the producer and editor of the show, filling in for Nat Cardona, who is taking some well-deserved time off.  Our next few episodes are going to take us back to the late 1800s through the 1920s to Osage County in Oklahoma. With the help of and in partnership with reporters from the Tulsa World, the daily newspaper for the City of Tulsa, Oklahoma, and primary paper for the northeastern and eastern parts of the state. Before we dive into those conversations, a tiny bit of background over the next set of episodes we're going to cover the Osage reign of terror, a series of murders of members of the Osage tribe and those who supported them that took place in the 1920s. By all accounts, these crimes are committed by people attempting to gain control of the Osage as oil rights and the profits from it. We'll cover some of the history of the tribe, the crimes themselves, the investigation by the be a lie, which later became the FBI, and later a look at the crimes place and pop culture captured in books, newspapers and the soon to be released Martin Scorsese film Killers of the Flower Moon, which was filmed in the same area that the events took place. But back to the beginning, I spoke with Randy Krehbiel of the Tulsa World, someone we'll hear from several times as we tell this story about how the Osage tribe ended up in what is now Oklahoma. My name is Randy Krehbiel. I've been at the Tulsa World since 1979. I came here as a sportswriter, did that for about 13 years, switched over to news. And over the years, I've written a lot of things. I've written about a lot of different subjects, but I've written a lot about history and the history of this area era. I actually published the book several years ago on the 1921 race massacre, and I've written a book on the history of the Tulsa World and the city of Tulsa. And so all of these things are really interesting to me. And and some things, you know, you kind of know about for a while and some things you don't. My main job actually is covering state and federal government. What kind of led you to writing about the Osage tribe, the the reign of terror and everything that goes into the story of killing of the flower moon? You know, I had actually written a little bit about it probably 15 years ago or something like that. And there's nothing in-depth like, you know, the book or the David Green book or some of the other books that have been written about it. And I got into it and, it's just like a lot of other things. It's, you know, part of our our story. It's part of how we we got here and, you know, I think I was probably somewhat fascinated, if that's the right word, by just just how terrible some of these people were. And also, you know, the people who were victimized by them, too, you know. So it's you know, it's part of who we are. And not only, you know, in Oklahoma, but really across the country. And it's it's part of it's part of the history that, you know, we probably don't like to think about as much It does it doesn't make us feel as good as 4th of July. Kind of, I guess, on that topic. I think people obviously in Oklahoma, but people of a certain age, I guess I should say, because I'm not sure that it's necessarily being taught as widely as it used to be, are aware of, you know, like the Trail of Tears and the establishment of, you know, Indian territory. But like people may not be familiar with the existence of the Osage people and everything they went through. So can you just kind of talk a little bit about how they ended up in what is now Tulsa and kind of what what went into that? Yes, ages originally were a very large tribe and they they're they're sort of their home grounds, at least at the time of, you know, European encounter was most of the state of Missouri and and some of Arkansas and then out onto the plains in Kansas and Oklahoma and then in the 1800s and they were kind of pushed by treaty into an area in Missouri and then that and then into Kansas and in 1872, they sold their reservation in Kansas and bought 1.7 million acres from the Cherokee Nation. And for their what became their final reservation. And because they bought their reservation, they they owned it. They they had a title to it. It gave them a little different status going forward and and it allowed them to get some concessions. Then when the state of Oklahoma was created really in 1960 to accommodate and become a state until 1907, but by that time, they had been reduced to, you know, just a few thousand people. They all all of that moving around and man squished together. And they'd undergone a lot of illness and so forth. So they they were down by statehood. They were down to fewer than 2500 people living on the reservation. It's my understanding that the Osage land that they had, it wasn't, I guess, the most hospitable, especially when it comes to like agriculture. So how did they initially I'm assuming they didn't buy it and then strike oil immediately? No, actually, yeah. So the story is, is that they actually chose that land because they thought it was the least attractive to white people and they would be left alone. And the story the chief Standing bear tells and there's a tell the story, too, is that they sent out these scouting parties and they told them to throw their spear into the ground. And if the spear stuck, they were supposed to move on because it meant the soil was too thick and too rich and there'd be white people coming for it. But if they threw their spear into the ground and it fell over because it had hit rock, that's where they wanted wanted to be. And so the story is, again, that they actually chose pretty poor agricultural land. Now, it almost immediately didn't work out that way because it wasn't very good for farming, but it was very good for for grazing. And they had, you know, the cattlemen from Texas driving cattle up into Kansas. So they wound up, you know, making a fairly good living off leasing their their land to the cattlemen for grazing. That's a great visual, though. The story that you said that it was cheap standing there. Right, that he said that the steers. That's a great visual. We have to take a quick break, so don't go too far. An important thing to note is that in 1887, the Dawes Act divided up communally owned reservations into privately owned allotments as a way to force Native Americans to assimilate, to make each member of the tribe an owner of 160 acres and selling the quote unquote, surplus land to non-natives. This made tribal members, private property owners and effectively ended their communal way of living since the Osage bought their land outright. They were exempt from the allotments under the Dawes Act. Instead, Chief James Big Heart insisted on what is known as the Osage Allotment Act in 1906, where the Osage allotted all of their land to their people, giving 657 acres each to the over 2200 registered Osage. I also spoke with Jimmie Tramel, pop culture writer at the Tulsa World. Hey, I'm Jimmie Tramel. I'm a pop culture writer at the Tulsa World, a newspaper in Tulsa, Oklahoma, and TulsaWorld.Com. I was a sportswriter for 25 years, but for the last ten years, I've been our pop culture person. You know, I think everybody or most people of a certain age anyway, should be familiar with the Trail of Tears, everything with how Oklahoma was formed. But they may not have, you know, all of the insight into what happened with the Osage people. What you just said is fascinating and said you should know. I think maybe the words you use, we should have known about this. But like the Tulsa race massacre of the 1920s, the Osage reign of terror occurred in the same era. And until recently, I think many people not I mean, Oklahomans and around the world, we're not familiar with these things. Sometimes it takes pop culture to bring awareness to these things that the history books haven't told us. Like the movie HBO's Watchmen brought the Tulsa Race massacre into the consciousness. And I think this movie, Martin Scorsese's Killers of the Flower Moon, is Bring is doing the same thing to bring the awareness to the Osage reign of terror. Yes. And thank you for mentioning the film is called Killers of the Flower Moon. Yes. Filmed in Oklahoma, we're on the same turf where the actual Osage reign of terror happened. At one point in history, the the Osage nation of It's a Tribe, one of many tribes in Oklahoma was prior to statehood. Oklahoma was known as Indian Territory because all the tribes had land here that were there. People could live, and maybe this would never be a state, but actually it became a state in 1907. But the Osage land, I think a lot of people would say was not the best land in Oklahoma. But guess what? Oil was found under that land and the Osage people became like the wealthiest people on Earth overnight almost. And then what happens when moneys are involved is greed, betrayal, and in this case, even murder, where there were several murders of the Osage, because people wanted their oil money. It's funny how money can motivate people to do such heinous things, right? Yeah. I mean, brings out the worst in people and in many occasions. And and eventually you hope someone will step up and do right. But if you when you read the book Killers of the Flower Moon, you'll see that many people who should have known better were conspirators in this. What kind of wealth? Do you know how that translates into terms to current day? Well, this kind of wealth, when they would run out of gas in an automobile they had purchased rather than just fill up with a new tank of gas. They would be so like, here's a new car. So that kind of money. That does incite less scrupulous people to do bad things, definitely. And that's where we're going to leave the story for today. Thanks for listening to Late Edition Crime Beat Chronicles. Hit that subscribe button so you don't miss our next episode where we discuss the crimes that became known as the Osage Reign of Terror.See omnystudio.com/listener for privacy information.

In this lively conversation with Malu Castro, we embark on an intriguing exploration of land organization and sustainability, with a primary focus on Hawaii. Castro's fascinating transformation from an orchestrator of professional revolutionaries to an investigator of land and indigenous rights offers a fresh perspective on the unique challenges and paradoxical situations that have arisen as a result of historical policies. We delve into the complexity of Native Hawaiian identity, the impact of the Dawes Act of 1887, and the profound implications of colonial power on economic and land relations.As we broaden our discussion, we confront Marx's contradictions and the intersection of politics, identity, and land. We grapple with the historical effects of colonialism on land relations, and how these have facilitated the displacement and elimination of indigenous populations. The conversation further extends to the significant need to incorporate local and indigenous politics into our overall political comprehension, thereby bridging the divide between settler and indigenous conceptions. In the final part of our discussion, we reflect on the enlightening journey we've taken with Castro. We probe into the intricate connection between politics, land, and identity, and the harsh realities of colonial policies that indigenous populations face. In conclusion, we ponder on the far-reaching impacts of industrial production on environments and the potential of subsistence as a more sustainable method of supporting people. Join us for a deep dive into an enlightening discussion that is bound to challenge your perspectives and enhance your understanding.K. Malulani "Malu" Castro is a Ph.D. candidate at the University of Michigan's School for Environment and Sustainability.  He is also a former union organizer.  We talk about how we may need to change our ideas about organizing to allow for different land relationships with socialism.  We also talk about the work of Dr. Glen Coulthard, particularly "Red Skins, White Masks."  Support the showCrew:Host: C. Derick VarnAudio Producer: Paul Channel Strip ( @aufhebenkultur )Intro and Outro Music by Bitter Lake.Intro Video Design: Jason MylesArt Design: Corn and C. Derick VarnLinks and Social Media:twitter: @skepoetYou can find the additional streams on Youtube

Date: September 26, 2022 (Season 5, Episode 4: 54 minutes and 19 seconds long).  Click here for the Utah Dept. of Culture and Community Engagement version of this Speak Your Piece episode. Are you interested in other episodes of Speak Your Piece? Click Here. The episode was co-produced by James Toledo, Chelsey Zamir, and Brad Westwood, with sound engineering and post-production editing by Jason T. Powers, from the Utah State Library Recording Studio.The opinions shared in this podcast episode reflect the historical research of the guests and not the official views of the state of Utah.Content Advisory: This SYP series is about Utah's Native American boarding school era, which spanned from the mid-1800s to approximately 1980s, when Native American children (ages 5 to 18+) were forcibly removed, then later encouraged, to leave their families and communities, in order to receive a 1-7 then later a K-12 education. This history can be emotionally challenging for any listeners but even more so for those who experienced it, either first-hand or by its multi-generational effects. If you or someone you know needs to talk to someone regarding the traumatic effects related to this history, contact the 988 Suicide & Crisis Lifeline for Native Americans and Alaska Natives at 1-800-985-5990.This Speak Your Piece episode is part two of a five-part series on Native American boarding schools in the Western United States and in Utah. In this episode, Franci Lynn Taylor (Choctaw), former Executive Director of the University of Utah's American Indian Resource Center, tells a story of Indian educational policies, with series hosts James Toledo and Brad Westwood. Taylor covers the post-Civil War-era boarding school policies inspired by the Carlisle Industrial School of 1879, the Dawes Act (1887), the Indian Relocation Act (1956), the Indian Self Determination Act (1975), and the American Indian Religious Freedom Act (1978). Taylor traces policies to the present day, including the Bureau of Indian Affairs' schools, tribally-run schools, state-run schools, and state-access schools.Throughout these federal policy attempts at Native American assimilation, Taylor describes a history of resiliency, generation after generation. The love for the community is the thread that weaves through this narrative. She concludes by tracing some of the healing initiatives for Native American communities which Taylor hopes will make sure many will never forget what happened, so history won't repeat itself. Part 1: Native American Boarding Schools in the Am. West & in Utah (ca. 1870s-1980s) with Dr. Farina King (Diné)  – an IntroductionPart 2: American Boarding School Policies with Native American College Adviser Franci Lynne Taylor (Choctaw) (Season 5: Episode 4) Part 3: Matthew Garrett on “Making Lamanites: Mormons, Native Americans, and the Indian Student Placement Program, 1947-2000” (Season 5: Episode 5)Part 4: Diné Elders Rose Jakub (Diné) and Gayle Dawes (Diné) on Their Boarding School Experiences (Season 5, Episode 6)Part 5: James Toledo on Multi-Generational Impacts from Boarding Schools and on the Need for Healing (Season 5, Episode 11) - Series ConclusionFor the speakers' bios, please click here for the full show notes plus additional resources and readings. Do you have a question? Write askahistorian@utah.gov.

Heather and Joanne reflect on the recent Haaland v. Brackeen Supreme Court decision, which upholds the 1978 Indian Child Welfare Act. They put the case into context with past struggles by indigenous communities to define their place in the American story, from Tenskwatawa's 1800s quest for representation, to the consequences of the 1887 Dawes Act, to the 1960s origins of the American Indian Movement.  How is the challenge of teaching indigenous history different from teaching other historical topics? Heather and Joanne share their experience in a special “Backstage” segment of the podcast. Become a member of CAFE Insider for $1 for the first month and get access to Backstage episodes and other exclusive content. Head to cafe.com/history to learn more and join. For references & supplemental materials, head to: cafe.com/now-and-then/the-american-nation-and-indigenous-nations-sovereignty-struggle/ Now & Then is presented by CAFE and the Vox Media Podcast Network. Learn more about your ad choices. Visit podcastchoices.com/adchoices

On this day in 1924, President Calvin Coolidge signed into law the Indian Citizenship Act, granting citizenship to all Native Americans born in the United States. See omnystudio.com/listener for privacy information.

The 1887 passage of the Dawes Act upended this system of communal land ownership and, in doing so, struck a historic blow at Native Americans' political rights, economic sufficiency, and cultural heritage. Written by John Bickers. Narration by Dr. Nicholas B. Breyfogle. Video production by Cody Patton, Laura Seeger, and Dr. Nicholas B. Breyfogle. A textual version of this video is available at https://origins.osu.edu/read/dawes-act. This is a production of Origins: Current Events in Historical Perspective at the Goldberg Center in the Department of History at The Ohio State University and the Department of History at Miami University. Be sure to subscribe to our channel to receive updates about our videos and podcasts. For more information about Origins: Current Events in Historical Perspective, please visit origins.osu.edu.

