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ABSTRACT The purpose of this study was to focus on the effects of Anglo-American and US language on the Navajos. During that time the language was bias and exclusionary. The Civil War 1861-1865, over time caused a change in the language used during the US subjugation of the Navajo 1863-1868. Data was selected from; The American Antiquarian Society and Historical Newspapers [Series I, 1718-1876]. Searched all of Americas Historical Newspapers dated 1863-1868, for Navajo and received 200 results. Other documents such as letters, reports and visually evidence were used. My research revealed a variety of language and how this language was conveyed minimized the Navajos humanity and sovereignty that also provoked and inspired harsh, unsympathetic and racist treatment of the Navajo. Anglo-Americans changed over time through altruism, the military and legislation. This paper has an introduction, three sections and a conclusion. The first section explains why the language during the Civil War was harsh, unsympathetic and racist to the Navajo. The next section explains why after the Civil War, the language begins to change altruistically, legislatively and militarily, but still remained harsh, unsympathetic and racist to the Navajo. The last section, explains why several years after the Civil War the language shifts through the Sherman Treaty, Congressional legislation, and Military Orders. Anglo-American racialization was shown by comparing and contrasting language from the overlap between the Civil war and the US subjugation of the Navajo. Research revealed the dissemination of racist and exclusionary language. But not until humanitarian efforts were made on behalf of the Navajo by whites, would the language begin to change overtime. The Navajo were excluded from the language by biases, racism, and exclusionary practices. The paper shows an array of concern for the Navajos. My research will be expanded on this subject, also this methodological approach will be employed over time on an array of historical topics and time periods. / History

In 1972, a flood tore through Rapid City, South Dakota, killing 238 people. Many whose lives and homes were destroyed lived in a predominately Native American neighborhood known as “Osh Kosh Camp.” This dissertation asks: why did those people lived in that neighborhood at that time? The answer lies at the intersection of the histories of race and environment in the American West. In the Black Hills region, white Americans racialized certain spaces under the conceptual framework of Indian Country as part of the process of American conquest on the northern plains beginning in the mid-nineteenth century. The American project of racializing Western spaces erased Indians from histories of Rapid City, a process most obviously apparent in the construction of Mount Rushmore as a tourist attraction. Despite this attempted erasure, Indians continued to live and work in the city and throughout the Black Hills. In Rapid City, rampant discrimination forced Native Americans in Rapid City to live in neighborhoods cut off from city services, including Osh Kosh Camp After the flood, activists retook the Indian Country concept as a tool of protest. This dissertation claims that environment and race must be understood together in the American West. / History

““Fraught with Disastrous Consequences for our Country”: Cherokee Sovereignty, Nullification and the Sectional Crisis” explores how the national debates over Indian sovereignty rights contributed to the rise of American sectionalism. Although most American citizens supported westward expansion, the Cherokee Nation demonstrated effectively that it had adopted Western civilized standards and, in accord with federal treaty law, deserved constitutional protections for its sovereignty and homelands. The Cherokees’ success divided American public opinion over that nation’s purported rights to constitutional protections. When Georgian leaders and the state militia harassed Northern white American missionaries who supported Cherokee sovereignty rights, even citizenship rights seemed in question. South Carolina’s leaders capitalized on the Cherokee debate by framing their own protest against federal tariffs as a complementary states’ rights issue. Thus, in 1832, nine months after the U.S. Supreme Court upheld Cherokee sovereignty protections against Georgia’s removal efforts in Worcester v. Georgia, South Carolina issued an Ordinance of Nullification, proclaiming its state right to nullify federal taxation. Current historiography tends to suggest that most Americans at that time ignored Cherokee sovereignty to confront South Carolina’s Nullification challenge. Alternatively, this project proposes that the debates over Cherokee sovereignty exacerbated Americans’ fear over South Carolina’s Nullification crisis, because together they representing a two-state challenge to federal authority. While current historiography also recognizes that expansion was a critical feature of American sectionalism, the debate over Indian sovereignty within already established Eastern states demonstrates that the politics of expansion was not simply a Western borderlands issue. Nullification threatened the Union because Georgia and President Andrew Jackson simultaneously ignored the U.S. Supreme Court’s authority to interpret constitutional law, while promoting the vital importance of constitutional law. To explore the sectional tensions that linked Cherokee sovereignty and Nullification, this project reviews the earlier period in American politics when these issues evolved separately to demonstrate the effect of their eventual connection. The first chapter provides an example that shows how the Cherokees protected their treaty rights successfully during this earlier period. Chapter Two considers the unique histories of South Carolina and the Cherokee Nation, and their collective challenges to the evolving American political economy. Chapter Three explores how the non-white republic of the Cherokee Nation contributed to the weakening of race-based slavery positivism, despite its own investment in slavery. Chapter Four demonstrates how a widening circle of congressional figures began connecting publicly the debates over Cherokee removal, tariffs, and slavery, made especially visible during the Webster-Hayne debates in the Senate. Chapter Five delineates the national discord over the extra-legal violence against white missionaries who protected Cherokee interests. As evident through the recently discovered prison journal of Rev. Samuel Austin Worcester—of Worcester v. Georgia—this chapter also demonstrates that despite their rhetoric otherwise, Jacksonians recognized the sectional toxicity when the American public connected Cherokee sovereignty and Nullification. / History

Research has noted the persistence of hostile campus environments for underrepresented college students. However, Native and Indigenous students continue to be one of the most understudied populations within higher education, particularly as it relates to their campus experience and ways in which they navigate institutional climates. In addition to illuminating the campus climates Native students face at predominantly White institutions, this dissertation examines the impact that Indigenous cultural centers have on their overall campus experience and persistence. As the primary method, it draws on 12 semi-structured interviews with Indigenous students at a predominately White institution within the Southeast United States. Findings from this study demonstrate the systemic colonization which exists in higher education through the analysis of microaggressions students regularly face. Unique to Native students, these were most often laden with narratives of erasure. However, in the face of less-than-ideal climates, participants in the study also derived a sense of community, affirmation, and support from the existence of a Native student center. Though participants derived many benefits from having such a space, they also indicated that the Native center was not always immune to the climate issues faced within the larger campus. These accounts contrast existing research on cultural centers. Findings from this study suggests that the narrow understanding of Indigenous identity as an exclusively racialized one, functions as a powerful tool in advancing erasure narratives within the space itself. / Doctor of Philosophy / Research has noted the persistence of hostile campus environments for underrepresented college students. However, Native and Indigenous students continue to be one of the most understudied populations within higher education, particularly as it relates to their campus experience and ways in which they navigate institutional climates. In addition to illuminating the campus climates Native students face at predominantly White institutions, this dissertation examines the impact that Indigenous cultural centers have on their overall campus experience and persistence. As the primary method, it draws on 12 semi-structured interviews with Indigenous students at a predominately White institution within the Southeast United States. Findings from this study demonstrate the ways in which colonization manifests in the higher education setting through the analysis of participant encounters in and out of the classroom. For Native students, these were most often laden with narratives of erasure or the idea that Native peoples have all but ceased to exist. However, in the face of less-than-ideal climates, participants in the study also derived a sense of community, affirmation, and support from the existence of a Native student center. Though participants derived many benefits from having such a space, they also indicated that the Native center was not always immune to the climate issues faced within the larger campus. These accounts contrast existing research on cultural centers. Findings from this study suggests that the narrow understanding of Indigenous identity as an exclusively racialized one, functions as a powerful tool in advancing erasure narratives within the space itself.