>>>>>>>>>>>>>>>>>MUST READ!<<<<<<<<<<<<<<<<<<
This is a slide show, lasting around 20-25 minutes if gone through continuously. Contains things about Nelson Mandela and his part in the South African Apartheid, Carter G. Woodson (founder of Black History Month) and Martin Luther King Jr. and how he helped the USA earn equality in the country. The clip for the I have a Dream speech will be at the bottom of this description.
Best for RE lessons, but can also be helpful in History Lessons. Furthermore, it can be used as a basis of biography writing in English. But can be used freely!
To play the speech, you'll have to go to the very start of the presentation, turn up the volume and press the play button at the bar where the left and right controls are. Listen, keep listening. And I'm sorry about this whole thing. I'll remove it soon and put in a hyperlink leading to another presentation, I promise this one will have the words. But for now, you'll have to stick with this. Sorry!
Thanks anyway!
>>>>>>>>>>>>>>>>>MUST READ!<<<<<<<<<<<<<<<<<<
This is a slide show, lasting around 20-25 minutes if gone through continuously. Contains things about Nelson Mandela and his part in the South African Apartheid, Carter G. Woodson (founder of Black History Month) and Martin Luther King Jr. and how he helped the USA earn equality in the country. The clip for the I have a Dream speech will be at the bottom of this description.
Best for RE lessons, but can also be helpful in History Lessons. Furthermore, it can be used as a basis of biography writing in English. But can be used freely!
To play the speech, you'll have to go to the very start of the presentation, turn up the volume and press the play button at the bar where the left and right controls are. Listen, keep listening. And I'm sorry about this whole thing. I'll remove it soon and put in a hyperlink leading to another presentation, I promise this one will have the words. But for now, you'll have to stick with this. Sorry!
Thanks anyway!
This is a presentation on the state of Alaska. Information in this slide contains facts from history to geographical features and tourist attractions to major colleges and cities.
This is a presentation on the state of Alaska. Information in this slide contains facts from history to geographical features and tourist attractions to major colleges and cities.
2. WHAT IS “AMERICAN INDIAN” OR “ALASKAN NATIVE”?
• 565 distinct tribes, some consisting of only 4 or 5 members
• 2.9 million according to 2010 U.S. Census
• About .9% of total U.S. population
• 1.81 million Americans have Indian roots
• Legally, to be Indian requires a blood quantum of at least 25%
• Tribes developed own criteria
• Typically allow inclusion of 60% of American Indians w/mixed
heritage
Sue & Sue (2013)
3.
4. MILWAUKEE DEMOGRAPHICS
• 2000 Census counted 225 people in
Wisconsin (.01%) as Alaska Native
• In 2008, the WI state American Indian
population totaled 53,358 (.09% of state
population)
• About 45% of Wisconsin’s American
Indian population reside in metropolitan
areas
• 13.7% or 7,313 American Indians reside
in Milwaukee County
www.dhs.Wisconsin.gov/minority-health/population/amind-pop.htm
7. INUPIAQ AND ST. LAWRENCE ISLAND
YUPIK PEOPLE
• Hunting and gathering societies
• Live in small groups of related families
20-200 people
• Family and bartering connections are
respectful and meaningful
• Travel by kayak, basket sled, snowshoes
• Believe in reincarnation and recycling of
spirit forms
8. ATHABASCANS
• Traditionally reside in interior Alaska
• Migrate seasonally to fish, hunt, trap
• Most important aspect of Athabascan
community is sharing
• Tools made of stone, antlers, wood, and
bone
• Matrilineal system
• Clan elders make decisions about
marriage, leadership, and trading
• Activities marked by passing moon
9. YUP’IK AND CUP’IK PEOPLE
• Named after two main dialects
• Very mobile, traveling with migration of game,
fish, and plants
• Housing units consists of extended families or
small groups of families
• Men and women use to live separately
• Culture and behavior oriented towards survival
and compatibility
• Belief in good and evil shamans
10. UNANGAX AND ALUTIIQ (SUGPIAQ)
• Heavily influenced by Russians
• Orthodox Church in every village
• Russian language part of vocabulary
• Semi-subterranean housing, entered by
pole ladder through the ceiling
• Kinship and family relationships