Many of the problems modern teachers are facing aren't new, so we're going back in time to find out how our education system became a system that teachers are currently fleeing. Come to find out, modern teachers inherited low pay, limited respect, and a system that strips communities of their cultural traditions. In this episode, hear how Indian Boarding Schools and the American Industrial Revolution have left traces on modern education, and how these traces are contributing to teachers' decisions to leave education.   Music:  Theme Song By Julian Saporiti “Sonata No.13 in E Flat Major, Op. 24 No. 1-II. Allegro, Molto, e Vivace” by Daniel Veesey is in the Public Domain. “Railroad's Whisky Co” by Jahzzar is Licensed under a CC BY-SA license. “Ugly Truth” by HoliznaCC0 is in the Public Domain. “Upsurge” by Jonah Dempcy is  a  CC BY-NC license. “Green Lights”  by Jahzzar is licensed under a CC BY-SA license. “Pizz” by Andrew Christopher Smith is licensed under a CC BY-NC-SA Transcript: I had a band teacher once hold me after class and force me eat a beef and bean burrito. He sat in front of me on the piano bench to make sure that I ate it. I was a freshman, in the middle of the high school wrestling season, and I was cutting weight for my first varsity tournament – where I'd end up getting my lips knocked off. My teacher, Mr. Duran, was short, wiry, wore jeans with a braided leather belt and a button-down shirt. He had round-framed glasses, combed his hair to the side, and more than once told me to listen to the greats like Chick Webb and not just the white guys that made it on the radio.  He was in his 30th year of teaching, and he was not shy about giving advice. While I ate the burrito, Duran talked about playing baseball in college and how abruptly a life of sports could come to an end but how long a life of music could last. This was mature guidance, albeit, guidance that I see more value in now than I did then. Duran would garnish each class with stories that worked to guide us towards being kind human beings. There were days in Jazz band where he would sit in the center of the tiered room, legs crossed, saxophone neck strap still on, and tell us about his past. When Mr. Duran was in college at the University of Northern Colorado in the 1960s, the Count Basie Orchestra went through town and stopped at the university. UNC was known for its jazz programs and one of Basie's saxophone players dropped out and they needed a replacement. Count Basie was one of the most influential musicians from the Swing Era – he was like a swing minimalist. Duran jumped at the opportunity. He got to travel and play with the band and experience life as a musician – more specifically as a musician of color. One time he and a buddy from the orchestra went into a diner and were refused anything more than water. Duran was Mexican and his friend was Black, and it was the middle of the 1960s. In protest, they sat in the big window of the diner for 3 hours, sipping their water, putting themselves on display for anyone who walked by. I love that story – this man, my teacher, saw inequity and faced it with defiance. Duran's lessons were eye-opening. I didn't realize that those stories served as parables on ethics and kindness until I became a teacher and started telling stories of my own to serve the same ends. Duran used his history to help us become better humans. And isn't that why we turn to history? Well, today, we're going to take a lesson from Duran and examine the history of education in the U.S. And because the history of education is tremendous, we have to narrow it down. So we'll focus on two aspects of history that set precedents for modern education, for the current system from which modern teachers are exiting.. We are going to start with Indian Boarding Schools, and then we'll take a look at the American Industrial Revolution. This is Those Who Can't Teach Anymore, a 7-part podcast series exploring why teachers are leaving education and what can be done to stop the exodus. I'm Charles Fournier. Here is part 2: “Inheritance” Caskey Russell:  I'm going crabbing this weekend. I own a boat with my brothers. And yeah, we go out and catch crab. And there'll be salmon season soon. So I kind of got back into the ocean style lifestyle. This is Caskey Russel. I got to catch up with him over a zoom call this summer. He is the Dean of Fairhaven College at Western Washington University. He grew up in Washington and is from the Tlingit tribe. I know Caskey because he taught for 17 years at the University of Wyoming, he was a dean of American Indian Studies, and he was my thesis chair and educational guide when I was at the university. Some of Caskey's research for his PhD program dug into the history of Indian Education, specifically Indian boarding schools. Caskey Russell: My grandmother and her brothers, aunts and uncles, all went to Chemawa Indian School, in Salem. And it was a mixed bag. If you are asking yourself, wait, who's this Caskey guy and what do Indian Boarding Schools have to do with teachers quitting? Here's how. We know that historical atrocities leave a trace on modern institutions, so we need to recognize that Indian boarding schools have left their mark on modern education. They are a  part of the system of inequity modern teachers have inherited. Indian Boarding Schools are an example of the deculturalization that has occurred in education. One of many. Attempts to strip communities of their cultures happened with just about everyone in this country at some point that didn't fit into the male, able-bodied, straight, white, Anglo Saxon Protestant category. Traces of these inequities remain in education, deculturalization still happens, and teachers working towards inclusion in a system that was based on exclusion often run into roadblocks – think book bans or accusations that teachers are trying to indoctrinate kids - and these roadblocks are pushing teachers out of education. So to better understand the inequities in modern education, this thing that is frustrating teachers to the point of quitting, we need to look at where some of those attempts at deculturalization originated. We need to look at Indian Boarding Schools. And we need to listen to someone like Caskey.  Caskey Russell: They liked the sports. They like some of the music, but my uncle Stanley Pradovic, I remember he said, “I used to dream of feasts, seafood feasts that they had in Alaska.” And  my grandmother was able to keep the Tlingit  language because she didn't go to boarding school, but her brothers did not.  You step back and look at the whole system and how destructive and just kind of the cultural genocide aspect. My grandmother would say she didn't know her brothers because when she was born, her brothers were gone away from her earliest memories. And so she didn't get to know her brothers right away. It did break families up. And I was just chatting with my mom last night. My mom said the other family had no control over what it was determined for them. And again, not having control over that seems to be the key to it, nor having input in the education nor valuing…and then having a different model, different cultural notion of success. And then the military and the Christianization, all that together, just adds problem on top of problem, instead of being empowering and enlightening, that really becomes conforming, sort of thing. What happened to Caskey's family was a result of centuries of efforts to deculturalize tribes. Early European colonizers of the US  set a precedent of trying to assimilate tribes into a single monolithic culture. Colonizers disregarded tribal traditions and languages and failed to see that tribes already valued education for their youth. So the assumption that public education started with Horace Mann in 1837 is an assumption that values eurocentric education over the public education that was already in the Americas.  Part of this is because the purposes of education differed. Many Native communities saw educating children as a means to pass on generational knowledge and teach children how to be a successful part of the community. 17th-century Plymouth settlers specifically saw education and literacy as a method to keep Satan away. Children needed to be able to read so they could read the Bible. A pilgrim minister explained: “[There] is in all children, though no alike, a stubbornness, and stoutness of mind arising from natural pride, which must, in the first place, be broken and beaten down; that so the foundation of their education being laid in humility and tractableness, other virtues may, in their time, be built thereon” (42). But tribes did not beat down their children, did not read the Bible, and were able to survive and thrive in what Pilgrims saw as wilderness. So Pilgrims worked to impose their educational priorities onto tribes as a way to cast out Satan, and ultimately gain control of Indigenous people. This effort to assimilate and control only compounded over the next few centuries By the 19th century, congress was also making efforts to deculturalize and assimilate tribes. Thomas Jefferson who had a big role in the removal of Native Americans from their lands also had a One Nation idea when it came to Native Americans – an assumption that required assimilation through education. In 1816, Jefferson explained the value of education: “Enlighten the people generally and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day. Although I do not, with some enthusiasts, believe that the human condition will ever advance to such a state of perfection as that there shall no longer be pain or vice in the world, yet I believe it susceptible of much improvement, and most of all in matters of government and religion; and that the diffusion of knowledge among the people is to be the instrument by which it is to be effected” (101)). Jefferson believed a democratic, not a moral education which was what kids were getting at the time, was essential to democracy and he's right, but his One Nation idea required a monolithic ideal that did not value other cultures. He wanted tribes to conform to his image of being American. This focus on conformity was baked into the American educational philosophy. The Civilization Act of 1819 saw Thomas McKenney, the first head of the Office of Indian Affairs begin a process of Native American deculturization  – they created a tribal school system run by white missionary teachers hoping to gain control of tribes through the power of education and assimilation. When Andrew Jackson became president in 1829, he saw some of the educational progress made by tribes as dangerous to America's goals of gaining control of lands.   So, in 1830, America passed the Indian Removal Act, which brutally uprooted tribes and relocated them. Thirty years later, the Indian Peace Commission began reservation schools or day schools. But again, the cultural genocide that all of these acts and efforts had hoped for weren't as effective as the government Wanted. This is when the government stepped in again. Paired with the Dawes Act of 1877 that worked to split reservation lands into private property began the start of the boarding school movement in 1879. Each step was a process working towards killing cultures in an attempt to control land, people, and ideas – all largely through some form of education. The start of the boarding school experiment can  be attributed to Captain Richard Henry Pratt. Caskey Russell: Pratt actually had a number of prisoners of war under his charge at St. Augustine, Florida. Besides being given military uniforms, they would teach them. And so the way he sold the first  boarding schools was that instead of being at war with natives, you can educate them. The US could educate them, and kind of eradicate native culture through educating towards whiteness. Caskey explained that the thought was that education would help the government avoid the expenses of war. Caskey Russell: So there are a group of Plains Natives that were transported to St. Augustine, that was his kind of first experiment. And then he was able to go to Congress and get some money. And he took them to The Hampton Institute and eventually to the Carlisle Indian Industrial School So Pratt's experiment led to the establishment of the Carlisle Indian Industrial School in Pennsylvania in 1879. This was around the same time that Pratt made a famous statement to congress: Caskey Russell: He says to Congress, “You have heard Sherman say the only good Indian's a Dead Indian. I would agree with this one kind of difference that you can kill the Indian save the man.” That's what education can do. That's the motto. And so, there was based on military kind of military boarding school style, and they opened up across the country. And they were often religiously affiliated, and religious institutions given  them control of them. Which, you know, was another part of the boarding schools was the religious education, the eradication of tribal cultures, tribal religions, and the inculcation of Christianity, the various sects of Christianity across the country. Each step taken by congress, in the name of education, was an effort to prioritize one culture over others, one idea of success over others - often through religious means, because again, early education was morality based. And they did this through legislation and through educational policy. Even though many of these efforts are pretty old, we still feel the educational effects of prioritizing a single culture or single idea of success.. Elizabeth Smith, a veteran teacher of 20 years who teaches on a reservation still sees this today.  Elizabeth Smith: Even though I can count on my hand, the number of students that I've taught that have graduated and have a white culture, sort of experience with what would be known as success, quote, unquote   Caskey sees this idea in what is tested or valued as a bottom line in public education. These are things that dismiss differentiated cultural values. Caskey Russell: Did the schools reward students let's say for instance, this the schools Wind River  reward students for knowing the traditional clan system,  speaking Arapaho or Shoshone for knowing traditional ways, whether it's kind hunting, traditional use of land, traditional plants respond medicine, knowing being prepare, or being an apprentice for ceremony, none of that none of that culturally important stuff that was really important to Native people, especially young people they could dream of, you know, I'm going to fulfill these goals, these roles, these social roles one day, none of that's important, it seems like an American school system, right? When you're going to take the SAT or the ACT, are they going to value the hours you spent with your grandparents trying to learn the language or learning stories or learning traditional ways? Of course not. This is a part of the inheritance of modern education, something teachers have to grapple with consistently. How can we educate students to be a part of a community that through legislation or policy doesn't seem to value all traditions and cultures within that community? Or how to reach a measure of success that isn't culturally misaligned or based on morality? Caskey Russell:A handful of them might be successful in kind of the white American ideal. But that's not the only measure of success, nor is it maybe a healthy measure of success, right, for Native people. It would be wonderful to let other ideas of success, community success, success as a human being within a community flourish in the school setting. This question of how to honor a diverse spectrum of students lands on teachers in the classroom. Though legislators and school boards may make efforts to dictate what can and can't be taught in the classroom, the reality is it's teachers and administrators who are working with kids – and kids from a wide spectrum of communities who have often been forced into a specific, standardized idea of success, which might not be culturally conscious. This is exactly how Indian boarding schools started, they forced kids from diverse tribes into a standardized idea of success initially using arguments for morality to do so. We recognize this as bad now, so why are forms of it still happening?   A big concern of some of the teachers who have decided to leave teaching was the start of limits and  restrictions about what can and can't be taught in the classroom. Many of these limits originate from argument about morality that are backed by religious groups that want to dictate what is happening in the classroom. Think of Mr. Wacker from last episode who is still frustrated with the banning of Toni Morrison's The Bluest Eye for moral arguments or Mr. Atkinson who felt his curriculum being squeezed by people who didn't appreciate class conversations about varying cultural perspectives on current events.  And, as we saw with the history of Native American education, this is not new – even though many founding fathers, who were deists themselves, advocated for the separation of church and state and were adamant that education focus on democratic values rather than religious values. John Adams wrote to his wife Abigail:  “I must study Politicks and War that my sons may have liberty to study Mathematicks and Philosophy. My sons ought to study Mathematicks and Philosophy, Geography, natural History, Naval Architecture, navigation, Commerce and Agriculture, in order to give their Children a right to study Painting, Poetry, Musick, Architecture, Statuary, Tapestry and Porcelaine.” John Adams does not reference education and say study the Bible. And fellow former president James Madison did not mince words in a letter that pushed against church use of government land, which would later include schools: “The purpose of separation of church and state is to keep forever from these shores the ceaseless strife that has soaked the soil of Europe with blood for centuries.” And these beliefs worked their way into legislation with the inclusion of the Establishment Clause in the First Amendment, which Thomas Jefferson said was “A wall of separation between the church and state.” And though we know Jefferson's view of education wasn't very inclusive, if we combine this idea of the separation of church and state with a modern inclusive reading of Jefferson's thoughts that education is to “Educate and inform the whole mass of the people. They are the only sure reliance for the preservation of our liberty,” We get a pretty good idea that education is a means to inform a free-thinking, diverse population that has different belief systems.  The founders knew the danger of letting religion seep its way into government - they just broke free of a country that allowed that to happen. So to have a system of education that would inform the whole mass of people without perpetuating the deculturalization we saw with the Indian Boarding schools, which have their origins in religious schooling, that system would need to accommodate the diversity of that mass of people.  This means that teachers would need the trust of the public and  freedom to use their expertise to do their jobs, which would likely include selecting a wide range of materials to accommodate a diverse student population. This freedom and trust is not something being granted to modern teachers. There is currently a trend of parents, legislators, and school board members criticizing teacher efforts to support diverse student needs, often through moral critiques. Which stems from a lack of trust and the same morality based fear that sparked early deculturalization efforts in the United States. So, this isn't new. This is another part of what teachers have inherited from previous generations of educators, a lack of professional respect that translates to a lack of autonomy in the classroom, low pay, and a smattering of other things that are driving teachers from their jobs. Here's Elizabeth again: Elizabeth Smith: And let me clarify, you know, when I say I love teaching, I do love teaching. To say that I love where I'm at right now, no, I do not. I am not satisfied with the way my job is going. I'm not satisfied with the way I feel inside every single day coming home from work. It's like a battlefield. It is intense. It is stressful. My family has noticed it and made comments on it, you know, and I don't have the patience to deal with my own children. And what am I going to do if I don't do this? I've got 20 years of expertise invested in this. And I've spent a lot of time learning how to do the things that I do and I enjoy improving it. As of now, she is planning on staying in education. And all of those 20 years have been spent teaching on reservations. She attributes this in part to why she loves her work so much, why she's planning on staying. There is a different level of respect that she sees in these schools and a higher level of appreciation, which goes a long way. But this doesn't mean that there still isn't a lack of professional trust or respect that she feels from being a teacher.  Elizabeth Smith: There's so much micromanaging and so many expectations that are put on us that are really insulting, actually, to our intelligence and to our professionalism. And I understand that there are teachers who are unaware of the ways that they're doing things are unprofessional and unintelligent. So I get the admin has to make some allowances and come up with some plans for how to deal with teachers that are not as aware of themselves and their skills as they should be, you know, so I understand that but the blanket statements.. To address where these blanket solutions may originate from, we are going to take another look at history through a little different lens than what we've been using so far.  When I asked teachers about what pushed them out of education, they echoed Elizabeth's frustrations. Lack of respect was a major reason people left. But this is not new, like the history of inequity in education, the lack of professional respect has been a thread through public education's history. So we are going to pull on that thread and look at the tradition of not valuing or respecting teachers.   Stephanie Reese: As a teacher, you're going to be marginalized, and you're not going to be taken seriously. Ron Ruckman: I think a lot of administrators, They just don't have any idea there, and they don't really think of us as professionals, you know, they don't really think of us as being able to do our job. Christie Chadwick: As a teacher, we're managing all these expectations. And I think that that's not acknowledged by the general population. Teachers want to be seen as professionals. This came up in interviews in reference to being trusted to make decisions about curriculum, in being more autonomous, and in getting paid better. When thinking about why teachers have inherited a lack of professional respect in the present, it might have to do with the American Industrial Revolution: Colby Gull: We were built on an industrial model. Get them in, stick the widget on him and get him out the other side of the door. Right. And that's just not how humans work. This is Colby Gull, he is the managing director for the Trustees education Initiative in the College of Education at the University of Wyoming. Colby has been a teacher, a coach, a principal, and a superintendent. He's run the educational gamut. And he points out that the structure of education does not necessarily promote the growing and sharing of ideas. Colby Gull: And we live in now the idea economy. And we're still not teaching in the idea economy. We're teaching in the industrial economy where you buying and selling goods. But our economy now is based on ideas and sharing of ideas and debating and discussing, and I don't know, people make a lot of money with their ideas.  And this structure of education, this factory style model, which looks similar to the military approach seen with Indian Boarding Schools, started and gained popularity during the American Industrial Revolution at the end of the 19th century. Along with this more industrial model the precedent for the amount of respect teachers received was set. I see several ways in which history has handed down a dismissive attitude toward teachers.  As Common Schools gained popularity in the mid-19th century, young women were also moving to cities for better economic opportunities. And these women were hired as teachers in droves because they could be paid substantially less than men. This compounded since teaching was seen as respectable employment for women - it matched the stereotype that women were naturally nurturing. Both the image of teachers as nurturers and the trouble with pay is consistent with what we see today.  Here's Stephanie Reese, a former PE teacher who left education and became the general manager of Blacktooth Brewing Company. Stephanie Reese: Absolutely money matters. I was in so much debt. You know, with loans, whether they're student loans, or just credit card, or whatever it is, I had a lot in college, had a lot while I was teaching. and teaching just doesn't give you that opportunity.. And  level increases are a fucking joke. Unless you've been in, you've been in I call it like, like you've been in the pen. You've been in for 34 years, you've given one kidney, you have four degrees, master's degrees, preferably doctorate even better, and you've given up your will to live, and those those things will give you more money. Part of the consistently poor pay has to do with the hierarchical structure in education. After the Civil War, the first iteration of the department of education was created, in order to track what the nation's schools were doing. So there was an expectation for the availability of public schooling. Once the American Industrial Revolution hit towards the end of the 19th century, factory jobs boomed. More people flocked to cities meaning there were more kids and more of a need for teachers. With more men transitioning to better paying factory jobs, even more women were moving to the classroom. The large number of women serving as teachers was accepted at a time when women weren't given many professional opportunities. Administrative roles – principals, superintendents, and the like – were held by men. And many high school positions were still held by men. So a hierarchy that prioritized male control and male decision making was very clearly in place. Mark Perkins, a former teacher and administrator and current parent and professor of Educational Research methods at the University of Wyoming, points out that this hierarchy has remained even if the original gendered reasons for its creation haven't. Mark Perkins:  I think there's a power hierarchy. And I don't think that teachers have been empowered enough to express their professional expertise. I think that teachers are approached as a service industry. And so, we want teachers to parrot curriculums. We want them to be experts in their content, as long as their expertise doesn't contradict with our preconceived notions of reality. So I think there's a sociological phenomenon that goes on in schools.  I think it's a common phenomenon. The system of becoming an administrator in some cases  was once based on seniority. So the most senior teacher would inherit the role of principal. This changed when a degree was required to become a principal or superintendent, which also prevented women from gaining access to these administrative positions by making them require a degree because women weren't often able to access such an education. So these days, some administrators are in the position without having had a tremendous amount of time in education, which can make administrator impact or insight into the classroom difficult. Ron Ruckman, who just left teaching after 23 years, explains that the lack of experience can be glaringly obvious for some administrators who are disconnected from the teachers. Ron Ruckman:  You know, and then there's other administrators that just don't want to have anything to do with your classroom, you know, and they want to make decisions, but they don't want to, they don't communicate with you or ask you things. There's a lot of that especially in rural districts. We've spent so much time and money in this district doing initiatives and buying products. And, you know, I can't imagine how much money we've just wasted, you know, buying stuff that, you know, on, based on a good salesman that convinced somebody that they needed it. Whereas had they come and asked us would have been like, no, no, that that would be a really dumb thing to do. That's not going to work. You know, but there's just that kind of an apt idea that teachers really are, you know, don't really know what they're what, you know, they don't really know anything other than their subject. And we're, we're pretty smart. Most of us, you know. (Beeping) This was perfect timing. That beeping was for a fire. Ron is the Battalion Chief for the Pinedale fire department - he has a lot of roles in his community because he is intelligent and capable and because of not being respected for being intelligent and capable, he quit teaching to pursue the other things he's good at.  Some of the ways teachers are not seen as capable has to do with how education is standardized. In the late 19th century, as cities got larger and more and more kids were put into schools, urban schools started to split students into grade levels. Around this time and into the early 20th century, there was a development of what historian David Tyack (Tie-yak) described as the One Best System of education – this saw a focus on specific, easily assessed, and easily sequenced subjects of study. This also did more to highlight non-academic items like good attendance, behavior, and willingness to follow directions, which all aid in creating people who would fit into an industrial economy. This structure was useful when more and more students were placed into a class. And by the early 20th century, politicians and administrators were seeing schools as being a solution to the nation's woes. Traces of these industrialized values are very present in modern classrooms, and it makes Allison Lash, who taught art in New York City and Austin, Texas, sad at what she sees. Allison Lash: A friend of mine had said one thing about why he's doesn't like education is just that you go to school to learn how to work, basically, to get you ready to go out in the world and work. And that's sad. Like, I just want to live. I don't want to worry about working and how to make money and pay your school loans and your bills. It used to bother me that kids would get rewarded for being in school every day. And it's all about money. It's all about how many kids are in their seats every day for the school district to make money. And it was sad, it was sad that kids would win awards for like, being their everyday awards. Like who really cares? They're totally ignoring mental health and even if the kid is sick, you stay home. It's really sad when you go into elementary school and you see the kids quiet and lined up in a line and like “shhhhh,” and I remember teaching that and  I know that I guess order is not wanted, and I don't know if needed is even the right answer. Teach kids to be a good person. The rise of industry during the American industrial revolution also saw a rise in unions and strikes. Because teachers were mostly women, and many of the strikes of the time were more militant and potentially violent, women were less likely to take part in strikes and efforts to gain better pay. This was not helped by the fact that men held leadership positions in education, so they did not make efforts to better the work environments of teachers because these men just weren't affected. The  National Education Association, which was founded in 1857, wasn't just for teachers, so administrators, men, were also in charge of Union happenings. It wasn't until 1910 when Ella Flagg Young was elected as the NEA president that the union started taking more steps to help teachers. But the difficulty in changing and revising educational structures is still present. Chris Rothfuss, a parent and Wyoming State Senator and member of the Senate Education committee, knows this all too well. While we have a coffee in Laramie, Wyoming, Chris explains that change may require a cultural shift inspired by younger generations .  Chris Rothfuss:  I think a large part of the reason why we develop into what we are really is the way this country industrialized and grew and had a middle-class work ethic through the mid-20th century, that shaped a lot of the way things are done. And the philosophy about why things are done, the way they're done, where there is a common viewpoint that I think is handed down from generation to generation that if you just work hard, put your nose to the grindstone, that you will be successful, and things will go your way, and you'll have a good life. I think part of what's changing that, is that this emerging generation is realizing that while that may have been true, a lot of what allowed that to be true, was frankly, taking on debt that is generational debt and handing that debt down to the next generation. So effectively exploiting the future for the benefit of the present. This younger generation isn't enthused about that as they're learning more about it, and rightly so. And they don't see a path to a traditional life as being what they aspire to. A potential reason for major shifts not having occurred in the past might have to do with economic uncertainties. For every economic depression and war to occur in the 20th century, money was pulled from education to help the war or economic problems, but that money was not necessarily given back to education. Teacher pay was often cut when other unionized jobs like factory work was not cut because there was an assumption that teachers, being mostly women, would not need to support their families. During WWII, when more women went to work in factories, those women who were still teaching saw how much better the pay was for the women who went to work in factories. The impact of war and economic troubles also resulted in  a more factory-like structure in the classroom. This was often a result of trying to accommodate a larger student population with less resources, and it was also an easier way to measure student achievement. This created an educational structure that overwhelms teachers, which makes best practices more difficult and stretches teachers thin. Molly Waterworth, who just left teaching this year after 8 years in the classroom, explains the reality of being overwhelmed as a teacher.   Molly Waterworth:  The reality is that if you have 150 kids, there's no way that you're going to grade all of their work in seven and a half hours that you have with them during the day. There's no way. It's just a mathematical impossibility.  The truth is, teachers have inherited being paid poorly, being overworked, and not being treated with respect. Sadly, much of this is associated with the trend of women in the profession within a patriarchal society. And the teaching profession is still dominated by women. The NEA reports that about 3 quarters of teachers are women, and teachers still get payed about 74% of what equivalent degreed professions earn.  So, teachers are leaving education, but the reasons they are leaving are a result of problems that have been percolating since the start of public education in the United States. Efforts at deculturalization seen with the Indian Boarding Schools have left an impact and pattern on modern education, just like the treatment of women and industrialization of education has left an impact on how teachers are currently treated.  This does not mean that public education needs to end, but like any inheritance, we need to acknowledge and deal with the problems. We need to see that there have been attempts to address inequity in education with efforts like Brown v Board in 1954, Title IX in 1972,  and the disabilities act of 1975. But continuing to return to a standardized, one-size-fits-all approach that matches an industrial structure of education just does not work – it doesn't value teacher expertise, nor does it meet the students with unique cultural backgrounds or needs where they are. And because teachers have been tasked with addressing these inequities with limited freedom and trust and resources, many are calling it quits. This needs to change – teachers need to be able to disclaim this inheritance for their sake and for the sake of their students.  Next time, we will look at how the perception of teachers might be influenced by pop-culture.  TEASE: “Robin Williams isn't going to do that.” That will be next time on Those Who Can't Teach Anymore. Thank you for listening. Be sure to subscribe to our podcast, leave a review, and share episodes with everyone you can think of. This episode was produced by me, Charles Fournier. It was edited by Melodie Edwards. Other editing help came from Noa Greenspan, Sarah-Ann Leverette, and Tennesee Watson. Voice Acting by Rory Mack, David Whisker, Rick Simineo, and Markus Viney who also offered editing help. Our theme song is by Julian Saporiti. All other music can be found on our website. A special thanks to Elizabeth Smith, Caskey Russell, Stephanie Reese, Ron Ruckman, Molly Waterworth, Christy Chadwick, Colby Gull, Mark Perkins, and Allison Lash for taking time to sit down and chat with me. This dive into history was greatly aided by two books: American Education: A History by Wayne J. Urban and Jennings L. Wagoner, Jr. and Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States by Joel Spring……This podcast is funded in part by the Fund for Teachers Fellowship.

