A CHatGPT-Produced History of the Native Americans (1491–2015)

28 min readFeb 15, 2023

What every APUSH student must know according to the APUSH CED

This post opens with an 800-word CHatGPT-produced description of the history of the Native Americans from the year before the arrival of Columbus until the launch of the APUSH CED (1491–2015)

The post then gives the reader forty terms/phrases relating to that history (with each term/phrase briefly described by ChatGPT.)

Then this post provides the reader with a CHatGPT-produced bank of test questions:

Forty short answer questions
Twenty-five multiple-choice questions
Twenty T/F questions
Eight APUSH-style long essay questions

The post closes out with a listing of the APUSH Key Concepts that mention or reference the Native American.

I plan to put this work in front of my APSUH students when we begin to review for the annual exam. If you notice any glaring errors or omissions (or take issue with anything written) and wish to give me a heads-up, I can be reached at ppaccone@smusd.us.

The History of Native Americans

During the time period of 1491–1607, Native Americans lived in diverse communities across the continent, with many different tribes and cultures. Some Native American societies were nomadic and relied on hunting, fishing, and gathering, while others were more sedentary and practiced agriculture. In the 16th century, European explorers arrived in North America, and with them came new diseases that devastated Native American populations. By the time of European colonization in the early 17th century, the Native American population had already been greatly diminished.

From 1607–1754, European colonization of North America intensified, leading to widespread displacement and violence against Native American communities. One notable event during this time period was Metacom’s War (1675–1676), also known as King Philip’s War. This conflict between Native Americans and English colonizers was one of the deadliest wars in Native American history, resulting in the death of 1,000 colonists and 3,000 Natives

Between 1754–1800, tensions between Native American communities and European colonizers continued to escalate. The French and Indian War (1754–1763) marked a significant turning point in Native American history, as many tribes sided with the French against the British. However, the British emerged victorious and sought to assert their authority over Native American communities, often through the use of force.

From 1800–1848, the United States expanded westward, leading to further displacement and violence against Native American communities. In 1830, the Indian Removal Act was passed, which authorized the forced removal of Native American communities from their ancestral lands to make way for white settlement. This policy of forced relocation led to the infamous Trail of Tears, in which thousands of Cherokee people were forcibly removed from their homes in Georgia and forced to march to Indian Territory in Oklahoma.

Between 1848–1877, the United States continued to expand westward, with the completion of the transcontinental railroad in 1869 marking a significant milestone in American history. However, this expansion came at a great cost to Native American communities, who were often forcibly removed from their ancestral lands and confined to reservations. The Sand Creek Massacre (1864) and Wounded Knee Massacre (1890) are two examples of the brutal violence that Native American communities faced during this time period. The decimation of the buffalo population that occurred during this time period and the next time period (1865–1898) also was a devastating blow to many tribes who relied on the animal for food, clothing, and shelter.

From 1865–1998, Native American communities continued to face significant challenges as the United States government sought to assimilate them into white American culture. The Indian boarding school system, which aimed to separate Native American children from their families and cultures, was a particularly egregious policy that had lasting effects on Native American communities. In the 20th century, Native Americans began to organize and demand greater recognition and sovereignty, leading to the passage of the Indian Reorganization Act in 1934 and the American Indian Movement in the 1960s and 1970s.

Between 1945–1980, Native American communities experienced significant social and political upheaval. The termination policy of the 1950s sought to eliminate the special status of Native American tribes and assimilate them into mainstream American society. However, this policy was met with resistance from Native American communities, who fought to maintain their sovereignty and cultural traditions. The Red Power movement of the 1960s and 1970s emerged as a response to these challenges, seeking to promote Native American self-determination and advance civil rights.

During this time, significant legal victories were also won by Native American activists. In 1954, the Supreme Court ruled in Brown v. Board of Education that segregation in public schools was unconstitutional, laying the groundwork for later legal challenges to the unequal treatment of Native American children in boarding schools. In 1968, the Indian Civil Rights Act was passed, which extended many of the protections of the Bill of Rights to Native American tribes.

In the 1970s, the U.S. government also began to engage in negotiations with Native American tribes over land rights and sovereignty. In 1975, the Indian Self-Determination and Education Assistance Act was passed, allowing tribes to assume greater control over their own affairs and promote economic development on their lands.

