ONLINE RESOURCES - http://library.sdsu.edu
Academic Search Premier (EBSCOhost)
Access to articles across a wide range of academic disciplines with many available in full-text.
Anthropology Plus
Anthropology Plus provides extensive worldwide coverage of journal articles, reports, commentaries, edited works, and obituaries in the fields of social, cultural, physical, biological, and linguistic anthropology, ethnology, archaeology, folklore, material culture, and interdisciplinary studies.
CountryWatch.This database is a goldmine of global information. Economic, political, social and environmental information can be found here as well as maps, recent wire service stories, and downloadable data sets. A great place to start.
Europa World Plus The online version of the Europa World Year Book and the nine-volume Europa Regional Surveys of the World series. Renowned as one of the world's leading reference works, covering political and economic information in more than 250 countries and territories.
Passport – GMID (Global Marketing Information Database)
Euromonitor International's reports provide business intelligence on countries, consumers and industries – Check Travel Industry and limit by country.
Proquest Research Library
Access to articles across a wide range of academic disciplines. Features the full-text of articles from over 1400 periodicals and indexing for over 2200.
ELECTRONIC JOURNALS – (Scholarly Journals) http://library.sdsu.edu/guides/dbaz.php
From the main Library page click on Databases A-Z choice for the following collections. I would suggest searching under the following journal publishers when searching for ONLY Scholarly Journals.
Emerald Journals
ScienceDirect (Elsevier)
Wiley InterScience
THE NATIONAL PARKS: AMERICA’S BEST IDEA
UNTOLD STORIES DISCUSSION GUIDE
MOUNT RUSHMORE NATIONAL
MEMORIAL AND
NATIONAL PARK SUPERINTENDENT
GERARD BAKER
For more information, visit
www.pbs.org/nationalparks/for-educators/untold-stories-discussion-guide/
THE NATIONAL PARKS: AMERICA’S BEST IDEA Discussion Guide: Baker and Mt. Rushmore 1
Mount Rushmore National Memorial and
National Park Superintendent Gerard Baker
American Indians and the Black Hills
On June 25, 1876, more than fifteen hundred Lakota Sioux and Northern Cheyenne Indians rode
across the Little Bighorn River. In less than thirty minutes, General George Custer and his
group of 208 soldiers from the 7th Cavalry had been annihilated; not a single man from the
detachment survived. Among the Lakotas were Sitting Bull—the Hunkpapa chief and spiritual
leader who did not fight—and the Oglala war chief, Crazy Horse, who most certainly did. “Ho-
ka hey!” Crazy Horse, it is said, called to his warriors at the beginning of the battle. “It is a good
day to fight! It is a good day to die! Strong hearts, brave hearts, to the front! Weak hearts and
cowards to the rear!” (Frommer 2).
The Lakotas and Cheyennes fought that day for the .
This is a presentation I created and gave a few years back at DEOMI. It represents the ethnic observances identified and supported by the military/DoD.
1) South Dakota's largest industry is agriculture, producing crops like wheat, corn, and soybeans as well as livestock.
2) Bison once numbered over 60 million but were hunted to near extinction by the late 1800s, though conservation efforts have brought their numbers back up to around 250,000 today.
3) Gold was discovered in the Black Hills in 1874, sparking a mining boom that drew prospectors to towns like Deadwood and Lead.
1) South Dakota's largest industry is agriculture, producing crops like wheat, corn, alfalfa, and soybeans as well as livestock.
2) In the late 19th century, bison numbers declined drastically from hunting but have since rebounded to around 250,000, now protected by law.
3) The Sioux Indian Chiefs fought to maintain control of lands in western South Dakota and Montana but the government broke treaties and forced Native Americans from their lands.
South Dakota has a diverse landscape and history. It was originally home to Native American tribes like the Sioux who fought to maintain their lands. The state has significant agricultural industries but also saw gold rushes and settlements. Today South Dakota features many parks, national monuments, and is known for sites like Mount Rushmore.
1) South Dakota's largest industry is agriculture, producing crops like wheat, corn, alfalfa, and soybeans as well as livestock.
2) The bison population dramatically declined to under 1,000 by the late 1800s after being hunted but has since rebounded to around 250,000 with protection.
3) South Dakota became the 40th state in 1889 after Dakota Territory was divided into North and South Dakota.
The Wounded Knee Massacre occurred in 1890 when U.S. troops surrounded Chief Big Foot and 350 of his followers camped at Wounded Knee Creek in South Dakota. The troops opened fire, killing over 250 Lakota men, women, and children in what is considered the last major armed conflict between the U.S. and Native Americans. Later attempts were made by the U.S. government to recognize Native American rights and culture, including the Indian Reorganization Act of 1934, the Indian Civil Rights Act of 1968, and the establishment of National American Indian Heritage Month in 1990.
South Dakota's largest industry is agriculture, producing crops like wheat, corn, and soybeans, as well as livestock. The bison population was decimated by settlers but has since rebounded to 250,000. Gold was discovered in the Black Hills in 1874, spurring a boom and the founding of towns like Deadwood. Mount Rushmore was carved between 1927-1941 to feature four U.S. presidents. South Dakota became the 40th state in 1889 after being part of Dakota Territory.
The document summarizes the key developments in mining and settlement in the American West between 1850-1900. It describes how the discovery of gold and silver in places like Virginia City led to boomtowns. Technological advances like barbed wire, steel plows and windmills helped enable large-scale farming on the plains. The Homestead Act of 1862 encouraged western expansion by offering settlers land. The completion of the Transcontinental Railroad in 1869 further transformed the region. However, this influx of settlers and depletion of buffalo herds by hunters caused conflicts with Native Americans over land, leading to events like the Battle of Little Bighorn and Wounded Knee Massacre.
This is a presentation I created and gave a few years back at DEOMI. It represents the ethnic observances identified and supported by the military/DoD.
1) South Dakota's largest industry is agriculture, producing crops like wheat, corn, and soybeans as well as livestock.
2) Bison once numbered over 60 million but were hunted to near extinction by the late 1800s, though conservation efforts have brought their numbers back up to around 250,000 today.
3) Gold was discovered in the Black Hills in 1874, sparking a mining boom that drew prospectors to towns like Deadwood and Lead.
1) South Dakota's largest industry is agriculture, producing crops like wheat, corn, alfalfa, and soybeans as well as livestock.
2) In the late 19th century, bison numbers declined drastically from hunting but have since rebounded to around 250,000, now protected by law.
3) The Sioux Indian Chiefs fought to maintain control of lands in western South Dakota and Montana but the government broke treaties and forced Native Americans from their lands.
South Dakota has a diverse landscape and history. It was originally home to Native American tribes like the Sioux who fought to maintain their lands. The state has significant agricultural industries but also saw gold rushes and settlements. Today South Dakota features many parks, national monuments, and is known for sites like Mount Rushmore.
1) South Dakota's largest industry is agriculture, producing crops like wheat, corn, alfalfa, and soybeans as well as livestock.
2) The bison population dramatically declined to under 1,000 by the late 1800s after being hunted but has since rebounded to around 250,000 with protection.
3) South Dakota became the 40th state in 1889 after Dakota Territory was divided into North and South Dakota.
The Wounded Knee Massacre occurred in 1890 when U.S. troops surrounded Chief Big Foot and 350 of his followers camped at Wounded Knee Creek in South Dakota. The troops opened fire, killing over 250 Lakota men, women, and children in what is considered the last major armed conflict between the U.S. and Native Americans. Later attempts were made by the U.S. government to recognize Native American rights and culture, including the Indian Reorganization Act of 1934, the Indian Civil Rights Act of 1968, and the establishment of National American Indian Heritage Month in 1990.
South Dakota's largest industry is agriculture, producing crops like wheat, corn, and soybeans, as well as livestock. The bison population was decimated by settlers but has since rebounded to 250,000. Gold was discovered in the Black Hills in 1874, spurring a boom and the founding of towns like Deadwood. Mount Rushmore was carved between 1927-1941 to feature four U.S. presidents. South Dakota became the 40th state in 1889 after being part of Dakota Territory.
The document summarizes the key developments in mining and settlement in the American West between 1850-1900. It describes how the discovery of gold and silver in places like Virginia City led to boomtowns. Technological advances like barbed wire, steel plows and windmills helped enable large-scale farming on the plains. The Homestead Act of 1862 encouraged western expansion by offering settlers land. The completion of the Transcontinental Railroad in 1869 further transformed the region. However, this influx of settlers and depletion of buffalo herds by hunters caused conflicts with Native Americans over land, leading to events like the Battle of Little Bighorn and Wounded Knee Massacre.
Mount Rushmore National Memorial features 60-foot tall carved faces of four US presidents in the Black Hills of South Dakota. It was carved into the granite mountain between 1927 and 1941 to promote tourism and celebrate 150 years of American history. The sculpture has faced some controversy from Native Americans who oppose the US seizure of the sacred land where it was constructed.
