Early Arizona Women in the Mormon Faith
Imagine traveling across country, in uncharted territory without air conditioning. Believe it or not, thousands of people did it. These pioneers had to protect themselves, make good of the resources around them and try to have a normal family life on top of this. As if this was not hard enough, Mormon women had a much tougher challenge to face; they had to keep faith and teach the word of the lord to all they came in contact with. Many challenges had to be overcome even once they settled, building a house, a community, and a church, not to mention the boredom and loneliness of being far from their families. Pioneering was done mainly throughout the mid to late nineteenth century in America. Women were responsible for tending to the children, cooking whatever their husbands (or fathers or brothers) may have caught that day and cleaning. There were times when animals were hard to find and no kill was brought home that night to feast on; the women had to then compromise and pick plants around them and boil them into a soup. The types of animals that were mainly found were deer, buffalo and occasionally a dog was killed to feast upon. Some of the fears of traveling to Arizona consisted of Indian attacks, robbers and family and, or friends dying along the trail. Not all tribes of Indian’s attacked traveling settlers.
In an account told by Mrs. Elvira Martineau Johnson, who, in 1876, traveled with her husband to Moen Copie tells of how Navajo Indians wanted justice, not revenge. According to her, three of the tribes cattle were killed and the Navajo’s wanted to know by whom. The head of the settlement, Jas S. Brown, was hospitable and fed the Navajos while he tried to get to the bottom of the story. Brown and the Navajos traveled to another settlement not far away and discovered half-starved colonists. The colonists admitted to killing the three cattle and explained they thought the cattle were owner less. Because of the time and effort Brown devoted to solving the problem, the Navajos were satisfied and did not ask for any reparations.1
Flagstaff became one of the first Mormon settlements in Arizona.
Second of all, In the result of getting the Natives to give up their land in 1802, the Americans agreed to give the Indians new extensive territory, pay the expense of his removal, and support the natives for the first year in his new home. This policy was generous towards the red man. But little did the Natives know what was ahead of them. In 1836, the policy of the Indian Removal Act was achieved. In 1838, the long jou...
The Meaning of Jesus begins with Borg speaking about how we know about Jesus. Borg explains that the gospels have two natures. First, they are a developing tradition and second, the gospels are a mixture of history “remembered” and history “metaphorized”. Borg believes that some of the material is from Jesus and some is from the Christian community. The material from the Christian community should be considered metaphors, so this material is history metaphorized. Borg also states that there are two ways to refer to Jesus: pre and post-Easter Jesus; human and divine. The importance of pre-Easter Jesus is that, according
This land which the had been reserved for the Indians was now being distributed by the government. There were thousands of landless and hungry Indians due to the white taking over their land. The federal government never removed the illegal settlers, instead, they forced the Natives to sign a new treaty that surrendered more of the Native American’s land. Treaty after treaty the Americans pushed aside the Natives and did not fulfil their promise. The eagerness to enlarge the horizon of the United States and the invasion of white people due to the gold rush, troubled the Indians and sent them into a disastrous downward spiral (Garraty 405, Lecture-21
Thesis: the historical Jesus was a Galilean man who who lived during the first Century A.D. and gained fame through chicanery and tricks, which ensured him as the basis of modern day Christianity.
The thought of having an immense sum of money or wealth bring certain people to believe that money can buy almost anything, even happiness, however in reality, it will only lead to lost and false hope. In the novel, The Great Gatsby, the author, F. Scott Fitzgerald writes a story about a man named Gatsby who is a victim of this so called 'false hope' and 'lost.' Throughout the novel, Fitzgerald clearly demonstrates and elaborates on the relationship between having money, wealth, and one's ethics or integrity by acknowledging the idea that the amount of money or wealth one has attained does affect the relationship between one's wealth and one's ethics whether or not in a pleasant manner. Although money and wealth may not be able to buy a person happiness, it surely can buy a person's mind and action given that a wealthy person has a great deal of power. Fitzgerald analyzes the notion that even though many people dream of being both rich and ethical, it is not possible, and therefore, being poor and ethical is much better than trying to be rich and ethical.
In 1870, the women of Utah got the franchise; this was 50 years before the rest of the United States (Bushman 112). Later revoked in 1887, when all Utah citizens got disenfranchised by the U.S. Government during the crackdown on polygamy (112). This and the fact that Utah had a high rate of early female doctors, and women of the time had been encouraged to work for pay (112).This led people to believe that perhaps the church was at one time more responsive to females working out of the home. Brigham Young the second president of the church once said “We believe that women are useful not only to sweep houses, wash dishes, make the bed and raise babies, but they should stand behind the counter, study law or physics, or become good bookkeepers and ...
