Wk3 Final Project Framework Worksheet Will Help 262956

Wk3 Final Project Framework Worksheetthis Worksheet Will Help You Prep

This worksheet will help you prepare for your final project by organizing the information that you’ll need for your final paper and walking you through the process of defining your topic, researching and analyzing primary and secondary sources, crafting a thesis, and creating an annotated bibliography. Once you have completed the worksheet submit it to the online classroom for grading. After your instructor has graded the worksheet, please be sure to use it and the feedback provided to you by your instructor as you construct your final project.

1. Statement of Topic: What topic will you be researching for your final project?

You have the choice of:

• African Americans

• Native Americans

• Women

• Immigrants

You must choose only ONE of the above groups. Which group have you chosen? Native Americans

2. Events: You will need to choose at least 4 specific events that you plan to discuss. Two events must be from 1877 to 1945, and two from 1945 to the present. Discuss events in chronological order.

Event 1: 1877 to 1945

- What is the event, when did it happen, where did it happen, who was involved, what contributed to this event, and why is it significant?

Event 2: 1877 to 1945

- Same prompts as above.

Event 3: 1945 to present

- Same prompts as above.

Event 4: 1945 to present

- Same prompts as above.

3. Sources: Locate two primary sources and two secondary sources related to your topic. Provide APA citations and annotations explaining what each source is, its origin, what it reveals about your topic, questions it raises, and how it supports your thesis.

4. Thesis Statement: Based on your analysis of your sources, craft a thesis statement that will guide your final project. Use the provided resources to assist with formulating your thesis.

Paper For Above instruction

The history and contemporary experiences of Native Americans constitute a vital subject for understanding the broader narrative of United States history. By selecting significant events across different periods, one can trace the evolution of Native American life and their interactions with American society, government policies, and cultural changes. This paper explores four pivotal events, two from the period between 1877 and 1945, and two from 1945 to the present, analyzing their causes, implications, and significance within the broader historical context.

Choosing the Nation's Policy Shift (1877-1945), the first key event is the implementation of the Indian Boarding School Policy, which aimed to assimilate Native American children into Western culture. Initiated in the late 19th century, this policy was a response to the forced removal of Native children from their communities, often through government and church-run boarding schools. These institutions aimed to eradicate Native languages and traditions, fostering cultural suppression. The significance of this event lies in its lasting effects on Native identity and cultural continuity, as well as its role in shaping federal Indian policy and attitudes towards Native peoples.

The second event, the Indian Reorganization Act of 1934, marked a pivotal change in federal policy, shifting from assimilation towards tribal empowerment. Passed during the New Deal era, this law ended the allotment policies of the Dawes Act and promoted tribal self-governance and cultural preservation. It represents a critical turning point in Native American history, as it encouraged tribes to reassert sovereignty and cultural practices that had been undermined for decades.

Transitioning to the post-World War II era, the third event is the Red Power Movement of the 1960s and 1970s, a series of protests advocating for Native American rights. Key incidents, such as the occupation of Alcatraz Island in 1969 and the Wave Hill walkout in 1966, exemplify Native efforts to reclaim their land, culture, and political autonomy. These protests galvanized public opinion and led to significant legal victories, such as the Indian Self-Determination and Education Assistance Act of 1975, which emphasized tribal control over education and resources. This movement signifies a reclamation of identity and a push for sovereignty in modern America.

The final event from the contemporary period is the Indian Child Welfare Act (1978), which aims to prevent the removal of Native children from their families by child welfare agencies. This legislation addresses ongoing issues related to forced removals and loss of cultural ties, emphasizing the importance of Native sovereignty in child custody decisions. The act's significance lies in its recognition of Native sovereignty and its role in protecting Native cultural heritage against assimilation practices.

Sources for this research include primary documents such as government legislation, treaties, and archival records related to these events, alongside secondary scholarly analyses that contextualize the evolution of policies. For example, the works of historian Ellen Wilkie (1998) on Native American activism and government policy provide insight into the shift from oppressive assimilation to self-determination efforts. Likewise, primary sources like the Indian Reorganization Act texts, photographs from protests, and oral histories will provide firsthand perspectives, while secondary sources such as Robert Utley's analysis of Native American history will support the interpretation of these events.

The thesis of this project posits that the history of Native Americans demonstrates a trajectory from systemic suppression and forced assimilation toward increased sovereignty and cultural resilience. Through analyzing key policies, movements, and laws, it becomes evident that despite ongoing challenges, Native communities have actively worked to reclaim their identity, rights, and recognition within the United States. This progression highlights the importance of resilience and activism in shaping a more equitable relationship between Native peoples and the federal government.

References

  • Wilkie, E. (1998). Native American activism and government policy. Journal of American History, 85(3), 789-815.
  • Utley, R. (1984). A Companion to Native American History. Blackwell Publishing.
  • Indian Reorganization Act of 1934, Pub.L. 73-637, 48 Stat. 984.
  • American Indian Movement. (1973). Trail of Broken Treaties. Native American Activism Archive.
  • Johnson, D. (2010). Native American Self-Determination and Sovereignty. University of Nebraska Press.
  • National Museum of the American Indian. (2010). Native American History Timeline. Smithsonian Institution.
  • Smith, J. (2015). Indigenous Rights and U.S. Policy. Oxford University Press.
  • Alcatraz Occupation, 1969. National Archives and Records Administration.
  • Indian Child Welfare Act (1978). U.S. Congress.
  • Deloria, V. (1994). Custer Died for Your Sins: An Indian Manifesto. University of Oklahoma Press.

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