Birth of the American Dream: - Winston-Salem/Forsyth ...



Birth of the American Dream:

PRECOLONIAL LITERATURE

Due: _______________Native American Origins and Oral Tradition: Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the questions that follow.(8 points)

Scientists continue to study the fascinating question of the origin of the first peoples in the Americas. The long-accepted explanation is that the first Americans traveled afar. They trekked a great distance over a bridge of land from Siberia to Alaska about 12,000 years ago. These people uprooted themselves from their Asian communities, leaving behind their homeland. In a bid to improve their welfare, they were probably searching for food, safety, and warmer weather.

These people, now called the Clovis people, were almost certainly searching for a more hospitable place in which to dwell. They wanted to live in an environment in which the daily struggle to stay alive was not quite so fierce. Nevertheless, they still had to protect themselves from a variety of offensive creatures, wild and destructive beasts, such as mammoths.

Scientists have recently discovered artifacts that reveal the presence of human life in South America even before the arrival of the Clovis people. For example, archaeologists have examined the ruins of an enclosure and pieces of tools. Some scientists no favor a theory of coastal migration rather than the idea of the land bridge. In other words, ancient peoples may have traveled by boat down the coast of North and South America. After all, travel by sea may have been faster and easier than travel by land. The people may have been on fishing expeditions to increase their food supply.

Scientists want to study the places where these ancient peoples may have landed. Unfortunately, many of the landing sites that once protruded into the water, jutting out into the ocean, are now completely submerged.

Complete the following exercise. You may use a dictionary and a thesaurus.

1. Circle the words that suggest the meaning of afar. List an antonym (a word that means the opposite) for afar.

2. Underline the words that hint at the meaning of uprooted. Define uprooted in your own words.

3. Circle the words that explain the meaning of welfare. Name three things that are basic to the welfare of human beings and explain why.

4. Underline the word that means the same as dwell. Where would you most like to dwell and why?

5. Underline the words that explain the meaning of offensive. Name a synonym (a word that could be substituted) for offensive.

6. Underline the words that tell what the artifacts reveal. Use reveal in a sentence of your own.

7. What word that is related to enclosure helps to explain its meaning? Describe one kind of enclosure.

8. Circle the words that tell what protruded means. Use protruded in a sentence about a tree.

Due:_______The Oral Tradition & Native American Literature Intro Reading (10 pts)

Pages 2-7 (stop at “Pilgrims and Puritans” section) and page 9 (“Native American Tradition” section only)

Directions: Answer the following questions with as much detail as possible. You may need a separate sheet of paper.

1. Susan Power explains that her grandmother told her stories about her grandfather and his role in their community. What was so special about these stories?

2. Tell one BREIF (2-3 sentences) story about one of your family members.

3. In her introduction, Susan Power says, “I was taught that our lives are stories…”. Do you agree with the statement? Explain.

4. As a whole, how would you describe the Native American dream? Is it similar to yours? Explain. (Use examples from the reading to support your opinion.

5. What does it mean to be interconnected (pg 9)? How do you think tales of nature and the natural world show interconnectedness?

|Due:_________ Animal Symbolism Totem Shield Mini Project TPP: 30pts |

ANIMAL TOTEM SHIELDS: Totem animals are believed by various Native American cultures, to be spirit helpers sent to support, protect & inspire the individual with its particular wisdom, aiding them in achieving their life's purpose. Animal totem shields are used like amulets for protection or talismans for attracting the positive qualities of the animal. To the Native American, medicine or totem shields reach all facets of a person’s life. They are used as

Protection from evil doing

Success with family

Protection in combat/conflict

Success in vision and dream.

|These are all reflected in the symbols found on the shield. |

A shield protects confidence on the part of the bearer. It is circular. This is a significant symbol in itself. The circle represents the great circular way of creation. All things are an unending, like a circle. We will all leave this planet some day, but the circle is the ultimate symbol that our spirit life is unending.

|Create a totem shield |

Each totem shield should include the following:

1. An appropriate animal chosen from the list in the NA Symbolism booklet & a picture of the animal in the center of the CIRCULAR shield.

My main animal is: _______________________ because _____________________ _____________________________________________________________________.

2. At least 4 other symbols (a logo, a club, an item from nature, something in your room at home, a song title, a second animal etc)

3. ON THE BACK, you must write a paragraph that details why the shield represents your personality or history. This must e a well developed paragraph with

a. a topic sentences

b. the name of the animal and explanation why it symbolizes you

c. The other symbols you chose and why each one is a representation of who you are.