influence decision-making
• Clothing made of animal skin and gut
which protects against water and
weather
11. EYAK, TLINGIT, HAIDA, TSIMSHIAN
• Separate clans with different languages
• Migration from British Columbia to northern
Oregon
• One permanent winter village w/seasonal
camps close to food resources
• Tlingit houses had totem poles
• Southeast Alaska = temperate rain forest
• No central government
• Matrilineal clan system
12. TRIBAL STRUCTURE
• Provide sense of belonging and security
• View self as extension of the tribe
• Status and rewards obtained by
adherence to tribal structure
• Place to maintain cultural identity
• Behaviors judged to be of benefit
to tribe
Sue & Sue (2013) p.381
13. FAMILY STRUCTURE
• Not ‘typical’
• Certain tribes more matriarchal
• High fertility rates, out-of-wedlock
births, strong familial roles for women
• Extended family still considered
basic unit
• Emphasis on collectivism
• Children raised in several
different households
Sue & Sue (2013) p.381
14. COMMON THEMES/CULTURAL VALUES
• Sharing
• Cooperation
• Noninterference
• Time orientation
• Spirituality
• Nonverbal Communication
• Interconnection between humans
and environment
• Allegiance to family, community,
tribe
• Extended family networks
• Listening and observing
• Respect for elders
• Spiritual/traditional practices for
protection
Sue & Sue (2013) p.382
23. “I do not believe that Indians… people who for the most
part speak no English, live in squalor and degradation, make
little progress from year to year, who are a perpetual source
of expense to the government and a constant menace to
thousands of their white neighbors, a hindrance to
civilization and a clog on our progress have any right to
forcibly keep their children out of school to grow up like
themselves, a race of barbarians and semi-savages.”
T.J. Morgan, Commissioner of Indian Affairs
1889-1893
American Indian Boarding Schools
29. PRESENT DAY COUNSELING CHALLENGES -
EDUCATION
• Barriers of mobility
• Jobs in casinos or reservations
make “white man’s education”
seem obsolete
• Lack of curricula that reflects
students’ cultural background
• Teachers often represent same
white community of oppression
• Education gaps perpetuate cycle
of poverty and limited
opportunities
30. COUNSELING CHALLENGES -
ASSIMILATION
• Conflict over exposure to differing
cultures
• Failure to develop strong self-image
or ethnic identity
• Expectations to maintain traditional
values and necessity to adapt to
majority culture
• Boys cite Indian-ness/being Indian as
a problem
• 1/3 of girls surveyed did not want to
live
31. CHALLENGES – ALCOHOL
& SUBSTANCE ABUSE
• Highest weekly rate of alcohol consumption
• Alcohol/drug use highest with A.I. youth
• 32% of Alaska Natives/American Indians in Alaska reported heavy drinking
• Disproportionately high % of cases of fetal alcohol syndrome
• Heavy alcohol use associated w/low self-efficacy and feelings of powerlessness
• Substance abuse related to low self-esteem, cultural identity conflict, lack of positive
role models, childhood maltreatment, social pressures, hopelessness, breakdown in
the family
32. SUICIDE
• A.I and A.N. youth have 2x the rate of attempted and completed suicide as other
youth
• Suicide is second leading cause of death for youth
• In 2007, 144 of 13,000 on the Rosebud Sioux Reservation attempted suicide
• Health services severely underfinanced on reservations
• In 2014, Pine Ridge Indian Reservation saw 103 attempts by people 12 to 24 over
the course of 4 months
• Among teenagers at reservation schools, suicide is “a common thing”
34. SPECIFIC CHALLENGES FOR WOMEN:
DOMESTIC ABUSE
• American Indian women suffer 3.5x higher rate of violence
• 1 in 3 have been raped or experienced an attempted rape
• Tribal police often discourage women not to report assaults
• Often, perpetrators don’t belong to the tribe
• Alaska’s isolated villages especially dangerous
• Some rural villages in Alaska experience 12x the national rate of sexual violence
• Lack of access to birth control, STD testing, and trained staff to perform rape
examinations
• Convicted sexual offenders still reside on tribal lands
35. “We should never have a woman coming into the
office saying, ‘I need to learn more about Plan B for
when my daughter gets raped.’ That’s what’s so
frightening – that it’s more expected than
unexpected. It has become a norm for young
women.”
