For Educators amp Families OBJECTIVES Become acquainted with the boarding school era amp the history of Indian Education Understand the impact of Historical Trauma on student learning Learn strategies to engage Native students amp families in our schools ID: 175947
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Slide1
Historical Trauma & Family Engagement Strategies
For Educators & Families Slide2
OBJECTIVES
Become acquainted with the boarding school era & the history of Indian Education.
Understand the impact of Historical Trauma on student learning.
Learn strategies to engage Native students & families in our schools.Slide3
1492
Christopher Columbus arrived in the Caribbean on October 12
th
1492 to encounter a diverse Indigenous population. Columbus had an uncontrollable lust for gold. He enslaved thousands of
Taino people, launching an insidious genocidal ideology in North America.
“…they were well-built, with good bodies and handsome features....They would make fine servants....With fifty men we could subjugate them all and make them do whatever we want.“
-Christopher ColumbusSlide4
Extermination
"
The destruction of the Indians of the Americas was, far and away, the most massive act of genocide in the history of the world.
"
~David E.
Stannard.
By 1496, 4 million Indigenous people had died by slavery, torture, murder, disease, and terrorism.
By 1535, an entire culture was decimated. An estimated 8-10 million people dead. Slide5
What is Genocide?
United Nations Convention on Genocide in 1948 defines characteristics of Genocide:
Killing members of the group causing serious bodily or mental harm to members of the group
Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part
Imposing measures intended to prevent births within the group
Forcibly transferring children of the group to another group.
The systematic killing of all the people from a national, ethnic, or religious group, or an attempt to do this.Slide6
Historical Trauma
Cumulative emotional and psychological wounding over the lifespan and across generations, emanating from massive group trauma.
- Dr. Maria
YellowHorse-BraveHeartSlide7
Traumatic Events
Warfare/Biological Warfare
Loss of land base & resources
Ongoing treaty violations
Relocation/Removal
Reservation confinement
Prohibition of spiritual & cultural practices
Forced sterilization
Community massacres
Indian mascots
Boarding schools/assimilation
Introduction to alcoholSlide8
Historical Timeline
1616 – Smallpox decimates Native population in New England
1831 – Supreme Court Case between Cherokee Nations vs. Georgia
1851 – Fort Laramie Treaties were signed
1853 – Extermination of tribes in California
1862 – 38 Dakota hung in Mankato1876 – Battle of Little Big Horn
1877 – U.S. Govt. seized the Black Hills in violation of treaty agreement
1887 – Dawes (Allotment) Act
1889 – Ghost Dance Movement begins
1890 – Over 300 Lakota were massacred at Wounded Knee, South Dakota
1893 – Boarding School Policy
1917 – More than 17,000 Indians enlist in military during WWI
1924 – American Indians are granted citizenshipSlide9
Historical Timeline
1928 –
Meriam
Report published illustrating dire situation of Indians
1934 – Johnson O’Malley Act established
1944 – National Congress of American Indians established1953 – Termination & Relocation Era1968 – American Indian Movement & Women of All Red Nations
1972 – Indian Education Act
1978 – Indian Child Welfare Act
1978 – Indian Religious Freedom Act
1990 – Native Language Act
1996 – Clinton declares Nov. National American Indian Heritage Month
1996 –
Colbell
vs. Salazar was filed
2005 – Red Lake School Shooting
2006 – Minneapolis School Board signs historic Memorandum of Agreement Slide10
Boarding School Education
Mandatory attendance
Military style regiment
Speak only English
Become Christian
Learn farming, a trade, or service skill
Shame of culture and cultural practices
AssimilationSlide11
Trauma & Brain Development
The human brain is remarkable organ capable of absorbing & storing more bits of information than any other species.
