My name is sepeetza booktalk
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The Canadian government implemented a policy of assimilating Indigenous children by sending them to residential schools run by churches and funded by the government. The schools aimed to suppress Indigenous traditions and have the children adopt European lifestyles to eventually eliminate Indigenous cultures. Over 150,000 Indigenous children were removed from their communities and forced to attend the schools from the 19th century to 1996. At the schools, students faced poor conditions, abuse, and were discouraged from speaking their native languages or practicing their cultures.
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Aboriginal Education in the North
Nathan Kiezie from Buffalo Narrows chose to research aboriginal education in Canada. He interviewed his grandmother Bernice Seright about her experiences. Traditionally, aboriginal education was passed down orally through stories and ceremonies. However, starting in the 1910s, the government and churches forcibly removed indigenous children from their families to attend residential schools where they were punished for speaking their native languages and often abused. Conditions in the schools were poor. It was not until the 1970s that indigenous groups began advocating for local control of education to teach their cultures and languages. Today Nathan learns about indigenous history and culture in school.
Residential Schools - an introduction
The residential school system in Canada forcibly removed Indigenous children from their homes and placed them in residential schools from the 1870s to 1996. The schools were run by churches and funded by the Canadian government with the goal of assimilating Indigenous children into European-Canadian culture by punishing them for speaking their native languages or engaging in their cultural practices. Thousands of First Nations, Inuit, and Métis children attended the schools where many suffered physical, emotional, and sexual abuse. The system had long-lasting negative impacts by weakening Indigenous identities, cultures, and family/community connections.
Life as a student in residential school
Residential schools were established by the Canadian government from 1620-1996 to assimilate Aboriginal students into European culture. Students endured poor conditions, including harsh discipline, physical and sexual abuse, malnutrition, and disease. They were forbidden from speaking their native languages and practicing their cultures. Many students never saw their families. Thousands of students died in the schools due to illness, malnutrition, accidents, and suicide. Survivors often suffer from PTSD and lost connections to their culture and families. Formal apologies have been made by churches and the Canadian government for the inhumane system.
Native American Students in History
The document discusses the goals and history of Native American education in the United States, which aimed to assimilate Native American children through boarding schools that separated them from their families and banned traditional practices. Boarding schools operated with military-like discipline and emphasized English, farming, and split academic and vocational training. While some children benefited from food and care, others suffered from homesickness, crowded conditions, and disease outbreaks with their whole lives governed by others. Today, education aims to provide culturally relevant learning for Native students and teach about indigenous history and contributions.
EngagingthePhilippinesPowerPoint_nicolawhiteside_EA
Attention- Professor Hyun Chang
RE- Engaging Asia 312 PowerPoint Presentation Assignment
**CLICK ON SPEAKER ICONS
ON EACH SLIDE TO HEAR AUDIO PART OF MY SPPECH
From Student 13858137 N.Whiteside
Presentation for WDHB on 14 August 2012 - English Version
Bevan Chuang migrated to New Zealand from Hong Kong at age 15 with his family in 1996. As a 1.5 generation immigrant, he straddles both Chinese and New Zealand cultures. He helps support his family publicly due to his mother's limited English skills but remains a child at home. Bevan experiences internal conflicts around balancing his Chinese and Kiwi identities and challenging or conforming to different cultural expectations. Open communication and understanding between generations can help 1.5 immigrants navigate these challenges.
Cip interview.
Abebi, a Nigerian woman, was interviewed about her experiences growing up in Nigeria and adjusting to life in the United States. In Nigeria, she was identified by her name rather than skin color, but in the US she had to navigate racism and was identified by her skin color. Growing up in Nigeria, she helped her mother with household tasks according to tradition. Corruption is a major challenge in Nigeria, including in the education system, where some had to pay bribes. Abebi is proud of Nigeria's national language of English, which promotes unity, and holds religious beliefs that influence her clothing and diet choices as a Muslim woman.
Mk kids camp
MK Education Language School hosts English language camps for children during summer vacations. The camps provide elementary, middle, and high school students the opportunity to learn English through both classroom instruction and recreational activities. Some children attend with their parents, while others come alone. Many families return each year because their children enjoy learning at MK and become accustomed to the teachers and school. The camps aim to teach English to young children while allowing them to have fun during their time off from school.
