Deck 7: Diversity and Equity: Schooling and American Indians

Question 1

Explain how U.S. policy toward Native American education may be seen as part of a larger cultural, social, and economic conflict between Native Americans and the dominant White culture.

Answer 1

No answer

Question 2

Show how the educational policy of the Bureau of Indian Affairs during the 1930s and 1940s may be considered "progressive."

Answer 2

No answer

Question 3

Helen Hunt Jackson's book Century of Dishonor describes U.S. relations with Native American people during the 19th and early 20th centuries. Indicate why this characterization might also be an appropriate designation for U.S. policy regarding Native American education during the 20th century.

Answer 3

No answer

Question 4

Compare and contrast the treatment of African American education and Native American education from the end of the Civil War into the 20th century. What are some of the important similarities and differences? Do these provide any understanding of why African Americans were able to maintain quality schooling for their children throughout the worst times and Native Americans found this more difficult? What are the implications for schooling for these populations today?

Question 5

This chapter addressed the issues of "cultural pluralism" (valuing and maintaining cultural and linguistic differences within a society) versus "assimilation." What are these two concepts? How can understanding these concepts impact how we think about education and marginalized groups within contemporary society?

Question 6

Which of the following statements is consistent with the concept of pluralism?

A) Tolerance, a value inherent in democracy, can help minimize cultural differences in society.
B) Diverse cultures should alter their customs, habits, and languages to allow absorption into a dominant culture.
C) The strength of a society depends in part on the extent to which cultural differences are honored for their contribution to healthy diversity.
D) Values integral to land allotment should be part of the boarding school environment.

Question 7

Assimilationist efforts can have

A) positive and negative impacts on the assimilated people.
B) unintended consequences.
C) good and bad impacts on the dominant culture.
D) All of these answers are correct.

Question 8

Assimilation for Native Americans differs from assimilation for Irish and other European groups in that

A) Native Americans were expected to assimilate into the invading culture.
B) non-Native Americans assimilated to a culture very similar to their own.
C) Irish and other European groups could resist assimilation by returning home.
D) All of these answers are correct.

Question 9

The educational attempts by the Bureau of Indian Affairs (BIA) and others to assimilate Native Americans resulted in the

A) loss of cultural identity of Native Americans.
B) legal protection of Native American cultures.
C) legal restriction of Native American cultures.
D) All of these answers are correct.

Question 10

The notion that the strength of a society depends in part on the extent to which cultural differences are honored for their contribution to diversity reflects

A) progressivism.
B) pluralism.
C) scientific social management.
D) None of these answers is correct.

Question 11

The "trust" relationship that Native Americans have with the United States means that

A) Indians can reliably trust the United States to honor treaties formed with native peoples.
B) Native American options are limited by treaties that they did not understand when they signed them.
C) Indian peoples' sovereign status as independent nations is protected by treaty with the U.S. government.
D) All of these answers are correct.

Question 12

Which of the following is true of the Iroquois?

A) They were involved in intensive agriculture and machine production.
B) They subdued nature and used its resources for the generation of profit.
C) Their societies were predominantly patrilineal.
D) They lived in two acres of cleared ground surrounded by a palisade of logs.

Question 13

The trading power held by Indians was derived from their

A) control over their land.
B) right to set treaties with the federal government regarding their resources.
C) resistance to acculturation.
D) All of these answers are correct.

Question 14

The U.S. Constitution prohibits individual states from engaging in treaties with Native Americans because

A) making treaties with sovereign peoples is reserved for the federal government.
B) Native Americans as a group are considered one nation.
C) the number of tribes is too large for each state to make effective policy.
D) All of these answers are correct.

Question 15

Journalist John L. O'Sullivan's often-quoted term manifest destiny describes

A) the necessity of teaching Indians the habits and practices of the yeoman farmer.
B) a distinct political society capable of self-government.
C) a popular American justification for subduing all native cultures on the continent.
D) the European idea of capital gain and accumulation.

Question 16

Which of these aspects of U.S. government trusteeship of Native Americans has been and continues to be contested?

A) Rights of Native Americans to manage their own affairs
B) Rights of Native Americans to manage their own resources
C) Government provision of educational opportunities for Native Americans
D) All of these answers are correct.

Question 17

In the reading by Collier, there are several references to the importance of discovering what motivates the "being of the individual or group." This is a key emphasis in policies related to

A) classical liberalism.
B) new psychology.
C) the sovereign status of Indian peoples.
D) All of these answers are correct.

Question 18

It was believed that employing the principles of social-scientific management to the Native American population would result in

A) assimilation of Native populations through democratic participation.
B) the alleviation of marginal living conditions.
C) improvements in Native American education.
D) All of these answers are correct.

Question 19

Collier emphasized that "deep and central preoccupations can be helped to apply themselves to new and practical ends." This reflects liberal reformers' desire for

A) schooling that was responsive to the Indian child's interests.
B) reducing or eliminating Indian resistance to assimilation.
C) creating a pluralist vision for schooling.
D) All of these answers are correct.

Question 20

In the authors' view, Collier's approach to scientific management of Indian education would

A) force European knowledge and values upon the Indians against their will.
B) allow Indian tribes to frame and execute their own educational purposes.
C) enlist Indians willingly into assimilationist education.
D) All of these answers are correct.

Question 21

The authors are of the view that Collier's film censorship illustrated his

A) paternalism.
B) respect for the power of art and culture as social tools.
C) zeal for values education.
D) All of these answers are correct.

Question 22

Willard Walcott Beatty's progressive administrative approach to Indian education included

A) adjusting Indian attitudes toward manual labor.
B) educating Indians to resist dehumanizing factory conditions.
C) educating Indians first and foremost in Indian culture.
D) All of these answers are correct.

