 Executive Order 14053 - Improving Public Safety and Criminal Justice for Native Americans and Addressing the Crisis of Missing or Murdered Indigenous People (2021) |
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This executive order by President Joe Biden sought to improve the federal government's response to the public safety and criminal justice crisis of murdered and missing Native Americans.
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| Federal Indian Boarding School Initiative Investigative Report (2022) |
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This report initiated data collection and information gathering on abuses in the Native American boarding school system.
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| Haaland v. Brackeen (2023) |
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In Haaland v. Brackeen, the Supreme Court upheld the Indian Child Welfare Act, ruling that states could not circumvent ICWA adoption protocol.
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| In the Matter of the Application of Jacob West for a Writ of Habeas Corpus (1843) |
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In this case, Jacob West, a white man who had resided within the Cherokee Nation for thirty years, was charged with the murder of a Cherokee man in a tribal court. West petitioned for a writ of habeas corpus in federal court, claiming immunity from the tribal courts as a white man. The writ was denied by the district court judge, who argued that given West's term of residence within the tribe, he was subject to their jurisdiction: "He has made himself one of them and is to be regarded as an Indian." West was executed by the tribal court.
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| In the Matter of the Petition of Juan Rey Abeita for a Writ of Habeas Corpus (1892) |
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In this case, Juan Rey Abeita petitioned on behalf of his three sons against the superintendent of the Government Indian School in Albuquerque, who refused to allow his sons to return home. The writ was granted, but Abeita later withdrew the petition. Records in the Office of Indian Affairs indicate that the agency pressured the superintendent into releasing the children to avoid an unfavorable legal ruling.
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| Indian Appropriation Bill (1902) |
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This senate appropriation bill outlined amended laws related to the Dawes Commission and the Five Tribes, which set timelines for critical tribal citizenship processes.
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| Indian Appropriations Act of 1893 |
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This appropriations act shows funding for a range of federal projects on tribal lands in the late nineteenth century. Monies were allocated toward payroll for agents, interpreters, surveyors, and boarding school superintendents, as well as traveling and various expenses for same; treaty stipulations and material support on reservations and treaty lands; boarding schools; and distribution on interest of trust fund stocks. The act shows key federal interventions in the establishment of institutions, as well as the commission later entitled the Dawes Commission.
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| Indian Appropriations Act of 1902 |
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Referred to as the "Dead Indian Act," this congressional act shows how privilege was given to guardians with the power to sell allotted land of minor heirs of deceased tribal citizens. The act also established a new federal judicial district in Indian Territory.
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| Indian Appropriations Act of 1904 |
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This act allocated funds for a wide variety of expenditures on Native lands including boarding schools, asylums, payroll, transportation, warehouses, police, judges, and medical supplies, and called for the liquidation of tribal land not already allotted to tribal citizens. It also removed alienation restrictions for some allottees on a case-by-case basis.
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| Indian Child Welfare Act (1978) |
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An Act intended "to protect the best interests of Indian Children," the Indian Child Welfare Act supports tribal sovereignty and tribal involvement in the welfare of its children. The Indian Child Welfare Act was upheld in the 2023 Supreme Court decision in Haaland v. Brackeen.
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| Indian Civil Rights Act (1968) |
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The Indian Civil Rights Act ensured that constitutional rights were extended to Native Americans while also ensuring tribal sovereignty.
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| Indian Major Crimes Act (1885) |
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The Indian Major Crimes Act brought certain crimes committed on tribal lands under the jurisdiction of the United States federal government, weakening tribal sovereignty.
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| Indian Removal Act (1830) |
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The Indian Removal Act outlined the intent and plan by the federal government to forcibly remove Native Americans "residing in any of the states or territories" and relocate them west of the Mississippi River.
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| Indian Self-Determination and Education Assistance Act (1975) |
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This act gave tribal nations increased funding and decision-making power over education systems on reservations. This law signified an increase in tribal sovereignty.
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| Indian Territory Citizenship Act (1901) |
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This act amended section six of the Dawes Act to give United States citizenship to all Native Americans residing in Indian Territory.
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| Iroquois Confederacy and Indian Nations—Recognizing Contributions to the United States (1988) |
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In this resolution, Congress acknowledged the contributions of the Iroquois Confederacy and other Native nations to the formation and development of the United States and reaffirmed the federal government's responsibilities and obligations to Native Americans.
