Ghost Dance, Amerindian Rebellion and Religious Ritual

The ghost dance was a religious movement that swept across Native American populations in the West in the late 19th century. What started as a mystical ritual soon became something of a political movement and a symbol of Native American resistance to a way of life imposed by the U.S. government. A Dark Moment in History As the ghost dance spread through western Native American reservations, the federal government moved aggressively to stop the activity. The dancing and the religious teachings associated with it became issues of public concern widely reported in newspapers. As the 1890s began, the emergence of the ghost dance movement was viewed by white Americans as a credible threat. The American public was, by that time, used to the idea that Native Americans had been pacified, moved onto reservations, and essentially converted to living in the style of white farmers or settlers. The efforts to eliminate the practice of ghost dancing on reservations led to heightened tensions which had profound effects. The legendary Sitting Bull was murdered in a violent altercation sparked by the crackdown on ghost dancing. Two weeks later, the confrontations prompted by the ghost dance crackdown led to the infamous Wounded Knee Massacre. The horrific bloodshed at Wounded Knee marked the end of the Plains Indian Wars. The ghost dance movement was effectively ended, though it continued as a religious ritual in some places well into the 20th century. The ghost dance took a place at the end of a long chapter in American history, as it seemed to mark the end of Native American resistance to white rule. Origins of the Ghost Dance The story of the ghost dance began with Wovoka, a member of the Paiute tribe in Nevada. Wovoka, who was born about 1856, was the son of a medicine man. Growing up, Wovoka lived for a time with a family of white Presbyterian farmers, from whom he picked up the habit of reading the Bible every day. Wovoka developed a wide-ranging interest in religions. He was said to be familiar with Mormonism and various religious traditions of native tribes in Nevada and California. In late 1888, he became quite ill with scarlet fever and may have gone into a coma. During his illness, he claimed to have religious visions. The depth of his illness coincided with a solar eclipse on January 1, 1889, which was seen as a special sign. When Wovoka regained his health, he began to preach of knowledge which God had imparted to him. According to Wovoka, a new age would dawn in 1891. The dead of his people would be restored to life. Game which had been hunted nearly to extinction would return. And the white people would vanish and stop afflicting the indigenous peoples. Wovoka also said a ritual dance which had been taught to him in his visions must be practiced by native populations. This ghost  dance, which was similar to traditional round dances, was taught to his followers. Decades earlier, in the late 1860s, during a time of privation among western tribes, there had been a version of the ghost dance which spread through the West. That dance also prophesied positive changes to come to the lives of Native Americans. The earlier ghost dance spread through Nevada and California, but when the prophecies did not come true, the beliefs and accompanying dance rituals were abandoned. However, Wovokas teachings based on his visions took hold throughout  early 1889. His idea quickly spread along travel routes, and became widely known among the western tribes. At the time, the Native American population was demoralized. The nomadic way of life had been curtailed by the U.S. government, forcing the tribes onto reservations.  Wovokas preaching seemed to offer some hope. Representatives of various western tribes began to visit Wovoka to learn about his visions, and especially about what was becoming widely known as the ghost dance. Before long, the ritual was being performed across Native American communities, which were generally located on reservations administered by the federal government. Fear of the Ghost Dance In 1890, the ghost dance had become widespread among the western tribes. The dances became well-attended rituals, generally taking place over a span of four nights and the morning of the fifth day. Among the Sioux, who were led by the legendary Sitting Bull, the dance became extremely popular. The belief took hold that someone wearing a shirt that was worn during the ghost dance would become invulnerable to any injury. Rumors of the ghost dance began to instill fear among white settlers in South Dakota, in the region of the Indian reservation at Pine Ridge. Word began to spread that the Lakota Sioux were finding a fairly dangerous message in Wovokas visions. His talk of a new age without whites began to be seen as a call to eliminate the white settlers from the region. And part of Wovokas vision was that the various tribes would all unite. So the ghost dancers began to be seen as a dangerous movement that could lead to widespread attacks on white settlers across the entire West. The spreading fear of the ghost dance movement was picked up by newspapers, in an era when publishers such as Joseph Pulitzer and William Randolph Hearst were beginning to champion sensational news. In November 1890, a number of newspaper headlines across America linked the ghost