Despite these gains, Native American communities continue to face significant challenges. Poverty, unemployment, and health disparities remain prevalent on many reservations, and many communities continue to struggle with issues related to addiction and mental health. Environmental concerns, such as pollution and the effects of climate change, also disproportionately affect Native American communities.

In recent years, there have been efforts to address some of these ongoing challenges. The Affordable Care Act has expanded access to healthcare for many Native Americans, and initiatives to promote renewable energy and environmental conservation on reservations have gained momentum. Efforts to preserve Native American languages and cultural traditions have also gained greater attention, as communities work to maintain their unique identities in the face of ongoing social and economic pressures.

Overall, the history of Native Americans in the United States is a complex and multifaceted one, marked by both resilience and resistance in the face of significant challenges.

Need-to-Know Terms/Phrases

Pontiac’s Rebellion: A conflict that occurred in 1763–1766 in the Great Lakes region between Native American tribes and British forces. The rebellion was sparked by British attempts to restrict Native American trade and land use, and it resulted in significant losses on both sides. The conflict ultimately led to the Proclamation of 1763, which prohibited British settlement west of the Appalachian Mountains.
Pueblo Revolt: An uprising of Pueblo Native Americans against Spanish colonizers in New Mexico in 1680. The Pueblo Revolt was a response to years of religious persecution and forced labor imposed by the Spanish, and it resulted in the temporary expulsion of the Spanish from New Mexico.
Metacom’s War: A conflict that occurred in 1675–1676 in southern New England between Native American tribes and English colonizers. The war was sparked by tensions over land use and English attempts to convert Native Americans to Christianity. The conflict resulted in significant losses on both sides, and the Native American tribes were ultimately defeated.
Treaty of Guadalupe Hidalgo: A treaty signed in 1848 that ended the Mexican-American War and ceded significant territory to the United States, including what is now California, Arizona, New Mexico, Nevada, Utah, and parts of Colorado, Wyoming, Kansas, and Oklahoma. The treaty had significant implications for Native American communities in the newly-acquired territories, as it led to increased American settlement and displacement of Native American peoples.
Annexation of Texas and its affect on Native Americans: The annexation of Texas by the United States in 1845 led to increased American settlement and expansion into Native American lands. The annexation contributed to tensions between the US government and Native American tribes, and led to conflicts such as the Comanche Wars and the Battle of the Alamo.
American Transcontinental Railroad and its affect on Native Americans: The construction of the Transcontinental Railroad in the mid-19th century led to increased American settlement and displacement of Native American peoples. The railroad also facilitated the movement of American troops and supplies during conflicts with Native American tribes, such as the Indian Wars.
Purchase of the Louisiana Territory and its affect on Native Americans: The Louisiana Purchase in 1803 doubled the size of the United States and opened up vast new territories for American settlement. The purchase also had significant implications for Native American communities, as it led to increased American expansion and displacement of Native American peoples from their ancestral lands. The purchase also facilitated the expansion of slavery into new territories.
Treaty: A formal agreement between two or more sovereign nations that outlines terms and conditions for peaceful coexistence, trade, and other matters of mutual concern. Treaties were often used by the US government to negotiate land cessions with Native American tribes.
Reservation: An area of land set aside by the US government for the exclusive use and occupancy of a specific Native American tribe or tribes. Many reservations were created through treaties or executive orders, but often lacked resources for economic development or self-sufficiency.
Sovereignty: The supreme authority or power of a state or nation to govern itself without external interference. Native American tribes have inherent sovereignty, which pre-dates the existence of the United States.
Removal: The forced relocation of Native American tribes from their ancestral lands to other areas designated by the US government. The most famous removal was the Trail of Tears in which the Cherokee Nation was forced to move from their homeland in Georgia to Indian Territory (present-day Oklahoma) in 1838–1839.
Boarding schools: Schools established by the US government and various Christian denominations with the goal of assimilating Native American children into Euro-American culture. Children were often taken from their families and punished for speaking their native language or practicing traditional customs.
Allotment: A policy introduced in the late 19th century that aimed to break up Native American reservations into individual land parcels that could be owned and sold by Native Americans. This often resulted in the loss of communal land and resources, as well as a loss of traditional culture.
Indian Reorganization Act: A law passed by the US Congress in 1934 that encouraged Native American tribes to reorganize their governments and adopt constitutions modeled after the US Constitution. The law also provided for the restoration of tribal lands and the promotion of economic development on reservations.
