Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
How the US treated Native Americans unfairly
Social injustice with native Americans
Mistreatment and ruling of native americans in the us
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: How the US treated Native Americans unfairly
Layering the Native Story: How Modern Indigenous Playwrights are Making an Impact in Theatre Native Americans have a long, rich history of performing arts. Closely tied to their religious ceremonies, their theatrical expressions range from oral tradition stories, dance, reenactments of events and use of masks to portray other beings. These ceremonies included the theatrical elements of storytelling, drums, costume and even lighting. Performances were integrated into many aspects of Native cultural life well before Europeans invaded the Americas. However, North American indigenous peoples have long been under and misrepresented in traditional North American theatre performances. From the antebellum period through the mid twentieth …show more content…
Within the small span of four centuries, Native American life was nearly exterminated. The population dropped from 15 million to less than a quarter of a million in 1880, the Native American Indian lifestyle was nearly extinct (Geiogamah 89). The American motto of “Manifest Destiny” had the US Government using assimilation as means of handling the “Indian Problem.” Politicians felt that if the Native Americans were converted to Christianity and introduced to the American modes of farming, then the Native American Indians would be more willing to give up their lands. By the beginning of the 1800s, the United States Congress hired missionaries to convert entire Native communities to attempt to educate the children according to American standards (Simpson 13). The United States government enacted policies that removed children from their families, often by force or coercion, and entered them into Native American boarding schools. Within these schools, the American Indian children were forbidden to communicate in their native languages, forbidden to practice their tribal religion, and forbidden to participate in any tribal dancing, music, or storytelling. These policies remained in place until the early 20th century. Yet, many of the performing arts, ceremonies and traditions survived this oppressive …show more content…
These works are valuable in facilitating understanding among the many cultures that share this land and there is a growing body of indigenous playwrights who have begun to present “their” Native stories. There are two camps in which Native playwrights are categorized: indigenous artists who consciously adopt colonial structures to make their performances more palatable for non-Native audiences, and indigenous artists who purposefully disrupt these structures to unsettle the non-Native audience members. These playwrights and theatre companies have found unique ways to produce the Native story, while maintaining interest with non-Native audiences. The overall goal is to devise a method that will reproduce a ceremonial experience on the contemporary stage without violating the soul of the Native art through a literal reproduction (Carter
It had previously been the policy of the American government to remove and relocate Indians further and further west as the American population grew, but there was only so much...
Through Laws, treaties and proclamations it becomes clear of the transfer of power between Native Americas and colonizing powers within the US and Canada. One significant treaty was Treaty NO. 9 in which Native Americans gave up their aboriginal title and land for money, hunting right, entrance into the christian school system and a Canadian flag presented to the Chief. The treaties described define the cascading effect of how western powers came into control of land at which Native Americans resided in. Specifically converging on the using Native Americans “elites” to influence other Native Americans into adopting western cultural beliefs, overshadowing the diverse Native American cultural practices. The overshadowing and belittling of Native American culture is not only expressed through the several treaties presented to Native Americans across history but also through real life accounts of Native American children adopted into the western school system. This sections places into the prospective the monopolization of Native American land and
Document 4 explains how the system was to work, “the Indians should work on the Christians’ building, mind the gold, till the fields, and produce food for the Christian’s.” This system benefited the Europeans immensely. On the other hand, many Native’s working were treated very poorly and faced brutal punishment and labor. The enslavement of Native people was another cause of the great decrease in population. The disappearance of Native people leads to the disappearance of their customs, beliefs, and way of life.
In 1887 the federal government launched boarding schools designed to remove young Indians from their homes and families in reservations and Richard Pratt –the leader of Carlisle Indian School –declared, “citizenize” them. Richard Pratt’s “Kill the Indian… and save the man” was a speech to a group of reformers in 1892 describing the vices of reservations and the virtues of schooling that would bring young Native Americans into the mainstream of American society.
This program is part of the PBS series American Experience. In this episode, a critical eye is cast on the early efforts by Congress to "civilize" Native Americans. This homogenization process required the removal of Native American children from their homes and placing them in special Indian schools. Forced to stay for years at a time without returning home, children were required to eschew their own language and culture and learn instead the ways of the white man. Archival photographs and clips, newspaper accounts, journals, personal recollections, and commentary by historians relate the particulars of this era in American History and its ultimate demise. ~ Rose of Sharon Winter, All Movie Guide
American Indians shaped their critique of modern America through their exposure to and experience with “civilized,” non-Indian American people. Because these Euro-Americans considered traditional Indian lifestyle savage, they sought to assimilate the Indians into their civilized culture. With the increase in industrialization, transportation systems, and the desire for valuable resources (such as coal, gold, etc.) on Indian-occupied land, modern Americans had an excuse for “the advancement of the human race” (9). Euro-Americans moved Indians onto reservations, controlled their education and practice of religion, depleted their land, and erased many of their freedoms. The national result of this “conquest of Indian communities” was a steady decrease of Indian populations and drastic increase in non-Indian populations during the nineteenth century (9). It is natural that many American Indians felt fearful that their culture and people were slowly vanishing. Modern America to American Indians meant the destruction of their cultural pride and demise of their way of life.
