Textos relacionados > Life on Reservations
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In "UN Explores Native American Rights in U.S.," Michel Martin interviews S. James Anaya about his UN report, which details how indigenous people are living in the United States today, and about his ideas on how their quality of life can be improved.Pair “UN Explores Native American Rights in U.S.” with “Life on Reservations” to provide students with additional information regarding the current quality of life Native Americans experience on reservations. How do the observations outlined in S. James Anaya’s report on Native Americans’ quality of life compare to the contents of Jessica McBirney’s article?
This informational text details the final conflicts of the 300-year American Indian Wars and their devastating effects for Native Americans.Pair “From Resistance to Reservations” with “Life on Reservations” to provide students with additional information regarding the relocation of Native Americans to reservations and the struggles they have encountered because of it. How have people attempted to improve life on reservations? What methods have proved to be effective? What additional changes are necessary?
In this excerpt, Sherman Alexie discusses his choice to leave his school on a reservation to make a better life for himself.Pair “Life on Reservations” with “Excerpt from ‘You Don’t Have to Say You Love Me’” to provide students insight into what the narrator and his family members experience on his reservation. Ask the students to discuss what life factors discussed in “Life on Reservations” are evident for the narrator or his family in “Excerpt from ‘You Don’t Have to Say You Love Me’”. Based on the factors discussed in “Life on Reservations” are there any other elements not directly mentioned in “Excerpt from ‘You Don’t Have to Say You Love Me’” that you imagine the narrator is trying to leave behind on the reservation?
In "Rez Road," a speaker is reminded by their grandfather that, even amid the grim realities of modern life on their reservation, some connections are too strong to be broken.Pair “Life on Reservations” with “Rez Road” and ask students to explain in their own words how and why reservations came into existence. How would students describe modern life on a reservation? Do students think it is fair for the US government to build roads or other structures on reservation land? Why or why not? What are some of the positive and negative impacts of having US roads traveling through native reservation land?
In "The Land Was Not To Be Owned by Mankind," Marcia Amdion Lusted explains how the United States government forced Indigenous American tribes from their ancestral lands.Pair “Life on Reservations” with “The Land Was Not To Be Owned by Mankind” to give students additional context about reservations. According to “Life on Reservations,” how has life on reservations changed for Indigenous Americans over time? Why were reservations created according to “The Land Was Not To Be Owned by Mankind”? How did the creation of reservations affect Indigenous American tribes according to these two texts? How are the current problems that Indigenous Americans face on their reservations connected to the historical roots of reservations?