2
10
40
-
Speech
Transcription
Any written text transcribed from a sound.
<p>But when [workers] see high railroad officials receiving the salary of princes, when they hear of dividends in stock and railroad bonds, they cannot understand why there is no money for the man whose labor earns these vast sums....When they complain, they are told that they are at liberty to quit and take their services elsewhere. This is equivalent to telling them that they are at liberty to go and starve....Hence they make the effort to obtain an increase in wages and to retain their places at the same time. Understanding their motive, and the dire necessity by which they are driven, I pity, but I cannot condemn them....</p>
<p>Then too, the door of justice seems shut in their faces. They have no representation on the Board of Directors. Every state has laws punishing conspiracy, punishing riot and unlawful assemblages, but no state has laws providing for the examination and redress of the grievances of which these men complain. The whole force of the State and National Governments may be invoked by the railroad managers, but the laborer has nothing.</p>
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Title
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An African-American Socialist Lends His Support to Railroad Strikers
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
A nationwide rebellion brought the United States to a standstill in the summer of 1877. Eighty thousand railroad workers walked off the job, joined by hundreds of thousands of Americans outraged by the excesses of the railroad companies and the misery of a four-year economic depression. Peter H. Clark, an African-American school principal and member of the Workingmen's (Socialist) Party, gave the keynote address at a mass meeting in support of the railroad strikers that was held on July 22, 1877 in Cincinnati, Ohio.
Creator
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Peter H. Clark
Source
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<em>The Cincinnati Commerical</em>, July 23, 1877.
Primary
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1
Relation
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1472, 686, 910
Date
A point or period of time associated with an event in the lifecycle of the resource
1877
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Labor Activism
Great Railroad Strike of 1877
railroads
-
Article/Essay
Text
Any textual data included in the document.
<p>Railroads transformed the West and forever changed the lives of Native Americans. </p>
<p>The first transcontinental railroad was completed in 1869. Over the next twenty years, railroads carried farmers and ranchers who settled on the Great Plains, soldiers who fought Indians wars, and hunters who killed buffalo for sport and profit. The farmers, ranchers, soldiers, and buffalo hunters, together with businessmen who came to develop the West's mineral and lumber resources, spelled destruction for the Great Plains Indians and their way of life. </p>
<p>Union generals who had won fame in the Civil War, like William Tecumseh Sherman and Phil Sheridan, went west to mobilize U.S. troops against Native Americans. While it encountered fierce resistance and sometimes heavy losses, the U.S. army ultimately succeeded in removing Indians from their traditional lands and onto reservations. </p>
<p>The policy of Indian removal succeeded in part because of superior U.S. firepower. But just as crucial was the annihilation of buffalo herds. Central to the religion, culture, and sustenance of Indian hunters, the buffalo served many purposes. It yielded meat for food while its hides provided robes for clothing and tepees for shelter. But by the 1880s, the buffalo was near extinction. Powerful, steam-belching railroad locomotives, or iron horses as the Indians called them, now rode the Plains where buffalo once roamed. </p>
<p>Railroad companies organized buffalo hunts for eastern sportsmen. In just two years, from 1872 to 1874, hunters using high-powered rifles with telescopic scopes, some never leaving the comfort of their railroad cars, slaughtered 3,550,000 buffalo. </p>
<p>Urging the hunters, General Phil Sheridan exhorted: "Let them kill, skin, and sell until the buffalo is exterminated, as it is the only way to bring lasting peace and allow civilization to advance."Â </p>
<p>By destroying the Indian's subsistence in food, clothing, and shelter, Sheridan explained in 1874, the buffalo hunters "have done more in the last two years, and will do more in the next year, to settle the vexed Indian question [removing tribes to reservations] than the entire regular army has done in the last thirty years."Â </p>
