<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/281">
    <dcterms:title><![CDATA[Native American Identity Lesson 4 Student Handouts]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Handouts for lesson 4]]></dcterms:description>
    <dcterms:creator><![CDATA[Taylor Gaskins, 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/282">
    <dcterms:title><![CDATA[Native American Identity Lesson 4 Mini-Lecture]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Mini-Lecture for lesson 4]]></dcterms:description>
    <dcterms:creator><![CDATA[Taylor Gaskins, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Mini-Lecture]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/283">
    <dcterms:title><![CDATA[Native American Identity Lesson 4 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[In this lesson, students will learn about the images of Native American identity presented in the media. They will reevaluate their common knowledge of Native Americans, in a continuation of lesson 1, and will learn about different archetypes or tropes that Native Americans fulfill in mainstream media, as well as how negative images of social groups or cultures can become stereotypes. They will challenge these images, and study a particular archetype of Native Americans in film, and what the purpose of these images can be, in dominant culture. This lesson will examine Native American identity from external perceptions, revisiting the meaning of identity from the external lens; they will also understand how portrayals in media have impacted Native American identity, looking at “The Newspaper Indian”, many media tropes of Native Americans, and, in particular, of Pocahontas.]]></dcterms:description>
    <dcterms:creator><![CDATA[Taylor Gaskins, 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/284">
    <dcterms:title><![CDATA[Native American Identity Lesson 4 Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Presentation on Native American identity in society]]></dcterms:description>
    <dcterms:creator><![CDATA[Taylor Gaskins, 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/285">
    <dcterms:title><![CDATA[Native American Identity Lesson 5 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Lesson plan for lesson 5]]></dcterms:description>
    <dcterms:creator><![CDATA[Taylor Gaskins, 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/286">
    <dcterms:title><![CDATA[Native American Identity Unit Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[The question, who is Native American, is essential to understanding Native American history and their interactions with European settlers, and has created the foundation of the United States nation. Since European interaction with Native Americans, the US government has intervened/ controlled the classifications and identifications of Native Americans, through Supreme Court cases like in the Pueblos in 1877, and the General Allotment Act of 1887, deciding who fulfills the requirements to be Native American. Through that history, the US government took away the rights of Native Americans to tell their own story and perspective, and create their own identities. Native American history and identification has been taught and explored from the European settler perspective; however, by telling the history of Native Americans from their perspectives and delving into the perseverance and strength of Native American tribes despite mass genocide, history and cultural theft, and disenfranchisement will release the oppressive chains that the United States government and education system has held Native American history and identity in. This unit will teach students about the diversity within Native American identification, as well as the diversity in Native American communities or tribes. Students will learn and interact with current cultural categorical systems of identification within the Native American identity, and will examine the historical categorization of Native Americans as a means of depriving tribes from receiving certain benefits/justifying theft of native land. We will closely observe the changes in Native American identity from European colonial contact to now, and the common perceptions or stereotypes that the United States government and majority groups have embedded in this society about Native Americans in the US. We will finally explore and interact with both fiction and non-fiction texts to create a new space to delve into the Native American identity and represent the diversity found within the American Indian identity. This unit will help students to gain a broadened understanding of a minority group and will engage them with other cultures, which will teach them about other cultures and histories outside of their own as they grow up in a diverse country. Native American history has been ignored, but this unit will bring their history and identities to the light, providing students with truth in an age where lies can tear a country a part.]]></dcterms:description>
    <dcterms:creator><![CDATA[Taylor Gaskins, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Unit Plan]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/155">
    <dcterms:title><![CDATA[Atrocities against Native American slaves]]></dcterms:title>
    <dcterms:subject><![CDATA[Spanish conquistadors committing atrocities against Native American slaves, image created as material against Catholics by Protestants.]]></dcterms:subject>
    <dcterms:description><![CDATA[A reproduction of Theodori de Bry&#039;s illustration for Las Casas 1598 book. It illustrates Las Casas&#039; extravagant depiction of the Spanish abuses to the American Indians (which helped create the Black Legend). https://books.google.com/books? (from WikiCommons)]]></dcterms:description>
    <dcterms:creator><![CDATA[Theodori de Bry]]></dcterms:creator>
    <dcterms:source><![CDATA[https://commons.wikimedia.org/wiki/File:Conquistadors%27_abuses_of_Amerindians_(1598_edition_for_las_Casas%27_book).jpg]]></dcterms:source>
    <dcterms:date><![CDATA[1598]]></dcterms:date>
    <dcterms:type><![CDATA[Engraving]]></dcterms:type>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/28">
    <dcterms:title><![CDATA[Cheyenne Warrior Killing a Wagoneer, Cheyenne Warrior Killing a Mexican, Army Soldiers Kill a Crooked Lance Bearer and His Horse 1890-92]]></dcterms:title>
    <dcterms:creator><![CDATA[unknown Cheyenne artist]]></dcterms:creator>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/22">
    <dcterms:title><![CDATA[Map of the Yellowstone and Missouri rivers and their tributaries]]></dcterms:title>
    <dcterms:creator><![CDATA[V. F. Hayden ]]></dcterms:creator>
</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:RDF>