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Topic Sentences & Body Paragraphs

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Assume For The Moment…• Five Paragraph Essay• Three Supporting Points• Economic / Social / Political• First Paragraph Opens with Thesis• Second, Third, and Fourth Open with Topic

Sentences• Fifth is Conclusion (which we don’t care about yet)

These are tools, not rules. We’re building from the most basic elements in order to ensure we are clear, concise, and convincing.

Sample Prompt / Thesis:• How did the United States overcome

Amerindian resistance to white expansion in the years from 1860 – 1890?

• Although America is proud to be founded on the idea that “all men are created equal”, the United States overcame Amerindian resistance to white expansion in the years from 1860 – 1890 through overt warfare, forced Americanization, and destruction of the buffalo on the Great Plains.



• Although America is proud to be founded on the idea that “all men are created equal”, the United States overcame Amerindian resistance to white expansion in the years from 1860 – 1890 through 1overt warfare, 2forced Americanization, and 3destruction of the buffalo on the Great Plains.




(Topic Sentence of 1st Body Paragraph / second overall paragraph)

“…through overt warfare…”

“Certainly the most obvious and immediately destructive means of overcoming Amerindian resistance on the Great Plains was through the use of military force during the ‘Indian Wars’, a series of campaigns which could be more accurately remembered—with one major exception—as the ‘Indian Massacres’.”



“Certainly the most obvious and immediately destructive means of overcoming Amerindian resistance on the Great Plains was through the use of military force during the ‘Indian Wars’, a series of campaigns which could be more accurately remembered—with one major exception—as the ‘Indian Massacres’.”

What specifics will I include in this paragraph?



“Certainly the most obvious and immediately destructive means of overcoming Amerindian resistance on the Great Plains was through the use of military force during the ‘Indian Wars’, a series of campaigns which could be more accurately remembered—with one major exception—as the ‘Indian Massacres’.” The Sand Creek Massacre (Colorado 1864) / Black Kettle / Cheyenne / 2 Flags /

John Chivington / “Nits Become Lice” / Scalps / Congressional Investigation Washita (I.T. 1868) / Black Kettle / Cheyenne / Philip Sheridan / Custer / WinterLittle Bighorn (June 1876) / Sioux, Cheyenne, Arapaho / Custer / Crazy Horse /

Sitting Bull’s Visions / U.S. Centennial Celebration / Budweiser PosterChief Joseph / Nez Perces / “I Will Fight No More Forever” / Geronimo Wounded Knee (1890) / Ghost Dance / Wovoka / End of the Indian Wars




(Topic Sentence of 2nd Body Paragraph / third overall paragraph)

“…forced Americanization…”

“Arguably more destructive than the assault on their physical lives was the ongoing erosion of Amerindian culture through otherwise harmless-sounding institutions like boarding schools and churches, and through ‘helpful’ government policies assigning private land ownership to individuals and supporting agriculture on the reservations.”



“Arguably more destructive than the assault on their physical lives was the ongoing erosion of Amerindian culture through otherwise harmless-sounding institutions like boarding schools and churches, and through ‘helpful’ government policies assigning private land ownership to individuals and supporting agriculture on the reservations.”




“Arguably more destructive than the assault on their physical lives was the ongoing erosion of Amerindian culture through otherwise harmless-sounding institutions like boarding schools and churches, and through ‘helpful’ government policies assigning private land ownership to individuals and supporting agriculture on the reservations.”Boarding Schools / Hair, Clothes, Language, Food, Education / Church & StateMissionaries to the Tribes / Goals & Good Intentions / White ReligionDawes Act (1887) / Curtis Act (1908) / Land Paradigms / Legal Theft & MurderGovernment Reservations / Handouts (or lack thereof) / ‘Hunts’ on the

Reservation / Forced Agriculture / The Humiliation of Helplessness & Reliance




(Topic Sentence of 3rd Body Paragraph / fourth overall paragraph)

“…and the destruction of the Buffalo on the Great Plains…”

“The motto, ‘kill the Indian and save the man’ was originally coined in reference to Amerindian boarding schools, but it could have easily been applied to the systematic destruction of buffalo on the Great Plains. There is no modern parallel for the extent to which Amerindian culture on the plains relied on the hunt and the resources provided by these revered beasts.”



“The motto, ‘kill the Indian and save the man’ was originally coined in reference to Amerindian boarding schools, but it could have easily been applied to the systematic destruction of buffalo on the Great Plains. There is no modern parallel for the extent to which Amerindian culture on the plains relied on the hunt and the resources provided by these revered beasts.”




“The motto, ‘kill the Indian and save the man’ was originally coined in reference to Amerindian boarding schools, but it could have easily been applied to the systematic destruction of buffalo on the Great Plains. There is no modern parallel for the extent to which Amerindian culture on the plains relied on the hunt and the resources provided by these revered beasts.” “Kill the Indian…” Explanation / Richard Pratt, Army & School

Uses of the Buffalo (Food, Clothing, Tools, Utensils, Religion, Etc.)Role of ‘The Hunt’ (Self-reliance / pride / culture & custom / men & women)Role of ‘Handouts’ (Insufficient / Corruption / Effect of Handouts over Time)

Questions?

New Prompt

What were the primary goals of the Populist Party in the late 19th Century?

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