An Introduction to Native North America - test bank and ...testbankcollege.eu/.../Test-Bank-Introduction-to-Native-North-Americ… · An Introduction to Native North America Third

Instructor’s Manual and Test Bank

for

Sutton

An Introduction to Native North

America

Third Edition

Linda Rose LocklearPalomar College

Gabriel S. EstradaCalifornia State University, Long Beach

Boston New York San Francisco

Mexico City Montreal Toronto London Madrid Munich Paris

Hong Kong Singapore Tokyo Cape Town Sydney

Full file at http://TestbankCollege.eu/Test-Bank-Introduction-to-Native-North-America-3rd-Edition-Sutton

Copyright © 2008 Pearson Education, Inc.

All rights reserved. The contents, or parts thereof, may be reproduced with An Introductionto Native North America, Third Edition, by Mark Q. Sutton, provided such reproductionsbear copyright notice, but may not be reproduced in any form for any other purposewithout written permission from the copyright owner.

To obtain permission(s) to use the material from this work, please submit a written requestto Allyn and Bacon, Permissions Department, 75 Arlington Street, Boston, MA 02116 orfax your request to 617-848-7320.

ISBN-13: 978-0-205-53013-7ISBN-10: 0-205-53013-3

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1 11 10 09 08 07


http://TestbankCollege.eu/Test-Bank-Introduction-to-Native-North-America-3rd-Edition-Sutton

It may thus be said that both Indian and non-Indian

are now engaged in a quest for the roots of lost

heritages now increasingly understood to be essential

if we are to reorient our cultures and lives toward

values which express real human nature (25). Seeing

with a Native Eye

Contents

Foreword

Part One: Indigenous Concepts and Strategies for Teaching

A. Indigenous Pedagogy………………………………………………………...………...1

B. Video Clips……………………………………………………………………………..4

C. Contemporary VIPs…………………..………………………………………………...5

D. Ethnography of non-Case Study Tribes………………………………………………..6

E. Aztec Calendar Essay ….…………………..…………..….…………………………...7

F. Web Review..……………………………….…………….…………………………….8

G. Native American Language Project……..……………….………………………….....8

H. Native American Music…………..…….………………….…………………………..8

I. Create a Board Game………………….…..…..….………………………………...…...8

J. Students’ Personal Ethnographies………………………………………………………9

Part Two: Chapter Outlines, Study Questions and Exams

Chapter 1: Introduction…………………………………………………………………..10

Chapter 2: European Invasion and Conquest…………………………….………………25

Chapter 3: Arctic…………………………………………………………………………37

Chapter 4: Subarctic……………………………………………………………………...49

Chapter 5: Plateau………………………………………………………………………..57

Chapter 6: Northwest Coast……………………………………………………………...64

Chapter 7: Great Basin…………………………………………………………………...72

Chapter 8: California……………………………………………………………………..81

Chapter 9: Southwest……………………………………………………………………..90

Chapter 10: Plains………………………………………………………………………...99

Chapter 11: Northeast………………………………………………………….……..….107

Chapter 12: Southeast……………………………………………………….…………...117

Chapter 13: Contemporary Issues…………………………………………….………….128

Native American IQ Pre-Test……………………………………………….......……….133

Final Exam Sample………………………………………………………….....…….…..136

Sample Combined Exams, Chapters 1-3…………………………………….....………..137

Sample Combined Exams, Chapters 4 & 7…………………………………….....……..143

Sample Combined Exams, Chapters 5,6, & 8……………………………….....………..151

Sample Combined Exams, Chapters 9 & 10………..………………………….………..156

Sample Combined Exams, Chapters 11, 12, & 13………..………………...….………..160



Foreword

Dear Colleagues,

We hope we have compiled an instructor’s manual that will give you a variety of information,

resources, and methodological approaches that will aid you in teaching an introductory course on

American Indians. We know from a number of years of teaching in the American Indian Studies

Department that such a class could be taught from various disciplines such as American Indian

Studies, Anthropology, History, Ethnic Studies, Sociology, Interdisciplinary Studies,

Humanities, etc. Therefore, the task of finding the correct pedagogy for such a wide audience is

complicated. Instead of giving a detailed and narrow format, we are offering a more varied

interdisciplinary approach. In Part One of this guide, we offer concepts and strategies for

teaching that range from philosophical standpoints on indigenous pedagogy to practical tribal

nations links that can enhance teaching throughout a course. We have also included a number of

projects such as a film quiz, student ethnography, and other online resources and critiques. In

Part Two, we offer chapter outlines and study guides for all chapters. We also offer sample

exams for each chapter and combination exams. Chapters 1, 2, and 3 are combined into one

exam, as are Chapters 5, 6, and 8; 9 and 10; and Chapters 11, 12, and 13 and are available at the

very end of this guide. This exam bank is not meant to serve as an exhaustive source of

questions. Rather they are examples of the kinds of test questions that you may wish to use in

your own classroom. We are sure a number of those who will use this manual already have a

wealth of information about Native Americans that will complement the information we provide.

Part of the strength of our approach is that we rely upon an American Indian Studies perspective

that emphasizes community relations, contemporary realities, indigenous pedagogies, and

interdisciplinary approaches.

We can be contacted at:

Linda Rose Locklear

American Indian Studies/American Studies Department

Palomar College

1140 W. Mission Rd.

San Marcos, CA 92069

(760) 744-1150, ext 2425

Fax: (760) 761-3564

http://www.palomar.edu/americanindianstudies/

[email protected]

Gabriel Santiago Estrada

California State University Long Beach

1250 Bellflower Boulevard

Long Beach , CA 90840-1004

(562) 985-4631

Fax: (562) 985-4631 [email protected]

http://www.csulb.edu/colleges/cla/departments/ais/faculty/



Part One: Indigenous Concepts and Strategies for Teaching

A. Indigenous Pedagogy:

Arizona State University’s American Indian Studies Program Mission Statement

American Indian Studies is an academic program committed to broadening the

knowledge of students interested in the histories, languages, cultures, arts and

contemporary situations of American Indian nations and people. The program is

designed to protect the integrity and identity of the indigenous populations of North

America and to create a learning environment conducive to critical and creative

thought. The program not only stresses sound academic preparation in the classroom,

but also encourages students to interact and conduct research with American Indian

governments and organizations. Additionally, the program emphasizes the continued

effort of the university to form strong partnerships with American Indian nations at the

local, regional and national levels.

Goals:

1.Influence the retention and academic success of American Indian students at both

the undergraduate and graduate levels.

2.Educate students, faculty and others about American Indian culture, research

issues, history and traditions.

3.Establish courses and other forms of curriculum, including basic interdisciplinary

coursework for the purpose of establishing sensitivity to and enhancing

knowledge of cultural diversity in the general student body.

4.Identify and more adequately serve the needs of community Indian nations and

organizations.

