Podcasts about Indian Removal Act

It's May 28th. This day in 1830, President Andrew Jackson has signed the Indian Removal Act into law, leading to the forcible removal of Native Americans in Georgia and elsewhere, culminating in the Trail of Tears a couple years later. But despite Jackson getting his way, there was widespread resistance at the political, legal, cultural and moral spheres to the action.Jody, Niki, and Kellie discuss the way in which Native Americans and others fought Indian removal -- and how these fights serves as a bit of a dry run for the battles that would take place in the run-up to the Civil War a generation later.Sign up for our newsletter! Get your hands on This Day merch!Find out more at thisdaypod.comThis Day In Esoteric Political History is a proud member of Radiotopia from PRX.Your support helps foster independent, artist-owned podcasts and award-winning stories.If you want to support the show directly, you can do so on our website: ThisDayPod.comGet in touch if you have any ideas for future topics, or just want to say hello. Follow us on social @thisdaypodOur team: Jacob Feldman, Researcher/Producer; Brittani Brown, Producer; Khawla Nakua, Transcripts; music by Teen Daze and Blue Dot Sessions; Audrey Mardavich is our Executive Producer at Radiotopia Learn about your ad choices: dovetail.prx.org/ad-choices

After last week's episode, “The Emergency Is Here,” we got a lot of emails. And the most common reply was: You really think we'll have midterm elections in 2026? Isn't that naïve?I think we will have midterms. But one reason I think so many people are skeptical of that is they're working with comparisons to other places: Mussolini's Italy, Putin's Russia, Pinochet's Chile.But we don't need to look abroad for parallels; it has happened here.Steven Hahn is a Pulitzer Prize-winning historian at New York University and the author of “Illiberal America: A History.” In this conversation, he walks me through some of the most illiberal periods in American history: Andrew Jackson's Indian Removal Act of 1830, Jim Crow, the Red Scare, Japanese American internment, Operation Wetback. And we discuss how this legacy can help us better understand what's happening right now.This episode contains strong language.Book Recommendations:Democracy in America by Alexis de TocquevilleFrom the War on Poverty to the War on Crime by Elizabeth HintonTroubled Memory by Lawrence N. PowellThoughts? Guest suggestions? Email us at ezrakleinshow@nytimes.com.You can find the transcript and more episodes of “The Ezra Klein Show” at nytimes.com/ezra-klein-podcast. Book recommendations from all our guests are listed at https://www.nytimes.com/article/ezra-klein-show-book-recs.htmlThis episode of “The Ezra Klein Show” was produced by Jack McCordick, Annie Galvin and Elias Isquith. Fact-checking by Kate Sinclair, Mary Marge Locker and Michelle Harris. Our senior engineer is Jeff Geld, with additional mixing by Aman Sahota and Isaac Jones. Our executive producer is Claire Gordon. The show's production team also includes Marie Cascione, Rollin Hu, Marina King, Jan Kobal and Kristin Lin. Original music by Pat McCusker. Audience strategy by Kristina Samulewski and Shannon Busta. The director of New York Times Opinion Audio is Annie-Rose Strasser. Unlock full access to New York Times podcasts and explore everything from politics to pop culture. Subscribe today at nytimes.com/podcasts or on Apple Podcasts and Spotify.

It's time for a history lesson about Andrew Jackson and the Indian Removal Act. The American Radicals Podcast applies these lessons to today's debates concerning activist judges, federal unions, DOGE, and DEI. See you in the chat at 10:30ET! Steve's Book: https://a.co/d/7OHXrrp The O'Boyle Sweatshop: https://The-Suspendables.Com Check out True Earth Farmacy and use promo code "AMRAD24" for a 10% discount site-wide: https://trueearth.co/collections/farmacy Visit M-Clip and use promo code "SUSPENDABLE" for a 10% discount site-wide: 

fWotD Episode 2817: Andrew Jackson Welcome to Featured Wiki of the Day, your daily dose of knowledge from Wikipedia’s finest articles.The featured article for Monday, 20 January 2025 is Andrew Jackson.Andrew Jackson (March 15, 1767 – June 8, 1845) was the seventh president of the United States, serving from 1829 to 1837. Before his presidency, he gained fame as a general in the U. S. Army and served in both houses of the U. S. Congress. Sometimes praised as an advocate for working Americans and for preserving the union of states, his political philosophy became the basis for the Democratic Party. Jackson has been criticized for his racist policies, particularly regarding Native Americans.Jackson was born in the colonial Carolinas before the American Revolutionary War. He became a frontier lawyer and married Rachel Donelson Robards. He briefly served in the U. S. House of Representatives and the U. S. Senate, representing Tennessee. After resigning, he served as a justice on the Tennessee Superior Court from 1798 until 1804. Jackson purchased a property later known as the Hermitage, becoming a wealthy planter who owned hundreds of African American slaves during his lifetime. In 1801, he was appointed colonel of the Tennessee militia and was elected its commander. He led troops during the Creek War of 1813–1814, winning the Battle of Horseshoe Bend and negotiating the Treaty of Fort Jackson that required the indigenous Creek population to surrender vast tracts of present-day Alabama and Georgia. In the concurrent war against the British, Jackson's victory at the Battle of New Orleans in 1815 made him a national hero. He later commanded U. S. forces in the First Seminole War, which led to the annexation of Florida from Spain. Jackson briefly served as Florida's first territorial governor before returning to the Senate. He ran for president in 1824. He won a plurality of the popular and electoral vote, but no candidate won the electoral majority. With the help of Henry Clay, the House of Representatives elected John Quincy Adams as president. Jackson's supporters alleged that there was a "corrupt bargain" between Adams and Clay and began creating a new political coalition that became the Democratic Party in the 1830s.Jackson ran again in 1828, defeating Adams in a landslide despite issues such as his slave trading and his "irregular" marriage. In 1830, he signed the Indian Removal Act. This act, which has been described as ethnic cleansing, displaced tens of thousands of Native Americans from their ancestral homelands east of the Mississippi and resulted in thousands of deaths. Jackson faced a challenge to the integrity of the federal union when South Carolina threatened to nullify a high protective tariff set by the federal government. He threatened the use of military force to enforce the tariff, but the crisis was defused when it was amended. In 1832, he vetoed a bill by Congress to reauthorize the Second Bank of the United States, arguing that it was a corrupt institution. After a lengthy struggle, the Bank was dismantled. In 1835, Jackson became the only president to pay off the national debt. After leaving office, Jackson supported the presidencies of Martin Van Buren and James K. Polk, as well as the annexation of Texas. Jackson's legacy remains controversial, and opinions on his legacy are frequently polarized. Supporters characterize him as a defender of democracy and the U. S. Constitution, while critics point to his reputation as a demagogue who ignored the law when it suited him. Scholarly rankings of U. S. presidents historically rated Jackson's presidency as above average. Since the late 20th century, his reputation declined, and in the 21st century his placement in rankings of presidents fell.This recording reflects the Wikipedia text as of 00:53 UTC on Monday, 20 January 2025.For the full current version of the article, see Andrew Jackson on Wikipedia.This podcast uses content from Wikipedia under the Creative Commons Attribution-ShareAlike License.Visit our archives at wikioftheday.com and subscribe to stay updated on new episodes.Follow us on Mastodon at @wikioftheday@masto.ai.Also check out Curmudgeon's Corner, a current events podcast.Until next time, I'm long-form Patrick.

 America's Existential Crisis is a historical journey and a road trip. It starts with the personal histories of two ancestors of the author. One was a lieutenant in the 7th Cavalry at the Wounded Knee massacre and died from a wound in a related action. The other was honored with a "friendship gift" from the Potawatomi, which Jeff inherited. Their stories lead into the history of the Plains Indian Wars, the 1830 Indian Removal Act, and the confinement of Native Americans on reservations. Witness accounts from participants explain how the inhumane treatment of Sioux tribes on reservations in the Badlands, and an accidental shot, turned Wounded Knee Creek into a killing field on December 29, 1890.He is the author of America's Existential Crisis: Our Inherited Obligation to Native Nations (Culturally and Environmentally Sensitive Spiritual Adventure Travel Memoirs. https://www.amazon.com/Americas-Existential-Crisis-Inherited-Obligation-ebook/dp/B0951DF2HZhttp://www.yourlotandparcel.org

The Indian Removal Act of 1830 forced American Indians to leave their ancestral lands and travel over 1,000 miles on foot. Thousands died on the journey that would come to be known as the "Trail of Tears." Join John Bradshaw as he illuminates this tragic chapter in American history, and learn how a God familiar with suffering will one day wipe away all our tears.

