Impact+of+contact+between+different+cultures

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 * Exploring** **the Impact of Colonization on Indigenous Civilizations****: A Background to our text - //Rabbit Proof Fence//

Aim: To compare and contrast the experiences of indigenous peoples around the world**

=Introduction=  Imagine….

You are leading a ‘normal’ life. You go to school, hang out with your friends, play sport and watch various types of entertainment. You are surrounded by friends and family, you practice the religion of your people, and you call the place you live in ‘your’ home. One day, invaders come. They do not speak any language you know. Their technology is far superior to yours. Over time, strange diseases break out. There is fighting between the newcomers and your government. The newcomers want your land and its resources. They call your religion and your customs ‘wrong’ or immoral. Eventually, you and your friends and family are enslaved or killed. Life as you know it has completely changed.

Human history is made up of stories of dominance and bloodshed. Such stories began long before science made it possible to find ‘new’ lands. However, it was developments in technology (such as the compass and map making tools) that enabled the last remaining lands to be opened to the west. During any period of colonization, those who invaded often justified their behavior as a necessary act, necessary for ‘God, King or Country’ or because the ‘Emperor demanded it’. They ruthlessly dealt with resistance and both consciously and unconsciously changed the lives of the indigenous peoples of those invaded lands forever.

The aim of this section of the unit is to investigate the impact of such actions on indigenous populations.

Immoral Enslaved Dominance Bloodshed Justified Ruthlessly Indigenous
 * Vocabulary**

 __**Class discussion**__ C**onsider perceptions of the past:**

"//A wild people fit for any work, well proportioned, and very intelligent, and who when they got rid of their cruel habits to which they have become accustomed, will be better than any kind of slaves.//" ([|Columbus], writing about the fierce Caribs who likely wiped out his first settlement of 39 men on the north coast of Haiti.)


 * What does this quote imply about the way Columbus viewed the Caribs? Did he view them as equals?**

 =//**Rabbit Proof Fence:**// **Connections** = = =
 *  You have examined the impact of colonization on one indigenous population through our study of //Rabbit Proof Fence//. Let's review that information first.

**

**Reviewing the movie**
__Task__ Think back on the events of the movie: **
 * 
 * 1) <span style="color: rgb(34, 1, 1)">**<span style="font-size: 120%; font-family: 'Times New Roman',Times,serif; color: rgb(9, 99, 23)">Identify 2 impacts of the Protection Policy on the Australian aborigines in Western Australia. **
 * 2) <span style="color: rgb(5, 0, 0)"><span style="color: rgb(34, 1, 1)">**<span style="font-size: 120%; font-family: 'Times New Roman',Times,serif; color: rgb(9, 99, 23)">Did white law benefit the Australian aborigines in that region? Explain. **

<span style="background-color: rgb(196, 248, 238)"> <span style="background-color: rgb(196, 248, 238)">

<span style="background-color: rgb(196, 248, 238)">
<span style="background-color: rgb(196, 248, 238)"> In order to compare and contrast the experiences of the three girls in //Rabbit Proof Fence// with that of other indigenous peoples across the world, we now need to look more closely at the history of these peoples.

__Focus__
 * 1) <span style="background-color: rgb(196, 248, 238)">‘The Stolen Generation’
 * 2) <span style="background-color: rgb(196, 248, 238)">Similarities with other countries

<span style="background-color: rgb(196, 248, 238)">
<span style="background-color: rgb(196, 248, 238)">Human Rights and Equal Opportunity Commission Australia, //Bringing Them Home// http://www.hreoc.gov.au/education/bth/index.html <span style="background-color: rgb(196, 248, 238)"> The similarities and differences between the experiences of Indigenous Peoples across the world**
 * __Focus__

<span style="background-color: rgb(196, 248, 238)"> **Source 1** What indigenous people experienced in Australia http://www.hreoc.gov.au/education/bth/resources/experienced.html

What Indigenous people experienced in Canada http://www.hreoc.gov.au/education/bth/resources/canada.html
 * Source 2**

What Indigenous people experienced in New Zealand http://www.hreoc.gov.au/education/bth/resources/new_zealand.html
 * Source 3**

What Indigenous people experienced in South Africa http://www.hreoc.gov.au/education/bth/resources/south_africa.html
 * Source 4**


 * '__Jigsaw' activity__**

__Step 1__ You will be divided into 4 groups. Each group will be assigned one of the above resources and will become an 'expert' on the experiences of Indigenous Peoples within that country.

