8 10 345 https://native-history.sites.grinnell.edu/files/original/50fc8faf616795f8311fbc0fd4c7930b.pdf 9ec06e91f2ab2dca57fe6e4d802ee68e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource 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. Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Lesson Plan Title A name given to the resource Indian Boarding Schools Lesson 4 Lesson Plan https://native-history.sites.grinnell.edu/files/original/b42e081db1ed99ff4bdf486de584b776.pdf a98e6ac8f33d10cb1f5df6039aca4373 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Indian Boarding Schools Lesson 4 Presentation Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource Presentation on resistance Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Presentation https://native-history.sites.grinnell.edu/files/original/70dbcd2af9c790964e019dfe9a8c18e8.pdf a9460276486952a4144528449b54b5d4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Indian Boarding Schools Lesson 4 Student Handouts Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource Handouts for lesson 4 Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Student Handouts https://native-history.sites.grinnell.edu/files/original/e0ca20dee28b9f0891a960e3add5df5b.pdf 9cf8a8f591f13f4640638914c4fe07eb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource 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. Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Lesson Plan Title A name given to the resource Indian Boarding Schools Lesson 5 Lesson Plan https://native-history.sites.grinnell.edu/files/original/4d7047e2801a88e3e3867eef27a0965f.pdf f1154c3071b3776549339b82676f5e22 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource Handouts for understanding resistance and change Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Student Handouts Title A name given to the resource Indian Boarding Schools Lesson 5 Student Handouts https://native-history.sites.grinnell.edu/files/original/bf51e6c0455834ba862e6a874f6d758e.pdf fb973cc72d81f5c55b54f34348bc8cc2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Indian Boarding Schools Unit Plan Subject The topic of the resource We Are Still Here Creator An entity primarily responsible for making the resource Evelyn Nkooyooyoo, Deborah Michaels Description An account of the resource 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. Temporal Coverage Temporal characteristics of the resource. Late 1800s Early 1900s Language A language of the resource English Type The nature or genre of the resource Unit https://native-history.sites.grinnell.edu/files/original/79972ac6ec92dc17ce496550db27d11b.jpg 8f28641e83ea2b7bf1e5dd5c84285c44 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jherron Bio Edit https://native-history.sites.grinnell.edu/files/original/f0fd57f116ba95eb06c40e6aa59f7df5.jpg 7e08b11e4ec05c06aca1ef3d5316cca1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jherron Bio Pic https://native-history.sites.grinnell.edu/files/original/9ae7806b30f94d0f1ae0881c6b75d52b.pdf f15b7da6b61022f1594bc3fdbe8e2430 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Painting Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Last of the Buffalo, 1888 Description An account of the resource Albert Bierstadt https://native-history.sites.grinnell.edu/files/original/8627e02b83c9160176b26077c9ea1ce4.pdf 5face4e584e77765c34c7b61a596f182 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource Pre-European Contact/First Contact Creator An entity primarily responsible for making the resource Yesenia Ayala, Valerie Benoist, Deborah Michaels Temporal Coverage Temporal characteristics of the resource. 1400s 1500s Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Low High School, Upper High School Description An account of the resource 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.” Language A language of the resource English Spanish Type The nature or genre of the resource Lesson Plan Spatial Coverage Spatial characteristics of the resource. Caribbean Cuba Central America South America Date Created Date of creation of the resource. 2018 Title A name given to the resource Lat. Amer. Col. Lesson 1 Lesson Plan