<p>As the trans-Mississippi West opened for white settlement, the federal government denied Indians on the Plains traditional rights and access to much of the land where herds of buffalo roamed. Tribes were pushed further westward onto smaller and smaller reservations. The plan was to discourage an economy based on hunting and to encourage agricultural settlement. </p>
<p>The flip side of the policy of Indian removal was the distribution of cheap land by federal, state, and local governments. Some lands went to pioneering family farmers. Much more land came under the control of big corporations. The biggest land give-away was to railroads. After the Civil War, Congress, state legislatures and town councils distributed 180 million free acres to railroad companies to encourage construction. The free acreage was equivalent in size to the entire land mass of Texas and Oklahoma. </p>
<p>With free land from the government, the transcontinental railroads created a transportation network from the Atlantic to the Pacific. By doing so, they joined the west to a worldwide marketplace and transformed nature, work, culture and economic relations on the Great Plains. </p>
<p>The settlers brought by the railroads came with a culture and economy very different than that of Native American hunters on the Plains. These new farmers and entrepreneurs believed in property rights, which put them in conflict with the Indians. Title, or proof of ownership, is important to anyone who farms, develops, buys, or sells land. But property ownership is meaningless to hunting and gathering economies. What good is a title if the buffalo you hunt never crosses your property. A hunter must go where the buffalo goes, which means that out of necessity hunting tribes have little respect for boundaries, fences, titles or property. Â </p>
<p>By 1890 the iron horse had replaced the buffalo and U.S. soldiers, settlers, adventurers, prospectors, miners, lumbermen, ranchers, farmers, merchants, investors, and government officials populated the West where Indians in the millions once lived.</p>
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Title
A name given to the resource
Background Essay on Iron Horses and American Indians
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
This essay discusses the impact of the transcontinental railroad on Native American life. It focuses on the role of buffalo hunters in the federal government's policy of Indian removal. This essay, and the related <a href="../../../items/show/1752">Iron Horse vs. the Buffalo activity</a>, can be used as a companion to the <em><a href="http://ashp.cuny.edu/ashp-documentaries/eighteen-seventy-seven/">1877: The Grand Army of Starvation, </a></em>documentary.
Creator
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American Social History Project/Center for Media & Learning
Source
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American Social History Project/Center for Media & Learning, 2005.
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ASHP
Relation
A related resource
1752, 1540, 1541
Date
A point or period of time associated with an event in the lifecycle of the resource
2005
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Expansion and Imperialism
Environment
Settler Colonialism
Native Americans
railroads
Westward Expansion
-
https://shec.ashp.cuny.edu/files/original/bellewfrankenstein-1_bb8ed081c1.tif
4bbd46eaf855fbf888403943c5d72f20
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Height
685
Width
504
Cartoon
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
A name given to the resource
<em>The American Frankenstein</em>
Description
An account of the resource
Supported by government funds, railroad building boomed after the Civil War. There were only 2,000 miles of track in 1850; by 1877 there were nearly 80,000 miles in use. Railroad owners controlled tens of thousands of employees and hundreds of millions of dollars in assets. Larger than some state governments, railroad companies were the largest, most powerful companies Americans had ever known. This cartoon, published in a New York newspaper in 1873, reflects the concerns that many Americans had about the unprecedented political and economic power of the railroads.
Creator
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Frank Bellew
Source
A related resource from which the described resource is derived
Frank Bellew, "The American Frankenstein: 'When Frankenstein Beheld the Hideous Monster He Had Created He Started with Terror and Disgust," <em>New York Daily Graphic</em>, March 18, 1873.
Primary
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1
Date
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1873
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
railroads
-
Article/Essay
Text
Any textual data included in the document.