5.Aid in fundraising, solicitation of gifts and other forms of support for the university

and the American Indian Studies program.

6.Attract American Indian faculty, researchers, cultural speakers and other

resources to the university.

7.Develop American Indian Studies as a discipline with its own methodology,

concepts and bibliography.

American Indian Studies Program

Arizona State University

PO Box 870803

Tempe, AZ 85287-0803

For more information, please call (480) 965-3634,

fax (480) 965-2216, or e-mail [email protected].

1



AMERICAN INDIAN STUDIES STUDENT OUTCOMES, working list

History

To develop an historical consciousness about American Indians.

1. Students will utilize oral tradition in the analysis of history.

2. Students will demonstrate an ability to analyze written historical documents.

3. Students will utilize on-line and electron sources in the analysis of American Indian history.

4. Students will demonstrate a developed awareness of the history of at least one tribe.

Sovereignty

To understand and respect the basis and the exercise of American Indian tribal sovereignty.

1. Students will be able to define and apply the concept of tribal

Sovereignty in contemporary America.

2. Students will be able to define and apply the concept of the federal

Trust concerning American Indian affairs in modern American life.

3. Students will be able to explain the status of federally recognized tribes

in relation to federal, state, and local governments, as well as private enterprise.

4. Students will demonstrate an ability to read and analyze ratified treaties as one of the bases of tribal

sovereignty.

To develop a consciousness about American Indians in current social, economic and lifestyle contexts.

1. Students will demonstrate a developed awareness of American Indians

that live on at least one reservation.

2. Students will demonstrate a developed awareness of American Indians

that live in an urban environment.

3. Students will utilize on-line and electronic sources to define and apply

knowledge of and about contemporary lifestyles showing connectivity with other goals in the AIS

program.

4. Students will utilize communication and critical analysis skills to

examine the socio-economic and political conditions of at least one tribe of American Indians in North

America and their relationship with their respective federal government and state/province.

Broad-based Outcomes

1. Students will develop research skills with special emphasis on

interdisciplinary studies.

2. Students will understand the relationship of liberal arts studies and

multimedia knowledge as it pertains t American Indian Studies.

3. Students will be able to use of a variety of technologies and multimedia

as tools of inquiry and communication.

4. Students will understand the structure of the discipline of American

Indian Studies.

5. Students will have a general understanding of the cultural, linguistic,

architectural, political, artistic and cosmological history of Native American Tribes in North and South

America.

6. Students will be able to define the current social, economic, education

and political issues and goals of contemporary tribes.

7. Students will be able to analyze a variety of contemporary literature

about and by American Indians.

8. Students will participate in and be able to reflect upon personal

experiences relative to American Indian life, business, governance

or education (service learning)

9. Students will design and develop a portfolio relative to their program

and career goals in AIS.

2



To acknowledge, understand, and respect elders’ life experience and ways of knowing. [Elder Epistemology]

1. Students will spend time with elders in cultural context

2. Students will demonstrate an understanding of elder epistemology through a variety of media.

3. Students will establish an on-going mentor relationship with AIS faculty or staff.

To understand the complexity of issues related to native languages and cultures. [Linguistic and Cultural

Preservation]

1. Students will identify major language families and how languages change over time.

2. Students will demonstrate understanding of the cognitive, political, and social power of

language and why it needs to be preserved.

3. Students will demonstrate some acquisition of a native language.

To comprehend, appreciate, and respect both oral and literary traditions. [Oral Tradition and Literary Expression]

1. Students will demonstrate active listening and storytelling skills.

2. Students will demonstrate an ability to read and interpret literary expressions

carefully and thoughtfully.

3. Students will demonstrate historical perspective in oral and literary traditions.

To understand American Indian traditional and contemporary art, music, and dance.

1. Students will demonstrate an ability to identify a variety of traditional music and art.

2. Students will demonstrate the conventions of powwow etiquette.

3. Students will demonstrate knowledge of the history and evolution of art music and dance.

To understand Intercultural dynamics, and Psychological concepts that underlie Cultural, Social and Political Issues.

1. Students will be able to demonstrate an understanding of the multi-facet American Indian values

system.

2. Students will be able to recognize and relate the causes and effects that stereotyping has had on the

American Indian culture and history.

3. Students will be able to relate examples of misinformation and biases regarding American

Indians from history written in the Eurocentric perspective.

4. Students will be able to demonstrate and understanding of the psychological concepts behind

prejudice, discrimination, and racism.

3



B. Video Clips: Show 2-10 minutes clips with a discussion after. Write up questions

before showing clip to answer after showing the clip. Handout a movie review quote before

viewing a film. See Linda Locklear’s syllabus for movie options at the end of this packet. Long

videos can use a quiz such as the one below:

The Nations of the Northeast Video Quiz

1. At one time, a hardwood forest stretched from Maine to the Mississippi River. True or false?

2. Before the arrival of Europeans, the northeastern part of what is now the United States was

very sparsely populated. True or false?

3. Tribes along the Atlantic seaboard spoke ______ distinct languages.

4. Native Americas preferred living in what type of region?

5. What crops did the Native Americans of the northeast cultivate?

6. Native American tribes did not trade with one another. True or false?

7. Europeans were surprised to see Native Americans drinking _____. Why?

8. More than _______ plants were used as medicines.

9. For many Eastern tribes, what was the center of community life?

10. The longhouse was home to many _____________.

11. The clans were [ matriarchies; patriarchies ].

12. Fires were tended by whom?

13. Native American tribes never fought against one another. True or false?

14. What is the "Hiawatha Belt"?

15. How were laws and records of treaties recorded?

16. Because the Native Americans were not Christians, Europeans viewed them as being

________.

17. What did Spanish expeditions bring with them?

18. What percentage of the Native American population in the northeast was wiped out by

sickness brought by Europeans?

19. The Spanish encroached upon Native American lands, coming from the ________, the

________ from the east, and the __________ from the north.

20. The Native Americans had no concept at all of land ownership. True or false?

21. Manhattan was once a wonderful place to _________ and to ____________.

22. How did white Americans expand their control from coast to coast?

23. American colonists may have borrowed the idea of forming a confederacy from the Native

Americans of their time. True or false?

24.President Grant's "Peace Policy" took Native American children from their homes and did

what with them? What was the purpose of this policy?

25. The construction of a dam on the Allegheny River destroyed what portion of the land

belonging to the Seneca tribe?

26. What is the most successful modern enterprise of the Native American tribes of the

Northeast?

4



C. Contemporary VIPs

Use Sutton’s VIP profiles as a model to write about a contemporary living Native

American leader or person. We suggest the following site as a beginning for

research: http://www.nativeweb.org It lists the links below and more.

Resources more...

