Racial Ideology of Americas Essay

Racial Ideology of Americas Essay.

In the period from 1500 to 1830, racial stereotypes were prominent in the regions of Latin America/Caribbean and North America and they had a tremendous effect on society, especially societies with multiple ethnicities. The racial ideologies of these regions can be seen through the treatment of native peoples and the treatment of slaves. However, because of the strong influence of differing European nations,and their differing standards, contrasting societal effects can be seen.

When the Europeans discovered and settled the “New World” and Latin America their ideology of European dominance and superiority had a direct effect on the natives of these regions.

In North America, the Native Americans were often oppressed or forced to live on a confined piece of land. The Europeans would often devise treaties with the Native Americans on where there territorial boundaries were and where the settlers were not allowed to intrude.

The European governments did not enforce this, so eventually all of these treaties were broken. This shows that the Europeans did not regard the natives claims to the land as legitimate and that they did not have any rights to the land.

In Latin America and the Caribbean, the natives were enslaved and forced into servitude and labor. The dominant European racial ideology also fueled the slave trade in both North America and Latin America.

The slave trade revolved around slave ships that would transport masses of Africans to the colonies to increase productions. The slave trade grew in the periods from 1500 to 1830 because slaves became cheaper to buy then hiring indentured servants who would work only a certain amount of years and then be free when their debt was paid off where as a slave is kept for life, unless they are sold. The slaves were bought, sold, and treated like property, not human beings.

The colonists, were those who traveled from Europe to the Americas or those born in America who had come from European descent implemented the total colonization of North America and Latin America and the Caribbean. The colonies in North America were predominantly British and had a desire to become like their mother country. This united the colonists and so they did not discriminate against each other like they discriminated against the Native Americans and African slaves.

This contrasts the predominantly Spanish dominated colonies because they had no sense of unity. The Spanish racial ideology prompted those in power, the royal sangres azules, and the commoners, translated into discrimination within the colonist populations. The colonists born in Spain were considered better than those who born in Americas, even if you came two fully Spanish parents. Those who were of “mixed blood” , who were children of native and Spanish parents were even lower.

Racial Ideology of Americas Essay

Native American Oppression in North America Essay

Native American Oppression in North America Essay.

While many different cultures were and are oppressed around the world, many people tend to forget about the genocide of the Native Americans on the land we call home. In 1492, when Christopher Columbus first sailed across the Atlantic Ocean, he came into contact with the indigenous people of the New World. After returning to Hispaniola, he quickly implemented policies of slavery and mass extermination of the Taino population in the Caribbean. This became the first major impact on Native Americans and eventually led to further oppression of American Indians.

The implication of the population as savages helped in the displacement and genocide of the indigenous peoples. The Native Americans faced a lot of discrimination in North America during colonization, consisting of different forms of propaganda causing short-term and long-term effects in the present day. In 1492, a Spanish expedition headed by Christopher Columbus sailed for India to sell, buy, and trade rich spices and other goods, inadvertently discovering what is today North America.

European conquest, large-scale exploration and colonization soon followed.

This first occurred along the Caribbean coasts on the islands of Hispaniola, Puerto Rico and Cuba, and later extended into the interiors of both North and South America. Eventually, the entire Western Hemisphere came under the control of European governments, leading to profound changes to its landscape, population, and plant and animal life. From the 16th through the 19th centuries, the population of Indians declined from epidemic diseases brought from Europe, genocide and warfare at the hands of European explorers and colonists, displacement from their lands, internal warfare, enslavements, and a high rate of intermarriage.

Epidemics of smallpox, typhus, influenza, diphtheria, and measles swept ahead of initial European contact, killing between 10 million and 20 million people, up to 95% of the indigenous population of the Americas. European expansion also caused many Native American tribes to lose their homes as they were forced by the government to live in certain areas called Indian Reservations. They were often poor and on the verge of starvation on these reservations. Many American Indians had to choose to assimilate to the culture of the colonists in order to live.

The phrase “Kill the Indian, Save the Man” coincides with the assimilation. There were many tools to help with the assimilation of the natives such as boarding schools for Native American children, missionaries to introduce Christianity, and the strategic killing of their main food source, the bison. The Dawes Act was introduced in 1887 to get Native Americans to live like white Americans. Reservations were broken up into “allotments” that were given out to individual families and the families were supposed to farm and build homes on their allotment in order to support themselves.