The document summarizes key events and people in early American history, including the Louisiana Purchase, Lewis and Clark expedition, Manifest Destiny, John Audubon the naturalist, Andrew Jackson and the Trail of Tears forced relocation of Native Americans, the California Gold Rush of 1849, and the Industrial Revolution with the invention of the cotton gin and move to machine production and urbanization.
The document summarizes the complex history between Native Americans and settlers in North America over several centuries in 3 paragraphs:
1) It describes early interactions between Native Americans and British/American settlers, with varying approaches to relations and land rights. Chief Seattle's words illustrate the Native American perspective on land stewardship.
2) As western expansion accelerated in the 19th century, violence increased as homesteaders and railroads encroached on Native hunting grounds, leading to prolonged wars. By 1900, Native populations had been vastly reduced and confined to reservations.
3) However, the story is complicated, with changing Native American cultures and the emergence of movements like the Ghost Dance. Ultimately, the settlers destroyed Native cultures and
The document discusses the closing of the Western frontier in the United States from the late 1800s. It touches on many of the key groups involved including Native Americans, cowboys, miners, farmers, and the U.S. government. It also examines the tensions between these groups over land use and natural resources. Western expansion led to conflicts between native tribes, environmental destruction, and the establishment of infrastructure like railroads and settlements.
The document provides an overview of the historical exclusion and marginalization of Native Americans in the United States. It discusses how Native Americans were displaced from their lands through broken treaties, forced relocation on the Trail of Tears, and the Dawes Act which cut Native American land holdings in half. Conflicts over land with European settlers and the U.S. government resulted in significant losses of Native American territory and culture through the 19th century. Boarding schools sought to assimilate Native youth by prohibiting indigenous language and culture. Literature from Zitkala-Sa and Sherman Alexie portray the mixing but also challenges of navigating between Native and white societies. The document raises questions about ongoing exclusion of Native Americans from the American Dream
CHAPTER 9 THE AMERICAN WEST, Expansion and Contraction, 1860-19.docxrusselldayna
CHAPTER 9: THE AMERICAN WEST, Expansion and Contraction, 1860-1920
Contents
Introduction and Pre-Reading Questions: 1
Documents: 5
Document 1, Natives on Westward Expansion (Smithsonian, 1867; 1929) 5
Document 2, The Frontier Guardian on “More Indian Outrage,” 1851 (teachushistory.org, 1851) 5
Document 3, The Rocky Mountain News reports on the Sand Creek Massacre (PBS.org, 1864) 7
Document 4, Representative Grow (PA) explains how the Homestead Act provides, “Free homes for free men” (American Memory, 1860) 10
Document 5, Frances Garside, “The farmers’ wives are not merely ‘helpmeets’” in Kansas (Garside, 1995) 13
Document 6, Narrative of Cathay Williams, a female Buffalo Soldier (sangres.com, 1876) 14
Document 7, Illustration of blacks moving west from Louisiana to Kansas after the Civil War (Library of Congress, 1870) 15
Document 8, Interview of Bones Hooks, a black cowboy (American Memory, 1940) 15
Document 9, Benjamin Singleton testifies about the “Negro Exodus from the Southern States” (PBS.org, 1880) 19
Document 10, George B. Morris on “The Chinaman as he is…” (Library of Congress, c. 1868) 23
Document 11, Anti-Chinese boycott broadside (American Memory, c. 1889) 24
Document 12, Samuel Clemens on Mining Towns from Roughing It (Huntington Library, 1872) 25
Post-Reading Exercises 27
Works Cited 27
Introduction and Pre-Reading Questions: The west was a place that, through the end of the 1830s, was feared by most Americans. People assumed the soil was poor, the climate bad and the Indians terrifying. But by the mid-1840s, farmers, ranchers and miners, among others, took a gamble and tried their luck out west; by the end of the Civil War the romanticized notion of their experience on the “‘frontier’” drew increasingly more people out there in search of “wealth, adventure, opportunity, and untrammeled individualism.”[footnoteRef:1] In particular, it was the frontier thesis of a young man named Frederick Jackson Turner in 1893 that propelled greater numbers of Americans to unknown territory. His thesis said that the free lands that lie west, coupled with the drive of Americans to settle on that land, gave Americans the ruggedness, individuality and power they possessed. [1: Alan Brinkley, The Unfinished Nation: A Concise History of the American People (McGraw Hill: New York, 1996), 454.]
What these new settlers found in their quest for excitement, however, was often extreme hardship in the new western lands. The image of the frontier was one of uncharted territory, virgin land, an unconquered and untamed environment, an empty plot of land ripe for settlement. But what these western-bound settlers usually found was a territory with diverse groups of Indians, Mexicans, French, Asians and others, all with different cultures, languages and ideas about “ ‘America.’”
Prior to massive white expansion to the Far West, various societies flourished in the Far West—the region beyond the Mississippi River—places like New Mexico, California, ...
Based on your course reading assignments and your pending research p.docxcherishwinsland
Based on your course reading assignments and your pending research problem, what type of study do you believe you are conducting, and please explain why?
Extra materials:
Descriptive
research
is a study designed to depict the participants in an accurate way. More simply put, descriptive analysis is all about describing people who take part in the survey.
There are three ways a researcher can go about doing a descriptive research project, and they are:
Observational, defined as a method of viewing and recording the participants
Case study, defined as an in-depth study of an individual or group of individuals
Survey, defined as a brief interview or discussion with an individual about a specific topic
Mixed
methods
research
(Extracted from the article below) is the use of quantitative and qualitative methods in a single study or series of studies. It is a new methodology that is increasingly used by health researchers, especially within health services research. There is a growing literature on the theory, design, and critical appraisal of mixed methods research. However, few papers summarize this methodological approach for health practitioners who wish to conduct or critically engage with mixed methods studies.
Article: Using Mixed Methods in Health Research
Meta-Analysis
Meta
-
analysis
is a statistical technique for combining data from multiple studies on a particular topic. A Meta-analysis is an analytical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta‐analysis has become an increasingly popular and valuable tool in psychological research, and significant review articles typically employ these methods.
Article: Meta-Analysis in Medical Research
Epidemiology
According to the Centers for Disease Control,
Epidemiology
is the method used to find the causes of health outcomes and diseases in populations. In epidemiology, the patient is the community and individuals are viewed collectively. By definition, epidemiology is the study (scientific, systematic, and data-driven) of the distribution (frequency, pattern) and determinants (causes, risk factors) of health-related states and events (not just diseases) in specified populations (neighborhood, school, city, state, country, global).
Article: Epidemiology is a Science of High Importance
Longitudinal Studies
Longitudinal Study, an epidemiologic study that follows a population forward over time, evaluating the effects of one or more variables on a process. If individuals are followed, it is termed a longitudinal cohort study. If classes—e.g., age classes—are studied, it is a longitudinal cross-sectional study. Longitudinal studies are the converse (opposite) of horizontal (parallel) studies.
Article Longitudinal Studies
.
Based on yesterday Assignment (Green Machine)1. Provide a Com.docxcherishwinsland
The document provides instructions for an assignment to analyze competitors in the green machine industry. Students are asked to assess the overall industry strategy, describe each major competitor's current marketing positioning and strategy, and identify the main sources of competitive advantage for each key rival firm.
Based on what youve learned from the material on incidental teachin.docxcherishwinsland
Based on what you've learned from the material on incidental teaching, in a two page (minimum) double spaced paper, describe in detail how you would implement an incidentaI teaching model in a preschool classroom with 10 children. Include: methods of target behavior identification, methods of reinforcement, and expected outcomes as a result of IT implementation.
.
Based on what you have learned related to cybercrime and technol.docxcherishwinsland
Based on what you have learned related to cybercrime and technology, write 2 pages outlining your opinion of what might happen in the future with the emergence of artificial intelligence and/or autonomous vehicles (any kind) and other emerging technologies.
What kind of crimes do you think might be possible?
How might our legal system have to change in order to keep up?
Do we need stricter laws or better technology? or both?
.
Based on what you have learned in this class, write a letter to a fu.docxcherishwinsland
Based on what you have learned in this class, write a letter to a future employer that explains how religion, language, philosophy, material culture, non-material culture, and/or interaction with the environment have shaped the origins and evolution of world civilizations. Please provide at least two concrete examples.
pick on and write about it. 3 pages
.
Based on what you have learned about using unified communication.docxcherishwinsland
Based on what you have learned about using unified communication platforms in a collaborative environment,
create
a 5-slide presentation to a department head or the CEO of a company to convince the audience that this would benefit their business.
Remember to use this format:
Introduction
State the business problem
The current set up
What is Unified Communication Platforms
State how Unified Communication Platforms will help the business
Cite at least two apps that are part of Unified Communication Platforms that is recommended by you
Cost of moving to Unified Communication Platform
Conclusion
Click
the Assignment Files tab to submit your assignment.
