<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/298">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 2 Handouts]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Handouts for lesson 2]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Handouts]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/299">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 3 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[This lesson will enable students to understand how the interpretations of historical events shape the way we remember them. They will understand the importance of framing a historical event within a narrative and why the classification of Sand Creek as a &quot;massacre&quot; by the U.S. Government was notable. By looking at various responses to the event in local newspapers, editorials and government reports, students will discover how the legacy of the Sand Creek Massacre formed and whose voices were included in this process.]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/300">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 3 Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Presentation for lesson 3]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Presentation]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/301">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 3 Handouts]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Handouts for lesson 3]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Handouts]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/302">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 4 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[This lesson will guide students through the process of reparations and encourage them to consider questions of justice as it relates to acts of war and genocide. It will build off of the discussions and understandings from the previous lessons in order to assess the appropriate response to the Sand Creek Massacre. The students will analyze the Little Arkanasas Treaty of 1865, which provided reparations for the Sand Creek Massacre, and discuss questions of justice as it relates to genocide and war. The discussion will connect to the broader theme of reparations and reflect on the United States&#039; attitude toward reparations and indigenous communities. This lesson is planned to take 2 days. However, if you are pressed for time, give preference to the first activity of reparations/ treaty-making, as it is a particularly insightful exercise for demonstrating their understanding of the massacre and encouraging them to tackle difficult questions related to justice and war. Allow for dissent and debate in class discussions during this activity.]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/303">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 4 Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Presentation for lesson 4]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Presentation]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/304">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 4 Handouts]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Handouts for lesson 4]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Handouts]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/305">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 5 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[This lesson will guide students through various historical interpretations of the Sand Creek Massacre, including paintings and oral history about the massacre, as well as traditional textbook descriptions of the Massacre. Through this lesson, students will understand how different types of historical documents provide different insights into events. Specifically, they will understand why textbook descriptions cannot capture the entire reality of history, and we must rely on other types of information to get a more nuanced, complete story.]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/306">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 5 Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Presentation for lesson 5]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Presentation]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/307">
    <dcterms:title><![CDATA[Native Slave Trade Lesson 5 Handouts]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Handouts for lesson 5]]></dcterms:description>
    <dcterms:creator><![CDATA[Jherron Sutton, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Handouts]]></dcterms:type>
</rdf:Description></rdf:RDF>