Native Americans were not afforded full citizenship in the United States until 1924, therefore they were not afforded the rights of American citizens i.e. religious freedom until then. It wasn’t until 1945, that the Supreme Court held that “Freedom of speech and of press is accorded aliens residing in this country” (Bridges v. Wixon, 326 U.S. 135, 148). In 1890 the Ghost Dance movement gain momentum within the Lakota. This created concern and fear among many whites in the area. A massacre at Wounded Knee on the Lakota Reservation in South Dakota was a direct result of the Euro- American fears of non-Christian people. Tisa Wegner tells us, “in 1906, Congress supported a view, amending the Dawes Act to postpone citizenship for newly allotted Indians for twenty-five-year period or until they had “adopted the habits of civilized life” (Hoxie 1995:211-238). The Native people then developed secular dance ceremonies which allowed them to continue the practice of dancing and not be perceived as a threat, they did this by having these ceremonies coincide with Euro-American
Butler, Judith. "Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory." Theatre Journal 40.4 (1988): 519-31. The Johns Hopkins University Press. Web. 11 May 2011.
As a result, both films represent Natives Americans under the point of view of non-Native directors. Despite the fact that they made use of the fabricated stereotypes in their illustrations of the indigenous people, their portrayal was revolutionary in its own times. Each of the films add in their own way a new approach to the representation of indigenous people, their stories unfold partly unlike. These differences make one look at the indigenous not only as one dimensional beings but as multifaceted beings, as Dunbar say, “they are just like us.” This is finally a sense of fairness and respect by the non-native populations to the Native Indians.
In the late 1800s, the United States proposed an educational experiment that the government hoped would change the traditions and customs of Native Americans. Special schools were created all over the United States with the intention of "civilizing" Native youth. This paper will explore the history and conditions of Native American boarding schools and why they were ultimately unsuccessful.
At these boarding schools, Native American children were able to leave their Indian reservations to attend schools that were often run by wealthy white males. These individuals often did not create these schools with the purest of intentions for they often believed that land occupied by Native American Tribes should be taken from them and put to use; it is this belief that brought about the purpose of the boarding schools which was to attempt to bring the Native American community into mainstream society (Bloom, 1996). These boarding schools are described to have been similar to a military institution or a private religious school. The students were to wear uniforms and obey strict rules that included not speaking one’s native tongue but rather only speaking English. Punishments for not obeying such rules often included doing laborious chores or being physically reprimanded (Bloom, 1996). Even with hars...
In the 30 years after the Civil War, although government policy towards Native Americans intended to shift from forced separation to integration into American society, attempts to "Americanize" Indians only hastened the death of their culture and presence in the America. The intent in the policy, after the end of aggression, was to integrate Native Americans into American society. Many attempts at this were made, ranging from offering citizenship to granting lands to Indians. All of these attempts were in vain, however, because the result of this policies is much the same as would be the result of continued agression.
acquired the west, there have been several attempts to destroy Native American culture. Shortly after the Natives lost their land, their culture was condemned as “uncivilized”. The Dawes Act of 1887 sold Native land to white settlers and offered to give Natives their land and make them American citizens back if they agreed to give up their culture. “The policy proved to be a disaster, leading to the loss of much tribal land and the erosion of Indian cultural traditions”(Foner). Ever since the Dawes Act their culture has been continuously attacked to the point where it can no longer be restored.
Due to government’s involvement in the education of Indians, the creation of federally funded boarding schools was developed in the late nineteenth century. All boarding schools were created with the same goal in mind, to “kill the Indian to save the man”. On the other hand, Mexico’s method of handling
Applied Theatre work includes Theatre-in-Education, Community and Team-building, Conflict Resolution, and Political theatre, to name just a few of its uses. However, Christopher Balme states that “Grotowski define acting as a communicative process with spectators and not just as a production problem of the actor” (Balme, 2008: 25). Applied Theatre practices may adopt the following “theatrical transactions that involve participants in different participative relationships” such as Theatre for a community, Theatre with a community and Theatre by a community Prentki & Preston (2009: 10). Whereas, applied theatre one of its most major powers is that it gives voice to the voiceless and it is a theatre for, by, and with the people. However, Applied Theatre practitioners are devising educational and entertaining performances bringing personal stories to life and build