2.(a)Analyze the roots of removal policy; why did the United States make Indian removal a national policy?

https://reader2.yuzu.com/#/books/9781319123574/cfi/6/106[;vnd.vst.idref=ch05_02]!/4/2/14/6@0:12.9

History 153 Exam 2 Fall, 2020

INSTRUCTIONS:
1. Write a thoughtful and well-developed essay of between 800-1,000 words on one of the questions below. There is no penalty for exceeding 1,000 words.
2. You must answer all parts of this question. Please tell me which question you selected-just write the number by your name- There’s no need for a title page or to repeat the full question.
3. Spelling and grammar are important in writing your essay which must be double-spaced in Times Roman 12 font please. (you should use spell check).
4. A well-developed essay is one in which you support your analysis with specific examples and page numbers and source (if using an e-book, you may simply refer to the topic headings. Direct quotations from texts should be no more than one line in length.
5. Absolutely no outside sources (print or digital) are to be used.
6. Your exam is due via OUTLOOK fjs3@psu.edu by 6:00 PM on Friday, 23 October.
7. Please email if you have any questions regarding the instructions or questions on the exam.
8. Late exams will lose 10 points.

1.(a) European males typically depicted Indian women as living in unremitting hardship, and colonial literature often told of European women being raped and abused when captured by Indians. What indications does Mary Jemison give that the lives of women—Indians or Europeans—in Seneca society were rather different? (b) What information does Jemison offer about Indian societies and intercultural interaction in early America? © What values, and limitations, do these documents have as historical sources for understanding the goals and experiences of Seneca people in tumultuous times?

2.(a) Analyze the roots of removal policy; why did the United States make Indian removal a national policy? (b) What methods of removal did the United States implement and where? (c) Consider the arguments for and against removal. What forms of resistance and support formed in response to the removal policy? Use the Cherokee resistance to removal as your example. (d) Finally, how was removal implemented in the South? In your essay use all the following material:
“Indian Removals,” pp. 258-274
“Cherokee Women Oppose Removal,” pp. 282-286
“Foundations of Federal Indian Law and Native Response,” pp. 286-293
“John Marshall, Cherokee Nation vs. The State of Georgia, 1831 and “Worcester vs. Georgia,1832 and John Ross Reactions to Worcester vs. Georgia, April 28, 1832,” pp. 286-293
and Alexis de Tocqueville, See the Canvas Pages

3.(a) Where and in what ways did American expansion affect Western Indians before the mid-19th century? (b) Trace the plight of the California Indians from the full impact of European contact in 1769 through the genocide perpetrated by both the California state legislature and the federal government in the wake of the Gold Rush. You must use the following material in your answer: In Calloway, “California Missions,” pp. 214-216 and “The American Empire Reaches the Northwest,” pp. 309-313 and Genocide 10/14 in Canvas PAGES.

4. (a) Why did the United States relocate and confine Indian people to reservations? Use as an example Chief Joseph and the Nez Perce’s of Oregon rejection of that policy and Chief Joseph’s Plea for Freedom. (b) What do the extracts from Chief Joseph’s speech tell you about Chief Joseph’s rejection of the U.S. government reservation policy and the conduct of U.S. Indian policy? (c) What does Chief Joseph’s Speech, pp. 348-358, reveal about the options and strategies and the role and authority of an Indian leader in a time of crisis? (d) Finally, to what extent does Chief Joseph seem to be speaking in a context and terms defined by Whites? What metaphors and expressions might reflect romantic American stereotypes about defeated and disappearing Indians?