4844 Listings Available! Anthropology & ArcheologyArt, Artisans & GalleriesChat, Discussion Forums, E-ListsChildrenCrafts & Indigenous TechnologyEducationEldersEnvironmentEvents, News Items & PowwowsFoodGenealogy (Tracing Roots)HealthHistoryHuman Rights OrganizationsInternet & ComputersLanguages & LinguisticsLaw & Legal IssuesLibraries & CollectionsLiterature

Materials Hosted on NativeWebMuseumsNative Businesses & ProductsNative Economy & EmploymentNews & MediaNewspapers - native & indigenousObituaries - In MemoriumOrganizationsPerformance (Music, Dance, etc)Personal PagesPhotographyReference MaterialsReligion & SpiritualitySports & AthleticsTravel & TourismTV & RadioUS Tribal WebsitesWomen

5



D. Ethnography of non-Case Study Tribes

GROUP TRIBAL PRESENTATION

This is a 15-minute oral presentation. Please select group members; then select a tribe or

culture area that Sutton does not include as a Case Study tribe. Video clips, Power Point,

food...etc. can be used during your presentation. Your presentation will include the following

topics within the area or tribe you choose:

1. Origin - select an origin or other mythology story from the tribe or area you choose

that illustrates the world view or belief system of that tribe or area.

2. Subsistence - this area should include a description of the geography of the land the

tribe inhabits, their seasonal patterns, foods, housing, clothing, etc.

3. Social/Political - describe the tribal government, their kinship patterns, societies,

child-rearing practices, warfare issues.

4. Religion and Language - describe the tribe's ceremonials medicine and healing

practices, art, and language use.

5. Current status of the tribe today - Describe how they are doing and what they are

doing.

It is helpful to provide the class with a list of terms appropriate to your presentation. You are not

expected to list every small detail of the tribe or area, especially given the time constraint.

General information with an example given to illustrate your point is sufficient.

© Linda Rose Locklear

6



E. Aztec Calendar Essay

The following are 20 days of the Aztec Calendar and a characteristic of each day

1.Cipactli/Alligator: Originator

2. Ehecatl/Wind: Communicator

3. Calli/House: Protector

4. Cuetzpallin/Lizard: Regenerator

5. Coatl/Snake: Energizer

6. Mikistli/Death: Pacifier

7. Mazatl/Deer: Auto-Liberator

8. Tochtli/Rabbit: Reproducer

9. Atl/Water: Adaptor

10. Izquintli/Dog: Loyalist

11. Ozomatli/Monkey: Joker

12. Malinalli/Herb: Renewer

13. Acatl/Reed: Guide

14. Ocelotl/Jaguar: Predator

15. Cuauhtli/Eagle: Motivator

16. Cozcacuauhtli/Vulture: Advisor

17. Ollin/Movement: Mover

18. Tekpatl/Knife: Reflector

19. Quiahuitl/Storm: Visionary

20. Xochitl/Flower: Creator

While my Nahuatl elders say that each person reflects all of the days, they also say that people have tendencies to

express one day more than another. This essay is a typed six-page creative composition based upon a personal and

scholarly relationship to one of these Aztec Calendar days. In the essay, you will need to:

A) Tell a real experience rich with sensory details. Use the five senses and show more than tell. Afterwards,

explain how that experience exemplifies your day. (5 points)

B) Examine Sutton and relate his book to your day. Does Sutton’s text resonate or fail to resonate with your

day characteristic? How so? Quote a part of his text and analyze its relation to your day. (5 points)

C) Find a Native web-page that better reflects your day. Either quote or copy a small image and explain why

it reinforces your day personality. How does it compare to Sutton’s text in the way the information is

offered? (4 points)

D) Once you have a sense of your essay content, write an introductory paragraph that defines your day and

includes a thesis. The thesis needs to relate your answers to parts A, B, and C in the order they will appear

in your paper. At the end of the paper write a conclusion about your day and its relation to your

experience, Sutton’s text, and a Native American web page. Are you the kind of day you want to be? At

the end of the paper, include a “works cited” section. (4 points)

E) Complete the peer review assignment available through our class web page. While grammar is important,

content weighs more heavily in the essay grade. (2 points)

© Gabriel S. Estrada

7



F. Format for Web Review

1. Double-spaced, typed or word processed, two pages in length, one inch margins all around.

2. Identify source of web site and author. Give complete information about the web page name, URL address, and

date of publication and date you found it.

3. Subject: any discipline pertaining to the topic of American Indian Studies class.

4. Format:

a. A brief summary (about one paragraph) of content.

b. An analysis of the author’s credibility. Look at his or her background and education, or previous publications.

Analyze his or her goals in writing the article and his or her methods of getting the information and relaying that

information to you, such as style, vocabulary, etc. Also discuss what theory or theories the author used to explain or

discuss these goals.

c. A critique of style, effectiveness, and usefulness of the article.

d. How does this article relate to your class and text?

Note that the summary is only a small part of the review. The emphasis is on analysis and critical thinking.

© Linda Rose Locklear

G. Native American Language Project

Go to: http://www.nativeweb.org/resources/languages_linguistics/ and peruse the language

links. Translate words, colors, items, etc. in a page document.

H. Native American Music and Programming/www.airos.org

AIROS Native Radio Network

www.airos.org

VisionMaker Video

www.visionmaker.org

Native American Public Telecommunications

www.nativetelecom.org - P.O. Box 83111, Lincoln, NE 68501 - 402.472.3522 - Fax:

402.472.8675 NAPT receives funding from the Corporation for Public Broadcasting

I. Board Game: e.g. use popular models such as Risk, Life, Trivial Pursuit, etc. and have

students form their own game.

