Humanities
D Youville College Assimilation of Native Indians Into the White Society Essay

DYouville College

Question Description

I need an explanation for this English question to help me study.

For your cause or effect essay, you must select from one of the following narratives/short stories on which to write. Remember to please only write either a causal essay or an effect essay and NOT both.

I already put the story in the file when you write please color the work cited because I want see your own type word to chang it.

Please make it simple and easy I’m internationals student

i will not accept the homework if you use hard word make it simple

no plargesm and use only the story as work site

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Date Surname 1 The Cutting of my Long Hair Zitkala-Sa's "The Cutting of my Long Hair" provides an insightful and informative account that elaborates on the experiences of Native American children when they were forced to join American boarding schools. The succinct short story portrays the lives of Native American children in the new schooling world. Through her mastery and command of English, Zitkala-Sa successfully paints major themes to her audience. Readers of “The Cutting of my Long Hair” can confirm that the short story reveals cultural assimilation, resistance, and resentment as the consequences of forceful enrolment of Native American children to conventional American boarding schools. On her first day, the narrator discloses that she was astonished by the new culture in her school. The narrator is stunned by the sight of small Indian girls that have completely adapted to the new environment. It was shocking to see small girls that 'seemed not to care that they were even more immodestly dressed” (Zitkala-Sa 1). The author successfully portrays the consequence of cultural drift and assimilation, courtesy of Indigenous American children’s enrolment to boarding schools. Secondly, the effect of resistance is seen when the narrator seems determined to refuse anybody from cutting her hair. When Judewin, the narrator’s friend, confides that their hair will be cut, the narrator rebelled saying that she ‘will not submit’ and she ‘will struggle first’ (Zitkala-Sa 2). Although the narrator’s efforts eventually prove to be futile, the effect of Date Surname 2 resistance is overtly portrayed in many episodes. In the entire story, the narrator seems to be against the conventional American boarding school system. Lastly, the effect of resentment is explicitly drawn in the author’s concluding paragraph. To explain the futility of her efforts to fight against her hair being cut, the narrator confesses that she later ‘lost her spirit’ (Zitkala-Sa 2). The narrator further acknowledges that when ‘her long hair got shingled like that of a coward’, she ‘aguishly moaned for her mother’ but ‘no one came to comfort her’ (Zitkala-Sa 2). These confessions prove that due to their new environments and cultures in boarding school, Native American children ended up resentful. To conclude, it is evident that the adverse effects of forcefully enrolling Native American children into boarding schools include the involuntary conformity to new cultures, resistance and resentment attitudes. The effects portrayed in Zitkala-Sa’s short story are representative of many others experienced by Native American children. Date Surname 3 Work Cited Zitkala-Sa (Gertrude Bonnin). "The School Days of an Indian Girl." The Online Archive of Nineteenth-Century U.S. Women's Writings. Ed. Glynis Carr. Online. Internet. Posted: Winter 1999. http://www.facstaff.bucknell.edu/gcarr/19cUSWW/ZS/SDIG.html. THE CUTTING OF MY LONG HAIR By Zitkala-Sa From the mid-1880s to the 1930s, the thrust of American Indian policy was to assimilate Native Americans into the larger society. Boarding schools for Native American children became a common strategy for inducting children into white culture. Zitkala-Sa, or Red Bird, was a Sioux from the Yankton Reservation in South Dakota. In a series of articles for the Atlantic Monthly in 1900, she described her experiences at a Quaker missionary school for Native Americans in Wabash, Indiana, which she attended from the age of 8 until 11. The first day in the land of apples was a bitter-cold one; for the snow still covered the ground, and the trees were bare. A large bell rang for breakfast, its loud metallic voice crashing through the belfry overhead and into our sensitive ears. The annoying clatter of shoes on bare floors gave us no peace. The constant clash of harsh noises, with an undercurrent of many voices murmuring an unknown tongue, made a bedlam within which I was securely tied. And though my spirit tore itself in struggling for its lost freedom, all was useless. A paleface woman, with white hair, came up after us. We were placed in a line of girls who were marching into the dining room. These were Indian girls, in stiff shoes and closely clinging dresses. The small girls wore sleeved aprons and shingled hair. As I walked noiselessly in my soft moccasins, I felt like sinking to the floor, for my blanket had been stripped from my shoulders. I looked hard at the Indian girls, who seemed not to care that they were even more immodestly dressed than I, in their tightly fitting clothes. While we marched in, the boys entered at an opposite door. I watched for the three young braves who came in our party. I spied them in the rear ranks, looking as uncomfortable as I felt. A small bell was tapped, and each of the pupils drew a chair from under the table. Supposing this act meant they were to be seated, I pulled out mine and at once slipped into it from one side. But when I turned my head, I saw that I was the only one seated, and all the rest at our table remained standing. Just as I began to rise, looking shyly around to see how chairs were to be used, a second bell was sounded. All were seated at