@REALDYLANWINCE
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Arizona History:
​Boarding Schools

Image Source - Federal investigation aims to uncover painful history of Native American boarding schools - Arizona Mirror
Standard 
HS.G3.5 Evaluate the impact of social, political, and economic decisions that have caused conflict or promoted cooperation through time.

Learning Target
I can analyze the actions of the US government to determine the impact on Native Americans and Labor Rights throughout the United States.​

Instructions
​First, view the image below to see the progression of loss of land by Native Americans throughout the United States.
Second, read the brief descriptions of the two US Policies that allowed for the land to be taken.
Third, begin reading the Student Text - Away From Home and completing the Graphic Organizer - Timeline
Picture
Picture

Homestead Act
(1862)

​President Abraham Lincoln signed the Homestead Act on May 20, 1862. On January 1, 1863, Daniel Freeman made the first claim under the Act, which gave citizens or future citizens up to 160 acres of public land provided they live on it, improve it, and pay a small registration fee
Picture

Dawes Act
(1887)

​The Dawes Act (sometimes called the Dawes Severalty Act or General Allotment Act), passed in 1887 under President Grover Cleveland, allowed the federal government to break up tribal lands. ... Only the Native Americans who accepted the division of tribal lands were allowed to become US citizens.

Away From Home - Heard Museum Boarding Schools Curriculum

Picture
Click on image for Student Text - Away From Home - American Indian Boarding School Stories - Heard Museum

Notes - Graphic Organizer - Timeline

Away From Home - Graphic Organizer - Timeline
File Size: 24 kb
File Type: pdf
Download File

Additional Readings
  • The National Native American Boarding School Healing Coalition
  • UC Santa Cruz - Native American Boarding Schools
What's the value of the curated resources found here?
Venmo - @dywince
Last Updated March 30th, 2023.
  • Home
    • About Mr. Wince
    • Diversity and Inclusion Statement
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Produce Questions
            • Know the Four Rules
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Design
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • Student Portfolios
      • How to Learn: Remembering and Forgetting
      • SBG to Ungrading
      • Reflection is Learning
      • Readings on Pedagogy
    • Why I Am A Member of TSEA
    • The Study of History
    • Reading Strategies >
      • A People's History of the United States by Howard Zinn
      • An Indigenous Peoples' History of the United States by Roxanne Dunbar-Ortiz
      • An African American and Latinx History of the United States
    • Course/Project Archives >
      • Latino History of the Southwest
      • Indigenous History of the Southwest
      • World History >
        • Q1 - Every Story >
          • Thinking Like a Historian and Geographer
          • Renaissance, Reformation and Scientific Revolution
          • c.1400s - c.1700s - Exploration and Colonization
        • Q2 - Economics and Labor Systems >
          • c.1600s-c.1800s - Age of Revolutions
          • c.1800s - Industrialization
        • Q3 - Conflicts and Resolutions >
          • 1914-1919 - The Great War
          • 1917-1923 - Russian Revolution
          • 1939-1945 - World War II
        • Q4 - Global Human Rights >
          • 1940s-1980s Cold War and Proxy Wars
          • Independence & Decolonization Movements
          • Modern World Issues
  • ičhimani - journey
  • American History
    • American History Course Information
    • Q4 Our Voices, Our Future. >
      • Q4 American History Weekly Agendas
      • Q4 (US History) Student Portfolios
      • 1940-1950s: Post-WWII America
      • 1960s-1980s - Civil Disobedience
      • 1990s-2010s: Modern America
  • Psychology
    • Psychology Course Information
    • Q4 Joy Is...Social, Mental and Physical >
      • Q4 Psychology Weekly Agendas
      • Q4 (Psych) Student Portfolio Expectations
      • Development and Learning Pillar >
        • Life Span Development
        • Learning
      • Social and Personality Pillar >
        • Personality Development
        • Social Behaviors
        • Social and Personality Careers in Psychology
      • Mental and Physical Health Pillar >
        • Mental Health Essential Lessons
        • Physical Health Essential Lessons
        • Therapies
        • Mental and Physical Health Careers in Psychology
  • U.S. Government
    • Government Course Information
    • Q4 Power! Organizing for Equality and Justice >
      • Q4 Government Weekly Agendas
      • Q4 (Gov) Student Portfolio Expectations
      • Organizing Essential Lessons
      • Fight for Equality Essential Lessons
      • Fight for Justice Essential Lessons
  • Resources Dump