ASSIGNMENT: Who Is A Person In America?

Dawes Act of 1887
Jacob Blankemeyer
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Dawes Act (1887) From OurDocuments.gov
Dawes Act (1887) From OurDocuments.gov

Henry L. Dawe (colorpro)
Henry L. Dawe (colorpro)

Write a journal/newspaper style article in which you take a neutral stance (as a reporter) and give the facts about the actual event. What led up to the event? What happened during the actual event? Did it have an “end” or is it unresolved? You are to write about this event when it happened, you are assuming the role of a reporter in 1850, 1920, etc., not someone looking back from 2011. You need to cite your sources, and they must include information only available during that time period. At least one source must be primary and/or an eyewitness account. Important - This work will be submitted to TurnItIn.com. We will provide you information about using this helpful resource!

Dawes Act of 1887
Jacob Blankemeyer
Period 8-7 American Studies
Dawes Act Unleashed
Congress passed the Dawes Act also known as the Severalty Act and the General Allotment Act on February 8th, 1887. This act founded by Senator Henry L. Dawes was “the most important of federal legislation dealing with Native American land rights” (American Government.com).

The Dawes Act was to Provide Indians with their own individual land instead of the tribe owning the land as a whole. Since each Native American got land there was some left over which the government consumed and sold to gain a large profit. Each Indian who owned their own land was given citizenship, which relates to the big question… Who is a person? I believe in the minds of people back than being a citizen is a person. I think this is a valid statement because citizens got liberties while Blacks and Indians did not.

This act caused many things: it attempted to intertwine Indians and Natives together, It caused Native American lands to drop from 138 million acres to 48 million and it also allowed Government possess unused lands and make a profit.
In conclusion the Dawes Act was a loss and a win. The act made the Indians very upset because the land was inadequate to make a profit and they did not know how to manage their money. A Nez Perce Indian showed has anger by saying “We do not want our land cut up in little pieces... A groan of assent ran along the dark line of Sphinxes." (nebraskastudies). On the other hand the Dawes act gave whites more land in the west.

Works Cited:
"Dawes Act (1887)." American Government. ABC-CLIO, 2011. web. 19 sept. 2011.
(from site)

Task 1: Mastery Rubric
A quality news article will:
•open with an attention-grabbing headline
identify the author's name and the date of the publication (in the past)
•develop the 5 W's in three power paragraphs
•paragraph 1: contain an interesting lead
•paragraph 2: correctly cite a secondary source (an indirect quote)
•paragraph 3: correctly cite a primary source (eyewitness account)
maintain appropriate journalistic voice
•read like an article written in the same time period as the event occurred
•be free of mechanics and Works Cited errors
What is the Argument?
Are Native Americans considered person's?
PROMPT 1: Why did the majority of Americans not recognize the rights of members of this group?POST PARAGRAPH HERE
Task #2 Paragraph 1

The White men of the Untied States did not view Indians because they did not own any American soil. The Dawes Act tried to reverse people’s views by giving individual Indians territory. “ passed by the U.S. Congress to provide for the granting of landholdings to individual Native Americans” (EBSCO). This passage from EBSCOhost sums up the main idea of the whole act, and the main point is to give Indians land and also citizenship. ”if a person adopted white clothing and ways, and was responsible for his own farm, he would gradually drop his Indian-ness and be assimilated into the population” (Our Documents). This passage from Ourdocuments.gov really shows that the Native Americans who gave up their ways they would be considered a citizen of the United States. This paragraph shows the two main points that are interwoven into the Dawes Act of 1887.

Works Cited:
Rogers, Will. "Dawes Act (1887)." Our Documents. National Archives, 24 Nov.
2009. Web. 7 Oct. 2011. <http://www.ourdocuments.gov>.

"Dawes Act." Columbia Electronic Encyclopedia, 6th Edition (2010): 1. Academic Search Premier. EBSCO. Web. 7 Oct. 2011.