.
Based on what you have learned about using cloud-based office pr.docxcherishwinsland
Based on what you have learned about using cloud-based office productivity software,
create
a 5-slide presentation to the department head or CEO to convince him or her that using a cloud-based office productivity suite would benefit the company.
Include
the following in your presentation:
The stated business problem
The current set up
The benefits of moving to the cloud:
The benefits of collaboration
The difference moving to the cloud will be over current practice
Cost of moving to the cloud
Be sure that you also
include
an Introduction and Conclusion slide, along with graphics, Speaker Notes, and a properly formatted APA Reference slide.
Click
the Assignment Files tab to submit your assignment.
.
Based on week 13 reading assignment wh,describe an IT or simil.docxcherishwinsland
Based on week 13 reading assignment wh,
describe an IT or similar business project you have done or are currently doing. In your discussion, provide information on the following:
1. What is that project? Provide complete description.
2. What was the scope, deliverable, and results of the project?
3. What constraints did you experience and how did you handle them?
4. If you had to do the same project again, what changes will you recommend?
Week 13 reading assignment attached
.
Based on the video, how do we make ourselves vulnerable or not so vu.docxcherishwinsland
Based on the video, how do we make ourselves vulnerable or not so vulnerable with decision-making. Sometimes do we try to make the uncertain, certain, by making a decision without the facts and taking into consideration everyone's perspective of the decision at hand? Do we pretend that the other perspective doesn't even exist when we are making decisions?
https://www.ted.com/talks/brene_brown_the_power_of_vulnerability/up-next
.
Based on the video (specifically Section 1 Understanding the Comm.docxcherishwinsland
Based on the video (specifically Section 1:
Understanding the Communications Plan
) think of a presentation or proposal you have given or observed, or may be giving in the future, and complete a Stakeholder Register (
Stakeholder Register example
). Requirements include a brief synopsis of the presentation or proposal (1 page maximum) and a completed register. You may use whatever format for the register (word document, spreadsheet, etc.) that is convenient
.
Based on the texts by Kafka and Eliot, (writing on one or the other .docxcherishwinsland
Based on the texts by Kafka and Eliot, (writing on one or the other or both), discuss how the writers seem critical of modern culture, as they portray modern man as a self-conscious functionary who fears an acute loss of spirituality and identity, as well as the ability to achieve authenticity and happiness, overcome by the dehumanizing forces of industrialization and capitalism in post-WWI Europe.
- at least 700 words.
- MLA style
.
Based on the texts by Kafka and Eliot, (writing on one or the ot.docxcherishwinsland
Based on the texts by Kafka and Eliot, (writing on one or the other or both), discuss how the writers seem critical of modern culture, as they portray modern man as a self-conscious functionary who fears an acute loss of spirituality and identity, as well as the ability to achieve authenticity and happiness, overcome by the dehumanizing forces of industrialization and capitalism in post-WWI Europe.
.
Based on the techniques discussed for hiding data on a computer, w.docxcherishwinsland
Based on the techniques discussed for hiding data on a computer, which method would you use for the following:
Hiding information from a young family member who uses the same computer
Hiding information from a colleague who is a network administrator
Hiding information from an intelligence agency, such as the CIA
data hiding techniques
: -
1.hide in the properties
2.rename/change extension
3.steganography
4.hash
5.encryption
6.bit shifting
.
Based on the readings, there are specific components that encompass .docxcherishwinsland
Based on the readings, there are specific components that encompass SW-PBIS. Please describe any additional components that you think should also be included in the SW-PBIS plan. State why you think this(these) component(s) should be included.
An initial posting of roughly 150 words is due by January 12th.
.
Based on the readings titled ‘Lost Trust’, ‘Chinese Port Cities’ a.docxcherishwinsland
Based on the readings titled ‘Lost Trust’, ‘Chinese Port Cities’ and ‘Emerging Urban Form of Accra’, identify and describe emerging URBAN spatial patterns in the United States, Shanghai (China) and Accra (Ghana) under globalization.
Instructions. This is a 3-2-paragraph essay and should fit onto one page, 1.5 spacing and 1-inch margins (About 400 words).
Your second paragraph should identify and describe the emerging spatial patterns for the core (USA). This paragraph should be about 100 words.
Your second third paragraph should identify and describe the spatial patterns for the semi-periphery (China). This paragraph should be about 100 words.
Your fourth paragraph should make spatial patterns for the periphery (Ghana). This paragraph should be about 100 words.
Your first paragraph should be a very, very brief introduction (no more than 2 sentences or about 50 words) and the fifth should be a very brief conclusion (no more than two sentences or about 50 words). These make up the 2 in the 3-2- paragraph essay.
By putting these five paragraphs together, you would have written an essay about emerging geographies of urbanization under globalization in the core, semi-periphery and periphery focusing on spatial patterns ONLY.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsHCA-807HCA-807-O500Contrast of Health Care Structures200.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (73.00%)Satisfactory (82.00%)Good (91.00%)Excellent (100.00%)CommentsPoints EarnedContent70.0%Contrast of Public and Private Structures20.0%A contrast of public and private structures is either missing or not evident to the reader.A contrast of public and private structures is present, but incomplete or inaccurate.A contrast of public and private structures is presented, but is cursory and lacking in depth. The research used for support is outdated.A contrast of public and private structures is thoroughly presented and includes a discussion of all necessary elements. The contrast is moderately well supported though some sources of support are outdated.A contrast of public and private structures is thoroughly presented with rich detail and includes a discussion of all necessary elements. The contrast is well supported with current and/or seminal research.Analysis of Current Viability and Future Sustainability of Each Structure20.0%An analysis of current viability and future sustainability of each structure is either missing or not evident to the reader.An analysis of current viability and future sustainability of each structure is present, but incomplete or inaccurate.An analysis of current viability and future sustainability of each structure is present, but cursory. The research used for support is outdated.An analysis of current viability and future sustainability of each structure is present and thorough. The analysis is moderately well supported though some sources of support are outdated.An analysis of current viability and .
More Related Content
Similar to ONLINE RESOURCES - httplibrary.sdsu.eduAcademic Searc.docx
Mount Rushmore National Memorial features 60-foot tall carved faces of four US presidents in the Black Hills of South Dakota. It was carved into the granite mountain between 1927 and 1941 to promote tourism and celebrate 150 years of American history. The sculpture has faced some controversy from Native Americans who oppose the US seizure of the sacred land where it was constructed.
The document summarizes key events and people in early American history, including the Louisiana Purchase, Lewis and Clark expedition, Manifest Destiny, John Audubon the naturalist, Andrew Jackson and the Trail of Tears forced relocation of Native Americans, the California Gold Rush of 1849, and the Industrial Revolution with the invention of the cotton gin and move to machine production and urbanization.
The document summarizes the complex history between Native Americans and settlers in North America over several centuries in 3 paragraphs:
1) It describes early interactions between Native Americans and British/American settlers, with varying approaches to relations and land rights. Chief Seattle's words illustrate the Native American perspective on land stewardship.
2) As western expansion accelerated in the 19th century, violence increased as homesteaders and railroads encroached on Native hunting grounds, leading to prolonged wars. By 1900, Native populations had been vastly reduced and confined to reservations.
3) However, the story is complicated, with changing Native American cultures and the emergence of movements like the Ghost Dance. Ultimately, the settlers destroyed Native cultures and
The document discusses the closing of the Western frontier in the United States from the late 1800s. It touches on many of the key groups involved including Native Americans, cowboys, miners, farmers, and the U.S. government. It also examines the tensions between these groups over land use and natural resources. Western expansion led to conflicts between native tribes, environmental destruction, and the establishment of infrastructure like railroads and settlements.