So much to go over in under three hours! Why are indigenous women on reservations in the US being killed at a rate ten times the national average? Why are indigenous women in Canada being murdered six times as often as other women?  The answer is complex. It goes back to the first Europeans who colonized the New World and the precedents they set for the treatment of native women. And in the US, much of the MMIW crisis is related to the very confusing jurisdictional nightmare of tribal law versus state, county, and federal laws on reservations. It is WAY too complicated and nonsensical to allow any law enforcement agency to solve anything. What a mess! How did we get here? How do we get to a better place? I address all of this as best I can today, on Timesuck. Bad Magic Productions Monthly Patreon Donation: It's November and it is our tradition here at bad magic to donate to a veteran cause every November, in honor of Veteran's Day. This year, we are donation to the United Heroes League who provides free sports equipment, game tickets, cash grants, skill development camps, and special experiences to military families across the US & Canada. The United Heroes League keeps military kids active and healthy through sports while their parents serve our country. Of course we are recording in advance so our amount is TBD right now but for more info on how you can also help, please visit unitedheroesleague.orgGet tour tickets at dancummins.tv Watch the Suck on YouTube: https://youtu.be/XU-YLh1WrigMerch: https://www.badmagicmerch.comDiscord! https://discord.gg/tqzH89vWant to join the Cult of the Curious private Facebook Group? Go directly to Facebook and search for "Cult of the Curious" in order to locate whatever happens to be our most current page :)For all merch related questions/problems: store@badmagicproductions.com (copy and paste)Please rate and subscribe on iTunes and elsewhere and follow the suck on social media!! @timesuckpodcast on IG and http://www.facebook.com/timesuckpodcastWanna become a Space Lizard?  Click here: https://www.patreon.com/timesuckpodcastSign up through Patreon and for $5 a month you get to listen to the Secret Suck, which will drop Thursdays at Noon, PST. You'll also get 20% off of all regular Timesuck merch PLUS access to exclusive Space Lizard merch. You get to vote on two Monday topics each month via the app. And you get the download link for my new comedy album, Feel the Heat. Check the Patreon posts to find out how to download the new album and take advantage of other benefits.

Welcome to the Instant Trivia podcast episode 602, where we ask the best trivia on the Internet. Round 1. Category: "California" Songs 1: "Though East Coast girls are hip," the Beach Boys wished "'they all could be" these. "California Girls". 2: The Eagles' top-selling single that begins "on a dark desert highway". "Hotel California". 3: "All the leaves are brown and the sky is gray," it is 1966, and the Mamas and the Papas are doing this. "California Dreamin'". 4: Albert Hammond's sadly inaccurate weather presumption: 'cause "it pours, man. It pours". "It Never Rains In Southern California". 5: In this 1924 song, Al Jolson, born in Russia, claimed the West Coast was "right back where I started from". "California, Here I Come". Round 2. Category: "Little" 1: We're never told what this "good boy" did with his thumb or the plum once he pulled them from the pie. Little Jack Horner. 2: Ursa Minor. little bear. 3: If your wife is a member of N.O.W., you'd probably never introduce her as this. the little woman. 4: Now a Los Angeles newscaster, she was Miss America in 1976. Tawny Little. 5: A young quahog suitable for eating raw. littleneck clam. Round 3. Category: Battles 1: The American Revolution began in April 1775 with the battles of these 2 Massachusetts towns. Lexington and Concord. 2: This battle fought in Maryland in 1862 was the bloodiest single day of the Civil War. Antietam. 3: England's King Harold II lost the all-important Battle of Hastings in this year. 1066. 4: The Battles of Missolonghi and Navarino helped win this country its independence from Turkey. Greece. 5: "2 ships, 2 brigs, 1 schooner and 1 sloop" were the fleet defeated in this battle in the War of 1812. the Battle of Lake Erie. Round 4. Category: Movie Crossword Clues "G" 1: Steve and Ali made one, before Kim and Alec(7). Getaway. 2: They "Prefer Blondes"(9). Gentlemen. 3: It precedes "Canyon", "Hotel" and "Theft Auto"(5). Grand. 4: "Luminous" Boyer and Bergman classic(8). Gaslight. 5: Oddjob's master (10). Goldfinger. Round 5. Category: Native Americana 1: The well-meant Dawes Act of 1887 divided these Indian areas into individual parcels of land. Reservations. 2: Mahicans lived along the Hudson; Mohegans lived in Connecticut; Mohicans were created by this author. James Fenimore Cooper. 3: The name of this soft leather Native American shoe comes from an Algonquin word. a moccasin. 4: This English word comes from a Delaware name for a turtle. Terrapin. 5: The Crow are known for their ceremonial costumes with unique beadwork and dyed quills from these. porcupines. Thanks for listening! Come back tomorrow for more exciting trivia! Special thanks to https://blog.feedspot.com/trivia_podcasts/

In episode seventeen we will continue with our fascinating discussion on Federal Indian Law with one of the most distinguished scholars in the field Professor Matthew L.M. Fletcher. In this wide-ranging interview examining Federal Indian Law from the mid-nineteenth century to the present day, we will cover the 1846 case of United States v. Rogers, the Treaty Era, the Removal Era, the Allotment Era and the 1903 case of Lone Wolf v. Hitchcock. In addition, we will examine the federal government's efforts to assimilate Indian children, and the 1887 Dawes Act, the Indian New Deal, the Termination Era, the Era of Self-determination and last the 1978 Indian Child Welfare Act. Matthew L.M. Fletcher is the Harry Burns Hutchins Collegiate Professor of Law at the University of Michigan School of Law, and is a citizen of the Grand Traverse Band of Ottawa and Chippewa Indians. He has also published numerous casebooks and treatises on Federal Indian Law and is the primary editor and author of the leading law blog on American Indian law and policy, Turtle Talk, http://turtletalk.wordpress.com/.

HISTORY & STORIES OF RESIDENTIAL 'INSTITUTIONS':   In Part One - Josue & I dive deep into the history and the heart-wrenching stories of survivors.  The indigenous youth were treated as animals, being sexually sterilized, inoculated with smallpox–thousands eventually dying–and even fed small portions of food sometimes to the point of starvation to test the limits of the human body. These are children we are talking about being used as lab rats.“They killed our spirit,” Rod Alexis, of Nakota Sioux Nation CO-HOST/EDITOR/RESEARCH:Josue HernandezThank you for your determination and for making my podcast better than I imagined!  EDUCATE/SUPPORT/DONATE: 988 Suicide & Crisis Lifeline | We can all help prevent suicide. The Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States. | https://988lifeline.org/ BIPOC Mental Health Awareness Month Learn More  | BIPOC-MHM-Toolkit Download HERE Mental Health Resources for the BIPOC Community | InnerBody Research | May 11, 2022 | https://www.innerbody.com/mental-health-resources-for-bipoc ARTICLES/SOURCES:Federal Indian Boarding School Initiative Investigative Report | Indian Affairs | May 2022 | Federal Indian Boarding School Initiative Investigative Report (bia.gov)The U.S. government wanted Indians to assimilate into | Fast Track Teaching | 2009 | Assimilation of Indians (fasttrackteaching.com)Dawes Act (1887) | National Archives | February 8, 2022 | Dawes Act (1887) | National ArchivesWhat is Epigenetics? | CDC | 05/18/22 | https://www.cdc.gov/genomics/disease/epigenetics.htm#:~:text=Epigenetics%20is%20the%20study%20of,body%20reads%20a%20DNA%20sequence.‘RUNNING BEAR STUDIES' CATEGORY | Sharing Alaska | May 13th, 2022 | US boarding school investigative report released - Sharing AlaskaAn ordinance for the government of the territory of the United States, North-west of the river Ohio. | Library of Congress |  | https://www.loc.gov/resource/bdsdcc.22501/?sp=2&st=textVIDEOS:YouTube | Irene Favel describes in a CBC interview (July 8, 2008) | Witness to murder at Indian Residential School | https://www.youtube.com/watch?v=CReISnQDbBEYouTube | Pope's apology fell short on many fronts, says AFN national chief | AFN National Chief RoseAnne Archibald says while Pope Francis has met the Truth and Reconciliation Commission's Call to Action No. 58  | Pope's apology fell short on many fronts, says AFN national chief - YouTubeYouTube | Canada's Dark Secret | Featured Documentaries | Residential schools were part of an extensive education system set up by the Canadian government and administered by churches with the objective of indoctrinating Aboriginal children into the Euro-Canadian and Christian way of life. | https://www.youtube.com/watch?v=peLd_jtMdrcUnspoken: America's Native American Boarding Schools | PBS - Utah |  | https://www.pbsutah.org/pbs-utah-productions/shows/unspoken/FULL STORY: Failing Canada's First Nations Children | Crime Beat TV - YouTube | March 5, 2016 | https://onequality.org/story/1035/PATREON SHOUTOUT:Kat K. Member as of April 20, 2022 ★ Support this podcast on Patreon ★

also known as the General Allotment Act or the Dawes Severalty Act of 1887 regulated land rights on tribal territories within the United States. Named after Senator Henry L. Dawes of Massachusetts, it authorized the President of the United States to subdivide Native American tribal communal landholdings into allotments for Native American heads of families and individuals. This would convert traditional systems of land tenure into a government-imposed system of private property by forcing Native Americans to "assume a capitalist and proprietary relationship with property" that did not previously exist in their cultures.The act allowed tribes the option to sell the lands that remained after allotment to the federal government. Before private property could be dispensed, the government had to determine "which Indians were eligible" for allotments, which propelled an "official search for a federal definition of Indian-ness."

