<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/226">
    <dcterms:title><![CDATA[Indian Boarding Schools Lesson 4 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Up until now students have focused on the ways in which FIBS and Carlisle Industrial Boarding School practiced forceful assimilation of American Indian students through suppressing their languages, cultures, beliefs, and keeping them away from the support and guidance and influence of their families and Native American communities. Additionally, students have engaged in comparative analysis by looking at the differences between their own schooling experience and that of the students of Carlisle Indian Industrial School. This lesson aims to have students understand and explore the concept of resistance by looking at how students resisted their forceful assimilation and instead carved a pathway for incremental change for themselves and their Native American communities. This lesson is the first of two parts as this lesson will explore the concept of resistance by having students analyze instances of resistance in Native American communities during the 19th and 20th centuries. The second lesson will have students engage in research, but they will instead look at present-day resistance movements focused on different populations and on different issues which still involve student/youth resistance, Educational Inequality (Malala Yousafzai) and the Black Lives Matter Movement.]]></dcterms:description>
    <dcterms:creator><![CDATA[Evelyn Nkooyooyoo, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/227">
    <dcterms:title><![CDATA[Indian Boarding Schools Lesson 4 Presentation]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Presentation on resistance]]></dcterms:description>
    <dcterms:creator><![CDATA[Evelyn Nkooyooyoo, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Presentation]]></dcterms:type>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/225">
    <dcterms:title><![CDATA[Indian Boarding Schools 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[Evelyn Nkooyooyoo, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Student Handouts]]></dcterms:type>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/229">
    <dcterms:title><![CDATA[Indian Boarding Schools Lesson 5 Lesson Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Up until now students have focused on the ways in which FIBS and Carlisle Industrial Boarding School practiced forceful assimilation of American Indian students through suppressing their languages, cultures, beliefs, and keeping them away from the support and guidance and influence of their families and Native American communities. Additionally, students have engaged in comparative analysis by looking at the differences between their own schooling experience and that of the students of Carlisle Indian Industrial School. This lesson aims to have students understand and explore the concept of resistance by looking at how students in recent years have resisted oppression towards women and African Americans and have as a result started global resistance movements that are still present today. This lesson is one of two parts as the first lesson explored the concept of resistance by having students research instances of resistance in Native American communities during the 19th and 20th centuries as well as present-day resistance. This lesson will also have students engage in research, but they will instead look at present-day resistance movements focused on different populations and on different issues which still involve student/youth resistance, Educational Inequality (Malala Yousafzai) and the Black Lives Matter Movement.]]></dcterms:description>
    <dcterms:creator><![CDATA[Evelyn Nkooyooyoo, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Lesson Plan]]></dcterms:type>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/228">
    <dcterms:title><![CDATA[Indian Boarding Schools Lesson 5 Student Handouts]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[Handouts for understanding resistance and change]]></dcterms:description>
    <dcterms:creator><![CDATA[Evelyn Nkooyooyoo, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Student Handouts]]></dcterms:type>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/230">
    <dcterms:title><![CDATA[Indian Boarding Schools Unit Plan]]></dcterms:title>
    <dcterms:subject><![CDATA[We Are Still Here]]></dcterms:subject>
    <dcterms:description><![CDATA[In the late 19th and 20th centuries, Indian boarding schools were developed to assimilate American Indians into the white American culture. White Americans claimed that this social institution was a perfect establishment through which American Indians could be taught and eventually learn to accept and participate in the white American society. Unfortunately, many of these boarding schools forced students to ignore, forget, and devalue their own culture and identities through new practices and traditions as well as punishment. The Carlisle Indian Industrial School established in 1879 in Carlisle, Pennsylvania was one of the most prominent Indian boarding schools and will be the main example used in this unit. After having an overview of the purpose of Indian boarding schools and their composition, students will then get a chance to have an in-depth look at Carlisle Boarding School to help contextualize their previous knowledge. The final part of the unit will then focus on how with this information about boarding schools and the ways in which students were active citizens of resistance in the schools, American Indians today draw upon the experiences of their ancestors in efforts to preserve their own culture and heritage.]]></dcterms:description>
    <dcterms:creator><![CDATA[Evelyn Nkooyooyoo, Deborah Michaels]]></dcterms:creator>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Unit]]></dcterms:type>
    <dcterms:temporal><![CDATA[Late 1800s]]></dcterms:temporal>
    <dcterms:temporal><![CDATA[Early 1900s]]></dcterms:temporal>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/160">
    <dcterms:title><![CDATA[Jherron Bio Edit ]]></dcterms:title>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/159">
    <dcterms:title><![CDATA[Jherron Bio Pic ]]></dcterms:title>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/29">
    <dcterms:title><![CDATA[Last of the Buffalo, 1888]]></dcterms:title>
    <dcterms:description><![CDATA[Albert Bierstadt]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://native-history.sites.grinnell.edu/items/show/150">
    <dcterms:title><![CDATA[Lat. Amer. Col. 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:RDF>