dance to alleged plots against white settlers and U.S. Army troops. An example of how white society viewed the ghost dance appeared in the form of a lengthy story in the New York Times with the subheadline, How the Indians Work Themselves Up to a Fighting Pitch. The article explains how a reporter, led by friendly Indian guides, trekked overland to a Sioux camp. The trip was extremely hazardous, owing to the frenzy of the hostiles. The article described the dance, which the reporter claimed to have observed from a hill overlooking the camp. 182 bucks and squaws participated in the dance, which took place in a large circle around a tree. The reporter described the scene: The dancers held on anothers hands and moved slowly around the tree. They did not raise their feet as high as they do in the sun dance, most of the time it looked as though their ragged moccasins did not leave the ground, and the only idea of dancing the spectators could gain from the motion of the fanatics was the weary bending of the knees. Round and round the dancers went, with their eyes closed and their heads bent toward the ground. The chant was incessant and monotonous. I see my father, I see my mother, I see my brother, I see my sister, was Half Eyes translation of the chant, as the squaw and warrior moved laboriously about the tree.The spectacle was as ghastly as it could be: it showed the Sioux to be insanely religious. The white figures bobbing between pained and naked warriors and the shrill yelping noise of the squaws as they tottered in grim endeavor to outdo the bucks, made a picture in the early morning which has not yet been painted or accurately described. Half Eyes says the dance which the spectators were then witnessing had been going on all night. On the following day the other side of the country, the front-page story A Devilish Plot claimed that Indians on the Pine Ridge reservation planned to hold a ghost dance in a narrow valley. The plotters, the newspaper claimed, would  then lure soldiers into the valley to stop the ghost dance, at which point they would be massacred. In It Looks More Like War, the New York Times claimed that Little Wound, one of the leaders at the Pine Ridge reservation, the great camp of the ghost dancers, asserted that the Indians would defy orders to cease the dancing rituals. The article said the Sioux were choosing their fighting ground, and preparing for a major conflict with the U.S. Army. Role of Sitting Bull Most Americans in the late 1800s were familiar with Sitting Bull, a medicine man of the Hunkpapa Sioux who was closely associated with the Plains Wars of the 1870s. Sitting Bull did not directly participate in the massacre of Custer in 1876, though he was in the vicinity, and his followers attacked Custer and his men. Following the demise of Custer, Sitting Bull led his people into safety in Canada. After being offered amnesty, he eventually returned to the United States in 1881. In the mid-1880s, he toured with Buffalo Bills Wild West Show, alongside performers like Annie Oakley. By 1890, Sitting Bull was back in South Dakota. He became sympathetic to the movement, encouraged young Native Americans to embrace the spirituality espoused by Wovoka, and apparently urged them to take part in the ghost dance rituals. The endorsement of the movement by Sitting Bull did not go unnoticed. As the fear of the ghost dance spread, what appeared to be his involvement only heightened tensions. The federal authorities decided to arrest Sitting Bull, as it was suspected he was about to lead a major uprising among the Sioux. On December 15, 1890, a detachment of U.S. Army troops, along with Native Americans who worked as police officers on a reservation, rode out to where Sitting Bull, his family, and some followers were camped. The soldiers stayed at a distance while the police sought to arrest Sitting Bull. According to news accounts at the time, Sitting Bull was cooperative and agreed to leave with the reservation police, but young Native Americans attacked the police. A shoot-out occurred, and in the gun battle, Sitting Bull was shot and killed. The death of Sitting Bull was major news in the East. The New York Times published a story about the circumstances of his death on its front page, with subheadlines described him as an old medicine man and a wily old plotter. Wounded Knee The ghost dance movement came to a bloody end at the massacre at Wounded Knee on the morning of December 29, 1890. A detachment of the 7th Cavalry approached an encampment of natives led by a chief named Big Foot and demanded that everyone surrender their weapons. Gunfire broke out, and within an hour approximately 300 Native men, women, and children were killed. The treatment of the native peoples and the massacre at Wounded Knee signify a dark episode in American history. After the massacre at Wounded Knee, the ghost dance movement was essentially broken. While some scattered resistance to white rule arose in the following decades, the battles between Native Americans and whites in the West had ended. Resources and Further Reading â€Å"The Death of Sitting Bull.† New York Times, 17 Dec. 1890.â€Å"It Looks More Like War.† New York Times, 23 Nov. 1890.â€Å"The Ghost Dance.† New York Times, 22 Nov. 1890.â€Å"A Devilish Plot.† Los Angeles Herald, 23 Nov. 1890.

Measuring The Ability Of Correctly Recall Different...