The Indian Removal Act of 1830 forced American Indians to leave their ancestral lands and travel over 1,000 miles on foot. Thousands died on the journey that would come to be known as the "Trail of Tears." Join John Bradshaw as he illuminates this tragic chapter in American history, and learn how a God familiar with suffering will one day wipe away all our tears.

Im Mai 1879 kam es in Nebraska zu einen wegweisenden Prozess. Erstmals in den USA musste eine zentrale Frage geklärt werden: Sind Indianer auch Personen? Im Januar 1877 wurde der kleine Stamm der Ponca-Natives von ihrer Heimat in Nebraska vertrieben und im 600 Meilen entfernten Indian Territory im heutigen Oklahoma untergebracht. Zwei Jahre später wurden 30 Ponca verhaftet, weil sie das ihnen zugewiesene Reservat verlassen und in ihre alte Heimat zurückgekehrt waren. Doch statt das die Natives wieder in ihr Reservat zurückkehren mussten, kam zu einem Prozess - und ein indigenenfreundlicher Offizier fand sich auf der Anklagebank wieder. Vordergründig ging es um die Rechtmäßigkeit der Verhaftung, doch im Kern ging es um eine viel wichtigere Frage: Ist ein Native, im Sinne des amerikanischen Rechts, auch eine Person? 00:00 - Intro und Einleitung 02:53 - Nachrichten aus dem Wilden Westen: Omaha Daily Herald, 1. April 1879 03:41 - Das Verhältnis der jungen USA zu den Natives bis zum Indian Removal Act von 1830 08:19 - Cherokee Nation vs. Georgia (1831): Die Frage nach Menschen im rechtlichen Sinn 11:57 - Januar 1877: Die Umsiedlung der Ponca von Nebraska nach Colorado 15:04 - Chief Standing Bear über die Verhältnisse in Oklahoma 16:11 - Dezember 1878: Tod eines Häuptlingssohns, und der lange Weg nach Hause 18:19 - Von der Kavallerie verhaftet 20:27 - Die Presse kriegt Wind 22:10 - Standing Bear vs. Crooke: Ist ein Indianer eine Person? 26:36 - Der Prozessverlauf 29:25 - Die Rede von Chief Standing Bear 30:51 - 12.5.1879: Judge Dundee's Urteil 32:28 - Nach dem Urteil 35:17 - Der lange Weg zum Bürgerrecht 40:59 - Was hat die Geschichte inspiriert? 46:05 - Verabschiedung und Ausblick aufs nächste Mal Gefällt's euch? Unterstützt uns per Ko-Fi: https://ko-fi.com/westernunchained Folgt Western Unchained auf Facebook: https://facebook.com/westernunchained           Unsere Webseite: https://westernunchained.podbean.com Nachrichten aus dem Wilden Westen (Blog): https://westernunchained.blogspot.de #western #wilderwesten #Natives #indianer #ponca #indianrights #menschenrechte #verhandlung #justiz #kavallerie

Despite having fought alongside them, President Andrew Jackson hated Native Nations. In the early 1800s, he sought to deceive Cherokee tribes into giving up their lands. How did Jackson overturn the precedent of respecting Native sovereignty and force thousands of Native Americans to migrate west? Listen as Anita and William are joined once again by Kathleen DuVal to explore the Indian Removal Act of 1830. Twitter: @Empirepoduk Email: empirepoduk@gmail.com Goalhangerpodcasts.com Assistant Producer: Anouska Lewis Producer: Callum Hill Exec Producer: Neil Fearn Learn more about your ad choices. Visit podcastchoices.com/adchoices

Fruchtbares Land, Weideflächen, vielleicht sogar Gold - für die Pioniere in den USA sollte es weiter gen Westen gehen. Dass dort indigene Stämme lebten, verunsicherte und störte. Präsident Jackson erließ also ein Gesetz, dass den Native Americans Zuhause und Zukunft raubte.

The Trail of Tears details the forced displacement of Native American tribes from their homelands in the southeastern United States to Indian Territory in the 1830s and 1840s, spurred by the Indian Removal Act and fueled by motives of land exploitation. The harrowing journey led to immense suffering and loss, with lasting impacts on tribal communities and a legacy of injustice and Native American rights advocacy in U.S. history.

Filmmaker Derek Purvis is the producer-director of the just released action pic “The Ballad of Davy Crockett.” In this episode, Purvis shares a little about the early inspiration that led him to a career in filmmaking along with a few stories that take listeners behind the scenes of his production. Filmed in Tennessee, “The Ballad of Davy Crockett” is an action-packed Western featuring William Moseley who is known for his portrayal of the fictional character Peter Pevensie in the “The Chronicles of Narnia” trilogy. Set in 1815, the film focuses on Crockett's fictional adventures while fighting his way through the wild frontier to save his children from the clutches of an evil land baron (Colm Meaney of Hell on Wheels). “We wanted to explore the larger-than-life mythology that enshrouds the Crockett name and use his ardent opposition to Andrew Jackson's Indian Removal Act as a throughline for what turned out to be a beautiful action-adventure tale,” said Purvis. This episode is sponsored by Leaders Credit Union. Leaders Credit Union is insured by NCUA.

Thomas Stratmann is a Distinguished University Professor of economics and law at George Mason University, a senior research fellow at the Mercatus Institute, and the creator of the Reservation Economic Freedom Index. Today, we talk about reservations in America and the economic wellbeing of Native Americans. He explains to us how he got interested in reservation economics and the barriers to increased economic wellbeing for Native Americans, also explaining why economic wellbeing is an important metric to focus on. He has great stories about trade and property rights in Native American history, too!Never miss another AdamSmithWorks update.Follow us on Facebook, Twitter, and Instagram.

Die Cherokee sind heute eine der größten indigenen Nationen innerhalb der Vereinigten Staaten von Amerika. Ihre Geschichte geht dabei aber weit über die Zeit der Kolonisierung durch England zurück. Schon vor dem ersten Kontakt mit Europäer:innen galten die Cherokee als einer der mächtigsten Stämme Nordamerikas und sie dominierten weite Teile des Ostens dieses Kontinents. Ihr späterer Kontakt zu den europäischen Neuankömmlingen gestaltete sich dann allerdings – wie bei allen Nationen der Indianer – bald als schwierig. Von Beginn an versuchten die Cherokee, sich mit den Kolonien zu arrangieren. Sie kämpften auf Seite Großbritanniens im Siebenjährigen Krieg und im Amerikanischen Unabhängigkeitskrieg. Nach der Gründung der USA versuchten sie sich wiederum, mit diesen zu einigen – alles nur, um ihr Land und ihre Unabhängigkeit zu bewahren.Melde dich hier für den Newsletter an und erfahre hier mehr über den Déjà-vu Club.An der Wende zum 19. Jahrhundert passte sich die Cherokee Nation dann auch in ihrer Struktur an die der USA an. Sie gründete ein Parlament, wählte einen Präsidenten – oder Principal Chief – erbaute mit New Echota eine neue Hauptstadt und mit Sequoyah sogar eine Schrift für die Cherokee-Sprache Tsalagi. Als Dank und Anerkennung unterzeichnete US-Präsident Andrew Jackson kurzerhand den "Indian Removal Act" und machte bald Vorbereitungen für die gewaltsame Vertreibung der Cherokee nach Westen. Als Trail of Tears würde sie traurige Berühmtheit erlangen. Ein erster Blick in die Geschichte der Cherokee.Déjà-vu Geschichte ist Mitglied des Netzwerks #Historytelling. Diese Episode findest du auch auf ralfgrabuschnig.com. Hinterlasse mir dort gerne einen Kommentar mit deinen Gedanken. Und wenn dir der Déjà-vu Geschichte Podcast gefällt, abonniere ihn doch bitte, wo auch immer du ihn hörst.Links zur EpisodeZu den Fotos der ReiseZum Déjà-vu NewsletterZum Club auf SteadyMeine Folge über den "Amerikanischen Genozid"Alle Infos aus der WerbungQuellenClaudio Saunt: Unworthy Republic. The Dispossession of Native Americans and the Road to Indian TerritoryTags: Frühe Neuzeit, Neuere und neueste Geschichte, Nordamerika, USA, Kolonialismus, Genozid, Minderheiten Hosted on Acast. See acast.com/privacy for more information.

