Historical Trauma & Family Engagement Strategies
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Transcript of Historical Trauma & Family Engagement Strategies
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HISTORICAL TRAUMA & FAMILY ENGAGEMENT STRATEGIES
For Educators & Families
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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.
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1492
Christopher Columbus arrived in the Caribbean on October 12th 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 Columbus
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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.
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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.
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Historical Trauma
Cumulative emotional and psychological wounding over the lifespan and across generations, emanating from massive group trauma.
- Dr. Maria YellowHorse-BraveHeart
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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 alcohol
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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 Mankato
1876 – 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 citizenship
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Historical Timeline 1928 – Meriam Report published illustrating dire situation of Indians
1934 – Johnson O’Malley Act established
1944 – National Congress of American Indians established
1953 – Termination & Relocation Era
1968 – 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
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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
•Assimilation
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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
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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• Poverty
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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 response• Problems with concentration or
memory• Socially withdrawn• High anxiety• Misinterpretation of verbal &
non-verbal cues• Impulsive actions• Poor self regulation & time
management
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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.
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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.
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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 & interests
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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 & Peterson
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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.