Read, discuss and create individual notes on the following questions: (//Use our modified Cornell system of note-taking)//
 * How did governments regard the children of Indigenous peoples? (identify 3 key actions that illustrate the governments' points of view)
 * Have these perceptions changed over time?

__Step 2__ Form new groups containing at least 1 expert from each of the previous groups. Each expert must present their findings to the group.

__**Summarizing information**__ Compare and contrast the experiences of Indigenous peoples within 2 of the countries we have looked at. > <span style="background-color: rgb(196, 248, 238)"> > <span style="background-color: rgb(196, 248, 238)">
 * Task**
 * Choose 2 countries
 * <span style="background-color: rgb(196, 248, 238)">Identify at least 2 similarities and 2 differences.
 * <span style="background-color: rgb(196, 248, 238)">Write your answer in expository essay format, following correct paragraph structure.
 * <span style="background-color: rgb(196, 248, 238)">Use only the information provided in the above sources
 * Summary: Class discussion and reflection on the focus**

=Indigenous Peoples: The Impact of Colonization= <span style="font-family: 'Arial Black',Gadget,sans-serif; color: rgb(93, 10, 128); text-align: left; display: block">

Part 1: Movement
Let's go back in time and look at the Age of Discovery and the Age of Exploration. Who went where, and why? Map areas of colonization by the empires of the 14th to 18th centuries (worksheet to be developed)

**<span style="font-size: 120%; font-family: Arial,Helvetica,sans-serif; color: rgb(103, 22, 167)">Indigenous Australians **
<span style="font-family: Arial,Helvetica,sans-serif"><span style="font-family: 'Times New Roman',Times,serif">When examining the history of the Indigenous Australians, in what ways have cultural values and beliefs affected relations among individuals and groups? **
 * __Focus Question__



Information in, will guide us in our exploration of the history of indigenous peoples in Australia

__**The 21st century**__ The Prime Minister of Australia, [|Kevin Rudd], made a formal apology to the Indigenous peoples of Australia on February 12, 2008. You can watch an excerpt from his speech in the youtube below: media type="youtube" key="xeneua1GZk4&hl=en" height="355" width="425"
 * http://www.youtube.com/watch?v=xeneua1GZk4

The full text of Mr Rudd's speech is below:**

<span style="color: rgb(12, 95, 22)"> **"Today we honour the Indigenous peoples of this land, the oldest continuing cultures in human history.

We reflect on their past mistreatment.

We reflect in particular on the mistreatment of those who were Stolen Generations – this blemished chapter in our nation’s history.

The time has now come for the nation to turn a new page in Australia’s history by righting the wrongs of the past and so moving forward with confidence to the future.

We apologise for the laws and policies of successive Parliaments and governments that have inflicted profound grief, suffering and loss on these our fellow Australians.

We apologise especially for the removal of Aboriginal and Torres Strait Islander children from their families, their communities and their country.

For the pain, suffering and hurt of these Stolen Generations, their descendants and for their families left behind, we say sorry.

To the mothers and the fathers, the brothers and the sisters, for the breaking up of families and communities, we say sorry.

And for the indignity and degradation thus inflicted on a proud people and a proud culture, we say sorry.**


 * We the Parliament of Australia respectfully request that this apology be received in the spirit in which it is offered as part of the healing of the nation.

For the future we take heart; resolving that this new page in the history of our great continent can now be written.