Early America was a diverse place. A significant part of this diversity came from the fact that there were at least 1,000 different Indigenous tribes and nations living in different areas of North America before the Spanish and other European empires arrived on the continent's shores.  Diane Hunter and John Bickers join us to investigate the history and culture of one of these distinct Indigenous tribes: the Myaamia. At the time of this recording, Diane Hunter was the Tribal Historic Preservation Officer for the Miami Tribe of Oklahoma. She has since retired from that position. John Bickers is an Assistant Professor of History at Case Western Reserve University in Ohio. Both Diane and John are citizens of the Miami Tribe of Oklahoma and experts in Myaamia history and culture. Show Notes: https://www.benfranklinsworld.com/372 Sponsor Links Colonial Williamsburg Foundation Colonial Williamsburg Email Lists The Power of Place: The Centennial Campaign for Colonial Williamsburg Complementary Episodes Episode 029: Colin Calloway, The Victory with No Name: The Native American Defeat of the First American Army Episode 223: Susan Sleeper-Smith, A Native American History of the Ohio River Valley & Great Lakes Region Episode 290: The World of the Wampanoag, Part 1: Before 1620 Episode 291: The World of the Wampanoag, Part 2: 1620 and Beyond Episode 297: Claudio Saunt, Indian Removal Act of 1830 Episode 323: Michael Witgen, American Expansion and the Political Economy of Plunder Episode 362: David W. Penney, Treaties Between the US & American Indian Nations Episode 367: The Brafferton Indian School, Part 1 Episode 368: The Brafferton Indian School, Part 2: Legacies Listen! Apple Podcasts Spotify Google Podcasts Amazon Music Ben Franklin's World iOS App Ben Franklin's World Android App Helpful Links Join the Ben Franklin's World Facebook Group Ben Franklin's World Twitter: @BFWorldPodcast Ben Franklin's World Facebook Page Sign-up for the Franklin Gazette Newsletter

On this week's Project Censored Show: History Matters. Historian and author Claudio Saunt addresses the mass expulsion of Native American Indians from the Southern US in the 19th Century, an event that would be described as the “Trail of Tears.” Professor Saunt refers to this so-called “removal” as a deportation and extermination policy in his 2020 book Unworthy Republic: The Dispossession of Native Americans and the Road to Indian Territory. His talk examines this little known history, including the political maneuvering by President Andrew Jackson to narrowly push the Indian Removal Act through Congress, as well as contemporary ramifications of such events.   The post Claudio Saunt: The Mass Expulsion of Native American Indians From the Southern US appeared first on KPFA.

The Indian Removal Act of 1830 forced American Indians to leave their ancestral lands and travel over 1,000 miles on foot. Thousands died on the journey that would come to be known as the "Trail of Tears." Join John Bradshaw as he illuminates this tragic chapter in American history, and learn how a God familiar with suffering will one day wipe away all our tears.

The Indian Removal Act of 1830 forced American Indians to leave their ancestral lands and travel over 1,000 miles on foot. Thousands died on the journey that would come to be known as the "Trail of Tears." Join John Bradshaw as he illuminates this tragic chapter in American history, and learn how a God familiar with suffering will one day wipe away all our tears.

Guest: Claudio Saunt is Richard B. Russell Professor in American History and Co-Director of the Center for Virtual History at the University of Georgia. He is the author of such books including, West of the Revolution (2014), Black, White, and Indian (2005), and A New Order of Things (1999). His most recent book, Unworthy Republic (2020), was awarded the Bancroft Prize and was a finalist for the National Book Award. He has developed several online projects, including the Invasion of America and, with Elizabeth Fenn, Pox Americana. The post Dispossession: The Indian Removal Act of 1830 appeared first on KPFA.

Every culture has core stories - mythologies that have everything to do with group identity. Sometimes those stories are connected to national holidays, as in the case of the American holiday called Thanksgiving. But who gets to determine what those core stories should be? In this episode we welcome two wise women who have made it their life's work to serve as truth-tellers, and advocates for the stories of Native peoples that are seldom heard. Lenore Three Stars of the Oglala Sioux Band of the Lakota Nation, and Robbie Paul of the Nez Perce People, are here to help us to understand the importance of knowing, telling, and listening to each other's stories--in ways that bring healing and restoration.  Note: If you or someone you know is suicidal, call one of the numbers listed on this website. If someone is in IMMEDIATE danger, please call your local emergency number. Lenore Three Stars Oglala Sioux Website Robbie Paul Nez Perce Nation Founding director of Native American Health Sciences at WSU SpokaneOregon Health Sciences UniversityNez Perce Appaloosa Horse ClubLinkedIn Mentions: National Museum of the American Indian American Indian Perspectives on Thanksgiving More resources about Thanksgiving: x, x, x, x, x Doctrine of Discovery Indian Removal Act Nez Perce War Standing Rock Cheyenne River Agency Pine Ridge Little Bighorn Manifest Destiny Ghost Dance Religion and Wounded Knee MassacreSupport the Earthkeepers podcast Keywords: revisionist history, epigenetics, intergenerational trauma, Native boarding schools, residential schools, decFind us on our website: Earthkeepers Support the Earthkeepers podcast Check out the Ecological Disciple

This month marks 220 years since the ratification of the Louisiana Purchase. In one fell swoop, the United States doubled in size, adding much of the land between the Mississippi River to the Rocky Mountains. It was also the moment when colonial powers embraced the momentum of westward expansion that ushered in Manifest Destiny, the Indian Removal Act, and other actions that favored European settlement at the expense of the land's original inhabitants. GUESTS Patty Ferguson Bonhee (Pointe-au-Chien), director of the Indian Legal Clinic and Clinical Professor of Law at Sandra Day O'Connor College of Law at Arizona State University Dr. Laura Kelley, professor of history at Tulane University Jonathan Rohrer, tribal historic preservation officer for the Caddo Nation

Send us a Text Message.Does it feel like your career or workplace is working against you because of your race? Are you clear about what "race" is? Join Whitney in this Asked and Answered episode about race and racial toxicity at work.Relying on research backed data (sources below) and her own experience as a Black American DEI professional and attorney, in this episode, Whitney answers your questions and covers:What is Race?What is the historical context of Race in the US?What do you mean by "racial toxicity," and what are real life examples of toxic work dynamics?What is racial discrimination?And importantly, Whitney provides concrete and actionable steps that you can take when faced with racial toxicity or racial discrimination at work. This week's episode kicks off a series of episodes strictly on racial toxicity! With so much in store over the next several weeks, make sure you start here to get clear on what we mean by "racial toxicity," and have a better understanding of the language used. Subscribe to Impostrix Podcast to get alerts when episodes are released. And don't forget to SHARE this episode with a friend, and let Whitney know what you think by leaving a review or rating the show. Visit ImpostrixPodcast.com to leave Whitney a voice message, subscribe to the monthly newsletter, or donate to the show!Sources:Go Deeper: Race Timeline from RACE - The Power of an IllusionDiscussing the Naturalization Act of 1790, the 1830 Indian Removal Act, Jim Crow, the "Alien Land Laws," and the McCarran-Walter Act of 1952 (among other key points in history).Racial Identity and American Citizenship in the Court - The Asian American Education ProjectDiscussing Takao Ozawa v. United States, 260 U.S. 178 (1922) and other landmark cases involving citizenship and naturalization for Asian immigrants. The State of Black Women in Corporate America (Lean In)Happy Equal Pay Day? Here are 6 charts showing why it's not much of a celebration citing to the National Partnership for Women and Families Report: What's the Wage Gap in the States? Implicit Bias - The Perception InstituteU.S. Equal Employment Opportunity I am a creative entrepreneur and want my fully customizable and attorney-created services contract. Sponsor:Smithers Law Group LLC, Your Trusted 360 General Counselwww.stulawgroup.com/contract-bank Wills for the PeopleAdvancing wealth equity through intentional, accessible, culturally responsive and transformative estate planning services and education. Available in Georgia only. www.willsforthepeoplega.cominfo@willsforthepeoplega.comSupport the Show. SUBSCRIBE to the Validating Voice NewsletterSUPPORT Impostrix Podcast