Question 23

Beatty's educational view is similar to the approach of

A) W.E.B. Du Bois.
B) Booker T. Washington.
C) John Dewey.
D) All of these answers are correct.

Question 24

Collier's respect for "child study" in education is an evidence of

A) progressive educational ideals.
B) lingering classical liberal approaches to education.
C) a commitment to faculty psychology.
D) All of these answers are correct.

Question 25

During his tenure as commissioner of Indian affairs between the early 1930s and 1945, John Collier

A) criticized day school and how it hindered Indian community growth.
B) supported the concept of manifest destiny.
C) sought solutions to Indian problems through the application of human sciences.
D) supported a model of pluralism that sought to erase Indian culture and identity.

Question 26

Collier's regard for "scientific planning," "scientific evaluation," and "the science of society" is characteristic of

A) a disdain for expertise.
B) a respect for expertise.
C) an understanding of the truth of Indian knowledge and values.
D) All of these answers are correct.

Question 27

Collier's emphasis on "efficient and democratic administration" reflected the view that

A) Indians should make their own decisions without bureaucratic intervention.
B) education could lead Indians to make decisions consistent with dominant European values.
C) Indians should be encouraged to vote in presidential elections.
D) All of these answers are correct.

Question 28

Collier's emphasis on making Indian education significantly more realistic was based on his

A) expectations of Indians' future roles in society and in the work force.
B) belief in cultural pluralism.
C) belief that Indians needed to learn more about democracy in order to participate fully in the society they would enter after graduation.
D) All of these answers are correct.

Question 29

European and Native American cultural values in terms of _____ were closely aligned.

A) the idea that to be civilized was to live in harmony with the environment
B) the significance of the independent individual
C) Christian morality
D) None of these answers is correct

Question 30

According to Collier, the aim of the Indian Service has been to

A) convert American Indians to Christianity.
B) help American Indians preserve their culture.
C) make go-getters of Indians.
D) convert American Indians to Christianity and to make go-getters of Indians.

Question 31

Collier believed that

A) American Indian youths would benefit more in schools away from the reservations.
B) American Indian society would benefit more by having more schools on or near the reservations.
C) American Indians should be responsible for the education of their own children.
D) American Indian youths do not need to be educated.

Question 32

How have American Indians in general responded to previous Indian affairs policies?

A) They accepted the policies eagerly.
B) They regarded the policies with skepticism and resistance.
C) They agreed with some and disagreed with others.
D) They did not understand any of the policies.

Question 33

The Dawes Allotment Act

A) was intended to change Indian notions of communal property.
B) was intended to teach Indians the habits and practices of the yeoman farmer.
C) contributed to the breakup of tribal Indian lands and therefore to the breakup of tribal unity and identity.
D) All of these answers are correct.

Question 34

The Merriam Report of 1928 in part

A) addressed the progressive educational reform of Indian children.
B) argued for equality for African American students.
C) addressed the progressive educational reform of Indian children and argued for equality for African American students.
D) None of these answers is correct.

Question 35

Willard Wolcott Beatty, the seventh president of the Progressive Education Association from 1933 to 1937, believed in all of the following except

A) linguistic pluralism for Indians.
B) that progressive principles would improve Indian output in school achievement and in jobs.
C) vocational education as the answer to many of the problems associated with educating Indians.
D) that the school should be a culture spreading medium for European values among Indian peoples.

Question 36

From the 1930s to the 1940s, the growth of Indian boarding schools decreased compared to an increase in public schools because the boarding schools were

A) viewed as being needlessly harsh.
B) inconsistent with the progressive principles of scientific management of schools.
C) a moral embarrassment.
D) All of these answers are correct.

Question 37

W. Carson Ryan, John Collier, and Willard W. Beatty shaped Indian education reform in the 20th century. These individuals believed that

A) techniques of social-scientific rationality could be used to solve the problems of the Indian American.
B) relations between Indians and Whites could be organized according to social-science knowledge.
C) education was an important tool for achieving the assimilation planned for Indians.
D) All of these answers are correct.

Question 38

The complexity of Indian education is partly because Native Americans

A) are stubborn and less intelligent people who resist European culture.
B) are not aware of the benefits of education.
C) have resisted Euro-American schooling as an institution that could damage their traditional, spiritual, and historic knowledge.
D) see no value at all to White people's education.

Question 39

Navajo educator Dillon Platero's contrast between Indian "control" and "involvement" in their children's schools is intended to show that

A) the two things are different in theory but the same in practice.
B) local control of community schools, not mere involvement, embodies democratic ideals.
C) Indians desired U.S. government control, not simple involvement.
D) either control or involvement in schooling is acceptable, as long as the trust relationship is maintained.

Question 40

Navajo educator Ethelou Yazzie's main concern for Indian education is to

A) establish bicultural education.
B) humanely replace Native American identity with Euro-American identity.
C) reduce the community control of Indian schools in favor of greater cooperation with the U.S. government.
D) both establish bicultural education and humanely replace Native American identity with Euro-American identity.

Question 41

Patricia Locke, former president of the National Indian Education Association, believes that the best teachers of Native American children will be

A) graduates of accredited schools and colleges of education.
B) members of the children's own tribe, especially if they have not attended White colleges of education.
C) White teachers who have been trained by Indians for at least two years.
D) None of these answers is correct.

Question 42

Today, Indian education as an institution

A) has successfully addressed issues of illiteracy, poverty, and cultural division.
B) is beholden to private, federal, and state control.
C) is controlled by each tribe.
D) None of these answers is correct.