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First teaching 2016

Last exams 2025

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Tension with the Indigenous Peoples of the Plains (Edexcel GCSE History)

Revision Note

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Zoe Wade

Written by: Zoe Wade

Reviewed by: Bridgette Barrett

What Caused Tension Between the US Government and Indigenous Peoples in America? - Timeline & Summary

A timeline from 1830 to 1850 depicting: May 1830 - Indian Removal Act, June 1834 - Indian Trade and Intercourse Act, February 1848 - Mexican-American War victory, February 1851 - Indian Appropriations Act.

From 1830 to 1851, significant tensions existed between the US government and Indigenous peoples in America.

One key factor was the US government's policy of segregation. The Indian Removal Act aimed to move indigenous peoples to the west of the Mississippi River. President Jackson authorised the government to negotiate treaties with Indigenous tribes. Many of these treaties were unfair. This led to widespread resistance among Indigenous peoples.

Another source of tension was the rapid expansion of white settlements into Indigenous territories. Many migrants wanted land and economic opportunities. An example of this is the California Gold Rush in 1848. As settlers trespassed on indigenous lands, conflicts occurred. Many issues centred on land rights, resources and competing interests. Many settlers disregarded indigenous peoples' claims to the land. Sometimes, tension resulted in violence between settlers and indigenous communities.

The US government's policy of assimilation also contributed to tensions. The US government forced indigenous peoples to act like white Americans. These policies undermined Indigenous cultures and traditions.

Examiner Tips and Tricks

Many Europeans and Americans called the indigenous peoples of America 'Indians'. This is no longer an accepted term. Please do not use 'Indians' to refer to Indigenous peoples in your exam answers. However, in this section, you will have to use the official name for the government policies towards indigenous peoples. Many of the policies use the term 'Indian'. You should write the full title of these acts in your exam answers to show specific own knowledge.

Why did Settlers Want Land in the Plains?

  • Settlers recognised that the Indigenous tribes had some rights to land in the Plains

  • White Americans believed that they should have land in the Plains because the settlers:

    • Would improve the land

      • Indigenous tribes did not improve the land. They lived off of the natural produce of the land

      • Settlers would grow crops, mine for natural resources and fell trees for timber

    • Would 'civilise' the area

      • Settlers viewed the Indigenous peoples as 'savages'

      • Settlers believed that they could make the Plains a part of the USA

    • Deserved the best land

      • Settlers felt that they could benefit from land in the Plains

      • Many white Americans argued that the Indigenous peoples should learn how to farm or move on

  • Land caused conflict between the Indigenous peoples and white Americans

  • To ease tensions, the US federal government aimed to:

    • Separate settlers and Indigenous tribes by creating reservations

    • Encourage Indigenous peoples to assimilate

'Permanent Indian Frontier' and the Indian Removal Act, 1830

  • From 1830, the US government, under President Jackson, attempted to reduce tension between white Americans and the Indigenous population

Government Policies Towards Indigenous Peoples, 1830 to 1834

Date

Policy

Key terms

1830

The Indian Removal Act

  • The government forced 46,000 Indigenous peoples to move to the west of the Mississippi River

  • President Jackson promised that they would not give up their new land, called the 'Indian Territory'

1834

The Indian Trade and Intercourse Act

  • Indian Territory was part of the USA but not included in the land boundaries of Missouri, Louisiana and Arkansas

  • The creation of a 'Permanent Indian Frontier' to separate white Americans from the Indigenous peoples

  • The US Army guarded the 'Permanent Indian Frontier' by building forts

  • The US Army stopped white Americans from settling on Indigenous land

  • Settlers could not sell guns and alcohol to the Indigenous peoples

A map of the U.S. showing regions: States in pink, Territories in orange, Other Countries in purple, Disputed Areas in red, Permanent Indian Frontier in yellow.
A map showing the division of land in the USA by 1834

The Indian Appropriations Act, 1851

What Caused the US Government's Approach to Indigenous Peoples to Change?

  • Texas became an official part of the USA in 1845

  • In 1846, the USA took control of Oregon Country

    • It had previously jointly occupied the county with Britain

  • The USA won a war against Mexico in 1848

    • The USA gained a huge amount of territory in the West, including California

  • As a result, the 'Indian Territory' was in the centre of the USA

    • The government wanted US citizens to move into the new territories in the West

    • Settlers needed the ability to cross the 'Permanent Indian Frontier' without harm

Government Policy Towards Indigenous Peoples, 1851

Date

Policy

Key terms

1851

The Indian Appropriations Act

  • Money was set aside to move Indigenous peoples into reservations

  • Some reservations had hunting lands so Indigenous tribes could continue to hunt buffalo

  • A reduction in the size of tribal hunting grounds forced all Indigenous peoples to farm

Examiner Tips and Tricks

You could be asked to write a narrative account of how US government policy towards indigenous peoples changed from 1830-1851. A narrative account answer should follow CHRONOLINK:

  • Put the sequence of events in chronological order

  • Link each section of the narrative to the next event that occurred. You should use linkage terms such as: 'as a consequence', 'this led to' or 'because'

The first section of your narrative should be about the Indian Removal Act. Your link should include process words such as 'affected' and 'worsened' to explain the impact of this act on indigenous peoples and how it led to the Permanent Indian Frontier.

Conflict Over Food

A flowchart showing the impacts of the California Gold Rush: settlers killing buffalo for meat, disrupted buffalo migration, and oxen eating grass, leading to shortages.
A flow chart showing how migrants caused issues with Indigenous peoples' food supply

Racism Against the Indigenous Peoples of the Plains

  • Most white Americans viewed themselves as superior to the Indigenous peoples of America

    • This viewpoint influenced how many settlers treated Indigenous tribes

  • Settler's racist attitudes came from misunderstanding Indigenous peoples

    • Many settlers did not attempt to learn about the Indigenous peoples' language, customs and beliefs

      • Customs such as scalping led settlers to view Indigenous tribes as savages

    • Indigenous peoples sometimes begged for or stole supplies

      • Many tribal members were forced to do this because the white settlers had monopolised these resources

  • Not all settlers were racist

    • For example, the Mormons studied the Pueblo tribe to learn about how to survive in the Salt Lake Valley

Worked Example

Explain the importance of the Indian Appropriations Act (1851) for the Indigenous people's way of life

8 marks

Partial answer:

The Indian Appropriations Act worsened the indigenous peoples' way of life. The act moved indigenous peoples into reservations, reducing the amount of hunting lands they had access to. The indigenous people's way of life worsened because they had less access to buffalo. The buffalo were essential to the indigenous peoples' way of life. As a result, the Indian Appropriations Act took away an important aspect of the indigenous peoples' culture.

Examiner Tips and Tricks

This style of question in the exam paper would be worth 8 marks. An examiner would expect you to write two paragraphs analysing the importance of an event on a wider theme like migration. The worked example shows how you could start an answer for this style of question. 

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Zoe Wade

Author: Zoe Wade

Expertise: History

Zoe has worked in education for 10 years as a teaching assistant and a teacher. This has given her an in-depth perspective on how to support all learners to achieve to the best of their ability. She has been the Lead of Key Stage 4 History, showing her expertise in the Edexcel GCSE syllabus and how best to revise. Ever since she was a child, Zoe has been passionate about history. She believes now, more than ever, the study of history is vital to explaining the ever-changing world around us. Zoe’s focus is to create accessible content that breaks down key historical concepts and themes to achieve GCSE success.

Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.