Does it feel like your career or workplace is working against you because of your race? Are you clear about what "race" is? Join Whitney in this Asked and Answered episode about race and racial toxicity at work. Relying on research backed data (sources below) and her own experience as a Black American DEI professional and attorney, in this episode, Whitney answers your questions and covers:What is Race? What is the historical context of Race in the US?What do you mean by "racial toxicity," and what are real life examples of toxic work dynamics?What is racial discrimination?And importantly, Whitney provides concrete and actionable steps that you can take when faced with racial toxicity or racial discrimination at work. This week's episode kicks off a series of episodes strictly on racial toxicity! With so much in store over the next several weeks, make sure you start here to get clear on what we mean by "racial toxicity," and have a better understanding of the language used. Subscribe to Impostrix Podcast to get alerts when episodes are released. And don't forget to SHARE this episode with a friend, and let Whitney know what you think by leaving a review or rating the show. Visit ImpostrixPodcast.com to leave Whitney a voice message, subscribe to the monthly newsletter, or donate to the show!Sources:Go Deeper: Race Timeline from RACE - The Power of an IllusionDiscussing the Naturalization Act of 1790, the 1830 Indian Removal Act, Jim Crow, the "Alien Land Laws," and the McCarran-Walter Act of 1952 (among other key points in history).Racial Identity and American Citizenship in the Court - The Asian American Education ProjectDiscussing Takao Ozawa v. United States, 260 U.S. 178 (1922) and other landmark cases involving citizenship and naturalization for Asian immigrants. The State of Black Women in Corporate America (Lean In)Happy Equal Pay Day? Here are 6 charts showing why it's not much of a celebration citing to the National Partnership for Women and Families Report: What's the Wage Gap in the States? Implicit Bias - The Perception InstituteU.S. Equal Employment Opportunity CommissionSupport the showSUBSCRIBE to the Validating Voice NewsletterSUPPORT Impostrix Podcast

In the second episode of the series, Dr. Sola and his guests, Dr. Low (Pokagon Band of Potawatomi, Ohio State University-Newark) and Dr. Karamanski (Loyola University-Chicago) tell the story of the indigenous people of Chicagoland from the War of 1812 through their violent removal from the region. Specific topics include the various origin stories of the Potawatomi; the willingness of tribes to accommodate and compromise with Americans; the Indian tribe as a construct of the US government; the Indian Removal Act of 1830; the Blackhawk war of 1832; the Treaty of Chicago of 1833; the phenomenon of "Treaty Chiefs," as seen in the cases of Billy Caldwell (British-Potawatomi) and Alexander Robinson (British-Otatwa); the unique story of the Pokagon Band of Potawatomi; the development of Indian boarding schools, whose purpose was to destroy all aspects of indigenous culture and identity; the diverse perspectives of various Indian tribes and bands in their responses to the arrival of Americans; and the Native American perspective about the concept of land ownership.

Welcome to Baxter Springs, Kansas! Baxter Springs is located in the southeastern corner of Kansas on the Oklahoma border.  Two mineral springs in the area have attracted people to the area for thousands of years.  The site was a stop along the Black Dog Trail, a trail created by the Osage people in the early 1800s to allow easier passage from their winter territory to their summer hunting grounds.  After the Indian Removal Act forced the indigenous people west in the 1830s, European American settlers established a trading post in the area that grew into Baxter Springs.   Demand for beef drove the town's growth after the Civil War.  Texas cattlemen used the town as a way point to take cattle to the markets in Kansas City.  Baxter Springs constructed corrals for up to 20,000 head of cattle and is considered to be the first "cow town" in Kansas.  We hope you enjoy our visit to Baxter Springs!

Associated Links: Support unbanked/underbanked regions of the world by joining the "at home in my head" Kiva team at ⁠⁠⁠⁠https://www.kiva.org/team/at_home_in_my_head⁠⁠⁠⁠ Blog Link: ⁠⁠https://harrisees.wordpress.com⁠⁠ Podcast: ⁠⁠https://spotifyanchor-web.app.link/e/XIhI8RpZ4yb⁠⁠ Youtube: ⁠⁠https://www.youtube.com/channel/UCoS6H2R1Or4MtabrkofdOMw⁠⁠ Mastodon: ⁠⁠https://universeodon.com/@athomeinmyhead⁠⁠ Paypal: ⁠⁠http://paypal.me/athomeinmyhead⁠⁠ Helpful Resources: Links for further reading on the history of US Land Expansion: https://www.smithsonianmag.com/history/white-settlers-buried-truth-about-midwests-mysterious-mound-cities-180968246/ https://en.wikipedia.org/wiki/William_Blount https://en.wikipedia.org/wiki/Andrew_Jackson https://constitution.congress.gov/browse/essay/artII-S1-C7-1/ALDE_00000233/ https://en.wikipedia.org/wiki/War_of_1812 https://en.wikipedia.org/wiki/Compensated_emancipation#:~:text=On%20April%2016%2C%201862%2C%20President,%248%2C000%20in%202021 https://en.wikipedia.org/wiki/Dred_Scott_v._Sandford https://historynewsnetwork.org/article/176068#:~:text=In%20the%201830s%2C%20President%20Andrew%20Jackson%20invoked%20the,to%20help%20suppress%20the%20Nat%20Turner%20slave%20rebellion https://en.wikipedia.org/wiki/Indian_Removal_Act https://en.wikipedia.org/wiki/Trail_of_Tears https://www.whitehousehistory.org/the-myth-of-the-vanishing-indian https://crgreview.com/the-trail-of-tears-and-american-genocide/ https://www.voanews.com/a/usa_all-about-america_todays-democracy-isnt-exactly-what-wealthy-us-founding-fathers-envisioned/6201097.html https://www.ncpedia.org/anchor/soldier-recalls-trail-tears https://www.history.com/topics/native-american-history/trail-of-tears https://www.politico.com/magazine/story/2015/07/andrew-jackson-made-a-killing-in-real-estate-119727/ https://www.pewresearch.org/short-reads/2022/11/15/black-americans-differ-from-other-u-s-adults-over-whether-individual-or-structural-racism-is-a-bigger-problem/ Music Credits: “Wishful Thinking” – Dan Lebowitz: ⁠⁠⁠⁠https://www.youtube.com/channel/UCOg3zLw7St5V4N7O8HSoQRA⁠ --- Support this podcast: https://podcasters.spotify.com/pod/show/tracie-harris/support

On this third episode, we're navel deep into the life of America's first celebrity backwoodsman, David “Davy” Crockett. We've learned there were four Crockett's known by America – the bear hunter, the soldier, the politician and the martyr at the Alamo. We ended the last episode with Crockett leaving the military, but today things get dicey – Crockett became America's first famous working class, populist politician.  We'll look into when David Crockett's wife died, learn of his folksy campaign style, see his feud with Andrew Jackson - and his opposition to Old Hickory's Indian Removal Act of 1830 - and ultimately see Crockett's biggest political blunder that eventually lead his death. We'll even talk with Robert Morgan about Crockett's influence on Abraham Lincoln. We really doubt you're going to want to miss this one.... Connect with Clay and MeatEater Clay on Instagram MeatEater on Instagram, Facebook, Twitter, and Youtube Shop Bear Grease MerchSee omnystudio.com/listener for privacy information.