***Remember that everything you do in this class should be “school appropriate” and you all know what I mean by that. There should be NOTHING rude, crude or completely unacceptable or I will not give you a passing grade and you will have to repeat the assignment in an after school session***

Totem Shield Grading:

|Required Elements: (15 points) |

1. Symbol of the animal (5 points)

a. Nicely presented

b. Creative

c. Evidence of time and thought

2. 4 other symbols (10 points)

a. each present (1 point)

b. creativity (1 point each)

c. presentation of all (2 points)

|Paragraph: (15 points) |

1. Topic sentence (1 points)

a. Introduces the topic in a clear and logical fashion

2. The name of the animal and explanation of why it represents you (5 points)

a. Animal name

b. At least 2 sentences explaining

3. The other symbols you chose and why each one represents you (5 points)

a. Symbols mentioned

b. At least 2 sentences explaining

4. Concluding sentence. (1 point)

5. Grammar/spelling (3 points)

|Animal I like |Symbolic Meaning |

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|Navajo Origin Myth |Symbolic Meaning (.5 each—see PPT) |

|Coyote | |

|Animal in “TEOTB” |Symbolic Meaning (.5 each—see PPT) |

|Turtle | |

|Swan | |

|Beaver | |

|Loon | |

|Muskrat |Sacred; holy |

|Duck |Graceful on the water; sees clearly through emotions; spirit helper of mystics and seers. |

|When Grizzlies Walked Upright |Symbolic Meaning |

|Bear | |

Make a judgment (5 points): What does animal symbolism reveal about Native American beliefs in interconnectedness between humans and nature?

Earth on Turtle’s Back Recall: Directions: Fill in an appropriate word in the following sentences (.5 points each).

1. The muskrat had to ________________________ (verb) strength and perseverance in order to successfully bring the earth to the surface.

2. After hearing of the dream, the Chief was not willing to ________________________ (verb) his wife. He believes her dream is symbolic and has to be followed or bad luck would follow.

3. No one can explain how the Turtle carried the Earth on his back. Perhaps he had some kind of ________________________ (adjective) to keep it from falling off while he put it into place.

4. After the creation of the earth, it is likely that the wife of the Chief blessed the new creation by giving a ________________________ (noun).

5. The wife of the Chief involuntarily _____________________(verb) her position among her people when she fell through the hole in the sky.

|Due:_____ As you are reading the myth “When Grizzlies Walked Upright” answer the following questions. 8 pts |

1. What natural phenomenon is explained in the first paragraph?

2. What is the difference between the bears of the “beginning of the world” and bears of today?

3. What does the sky spirit warn his daughter about?

4. Where does the daughter disappear to?

5. Why does the sky spirit curse the grizzlies?

6. Who were the first Indians?

7. Look at the graphic on pg. 22. In what way does the artist blend the natural world and the human world?

8. What Point of View is this origin myth told in?

|Selection |Phenomenon |Explanation (.5 points) |

|“The Earth on Turtle’s Back” |The world | |

| |Trees and Seeds | |

| |Scratches on the Turtle’s Back | |

|“When Grizzlies Walked Upright” |Mount Shasta | |

| |Beaver | |

| |Otter | |

| |Fish | |

| |Birds | |

| |Grizzlies | |

|Navajo Origin Myth |4 Mountains (Colors) | |

| |4th world (current world) | |

| |Sun/Moon/Stars | |

List 3 facts and 3 opinions found in Origin Myths (.5 points each)

|Fact: (definition)— |Opinions(definition)— |

|1. |1. |

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|2. |2. |

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|3. |3. |

What is lost/gained as cultural identity evolves? (20 TPP)

Using your notes, answer today’s EQ. You may do this through prose, poetry or artwork, but you must be able to explain your response in great detail in other words, if you can’t get up and speak about your response for at least 3 minutes, you haven’t put enough effort into it (artwork is NOT on stick figure on a piece of paper and the poem should be done with great thought and preparation).

Annotate the following Poem using TPCASTT (10 points)

[pic]From Mud Woman, Poems from the Clay , University of Arizona Press

© 1992 Nora Naranjo-Morse

Towa by Nora Naranjo-Morse

Before communities of strangers settled,

        marking Pueblo boundaries

        and changing the arid

        open landscape forever,

        there were the people of Black Mesa,

        who called themselves Towa.