We today take this first step by acknowledging the past and laying claim to a future that embraces all Australians.

A future where this Parliament resolves that the injustices of the past must never, never happen again.

A future where we harness the determination of all Australians, Indigenous and non-Indigenous, to close the gap that lies between us in life expectancy, educational achievement and economic opportunity.

A future where we embrace the possibility of new solutions to enduring problems where old approaches have failed.

A future based on mutual respect, mutual resolve and mutual responsibility.

A future where all Australians, whatever their origins, are truly equal partners, with equal opportunities and with an equal stake in shaping the next chapter in the history of this great country, Australia."**

**<span style="font-size: 120%; font-family: Arial,Helvetica,sans-serif; color: rgb(148, 19, 185)">The Lakota Sioux **
<span style="font-family: Arial,Helvetica,sans-serif"><span style="font-family: 'Times New Roman',Times,serif">When examining the history of the Lakota Sioux, in what ways have cultural values and beliefs affected relations among individuals and groups? **
 * __Focus Question__



__**Source 1**__

//A very great vision is needed and the man who has it must follow it as the eagle seeks the deepest blue of the sky ... we preferred hunting to a life of idleness on our reservations. At times we did not get enough to eat and we were not allowed to hunt. All we wanted was peace and to be left alone. Soldiers came and destroyed our villages. Then Long Hair (Custer) came...They say we massacred him, but he would have done the same to us. Our first impulse was to escape but we were so hemmed in we had to fight.// ([|Crazy Horse], as remembered by Charles A. Eastman)

__**Source 2**__

Read the story of Lt. Colonel George Custer and [|The Battle of the Little Bighorn], 1876

__**Source 3**__

"//...you are not a great chief of this country...you have no following, no power, no control, and no right to any control. You are on an Indian reservation merely at the suffrance of the government. You are fed by the government, clothed by the government, your children are educated by the government, and all you have and are today is because of the government. If it were not for the government you would be freezing and starving in the mountains...The government feeds you and clothes you and educates your children now, and desires to teach you to become farmers, and to civilize you, and make you as white men.//" Dawes Commission hearing at Standing Rock, Dakota August 22, 1883 ** [|Brown, Dee], //Bury my heart at Wounded Knee: An Indian history of the American West//, Vintage, London, 1970 (pp 425-6)
 * <span style="font-family: 'Times New Roman',Times,serif">Senator John Logan speaking to Chief Sitting Bull of the Teton Sioux


 * __Source 4__**

[|Chief Red Cloud’s farewell speech] to the Lakota people on July 4, 1903 "//My sun is set. My day is done. Darkness is stealing over me. Before I lie down to rise no more, I will speak to my people. Hear me, my friends, for it is not the time for me to tell you a lie. The Great Spirit made us, the Indians, and gave us this land we live in. He gave us the buffalo, the antelope, and the deer for food and clothing. We moved our hunting grounds from the Minnesota to the Platte and from the Mississippi to the great mountains. No one put bounds on us. We were free as the winds, and like the eagle, heard no man's commands. I was born a Lakota and I shall die a Lakota. Before the white man came to our country, the Lakotas were a free people. They made their own laws and governed themselves as it seemed good to them. The priests and ministers tell us that we lived wickedly when we lived before the white man came among us. Whose fault was this? We lived right as we were taught it was right. Shall we be punished for this? I am not sure that what these people tell me is true. As a child I was taught the Taku Wakan (Supernatural Powers) were powerful and could do strange things. This was taught me by the wise men and the shamans. They taught me that I could gain their favor by being kind to my people and brave before my enemies; by telling the truth and living straight; by fighting for my people and their hunting grounds. When the Lakotas believed these things they were happy and they died satisfied. What more than this can that which the white man offers us give?// "

__**Source 5**__ The Methamphetamine problem in Indian country http://www.doi.gov/news/07_News_Releases/070205a_INFO.html

__**Source 6**__ Suicide and American Indian Youth http://www.indiancountry.com/content.cfm?id=1096416932

__**Source 7**__ //The issue of alcohol and other substance abuse is significant to American Indian/Alaska Native (AI/AN) communities. The death rates associated with alcoholic cirrhosis and other direct alcohol diseases for AI/AN are well above general U.S. population. In addition, injuries are the leading cause of death for AI/AN=s between the ages of 15 and 44 years. The majority of these deaths, whether intentional (such as suicide and homicide) or unintentional (such as motor vehicle crashes) are associated with alcohol and other chemical abuse...

