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AIS 201, Winter 2009

Exam Preparation

Study Guide of Midterm

The midterm will test your knowledge and understanding of material covered in lectures and in those portions of the First Peoples textbook that Colin Calloway wrote. It will require that you answer TWO of the following questions.

1. Calloway states that history did not begin for Indian people when Columbus arrived in the Caribbean islands in 1492. (p. 14) How would you explain what he means and illustrate his statement with specific information?

2. Calloway objects to history that portrays Indian people only as warriors or as victims.

(p. 4) Identify some Indians you have read and heard about so far – groups of people or individuals -- who did play roles other than warriors or victims and discuss their roles.

3. Calloway asserts that Indians "played important roles in helping Europeans establish their initial settlements in North America." (p. 155) How would you explain what he means and illustrate his statement with specific information?

4. Indians experienced and contributed to a steady increase of armed conflict in the seventeenth and eighteenth centuries. Identify the reasons for this increase and describe some of its repercussions for Indian societies.

5. Calloway states that Indians responded to the "policies and presumptions" of the new United States republic in a variety of ways between 1783 and the 1830s. (p. 220) How would you elaborate on and illustrate this statement?

You must explain and support each answer with specific facts and analysis of those facts. This will involve telling stories that illustrate your general statements. Those stories should describe and date particular relevant events or developments, name particular people or groups of people, and discuss the people's actions or experiences. To support a general statement about history, you will usually need to provide at least two or three examples.

Following is a list of terms you have heard or read so far this quarter. They name people, events, or phenomena you should be able to identify. You should also be able to explain their significance in American Indian history. An item may be significant for one or more the following reasons: it had major impacts on subsequent events, it was the result of important developments, it illustrates major developments or a common phenomenon of its time, or it illustrates ways to know or depict Indians' history. Be sure to consult both the textbook and lecture notes when determining an item's significance. Taking the trouble to do this for all the terms will prepare you to answer the essay questions with ample supporting examples.

Bering Strait crossing

Hopewell culture

Cahokia

Anasazi

smallpox

Deganawidah the Peacemaker

Pueblo revolt

Jesuits

fur trade

Powhatan

Pocahontas

Huron Indians

Iroquois Confederacy

King Philip (Metacomet)

wampum

praying towns

French and Indian War

Proclamation of 1763

Handsome Lake

Louisiana Territory

John Ross

Worcester v. Georgia

Indian Removal Act

Tenskwatawa

Tecumseh

Osages

Spanish Catholic missions

Northwest Ordinances

Mary Jemison

Clovis spear points

horses

Kateri Tekakwitha

NOTE: You must write your essays in a blue or green exam booklet, which you can buy at University Bookstore. A small booklet should be adequate.

Study Guide for Final Exam

You will take the final exam on Monday, March 16, from 8:30 to 10:20 in our usual classroom. Bring a blank exam booklet. You may not refer to books or notes when writing the exam.

Like the midterm, the final exam will test your knowledge and understanding of material covered in lectures and in those portions of the First Peoples textbook that Calloway wrote. This exam will focus on readings and lectures since the midterm. It will present three of the following questions and ask you to answer two of them.

1. Identify and give approximate dates of the U.S. government's three successive broad policies for Indians between 1880 and 1970. Explain the stated goals or aims of each policy and then describe its actual effects on Indians. Also suggest reasons for any discrepancies between a policy's purposes and its results.

2. The syllabus says this course will show "that Indians of the United States have both a common history and many distinct histories." How would you explain the meaning of this statement to someone who is unfamiliar with Indian history, illustrating your explanation by discussing some specific events and specific people's experiences? Be sure to explain and illustrate both parts of the statement -- what it means by "a common history" and by "many distinct histories." Focus on years since 1840.

3. The course syllabus says that American Indians -- "faced with…daunting circumstances -- have often been resourceful, innovative, and resilient." Focusing on the period since the 1840s, identify at least two kinds of "daunting circumstances" that many Indians faced, and analyze Indians' responses to each of those circumstances, indicating frankly whether you would characterize them as resourceful, innovative, or resilient. 01

4. A widely used American history textbook has a substantial section on U.S. wars with Indians in the late 1800s. It goes on to summarize the subsequent repressive policies of the U.S. government, and it implies that those policies resulted in the destruction of Indian communities and cultures. The book does not mention Indians again until the chapter on the 1970s, which describes actions by activists demanding "Red Power." Imagine that you are the teacher and a student asks, "If Indians lost their culture and tribes couldn't function after 1890, how could there be Indians claiming sovereignty and participating in Indian traditions by the 1970s?" In response, what would you tell the student about Indian history between 1890 and the 1970s? Relate and analyze some specific events and developments that help to explain the persistence or revival of Indian societies.

5. The Sioux intellectual Vine Deloria, Jr., argued that Indians need to depict their history as more than "the mere recitation of wrongs and problems" they have experienced under U.S. rule. They also need to remind themselves and other Americans of ways that Indians have succeeded in righting some wrongs and seized on opportunities presented by their relations with other Americans. Focusing on the period since the 1870s, write an essay that shows how Deloria might have developed and supported this argument with examples of wrongs righted and opportunities seized.

You must explain support each answer with specific facts and analysis of those facts. That means describing and dating particular events or developments, naming and identifying particular people or groups, and/or telling particular stories that illustrate your general statements and show they are based on thorough knowledge of the history you have studied. You will be prepared to do that if you can identify and explain the significance of each person, event, or phenomenon on the following list. Explaining an item's historical significance involves setting it in a time period and saying why it is important for history students to know about. It may be important for one or more the following reasons: it had major impacts on subsequent events, it was the result of important developments, it illustrates major developments or a common phenomenon of its time, it illustrates something important about the way we know Indians' history.

California gold rush

Grant Administration's peace policy

Friends of the Indian

General Allotment Act

Carlisle Indian School

Ghost Dance movement

Wild West shows

Charles Eastman

Society of American Indians

Native American Church

Indian Citizenship Act

John Collier

Civilian Conservation Corps, Indian Division

Indian Reorganization Act

Indian Claims Commission

National Congress of American Indians

BIA relocation program

House Concurrent Resolution 108

Ada Deer

War on Poverty

American Indian Movement

Indian Self-Determination Act

Navajos' Long Walk

U.S. v. Washington

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Last modified: 3/12/2009 9:55 AM