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intergenerational |
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# Native American Assimilation and Activism Week Two Reflection | ||
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> This is the first in a bi-weekly series that I will be publishing for my Native | ||
American Assimilation and Activism class. Every two weeks we make posts | ||
sharing what we learned in the class. Unfortunately, due to weather in England I | ||
was unable to make it back to the United States in time for the first lecture. | ||
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One of the key discussions in Monday's lecture/discussion was since time | ||
immemorial and teaching around that. Time Immemorium is a period before | ||
human memory, and involved other human species, travel stories, and creation | ||
stories. Some of the key lessons I learned from that class were: | ||
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* Humans branched from some common ancestor that had multiple other human species branch off | ||
* We are not evolved from chimps but also have a shared ancestor | ||
* Many genetic evolutional specializations have to do with environmental adaptation | ||
* Some of these adaptations were shared when isolated groups had visitors (Weaving rivers theory) | ||
* Also related: Intergenerational Trauma | ||
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Oregon and Washington have been leading the country when it comes to | ||
integrating Native Americans into their school curriculum. This includes | ||
adding Since Time Immemorium curriculum. These advances have the | ||
possibility to significantly improve the awareness and appreciation of Native | ||
American Peoples who have and still live in these lands. |