8



J. Students’ lifestyle and personal ethnography

A. Material Culture Areas:

B. Origin Myth

C. Language:

D. Subsistence Patterns:

E. Housing:

F. Clothing:

G. Arts & Crafts:

H. Music and Dance:

I. Life Cycle Ceremonies:

a. Birth

b. Puberty

c. Marriage

d. Death

J. Government and Ideology:

K. Kinship Terminology:

L. Naming:

M. Rank and Social Class:

N. Religion:

O. Warfare:

P. Magic:

Q. Medicine:

R. Personality and Culture:

S. Norms, Folk Ways and Mores:

T. Current Situation:

9



Part Two: Chapter Outlines, Study Questions and Exams

Chapter 1: Introduction

A. Outline

CHAPTER 1: Introduction

I. Basic Concepts:

A. “discovering” land and people

B. “properly” possessing and using land

C. progress and civilization

D. adaptation and extinction

II. Geography: New World/Western Hemisphere vs. Old World/Eastern

Hemisphere

A. Two continents in Western Hemisphere

1. North America

2. South America

3. Central or Mesoamerica plus Greenland are part of North America

10



B. Six Natural Geographic Areas

1. Arctic—snow, ice, mostly treeless

2. Subarctic—cold, coniferous forests

3. Northeast and Southeast—temperate forests

4. Plains—grasslands west of Mississippi River

5. Southwest and Great Basin—desert

6. Northwest Coast, CA, Plateau—Pacific Coast

11



III. Culture Areas—Anthropological Concept

A. Smithsonian Handbook of North American Indians:

1. Arctic

2. Subarctic

3. Northeast

4. Southeast

5. Plains

6. Great Basin

7. Southwest

8. Northwest Coast

9. Plateau

10. California

B. Compares cultures within similar environments

1. Sharing aspects of economy, politics, language

2. Useful to compare and reference

3. May ignore cultural/environmental diversity

4. Defining criteria may be arbitrary

5. Assumes static culture

6. May equate environment with cause

IV. Definition of a Native American

A. Indians/Aleuts/Eskimos or Inuit—various names applied

B. Biological—“blood quantum”

C. Administrative—agency and government use

D. Mystical—romantic, fictional

12



E. Mexico

1. Mixed blood—mestizo=75% or more of population

2. Indios refers to those who speak native languages

F. Political Groups:

1. 550 federally recognized tribes

2. 150 more applying

3. Tribe, group, nation

G. Population Numbers

1. Pre-contact c. 8-18 million in North America

a. Low estimates justified European occupation

b. 95% wiped out

2. Now 1.5 to 2.5 million—varying criteria

H. Languages

1. 400+ of 62 language families

2. Loss means loss of knowledge, worldview, philosophy, culture

13



I. Territories

1. Some defined but most overlapped

2. Core vs. Peripheral/different from Europeans

J. Group Names

1. Usually “The People” (e.g. Nimiipu=Nez Perce)

2. Names by enemies (Sioux)

3. Place names (Creek)

4. Archaeological names (Anasazi)

K. Role of Women

1. Different from Europeans

2. Held power, even political (e.g. Iroquois)

3. Bias of male anthropologists

V. Contemporary Adoptions of Native American Cultures

A. Use of corn (1/3 calories consumed in U.S.)

B. Beans, squash, peanuts, sunflowers, vanilla, tomatoes, potatoes, chocolate

C. Good quality cotton

D. Agricultural systems, irrigation

E. Drugs—aspirin, cocaine, tobacco

F. Entertainment (e.g. lacrosse)

G. Native terms/words incorporated into English

VI. Brief History of Research on Native North Americans

A. Ways data preserved on native cultures

1. colonial records

2. mission records

3. diaries

4. military registers

5. census data

6. land records

7. drawing, paintings, photos

8. newspaper stories

B. Societies for Study

1. American Philosophical Society

2. American Ethnological Society—formal anthropological study

3. Lewis H. Morgan

a. 1851 League of the Iroquois

b. Kinship classifications used today

(names after Native American groups)

c. Concept of Unilinear Cultural Evolution

1). savage (hunting and gathering)

2). barbaric (herding and agriculture)

3). civilization (European)

a). Based on use of phonetic alphabet

b). Used to justify harsh treatment

14



C. Museums

1. 1846 Smithsonian

2. 1879 Bureau of Ethnology

3. Heye

4. National

5. Peabody and others

D. Changes in Anthropology

1. Late 1800s=”salvage ethnography”

a. Believed Native Americans were going extinct

b. Need to preserve cultures

c. Proponents

1). Franz Boas, father of American anthropology

2) Albert Kroeber, his student, CA specialist

2. 1900s produced handbooks, summaries

3. 1978 Smithsonian series started

VII. Impact of Anthropology on Native Cultures

A. Goals of Anthropology

1. To gain understanding of other cultures

2. To preserve cultures

B. Negatives

1. Evolutionary Classifications

2. Misconstruing territorial boundaries

3. Exploitative

4. Imperialistic

VIII. Stereotypes—Changing Popular Views

A. Savage

1. Noble

2. Bloodthirsty

3. Warrior—Buffalo Bill’s Wild West Shows

B. First Ecologists—not always true, did impact environment

C. “Living Fossils”

D. Mascots

E. Now popular

IX. Sidelight: Domesticated “Wilderness”

A. All people impact their environment

B. Three levels of impact/management

1. Environmental Manipulation

a. Active management on large scale

b. E.g. plowing, irrigation, burning

2. Active Resource Management

a. Smaller scale

b. Managing plants and animals

3. Passive Resource Management—rituals for supernatural

C. Controlled burns—Indian vs. non-Indian attitudes

D. Indian farmland not fully cleared—misunderstood

E. Indian managed animals in wild, not captivity

F. More justification for European conquest

15



X. General Prehistory

A. Origin

1. New World didn’t fit Bible

2. Pope decided Indians were human, 1512

3. Cosmology=origin story

B. Origin Ideas

1. In situ

2. Lost Tribes of Israel

3. Atlantis or Mu

4. Egypt (pyramids)

5. Migration over Bering Strait land bridge

a. First proposed, 1590

b. DNA, blood, language links to Asia

c. Early boat evidence lacking

d. In last 100,000 years

1). At 60,000 BP—Ice Age

2). At 35,000 BP—Ice Age

e. Dry land called Beringia

C. Paleo-Indian

1. Minimum of four migrations

a. North to South

b. Before 14,000 BP

c. Monte Verde, Chile=13,500 BP

16



2. Clovis

a. Fluted projectile point

b. 11,200 to 10,900 BP

c. All over U.S.

d. Mammoth and mastodon remains

3. Folsom

a. Fluting also

b. Giant bison

c. End of Pleistocene, 10,000 BP

d. More than big-game hunters

D. Archaic—before agriculture

1. Holocene—warmer, drier

2. More plant food, more generalized resources

3. Other migrations into N.A.

a. Eskimos, 8000 BP

b. Athapaskan (Na-Dene) move into NW Coast/Canada

4000 BP

E. Formative

1. Agriculture—economy specializing in food production

2. Agriculture introduced from Mesoamerica

a. c. 3000 BP

b. Southwest first, then East

F. Mesoamerican Influences

1. Corn agriculture

2. Ball courts in Southwest

3. Pyramids, religious ways in Mississippi Valley

XI. Sidelight: Weapons Technology—Pre-contact

A. Weapons Used Include

1. Spear, harpoon

2. Atlatl—extends length of arm, adds power

3. Dart

4. Bow and arrow—C. 1500 BP

5. Blow gun—mainly South America

B. Also Used in Hunting

1. Pits, traps, nets, bolas, throwing sticks

2. Clubs, slings, tomahawks, knives

17



B. Sample Exam Questions, Chapter 1

MULTIPLE CHOICE

1. North America may be divided into six geographic areas that include

a. Iceland. c. the Pacific coast.

b. the Riverine and Foothills. d. no deserts.

(c)

2. North America includes

a. Canada and U.S. only. c. Greenland.

b. the U.S. only. d. Chile and Venezuela.