PROMPT 2: How did advocates for the minority group shed light on this injustice?POST PARAGRAPH HERE
Task # 2 Paragraph 2

The advocates of the minority group pertaining to the Dawes Act were furious. Indians were the minorities during this act and they believed the act was unfair and unjust. ”Indian lost much of their land and received very inadequate payment for the land they gave up” (Nebraskastudies). This quote just shows you why the Indians had a reason to be upset. Another quote from NebraskaStudies.com also shows how much they lost. “Within twenty years, two-thirds of their land was gone” (Nebraskastudies). Two thirds is a ridiculous sum of territory that the Indians lost, and if they knew this would happen I’m sure that they wouldn’t have agreed on the act. These quotes show you that the Indians had a right to be angry with the Americans and deserved justice for this cruel act.

Works Cited:
Fletcher, Alice. "Dawes Act of 1887." Nebraskastudies. NET, 20 Sept. 2010. Web.
7 Oct. 2011. <http://www.nebraskastudies.org>.

Paragraph 1: Analyze the impact of the literary or artistic work for the minority group and/or American society as a whole.POST PARAGRAPH HERE

On the crest of the hill they stand.
The proud and noble Red Man.
So called civilization down below.
When it came, they had to go!
A blanket for their arrows,
hard shoes for their feet.
After all was said and done,
there was little left to eat.
The buffalo that had gave them life,
so senselessly slaughtered through hate and strife.
Mother Earth that had met their every need,
snatched away by unkept promises, lies and greed.
No longer free to roam abound.
The people lost their sacred ground.
Even their native tongue was to cease.
They had to give all for the white man's peace.
So many paid the ultimate price.
Their homes, their ways, their very lives.
Yet on the crest of the hill they stand,
Still Proud! Still Noble! Still the Red Man!

-author unknown-
Poem from
Works cited:
Wado, Wanishi. "Native American Poems & Stories." 1cherokee. Bravenet, n.d. Web.
4 Oct. 2011. <http://1cherokee.com/>.

This poem from cherokee1.com really relates to my topic, the Dawes Act. There are lines in this poem that really stuck out to me while I read it. Two major lines that stuck out were “The people lost their sacred ground” and “They had to give all for that white man’s peace” (cherokee1). These line symbolize that they gave their land to the Americans from the Dawes Act and also that they lost their sacred grounds in the process. I’m glad that I found this poem because you can take different lines out of the poem, and even if they don’t relate to the Dawes Act directly you can still relate it indirectly.

Paragraph 2: CLOSING-- How did the event impact the debate on the argument?POST PARAGRAPH HERE

“ Dawes' goal was to create independent farmers out of Indians — give them land and the tools for citizenship” (Nebraska studies). The Dawes Act summed up is about how one person; Henry L. Dawes wanted the Native Americans viewed as equals to prevent further conflict with them. The Indians were given citizenship under one condition and that condition was to own a plot of land called allotments. The act however did not appeal to most Native Americans due to loss of much of their land as a whole and a lot of other inconveniences. The result was more land was given to the Indians to make up for their large amount of lost land. Indians today are now citizens of the United States and of their tribal nations.

Works Cited:
Fletcher, Alice. "Dawes Act of 1887." Nebraskastudies. NET, 20 Sept. 2010. Web.
7 Oct. 2011. <http://www.nebraskastudies.org>.

TASK III: Artistic Expression Element Rubric
An outstanding product will.
•showcase a work that expresses a profound idea about your event and the argument surrounding it This is a good poem to use here
•be the best example available, not simply the first one you find
•demonstrate your ability to interpret the meaning of the literary or artistic piece You have a good start with your analysis, try to make statements directly about the poem, avoid evaluations of the poem ("really" good example)
•use the extended power paragraph format as a means to express your understanding of the event, argument, and how art literature and art
can reveal emotions and ideas Your first sentence must be a direct response to the prompt. Don't bury your ideas in sentences that occupy space, but add nothing to your response
•reference sources accurately
•mechanics are clean and effective Always leave time to edit and polish~

Rubric for the Time Line Page
An outstanding time line entry includes the following:
• Opens by identifying you, the author, and your event with a banner headline (see an example of a banner on the top of this page).
• Under the banner, in the table place two graphics or photos that illustrates an important aspect of the event.
Thoughtful responses to each prompt are supported by credible sources representing diverse perspectives on the event.
• Each response should be posted in order (follow template instructions), contain few mechanic errors and follow the power paragraph format.
• The credibility of each cited source is established and internal citations accurately match the Works Cited.• TASK I and TASK II each introduce and cite two new sources; TASK III cites one new source.• The Works Cited lists 5 credible sources from the LC databases.