Changing the way you learn

History Questions

How does Heindreich connect here account of life in a White protestant church to Kukso practices (of the Wappo)?
1. her account: people gather in permanent building, sit in rows, sing songs chosen by leader, men=religious head leaders, leader would tell religious story, people must confess sins or else they would be looked down upon by God
2. argues that any outisder looking at a religion would find the practices bizarre
3. religion constructs social norms and gender roles
4. in connection to Wappo Kukso religion...
  1. gender roles present in dance house and extended outside in society
  2. included ceremonies, dances, wearing of masks and disguises
  3. use of trickseters and ghosts at end of cermeony
  4. if ceremonies or rituals were performed incorrectly, society may be subject to bad health and natural disasters
How would you frame the encounters between the Wappo and Europeans?
1. change of political/social structure from European control
2. European "re-inventing" the Wappo
  1. i.e. naming the Wappo
  2. changing political/social order
  3. shift from Kusko religion >> Catholicism
3. misunderstandings
  1. naming them Wappo (thought they said guapo)
  2. Sir Francis Drake thought they believed him and his crew to be gods
    1. Wappo probably believed they were ghosts
    2. Wappo didn't offer them land
What were the ways in which Haas described the Indian redressing?
1. missionaries required redress of Indians to show social status
  1. cheap clothes imported from Mexico to dress low status people
  2. European style dress and fabrics for those of higher status
How does the Chumash painting of Archangel Raphael represent Haas' argument?
1. integration of Chumash culture in Catholic narratives
2. cross at center = Spanish dominance
3. Chumash fish at center = Chumash reality and enviorment
4. painter didn't use European style despite being taught
In her conclusion, Haas details her use of Indigenous archives in part as a corrective against “Colonial thinking” in historical scholarship. Evaluate Haas' contribution to historiography and her use of Ind. archives to present history.
1. highlights the the Constitution of CA revoked rights of Ind. after emancipation
2. Colonial thinking has shaped how documents have been written and how history has been understood
  1. Indigenous details and accounts often left in the traces
    1. lacking in focus on Ind. after Emancipation adnSecularization Proclamation
      1. yet Ind. still didn't have rights to citizenship, no land >> slaves, etc.
3. How Ind. people survived throughout the era shaped the narratives
  1. holding onto culture and rituals despite prevalance of Catholicism
    1. preservation of Indian heritage
4. Highlights how political systems were shaped around the Ind.
  1. i.e. letting Ind. paint for missions >> influence visual narratives
  2. allowance of dance rituals
5. Archives
  1. paintings (Archangel Raphael)
  2. documentation on populations
  3. preservation of Chumash goods
Describe one individual life highlighted by Smith to demonstrate notions of freedom/enslavement.
1. story of T'tcesta!
2. Basil Campbell
  1. African American man that owned land, lived a middle-class life and became one of wealthiest African American men in state
    1. rags to riches
  2. was a slave >> came to CA not as a free man
    1. was bound to white man to work
      1. never saw his family again
      2. despite CA being a free state, he was enslaved
    2. got married
      1. court didn't give marriage rights bc of them being slaves
(Smith) How does the life of T'tcesta reveal motivations of her captors and the enslaving of women?
1. born sometime near the start of the gold rush
2. U.S. massacred many people in her tribe, including her father and brother
  1. soldiers captured her, took her from her mother
    1. ran away but was recaptured by another white man
      1. ran away again, but was then forced to marry white owner
3. connection to the big picture
  1. kidnapping and violence of Indian women
    1. kept as sexual captives and wives, domestic servants, mothers
How does Smith explain the connection between the Chinese Exclusion Act and the Reconstruction?
1. deny Chinese immigration
  1. protect free white labor and opportunity
    1. "keep america white"
How did Smith count/track those enslaved? (in appendix)
1. examined censuses
  1. analyzed surnames, occupations, ages, birthplace, residence, occupation
    1. 203 slaves in 1850

Next up

History Questions

Description

Resource summary

Similar

	Created by Chelsea Spinos about 8 years ago