A Change of Worlds: Teaching Early American Avarice and the Oppression of the Indigenous Identity — Presentation Detail — Celebration of Scholars

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Student presentations must have a faculty sponsor.

Abstracts must include a title and a description of the research, scholarship, or creative work. The description should be 150-225 words in length and constructed in a format or style appropriate for the presenter’s discipline.

The following points should be addressed within the selected format or style for the abstract:

A clear statement of the problem or question you pursued, or the scholarly goal or creative theme achieved in your work.
A brief comment about the significance or uniqueness of the work.
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Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

Jun Wang
Kim Instenes
John Kirk
Nora Nickels
Andrew Pustina
James Ripley

A Change of Worlds: Teaching Early American Avarice and the Oppression of the Indigenous Identity

Name: Daniel Rossi
Major: Social Science - Secondary Education
Hometown: Pewaukee, WI
Faculty Sponsor: Karin Sconzert
Other Sponsors:
Type of research: Senior thesis
Funding: N/A

Abstract

In 1989, the state of Wisconsin passed a piece of legislation known as the ‘American Indian Studies in Wisconsin Act’, more concisely referred to as ‘Act 31’. This code altered the curriculum and standards of Wisconsin public schools, making exposure and education in regards to the history and culture of the federally-recognized Native American tribes who called Wisconsin home, compulsory. This thesis, in its entirety, is designed to provide educators with a comprehensive and legible interpretation of Indigenous history, in order that they may meet the legal standards set in place in Wisconsin following the institution of Act 31 in 1989, while also promoting awareness on the issue of both past and present Indigenous oppression.

In order to complete the thesis, the researcher completed thorough research into primary historical documents and resources, interviewed an internally-employed and active member of the Stockbridge-Munsee Mohican Tribe and Reservation, located in Bowler, WI, and drew from his own personal experiences, having occupied a role at the Kenosha Public Museum in an ‘intern’ capacity - where special emphasis is placed on Indigenous history - for three years. The research, subsequent teaching strategies, and lesson plans documented in this thesis are primarily oriented towards fulfilling optimal student understanding, as well as achieving an increased level of learnedness and awareness in relation to the plight of the Indigenous American, most especially at the hands of European and American oppressors throughout North American history, including the current day. This thesis, constructed in accordance with the requirements of the ‘Secondary Education' major, is directly applicable to the author’s future endeavors, as well as the endeavors of similarly-employed professionals, tasked with educating the future generations on history and it’s many intricacies.

Poster file