The plan failed due to the fact that some of the land was unsuitable for farming & ranching and some Natives refused to adopt a different way of life. Propaganda was a very powerful tool when it came to the oppression of American Indians. The term propaganda is derived from the Latin propagare, to propagate, to reproduce, to spread, with the meaning, to transmit, to spread from person to person. One form of early propaganda against Native Americans is the painting American Progress by John Gast in 1872.

The painting depicts the iconographic image of Columbia, the American angel floating above the land, leading her pioneers westward. The angel image, intended as a personification of the United States, floats ethereally over the plains, stringing telegraph wire with one hand as she travels, and holding a schoolbook under her other arm. Ahead of her in the West is a great darkness populated by wild animals: bears, wolves, buffalo and Indian people. All are considered wild and savage, and fleeing away from her light.

In her bright-light wake, as the figure progresses across the land, come farms, villages and homesteads and in the back are cities and railroads. The light of “civilization” dispels the darkness of “ignorance and barbarity”. American Indian people are portrayed along with the wild animals as the darkness, all of which have to be removed before Columbia can bring the prosperity promised to the United States. United States covert agencies working with the mainstream media often used “grey and black propaganda” to distort or fabricate information concerning the groups they had targeted.

Grey propaganda efforts often centered upon contentions that the Indians’ main goal was to dispossess non-Indians of the home-owner, small farmer, or rancher type living within various treaty areas. For black propaganda there have been a number of highly publicized allegations of violence which, once disproven, were allowed to die without further fanfare. There were many short-term and long-term effects due to the oppression of American Indians.

Many Native Americans were depicted as marauding, murdering, hellish savages who scalped women and children. They were seen as thieves, drunkards, and beggars, unwilling to work but willing to accept government handouts. The American Indian was often used as the antagonist in old country western films and portrayed in a negative, barbaric manner. Today a majority of the Native American population still resides on reservations. Despite helping shape America in their own way, the oppression of the American Indians is often overlooked in comparison to that of Jews during World War II and African Americans in the U. S.from slavery to the present-day Overall, the Native Americans overcame many things from when Columbus first came across them in the Caribbean in 1492.

In the face of European exploration and colonization, genocide, epidemic diseases, and displacement among other things, American Indians managed to stay strong and hold on too as much of their culture as possible, working hard to dispel the false stereotype created by propaganda so long ago. While the discrimination of the past still affects them to this day, first nation peoples play a strong part in the development of this country.

Native American Oppression in North America Essay

Liberty, Property, Security, and Resistance to Oppression Essay

Liberty, Property, Security, and Resistance to Oppression Essay.

In recent times, France has experienced monumental events that foreshadow quite a different future for France, and the beginning of a new revolutionary regime. Disorder and theft have unfortunately accompanied violent events and in response: the formation of the National Guard. The Guard is composed of professional soldiers, foreign mercenaries, merchant and shopkeepers’ sons, and sons of the most comfortable master workers and journeymen, and other “active” tax paying citizens of the middle class.

With such an important role as to maintain order and law in France and to protect the Constitution, it is presumed that the Commander General of this Guard must be one whom is well versed in commanding a large force.

I, Marquis de Lafayette, have this experience. Having been granted the position of Major General and forming close relations with General George Washington in the American Revolution, I performed to the best of my ability on the terms of no pay and as a volunteer.

I received a formal recognition from the United States Congress for my services in the Rhode Island expedition, have gained much respect for my tactics in battle, and ensured the Revolution was all but won with my success in the Battle of Yorktown.

As a key component in the success of the American Revolution and as a General in the French Army, I ask of you all to now grant me the position of Commander General of the National Guard of Paris. Furthermore, I ask for your support of an important piece of legislature, The Declaration of Rights of Man and of the Citizen.

This document sets forth “in a solemn declaration the natural, unalienable, and sacred rights of man, in order that this declaration, being constantly before all the members of the Social body, shall remind [you] continually of [your] rights and duties; in order that the acts of the legislative power, as well as those of the executive power, may be compared at any moment with the objects and purposes of all political institutions and may thus be more respected, and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the constitution and redound to the happiness of all,” (Declaration of Rights of Man and of the Citizen). Do not let France devolve into anarchy, and let us continue to exercise our universal and natural rights for the benefit of and all and the future of France!

