<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/125">
    <dcterms:title><![CDATA[Lat. Amer. Col. Lesson 1 Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:description><![CDATA[Presentation on the concept 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:type><![CDATA[Presentation]]></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/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/121">
    <dcterms:title><![CDATA[NA Slavery in LA Unit Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[Pre-European Contact/First Contact]]></dcterms:subject>
    <dcterms:subject><![CDATA[&quot;Westward Expansion&quot;]]></dcterms:subject>
    <dcterms:description><![CDATA[In American history, the narrative of enslavement focuses on the Atlantic Slave Trade and the horrors these individuals faced upon being forced into servitude in the United States, in turn confining the narrative of Native slavery to the shadows and contributing the erasure of Native Americans in greater culture. In an effort to combat this erasure, this unit will focus on the enslavement of indigenous peoples, situated in an era in which their land was being colonized and Africans were simultaneously forced into bondage. <br />
Traditionally, Native enslavement is often excluded or ‘sugar-coated’ in textbooks; this unit, in conjunction of others, could potentially serve as a way to more accurately depict interactions that took place in creating European colonies and settlements. <br />
This unit will discuss the onset and continuation of Native American enslavement once European settlers reached North America. Not only will lessons address societal changes, but they will also address the forms in which Native American enslavement were manifested. Though there were laws established by the Spanish government to prevent their enslavement, this slavery often took more veiled forms as an encomienda, mission, or reserve. However, this unit will also detail the ways in which Native peoples were able to create freedom for themselves through revolts and uprisings.]]></dcterms:description>
    <dcterms:creator><![CDATA[Madison Wardlaw]]></dcterms:creator>
    <dcterms:created><![CDATA[2018]]></dcterms:created>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Unit Plan]]></dcterms:type>
    <dcterms:spatial><![CDATA[Haiti]]></dcterms:spatial>
    <dcterms:temporal><![CDATA[1500s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:educationLevel><![CDATA[Low High School]]></dcterms:educationLevel>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/57">
    <dcterms:title><![CDATA[Sand Creek Massacre Lesson 6 Presentation]]></dcterms:title>
    <dcterms:description><![CDATA[Presentation accompanying Lesson 6]]></dcterms:description>
    <dcterms:creator><![CDATA[Ben Binversie]]></dcterms:creator>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/56">
    <dcterms:title><![CDATA[Sand Creek Massacre Lesson 6]]></dcterms:title>
    <dcterms:description><![CDATA[This lesson will guide students through the creation of the Sand Creek Massacre National Historic Site and the difficulties of historical memory regarding the massacre. Established in 2007, the Sand Creek site involved a detailed and contentious process of locating the site of the massacre. Students will suggest how they would locate the massacre site, and what they would include in the National Historic Site. As a class, students will discuss the importance of National Historic Sites and other ways of remembering the past and will consider questions about who gets to create our stories and how we create them. Ever since the attack, there has been a battle over the memory of Sand Creek, starting with Chivington&#039;s letter about the &quot;battle&quot;. Remembering Sand Creek is a process, one that continues to this day. In this lesson, students will learn about different ways of remembering, commemorating and memorializing the Sand Creek Massacre, and discuss why they matter. At the end, they will create a small exhibit or piece of ledger art for a museum display or other way of remembering the Sand Creek Massacre. The exhibit activity is included as a part of day 2; however, if your students are really engaged with this project and want to make it into a bigger project, this can be another day and you should allow them to spend some time researching online for some additional information on Sand Creek.]]></dcterms:description>
    <dcterms:creator><![CDATA[Ben Binversie]]></dcterms:creator>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/55">
    <dcterms:title><![CDATA[Sand Creek Massacre Lesson 5 Presentation]]></dcterms:title>
    <dcterms:description><![CDATA[Presentation accompanying Lesson 5]]></dcterms:description>
    <dcterms:creator><![CDATA[Ben Binversie]]></dcterms:creator>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/54">
    <dcterms:title><![CDATA[Sand Creek Massacre Lesson 5 Worksheet]]></dcterms:title>
    <dcterms:description><![CDATA[Worksheet accompanying Lesson 5]]></dcterms:description>
    <dcterms:creator><![CDATA[Ben Binversie]]></dcterms:creator>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/53">
    <dcterms:title><![CDATA[Sand Creek Massacre Lesson 5]]></dcterms:title>
    <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[Ben Binversie]]></dcterms:creator>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/52">
    <dcterms:title><![CDATA[Little Arkansas Treaty]]></dcterms:title>
    <dcterms:description><![CDATA[Treaty of October 1865, accompanying Lesson 4]]></dcterms:description>
    <dcterms:creator><![CDATA[Charles J. Kappler]]></dcterms:creator>
</rdf:Description></rdf:RDF>