While the death rate due to alcoholism has declined 17% since 1980, current data shows that this downward trend has stopped. Since 1990, the rate has been rising and is now 7 times greater than the U.S. All Races rate. These deaths are preventable, but only through a comprehensive program of medical, behavioral, and preventive services. In fact, the evidence suggests that comprehensive community wide efforts (including medical treatment programs) are the most appropriate approach to prevention.//... Before the Senate Committee on Indian Affairs, October 13, 1999** http://www.hhs.gov/asl/testify/t991013a.html
 * Statement on S.1507: Native American Alcohol and Substance Abuse Program Consolidation Act by Michel E. Lincoln

__**Source 8**__ Debating on an official apology from the US federal government to Native Americans http://brownback.senate.gov/pressapp/record.cfm?id=293090

__**Source 9**__ [|Will Congress apologize to Native Americans?]

**<span style="font-size: 120%; font-family: Arial,Helvetica,sans-serif; color: rgb(124, 28, 186)">Mexico and the United States **
<span style="font-family: Arial,Helvetica,sans-serif"><span style="font-family: 'Times New Roman',Times,serif">When examining the history of Mexican Americans, in what ways have cultural values and beliefs affected relations among individuals and groups? **
 * __Focus Question__

__**Manifest Destiny**__ //"In 1845 John L. O'Sullivan, editor of the Democratic Review, referred in his magazine to America's "Manifest Destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions." One of the most influential slogans ever coined, "manifest destiny" expressed the romantic emotion that led Americans to risk their lives to settle the Far West... Aggressive nationalists invoked the idea to justify Indian removal, war with Mexico, and American expansion into Cuba and Central America...//"
 * Westward Expansion, Digital History: Online Textbook**, http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=311

History** An [|interactive timeline] of the history of the border region between Mexico and the US
 * __Source 1__

Examining The Treaty of Guadalupe Hidalgo** Read more about the treaty [|here]
 * __Source 2__

"//Within a generation the Mexican-Americans became a disenfranchised, poverty-stricken minority"// [|Richard Griswold del Castillo]

__**Source 3**__
 * Reactions**

media type="youtube" key="phF376VK3ek&hl=en" height="355" width="425"
 * Trailer for a documentary about a Chicano civil rights leader who demanded the return of land in the Southwest and a series of violent events in northern New Mexico during the 1960s.**

media type="youtube" key="Uco9b58pdms&hl=en" height="355" width="425"
 * Antonio Diaz of the Texas Indigenous Council speaks at an event held in February 2007 in San Antonio Texas on the effects of the treaty of Guadalupe Hidalgo and cultural racism. Part 2 of 2. Produced by 411 Productions.**

The US/Mexico Border** http://www.migrationinformation.org/Feature/display.cfm?id=407
 * __Source 4__

Perceptions** [|http://labloga.blogspot.com/2007/03/living-to-tell-story-authentic-latino_24.html] [|Immigration Reform: From 'American Dream' to 'Latino Nightmare']
 * __Source 5__

Crystal City School**
 * __Source 6__

=**The rights of Indigenous Peoples today**=

What is the role of the United Nations? Read more about it [|here].

[|Respect for the Principles of National Sovereignty] Resolution passed by the General Assembly of the United Nations 27 February, 1996

[|The Rights of Indigenous Peoples] United Nations cyberschoolbus



[|Indigenous Peoples' Earth Charter]

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