The history of the relationship between Indigenous Peoples of the North America and European settlers represents a doubtlessly tragic succession of events, which resulted in a drastic decline in Indigenous population leading to the complete annihilation of some Native groups, and bringing others to the brink of extinction. This disastrous development left the Indigenous community devastated, shaking their society to its very pillars. From the 1492 Incident and up to the 19th century the European invasion to the North America heavily impacted the social development of the Indigenous civilization: apart from contributing to their physical extermination by waging incessant war on the Indian tribes, Anglo-Americans irreversibly changed the Native lifestyle discrediting their entire set of moral guidelines. Using the most disreputable inventions of the European diplomacy, the colonizers and later the United States’ government not only turned separate Indigenous tribes against each other but have also sown discord among the members of the same tribe. One of the most vivid examples of the Anglo-American detrimental influence on the Native groups is the history of the Cherokee Nation and the U.S. Indian Removal Policy. The Cherokee removal from Georgia (along with many other Indian nations) was definitely an on-going conflict that did not start at any moment in time, but developed in layers of history between the Native Americans, settlers of various cultures, and the early U.S. government. This rich and intricate history does not allow for easy and quick judgments as to who was responsible for the near demise of the Cherokee Nation. In 1838, eight thousand Cherokees perished on a forced march out of Georgia, which came to be called the T...
were on was bad soil, once again the Indians were given the short end of the stick, and
Native Americans in particular were abused by white people in the States. From the 16th century and on, European nations rushed into the “New World,” claiming terrain that Native Americans had lived on for hundreds of years. Treaties were repeatedly made with the United States government and Native American ethnic groups. These treaties generally brutally kicked the “Indians” out of their land and pushed them farther and farther west. The Indian Removal act of 1830 encompassed more than five tribes and pressing all of them out of the southern United States. While some Natives fought back, many were forced to comply in order to save themselves from the Americans’ wrath. Eventually the white people themselves went so far west that there was no longer anywhere to put the Native Americans. In order to deal with this conundrum, the American army forced most tribes to abide on reservations in hopes that they would gradually become civilized and assimilate to the American culture. These reservations were often iniquitous and atrocious places. It was almost unfeasible for the Indians to hunt the w...
The movement westward during the late 1800’s created new tensions among already strained relations with current Native American inhabitants. Their lands, which were guaranteed to them via treaty with the United States, were now beginning to be intruded upon by the massive influx of people migrating from the east. This intrusion was not taken too kindly, as Native American lands had already been significantly reduced due to previous westward conquest. Growing resentment for the federal government’s Reservation movement could be felt among the native population. One Kiowa chief’s thoughts on this matter summarize the general feeling of the native populace. “All the land south of the Arkansas belongs to the Kiowas and Comanches, and I don’t want to give away any of it” (Edwards, 203). His words, “I don’t want to give away any of it”, seemed to a mantra among the Native Americans, and this thought would resound among them as the mounting tensions reached breaking point.
The book consists of three parts. The first part has five chapters of which focuses on explaining what the key questions are and why we find them difficult to answer. The second part has nine chapters explaining in detail what N.T. Wright considers Jesus’ public career and the approach he had in first century Palestine. The third part of the book, the last chapter, challenges readers to wrestle with the questions of Jesus’ life and ministry.
The greed that they were driven by caused them to treat the “Indians” in unimaginable ways. The colonists were paid for scalping “redskins.” Adult male scalps were worth 50 pounds, adult female scalps were 25 pounds, and scalps of children under the age of 12 were worth 20 pounds. The natives were also used as slaves. Many such as those from the Taino tribe were taken to Spain and to become slaves to the king and queen. If they were rebellious, their ears and noses were cut off (ICTMN). The “Indian Removal Act” of 1830, which was passed by the U.S. congress, caused death by starvation to the native people. This law was so that the natives would leave their lands and relocate to the west of the Mississippi River where the lands were dry and infertile. They were no longer able to hunt for their food or plant crops. This government-forced migration was for the accommodation of the European-American expansion.
Moreover, program planning mechanisms and assessment used by Upward Bound during the academic year and summer are essential, mainly because it uses a combination of human capital, emotional and intellectual interactions, all of which have some immeasurable impact on student preparedness for college, the global economy and the knowledge capital economy. Using observations, and interviews, the researcher used audiovisual methods to capture the qualitative process. This is necessary and often missing component in program evaluation. The values, beliefs, as well as the intellectual, psychosocial models are intricate processes, which take place during program planning (inputs), implementation (outputs).
Pioneer living conditions for women are definitely not easy. Being a woman, you are expected to take care of the children of the family, feed the family, clothe the family, clean the home, and cook for the family and hired hands. To me, this seems like a full time job for sure, especially when dealing with limited resources. Social events that were available to pioneer women and their families included barn raisings, corn husking, political meetings for the area, school functions, and more such as church meetings.
Firstly I will discuss the reasons for marriage equality. I argue marriage equality is in the best interest for family life. Allowing homosexuals to form stable committed relationships through marriage would allow for healthier homosexual relationships. You can’t prevent people from being homosexual however giving those people the right to marry can help them experience greater personal happiness. Studies have suggested that not only does legalizing marriage in an area generally make homosexual individuals in that area happier; it also makes them physically and mentally healthier and saves them money on health care (Hatzenbuehler, O’Cleirigh, Grasso, Mayer, Safren, & Bradford, 20012). I don’t see any compelling reason to take away the joy homosexuals get from marriage, this is one of the many reasons I support marriage equality.