Liberty, Property, Security, and Resistance to Oppression Essay

Preamble: United States Constitution Essay

Preamble: United States Constitution Essay.

The Preamble was placed in the Constitution more or less as an afterthought. It was not proposed or discussed on the floor of the Constitutional Convention. Rather, Gouverneur Morris, a delegate from Pennsylvania who as a member of the Committee of Style actually drafted the near-final text of the Constitution, composed it at the last moment. It was Morris who gave the considered purposes of the Constitution coherent shape, and the Preamble was the capstone of his expository gift. The Preamble did not, in itself, have any substantive legal meaning.

The understanding at the time was that preambles are merely declaratory and are not to be read as granting or limiting power—a view sustained by the Supreme Court in Jacobson v. Massachusetts (1905).

Nevertheless, the Preamble has considerable potency by virtue of its specification of the purposes for which the Constitution exists. It distills the underlying values that moved the Framers during their long debates in Philadelphia. As Justice Joseph Story put it in his celebrated Commentaries on the Constitution of the United States, “its true office is to expound the nature and extent and application of the powers actually conferred by the Constitution.

” Alexander Hamilton, in The Federalist No. 84, went so far as to assert that the words “secure the Blessings of Liberty to ourselves and our Posterity” were “a better recognition of popular rights, than volumes of those aphorisms, which make the principal figure in several of our state bills of rights.”

An appreciation of the Preamble begins with a comparison of it to its counterpart in the compact the Constitution replaced, the Articles of Confederation. There, the states joined in “a firm league of friendship, for their common defence, the security of their liberties, and their mutual and general welfare” and bound themselves to assist one another “against all force offered to, or attacks made upon them, or any of them, on account of religion, sovereignty, trade, or any other pretence whatever.” The agreement was among states, not people, and the military protection and the liberties to be secured were of the states as such.

The very opening words of the Constitution mark a radical departure: “We the People of the United States.” That language was at striking variance with the norm, for in earlier documents, including the 1778 treaty of alliance with France, the Articles of Confederation, and the 1783 Treaty of Paris recognizing American independence, the word “People” was not used, and the phrase “the United States” was followed immediately by a listing of the states (“viz., New Hampshire, Massachusetts Bay, Rhode Island and Providence Plantations,” and so on down to Georgia).

The new phraseology was necessary, given the circumstances. The Constitutional Convention had provided that whenever the popularly elected ratifying conventions of nine states approved the Constitution, it would go into effect for those nine, irrespective of whether any of the remaining states ratified. In as much as no one could know which states would and which would not ratify, the Convention could not list all thirteen. Moreover, names could scarcely be added to the Preamble retroactively as they were admitted. Even so, the phrase set off howls of protest from a number of opponents of ratification, notably Patrick Henry.

Henry charged that the failure to follow the usual form indicated an intention to create a “consolidated” national government instead of the system that James Madison described in The Federalist No. 39 as being “neither a national nor a federal constitution; but a composition of both.” Henry’s assertion was made in the Virginia ratifying convention and was promptly and devastatingly rebutted by Governor Edmund Randolph: “The government is for the people; and the misfortune was, that the people had no agency in the government before….If the government is to be binding on the people, are not the people the proper persons to examine its merits or defects?”

Preamble: United States Constitution Essay

Cherokee Removal Essay

Cherokee Removal Essay.

In the early nineteenth century, an infant America was increasing in population and expanding in the South until settlers were faced with the dilemma of the Native Americans. Anglo-Americans had two very distinct stances on how to deal with southern Indian tribes, particularly the Cherokee. One side was eager for land and developed the idea that Indians were both racially and culturally inferior and a hindrance to American progress, while on the other hand, some Americans believed that the Cherokee tribe was a sovereign, independent nation and that moral responsibility required the United States to protect them.

