SOLUTION: HIS 200 SNHU Wk 7 Cherokee Indians Removal Discussion

Consider the following statement: “In preparing for the Cherokee removal, state and federal officials were motivated solely by desire to seize the natives’ land.” In your post, consider the following:

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  • Does this statement present the full picture? Revise this statement to present a more complex explanation of the motivations that drove state and federal officials (and the white citizens of Georgia) during the years immediately preceding the Cherokee removal. Explain the choices you made in your revision.
  • Next, consider how you can take a similar approach to your own topic in order to more fully understand the historical complexity. What other viewpoints would you want to further explore in order to more fully understand your topic?

In response to your peers, share any preconceived notions you may have about their topic. Lastly, consider how further exploration of the viewpoints around their topic would potentially change the lens through which they currently view the event.

To complete this assignment, review the Discussion Rubric document.

1st response needed for classmate

Week 7 Discussion

Tanner Blake posted Apr 16, 2020 2:31 PM

Does this statement present the full picture?

No, I do not believe this statement gives the full picture of the reasoning behind the Cherokee removal. The land was one thing, but what it had to offer was the reasoning why the state and federal officials wanted the land so badly. My revised statement would be:

“While state and federal officials were planning to take over the Cherokee land with the removal of the Cherokee, several key factors played a role in why they were doing this removal. The natural resources that were being offered by this land was the motivating factor. In this time, cotton was a valuable cash crop and the land was ideal for this crop to grow. Another factor they found was that the land was also filled with gold, another motivating factor for them to seize the land. When looking at the bigger picture, the removal of the Cherokee and to claim this land was motivated by money.”

What other viewpoints would you want to further explore in order to more fully understand your topic?

The other viewpoint that I have been trying to understand more is the opposing side of the Equal Rights Amendment. I have done my research but never knew just how many people were opposed to the ERA and for good reasons. One person that had a large influence on the stoppage of the ERA at the time was Phyllis Schlafly. This woman was extremely influential and had created a large movement against the ERA called “STOP ERA” which stood for “Stop Taking Our Privileges”. I have been reading more and more about the opposing side and understanding why it really did take so long for the ERA to become ratified. I am still looking at other viewpoints but the opposing side is definitely intriguing me quite a bit!

2nd response is needed

Morgan Gourley posted Apr 15, 2020 5:08 PM

Does this statement present the full picture?

No, this statement doesn’t present the full picture because there were other factors that led the citizens of Georgia to claim the natives land. My revised thesis statement would be,

In preparing for the Cherokee removal, several factors motivated state and federal officials to seize the natives’ land. There were valuable resources such as cotton, which was a dominate cash crop at the time, and the Cherokee’s land was suited for cotton production. The discovery of gold was another reason the citizens of Georgia wanted the natives’ land, in the long run, money was a key factor for the desire to claim the Cherokee’s land.

What other viewpoints would you want to further explore in order to more fully understand your topic?

I would want to further explore the viewpoints of people living during the time of segregation in public schools. I found it interesting looking at the affect the Brown v. Board of Education had on white students since most people look at the main affects it had on black students. There was a lot happening during that time with the whole ideals of the “separate but equal” law from Plessy v. Ferguson , and the Boston busing event that happened after Brown v. Board of Education. This Supreme Court case set a lot into motion and I think it would be interesting to look further at the lives of people during this changing time.

Fite, G. (1949). “Development of the Cotton Industry by the Five Civilized Tribes in Indian Territory” The Journal of Southern History, Vol. 15, No. 3. 342 – 353.

Williams, D. (January 12, 2016) Gold Rush; New Georgia Encyclopedia. Retrieved from org/articles/history-archaeology/gold-rush” target=”_blank” title=”Link to article”>http://www.georgiaencyclopedia.org/articles/history-archaeology/gold-rush.

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