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SOC 225: exam 2
Removal/ Westward Expansion |
1820-1860
Native Americans to vacate lands
east of Mississippi in exchange for
lands west of it |
Market Revolution |
1812-1860 America grew economically, growth of economy and population led to the need for more land and slaves. Expansion West was necessary due to this. |
Manifest Destiny |
1850 America had "God Given" destiny to expand its borders
|
Andrew Jackson |
1829-1837 vocal supporter of "indian Removal"
-negotiated many Indian treaties
-Signed Indian Removal Act of 1830; claimed it was "better" for Indians |
boarding schools for Native Americans (late 1870's) |
-Indian children forcibly taken from home
-Children forbidden to speak their languages, wear native clothing, or practice native religions |
what tribe accepted assimilation, but was still resented and not accepted by mainstream society? |
Cherokee |
Francis Walker |
Father of reservation system |
purpose of reservations |
-restrict movement of Native Americans
-to directly manage their affairs, to practice "social engineering" |
Home of "Sitting Bull" |
Pine Ridge reservation |
Ghost dance |
Cycle of ritual songs and dance steps designed to bring about the destruction of European Americans and their removal from Indian lands (Sioux) |
Wounded Knee Massacre |
Dec. 29, 1890
-U.S. army ordered to arrest “Sitting Bull” and “Big Foot”
-Group surrendered and laid down arms; body search by soldiers; gun went off; massacre began
-over 200 Sioux died
|
Dawes or Allotment Act (1887) |
- transformed Indians into land owners
- each family allotted 160 acres
- couldn't be sold for 25 years
- US government sold remaining land to settlers |
Burke Act (1906) |
- gave powers to secretary of interior to... determine if Indians were capable of handling own affairs; to decide who legal heirs are
- heirs did not get land after owner died unless they paid for it
|
Indian Reorganization Act (Wheeler-Howard Act, 1934) |
-Self governance on reservations
- Native culture recognized as crucial part of tribal identity (as well as U.S. identity)
- Government has role in preserving Native culture
- Law generated on skepticism: Legislation based on what others think best for Native people |
slavery in America |
- slavery and nation building occurred side by side
- slavery supported through legal institutional and social means |
First Slaves |
1619
indentured servants not slaves
- children born to slaves were free (William Tuckers)
|
Native Americans as slaves |
-knew land, harder to capture
-had political allies
|
Differences between slavery in Africa and America |
-not based on race
-slaves had rights
-slaves might inherit wealth from master
-could marry in family of master |
Drive for slave trade |
$$$
-Need for labor
-Growing economy
export of cotton & tobacco profitable
-America entered “slave trade” in 1672
1680s: 5,000 slaves brought to U.S. annually
1700s: 45,000 transported annually |
middle passage |
-long journey across Atlantic
-goal of ship captain was to keep slaves alive |
Anthony Johnson |
-brought to America 1621
-obtained freedom
-purchased land; owned 250 acres in Virginia |
Slave Resistance |
-truancies; runaway
-refusal to reproduce
-disruptive behaviors
-underground railroad
-organized rebellion |
New York's economy depended on _______ and _______
economy of American South |
cotton, slave |
Sambo |
-Character created to ridicule and denigrate black
-depicted as ever-smiling buffoon
-Hold deeply entrenched meanings: A childish, dependent black
person who posed no harm or threat to society |
Ways masters controlled slaves |
-be very kind to slaves
-use force to instill fear
-keep them from getting an education
|
"Hired-out" system |
-contractual system- a slave could work for someone else other than his master
-slaves could lease land, hire other slaves
-hiring out advantageous to slaves: "Bargaining power" |
Frederick Douglass |
-son of a white father
-sent to Maryland become literate
-spoke against Slavery; pressed Lincoln to abolish slavery
-insisted on racial equality and integrated American society |
Martin Delany |
-admitted to Harvard, but he felt discrimination
-thought it was best that blacks go back to Africa, but Blacks felt disconnected from Africa |
Emancipation Proclamation |
1863
-freed slaves
-Instructed U.S. military to protect and maintain their freedom
-declared that Southern States in rebellion against U.S.
-allowed U.S. to suppress such rebellions
|
"Reconstruction" |
1886-77
Blacks earned right to vote in 1870 |
Special Field Order No. 15 |
-40o,000 acres of land were to be redistributed
to newly freed slaves
-Each family to receive “40 acres and a mule”
-Black themselves were to govern their own
communities |
Great Migration |
-largest mass migration of people in American history
-left homes in south to find freedom, justice, and respect in the north
|
Realities in North
|
resistance to blacks increased
-schools became "racial backgrounds"
|