(c)

3. Of the ten culture areas considered by the Smithsonian Handbook of North

American Indians, the two that used to be covered with temperate forests are

a. the Plains and Plateau. c. California and the Southwest.

b. the Northeast and Southeast. d. the Northwest Coast and Plateau.

(b)

4. Some of the problems with using culture areas include the following:

a. Diversity may be ignored. c. Cultures never change.

b. Criteria are chosen by Indians. d. They’re never compared.

(a)

5. Native Americans can be defined

a. by their color. c. by their religion.

b. by their clothing. d. administratively.

(d)

6. The low estimates for pre-contact Native American populations proposed by Europeans

a. were quite accurate. c. explain today’s small population.

b. justified European occupation. d. made Europeans sympathetic to

Indians.

(b)

7. The Native American population today in the U.S. is

a. 6-8 million. c. 1.5 to 2.5 million.

b. the same as pre-contact. d. 4 million.

(c)

8. The number of federally recognized tribes in the U.S. is

a. almost 1000. c. less than 50.

b. 550. d. 700.

(b)

18



9. The loss of Native American languages means

a. loss of their worldviews. c. loss of their reservations.

b. little to most Indians. d. all of the above

(a)

10. The names we have for Native American peoples seldom come from

a. their enemies. c. places where they lived.

b. themselves. d. archaeologists.

(b)

11. The traditional role of women in Native American cultures was

a. much like European women. c. inferior to Europeans.

b. different from Europeans. d. not important.

(b)

12. Some Native American foods eaten in the U.S. today include

a. beans and squash. c. refined sugar and kiwis.

b. tomatoes and corn. d. all of the above.

e. a and b

(e)

13. Methods used to preserve data on Native North Americans include

a. colonial and mission records. c. land records.

b. census data. d. diaries.

e. all of the above

(e)

14. Lewis H. Morgan, an American social scientist in the 1800s,

a. wrote the most accurate study of the Pawnee.

b. believed the study of kinship unimportant.

c. devised the concept of Unilinear Cultural Evolution.

d. was a founding member of the National Museum of the American Indian.

(c)

15. The theory of Unilinear Cultural Evolution, popular in the 1800s and early

1900s,

a. classified people as savage, barbaric, or civilized.

b. was used to justify the harsh treatment of people deemed uncivilized.

c. used a phonetic alphabet as a sign of civilization.

d. all of the above

e. none of the above

(d)

19



16. In the late 1800s anthropology

a. realized Native Americans were here to stay.

b. decided to be less scientific and more helpful to native people.

c. practiced “salvage ethnography” to preserve Indian cultures.

d. none of the above

(c)

17. Anthropology

a. seeks to gain understanding of other cultures.

b. seldom misconstrued Native American territorial boundaries.

c. has never been exploitative.

d. refused to accept evolutionary classifications.

(a)

18. Popular views or stereotypes of Native Americans include

a. the noble savage. c. the great warrior.

b. the bloodthirsty savage. d. the first ecologist.

e. all of the above

(e)

19. The “Sidelight: Domesticated Wilderness” states that

a. Native Americans had little impact on their environments.

b. Indian farming and land use were misunderstood by Europeans.

c. plowing, irrigation, and burning are types of Passive Resource Management.

d. controlled burns by European Americans upset Native Americans.

(b)

20. Some of the origin ideas for Native Americans include

a. Lost Tribes of Israel. c. Atlantis.

b. the Bering Strait migration theory. d. all of the above

(d)

21. Paleo-Indian

a. arrived in two migrations. c. left fluted projectile points.

b. hunted only small animals. d. included Eskimos.

(c)

22. The Archaic Period

a. included the beginnings of agriculture. c. was colder.

b. saw fewer resources. d. was a time of migrations.

(d)

23. Agriculture was introduced to Native North America

a. by the Vikings. c. around 10,000 years ago.

b. with wheat cultivation. d. from Mesoamerica.

(d)

20



24. Mesoamerican influences on Native North America did NOT include

a. teepees. c. ball courts.

b. corn agriculture. d. Mississippian religion.

(a)

25. The “Sidelight: Weapons Technology” indicates that

a. Native Americans had few weapons to choose from.

b. the bow and arrow were the first weapon devised.

c. the atlatl was never used outside of South America.

d. native peoples used many, varied weapons to hunt.

(e)

TRUE/FALSE

1.There are three continents in the Western hemisphere: North America,

South America, and Central or Mesoamerica. (F)

2. The text defines six natural geographic areas that overlap into culture

areas. (T)

3.Both the Great Basin and Southwest culture areas lie in a large desert. (T)

4. The only culture area that lies in a largely treeless region of snow and ice for

most of the year is the Subarctic. (F)

5. While culture areas are useful for comparison and reference, they may ignore

cultural and environmental diversity. (T)

6. Cultures within similar environments tend to share some aspects of

economy, politics, and language. (T)

7. Native Americans are defined by blood quantum only. (F)

8. In Mexico the mestizos or mixed bloods account for at least 75% of the population. (T)

9. Europeans used low estimates for Native American populations to justify

European occupation of North America and South America. (T)

10. Many groups of Native Americans are known today by names they did not use for themselves. (T)

11. Native American women seldom held positions of power and were generally

treated as inferior, much like European women. (F)

12. Corn accounts for one third the calories consumed in the U.S. today. (T)

13. Native American foods and drugs have no impact on U.S. life today. (F)

14. By the early 1800s researchers had lost interest in Native Americans. (F)

21



15. The kinship classifications used today were named after Native American groups. (T)

16. The concept of Unilinear Cultural Evolution, classifying people by labels of savage, barbaric, and civilized, was

not accepted by most anthropologists. (F)

17. The term “salvage ethnography,” used by anthropologists in the late 1800s, indicates these researchers believed

Native Americans were going extinct. (T)

18. Popular Indian stereotypes include bloodthirsty warriors and noble warriors. (T)

19. Fortunately Europeans in the New World completely understood Native American ideas about farming and

land use. (F)

20. The most popular theory among scientists for Native Americans’ populating the New World is the in situ

theory. (F)

21. Clovis and Folsom points are indicative of the Paleo-Indian Period. (T)

22. The Archaic Period is best known for the introduction of true agriculture. (F)

23. Agriculture was introduced in the Americas by Mesoamerica about 3000 years ago. (T)

24. It is likely that Native Americans arrived in the Americas in one large migration. (F)

25. The atlatl was a tool used by Native Americans for sharpening their spear points. (F)

SHORT ESSAYS

1. Define a culture area and discuss the good and bad points of using culture areas to group people. (large

geographic regions where environment and culture were similar and shared aspects of economy, politics, and

language/useful to compare and reference but may ignore diversity; defining criteria may be arbitrary, assumes

static culture, may equate environment with cause)