Termination: A policy pursued by the US government in the 1950s and 1960s that sought to end the special relationship between Native American tribes and the federal government, and assimilate Native Americans into mainstream society. Termination led to the loss of many tribal lands, as well as the loss of federal recognition for some tribes.
AIM: The American Indian Movement, founded in 1968, was a civil rights organization that advocated for the rights of Native Americans and protested against discrimination, police brutality, and the mistreatment of Native American people and communities.
Cultural appropriation: The adoption or use of elements of one culture by members of another culture without permission or respect for the culture being appropriated. Native American cultures have been particularly vulnerable to cultural appropriation, with non-Native people often using Native American symbols, clothing, and traditions for their own purposes without understanding or respecting their cultural significance.
Powwow: A gathering of Native American people for the purpose of dancing, singing, and celebrating their culture and heritage. Powwows may be held on reservations, urban areas, or other locations and often feature elaborate traditional dress, music, and food.
Red Power: A movement that emerged in the 1960s and 1970s that sought to empower Native American communities and assert their rights and sovereignty. The Red Power movement led to many protests, sit-ins, and other actions aimed at drawing attention to the issues facing Native American people and advocating for change.
Repatriation: The return of cultural objects, human remains, or other items of significance to their place of origin or to the people to whom they belong. Repatriation has been an important issue for Native American communities, who have sought to reclaim sacred objects and human remains that were taken from
Dakota Access Pipeline: A controversial oil pipeline project that was protested by the Standing Rock Sioux Tribe and their allies in 2016 and 2017. The pipeline would have crossed through sacred Native American lands and threatened water sources.
Indian Citizenship Act: A law passed by the US Congress in 1924 that granted citizenship to all Native Americans born in the United States. However, even after gaining citizenship, Native Americans still faced discrimination and unequal treatment under the law.
Land Back: A contemporary movement that advocates for the return of land and resources to Native American communities. The Land Back movement is inspired by the historical injustices that Native Americans have faced in terms of land theft and dispossession and seeks to promote self-determination and sovereignty for Native American peoples.
NAGPRA: The Native American Graves Protection and Repatriation Act, a law passed by the US Congress in 1990 that requires museums and federal agencies to return Native American cultural items and human remains to their rightful owners. NAGPRA has been an important tool for Native American communities seeking to reclaim their cultural heritage.
Code Talkers: Native American soldiers who used their languages as codes to transmit messages during World War I and World War II. The Code Talkers were instrumental in helping the US military achieve victory, but their contributions were not widely recognized until many years later.
Indian Self-Determination and Education Assistance Act: A law passed by the US Congress in 1975 that provided for the transfer of control over certain federal programs and services to Native American tribes. The law was designed to promote self-determination and sovereignty for Native American communities, and has been an important tool for advancing Native American rights and interests.
Tribal colleges and universities: Institutions of higher education that are specifically designed to serve Native American students and promote Native American culture and values. There are currently 37 tribal colleges and universities in the United States, and they have played an important role in improving educational outcomes and promoting self-determination for Native American communities.
Treaty of Fort Laramie: A treaty signed in 1868 between the United States government and various Native American tribes in the Great Plains region. The treaty established a system of reservations for the tribes and guaranteed their rights to certain territories, but it was not always honored by the US government.
Dawes Act: A law passed by the US government in 1887 that sought to assimilate Native Americans into American society by allotting individual parcels of land to them and encouraging them to adopt Western farming practices. The law had negative impacts on Native American communities, as it led to the loss of communal lands and cultural traditions.
Trail of Tears: The forced relocation of approximately 100,000 Native Americans from their ancestral lands in the southeastern United States to Indian Territory (present-day Oklahoma) in the 1830s. The relocation was the result of the Indian Removal Act of 1830 and resulted in significant loss of life and cultural displacement for Native American communities.
Wounded Knee Massacre: An incident that occurred in 1890 in which US soldiers killed approximately 300 Lakota Sioux men, women, and children at Wounded Knee Creek in South Dakota. The massacre was sparked by tensions over the Ghost Dance movement, a religious movement that many US officials saw as a threat to American authority.
Sand Creek Massacre: An incident that occurred in 1864 in which US soldiers attacked and killed approximately 150 Cheyenne and Arapaho people, mostly women and children, in Colorado. The massacre was sparked by tensions over settlement and land use in the region.
