...Essay on Native American Environmental Issues by David R. Lewis This essay is taken from Native America in the Twentieth Century: An Encyclopedia, edited by Mary B. Davis and published in 1994 by Garland Publishers of New York. The encyclopedia includes additional essays on mining, natural resource management, hunting and fishing rights, and economic development. It's a highly recommended resource. Reprinted without permission for educational purposes. Traditionally Native Americans have had an immediate and reciprocal relationship with their natural environments. At contact, they lived in relatively small groups close to the earth. They defined themselves by the land and sacred places, and recognized a unity in their physical and spiritual universe. Their cosmologies connected them with all animate and inanimate beings. Indians moved in a sentient world, managing its bounty and diversity carefully lest they upset the spirit "bosses," who balanced and endowed that world. They acknowledged the power of Mother Earth and the mutual obligation between hunter and hunted as coequals. Indians celebrated the earth's annual rebirth and offered thanks for her first fruits. They ritually addressed and prepared the animals they killed, the agricultural fields they tended, and the vegetal and mineral materials they processed. They used song and ritual speech to modify their world, while physically transforming that landscape with fire and water, brawn and brain. They did not passively...
Words: 2425 - Pages: 10
...Grace Giardina Mr. Mark Carson HIST 2055 11 Feb 2015 Changes in the Land Essay In William Cronon’s book Changes in the Land: Indians, Colonists, and the Ecology of New England, he discuses the ecological history of New England from the late sixteenth century to the early nineteenth century. He demonstrates how the New Englanders changed the land by illustrating the process of the change in the landscape and the environment. In the Preface Cronon states, “My thesis is simple: the shift from Indian to European dominance in New England entailed important changes—well known to historians—in the ways these people organized their lives, but it also involved fundamental reorganizations—less well-known to historians—in the region's plant and animal communities" (Cronon xv). Throughout the book he expands on his thesis and describes the rapid transformation of New England land, their culture, and economically. In the beginning of the book, Cronon describes the changes that occurred in New England between 1600 and 1800. He starts the chapter off by discussing Henry David Thoreau’s book, Walden. Throughout that book, Thoreau states that people have the biggest effect on nature, and that everyone should care for it. On page 4 Cronon states, “a changed landscape meant a loss of wildness and virility that was ultimately spiritual in its import, a sign of declension in both nature and humanity”. The changes in the nature and wilderness that Cronon mentions are much more than just...
Words: 1086 - Pages: 5
...Indigenous Policy Journal Vol. XX, No. 3 (Fall 2009) Book Review Essay Reviewed texts: The Politics of Minor Concerns: American Indian Policy and Congressional Dynamics, by Charles Turner. University Press of America, 2005. Taking Charge: Native American Self-Determination and Federal Indian Policy, 1975-1993. George Pierre Castile. University of Arizona Press, 2006. Why has there been so little social science research trying to explain recent changes in Federal Indian policy, particularly given the dramatic shifts of the last 40 years? Since 1970 the previous policy of termination gave way to an evolving selfdetermination policy, a dramatically expanded role for tribal governments, and the emergence of large scale Indian gaming. Even with these striking changes - and the expansion of Indian affairs as a policy area – there have been only a handful of social science analyses of the Indian policy domain (most notably Gross 1989). Much recent scholarship in the area has been primarily descriptive or interpretive (Castile 1992, Bee 1992), with research commonly driven by area expertise rather than guided by policy related theory. In his nuanced and theoretically-driven account, Charles Turner argues that Indian policy, like many other areas, is a "minor concern" to both policymakers and policy analysts. As such, Indian policy often doesn't fit the conditions or provide the variables featured by main theoretical approaches to explaining policy outcomes more generally. Unlike...
Words: 2778 - Pages: 12
...acknowledgments throughout their history. Some may wonder how a country the size of Tennessee can be so great, well throughout history they have fought and struggled for their place in society, starting in 1822 when the first people landed in what is now known as Liberia. In 1816, a group of Quakers and slaveholders formed the American Colonization Society. The Quakers opposed slavery, and the slaveholders opposed the freedom of Blacks. They did not agree on much but they did agree on one thing, that Black Americans should be moved back to Africa. The Quakers felt that Blacks and former slaves would face better chances for freedom in Africa than in the United States. The slaveholders ideas were not as nice, They saw this as a way of avoiding a slave rebellion. The plan moved forward and in 1822, the first 86 voluntary, Black emigrants landed on Cape Montserrado. They arrived with members of the American Colonization Society who would govern them for many years. The first few years were not the easiest for the settlers they often suffered from malaria and yellow fever, common in the area's coastal plains and mangrove swamps, and from attacks by the native populations who were, at various times, unhappy with the expansion...