2. Compare the numbers for the Native American population in North America before European contact and

today. What happened to change these numbers? Why did Europeans prefer low estimates of the Native

American population? (8-18 million pre-contact, 1.5-2.5 million today; disease/warfare; justified taking of

land)

3. Name at least six important foods and drugs Native Americans gave the world. (corn, beans, vanilla, squash,

sunflowers, tomatoes, potatoes, chocolate, aspirin, cocaine)

4. What are the goals of anthropology? Discuss the problems as well as the benefits of anthropological study.

(gain understanding of other cultures and preserve cultures; does preserve for study and reference but may

misconstrue territories, use evolutionary classifications, can be exploitative and imperialistic)

5. Name at least three Indian stereotypes and discuss how European Americans use(d) these popular views. (noble

savage, bloodthirsty savage, living fossil, first ecologist, mascots/to see Native Americans as childlike in order

to think themselves superior and entitled to the land, to see them as vicious and cruel for the same reasons, view

based on possibly false assumptions to idealize Native Americans, to see them as living mainly in the past, to

see them as caricatures, not real people)

22



6. Discuss at least three possible origins of American Indians. Which is preferred by scientists and why? Discuss

how this creates problems with tribes. (Atlantis, Mu, Egypt, in situ, Bering Strait migration/DNA, blood group,

and linguistic studies support Bering Strait migration, but many tribes prefer in situ, supported by their

cosmology)

7. How did resources vary for Paleo-Indian, Archaic Indians, and Formative Indians? Include a general time

frame and major characteristics for each period. (Paleo-Indian—early migrations, before 14,000 BP, used

Clovis and Folsom points, hunted big game such as mastodons; Archaic Indians—warmer, drier climate with

more plant food, more generalized resources, Eskimo migration, 8000 BP, Athapaskans move into NW Coast

and Canada, 4000 BP; Formative—agriculture introduced from Mesoamerica, c. 3000 BP, economy

specializing in food production)

8. Discuss pre-European weapons technology in the Americas. List at least four weapons and four hunting

techniques. (Large variety, use of atlatl, bows and arrows relatively recent/spears, bows and arrows, blow guns,

darts/pits, traps, nets, harpoons)

23



C. Sample study questions, Chapter 1

1. Discuss the geographical basis for the concept of culture areas. Into which continent does the author place

Greenland and Mesoamerica?

2. Name the ten culture areas defined in the Smithsonian Handbook of North American Indians, which the author

uses. Define a culture area and discuss the good and bad points of using culture areas to group people.

3. Discuss the different definitions of a Native American. How large is the current Native American population

compared to pre-European contact? What happened?

4. Discuss the types of group names given to Native Americans. How is the role of women different within most

tribes compared to European treatment of women? How does Native American land ownership/use differ from

European?

5. Name at least five important foods Native Americans gave this world. Name at least two drugs from the

Americas.

6. List at least five methods used to record and preserve data on Native American cultures. Discuss at least two

major contributions to ethnological study by Lewis H. Morgan. Do you think his labels for culture are valid? Why

or why not?

7. Define “salvage ethnography” and name two famous proponents.

8. Discuss the goals of anthropology and the problems with anthropological study.

9. Name the main Indian stereotypes.

10. Discuss the three levels of environmental impact/management. Discuss Indian vs. non-Indian attitudes toward

land and “wilderness.”

11. Discuss at least four possible origins of American Indians. Which is preferred by scientists and why? Discuss

how this creates problems with tribes.

12. Name the major Paleoindian cultures and when they occurred. What resources were available for each?

13. Discuss the Archaic period, including time frame, climate, and food sources.

14. When did agriculture expand into the Southwest and what was its source? What is the name given to this

period? What other influences came from the same source?

15. Discuss pre-European contact weapons technology, listing at least, four weapons and four hunting techniques.

24



Chapter 2: European Invasion and Conquest

A. Outline

I. Norse Influence=earliest documented contact

A. A.D. 1004, Newfoundland, Leif Eriksson

B. By A.D. 1400, Norse abandoned Greenland

II. Columbus

A. 1492, unaware of what he discovered

B. Spanish to Central and South America

C. English and French fishermen, 1497-1536, Newfoundland

III. European Colonization

A. Reasons for

1. Conquer people

2. Loot resources

3. Later to colonize

a. Spanish, 1526, South Carolina

b. English, 1585, Roanoke, Eastern N.A.

1607, Jamestown

c. Dutch, NY

1.) Fur traders

2.) Farmers

B. Differing Approaches

1. Spain

a. Establish imperial presence

b. Control native populations and economies

c. Convert Indians to Christianity

d. Primary interest=native riches, not land

e. Pacified natives

1.) War

2.) Disease

3.) Encomienda feudal system—form of slavery

with Indian labor

4.) Repartimiento system—smaller haciendas,

still Indian labor

2. France and Russia

a. Primary interest=fur trading

b. Not interested in land

3. England

a. Wanted land

b. Sought to ease English unemployment

c. Place for criminals

d. Trade and taxes

e. Commit genocide to take land

4. Indian Slavery

a. Exported to Spain but high losses

b. Needed labor—Spain turned to Africa

c. English encouraged native warfare in SE to procure slaves

d. All European powers perpetuated slave trade

25



IV. Governmental Policies

A. Areas

1. Spanish in SE, SW, and W

2. French in Canada, along Mississippi River

3. English on East Coast

B. French/Indian War

1. Indians used by both sides

2. British win, 1763

3. Pontiac’s Uprising, Ottowa Chief

4. Proclamation Line ignored by settlers

C. US/Indian Policies

1. “Civilize” vs. eliminate

2. Tribes are sovereign but not foreign

a. Supreme Court, 1832, affirmed sovereignty

b. Dependent nations

V. Brief History

A. 1775, Indian Commissions

B. 1790, US recognized 1763 Proclamation Line

C. Settlers push westward

1. Population pressures

2. Nationalism

3. Competition among European powers

4. “Civilizing”=moral justification for taking land

D. 1781, Indian Department created within War Department

E. 1824, Indian Department became BIA

1. Independent agency, 1834

2. To Department of Interior, 1849

3. Mission of BIA

a. Originally to maintain good relations

b. Then removal and assimilation

4. Principal federal agency for welfare of Native Americans

5. Four Primary Responsibilities

a. Education

b. Other governmental services (e.g. law, health)

c. Management of 56.2 million acres held in trust

d. Fostering Indian self-determination

F. Manifest Destiny

1. Acquisition of Territory

a. 1846, Oregon

b. 1848, CA and SW

2. Responsibility to conquer and settle lands

3. 1849, Gold Rush in CA

4. Wagon trails, RR

5. Set up Indian Wars

26



G. Removal and Reservations

1. After War of 1812 policies change

a. 1830, Indian Removal Act

b. Cherokee Trail of Tears

c. Oklahoma as Indian Territory (Choctaw for red man)