Dear Editor, I am writing to explore the topic of Jamaica's identity and heritage, specifically in relation to the Taino people who were the original inhabitants of our land. While acknowledging the presence of East Indians and Chinese who arrived during the era of indentured labor after the abolition of slavery in 1865, the majority of the population, comprising individuals with black or brown skin, is believed to have African ancestry following the eradication of the Arawakan Indians by the Spanish. This sets Jamaica apart from other Spanish-occupied West Indian islands like Barbados, Trinidad and Tobago, Belize, and Surinam, which retained a small native Indian population despite the Spanish invasion. Read the rest of the letter in the Jamaican Gleaner or The Jacobin Magazine. Also, The Neoliberal Commentary and The Neoliberal Corporation Moral Magazine Journals. https://urbanindianheritagesociety.org/ PETITION ORGANIZED BY URBAN INDIAN HERITAGE SOCIETY (UIHS) FOR THE PASSAGE OF THE AMERICAN INDIAN INCLUSION ACT. The Urban Indian Heritage Society (UIHS), and members there within, have created this petition to address the grievances of erasure, policide and ethnocidal misconduct of the United States Government against the Misclassified American Indian. The same body of people are hereby demanding reclassification of ethnic birthrights, removal or vacating of Federal and State occupied American Indian lands, return of assets, restitution, punitive damages, and institutional reform. Egregious acts were perpetrated against misclassified American Indians by the United States Government. The fore-mentioned American Indian is hereby demanding immediate remedy for their descendants and their assets. These demands are hereby listed: Reclassification Discovery, access, and redress to all known tribal records that provide direct distinction of the misclassified American Indian that are in possession of the United States Bureau of Indian Affairs, National Archives, Department of Housing, United States Department of Defense, and the United States Department of Commerce.  etc. Removal / Return Special Committee appointed by the UIHS to create report of land removed through exile, taxation, internal displacement, imminent domain, or other methods that displaced the American Indian. Removal of taxation on federal/state/municipal/property/sales tax of land and dissolution of mandate on income tax divestment for the Misclassified American Indian.  etc. Resolve Immediate repeal of HR 4238 (2015); 114th Congress in which direct violation of ADRIP (American Declaration of the Rights of Indigenous Peoples) was committed and speaks to the sanctioned removal of the American Indian and Negro and replacing the ethnicities with African American and Native American, or Alaskan Native. The American Indian was reclassified to Negro per the 1830 Indian Removal Act. Within HR 4238, Negro has now been changed to African American etc. Restitution Immediate Creation of Public Misclassified American Indian Trust for allocation of restitution funds. etc. See Petition. Credits: Rev. Renaldo.C.McKenzie, M.Phil, M.A., NotaryDoctoral Candidate, Georgetown University,President, The Neoliberal Corporation,Adjunct Professor, Jamaica Theological SeminaryAuthor, Neoliberalism, Globalization, Income Inequality, Poverty and Resistance Neoliberalism, Globalization, Income Inequality, Poverty And Resistance 9780578897943 | eBayAuthor of upcoming Book: Neoliberal Globalization Reconsidered, Neo-Capitalism and the Death of NationsCreator/Host, The Neoliberal Round Podcasthttps://anchor.fm/theneoliberalCreator/Producer: The Neoliberal Round by Renaldo McKenzie YouTube Channel: https://www.youtube.com/@RenaldoMckenzierenaldocmckenzie@gmail.comhttps://theneoliberal.com "Serving the world today to solve tomorrow's challenges, by making popular what was the monopoly." (That is aim of communication).) Support us at https://anchor.fm/theneoliberal/support. --- Send in a voice message: https://podcasters.spotify.com/pod/show/theneoliberal/message Support this podcast: https://podcasters.spotify.com/pod/show/theneoliberal/support

Indian Removal Act + Homestead Act + Texas = American History

Daniel Webster was at the center of the great issues that defined his times. He was opposed to slavery, vehemently opposed the Indian Removal Act - that ended in the notorious and, illegal, Trail of Tears - with fellow congressman Davy Crockett; argued consistently for freedom of religion and the protection of religious minorities. Yet even today an ambivalence exists about him that reflects a judgment of him based on current standards. In his book Indivisible: Daniel Webster and the Birth of American Nationalism, historian Joel Richard Paul seeks to draw our attention to the two most abiding principles of Webster: Freedom - that drove his belief that slavery was wrong, and Union, without which securing freedom for slaves in the southern states would not be possible and without which America could not fulfill its most promising ideals. Paul makes a convincing case that Webster was the force that gave birth to the to the belief that we were Americans, not merely Virginians, or Pennsylvanians or New Hampshireites; That the Constitution of the United States was the thread that wove us together and gave us common cause.Joel Richard Paul is a Professor of Constitutional and International Law, University of California Hastings College of the Law; Author, Indivisible: Daniel Webster and the Birth of American Nationalism

Indivisible: Daniel Webster and the Birth of American Nationalism: This is a Podcast shared to NH Secrets from The Radical Centrist PodcastDaniel Webster was at the center of the great issues that defined his times. He was opposed to slavery, vehemently opposed the Indian Removal Act - that ended in the notorious and, illegal, Trail of Tears - with fellow congressman Davy Crockett; argued consistently for freedom of religion and the protection of religious minorities. Yet even today an ambivalence exists about him that reflects a judgment of him based on current standards. In his book Indivisible: Daniel Webster and the Birth of American Nationalism, historian Joel Richard Paul seeks to draw our attention to the two most abiding principles of Webster: Freedom - that drove his belief that slavery was wrong, and Union, without which securing freedom for slaves in the southern states would not be possible and without which America could not fulfill its most promising ideals. Paul makes a convincing case that Webster was the force that gave birth to the to the belief that we were Americans, not merely Virginians, or Pennsylvanians or New Hampshireites; That the Constitution of the United States was the thread that wove us together and gave us common cause.Joel Richard Paul is a Professor of Constitutional and International Law, University of California Hastings College of the Law; Author, Indivisible: Daniel Webster and the Birth of American Nationalism

Black Indian Slave Narratives by Patrick Minges w/Tom Libby--- Welcome & Introduction  - 00:23 Black Indian Slave Narratives - 01:00 Moses Lonian Interview - 02:25 Slavery is a Complicated Thing - 05:30 Integrations Between Native Americans and Black Americans - 07:30 The Trail of Tears, The Indian Removal Act, and Martin Van Buren - 08:30 The Fourth Turning  - 17:00 A Leader's Decisions are Crucial Right Now in American History - 25:00 The Literary Life of Patrick Minges - 26:17 Cora Gillam Interview - 33:30 The Cherokee Nation and Oklahoma - 38:30 On Human Displacement - 45:10 The Layering of Claims and Blood Politics - 47:35 Casinos, Gambling, and Money - 56:35 Playing Footsie with Tyranny - 1:00:00 Lucinda Davis Interview - 1:07:30 The Libertarian Idea and Lessons from Literature for Leaders - 1:17:00 Lessons for Leaders from Slave Narratives - 1:20:00 There's No Such Thing as a "Wage Slave" - 1:25:00 Staying on the Path - 1:26:30 --- Pick up your copy of 12 Rules for Leaders: The Foundation of Intentional Leadership NOW on AMAZON! Check out the 2022 Leadership Lessons From the Great Books podcast reading list! --- Check out HSCT Publishing at: https://www.hsctpublishing.com/. Check out LeadingKeys at: https://www.leadingkeys.com/ Check out Leadership ToolBox at: https://leadershiptoolbox.us/ Contact HSCT for more information at 1-833-216-8296 to schedule a full DEMO of LeadingKeys with one of our team members. --- Leadership ToolBox website: https://leadershiptoolbox.us/. Leadership ToolBox LinkedIn: https://www.linkedin.com/company/ldrshptlbx/. Leadership ToolBox YouTube: https://www.youtube.com/channel/UCJvVbIU_bSEflwYpd9lWXuA/. Leadership ToolBox Twitter: https://twitter.com/ldrshptlbx. Leadership ToolBox IG: https://www.instagram.com/leadershiptoolboxus/. Leadership ToolBox FB: https://www.facebook.com/LdrshpTlbx.

In 1830 the U.S. government implemented the Indian Removal Act, which led to the infamous Trail of Tears (1837-39), the removal or forced relocation of the Cherokee Nation. Thus, roughly 15,000 Cherokees were removed from their homes in Alabama, Georgia, North Carolina, Tennessee and other states under both U.S. military force and state militias. Despite these acts of genocide and the resulting criminalization of cultural traditions and lifeways, the Cherokee and so many other Indigenous peoples, have suffered greatly, persevered, thrived against all odds, and actively sought to preserve their lifeways, language and traditions. Today, the revitalization of ancestral ways which includes food, medicine, and the stories around them continues with the spirit of true sovereignty, dignity and pride. We're thrilled to have Nico Albert Williams (Cherokee Nation of Oklahoma), founder and Executive Chef of Burning Cedar Indigenous Foods and Burning Cedar Sovereign Wellness joining us on the show today to share her personal and collective journey to revitalize culture, Indigenous foods and wellness through sovereignty. Nico Albert Williams, based in Tulsa, Oklahoma, is a chef, caterer and student of traditional and modern Indigenous cuisines. As the founder and owner of Burning Cedar Indigenous Foods [https://www.burningcedar.com], a catering & consulting company, Chef Nico devotes her time to the revitalization of Indigenous cuisine to promote healing and wellness in the Native American community. She is also the Founder/Board President of Burning Cedar Sovereign Wellness [https://www.burningcedar.org/sovereignwellness], a nonprofit organization whose mission is to address socioeconomic disparities, health crises, and cultural disconnection affecting Indigenous communities by re-establishing ancestral foodways, birthing practices, and traditional medicine, while educating future generations of Indigenous cooks. Chef Nico's work has been featured by Cherokee Nation's OsiyoTV, Smithsonian National Museum, PBS, Gilcrease Museum, Philbrook Museum, BBC, and Food Network, among others. Carry Kim, Co-Host of EcoJustice Radio. An advocate for ecosystem restoration, indigenous lifeways, and a new humanity born of connection and compassion, she is a long-time volunteer for SoCal350, member of Ecosystem Restoration Camps, and a co-founder of the Soil Sponge Collective, a grassroots community organization dedicated to big and small scale regeneration of Mother Earth. For an extended interview and other benefits, become an EcoJustice Radio patron at https://www.patreon.com/ecojusticeradio Podcast Website: http://ecojusticeradio.org/ Podcast Blog: https://www.wilderutopia.com/category/ecojustice-radio/ Support the Podcast: https://www.patreon.com/ecojusticeradio Executive Producer: Jack Eidt Hosted by Carry Kim Intro By: Jessica Aldridge Engineer and Original Music: Blake Quake Beats Episode 158 Photo credit: Burning Cedar Indigenous Foods Facebook Page

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.

