Transcript The Problems of PG-13 History UNC

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
The GI Movement
Napalm sticks to kids: Kim Phuc, age 9. Nixon
accused that this famous photo was a forgery.
The real face of U.S. imperialism:
a victim of Agent Orange
“Historically, Native people
have been portrayed in
textbooks in narrow or
inaccurate ways...”
-excerpt from NMAI
Truths, Myths & Misconceptions
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”
Native Americans
Gee…
thanks?
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.
First English settlers met with nomadic tribespack-and-go housing- genius engineering!
“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 animalOne 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.
National Museum of the American Indian, Washington, DC
“Good Indians”
Portrayed as heroes for helping the “white man”
Squanto
Pocahontas
Sacajawea
Sitting Bull
Lakota Chief & Holy Man
Defiant toward American Military
Brutally massacred Gen. Custer &
men of 7th Calvary @ Little Big Horn
Geronimo
Despised & killed Mexicans
& whites in Mexican territory
Led revolts against white
settlers
Kidnapped innocent white
child for revenge
Sitting Bull
Or loyal to his people, their
Lakota Chief & Holy Man
land, & their freedom?
Defiant toward American Military
Brutally massacred Gen. Custer &
men of 7th Calvary @ Little Big Horn
“I had to defend our sacred
ancestors…”
Geronimo
Apache “Warrior”
Despised & killed Mexicans
Led revolts against white
settlers
Kidnapped innocent white
child
Boy cried when rescued; returned to parents by
force- wanted to remain with Apache!
“Give us both sides
of the story! We can
handle it!”
8th Grade Unit 1 Objective:
“students examine the
roles of people, events, and
issues in North Carolina
history that have
4th Grade COMPETENCY
GOAL 2: The learner will
examine the
importance of the
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…
contributed to the
unique character of the
state today “
Opportunity is
everywhere!
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…
World History
• 9th Grade
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.
Christopher Columbus
Hero or Villain?
What do our texts say?
(Textbook A)
• “An important figure in the history of Spanish exploration.
Educated Europeans knew that the world was round, but had
little understanding of its circumference or the size of the the
continent of Asia. Convinced that the circumference of Earth
was not as great as others thought, Columbus believed that
he could reach Asia by sailing west instead of east around
Africa. Columbus persuaded Queen Isabella of Spain to
finance an exploratory expedition. In October 1492, he
reached Americas, where he explored the coastline of Cuba
and the island of Hispaniola. Columbus believed he had
reached Asia. Through three more voyages, he sought in vain
to find a route through the other islands to the Asian
mainland. In his four voyages, Columbus reached all the
major islands of the Caribbean and Honduras in Central
America- all of which he called the Indies.”
Primary Sources found in
Textbook A
• “Columbus Lands in the Americas”
- Christopher Columbus
Even the questions represent him in one way…
1. Why did Columbus give the peoples of
Hispaniola “a thousand handsome good
things”?
What about another point of view?
• Bartoleme de las Casas gave us another first
hand account of what REALLY went on
between heroic Christopher Columbus and
the “indians”
• Only 1 text even mentions him or his resource.
Pictures from Texts
Pictures NOT seen in texts
Christopher Columbus and the Slave
Trade
• New evidence that Christopher Columbus
suggested going to Africa to get SLAVES for
new colonies BEFORE slave trade began…
• WHY DO WE HAVE A HOLIDAY FOR THIS MAN?
Resources
• http://www.youtube.com/watch?v=74eF8Gjq
vOY
• Bartoleme de las Casas, The Destruction of the
Indies
• Hippocampus’ “Christopher Columbus”
Civics in the High School
Classroom
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?
Civics Textbooks
• Saffell, David C. Civics: Responsibilities and Citizenship.
Glencoe McGraw-Hill, 1996
 four paragraphs to “The Civil Rights Movement” section
 addresses how state laws denied African Americans the same
rights as other Americans
 The actual movement and what it achieved is summed up in one
paragraph
• Banks, James A, et al. Our Nation. New York: Macmillan
McGraw-Hill, 2003.
 gives a much broader view of the Civil Rights Movement
 does not go into specifics concerning any one action or event
Freedom Rides
• Saffell book vs. Banks text
• PG-13 version:
 http://www.pbs.org/wgbh/amex/eyesontheprize/index.html
 “In Jackson, the Freedom Riders were arrested and jailed.”
Freedom Rides
• PG-13 version, continued
 www.democraticunderground.com
 “…In some places, like Alabama, people would attack the
Freedom Riders because they didn't want to change. “
 http://www.historyonthenet.com
Freedom Rides
• REALITY:
http://www.ibiblio.org/sncc/rides.html
http://www.coreonline.org/History/freedom%20rides.htm
Freedom Rides
• REALITY, continued
http://www.democracynow.org/2010/2/1/the
_freedom_riders
Freedom Rides
Freedom Rides
United States History
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.
LGBT History: The Final Frontier
Gays riot: Stonewall, NYC, 1969
A gender-radical twist on a story as old as history itself...
Resources
• World History
• http://www.youtube.com/watch?v=74eF8GjqvOY
• Bartoleme de las Casas, The Destruction of the Indies
• Hippocampus’ “Christopher Columbus”
• US History
• Elizabeth Omara-Otunnu. University of Connecticut Advance. “Napalm
Survivor Tells of Healing After Vietnam War.” Available from
www.advance.uconn.edu/2004/041108/04110803.htm.
• GLBTQ: An encyclopedia of gay, lesbian, bisexual, transgender, and queer
culture. Available from www.glbtq.com.
CIVICS:
Resources
Saffell, David C. Civics: Responsibilities and Citizenship. Glencoe McGraw-Hill, 1996
Banks, James A, et al. Our Nation. New York: Macmillan McGraw-Hill, 2003.
http://www.pbs.org/wgbh/amex/eyesontheprize/index.html
www.democraticunderground.com
http://www.historyonthenet.com
http://www.ibiblio.org/sncc/rides.html
http://www.core-online.org/History/freedom%20rides.htm
http://www.democracynow.org/2010/2/1/the_freedom_riders