The primary outcome in the current study was measuring the ability to correctly recall different character sets that included similar or dissimilar distractor tasks. To test this hypothesis, the number of correctly recalled character sets were analyzed by a 2 (character set: consonants vs. digits) X 2 (distractor task: word-based vs. number-based) between-subjects ANOVA. The main effect for character sets was not statistically significant, F(1, 106) = 1.16, p = .284, ÃŽ ·p ² = .01. The main effect for distractor tasks also produced non-statistically significant results, F(1, 106) = 1.0, p = .758, ÃŽ ·p ² = .001 . Lastly the interaction effect showed a non-statistically significant result F(1, 106) = 1.22, p = .271, ÃŽ ·p ² = .011. Descriptive statistics for these data can be found in Table 1. The secondary outcome in the current study was measuring the perceived difficulty of learning the character sets, and having to recall them with a similar or dissimilar distractor task. Us ing a 2 (character set: consonants vs. digits) X 2 (distractor task: word-based vs. number-based) between-subjects ANOVA to analyze the perceived difficulty of the character sets and distractor tasks. The main effect for character set difficulty also showed a non-statistically significant main effect F(1, 106) = .000. As for the main effect for distractor type, a non-statistically significant result was reported F(1, 106) = 3.06 p = .337, ÃŽ ·p ² = .009. Lastly, the interaction effect also resulted in aShow MoreRelatedworking memory18399 Words   |  74 Pages1. The Episodic Buffer 5.2. Person-to-Person Variation 5.3. The Role of Dopamine Revisit and Reflect Y ou’re in the middle of a lively conversation about movies, one in particular. You and your friends have all seen it and have come away with different views. One friend says he felt that one of the leads was not convincing in the role; you disagree—you think the failing was in the screenplay, and want to make your case. But before you have a chance to get going, another friend jumps in and says

Effective Practices for Infusing Human Rights Essay Sample free essay sample

1. Complete the Needs Assessment: Take the Human Rights Temperature of Your School. A ready to hand tool. developed and distributed by the Human Rights Resource Center at the University of Minnesota. allows pupils and instructors to detect human rights strengths and pinpoint countries that need a more comfy temperature. Available in Topic Book 1: Economic A ; Social Justice on pp. 67-72 or online at hypertext transfer protocol: //www. hrusa. org/hrmaterials/temperature/interactive. php. 2. Familiarize Yourself with State-of-the-Art Pedagogy and Facilitation Skills. Make a Human Rights Learning Community with your equals to develop a common vision. shared linguistic communication. and incorporate patterns. To help you in this procedure. The Human Rights Education Handbook sets out working definitions of human rights instruction. gives an overview of the field. differentiates between the ends of larning about human rights ( e. g. cognitive larning ) . and larning for human rights ( i. e. . personal duty and accomplishments for protagonism ) . We will write a custom essay sample on Effective Practices for Infusing Human Rights Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It besides addresses personal challenges human rights pedagogues may confront. If you don’t experience confident as a facilitator already. you sure will after larning the myriad of ways to maintain pupils engaged and inquiring for more. The Developmental Conceptual Framework on page 14 will assist fix you for the different age groups in your puting – hypertext transfer protocol: //www1. umn. edu/humanrts/edumat/hreduseries/hrhandbook/part1Cextra. hypertext markup language. 3. Introduce the Universal Declaration of Human Rights ( UDHR ) to Your Students. Use the Amnesty Animated UDHR Video and/or America Needs Human Rights Video. Give each pupil the UDHR Passport for schoolroom survey and personal usage. Human Beings/Human Rights pp. 38-40 from Human Rights Here and Now leads participants to specify what it means to be human and to associate human rights to human demands – hypertext transfer protocol: //www1. umn. edu/humanrts/edumat/hreduseries/hereandnow/Part-3/Activity1. htm. Students can larn that the Universal Declaration of Human Rights is the most translated papers in the Guiness Book of World Records and research all the different linguistic communications at hypertext transfer protocol: //www. unhchr. ch/udhr/index. htm. For extra debut activities. see The Amnesty International Resource Notebooks — Introducing Human Rights in the Middle School or Introducing Human Rights in the High School. To order the picture or Resource Notebooks. travel to http: //www. humanrightsandpeacestore. org. Please note: All italicized resources below are besides available at the online shop. 4. Make a Human Rights Culture in Your School/Classroom. Expose pupils to autonomous tools in add-on to Robert’s Rules of Order. The end is to make a safe container where everyone’s voice is heard and demands are taken into consideration. A Way of Council and Naming the Circle are extremely recommended. Spend the first six hebdomads of school developing students’ ability to decide struggle with Conflict Resolution Skills for Teens and Other People’s Children: Cultural Conflict in the Classroom. Compare your School Student Handbook to the UDHR. What rights are supported and protected with the school subject policy? What countries need farther development? Discipline with Dignity. Motivating Students Who Don’t Care and Power Struggles