Pro-removal Americans rallied behind leaders such as, Andrew Jackson and William Cass. Jackson’s patronizing attitude toward Native Americans was, based on his ideology that Native Americans were children in need of guidance. Jackson also advocated that the removal policy was beneficial to the Indians. Cass believed the Native Americans were unsophisticated and white settlers were racially superior. In his essay, Removal of the Indians, Cass depicts, “We doubt there is, upon the face of the globe, a more wretched race than the Cherokees, as well as the other southern tribes, present….

The Cherokee Removal, pg. 117). ”

Cass alluded to the underlying racism that piloted the argument for expulsion of the Cherokee. Many white settlers concurred with the belief that Indians were racial inferior and therefore white settlers and Native Americans could not live together. Cass also asserted in the same essay “A barbarous people, depending for subsistence upon the sanctity and precarious supplies furnished by the chase, cannot live in contact with a civilized community (The Cherokee Removal, pg. 116). Some Americans supported this because they deemed anything different than them as wrong. The pro-removal argument was justified thru the belief that race determined character.

For some Anglo-Americans race made Native Americans menial and disposable. Americans against removal united behind the idea that the Native Americans were born on this land and should be left in peace. Jeremiah Evarts under the pen name, William Penn, in A Brief View of the Present Relations between the Government and People of the United States and the Indians within Our National Limits, said, “Those Indian tribes and nations, which have remained under their own form of government, upon their own soil, and have never submitted themselves to the government of the whites, have a perfect right to retain their original form of government, or to alter it, according to their own views of convenience and property(The Cherokee Removal, pg. 106). ”Evarts’ opposition to removal was based on the fact the Indians were born on the land and therefore it was rightfully theirs.

He also pointed out, “For one hundred and fifty years, innumerable treaties were made between the English colonists and the Indians, upon the basis of the Indians being independent nations, and having a perfect right to their country and their form of government (The Cherokee Removal, pg. 106). ” Evarts’ argument was that white settlers legally could not disregard treaties made with Native Americans for hundreds of years. Some Anglo-Americans knew removal of the Cherokee was unconstitutional and to renege on agreements made throughout history was morally incompetent.

Catherine Beecher also advocated against Indian removal, writing, “Nor are we to think of these people only as naked and wandering savages. The various grades of intellect and refinement exist among them as among as (The Cherokee Removal, pg. 112). ” Beecher and other Americans opposed removal because they did not believe it was morally righteous to degrade Indians because of race, they considered them people too, and respected the differences in both race and culture.

Evarts and Anglo-Americans against removal foresaw the inhumanity of removal, Evarts stated, “The removal of any nation of Indians from their country by force would be an instance of gross and cruel oppression. (The Cherokee Removal, pg. 107). ” Both perspectives on Indian removal had a few commonalities. Some people such as John Knox believed that, “the central premise of which was that United States Indian policy should make expansion possible without detriment to the Indians (The Cherokee Removal pg. 10).

The only consistent agreement however was that the white settlers’ culture and Native American cultures would never successfully co-inhabit. Americans realized that the differences in culture would only continue to cause problems. However the differences was some believed the Indians should be forced west and others believed they should be left in peace. There was an agreement that the Cherokee were uncivilized and to some, even worse not Christian. Again there was another divide on the solution for the primitivism of the Cherokee. Some sought assimilation and of course, removal.

In my final analysis, the Cherokee removal argument never reached a consensus, and like most political matters, was won by the most power hungry side. Due to a burgeoning population, racial bigotry, and the lack of centralized government enforcement of the 18th century the Cherokee were forced to leave their homes. The consequence was a forced tumultuous, cross-country walk, where they faced disease, hunger, and fatigue now known as the Trail of Tears. Thousands died, and the removal of the Cherokee had permanent affects on them, as well as all Native Americans.

Cherokee Removal Essay

Should Felons Be Allowed to Vote Essay

Should Felons Be Allowed to Vote Essay.

About 5. 26 million people with a felony conviction are not allowed to vote in elections. Each state has its own laws on disenfranchisement. Nine states in America permanently restrict felons from voting while Vermont and Maine allow felons to vote while in prison. Proponents of felon re-enfranchisement believe felons who have paid their debt to society by completing their sentences should have all of their rights and privileges restored. They argue that efforts to block ex-felons from voting are unfair, undemocratic, and politically or racially motivated.

