Mara Antoniou, Alessia Guglielmi, Cassandra Susi Works Cited Primary Sources "A Blow At Or Courts; The Removal

of Suits From Indians Courts." Indian Chieftain 16 Feb. 1893: n. pag. Print. The act wanted the Indians to become citizens of the United States and have everything that comes along with citizenship. The government wanted to educate the Indians in order to become citizens. Since the act, they are now living in harsher conditions then they were living in the allotted land given to them. Carlisle Indian Industrial School. N.p., n.d. Web. 8 Dec. 2012. <http://home.epix.net/~landis/>. This primary source is of one of the boarding schools that many Native American children were sent to in hopes that they would be accepted in the American society. This school, like many others helped to strip the Native American children of their culture, their true identity, and who they really were. We used this website mainly for creating the Boarding school page. Carlson, Leonard A. "Indians, Bureaucrats, and Land: The Dawes Act and the Decline of Indian Farming." American Indian Quarterly 6 (1982): n. pag. JSTOR. Web. 18 Nov. 2012. <http://www.jstor.org/stable/1183652>. This journal article deals with the effect that the Dawes Act had on Indian farming. It dismantled their tribal governments and basically just complicated life for the Indians. I learned that the allotment reduced the amount of labor and resources which the Indians devoted to farming and ranching. This will be helpful when working on the effects of the Dawes Act.

Cayuga Indians. N.d. Photograph. This is a primary source of the Cayuga Indians, who were primarily living in New York, until they were forced off the land. The Cayuga Indians are part of the six nations of Iroquois. We used this source on our long term effects page. "Cherokee Tribe." Sodahead. N.p., n.d. Web. 27 Dec. 2012. <http://www.sodahead.com/fun/what-tribe-r-u-related-to-if-any/question243288/?link=ibaf&q=&imgurl=http://images.sodahead.com/polls/000243288/polls_runn ingantelope_3132_658077_answer_1_xlarge.jpeg>. This is a Photograph of a male Cherokee tribe member. Their attire consisted of feathers, breech cloths, leggings, and moccasins. They lived in villages close to rivers, but then got more concentrated to the Oklahoma region. This photo is featured on the Five Civilized Tribes page. "Choctaw Indians." Ushistoryimages. N.p., n.d. Web. 27 Dec. 2012. <http://ushistoryimages.com/choctaw-indians.shtm>. Being forced to move to Oklahoma the Choctaw tribe is considered one of the five civilized tribes. They would commonly wear poncho-style capes, and moccasins. A member of the Choctaw tribe is illustrated in the picture. This picture is used in the Five Civilized Tribes page.

"The Condition of Affairs in Indian Territory and California." Indian Territory Resettlement: n. pag. Print. In this journal, it talks about how the whites believed it would be easy to take the Indians from their land. The white settlers thought that the Native American's land would be perfect to settle onand they really wanted the land. They wanted certain tribes to abandon their land so that the white settlers could live and flourish with out the Native Americans present. Creek Tribe Member. Armchairgeneral. N.p., n.d. Web. 6 Jan. 2013. <http://www.armchairgeneral.com/forums/showthread.php?p=1614558>. This is a picture of a member of the Creek Tribe. The Creek men would usually shave their head to a Mohawk illustrated in the picture or wear classic headdresses. This picture is featured in the Five Civilized Tribe page. "The Dawes Act." American Eras. N.p.: n.p., n.d. N. pag. Vol. 8 of Development of the Industrial United States, 1878-1899. Gale U.S. History in Context. Web. 17 Nov. 2012. This primary source states how the white people tried to force the Native Americans in becoming citizens. For this to happen, the Native Americans had to abandoned their heritage in order to become citizens. Even when they did become American citizens, they did not have all the same privileges as the whites did. "Dawes Allotment Act 1887-1897." Oneida Nation. N.p., n.d. Web. 18 Nov. 2012. <http://www.oneidanation.org/culture/page.aspx?id=2486#_ftnref7>. This article has some Primary Sources within it like notes from Ida Blackhawk an Oneida women affected from the act. It talks about the general idea of the act. From this act the Oneida Nation lost most of their land and were left devastated. The article also addresses

