Pearson Edexcel · GCSE · History
Course version: 1HI0 · Version from Sept 2016
Key topic 3: Later developments in the West, c1876–c1895 - 3 Indigenous…
Full specification wording
Option P3: Key topic 3: Later developments in the West, c1876–c1895 - 3 Indigenous peoples of the Plains: the destruction of their ways of life: Indigenous people's lives on the reservations.
Life on the reservations was characterised by poverty, disease, and a deliberate assault on Indigenous culture.
Checked against the Pearson Edexcel 1HI0 specification (opens in a new tab) on .
- Point 2 of 3
- 2 key terms
Study notes
From the checked teaching notes for this specification point.
The idea
Life on the reservations was characterised by poverty, disease, and a deliberate assault on Indigenous culture. The US government intended reservations to assimilate Plains Indians into white American society by forcing them to become farmers. However, the allocated land was often barren and unsuitable for agriculture, leading to total dependence on government rations. These rations were frequently inadequate due to corrupt Indian Agents. Culturally, the reservation system sought to destroy tribal identity: traditional practices like the Sun Dance were banned, tribal chiefs lost their authority to reservation courts, and children were sent to off-reservation boarding schools to eradicate their language and heritage.
What earns the marks
- Describe the poor agricultural quality of reservation land, which made self-sufficiency nearly impossible for Indigenous peoples.
- Explain the role of corrupt Indian Agents and the frequent failure of the US government to provide adequate food rations and medical supplies.
- Analyse the deliberate destruction of tribal authority, noting the replacement of chiefs' power with government-appointed reservation courts.
- Evaluate the cultural assimilation policies, including the banning of traditional ceremonies and the forced removal of children to boarding schools.
Common mistakes and how to put them right
Assuming reservations were large, fertile areas given as compensation.
Put it right: Reservations were often on poor, unwanted land designed to force assimilation, not provide compensation.
Stating that Indigenous peoples willingly adapted to farming.
Put it right: Farming was forced upon them and often failed due to lack of training, poor soil, and drought.
Overlooking the cultural impact.
Put it right: Ensure you discuss the banning of religion and the use of boarding schools, not just the physical hardships.
Exam tips
- Use the term 'assimilation' to describe the government's overarching goal for reservation life.
- Provide specific examples of cultural destruction, such as the banning of the Sun Dance or the establishment of the Carlisle Indian Industrial School.
- Connect the failure of reservation farming to the consequent reliance on government rations, highlighting the vulnerability of the Plains Indians.
Try the lesson
The start of the Option P3: Key topic 3: Later developments in the West, c1876–c1895 - 3 Indigenous peoples of the Plains: the destruction of their ways of life: Indigenous people's lives on the reservations. lesson, made from checked teaching notes for this specification point.
Have a go first
Which of the following best describes the living conditions for most Indigenous peoples on reservations in the late 19th century?
Listen
Life on the reservations was characterised by poverty, disease, and a deliberate assault on Indigenous culture. The US government intended reservations to assimilate Plains Indians into white American society by forcing them to become farmers. However, the allocated land was often barren and unsuitable for agriculture, leading to total dependence on government rations. These rations were frequently inadequate due to corrupt Indian Agents. Culturally, the reservation system sought to destroy tribal identity: traditional practices like the Sun Dance were banned, tribal chiefs lost their authority to reservation courts, and children were sent to off-reservation boarding schools to eradicate their language and heritage. A strong answer earns marks for these points. Describe the poor agricultural quality of reservation land, which made self-sufficiency nearly impossible for Indigenous peoples. Explain the role of corrupt Indian Agents and the frequent failure of the US government to provide adequate food rations and medical supplies. Analyse the deliberate destruction of tribal authority, noting the replacement of chiefs' power with government-appointed reservation courts. Evaluate the cultural assimilation policies, including the banning of traditional ceremonies and the forced removal of children to boarding schools. A common slip: Assuming reservations were large, fertile areas given as compensation. Instead, reservations were often on poor, unwanted land designed to force assimilation, not provide compensation. Exam tip: Use the term 'assimilation' to describe the government's overarching goal for reservation life.
Key words
Say what each word means before you turn the card.
Assimilation
Try answering aloud or in your head before turning the card.
Cultural erosion
Try answering aloud or in your head before turning the card.
See every definition
- Assimilation
- The US government's overarching goal for reservation life, intending to force Plains Indians into white American society by making them farmers.
- Cultural erosion
- A deliberate assault on Indigenous culture in which traditional practices like the Sun Dance were banned and children were sent to boarding schools to eradicate their language and heritage.
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