will assist instructors and decision makers create a school clime where human rights can boom and boom. The Bully Prevention Handbook is an first-class resource for decision makers. counsellors. and instructors and provides a school-wide attack to bully-prevention in K-12 schools. This attack can be infused in your school subject policy. Design the environment with postings such as the UDHR Poster. How to Build Community. postings of complete conciliators and human rights workers. Earth Flag. Peace Flag. and schoolroom Peace Poles. The Universal Declaration of Human Rights Poster Series and Teacher’s Guide. published by Amnesty International USA. is besides a terrific resource available free of charge upon petition – World Wide Web. amnestyusa. org/education. For extra aid in making a human rights community. see Making A Human Rights Community pp. 92-95 in Human Rights Here amp ; Now – hypertext transfer protocol: //www1. umn. edu/humanrts/edumat/hreduseries/hereandnow/Part-4/5_action-ac tivity1. htm. 5. Get to Know Students’ Human Rights Issues through the Use of Emergent Curriculum. Ask pupils to portion what they think demands to be more to the full addressed at the planetary. local and single degree. Give your input every bit good. Ask pupils to compare their replies to the UDHR articles. Teachers use the information to do course of study pertinent to students’ lives and pupils use self-identified articles for farther research and weave into on-going assignments. Use the information pupils provide to develop course of study activities. For in-depth survey of incorporating course of study about important jobs. without respect for subject-area boundaries. look into out Curriculum Integration: Planing the Core of Democratic Education. 6. Explore Human Rights through the Art of Storytelling. Expose pupils to people who have stood up for human rights with The Compassionate Rebel: Energized by Anger. Motivated by Love. Complement with Compassionate Rebel Interview and Writing Skills at World Wide Web. hrusa. org/september/activities/storytelling. htm. Students learn ways to detect those who have made their ain community a better topographic point to populate. work. or drama. Reading. Writing. and Rising Up is a course of study. which portions schemes for assisting young person to happen their voice and happen power in the relation of their narratives. To happen narratives of pupils who took action. look into out Human Rights Here amp ; Now – Action Activity 2 – hypertext transfer protocol: //www1. umn. edu/humanrts/edumat/hreduseries/hereandnow/Part-4/6_action-activity2. htm. 7. Investigate Economic Social Injustice in Your Own Backyard. Students countrywide have identified poorness and homelessness as the figure one issue to be addressed. Over 25 % of people in poorness or who are stateless are under the age of 18. Invite pupils to garner narratives in their community that demonstrate economic unfairness. Activities for economic human rights can be found in Economic and Social Justice: A Human Rights Perspective. Expose pupils to the work of Project South: Institute for the Elimination of Poverty A ; Genocide at World Wide Web. peacenet. org/projectsouth. 8. Teach Writing Skills for Promoting a Culture of Peace and Human Rights. Fix your pupils to utilize the power of the pen with Grassroots Journalism: A practical manual for making the sort of newswriting that doesn’t merely acquire people angry – but active – that doesn’t merely inform – but inspires. Enter the Swakhamer Peace Essay Contest. The competition is unfastened to all high school pupils throughout the universe. First award is $ 1500. Visit World Wide Web. wagingpeace. org for this year’s subject and regulations. 9. Connect Students with Peers Worldwide Working for Peace and Human Rights. Introduce the Convention of the Rights of the Child ( Children’s Treaty ) . Give each pupil a Convention on the Rights of the Child Passport for schoolroom survey and personal usage. What Does a Child Need? p. 97 of the Human Rights Education Handbook stimulates believing about the demands of kids. links human rights to human demands. and increases acquaintance with the articles of the Children’s Treaty – hypertext transfer protocol: //www1. umn. edu/humanrts/edumat/hreduseries/hrhandbook/activities/23. htm. This activity will assist pupils understand the model of young person groups worldwide working for Children’s’ Rights and the UDHR. Invite your pupils to see World Wide Web. youthnoise. com. which is a group of immature people – from all 50 provinces. the District of Columbia and more than 118 states – together with a group of grownups working to supply information from more than 300 non-profit-making spouses that will trip youth action and voice. Students can see World Wide Web. millennialpolitics. com and happen on-line resources with lists of 100s of organisations. research on militant issues and treatment boards with other militants. Contact World Wide Web. haguepeace. org and take part with youth worldwide in the Global Peace Campaign. You can besides look into out our Human Rights Web Library. with the most complete primary paperss library in the universe for human rights. subject briefing ushers. and more than four 1000 links to human rights organisations around the universe hypertext transfer protocol: //www1. umn. edu/humanrts/ . The site is available in Arabic. English. Gallic. Nipponese. Russian. and Spanish. A utile database for human rights instruction resources besides exists at the UN High Commissioner for Human Rights Office – hypertext transfer protocol: //www. unhchr. ch/hredu. National Science Foundation. 