1) What were the goals of California missions? How did Indigenous peoples resist during the time period of the missions? Be sure to provide specific examples.
2) How does the term “Manifest Destiny” relate to the chapter “Sea to Shining Sea” from our textbook? Be sure to provide specific examples from the textbook.
3) What was Deborah Miranda’s argument in “Lying to Children about the California Missions and the Indians” article? What stood out to you, and why?
4) How does your K-12 education relate to the experiences mentioned in Lim’s article on “Educating Elementary School Children About California Missions and Genocide”? Why might the ways missions are taught be problematic? How might this problem be resolved, specifically what does Lim advocate for in the article?
5) What stood out to you in the article “What the ‘California Dream’ Means to Indigenous Peoples”? What does the “California Dream” mean to Indigenous peoples, and what solution does the author suggest?
6) Provide a quick analysis of Bob Marley’s “Buffalo Soldier” based on the history covered in this week’s materials. This analysis is open to your own interpretation and creativity! Please include lyrics and examples from our materials to build meaningful connections.
7) Lastly, since this is our very last discussion blog, please take a moment to reflect on what we’ve learned so far. What do you predict we’ll be learning in our final Module 6 and how will these materials connect to the materials we’ve already covered? What did you find to be the most important take-aways from the course so far? What was most interesting or personally meaningful to you, and why?
this is student initial post respond to him at least 200 words
- The main goals of the California missions were to convert Native Americans to devoted Spanish citizens and Christians. Spain aimed to influence Native Americans through religious and cultural instruction. Indigenous people often resisted the California missions. For instance, the Mission Indians ran away from captivity, and in 1795, more than 200 Costanoan planned a mass escape from Mission Dolores, and 280 Indian “converts” escaped from the San Francisco Mission.
- The term “Manifest Destiny” relates to this chapter in the following way. It is a common belief that the Northern Mexico conquering and, “Its popularity was possible because of buoyant nationalism, and the war itself accelerated the spirit of nationalism and confirmed the manifest destiny of the United States” (Dunbar-Ortiz, 2015, p. 130). During this period, Manifest Destiny was happening in the United States because of the patriotism that the citizens of the U.S. created. However, the abolitionists believed United States’ colonization and manifest destiny, although with no slaves.
- In “Lying to Children about the California Missions and the Indians”, Deborah Miranda’s argues that children are consistently fed lies regarding indigenous people, and the curriculum has not considered updating to the prevailing situations of the present-day California Indians. What stood to me was how the dark sides of the mission are hidden from the learners. Only the positive sides are glorified; a perfect example of what Chimamanda Ngozi Adichie described as the dangers of a single story.
- My K-12 education relates to the experiences mentioned in Lim’s article on “Educating Elementary School Children About California Missions and Genocide” because each of the cases that were falsely stated in history books is exactly what I was taught in school. As a corrective measure to this misguided history, Lim proposes that the learners should be told the truth about Indigenous people in California, especially in upper school grades, when they can better comprehend the fate of Indigenous Indians.
- What stood to me in the article is the author’s definition of the “California Dream.” While they presented as missionaries, the Spaniards came with the intent to find gold in California. To the Native people, the “California Dream” meant colonization and the fight for freedom (Chilcote, 2017). The author proposes that the land should be given back to their rightful native tribal governments without eliminating the non-Indian people per se.
- The story behind the song is about a group of former slaves employed by the U.S. Army to fight the Native Americans of the Great Plains. The title “Buffalo Soldiers” came from how the Native Americans described these unusual soldiers, whose kinky, dark hair reminded them of the hide of a buffalo. “Said he was the buffalo soldier win the war for America.”
- This course has been very thought provocative, educative and insightful across several themes. From the “Dangers of a Single Story” to “Educating Elementary School Children About California Missions and Genocide,” this course have expanded my understanding and appreciation for diversity and Native communities. I think the next module will provide insights on how best to come into terms with the history of America while embracing current issues regarding multiculturalism.