This chapter examines the evolution of American Indian/European-American relations since 1890. American Indian cultures and traditions are discussed, especially those that affected relationships with the dominant group. The shifting federal policies toward the tribes are covered, as is the American Indian movement of protest and resistance.

This chapter examines the evolution of American Indian/European-American relations since 1890. American Indian cultures and traditions are discussed, especially those that affected relationships with the dominant group. The shifting federal policies toward the tribes are covered, as is the American Indian movement of protest and resistance.

Objectives of this unit include:
• to understand the vastly different culture of American Indians and Anglo-Americans
• to understand the policy of termination that was proposed in the 1950’s and proved to be disastrous
• to explore the Indian Reorganization Act of 1934 which attempted to increase tribal autonomy.
Assignments for Unit 5, please complete the following listed below. Note that ALL information is due by 11:59 pm on Sunday each week for each unit:
• Please review the Course Calendar on your syllabus where you are directed to read Chapter 7 for this unit
• Review the lecture for Unit 5
• Review the video and audio clip for Unit 5
• Complete the quiz for unit 5
• Post the title and author of your chosen book for paper # 2
• Please complete the required discussion boards by clicking on the link below labeled “Discussion Boards” at the tab below.
o Log on and contribute according to the grading rubric listed on the Course Information tab. You are required to log on and contribute substantially. You are required to provide at least one substantial posting and two substantial replies per topic per unit (total of nine). Provide insight into your personal viewpoints and how the information you read contributes to your further understanding of the topic. Be sure to adequately explain your viewpoints in order to receive full credit. Use appropriate grammar and spelling.

Unit 5.1 DB: Indians as Mascots

Discuss the video above titled True Colors.
After viewing the NCRSM website and researching on your own, do you believe an Indian image should be used as a mascot? Why or why not?
In regards to the “Crying Indian” commerical, how are traditional images of Indians harmful?

Unit 5.2 DB: Government Eugenics Progroam

Discuss the video on government eugenics.

Why did the Australian Prime Minister and Parliament apologize?

How was the apology received?

Do you think the US government should apologize to the American Indians in the same way? Why or why not?

Reference
Coffeekid99. (2007). The “Crying Indian” – full commercial – Keep America Beautiful. Retrieved from: http://www.youtube.com/watch?v=j7OHG7tHrNM
Resource References
Healey, J.F., (). Race, Ethnicity, Gender, and Class: The Sociology of Group Conflict; 7th Edition; ISBN: 1412987318

Unit 5.3 DB: Occupation of Alcatraz

Why did the 1969 occupation of Alcatraz occur?
What was the significance of Alcatraz to the American Indian struggle?
What kind of contribution do you believe this occupation made?
Reference
Yen, M. (2011). Debate on the Rock: The American Indian Occupation of Alcatraz. Retrieved from: http://www.youtube.com/watch?v=NkRPZYV3DhU
Resource Reference
Healey, J.F., (). Race, Ethnicity, Gender, and Class: The Sociology of Group Conflict; 7th Edition; ISBN: 1412987318
Participation Policy
A substantive post adds to the discussion in a substantial manner. As a general rule, a substantive post is a minimum of 125 words each UNIT and must be substantive responses, and all responses to your classmates and me must be at least 75 words each.