Words: 2721 - Pages: 11
...both sides of the Atlantic began to acknowledge the language's divergence. As early as the mid-seventeenth century, Samuel Johnson, in a review of Lewis Evans's "Geographical, Historical, Political, Philosophical, and Mechanical Essays," pays the [American] writer's language a backhanded compliment: This treatise is written with such elegance as the subject admits, tho' not without some mixture of the American dialect, a tract ["trace"] of corruption to which every language widely diffused must always be exposed. (In the World, No. 102, Dec. 12, 1754; quoted by Mencken 4) Johnson's assessment was mild compared to that of Samuel Taylor Coleridge, who asserted in 1822 that "the Americans presented the extraordinary anomaly of a people without a language. That they had mistaken the English language for baggage (which is called plunder in America), and had stolen it" (quoted in Mencken 28). Noah Webster attributed some of the marked features of New England speech to a conservatism engendered by the relative isolation, vis à vis the rest of the world, of the colonists, stating that New Englanders (of which he was one): have been sequestered in some measure from the world, and their language has not suffered material changes from their first settlement to the present time. Hence most of the phrases used by Shakespear, Congreve, and other writers who have described English manners and recorded the language of all classes of people, are still heard in the...
Words: 5176 - Pages: 21
...UNIVERSITY OF THE SOUTHERN CARIBBEAN MARACAS ROYAL ROAD, MARACAS ST. JOSEPH P.O.BOX 175 PORT OF SPAIN TRINIDAD WI. Course Work Essay An Assignment Presented in Partial Fulfillment Of the Requirements for the Course Hist 104- 01 West Indian History Instructor Tshana Thomas- Francique By Dwight Bowen 20th October, 2015 Approval …………………. The Columbian Neo-Indian Exchange What have been is what will be, and what has been done, is what will be done and there is nothing that will reverse it. The incipient world as we know it has been undergoing a drastic era for biological globalization since the landing of the Europeans between the fifteen and the eighteen century. This era is known as the Columbian exchange and commenced in the year 1492 when Christopher Columbus and his crew sailed the Atlantic, exploring more advantages. Beckles & Shepherd suggest in his book Liberties lost, “that the European’s instinct was to reach Asia by sailing deep into the Western Atlantic. His quest was to find Asia, craving for the riches of Asia. Lost in the Caribbean Sea, he found indigenous people of Bahamas whose posture of welcome ushered into a global era.” (2004, p.35) Columbus’ first voyage was one of revelation in which he took the prospect to explore much places as he can. As history tells us, he made a series of voyages scooping new discoveries and engagements with the people who he encountered with on his journey. He first landed in the Bahamas. Columbus...
Words: 2427 - Pages: 10
...of the course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture...
Words: 6289 - Pages: 26
...afterward. The reality of evolution became widely accepted during Darwin's lifetime, but his particular theory, with natural selection as prime cause, didn't triumph until about 1940, after it had been successfully integrated with genetics. Apart from those clarifications, the most interesting point missed by the simplified tale is this: Darwin's first real clue toward evolution came not in the Galápagos but three years before, on a blustery beach along the north coast of Argentina. And it didn't take the form of a bird's beak. It was a trove of fossils. For a fresh view of the Beagle voyage, start with Darwin's armadillos and giant sloths. In September 1832, during the first year of its mission, the Beagle anchored near Bahía Blanca, a settlement at the head of a bay about 400 miles southwest of Buenos Aires. A certain General Rosas...
