Contents
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How to Use This Guide:This curriculum guide accompanies the book An Indigenous Peoples’ History of the United States for Young People (2019) by Roxanne Dunbar-Ortiz, adapted by Jean Mendoza and Debbie Reese. The format of this teacher’s curriculum guide follows each chapter with writing prompts, discussion questions, and learning extensions. The guide follows a sequential pattern and addresses topics as they appear in the book. It also includes a language development section to build Tier 3 historical academic vocabulary to help build learners’ engagement with the text. The curricular framework is based on CCSS-RWH (grades 6-8) with lesson discussions, activities, and suggestions for extension written for middle grades and young adult learners. back to contents About the Author of This GuideNatalie Martinez, PhD (Laguna Pueblo), is a professional educator in New Mexico and a former administrator and teacher at the tribally controlled middle school located in her Pueblo Nation. She has teamed with Indigenous curriculum writers in New Mexico to publish the Indigenous Wisdom Pueblo-based education curriculum and is working with a team to publish an Indigenous-centered public school curriculum for the Indian Education Division of the NM Public Education Department. She’s a curriculum coordinator for the NEH-Teaching Native American Histories Summer Institute in Wampanoag Territory, Massachusetts, and teaches at the University of New Mexico in the College of Education. back to contents PRE-READING PREPARATION FOR LEARNERSMuch of the content presented in An Indigenous Peoples’ History of the United States for Young People represents perspectives not often addressed in young adult literature. Some of the histories might be traumatic for young people encountering it for the first time. Help prepare young students to engage with the content, using principles of trauma-informed critical pedagogy (see Cities of Peace, “What Is Trauma-Informed Critical Pedagogy,” pages 134-135) to begin discussions prior to reading. back to contents LEARNING ENGAGEMENTIntroduction: This Land (pages 1-15)Summary: The introduction frames the structure of the book’s concepts of land, colonialist settler-state, goals of settler colonization, and Indigenous resistance; it problematizes cultural conflict and religious freedom. The authors help deconstruct previous experiences with learning US history. back to contents Chapter One: Follow the Corn (pages 17-31)Summary: In Chapter One, the relationship between cultivating the earth, sustenance, and survival of Indigenous peoples globally are conceptualized with corn as the sustaining factor in the development of traditions. This chapter focuses on the origins of corn and stewardship of land to unfold the story of how Indigenous peoples established thriving societies and practices that survive into contemporary existence. back to contents Chapter Two: Culture of Conquest (pages 32-46)Summary: In this chapter, the concepts of religious dominance, private property, white supremacy, and quest for wealth drove the practices of conquest for Europeans prior to 1492. The authors delve into how those practices defined the approach with which European “explorers” and their benefactors sought to expand landholdings, wealth, and power in other lands in an unrestricted approach to vanquish those lands. back to contents Chapter Three: Cult of the Covenant (pages 47-61)Summary: Chapter 3 looks at the nature of religion and the impact of religious law in the Doctrine of Discovery on the European colonial mindset. The authors connect the path of colonization across Scotland and Ireland to the desecration of Indigenous people and lands in the US under the guise of Calvinism. back to contents Chapter Four: Bloody Footprints (pages 62-87)Summary: Chapter 4 unpacks the progression of colonizer genocidal practice in attempt “to secure their ultimate goal: removal of Indigenous peoples from the land to clear it for European settlement.” This chapter highlights major conflicts between different Indigenous nations (Powhatan Confederacy, Pequot, Cherokee, Shawnee and Delaware, Haudenosaunee Confederacy) and encroaching settler colonialists. back to contents Chapter Five: The Birth of a Nation (pages 88-105)Summary: This chapter describes the transition of colony to country following the War of Independence and the Treaty of Paris in 1783. The authors examine treaties, alliances, and continued conflict as more Indigenous nations actively resisted the continued encroachment and terrorism from the new Americans. back to contents Chapter Six: Jefferson, Jackson, and the Pursuit of Indigenous Homelands (pages 106-121)Summary: This chapter shows how Indigenous nations continued to resist ongoing usurpation of land with the annexation of US landholdings and the repeated encroachment of treaty-established boundaries by squatters. This chapter also details the strengthened attempts at ethnic cleansing by the US government through extermination and removal policies targeting Indigenous lands and peoples. back to contents Chapter Seven: Sea to Shining Sea (pages 122-136)Summary: Manifest Destiny is key to US displacement of more Indigenous peoples as it reaches the Pacific Ocean. Chapter 7 presents western and southwestern parts of the United States and further invasion of Indigenous spaces, including Mexico. Indigenous experiences with Europeans encroaching from Latin America, as well as a discussion of the expanding origin myth based on intensified vilification of Indigenous peoples in the West, are included. back to contents Chapter Eight: Indigenous Lands Become “Indian Country” (pages 137-156)Summary: Chapter 8 spans the period prior to the US Civil War through the allotment era that ends at the turn of the twentieth century. Land continues to be the major point of contention in the US, and the changing political climate with a nation at war with itself provides for different experiences for Indigenous people, ranging from support of the Confederacy to being hunted down by Black soldiers and the near extinction of the sacred buffalo on the plains. Resistance, capture, and enslavement are running themes through this era, as well. back to contents Chapter Nine: The Persistence of Sovereignty (pages 157-175)Summary: This chapter dismantles the Turner thesis on democratic civilization as a racist structure to frame “the Indian problem” and US policy based on assimilation or extinction of Indigenous identities and lifeways. A background of Indian education and an overview of the continued US quest for empire with taking Hawaii and Alaska are included. Chapter 9 also looks at case studies of Indigenous exercise of sovereignty over illegal land claims using the same policies and court systems that stripped lands, including the resistance to termination- and relocation-era policies. The chapter spans the mid-nineteenth and mid-twentieth centuries. back to contents Chapter Ten: Indigenous Action, Indigenous Rights (pages 176-201)Summary: This chapter explores the many pathways and facets of resistance exercised by Indigenous peoples in the twentieth and twenty-first centuries from the earliest pan-Indian activist groups to the politically powerful and tenaciously established organizations like NCAI. The structure of this chapter is an examination of the key points in Indigenous activism. back to contents Conclusion: “Water Is Life” (pages 202-228)Summary: In the concluding chapter, the authors carefully wrap up the major themes and concepts of the book in a case study of the protest of the Dakota Access Pipeline (DAPL) located on the Standing Rock Indigenous homelands in North Dakota. The adapters provide a comprehensive background to the issues prompting the No DAPL protest and they end with constructive suggestions for how to get involved and to stay informed. back to contents ResourcesAPPENDIX A
APPENDIX B: ReferencesTeacher Notes: Download the Teachers’ Guide back to contents Which of the following statements is true about teaching as a profession in the United States till the 1900's?Which of the following statements is true about teaching as a profession in the United States till the 1900s? It was viewed mostly as a form of temporary employment. Horace Mann helped establish the first: state-supported normal school.
What is the history of the teaching profession?The history of teaching can be traced to Confucious (561 B.C.), who was the first famous private teacher. Many ancient Greeks hired private teachers to educate their children. In the Middle Ages, learning institutions such as Cambridge University were founded and teacher training became required.
What is the best description of the teaching profession explain briefly?A Teacher is a professional who teaches students based on national curriculum guidelines within their specialist subject areas. Their duties include assigning homework, grading tests, documenting progress and keeping up with parent communication.
What is the ideal role of the teacher in the 21st century education?These are the characteristics of a 21st Century Teacher: Facilitate and inspire student learning and creativity so that all students achieve in the global society. Enable students to maximize the potential of their formal and informal learning experiences. Facilitate learning in multiple modalities.
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