PPT-Colonization The Colonial Model: Colonizer and Colonized

The empire is central and the colonizers are superior in powerforce knowledge and morality The colonizers have more powermore soldiers and employees or employees The colonizers takes most or all materials that the colonized had and tasks the colonized with producing more materials some necessary and some not for the empire. Teache rs have the opportunity to exchange ideas with historians meet character interpreters participate in simulations and become part of the story in The Revolutionary City Throughout each day teachers work collaboratively with Colonial Williamsb Childhood, Humiliation and Conflict. Can a Changed Understanding of the Place of Childhood Break the Cycle of Violence? . Lucien X. Lombardo. Professor Emeritus. Old Dominion University. Norfolk, VA 23508. Monday, August 31. Tribal Narratives. Identify the tribe and key characteristics: region, language, lifestyle, etc.. What does the narrative reveal to us about the tribe’s culture and their connection to the larger themes of this course (land/environment, race, class, gender, religion, law/justice, education, family, health, economic opportunity, freedom/equality, etc.).      “What's important is that we recognize the falsehood of the notion that the Third World should be abandoned because it's a waste of time.” ~ Chinua Achebe. Ok, so what is “Reality”. “Believing that objective reality can be created by language, many post-modernists posit that all reality is a social construct. From this point of view, no single or primary objective reality exists; instead, many realities exist. In disavowing a universal, objective reality, these critics assert that reality is . (1990s-present). Focuses on the literature produced by both the colonizers and the colonized. Explores the effects of colonization, including social, economic, political, religious effects, and specifically, explores the suffering of colonial cultures. Strayer. 923-928. Opening. Europeans didn’t speak English to African Natives.. Didn’t want to be seen as equals in language. Keep a distance. ENG, FR, GER, BEL, POR, RUS, US all had colonies and ruled . Outline of Chapter 3. U214A . English in the World . Textbook. Recap of Chapter 2 (Standardization). As we saw in Chapter 2, English became a national language. . Attitudes towards its standardization and the necessity for it . Regulating . Empresarios. & Settlers. COLONIZATION LAWS. Why do you need colonization laws?. Mexico wanted to make sure settlers were loyal to Mexico-not to the US. Mexico wanted to keep the settlement of frontiers orderly. All wanted to convert American Indians to Catholicism. All emphasized developing extensive trade with American Indians. All attempted to dominate American Indians in some way. All intended to exterminate or remove American Indians. I. The Spanish Caribbean. A. The indigenous Tainos or Arawaks . Taino Indians, Dominican Rep., 1500 CE. B. The . Encomienda. system. 1. subjugated by the Spanish to mine gold & silver. 2. Brutality & smallpox led to a decrease in the population. Table of Contents. Colonial Women. Clothing. Colonial Homes. Colonial Food. Colonial Food-continued. Colonial Food-continued. Garden. Daily Chores. Quilting. Candle-Making. Home Décor. Women’s Rights . North America: Culture Characteristics Colonized by the Europeans The Spanish colonized Florida, Texas, and California The English colonized the East Coast The French colonized Canada down to dynamics. :. understanding . species . diversity patterns . in . the . hyperdiverse. . Pheidole. ants from the South Pacific. Pavel. B Klimov. 1. , . Evan Economo. 2. , L. . Lacey. Knowles. 1. .. 2009 Comp essay. Racial and ethnic constructs. North and Latin America and. Caribbean:. https://. secure-media.collegeboard.org/apc/ap09_world_history_q3.pdf. I. The Spanish Caribbean. A. The indigenous Tainos or Arawaks .