Nearly two-thirds of the children Sautter teaches at Leonard R. Flynn Elementary School are Latino. Ryan emphasizes that his job is not to start a movement to ban Columbus Day or browbeat students into thinking Columbus was heinous.
At Prescott High School—a small, predominately white school about 20 minutes from the Twin Cities—Ryan invites Native people into his classroom to tell their stories about Columbus and allows students to develop their own hypotheses and viewpoints on the topic. Exposing students to this interpretation is crucial. Act 31 , passed by the Wisconsin State Legislature in , mandates the teaching of American Indian history, culture, and tribal sovereignty in Wisconsin's public schools and teacher education programs.
As a dad with a keen interest in the subject, he asked her what they talked about and what she learned about the famed Italian explorer. Understanding what really happened to them in is key to understanding why people suffer the same injustices today. More than 80 essays, poems, interviews, historical vignettes, and lesson plans reevaluate the myth of Columbus and issues of indigenous rights.
Rethinking Columbus is packed with useful teaching ideas for kindergarten through college. First published in , Rethinking Columbus has changed the way schools teach about the "discovery of America. Thus we have the ability to listen to both sides. An art contest is used as the basis from which students can examine primary historical documents advertisements for runaway slaves to gain a deeper understanding of the institution of slavery in the North.
Lesson by Bill Bigelow and student reading by Howard Zinn. Interactive activity introduces students to the history and often untold story of the U. Roles available in Spanish. By Gilda L. Reflections on teaching students about the walkouts by Chicano students in California.
A role play on the history of the Vietnam War that is left out of traditional textbooks. By Bill Bigelow and Linda Christensen. Empathy, or "social imagination," allows students to connect to "the other" with whom, on the surface, they may appear to have little in common. Rethinking the U. By Bob Peterson. A role play on the Constitutional Convention which brings to life the social forces active during and immediately following the American Revolution with focus on two key topics: suffrage and slavery.
By Doug Sherman. The author describes how he uses biographies and film to introduce students to the role of people involved in the Civil Rights Movement beyond the familiar heroes. But we have a long way to go. And thus children begin a scholastic voyage that encourages them to disregard the perspectives, the lives, of people of color. While offering important insights, this approach failed to address questions of the origins of racism, economic exploitation, and resistance.
In this new edition of Rethinking Columbus , we try to offer an alternative narrative. Our goal is not to idealize native people, demonize Europeans, or present a depressing litany of victimization.
We have tried to provide a forum for native people to tell some of their side of the encounter — through interviews, poetry, analysis, and stories.
It would be nice to think that the biases in the curriculum disappear after Columbus. Columbus is dead but his legacy is not. We believe that children need to know that while injustice persists, so does the struggle for humanity and the environment.
In a very real sense, most of us are living on stolen land. However, this knowledge must not be used to make white children feel guilty. There is nothing students can do to change history. And they should not feel responsible for what others did before they were born. However, we hope the materials in Rethinking Columbus will help you teach that people of all backgrounds do have a responsibility to learn from history. We can choose whether to reverse the legacy of injustice or continue it.
We hope that these materials will also help students to discover new ways of understanding relationships between society and nature. Native views of the earth challenge students to locate new worlds of ecological hope. Through critiquing traditional history and imagining alternatives, students can begin to discover the excitement that comes from asserting oneself morally and intellectually — refusing to be passive consumers of official stories.
This is as true for 4th graders as it is for juniors in high school.
0コメント