<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/360">
    <dcterms:title><![CDATA[Lat. Amer. Col. Lesson 4 Student Handouts]]></dcterms:title>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/136">
    <dcterms:title><![CDATA[Lat. Amer. Col. Lesson 5 Handouts]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Handout to analyze pictographic text by Guaman Poma]]></dcterms:description>
    <dcterms:creator><![CDATA[Yesenia Ayala, Valerie Benoist, Deborah Michaels ]]></dcterms:creator>
    <dcterms:created><![CDATA[2018]]></dcterms:created>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:language><![CDATA[Spanish]]></dcterms:language>
    <dcterms:type><![CDATA[Student Handouts]]></dcterms:type>
    <dcterms:spatial><![CDATA[Central America]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[South America]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[1400s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1500s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1600s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/135">
    <dcterms:title><![CDATA[Lat. Amer. Col. Lesson 5 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[This lesson is meant to give voice and agency to Indigenous authors who write about the events that occurred during the interactions between Incas and Europeans. Students will have the opportunity to use their critical thinking skills to learn about the perspective of the “colonized” during Latin American colonialism. This lesson examines the work of Guaman Poma, Indigenous author and illustrator—who chronicled the period of the Spanish conquest in both pictography and in alphabetic texts. His voluminous works describe Incan culture and civilization and the role it played before, during, and after the conquest in 1535. In this lesson, students transition from analyzing counternarratives written by Europeans to analyzing those of Indigenous authors. Students will also come to understand the importance of including Indigenous voices and perspectives of the conquest and colonization to fully understand these events in Native History.]]></dcterms:description>
    <dcterms:creator><![CDATA[Yesenia Ayala, Valerie Benoist, Deborah Michaels ]]></dcterms:creator>
    <dcterms:created><![CDATA[2018]]></dcterms:created>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:language><![CDATA[Spanish]]></dcterms:language>
    <dcterms:type><![CDATA[Unit Plan]]></dcterms:type>
    <dcterms:spatial><![CDATA[Central America]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[South America]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[1400s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1500s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1600s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/361">
    <dcterms:title><![CDATA[Lat. Amer. Col. Lesson 5 Student Handouts]]></dcterms:title>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/123">
    <dcterms:title><![CDATA[Lat. Amer. Col. Unit Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[This unit will challenge the Eurocentric narrative that describes a peaceful, progressive colonialism of Latin America. It will allow students to explore the colonial history in the perspective of Indigenous authors and populations. The lessons will allow students to deconstruct concepts and terminology often used in the master narratives. Students will be able to take the information of these indigenous populations’ narratives.]]></dcterms:description>
    <dcterms:creator><![CDATA[Yesenia Ayala, Valerie Benoist, Deborah Michaels ]]></dcterms:creator>
    <dcterms:created><![CDATA[2018]]></dcterms:created>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Unit Plan]]></dcterms:type>
    <dcterms:spatial><![CDATA[Caribbean]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[Cuba]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[Mexico]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[Central America]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[South America]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[1400s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1500s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Low High School, Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/124">
    <dcterms:title><![CDATA[Latin American Colonization Lesson 1 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[This lesson plan encourages students to think critically about the concept of “civilization.” The ideology of “civilization” served to legitimize colonization in the minds of the colonizers by creating a belief in the inferiority of Indigenous populations and positioned Europeans as superior. A common narrative in many American history textbooks is that Europeans came to the Americas to save and “civilize” the Native tribes and empires. Yet, students are missing an important piece of that narrative: the fact that these indigenous communities already had key elements of “civilization.” Students will learn about definitions of civilization, analyze images related to European and Indigenous cultures, and answer questions that will complicate their notions of “civilization.”]]></dcterms:description>
    <dcterms:creator><![CDATA[Yesenia Ayala, Valerie Benoist, Deborah Michaels ]]></dcterms:creator>
    <dcterms:created><![CDATA[2018]]></dcterms:created>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:language><![CDATA[Spanish]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
    <dcterms:spatial><![CDATA[Caribbean]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[Cuba]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[Central America]]></dcterms:spatial>
    <dcterms:spatial><![CDATA[South America]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[1400s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[1500s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Low High School, Upper High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/156">
    <dcterms:title><![CDATA[Leah Bio Photo ]]></dcterms:title>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/32">
    <dcterms:title><![CDATA[Lesson 1 Worksheet: Source Analysis of Native American Code Talkers]]></dcterms:title>
    <dcterms:description><![CDATA[The following sources are meant to be a part of Lesson 1 and asks students to analyze an array of primary and secondary sources in an attempt to have students rework the master narrative of Native American contributions to WWII. ]]></dcterms:description>
    <dcterms:creator><![CDATA[Ruth Isaac]]></dcterms:creator>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/31">
    <dcterms:title><![CDATA[Lesson 1: Introduction to Native American Involvement in WWII]]></dcterms:title>
    <dcterms:description><![CDATA[This lesson plan is meant to expose students to how Native Americans contributed to WWII and how that contribution is remembered today. While this lesson plan looks specifically at Native American code talkers, the more traditional war roles (i.e. soldiers) that Native Americans had are not delved into here. Students are asked to analyze sources from standardized textbooks, a New York Times article, and Native American testimonies. By comparing various sources, this unit demonstrates that Native American code talkers are seldom recognized for their vital contributions to WWII. Due to the volume of sources, if you run out of time, you can save the Native American testimonials for Lesson 2.]]></dcterms:description>
    <dcterms:creator><![CDATA[Ruth Isaac]]></dcterms:creator>
    <dcterms:date><![CDATA[1941-12-07/1945-09-02]]></dcterms:date>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/35">
    <dcterms:title><![CDATA[Lesson 2 Worksheet: Source Analysis for Native American Code Talkers]]></dcterms:title>
    <dcterms:description><![CDATA[The following sources are meant to be a part of Lesson 2 and ask students to compare code talkers from WWI and WWII. ]]></dcterms:description>
    <dcterms:creator><![CDATA[Ruth Isaac]]></dcterms:creator>
</rdf:Description></rdf:RDF>