The Native Americans’ tales, difficulties, and accomplishments were well-focused, and I enjoyed that. Moreover, how well the remaining subjects were put together during the course. It was, far and away, the most meaningful class I have taken, from the modules to the homework and discussions. Everything was made simple to grasp by it and especially considering the names, dates, and many facts and tales. Additionally, I could relate to the many issues, and my interest in the subjects significantly increased. The Native Americans, watching their pain and difficulties, are, in my opinion, the major emphasis. To a certain extent, I can identify as an empath, motivating me to participate in the conversations. I wanted to contribute by making the various themes simple to comprehend and establishing a link between myself and the other students.
Subjects and Sources
There is a cozy image for European-born Americans, but it minimizes the tragedy of his legacy on the indigenous populations of Africa and the Americas. The fact that Columbus was the initial European to introduce enslavement to the New World is not generally included in classroom history texts (Slavery and colonialism, 1989). The Spanish attacked the Taino under Columbus’ direction, and neither adults nor children were spared (Slavery and colonialism, 1989).
The Taino population of Hispaniola, which was believed to be between one million and two million in 1492, was wiped out within 30 years due to war, forced labor, famine, and illness (Slavery and colonialism, 1989). Slave trade between Africa and Europe was extremely little before the European America discovery. Many Americans and Europeans see Columbus’s history as a positive one of discovery and advancement, which is honored with festivities, parades, and white sales. His legacy includes colonialism, slavery, and the eradication of peoples’ and cultures’ identities for others worldwide.
One of the module’s most interesting pieces was about the names of tribes and important geographical locations for the natives. Isqulktpe Creek Overlook, which flows through into the Umatilla Indian Reservation, is what it is called now (Tribes, panel work to remove “squaw”, 2010). Compared to other states, Oregon has the most squaw names with 163, including 63 separate Squaw Creeks (Tribes, panel work to remove “squaw”, 2010).
Over time, the term, an Algonquin word for woman, came to be commonly understood as a racial epithet (Tribes, panel work to remove “squaw”, 2010). In 2001, a group of senior citizens persuaded lawmakers to order the renaming of all “squaw” locations in Oregon, but only 37 things changed nine years later. (Tribes, panel work to remove “squaw”, 2010). However, since the tribes have names, the laborious process that will take months to complete and include two boards will begin. This process will entail evaluations, research, suggestions, and concerns.
Another fascinating topic was about the policy shift that allowed the start of preparing the Indians living on reservations for citizenship by giving them land so they may be motivated to advance toward civilization on their own. The tribes previously lived in substandard conditions with minimal opportunities to adopt white culture. Starvation and disease were the main experiences of the indigenous people at Grand Ronde, despite the treaties’ and agents’ assurances of a better quality of life on the reservations. They had no property of their own and existed in tiny groupings of tribes, probably established around 1856, with families living within the same home for several generations (Lewis, 2018).
The tribes lived off of what they could collect from the coastal forests, salmon from the Salmon Rivers, vegetables from small backyard plots, and subsidized food from the agency for more than 20 years (1856–1969), even though treaties guaranteed allotments (Lewis, 2018). Tiny tracts of land were defined and marked off for dwelling and agriculture by the individual members of the bands in March 1856, in the early days of the reservation (Lewis, 2018). Later, the tribal members developed a summertime custom of departing the reservation to work on farms in the Willamette Valley to earn money to purchase their survival supplies.
Analysis
It is crucial to face the attempted systematic extermination of the Native people of North America by ancient and modern conquerors as people explore racism and renew their commitment to social equality this Lent. On a foundation of colonization, racism, and genocide, the United States was established. Although it is an inherent sin of the country, it does not just pertain to the past. Native Americans now have much lower median earnings, homeownership rates, growing health inequities, and poverty rates that are twice as high as those of the general population. These results are a result of a white supremacist system. Rich traditions, beliefs, and resistance are part of the Native American experience.
Native Americans formed strong confederacies and tribal nations before colonists arrived. Genocide was justified by establishing institutional control and legal authority as a white response to Native Americans’ cultural and political dominance. In the United States, this paradigm of white supremacy is still in place today. White invaders in North America have labored to steal from their earliest contacts with Native Americans until the present. Land theft, resource theft, theft of identity and culture. It is crucial to identify and address these thefts to get justice. The story of Native Americans cannot be fully covered in this resource, but we hope that it will serve as a starting point for anyone who wants to learn more about the people whose stories should not be forgotten.
References
Lewis, D., G. (2018). Promise of Citizenship and informal allotment at the Grand Ronde Reservation. Quartux. Web.
Slavery and colonialism make up the true legacy of Columbus. (1989). The New York Times. Web.
Tribes, panel work to remove “squaw” from Oregon place names. (2010). Oregon Live. Web.