1.) Rejected as Indian state, 1904

2.) Admitted as state, 1907

d. 1865, put Indians on reservations to protect them

2. Military Solution

a. 1867, “Peace Policy”

1.) Wm. T. Sherman, Gen. Of Army, 1869

2.) Peace=extermination

b. 1871, no more treaties

H. Assimilation

1. By 1870s shift from segregation to assimilation into

mainstream society by “civilizing”

2. Dawes Act, 1887

a. Individual land ownership

b. Less land needed, much land loss

c. Citizenship if accepted

3. Boarding schools, 1877-1960s

a. Removed from homes

b. Trained as domestics and laborers

I. Indian New Deal--John Collier, IRA, 1934

1. Ended allotment

2. Unsold land returned to tribes

3. Improved education

4. Organized tribal governments

J. Indian Claims Commission, 1946

K. WWII, participation and move to cities

L. 1950s, Termination

M. Indian Civil Rights Act, 1968

N. 1970, BIA from management to service

O. 1975, Indian Self-Determination Act—new legal rights

P. 1993, American Indian Religious Freedom Act

Q. 1994 and today, government-to-government relationship

VI. Canadian Indian Policies

A. 570 native groups called “First Nations”

B. Reserves held in trust by Canadian government

C. Slavery outlawed, 1834 (Indians=primary slaves)

D. Canada becomes independent (dominion)

1. Office of Indian Affairs within Dept. of Interior

2. Now Ministry of Indian and Northern Affairs

3. Status Indians=formally recognized treaty rights

4. Non-Status Indians

5. Métis=European fur traders and Indian (mainly Cree) wives

27



6. Eleven major treaties from 1871-1921

7. 1888, similar to Dawes Act

E. Indian Act, 1876

1. No religious rights=symbol of mistreatment

2. Repealed, 1969

F. Citizens, 1951

G. Move to terminate fought successfully

H. Couldn’t vote nationally until 1960

I. Comprehensive Land Claim Settlements

J. Nunavat=new province in NW Territory governed by Eskimos

VII. Northern Mexico and Indian Policy

A. 20% Indios

B. 1821, Mexico independent of Spain, continued repartimiento

C. 1850s, reform laws forbade communal property, abolished Indian status

D. Yaqui resistance, many fled to AZ

E. 1910, Mexican Revolution

1. Assimilation

2. Preserve heritage

F. Troubled Areas

1. Zapotecs in Oaxaca, 1980s

2. Maya in Chiapas, 1990s

VIII. Cultural and Biological Impacts of European Intrusion

A. Population loss

1. Up to 95%

2. Diseases

3. Malnutrition

4. Murder and warfare

B. Loss of culture and traditional knowledge

C. Loss of Land

D. Health Problems, alcoholism most seriouS

IX. SIDELIGHT: European Diseases in the New World

A. Transmitted to NW, not vice versa, generally

1. NE Asian population segregated from African evolution

2. Immunity evolved for Old World over millions of years

3. New World relatively free of contagious, infectious diseases

4. Contagious, infectious diseases developed since agriculture/cities

5. Role of animal domestication—diseases jump from animals to humans

6. Old World trading network helped immunity

B. Disease=complex reactions and symptoms by host reacting to

invasion by parasite

1. Contagious disease=small parasites, e.g. virus, bacteria by air

or direct contact

2. Infectious disease=larger parasites, e.g. worms

C. European diseases dominate North America

D. African diseases dominate South America

28



X. Fur Trade

A. Major economic endeavor by all European powers

B. Impact on Native people

1. Competition with other tribes

2. Changes in political structures to suit Europeans

3. Economy from subsistence to trapping

4. Dependency on trade, trade items

5. New emphasis on territorial defense

6. Larger groups settle near trading posts

a. Violence increased

b. Domestic violence

c. Alcoholism

d. Health problems, e.g. refined sugar

e. Soaring death rates

7. Loss of tradition

8. “Scorched stream” policy killed off all animals in an area to prevent competition

XI. SIDELIGHT: Spanish Mission System

A. Conversion important

B. Four major centers—1-3 all reduccion=removed to mission

1. CA—Baja and Alta missions

2. SW

3. SE

4. N. Mexico=most extensive system

C. Missions like “concentration camps”—enslaved labor

D. Impact on Indians

1. Loss of culture—“Cultural Genocide”

2. Increased deaths from overwork, disease, unable to reproduce

E. Presidios=military garrisons

F. Indians forced into Spanish culture

1. New religion

2. New food, clothing, trades

3. New language

4. Economies changed

5. Famine

6. Overcrowding

7. Revolts occurred

XII. SIDELIGHT: Native Tobacco, Then and Now

A. Indigenous to New World

B. Used in North America primarily for ceremonies, sometimes recreational

C. Sometimes cultivated

D. Europeans originally considered tobacco a medicine

E. Less harsh species imported from Caribbean by John Rolfe, Jamestown

F. Largest grower and consumer today is China

29



B. Sample Exam Questions, Chapter 2

MULTIPLE CHOICE:

1. The first Europeans to make the earliest documented contact with the New World were

a. Columbus and crew in 1492. c. Portuguese in 1400.

b. Vikings in AD 500. d. Norse, around AD 1000.

(d)

2. Europeans traveled to the New World in order to

a. learn from Indians.

b. conquer people and loot resources.

c. primarily to convert natives to Christianity.

d. settle down and farm right away

(b)

3. Spain’s approach to the New World included

a. converting Indians. c. taking rich resources.

b. establishing an imperial presence. d. all of the above

(d)

4. The encomienda system was

a. fair to Indians. c. based on communes.

b. a form of Indian slavery. d. not used often.

(b)

5. The repartimiento system

a. was very different from encomienda. c. still used Indian labor.

b. made up of larger regions. d. much fairer for all.

(c)

6. The Dutch, the French, and the Russians were primarily interested in

a. the fur trade. c. gaining land.

b. converting Indians. d. building settlements.

(a)

7. The English came to the New World

a. to gain land.

b. to ease unemployment in Great Britain.

c. to get rid of criminals.

d. none of the above

e. all of the above

(e)

30



8. The Indian slave trade was perpetuated

a. only by Spain.

b. at first, then halted out of concern for fairness.

c. by France and Russia.

d. all European powers.

(d)

9. The French/Indian War, which ended in 1763,

a. ignored the British.

b. was won by the British.

c. ended with settlers respecting terms of the treaty.

d. had no effect on American settlers.

(b)

10. In the 1790s, U.S. settlements expanded

a. because of nationalism and population pressures.

b. but no farther than the Proclamation Line of 1763.

c. to compete with European powers.

d. a and c

e. a and b

(d)

11. In the 1830s the Supreme Court ruled that

a. Indian tribes were really like foreign countries.

b. Indian tribes must become civilized.

c. Eastern tribes should be moved west.

d. Indian tribes were sovereign, dependent nations.