The document provides an overview of the historical exclusion and marginalization of Native Americans in the United States. It discusses how Native Americans were displaced from their lands through broken treaties, forced relocation on the Trail of Tears, and the Dawes Act which cut Native American land holdings in half. Conflicts over land with European settlers and the U.S. government resulted in significant losses of Native American territory and culture through the 19th century. Boarding schools sought to assimilate Native youth by prohibiting indigenous language and culture. Literature from Zitkala-Sa and Sherman Alexie portray the mixing but also challenges of navigating between Native and white societies. The document raises questions about ongoing exclusion of Native Americans from the American Dream
CHAPTER 9 THE AMERICAN WEST, Expansion and Contraction, 1860-19.docxrusselldayna
CHAPTER 9: THE AMERICAN WEST, Expansion and Contraction, 1860-1920
Contents
Introduction and Pre-Reading Questions: 1
Documents: 5
Document 1, Natives on Westward Expansion (Smithsonian, 1867; 1929) 5
Document 2, The Frontier Guardian on “More Indian Outrage,” 1851 (teachushistory.org, 1851) 5
Document 3, The Rocky Mountain News reports on the Sand Creek Massacre (PBS.org, 1864) 7
Document 4, Representative Grow (PA) explains how the Homestead Act provides, “Free homes for free men” (American Memory, 1860) 10
Document 5, Frances Garside, “The farmers’ wives are not merely ‘helpmeets’” in Kansas (Garside, 1995) 13
Document 6, Narrative of Cathay Williams, a female Buffalo Soldier (sangres.com, 1876) 14
Document 7, Illustration of blacks moving west from Louisiana to Kansas after the Civil War (Library of Congress, 1870) 15
Document 8, Interview of Bones Hooks, a black cowboy (American Memory, 1940) 15
Document 9, Benjamin Singleton testifies about the “Negro Exodus from the Southern States” (PBS.org, 1880) 19
Document 10, George B. Morris on “The Chinaman as he is…” (Library of Congress, c. 1868) 23
Document 11, Anti-Chinese boycott broadside (American Memory, c. 1889) 24
Document 12, Samuel Clemens on Mining Towns from Roughing It (Huntington Library, 1872) 25
Post-Reading Exercises 27
Works Cited 27
Introduction and Pre-Reading Questions: The west was a place that, through the end of the 1830s, was feared by most Americans. People assumed the soil was poor, the climate bad and the Indians terrifying. But by the mid-1840s, farmers, ranchers and miners, among others, took a gamble and tried their luck out west; by the end of the Civil War the romanticized notion of their experience on the “‘frontier’” drew increasingly more people out there in search of “wealth, adventure, opportunity, and untrammeled individualism.”[footnoteRef:1] In particular, it was the frontier thesis of a young man named Frederick Jackson Turner in 1893 that propelled greater numbers of Americans to unknown territory. His thesis said that the free lands that lie west, coupled with the drive of Americans to settle on that land, gave Americans the ruggedness, individuality and power they possessed. [1: Alan Brinkley, The Unfinished Nation: A Concise History of the American People (McGraw Hill: New York, 1996), 454.]
What these new settlers found in their quest for excitement, however, was often extreme hardship in the new western lands. The image of the frontier was one of uncharted territory, virgin land, an unconquered and untamed environment, an empty plot of land ripe for settlement. But what these western-bound settlers usually found was a territory with diverse groups of Indians, Mexicans, French, Asians and others, all with different cultures, languages and ideas about “ ‘America.’”
Prior to massive white expansion to the Far West, various societies flourished in the Far West—the region beyond the Mississippi River—places like New Mexico, California, ...
Similar to ONLINE RESOURCES - httplibrary.sdsu.eduAcademic Searc.docx (7)
Based on your course reading assignments and your pending research p.docxcherishwinsland
Based on your course reading assignments and your pending research problem, what type of study do you believe you are conducting, and please explain why?
Extra materials:
Descriptive
research
is a study designed to depict the participants in an accurate way. More simply put, descriptive analysis is all about describing people who take part in the survey.
There are three ways a researcher can go about doing a descriptive research project, and they are:
Observational, defined as a method of viewing and recording the participants
Case study, defined as an in-depth study of an individual or group of individuals
Survey, defined as a brief interview or discussion with an individual about a specific topic
Mixed
methods
research
(Extracted from the article below) is the use of quantitative and qualitative methods in a single study or series of studies. It is a new methodology that is increasingly used by health researchers, especially within health services research. There is a growing literature on the theory, design, and critical appraisal of mixed methods research. However, few papers summarize this methodological approach for health practitioners who wish to conduct or critically engage with mixed methods studies.
Article: Using Mixed Methods in Health Research
Meta-Analysis
Meta
-
analysis
is a statistical technique for combining data from multiple studies on a particular topic. A Meta-analysis is an analytical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta‐analysis has become an increasingly popular and valuable tool in psychological research, and significant review articles typically employ these methods.
Article: Meta-Analysis in Medical Research
Epidemiology
According to the Centers for Disease Control,
Epidemiology
is the method used to find the causes of health outcomes and diseases in populations. In epidemiology, the patient is the community and individuals are viewed collectively. By definition, epidemiology is the study (scientific, systematic, and data-driven) of the distribution (frequency, pattern) and determinants (causes, risk factors) of health-related states and events (not just diseases) in specified populations (neighborhood, school, city, state, country, global).
Article: Epidemiology is a Science of High Importance
Longitudinal Studies
Longitudinal Study, an epidemiologic study that follows a population forward over time, evaluating the effects of one or more variables on a process. If individuals are followed, it is termed a longitudinal cohort study. If classes—e.g., age classes—are studied, it is a longitudinal cross-sectional study. Longitudinal studies are the converse (opposite) of horizontal (parallel) studies.
Article Longitudinal Studies
.
Based on yesterday Assignment (Green Machine)1. Provide a Com.docxcherishwinsland
The document provides instructions for an assignment to analyze competitors in the green machine industry. Students are asked to assess the overall industry strategy, describe each major competitor's current marketing positioning and strategy, and identify the main sources of competitive advantage for each key rival firm.
Based on what youve learned from the material on incidental teachin.docxcherishwinsland
Based on what you've learned from the material on incidental teaching, in a two page (minimum) double spaced paper, describe in detail how you would implement an incidentaI teaching model in a preschool classroom with 10 children. Include: methods of target behavior identification, methods of reinforcement, and expected outcomes as a result of IT implementation.
.
Based on what you have learned related to cybercrime and technol.docxcherishwinsland
Based on what you have learned related to cybercrime and technology, write 2 pages outlining your opinion of what might happen in the future with the emergence of artificial intelligence and/or autonomous vehicles (any kind) and other emerging technologies.
What kind of crimes do you think might be possible?
How might our legal system have to change in order to keep up?
Do we need stricter laws or better technology? or both?
.
Based on what you have learned in this class, write a letter to a fu.docxcherishwinsland
Based on what you have learned in this class, write a letter to a future employer that explains how religion, language, philosophy, material culture, non-material culture, and/or interaction with the environment have shaped the origins and evolution of world civilizations. Please provide at least two concrete examples.
pick on and write about it. 3 pages
.
Based on what you have learned about using unified communication.docxcherishwinsland
Based on what you have learned about using unified communication platforms in a collaborative environment,
create
a 5-slide presentation to a department head or the CEO of a company to convince the audience that this would benefit their business.
Remember to use this format:
Introduction
State the business problem
The current set up
What is Unified Communication Platforms
State how Unified Communication Platforms will help the business
Cite at least two apps that are part of Unified Communication Platforms that is recommended by you
Cost of moving to Unified Communication Platform
Conclusion
Click
the Assignment Files tab to submit your assignment.
.
Based on what you have learned about using cloud-based office pr.docxcherishwinsland
Based on what you have learned about using cloud-based office productivity software,
create
a 5-slide presentation to the department head or CEO to convince him or her that using a cloud-based office productivity suite would benefit the company.
Include
the following in your presentation:
The stated business problem
The current set up
The benefits of moving to the cloud:
The benefits of collaboration
The difference moving to the cloud will be over current practice
Cost of moving to the cloud
Be sure that you also
include
an Introduction and Conclusion slide, along with graphics, Speaker Notes, and a properly formatted APA Reference slide.
Click
the Assignment Files tab to submit your assignment.
.
Based on week 13 reading assignment wh,describe an IT or simil.docxcherishwinsland
Based on week 13 reading assignment wh,
describe an IT or similar business project you have done or are currently doing. In your discussion, provide information on the following:
1. What is that project? Provide complete description.
2. What was the scope, deliverable, and results of the project?
3. What constraints did you experience and how did you handle them?
4. If you had to do the same project again, what changes will you recommend?
Week 13 reading assignment attached
.
Based on the video, how do we make ourselves vulnerable or not so vu.docxcherishwinsland
Based on the video, how do we make ourselves vulnerable or not so vulnerable with decision-making. Sometimes do we try to make the uncertain, certain, by making a decision without the facts and taking into consideration everyone's perspective of the decision at hand? Do we pretend that the other perspective doesn't even exist when we are making decisions?
https://www.ted.com/talks/brene_brown_the_power_of_vulnerability/up-next
.
Based on the video (specifically Section 1 Understanding the Comm.docxcherishwinsland
Based on the video (specifically Section 1:
Understanding the Communications Plan
) think of a presentation or proposal you have given or observed, or may be giving in the future, and complete a Stakeholder Register (
Stakeholder Register example
). Requirements include a brief synopsis of the presentation or proposal (1 page maximum) and a completed register. You may use whatever format for the register (word document, spreadsheet, etc.) that is convenient
.
