Native American Boarding Schools
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The document summarizes the history and purpose of Native American boarding schools in the United States. It explains that after the Civil War, many Americans believed Indians could become citizens if they abandoned their traditional ways. The first boarding school, the Carlisle Indian School, was opened with the goal of "civilizing" Indians by forcing them to speak English, practice Christianity, and adopt white cultural norms. Students often faced harsh punishments for speaking their native languages or practicing their own cultures. The boarding schools aimed to fully assimilate Native American children into white society.
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Native American Boarding Schools
This presentation was very note heavy, meaning most slides contain no texts. If interested, contact me for the presentation notes - I am happy to share.
Here are some of the notes from the slides:
Slide 2: Boarding school has proven to be a widely shared formative experience for Native American children throughout the last 120 years. Attendees at these institutions, both historically and modernly, have suffered greatly, whether physically, emotionally, or culturally. Of the attempts to destroy Native American culture, the impacts of these boarding schools seem to have an unwavering longevity, penetrating the very essence of their lives today. Historical abuse has rippled outwards in these cultures, at the fault of the United States, with no apology or reparations. In order for these peoples to heal, we must internalize the struggles of Native Americans and own up to the past, as well as educate the public on the transgressions that occurred in these institutes.
Slide 7: Children were not given adequate food or medical care, and they were overcrowded into small spaces with the school. Children would die in mass numbers from starvation and disease. They were also forced to do grueling work in order to earn money for the school that imprisoned them and salaries for the teachers and administrators, who abused them.
Slide 11: Many students created coping mechanisms to deal with the harsh life at school. Involvement in sports, bonding with peers, maintaining an optimistic attitude, and active socialization were all positive instances of coping. On the darker side of coping is drug abuse, alcohol abuse, depression, and defense mechanisms.
Slide 14: As for the demands of reparations, Native people are reluctant to join a movement in which a common demand is financial compensation on an individual basis, because these movements will not end the colonial relationship that exists between the United States and indigenous nations. The struggle for sovereignty is one of control over land resources, not financial compensation for past and continued wrongdoings. Reparations need to be viewed as a human rights issue, and the United States needs to apologize for the actions of its government. The issue of boarding schools and the fact that they are still successfully running allows us to see the connection between state violence and interpersonal violence. No amount of reparations will assist in decolonization unless we internalize the struggles of the Native Americans as a country and address the oppressive behaviors that we have made the societal norm. The continuing effects of boarding school abuses are ongoing because they have not been acknowledged by the larger society. If they were perceived as human rights violations, it would remove the shame associated with talking about the trauma experienced at these facilities. This would allow these communities to begin healing.
African-Americans in World War I
1) In 1917, over 2 million Black men registered for the military draft after the U.S. entered WWI. However, they faced discrimination and were often used as laborers rather than soldiers.
2) Black leader W.E.B. Du Bois urged Black Americans to support the war effort in the hopes it would lead to greater racial equality after the war.
3) When Black soldiers returned from war, they hoped their military service would end discrimination like Jim Crow laws. However, little changed and racism persisted.
The United States in World War II
The United States fought in World War 2 on multiple fronts against the Axis powers of Japan, Italy, and Germany. It launched major operations in Africa, Europe, and the Pacific. Key battles and events included the invasion of Normandy on D-Day, the Battle of Midway which turned the tide in the Pacific, and the development and use of atomic bombs which led to Japan's surrender, ending the war. Over 60 million lives were lost making it the deadliest conflict in history. After Allied victory, the United Nations was formed to promote international cooperation and prevent future wars.
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Vietnam is located in Southeast Asia. During the Cold War era, Vietnam was divided into North Vietnam and South Vietnam along the 17th parallel. North Vietnam was communist while South Vietnam was democratic and backed by the United States. Despite U.S. involvement and bombing campaigns, North Vietnam and the Viet Cong defeated South Vietnam and unified the country under communist rule in 1975. The Vietnam War resulted in over 3 million deaths and had lasting impacts on both Vietnam and the United States.
Native americans ppt
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Bacon's Rebellion in 1676 was an early instance of colonial defiance of authority. The Navigation Acts and other laws enforced by the Board of Trade and writs of assistance led to growing tensions between Britain and its colonies over taxation and trade. The French and Indian War resulted in new lands for Britain but also the Proclamation of 1763, angering colonists. A series of taxation acts, along with events like the Boston Massacre and Tea Party, prompted the First and Second Continental Congresses and battles at Lexington, Concord, and Bunker Hill, moving the colonies towards open conflict and a declaration of independence.