Opponents of felon voting say the restrictions are consistent with other voting limitations such as age, residency, mental capacity, and other felon restrictions such as no guns for violent offenders. They say that convicted felons have demonstrated poor judgment and should not be trusted with a vote. I believe convicted felons should be allowed to vote upon release from prison because they exercise good judgment; in addition, withholding their right to vote would be a violation of the US Voting Rights Act of 1965 and the eighth amendment.

One reason ex-felons are not allowed to vote is because of their perceived judgment. According to Roger Clegg, President and General Counsel of the Center for Equal Opportunity, we don’t let children, noncitizens, or the mentally incompetent vote because we do not trust them or their judgment. Furthermore, he believes that criminals belong in this category because people who commit serious crimes have shown that they are not trustworthy. On the other hand, Steve Chapman, Columnist and Editorial Writer at the Chicago Tribune, believes we let ex-convicts marry, reproduce, buy beer, own property, and drive.

They don’t lose their freedom of religion, or their right against self-incrimination, but in many places, the assumption is that they cannot be trusted to help choose our leaders. The purpose of a prison is to protect society and rehabilitate the offender. Rehabilitation refers to activities designed to change criminals into law abiding citizens, and include providing educational courses in prison, teaching job skills, and offering counseling. If we thought that prisoners could not be rehabilitated, then they should not be released.

If felons are released, we make a judgment that they are fit to live in society; therefore, they are capable of making trustworthy decisions. Moreover, not allowing felons to vote is a violation of the US Voting Rights Act of 1965. The Voting Rights Act of 1965 is a landmark piece of legislation in the United States that outlawed discriminatory voting practices that had been responsible for the widespread disenfranchisement of African Americans in the United States. Section Two of the Voting Act contains a general prohibition on voting discrimination.

Furthermore, Congress amended this section to prohibit any voting practice or procedure that has a discriminatory result or prohibits a group of people from voting. New York is one state that restricts felony voting. In the New York Election Law 5-106, it clearly disqualifies a group of people, incarcerated felons and felons on parole, from voting in elections. This is a blatant violation of the Voting Rights Act of 1965. Further, prohibiting felons from voting is a violation of the eighth amendment of the United States Constitution.

The eighth amendment prohibits excessive penalties and demands that the punishment fits the crime. As a result, states that exclude felons from voting permanently, including Alabama, Tennessee, Kentucky, and Florida, are in violation of this amendment. On one hand, opponents of felon voting use the Fourteenth amendment to justify disenfranchising convicted felons. They believe in limiting the freedoms of convicted felons. Incarceration is designed to punish inmates and impress upon them the magnitude of their crimes.

On the other hand, using the Fourteenth Amendment to justify the disenfranchisement of felons by states is ambiguous. The amendment claims, “no state shall make or enforce any law which shall abridge the privileges of citizens of the United States. ” For example, if John Doe was convicted of a felony, served time, and was released, all of his privileges as a citizen of the United States should be returned to him. Furthermore, disenfranchising felons is counter to the American tradition for the expansion of voting rights for all citizens.

All in all, convicted felons are still American citizens and should be allowed to vote upon release from prison. Efforts to prevent ex-felons from voting are unfair and undemocratic. After serving their prison sentence, they have paid their debt to society and have been rehabilitated. As a result, all of their natural rights as citizens should be returned to them. Not allowing felons to vote would be a violation of the Voting Rights Act of 1965 and the Eighth Amendment to the US Constitution.

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Should Felons Be Allowed to Vote Essay

Los Vendidos Essay

Los Vendidos Essay.

Los Vendidos means the sell-outs. All the characters in the play sold-out at some point during the play. The characters sold out both their races and their way of life. I would say that the person who sold out the most was the Mexican-American because he sold-out both his Mexican, his American heritage and way of life. He wanted to be perfect, so when he found that the Americans and the Mexicans had their flaws he sold them out. He now has to search for a new and perfect race to identify with.

(He will be searching for a while.

) <br><br>The Mexican- American sold out his Mexican Heritage when he said, “The problems of the Mexicans stem from one thing alone he’s stupid, he is under-educated, he needs to stay in school. He needs to be ambitious and be forward looking, most important he needs to think American” (Page 382). In his statement he is only finding the bad of his people and stating it for the entire room to hear.