Discover the harsh realities and historical struggles faced by Native Americans living on reservations. From the Indian Appropriations Act of 1851 and the Trail of Tears to the Dawes Act of 1887, learn how these policies impacted Native American communities, leading to loss of land, culture, and livelihood. #NativeAmerican #IndianReservations #AmericanHistory #TrailofTears #IndianAppropriationsAct #DawesAct #AssimilationPolicies Learn more about your ad choices. Visit podcastchoices.com/adchoices

 It is my birthday week so today I am talking about my new favorite queen, the American poet and writer who became an activist demanding better treatment of Native Americans from the United States government. Her name was Helen Hunt Jackson, and I will share some of her poetry throughout the story.    We will start the story with Deborah & Nathan Fiske, in Amherst, Massachusetts. The couple both suffered from chronic illness through their lives. Nathan was a Unitarian minister, author, and professor of Latin, Greek, and philosophy at Amherst College. Unitarians did not believe in the concepts of sin and of eternal punishment for sins. Appealing to reason, not to emotion. They believed that God is one person. They did not believe in the Christian doctrine of the Trinity, the God the Father, God the Son and God the Holy Spirit.  Their daughter, Helen Maria Fiske, was born on October 15 of 1830. Deborah encouraged Helen to have a cheerful disposition and Helen was smart and she worked hard to live up to her father's expectations. As a result of their parent's disabilities, Helen and her younger sister Ann often stayed with relatives.  Deborah died from tuberculosis when Helen was fourteen. A few years later, Nathan Fiske was also suffering from tuberculosis. His doctor advised him to find a new climate to alleviate his symptoms. He arranged for Fiske's education to be paid for and left on his last adventure. He was in Palestine in the summer of her 17th year when her father died of dysentery. He was buried on Mt. Zion.   Helen's maternal grandfather, Deacon David Vinal, assumed financial responsibility for the sisters. Julius A. Palmer, a prominent Boston attorney and state legislature representative, took on the role as their guardian, and the girls moved into his puritan home. Palmer sent Helen to the private schools and while she was away for education, she formed a long lasting friendship with the young Emily Dickinson. After school, Helen moved to Albany, New York. The following year, a Governor's Ball was held in Albany. Helen went, and met Lieutenant Edward Bissell Hunt, who was also in attendance. Hunt graduated from West Point, was an Army Corps of Engineers officer and a civil engineer. The couple married on October 28th of that year. She lived the life of a young army wife, traveling from post to post. Helen said she was almost too happy to trust the future.  A woman's intuition is often right. Helen gave birth to a son the year after the wedding. His name was Murray. Sadly, Murray was born with a disease attacking his brain and he did not live to see his first birthday. She became pregnant soon after and had a second son, Warren, a year after they lost Murray. They nicknamed him "Rennie".  Eight years later, Helen's husband was testing one of his own designs of an early submarine weapon for the military when he fell and suffered a concussion, overcome by gunpowder fumes. It was a devastating loss. The perhaps most profound loss next. Up to this time, her life had been absorbed in domestic and social duties. Her son Warren, her last living family member, soon died due to diphtheria.   When she was young, her mother had encouraged her to expand on her vivid imagination by writing. Helen also suffered from chronic  illness like her parents, and she took inspiration from her mom and started to write poetry, withdrawing from public view to grieve. Two months later, her first poem was published. She emerged months later dressed in all too familiar mourning clothes, but now determined to pursue a literary career.   “And every bird I ever knew Back and forth in the summer flew;  And breezes wafted over me The scent of every flower and tree:  Till I forgot the pain and gloom And silence of my darkened room“   Most of Hunt's early melancholic work grew out of this heavy experience of loss and sorrow. Like her mother, she continued turning negatives into positives in spite of great hardship. She was 36 years old and writing had become her greatest passion. She moved to a lively community of artists and writers in Newport, Rhode Island where she met the women's rights activist,   Unitarian minister, author and abolitionist Thomas Wentworth Higginson. He would become her most important literary mentor.    “Only a night from old to new; Only a sleep from night to morn. The new is but the old come true; Each sunrise sees a new year born.”   After living in Boston for two years, she spent a few years traveling through England, France, Germany, Austria and Italy. She soaked up inspiration and wrote from her writing desk from back home, which she brought with her on all her journeys.  She wrote about popular culture, domestic life, children's literature and travel, using her editorial connections to cover the costs for her cross-country trips. Her career began.  She became well known in the literary world, publishing poetry in many popular magazines and a book, followed by a string of novels. She used the pseudonyms “H.H.”, “Rip van Winkle,” and “Saxe Holm.”   Helen was a good business woman and made connections with editors at the New York Independent, New York Times, Century Magazine, and the New York Daily Tribune. Her circle of friends included publishers and authors including Harriet Beecher Stowe who wrote Uncle Tom's Cabin and Ralph Waldo Emerson, who admired and published her poetry. The smart woman used her connections to help her shy and reluctant childhood friend Emily Dickinson get her initial work published. Helen visited California for the first time in 1872. While there, she explored the Missions in Southern California and took an eight day trip to Yosemite. She was enamored with the native populations she met.   “When one thinks in the wilderness, alone, many things become clear.  I have been learning, all these years in the wilderness,  as if I had had a teacher.”   Helen received bad news in 1873. Like her parents, she suffered from chronic health issues throughout her life, and now, like her parents, Helen had tuberculosis. When her mother passed away, tuberculosis management was difficult and often of limited effect but people were now seeking tuberculosis treatment in Colorado Springs because of its dry climate and fresh mountain air. At the time, one-third of the people living in Colorado Springs had tuberculosis staying in boarding houses, or sanatoriums with hospital-like facilities.  She moved to the small town of Colorado Springs with 3,000 residents and very few amenities and was quickly disappointed. She said, “There stretched before me, to the east, a bleak, bare, desolate plain, rose behind me, to the west, a dark range of mountains, snow-topped, rocky-walled, stern, cruel, relentless. Between them lay the town – small, straight, new, treeless. One might die of such a place alone, but death by disease would be more natural.” She wasn't happy with the challenges of western life at first, but she  stayed cheerful. Helen said her mother's tireless “gift of cheer” was her greatest inheritance. Soon Helen understood and appreciated the beauty of the local scenery. She fell in love with the Pikes Peak region. Her admiration for the natural beauty of the west showed in her work, andher work, boosted tourism to the region. Helen said her mother's tireless “gift of cheer” was her greatest inheritance.    “Today that plain and those mountains are to me well-nigh the fairest spot on earth. Today I say one might almost live in such a place alone!”   William Sharpless Jackson, a trusted business associate of the Founder of Colorado Springs, wealthy banker and railroad executive for the Denver and Rio Grande Railway became fast friends with Helen. They married in 1875. After they wed, Helen took his name and became known in her writing as Helen Hunt Jackson. Helen and William had the most fabulous home in town at the corner of Kiowa and Weber streets. It was a leader in architecture and technology. Inside was one of the first indoor bathrooms in town. William had the exterior of the house remodeled to give Helen a picture-perfect view of Cheyenne Mountain out her window. One of her most popular poems is Cheyenne Mountain. The Jackson's entertained at their home regularly. Helen lavishly filled the rooms with pieces from her travels, reflecting her insatiable curiosity about the world and its people. A lamp hung, attached to a hemp belt embellished with camel hair, Cowrie shells and red and black wool over pottery and an ornately carved Shell Dish, created by Haida craftsmen from the Pacific Coast. There were also many pictures of her loved ones, including her beloved son Rennie that sat on bookshelves next to her purse, made from the inner ear of a whale. The shelves were full of fiction, poetry, natural sciences, travel guides, and books on spiritualism and the afterlife. On the back of a chair, an unfinished Navajo Chief's Blanket produced in 1870, featuring diamonds woven atop an alternating background of stripes, cut from the loom and made into a saddle blanket.  There were native woven baskets from a Yokut tribe in the Sierra Nevada Mountains. Heavily carved, unpainted wooden Spanish Stirrups, tear-drop shaped with cone and leaf designs, illuminated from the soft glow behind Asian decorative brass lighting fixtures made from incense burners.    “Dead men tell no tales," says the proverb.  One wishes they could.  We should miss some spicy contributions to magazine and newspaper literature; and a sudden silence would fall upon some loud-mouthed living.”   Helen traveled to Boston in 1879, attending a lecture by Chief Standing Bear about the creation of the Great Sioux Reservation. During the lecture, Standing Bear described the forced removal of the Ponca from their reservation in Nebraska, and transfer to a Reservation in Indian Territory, in present-day Oklahoma. They suffered from disease, harsh climate, and poor supplies. Upset about the mistreatment of Native Americans by government agents, she became an activist on an all-consuming mission on behalf of the Native Americans.  For several years, she investigated, raised money, circulated petitions, and documented the corruption of the agents, military officers and settlers who encroached on the land.  She publicized government misconduct in letters to The New York Times about the United States Government's response to the Sand Creek and Meeker Massacres. She wrote on behalf of the Ponca and publicly battled William Byers of the Rocky Mountain News and Secretary of the Interior Carl Schurz,whom she once called "the most adroit liar I ever knew." The locals in Colorado Springs were not always keen on Helen's fiercely independent nature, or her fiery advocacy for Native rights at the time. In 1881, Jackson condemned state and federal Indian policies and recounted a history of broken treaties in her book, A Century of Dishonor. The book called for significant reform in government policy towards the Native Americans. Jackson sent a copy to every member of Congress with a quote from Benjamin Franklin printed in red on the cover: "Look upon your hands: they are stained with the blood of your relations." Helen needed rest after some years of advocacy, let's not forget she had a chronic illness. So she spent a significant amount of time among the Mission Indians in Southern California.  Don Antonio Coronel, former mayor of the city, had served as inspector of missions for the Mexican government. He was a well-known early local historian and taught Helen about the history and mistreatment of the tribes brought to the Missions. In 1852, an estimated 15,000 Mission Indians lived in Southern California. By the time of Jackson's visit, they numbered fewer than 4,000.   “The wild mustard in Southern California  is like that spoken of in the New Testament.  Its gold is as distinct a value to the eye  as the nugget of gold in the pocket.”     When the U.S. Commissioner of Indian Affairs Hiram Price recommended her to be appointed as an Interior Department agent; she was named Special Commissioner of Indian Affairs in Southern California. She would document the location and condition of various bands, and determine what lands, if any, should be purchased for their use. At one point, she hired a law firm and fought to protect the rights of a native family facing dispossession from their land at the foot of the San Jacinto Mountains. In 1883, Jackson completed a 56-page report on the Conditions and Needs of the Mission Indians. In the report, she recommended extensive government relief for the Mission Indians, including the purchase of new lands for reservations and the establishment of more Indian schools. The report was well received and legislation was drawn up based on her findings. The bill passed the U.S. Senate but died in the House of Representatives. She knew she needed a wider audience and decided to write about it for the masses. She said, "I am going to write a novel, which will set forth some Indian experiences in a way to move people's hearts. People will read a novel when they will not read serious books. If I could write a story that would do for the Indian one-hundredth part what Uncle Tom's Cabin did for the person of color, I would be thankful for the rest of my life."  With an outline she started in California, Helen began writing in December 1883 while sick with stomach cancer in her New York hotel room and completed it in three months. She cared enough to undermine her health to better their lives. In 1884, Helen published Ramona. The book achieved rapid success and aroused public sentiment. In the novel, Ramona is a half native and half Scots orphan in Spanish Californio society. The romantic story coincided with the arrival of railroad lines in the region, inspiring countless tourists to want to see the places described in the novel.  Historian Antoinette May argued that the popularity of the novel contributed to Congress passing the Dawes Act in 1887. This was the first American law to address Indian land rights and it forced the breakup of communal lands and redistribution to individual households, with sales of what the government said was "surplus land".  When few other white Americans would do so, she stood up for this cause and brought the topic to light. She wanted to write a children's story about Indian issues, but her health would not allow it. Helen was dying. The last letter she wrote was to President Grover Cleveland. “From my deathbed I send you a message of heartfelt thanks for what you have already done for the Indians. I ask you to read my Century of Dishonor. I am dying happier for the belief I have that it is your hand that is destined to strike the first steady blow toward lifting this burden of infamy from our country and righting the wrongs of the Indian race.”  Cancer took Helen Hunt Jackson's life on August 12, 1885 in San Francisco.   I shall be found with 'Indians'  engraved on my brain when I am dead.  A fire has been kindled within me, which will never go out.   Her husband arranged for her burial near seven cascading waterfalls on a one-acre plot at Inspiration Point, overlooking Colorado Springs. Her remains were later moved to Evergreen Cemetery in Colorado Springs.  One year after her death, the North American Review called Ramona "unquestionably the best novel yet produced by an American woman" and named it one of two of the most ethical novels of the 19th century, along with Uncle Tom's Cabin.  Helen believed her niece would be a good bride for her husband after she passed, indicating this to William in a letter from her deathbed. After Helen died, William Sharpless Jackson remarried to Helen's niece and namesake. Together William and Helen's niece Helen had seven children in the house in Colorado Springs.   Darling,' he said, 'I never meant To hurt you; and his eyes were wet. 'I would not hurt you for the world: Am I to blame if I forget?' 'Forgive my selfish tears!' she cried, 'Forgive! I knew that it was not  Because you meant to hurt me, sweet- I knew it was that you forgot!' But all the same, deep in her heart, Rankled this thought, and rankles yet 'When love is at its best, one loves So much that he cannot forget   The family took an active role in preserving the legacy of Helen Hunt Jackson's life, literature and advocacy work. Several rooms from the home  furnished with her possessions are preserved in the Colorado Springs Pioneers Museum. The Helen Hunt Jackson Branch of the Los Angeles Public Library is listed on the National Register of Historic Places. Ramona High School in Riverside, California and Ramona Elementary in Hemet, California are both named after her. She was inducted into the Colorado Women's Hall of Fame in 1985. Helen Hunt Falls, in North Cheyenne Cañon Park in Colorado Springs, was named in her memory. Visitors can enjoy the view from the base of the falls or take a short walk to the top and admire the view from the bridge across the falls.    When Time is spent, Eternity begins.   Sources: https://www.cspm.org/wp-content/uploads/2020/06/Helen-Hunt-Jackson-Exhbit-Text.pdf https://somethingrhymed.com/2014/05/01/emily-dickinson-and-helen-hunt-jackson/  

Milestones of national franchise changes 1789: The Constitution grants the states the power to set voting requirements. Generally, states limited this right to property-owning or tax-paying white males (about 6% of the population). 1790: The Naturalization Act of 1790 limited citizenship to "free white persons." In practice, only white male property owners could naturalize and acquire the status of citizens, and the vote. 1792 to 1838: Free black males lose the right to vote in several Northern states including in Pennsylvania and in New Jersey. 1792 to 1856: Abolition of property qualifications for white men, from 1792 (New Hampshire) to 1856 (North Carolina) during the periods of Jeffersonian and Jacksonian democracy. However, tax-paying qualifications remained in five states in 1860—Massachusetts, Rhode Island, Pennsylvania, Delaware and North Carolina. They survived in Pennsylvania and Rhode Island until the 20th century. In the 1820 election, there were 108,359 ballots cast. Most older states with property restrictions dropped them by the mid-1820s, except for Rhode Island, Virginia and North Carolina. No new states had property qualifications although three had adopted tax-paying qualifications – Ohio, Louisiana, and Mississippi, of which only in Louisiana were these significant and long lasting. The 1828 presidential election was the first in which non-property-holding white males could vote in the vast majority of states. By the end of the 1820s, attitudes and state laws had shifted in favor of universal white male suffrage. Voter turnout soared during the 1830s, reaching about 80% of the adult white male population in the 1840 presidential election. 2,412,694 ballots were cast, an increase that far outstripped natural population growth, making poor voters a huge part of the electorate. The process was peaceful and widely supported, except in the state of Rhode Island where the Dorr Rebellion of the 1840s demonstrated that the demand for equal suffrage was broad and strong, although the subsequent reform included a significant property requirement for anyone resident but born outside of the United States. The last state to abolish property qualification was North Carolina in 1856. However, tax-paying qualifications remained in five states in 1860 – Massachusetts, Rhode Island, Pennsylvania, Delaware and North Carolina. They survived in Pennsylvania and Rhode Island until the 20th century. In addition, many poor whites were later disenfranchised. 1868: Citizenship is guaranteed to all persons born or naturalized in the United States by the Fourteenth Amendment, setting the stage for future expansions to voting rights. 1869–1920: Some states allow women to vote. Wyoming was the first state to give women voting rights in 1869. 1870: The Fifteenth Amendment to the United States Constitution prevents states from denying the right to vote on grounds of "race, color, or previous condition of servitude". Disfranchisement after Reconstruction era began soon after. Former Confederate states passed Jim Crow laws and amendments to effectively disfranchise African-American and poor white voters through poll taxes, literacy tests, grandfather clauses and other restrictions, applied in a discriminatory manner. During this period, the Supreme Court generally upheld state efforts to discriminate against racial minorities; only later in the 20th century were these laws ruled unconstitutional. Black males in the Northern states could vote, but the majority of African Americans lived in the South. 1887: Citizenship is granted to Native Americans who are willing to disassociate themselves from their tribe by the Dawes Act, making the men technically eligible to vote.