People whose clear, brown eyes witnessed

        star explosions high above them,

        against a celestial canvas of darkness.

        the Towa were filled with mystery,

           wonder

                and reverence

                   for the universe encircling them.

        Reverence gave birth to ritual,

        celebration wove ceremony

        into songs that blanketed the village

        with life-giving spirit.

Planting nourishment for the children of Puye,

        with steady handwork,

        bedding seeds of corn,

               squash

                        and beans.

Drum beats pounded upward,

        introducing a new season's fertile ground.

        Nimble fingers pressing seedlings into earth beds,

        Digging,

           planting,

                 covering and smoothing

                   in perpetual motion,

                        connecting each Towa

                            to the cycle of plant life.

From the heavens, to the rain-drenched earth beds,

        to the seedlings ripened into colored corn.

From the harvest to the Corn Dance.

        Clay-skinned people,

        danced with willowlike movements,

        then melted quietly into waiting earth beds.

        Seedlings creating another

            and yet another of these Towa.

        The plant and human life cycle,

            equal in symmetry.

This was before change disrupted night's mystery

[pic]and other world views crowded into Pueblo boundaries

        Now Towa rush to their jobs outside of village walls,

        adapting to standards unlike their own.

        Dressing our clay-skinned bodies

        in image conscious fashion,

        we stroke this new life of comfort.

Yet, somewhere in us,

        persistent sounds surge upward

        reminding us of our life cycles,

           and the innocent wonder

            that is our birthright,

                as children of the Towa.

|Satire and Social Protest |

As you watch the video make sure you identify the following terms: (7 points)

1. Satire Purpose

2. Satire Context

3. Irony

4. Sarcasm

5. Ridicule

6. Exaggeration

7. Parody

1 pt) Spanish speaking "Dora the Conquistador Dolls" slaughtering the competition

[pic]Written by King David Thank you for your rating,

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[pic]20 February 2007

Spurred by a growing immigrant population in the United States and a push to teach children foreign languages at an earlier age, toymakers and consumers are going bilingual, especially Spanish. Spanish speaking "Dora the Conquistador" Dolls are beginning to rival and slaughter other dolls on the market that speak in Greek, French, German, Mandarin Chinese, Japanese and other tongues.

Modeled after 15th and 17th Century conquistadors, or Spanish "conquerors," "Dora the Conquistador" Dolls are equally violent. Accessories include: battle axes, spears, guillotines, diabolical strategies, gold trunks and muzzle-loaders. You can also purchase "Dora's Torture Dungeon and Execution Set," "Dora's Charging Mustang," or "Dora's Plague Enhancer Set." […]

The dolls are reported to be selling at record numbers in the United States. Wal-Mart and Toys "R" Us are reporting record sales.

"There's been a shift in culture, where fascism has become popular again," said Reyne Rice, a trend specialist with the Toy Industry Association. "Toys just mirror what popular culture dictates."

Fissure-Dice toys said that Dora the Conquistador's Talking Dungeon was the best selling dollhouse in company history and look forward to further profits in the companies next quarter of sales.

• What does the above satire reveal to you about the “conquerors” of North and South America?

Unit Introduction pg. 2-13 in textbook (10 pts): Answer the following questions in complete sentences. One word answers are not acceptable. You may need to use a separate sheet of paper, and yes, you may be re-reading some pages from the start of the unit.

1. What role did religion play in the settlement of North America by Europeans? Hint: What caused the Pilgrims to leave Europe?

2. How were the settlers in Plymouth Colony different from those in the Massachusetts Bay colony?

3. How was the influence of religion reflected in the literature of the period? Hint: What was the subject of many books written during this time period?

4. What were the similarities and differences between Northern and Southern colonies? Hint: What were some of the characteristics of Northern colonies? Of Southern colonies?

5. What evidence of Puritan attitudes still exists today? Hint: Think about Puritan ethic and the Puritan stance on education.

