Effects of American Westward Expansion on Native Americans (1860 - 1900)

Suggested Reading period: 15 minutes
Suggested writing time: 45 minutes

Directions: Question 1 is based on the accompanying documents.  The documents have been edited for the purpose of this exercise.  

In your response you should do the following: 
Respond to the prompt with a historically defensive thesis or claim that establishes a line of reasoning.
Describe a broader historical context relevant to the prompt.
Support an argument in response to the prompt using at least four documents.
Use additional, specific historical evidence (beyond that found in the documents) relevant to an argument in the prompt.
For at least two documents, explain how or why the documents point of view, purpose, historical situation, and/or audience is relevant to an argument.
Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Analyze the effects of American westward expansion on the Native Americans from 1860 - 1900.

Document 1

Source: abstract of the report of the Secretary of the Interior, Caleb Smith, published in the New York Times, 1862.
It may well be questioned whether the Government has not adopted a mistaken policy in regarding the Indian tribes as quasi-independent nations, and making treaties with them for the purchase of the lands they claim to own. They have none of the elements of nationality; they are within the limits of the recognized authority of the United States, and must be subject to its control. The rapid progress of civilization upon this continent will not permit the lands which are required for cultivation, to be surrendered to savage tribes for hunting grounds. Indeed, whatever may be the theory, the Government has always demanded the removal of the Indians when their lands were required for agricultural purposes by advancing settlements. Although the consent of the Indians has been obtained in the form of treaties, it is well known that they have yielded to a necessity which they could not resist.

Document 2

Source: article from Harper’s Weekly magazine, 1867

Nearly every railroad train which leaves or arrives at Fort Hays on the Kansas Pacific Railroad has its race with these herds of buffalo; and a most interesting and exciting scene is the result. The train is “slowed” to a rate of speed about equal to that of the herd; the passengers get out fire-arms which are provided for the defense of the train against the Indians, and open from the windows and platforms of the cars a fire that resembles a brisk skirmish. Frequently a young bull will turn at bay for a moment. His exhibition of courage is generally his death-warrant, for the whole fire of the train is turned upon him, either killing him or some member of the herd in his immediate vicinity.

Document 3

Source: Chief Joseph, leader of the Nez Perce, on a visit to Washington D.C., 1879
 I have seen the Great Father Chief [President Hayes]; the Next Great Chief [Secretary of the Interior]; the Commissioner Chief; the Law Chief; and many other law chiefs [Congressmen] and they all say they are my friends, and that I shall have justice, but while all their mouths talk right I do not understand why nothing is done for my people. I have heard talk and talk but nothing is done. Good words do not last long unless they amount to something. Words do not pay for my dead people. They do not pay for my country now overrun by white men. They do not protect my father's grave. They do not pay for my horses and cattle. Good words do not give me back my children. Good words will not make good the promise of your war chief, General Miles. Good words will not give my people a home where they can live in peace and take care of themselves. I am tired of talk that comes to nothing. It makes my heart sick when I remember all the good words and all the broken promises.

Document 4

Source: Anne S. Stephens, novel Esther: A Story of the Oregon Trail, published 1882

The star that leads civilization westward shines sadly upon the graves of a people almost extinct--a people that have been hunted ruthlessly from their greenwood haunts till every year has seen their graves multiplying thicker and thicker in the wilderness. Then the Anglo-Saxon comes to plow it up and plant corn above the dead warriors, stooping now and then to pick up a stone arrow-head from his furrow, and examine it curiously, as if he did not know what soil his sacrilegious plow was upturning. The Indian sees his council-fires flicker out one by one, scarcely rising skyward long enough to gild the ruins of his bark and skin-covered wigwam, or light up the ashes over his deserted altars.Yon star that leads westward has no halting-place for him till it sets on the calm Pacific, writing on its blue waters the history of a people that have perished.

Document 5
See image attached. 

Document 6

Source:  T.J. Morgan, Commissioner of Indian Affairs, The Present Phase of the Indian Question, 1891
. . . Fifth—The only possible solution of our [Native American] Indian troubles lies in the suitable education of the rising generation. So long as the Indians remain among us aliens, speaking foreign languages, unable to communicate with us except through the uncertain and often misleading medium of interpreters, so long as they are ignorant of our ways, are superstitious and fanatical, they will remain handicapped in the struggle for existence, will be an easy prey to the medicine man and the false prophet, and will be easily induced, by reason of real or imaginary wrongs, to go upon the war-path. An education that will give them the mastery of the English language, train their hands to useful industries, awaken within them ambition for civilized ways, and develop a consciousness of power to achieve honorable places for themselves, and that arouses within them an earnest and abiding patriotism, will make of them American citizens, and render future conflicts between them and the Government impossible. . . .

Document 7
See attached image