Zinn also acknowledges that a history of the U.S., told from the perspective of persecuted peoples, can be very pessimistic. genocide (pg. encourages readers to question, challenge and think critically about mainstream American history narratives.challenges the “hero” narratives told by the dominant cultureexplores the values, culture, and community of many indigenous groupschallenges stereotypes, untruths and misinformation of mainstream history booksreveals truths about how America was builtchallenges the “othering” of culture and language for non-European AmericansWhat do you know/believe about the founding of America?What things do history books not say about the relationship between European colonizers and Indigenous people?What do you know about Native Americans/indigenous people?What do you know about the discovery of America and/or the people who “discovered” the land that is now the United States of America?What details do you know about the English citizens who came to America?Before the beginning of the lesson, write sentences using the words from the book (below), on small strips of paper.
Why was the total population of the Western Hemisphere so large at the end of the 1500’s?
You can even use words and images if you want.Divide class into small groups of 4-5 students. 12) . )?�����'�W�`Ԯ�������[����B�� 5) colonization (pg. Have each group share their personal dictionary page with the whole class. This is an important book. You may need to download version 2.0 now from the 5) Northwest Ordinance (pg. African American slavery (pg. An Indigenous Peoples' History of the United States is an award-winning 2015 nonfiction book by Roxanne Dunbar-Ortiz that reinterprets American history from the perspective of Native peoples. If two or more jump in at the same time, one student defers to the other.Why does the term “New World” reflect a European perspective?Where did human societies originate and how is this the same/different from what you thought/believed? “An Indigenous Peoples’ History. viii)tribe (pg. This chapter begins by addressing the concept of the United States, including the phrase "United States" itself. The student can stop and go with the silence. viii)origin narrative (pg. Having moments of silence allows students to think and reflect about what was just read. An Indigenous Peoples’ History of the United States for Young People represents a fundamental challenge to the textbooks that celebrate ‘liberty,’ ‘freedom,’ and the ‘rise of the American nation’ but fail to recognize the humanity Use the ideas below to read/respond to the text.A student reads, and another student can jump-in at a sentence or a paragraph break. viii) . 4) settler (pg. Discussion Guide for An Indigenous Peoples’ History of the United States (Beacon, 2014) p. 1 Introduction In 2012, attendees at the Unitarian Universalist Association (UUA) General Assembly (GA) learned some rarely told history of Chapter 1 describes the effect of Spanish explorer Christopher Columbus's arrival in North America, which he called "the Indies" (the European name for China, Japan, and India) in the belief he had reached the Far East. 2 An Indigenous Peoples' History of the United States often termed "racist" or "discriminatory," are rarely depicted as what they are: classic cases of imperialism and a particular form of colonialism-settler colonialism. vii) American Indian (pg. Why is this significant?What is important to know about the existence and cultivation of corn?