<p>Subject, <strong>The United States of America</strong></p>
<p>This rich and wonderful country--the progress of which at the present time, is the wonder of the old world--was until recently, inhabited exclusively by the lurking savage and wild beasts of prey. If the rapid progress of the "Great West" has surprised our people, what will those of other countries think of the "Far West," which was destined at an early day, to be the vast granary [grain producing region], as it is now the treasure chamber of our country?...</p>
<p>In the foreground, the central and principal figure, a beautiful and charming Female, is floating westward through the air bearing on her forehead the "Star of Empire..." On the right of the picture is a city, steamships, manufactories, schools and churches over which beams of light are streaming and filling the air--indicative of civilization. The general tone of the picture on the left declares darkness, waste and confusion. From the city proceed the three great continental lines of railway... Next to these are the transportation wagons, overland stage, hunters, gold seekers, pony express, pioneer emigrant and the warrior dance of the "noble red man." Fleeing from "Progress"...are Indians, buffaloes, wild horses, bears, and other game, moving Westward, ever Westward, the Indians with their squaws, papooses, and "pony lodges," turn their despairing faces towards, as they flee the wondrous vision. The "Star" is<em> too much for them</em>. </p>
<p>...What home, from the miner's humble cabin to the stately marble mansion of the capitalist, should be without this Great National Picture, which illustrates in the most artistic manner all the gigantic results of the American Brains and Hands! Who would not have such a beautiful token to remind them of the country's grandeur and enterprise which have cause the mighty wilderness to blossom like the rose!!! </p>
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Title
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George A. Croffut Explains the Print "American Progress"
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
Entrepreneur George A. Croffut published several tourist guides and manuals encouraging Americans to visit and settle in the West. His guides prominently featured the expanding railroad network as the best way to explore the vast territory beyond the Mississippi River. This text accompanied the original printing of the 1872 print "American Progress."
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George A. Croffut
Source
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George A. Croffut, "Subject, The United States of America," 1873 (New York).
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1
Relation
A related resource
1187, 1752
Date
A point or period of time associated with an event in the lifecycle of the resource
1873
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Subject
The topic of the resource
Expansion and Imperialism
Native Americans
railroads
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will examine primary source materials that address the impact of the railroad upon Indian life from different points of view.</p>
</li>
<li>
<p>Students will engage in a critical reading of an image.</p>
</li>
<li>
<p>Students will create a new illustration drawn from the perspectives of Plains Indians. </p>
</li>
</ul>
Materials
1914, 1187, 1540, 1541, 1753
Lesson Plan Text
<p><strong>Step 1:</strong> Project or pass out copies of the 1872 print <em>American Progress</em>. Draw attention to the activities represented in the foreground, middle, and background of the print. As a class, discuss the following points and make notes on the board or in students' notebooks. </p>
<ul>
<li>
<p>List the objects or people you see in the image.</p>
</li>
<li>
<p>List adjectives that describe the emotions portrayed in the image. What seems of significance?</p>
</li>
<li>
<p>Describe the action taking place in the image. </p>
</li>
<li>
<p>What does the image tell us about what happened on the Great Plains? About interaction between settlers and Indians?</p>
</li>
<li>
<p>What is the point of view of the artist? Does he view what happened on the Great Plains as good? bad? both? Explain. </p>
</li>
</ul>
<p><strong>Step 2:</strong> Pass out copies of "Federal Agents Offer Solutions for 'Solving the Sioux Problem'" and "Native American Warriors Describe the Threats to their Way of Life. As a class, read the documents aloud. After reading the documents, have students fill out the change taking place on the Great Plains and who was involved. What new information do the primary documents provide? How do they complement or contradict the perspective shown in "American Progress"?</p>
<p><strong>Step 3:</strong> Pass out copies of "George A. Croffut Explains The Print 'American Progress'" and read aloud together. Be sure to point out to students that the essay originally accompanied the image "American Progress." Â Ask students to look over their original observations about the print. Ask students to share whether they would change any of their observations and explain why or why not. Â </p>
<p><strong>Step 4:</strong> Divide the class into small groups. Using the text that accompanied the print written by George A. Croffut, students should discuss how, if they were Ten Bears or Sitting Bull, how they might draw an illustration of the same subject from an Indian perspective. Each group should produce a rough sketch of such an illustration. (Don't worry about artistic skill; it's the concept that's important.)</p>
<p><strong>Step 5:</strong> Have each group share out their drawings. As a class, compare and discuss illustrations. </p>
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
A name given to the resource
The Iron Horse vs. the Buffalo: Native American-Settler Conflict on the Great Plains
Description
An account of the resource
In this activity, students read a series of primary source documents, including the 1872 print "American Progress," that depict the social, political and cultural conflicts between settlers and Native Americans during the 19th century. Then, working in small groups, students will consider the events from the perspective of Native Americans, and create an illustration to counter George A. Crofutt's famous print of "American Progress" moving across the Great Plains.
Creator
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American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
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Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1514
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Expansion and Imperialism
Group Work
Interdisciplinary
Lessons in Looking
Making Connections
Native Americans
railroads
-
Government Document
Text
Any textual data included in the document.