He shows great disrespect for the Mexican heritage by saying all that is wrong with them. He shows their flaws, weaknesses, and imperfections.

I believe your heritage makes up who you are and that is you, so you should never disrespect yourself by disrespecting your heritage. I believe thee way he sold-out was by disrespecting his heritage. the Mexican- American is still trying to decide weather he is going to live Mexican or American. When the Mexican-American says, “The only thing I don’t like is how come I always got to play the goddamn Mexican-American”(Page-384). You are unsure by this statement weather he is selling-out his Mexican or his American lifestyle. You know he wants to perfect because of his attitude toward playing the part of the Mexican-American.

<br><br>The Mexican American doesn’t know where he wants to go in life I guess this proves no matter how old you are or how much of an education you have you sell people out and walk all over them. Even if it is a person you know or need all that does not madder if you are a sell-out. You will hurt people to get what you want for yourself. The Mexican American is soon going to find he will never find perfection and he will be lost with no friends because of all the people he sold-out. The Mexican- American and his buddies need to set goal or all they will have to talk about is being sell-out with no friends.

Los Vendidos Essay

Native Americans in the United States and James K. Polk Essay

Native Americans in the United States and James K. Polk Essay.

6. Compare the expansionist foreign policies of Presidents Thomas Jefferson and James K. Polk. To what extent did their policies strengthen the United States? 1. President Thomas Jefferson a. Anti-Federalist: usually weary of American expansionism b. Louisiana Purchase i. After Spain gave New Orleans to the French, Jefferson sent Monroe to France to buy the strategic land for $2 million ii. France about to engage in war in Europe and dealing with a slave revolt in Haiti, offered to sell the entire Louisiana Territory for $15 million and Jefferson accepted, even though he wasn’t sure that the Constitution allowed for it iii.

Congress quickly approved the treaty iv. Strengthened the United States because gave them complete control over the strategically crucial Mississippi River c. Louis and Clark i. Sent expedition to explore territory west ii. Encountered many new animals, plants, and Indian tribes iii. Strengthened the United States in that the West was no longer completely un-chartered territory, and knowledge was deepened after the countless scientific discoveries 2.

President James K. Polk a. Democrat who favored vast expansion at a rapid rate b. Rallied for the immediate annexation of Texas, which Tyler accomplished right before Polk took office c.

Oregon Territory i. Acquired from a treaty with Great Britain made peacefully in 1846 ii. Established current northern border for the region iii. Strengthened America because of more territory and greater control of the continent, less outside influence d. Mexican-American War i. Polk wanted to acquire the Southwest from Mexico ii. Mexico wouldn’t sell the territory, so Polk provoked Mexican troops with the stationing of American troops and declared war iii. After a successful invasion of Mexico City and the war was over, Mexico signed the Treaty of Guadalupe-Hidalgo in 1848 ceding most of the modern Southwest over to the United States iv.

Strengthened America because the acquisition of the new territory increased America’s potential wealth and asserted American dominance over Mexico 3. Texas fight with Mexicans, an excuse for US to gain territory 4. Polk’s platform of manifest destiny 5. Thorton affair ? spark of war. Mexicans crossed Rio Grande and attacked Texas dragoons 6. Mexico loses half its territory 7. Many Whigs called the war an expansion of slavery 8. The newly acquired territories contributed to a new patriotic feeling in US.

Native Americans in the United States and James K. Polk Essay

Blackfeet: Native Americans in the United States and Blackfoot Tribe Essay

Blackfeet: Native Americans in the United States and Blackfoot Tribe Essay.

The Blackfeet or Blackfoot is a Native American tribe that was originally located in Canada, Montana, and Idaho. The majority of the tribe is located in Alberta, Canada, where three of the four Blackfeet bands are established. The Blackfeet can be found in the Great Plains, around many rivers and mountains. Some of these rivers include the Yellowstone River and the Missouri River. Also, just east of the Rocky Mountains, a major boundary in the past, members of the Blackfeet have been spotted.

Although the area did not get much rainfall, the climate was relatively warm. Presently, a Blackfoot reservation can be located in Montana, east of the Glacier National Park. In the past the population was around 5,200 people, but has now grown to about 32,234 members. The Blackfeet took their weapons and the topic of warfare very seriously. They were the best hunters, fighters, and raiders in the Great Plains and often times found themselves at war with their rivals, the Shoshone.