Land privatization has been a longstanding and ongoing settler colonial process separating Indigenous peoples from their traditional homelands, with devastating consequences. ALLOTMENT STORIES is an edited collection that dives into this conflict, creating a complex conversation out of narratives of Indigenous communities resisting allotment and other dispossessive land schemes. The volume's editors, Daniel Heath Justice and Jean M. O'Brien, are here to talk about the urgency of these conversations on dispossession and repossession, which are not always stories of easy heroes and easy villains; and also discuss considerations that go into publishing an edited collection.Raised in traditional Ute territory in Colorado and now living in shíshálh territory in British Columbia, Daniel Heath Justice (Cherokee Nation) is professor of Critical Indigenous Studies and English at the University of British Columbia, xwməθkwəy̓əm territory. He is author of Why Indigenous Literatures Matter and Our Fire Survives the Storm (Minnesota, 2005).Jean M. O'Brien (White Earth Ojibwe) is Distinguished McKnight and Northrop Professor in the Department of History at the University of Minnesota within Dakota homelands. Her books include Dispossession by Degrees and Firsting and Lasting (Minnesota, 2010).Episode note: Brief references are made to the book's cover designer and acquisitions editor; they are, respectively, Catherine Casalino and Jason Weidemann.References:-General (Dawes) Allotment Act of 1887 in the United States, which allowed the federal government to break up tribal lands.-McGirt v. Oklahoma, in which the U.S. Supreme Court affirmed that the Muscogee (Creek) Nation's reservation boundaries in current-day Oklahoma had not been extinguished by nineteenth-century allotment legislation.-Cobell v. Salazar settlement's Land Buy-Back Program for Tribal Nations.ALLOTMENT STORIES is a volume that features contributions from Jennifer Adese, Megan Baker, William Bauer Jr., Christine Taitano DeLisle, Vicente M. Diaz, Sarah Biscarra Dilley, Marilyn Dumont, Munir Fakher Eldin, Nick Estes, Pauliina Feodoroff, Susan E. Gray, J. Kēhaulani Kauanui, Rauna Kuokkanen, Sheryl R. Lightfoot, Kelly McDonough, Ruby Hansen Murray, Tero Mustonen, Darren O'Toole, Shiri Pasternak, Dione Payne, Joseph M. Pierce, Khal Schneider, Argelia Segovia Liga, Leanne Betasamosake Simpson, Jameson R. Sweet, Michael P. Taylor, Candessa Tehee, and Benjamin Hugh Velaise. 

Olivia uses the word, "cattles", misidentifies flora, and touches on the atrocity that is the Dawes Act.

(+Killer Women) Tulsa, Greenwood, Dawes Act, Red Summer, Veterans, Oklahoma Girl Scout Murders, Baby Farms, The Demon Midwife, Elizabeth Báthory, and more …

Ronkwahrhakónha was born in occupied Munsee Lenape and Wappinger territory to a Jewish mother and a Mohawk/Abenaki father. Lune is a college dropout, a trauma survivor, a mental health advocate, an indigenous educator, and a witch. Currently, he's living in Occupied Seneca Territory, after being forced to move back home due to lay-offs in Chumash trading territory.   Links:  Mohawk Nation: http://www.mohawknation.org/ Abenaki: https://abenakitribe.org/; https://www.abenakination.com/ Dawes Act: https://www.nps.gov/articles/000/dawes-act.htm#:~:text=The%20Dawes%20Act%20(sometimes%20called,to%20break%20up%20tribal%20lands.&text=Only%20the%20Native%20Americans%20who,allowed%20to%20become%20US%20citizens. Judaism: https://en.wikipedia.org/wiki/Judaism Sex Work: https://en.wikipedia.org/wiki/Sex_work Land Back: https://landback.org/ Lindsey Ellis: https://www.youtube.com/c/LindsayEllisVids/featured Witchcraft: https://www.britannica.com/topic/witchcraft/Contemporary-witchcraft     Keywords: Mohawk, Abenaki, Indigenous, Native American, Dawes Act, Indian Act, Judaism, Jewish, Jew, Ashkenazi, sex work, Land Back, youtube, Lindsey Ellis, witch, witchcraft, spells

Native American people. From 1778 to 1871, the government tried to resolve its relationship with the various native tribes by negotiating treaties. These treaties formed agreements between two sovereign nations, stating that Native American people were citizens of their tribe, living within the boundaries of the United States. The treaties were negotiated by the executive branch and ratified by the U.S. Senate. It said that native tribes would give up their rights to hunt and live on huge parcels of land that they had inhabited in exchange for trade goods, yearly cash annuity payments, and assurances that no further demands would be made on them. Most often, part of the land would be "reserved" exclusively for the tribe's use. Throughout the 1800s, many native tribes gradually lost claim to the lands they had inhabited for centuries through the federal government's Indian Removal policy to relocate tribes from the Southeast and Northwest to west of the Mississippi River. European-American settlers continued to encroach on western lands. Only in 1879, in the Standing Bear trial, were American Indians recognized as persons in the eyes of the United States government. Judge Elmer Scipio Dundy of Nebraska declared that Indians were people within the meaning of the laws, and they had the rights associated with a writ of habeas corpus. However, Judge Dundy left unsettled the question as to whether Native Americans were guaranteed US citizenship. Although Native Americans were born within the national boundaries of the United States, those on reservations were considered citizens of their own tribes, rather than of the United States. They were denied the right to vote because they were not considered citizens by law and were thus ineligible. Many Native Americans were told they would become citizens if they gave up their tribal affiliations in 1887 under the Dawes Act, which allocated communal lands to individual households and was intended to aid in the assimilation of Native Americans into majority culture. This still did not guarantee their right to vote. In 1924, the remaining Native Americans, estimated at about one-third, became United States citizens through the Indian Citizenship Act. Many western states, however, continued to restrict Native American ability to vote through property requirements, economic pressures, hiding the polls, and condoning physical violence against those who voted. Since the late 20th century, they have been protected under provisions of the Voting Rights Act as a racial minority, and in some areas, language minority, gaining election materials in their native languages. --- Send in a voice message: https://anchor.fm/law-school/message Support this podcast: https://anchor.fm/law-school/support

Episode discussion topics Our right to vote is under siege by proposals across 43 out of 50 states in the Union (Washington Post, March 11, 2021). This is one of the rare cases DC is fortunate not to have a statehouse. We provide a May round-up on what's passed, below under the more info section. First, we review a "brief" timeline on the Hokey Pokey dance for who could vote when and where within the United States. Thank you to Wikipedia for the info. (Full list here, accessed Jun 4, 2021). 1789 The Constitution of the United States grants the states the power to set voting requirements. Generally, states limited this right to property-owning or tax-paying white males (about 6% of the population).[1] However, some states allowed also Black males to vote, and New Jersey also included unmarried and widowed women, regardless of color. Since married women were not allowed to own property, they could not meet the property qualifications.[2] 1791 Vermont is admitted as a new state, giving the vote to men regardless of color or property ownership.[5] 1807 Voting rights are taken away from free black males and from all women in New Jersey.[2] 1870 The Fifteenth Amendment to the United States Constitution prevents states from denying the right to vote on grounds of "race, color, or previous condition of servitude". Disfranchisement after Reconstruction era began soon after. Former Confederate states passed Jim Crow laws and amendments to effectively disfranchise African-American and poor white voters through poll taxes, literacy tests, grandfather clauses and other restrictions, applied in a discriminatory manner. During this period, the Supreme Court generally upheld state efforts to discriminate against racial minorities; only later in the 20th century were these laws ruled unconstitutional. Black males in the Northern states could vote, but the majority of African Americans lived in the South.[17][18] Women in Utah get the right to vote.[21] 1882 Chinese-Americans lose the right to vote and become citizens through the Chinese Exclusion Act.[11] 1883 Women in Washington Territory earn the right to vote.[24] 1887 Citizenship is granted to Native Americans who are willing to disassociate themselves from their tribe by the Dawes Act, making those males technically eligible to vote. Women in Washington lose the right to vote.[24] Women in Utah lose the right to vote under the Edmunds–Tucker Act.[25] Kansas women earn the right to vote in municipal elections.[20] Arizona, Montana, New Jersey, North Dakota, and South Dakota grant partial suffrage to women.[13] 1913 Direct election of Senators, established by the Seventeenth Amendment to the United States Constitution, gave voters rather than state legislatures the right to elect senators.[31] White and African American women in the Territory of Alaska earn the right to vote.[32] Women in Illinois earn the right to vote in presidential elections.[25] 1914 Nevada and Montana women earn the right to vote.[20] 1917 Women in Arkansas earn the right to vote in primary elections.[20] Women in Rhode Island earn the right to vote in presidential elections.[25] Women in New York, Oklahoma, and South Dakota earn equal suffrage through their state constitutions.[25] 1918 Women in Texas earn the right to vote in primary elections.[33] 1920 Women are guaranteed the right to vote by the Nineteenth Amendment to the United States Constitution. In practice, the same restrictions that hindered the ability of non-white men to vote now also applied to non-white women. 1924 All Native Americans are granted citizenship and the right to vote through the Indian Citizenship Act, regardless of tribal affiliation. By this point, approximately two thirds of Native Americans were already citizens.[35][36] Notwithstanding, some western states continued to bar Native Americans from voting until 1948.[37] 1943 Chinese immigrants are given the right to citizenship and the right to vote by the Magnuson Act.[39] 1948 Arizona and New Mexico are among the last states to extend full voting rights to Native Americans, which had been opposed by some western states in contravention of the Indian Citizenship Act of 1924.[37][40] 1961 Residents of Washington, D.C. are granted the right to vote in U.S. Presidential Elections by the Twenty-third Amendment to the United States Constitution.[11] 1962-1964 A historic turning point arrived after the U.S. Supreme Court under Chief Justice Earl Warren made a series of landmark decisions which helped establish the nationwide "one man, one vote" electoral system in the United States. In March 1962, the Warren Court ruled in Baker v. Carr (1962) that redistricting qualifies as a justiciable question, thus enabling federal courts to hear redistricting cases.[45] In February 1964, the Warren Court ruled in Wesberry v. Sanders (1964) that districts in the United States House of Representatives must be approximately equal in population.[46] In June 1964, the Warren Court ruled in Reynolds v. Sims (1964) that each chamber of a bicameral state legislature must have electoral districts roughly equal in population.[47][48][49] 1964 Poll Tax payment prohibited from being used as a condition for voting in federal elections by the Twenty-fourth Amendment to the United States Constitution.[30] 1965 Protection of voter registration and voting for racial minorities, later applied to language minorities, is established by the Voting Rights Act of 1965.[11] This has also been applied to correcting discriminatory election systems and districting. In Harman v. Forssenius the Supreme Court ruled that poll taxes or "equivalent or milder substitutes" cannot be imposed on voters.[30] 1966 Tax payment and wealth requirements for voting in state elections are prohibited by the Supreme Court in Harper v. Virginia Board of Elections.[23] 1970 Alaska ends the use of literacy tests.[44] Native Americans who live on reservations in Colorado are first allowed to vote in the state.[50] 1971 Adults aged 18 through 21 are granted the right to vote by the Twenty-sixth Amendment to the United States Constitution. This was enacted in response to Vietnam War protests, which argued that soldiers who were old enough to fight for their country should be granted the right to vote.[31][51][52] 1973 Washington, D.C. local elections, such as Mayor and Councilmen, restored after a 100-year gap in Georgetown, and a 190-year gap in the wider city, ending Congress's policy of local election disfranchisement started in 1801 in this former portion of Maryland—see: D.C. Home rule. 1986 United States Military and Uniformed Services, Merchant Marine, other citizens overseas, living on bases in the United States, abroad, or aboard ship are granted the right to vote by the Uniformed and Overseas Citizens Absentee Voting Act.[59] 2013 Supreme Court ruled in the 5–4 Shelby County v. Holder decision that Section 4(b) of the Voting Rights Act is unconstitutional. Section 4(b) stated that if states or local governments want to change their voting laws, they must appeal to the Attorney General.[62] Call to Action:  Email or call your Congressional Senator to voice your support for  HR1 - For the People Act of 2021 which passed the House and sits on the doorstep of the Senate. Now is a critical time. Also, it's worth mentioning that a more focused bill, the John Lewis Voting Rights Advancement Act seems to have enough support to pass the Senate, as of this moment anyway. Find out what it takes to vote in your county and get it taken care of, then vote in candidates who support everyone's access and right to vote. Your hosts: Michael V. Piscitelli and Raymond Wong Jr. More info According to Voting Laws Roundup: May 2021 by the Brennan Center for Justice, states have already enacted more than 20 laws this year that will make it harder for Americans to vote — and many legislatures are still in session. Between January 1 and May 14, 2021, at least 14 states enacted 22 new laws that restrict access to the vote. At least 61 bills with restrictive provisions are moving through 18 state legislatures. Just to illustrate the variety of voting conditions available to citizens across the thousands of counties among the 50 states, here's a chart.  :-) Please feel free to share your thoughts through our Contact Us page or on Facebook. Learn more and reach out Head to Citizens Prerogative for additional information and log in or sign up to leave a comment. Don't forget to join our free newsletter and get 10% off at our shop! Go the extra mile by supporting us through Patreon. Please contact us with any questions or suggestions. Special thanks Our ongoing supporters, thank you! Our sponsor CitizenDoGood.com. Graphic design by SergeShop.com. Intro music sampled from “Okay Class” by Ozzy Jock under creative commons license through freemusicarchive.org. Other music provided royalty-free through Fesliyan Studios Inc. 

It turns out that the history of slavery and Reconstruction played out differently in Oklahoma because Oklahoma was not American, but Indian Territory. One of the biggest differences was that former Black slaves (Indian Freedpeople) received land reparations. Yet, that land redistribution was part of a larger American project to take over Indian Territory. Professor https://alainaeroberts.com/ (Alaina Roberts), author of I've Been Here All the While: Black Freedom on Native Land, joins me to discuss the Black, White, and Native people who fought to hold land and freedom in Oklahoma. This is a story of displacement that starts with the Indian Removal Act and ends with the Tulsa Massacre. The Native Americans (and their Black slaves) forced into Oklahoma by the Indian Removal Act displaced the Native Americans already there. Then, the Dawes Act used slavery in Indian Territory to displace the tribes living in Oklahoma in favor of Indian Freedpeople and both Black and White settlers. Both Native Americans and Black people appealed to the American government to protect their land. For a time, this worked. Ultimately, though, when White Americans wanted the land, American institutions worked to give it to them. The Tulsa Massacre, then, stands as the end of Black dreams of a racial paradise in Oklahoma under tribal jurisdiction. To learn more check out I've Been Here All the While: Black Freedom on Native Land by Dr. Alaina Roberts! Music Credit PeaceLoveSoul by Jeris (c) copyright 2012 Licensed under a Creative Commons Attribution (3.0) license. http://dig.ccmixter.org/files/VJ_Memes/35859 Ft: KungFu (KungFuFrijters)

On this day in 1887, U.S. President Grover Cleveland signed the Dawes General Allotment Act into law. / On this day in 1909, Belgian chemist Leo Baekeland announced his invention of Bakelite to the public. Learn more about your ad-choices at https://www.iheartpodcastnetwork.com

Episode Notes Hand Me Down Podcast Ep 18 – Fred Burry In this episode, I tell the story of one of my 2nd great-uncles, a South Dakota farmer at the turn of the last century who survived drought and hardship, but who also settled on land that had been part of the tribal territory of the Lakota Sioux and that was broken up and sold under the Dawes Act of 1887.Notes go hereThis podcast is powered by Pinecast.

Thank you for downloading the episode. Today we discuss the Dawes Act, Indian Reorganization Act, and Indian Termination Acts.Our next episode will be a Turtle Talk with some special guests you can find here: CROW Facebook CROW Twitter CROW Educational Sources United Soviet Socialist Podcasts: Check out the USSP Here is our patreon Here is our website Music By: NDNs From All Directions by A Tribe called Red Website Twitter Instagram Broken Promises ft. Chase Manhattan by Sten Joddi Take Action and help reverse the Dawes Act Indian Land Tenure Foundation Video 1.Dawes Act Original Document Native Partners "True Impact of the Dawes Act of 1887" Chronology of Land Allotment 2.Indian Reorganization Act Original Document Native Partnership's Analysis of the Indian Reorganization Act Native Voice's on IRA 3.Indian Termination Acts PWNA on Termination Era of 53-68 ICC Final Report PDF Kansas Act of 1940 Menominee Termination Policy Proles of the Round Table Episode 22 Indigeneity

On this day in 1887, U.S. President Grover Cleveland signed the Dawes General Allotment Act into law.  Learn more about your ad-choices at https://news.iheart.com/podcast-advertisers

Today we talk about Anne Sullivan, the Dawes Act, the Marx Brothers and much much more!