10. Protect and Promote the Human Rights of Women and Girls. Looking at the human rights model from women’s positions has revealed how much current human rights patterns have failed to account for many of the ways in which already recognized human rights maltreatments frequently affect females otherwise than males. The construct of human rights has opened the manner for difficult inquiries to be posed about the official inattention and general indifference to the widespread favoritism and force that adult females and misss experience around the universe. Introduce the Convention on the Elimination of All Forms of Discrimination against Women ( CEDAW ) with Local Action Global Change: Learning About the Human Rights of Women and Girls. This resource gives illustrations of issues in women’s human rights. while besides supplying exercisings that allow for geographic expedition of the peculiar ways in which these inquiries affect the lives of any group of adult females. or work forces. misss or male childs. Participate in the Global Campaign for Education. More than 70 million misss in the universe have neer attended school and about 600 million in the universe are illiterate. In developing states. the instruction of misss has been proven to be the cardinal factor in finding economic development. better wellness. and longer life anticipation. Education is a human right. yet for twice as many misss as male childs. it is non a world. In many developing states. misss are entangled in the downward rhythm of child labour and poorness. in which they must work to assist back up their households and waive instruction as a path to economic stableness. Inferior instruction quality. compulsory school fees. and the menace of gender force besides maintain misss from go toing school. Learn more about this run and how your pupils can be involved by sing World Wide Web. campaignforeducation. org 11. Celebrate Human Rights Day – December 10. Ask pupils how they would wish to observe Human Rights Day. Some schools choose to go a Peace Site on this twenty-four hours with a Peace Pole Planting Ceremony and distinguished leaders of the community. Since the Peace Pole. which says. â€Å"May Peace Prevail on Earth. † and is available in 14 linguistic communications. pupils can take the linguistic communications stand foring their community. Learn more at World Wide Web. peacesites. org. To order your pole and receive ceremonial audience. name Melvin Giles at 651-298-1040. Get on the United Nations CyberSchoolBus. Outstanding instructor and pupil resource for information on planetary issues. the United Nations. states around the universe. Model UN. and other particular yearss through the twelvemonth are listed. Fall brings a myriad of jubilations including the International Day of Peace in September. Universal Children’s Day and UN Day in October. International Week of Science and Peace and International Day for Tolerance in November. and Human Rights Day in December. Visit World Wide Web. un. org/Pubs/CyberSchoolBus. 12. Teach Media Literacy. Students who know how to analyse the media in footings of stereotypes. misinformation. deceit. mega Numberss. beginnings. etc. are more disposed to organize their ain sentiments instead than merely be swayed with what they read. They know how to delve for more information and where to travel to acquire it. Coupled with human rights instruction pupils will be able to read beginnings with a human rights lens every bit good as advocator for alteration with Change the World through Media Education. With Human Rights in the News pp. 52-53 from Human Rights Here and Now. pupils develop an consciousness of rights issues in mundane life and how they are being protected and enjoyed or violated – hypertext transfer protocol: //www1. umn. edu/humanrts/edumat/hreduseries/hereandnow/Part-3/Activity6. htm. Students can post their finished work in the hallway to do their analysis be available to other pupils and grownups. â€Å"Media Literacy in Post-9/11. † a portion of a collaborative enterprise – World Wide Web. beyondseptember11. org. is an first-class activity to learn accomplishments about reviewing media beginnings through a human rights lens – hypertext transfer protocol: //www. hrusa. org/september/activities/medialiteracya. htm. Literature and Human Rights: Questions to Use to Literature. Other Texts. and Media. pp. 71-74 from Human Rights Here and Now allows pupils to set poesy. fiction. non-fiction. text editions. magazines. movies. telecasting. advertisement literature and promotional literature in a human rights position – hypertext transfer protocol: //www1. umn. edu/humanrts/edumat/hreduseries/hereandnow/Part-3/Activity_13. htm. Expose pupils to alternative intelligence mercantile establishments such as the World Press Review which illuminates issues frequently non seen in the mainstream U. S. Press. The Review translates. reissues. analyzes and contextualizes the best of the international imperativeness. See www. worldpress. org. Other beginnings to look into out are: Ad Fellows -www. adbuster. org. Alliance for Democracy – World Wide Web. thealliancefordemocracy. org. Alternate Press Center -www. altpress. org/index. hypertext markup language. Alternet – World Wide Web. alternet. org. American Newspeak -www. scn. org/news/newspeak. Democracy Now – World Wide Web. democracynow. org. Essential Action – World Wide Web. essentialaction. org. Fairness A ; Accuracy in Reporting – World Wide Web. carnival. org. and Global Exchange – World Wide Web. globalexchange. org. Notes: A Guide to the Independent Critical Press showcases periodicals that are the indispensable vehicles of the contention that generates democratic societal. political and economic alteration. The diverseness and endowment reflected in these rubrics can regenerate one’s religion in the possibilities of democracy. Participate in the NewzCrew Project. Be portion of a duologue group assigned a current event intelligence article provided by the NewsHour with Jim Lehrer and monitored by Global Kids Leaders ( high school pupils in Global Kids’ ( World Wide Web. globalkids. org ) young person leading plan. The site besides offers a Teacher’s Lounge. for pedagogues to download news-related lesson programs for integrating the NewzCrew into your course of study every bit good as monitoring tools to track the youth’s activities. 