Analyze the stereotypes of American Indians, the policies of the US government towards the American Indians, and the American Indians’ own responses to the pressure to assimilate.

Understanding the concepts of social identity and socialization are key to fulfilling the purpose of the American Experience course. Social identity can be roughly defined as how an individual sees him or herself fitting into the world, but also how the world perceives the individual. Socialization is the process by which individuals within a society are socialized to adapt to norms of behavior and values, or in other words, how they learn the expectations and standards of behavior for various social groups within their society. These expectations and standards are so widespread and pervasive that to many they seem completely natural, rather than created by humans. For instance, in many societies young people are taught that their elders are wiser and deserve respect. In others, young people learn that men are more capable at handling money than women. It is only by stepping outside of one’s culture – through travel or studies – does one become aware that most of the interactions between people are guided by culture rather than nature. In the United States as in other countries there are certain ideals that regulate the relationship between the government and the people. Among these are freedom, equality, and opportunity. Americans in general believe that the US is a country of freedom, equality, and opportunity, and they expect their government to implement policies to keep it that way. Furthermore, despite evidence to the contrary most Americans believe not only that the US is the most free, most equal, and most opportunity-giving country in the world, but that those who fail to find freedom, equality, or opportunity have failed through their own faults. In other words, the ideals became mythologized – all people really were able to experience the same freedom and could achieve the same outcomes if only they tried hard enough. The myths of America are challenged by the everyday realities, such as poverty and discrimination. In order to explain the contrast between the ideals and the realities, Americans, particularly in the past, often subscribe to the belief that there is something wrong with the people who could not get out of poverty or escape discrimination. They contend that because of their culture, ethnicity, religion, race, or gender those people are inherently inferior and doomed to inequality or that if only those people were more like them they would not be in such circumstances. Historically, the result has been that people who cannot or do not assimilate into the dominant culture are viewed as not truly Americans. Therefore the myths supporting the ideals stay intact. Few people’s relationship with the US government and the American culture has been more shrouded in myth than American Indians. It is valuable to examine how Americans and the American government have viewed Indians over time and the ways that Indians have resisted these myths and assimilation since through this we can recognize how others contended with the power of the government and the dominant culture. In a proofread, minimum of six typed-paged essay with an introduction, thesis, and conclusion analyze the stereotypes of American Indians, the policies of the US government towards the American Indians, and the American Indians’ own responses to the pressure to assimilate. Keep in mind the ideals of America: freedom, equality, and opportunity, and analyze how Americans justified their treatment of Indians despite simultaneously holding these ideals dear. SOURCES: Thomas Jefferson, Special Message to Congress on Indian Policy, 1803Preview the document Cooper, Last of the Mohicans, 1826Preview the document Lewis Cass, “Removal of the Indians, “1830Preview the document Thomas H. Benton, “The Destiny of the Race,” 1846Preview the document Legislature of California, “An Act for the Government and Protection of Indians,” 1850Preview the document “Report to the President by the Indian Peace Commission,” 1868Preview the document Capt. Richard H. Pratt, “Kill the Indian, and Save the Man,” 1892Preview the document George Harkins, Choctaw Chief, Farewell Speech, 1832Preview the document Satanta, “I Love the Land,” 1867Preview the document Mabel Kirk, Oral History, 1967Preview the document Deloria, Custer Died For Your Sins, 1969Preview the document Occupation of Alcatraz, 1969Preview the document Means, “For America to Live Europe Must Die,” 1980Preview the document READING GUIDE- Read the sources. They are on Canvas. Take notes. Keep these questions in mind: How do Americans describe Indians? What reasons do they give for Indians’ inability to thrive? In what ways do they want Indians to change? How should Indians be treated? What myths about Indians did Americans create to ignore their own violations of their ideals of freedom, equality, and opportunity? How have Indians defined themselves? What do they want from Americans? How do they challenge the myths about Indians? How do they resist the plans of Americans? What does the relationship between Americans and Indians reveal about the tension between the ideals of freedom, equality, and opportunity, and the realities? Writing Assignment Checklist _____ Essay is at least six double-spaced pages. _____ Essay has 1-inch margins and has page numbers. _____ Essay uses 12pt Times New Roman font. _____ Student has included name on first page. _____ Essay includes a title. _____ Essay may include subheadings. _____ Essay incorporates quotes from and paraphrases of sources. These can be cited parenthetically. i.e. “Satanta declared, ‘A long time ago this land belonged to our fathers, but when I go up the river I see a camp of soldiers, and they are cutting my wood down or killing my buffalo’” (Satanta, 1867). _____ Essay examines the stereotypes and preconceived notions of American Indians and the policies that were created or put forth based upon those stereotypes. _____ Essay examines American Indians’ reactions to American policies and the way those policies reveal the tension between American civic ideals (freedom, equality, and opportunity) and myths. _____ Essay demonstrates a clear understanding of the audience and purpose that is responsive to the task and focuses all elements of the work. The work uses appropriate, relevant and compelling content to illustrate a strong understanding of historical material and concepts of identity. _____ Essay synthesizes in-depth information from relevant sources with enough interpretation to develop a comprehensive analysis. Student’s position takes into account the complexities of the issues, and offers a critical examination. _____ Essay articulates insights into American civic values and ideals (freedom, equality, opportunity) and demonstrates sophisticated understanding of the struggles of marginalized communities to achieve these values and ideals. _____ Essay provides a persuasive analysis of the significance of cultural pluralism that demonstrates sophisticated understanding of the complexity of elements important to members of cultural groups in relation to their history, values, traditions, politics, communication styles, economy, or beliefs and practices. _____ Essay is powerfully and logically organized, with coherent paragraphs and effective transitions and clear topic sentences. Expression is powerful, clear, and skillfully communicates meaning to readers. Strong control of syntax and mechanics. _____ Essay has been proofread.