Based on the texts by Kafka and Eliot, (writing on one or the other .docxcherishwinsland
Based on the texts by Kafka and Eliot, (writing on one or the other or both), discuss how the writers seem critical of modern culture, as they portray modern man as a self-conscious functionary who fears an acute loss of spirituality and identity, as well as the ability to achieve authenticity and happiness, overcome by the dehumanizing forces of industrialization and capitalism in post-WWI Europe.
- at least 700 words.
- MLA style
.
Based on the texts by Kafka and Eliot, (writing on one or the ot.docxcherishwinsland
Based on the texts by Kafka and Eliot, (writing on one or the other or both), discuss how the writers seem critical of modern culture, as they portray modern man as a self-conscious functionary who fears an acute loss of spirituality and identity, as well as the ability to achieve authenticity and happiness, overcome by the dehumanizing forces of industrialization and capitalism in post-WWI Europe.
.
Based on the techniques discussed for hiding data on a computer, w.docxcherishwinsland
Based on the techniques discussed for hiding data on a computer, which method would you use for the following:
Hiding information from a young family member who uses the same computer
Hiding information from a colleague who is a network administrator
Hiding information from an intelligence agency, such as the CIA
data hiding techniques
: -
1.hide in the properties
2.rename/change extension
3.steganography
4.hash
5.encryption
6.bit shifting
.
Based on the readings, there are specific components that encompass .docxcherishwinsland
Based on the readings, there are specific components that encompass SW-PBIS. Please describe any additional components that you think should also be included in the SW-PBIS plan. State why you think this(these) component(s) should be included.
An initial posting of roughly 150 words is due by January 12th.
.
Based on the readings titled ‘Lost Trust’, ‘Chinese Port Cities’ a.docxcherishwinsland
Based on the readings titled ‘Lost Trust’, ‘Chinese Port Cities’ and ‘Emerging Urban Form of Accra’, identify and describe emerging URBAN spatial patterns in the United States, Shanghai (China) and Accra (Ghana) under globalization.
Instructions. This is a 3-2-paragraph essay and should fit onto one page, 1.5 spacing and 1-inch margins (About 400 words).
Your second paragraph should identify and describe the emerging spatial patterns for the core (USA). This paragraph should be about 100 words.
Your second third paragraph should identify and describe the spatial patterns for the semi-periphery (China). This paragraph should be about 100 words.
Your fourth paragraph should make spatial patterns for the periphery (Ghana). This paragraph should be about 100 words.
Your first paragraph should be a very, very brief introduction (no more than 2 sentences or about 50 words) and the fifth should be a very brief conclusion (no more than two sentences or about 50 words). These make up the 2 in the 3-2- paragraph essay.
By putting these five paragraphs together, you would have written an essay about emerging geographies of urbanization under globalization in the core, semi-periphery and periphery focusing on spatial patterns ONLY.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsHCA-807HCA-807-O500Contrast of Health Care Structures200.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (73.00%)Satisfactory (82.00%)Good (91.00%)Excellent (100.00%)CommentsPoints EarnedContent70.0%Contrast of Public and Private Structures20.0%A contrast of public and private structures is either missing or not evident to the reader.A contrast of public and private structures is present, but incomplete or inaccurate.A contrast of public and private structures is presented, but is cursory and lacking in depth. The research used for support is outdated.A contrast of public and private structures is thoroughly presented and includes a discussion of all necessary elements. The contrast is moderately well supported though some sources of support are outdated.A contrast of public and private structures is thoroughly presented with rich detail and includes a discussion of all necessary elements. The contrast is well supported with current and/or seminal research.Analysis of Current Viability and Future Sustainability of Each Structure20.0%An analysis of current viability and future sustainability of each structure is either missing or not evident to the reader.An analysis of current viability and future sustainability of each structure is present, but incomplete or inaccurate.An analysis of current viability and future sustainability of each structure is present, but cursory. The research used for support is outdated.An analysis of current viability and future sustainability of each structure is present and thorough. The analysis is moderately well supported though some sources of support are outdated.An analysis of current viability and .
Based on the readings this week, answer the two following questions .docxcherishwinsland
Based on the readings this week, answer the two following questions in 150 words per question:
1. In this weeks' readings the Puerto Rican and Jamaican voice (specifically DJ Kool Herc losing his accent) were omitted from hip hop/rap culture while the Chicano voice was avidly expressed. In your opinion, what factors contributed to this binary of resistance and conformity? In other words, why do you think Chicanos held on to their language and slang, where other ethnic groups did not?
2. In hip hop/rap culture, how important is a name in the quest for identity formation? Use examples from the texts.
.
Based on the readings for the week, discuss your opinion on the need.docxcherishwinsland
Based on the readings for the week, discuss your opinion on the need for variance analysis in either a service provider setting (retail or restaurant), or manufacturing setting.
VanZante, N. (2007, April). Helping students see the "big picture" of variance analysis. Management Accounting Quarterly, 8(3), 39-40, 42-47. Retrieved March 17, 2010, from ProQuest Database.
.
Based on the reading assignment, your experience, and personal r.docxcherishwinsland
Based on the reading assignment, your experience, and personal research, please answer the following questions:
Thoroughly explain what is recovering, data, and validation as it relates to cell phone forensics?
What is evidence contamination as it relates to digital forensics?
List and describe at least two forms of contamination and how they can be avoided
What is the Faraday method?
List and explain three of the strategies associated with Faraday Methods
.
Based on the reading assignment (and in your own words), why are MNE.docxcherishwinsland
Based on the reading assignment (and in your own words), why are MNEs better able to exploit global opportunities (versus purely domestic competitors)?
Your response should be at least
200 words
in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
[removed] [removed] [removed] [removed]
Moffett, M. H., Stonehill, A. I., & Eiteman, D. K. (2012).
Fundamentals of multinational finance
. (IV ed., pp. 14-14). New York: Pearson.
In-text citation
(Moffett, Stonehill & Eiteman, 2012)
No Wiki, no dictionary.com, please cite all work.
.
Based on the primary documents from chapter 23 of AmericanYawp, plea.docxcherishwinsland
Based on the primary documents from chapter 23 of AmericanYawp, please answer the following questions in a thoughtful, well-written essay of approximately 750 words:
1: What is Herbert Hoover’s fear about the New Deal? What does he mean when he warns that a new deal “would destroy the very foundations of our American system”?2: What was Huey Long’s plan? Would Hoover have approved of it? Why or why not?3: What was FDR’s plan, as outlined in his re-nomination speech? Would Long and Hoover have approved or disapproved of this plan? Why or why not?
Papers should be double-spaced with normal fonts and margins and include an introduction and conclusion
.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
1. ONLINE RESOURCES - http://library.sdsu.edu
Academic Search Premier (EBSCOhost)
Access to articles across a wide range of academic disciplines
with many available in full-text.
Anthropology Plus
Anthropology Plus provides extensive worldwide coverage of
journal articles, reports, commentaries, edited works, and
obituaries in the fields of social, cultural, physical, biological,
and linguistic anthropology, ethnology, archaeology, folklore,
material culture, and interdisciplinary studies.
CountryWatch.This database is a goldmine of global
information. Economic, political, social and environmental
information can be found here as well as maps, recent wire
service stories, and downloadable data sets. A great place to
start.
Europa World Plus The online version of the Europa World
Year Book and the nine-volume Europa Regional Surveys of the
World series. Renowned as one of the world's leading reference
works, covering political and economic information in more
than 250 countries and territories.
Passport – GMID (Global Marketing Information Database)
Euromonitor International's reports provide business
intelligence on countries, consumers and industries – Check
Travel Industry and limit by country.
Proquest Research Library
Access to articles across a wide range of academic disciplines.
Features the full-text of articles from over 1400 periodicals and
2. indexing for over 2200.
ELECTRONIC JOURNALS – (Scholarly Journals)
http://library.sdsu.edu/guides/dbaz.php
From the main Library page click on Databases A-Z choice for
the following collections. I would suggest searching under the
following journal publishers when searching for ONLY
Scholarly Journals.
Emerald Journals
ScienceDirect (Elsevier)
Wiley InterScience
THE NATIONAL PARKS: AMERICA’S BEST IDEA
UNTOLD STORIES DISCUSSION GUIDE
MOUNT RUSHMORE NATIONAL
MEMORIAL AND
NATIONAL PARK SUPERINTENDENT
GERARD BAKER
For more information, visit
3. www.pbs.org/nationalparks/for-educators/untold-stories-
discussion-guide/
THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Baker and Mt. Rushmore 1
Mount Rushmore National Memorial and
National Park Superintendent Gerard Baker
American Indians and the Black Hills
On June 25, 1876, more than fifteen hundred Lakota Sioux and
Northern Cheyenne Indians rode
across the Little Bighorn River. In less than thirty minutes,
General George Custer and his
group of 208 soldiers from the 7th Cavalry had been
annihilated; not a single man from the
detachment survived. Among the Lakotas were Sitting Bull—the
Hunkpapa chief and spiritual
leader who did not fight—and the Oglala war chief, Crazy
Horse, who most certainly did. “Ho-
ka hey!” Crazy Horse, it is said, called to his warriors at the
beginning of the battle. “It is a good
day to fight! It is a good day to die! Strong hearts, brave hearts,
to the front! Weak hearts and
cowards to the rear!” (Frommer 2).