Occupation of Alcatraz Island: In 1969, a group of Native American activists occupied Alcatraz Island in San Francisco Bay, claiming it as Indian land. The occupation lasted for over a year and brought attention to issues of Native American sovereignty and land rights.
Worcester v. Georgia: A landmark Supreme Court case in 1832 in which the Court ruled that Native American tribes were sovereign nations that could not be subjected to state laws or forced removal by the US government. However, the ruling was not always enforced by the federal government and did not prevent forced removals such as the Trail of Tears.
Encomienda System: The Spanish Encomienda System was a colonial labor system that forced Native Americans to work for Spanish colonizers, typically in agriculture or mining. This system was highly exploitative, as Native Americans were often overworked, underpaid, and subject to brutal treatment. Many died from overwork or exposure to European diseases. The encomienda system disrupted traditional Native American social structures and ways of life, leading to the loss of cultural practices and knowledge.
Caste System: The Spanish caste system was a social hierarchy established in the Spanish colonies in the Americas. The system was designed to categorize individuals based on their race, ethnicity, and social status. At the top of the hierarchy were peninsulares, Spaniards born in Spain, followed by criollos, Spaniards born in the Americas, then mestizos, people of mixed European and Native American descent, and finally, at the bottom of the hierarchy, were Native Americans and African slaves. The caste system reinforced social and economic inequality and limited social mobility for individuals of lower status. It also had a lasting impact on the development of racial and ethnic identities in Latin America.
Spanish Mission System: The Spanish mission system was established in the 16th century in order to convert Native Americans to Christianity and assimilate them into Spanish colonial society. The missions were often established in areas where there were pre-existing Native American settlements, and the Native Americans were forcibly relocated to the missions. The mission system had a significant impact on Native American societies, with many experiencing loss of traditional culture, forced labor, and disease. While some Native Americans were able to adapt and survive within the mission system, others resisted and rebelled against the Spanish colonizers.
Maize: Maize, also known as corn, played a significant role in the development of Native American societies. The cultivation and widespread adoption of maize allowed for the development of advanced irrigation systems, which enabled communities to establish permanent settlements and support larger populations. Maize also became a staple food source, providing necessary nutrients for survival. The crop was often used in cultural and religious practices and served as a foundation for the development of complex social and economic structures. The spread of maize cultivation from present-day Mexico northward into the present-day American southwest and beyond supported Native American economic development, settlement, and social diversification among societies.
The Columbian Exchange: The Columbian Exchange, the transfer of plants, animals, and diseases between the Old and New Worlds that resulted from European exploration and colonization, had both positive and negative effects on Native American societies. The exchange brought new crops such as maize, potatoes, and tomatoes to Europe — which became staples in European diets and allowed for population growth. However, the exchange also brought devastating diseases like smallpox, measles, and influenza, which had a catastrophic impact on Native American populations, leading to widespread death and societal upheaval. Additionally, European livestock, such as horses and cattle, introduced new grazing patterns that led to ecological changes and the displacement of native animals, affecting the livelihoods of many Native American communities. Despite the benefits of new crops and animals, the negative effects of the Columbian Exchange on Native American societies cannot be overlooked.
Proclamation Line of 1763: The Proclamation Line of 1763 was a British policy that forbade colonists from settling west of the Appalachian Mountains in North America. The policy was designed to prevent further conflict between colonists and Native Americans, as well as to control the expansion of the colonies. The Proclamation Line had both positive and negative impacts on Native American communities. On the one hand, it helped to reduce conflicts between colonists and Native Americans by restricting colonists from encroaching on Native American lands. This helped to preserve Native American communities and their way of life. Additionally, the Proclamation Line recognized Native American land rights and sovereignty, which was a significant acknowledgment by the British government. On the other hand, the Proclamation Line did not completely stop colonists from settling west of the Appalachian Mountains, and many continued to do so illegally. This led to further conflict between colonists and Native Americans, as well as the displacement of Native American communities from their lands. The Proclamation Line also limited Native American trade and access to resources, as it restricted their ability to hunt and trade with colonists. Overall, the Proclamation Line had a mixed impact on Native American communities. While it recognized their land rights and helped to reduce conflict, it did not completely stop colonists from encroaching on their lands, which led to further displacement and conflict.