Recommended
Aboriginal Education in the North
Nathan Kiezie from Buffalo Narrows chose to research aboriginal education in Canada. He interviewed his grandmother Bernice Seright about her experiences. Traditionally, aboriginal education was passed down orally through stories and ceremonies. However, starting in the 1910s, the government and churches forcibly removed indigenous children from their families to attend residential schools where they were punished for speaking their native languages and often abused. Conditions in the schools were poor. It was not until the 1970s that indigenous groups began advocating for local control of education to teach their cultures and languages. Today Nathan learns about indigenous history and culture in school.
Residential Schools - an introduction
The residential school system in Canada forcibly removed Indigenous children from their homes and placed them in residential schools from the 1870s to 1996. The schools were run by churches and funded by the Canadian government with the goal of assimilating Indigenous children into European-Canadian culture by punishing them for speaking their native languages or engaging in their cultural practices. Thousands of First Nations, Inuit, and Métis children attended the schools where many suffered physical, emotional, and sexual abuse. The system had long-lasting negative impacts by weakening Indigenous identities, cultures, and family/community connections.
Life as a student in residential school
Residential schools were established by the Canadian government from 1620-1996 to assimilate Aboriginal students into European culture. Students endured poor conditions, including harsh discipline, physical and sexual abuse, malnutrition, and disease. They were forbidden from speaking their native languages and practicing their cultures. Many students never saw their families. Thousands of students died in the schools due to illness, malnutrition, accidents, and suicide. Survivors often suffer from PTSD and lost connections to their culture and families. Formal apologies have been made by churches and the Canadian government for the inhumane system.
Native American Students in History
The document discusses the goals and history of Native American education in the United States, which aimed to assimilate Native American children through boarding schools that separated them from their families and banned traditional practices. Boarding schools operated with military-like discipline and emphasized English, farming, and split academic and vocational training. While some children benefited from food and care, others suffered from homesickness, crowded conditions, and disease outbreaks with their whole lives governed by others. Today, education aims to provide culturally relevant learning for Native students and teach about indigenous history and contributions.
EngagingthePhilippinesPowerPoint_nicolawhiteside_EA
Attention- Professor Hyun Chang
RE- Engaging Asia 312 PowerPoint Presentation Assignment
**CLICK ON SPEAKER ICONS
ON EACH SLIDE TO HEAR AUDIO PART OF MY SPPECH
From Student 13858137 N.Whiteside
Presentation for WDHB on 14 August 2012 - English Version
Bevan Chuang migrated to New Zealand from Hong Kong at age 15 with his family in 1996. As a 1.5 generation immigrant, he straddles both Chinese and New Zealand cultures. He helps support his family publicly due to his mother's limited English skills but remains a child at home. Bevan experiences internal conflicts around balancing his Chinese and Kiwi identities and challenging or conforming to different cultural expectations. Open communication and understanding between generations can help 1.5 immigrants navigate these challenges.
Cip interview.
Abebi, a Nigerian woman, was interviewed about her experiences growing up in Nigeria and adjusting to life in the United States. In Nigeria, she was identified by her name rather than skin color, but in the US she had to navigate racism and was identified by her skin color. Growing up in Nigeria, she helped her mother with household tasks according to tradition. Corruption is a major challenge in Nigeria, including in the education system, where some had to pay bribes. Abebi is proud of Nigeria's national language of English, which promotes unity, and holds religious beliefs that influence her clothing and diet choices as a Muslim woman.
Mk kids camp
MK Education Language School hosts English language camps for children during summer vacations. The camps provide elementary, middle, and high school students the opportunity to learn English through both classroom instruction and recreational activities. Some children attend with their parents, while others come alone. Many families return each year because their children enjoy learning at MK and become accustomed to the teachers and school. The camps aim to teach English to young children while allowing them to have fun during their time off from school.
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The document discusses the importance of culture-responsive education for indigenous Filipinos. While some think focusing on traditional culture could make the country seem "old-fashioned", the author believes it is important to preserve these cultures that are in danger of being lost. The government, through organizations like the Department of Education and the National Commission for Indigenous Peoples, is working to strengthen and teach indigenous cultural practices. However, for these efforts to be truly effective, everyone must play their part in supporting and experiencing these cultures firsthand.