What was music like in Early America? How did different early Americans—Native Americans, African Americans, and White Americans—integrate and use music in their daily lives? Your questions about music inspired this 5-episode series about music in Early America. Our exploration begins with music in Native America. Chad Hamill, a Professor of Applied Indigenous Studies at Northern Arizona University, is an ethnomusicologist who studies Native American and Indigenous music. He will guide us through Native North America's musical landscapes before European colonization. Show Notes: https://www.benfranklinsworld.com/343 Join Ben Franklin's World! Subscribe and help us bring history right to your ears! Sponsor Links Omohundro Institute Colonial Williamsburg Foundation Making Music in Early America Exhibition  Complementary Episodes Episode 163: The American Revolution in North America Episode 290: The World of the Wampanoag, Part 1 Episode 291: The World of the Wampanoag, Part 2 Episode 297: Claudio Saunt, Indian Removal Act of 1830 Episode 310: Rosalyn LaPier, History of the Blackfeet Episode 323: Michael Witgen, American Expansion and the Political Economy of Plunder Episode 342: Elizabeth Ellis, The Great Power of Small Native Nations   Listen! Apple Podcasts Spotify Google Podcasts Amazon Music Ben Franklin's World iOS App Ben Franklin's World Android App Helpful Links Join the Ben Franklin's World Facebook Group Ben Franklin's World Twitter: @BFWorldPodcast Ben Franklin's World Facebook Page Sign-up for the Franklin Gazette Newsletter

Sam hosts Mark Joseph Stern, senior writer at Slate, to discuss the recent opening arguments that have come in front of the Supreme Court. First, Sam runs through updates on the Democratic victory in Arizona bringing Kari Lake down, the GOP creeping even closer to a House majority, Biden's attempt to renew the student debt repayments, and Iran detaining minors for protest, before watching the right cope with their disappointing showing last week. Mark Joseph Stern then joins as he dives right into the joint affirmative action case being taken against Harvard and UNC, walking through why – despite it supposedly hinging on the 14th Amendment – the majority of the arguments and discussion has been conservative racial aggrievement about policy, with the legal theory coming from the more liberal judges while still appreciating policy impact. Next, Mark parses through Haaland v. Brackeen, the upcoming Supreme Court case that ostensibly deals with states' rights to lay claim to native children living on reservations, and the larger impact of weakening the rights of reservations and their laws in the eyes of the US courts, opening it up to exploitation by both the state and corporation, also drawing a parallel to Georgia's treatment of indigenous peoples in the lead up to the Indian Removal Act. Mark Joseph Stern and Sam also tackle the optimism for the Talevski v. Health and Hospital Corporation case and the future of people's right to have federal protections enforced, before wrapping up with the continued investigation into the Roe leaks. And in the Fun Half: Sam dives into the potential overhaul of GOP leadership as Rep. Andy Biggs' announcement that he will be challenging for Speaker of the House and Rick Scott attempts to hide his disdain for McConnell. Em from Baltimore dives into the success of Michigan's attempt to address gerrymandering and Zack from Michigan dives into Proposal 3 officially codifying abortion into the state constitution. Sam updates us on Russia allegedly launching missiles into Poland, and Rodney from Omaha critiques Sam's sense of humor. Dave Rubin almost goes 0-9 in election predictions, plus, your calls and IMs Check out Mark's work at Slate here: https://slate.com/author/mark-joseph-stern Become a member at JoinTheMajorityReport.com: https://fans.fm/majority/join Subscribe to the ESVN YouTube channel here: https://www.youtube.com/esvnshow Subscribe to the AMQuickie newsletter here: https://am-quickie.ghost.io/ Join the Majority Report Discord! http://majoritydiscord.com/ Get all your MR merch at our store: https://shop.majorityreportradio.com/ Get the free Majority Report App!: http://majority.fm/app Check out today's sponsors: Henson Shaving: Go to https://hensonshaving.com/majority  and use code MAJORITY for a free 100-pack of blades!   Follow the Majority Report crew on Twitter: @SamSeder @EmmaVigeland @MattBinder @MattLech @BF1nn @BradKAlsop Check out Matt's show, Left Reckoning, on Youtube, and subscribe on Patreon! https://www.patreon.com/leftreckoning Subscribe to Discourse Blog, a newsletter and website for progressive essays and related fun partly run by AM Quickie writer Jack Crosbie. https://discourseblog.com/ Check out Ava Raiza's music here! https://avaraiza.bandcamp.com/ The Majority Report with Sam Seder - https://majorityreportradio.com/

The Indian Removal Act of 1830 forced American Indians to leave their ancestral lands and travel over 1,000 miles on foot. Thousands died on the journey that would come to be known as the "Trail of Tears." Join John Bradshaw as he illuminates this tragic chapter in American history, and learn how a God familiar with suffering will one day wipe away all our tears.

The Indian Removal Act of 1830 forced American Indians to leave their ancestral lands and travel over 1,000 miles on foot. Thousands died on the journey that would come to be known as the "Trail of Tears." Join John Bradshaw as he illuminates this tragic chapter in American history, and learn how a God familiar with suffering will one day wipe away all our tears.

