The Problems of PG-13 History UNC-Wilmington Susan Lamm Michael Parker Ashley Skinner Amanda Thurston.

The Problems of PG-13 History

UNC-WilmingtonSusan Lamm

Michael ParkerAshley 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

Didn’t have adequate clothing! Ran around “naked”

No “towns”- no “houses”- roamed the land: How “Primitive”!

Europeans- especially English- “civilized” Native Americans

Nati ve Americans

1st called “Indians” by Columbus, who thought he’d landed in India- the name

stuck

?

Gee…thanks?

“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.

Our culture was different, but not

“Primitive”!

I never thought about it like that before…

First English settlers met with nomadic tribes- pack-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 animal-

National Museum of the American Indian, Washington, DC

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!

Pocahontas

Sacajawea

“Good Indians”Portrayed as heroes for helping the “white man”

Squanto

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

Often portrayed

in textbooks as

viscous warriors

who ruthlessly

murdered the

“white man”

“BAD Indians”

Sitting Bull Lakota Chief & Holy Man

Defiant toward American Military Brutally massacred Gen. Custer &

men of 7th Calvary @ Little Big Horn

Geronimo Apache “Warrior” Despised & killed Mexicans Led revolts against white

settlers Kidnapped innocent white

child

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 & destroyedBoy cried when rescued; returned to parents by force- wanted to remain with Apache!

…Or just a fighter for his people???

“whites wanted the gold

on our sacred tribal lands-

weren’t playing fair!”

Or loyal to his people, their land, & their freedom?

“I had to defend our sacred ancestors…”

“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

contributed to the unique character of the state today “

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…

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.

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…

Opp

ortu

nity

is

ever

ywhe

re!

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=74eF8GjqvOY

• 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.htmlhttp://www.core-online.org/History/freedom

%20rides.htm

Freedom Rides

• REALITY, continuedhttp://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.

ResourcesCIVICS:

Saffell, David C. Civics: Responsibilities and Citizenship. Glencoe McGraw-Hill, 1996Banks, James A, et al. Our Nation. New York: Macmillan McGraw-Hill, 2003. http://www.pbs.org/wgbh/amex/eyesontheprize/index.htmlwww.democraticunderground.comhttp://www.historyonthenet.comhttp://www.ibiblio.org/sncc/rides.htmlhttp://www.core-online.org/History/freedom%20rides.htmhttp://www.democracynow.org/2010/2/1/the_freedom_riders