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Native American Boarding Schools
This presentation was very note heavy, meaning most slides contain no texts. If interested, contact me for the presentation notes - I am happy to share.
Here are some of the notes from the slides:
Slide 2: Boarding school has proven to be a widely shared formative experience for Native American children throughout the last 120 years. Attendees at these institutions, both historically and modernly, have suffered greatly, whether physically, emotionally, or culturally. Of the attempts to destroy Native American culture, the impacts of these boarding schools seem to have an unwavering longevity, penetrating the very essence of their lives today. Historical abuse has rippled outwards in these cultures, at the fault of the United States, with no apology or reparations. In order for these peoples to heal, we must internalize the struggles of Native Americans and own up to the past, as well as educate the public on the transgressions that occurred in these institutes.
Slide 7: Children were not given adequate food or medical care, and they were overcrowded into small spaces with the school. Children would die in mass numbers from starvation and disease. They were also forced to do grueling work in order to earn money for the school that imprisoned them and salaries for the teachers and administrators, who abused them.
Slide 11: Many students created coping mechanisms to deal with the harsh life at school. Involvement in sports, bonding with peers, maintaining an optimistic attitude, and active socialization were all positive instances of coping. On the darker side of coping is drug abuse, alcohol abuse, depression, and defense mechanisms.
Slide 14: As for the demands of reparations, Native people are reluctant to join a movement in which a common demand is financial compensation on an individual basis, because these movements will not end the colonial relationship that exists between the United States and indigenous nations. The struggle for sovereignty is one of control over land resources, not financial compensation for past and continued wrongdoings. Reparations need to be viewed as a human rights issue, and the United States needs to apologize for the actions of its government. The issue of boarding schools and the fact that they are still successfully running allows us to see the connection between state violence and interpersonal violence. No amount of reparations will assist in decolonization unless we internalize the struggles of the Native Americans as a country and address the oppressive behaviors that we have made the societal norm. The continuing effects of boarding school abuses are ongoing because they have not been acknowledged by the larger society. If they were perceived as human rights violations, it would remove the shame associated with talking about the trauma experienced at these facilities. This would allow these communities to begin healing.
African-Americans in World War I
1) In 1917, over 2 million Black men registered for the military draft after the U.S. entered WWI. However, they faced discrimination and were often used as laborers rather than soldiers.
2) Black leader W.E.B. Du Bois urged Black Americans to support the war effort in the hopes it would lead to greater racial equality after the war.
3) When Black soldiers returned from war, they hoped their military service would end discrimination like Jim Crow laws. However, little changed and racism persisted.
The United States in World War II
The United States fought in World War 2 on multiple fronts against the Axis powers of Japan, Italy, and Germany. It launched major operations in Africa, Europe, and the Pacific. Key battles and events included the invasion of Normandy on D-Day, the Battle of Midway which turned the tide in the Pacific, and the development and use of atomic bombs which led to Japan's surrender, ending the war. Over 60 million lives were lost making it the deadliest conflict in history. After Allied victory, the United Nations was formed to promote international cooperation and prevent future wars.
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Native americans ppt
The document provides information on the various indigenous peoples and cultures of North America. It describes the origins of the first Americans, and then details the different cultural regions of North America, including the indigenous groups that lived in each region. Key regions covered include the Northwest Coast, Southwest, Great Plains, and Eastern Woodlands. For each region and group, the document outlines aspects of their environment, housing, food, clothing, tools and more.
Pre-Revolution Timeline - Period 1
Bacon's Rebellion in 1676 was an early instance of colonial defiance of authority. The Navigation Acts and other laws enforced by the Board of Trade and writs of assistance led to growing tensions between Britain and its colonies over taxation and trade. The French and Indian War resulted in new lands for Britain but also the Proclamation of 1763, angering colonists. A series of taxation acts, along with events like the Boston Massacre and Tea Party, prompted the First and Second Continental Congresses and battles at Lexington, Concord, and Bunker Hill, moving the colonies towards open conflict and a declaration of independence.
