History Questions

History Questions

1. How does Heindreich connect here account of life in a White protestant church to Kukso practices (of the Wappo)?

   • her account: people gather in permanent building, sit in rows, sing songs chosen by leader, men=religious head leaders, leader would tell religious story, people must confess sins or else they would be looked down upon by God
   • argues that any outisder looking at a religion would find the practices bizarre
   • religion constructs social norms and gender roles
   • in connection to Wappo Kukso religion...
     • gender roles present in dance house and extended outside in society
     • included ceremonies, dances, wearing of masks and disguises
     • use of trickseters and ghosts at end of cermeony
     • if ceremonies or rituals were performed incorrectly, society may be subject to bad health and natural disasters

2. How would you frame the encounters between the Wappo and Europeans?

   • change of political/social structure from European control
   • European "re-inventing" the Wappo
     • i.e. naming the Wappo
     • changing political/social order
     • shift from Kusko religion >> Catholicism
   • misunderstandings
     • naming them Wappo (thought they said guapo)
     • Sir Francis Drake thought they believed him and his crew to be gods
       • Wappo probably believed they were ghosts
       • Wappo didn't offer them land

3. What were the ways in which Haas described the Indian redressing?

   • missionaries required redress of Indians to show social status
     • cheap clothes imported from Mexico to dress low status people
     • European style dress and fabrics for those of higher status

4. How does the Chumash painting of Archangel Raphael represent Haas' argument?

   • integration of Chumash culture in Catholic narratives
   • cross at center = Spanish dominance
   • Chumash fish at center = Chumash reality and enviorment
   • painter didn't use European style despite being taught

5. In her conclusion, Haas details her use of Indigenous archives in part as a corrective against “Colonial thinking” in historical scholarship. Evaluate Haas' contribution to historiography and her use of Ind. archives to present history.

   • highlights the the Constitution of CA revoked rights of Ind. after emancipation
   • Colonial thinking has shaped how documents have been written and how history has been understood
     • Indigenous details and accounts often left in the traces
       • lacking in focus on Ind. after Emancipation adnSecularization Proclamation
         • yet Ind. still didn't have rights to citizenship, no land >> slaves, etc.
   • How Ind. people survived throughout the era shaped the narratives
     • holding onto culture and rituals despite prevalance of Catholicism
       • preservation of Indian heritage
   • Highlights how political systems were shaped around the Ind.
     • i.e. letting Ind. paint for missions >> influence visual narratives
     • allowance of dance rituals
   • Archives
     • paintings (Archangel Raphael)
     • documentation on populations
     • preservation of Chumash goods

6. Describe one individual life highlighted by Smith to demonstrate notions of freedom/enslavement.

   • story of T'tcesta!
   • Basil Campbell
     • African American man that owned land, lived a middle-class life and became one of wealthiest African American men in state
       • rags to riches
     • was a slave >> came to CA not as a free man
       • was bound to white man to work
         • never saw his family again
         • despite CA being a free state, he was enslaved
       • got married
         • court didn't give marriage rights bc of them being slaves

7. (Smith) How does the life of T'tcesta reveal motivations of her captors and the enslaving of women?

   • born sometime near the start of the gold rush
   • U.S. massacred many people in her tribe, including her father and brother
     • soldiers captured her, took her from her mother
       • ran away but was recaptured by another white man
         • ran away again, but was then forced to marry white owner
   • connection to the big picture
     • kidnapping and violence of Indian women
       • kept as sexual captives and wives, domestic servants, mothers

8. How does Smith explain the connection between the Chinese Exclusion Act and the Reconstruction?

   • deny Chinese immigration
     • protect free white labor and opportunity
       • "keep america white"

9. How did Smith count/track those enslaved? (in appendix)

   • examined censuses
     • analyzed surnames, occupations, ages, birthplace, residence, occupation
       • 203 slaves in 1850