                          Welcome back to The Emancipation Podcast Station - the place to hear about history researched and retold through the eyes of Middle school and HS students. Last time on the show…   Today we discuss The American West. Let’s dive in.   How was Hayes different than other presidents? Rutherford B Hayes - Presidential Podcast Gabe - Ruther B Hayes actually was the first president to celebrate easter thing he also promised only to go one term which he did and his wish was to restore faith that he says was lost since Lincoln was shot. Today historians refer to him as an average president. Skylar -Hayes won the electoral vote but Tilden won the popular vote, causing the Compromise of 1877, that we talked about in the previous episode. Rutherford B. Hayes was the 19th president of the United States. He served from 1877 to 1881. He was born in Delaware, Ohio on October 4th, 1822. He was part of the Republican Party. Before becoming president he was a lawyer, like former president Abe Lincoln. He was an abolitionist and mostly helped defend runaway slaves. 3.- Blake - Rutherford B. Hayes was the 19th president of the U.S. Hayes was the governor of Ohio before becoming the president. The election of 1876 was a disputed one as Hayes’ opponent Samuel J. Tilden had won the popular vote but Hayes had won the most electoral votes. - Ethan - His Vice President was William A. Wheeler.  He took office at the end of the Reconstruction Era which was the literal reconstruction of the U.S. after the Civil War. Like Gabe said he tried to take over where Lincoln left off. Hayes was probably one of Lincoln’s greatest supporters. Ben- Unlike many iconic presidents, Rutherford was not self-taught, he graduated from Harvard and studied law. His first few cases were about runaway slaves. 6.Ricky-Rutherford B Hayes was an extrovert and love to be around people. He was part of the Republican Party and like everyone has already said, he won the popular vote. Hunter- Rutherford B. Hayes’ presidency was from 1877-1881 he was pretty popular as an extrovert like Ricky has said he won the popular vote and like Skylar has said he also won the electoral vote.` Elijah- Rutherford B. Hayes’ was a abolitionist. He fought in the civil war as part of the union army and fought against slavery. He served as capacity of judge advocate on the field headquarters for his time in the civil war. The Gold Rush  Gabe - The Gold was found by John Sumter in 1848 who found flakes in a river well that got out and everyone was coming for some gold in 1849 they were called forty niners It even says that people were coming from asia australia europe and latin america for the gold well 1850 california became a state, established a government and joined the union. Most the prospectors made nothing some were successful most were not though there was no law enforcement sanitation crime rates were extremely high in goldfields and one camp even exploded. Most of the time the shopkeepers would make more than the actually prospectors because they charged so high for equipment and the shopkeepers became the rich ones. Skylar - The Gold Rush was a very big deal. Like gabe said people came from different  countries like Asia and Europe. Over 300,000 people came from the surrounding states and countries. The new sources of transportation like steamboats and railroads were making it easier than ever to get to the gold, before it was welcomed into the Union as the 31st state on september 9th, 1850. - Blake - A lot of people know what the Gold Rush is but not many people know the true violence behind the money. As soon as gold was found in California people from all over migrated to hopefully strike rich and have a profitable life, unfortunately this was not the case for all miners. Because of this discovery of gold it led to immigration and these immigrants were treated terribly as Nativism had become a very common thing. - Ethan - Small amounts of people became rich. But people kept saying “oh we’re about to hit gold, we don’t need food”. Those people either got lucky or died trying. People kept getting robbed because of the area and there were few good places to stay because it was only recently discovered. Vigilante`s were the only way to keep people from getting robbed. Too bad Batman’s only a comic...or was he? (Ricky- like John Marston? :) are you using this?) 5.Ben- A popular event in history changed the state of California and its population, literally, they kill off most of California’s native population. After the gold rush many forty-niners moved to alaska or australia because gold was found in both places. Ricky-The California Gold Rush was a period in between 1848 and 1855 in Sutter's Mill. 7.Hunter- lamborghinis are pretty expensive Gabe  nowadays cars like that can go up to nearly 600,000 dollars. Or at least the one i was looking at it was a convertible with a nice chrome black finish but enough about that. The cali gold rush was a really big one and it started a lot of robberies it went on  for seven whole years. I know lol i've looked up prices lololol - gabe Elijah- The California Gold Rush was not just a gold mine literally but also a entrepreneur gold mine. The many ways people made money off of the miners and just the region is amazing. Levi jeans were made at the time for miners so the jeans could be worn more and go though more wear and tear. Women were working inns for the miners and made money that way. The whole gold rush was a big way for people to make money and live the american dream of manifest destiny. Do you think he was a good or bad president? Grover Cleveland - Presidential Podcast  Gabe - Grover Cleveland was a democrat American politician and lawyer he was the only president in history to serve two non consecutive terms as 22nd president and the 24th president. He won the popular vote for three presidential elections 1884 1888 1892 He and woodrow wilson were the only two democrats to be elected during the era of republican. - Blake - The 22nd and 24th president of the United States was Grover Cleveland he was the only president to serve 2 non consecutive terms in history. Cleveland was a big guy around 300 pounds at the beginning of his first term he was the second largest president behind William Taft. Skylar - Grover Cleveland was born March 18th, 1837 in Caldwell, New Jersey. Cleveland didn’t get along with the media well because they wrote negative things about him. He didn’t get started in politics until he was 44, but he was a successful lawyer beforehand, just like Lincoln, like gabe said. He was part of the democratic party, and was a lawyer like Lincoln as well, just like Gabe said. He was elected as the mayor of Buffalo in 1881, Governor of New York in 1882, and then became president in 1883.   4.- Ethan - His full name was Stephen Grover Cleveland. He was the leader of the Bourbon Democrats. They opposed things like Free Silver. Free Silver was kind of the opposition against using silver in our coins, trying to maintain the gold standard. Other things they didn’t like were high tariffs, inflation, and imperialism. Imperialism was basically extending the country’s power through brute force and or diplomacy. 5.Ricky-Grover Cleveland was a big man as Blake has said, but he was comical and funny in his social interventions but, he was really really serious in his political convention. Ben- A big part of his life was cancer, he found out he had a tumor in the roof of his mouth in the June of 1893. But, the thing was, he didnt want the press to know, because cancer was so scary and deadly at the time. Luckily, he survived and got the tumor cut off on a boat. The cover up was that he got a dental procedure that removed two teeth, which was true, but it was because of the tumor removing process. He also died on June 24, 1908, and his famous last words were, “I have tried so hard to do right.” 7. Elijah- Stephen Grover Cleveland, part of the democratic party. In his first term he vetoed 414 congressional bills. When he first started politics he was a sheriff in New York. After finishing his two terms he went into law and then ran for mayor. He became the mayor of Buffalo in 1882.  After that he ran for governor and won. He kept moving forward as he went to president.   Who were the exodusters? The Homestead Act and the exodusters  Gabe - The Homestead Act was when the government gave away huge amounts of land to certain citizens you could not apply for a homestead if you beared arms against America which meant no confederate soldiers could apply and you had to be over 21. later they even allowed immigrants to apply you would get around 160 acres of land which is a lot i have seen 80 acres 160 is twice that its massive you got this land if you kept your promise which meant you would farm the land for 5 years. Even African Americans Could apply for a Homestead Act. - Blake - The Exodusters were a group of people mostly former slaves who were subject to racial violence and repression when in reality all they wanted was a plot of land to start a family and live prosperously. Skylar - The Homestead Act was was put into place in 1862. It stated that anyone who wanted to become a citizen could have around 160 acres of land, if they would farm it. The big debate was between slave owners who thought only slave owners should get the new land in the west to farm on. There were only to things you had to promise other than promising to farm the land was to borne arms against the United States Government and to never give aid and comfort to it’s enemies. 4.- Ethan - The Exodus of 1879 was a mass migration of African Americans leaving the South. Thus, that group of people became known as the exodusters. Inspiration for the name came from the book of the Bible, Exodus. These people settled in modern day Colorado, Kansas, and Oklahoma. 5.Ricky-Exodusters were former slaves in the South who then moved into the West in two places like Oklahoma Kansas Colorado. The Homestead Act helped this. Because of the Homestead Act granting millions of acres of land Exodusters could build settlements. This was stuff like the Oklahoma land run. Ben- Almost a century after they started, the government gave over one and a half million homesteads away, which was 10% of all American land. Hunter- The homestead act was just three years before the gilded age so 1862. all U.S. citizens who did not bear arms against the U.S. were able to apply for a homestead wich like Gabe and multiple others have said they gave 160 whole acres to women, immigrants, freed slaves, and after a while ex-confederate soldiers. Elijah-The homestead act was signed May, 20th 1862 by President Lincoln. This granted 160 acres of land in the West as homestead to anyone who is the head of the family or someone who is 21 and is a citizen of the USA. This became a way for ex-confederate soldiers were able to apply for homestead as much as freed slaves.   The reservation system  Gabe - The Appropriation Act of 1851 Made it where we could put indians in a reserve In oklahoma so they wouldn't come on land americans wanted to settle. Which also sparked the reservation system for reserves in other states for indians so the americans could settle and the indians could be in there own LITTLE spot. Skylar - The Indian Reservation System started in 1851 to keep the indians off the land these new “americans” wanted to settle on. The reservations were made so indians would have a small piece of land to live on. Even though they had been living there hundreds of years before the Europeans took over and pretended it was their land. I think it was really dumb to do this because it wasn’t really their land. They were basically treating them like slaves saying, that this is where you are going to live because these new settlers want to live there. 3.- Ethan - A lot of Native Americans didn’t like the system so thus started the Indian Wars. With a lot of bloodshed done,  Americans stand victorious in relocating the Indians. Ulysses S. Grant tried bringing Indians into mainstream American society. - Blake - Oh boy well as a lot of people know five Native American tribes came together to form the Five Civilized Tribes which consisted of the Cherokee (represent), Creek, Chickasaw. Seminole and Choctaw. This was the main group of Native Americans that were relocated to modern day Oklahoma 5.Ricky-as everyone already said in 1851 the reservation of Indians was basically just the US saying you can stay on this land but we're taking this land. The Dawes Act in 1887 of dismantled reservation giving each tribe plots of land. Ben- After the Indian Removal Act it was a strange time for the Native Americans. The white people thought since they took whatever they wanted before, they could do it again. It was a dark time for American morals.They could govern their tribes but that didn’t protect them from poverty and other terrible things. Hunter- The reservation system was a system in which native americans were not allowed to step foot in European-American settlements. During this time in American history the whites thought like Ben has said take what they want when they want it. Elijah- The Indian reservation system was put in place to keep land for whites that were moving westward with their philosophy as manifest destiny. The movement westward was always the american dream at the time and this was a way to do it. This caused a lot of hostility from the indians towards the expansionists. This is what helped cause the Indian wars.      Do you think this was good or bad for the Indians and why? The Dawes Act  Gabe -  The Dawes act Passed by Grover Cleveland allowed Him to destroy the reservations and make indians come into american society which i think was better i mean did you hear what was happening in those reserves pretty bad stuff. Then they would give land to certain indians and they became US citizens the rest i believe were classified as immigrants or something of that sort. This applied to all except the 5 civilised tribes but they didn't accept some free allotments of land so we passed the curtis act that allowed the Dawes act to apply to the 5 tribes and they also took the 5 tribes land and let white men settle there. Skylar - The Dawes Act was passed in 1887. Cleveland put this act into place to make indians come back into the American Society because like gabe said stuff was getting pretty bad. Instead of reservations they gave plots to certain tribes instead of having all different tribes in one small piece of land. I think this was a good idea because some tribes don’t get along with each other hence why they weren’t all one huge tribe, but rather many smaller groups of people that got along. 3.- Ethan - The Dawes Act was also known as Dawes Severalty Act or the General Allotment Act. It was signed on January 8th, 1887. It allowed president Grover Cleveland to take tribal lands from the Native Americans to make them American citizens. Cleveland basically was saying that the only way that they could earn citizenship was by giving up traditions. - Blake - More about my tribe yay. Originally the Dawes Act did not apply to the Five Civilized Tribes because they had already been cooperative with the government. Ricky-the Dawes Act just basically made some Indian tribes U.S citizenship. Ben- The white people thought that to stop the conflict they must break up the land, because that is what most indians fought about at the time, I think. This made the native americans spread out, and eventually make them become normalized in today’s society. 7. Elijah-The dawes acts basically helped native americans become US citizens but at the same time stripped the native americans from their tribal land.  This divided the european settlers and the native americans even more. Why were so many immigrants flooding into America? Chinese immigrants and Mexican Americans in the age of westward expansion  Gabe - Mexicans and Chinese became colliding with americans in there westward expansion. Most of the Mexicans and Chinese had to make enclaves in places to get jobs without losing them because of racist people Skylar - There wasn’t many immigrants in 1820, but with the gold rush, new jobs, new choices, by 1880 there were over 800,000 people who came to the US who were just chinese. New mexicans were also coming into the country and both of these new races needed jobs, but a lot of shop owners would give them jobs because they were mexican or chinese. 3.- Ethan - In the 1820s the Chinese started slowly entering America. By 1849 there were only about 650 Chinese immigrants in America. But then the Gold Rush came into play and by 1852 25,000 Chinese immigrants were in America. In 1880, the Chinese immigrant population increased to 3,000 - Blake - With westward expansion came conflict as Americans began fulfilling the manifest destiny and mining the California Gold Rush. The conflict was not only with the Natives but with Mexicans and Chinese. Ricky-With westward expansion came the fight for land and rights. Las Gorass Blancas was a group of Mexican rebels that fought against United States westward expansion and Manifest Destiny principles. They burned down houses, crops, and killed people. Ben- The rural booms pulled in immigrants from far and wide, but once they sailed across the ocean, they found couldn’t get enough resources to go back to their own country or continent. This caused many of them to have to work very menial jobs since no other employers would hire them like Skylar said. 7. 8.Elijah-During the 1890s the immigration of mexicans and chinese people were moving to america and becoming americans. But on both sides there was also a lot of resistance. As the Gold Rush ended americans populated california and were looking for outward expansion. This was to Mexico and China. Mexico had hostel movement towards(with the Mexican american war) americans and so did China (with the boxer rebellion)   Why did the Indians start the war? The Indian Wars and the Battle of the Little Bighorn  Gabe - The indian wars were wars fought because the indians did like being moved or have there land destroyed by americans so they fought massive battles in the end America won because they rock and nothing can destroy them and the indians were moved and lots of them died some which accepted land allotments became US citizens though so that's good. The last Indian war battle was at little bighorn where general custer made his great fail and got defeated by the indians which for some reason marked the ending of the indian wars Skylar - the Indian Wars were basically the whites against indians. They fought over land and natural resources. Of course the indians wanted it because it was their whole country before these new europeans came and settled there. The whites wanted it to build houses, new jobs, and farming, but the indians wanted it so they could live on it. They didn’t plan to make more jobs available to the new US citizens. - Ethan - The Battle of Little Bighorn(little contradiction) was also known as Custer’s Last Stand. That was the last battle of the Indian Wars. The Sioux(pronounced sue) Wars lasted from 1854 to 1890. In 1875, gold was discovered in Black Hills South Dakota. This brought miners into Indian territory. The Black Hills were hunting grounds for the Sioux, so the miners pleaded the US Army for protection. The Army responded with war, The Great Sioux Wars to be precise. It lasted from 1876-1877. - Blake - Oooo where do I start with you white people. The Indian Wars were a result of White People attempting to fulfill the manifest destiny by expanding westward and moving the Native Americans out. 5.Ricky- The battle of Little Bighorn was basically 6.ben- You can really tell how hard the Indians fought for their land, they had the power to keep up against the US military forces that attacked them, I think it’s because they just knew the land. 7.  Elijah-The Indian Wars was a revolt of the Indians against the white people with there manifest destiny. This was a war for land and resources. The whites were trying to move more westward and the indians resisted and that is where there war started.   What happened at the battle of wounded knee? The Ghost Dance and Wounded Knee  Gabe -  The Ghost Dance was a way for the indians to remember there tribal ways after the americans came and destroyed everything and the battle of wounded knee was were americans 7th cavalry slaughtered indiscriminately hundreds of sioux men women and children. Skylar - when there was a solar eclipse on january 1st, 1889 a shaman who was apart of the Paiute tribe said God showed him love peace through a dance called the Ghost Dance. Like gabe said it was a way for the indians to remember the dead and they could actually see their family who had passed away. 3.- Ethan - On December 29th, 1890, the US 7th Cavalry Regiment ambushed a Sioux Indian camp nearby Wounded Knee Creek. The Regiment tried to disarm the Sioux, but while doing so a shot was fired and that sent the Sioux into chaos, while the US Army massacred many men, women, and even children. These soldiers were exonerated and 20 soldiers were given medals of honor.( People can call me crazy, but I support almost whatever the US Army, Air Force, and Navy do. They were just doing their jobs, and they did them well.) - Blake - I’ll be talking about the aftermath of this and how you white people still couldn’t keep us down. After the wounded knee massacre the unit that had caused the scuffle had been pardoned and some had even been given a Medal Of Honor the most prestigious of military awards. But even after everything there are still over 2.9 million Natives in the U.S. Ben- You can cut down a tree but it’s even harder to get the roots out. The ghost dance spread a little bit of hope throughout the Indian culture, causing a pulse of resistance, the wars were starting to end, and the indians weren’t gonna give up. 6. 7. Elijah- The ghost dance was a vision of love and peace that was from God. This was a movement that was very spiritual. This was all about reuniting the indian tribes and coming together. The goal was banishment of all evil in the world. That’s all we have time for today. Thanks for joining us in this emancipation from the box, that is learning.