how each allotment was good for 25 years before anything could be changed, which is also known as the trust fund. Some details from this excerpt are used in our Long term page, and some used to back up our knowledge of the topic. Duncan, D.W.C. (Cherokee). "Testimony Regarding the Effect of Allotment on Indians." Westward Expansion. Woodbridge, CT: Primary Source Media, 1999. American Journey. Gale U.S. History In Context. Web. 18 Nov. 2012 This is a speech from a affected Cherokee. He says that the Dawes Act took away all but 60 acres of his land. It is said that the Cherokee nation was very wealthy and that they were doing well before the Dawes Act. After the act this Cherokee had done nothing but work on his lands. The government knew that this Act was not just or sufficient. This shows the effect of the Dawes Act on certain tribes. "The Final Rolls of Citizens and Freedmen of the Five Civilized Tribes in Indian Territory." 4 Mar. 1907. Records of the Bureau of Indian Affairs. National Archives. Web. 19 Nov. 2012. <http://docsteach.org/documents/300321/detail?menu=closed&mode=search&sortBy=rel evance&q=%22dawes+act%22&commit=Go>. This is one page from the Final Rolls of Citizens and Freedmen of the Five Civilized Tribes. It is a primary document that lists the names of the people who were allowed on the tribal rolls by the Dawes Commission. This source will help with our Five Civilized Tribes Page.

Forced Removal. Refseek. N.p., n.d. Web. 17 Nov. 2012. <http://www.refseek.com/documents?q=%22the+Dawes+Act%22>. This picture from the 1800's shows a group of Apache Indians waiting to be relocated from Arizona to Oklahoma. This is not used in our website but helped us understand the realization of the effects A Hopi (Moqui) petition signed by all the Chiefs and headmen of the tribe asking the Federal Government to give them title to their lands instead of individually allotting each tribal member. C.F.R. 1894. National Archives. Web. 19 Nov. 2012. <http://docsteach.org/documents/300340/detail?menu=closed&mode=search&sortBy=rel evance&q=%22dawes+act%22&commit=Go>. This primary document is a Hopi (Moqui) petition written by Thomas Keam. All the chiefs asked the federal government to give the Hopi title to their lands rather than individually allotting each tribe member a plot which had been given to them by the Dawes Act. This will be useful when talking about the effects of the Dawes Act and how upset it made the Native Americans. "House of Representatives." Capital.gov. N.p., n.d. Web. 17 Dec. 2012. <http://www.capitol.gov/html/EVT_2010061555836.html>. This is a picture of the House of Representatives in the year of 1857. This was when Henry Dawes was part of the House. This picture is seen on the Historical Figures page.

"The Indian Experience." Clarke Historical Library. N.p., n.d. Web. 16 Dec. 2012. <http://clarke.cmich.edu/resource_tab/native_americans_in_michigan/treaty_rights/feder al_education_policy/federal_education_policy_index.html>. This is an image of one of the boarding schools that the Native American children went to in hopes of changing who they are, in order to fit into a certain lifestyle that the white settlers wanted. Indian Land for Sale. Advertisement. Indian Country Today Media Network. N.p., 8 Feb. 2012. Web. 6 Dec. 2012. <http://indiancountrytodaymedianetwork.com/article/the-dawes-actstarted-the-u.s.-land-grab-of-native-territory-96582#ixzz1mJp9eVCf>. This primary source is an advertisement from 1910 selling 350,000 acres of Indian land in the west to white farmers. It illustrates the long-lasting effect that the Dawes Act had in America on the Native Americans which is significant because it shows how it was a turning point in Native American history. It will be helpful when dealing with the results of the act. "The Indian Problem." A Biography Of America. N.p., n.d. Web. 5 Dec. 2012. <http://www.learner.org/biographyofamerica/prog16/transcript/page03.html#Problem>. The article in the secondary source named "The Indian Problem" was all about how the Indians wanted to be peace throughout the whole ordeal. The White Americans just wanted land, and had no problem going around killing the Indians in order to get more land. The hopes that the Indians would be able to civilize and Christianize, in order to become farmers and drop their tribal ways.