<p>I think that every white man who is intelligent and able to work...who has the capacity of being something else, can get to be something else by the presence of Chinese labor easier than he could without it. After we got Chinamen to work, we took the more intelligent of the white laborers and made foreman of them. Several of them who never expected, never had a dream that they were going to be anything but shovelers of dirt, hewers of wood and drawers of water are now respectable farmers, owning farms. They got a start by controlling Chinese labor on our railroad.</p>
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Title
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A Railroad Titan Explains Why the Chinese are Good for White Workers
Language
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English
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American Social History Project / Center for Media and Learning
Description
An account of the resource
The "divide-and-conquer" tactics used by bosses pitted different ethnic groups against one another and native-born workers against all immigrants. It often worked out better for white workers than for Asians. Charles Crocker, one of the "Big Four" titans of Northern California industry and railroads (and chief magnate of the Pacific Union railroad), explains the tactic during Congressional hearings on the future of Chinese immigration.
Creator
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Charles Crocker
Source
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Charles Crocker, "Testimony before Congress," Report of the Joint Special Committee to Investigate Chinese Immigration, Senate Report No. 689, 44th Congress, 2nd sess., 1876-1877.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1876 - 1877
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Immigration and Migration
Work
Chinese Immigration
railroads
-
Speech
Transcription
Any written text transcribed from a sound.
<p>The Great Father has made [railroads] stretching east and west. Those roads are the cause of all our troubles... The country where we live is overrun with whites. All our game is gone. This is the cause of the great trouble. I have been a friend of the whites and am now... If you stop your roads we can get our game... My friends, help us; take pity on us.</p>
<p><em>Â --Siŋté Glešká (also known as Spotted Tail), chief spokesman of the Brule Sioux at a conference with U.S. Indian Commissioners, 1867 <br /></em></p>
<p>We will not have the wagons [steam locomotives] which make a noise in the hunting grounds of the buffalo. If the palefaces come farther into our land, there will be scalps of your brethren in the wigwams of the Cheyennes. I have spoken.</p>
<p><em>Â -- Woquini (also known as Roman Nose), chief who led his fellow Tsistsistas (Cheyenne) against homesteaders and railroad workers on what he considered traditional Native American lands in Kansas, 1866 <br /></em></p>
<p>Fathers, your young men have devastated the country and killed my animals, the elk, the deer, the antelope, my buffalo. They do not kill them to eat them; they leave them to rot where the fall. Fathers, if I went into your country to kill your animals, what would you say? Should I not be wrong, and would you not make war on me?</p>
<p><em>Â --Bear Tooth, a Apsaalooke (Crow) chief, 1867</em></p>
<p>You said that you wanted to put us on a reservation, to build us houses and make us medicine lodges. I do not want them. I was born upon the prairie where the wind blew free and there was nothing to break the light of the sun. I was born where there were no enclosures and where everything drew a free breath. I want to die there and not within walls.</p>
<p>--<span class="css-1qaijid r-bcqeeo r-qvutc0 r-poiln3">Parra-wa-samem</span> (also known as <em>Ten Bears), a <span style="font-weight:400;">Numunuu</span> (<span class="css-1qaijid r-bcqeeo r-qvutc0 r-poiln3">Yamparika</span> Comanche) warrior chief, 1871</em></p>
Dublin Core
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Title
A name given to the resource
Native American Warriors Describe the Threats to their Way of Life
Language
A language of the resource
English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
Native American warriors in the 19th century resisted the various people and institutions that threatened their way of life on the Great Plains. In these speeches to federal agents during the Indian Wars of the 1860s, Indigenous leaders attempt to explain the sources of conflict.
Creator
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Various
Source
A related resource from which the described resource is derived
Quoted in American Social History Project/Center for Media and Learning, "The Iron Horse vs. the Buffalo: Indian-Settler Conflict on the Great Plains: 1869-90," (Teacher's Handbook).
Relation
A related resource
1540, 1752
Date
A point or period of time associated with an event in the lifecycle of the resource
1866 - 1867
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Native Americans
railroads
-
Diary/Letter
Text
Any textual data included in the document.