13. Community Service is More than merely Giving Back to the Community. This coevals seeks to link their voluntary work with societal alteration. See cityyear. org. which seeks to show. better and advance the construct of national service as a agency for constructing a stronger democracy. Service Learning for Human Rights: Ideas for Taking Action. pp. 88-89 from Human Rights Here and Now provides tips and thoughts for taking action every bit good as The Complete Guide to Service Learning. Educating for Change. Making Democracy and Good Things Happen When Students Take Action. Start an Early Act Club for in-between school pupils. Members are provided chances for active citizenship. developing leading qualities and bettering the quality of life in their school. community and universe at big. Rotary nine members act as wise mans and facilitators. Visit World Wide Web. hwrotary. org. Provide preparation chances for high school pupils to be Peacemaker Teen Mentors to early childhood and simple pupils with Expanding the Circle preparation stuffs. Developed by Turning Communities for Peace and the White Bear School District in Minnesota. pupils have reported it as one of the most meaningful service undertakings they have of all time done. Teens non merely enjoyed bettering their struggle declaration accomplishments. but felt that the younger kids will hold accomplishments they wished they had had at that age Take the Kindness and Justice Challenge. This two-week enterprise by Do Something. a non-profit group. in award of Martin Luther King Day provides information as to how you can take action and stand up for what’s right. Visit World Wide Web. dosomething. org. Students besides enjoy utilizing Kindness Currency to acknowledge others Acts of the Apostless of kindness. Explore 108 Wayss to Make a More Peaceful and Just World. The Peace Book: 108 Simple Ways to Make a More Peaceful World by Louise Diamond is a undertaking of The Peace Company at World Wide Web. peacebook. com. This book is dedicated to those who lost their lives on September 11 and is an activity in award of the UN Decade for a Culture of Peace. Includes ways we as persons can make peace them ourselves. households. friends. colleagues. people in public personal businesss. and the environment. A teacher’s usher is included. Give pupils the chance to be needed. Many pupils drop out of school and community life because they don’t think their schools. households. and communities need them. Check out how your community can do certain young person experience a sense of belonging and acquire the other assets they need in order to win. Visit World Wide Web. search-institute. org. 14. Extinguish Racism in School. In more and more of our public schools Black. Asian. Latino/a. Native American. and new immigrant pupils represent the bulk. The undermentioned resources are helpful for educating pupils in our ever-increasing civilization of diverseness from a human rights position: A White Teacher Talks About Race. Uprooting Racism. The Energy of a State: Immigrants in America. The Uprooted: Refugees in America. A Different Mirror. The Whiteness of Power. United to End Racism has produced another first-class booklet on Working Together to End Racism: Healing from the Damage Caused by Racism. which provides penetration into the harm caused by racism and tools to stop institutional racism. A free resource. â€Å"And Don’t Call Me a Racist! . † is available from the Human Rights Resource Center. Name toll free at 1-888-HREDUC8. 15. Look at Science and Technology from a Human Rights Perspective. It has been said that the quality of conversations we have depends on the inquiries we ask. The inquiries poised in Activity 15. Science. Technology. The Environment and Human Rights from Human Rights Here and Now will assist us have choice conversations sing the influence and function engineering can play in the promotion or hinderance of human rights. Trash Conflicts starts where pupils are and moves them through a careful analysis of a complex series of interconnected issues. which include engineering. economic sciences. power. race. and category. It explores waste production and the impact of disposal methods from the personal to the community to the corporate. This comprehensive course of study is easy to utilize and includes lesson programs. activities. pupil press releases. and readings that help instructors incorporate environmental instruction across capable countries. from scientific discipline to English and societal surveies. The Better World Handbook is one of the most practical ushers for what pupils can make to advance a healthier and more sustainable environment. 