last, and I had to crawl back into my chair again. I heard a man's voice at one end of the hall, and I looked around to see him. But all the others hung their heads over their plates. As I glanced at the long chain of tables, I caught the eyes of a paleface woman upon me. Immediately I dropped my eyes, wondering why I was so keenly watched by the strange woman. The man ceased his mutterings, and then a third bell was tapped. Every one picked up his knife and fork and began eating. I began crying instead, for by this time I was afraid to venture anything more. But this eating by formula was not the hardest trial in that first day. Late in the morning, my friend Judéwin gave me a terrible warning. Judéwin knew a few words of English; and she had overheard the paleface woman talk about cutting our long, heavy hair. Our mothers had taught us that only unskilled warriors who were captured had their hair shingled by the enemy. Among our people, short hair was worn by mourners, and shingled hair by cowards! We discussed our fate some moments, and when Judéwin said, "We have to submit, because they are strong," I rebelled. "No, I will not submit! I will struggle first!" I answered. I watched my chance, and when no one noticed I disappeared. I crept up the stairs as quietly as I could in my squeaking shoes,--my moccasins had been exchanged for shoes. Along the hall I passed, without knowing whither I was going. Turning aside to an open door, I found a large room with three white beds in it. The windows were covered with dark green curtains, which made the room very dim. Thankful that no one was there, I directed my steps toward the corner farthest from the door. On my hands and knees I crawled under the bed, and cuddled myself in the dark corner. From my hiding place I peered out, shuddering with fear whenever I heard footsteps nearby. Though in the hall loud voices were calling my name, and I knew that even Judéwin was searching for me, I did not open my mouth to answer. Then the steps were quickened and the voices became excited. The sounds came nearer and nearer. Women and girls entered the room. I held my breath, and watched them open closet doors and peep behind large trunks. Someone threw up the curtains, and the room was filled with sudden light. What caused them to stoop and look under the bed I do not know. I remember being dragged out, though I resisted by kicking and scratching wildly. In spite of myself, I was carried downstairs and tied fast in a chair. I cried aloud, shaking my head all the while until I felt the cold blades of the scissors against my neck, and heard them gnaw off one of my thick braids. Then I lost my spirit. Since the day I was taken from my mother I had suffered extreme indignities. People had stared at me. I had been tossed about in the air like a wooden puppet. And now my long hair was shingled like a coward's! In my anguish I moaned for my mother, but no one came to comfort me. Not a soul reasoned quietly with me, as my own mother used to do; for now I was only one of many little animals driven by a herder. From: http://www.facstaff.bucknell.edu/gcarr/19cUSWW/ZS/SDIG.html Zitkala-Sa (Gertrude Bonnin). "The School Days of an Indian Girl." The Online Archive of Nineteenth-Century U.S. Women's Writings. Ed. Glynis Carr. Online. Internet. Posted: Winter 1999. http://www.facstaff.bucknell.edu/gcarr/19cUSWW/ZS/SDIG.html. Name: Cause/Effect Essay Scoring Rubric ______ Organization (12 points maximum; 2 pts. each) - Paper is written to an assigned story for the course. Paper has a meaningful introduction with enough detail (4+ sentences). Has strong, clear thesis statement end of intro stating 3 causes or effects. Has at least 3 supporting paragraphs with 4 sentences minimum in each. Conclusion is strong, revisits thesis, & provides perspective on causes/effects. Paper’s final draft meets the MLA format (double-spaced, indents on paragraphs, .6x.8 margins, name, class, paper, proper date format in upper left; last name & page # in upper right corner). ______ Development (5 points maximum; 1 pt. each) - All paragraphs provide strong support for the thesis (don't deviate). - Essay has transitional words/phrases to indicate cause/effect connections. - There is a minimum of 3 causes or 3 effects discussed (1 per paragraph) each within a significantly detailed paragraph. - There are at least three quotes with proper lead-ins; 1 in each paragraph. - Uses proper MLA citations, & Works Cited entry is in proper MLA format. _______ Mechanics ( 3 points maximum; 1 pt. each) - Shows significant improvement from 1st draft (followed editing suggestions). - Evident signs of proofreading (fewer than 5 spelling/grammar/punctuation. errors) & good editing skills (complete, meaningful sentences & paragraphs). - Written in third person; does NOT use I, we, us, our, you, or your & uses accurate & present verb tense; uses affect & effect correctly. _________ First Draft in on Time & Peer Edited (5 points max.) _________ Score for Cause/Effect Essay Final Draft (20 points maximum) ...
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Final Answer

Attached.

Surname

1

Name
Course
Institution
Date
Assimilation of Native Indians into the White Society
Before the days of white settlers in America, Native Indians took part in various cultural
activities. They were free to express themselves in what their culture allowed. One of the aspects
of Native Indian culture was the mode of dressing. Under the mode of dressing of Native
Indians, girls would grow long hair. The long hair was attributed to the bravery for the girls.
Allowing anyone to cut the long hair of Native Indian girls meant it that the girls were under the
hands of the enemy (Zitkala-Sa para. 5). The change from culture of the Native Indians meant
that girls’ long hair was shaved....

Juniper (17743)
Purdue University

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