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discussion
1) In your own words, provide an overview of what was occurring in the U.S. following the Gold Rush and the US Civil War.
2) Describe how at least one historical event we learned this week connects to our key term “Manifest Destiny.”
3) What is the historical significance of Sand Creek Massacre, according to the Smithsonian article? How exactly will the Sand Creek Massacre be “forgotten no more”?
4) According to this week’s lecture, what was the US military’s reason for killing the plains buffalo? Next, please analyze Bob Marley’s song, “Buffalo Soldier” through our particular historical lens. Keep in mind that this song analysis is open to your own interpretation, so please be thorough but feel free to get creative!
5) It is important to note that this time period was also marked by much indigenous resistance to Manifest Destiny and westward expansion. So let’s wrap up this week’s materials by independently researching one of the following indigenous resisters/leaders from this era: Cochise, Black Kettle, Geronimo, Crazy Horse, or Sitting Bull (or if you come across any others from this time period, you are welcome to research him/her instead!) Please explain who you chose to research, how they connect to this week’s material, and why they are important to learn about.
could you please respond to this for 150 words only. don’t right a lot just 150 word is enough, and I am so grateful your help 1. One major event that was occurring after the Civil War was the military campaigns against the indigenous nations (Indian Wars). Also, after the Civil War and the Land Grabs of 1862, there was a period of rapid industrialization. The wars taking place in the Western Region of the US also got worse after the Civil War ended, and many officers and soldiers without jobs after the end of the Civil War ended up joining the “army of the West.”2. The term “Manifest Destiny” was connected to American Exceptionalism. It is the 19th-century belief that American settlers had the ‘God-given right’ to and were destined to expand settlements across the entirety of the US.3. The Sand Creek Massacre stood out because of the impact that it had at the time and the way it has been remembered. It was a massive war crime that was exposed by soldiers and condemned by the US government, and it subsequently led to decades of war on the Great Plains. Now, the Sand Creek Massacre National Historic site has been established, which helps keep the history known.4. The US military killed the plains buffalo to try and destroy the Plans Indians’ basic economic base and gain control of them and their land. In ‘Buffalo Soldier’ by Bob Marley, he sheds some light on the courage of the black soldiers during the wars while also mourning the oppression that black people went through in the US while also being forced to fight in the wars, which could also portray the idea of black resistance in the song.5. Black Kettle was born in the Black Hills of South Dakota around 1803, and was a fierce warrior that also advocated for peace with white settlers during later parts of his life. I researched about him because he was the chief of the village that was attacked during the Sand Creek Massacre, which, as we’ve learned, was an awful ambush that was swept under the rug for way too long. He was attacked again later in another massacre on a Cheyenne village in Oklahoma Territory. Link to article used: https://www.nps.gov/waba/learn/historyculture/blac…
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AMIND 141: Week 5 Lecture Notes
Slide 1: Welcome back! This week we’ll be building off of last week’s lesson on assimilation tactics as we
zoom in on the development of the concept of “Indian Country” and the effects the Civil War,
Reconstruction period, Indian Wars in the West, and overall US Expansion in the mid-1800s.
Slide 2: Back in Module 3, we were introduced to the key term “Manifest Destiny,” which is the 19th
century belief that American settlers were destined, with the God-given right, to expand settlements
from coast-to-coast of North America in order for the United States to reach its full potential. This
concept is often connected with American Exceptionalism, the idea that Americans were doing what
was right for the greater good of the country. As we move forward in this week’s lecture, be thinking
about how this term connects to the events unfolding in the expansion of the United States.
Slide 3: Just five years after the ending of the California Gold Rush in the West, the Civil War occurred in
the East. The Civil War happened from 1860-1865, and President Lincoln was inaugurated in 1861 (only
2 months after the South ceded from the Union.) Many argue that the South’s secession and Civil War
was based on “states’ rights, not slavery.” However, every settler in the southern states aspired to own
land and slaves, or more land and slaves, because wealth and status depended on property ownership.
Slide 4: Lincoln’s campaign for presidency appealed to vote of land-poor settlers who wanted the
government to “open” up Indigenous lands west of the Mississippi for settlement, or in other words,
take over Indigenous lands. These “free-soilers” wanted cheap land that was free of slavery. During this
time period, new gold rushes across the country brought waves of settlers to squat/attempt to take over
more and more Indigenous lands. Because of this, some Indigenous people preferred a Confederate
victory in the Civil War, in hopes of dividing or weakening the United States.