<p>The progress of two years more, if not another summer, on the Northern Pacific Railroad will of itself completely solve the great Sioux problem, and leave ninety thousand Indians ranging between two transcontinental lines as incapable of resisting the Government as are the Indians of New York or Massachusetts. Columns [of soldiers] moving north from the Union Pacific and south from the Northern Pacific, would crush the Sioux and their confederates as between the upper and nether millstone.
</p>
<div>
<p>--Francis A. Walker, Commissioner of Indian Affairs, 1872</p>
</div>
<div>
<p>The experience of the past, particularly that of recent years, shows that no one measure so quickly and effectually frees a country from the horrors and devastations of Indian wars and Indian depredations generally as the building and successful operation of a railroad through the region overrun... So earnest is my belief in [its] civilizing and peace giving influence... [A] railroad established and kept in operation [in Indian Country] would have forever preserved peace with the vast majority of tribes infesting [the Great Plains].</p>
</div>
<div>
<p>--General George Custer, shortly before the Battle of Little Big Horn, 1876</p>
</div>
<div>
<p>The buffalo are disappearing rapidly, but not faster than I desire. I regard the destruction of such game...as facilitating the policy of the government, of destroying [the Indians'] hunting habits, coercing them on reservations, and compelling them to adopt the habits of civilization. </p>
</div>
<div>
<p>--Columbus Delano, President Grant's Secretary of the Interior, 1874</p>
</div>
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Title
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Federal Agents Offer Solutions for "Solving the Sioux Problem"
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
Native American warriors in the 19th century attacked the various people and institutions that threatened their way of life on the Great Plains. As these reports from various federal agents, including the Commissioner of Indian Affairs and General Custer, show, white leaders agreed with Native Americans on two points: the railroads would destroy Native American communities and Plains Indians could not survive independently without buffalo.
Creator
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Various
Source
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Quoted in American Social History Project/Center for Media and Learning, "The Iron Horse vs. the Buffalo: Indian-Settler Conflict on the Great Plains: 1869-90," (Teacher's Handbook).
Primary
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1
Relation
A related resource
1541, 1752
Date
A point or period of time associated with an event in the lifecycle of the resource
1872 - 1876
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Native Americans
railroads
-
Speech
Transcription
Any written text transcribed from a sound.
The Great Father has made [railroads] stretching east and west. Those roads are the cause of all our troubles... The county where we live is overrun by whites. All our game is gone. This is the cause of the great trouble. I have been a friend of the whites and am now... If you stop your roads we can get our game... My friends, help us; take pity on us.
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A Native American Chief Explains the Source of Indian-Settler Conflict
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
Red Cloud, an Oglala Lakota chief, led a two year war against white settlers and railroad outposts between 1866 and 1868. Red Cloud's War, sometimes called the Powder River War, took place in parts of the Wyoming and Montana territories that were the traditional homelands of Lakota, Arapaho and Cheyenne peoples. Spotted Tail, who refrained from the fight, was asked to explain to federal agents and military leaders the reasons for Red Cloud's war in 1867.
Creator
An entity primarily responsible for making the resource
Spotted Tail
Source
A related resource from which the described resource is derived
Quoted in American Social History Project/Center for Media and Learning, "The Iron Horse vs. the Buffalo: Indian-Settler Conflict on the Great Plains: 1869-90," (Teacher's Handbook).
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1867
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Native Americans
railroads
-
https://shec.ashp.cuny.edu/files/original/1877-viewerguide1_923fd66f7e.pdf
e39f816aee213b1013144ee8638482da
Viewer's Guide
Dublin Core
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<em>1877: The Grand Army of Starvation</em> Viewer's Guide
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
This booklet is curriculum support for the American Social History Project's 30-minute documentary <em><a href="http://ashp.cuny.edu/ashp-documentaries/eighteen-seventy-seven/" target="_blank">1877: The Grand Army of Starvation</a></em>. The viewer's guide contains background information on issues raised by the documentary as well as additional primary source materials for use in the classroom.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2007.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
686, 1915
Date
A point or period of time associated with an event in the lifecycle of the resource
2007
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Labor Activism
Work
Great Railroad Strike of 1877
railroads