Exploration Narratives (4 points)

|Heroes |Villains |

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Reading Questions: Understanding “A Journey through Texas” (4 points)

1. Opinion: Why does Cabeza de Vaca include such detail about the conversation with the Indians in his narrative?

2. Why do the Indians fear going to the village Cabeza de Vaca and his comrades wanted to visit?

3. What prevents some of the expedition group from completing the planned trip?

4. What are some specific details about the region that the writer provides on page 45?

Reading Strategy: Recognize Signal Words in “A Journey through Texas”

One way to make sense of a writer’s work is to look for signal words that point out relationships among the ideas and events presented. Signal words may place events in time, indicate reasons or cause-and-effect relationships, or set up a contrast between ideas. Directions: After reading each numbered passage in the first column, write the signal word or words it contains and the purpose of each word. The first few are done for you. 7 is blank. See if you can find other examples in the text as you read. (.5 points each)

|Passage |Signal Words |Purpose |

|1. On that same day many fell sick, and on the next day eight of them |On that same day; On the next day |Indicates a time shift |

|died. | | |

|2. We called them “of the cows,” because most of the cows die near |Because |Indicates a reason for something happening|

|there. | | |

|3. What from the top seemed easy was, on the contrary, rough and |On the contrary |Indicates a contrast—compares 2 or more |

|difficult. | |things. |

|4. They entreated us not to be angry any longer, because, even if it | | |

|was their death, they would take us where we chose. | | |

|5. The next morning all those who were strong enough came along, and | | |

|at the end of three journeys we halted. | | |

|6. The people who heard of our approach did not come out to meet us, | | |

|but we found them at their homes. | | |

Author’s Purpose

Why write this Journal of the first Voyage to America?

Tone: What details convey Columbus’s attitude toward the tropical island?

Lofty, flourishing trees, wonderfully delicious odor, exquisite…melody of the birds: what is his attitude?

|Descriptions |Purpose |

|“I went ashore, and found no habitation save a single house, and that without | |

|an occupant: we had no doubt that the people had fled in terror at our | |

|approach” (60). | |

|“A thousand different sorts of trees, with their fruit were to be met with, | |

|and wonderfully delicious odor” (61). | |

|“I discovered also the aloe tree, and am determined to take on board the ship | |

|tomorrow, ten quintals of it, as I am told it is valuable” (61). | |

Diction & verb usage

Puritan Literature

Read pg. 92-93 and answer the following questions (4 points).

1. What is one concept we could focus on with this section?

2. Write an essential question based on the information gathered on this reading.

3. Identify and define 2 vocabulary words that could go with the concept you identified.

|Major Tenets (Beliefs) of Puritanism 2 points: |

1. Puritans came to the New World to carry out “God’s work.”

2. The Puritans valued plainness of dress, diet, behavior, and even writing. The “Puritan Plain Style” consists of short words, direct statements, and ordinary or everyday references.

3. The Puritan religion focuses on the experience of grace as a purging of sinfulness or cleansing of the individual. Grace requires self-examination and radical life-change.

4. One of the earliest Puritan leaders in Massachusetts (John Winthrop) longed for America to be a “city upon a hill” and a “beacon to the world.”

⇨ What do Winthrop’s words reveal about Puritan ideology?

5. Part of the Puritan legacy in America is the phrase “Puritan work ethic.”

⇨ What does this tell us about Puritanism?

PURITAN PLAIN STYLE (3 points)

Sinners in the Hands of an Angry God

Jonathan Edwards pg 100 reading check (8 points)

1. What were Jonathan Edwards sermons filled with?

2. What does “fire and brimstone” mean?

3. What languages did Jonathan Edwards speak by the time he was 12?

4. Who is Solomon Stoddard?

5. What is the Great Awakening?

6. What college did Edwards become the president of?

7. “Sinners in the Hand of an Angry God” was delivered to whom?

8. What happened to the congregation Edwards delivered this sermon to?

Boxes for Imagery Note Taking: Sinners in the Hands of an Angry God (20 points possible)

Box 1: Image one (Remember to write the quote underneath w/ the pg #).

Box 2: 2nd paragraph:

▪ What do the people mistakenly believe is keeping them out of hell?

▪ What does Edwards say keeps them out of hell?

Split the box in two. On one side draw what people think will keep them out of hell, on the other draw what Edwards says keeps them out

Box 3: Image two: (Remember to write the quote underneath w/ the pg #).

Box 4: Image three: (Remember to write the quote underneath w/ the pg #).

Box 5: Image four: (Remember to write the quote underneath w/ the pg #).

Box 6: Image five: (Remember to write the quote underneath w/ the pg #).

▪ All the images so far are of _________.

Box 7: Draw another appropriate image that Edwards could have used from the theme above. Underneath write the image as he may have written it.

Box 8: Image six: (Remember to write the quote underneath w/ the pg #).

Box 9: Modernize: a bow may not be used in modern times. If Edwards were speaking to people in the year 2010, what image might he use? Draw this in box 10. Underneath write the image as he may have written it.