(d)

12. The Bureau of Indian Affairs (BIA)

a. began in the Department of the Interior in 1849.

b. began in the War Department.

c. began to put Indians on reservations.

d. was never an official government agency.

(b)

13. Primary responsibilities of the Bureau of Indian Affairs include

a. education and health services.

b. changing Indian treaties.

c. management of Indian trust lands.

d. a and c

e. all of the above

(d)

31



14. The non-Indian belief in Manifest Destiny led to

a. better relations with Plains tribes.

b. more wars with Indians.

c. a negative attitude toward acquiring new territory.

d. more interest in Indian cultures and beliefs.

(b)

15. After the War of 1812,

a. Americans wanted peace with Indians.

b. Americans encouraged statehood for Indian territories..

c. Americans chose to remove Indians to reservations.

d. Indians asked to end treaty-making.

(c)

16. In the 1870s American Indian policy

a. shifted from segregation to assimilation.

b. extended treaty-making into the 1890s.

c. allowed Indian children to remain on reservations to maintain their culture.

d. added land to most Indian reservations.

(a)

17. The Indian New Deal or Indian Reorganization Act of 1934

a. continued allotment because it successfully changed Indians to

farmers.

b. returned unsold land to tribes.

c. ended allotment.

d. a and b

e. b and c

(e)

18. In Canada

a. Indian reserves are owned outright by Indians.

b. all Indians are recognized federally.

c. Indians were given full rights as citizens by their treaties.

d. Nunavat is a new province governed by Eskimos.

(d)

19. In Mexico

a. the repartimiento system was stopped when Mexico became

independent in 1821.

b. reform laws in the 1850s recognized Indian rights and communal

property.

c. the 1910 Revolution tried to destroy Indian cultures.

d. the Yaqui, Maya, and Zapotecs have rebelled against the government.

(d)

32



20. European intrusion in the New World led to Indian

a. population decimation and loss of cultures.

b. loss of land.

c. health problems.

d. b and c

e. all of the above

(e)

21. European diseases

a. spread from South America to North America.

b. were transmitted through agriculture and animal domestication.

c. had little impact on the New World.

d. moved more easily from north to south.

(b)

22. Large groups of Indians who settled near trading posts found their lives

impacted by

a. better health benefits.

b. increased domestic violence.

c. longer life expectancy.

d. pressure from the trader to produce more crafts.

(b)

24. Ways the Spanish mission system impacted Indians include

a. cooperative farming for trade with the missions.

b. preservation of Indian cultures.

c. removal from their homes for slave labor.

d. better health and longer life expectancy.

(c)

25. Native Americans used tobacco

a. primarily for ceremonies.

b. mainly for recreation.

c. because European settlers gave it to them.

d. but they never cultivated the plant.

(a)

TRUE/FALSE:

1 Norseman Leif Eriksson landed in Newfoundland around A.D. 1000, the

first documented European contact with the New World. T/F

(T)

2. The Spanish concentrated on North America, while the French and English colonized Central and South

America. T/F

(F)

3. Europeans first came to the New World because they wanted the resources. T/F

(T)

33



4. Spain pacified the natives by warfare, disease, and feudal work systems. T/F

(T)

5. France and Russia primarily wanted to take land in the New World for colonization. T/F

(F)

6. The English came to the New World because they wanted to settle the land. T/F

(T)

7. None of the European powers encouraged the slave trade. T/F

(F)

8. The English encouraged native warfare in order to procure slaves. T/F

(T)

9. Indians were used by both sides in the French/Indian War. T/F

(T)

10. The Proclamation Line of 1763 was ignored by American settlers. T/f

(T)

11. In 1832 the U.S. Supreme Court denied Indian sovereignty. T/F

(F)

12. The Indian Department, created within the War Department in 1781, became the Bureau of Indian Affairs in

1824. T/F

(T)

13. The original mission of the Bureau of Indian Affairs was to maintain good relations with Indians. T/F

(T)

14. Fostering Indian self-determination is one of the primary responsibilities of the Bureau of Indian Affairs. T/F

(T)

15. For Americans Manifest Destiny meant being more responsive to Indian land rights. T/F

(F)

16. The 1830 Indian Removal Act resulted in recognition of Indian rights and sovereignty. T/F

(F)

17. The Peace Policy of 1867 treated Indians with compassion and fairness. T/F

(F)

18. The Dawes Act of 1887 encouraged individual land ownership. T/F

(T)

19. The Indian Reorganization Act of 1934 ended allotment and reorganized tribal governments. T/F

(T)

34



20. The current basis of federal government and Indian relations is complete assimilation. T/F

(F)

21. Three categories of Native Americans in Canada are Status, Non-Status, and Metis. T/F

(T)

22. In Mexico about 5% of the population is considered Indian (indios). T/F

(F)

23. European diseases devastated American Indians because the New World was relatively free of contagious,

infectious diseases. T/F

(T)

24. The fur trade was never important to European or to Indians. T/F

(F)

25. The Spanish missions and presidios forced American Indians to change religion, language, and economies. T/F

(T)

SHORT ESSAYS, Chapter 2:

1. Briefly compare the different approaches of Spain, France, Russia, and England in the New World.

France—fur trade emphasized, not land or colonizing, treated Indians well.

Russia—fur trade mainly, abused natives.

England—wanted land to settle, abused Indians.

Spain—looted resources, abused natives, later convert and civilize

2. What was the mission of the Bureau of Indian Affairs? What are its responsibilities?

Original mission to maintain good relations with Indians, then became removal and assimilation. Responsibilities

include education, other governmental services such as law and health, management of trust lands, and fostering

Indian self-determination.

3. Who promoted the Indian Reorganization Act of 1934 and what did it do?

Promoted by John Collier, part of Pres. Roosevelt’s New Deal

Ended allotment, returned unsold land to tribes, improved education, and organized tribal governments.

4. Compare Canadian Indian policies to those of the U.S. Consider land ownership, religious and civil rights.

Lands held in trust is the same. No religious rights until 1969 in Canada, no voting rights there until 1960. U.S.

1993 American Indian Religious Freedom Act. U.S. 1975, Self-Determination Act. Both U.S. and Canadian

Indians fought termination.

5. Discuss the major culture and biological impacts of Europeans on American Indians.

Population loss—up to 95%, diseases, malnutrition, war, loss of culture and traditional knowledge, loss of land,

health decimated, e.g. alcoholism.

6. How did Native Americans use tobacco? What did Europeans do with tobacco? Who grows and consumes the

most tobacco today?

For ceremonies, sometimes recreational. Europeans considered it a medicine and harsh, so developed a new species.

China grow and consumes the most today.

35



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