The Lakotas and Cheyennes fought that day for the right to keep
their tribal lands, specifically
the Black Hills: the all-important spiritual center of the Great
Sioux Reservation, granted to the
Lakotas in the Fort Laramie Treaty of 1868. Just months prior,
the US government had offered
4. the Lakota $6 million for the land, having discovered gold
there. When the Indians refused, the
government threatened “sell or starve” legislation, cutting off
all subsistence to the tribe if they
refused to comply. Some tribal leaders eventually caved in.
Those who did not—including
Sitting Bull and Crazy Horse—chose to fight (Nabokov 209).
The Paha Sapa (“Black Hills” in Lakota) were—and still are—a
sacred landscape for the Lakota.
The Sioux were late-comers to the area, having arrived in the
Hills at the end of the eighteenth
century, migrating from the woodlands of Minnesota and
driving out the Arikara, Kiowas, and
Crows, who—in turn—had displaced earlier groups: the
Shoshones, Poncas, Cheyennes,
Arapahoes, and others. For more than 13,000 years, American
Indians have traveled through
and hunted in the Hills. Archaeological evidence indicates that
the area has been sacred land for
centuries (Albers 14–15; Nabokov 207–208).
The Battle of Little Bighorn was a day of unmitigated victory
for the Lakotas and Cheyennes
and—as a Native woman told National Park Service
Superintendent Gerard Baker—“we’ve
been paying for it ever since.” Sensational and widely reported
tales of the defeat of Custer and
his men resulted in public outrage throughout white America.
Thousands more cavalrymen
were dispatched to the area by General Phil Sheridan and, over
the next year, the Lakota were
relentlessly pursued. By the fall of 1877, all the Lakotas and the
majority of Cheyennes were
effectively under federal control, settled on reservations
controlled by federal agents. The Black
5. Hills had been lost to them forever (Baker; Albers 128–130).
Mount Rushmore National Memorial
The idea for carving a colossal monument in the Black Hills
came from South Dakota state
historian Doane Robinson. In late August 1924, he proposed the
idea to sculptor Gutzon
Borglum, hoping to entice him to carve heroes of the Old
West—Redcloud, Custer, and others—
on the Needles, eroded granite pillars just south of Mount
Rushmore in what is now Custer
State Park. The Needles, it turned out, were too soft to carve,
and Borglum had different ideas
about what figures should be memorialized. He was not
interested in regional heroes, but men
who epitomized the flowering of our nation—Washington,
Jefferson, Lincoln, and Theodore
Roosevelt (Larner 90-91).
THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Baker and Mt. Rushmore 2
Borglum took his work seriously; he considered himself to be
“providing a formal rendering of
the philosophy of our government into granite on a mountain
peak”—a rendering that would
last for all time: Borglum carved Washington’s nose one foot
larger than scale to add another
100,000 years to the sculpture’s lifetime. The National Park
Service and the Mount Rushmore
Preservation Society are more conservative in their estimates,
guaranteeing the integrity of the
6. work for just 20,000 years (Larner 12; 125).
The initial dedication of the memorial was held in 1925, before
funding or workers had been
secured. Two years later, a second dedication was held on
August 10, 1927, this one officiated
by President Calvin Coolidge and including a ceremonial first
blasting of Mount Rushmore—a
rocky outcropping the Lakota had called “The Six
Grandfathers,” named for the earth, the sky,
and the four directions (Larner 241–244).
For many American Indians, the carvings on Mount Rushmore
have come to epitomize the loss
of their sacred lands and the injustices they’ve suffered under
the US government. In the
summer of 1970, members of AIM — the American Indian
Movement — mounted a “siege” of
the memorial, occupying the ledge above the presidents’ heads
for nearly a month. Although
such protests are not as common today, the Memorial can still
be a focal point for Indian protest
and contempt. At the same time, it is a monument to the best
principals of our nation—
democracy, freedom, enterprise—and each year millions of
Americans are moved to tears when
they visit (Larner 278–286; Albers 180).
Superintendent Gerard Baker
In 2004, Gerard Baker inherited this complicated situation when
he was appointed the first
American Indian superintendent of Mount Rushmore. A
Mandan-Hidatsa, Gerard grew up on
the Fort Berthold Reservation in North Dakota and was no
stranger to controversy. He’d served
as superintendent at Little Bighorn Battlefield National
7. Monument, arriving in the wake of the
park’s name change (from Custer Battlefield to the more neutral
Little Bighorn Battlefield) and
bringing American Indian tribes with him—as participants in
the annual battle commemoration
ceremony, as seasonal rangers in the park’s interpretive
program, and as visitors. Gerard left
the battlefield in 1998 amidst death threats from detractors and
praise from his NPS
supervisors. He considers both a measure of his success in
bringing the Indian story back to
Little Bighorn (Larner 175–176; Baker).
But taking the job at Mount Rushmore was different.
It was very challenging to accept the job here, because growing
up I understood what
Mount Rushmore meant. And for us, for Indian people, it
doesn’t mean “Success of
America.” It means the desecration of the sacred Black Hills; it
means the losing of the
Black Hills to the United States government, to white people
that came in and shoved
everybody out of here and put us on a reservation. So it meant a
lot of negative things.
—Gerard Baker
Gerard thought about the offer for four days. He consulted with
his family and the elders of his
tribe. He decided that, if they told him not to take the post, he
wouldn’t.
8. THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Baker and Mt. Rushmore 3
It was just the opposite. I’m the first American Indian here as
superintendent and the
people back home were saying, “Man, what an opportunity to
educate people. And
what a time period to educate people.” So, I took the job. —
Gerard Baker
True to form, Gerard began making changes at Mount
Rushmore, bringing the Indian
perspective to the interpretive program and bringing more
Natives into the park—as visitors
and employees.
Coming here was a challenge in that Mount Rushmore’s
enabling legislation has us only
tell the first centuries of America and these four presidents. And
this is a challenge for
me because I believe that we should go back before that time. I
want to show what life
was like before George Custer found gold in the Black Hills,
before Borglum came in
and started carving the sculptures here. —Gerard Baker
As at Little Bighorn, Gerard met with resistance to his
changes—particularly given Mount
Rushmore’s prominent place as a symbol of American
patriotism.
9. This is a very big challenge, especially after 9/11. When I first
came here, I’d go out in
the park and I would watch people. They would look at those
four presidents and
they’d get teary-eyed. This place draws emotion. And it should!
But again, we were only
telling half the story.
What we’re doing now is we’re telling all the story. But the
challenge is: I don’t want
to make those four guys look bad, but I want to be real. How do
you tell the real story?
That’s my challenge here.
Well, the way you tell it is: You tell it. —Gerard Baker
Baker began by erecting one teepee, simply to remind visitors
of the ancient and ongoing
presence of American Indians in the Hills.
I remember one day I went out there and there were like 20, 30
people gathered, and so I
said, “What the heck, I'll just start talking about this.” So I
started and when I got
through there were about 200 people there. And so that made me
think, “Let's do
something else. Let's start talking about this.” —Gerard Baker
In 2008, the park opened its “Heritage Village,” a place where
Sioux interpreters, hired as
seasonal rangers, interface directly with the public, educating
visitors about Sioux culture and
history and about their understanding of the Black Hills.
10. We have stories that are very hard to tell; we have stories that
are very hard to listen to.
Primarily the reactions have been very positive but there are
always those few that
condemn; they didn't want to hear about the American Indian
plight, or they don't want
to hear about the breaking of treaties. Because it happened a
long time ago, it doesn't
affect us today. And I believe it still affects us today. —Gerard
Baker
The addition of Native voices in the interpretive program has
imparted a more complex and
complete understanding of the National Parks and the legacies
they protect and has brought
more Indian visitors to the park. The park now offers its popular
audio tour not only in
European languages, but also in Lakota. And Gerard has
expanded his vision to embrace not
THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Baker and Mt. Rushmore 4
just Native stories and traditions, but the vast diversity of
cultural traditions and stories that
make up our national heritage.
It’s not just a teepee here. We’re promoting all cultures of
America…. That’s what this
place is! For goodness sake, this is Mount Rushmore! It’s
America! —Gerard Baker
11. The new interpretive policy at Mount Rushmore encourages
programs reflective of all cultures
in America. The park sponsors a “Roots of American Music”
series, with performances ranging
from Rapid City’s Faith Temple Choir to rockabilly-inspired
Gail and the Tricksters to a
German “oompah” band. And throughout the year, cultural
groups like the Sons of Norway
demonstrate traditional dancing and crafts. According to
Gerard, encouraging this sort of
resurgence is critical to our cultural survival.