Box 10: Image 8: (Remember to write the quote underneath w/ the pg #).

Box 11: Image 9: (Remember to write the quote underneath w/ the pg #).

Box 12: Edwards uses a really unfavorable image to compare people to. What other creature could he have used? Draw this in box 13. Underneath write the comparison as he may have written it.

Box 13: Image 10: (Remember to write the quote underneath w/ the pg #).

Box 14: Image 11: (Remember to write the quote underneath w/ the pg #).

Box 15: Image 12: (Remember to write the quote underneath w/ the pg #).

Box 16: How does Edwards describe the two sides of God? Split this box in 2 and draw the two faces of God. Underneath, write when God shows each face.

*Please remember 3 things: (1) you are choosing the images YOU see in each of the paragraphs you read of the sermon; (2) there may be multiple images per paragraph! Choose as many as you can to fit in the appropriate boxes; and (3) no two imagery notes sheets will look exactly alike. These are YOUR notes so they will be unique to YOU.

USING QUOTES TO SUPPORT STATEMENTS: (10 points)

Based upon your reading of "Sinner in the Hands of an Angry God," by Jonathon Edwards, consider whether the following statements are true or false about Puritan theology. Then, write down a passage from the sermon upon which your opinion is based. (use the back if necessary)

1. Good works will get you salvation. True / False

Supporting passage:

2. God is a loving God. True / False

Supporting passage:

|“Christianity Comes to the Sioux” The Grass Dancer (Power 57-63) (4 points per row) |

|Character |Relationship to others |Direct Characterization |Indirect Characterization |

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(13 points total)

1. What is the setting of the passage? What is important about this setting?

2. What does this passage reveal to you about reservation life in the 1970s?

3. This passage has several stories within a main story; this is known as envelope structure. Summarize the main story and then list the other stories that are told within it.

4. Circle the stories that are factually or realistically based.

5. Underline the stories that are mythical or opinion based.

6. Which type of story holds more meaning for the students? Explain.

7. Which type of story holds more meaning for the teacher? Explain.

8. What is the purpose of Jeanette’s story telling activity? Is the activity successful?

News Release: National American Indian Housing Council

February 16, 2005 11:30am EST

Native Veterans Returning from Iraq Ask: Who Will Help Us Rebuild Indian Country?

Indian housing leader calls for Native American ‘G.I. bill’

As a U.S. serviceman, Julius Tulley risked his life to clear mine fields and build infrastructure in Iraq. Now that’s he’s back home in his Navajo reservation community, he finds his days less tense but the housing crisis every bit as loud, crying out in the quiet of the vast southwest.

In his realm, there are only 2,000 miles of roads in 25,000 square miles of space. Housing is in short supply; in some cases, 10 people live in a one-bedroom home. Some live in buses. Some 85 percent lack utilities. About the same percentage still cook on wood fire stoves with cedar, leading to a high rate of asthma and other respiratory problems. They could use ventilators but that is problematic because there is no electricity.

To go grocery shopping, they have to travel 40 miles. They haul water in 50-gallon drums that end up costing them $55 per drum, when you figure in transportation and gas, according to the Navajo Director of Communications.

| Living Conditions of Native Veterans |

Tulley helped the people of Iraq rise above such squalor. Now he’s telling his story on Capitol Hill, asking why the United States can’t give at least the same attention and support to people who’ve been historically mistreated within its own borders as it does to people on the other side of the world.

“We no longer want to accept these conditions in silence, especially since we see a great deal of money being spent to rebuild Iraq,” Tulley said at a news conference in the Senate Indian Affairs Committee hearing room today. “The U.S. has been restoring electricity to Baghdad and other Iraqi towns, yet in Blue Gap, where my mother and aunties live now, only 15 percent of the people have utilities—I mean water and electricity.”

|Native Veterans and Housing Unfairness |

His story is far from unique. Family members have been fighting the nation’s wars since World War II. And Native Americans have the highest per-capita military service of any ethnic group in the U.S., yet most of them come home to similarly squalid conditions. It’s not the kind of payback Gerald Dupris had in mind when he signed up for active duty in the Army and served in Iraq.

“I wanted to get a better life,” said Dupris, who is a member of the Cheyenne River Sioux Tribe in South Dakota. “My grandfather told me: The better we do, the more the government will help—but Native Americans have not gotten such help.” Dupris also spoke at the Capitol Hill news conference about the unfairness of living conditions for his people.