Short Answer Questions

What was ONE factor that contributed to the decline of Native American populations in the Americas after European contact?
What was the significance of the Treaty of Fort Laramie in 1868 for Native American nations in the West?
How did the Dawes Act impact Native American communities?
How did the Trail of Tears affect the Cherokee Nation?
What was ONE key cause of the Indian Wars that occurred in the late 19th century?
What was ONE key outcome of the Indian Wars that occurred in the late 19th century?
What was ONE major difference between Native American nations in the Great Plains and those in the Pacific Northwest?
What was ONE impact of the Indian Reorganization Act of 1934 on Native American communities?
What was the significance of the American Indian Movement (AIM) in the 1960s and 1970s?
What was ONE key outcome of the Wounded Knee Massacre of 1890?
How did the Ghost Dance influence the federal government’s policies toward Native Americans?
What was ONE impact of the boarding school system on Native American children and families?
What was ONE impact of the Native American code talkers on America’s World War II effort?
What was ONE outcome of the occupation of Alcatraz Island by Native American activists in 1969–1971?
What was ONE impact of the Indian Gaming Regulatory Act of 1988 for Native American communities?
What was ONE key outcome of the Standing Rock protests against the Dakota Access Pipeline in 2016–2017?
What was ONE impact of the Supreme Court’s decision in United States v. Sioux Nation of Indians (1980) on Native American land rights?
What was the significance of the First Nations Development Institute in promoting economic development in Native American communities?
What was ONE impact of the Indian Child Welfare Act of 1978 on Native American families and communities?
What is ONE major similarity between the Indian Wars in the late 19th century and the conflict between the US government and indigenous groups in the Pacific Northwest?
What is ONE major difference between the experiences of Native American children in the boarding school system and those of African American children during the Jim Crow era?
What was ONE result (or outcome) of the Indian Reorganization Act of 1934 on Native American communities?
What was ONE effect of the Supreme Court’s decision in Worcester v. Georgia (1832) on the relationship between the federal government and Native American nations?
What was ONE cause of the Pueblo Revolt of 1680?
What was ONE significant way in which the Pueblo Revolt differed from Pontiac’s Rebellion?
What was ONE way in which the Spanish responded to the Pueblo Revolt?
What was ONE outcome of Metacom’s War?
What was ONE reason why some Native American nations allied with the British during the Seven Years’ War?
What was ONE way in which the funding of America’s first transcontinental railroad impacted Native American communities living on the Great Plains?
What was ONE long-term economic impact of the transcontinental railroad on the Native American communities?
What was ONE major way in which the Treaty of Guadalupe Hidalgo impacted the Native Americans living in the Southwest?
What was ONE major way in which the Sand Creek Massacre differed from the Wounded Knee Massacre?
What was ONE major way in which the homes of the Native Americans living in the Northwest differed from the homes of the Native Americans living on the Great Plains?
What was ONE major way in which the food of the Native Americans living in present-day California differed from the food of the Native Americans living on the Great Plains?
What was ONE reason the Spanish exploration and conquest of parts of North America had a devastating effect on the native populations of the Southwest?
What was ONE way in which the Encomienda System affected Native Americans?
What was ONE outcome of the Spanish caste system on Native Americans?
What was ONE useful aspect of the Native American culture that was adopted by the Europeans?
What was ONE useful aspect of the European culture adopted by the Native Americans?
What was ONE significant difference between the French and the English in terms of how they related to the Native Americans?

