Consider the need for home education for Black and African-American families in Southern Maryland in the 1870s through 1920s, when public education was unavailable or inaccessible. This resource combines 3D models and 2D interaction to introduce students to Alphabet Wares/Alphabet Plates as found at Jefferson Patterson Park and Museum when excavating "Sukeek's Cabin," a late-19th century home by a newly-freed family on the park grounds. Themes include unjust limitations, archaeology as a primary source, and home life in the 1870s-1920s. The resource includes simple prompts and resources for hypothesizing about archaeological findings, researching them, drawing conclusions, and suggestions for further reflection.

This resource uses Genial.ly, an online-presentation service, with additional tools by S'CAPE to increase the interactivity. Public Genial.lys may be remixed into new presentations after signing up for an account with the service.

This resource is part of Jefferson Patterson Park and Museum’s open educational resources project to provide history, ecology, archaeology, and conservation resources related to our 560 acre public park. More of our content can be found on OER Commons, YouTube, and SketchFab. JPPM is a part of the Maryland Historical Trust under the Maryland Department of Planning.

ESSENTIAL UNDERSTANDINGS• Genocide • Language • History • IdentityLEARNING OUTCOMESStudents will utilize primary documents for historical investigationStudents will define cultural genocideStudents will identify how attempts at education affected the culture of PNW Native Americans2018 SOCIAL SCIENCE STANDARDS• 4.12, 4.14, 4.16-4.22 • 8.3, 8.24, 8.25, 8.28-8.33 • HS.55, HS.56, HS.60-74ESSENTIAL QUESTIONSWhat are the intended and unintended consequences of government policies?What is cultural imperialism?What is destroyed in the name of progress? What is created?

This lesson asks students to examine the concept of cultural appropriation and the impact that contemporary acts of cultural appropriation may have on Native Americans in Oregon and across the country. Students will participate in two activities. First, they will engage in a whole-class discussion about cultural appropriation, led by the teacher using the accompanying PowerPoint presentation. The presentation shows several contemporary examples of how Native culture has been generalized and appropriated by media and advertising. Second, students will engage in structured academic controversy—an instructional strategy that requires them to argue one side of an issue, then change sides and argue the opposing view. The background section of this lesson offers a brief of overview of how Native American cultures have been appropriated by the media, advertising, entertainers, artists, writers, and others. The following definition of cultural appropriation may be useful for both teachers and students: Cultural appropriation is the adoption of the elements of another culture (often a minority group) by members of the dominant culture. It is an unequal exchange in that the appropriators often uses these stolen elements for monetary gain or prestige, without regard for the value, respect, or importance paid to these images and traditions in the original culture.

Asian American histories or contributions are often left out when students study the development of the nation up to 1850, which could inaccurately lead students to believe that Asian American communities did not exist during this time period. In fact, Asian Americans were here at the formation of the United States. Specifically, Filipino Americans settled in the U.S. as early as 1763, and Filipino sailors had arrived in California as early as 1587. In 1763, Filipino sailors settled in a Louisiana bayou, and became the first Filipino immigrants to settle in the United States, known as “Manilamen.” Along with enslaved people and other people of color, the Filipino immigrants built a small fishing village called Saint Malo. These Manilamen made many contributions to Louisiana and the U.S., including revolutionizing the shrimping industry.

2021 Social Science Standards Integrated with Ethnic Studies:
Geography: 5.13, 8.20
Historical Knowledge: 8.27, 8.28
Historical Thinking: 8.31, 8.32
Social Science Analysis: 4.21, 4.24, 5.26, 5.27, 5.28, 6.24, 6.27,6.28, 7.29, 7.30, 8.36

Openendedsocialstudies.org created this collection of background readings, images, and questions on William Walker and U.S. imperialism in the years between the War with Mexico and the U.S. Civil War. The College of Wooster also hosts a webpage dedicated to Willam Walker's adventurism which includes primary documents, timelines, an historical context essay, discussion questions, and additional resources. https://williamwalker.voices.wooster.edu/

The period between the end of the Mexican-American War and the U.S. Civil War included numerous attempts by U.S. business interests to expand into Central America. William Walker was interested not only in the mining, banana plantations, and possible canal, rail, and steamship routes to connect the East and West coast of the United States but also in the expansion of slavery into the tropical climate of the region.