The Pocahontas Paradox: A Cautionary Tale For Educators
In English we read The Pocahontas Paradox: A Cautionary Tale For Educators and discussed the reading in small groups. The reading detailed how stereotypes of Natives, such as being “noble savages” like Pocahontas, are detrimental to the authentic identity of Native Americans. The scant representation indigenous children are given in the media is often overshadowed by mocking stereotypes of a “dying” and “primitive” culture. This activity fits within the pillar of Communicate Ideas because it translated the complex issues surrounding Native media representation for the reader. Futhermore, our discussion was an opportunity for us to communicate our experiences with stereotypes and media representation. This source addresses my overarching question in that it depicts how negative stereotypes in the media lead to increased American ignorance which leads to such stereotypes being affirmed by Natives and Americans alike. Similar to examples of compromise between Natives and Europeans in history, media representation, while designed to be a force of good, can sometimes only reinforce the same prejudices and cluelessness one began with.
Pewewardy, Cornel. "The Pocahontas Paradox: A Cautionary Tale for Educators." Journal of Navajo Education, Fall/Winter 1996/97. https://eric.ed.gov/?id=EJ556077. Accessed 4 May 2018. Image: "Theatrical Release Poster." Pocahontas (1995 film), Wikipedia. https://en.wikipedia.org/wiki/Pocahontas_(1995_film). Accessed 4 May 2018.
Columbian Exchange SAQ and Discussion
In US History we completed a SAQ (short answer question) over the Columbian Exchange. In small groups, we discussed examples of the positive and negative effects the Columbian Exchange had on Europeans and Native Americans. This activity fits within the pillar of Communicate Ideas because we had to clearly state our answer, define keywords, and defend why our answer fit the question the best. Furthermore, during our small group discussion, we had to choose the best answer as a group to share with the rest of the class. I had to communicate my answers effectively in order to have my answer chosen as the group’s pick. This source addresses my overarching question in that it led to a greater discussion about how original differences in lifestyle and resources between Europeans and Native Americans had seemingly positive effects, such as the exchange of food, but would ultimately lead to their demise.
Cherokee Land Usage Mock Trial
In US History we researched Cherokee removal in small groups and discussed Cherokee land usage in a class mock trial setting. Each group took on the persona, opinions, and values of the perspective they were to represent during the trial, the options being the Cherokee Nation, Northern Congressmen, Southern farm owners and expansionists, and President Andrew Jackson. This mock trial fits within the pillar of communicate ideas because we had to both understand the positions in history we represented but also convey those ideas in a believable and persuading way to the rest of the class. I represented President Jackson, so in my presentation, I appealed to people’s identity as the “common man” and wove his democratic and “America first” ideals into my argument: that the Cherokee nation, while respectable and deserving of their own space, must move off their land as to avoid further conflict with the untamed expansionist policies for a growing nation. This discussion addresses my overarching question in that it explores the different routes and consequences of Cherokee collaboration or conflict America could have, and did, face and how compromise would still ultimately lead to loss. We discovered that the compromise- removal of 16,000 Cherokees- still resulted in the death of 4,000 of them, perhaps a bigger loss than if they had stayed and fought.
Image: "Portrait by Ralph Eleaser Whiteside Earl, c. 1837" Andrew Jackson, Wikipedia. https://en.wikipedia.org/wiki/Andrew_Jackson. Accessed 4 May 2018.
Iroquois Constitution
In English we read the Iroquois Constitution and wrote notes on the rhetorical devices used and similar themes of democracy found in the US Constitution. This document fits within the pillar of Communicate Ideas because we analyzed how language contributed to overall meaning in a binding contract. This reading supported the concept of this pillar in that the rhetoric provided insight beyond just the law. It also conveyed the values, morals, and cultural ways of life the Iroquois lived by. The Iroquois Constitution addresses my overarching question in that while it represents some of the fundamental ideals of American democracy, the US government has given barely any recognition to their ideas and their support during the American Indian Wars.
Image: "Iroquois." Iroquois, Wikipedia. https://en.wikipedia.org/wiki/Iroquois. Accessed 4 May 2018.