"Letter of J. F. Brown to Henry L. Dawes." Letter to Henry Laurens Dawes and Jno F. Brown. 9 May 1894. TS. The University of Oklahoma Libraries. This primary source is a letter to Henry Dawes and the members of the United States Commission from J.F. Brown, an Indian chief, warning him of all the negative consequences of portioning the land of the Seminole tribe, sent May of 1894. It is important because it shows how dissatisfied the Indians were with the Dawes Act and how the Americans were completely taking control of all the Indian tribes. This will be used to illustrate the many negative aspects of the act. "Making White Men Good ." Harp Week Cartoons. N.p., n.d. Web. 8 Jan. 2013. <http://www.harpweek.com/09cartoon/BrowseByDateCartoon.asp?Month=December& Date=6>. This primary source shows how the Indians did not like the White people, and how after so much they could no longer take it. This political cartoon caption tells about how the Indians got so fed up with the white settlers and went and killed some of them. Map of Indian Territory (Oklahoma), 1885. Map. Print. This map shows the area that the Native Americans were forced to move. The map also shows the specific parts of Oklahoma that certain each Native American group was assigned to.

Map of Indian Territory (Oklahoma), 1891. Map. Print. This map is a primary document which displays the distribution of Indians in Oklahoma in the year 1891. It shows which where certain tribes were supposed to go. Some of the tribes shown are the Cherokees, the Choctaws, the Chickasaws, the Seminoles, and Creek Country. This will be helpful when incorporating images into our project for the short term affects. Memo. N.d. Muskogee Times-Democratic Phoenix Newspaper. Wikipedia. Web. 11 Jan. 2013. <http://en.wikipedia.org/wiki/File:Freedmen.jpg>. This primary source is significant because is shows the Cherokee Freedmen enrollment with the Dawes Commission. This picture will be used on our short term turning points page. Native American Boarding School. Edb.utexas. N.p., n.d. Web. 6 Dec. 2012. <http://www.edb.utexas.edu/faculty/salinas/students/student_sites/Fall2006/summer_cha ndler/>. This is a picture of integrated Indians into an American based culture class. Carisle, Pennsylvania held the most known Indian School. This school held about 82 Indians that had to obtain to harsh rules like not speaking in their native tongue, being only allowed to speak in American or there would be consequences. The idea was to take the young Indian children into the White community "culturizing" them as one of their own. This picture is located on the Boarding School page.

"Native Americans: Legislation Photo Gallery." History. N.p., n.d. Web. 13 Jan. 2013. <http://www.history.com/photos/native-americans-legislation/photo6>. This primary source is a photo from the signing of the Indian Reorganization Act between the white people and the Indians. They signed this in order to get back their land, and power that was taken away so many years ago. We used this photo in our long terms page, to show the Indian and the white man relationship. A Navajo boy named Tom Torlino is shown in his native dress as he entered Carlisle Indian School. N.d. Photograph. NATIONAL ANTHROPOLOGICAL ARCHIVES, SMITHSONIAN INSTITUTION. This primary source shows how the Dawes Act really effected the Native people. It shows how the White citizens really wanted to the Indian people to change their whole way of life, for them. The White citizens encouraged the Native American to go away, to boarding school in hopes that they would change their way of living. Otis, D. S., and Francis Paul Prucha. "The Dawes Act and the Allotment of Indian Lands." Journal of American History 61 (1974): n. pag. JSTOR. Web. 19 Nov. 2012. <http://www.jstor.org/stable/1904033>. The main idea of this article is that the Dawes Act was not successful and that the Indians showed little interest in the allotment. The author is saying that the rights implied by the Dawes Act were not enforced until 1924. This will be useful when discussing the effects of the Dawes Act and different peoples' views on it. President Andrew Jackson. N.d. Photograph. This is a painting of President Andrew Jackson, who was the seventh president of the United States of America, who also wrote the Indian Removal Act.

