About half of the people in your class probally wheren't excited to stand for the pledge this morning (or afternoon.) However, men and woman have died for the freedom and rights that we have today, so lets show them the respect they deserve. Standing for the pledge should be mandatory in public schools. Standing for the pledge unites Americans. We all live here, we’re all taking part of the community, going to school together and even grocery shopping together.
What are the “10 Rules” Native Americans should follow according to the missionaries? – Sari Lautt & Emilie Dalbec 7. Why weren’t parents very sympathetic when they learned how harshly their children were being punished? –Cody Severson 8. How does “Indian time” differ from “White man’s time”?
Boys and Girls Club of America Anthony J. Cole COMM/215 February 10,2011 Ruben Diaz Boys and Girls Club of America Almost everyone has heard of the Boys and Girls Club of America and everyone has an idea of their purpose and function within our communities. Like their name people assume they help troubled boys and girls across America. Assuming that this is true how did they get their start, and what other functions do they perform for the youth of America. The BGCA can trace its lineage back to 1860 in the town of Hartford, Connecticut were some civic mined women got together to provide a recreational program for local boys, calling it the Dashaway Club. These ladies program were considered the first attempt in the United States to provide out-of-school programs.
Finally the re-scripting of events through diaries and other literature that describe Indian “occupation” rather than possession or nativity, or the “first” wedding in a New English colony to manufacture a status quo where the New English become native New Englanders, and where Indians become intruders in settlements rather than the land’s native inhabitants. In other words, narrative frameworks are a tool of erasure of Indian culture and society in the early history of New England. New English settlers used racial and cultural differences to drive a wedge between themselves and the “other” inhabitants of the
History of Minority Populations in the Child Welfare System Your Name BSHS 301 Date Your instructors Name History of Minority Populations in the Child Welfare System The movement to the child welfare system started in 1853 by Charles Loring Brace as the Children’s Aid Society to give sources for the poor and homeless children (The Children’s Aid Society, 2012). The United States Child Welfare System’s goals are to “assure the long-term well-being of children, within their families whenever possible” (McCroskey & Meezan, 1998). The minority population within our children’s welfare system is alarmingly high with over 60% of all the placements just within 2003 and the largest growing minority race is the African American/Black with 17 of every 1000 children in the system whereas as the Caucasian/White race is only six in every 1000 child (Martin, 2007). The challenging goals of the child’s welfare system are to utilize their knowledge without bias in order to ensure each child receives the proper care, treatment, and placement. Studies have shown that children who have come from urban, low-income and minority parents are investigated far more than the “average” family for child abuse and neglect (Child Welfare League of America, 2005).
Residential schools or previously called Government Funded Industrial Schools were a type of boarding school for First Nation, Metis and Inuit children. These institutions included classrooms, school grounds and student residences. The original infrastructure of the residential school was enforced with the belief that it was the government’s duty to teach the Indian population and help them adapt to be more functional members of the quickly approaching modern mainstream society. The government, partnered with the Catholic, Anglican, Methodist, United and Presbyterian Churches, took children from their family and educated them in the appropriate mannerisms and culture of the Europeans and the holy religion. Residential schools became federally active including involvement from the government in 1883, beginning with three schools on the prairies and spread through Canada.
But it also tells of how Beah was rescued, rehabilitated, and eventually adopted by an American family. It is this book and the story it tells that has made Beah’s face synonymous with the fight to end the use of child soldiers. “He [Ishmael Beah] not only lived through that but he was part of it,” said Cassandra Siebert who is a freshman studying human rights at Webster. “You hear statistics everyday but this is one name, one face, and an actual full story. It gives people a more personal view.” This personal view is what Beah had aimed for.
Schrag “Schoolhouse Crock” Response Essay What Schrag is arguing in the education of our youth in school is based around reforms passed by the government in response to "economic, political and social crises." (Schrag, 37) While these issues should come into play when shaping the educational curriculum, they should not be the most pressing concerns. Schrag points out that historically, school reform has been implemented in response to present social and economic crises such as the launch of the Sputnik satellite by the Russians in 1957. In this example, Sputnik acted as a catalyst for the government to reform education, stressing particular subjects such as Math and Science. "The upshot of Sputnik...was (and is) an interrupting sting of American educational reforms."
Forever Changed: Boarding School Narratives of American Indian Identity in the U.S. and Canada M aureen Smith Abstract This essay examines personal narratives to identify experiences at boarding schools. These collective experiences forged new American Indian identities due to a white educational system forced upon these Indian students. While stories remain part of tradition, they convey that Indian youth had changed p ermanently. A n Ojibwa man, Ted Mato, who attended an Indian school, explained about t he system established to educate American Indian students. He stated, "...the g overnment set up an extensive system of boarding schools to bleach the red o ut of Indian children, to make us into white people.
Autism and the Inclusion Mandate ANN CHRISTY DYBVIK. Education Next4.1 (Winter 2004). Abstract (summary) Translate Abstract [...]of evolving legislation and educational initiatives, today more than 95 percent of students with physical, emotional, learning, cognitive, visual, and hearing disabilities receive some or all of their education in regular classrooms. U.S. Department of Education statistics show the number of children diagnosed with autism being served under the Individuals with Disabilities Education Act growing more than fivefold during the 1990s (see Figure 1). In other words, the university setting must mirror the classrooms the teachers will eventually lead.