                          Welcome back to The Emancipation Podcast Station - the place to hear about history researched and retold through the eyes of Middle school and HS students. Last time on the show…   Today we discuss The American West. Let’s dive in.   How was Hayes different than other presidents? Rutherford B Hayes - Presidential Podcast Gabe - Ruther B Hayes actually was the first president to celebrate easter thing he also promised only to go one term which he did and his wish was to restore faith that he says was lost since Lincoln was shot. Today historians refer to him as an average president. Skylar -Hayes won the electoral vote but Tilden won the popular vote, causing the Compromise of 1877, that we talked about in the previous episode. Rutherford B. Hayes was the 19th president of the United States. He served from 1877 to 1881. He was born in Delaware, Ohio on October 4th, 1822. He was part of the Republican Party. Before becoming president he was a lawyer, like former president Abe Lincoln. He was an abolitionist and mostly helped defend runaway slaves. 3.- Blake - Rutherford B. Hayes was the 19th president of the U.S. Hayes was the governor of Ohio before becoming the president. The election of 1876 was a disputed one as Hayes’ opponent Samuel J. Tilden had won the popular vote but Hayes had won the most electoral votes. - Ethan - His Vice President was William A. Wheeler.  He took office at the end of the Reconstruction Era which was the literal reconstruction of the U.S. after the Civil War. Like Gabe said he tried to take over where Lincoln left off. Hayes was probably one of Lincoln’s greatest supporters. Ben- Unlike many iconic presidents, Rutherford was not self-taught, he graduated from Harvard and studied law. His first few cases were about runaway slaves. 6.Ricky-Rutherford B Hayes was an extrovert and love to be around people. He was part of the Republican Party and like everyone has already said, he won the popular vote. Hunter- Rutherford B. Hayes’ presidency was from 1877-1881 he was pretty popular as an extrovert like Ricky has said he won the popular vote and like Skylar has said he also won the electoral vote.` Elijah- Rutherford B. Hayes’ was a abolitionist. He fought in the civil war as part of the union army and fought against slavery. He served as capacity of judge advocate on the field headquarters for his time in the civil war. The Gold Rush  Gabe - The Gold was found by John Sumter in 1848 who found flakes in a river well that got out and everyone was coming for some gold in 1849 they were called forty niners It even says that people were coming from asia australia europe and latin america for the gold well 1850 california became a state, established a government and joined the union. Most the prospectors made nothing some were successful most were not though there was no law enforcement sanitation crime rates were extremely high in goldfields and one camp even exploded. Most of the time the shopkeepers would make more than the actually prospectors because they charged so high for equipment and the shopkeepers became the rich ones. Skylar - The Gold Rush was a very big deal. Like gabe said people came from different  countries like Asia and Europe. Over 300,000 people came from the surrounding states and countries. The new sources of transportation like steamboats and railroads were making it easier than ever to get to the gold, before it was welcomed into the Union as the 31st state on september 9th, 1850. - Blake - A lot of people know what the Gold Rush is but not many people know the true violence behind the money. As soon as gold was found in California people from all over migrated to hopefully strike rich and have a profitable life, unfortunately this was not the case for all miners. Because of this discovery of gold it led to immigration and these immigrants were treated terribly as Nativism had become a very common thing. - Ethan - Small amounts of people became rich. But people kept saying “oh we’re about to hit gold, we don’t need food”. Those people either got lucky or died trying. People kept getting robbed because of the area and there were few good places to stay because it was only recently discovered. Vigilante`s were the only way to keep people from getting robbed. Too bad Batman’s only a comic...or was he? (Ricky- like John Marston? :) are you using this?) 5.Ben- A popular event in history changed the state of California and its population, literally, they kill off most of California’s native population. After the gold rush many forty-niners moved to alaska or australia because gold was found in both places. Ricky-The California Gold Rush was a period in between 1848 and 1855 in Sutter's Mill. 7.Hunter- lamborghinis are pretty expensive Gabe  nowadays cars like that can go up to nearly 600,000 dollars. Or at least the one i was looking at it was a convertible with a nice chrome black finish but enough about that. The cali gold rush was a really big one and it started a lot of robberies it went on  for seven whole years. I know lol i've looked up prices lololol - gabe Elijah- The California Gold Rush was not just a gold mine literally but also a entrepreneur gold mine. The many ways people made money off of the miners and just the region is amazing. Levi jeans were made at the time for miners so the jeans could be worn more and go though more wear and tear. Women were working inns for the miners and made money that way. The whole gold rush was a big way for people to make money and live the american dream of manifest destiny. Do you think he was a good or bad president? Grover Cleveland - Presidential Podcast  Gabe - Grover Cleveland was a democrat American politician and lawyer he was the only president in history to serve two non consecutive terms as 22nd president and the 24th president. He won the popular vote for three presidential elections 1884 1888 1892 He and woodrow wilson were the only two democrats to be elected during the era of republican. - Blake - The 22nd and 24th president of the United States was Grover Cleveland he was the only president to serve 2 non consecutive terms in history. Cleveland was a big guy around 300 pounds at the beginning of his first term he was the second largest president behind William Taft. Skylar - Grover Cleveland was born March 18th, 1837 in Caldwell, New Jersey. Cleveland didn’t get along with the media well because they wrote negative things about him. He didn’t get started in politics until he was 44, but he was a successful lawyer beforehand, just like Lincoln, like gabe said. He was part of the democratic party, and was a lawyer like Lincoln as well, just like Gabe said. He was elected as the mayor of Buffalo in 1881, Governor of New York in 1882, and then became president in 1883.   4.- Ethan - His full name was Stephen Grover Cleveland. He was the leader of the Bourbon Democrats. They opposed things like Free Silver. Free Silver was kind of the opposition against using silver in our coins, trying to maintain the gold standard. Other things they didn’t like were high tariffs, inflation, and imperialism. Imperialism was basically extending the country’s power through brute force and or diplomacy. 5.Ricky-Grover Cleveland was a big man as Blake has said, but he was comical and funny in his social interventions but, he was really really serious in his political convention. Ben- A big part of his life was cancer, he found out he had a tumor in the roof of his mouth in the June of 1893. But, the thing was, he didnt want the press to know, because cancer was so scary and deadly at the time. Luckily, he survived and got the tumor cut off on a boat. The cover up was that he got a dental procedure that removed two teeth, which was true, but it was because of the tumor removing process. He also died on June 24, 1908, and his famous last words were, “I have tried so hard to do right.” 7. Elijah- Stephen Grover Cleveland, part of the democratic party. In his first term he vetoed 414 congressional bills. When he first started politics he was a sheriff in New York. After finishing his two terms he went into law and then ran for mayor. He became the mayor of Buffalo in 1882.  After that he ran for governor and won. He kept moving forward as he went to president.   Who were the exodusters? The Homestead Act and the exodusters  Gabe - The Homestead Act was when the government gave away huge amounts of land to certain citizens you could not apply for a homestead if you beared arms against America which meant no confederate soldiers could apply and you had to be over 21. later they even allowed immigrants to apply you would get around 160 acres of land which is a lot i have seen 80 acres 160 is twice that its massive you got this land if you kept your promise which meant you would farm the land for 5 years. Even African Americans Could apply for a Homestead Act. - Blake - The Exodusters were a group of people mostly former slaves who were subject to racial violence and repression when in reality all they wanted was a plot of land to start a family and live prosperously. Skylar - The Homestead Act was was put into place in 1862. It stated that anyone who wanted to become a citizen could have around 160 acres of land, if they would farm it. The big debate was between slave owners who thought only slave owners should get the new land in the west to farm on. There were only to things you had to promise other than promising to farm the land was to borne arms against the United States Government and to never give aid and comfort to it’s enemies. 4.- Ethan - The Exodus of 1879 was a mass migration of African Americans leaving the South. Thus, that group of people became known as the exodusters. Inspiration for the name came from the book of the Bible, Exodus. These people settled in modern day Colorado, Kansas, and Oklahoma. 5.Ricky-Exodusters were former slaves in the South who then moved into the West in two places like Oklahoma Kansas Colorado. The Homestead Act helped this. Because of the Homestead Act granting millions of acres of land Exodusters could build settlements. This was stuff like the Oklahoma land run. Ben- Almost a century after they started, the government gave over one and a half million homesteads away, which was 10% of all American land. Hunter- The homestead act was just three years before the gilded age so 1862. all U.S. citizens who did not bear arms against the U.S. were able to apply for a homestead wich like Gabe and multiple others have said they gave 160 whole acres to women, immigrants, freed slaves, and after a while ex-confederate soldiers. Elijah-The homestead act was signed May, 20th 1862 by President Lincoln. This granted 160 acres of land in the West as homestead to anyone who is the head of the family or someone who is 21 and is a citizen of the USA. This became a way for ex-confederate soldiers were able to apply for homestead as much as freed slaves.   The reservation system  Gabe - The Appropriation Act of 1851 Made it where we could put indians in a reserve In oklahoma so they wouldn't come on land americans wanted to settle. Which also sparked the reservation system for reserves in other states for indians so the americans could settle and the indians could be in there own LITTLE spot. Skylar - The Indian Reservation System started in 1851 to keep the indians off the land these new “americans” wanted to settle on. The reservations were made so indians would have a small piece of land to live on. Even though they had been living there hundreds of years before the Europeans took over and pretended it was their land. I think it was really dumb to do this because it wasn’t really their land. They were basically treating them like slaves saying, that this is where you are going to live because these new settlers want to live there. 3.- Ethan - A lot of Native Americans didn’t like the system so thus started the Indian Wars. With a lot of bloodshed done,  Americans stand victorious in relocating the Indians. Ulysses S. Grant tried bringing Indians into mainstream American society. - Blake - Oh boy well as a lot of people know five Native American tribes came together to form the Five Civilized Tribes which consisted of the Cherokee (represent), Creek, Chickasaw. Seminole and Choctaw. This was the main group of Native Americans that were relocated to modern day Oklahoma 5.Ricky-as everyone already said in 1851 the reservation of Indians was basically just the US saying you can stay on this land but we're taking this land. The Dawes Act in 1887 of dismantled reservation giving each tribe plots of land. Ben- After the Indian Removal Act it was a strange time for the Native Americans. The white people thought since they took whatever they wanted before, they could do it again. It was a dark time for American morals.They could govern their tribes but that didn’t protect them from poverty and other terrible things. Hunter- The reservation system was a system in which native americans were not allowed to step foot in European-American settlements. During this time in American history the whites thought like Ben has said take what they want when they want it. Elijah- The Indian reservation system was put in place to keep land for whites that were moving westward with their philosophy as manifest destiny. The movement westward was always the american dream at the time and this was a way to do it. This caused a lot of hostility from the indians towards the expansionists. This is what helped cause the Indian wars.      Do you think this was good or bad for the Indians and why? The Dawes Act  Gabe -  The Dawes act Passed by Grover Cleveland allowed Him to destroy the reservations and make indians come into american society which i think was better i mean did you hear what was happening in those reserves pretty bad stuff. Then they would give land to certain indians and they became US citizens the rest i believe were classified as immigrants or something of that sort. This applied to all except the 5 civilised tribes but they didn't accept some free allotments of land so we passed the curtis act that allowed the Dawes act to apply to the 5 tribes and they also took the 5 tribes land and let white men settle there. Skylar - The Dawes Act was passed in 1887. Cleveland put this act into place to make indians come back into the American Society because like gabe said stuff was getting pretty bad. Instead of reservations they gave plots to certain tribes instead of having all different tribes in one small piece of land. I think this was a good idea because some tribes don’t get along with each other hence why they weren’t all one huge tribe, but rather many smaller groups of people that got along. 3.- Ethan - The Dawes Act was also known as Dawes Severalty Act or the General Allotment Act. It was signed on January 8th, 1887. It allowed president Grover Cleveland to take tribal lands from the Native Americans to make them American citizens. Cleveland basically was saying that the only way that they could earn citizenship was by giving up traditions. - Blake - More about my tribe yay. Originally the Dawes Act did not apply to the Five Civilized Tribes because they had already been cooperative with the government. Ricky-the Dawes Act just basically made some Indian tribes U.S citizenship. Ben- The white people thought that to stop the conflict they must break up the land, because that is what most indians fought about at the time, I think. This made the native americans spread out, and eventually make them become normalized in today’s society. 7. Elijah-The dawes acts basically helped native americans become US citizens but at the same time stripped the native americans from their tribal land.  This divided the european settlers and the native americans even more. Why were so many immigrants flooding into America? Chinese immigrants and Mexican Americans in the age of westward expansion  Gabe - Mexicans and Chinese became colliding with americans in there westward expansion. Most of the Mexicans and Chinese had to make enclaves in places to get jobs without losing them because of racist people Skylar - There wasn’t many immigrants in 1820, but with the gold rush, new jobs, new choices, by 1880 there were over 800,000 people who came to the US who were just chinese. New mexicans were also coming into the country and both of these new races needed jobs, but a lot of shop owners would give them jobs because they were mexican or chinese. 3.- Ethan - In the 1820s the Chinese started slowly entering America. By 1849 there were only about 650 Chinese immigrants in America. But then the Gold Rush came into play and by 1852 25,000 Chinese immigrants were in America. In 1880, the Chinese immigrant population increased to 3,000 - Blake - With westward expansion came conflict as Americans began fulfilling the manifest destiny and mining the California Gold Rush. The conflict was not only with the Natives but with Mexicans and Chinese. Ricky-With westward expansion came the fight for land and rights. Las Gorass Blancas was a group of Mexican rebels that fought against United States westward expansion and Manifest Destiny principles. They burned down houses, crops, and killed people. Ben- The rural booms pulled in immigrants from far and wide, but once they sailed across the ocean, they found couldn’t get enough resources to go back to their own country or continent. This caused many of them to have to work very menial jobs since no other employers would hire them like Skylar said. 7. 8.Elijah-During the 1890s the immigration of mexicans and chinese people were moving to america and becoming americans. But on both sides there was also a lot of resistance. As the Gold Rush ended americans populated california and were looking for outward expansion. This was to Mexico and China. Mexico had hostel movement towards(with the Mexican american war) americans and so did China (with the boxer rebellion)   Why did the Indians start the war? The Indian Wars and the Battle of the Little Bighorn  Gabe - The indian wars were wars fought because the indians did like being moved or have there land destroyed by americans so they fought massive battles in the end America won because they rock and nothing can destroy them and the indians were moved and lots of them died some which accepted land allotments became US citizens though so that's good. The last Indian war battle was at little bighorn where general custer made his great fail and got defeated by the indians which for some reason marked the ending of the indian wars Skylar - the Indian Wars were basically the whites against indians. They fought over land and natural resources. Of course the indians wanted it because it was their whole country before these new europeans came and settled there. The whites wanted it to build houses, new jobs, and farming, but the indians wanted it so they could live on it. They didn’t plan to make more jobs available to the new US citizens. - Ethan - The Battle of Little Bighorn(little contradiction) was also known as Custer’s Last Stand. That was the last battle of the Indian Wars. The Sioux(pronounced sue) Wars lasted from 1854 to 1890. In 1875, gold was discovered in Black Hills South Dakota. This brought miners into Indian territory. The Black Hills were hunting grounds for the Sioux, so the miners pleaded the US Army for protection. The Army responded with war, The Great Sioux Wars to be precise. It lasted from 1876-1877. - Blake - Oooo where do I start with you white people. The Indian Wars were a result of White People attempting to fulfill the manifest destiny by expanding westward and moving the Native Americans out. 5.Ricky- The battle of Little Bighorn was basically 6.ben- You can really tell how hard the Indians fought for their land, they had the power to keep up against the US military forces that attacked them, I think it’s because they just knew the land. 7.  Elijah-The Indian Wars was a revolt of the Indians against the white people with there manifest destiny. This was a war for land and resources. The whites were trying to move more westward and the indians resisted and that is where there war started.   What happened at the battle of wounded knee? The Ghost Dance and Wounded Knee  Gabe -  The Ghost Dance was a way for the indians to remember there tribal ways after the americans came and destroyed everything and the battle of wounded knee was were americans 7th cavalry slaughtered indiscriminately hundreds of sioux men women and children. Skylar - when there was a solar eclipse on january 1st, 1889 a shaman who was apart of the Paiute tribe said God showed him love peace through a dance called the Ghost Dance. Like gabe said it was a way for the indians to remember the dead and they could actually see their family who had passed away. 3.- Ethan - On December 29th, 1890, the US 7th Cavalry Regiment ambushed a Sioux Indian camp nearby Wounded Knee Creek. The Regiment tried to disarm the Sioux, but while doing so a shot was fired and that sent the Sioux into chaos, while the US Army massacred many men, women, and even children. These soldiers were exonerated and 20 soldiers were given medals of honor.( People can call me crazy, but I support almost whatever the US Army, Air Force, and Navy do. They were just doing their jobs, and they did them well.) - Blake - I’ll be talking about the aftermath of this and how you white people still couldn’t keep us down. After the wounded knee massacre the unit that had caused the scuffle had been pardoned and some had even been given a Medal Of Honor the most prestigious of military awards. But even after everything there are still over 2.9 million Natives in the U.S. Ben- You can cut down a tree but it’s even harder to get the roots out. The ghost dance spread a little bit of hope throughout the Indian culture, causing a pulse of resistance, the wars were starting to end, and the indians weren’t gonna give up. 6. 7. Elijah- The ghost dance was a vision of love and peace that was from God. This was a movement that was very spiritual. This was all about reuniting the indian tribes and coming together. The goal was banishment of all evil in the world. That’s all we have time for today. Thanks for joining us in this emancipation from the box, that is learning.