The President to the Indians." Gale Encyclopedia of Multicultural America: Primary Documents. Ed. Jeffrey Lehman. Detroit: Gale Group, 2000. Gale U.S. History In Context. Web. 14 Nov. 2012. This Article has a letter from President Cleveland. He was basically backing up the Indians in the beginning of the letter but still believes that they will be best by having American citizenship. He hopes that the Indians will appreciate what he is doing and the direction that he making them advance to. This letter shows that some Americans did feel sympathy for the Indians. "Quotations from The Trail Where They Cried." Cherokees of California. N.p., n.d. Web. 8 Jan. 2013. <http://www.powersource.com/cocinc/history/quotes.htm>. This website page has several primary sources. Their are many quotes on here that Andrew Jackson said during this time, about the Indians or about the court case, Worcester vs Georgia that we used. Roosevelt, Theodore. "Excerpt from the State of the Union Message, December 3, 1901." The Native American Experience. Woodbridge, CT: Primary Source Media, 1999. American Journey. Gale U.S. History In Context. Web. 5 Dec. 2012 This is a message from President Theodore Roosevelt on December 3, 1901. In his opinion he feels people should recognize the Indian as an individual rather than a member of a tribe. He exclaims that the Dawes act was a mighty pulverizing engine to break up the tribal mass. Under the Dawes Act about 60 thousand natives had become an citizen of the United States. Indians shall be treated just like the white men are treated.

"Sample Freeman Documents." African-nativeamerican. N.p., n.d. Web. 12 Jan. 2013. <http://www.african-nativeamerican.com/7-docs.htm>. This website has primary sources on the Dawes Roll. It includes pictures of the members of the Dawes Rolls. These pictures are located on the short term turning point page on our website. "Sam Worcester." Savages and Scoundrels. N.p., n.d. Web. 7 Jan. 2013. <http://www.savagesandscoundrels.org/people/savages-scoundrels/samuel-worcester/>. This primary source is a portrait of Sam Worcester, before he was imprisoned by the state of Georgia in the Supreme Court case, Worcester vs Georgia. This primary source is in our Andrew Jackson and the Cherokees page, on our website. Seminole Tribe Member. Abfla. N.p., n.d. Web. 6 Jan. 2013. <http://www.abfla.com/1tocf/seminole/semhistory.html>. This is a famous Seminole leader Osceola. This picture was used in the Five Civilized Tribes page.

"Treaty with the Indians." Gale Encyclopedia of Multicultural America: Primary Documents. Ed. Jeffrey Lehman. Detroit: Gale Group, 2000. Gale U.S. History In Context. Web. 4 Dec. 2012. The White sellers desired Indians to reduce their control over lands. There were five civilized Tribes- Choctaws, Cherokees, Chickasaws, Creeks, and Seminoles that were forced in Indian Territory. This Indian Territory later became Oklahoma. In 1895 Chickasaw under threat and the tribe Choctaw were in an agreement with which the commission had signed. In 1907 the Oklahoma Territory combined with the Indian Territory and became Oklahoma. The remains of the land was sold to white settlers. Christians being friends of the Indians encouraged the passage of the Dawes Act. In total the Indians had given up 86 million acres of land. This Primary Document helped describe certain things about the five civilized tribes, and Oklahoma. "U.S. senator Henry L. Dawes of Massachusetts, author of the Dawes Severalty Act of 1887." Gilded Age and Progressive Era Reference Library. Ed. Lawrence W. Baker and Rebecca Valentine. Vol. 3: Primary Source. Detroit: UXL, 2007. Gale U.S. History In Context. Web. 19 Nov. 2012 This is a picture of Henry L. Dawes, the creator of the Dawes Act of 1887. This picture is on the Historical Figures page. United States. Cong. House. Dawes Act. 49th Cong. H. 49. Print. This primary document is a picture of the Dawes Act of 1887, which discusses the distribution of land among the Native Americans. It shows the actual act so you can see what it said verbatim. This is very important because it provides a visual of the act and will be helpful when explaining what the act said specifically.

