Teaching Historical Trauma, Assimilation Policy, and Indigenous Resilience in Middle School Social Studies Classrooms

Autor/in	McCoy, Meredith
Titel	Teaching Historical Trauma, Assimilation Policy, and Indigenous Resilience in Middle School Social Studies Classrooms
Quelle	(2017), (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Social Studies; American Indian History; Public Policy; Cartoons; Novels; Museums; Teaching Methods; American Indian Students; Boarding Schools; Resilience (Psychology); Power Structure; Acculturation; Authors; American Indians; Foreign Countries; Trauma; North Dakota; Canada + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gemeinschaftskunde; Öffentliche Ordnung; Zeichentrickfilm; Novel; Roman; Museum; Museumswesen; Museen; Teaching method; Lehrmethode; Unterrichtsmethode; Boarding school; Internat; Akkulturation; Author; Autor; Autorin; American Indian; Indianer; Ausland; Kanada
Abstract	Middle school social studies lessons about American Indian people often leave the impression that Indians are part of a historical past that has little to do with America's present. Too often, lessons include information about Indian "extinction" due to diseases and warfare without discussing the ongoing resilience of American Indian communities. They may also fail to address the systemic oppression of assimilation policies enacted by the U.S. government. In response, this paper explores the pedagogical potential of Indigenous-authored graphic novels and museums for middle school classrooms. The resources examined here center the experiences of Indian boarding school students and their descendants, providing useful material for helping students engage with American Indian histories, contemporary realities, and federal policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01