Happy Indigenous People's Day! Sam and Emma host Claudio Saunt, professor of American History at the University of Georgia, to discuss his book Unworthy Republic: The Dispossession of Native Americans and the Road to Indian Territory. Sam and Emma first run through updates on Russia's response to the bombing of the Crimean bridge and more news from this weekend, before diving into Marjorie Taylor Greene's great “Theory” on how Americans are being “Replaced.” Claudio Saunt then joins as he dives right into the Indian Removal Act of 1830, contextualizing it within the first half-century of American existence, with the vigilante-esque dispossession and deportation of Indigenous communities beginning with European arrival on the continent, but settling into a more formalized form of imperialism by the early 19th Century until the Indian Removal act arrived on the House floor and became perhaps the most controversial legislation in US History. Zooming out, Saunt, Sam, and Emma walk through the state of Indigenous communities in America at the start of the 1800s, with the south largely dominated by peoples including the Choctaws, Chickasaws, Seminoles, and Cherokees, with their communities built along the soil of the black belt, where their ancestors have cultivated their land and culture for ages, while the colonizing force of southern slave owners grew in their greed and desire for domination and expansion. This brings them to the role of the slave owners in the passage of the Indian Removal Act, with a relentless push from the institutions of the south (from state governments to newspapers and more) to promote this vision of a southern slave-owning empire, beginning with the expansions into GA, AL, and MS, before moving towards pacific, Mexico, and the Caribbean, not only becoming masters of those within the southern borders but dominating the American union writ large. Moving into the election of Andrew Jackson, Claudio, Sam, and Emma dive into the pressure campaign from the South (Jackson's base) that centered the passage of the IRA only two years into his administration, balancing political threats with a fig-leaf of Christian imperialism (emphasizing “deportation as salvation”) to force the final five votes across the aisle to pass the act. They also parse through the atrocities of the greed of southern slave owners, deporting over 80k people via tactics of starvation, famine, mob violence, and general genocidal rule, as the federal government grew to a size unseen in the US before, recording every inch of people, property, and land that they claimed for themselves, and keeping track of the massive finances they spent in the process, enflamed by the multiple wars fought against the Seminoles and others. They wrap up the interview by tackling the role of the north in investing in these southern institutions, cementing their role in US society, and transforming the national economy for good. And in the Fun Half: Sam and Emma parse through the complexity of an anti-war approach to the Russian invasion of Ukraine, as Rachel from Kyiv calls in to discuss the need to focus on Ukrainian lives and the failure that would be forcing negotiations with a bad faith actor. Donald Trump lets Jimmy Carter off the hook for being alive, Sam and Emma walk through Kanye's recent appearance on Tucker Carlson leading up to his anti-Semitic rants this weekend, David from OKC discusses COVID and masking, and Lauren from Chicago dives into the likely hood of Putin engaging in nuclear warfare. Leaked LA City Council audio puts their president at the forefront of an institutional racism discussion, and Michael from Miami discusses DeSantis, democratic challengers, and the failures of the Florida DNC, plus, your calls and IMs! Check out Claudio's book here: https://wwnorton.com/books/unworthy-republic Become a member at JoinTheMajorityReport.com: https://fans.fm/majority/join Subscribe to the AMQuickie newsletter here: https://am-quickie.ghost.io/ Join the Majority Report Discord! http://majoritydiscord.com/ Get all your MR merch at our store: https://shop.majorityreportradio.com/ Get the free Majority Report App!: http://majority.fm/app Check out today's sponsors: Ritual: We deserve to know what we're putting in our bodies and why. Ritual's clean, vegan-friendly multivitamin is formulated with high-quality nutrients in bioavailable forms your body can actually use. Get key nutrients without the B.S. Ritual is offering my listeners ten percent off during your first three months. Visit https://ritual.com/majority to start your Ritual today. ZipRecruiter: Some things in life we like to pick out for ourselves - so we know we've got the one that's best for us - like cuts of steak or mattresses. What if you could do the same for hiring - choose your ideal candidate before they even apply? That's where ZipRecruiter's ‘Invite to Apply' comes in - it gives YOU, as the hiring manager, the power to pick your favorites from top candidates. According to ZipRecruiter Internal Data, jobs where employers use ZipRecruiter's ‘Invite to Apply' get on average two and a half times more candidates — which helps make for a faster hiring process. See for yourself! Just go to this exclusive web address, https://www.ziprecruiter.com/majority to try ZipRecruiter for free! Follow the Majority Report crew on Twitter: @SamSeder @EmmaVigeland @MattBinder @MattLech @BF1nn @BradKAlsop Check out Matt's show, Left Reckoning, on Youtube, and subscribe on Patreon! https://www.patreon.com/leftreckoning Subscribe to Discourse Blog, a newsletter and website for progressive essays and related fun partly run by AM Quickie writer Jack Crosbie. https://discourseblog.com/ Check out Ava Raiza's music here! https://avaraiza.bandcamp.com/ The Majority Report with Sam Seder - https://majorityreportradio.com/

The first Democrat president, Andrew Jackson, displaced hundreds of thousands of native Americans with his Indian Removal Act. The native Americans called it the "Trail of Tears." Joe Biden and the same Democrat Party have put Trump supporters on notice that they could be removed as well. It used to be "kill the Indian and keep the man." Not any more. This ideological trail is "kill the American and keep the communist." Kevin Freeman, who is of Cherokee descent, explains that this is all according to plans to displace the Constitution and transform America. 

The Skull Crawlers Present: Suspend Disbelief 6 Oklahoma was originally a prison state for Native Americans during the Indian Removal Act. Do you believe in cursed lands? How about shape shifting medicine men who turn themselves into blood sucking giant owls at night? Oklahoma native and Seminole tribe member Cedric Sweet, or Chief Sweet as he's known as on Youtube tells Native legends he heard growing up, as well as horrifying experiences he has had on his land past down to him from his land he grew up on. subscribe to Chief Sweet here -- https://www.youtube.com/c/ChiefSweet If you have a scary story email us the details with any pictures/video/audio you might have at Skullcrawlerfilms@gmail.com Instagram.com/theskullcrawlers https://spotifyanchor-web.app.link/e/8Dx8coqJ5sb Produced by Dylan Eubanks of Black Cat Horror Productions --- Send in a voice message: https://podcasters.spotify.com/pod/show/the-skull-crawlers/message

John F. Kennedy once told a presidential biographer that rating presidents from best to worst that it was impossible without a deep appreciation of the office. Perhaps even first-hand experience was necessary: "No one has a right to grade a president - even poor James Buchanan - who has not sat in his chair, examined the mail and information that came across his desk, and learned why he made his decisions.”While JFK's view will never stop historians from ranking U.S. presidents from best to worst, he makes a good point that historical figures likely had good reasons for what they did, even if the end result was failure and their reputations were left in tatters. Andrew Jackson's Indian Removal Act or Thomas Jefferson's failure to provide justice equally (even though he enshrined the equality of all in America's founding documents) are explainable and understandable, even if they aren't excusable. To explore this theme further is today's guest is Jon Meacham, host of the new podcast, Reflections of History. Meacham is a Pulitzer Prize-winning author of American Lion: Andrew Jackson in the White House, and several other biographies, presidential or otherwise. We discuss the lasting legacies of Jefferson, Jackson, and other presidents who rose or fell to the moment. We also discuss which historical figures should get greater recognition, whether the aftermath of the Titanic gives us ideas on how to mourn national tragedies, and the greatest accomplishments of the 20th century, including, but not limited to, NATO, vaccines, the Space Race, and Jackie Robinson breaking down baseball's color barrier and accelerating the Civil Rights Movement.

Seriah welcomes author, researcher and experiencer Steve Stockton. Topics include Dogman, Yosemite National Park, missing persons, anomalous lightning strikes, a victim of bizarre repeated lightning strikes, experienced outdoorspeople vanishing seemingly instantly, a cover-up of a missing child, Missing 411 and David Paulides, past disappearances now solved, pre-1940 cryptid reports, wild men, anomalous "gorillas" in the U.S., Timothy Renner, feral chickens, Native American lore, fish women, entities that push people with unnatural winds, a mysterious mist, the Superstition Mountains in Arizona, the Indian Removal Act, little people and Bigfoot across cultures, Cry Baby Bridges, ghostly hitchhikers, a legendary Filipino vampire, Joshua Tree National Park, Graham Parsons, U2, Bill Melder, strange beings in the wilderness, being Fae-led and anomalously disoriented, hallucinogenic plants, incidents of sudden total silence, Mount Shasta, power spots, people drawn to certain areas, unmarked graves in the desert, Mafia activity in Los Angeles and Los Vegas, Paul Miller, Bill Ewasko, the Joshua Tree Inn, profiles and circumstances of people who go missing, boulder fields, search and rescue mysteries, shadow figures speaking in the voices of loved ones, Laura Bradbury, law-enforcement cover-ups vs. incompetence, Steve's personal experiences and encounters, a séance for Graham Parsons, Guy and Edna Ballard, "I AM" movement, Count of Saint Germain, Lemuria, lava tube caves in Mount Shasta, the "Robot Granny" incident, unusual Bigfoot mother and child encounters, Atlantis and Mu, Russian exploration/colonization on the west coast, the Great Smokey Mountains, Pluto Cave, hidden residents of Mount Shasta, earth lights, and much more! This content-packed episode leaves me waiting for the patreon!- Vincent TreewellOutro Music Haishen with Leviathan live on The Last Exit for the Lost

During his eight years as president of the United States, Andrew Jackson passed one major piece of legislation: the Indian Removal Act of 1830. A bill set up to allow negotiations between the federal government and tribal nations for land exchanges, it quickly set the precedent of forced indigenous removal. So what was the Indian Removal Act? And what were its impacts?Don't forget the Intelligent Speech Conference is just a few weeks away - be sure to grab your tickets at www.intelligentspeechconference.com and use CIVICS to save 10%. For show notes, source material and transcripts, please visit the website at www.civicsandcoffee.comSupport the show