- - -. - - -. House. Act of June 18, 1934. H. 73-383. National Archives Online Public Access. Web. 6 Dec. 2012. <http://research.archives.gov/description/299838>. This act is the repeal of the Dawes Act, and it was put into action in 1934. The objective was to conserve all of the Indians' land and resources. It granted them the right to own businesses and other organizations and basically just gave back the rights which were taken away from them through the Dawes Act. - - -. department of the interior. Print. This is an actual document that was for the Five Civilized Tribes of which the allotments effected. This shows the section, lot, and acres that each tribe was allowed. Also tells us that each person got to represent a group of people as well as themselves and choose the land they would receive. This document is featured on the Five Civilized Tribes page. William and Mary Law School. N.p., n.d. Web. 6 Jan. 2013. <http://law.wm.edu/firstandforemost/the-great-chief-justice.php>. This is a picture of the Chief Justice John Marshall, who was on the Supreme Court case, Worcester vs. Georgia. This picture is in our Andrew Jackson and the Cherokee page.

Secondary Sources "American Indian Boarding Schools Haunt Many." NPR. N.p., n.d. Web. 9 Dec. 2012. <http://www.npr.org/templates/story/story.php?storyId=16516865>. This NPR website has many pictures that we used in the Boarding school page, to show how the children were terrified of these schools. We also used some of the article in the boarding school page.

"Andrew Jackson and the Indian Removal Act." Weider History Group. N.p., n.d. Web. 7 Jan. 2013. <http://www.historynet.com/andrew-jackson-and-the-indian-removal-act.htm>. This secondary source talks about Andrew Jackson's role on the Indian Removal Act, and how the the Cherokee's tried to work with the president, to talk him out of kicking the Indians off their land. It also mentions what he did about the verdict of the court case, Worcester vs Georgia. Bernholz, Charles. E-mail interview. N.d. This interview was held via email, it occurred during November 28th and December 2nd and 3rd. The interview questions and answers are included in our website. Berthrong, Donald J. "Legacies of the Dawes Act: Bureaucrats and Land Thieves at the Cheyenne-Arapaho Agencies of Oklahoma." JSTOR. N.p.: Journal of the Southwest, n.d. 335-41. Print. The Dawes Act was during the time of the Progressive Era. In 1921 half the people that belonged to tribes were badly affected from the act by being landless,rural, and becoming economically devastated. The first tribes to accept this act was the Cheyennes and the Arapahoes. In 1902 the act was modified for the inherited allotments from trust status. A significant modification to the act was the Burke Act on May 8, 1906. This was used in helping us understand some of the effects by the Dawes Act. "Burke Act of 1906." Encyclopedia of Oklahoma History and Culture. N.p., n.d. Web. 8 Jan. 2013. <http://digital.library.okstate.edu/encyclopedia/entries/B/BU010.html>. This secondary source explains what the Burke Act of 1906 is, and who it pertained to after the Dawes Act. We used this information for our long term effects of the Dawes act, in the Burke Act section.

Carlson, Leonard A. E-mail interview. 4 Dec. 2012. My questions for the interviewee were answered today (12-4-12) via email. Carlson is a professor at Emory University and has written a book, Indians, Bureaucrats, and Land: The Dawes Act and the Decline of Indian Farming. I learned about the relationship between Indians and the federal government. Dawes, Henry Laurens (1816-1903)." Encyclopedia of World Biography. Detroit: Gale, 1998. Gale U.S. History In Context. Web. 18 Nov. 2012 This Article gives the background of the creator of the Dawes Act: Henry Laurens Dawes. He was the U.S House Representative running in 1857. In 1875 he entered the Senate. He is most known for the creation of the Dawes Act that allotted each Indian that came out of reservation system 160 acres of land. This helped us with the Historical Figure page. "Dawes Act." Usamericanhistory.blogspot. N.p., 29 Apr. 2011. Web. 8 Nov. 2012. <http://usamericahistory.blogspot.com/2011/04/dawes-act.html>. This article explains what the Dawes act was and the aftermath of it. The Dawes Act brought into focus 4 primary concepts which were believed to be the main points of this act. The four primary concepts were: allotment of land, education, vocational training, the divine intervention. A result of this act was an additional act that was named the Burke act in 1906. This helped us get some background information on the topic.