16. Development of Self as an Individual and World Citizen. Individual and communal rights are at the bosom of self-identity. Freedom of Religion and Belief Human Rights Resources are presently in bill of exchange signifier at the Human Rights Resource Center at the University of Minnesota. Anyone interested in flying Raising the Spirit: Human Rights and Freedom of Religion and Belief. name 1-888-473-3828. The humanistic disciplines are frequently used as agencies of showing our individualities in our battles and jubilations of human rights. Students in Minnesota have done out-of-door mural undertakings in order to make wider audiences and give Fuller look to their messages. Art Matters affords teachers the chance to show assorted multicultural traditions and positions. Music besides plays a critical function in traveling people to go on the battle and/or portion in the jubilation. Check out the undermentioned resources: a. People’s Music Network for Songs of Freedom and Struggle at hypertext transfer protocol: //world. venereal disease. com/-pmn/ # monthly. B. Freedom Song Network ( FSN ) at World Wide Web. voltage. net/~cheetham/gfrnk1. htm. Affirms through vocals and music. the right of all peoples. at place and abroad. to set up more free. merely and equal societies and to populate in peace. c. The Children’s Music Network at World Wide Web. cowpuncher. net/~mharper/CMN. hypertext markup language. Empowers grownups and immature people to pass on through music and to be a positive accelerator for instruction and community-building. Publishes a diary called Pass It On! d. Children’s Music Web! At hypertext transfer protocol: //www. childrensmusic. org. Songs for Social Change Home Page at hypertext transfer protocol: //www. globalvision. org/cl/sfsc/ Do a keyword hunt for vocals by Cat Stevens. Pete Seeger. Charlie King. Ross Altman. Jim Savarino. Kristina Olsen. Anna Fisher. Joel Pelletier. Positively Negative ( Bill Rotberg and Ray Rish ) . Larry Long. Darryl Purpose. Dana Lyons. Dan Scanion. Bob Franke. Bob Dylan. Arlo Guthrie. and Jackson Browne. Many of these songsters have web pages. e. Be the Change CD and Change is a Thousand Hearts Cadmium are the two newest societal alteration releases from Larry Long and Rachel Nelson severally. 17. Get to Know Our Neighbors. America is more than a state. it’s a continent. The Resource Center of the Americas at World Wide Web. United States. org offers more than 5. 000 books and course of study on human rights. multiculturalism. in-migration and societal justness on specific states in the Americas. Focus on Geography. Harmonizing to a National Geographic Society study. many of the world’s 18-24-year-olds are on the threshold of geographic illiteracy. Young Americans are fighting the hardest. Among 3. 000 young person surveyed from nine states. U. S. childs scored following to last followed by Mexico’s young person. Less than 15 per centum of American young person could turn up Iraq and Israel and they struggled with the location of other well-known states. The National Geographic Society has put together a alliance of media. policy. and instruction organisations to map out a program for betterment. To prove your students’ literacy see hypertext transfer protocol: //geosurvey. nationalgeographic. com/geosurvey/ . Interface with Government Leaders and Policy Makers. Students can research community issues and develop studies for local authorities. policy shapers. and the imperativeness. Invite pupils to fall in community leaders at town meetings and describe back what human rights are being addressed. Maping Human Rights in Our Community from Human Rights Here amp ; Now provides a originative and ocular manner to chart and acknowledge the functions different services. bureaus. and establishments help advance and protect human rights in your community – hypertext transfer protocol: //www1. umn. edu/humanrts/edumat/hreduseries/hereandnow/Part-3/Activity7. htm. Learn the Human Rights History of Your Community. Who are the people. where are the topographic points and events that shaped the community’s human rights history? Submit research findings to the local historical society and direct articles to the local newspaper. 18. Teach Rearing Classs to High School Seniors from a Human Rights Perspective. Roots. Rights and Responsibilities. The Peaceful Parenting Handbook and The 7 Habits of Peaceful Parents supply a model for kids to be parented with human rights in head. 19. Practice Reconciliation A ; Connect Movements for Change. Long Night’s Journey into Day: South Africa’s Search for Truth and Reconciliation Video and Study Guide. Though the movie depicts events in South Africa. it has much to state about American society. viz. our battle to acknowledge and get by with race. history. justness and rapprochement. The Center for Human Rights Education has produced a fantastic posting. which can be downloaded. supplying an overview a Human Rights Movements in the US – World Wide Web. nchre. org. 20. Make a Human Rights and Peace Education Professional Library. All the stuffs italicized supra are available for purchase at World Wide Web. humanrightsandpeacestore along with other state-of-the art resources for PreK-College Classrooms. Short of financess? Approach service nines for support. Many of them are working to carry through the same ends and will be delighted to cognize about these resources every bit good. Developed by Rebecca Janke. M. Ed. Director of Turning Communities for Peace A ; Kristi Rudelius-Palmer. M. Ed. Co-Director of Human Rights Resource Center. U of Minnesota For other inquiries. family grants. and developing chances. name the Human Rights Resource Center ( World Wide Web. hrusa. org ) at 1-888-473-3828 or e-mail us at [ electronic mail protected ]/*Check out World Wide Web. humanrightsandpeacestore. org for extra in-between school and high school human rights resources.