Slide 5: Lincoln’s free-soiling resulted in Minnesota becoming a non-slavery state for “free-soilers” in
1859, which led to the Dakota Sioux reaching verge of starvation by 1862 due to competition for
resources. When the Dakota Sioux mounted an uprising to drive out settlers, the Union Army troops
crushed the revolt, slaughtered Dakota civilians, and rounded up several hundred men. Three hundred
prisoners were sentenced to death, but under Lincoln’s orders to reduce the numbers, 38 were selected
at random to die in the largest mass hanging in US history. The revered Dakota leader, Little Crow, was
not among those hanged, but he was assassinated the following summer along with his son by a settlerfarmer who collected a $500 bounty for him. This instance is an example of heightening “settler-lawand-order” and anti-Indian hysteria.
Slide 8: Flashback to the 1830s: President Andrew Jackson’s administration had relocated the “5 Civilized
Tribes” to Oklahoma under the Indian Removal Act. After their forced removal was complete (also
known as the Trail of Tears,) Cherokees, Creeks, Seminoles, Choctaws, and Chickasaws had rebuilt their
towns, farms, ranches, institutions, newspapers, schools, and orphanages. They were resilient and
flourishing. A tiny group of elites in each nation owned slaves and held private estates, but most
continued collective agrarian practices. However, all 5 Civilized Tribes signed treaties with the
Confederacy.
Slide 9: Soon a conflict emerged between “mixed bloods” and “full bloods.” The wealthy, assimilated,
slave-owning minority who dominated politics favored Confederacy, and the non-slave owning poor and
traditional majority wanted to stay out of the Anglo-American war. John Ross, the Cherokee chief at the
time, first called for neutrality, but later agreed to negotiate a treaty with the Confederacy. Nearly 7,000
men of the 5 nations went to battle for the Confederacy. During the war, however, many Indigenous
soldiers went to the Union forces with African Americans who fled to freedom.
Slide 10: There were also cases of resistance against the Confederacy. A few months after the war broke
out, 10,000 men in Indian Territory (volunteers, African Americans who freed themselves, and some
Anglo-Americans) engaged in guerilla warfare against the Confederate army. They fought from
Oklahoma to Kansas, where many joined unofficial Union units. This multiethnic battle force and selfliberation by African Americans (happening all over the South) led to Lincoln’s eventual 1863
Emancipation Proclamation, which allowed freed Africans to serve in combat.
Slide 11: Genocidal armies emerged in the West as Lincoln called for volunteer fighters in the West to
help fight the Confederate army and the settlers responded. With very few Confederates to fight in the
west, the volunteers fought Indigenous people instead. Here are two pictures of different
advertisements for volunteer fighters. This generated and perpetuated anti-Indian hysteria and violence.
Land speculators west of the Mississippi sought statehood for occupied former-Mexican territories, and
there was an eagerness to undertake ethnic cleansing of Indigenous residents to achieve necessary
population balance in order to attain statehood. The Lincoln administration did little to prevent
genocidal actions by territorial authorities because of preoccupation with the Civil War in the East. Yet
the emerging “settler-law-and-order” during the Civil War began to set a pattern for postwar genocide.
Slide 12: While preoccupied with the Civil War, Lincoln didn’t forget his free-soilers. In 1862, several Acts
were passed to encourage Westward Expansion through major land grabs from Indigenous residents.
The US government broke multiple treaties with land grabs in order to achieve statehood that had been
delayed in Colorado, North and South Dakotas, Montana, Washington, Idaho, Wyoming, Utah, New
Mexico, and Arizona. The colonization plan for Westward expansion was carried out over the next 30
years.
Slide 13: After the Civil War and the Land Grabs of 1862 came a period of rapid industrialization. Instead
of land granted to single-family homesteaders, much of the land was passed to large operators or land
speculators. Because of this, industrialization quickened. Between 1863-1864, federal banking acts led
to national currency being established. Land became even more of a commodity, and “real estate”
remained the basis of the US economy. Rapid industrialization and the post-Civil War call for unity
within the union also propelled rapid “Americanization,” which connects to last week’s discussion on
boarding schools and assimilation. More Indigenous territories were carved out as federal land grants to
railroad barons were not limited to the width of the railroad tracks – the land grants formed a
checkerboard of square-mile sections stretching for miles on both sides. By 1871, the Indian
Appropriation Act declared the “no Indian nation or tribe” would be “recognized as an independent
nation, tribe, or power with whom the US may contract by treaty.”
Slide 14: The wars that were happening in the West during the Civil War did not end when the Civil War
ended. In fact, they got worse as more killing technology, weapons, and seasoned soldiers were added,
and these wars carried on to the end of the century. Many demobilized officers and soldiers without
jobs after the Civil War ended up joining the “army of the West.” Prominent Civil War generals led the
“army of the West,” including Generals Philip Sheridan (the man whom was quoted in last week’s
lecture on Boarding schools as saying “the only good Indian is a dead Indian), and George Armstrong
Custer.