Dawes Act. Youtube. N.p., n.d. Web. 4 Dec. 2012. <https://www.youtube.com/watch?v=2qwsoh33n2k>. With the Whites during this time feeling powerless they believed that the Indians could save their society. The Natives were forced to own land and to give up their culture. The whites promoted the ideas of assimilation. When the man who owned the land died the women would not inherit it, but instead they would have to go work in factories while others farmed. This video is featured on our Home page.

"Dawes Act (1887)." Our Documents. N.p., n.d. Web. 18 Nov. 2012. <http://www.ourdocuments.gov/doc.php?flash=true&doc=50>. This secondary source states that the Indian policy during the 1870- 1900 were controlled by removal's and treaties. The Dawes Act was the Indians new policy, it's policy was by breaking up their reservation land, and allotting them to different portions of land. By signing this act into law, it made it okay to break up the reservation land. We also got the transcript of the Dawes Act and photos of the actual Dawes Act off this website. "The Dawes Act Started the U.S. Land-Grab of Native Territory." Indian Country Today Media Network. Indian Country Today Media Network, LLC, 8 Feb. 2012. Web. 7 Nov. 2012. This is an article published on the 125th anniversary of the Dawes Act. It highlights many important effects of the Dawes Act and briefly discusses Henry Dawes' motives for putting it into action which will be helpful for our historical context page. The article also touches upon the long term effects of the Dawes Act and the fact that it was the beginning of the Indians being forced into American culture.

Duthu, Bruce. E-mail interview. 29 Nov. 2012. I conducted an interview with Bruce Duthu who is the professor and chair of Native American Studies at Dartmouth College. We interviewed by E-mail during the week of November 25th. He thoroughly answered the interview questions giving as much detail as possible. This is shown on our Interview page. "Elimination." Narrative Historical Overview. N.p., n.d. Web. 16 Dec. 2012. <http://americanindiantah.com/history/nar_19thcenturyrelations.html>. The secondary source has a map that shows the United states at two different points in american history. One is in the year 1775 and the other is 1894, it shows how much land the Indians lost between the years. We used a few photos from this website on our project. French and Indian War. N.p., n.d. Web. 12 Jan. 2013. <http://www.history.com/topics/frenchand-indian-war>. This secondary source explains the French and Indian war, what happened during the war, and who ended up winning. We used this website for our historical context page to give background information on the Indians and the white settlers at the time. Indian Country. Indian Country Today Media Network, n.d. Web. 8 Feb. 2012. This source states that the legislation promised that all tribal members would have homes to live in, on the reservation. But the reservation destroyed Indian communities, traditions and their culture. Because of the Indians moving, it opened up land for white settlers. In this secondary source it has two primary sources. One is of the Dawes roll cover, and the other is a real estate poster in 1911.