Living With China Essays - ChinaUnited States Relations, China

Living With China This is a book Summary I did for an International Polictics Course. I do not wish to have my name published, because if the teacher found out I submitted it I would be expelled. I attend SUNY in NY, USA. I recieved an A on this paper. The only comments she made was that I needed to replace the Whichs with thats & I needed to have a page for siting. Book Summary : Living With China Living With China: U.S. -China Relations in the Twenty-First Century is a book edited by Ezra F. Vogel which assess the political, economic, and human rights issues which the U.S. must consider in developing a consistent and mutually beneficial foreign relations policy toward China in the twenty-first century. Tension between U.S.- China relations date back to World War Two. Additionally, the Tienanmen Square incident in 1989, further aggravated U.S.-China relations. Since the end of the Cold War, and especially since 1991, the United States has had no consistent foreign policy in regards to China. This book is a compilation of background papers, from numerous authors, which were written for the November 1996, American Assembly meeting whose purpose was to discuss and work to reach a consensus on U.S.-China relations. The essays deal with the issues that will mold future relations with China. The book consists of an Introduction, eight chapters and an Address to The American Assembly given by Senator Sam Nunn. The introduction gives a brief overview of political events and history which have led to the then current (1997) state of relations between the United Sates and China. In addition, it gives a concise, clear summary of what issues China and the U.S. agree upon and which issues they do not. The most notable disagreements between U.S. and China are over Taiwan and Tibet, and human rights. The introduction further goes on to include a summary of each chapter in the book. The eight chapters include topics on issues over Tawain, Tibet, Hong Kong, the Tiananmen Square incident, international commerce, Chinese economics, environmental concerns, and commercial diplomacy. The first chapter, written by Michelle Oksenberg, evaluates the distinctive problems that U.S.-China relations face in regards to Tibet, Taiwan, and Hong Kong. Oksenberg explains the conflicting perceptions that the U.S. and China have on these issues. The United States is worried about what effect Chinese control over Hong Kong may have on global economy, interested in maintaining acceptable treatment of Tibetans, and wishes to guard Taiwan from possible Chinese threat or Force. China sees these as "unwarranted intrusions into its domain," [pg. 94] and a strategy to keep China weak. Oskenberg opines that the United states and China must have more talks to remedy these differences while having more empathy and understanding of the other's view. Chapter two is written by Douglas H. Paal and examines China's increasing economic and military influence and how it is likely to affect the entire East Asian region. There is a delicate balance between the U.S.'s protection of other Asian countries and not provoking China. Again, the need for increased, consistent communications between the U.S. and China are emphasized. Paal advises that China is willing to work with the U.S. as long as it comes from a rational base, rather than whims and emotional reactions. In his conclusion, Paal opines that "to some degree tensions and perceived provocation will be necessary and inevitable component of a policy intended to dissuade China and others from counterproductive paths."[118] Chapter 3 is written by David Lampton, and discusses the undoubted need for China's, and especially Beijing's, involvement in world organizations. He makes clear the U.S. and the world organizations should avoid alienating China. This is because China is one of the rising global powers and it's strong sense of nationalism cannot be injured without suffering a negative effect on the rest of the world. Chapter 4 is written by Dwight Perkins, and as its title states, analyzes "How China's Economic Transformation Shapes Its Future." [Pg. 141] The author goes into long discussion about the changing economics and increasing wealth in China and what effects this may have globally and the United States. It is concluded that, even though, the United States has little control over how China chooses to grow into becoming a global power, it is in the U.S.'s best interest to encourage China to do so within the global economic system and join the World Trade Organization. Chapter 5 is written by Harry Harding and focuses on the major issue of human rights. The major conflict