Stolen Generation
The Stolen Generation in Australia refers to the indigenous children who were taken away from their families.
The stolen generation
From the 1890s to 1970s, approximately 100,000 Aboriginal children were forcibly taken from their families and placed in institutions or fostered with white families, as part of the Australian government's policy of assimilation. Known as the Stolen Generation, these children suffered cultural and identity loss, as well as physical, mental and sexual abuse. In 2008, Prime Minister Kevin Rudd formally apologized to the Aboriginal people and the Stolen Generation for the profound grief, suffering and loss caused by the forced removal of children from their families. The national Sorry Day is held annually on May 26th to recognize and honor the Stolen Generation.
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This document discusses the Stolen Generation in Australia between 1909 and 1969, when Aboriginal children were forcibly removed from their families by the government. It provides background information, facts, images and statistics about the removal of Aboriginal children and the impact it had on their lives and culture. It also discusses the National Sorry Day and the Australian government's apology to the Stolen Generation in 2008.
The stolen generations
The Stolen Generations refers to the generations of Aboriginal children who were forcibly removed from their families by the Australian government between 1909 and 1969. The stated aim was to assimilate Aboriginal children into white society by removing them from their Aboriginal culture and families. This had devastating impacts on Aboriginal communities and families. In 1997, the Bringing Them Home report found that between one in three and one in ten Indigenous children were removed, causing long-term negative consequences like low self-esteem, mental illness, and an inability to practice their culture. In 2008, Prime Minister Kevin Rudd formally apologized to the Stolen Generations on behalf of the Australian government.
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The document summarizes the stolen generation policy in Australia where Aboriginal children were forcibly removed from their families by the government in the 20th century. It discusses how children were taken and sent to institutions or placed with white families. There was also widespread removal of children aged 3-16 who had mixed descent. Many debates have been held but most have not satisfied Aboriginal viewpoints. Australia now celebrates Sorry Day and there was a national apology by Prime Minister Kevin Rudd to recognize the impacts of the policy. However, some argue removals were due to child welfare needs rather than race.
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The document summarizes the major changes in Australian government policies toward Aboriginal people from 1886 to the present:
1) From 1886-1938, a policy of protectionism aimed to segregate Aboriginal people on reserves and missions to replace their culture with white culture.
2) From 1938-1967, an assimilation policy encouraged Aboriginal people to adopt white culture and abandon their traditional way of life.
3) From 1962-1967, an integration policy allowed Aboriginal people to retain some culture but discrimination continued.
4) From 1967 onward, policies shifted to self-determination, recognition of native title, land rights, reconciliation, and a 2008 prime ministerial apology for past injustices.
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The movie Rabbit-Proof Fence depicts the racist attitudes held by white colonizers in Australia towards the indigenous population. It shows how the colonizers viewed themselves as superior and the aboriginal people as primitive and in need of civilization. This attitude justified policies like forcibly removing aboriginal children from their families and placing them in government-run schools to assimilate them into white society. The movie uses the journey of three girls who escape from one such school to walk 1500 miles back to their families to highlight the racism and cultural imperialism of the colonization of Australia.
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1) Both sides of the author's family originated from Cuba and left in the 1960s due to the communist regime, facing difficulties like language barriers, family separation, and financial struggles but persevering and learning English.
2) The women in the author's family have traditionally been educators for three generations, and the men have owned businesses, continuing hard work and career paths of ancestors.
3) The author keeps some family traditions like multigenerational holiday meals alive while recognizing the importance of maintaining the Spanish language with younger family members.
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Incorporating Native American Culture into Early Childhood Education
Find out how to incorporate the Native American Culture into US Early Childhood Education and overcome the obstacles that have stopped this so far. - A Southern Oregon University Project -
«Let’ s learn about our rights» (7)
Πρόγραμμα e-Twinning ΣΤ’ τάξης 2013-14
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Ιδιωτικό Δημοτικό Σχολείο "Ι.Μ.ΔΕΛΑΣΑΛ"
«Let’ s learn about our rights» (3)
Πρόγραμμα e-Twinning ΣΤ’ τάξης 2013-14
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Ιδιωτικό Δημοτικό Σχολείο "Ι.Μ.ΔΕΛΑΣΑΛ"
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This document outlines a blog that will be created for 5th grade students at a public school in Itagui, Colombia who have a very low level of English. The blog aims to improve the students' English through interesting articles, stories, vocabulary lists, and games. It also lists some communicative competences the students will work on, including recognizing emotions through tone of voice, matching pictures to descriptions, understanding short descriptions, writing about interests, and expressing feelings in short phrases. The blog will use a constructivist pedagogical approach to aid the integral formation of the students.
