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People's Culture - November 8, 2017

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hudojexu's version from 2017-11-07 17:23

Concepts

Question Answer
Cognitive dissonanceState of inconsistent thoughts, attitudes, or beliefs.
EurocentrismWorldwide view centered and biased toward Western civilization/Europe.
ArawakFirst group of islanders who sailed from South America.
GenocideMass murder of a group of people based on race or religion.
AccommodationConvenient agreement, settlement or compromise.
EthosDistinguishing characteristics or beliefs of a person, institution, group.
“To the Victors Go the Spoils”Winners will receive goods or benefits from the loser.
HispaniolaFounded by Columbus, made up of present-day Haiti and Dominican Republic.
Buffalo SoldiersAfrican American soldiers in the 10th Cavalry, with hair resembling buffalos.
Old Money vs. New Money familiesOldest families that gained wealth discriminated against newest families.
Bicentennial200th anniversary.
RwandaCountry where there was a 100 day genocide in 1994 between Hutus against Tutsis.
GMOGenetically modified organisms.
WMDWeapon of mass destruction -- can harm a large amount of people.
Colonial times: Smallpox and other diseases.
Today: Nuclear weapons.
AutobahnUsing government money to build a roadway that would connect Germany and other places in Europe, gave many people jobs.
AcculturationCultural or behavioral assimilation.
Change of cultural patterns to host society.
EpiphanySudden realization or change of mind or values.
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Ten Stages of Genocide

Question Answer
ClassificationClassifying a group (strangers, aliens, discrimination, etc.)
SymbolizationPutting a symbol in a public settings.
DiscriminationUnjust or prejudicial treatment of people, blocking upward mobility of a group.
DehumanizationProcess of depriving a person or group of positive human qualities.
OrganizationMaking people live with each other (segregation).
PolarizationEffort to separate psychologically from the dominant population.
PreparationDominant groups set up their target group and future actions.
PersecutionHostility and ill-treatment toward others of a certain group.
ExterminationKilling groups of people.
DenialRefusal of accepting full responsibility.
Ten Stages of GenocideCS / DD / OP / PP / ED
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Stages of Assimilation

Question Answer
Assimilation conditionAssimilation stage
Change of cultural patterns to those of host societyCultural or behavioral
Entrance into cliques, clubs and institutions of host society on primary group levelStructural
Large-scale intermarriageMarital
Development of sense of peoplehood based exclusively on host societyIdentificational
Absence of prejudiceAttitude-receptional
Absence of discriminationBehavior-receptional
Absence of value and power conflictCivic
Stages of AssimilationAArBr / CCb / IMS
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Essays

Question Answer
According to Loewen, what are his major findings on the problems with textbooks on American History in America?Loewen saw optimism, nationalism, and misinformation in textbooks, noted that there are omissions of various mistakes and controversies in the United States.
Recommended hiring writers that would provide context instead of factoids, to make learning more compelling for high school students.
Urged authors and teachers to present students with different points of view (“stressed history is an ongoing process.”)
The “boarding schools” that were implemented were intended to handle educational matters and what other agenda? How was the other agenda accomplished? Was the other agenda considered effective? Why?Meant to assimilate young Native Americans into American society.
United States mindset: They had been trying for many years to exterminate Native Americans but found it too difficult.
Re-focused their attention on trying to get the youth more Americanized.
Accomplished by creating laws to steal the Native American children (if parents cannot speak English, their children would be taken away).
Once the children were in the boarding school, they took away any traces of their former life including possessions, clothes, hair (only done during times of mourning), and even names (NPCH).
At the boarding school, the kids would get dehumanized, lost hope, and realized there was nothing they could do to get out so they might as well give in.
Many Native American children felt hopeless and powerless, letting the assimilation take place.
If they spoke Native language they would have mouth washed, thrown in cold water, and beaten.
Sexual mistreatment and abuse was also frequent.
Indigenous groups start the Boarding School Healing Project in 2002.
As a result of reading the Indigenous Peoples History of U.S., what actions might we take, as a group or individually, in response to the book and the issues it raises (please identity eight items)?Columbus didn’t discover America, so we could stop teaching people that he founded America.
We need to teach the full side or point of view of Columbus' reign (quotas, murderers, beheading contests, dog food, sex slaves) to more people.
Certain capitals and states are named after Columbus, so we could possibly change the names of these places, such as D.C. (District of Columbia).
We could possibly change the name of Columbus Day to a day for Indigenous people, since they were the ones who were here first and Columbus never made it to America.
We have sports teams who are named after some of the native Indian tribes, so we could change the team names to something more politically correct.
It would be a good thing for a political leader to have a press conference explaining how we colonized the native peoples along with other countries we are currently colonizing to help create awareness.
We could make laws that protect the rights of people who own land.
We could also raise awareness of the amount of influence that the indigenous people have on our present lives such as architecture, writing, math etc.
When you compare the “White supremacy model on the handout with the content you saw in the film, did you see items from the sheet portrayed/displayed in the film? If so, please explain.Swastikas (socially unacceptable): Appeared on white supremacists' flag (front lawn), Cobb’s shirt.
Neo-Nazis (socially unacceptable): Cobb and the others had certain characteristics associated with Neo-Nazis (racism, display of the swastika which seemed to be in support of Hitler).
Confederate flag (socially acceptable): On Cobb's lawn, Cobb wanted to put more around the town.
Fearing of people in color (socially acceptable): Cobb was fearful of the smog and white people becoming a minority.
Claiming reverse racism, the white savior complex, and “But what about me?” (socially acceptable): Cobb thought the whites were soon to be a minority and were being mistreated and neglected. Cobb believed that whites are the saviors of the world and that the race must be kept alive (book had the message that whites were the superior race).
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