Conflict Between Native Indian Nations and US Government
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Conflict Between Native Indian Nations and US Government
“We did not give our country to you; you stole
“We did not give our country to you; you stole it. You come here to tell lies; when you go home, take them with you.” ―Sitting Bull
Since the fifteenth century, conflict has “colored” relations between the indigenous people of the Americas – American Indians – and the European settlers who immigrated to North America. After the colonies declared independence from England in 1776, leaders of the U.S attempted to either assimilate or eliminate America’s original inhabitants. By the end of the nineteenth century, most Indians had either died of disease or were killed by U.S. soldiers while attempting to defend their homeland. The federal government forced the relatively few remaining Indians to relocate to remote and undesirable areas of land in the West called reservations.
How exactly did the federal government expel American Indians from their own lands? Beginning in the late eighteenth century, the U.S. government negotiated (and violated) hundreds of treaties between various American Indian nations, with the ultimate goal of taking over American Indian territory.
In 1868 the U.S. signed the Treaty of Fort Laramie with the Sioux Nation, which stipulated the reservation of the Black Hills for use only by the Sioux, thus “officially” recognizing the Black Hills―sacred land to the Sioux―as part of the Great Sioux Reservation. Shortly thereafter, in 1874, American miners began searching for gold in the Black Hills, which violated the Treaty of Fort Laramie. Upon discovery of this coveted resource, more miners swiftly moved into the Black Hills. Within a few years, the U.S. government broke its promise to the Sioux, by sending the U.S. Army to the Black Hills to secure the territory for American miners.
The U.S. officially confiscated the land in 1877. Approximately one century later, in U.S. v. Sioux Nation of Indians (Links to an external site.)(1980), the Supreme Court ruled that “just compensation to the Sioux Nation, and that obligation, including an award of interest, must now, at last, be paid.” However, the Sioux refused to accept the money; they want nothing less, and nothing more than the return of their sacred land.
With the support of the U.S. Senate and national funding, in 1927, American sculptor Gupton Borglum began designing what would become the Mount Rushmore National Monument, or Mount Rushmore, a sculpture of the heads of Presidents George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt. Measuring approximately sixty feet per head, the likenesses of these former U.S. Presidents were carved into rock located within the Black Hills of South Dakota over a period of ca. fifteen years. Unsurprisingly, the sculpture became controversial given its location in contested land.
Mount Rushmore National Memorial, Black Hills, South Dakota
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QUESTIONS:
- In light of what you’ve learned about the history conflicts between American Indian nations and the U.S. government, what is your opinion of the creation of the Mount Rushmore National Memorial?
- Do you think breaking the Treaty of Fort Laramie of 1868, among hundreds of other treaties between the U.S. government and sovereign Indian nations, was legal? Why or why not?
- According to the U.S. National Park Service, “Over the decades, Mount Rushmore has grown in fame as a symbol of America―a symbol of freedom and hope for people from all cultures and backgrounds.” Do you think this statement is ironic? Why or why not?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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