Module #8: THE REFORM MOVEMENT,
PART I
I. Prerequisites : Admission to the
course.
II. Estimated Time : 1 - 2 Class
sessions.
III. Goal of the Module :
As the pace of
non-Indian expansion increased, however, so did the
rate at which Indian policies were recognized as
impractical. The
concept of an “Indian Country” had guided American policy for almost a
century;
the idea of reservations was tried and rejected in a period of
little more than 30 years. By the
1880’s, a new concept had come to
dominate the field of Indian policy : To transform the Indians
into
English-speaking, Protestant, self-supporting, independent farmers (and
thus ensure their
survival), it was argued, the government would have to
break up tribal structures and assign each
Indian a plot of land which he
could farm. That policy was intended both to protect Indian land titles
and
to hasten the process of assimilation. This module explores the
government’s attempts to design,
implement, and reform an Indian policy
capable of responding to and in some measure controlling
these rapid
changes.
In this critical period of Indian
history, the fate of the Indians and the
process of forging a workable Indian policy attracted widespread
public
attention. A growing number of men and women, seeing the failures of
previous Indian policies
and the injustices inflicted on America’s Indians,
began to take an interest in reforming the
government’s Indian programs.
Ironically, most of the reform proposals, embodied in legislation, soon
became
the cause of injustices more grievous than those they were
intended to correct.
IV.
Pre-assessment : Before beginning this
module, complete the paper
and pencil test.
V. Objectives : After completing this
module, the student will be able to :
A. The Reform Movement and the
“Peace Policy”, 1860-1880 :
1. Delineate at least
three problems with Indian policy at this time.
2. Delineate the impact
of Helen Hunt Jackson.
3. Delineate the recomendations of the Peace Commission.
4. Differentiate between
the positive and negative impacts of the
Peace Policy.
B. The Development of the Allotment Policy :
1. List at least three
precedents for allotting lands to Indians.
2. Delineate the role of
reform groups such as the Indian Rights
Association.
3. Delineate the
significance of the case of Standing Bear vs. Crook.
4. Delineate the role of
Senator Dawes.
C. Implementation of the Allotment
Policy :
1. Delineate the
provisions of the General Allotment Act of 1887.
2. Delineate the general
procedures of the General Allotment Act
of 1887.
3. Define the “trust
period”.
4. Differentiate between
various results of allotment.
5. Differentiate between
various legislation which weakened the
Dawes Act.
6. Delineate the
provisions of the Burke Act.
7. Delineate one example
of the allotment process.
D. Reform and reform lobbies :
1. List at least five
major reform issues.
2. Differentiate between
the influences of the following Indian
reformers : Henry Whipple, George Manypenny, Peter Cooper,
Helen Hunt Jackson, Mary Bonney, Herbert Welsh .
3. List at least four
reforms carried out during the period of 1860-1880.
4. List at least four
major reform issues for the years 1860-1920.
5. List accomplishments
of the reform interest between 1880-1920.
VI. Instructional alternatives :
A. Read the following :
1. Text :
Edmunds, Chapters 13-14.
B. View
the following video at the Palomar College Library:
1. 500 Nations, Part 8, Attack on Culture
C. Other resources :
1. Lecture 81:
The Reform Movement and the “Peace Policy,” 1860-1880
2. Lecture 82:
The Development of the Allotment Policy
3. Lecture 83:
The Implementation of Allotment Policy, 1887-1934
4. Lecture 84:
Reform and Reform Lobbies, 1860-1928
5. Lecture 85
(VIsual): Prophets and Leaders
5.
Lecture 86
(Focus): Indian Cultures in History, 1860-1920
D.
Images :
1. Allotments - Pine Ridge -
1 -
2
2.
VII.
Post - assessment
: Complete the objective
test at the end of this module.
VIII. Remediation : If mastery criteria
is not achieved, check with the instructor to obtain the necessary alternatives to master the objectives.