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Slavery existed in the United States from 1619 until 1865, primarily in the Southern states. By 1860 there were nearly 4 million slaves out of a total US population of 12 million, most held by large plantation owners. Slaves endured cruel treatment and inhumane conditions, and an internal slave trade developed that forcibly relocated over 1 million slaves for economic reasons. Abolitionist movements led by figures like Douglass and Beecher Stowe grew in the Northern states, increasing sectional tensions, while the Dred Scott decision of 1857 upheld slavery. The system was finally abolished after the Union victory in the Civil War.
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The Japanese Imperial Navy led a surprise attack on the U.S. naval base at Pearl Harbor, Hawaii on December 7, 1941. Admiral Yamamoto called for the attack, which was carried out by 353 Japanese aircraft led by Commander Fuchida. Many U.S. Navy ships were docked and were hit, with 12 being sunk and 9 damaged. Over 2350 Americans were killed in the two hour attack, which came as a complete surprise and plunged the U.S. into World War II.
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The Japanese Imperial Navy led a surprise attack on the U.S. naval base at Pearl Harbor, Hawaii on December 7, 1941. Admiral Yamamoto called for the attack, which was carried out by 353 Japanese aircraft led by Commander Fuchida. Many U.S. Navy ships were docked and were hit, with 12 being sunk and 9 damaged. Over 2350 Americans were killed in the two hour attack, which came as a complete surprise and plunged the U.S. into World War II.
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This powerpoint introduces characteristics of Native American culture and the implications for teachers when teaching a student within that culture.
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Conflict between American settlers and Native Americans arose from the westward expansion of the United States in search of land and resources. As settlers moved west, they negotiated treaties to remove Native Americans from their lands, often by force, pushing tribes onto reservations over the next 30 years through wars that killed hundreds. Attempts were also made to assimilate Native American cultures, including through boarding schools, but many Native Americans resisted giving up their traditions and way of life. The conflicts and policies of the U.S. government nearly destroyed many Native American societies.
Concepts in native american culture
Native American concepts and beliefs provide valuable insights. Their culture emphasizes living in harmony with nature, perceiving the Earth as a spiritual presence to be honored. They see themselves as children of the Earth and students of nature. Their worldview values silence, generosity, friendship, and using resources reverently rather than wastefully. Their justice system serves their needs through informal decision making respected by the community. High context communication and storytelling builds trust. Many Native American teachings can address modern issues like stress, environmentalism, and economic issues.
Conflict with Native Americans
This document summarizes the conflicts between Native Americans and European settlers/Americans from the 15th century onwards. It discusses the different concepts of land ownership and government between Native Americans and settlers, which led to conflicts over land and treaties. It also notes the racism Native Americans faced from American politicians and military leaders. The effects on Native American tribes included the forced removal of tens of thousands from their ancestral lands onto crowded, unsanitary reservations with little economic opportunity. Even with the establishment of reservations, Native Americans continued to face challenges to their culture and livelihoods from westward expansion.
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Native American Culture- Implications for Teaching
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The document provides background information on African Americans in the American West. It discusses how some African Americans were kidnapped as slaves, others escaped slavery and some fled to Native American tribes. It describes the removal of Native American tribes from the southeastern US to Oklahoma along the Trail of Tears in the 1830s, with some African Americans traveling with them. The document instructs students to choose a figure from a list of explorers, lawmen, outlaws, settlers and others to research and create a podcast about, focusing on how their life as a black person in the West was impacted.
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1PAPER1–EDUCATIONANDNATIVEAMERICANASSIMILATION.docx
1
PAPER 1 – EDUCATION AND NATIVE AMERICAN ASSIMILATION
PRIMARY SOURCES
In 1906, Helen Sekaquaptewa “awoke to find [her] camp surrounded
by troops.” She later recalled that a government official “called the men together,
ordering the women and children to remain in their separate family groups. He told the
men . . . that the government had reached the limit of its patience; that the children would
have to go to school.” Helen went on to relate how “All children of school age were lined
up to be registered and taken away to school. 82 children, including [Helen], were taken
to the schoolhouse ...with military escort.”
Helen Sekaquaptewa, a Hopi girl from Oraibi, was just one of many American Indian
children who, from the 1880s up to the 1930s, were forced by U.S. government agents to
attend school against the wishes of their parents and community.