Words: 2571 - Pages: 11
...Identification. Christopher Columbus landed in Puerto Rico in 1493, during his second voyage, naming it San Juan Bautista. The Taínos, the indigenous people, called the island Boriquén Tierra del alto señor ("Land of the Noble Lord"). In 1508, the Spanish granted settlement rights to Juan Ponce de León, who established a settlement at Caparra and became the first governor. In 1519 Caparra had to be relocated to a nearby coastal islet with a healthier environment; it was renamed Puerto Rico ("Rich Port") for its harbor, among the world's best natural bays. The two names were switched over the centuries: the island became Puerto Rico and its capital San Juan. The United States anglicized the name to "Porto Rico" when it occupied the island in 1898 after the Spanish-American War. This spelling was discontinued in 1932. Puerto Ricans are a Caribbean people who regard themselves as citizens of a distinctive island nation in spite of their colonial condition and U.S. citizenship. This sense of uniqueness also shapes their migrant experience and relationship with other ethnoracial groups in the United States. However, this cultural nationalism coexists with a desire for association with the United States as a state or in the current semiautonomous commonwealth status. Location and Geography. Puerto Rico is the easternmost and smallest of the Greater Antilles, bordered by the Atlantic Ocean to the north and the Caribbean Basin to the south. Puerto Rico is a crucial hemispheric access...
Words: 5687 - Pages: 23
...The Canadian State: Institutions and Structures The Constitution is very import in the context of the canadian state however it is not without controversy. As there has been many significant changes to fundamental rights Operational Institutions Westminster Style Parliamentary Government: derives from the british parliament in Britain meaning that we have an adversarial government. This can be expressed in the parliamentary structure of the house of commons (adversarial and conflict). High expectations of accountability in the formal legalities. The government must retain the confidence of the house (budget proposals) -legislative process: see above -party discipline: is linked to the idea of confidence, it operates through out the system. The general expectation is that members will vote along party lines. Pros: Accountability meaning that you know who is power and responsible for certain parts of the government, higher level of efficiency, fiscal and budgetary concerns, Cons: Can not always vote according to beliefs and values, inefficiency Federalism: Important driver of politics within Canada. To what extent are the types of different conflicts between the different levels of conflicts. Another reason why federalism exists is due in large part to the question of Quebec and the allocation of powers between french canada and the rest of the country. The Canadian State: Sovereignty 1867: Constitution Act, 1867 (BNA) 1926: The King-Byng Thing 1926: Nadan...
Words: 2529 - Pages: 11
...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
Words: 38033 - Pages: 153
...explain why you changed your mind. Anticipation Reaction _____ 1. _____ 1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____ 7. The British government usually left American colonists to make their own laws pertaining to local matters. American colonial trade was severely crippled by British trade laws. The European Enlightenment had little influence on the thought of American colonists. Because they were part of the British empire, colonists were constantly involved in England’s imperial wars with France and Spain. Parliament taxed the American colonists as a way to express its authority over them, not because it needed. the money. Colonists protested the Sugar Act and Stamp Act as violations of their rights as Americans. Colonists protested the Tea Act because it threatened to raise the price of tea. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____ 7. LEARNING OBJECTIVES After reading Chapter 3 you should be able to: 1. 2. Define the basic assumptions of the British colonial system and describe its operation. Assess the impact of the Great Awakening and Enlightenment on the spiritual and intellectual life of the colonies. 42 3. 4. 5. Describe the relationship between the French and Indian War and the coming of the American Revolution. Trace the course of key events...
Words: 4419 - Pages: 18
...3.79 million square miles (9.83 million km2) in total and with around 316 million people, the United States is the fourth-largest country by total area and third largest by population. It is one of the world's most ethnically diverse and multicultural nations, the product of large-scale immigration from many countries.[12] The geography and climate of the United States is also extremely diverse, and it is home to a wide variety of wildlife. Paleo-indians migrated from Asia to what is now the US mainland around 15,000 years ago,[13] with European colonization beginning in the 16th century. The United States emerged from 13 British colonies located along the Atlantic seaboard. Disputes between Great Britain and these colonies led to the American Revolution. On July 4, 1776, delegates from the 13 colonies unanimously issued the Declaration of Independence. The ensuing war ended in 1783 with the recognition of independence of the United States from the Kingdom of Great Britain, and was the first successful war of independence against a European colonial empire.[14][15] The current Constitution was adopted on September 17, 1787. The first 10 amendments, collectively named the Bill of Rights, were ratified in 1791 and guarantee many fundamental civil rights and...
Words: 14928 - Pages: 60
...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
Words: 16161 - Pages: 65
...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
Words: 16161 - Pages: 65