Multiple Choice Questions

What was the primary cause of the decline of Native American populations after European contact? a) war and violence b) disease and illness c) loss of land and resources d) forced assimilation
What was the primary effect of the Trail of Tears on Native American communities? a) increased cultural assimilation b) increased inter-tribal conflict c) increased political activism d) increased loss of land and resources
Which of the following was NOT a way in which Native American societies were organized differently from European societies? a) matrilineal descent b) communal land ownership c) decentralized political power d) patrilineal descent
What was the primary reason why the Wounded Knee Massacre occurred? a) Native American resistance to white settlement b) disagreements over land ownership c) cultural misunderstanding and mistrust d) government attempts to suppress Native American religion
Which of the following is NOT a similarity between Native American religions and European religions? a) belief in supernatural powers b) use of sacred ceremonies and rituals c) focus on morality and ethics d) belief in the afterlife
What was the primary difference between Native American and European concepts of land ownership? a) Native Americans believed in communal land ownership, while Europeans believed in private property ownership b) Europeans believed in communal land ownership, while Native Americans believed in private property ownership c) Native Americans believed in individual land ownership, while Europeans believed in communal land ownership d) Europeans believed in individual land ownership, while Native Americans believed in communal land ownership
What was the primary effect of the Indian Removal Act on Native American communities? a) increased cultural assimilation b) increased political representation c) increased economic prosperity d) increased loss of land and resources
Which of the following is NOT a similarity between Native American and African cultures? a) communal land ownership b) oral storytelling traditions c) polytheistic religious beliefs d) use of masks and other ceremonial objects
What was the primary difference between the Native Americans of the Great Plains and the Native Americans of the Eastern Woodlands? a) Plains Indians were primarily hunters and gatherers, while Eastern Woodlands Indians were primarily farmers b) Plains Indians were primarily farmers, while Eastern Woodlands Indians were primarily hunters and gatherers c) Plains Indians had more centralized political systems, while Eastern Woodlands Indians had more decentralized political systems d) Plains Indians had more hierarchical social structures, while Eastern Woodlands Indians had more egalitarian social structures
What was the primary reason why some Native Americans allied with the French during the French and Indian War? a) cultural and linguistic similarities with the French b) promises of trade and economic prosperity c) resentment towards British encroachment on Native American land d) promises of political autonomy and self-rule
What was the primary reason why the Dawes Act was passed in 1887? a) to promote Native American self-sufficiency and economic prosperity b) to break up communal land ownership and promote individual land ownership c) to encourage cultural assimilation and Christianity among Native Americans d) to provide financial compensation to Native Americans for past injustices
Which of the following was NOT a factor that contributed to the Red Power movement in the 1960s and 1970s? a) government policies promoting assimilation and termination of Native American tribes b) economic disparities and poverty on Native American reservations c) increased political activism and social justice movements in the United States d) widespread support for Native American sovereignty and self-determination
What was the primary reason why the American Indian Movement (AIM) was formed in the 1960s? a) to promote cultural preservation and self-determination for Native American communities b) to resist government policies that threatened Native American sovereignty and land rights c) to advocate for economic and educational opportunities for Native Americans d) to support the civil rights movement and other social justice causes in the United States
Which of the following is NOT a similarity between Native American and Latino cultures? a) strong emphasis on family and community b) use of dance and music in cultural expression c) incorporation of Catholicism into traditional religious beliefs d) history of colonization and oppression by European powers
Which Native American tribe is credited with helping the Pilgrims survive their first winter in North America? a) Cherokee b) Navajo c) Wampanoag d) Apache
Which of the following was NOT a reason for the Trail of Tears in 1838? a) Discovery of gold on Cherokee land in Georgia b) Andrew Jackson’s policy of Indian removal c) Desire to create a separate Indian territory in the West d) Treaty violations by Native American tribes
Which treaty signed in 1868 attempted to establish peace between the United States and several Native American tribes in the West? a) Treaty of New Echota b) Treaty of Guadalupe Hidalgo c) Treaty of Traverse des Sioux d) Treaty of Fort Laramie
Which of the following is NOT a reason for the decline of the buffalo population in the 19th century? a) Disease b) Overhunting c) Drought d) Bison domestication
Which of the following was NOT a provision of the Indian Reorganization Act of 1934? a) Encouragement of Native American self-government and self-determination b) Promotion of communal land ownership c) Promotion of cultural assimilation and Christianity d) Establishment of the Bureau of Indian Affairs
Which of the following was NOT a provision of the 1990 Native American Graves Protection and Repatriation Act? a) Requirement for museums and federal agencies to inventory and identify Native American human remains and cultural objects in their possession b) Requirement for museums and federal agencies to repatriate Native American human remains and cultural objects to appropriate tribes and individuals c) Establishment of a national Native American burial site preservation program d) Requirement for tribes to provide proof of ownership and cultural affiliation for human remains and cultural objects they seek to the tribes
Which event led to the largest land claim settlement in US history, with the US government paying $1 billion to 41 Native American tribes in 2010? a) Wounded Knee Massacre b) Trail of Tears c) Indian Wars d) Cobell v. Salazar
Which Native American tribe is known for the Code Talkers, who used their language as an unbreakable code during World War II? a) Navajo b) Sioux c) Comanche d) Apache
Which of the following was NOT a provision of the 1968 Indian Civil Rights Act? a) Extension of certain constitutional rights to Native Americans living on reservations b) Protection of tribal sovereignty and self-government c) Creation of a bill of rights for Native American individuals d) Establishment of the Indian Claims Commission to address past injustices and grievances against Native American tribes
Which of the following was NOT a factor in the spread of smallpox and other diseases among Native American populations during the colonial period? a) Lack of immunity to European diseases b) Intentional spread of disease by European colonizers as a form of biological warfare c) Forced relocation of Native American populations to unsanitary and overcrowded living conditions d) Trade and interaction with European colonizers and other Native American tribes
Which of the following was NOT a factor in the rise of Native American activism in the 1960s and 1970s? a) Continued discrimination and marginalization of Native Americans in mainstream American society b) Increased awareness and pride in Native American identity and culture c) Failure of federal policies to address past injustices and improve Native American economic and social conditions d) End of the Indian Wars and a newfound sense of unity and solidarity among Native American tribes

