The Problems of PG-13 History. UNC-Wilmington Susan Lamm Michael Parker Ashley Skinner Amanda Thurston. United States History. NCSCS Objective 11.04: Identify the causes of the United States’ involvement in Vietnam and examine how this involvement affected society. F-bombs and Napalm.
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NCSCS Objective 11.04: Identify the causes of the United States’ involvement in Vietnam and examine how this involvement affected society.
“Historically, Native people have been portrayed in textbooks in narrow or inaccurate ways...”
-excerpt from NMAI
1st called “Indians” by Columbus, who thought he’d landed in India- the name stuck
Didn’t have adequate clothing!
Ran around “naked”
No “towns”- no “houses”- roamed the land: How “Primitive”!
Europeans- especially English- “civilized”
Our culture was different, but not “Primitive”!
“Indians” had an advanced economy that included trade with other tribes, and many had some form of money.
Native Americans had sophisticated legal systems that incorporated treaties and resolved disputes.
Did not understand the European concept of "land title”. They believed you “borrowed” land for farming and living, then returned it to Mother Earth when you no longer needed it.
“Clothing” represented more than just clothing: If a deer was killed for food, the rest of the deer would be used for clothing, shoes, housing… would have been a sacrilege to waste any part of the animal-
One piece “garments” were most basic, sewn from one skin/hide;
Two pieces represented wealth & tribal status;
Three piece “garments” were usually worn by Princesses & VIP’s, sewn from several skins and were of the best quality!
Decoration was individualistic- reflected your skill, creativity, & your hierarchy within the tribe. Animal bone, teeth, feathers, seashells were often used.
Awesome field trip idea!
National Museum of the American Indian, Washington, DC
Portrayed as heroes for helping the “white man”
Often portrayed in textbooks as viscous warriors who ruthlessly murdered the “white man”
Or loyal to his people, their land, & their freedom?
“whites wanted the gold on our sacred tribal lands- weren’t playing fair!”
“I had to defend our sacred ancestors…”
…Or just a fighter for his people???
Name Mexicans gave him- real name: Goyathlay
Because they murdered & robbed his tribe in a sneak attack!
Tried to re-claim Apache lands being settled & destroyed
Boy cried when rescued; returned to parents by force- wanted to remain with Apache!
8th Grade Unit 1 Objective: “students examine the roles of people, events, and issues in North Carolina history that have contributedto the unique character of the state today “
4th Grade COMPETENCY GOAL 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina.
1.04 Evaluate the impact of the Columbian Exchange on the cultures of American Indians, Europeans, and Africans.
1.07 Describe the roles and contributions of diverse groups, such as American Indians…
2.01 Locate and describe American Indians…
2.03 Describe the similarities and differences among people of NC...
2.04 Describe how different ethnic groups have influenced the culture, customs & history of NC…
Opportunity is everywhere!
3.04 Examine European exploration and analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas.
3.05 Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans.
Hero or Villain?
- Christopher Columbus
Even the questions represent him in one way…
1. Why did Columbus give the peoples of Hispaniola “a thousand handsome good things”?
Competency Goal 3: The learner will analyze how state and local government is established by the North Carolina Constitution.
Objective 3:06: What does “equal protection under the law” mean? How does the 14th Amendment extend rights to all citizens?
NCSCS Objective 11.03: Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements on the United States’ society.
Saffell, David C. Civics: Responsibilities and Citizenship. Glencoe McGraw-Hill, 1996
Banks, James A, et al. Our Nation. New York: Macmillan McGraw-Hill, 2003.