By Peter Iverson, Wade Davies
In addition to revisions and updates, the second one variation of “We Are nonetheless Here” positive aspects new fabric, seeing this well-loved American heritage sequence quantity continue its remedy of yankee Indians within the 20th century whereas extending its assurance into the hole a long time of the 21st century.
- Provides pupil and basic readers concise and interesting assurance of up to date heritage of yankee Indians contributed through best students and teachers within the field
- Represents an incredible complement to any U.S. or local American survey text
- Includes a very up to date synthesis of the most up-tp-date literature within the field
- Features a accomplished Bibliographical Essay that serves to assist scholar study and writing
- Covers American Indian heritage from 1890 via 2013
Read or Download "We Are Still Here": American Indians Since 1890 PDF
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Extra resources for "We Are Still Here": American Indians Since 1890
The states showed little, if any, interest in educating Native students. Indians on reservations lived far away from established schools for non-Indian children, and the reservations lacked a tax base to pay for school construction and operation. Moreover, many Indian parents distrusted the means and ends of non-Indians’ kind of education. The federal government and Christian denominations both believed that a proper education would lead Indian children to assimilate. And during this era most Native children who went to school did so at an institution operated by the government or by a Christian church.
More than a few students, at one time or another, attempted to run away. An Eastern Cherokee boy from North Carolina decided to return home from Haskell. One way or another he reached Knoxville, Tennessee, then walked through the Smoky Mountains. A Jemez Pueblo girl attending the Santa Fe Indian School was always hungry and missed the food of home. It took her and two other girls three days to complete the 80-mile trip back to Jemez, walking much of the way. Soon after she arrived, her father took her back to Santa Fe.
Girls and young women thus were subjected to heavy-handed attempts to prepare them to become housewives who would transmit appropriate middle-class values and behaviors within their households. ” The curriculum for female students at the Morris Indian School in Minnesota, for example, stressed sewing, cooking, and doing the laundry. At Sherman Institute in California, by contrast, girls received instruction in the preparation of shrimp cocktails. Polingaysai Qoyawayma, a Hopi, learned at school how to bake cakes and pies and then returned home to discover that these dishes were undesirable additions to her family’s fare.