True/False Questions

The arrival of Christopher Columbus in 1492 marked the first contact between Native Americans and Europeans.
Native American societies were homogeneous and shared the same culture, language, and customs.
The Pueblo Revolt of 1680 resulted in the expulsion of Spanish colonizers from present-day New Mexico.
The Trail of Tears refers to the forced relocation of Cherokee Indians from Georgia to Oklahoma in the 1830s.
The Indian Removal Act of 1830 authorized the federal government to remove Native Americans from their ancestral lands in the southeastern United States.
The Ghost Dance was a religious movement that originated among the Sioux and sought to restore the traditional ways of life of Native American peoples.
The Dawes Severalty Act of 1887 aimed to assimilate Native Americans into mainstream American society by dividing tribal lands into individual allotments.
The Carlisle Indian Industrial School was a government-run boarding school that sought to “civilize” Native American children by erasing their cultural identity.
The Indian Reorganization Act of 1934 encouraged the preservation of tribal identity and the establishment of self-government among Native American tribes.
The Indian Citizenship Act of 1924 granted citizenship to all Native Americans born in the United States.
The American Indian Movement (AIM) was founded in 1968 to advocate for Native American rights and sovereignty.
The Supreme Court decision in Worcester v. Georgia (1832) recognized the sovereignty of Native American tribes and prohibited state interference in their affairs.
The Navajo Code Talkers played a critical role in World War II by using their language as a code that could not be deciphered by the enemy.
The Native American Graves Protection and Repatriation Act of 1990 requires museums and federal agencies to return Native American human remains and cultural artifacts to their rightful owners.
The Indian New Deal of the 1930s aimed to restore tribal sovereignty and promote economic development on reservations.
The Fourteenth Amendment to the US Constitution, ratified in 1868, granted citizenship to all persons born or naturalized in the United States, including Native Americans.
The practice of scalping was a common Native American tradition that involved cutting off and collecting the hair and scalp of defeated enemies.
Native American tribes often used wampum, a type of shell bead, as a form of currency and for ceremonial purposes.
Native American tribes were not unified and often engaged in conflicts and wars with each other.
Native American children were forcibly removed from their families and sent to boarding schools run by the government or religious organizations, where they were forced to abandon their language and culture.

Long Essay Questions

Evaluate the extent to which the Indian Removal Act of 1830 affected Native American communities from 1830–1880.
Evaluate the extent to which the Red Power movement impacted Native American activism and sovereignty from 1960–2010.
Evaluate the extent to which the Dawes Act of 1887 impacted Native American land ownership and tribal sovereignty from 1887–1930.
Evaluate the extent to which the American Indian Movement (AIM) contributed to Native American civil rights and social justice from 1968–1990.
Evaluate the relative importance of the causes that led to the Indian Removal Act of 1830 and its impact on Native American communities in the Southeast.
Evaluate the relative importance of the outcomes of the Battle of Little Bighorn in 1876 and its impact on the relationship between the U.S. government and Native American tribes.
Evaluate the relative importance of the results of the Dawes Severalty Act of 1887 and its impact on Native American land ownership and assimilation into American society.
Evaluate the relative importance of the factors that contributed to the American Indian Movement (AIM) in the 1960s and 1970s and its impact on Native American activism and sovereignty.