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Stolen Generation
The Stolen Generation in Australia refers to the indigenous children who were taken away from their families.
The stolen generation
From the 1890s to 1970s, approximately 100,000 Aboriginal children were forcibly taken from their families and placed in institutions or fostered with white families, as part of the Australian government's policy of assimilation. Known as the Stolen Generation, these children suffered cultural and identity loss, as well as physical, mental and sexual abuse. In 2008, Prime Minister Kevin Rudd formally apologized to the Aboriginal people and the Stolen Generation for the profound grief, suffering and loss caused by the forced removal of children from their families. The national Sorry Day is held annually on May 26th to recognize and honor the Stolen Generation.
Introduction to The Stolen Generation
This document discusses the Stolen Generation in Australia between 1909 and 1969, when Aboriginal children were forcibly removed from their families by the government. It provides background information, facts, images and statistics about the removal of Aboriginal children and the impact it had on their lives and culture. It also discusses the National Sorry Day and the Australian government's apology to the Stolen Generation in 2008.
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The Stolen Generations refers to the generations of Aboriginal children who were forcibly removed from their families by the Australian government between 1909 and 1969. The stated aim was to assimilate Aboriginal children into white society by removing them from their Aboriginal culture and families. This had devastating impacts on Aboriginal communities and families. In 1997, the Bringing Them Home report found that between one in three and one in ten Indigenous children were removed, causing long-term negative consequences like low self-esteem, mental illness, and an inability to practice their culture. In 2008, Prime Minister Kevin Rudd formally apologized to the Stolen Generations on behalf of the Australian government.
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Preschools are a valuable step towards the education of any child. Here we discuss all the little and big things that a parent must know about before enrolling their kid in a preschool. For more information, visit http://www.montclareschool.org
Stolen generation power point
The document summarizes the stolen generation policy in Australia where Aboriginal children were forcibly removed from their families by the government in the 20th century. It discusses how children were taken and sent to institutions or placed with white families. There was also widespread removal of children aged 3-16 who had mixed descent. Many debates have been held but most have not satisfied Aboriginal viewpoints. Australia now celebrates Sorry Day and there was a national apology by Prime Minister Kevin Rudd to recognize the impacts of the policy. However, some argue removals were due to child welfare needs rather than race.
Australian Indigenous Government Policy History
The document summarizes the major changes in Australian government policies toward Aboriginal people from 1886 to the present:
1) From 1886-1938, a policy of protectionism aimed to segregate Aboriginal people on reserves and missions to replace their culture with white culture.
2) From 1938-1967, an assimilation policy encouraged Aboriginal people to adopt white culture and abandon their traditional way of life.
3) From 1962-1967, an integration policy allowed Aboriginal people to retain some culture but discrimination continued.
4) From 1967 onward, policies shifted to self-determination, recognition of native title, land rights, reconciliation, and a 2008 prime ministerial apology for past injustices.
Racist Attitudes In Rabbit Proof Fence
The movie Rabbit-Proof Fence depicts the racist attitudes held by white colonizers in Australia towards the indigenous population. It shows how the colonizers viewed themselves as superior and the aboriginal people as primitive and in need of civilization. This attitude justified policies like forcibly removing aboriginal children from their families and placing them in government-run schools to assimilate them into white society. The movie uses the journey of three girls who escape from one such school to walk 1500 miles back to their families to highlight the racism and cultural imperialism of the colonization of Australia.
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There were an estimated 16.93 million children under 15 in Japan as of 2011, with about 1.1 million births in 2006. Raising a child in Japan costs an estimated $662,000 and takes up over 25% of household budgets. Japanese culture emphasizes children inheriting responsibility as the head of the household rather than individual identity. Children are given independence at young ages such as taking public transportation alone starting in elementary school.
