The U.S. prizes itself on being the best democracy in the world
Answer the 4 questions.
1. Some historians refer to the late 1800s as the “Age of U.S. imperialism.” Would you argue that this is the true beginning of U.S. imperialism? Why or why not? Defend your position. 8 sentences minimum.
2. Choose ANY written primary source from this week’s materials labeled “Boarding School Primary Sources.” Explain what the source was about, what you learned, and why it matters. Also, tell how the source agreed with the posted Native American boarding school film clip, or how it differed. Explain. 12 sentences minimum here.
3. The U.S. prizes itself on being the best democracy in the world, and has repeatedly attested to protecting democracies abroad. After reading and watching the videos from this week, would you agree or disagree, and why? Defend your position. 10 sentences minimum.
4. Make a list of ten components about you, including your name, what type(s) of food you typically eat, your spiritual beliefs, your style of dress as well as other components regarding what makes you, YOU. Then beside each one that was stolen from Native American children in boarding schools, write “denied” next to your characteristic. If what was forced on Native Americans in boarding schools was also forced upon you, who would you be? Explain in 5 sentences minimum, not including your list.
Search
The Wounded Knee Massacre
By the end of the nineteenth century, the US government had permanently transformed Native American life across the United States through broken treaties, bison hunting to near-extinction, and reservation containment. Native Americans were also deleteriously affected by government agents, assimilationist educational and religious programs, and military conflict. At the end of the nineteenth century, tribes across reservations practiced the “Ghost Dance” ritual, which called a new Messiah to bring back ancestors, show new hunting grounds, and remove white settlers from their lands. As ghost dancing spread, it compounded tensions between Native Americans and US government officials. After the death of Sitting Bull, a Lakota holy man, at the hands of the US military, a band of Lakota fled the Standing Rock Agency and made for the Pine Ridge Agency to seek protection. En route, they were stopped near the Wounded Knee Creek on December 29, 1890, and forcibly disarmed by the Seventh Cavalry, who came with an arsenal of weapons and a thirst for action.
The disarming turned quickly to a massacre, as the US Army slaughtered ninety Lakota men and two hundred women and children. After three days of blizzard, the Army buried the frozen corpses of the Lakota slain in mass graves. Although there was conflict within the army about the actions of Colonel James W. Forsyth,
Created By
Franky Abbott, Digital Public Library of America
Time Period
The Development of the Industrial United States (1870-1900)
Subjects
US History Native Americans
Search the collection
Primary Source Sets
The Wounded Knee Massacre
who led the Seventh Cavalry and was responsible for the massacre, many soldiers at Wounded Knee were honored for their bravery. In 1973, Wounded Knee was again the site of conflict as residents on Pine Ridge and members of the American Indian Movement occupied the village to protest their treatment on the reservation by local officials and the Bureau of Indian Affairs as well as to shed light on the history of US government atrocities committed against Native American communities. This primary source set uses documents, photographs, government records, and news reporting to explore the 1890 massacre at Wounded Knee and its historical impact.
SOURCE SET ADDITIONAL RESOURCES TEACHING GUIDE
An affidavit from US Indian agents about supply delivery to families at the Pine Ridge Agency, December 31, 1889.
A photograph of Lakota in Ghost Dance costumes, ca. 1880.
A memorandum from James McLaughlin, Indian Agent at Pine Ridge Agency, regarding the reasons for the Ghost Dance uprising, November 6, 1890.
Correspondence from officers at the Pine Ridge Agency cautioning against military response to ghost dancing, November 24, 1890.
A telegram from Pine Ridge Agency reporting on the response to Sitting Bullʼs death, December 20, 1890.
A photograph of the Rose Bud and Lakota “war dance” at Pine Ridge, December 25, 1890.
An 1891 illustration by Frederic Remington depicting the “the opening of the fight at Wounded Knee.”
A photograph of the Seventh Cavalry at Pine Ridge returning from the fighting at Wounded Knee.
A photograph of a civilian burial party loading the frozen bodies of fallen Lakota on carts and moving them to mass graves.
A photograph of officers and civilians unloading the frozen bodies of Lakota men, women and children into a mass grave at Wounded Knee.
A US Army situation report about conditions at Wounded Knee in the aftermath of the massacre, 1891.
An excerpt from a report from an inspection of government schools on Pine Ridge Reservation, May 1891.
A patch created by the American Indian Movement to commemorate events at Wounded Knee in 1890 and 1973.
A news story about life on the Pine Ridge Reservation during the occupation of Wounded Knee, September 1973.
A speech by American Indian Movement activist Dennis Banks on the first anniversary of the Wounded Knee occupation, February 27, 1974.
RELATED PRIMARY SOURCE SETS
These sets were created and reviewed by the teachers on the DPLA’s Education Advisory Committee. Explore resources and ideas for Using DPLA’s Primary Source Sets in your classroom.
To give feedback, contact us at education@dp.la. You can also suggest a primary source set topic or view resources for National History Day .
American Indian Boarding
Schools
The Yellow Fever Epidemic of
1878
Women and the Temperance
Movement
Reservations, Resistance, and
the Indian Reorganization Act,
1900-1940