Poverty in Indian Country continues to hover around 26 percent, more than double that of the general U.S. population. Nearly 15 percent live in overcrowded housing conditions on

reservations as opposed to less than 6 percent nationwide. And economic opportunities are largely non-existent on remote Indian lands. On Dupris’s Cheyenne River Reservation, for example, unemployment is running at 78 percent.

|Indian Housing Funding Should Go Up |Not Down |

Yet funding for Indian housing has been taking a hit in recent years, along with domestic programs in general, losing out to foreign campaigns such as Iraq. The Native American Housing Block Grant, the main source of housing funding for Indian tribes, was flatlined starting in FY 2002 at around $650 million (figuring for a net loss when factoring in inflation), was cut to $622 for FY 2005, and the President’s recent budget request for FY 2006 has it at $583 million, which will be considered by Congress in the coming months.

The National American Indian Housing Council maintains that the NAHBG should be increased to at least $1.1 billion per year in order to adequately attack housing ills in Indian Country and provide seed money for leveraging economic growth. An increase to $723 million would at least keep pace with inflation, NAIHC says.

|Native American Veterans Housing and Opportunity Initiative |

Chester Carl, NAIHC’s Chairman, is making the Indians’ case to Congress, thinking about all tribal members but particularly, in these warring times, those who’ve served in the military, like Tulley and Dupris, and those who are still putting themselves in harm’s way.

|Native Veterans and Housing Unfairness |

“I ask you: Is it fair to the families they have left behind? … that the President has proposed to cut from Indian housing programs that will directly affect those families,” Carl testified to the Senate Indian Affairs Committee. “This funding helps provide basic infrastructure and housing to some of the most remote and isolated areas of our nation. We are deeply concerned for our warriors returning home from Iraq to housing conditions that are as bad as or worse than what they left in Iraq.”

Congress should make sure Native American veterans have decent housing and employment opportunities to come home to, Carl said. He requested that Congress authorize and fund an initiative for that purpose in the FY 2006 budget. He proposed a $150 million set-aside to be distributed by an allocation formula.

“NAIHC sees this as a small price to pay to honor the sacrifice of these brave men and women,” said Carl.

It would be a welcome development for veterans such as Tulley. Now working as a Navajo Culture Specialist, Tulley wonders how he’ll manage the costs of education for his five children: one of them in law school, another in a trade school, and the remaining three approaching secondary or post-secondary levels.

Most of all, he’s wondering about the country he fought for.

1. 5 points: Create a fact vs. belief chart. You should have at least 5 facts and 5 beliefs.

2. 2 points: Why would people of Native American descent fight in the army?

3. 2 points: What are the conditions of reservation life? Have they changed since the 1970s? Explain

4. 2 points: What is the main idea of this article? Explain

5. 2 points: Do you agree with the author’s call to “look at our own conditions” in America before fighting a war in other countries? Explain.

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Victim of "Dora the Conquistador" Doll

What is a blog? A blog is your easy-to-use web site, where you can quickly post thoughts, interact with people, and more. A blog is a personal diary. A daily pulpit. A collaborative space. A political soapbox. A breaking-news outlet. A collection of links. Your own private thoughts. Memos to the world. Your blog is whatever you want it to be. ("What is a Blog." Blogger. 16 Sept. 2008. 16 Sept. 2008 .)

Your task is, you guessed it, to create a paper blog. Much like the journals and exploration narratives of Columbus and Cabeza de Vaca, you and your life have plenty to share with others. Using your journal entry, you are going to create the first entry in your paper blog. Design the layout, add the text, make it your own. Feel free to use slang, text talk etc. Once you are finished, we will pass around your blogs so that at least 2 (maybe 3) people get to respond to your entry! This is a great way to get feedback from your peers about your life, but remember like everything you do in class, you must be respectful to your classmates and keep everything school appropriate. Work diligently, you have a limited time to design your blog before it gets passed on.

The (5 point) Blog of

_____________________________________________

2 pts Blog Response #1 by: ____________________________________________

2 pts Blog Response #2 by: ____________________________________________

2 pts Blog Response #3 by: ____________________________________________

NAIHC assists tribes and tribal housing entities in reaching their goals of providing culturally relevant, decent, safe, sanitary, and affordable housing for Native people in Indian communities and Alaska Native villages.

NAIHC…A Tradition of Native American Housing.

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