We’re losing who we are culturally. The Germans don’t share
their stories with their
children anymore. The Irish don’t share their stories; the
Norwegians; everybody. We
have all these cultures that come and make up America. But
we’re losing it really
quickly. America’s losing it. And in 200 years, if everybody
looks the same, everybody
speaks the same, we’ve failed as a human race.
And we’re getting to that point. When people say to me, “Well,
I don’t know what I
am. I’m Heinz 57,” I tell them, “Well, pick one then! And
concentrate on that.”
—Gerard Baker
Pride in who we are, no matter what our backgrounds, is what
Gerard believes Mount
Rushmore is all about, and is the message he wants visitors to
leave with.
12. What that does is it helps everybody understand, “Hey, I’ve got
a culture, too. How
come I don’t know about my culture? It’s about time I start
learning about it! Because
I’m proud of being Welsh; I’m proud of being British; I’m
proud of—“ whoever you are.
This is what makes up America! Everybody’s something
different here. We’re all
different. We’re human beings, is what that says.
And so what we want is to have people open their eyes when
they come in here—
especially young kids open their eyes. And maybe go back to
the idea that we need to
start sitting down at our tables again in the evenings—turning
off the TV, turning off the
computer—and start telling stories again. Maybe a kid asks,
“Who were those four
presidents on the hill?” And Mom and Dad have to answer that,
right?
And just maybe it gets us talking again as human beings, as
Americans.
—Gerard Baker
* * * * *
Works Cited and Consulted
Albers, Patricia. The Home of the Bison: An Ethnographic and
Ethnohistorical Study of Traditional
Cultural Affiliations to Wind Cave National Park. National Park
Service, Department of the
Interior. 29 Sept. 2003.
13. Baker, Gerard. Interviews with author. 13 Sept 2006; 17 Aug
2008.
Duncan, Dayton. Out West. New York: Viking, 1987.
THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Baker and Mt. Rushmore 5
Frommer, Frederic. “Black Hills Are Beyond Price to Sioux;
Despite economic hardship, tribe
resists U.S. efforts to dissolve an 1868 treaty for $570 million.”
Los Angeles Times 19 Aug.
2001. The 2004 American Indian Film Festival, Bellevue
Community College. 8 Oct. 2007
<http://bellevuecollege.edu/diversitycaucus/AIFF/CBE.htm.>
Larner, Jesse. Mount Rushmore: An Icon Reconsidered. New
York, NY: Thunder’s Mouth
Press/Nation Books, 2002.
Nabokov, Peter. “The Heart of Everything.” Where the
Lightning Strikes: The Lives of American
Indian Sacred Places. New York, NY: Penguin, 2006.
14. THE NATIONAL PARKS: AMERICA’S BEST IDEA
UNTOLD STORIES DISCUSSION GUIDE
SUE KUNITOMI EMBREY AND
MANZANAR NATIONAL HISTORIC
SITE
For more information, visit
www.pbs.org/nationalparks/for-educators/untold-stories-
discussion-guide/
THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Sue Embrey and Manzanar 1
15. Sue Kunitomi Embrey and
Manzanar National Historic Site
On December 7, 1941, the Japanese Air Force attacked the
American Naval base in Pearl Harbor.
Sue Kunitomi, a Japanese American teenager living in Los
Angeles, heard the news on the
radio.
It was around lunchtime when the radio announced the bombing
of Pearl Harbor. My
mother was making lunch next door and // she said, “That’s not
true. They can’t do
that.” She was very, very upset. And she said, “What’s gonna
happen to us? They’re
gonna take us all away.” She felt that right away, because she
was not a citizen.
Then she said, “They’ll take ALL of us away.” And my brother
said, “No, WE’RE
American citizens. They won’t take US.” And she said, “You
don’t know that.”—Sue
Kunitomi Embrey (Shumaker)
Mrs. Kunitomi’s worst fears were soon realized. By nightfall,
2,192 Japanese had been arrested.
A series of proclamations issued later in December 1941
declared non-citizen Japanese,
Germans, and Italians “alien enemies” and laid down
regulations governing their behavior
(Tours 2; Daniels 87; Burton 29–30).
Anti-Japanese sentiment grew rapidly, typified by an editorial
16. in the Los Angeles Times: “A viper
is nonetheless a viper wherever the eggs are hatched—so a
Japanese American, born of
Japanese parents—grows up to be a Japanese, not an American.”
On January 2, 1942, Henry
McLemore, a Hearst syndicated columnist, wrote:
I’m for the immediate removal of every Japanese on the West
Coast to a point deep in
the interior . . . let ‘em be pinched, hurt, hungry . . . let us have
no more patience with
the enemy or with anyone who carry his blood. Personally, I
hate the Japanese. — Henry
McLemore (Tours 3)
Executive Order 9066
On February 19, 1942, President Roosevelt signed Executive
Order 9066, authorizing the
Secretary of War to “prescribe military areas . . . from which
any or all persons may be
excluded” and to “provide for residents of any such area who
are excluded therefrom, such
transportation, food, shelter, and other accommodations as may
be necessary . . .” On March 2,
Washington, Oregon, California, and Arizona were divided into
two such military areas. Within
a few months, Japanese American immigrants living on the west
coast and their American-born
children—citizens of the United States—had been removed from
their homes and relocated to
internment centers, known informally as “camps.” They lost
their homes, their businesses, their
pets, their friends, and most of their belongings. (Burton 30–33;
Shumaker).
17. In April we were told to start packing; that we had to be
evacuated. And I thought, “Oh,
my gosh, we have this grocery store, and we have our house
with all our furniture, and
we have our cars.” We just left everything behind. . . .
Overnight we were completely
impoverished, not just in terms of money, but in our whole life.
—Sue Kunitomi
Embrey (Shumaker; Levine 23)
THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Sue Embrey and Manzanar 2
In all, more than 120,000 Japanese Americans, over two-thirds
of whom were American citizens,
were incarcerated in ten camps, located throughout the western
United States. The only cabinet-
level officials in the Roosevelt administration to oppose the
camps were Interior Secretary
Harold Ickes, who sought to end them as soon as possible, and
Attorney General Francis Biddle
(Daniels 88; Armor xviii).
Manzanar
The camp to which Sue’s family had been assigned was
Manzanar, located 212 miles northeast
of Los Angeles on the site of a former Spanish settlement in
Inyo County. At its peak, Manzanar
housed a population of over 10,000 evacuees, held within a one-
18. mile-square enclosure. The
camp was surrounded by barbed wire fencing and overlooked by
eight guard towers. Its layout
was based on a modified military “theater of operations” plan,
with families housed in 36
blocks of 20' X 100' barracks, separated into four to six units,
depending upon family size.
Construction was minimal, designed to meet the requirements of
low cost and rapid fabrication,
and conditions were harsh. Even in late spring, the nighttime
temperatures routinely dropped
below freezing. In the summer, temperatures rose above 110
degrees. And, as one internee
described it, “The main thing you remembered was the dust,
always the dust,” created by a
land that was artificially made barren (Tours 6, 15–16; Armor
xi, xiii).
Eventually, the people of Manzanar made the camp into a
home—gardening, organizing
dances, and going to school. They held citizenship ceremonies,
never forsaking their new
country, despite feeling forsaken themselves. Their young men
enlisted in the army, joining an
all-Japanese regiment, the 242nd, which would become the most
highly decorated unit in the
history of our nation. And, late at night, a few of them crawled
under the fence to fish the trout
streams of the High Sierra.
We never had permission to go, we just snuck out of camp by
ourselves (and tried) to
avoid the guard towers. It was pretty exciting to get out of the
camp. To be sneaky to get
out of the camp was one challenge, and then to go fishing was
19. another challenge! —Sets
Tomita, Former Internee†
Leaving Camp
Following a Supreme Court decision in December of 1944,
detained Japanese Americans were
free to return to their West Coast homes. Internees had to leave
on their own and those with
assets of less than $600 were given one-way train or bus fare,
associated meals, and $25.00 for
expenses. Many evacuees found their boarded up homes
vandalized and their goods stolen.
When the Kunitomi family returned to Los Angeles, they found
their home and grocery store
demolished (Last Witnesses 175).
For years, Sue didn’t spend much time thinking about camp. She
worked as a political activist,
married, had two children, and went back to school for
bachelor’s and master’s degrees in
education. Then, in late 1969, a student driving Sue home from
class at UCLA’s Asian American
Studies Center invited her to join a group on a pilgrimage to
Manzanar, nearly 27 years after
she’d left. The invitation came in the midst of anti-Vietnam war
demonstrations and the Free
Speech movement, and Sue—although she was an activist on
campus—had never confronted
her memories and experience in the camp. She accepted. Thus in
December 1969—on the
coldest day of the year in Inyo county—Sue began what would
become a lifelong journey to
† Unless otherwise noted, all interviews conducted by Roger
Sherman, 26 Apr 2008.
20. THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Sue Embrey and Manzanar 3
understand what happened at Manzanar and to bring public
attention and recognition to the
site.
After the pilgrimage, Sue and a group of others established the
Manzanar Committee. The
committee began in 1971 as a small ad hoc group under the
auspices of the Japanese American
Citizens League (JACL) and was formed with a two-fold
purpose: to raise public awareness
regarding the significance of the Manzanar site and to establish
Manzanar as a state historic
landmark. Pilgrimages to the site became an annual event,
sponsored by the committee, and
since 1973 have been held on the last Saturday of each April
(Levine 190; Unrau 821).
Sue very rapidly became the powerhouse behind the Manzanar
Committee and its activities.
Her home was the committee’s official address and her
telephone the official committee
number.
Sue Kunitomi Embrey was really the driving force behind the
creation of Manzanar
Historic Site. She was very patriotic—not someone whose
patriotism was mindless
nationalism, but making your country stand for what its
21. constitution says it stands for.
—Alisa Lynch, Manzanar Chief of Interpretation
National Recognition for Manzanar and a National Campaign
for Redress
Throughout the ensuing decades, Sue Embrey, attorney Rose
Ochi, and many others fought to
have the Manzanar site recognized—first by the state of
California and then by the United
States as a whole—as a place that should never be forgotten,
and a violation of citizens’ rights
that should never be repeated.
On February 19, 1992, the fiftieth anniversary of the signing of
Executive Order 9066, the
bill was brought forward in the House and got a roll-call vote of
400 to 13—a
resoundingly supportive endorsement and, for us, the
maraschino cherry to top the
whipped cream. All that we had struggled for since the 1970s
had been won—an
impossible dream. —Sue Kunitomi Embrey (Last Witnesses
183)
President George H. W. Bush signed the bill into law on March
3, 1992. The 23rd annual
pilgrimage, held on April 25th, brought more than 2,200
participants to celebrate the designation
(Tours 36).
At the same time, the community began to discuss more actively
how to deal with the violation
of their rights as citizens and legal residents. The National
22. Coalition for Redress/Reparations
began campaigning for Congressional legislation that would
mandate an apology from the U.S.
government and monetary compensation. The lengthy and
arduous campaign for redress was
eventually successful, resulting in 1988 legislation that required
a $20,000 tax-free payment and
a formal governmental apology to each of the 80,000 surviving
victims (Tours 12; Daniels 161).
Manzanar National Historic Site
The inclusion of Manzanar in the National Park Service system
was, in the beginning,
somewhat controversial, both locally and nationally. Shortly
after the designation of Manzanar,
Yale historian Robin Winks weighed in on the debate.
THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Sue Embrey and Manzanar 4
With the recent addition of Manzanar National Historic Site to
the National Park
System, the public has been introduced more dramatically than
ever before to a
fundamental debate. Should the national parks commemorate
and protect only places
and events in which we take pride, or should the parks strive to
mark events and places
that many agree represent shameful episodes in our national
experience? . . . The
question is, should we commemorate or should we strive to
forget, indeed should we
23. bury from the national consciousness, these fearful times in our
history?
. . . Education is best done with examples. These examples
must include that
which we regret, that which is to be avoided, as well as that for
which we strive. No
effective system of education can be based on unqualified
praise, for all education
instructs people of the difference between moral and wanton
acts and how to
distinguish between the desirable and the undesirable. If this
premise is correct, we
cannot omit the negative lessons of history. —Robin Winks
(22)
In order to bring the lessons of Manzanar into sharp relief for a
younger generation, the
Manzanar Committee launched a new program, Manzanar at
Dusk (MAD), begun in 1997 and
now held directly following the pilgrimage program each year.
MAD was the brainchild of
Jenni Kuida, a young, politically active student who’d been
inspired by a similar program at
Tule Lake interment camp and by Sue.
Sue was a big role model for me. She was passionate about
Manzanar. She was
supportive of young people getting the story and, from her early
years, she was
involved in progressive politics. There’s a lot of talk about
Nissei who were silent. The
word they used is gaman, which means, “We are resilient; we
can withstand anything—
and remain silent about it.” Sue was the opposite of gaman! She
24. said, “I don’t care about
what you think. This needs to be remembered!” She was a
leader. —Jenni Kuida
(Shumaker)
As part of the MAD program, participants break up into small
groups, each including a former
internee. During the discussions that ensue, Japanese American
youth hear first hand—and
often for the first time—about the injustices suffered by their
grandparents’ generation.
Americans from other minority groups also participate, sharing
their own experiences of being
marginalized and stereotyped. Former Superintendent Tom
Leatherman encouraged such
exchanges. “How the Government treats its citizens—that's our
story,” he says. “So if we don't
have that conversation, we're not doing what we should be
doing here at Manzanar.”
Alisa Lynch concurs.
A lot of people think of the national parks as the great natural
areas and the great
recreational areas and we all love the National Parks for those
reasons. But I think one of
the really neat things about the National Park System is that we
also preserve our
history and not just the glowing parts of our history, but in
some of the newer parks like
Manzanar, like some of the civil rights sites, we are actually
talking about some of the
not so wonderful parts of our history. —Alisa Lynch
25. For the Manzanar Committee and all who worked to create the
site, it has always been about
protecting our citizens’ rights, especially in times of national
crisis.
THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Sue Embrey and Manzanar 5
I wanted people fifty years from now to remember what was
there. Although it was a
negative place, we wanted to turn it around to be positive, so
that people will always
remember that America is a democracy. We want to shout to the
world that we are a
great nation, willing to say that we’re sorry about what we did;
that we are willing to
make the change.
And not only that we are a democracy but that we work at it.
We work very hard
at being a democracy—for all of us, for everybody who lives
here. The working at it is
the important part. —Sue Kunitomi Embrey (Shumaker)
* * * * *
Works Cited and Consulted
Armor, John, and Peter Wright. Manzanar. New York: Times
Books, 1988.
26. Bahr, Diana. Excerpts from unpublished interviews with Sue
Kunitomi Embrey.
---. The Unquiet Nisei. New York: Palgrave Macmillan, 2007.
Burton, Jeffrey F., Mary M. Farrell, Florence B. Lord, and
Richard W. Lord. Confinement and
Ethnicity: An Overview of World War II Japanese American
Relocation Sites. Tucson, AZ:
Western Archeological and Conservation Center, 1999.
Daniels, Roger. Guarding the Golden Door: American
Immigration Policy and Immigrants Since 1882.
New York: Hill and Wang, 2004.
Embrey, Sue Kunitomi. “From Manzanar to the Present: A
Personal Journey.” Last Witnesses:
Reflections on the Wartime Internment of Japanese Americans.
Ed. Erica Harth. New York:
Palgrave, 2001. 167–186.
---. Interview by author. 2 Sept 2005.
---. Three Self-Guided Tours of Manzanar. Los Angeles:
Manzanar Committee, 1998.
Hersey, John. “A Mistake of Terrifically Horrible Proportions.”
Manzanar. John Armor and Peter
Wright. New York: Times Books, 1988. 1–66.
27. Kaufman, Polly Welts. National Parks and the Woman’s Voice.
Albuquerque: University of New
Mexico Press, 1996.
Kuida, Jenny. Interview by author. 28 Nov 2007.
Levine, Ellen. A Fence Away From Freedom: Japanese
Americans and World War II. New York: GP
Putnam’s Sons, 1995.
Sue Kunitomi Embrey Archives. National Park Service Western
Archeological and
Conservation Center, Tucson, AZ.
THE NATIONAL PARKS: AMERICA’S BEST IDEA
Discussion Guide: Sue Embrey and Manzanar 6
Unrau, Harlan D. The Evacuation and Relocation of Persons of
Japanese Ancestry During World War
II: A Historical Study of the Manzanar War Relocation Center,
Vols. I and II. Washington, DC: US
Department of the Interior, National Park Service, 1996.
U. S. Congress. House of Representatives. Subcommittee on
National Parks and Public Lands of
the Committee on Interior and Insular Affairs. Hearing to
Establish the Manzanar National
28. Historic Site in the State of California and for Other Purposes.
102nd Cong., 1st sess., 1991.
U.S. Congress. Senate. Subcommittee on Public Lands, National
Parks and Forests of the
Committee on Energy and Natural Resources. Hearing on S.
621, H.R. 543, S. 870, S. 1254, S.
1344, and H. R. 848. 102nd Cong., 1st sess., 1991.
Winks, Robin. "Sites of Shame: Disgraceful Episodes from Our
Past Should Be Included in the
Park System To Present a Complete Picture of Our History,"
National Parks, LXVIII
(March/April 1994), 22–23.