The APUSH Key Concepts that Mention the Native American

Period 1 Key Concepts (1491–1607)

As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments
Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.
The spread of maize cultivation from present-day Mexico northward into the present-day American southwest and beyond supported Native American economic development, settlement, advanced irrigation, and social diversification among native societies.
In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard some (native) societies developed mixed agriculture and hunter–gatherer economies that favored the development of permanent villages.
(Native American) societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.
Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.
Spanish exploration and conquest were accompanied and furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas.
The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans in their empire.
In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.
Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction & trade as each group sought to make sense of the other. Over time, Europeans & Native Americans adopted some useful aspects of each other’s culture.
European encroachments on Native Americans’ lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic negotiations and military resistance.
Extended contact with Native Americans and Africans fostered debate among European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans.

Period 2 Key Concepts (1607–1754)

Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.
KC 2.1- I
Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.
Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into the Spanish colonial society.
French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.
English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately.
Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.
An Atlantic economy developed in which goods, as well as enslaved Africans and American Indians, were exchanged between Europe, Africa, and the Americas through extensive trade networks. European colonial economies focused on acquiring, producing, and exporting commodities that were valued in Europe and gaining new sources of labor.
Continuing trade with Europeans increased the flow of goods in and out of American Indian communities, stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts.
British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom’s War (King Philip’s War) in New England.
American Indian resistance to Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, led to Spanish Spanish accommodation of some aspects of American Indian culture in the Southwest.
Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

Period 3 Key Concepts (1754–1800)

Colonial rivalry intensified between Britain and France in the mid-18th century, as the growing population of the British colonies expanded into the interior of North America, threatening French–Indian trade networks and American Indian autonomy.
After the British victory, imperial officials’ attempts to prevent colonists from moving westward generated colonial opposition, while native groups sought to both continue trading with Europeans and resist the encroachments of colonists on tribal lands
Various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the U.S., seeking to limit migration of white settlers and maintain control of tribal lands and natural resources. British alliances with American Indians contributed to tensions between the U.S. and Britain.
An ambiguous relationship between the federal government and American Indian tribes contributed to problems regarding treaties and American Indian legal claims relating to the seizure of their lands.
The Spanish, supported by the bonded labor of the local American Indians, expanded their mission settlements into California; these provided opportunities for social mobility among soldiers and led to new cultural blending.

Period 4 Key Concepts (1800–1848)

Following the Louisiana Purchase, the United States government sought influence and control over North America and the Western Hemisphere through a variety of means, including exploration, military actions, American Indian removal, and diplomatic efforts such as the Monroe Doctrine.
Frontier settlers tended to champion expansion efforts, while American Indian resistance led to a sequence of wars and federal efforts to control and relocate American Indian populations.

Period 5 Key Concepts (1844–1877)

U.S. government interaction and conflict with Mexican Americans and American Indians increased in regions newly taken from American Indians and Mexico, altering these groups’ economic self-sufficiency and cultures.
The U.S. added large territories in the West through victory in the Mexican–American War and diplomatic negotiations, raising questions about the status of slavery, American Indians, and Mexicans in the newly acquired lands.

Period 6 Key Concepts (1865–1898)

As migrant populations increased in number and the American bison population was decimated, competition for land and resources in the West among white settlers, American Indians, and Mexican Americans led to an increase in violent conflict.
The U.S. government violated treaties with American Indians and responded to resistance with military force, eventually confining American Indians to reservations and denying tribal sovereignty.
Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economic practices.

Period 7 Key Concepts (1890–1945)

The United States and its allies achieved military victory through Allied cooperation, technological and scientific advances, the contributions of (some Native American) servicemen and women, and campaigns such as Pacific “island-hopping” and the D-Day invasion.

Period 8 Key Concepts (1945–1980)

Latino, American Indian, and Asian American movements continued to demand social and economic equality and a redress of past injustices

Period 9 Key Concepts (1980–2015)

(I see no mention or reference to Native Americans in Period 9)