Module #5: THE REFORM MOVEMENT, PART II
I.
Prerequisites : Admission to the course.
II. Estimated Time : 1 - 2 Class sessions.
III. Goal of
the Module : By 1920, a new generation of reformers had
begun to point out
the effects of the naive
“solutions” and by 1928,
they had produced extensive, specific documentation of
the
inadequacies of the existing policy. Their protests, stated in the
Meriam
Report of 1928 and many other
reports, marked the end of
the 19th.Century programs by providing
incontrovertible evidence of
their
failure. At the same time, the reports and recommendations of
the 1920’s
outlined the shape of a
new U.S. Indian policy which was
to be implemented in the 1930’s.
By 1920, many Indians were without land, livelihood and
recognized tribal structures as a result of
the assimilation policies,
but few had adopted the role created for them by
missionaries,
philanthropists, and policy-makers. The history of the tribes in these
years
suggests some of the results of
federal policies and American
expansion.
The reform programs which began in the 1920’s and culminated
in
the “Indian New Deal” of the
1930’s halted allotment, offered
recognition to tribal cultures, provided a
legal basis for tribal
governments, and offered some economic aid to reservations
devastated by
previous policies. It is to these
programs that we
examine in this module.
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. Indian Policies and Reform, 1920-1928:
1. List two major reform issues of this period.
2. Delineate provisions of the Bursum Bill.
3. List at least three reformers active during
this period.
4. Delineate the effect of the 1924 Indian
Citizenship Act.
5. Delineate the conclusions and/or findings of
the Meriam Report.
B. The Rhoads-scattergood Administration, 1929-33 :
1. Delineate the roles of Raymond Wilbur, Charles
Rhoads and
J. Henry Scattergood during this period.
2. Delineate the results of the Hoover
Administration’s attempts
to implement reform.
C. The Collier Administration, 1933-45 :
1. Delineate the historical involvement of
Collier in Indian reform
2. Delineate the role of Harold Ickes and William
Zimmerman Jr.
during this period.
3. Delineate the importance of the magazine,
American Indian Life.
4. Delineate provisions of the Wheeler-Howard
bill.
5. Differentiate between various legislative
positions on this bill.
6. Identify the E.C.W.
7. Delineate the impact of the Indian
Reorganization Act.
8. Delineate Collier’s sucessor as Commissioner
of the B.I.A.
VI.
Instructional alternatives :
A. Read the following :
1. Text :
B. Other resources :
1. Lecture 90:
Alternatives for Today and Tomorrow, 1929-1978
2. Lecture 91:
Indian Reform and the “Indian New Deal,”
1929-1944
C. Images :
1.
All-Pueblo Council - 1926
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.