Tore T. Petersen, Professor of International and American Diplomatic History at the Norwegian University of Science and Technology, studies the final wars on the prairie from the Native American perspective in The Military Conquest of the Prairie: Native American Resistance, Evasion and Survival, 1865-1890 (Sussex Academic Press, 2016). When the reservation system took hold about one-third of tribes stayed permanently there, one-third during the harsh winter months, and the last third remained on what the government termed un-ceded territory, which Native Americans had the right to occupy by treaty. For the Federal government it was completely unacceptable that some Indians refused to submit to its authority. Both the Red River war (1874-75) in the south and the great Sioux war (1876-77) in the north were the direct result of Federal violation of treaties and agreements. At issue was the one-sided violence against free roaming tribes that were trying to maintain their old way of life, at the heart of which was avoidance on intermingling with white men. Contrary to the expectations of the government, and indeed to most historical accounts, the Native Americans were winning on the battlefields with clear conceptions of strategy and tactics. They only laid down their arms when their reservation was secured on their homeland, thus providing their preferred living space and enabling them to continue their way of life in security. But white-man perfidy and governmental double-cross were the order of the day. The Federal government found it intolerable that what it termed “savages” should be able to determine their own future. Vicious attacks were initiated in order to stamp out tribalism, resulting in driving the US aboriginal population almost to extinction. Analysis of these events is discussed in light of the passing of the Dawes Act in 1887 that provided for breaking up the reservations to the Indian Reorganization Act of 1934 that gave a semblance of justice to Native Americans. Ryan Tripp is an adjunct instructor for several community colleges, universities, and online university extensions. In 2014, he graduated from the University of California, Davis, with a Ph.D. in History. His Ph.D. double minor included World History and Native American Studies, with an emphasis in Linguistic Anthropology and Indigenous Archeology. Learn more about your ad choices. Visit megaphone.fm/adchoices

Tore T. Petersen, Professor of International and American Diplomatic History at the Norwegian University of Science and Technology, studies the final wars on the prairie from the Native American perspective in The Military Conquest of the Prairie: Native American Resistance, Evasion and Survival, 1865-1890 (Sussex Academic Press, 2016). When the reservation system took hold about one-third of tribes stayed permanently there, one-third during the harsh winter months, and the last third remained on what the government termed un-ceded territory, which Native Americans had the right to occupy by treaty. For the Federal government it was completely unacceptable that some Indians refused to submit to its authority. Both the Red River war (1874-75) in the south and the great Sioux war (1876-77) in the north were the direct result of Federal violation of treaties and agreements. At issue was the one-sided violence against free roaming tribes that were trying to maintain their old way of life, at the heart of which was avoidance on intermingling with white men. Contrary to the expectations of the government, and indeed to most historical accounts, the Native Americans were winning on the battlefields with clear conceptions of strategy and tactics. They only laid down their arms when their reservation was secured on their homeland, thus providing their preferred living space and enabling them to continue their way of life in security. But white-man perfidy and governmental double-cross were the order of the day. The Federal government found it intolerable that what it termed “savages” should be able to determine their own future. Vicious attacks were initiated in order to stamp out tribalism, resulting in driving the US aboriginal population almost to extinction. Analysis of these events is discussed in light of the passing of the Dawes Act in 1887 that provided for breaking up the reservations to the Indian Reorganization Act of 1934 that gave a semblance of justice to Native Americans. Ryan Tripp is an adjunct instructor for several community colleges, universities, and online university extensions. In 2014, he graduated from the University of California, Davis, with a Ph.D. in History. His Ph.D. double minor included World History and Native American Studies, with an emphasis in Linguistic Anthropology and Indigenous Archeology. Learn more about your ad choices. Visit megaphone.fm/adchoices

Tore T. Petersen, Professor of International and American Diplomatic History at the Norwegian University of Science and Technology, studies the final wars on the prairie from the Native American perspective in The Military Conquest of the Prairie: Native American Resistance, Evasion and Survival, 1865-1890 (Sussex Academic Press, 2016). When the reservation system took hold about one-third of tribes stayed permanently there, one-third during the harsh winter months, and the last third remained on what the government termed un-ceded territory, which Native Americans had the right to occupy by treaty. For the Federal government it was completely unacceptable that some Indians refused to submit to its authority. Both the Red River war (1874-75) in the south and the great Sioux war (1876-77) in the north were the direct result of Federal violation of treaties and agreements. At issue was the one-sided violence against free roaming tribes that were trying to maintain their old way of life, at the heart of which was avoidance on intermingling with white men. Contrary to the expectations of the government, and indeed to most historical accounts, the Native Americans were winning on the battlefields with clear conceptions of strategy and tactics. They only laid down their arms when their reservation was secured on their homeland, thus providing their preferred living space and enabling them to continue their way of life in security. But white-man perfidy and governmental double-cross were the order of the day. The Federal government found it intolerable that what it termed “savages” should be able to determine their own future. Vicious attacks were initiated in order to stamp out tribalism, resulting in driving the US aboriginal population almost to extinction. Analysis of these events is discussed in light of the passing of the Dawes Act in 1887 that provided for breaking up the reservations to the Indian Reorganization Act of 1934 that gave a semblance of justice to Native Americans. Ryan Tripp is an adjunct instructor for several community colleges, universities, and online university extensions. In 2014, he graduated from the University of California, Davis, with a Ph.D. in History. His Ph.D. double minor included World History and Native American Studies, with an emphasis in Linguistic Anthropology and Indigenous Archeology. Learn more about your ad choices. Visit megaphone.fm/adchoices

Tore T. Petersen, Professor of International and American Diplomatic History at the Norwegian University of Science and Technology, studies the final wars on the prairie from the Native American perspective in The Military Conquest of the Prairie: Native American Resistance, Evasion and Survival, 1865-1890 (Sussex Academic Press, 2016). When the reservation system took hold about one-third of tribes stayed permanently there, one-third during the harsh winter months, and the last third remained on what the government termed un-ceded territory, which Native Americans had the right to occupy by treaty. For the Federal government it was completely unacceptable that some Indians refused to submit to its authority. Both the Red River war (1874-75) in the south and the great Sioux war (1876-77) in the north were the direct result of Federal violation of treaties and agreements. At issue was the one-sided violence against free roaming tribes that were trying to maintain their old way of life, at the heart of which was avoidance on intermingling with white men. Contrary to the expectations of the government, and indeed to most historical accounts, the Native Americans were winning on the battlefields with clear conceptions of strategy and tactics. They only laid down their arms when their reservation was secured on their homeland, thus providing their preferred living space and enabling them to continue their way of life in security. But white-man perfidy and governmental double-cross were the order of the day. The Federal government found it intolerable that what it termed “savages” should be able to determine their own future. Vicious attacks were initiated in order to stamp out tribalism, resulting in driving the US aboriginal population almost to extinction. Analysis of these events is discussed in light of the passing of the Dawes Act in 1887 that provided for breaking up the reservations to the Indian Reorganization Act of 1934 that gave a semblance of justice to Native Americans. Ryan Tripp is an adjunct instructor for several community colleges, universities, and online university extensions. In 2014, he graduated from the University of California, Davis, with a Ph.D. in History. His Ph.D. double minor included World History and Native American Studies, with an emphasis in Linguistic Anthropology and Indigenous Archeology. Learn more about your ad choices. Visit megaphone.fm/adchoices

Tore T. Petersen, Professor of International and American Diplomatic History at the Norwegian University of Science and Technology, studies the final wars on the prairie from the Native American perspective in The Military Conquest of the Prairie: Native American Resistance, Evasion and Survival, 1865-1890 (Sussex Academic Press, 2016). When the reservation system took hold about one-third of tribes stayed permanently there, one-third during the harsh winter months, and the last third remained on what the government termed un-ceded territory, which Native Americans had the right to occupy by treaty. For the Federal government it was completely unacceptable that some Indians refused to submit to its authority. Both the Red River war (1874-75) in the south and the great Sioux war (1876-77) in the north were the direct result of Federal violation of treaties and agreements. At issue was the one-sided violence against free roaming tribes that were trying to maintain their old way of life, at the heart of which was avoidance on intermingling with white men. Contrary to the expectations of the government, and indeed to most historical accounts, the Native Americans were winning on the battlefields with clear conceptions of strategy and tactics. They only laid down their arms when their reservation was secured on their homeland, thus providing their preferred living space and enabling them to continue their way of life in security. But white-man perfidy and governmental double-cross were the order of the day. The Federal government found it intolerable that what it termed “savages” should be able to determine their own future. Vicious attacks were initiated in order to stamp out tribalism, resulting in driving the US aboriginal population almost to extinction. Analysis of these events is discussed in light of the passing of the Dawes Act in 1887 that provided for breaking up the reservations to the Indian Reorganization Act of 1934 that gave a semblance of justice to Native Americans. Ryan Tripp is an adjunct instructor for several community colleges, universities, and online university extensions. In 2014, he graduated from the University of California, Davis, with a Ph.D. in History. His Ph.D. double minor included World History and Native American Studies, with an emphasis in Linguistic Anthropology and Indigenous Archeology. Learn more about your ad choices. Visit megaphone.fm/adchoices

Grover Cleveland was one of those nondescript walrus-mustached presidents that everyone forgets about, but he made an impact on the life of Maria Halpin. Strange Country co-hosts explore Cleveland's shady past and shed light on a woman's story more people should know. Theme music: Resting Place by A Cast of Thousands Sources used: “Cleveland signs devastating Dawes Act into law.” History.com, A&E Television Networks, www.history.com/this-day-in-history/cleveland-signs-devastating-dawes-act-into-law. Dotinga, Randy. “A Presidential Sex Scandal, 1884-Style.” The Christian Science Monitor, 29 July 2011, www.csmonitor.com/Books/chapter-and-verse/2011/0729/A-presidential-sex-scandal-1884-style. History.com Staff. “Grover Cleveland.” History.com, A&E Television Networks, 2009, www.history.com/topics/us-presidents/grover-cleveland. Keiles, Jamie Lauren. “Grover Cleveland, a Rapist President.” Broadly, 26 Aug. 2015, broadly.vice.com/en_us/article/wjeeyx/grover-cleveland-a-rapist-president. Lachman, Charles. “Grover Cleveland's Sex Scandal: The Most Despicable in American Political History.” The Daily Beast, The Daily Beast Company, 23 May 2011, www.thedailybeast.com/grover-clevelands-sex-scandal-the-most-despicable-in-american-political-history. Lachman, Charles. Secret life: The lies and scandals of president Grover Cleveland. Skyhorse Publishing, 2012. Schupman, Edwin. “Boarding Schools: Struggling with Cultural Repression.” Native Words Native Warriors, National Museum of the American Indian, www.nmai.si.edu/education/codetalkers/html/chapter3.html. Schlossberg, Tatiana. “Love Christmas Lights? Thank the 22nd President.” The New York Times, 16 Dec. 2014, www.nytimes.com/2014/12/16/us/the-history-of-christmas-lights.html. Serratore, Angela. “President Cleveland's Problem Child.” Smithsonian.com, Smithsonian Institution, 26 Sept. 2013, www.smithsonianmag.com/history/president-clevelands-problem-child-100800/.

U.S. Congress grants Native Americans citizenship. Native Americans were deprived of most of the rights that non-native Americans took for granted. Worse, they were resettled on unproductive land. In 1887, the Dawes Act was created to protect Indian property rights before settlers could claim the land. But numerous fraudulent bureaucrats who were sent to protect natives profited from them instead. Even when the government repealed the Dawes Act, the land was not returned. On June 2, 1924, U.S. Congress granted citizenship to all Native Americans born in the United States. This did not give them the vote, since state law governed that right, but by 1948, all states had legislated Native Americans’ right to vote. Of course, the law was only as good as the politicians and officials who administered elections. Over the years, the government of the United States, like all Western countries with indigenous peoples, initiated strategies to assimilate natives into the American way of life. As history shows, this only ended up devastating them and their culture. Although much has been done since then to restore property rights, and many bands have gained control over their own resources and well-being, there remains a long way to go. See acast.com/privacy for privacy and opt-out information.

42 Reconstruction, 13th Amendment, Dawes Act, and Womens Suffrage in Wyoming in this edition of the Hauger History Podcast. Join us for a quiz review and practice questions discussing changes taking place with President Abraham Lincoln, President Andrew Jackson, and the challenges of westward expansion and unifying the nation.  How did Lincoln think the South should be treated after the Civil War? ______With kindness and justice By having them pay for all repairs to the nation By restricting any representatives from joining Congress All of the Above Sharecropping most closely works like the following: ______A way to make quick money in a rapidly growing country Borrowing land, supplies, and food, and working off your debt Free land given by the U.S. government Reparation payments for slavery Our textbook and people around President Johnson described him as: ______A compromise worker An advocate for total equality of all people living in the United States The Second Coming of Andrew Jackson Stubborn and unwilling to compromise What was the purpose of black codes? ______To offer education To offer healthcare to all people To control former slaves To present freedom to all people Why was the 13th Amendment created? ____To free all the slaves To offer healthcare to all people To control former slaves To present freedom to all people Why was the 14th Amendment created? ____To raise taxes To offer healthcare to all people Equal protection under the law To destroy large plantations What was the purpose of the Dawes Act?To give rights to Native Americans To require Native Americans to become Americanized To eliminate all the buffalo To introduce new animals to the American frontier What was the result of the battle at Little Big Horn? __________________________________________________________________________________________________________________________________________________________________________________ In what ways were women treated better in many midwest places like Wyoming than in the East? __________________________________________________________________________________________________________________________________________________________________________________   Support this free podcast and get in touch at www.dannyhauger.com Twitter: @DannyHauger and @DHXmusic Subscribe to this channel for more indie music and Social Studies Lessons! Thanks for listening, you can find the Hauger History Podcast on YouTube at the Danny Hauger Channel, at Haugerhistory.podbean.com, on itunes, or on Twitter @HaugerHistory. (www.dannyhauger.com) 

Snapshot52 discusses Federal Indian Policy in the United States, with a particular focus on the Termination Era of the mid-20th Century. The evolution of how the Federal government approached sometimes disparate goals of exclusion and assimilation, as well as Tribal sovereignty, over the decades are covered from pre-Dawes Act to the current day. (69min)   Join the discussion!

David Cornsilk is a modern day Martin Luther King to the Cherokee Freedmen and an outspoken critic of wannabe Indians and frauds David Cornsilk is an enrolled member of the Cherokee Nation who lives in Tahlequah, Oklahoma. He is a genealogist and has a Bachelor of Science Degree from Northeastern Oklahoma State. He is a leading Cherokee nationalist today. He spends his life trying to answer the question: What is an Indian? He is not the Cherokee Nation Registration Specialist. The Dawes Act established lists of members; these lists are still used today. Any person who has an ancestor on the Dawes roles can be accepted into the tribe, "though all it takes is one drop of blood." Both Cornsilk and his father, John Cornsilk, are active in Cherokee Nation and United Keetoowah Band politics and were instrumental in winning citizenship rights for the Cherokee Freedmen as well as equal rights for gay Cherokee citizens. Cornsilk produces cartoons and political satire related to Cherokee Nation politics. He and his father run the Cornsilks.com website and political blog. http://www.cornsilks.com facebook.com/cherokeesevenstar