When a developing brain processes consistent violence or trauma:
Neuron receptors cannot make healthy connections
Increases heart rate & develops cardiovascular abnormalities
Programs the brain to signal body to respond in a hyper-vigilant & unpredictable pattern Slide12
Symptoms of Trauma
High suicide rate
High mortality rate
High alcoholism/substance abuse rates
Domestic violence
Child abuse
Low self-esteem
Anxiety/Stress related illnesses
Anger
Shame
Fear/Distrust
Loss of concentration
Isolation
Loss of sleep
Uncomfortable in institutions
Gang activity
Hypersensitivity
Hypervigilent
Fetal Alcohol Syndrome
PovertySlide13
Trauma & Student Learning
Symptoms of trauma that are not compatible to student learning include:
Poor sleeping & eating habits
Irritable, hypersensitive & aggressive behavior
Extreme temper tantrums
Exaggerated startle responseProblems with concentration or memorySocially withdrawn
High anxiety
Misinterpretation of verbal & non-verbal cues
Impulsive actions
Poor self regulation & time management Slide14
Cultural Identity
Acculturation
is a TEMPORARY state.
A process by which an individual or group
socially adapts
to a new situation
Assimilation
is a PERMANENT state.
A process by which an individual or group is
absorbed
into another group or culture.Slide15
If we didn’t experience the trauma, how could we have symptoms?
First degree relatives of those with PTSD have a higher rate of anxiety and substance abuse
Children of substance abusers attempt suicide at a higher rate
Children from parents with anxiety or depression have an increase risk of developing similar mood disorders.Slide16
Strategies to Engaging
Native students
Be respectful with students
Build trust by showing kindness, honesty & openness
Get to know student
Create a positive environment
Be fair and sincere
Provide options or choices in assignments
Teach units that reflect Native American culture & history
Make students accountable & require them to do the work
Have a sense of humor!
Use hands on activities
Utilize a softer tone of voice
Play music & provide creative opportunities
Find experiential learning opportunities to fulfill academic standards
Use
Ojibwe
/Dakota words when possible
Build upon student strengths & interestsSlide17
Further Resources
“The Canary Effect”
, a 2006 documentary by Robin Davey & Yellow Thunder Woman
“Beloved Child: A Dakota Way of Life”
, a 2011 book by Diane Wilson “Everything You Wanted to Know About Indians But Were Afraid to Ask”
, a 2012 book by Dr. Anton Treuer“Kill the Indian, Save the Man”, a 2003 book by Ward Churchill
“American Holocaust”,
a 1992 book by David
Stannard
“In the White Man’s Image”,
a 2007 PBS film hosted by David
McCullogh
“Rethinking Columbus”,
a 1996 book for teachers edited by Bigelow & PetersonSlide18
Acknowledgements
Sorkness
, Harold L., and Lynn
Kelting
-Gibson. "Effective Teaching Strategies for Engaging Native American Students." (2006): 1-16. Web.Our Spirits Don't Speak English: Indian Boarding School. Dir. Chip Richie. Perf. Grace Thorpe. 2008. DVD.
"History of Indian Education - OIE." History of Indian Education - OIE. N.p.,
n.d.
Web. 09 June 2014.
"Indian Education Department."
Indian Education Department
.
N.p
.,
n.d.
Web. 09 June 2014.
Beardslee
, WR & Wheelock, I.(1994). Children of parents with affective disorders: Empirical findings and clinical implications. In W.M. Reynolds & H.F. Johnson (
Eds
) Handbook of depression in children and adolescents (pp.463-479). New York: Plenum.
Segal, B. (in press) Personal violence and historical trauma among Alaska Native pre-teen girls, and adolescent girls and women in treatment for substance abuse, in Brave Heart,
DeBruyn
, Segal, Taylor, & Daw (
Eds
) Historical Trauma within the American experience: Roots, effects and healing. New York: Haworth Press.
Brave Heart, M.Y.H.(2003). The historical trauma response among Natives and its relationship with substance abuse: a Lakota illustration, Journal of Psychoactive Drugs, 35(1), 7-13.