Slide 15: One of the most infamous incidences involving militias was the Sand Creek Massacre, which
occurred at dawn in November 1864, on Sand Creek in southeastern Colorado territory. Over 700 1st and
3rd Calvary and other troops slaughtered over 150 displaced and captive Cheyenne and Arapaho men,
women, and children who were under the leadership of the great peace-keeper, Black Kettle. They had
been camping under a truce flag and had federal permission to hunt buffalo in order to feed themselves.
In early 1865, the Colorado territorial governor informed them that they could no longer leave their
reservation to hunt. Despite their compliance with this order, John Chivington led 700 Colorado
Volunteers to attack Cheyenne and Arapaho people without warning.
Slide 16: A couple years prior to the Sand Creek Massacre, US Army colonel James Carleton formed the
Volunteer Army of the Pacific in 1861, based in California. In Nevada and Utah, colonel Patrick Connor
commanded a militia of about 1,000 California volunteers who had spend the Civil War years massacring
hundreds of unarmed Shoshone, Bannock, and Ute people. Carleton led another contingent of militias in
Arizona to suppress the Apaches who were resisting colonization under their great leader, Cochise.
Slide 17: Following his campaign against the Apaches, Carleton was promoted to brigadier general and
place in command of the Department of New Mexico. He brought in seasoned Colorado volunteers to
attack Navajos and declared total war. Carleton also brought in the infamous Indian killer Kit Carson and
enlisted him as principal commander. Carleton’s genocidal army had unlimited authority in the West,
and the government’s preoccupation with the Civil War allowed Carleton to engage in a series of searchand-destroy missions against Navajos.
Slide 18: Carleton’s war against Navajos culminated in 1864 in a 300-mile forced march of 8,000 Navajo
civilians to a military concentration camp at Bosque Redondo in the southeastern New Mexico desert.
This forced removal is recalled in Navajo oral history as the “Long Walk,” and one quarter of the
incarcerated died of starvation. Navajos weren’t released and allowed to return home until 4 years later,
in 1868, and their permission to return home was not based on the deadly conditions in which they had
been living. Instead, it was because Congress had determined the camp to be too expensive to maintain.
By 1865, Carleton was appointed as major general in the US army for his “noble deeds” with the Navajo.
Because of this promotion, Carleton now led the Fourth Cavalry against Plains Indians.
Slide 19: Genocidal campaigns against Indigenous civilians continued through President Grant
administration 1869-1877. After Civil War, many freed black troops were sent out West, the
government’s way of getting rid of “Black and Indian problem.” To gain control of Plains Indians’ lands,
US policy direct the army to destroy their basic economic base, the buffalo. During this time period,
buffalos were killed nearly to extinction – only a few hundred were left by the 1880s. The army in charge
of killing buffalo were often referred to as “Buffalo Soldiers,” as mentioned in Bob Marley’s song, which
we’ll be listening to and analyzing this week. This concludes this week’s lecture, and we’ll continue
building off of this material next week.
Blog #3
For this week’s discussion blog, based on this week’s lesson, please answer the
following questions:
1) In your own words, provide an overview of what was occurring in the U.S. following
the Gold Rush and the US Civil War.
2) Describe how at least one historical event we learned this week connects to our key
term “Manifest Destiny.”
3) What is the historical significance of Sand Creek Massacre, according to the
Smithsonian article? How exactly will the Sand Creek Massacre be “forgotten no more”?
4) According to this week’s lecture, what was the US military’s reason for killing the
plains buffalo? Next, please analyze Bob Marley’s song, “Buffalo Soldier” through our
particular historical lens. Keep in mind that this song analysis is open to your own
interpretation, so please be thorough but feel free to get creative!
5) It is important to note that this time period was also marked by much indigenous
resistance to Manifest Destiny and westward expansion. So let’s wrap up this week’s
materials by independently researching one of the following indigenous
resisters/leaders from this era: Cochise, Black Kettle, Geronimo, Crazy Horse, or Sitting
Bull (or if you come across any others from this time period, you are welcome to
research him/her instead!) Please explain who you chose to research, how they connect
to this week’s material, and why they are important to learn about. Don’t forget to
include a link to the article/video you used to find information.
Don’t forget to reach the full 300 word minimum requirement, and remember to also
post a 150 word minimum response to a peer!
https://www.smithsonianmag.com/history/horrific-sand-creek-massacre-will-be-forgotten-no-more180953403/
https://americanindian.si.edu/nk360/navajo/long-walk/long-walk.cshtml
https://www.history.com/topics/westward-expansion/buffalo-soldiers
https://www.youtube.com/watch?v=IEpSBsUjY-0
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300 Words
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