Backgroundofthe phil
Background Profile of the Philippines, Filipino Culture, History of Philippine Education and educational Profile
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The document discusses the need for schools and teachers to better communicate with culturally diverse parents and families as minority populations in the US grow significantly. It recommends that teachers learn about their students' diverse backgrounds, that schools translate materials and record messages into other languages, invite parents to share their cultures, and make students feel welcome to create an inclusive environment for all families. With the increasing diversity in schools, it is important that educators adapt to best serve students from all backgrounds.
Activity 8
1) Both sides of the author's family originated from Cuba and left in the 1960s due to the communist regime, facing difficulties like language barriers, family separation, and financial struggles but persevering and learning English.
2) The women in the author's family have traditionally been educators for three generations, and the men have owned businesses, continuing hard work and career paths of ancestors.
3) The author keeps some family traditions like multigenerational holiday meals alive while recognizing the importance of maintaining the Spanish language with younger family members.
Native American Culture- Implications for Teaching
This powerpoint introduces characteristics of Native American culture and the implications for teachers when teaching a student within that culture.
Incorporating Native American Culture into Early Childhood Education
Find out how to incorporate the Native American Culture into US Early Childhood Education and overcome the obstacles that have stopped this so far. - A Southern Oregon University Project -
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Πρόγραμμα e-Twinning ΣΤ’ τάξης 2013-14
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Ιδιωτικό Δημοτικό Σχολείο "Ι.Μ.ΔΕΛΑΣΑΛ"
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Πρόγραμμα e-Twinning ΣΤ’ τάξης 2013-14
----------------------------------------------------------
Ιδιωτικό Δημοτικό Σχολείο "Ι.Μ.ΔΕΛΑΣΑΛ"
Enjoying english Feeling and Emotions
This document outlines a blog that will be created for 5th grade students at a public school in Itagui, Colombia who have a very low level of English. The blog aims to improve the students' English through interesting articles, stories, vocabulary lists, and games. It also lists some communicative competences the students will work on, including recognizing emotions through tone of voice, matching pictures to descriptions, understanding short descriptions, writing about interests, and expressing feelings in short phrases. The blog will use a constructivist pedagogical approach to aid the integral formation of the students.
The Facts
More than 2,000 children are homeless tonight in King County, nearly half of them under age 6. Many families are just one event away from homelessness due to high unemployment, poverty rates, and past foreclosures. Several organizations provide services like education, housing, and family support to help homeless families and children in need.
Family presentation3
This document discusses a Cuban student named Enrique Gonzalez and his family. It provides details about Cuban culture, such as multi-generational households, the importance of education, and greetings involving hugging and kissing. It also describes Enrique's struggles in math class but enjoyment working with others, and his parents' difficulties helping with homework due to language barriers. The document then outlines strategies from the Florida Educator Accomplished Practices for maintaining an inclusive learning environment and adapting instruction for English language learners and students with exceptionalities.
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Residential schools in Canada aimed to assimilate Indigenous children into Western culture by forcibly removing them from their families and communities. The document discusses how residential school students faced abuse and mistreatment, and were punished for speaking their native languages or practicing their cultures. It also compares the harsh conditions and lack of freedom in residential schools to the improved treatment in later Canadian public schools. The imposition of residential schools had long-lasting intergenerational impacts on Indigenous communities by disrupting family structures and cultural practices.
Indian Residential Schools
We will be doing this lesson following the first. It will be done the same way (lecture). There is an assignment at the end, which will also be posted on facebook and it will be due 7 days from the time we go over the assignment
Residential Education In Residential Schools
- Over 150,000 Indigenous children were removed from their families and communities between 1831-1996 to attend residential schools run by the Canadian government and Christian churches. The goal was to assimilate Indigenous youth into Canadian society by separating them from their culture and families.
- Residential schools caused significant trauma for students through neglect, physical and sexual abuse. Survivors continue to deal with intergenerational impacts on their health, relationships and identity.
- In recent decades the government has acknowledged and apologized for the harms of residential schools. Truth and reconciliation efforts aim to address the ongoing legacy of the school system.
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Residential schools had long-lasting negative impacts on Indigenous communities in Canada. From the late 1800s to 1990s, over 150,000 Indigenous children were forcibly taken from their homes and placed in residential schools run by churches. They were forbidden from speaking their native languages or practicing their cultures. Many students endured physical, sexual and emotional abuse. To this day, the intergenerational trauma of the residential school system continues to affect Indigenous peoples through higher rates of addiction, suicide, and loss of language and culture.