"Indian General Allotment Act (Dawes Act) (1887)." eNotes. N.p., n.d. Web. 18 Nov. 2012. <http://www.enotes.com/indian-general-allotment-act-dawes-act-1887-reference/indiangeneral-allotment-act-dawes-act-1887>. This secondary source says the purpose of the act, it was suppose to civilize the Native American people, and also they just wanted to take the Native Americans land and sell it to the white settlers. Once the act was in place, and the Native American people were living on new land, it was not even their own land, the government owned the land, and was just letting them live on it. "Indian General Allotment Act (Dawes Act) (1887)." Enotes.com. N.p., 2004. Web. 8 Nov. 2012. This article from the website states the purpose, implementation, history, and result of the act. From this article I have concluded that the purpose of the act was to help the Indians become more 'civilized' and, to gain use of Native-American lands for non-Natives use. Some results of the Act were the severe reduction in the quantity of Indian landholdings from 138 million acres (1887) to 48 million acres (1934). This helped with our understanding of the act. "Indian Reorganization Act." Encyclopedia Britannica. N.p., n.d. Web. 13 Jan. 2013. <http://www.britannica.com/EBchecked/topic/285946/Indian-Reorganization-Act>. This secondary source explains the Indian Reorganization Act, which helped get the Native Americans their land that they lost in the Dawes Act. This information is on our long term effects page on our website.

International Journal on World Peace (1993). Print. This is a reprint of an article from the International Journal of World Peace published in 1993. It mentions the main point of the Dawes Act, which is to get the Indians' land and open it up for resettlement. The article discusses the abuses of the Dawes Act and the long term affects of the act and how it influenced other laws, some positive and others negative. The information from this article will be used to talk about the long term affects. Iroquoian Language. Community-2. N.p., n.d. Web. 3 Jan. 2013. <http://community2.webtv.net/thunder5402/TrailOfTears/page10.html>. This is an image of the Iroquoian language. Without this language the Cherokee Tribe would have been unable to communicate. This is used on the Five Civilized Tribe page to show the language of the Cherokees. "Legacy of the Dawes Act: How and why American Indian reservations are doomed to failure." Free Frank Warner. N.p., 5 Oct. 2006. Web. 6 Jan. 2012. <http://frankwarner.typepad.com/free_frank_warner/2006/10/legacy_of_the_d.html>. I learned from this article that Indian reservations were doomed to failure from the start. Indians didn't own land individually, they owned it all together. Because of the failure of the Dawes Act, the federal law attempted to give privately owned land to the Indians, but were unsuccessful. This article will be helpful when dealing with the negative results of the act.

"Marty Two Bulls, Dawes Act." Cartoon. Serving the Nations. N.p., n.d. Web. 7 Jan. 2013. <http://community.indiancountrytodaymedianetwork.com/2012/02/10/marty-two-bullsdawes-act-97099>. This secondary source represents Henry L. Dawes taking the Native American land. Its politic cartoon shows how the act stripped the Native Americans from everything they know. We used this cartoon in the short terms page. Scherer, Mark R. "Dawes Act." Encyclopedia of the Great Plains. University of Nebraska Lincoln, n.d. Web. 19 Nov. 2012. <http://plainshumanities.unl.edu/encyclopedia/doc/egp.law.015>. This article discusses how disastrous the Dawes Act was for the Indians. I learned that in 1934, when the allotment process had finally stopped, the amount of land owned by Indians in the U.S. had gone from 138 million acres to 48 million acres. I also learned that heads of families received 160 acres of land while other people were only given a mere 80 acres of land. The information I got from this secondary source will be useful in discussing the negative effects of the Dawes Act. Trial of Tears. N.d. THE TRAIL OF TEARS. Web. 29 Dec. 2012. This painting is by Robert Lindneux in which he painted in 1942. This painting shows the Native Americans moving out west in the Trail of Tears in the 1830's and 1840's. This picture is used in our Andrew Jackson and the Cherokee page. We Speak Students. N.p., n.d. Web. 5 Jan. 2013. <http://www.shmoop.com/jacksonera/quotes.html>. This website has quotes from the Jackson Era, this is a secondary source. We used one quote that Andrew Jackson said in 1832, in our Andrew Jackson and the Cherokees page.

"Worcester V. Georgia." Laws.com. N.p., n.d. Web. 5 Jan. 2013. <http://kids.laws.com/worcester-v-georgia>. This secondary source helped my write the section on the Supreme Court case, Worcester V Georgia. This section is in our Andrew Jackson and the Cherokees page.