- Charon Asetoyer, women’s health advocate on the Yankton Sioux
Reservation in South Dakota
37. COUNSELING IMPLICATIONS
• Consider historical relationship between Alaska Natives/American Indians and the
dominant culture
• Be knowledgeable not only of the general history of indigenous natives but the
history/beliefs of client’s particular tribal affiliation
• Interventions might need to include extended family’s input
• Address spirit, mind, and body in treatment
• Consult with tribal court when intervening
• Discuss client’s self-identity, tribal affiliation (if any), relationship to origins
• Assist traditional clients in understanding expectations of dominant culture
• Be culturally consistent and use client-generated solutions
38. COUNSELING APPLICATIONS
• Goals and treatment options differ based on client’s degree of acculturation,
traditional beliefs
• Acculturated A.I. appreciate components of CBT (building self-esteem, identifying
emotions, reducing feelings of hopelessness, learning prevention skills)
• Person-Centered therapy supports the belief of caring for an individual holistically
• Successful drug and alcohol treatment incorporates cultural elements
• Community-oriented and direct involvement of community leaders
Sue & Sue (2013) p.385, 387, 390
39. COMMUNITY RESOURCES
• University of Milwaukee American Indian Student Services
Bolton Hall, Rm. 95 3120 N. Maryland Ave, Milwaukee WI (http://www4.uwm.edu/aiss/)
• American Indian Chamber of Commerce Wisconsin
10809 W. Lincoln Ave., West Allis, WI www.aiccw.org/
• Indian Council of the Elderly, Inc.
3126 W. Kilbourn Ave., Milwaukee WI
• Division of Vocational Rehabilitation – Native American
2101 S. Chase Ave, Suite C (Milwaukee Job Center), Milwaukee WI www.dwd.state.wi.us
• Spotted Eagle Indian & Native American Employment & Training Program
3209 W. Highland Blvd, Suite 200, Milwaukee WI www.spottedeagle.us
40. REFERENCES
• Alaska Native Heritage Center (2015). Education and Programs: Cultures of Alaska. [Data file].
Retrieved from http://www.alaskanative.net/en/main-nav/education-and-
programs/cultures-of-alaska/
• Indian Country Today Media Network (2015). Animated Map Shows Loss of Western Tribal
Lands from 1784. [Data file]. Retrieved from
http://indiancountrytodaymedianetwork.com/2012/07/21/animated-map-shows-loss-
western-tribal-lands-1784-124688
• Library of Congress (2015). Primary Documents in American History: Indian Removal Act. [Data file].
Retrieved from http://www.loc.gov/rr/program/bib/ourdocs/Indian.html
• Milwaukee Public Museum (2015). Boarding Schools. [Data file]. Retrieved from
https://www.mpm.edu/wirp/ICW-41.html
• Native American Tourism of Wisconsin (2015). The History of NATOW. [Data file]. Retrieved from
www.natow.org/about-us-2/natow-history/
41. REFERENCES
• Public Broadcasting System (2015). Guns, Germs, Steel: The story of smallpox – and other
deadly Eurasian germs. [Data file]. Retrieved from
http://www.pbs.org/gunsgermssteel/variables/smallpox.html
• Sue, D.W., & Sue, D. (2013). Counseling the Culturally Diverse (6th ed.). Hoboken, New Jersey: John
Wiley & Sons, Inc.