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The Tragedy of Canadian Residential Schools
The residential school system in Canada forcibly removed Indigenous children from their families and communities for over a century in order to assimilate them into Euro-Canadian culture and Christianity. Over 150,000 Indigenous children attended the schools where many suffered physical, sexual, and emotional abuse. This caused severe and intergenerational trauma for Indigenous communities as their culture and languages were destroyed. While the government has apologized and provided some reparations, Indigenous groups argue more action is needed to address the ongoing impacts and heal from this dark part of Canadian history.
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In pre-colonial South Africa, indigenous groups like the Khoikhoi, San, and various Bantu-speaking peoples received informal, oral education that taught survival skills and cultural traditions. With European colonization in the 1600s, some missionary and church schools taught basic literacy, but education was largely unorganized and unequal. Under British rule from the 1800s, schooling expanded and emphasized teaching English, discipline, and work skills. However, it also deepened racial segregation and inequality, with limited schooling for black and mixed-race groups. By the early 1900s, the government had established free compulsory education for white children but not for other groups.
BOARDING SCHOOLSThe boarding school experience for Indian childr.docx
BOARDING SCHOOLS
The boarding school experience for Indian children began in 1860 when the Bureau of Indian Affairs established the first
Indian boarding school
on the Yakima Indian Reservation in the state of Washington. These schools were part of a plan devised by well-intentioned, eastern reformers Herbert Welsh and Henry Pancoast, who also helped establish organizations such as the Board of Indian Commissioners, the Boston Indian Citizenship Association and the Women’s National Indian Association.
The goal of these reformers was to use education as a tool to “assimilate” Indian tribes into the mainstream of the “American way of life,” a Protestant ideology of the mid-19th century. Indian people would be taught the importance of private property, material wealth and monogamous nuclear families. The reformers assumed that it was necessary to “civilize” Indian people, make them accept white men’s beliefs and value systems.
Boarding schools were the ideal instrument for absorbing people and ideologies that stood in the way of manifest destiny. Schools would quickly be able to assimilate Indian youth. The first priority of the boarding schools would be to provide the rudiments of academic education: reading, writing and speaking of the English language. Arithmetic, science, history and the arts would be added to open the possibility of discovering the “self-directing power of thought.” Indian youth would be individualized. Religious training in Christianity would be taught. The principles of democratic society, institutions and the political structure would give the students citizenship training. The end goal was to eradicate all vestiges of Indian culture.
By the 1880s, the U.S. operated 60 schools for 6,200 Indian students, including reservation day schools and reservation boarding schools. The reservation day school had the advantage of being relatively inexpensive and caused the least opposition from parents. The reservation boarding school spent half a day teaching English and academics and half a day on industrial training. Regimentation was the order of the day and students spent endless hours marching to and from classes, meals and dormitories. Order, discipline and self-restraint were all prized values of white society.
The boarding schools hoped to produce students that were economically self-sufficient by teaching work skills and instilling values and beliefs of possessive individualism, meaning you care about yourself and what you as a person own. This opposed the basic Indian belief of communal ownership, which held that the land was for all people.
“Kill the Indian, Save the Man”
At this juncture, it was felt that reservation schools were not sufficiently removed from the influences of tribal life. In the eyes of assimilationists, off-reservation boarding schools would be the best hope of changing Indian children into members of the white society. For Col. Richard Henry Pratt, the goal was complete assimilation. In 1.
IntroductionThe goal of Indian education from the 1880s through .docx
Introduction
The goal of Indian education from the 1880s through the 1920s was to assimilate Indian people into the melting pot of America by placing them in institutions where traditional ways could be replaced by those sanctioned by the government. Federal Indian policy called for the removal of children from their families and in many cases enrollment in a government run boarding school. In this way, the policy makers believed, young people would be immersed in the values and practical knowledge of the dominant American society while also being kept away from any influences imparted by their traditionally-minded relatives.