Seriah welcomes author, researcher and experiencer Steve Stockton. Topics include Dogman, Yosemite National Park, missing persons, anomalous lightning strikes, a victim of bizarre repeated lightning strikes, experienced outdoorspeople vanishing seemingly instantly, a cover-up of a missing child, Missing 411 and David Paulides, past disappearances now solved, pre-1940 cryptid reports, wild men, anomalous "gorillas" in the U.S., Timothy Renner, feral chickens, Native American lore, fish women, entities that push people with unnatural winds, a mysterious mist, the Superstition Mountains in Arizona, the Indian Removal Act, little people and Bigfoot across cultures, Cry Baby Bridges, ghostly hitchhikers, a legendary Filipino vampire, Joshua Tree National Park, Graham Parsons, U2, Bill Melder, strange beings in the wilderness, being Fae-led and anomalously disoriented, hallucinogenic plants, incidents of sudden total silence, Mount Shasta, power spots, people drawn to certain areas, unmarked graves in the desert, Mafia activity in Los Angeles and Los Vegas, Paul Miller, Bill Ewasko, the Joshua Tree Inn, profiles and circumstances of people who go missing, boulder fields, search and rescue mysteries, shadow figures speaking in the voices of loved ones, Laura Bradbury, law-enforcement cover-ups vs. incompetence, Steve's personal experiences and encounters, a séance for Graham Parsons, Guy and Edna Ballard, "I AM" movement, Count of Saint Germain, Lemuria, lava tube caves in Mount Shasta, the "Robot Granny" incident, unusual Bigfoot mother and child encounters, Atlantis and Mu, Russian exploration/colonization on the west coast, the Great Smokey Mountains, Pluto Cave, hidden residents of Mount Shasta, earth lights, and much more! This content-packed episode leaves me waiting for the patreon! - Vincent Treewell Outro Music Haishen with Leviathan live on The Last Exit for the Lost Download

Seriah welcomes author, researcher and experiencer Steve Stockton. Topics include Dogman, Yosemite National Park, missing persons, anomalous lightning strikes, a victim of bizarre repeated lightning strikes, experienced outdoorspeople vanishing seemingly instantly, a cover-up of a missing child, Missing 411 and David Paulides, past disappearances now solved, pre-1940 cryptid reports, wild men, anomalous "gorillas" in the U.S., Timothy Renner, feral chickens, Native American lore, fish women, entities that push people with unnatural winds, a mysterious mist, the Superstition Mountains in Arizona, the Indian Removal Act, little people and Bigfoot across cultures, Cry Baby Bridges, ghostly hitchhikers, a legendary Filipino vampire, Joshua Tree National Park, Graham Parsons, U2, Bill Melder, strange beings in the wilderness, being Fae-led and anomalously disoriented, hallucinogenic plants, incidents of sudden total silence, Mount Shasta, power spots, people drawn to certain areas, unmarked graves in the desert, Mafia activity in Los Angeles and Los Vegas, Paul Miller, Bill Ewasko, the Joshua Tree Inn, profiles and circumstances of people who go missing, boulder fields, search and rescue mysteries, shadow figures speaking in the voices of loved ones, Laura Bradbury, law-enforcement cover-ups vs. incompetence, Steve's personal experiences and encounters, a séance for Graham Parsons, Guy and Edna Ballard, "I AM" movement, Count of Saint Germain, Lemuria, lava tube caves in Mount Shasta, the "Robot Granny" incident, unusual Bigfoot mother and child encounters, Atlantis and Mu, Russian exploration/colonization on the west coast, the Great Smokey Mountains, Pluto Cave, hidden residents of Mount Shasta, earth lights, and much more! This content-packed episode leaves me waiting for the patreon! - Vincent Treewell Outro Music Haishen with Leviathan live on The Last Exit for the Lost Download

Exactly what it sounds like.

Today we are going to talk about the Trail of tears, specifically my grandmother's family's experience on the journey.  We start in Georgia, where tens of thousands of acres of land had been occupied and cultivated since the 8000s BC by the indigenous people.    During the Manifest Destiny “delusion”, some American officials thought that the best way to solve what they were disgracefully calling an “Indian problem” was to “civilize” the Native Americans. To do this, they encouraged them convert to Christianity, taught them to speak and read English and had them adopt to European-style practices such as individual ownership of land and other property, such as owning African slaves.  So, here is a big shocker, in the winter of 1829, gold was discovered in great abundance upon Cherokee soil in Georgia after a little Cherokee boy living on Ward creek had sold a gold nugget to a white trader the year prior. Mining operations quickly sprang up. As prospectors rushed in, so did armed brigands claiming to be government agents, who paid no attention to the rights of the natives who were the legal possessors of the country.  Their land was valuable and desired by the white settlers.  Tensions with them and the Cherokee increased. They called it the "Great Intrusion". Sound familiar? We talk about the California gold rush all the time on this podcast, but the rush in Georgia came in second for the most significant gold rush in the United States.  John Ross, the elected Chief of all the Cherokee Tribes did all he could. Laws were made benefiting the settlers, and the Cherokees homes were burned, fences and crops destroyed and their cattle was mutilated.  Men were shot in cold blood as the lands were confiscated. Cherokee Principal Chief John Ross sent Chief Junaluska as an envoy to plead with President Jackson for protection for his people. Chief Junaluska knew President Andrew Jackson after he brought 500 warriors to help Jackson win the battle of the Horse Shoe. 33 of Junaluska's men ended up dead.  In the battle, when the Creek had Andrew Jackson at his mercy, Junaluska drove his tomahawk through the skull of the Creek warrior about to kill Jackson. But when Junaluska approached Jackson, his manner was cold and indifferent. “Sir, your audience has ended. There is nothing I can do for you.” The doom of the Cherokee was sealed.  In 1830, Andrew Jackson signed the Indian Removal Act. It was a tiny, wealthy minority of Cherokee who signed a fraudulent treaty that ceded their eastern lands. The Act gave the federal government power to relocate the native population to the west and move Americans into their cotton kingdom. It promised that their new land would remain unmolested forever,  but the  boundaries of “Native Land” diminished as the line of white settlement pushed westward. The gold extracted from Georgia those years would equate to over 22 million dollars in  2022.      Differences over remaining in their Southeastern homeland or moving to the West had split Cherokees before removal. Some Cherokee asked to postpone removal until the fall, and to voluntarily remove themselves. The delay was granted, provided they remain in internment camps. Only 2,000 Cherokees had left their simple log cabins, cornfields, orchards, and livestock  by 1838.  So, the government sent General Winfield Scott and thousands of soldiers to gather the remaining families in Eastern Cherokee Territory and put them in concentration camps before the removal.  As the Cherokee were arrested and dragged from their homes  at the bayonet point that May, the American men looted their belongings and robbed their dead's graves to get their jewelry and other little trinkets.  A small child had died during the commotion and was lying on a bear skin couch. His family was preparing the little body for burial. All were arrested and driven out leaving the child in the cabin. Men working in the fields were arrested and driven to the stockades. Women were dragged from their homes by soldiers whose language they could not understand. Children were often separated from their parents. When the troops showed up at the log house of Big and Susie Tickaneeski in May, Big wanted to fight. Big's wife Susie begged him not to battle the soldiers. She told him they would kill him. Like Big, the majority of the Cherokee people, was divided: What was the best way to handle the government's land grab?  Because of the 1829 Georgia gold rush, the Cherokee gained enough gold-mining experience to participate in later gold rushes in California in 1849 and Colorado in 1859.  By the end of the decade, very few of the natives remained anywhere in the southeastern United States.  Truth is, the facts are being concealed from the young people of today. School children of today do not know that we are living on lands that were taken from a helpless race at the bayonet point to satisfy the white man's greed. Future generations will read and condemn the act. Like the women before her, Rebecca proved to be a woman of endurance, strength and adaptability and I am so honored to call her my auntie. My own Aunt. Becky, if you will. 

Scholar Brenda Child sheds light on how America's first inhabitants were impacted in a wide-ranging discussion that will include President Jackson's Indian Removal Act, efforts by the American government to expand rights and grant citizenship to native peoples, as well as the activism and grassroots advocacy that continue to this day. Recorded on  April 16, 2021 

Dan Helms grew up in the Florida panhandle, not discovering his native heritage until he was in his late 50s. In this episode he shares how DNA tests are unreliable, the Indian Removal Act of 1830, education vs re-education, blood quantum, white privilege, Hollywood & the hoped for future of North America's native people.Guest: https://www.facebook.com/santarosacreektribe  |  https://santarosacreektribe.org/   Host:  https://www.meredithforreal.com/  | https://www.instagram.com/meredithforreal/  | meredith@meredithforreal.com | https://www.youtube.com/meredithforreal  | https://www.facebook.com/meredithforrealthecuriousintrovertSponsors: https://uwf.edu/university-advancement/departments/historic-trust/ | https://www.ensec.net/