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| Johnson v. McIntosh (1823) |
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In this case, the Supreme Court ruled that only the federal government could could purchase lands from Native Americans, not private citizens. Additionally, Native communities possessed the right to occupy land only, not to own it outright.
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| Letter from Commissioner of Indian Affairs to Superintendent, Round Valley, California (1902) |
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This letter from the Commissioner of Indian Affairs to the Superintendent of the Round Valley Reservation in California reveals the connections between appearance and progress towards civilization in the eyes of federal Indian policymakers during the Progressive Era. This federal document is an example of policies restricting Native American identity for the purpose of furthering assimilation. In it, racialized presumptions about civilization are tied to hair, Native practices of face painting, and clothing. The agent is encouraged to get his wards to wear their hair short, as it will "hasten their progress towards civilization." Hair is especially seen as an agent of regression for former boarding school students, who return to the reservation, let their hair grow long, and subsequently "adopts all the old habits and customs which his education in our industrial schools had tried to eradicate." Dancing and feasts are prohibited because of their effects on morality. The Commissioner suggests withholding employment and supplies from Native Americans who do not comply with these orders.
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| Letter from John Emerson to Thomas Lawson (1838) |
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In this letter, Dred Scott's enslaver John Emerson wrote to his superiors requesting a change of post, citing numerous personal struggles including the fact that "one of my negroes in Saint Louis has sued me for his freedom." This is thought to be the only reference surviving in the historical record of the first freedom suit Dred Scott filed in Missouri courts.
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| Letter from Nelson Harris to the Commissioner of Indian Affairs (1867) |
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In this letter, Choctaw Freedman Nelson Harris describes his treatment by the Choctaw Nation following the 1865 act. He draws upon the Treaty of 1866, asking for assistance in ensuring his rights to reside and work in the Choctaw Nation were respected.
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| Letter from Thirteen Choctaw and Chickasaw Freedmen Pleading for Federal Assistance in Emancipating their Kin (1865) |
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This letter, formulated by a group of thirteen men who fled enslavement in the Choctaw and Chickasaw Nations, details how Choctaw and Chickasaw enslavers continued to hold Black people in bondage. The letter includes a plea for federal assistance in ensuring the freedom of the authors' family members, an exhibit with the names and locations of eighty people who were still enslaved in the Choctaw and Chickasaw Nations, and an accounting of how self-emancipated Black people were under threat of immediate death if they were to return to either nation.
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| Letters of Application for Fee Patent (1915) |
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Three applications sent to the Secretary of the Interior for admission to full American citizenship through the competency process. These applications summarized the main assets and qualities of the Native American individual that qualified them for U.S. citizenship. Some applications were written by the Native American applicant, but the majority were composed by a reservation agent. Together, these three applications reveal the changes brought upon Native American landholdings and personal identity as a result of the Allotment and Assimilation era. They emphasize how legal schemes, such as the competency commissions, upheld racialized legal benchmarks as indicators of a Native person's readiness for citizenship.
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| Lone Wolf v. Hitchcock (1903) |
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After Congress attempted to pass legislation that violated the Medicine Lodge Treaty of 1867, Kiowa chief Lone Wolf filed a complaint on behalf of the tribes who had signed the treaty. The Supreme Court sided with Congress and upheld the violation of the treaty.
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| Making A Sioux Indian Into An American Citizen (1916) |
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In this newspaper article, Secretary of Interior Franklin Lane gives an account of a naturalization ritual that took place on the Yankton Reservation, South Dakota, in 1916. This article highlights the lived experience of naturalization processes for Native American individuals becoming U.S. citizens, revealing the involvement of other participants at the ceremony. This account highlights the complexities with receiving allotment for Native individuals and some of the effects citizenship had on legal and political rights. With a photograph of the event, this document provides a glimpse into the symbolic nature of the event, where the restructuring of Native identity encouraged in Allotment and Assimilation era policies is performed.
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| McClanahan v. Arizona State Tax Commission (1973) |
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In McClanahan v. Arizona State Tax Commission, the Supreme Court ruled that the state did not have the right to tax Native Americans living and earning income on tribal land.
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