• Williams, T. (2012, May 22). For native women, scourge of rape, rare justice. New York Times.
Retrieved from http://www.nytimes.com/2012/05/23/us/native-americans-struggle-with- high-
rate-of-rape.html?_r=0
• Wisconsin Department of Health Services (2015). American Indians in Wisconsin – Overview [Data
file]. Retrieved from https://www.dhs.wisconsin.gov/minority-health/population/amind-pop.htm
Editor's Notes
According to the Wisconsin Dept. of Health Services, ….
This picture was taken at a Milwaukee Pow Wow in 2010
11 tribes OFFICIALLY recognized by the state: Bad River Band of Lake Superior Chippewa, Forest County Potawatomi, Ho-Chunk Nation, Lac Courte Oreilles (oh-ray) Band of Lake Superior Chippewa, Menominee Nation, Mole Lake Sokaogan Chippewa Community, Oneida Nation, Red Cliff band of Lake Superior Chippewa, St. Croix Band of Lake Superior Chippewa, Stockbridge-Munsee Band of the Mohicans.
About 34% of American Indians live on reservations, and 57% reside in metropolitan areas
Men’s and women’s roles seen as complimentary
According to PBS.org, approximately 20 million American natives (in both North and South America) may have died in the years following the European Invasion. About 95% total.
European genocide was aided by settlers carrying the smallpox infection. Smallpox is a viral infection that travels to the lungs and manifests in blisters that cover the body. Punctured smallpox particles can travel through the air onto surrounding surfaces. Smallpox, measles, and the flu killed an estimated 90% of American Indians. More victims of colonization were killed by germs than by either the gun or the sword.
On May 28, 1830, President Andrew Johnson signed the Indian Removal Act, allowing himself to force natives in existing state borders to move west of the Mississippi. (www.loc.gov/rr/program/bib/ourdocs/Indian.html). Land and personal possessions were legally “seized” by the government and sold at public auction.
www.loc.gov/rr/program/bib/ourdocs/Indian.html During the fall and winter of 1838 and 1939, Cherokees and other natives were forcibly moved west by the U.S. government. Approximately 4,000 died on this forced march.
Wounded Knee is just a single example of American Indian resistance to U.S. government seizing their land. In 1890, Lakota Indians in South Dakota refused to give up their territory. On December 29th, the 7th. U.S. Calvary killed 300 Lakota Indians. The Army awarded 20 Medals of Honor to the regiment.
To appease American Indians forced off the land given to settlers in the Homestead Act of 1862, a separate homestead act for American Indians was created. It provided natives with land selected by the government, usually of inferior quality. Natives had difficulty farming, and out of frustration, sold their land to white settlers. Those who did accept the government land had to choose a European name. This fragmented tribes and accelerated cultural erosion.
Meetahu.wordpress.com/2013/11/14/the-effect-of-the-homestead-act-on-native-americans/
Around 1880, boarding schools were being built for American Indian children. These schools were a form of cultural genocide, forcing students to learn English, cut their hair and wear European clothing. Children spent 8 continuous years away from their families and tribes
Children were removed from their homes and placed in boarding schools or with non-Indian families until the Indian Child Welfare Act of 1978. However, in 1998 over 90% of American Indian children were still being placed in non-Indian homes.
In the past, the tribe and the extended family were responsible for the education of children. Forcing children to attend public school has eroded cultural identity.
In a study of American Indian adolescents that Sue references in the chapter,
Philip May, professor of sociology at the University of New Mexico who has studied suicide among American Indians for more than 35 years said “Very generally, adolescence is a time of trouble for all youths. But in many American Indian communities, it’s compounded by the limited opportunities, historical trauma and contemporary discrimination.”
Alaska’s isolated villages often have no roads, and undependable telephone, electrical, and Internet services (www.nytimes.com/2012/05/23/us/native-americans-struggle-with-high-rate-of-rape.html?_r=0
1 in 3… says the Justice Department.