Regarding weapons, the Blackfeet traditionally used 3-foot long bows made of horn and arrows held in otter skin quivers. Other weapons included war clubs, guns, and buffalo hide shields. During a raid or battle, the Blackfoot warriors were honored for taking a horse or a scalp, but it was even better if they stole a gun. Before a battle, the Blackfoot tribe would do a variety of things, such as calling upon spiritual powers, singing war songs, and using face paint, lucky charms, and war medicine. People of the Blackfoot tribe wore a certain type of clothing.

The woman donned long deerskin dresses, while the men clothed themselves in buckskin tunics with breechcloths that had leggings sewn into them. Most of the people wear feathers in their hair, but only for special occasions, like dances or festivals. Blackfoot dresses and war shirts were often decorated with porcupine quills, elk teeth, and beads. The entire tribe wore moccasins and buffalo hide robes in the winter. However, chiefs of the tribe wore a different type of clothing, sometimes tall feather headdresses and decorated robes.

Today, the Blackfoot tribe can be found wearing modern clothing, like jeans. In order to feed their families and survive the Blackfeet had to hunt for their food. Buffalo meat was a staple in their diet. They prepared it by either boiling, roasting, or drying it. If dried, the buffalo meat was stored in rawhide pouches. Another staple was pemmican, a mixture of ground buffalo meat, service berries, and marrow grease. The Blackfeet used pemmican in the winter when live buffalo were scarce.

While the Blackfeet men were out hunting large game, like deer, elk, moose, mountain sheep, antelope, and buffalo, the women could be found collecting roots, turnips, and camas bulbs. To supplement their diet, the Blackfeet preferred to use berries. The history and culture of the Blackfoot tribe provides valuable insight into the tribe’s peoples’ diet, warfare, clothing, and location. Through studying this tribe, present-day people are allowed to learn more about the importance of this particular tribe.

Blackfeet: Native Americans in the United States and Blackfoot Tribe Essay

Native Americans in the United States Essay

Native Americans in the United States Essay.

Dentify the economic, political, and/or social causes of the Civil War assess the influence of individuals and groups in the U.

S. government on Reconstruction assess the influence of individuals and groups in the South on Reconstruction distinguish and analyze the freedoms guaranteed to African Americans in the 13th, 14th, and 15th Amendments to the Constitution analyze the various components of Jim Crow legislation and their effects on Southern minorities describe efforts by the U.

S.

Government to assimilate Native Americans into American culture identify significant events that impacted the relationship between the government, Native Americans, and American citizens identify settlement patterns in the American West, the reservation system, and/or the tribulations of the Native Americans from 1865–90 After completing this lesson, you will be able to evaluate the causes and consequences of the Civil War identify the economic, political, and/or social causes of the Civil War assess the influence of individuals and groups in the U.

S. government on Reconstruction assess the influence of individuals and groups in the South on Reconstruction distinguish and analyze the freedoms guaranteed to African Americans in the 13th, 14th, and 15th Amendments to the Constitution analyze the various components of Jim Crow legislation and their distinguish and analyze the freedoms guaranteed to African Americans in the 13th, 14th, and 15th Amendments to the Constitution effects on Southern minorities describe efforts by the U. S.

Government to assimilate Native Americans into American culture identify significant events that impacted the relationship between the government, Native Americans, and American citizens identify settlement patterns in the American West, the reservation system, and/or the tribulations of the Native Americans from 1865–90After completing this lesson, you will be able to evaluate the causes and consequences of the Civil War identify the economic, political, and/or social causes of the Civil War assess the influence of individuals and groups in the U. S.

Government on Reconstruction assess the influence of individuals and groups in the South on Reconstruction distinguish and analyze the freedoms guaranteed to African Americans in the 13th, 14th, and 15th Amendments to the Constitution analyze the various components of Jim Crow legislation and their effects on Southern minorities describe efforts by the U. S. government to assimilate Native Americans into American culture identify significant events that impacted the relationship between the government, Native Americans, and American citizens identify settlement patterns in the American West, the reservation system, and/or the tribulations of the Native Americans from 1865–90.

Native Americans in the United States Essay