A BATTLE FOR THE CHILDREN: American Indian Child Removal
in Arizona in the Era of Assimilation, Margaret D. Jacobs, University of Nevada, March 2004
A. VIEWPOINT OF THE AMERICAN GOVERNMENT, AND CONCERNED
CITIZENS:
Many people had different viewpoints on what to do with the “Indian problem,” though
most agreed that education was fundamental to solving this issue.
DOCUMENT1: George Grant, Presbyterian minister, 1872
As the Indian has no chance of existence except by conforming to civilized ways,
the sooner that the Government or Christian people awake to the necessity of
establishing schools among every tribe the better. Little can be done with the old,
and it may be two, three or more generations before the old habits of a people are
changed; but by always taking hold of the young, the work can be done.
https://scholarworks.montana.edu/xmlui/bitstream/handle/1/958/BowkerK1207.pdf?sequence=1
DOCUMENT 2: Report of the Commissioner of Indian Affairs in 1903:
To educate the Indian in the ways of civilized life, therefore is to preserve him
from extinction, not as an Indian, but as a human being. As a separate entity, he
cannot exist [enclosed], as it were, in the body of this great nation.
The pressure for land must diminish his reservations to areas within which he can
utilize the acres allotted to him, so that the balance may become homes for the
white farmers who require them.
To educate the Indian is to prepare him for the abolishment of tribal relations, to
take his land in severalty, and in the seat of his brow and the toil of his hands to
carry out, as his white brother has done, a home for himself and family.
DOCUMENT 3: Excerpts from “Kill the Indian, and Save the Man,” 1892,
presented by Richard Henry Pratt.
Captain Richard Henry Pratt fought for the United States against Native
American Tribes including the Comanche, Cheyenne, Arapaho, and Kiowa. After
the U.S. won the “Indian Wars,” Pratt founded the Carlisle Indian Industrial
School in Carlisle, Pennsylvania. He presented his thoughts at the Nineteenth
Annual Conference of Chariti ...
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This is probably the first time that youve heard this perspective.docx
This is probably the first time that you've heard this perspective regarding MLK, it certainly was for me. What are your thoughts about what the writer said? Do you agree? Disagree? Did his experience challenge or change any thoughts about this era?
This will be a very short diary. It will not contain any links or any scholarly references. It is about a very narrow topic, from a very personal, subjective perspective.
The topic at hand is what Martin Luther King actually did, what it was that he actually accomplished.
What most people who reference Dr. King seem not to know is how Dr. King actually changed the subjective experience of life in the United States for African Americans. And yeah, I said for African Americans, not for Americans, because his main impact was his effect on the lives of African Americans, not on Americans in general. His main impact was not to make white people nicer or fairer. That's why some of us who are African Americans get a bit possessive about his legacy. Dr. Martin Luther King's legacy, despite what our civil religion tells us, is not color blind.
Head below the fold to read about what Martin Luther King, Jr. actually did.
I remember that many years ago, when I was a smartass home from first year of college, I was standing in the kitchen arguing with my father. My head was full of newly discovered political ideologies and black nationalism, and I had just read the Autobiography of Malcolm X, probably for the second time.
A bit of context. My father was from a background, which if we were talking about Europe or Latin America, we would call, "peasant" origin, although he had risen solidly into the working-middle class. He was from rural Virginia and his parents had been tobacco farmers. I spent two weeks or so every summer on the farm of my grandmother and step-grandfather. They had no running water, no gas, a wood burning stove, no bathtubs or toilets but an outhouse, potbelly stoves for heat in the winter, a giant wood pile, a smoke house where hams and bacon hung, chickens, pigs, semi wild housecats that lived outdoors, no tractor or car, but an old plow horse and plows and other horse drawn implements, and electricity only after I was about 8 years old. The area did not have high schools for blacks and my father went as far as the seventh grade in a one room schoolhouse. All four of his grandparents, whom he had known as a child, had been born slaves. It was mainly because of World War II and urbanization that my father left that life.
They lived in a valley or hollow or "holler" in which all the landowners and tenants were black. In the morning if you wanted to talk to cousin Taft, you would walk down to behind the outhouse and yell across the valley, "Heeeyyyy Taaaaft," and you could see him far, far in the distance, come out of his cabin and yell back.
On the one hand, this was a pleasant situation because they lived in isolation from white people. On the other hand, they did have to leave the v ...
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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7:个人信誉贷款加10分
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The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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1:该专业认证可证明留学生真实身份
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6:个人职称评审加20分
7:个人信誉贷款加10分
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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