Part 1: Indian Boarding School Movement
The Indian boarding school movement began in the post Civil War era when idealistic reformers turned their attention to the plight of Indian people. Whereas before many Americans regarded the native people with either fear or loathing, the reformers believed that with the proper education and treatment Indians could become just like other citizens. They convinced the leaders of Congress that education could change at least some of the Indian population into patriotic and productive members of society. One of the first efforts to accomplish this goal was the Carlisle Indian School in Pennsylvania, founded by Captain Richard Henry Pratt in 1879. Pratt was a leading proponent of the assimilation through education policy. Believing that Indian ways were inferior to those of whites, he subscribed to the principle, "kill the Indian and save the man." At Carlisle, young Indian boys and girls were subjected to a complete transformation. Photographs taken at the school illustrate how they looked "before" and "after". The dramatic contrast between traditional clothing and hairstyles and Victorian styles of dress helped convince the public that through boarding school education Indians could become completely "civilized". Following the model of Carlisle, additional off reservation boarding schools were established in other parts of the country, including Forest Grove, Oregon (later known as Chemawa). (1)
Seeking to educate increasing numbers of Indian children at lower cost, the federal government established two other types of schools: the reservation boarding school and day schools. Reservation boarding schools had the advantage of being closer to Indian communities and as a result had lower transportation costs. Contact between students and their families was somewhat restricted as students remained at the school for eight to nine months of the year. Relatives could visit briefly at prescribed times. School administrators worked constantly to keep the students at school and eradicate all vestiges of their tribal cultures. Day schools, which were the most economical, usually provided only a minimal education. They worked with the boarding schools by transferring students for more advanced studies.
In the Pacific Northwest, treaties negotiated with the Indians during the 1850s included pro.
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Institutional History of Schools.pptx
The document provides a historical overview of education institutions in the Philippines from pre-colonial times to the present. It describes how education was passed down orally or through writing systems in indigenous communities pre-colonially. During Spanish colonization from the 1500s, the religious orders established schools exclusively for Spanish and rich mestizo children. Some of the oldest existing higher education institutions were also founded during this time like the University of Santo Tomas and Colegio de Santa Potenciana. American occupation formalized the education system and established more colleges. The Japanese occupation briefly implemented education guidelines during World War 2 before control returned to American and Philippine administration in the post-war period.
Zach
The document summarizes the history and impacts of residential schools for Indigenous people in Canada. The government established residential schools in the 19th century with the objectives of assimilating Indigenous children into Canadian culture by removing them from their families and traditions. This caused significant negative impacts like a loss of cultural identity and high rates of abuse. In 2007, the Canadian government formally apologized for the residential school system but responses were mixed on whether it would improve government relations.
Anthropology case study essay .pdf
The remains of over 1,300 indigenous children were discovered in unmarked graves at four former residential school sites in Canada between May and July 2021. For over a century, the Canadian government forcibly removed thousands of indigenous children from their families and sent them to residential schools where they were forbidden from speaking their languages or practicing their cultures. They often experienced abuse and poor living conditions which led to high mortality rates. Both survivors and their descendants continue to experience negative impacts such as mental health issues, substance abuse, and loss of culture and language for generations as a result of the trauma. While some schools were still operating in 2020, efforts are ongoing to preserve indigenous cultures and identities and give land back to indigenous groups.
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My name is sepeetza booktalk
- 2. In the not-so distant past, the Canadian government developed a policy called "aggressive assimilation" to be taught at church-run, government-funded industrial schools, later called residential schools. The agenda of the government of the time hoped that students who went to these schools would pass their adopted lifestyle on to their children, and native traditions would diminish, or be completely abolished in a few generations.
- 3. The government felt children were easier to mould than adults. Residential schools were federally run, under the Department of Indian Affairs. Attendance was mandatory. Agents were employed by the government to ensure all native children attended.
- 4. There were a total of about 130 schools in every territory and province except Newfoundland, Prince Edward Island and New Brunswick from the earliest in the 19th century to the last, which closed in 1996.In all, about 150,000 aboriginal, Inuit and Métis children were removed from their communities and forced to attend the schools.
- 5. Students were discouraged from speaking their first language or practising native traditions. If they were caught, they would experience punishment. They were told that they must become Christians.
- 6. Throughout the years, students lived in substandard conditions and endured physical and emotional abuse. Students at residential schools rarely had opportunities to see examples of normal family life. They were in school 10 months a year, away from their parents. All correspondence from the children was written in English, which many parents couldn't read. Brothers and sisters at the same school rarely saw each other, as all activities were segregated by gender.
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