FINAL EXAM—REVISED STUDY GUIDE

NORTHWEST ORDINANCE, CHEROKEE, TRAIL OF TEARS, DAWES SEVERALTY ACT, ALLOTMENT, INDIAN REORGANIZATION ACT (WHEELER-HOWARD ACT), RELOCATION, TRIBAL COUNCIL, INDIAN SELF-DETERMINATION ACT, B.I.A.,

PAHA SAPA, HE SAPA, WIND CAVE, CRAZY HORSE, BEAR BUTTE, HARNEY PEAK, THUNDERBIRD, SWEET MEDICINE, DEVIL'S TOWER

ASSIMILATION, CULTURE, GIVE AWAY, SWEAT LODGE, MULTICULTURALISM,
E PLURIBUS UNUM, CARLISLE INDIAN SCHOOL, CRAZY HORSE, VISION QUEST, JUS GENTIUM

1.    U.S. government policy toward Native Americans has never been very consistent, and even the best-intended of policies have tended to backfire.  Further, Native Americans themselves disagree sharply both in regard to government policy and in regard to the best long-term direction for native peoples.   Comment.

2.    It is not surprising that the Sioux won't relinquish their claim to the Black Hills despite the compensation that has been offered.  Comment.

3.    For many Sioux young people, assimilation to the dominant culture may be the best route to success and happiness.  For many others, an affirmation of traditional Native culture is essential.  A good teacher will try to make it possible for a student to take either path.  A great teacher will enable the student to combine the best of both options.  Comment.

A.    Language is the single most important aspect of culture, and the preservation of Lakota, Dakota, and Nakota is key to cultural preservation as well.  Comment.

(In response, you can include many of the Lakota words you learned during the class, explaining why an understanding of these words helps you better understand Lakota culture.)

B.    While it is sometimes beneficial for a teacher to plan complete units on one aspect or another of Lakota culture, it is frequently best to integrate Lakota material when teaching other subjects.   Comment.

(In response, you may use any of the ID terms associated with Lakota history, religion, music, art, politics, family, language, and literature.)