Dunbar-Ortiz referring to with the “Ghost Dance Prophecy”

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1. In our textbook, what is Dunbar-Ortiz referring to with the “Ghost Dance Prophecy”? Please include specifics from the chapter, and explain how it connects to the Occupation of Alcatraz.

2. According to Prof. Mayfield’s lecture, what did tribal termination policies entail? What about relocation policies?

3. According to the readings and Prof. Mayfield’s lecture, how the American Indian Civil Rights movement emerge?

4. Describe the goals and significance of the Occupation of Alcatraz based on this week’s readings and documentary. What scenes from the documentary stood out to you most, and why?

5. After, thoroughly interpret and rhetorically analyze the Alcatraz Proclamation (not the full article, just the proclamation itself) based on the historical context we’ve learned so far. Consider the following: purpose, tone, word choice, historical allusions, intended audience,

Sample Solution

Area 11 of the nearby government demonstration of 1966 was set up for neighborhood networks to get to financing for the ethnic minorities inside these networks. Since the demonstration has been set up, it has empowered progressive governments to understand that “migrant” networks have needs that are not met in the standard (Gravelle, 1996:5). The nearby specialists which were given awards were the individuals who needed to make unique arrangements for the measure of workers inside the network. Initially, Section 11 was set up to ‘accommodate the assortment of requirements of this network, however over and again an enormous extent of the cash has been conceded to Education Authorities’ (Gravelle, 1996:5). This implies the legislature perceives that subsidizing for bilingual students is vital in schools. The help the English as an Additional Language (EAL) understudies required was given gratitude to the subsidizing that had been set up by means of the administration demonstration.

At the point when Section 11 was first presented, it was basic for bilingual students to go to “Language Centers” (Gravelle, 1996:5) or to invest energy out of school and off site. This implied EAL understudies invested a considerable lot of energy away from their friends, which could have brought about them feeling separated. Concerns were brought up in the mid to late 80s, when The Swann Report (1985) and the 1986 Commission for Racial Equality report of the Calderdale Local Education Authority featured that placing bilingual students in disengaged situations could prompt imbalance and prejudice. This prompted the conclusion of s

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