For Blog #5, please answer all parts of the prompt and be sure that your initial post reaches the full 400 word minimum requirement. Don’t forget to also post a response of at least 200 words to a peer’s post as well!
Please write a 400 word discussion:
1) 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 were your reactions to Deborah Miranda’s article? What stood out to you, and why?
4) How does your K-12 education relate to the experiences mentioned in Lim’s article article? Why might this be problematic? How might this problem be resolved, or 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 Chilcote suggest?
Respond 200 words to this student:
1. Most of the written history claims that Indigenous peoples did not resist during the time period of the missions, though through this reading we learned otherwise. During this time, they were banned from practicing many parts of their culture, such as speaking their native tongue, eating their cultural foods, and practicing their religions. They resisted quietly by practicing their culture anyways. They resisted the force of conforming to Catholicism and withstood the punishments for continuing to practice their own traditions.
2. The term “Manifest Destiny” relates to the chapter “Sea to Shining Sea” because this was the excuse the colonists used to force their missions on native lands. They justified themselves by saying that they had a God-given right to expand and grow in the United States. In history, it is written that natives did not have much resistance to the missions but in the book it is noted that, “Very few visitors notice, however, that in the middle of the plaza is a whipping post”. The term manifest destiny assumes god given right for the missions, that acquiring this land was destiny, though it does not specify the use of force available to attain this “god-given” right.
3. As a child in California, I have memories of learning about and visiting different California Missions. Reading her article, it brought me back to those memories and shows even further that our education has failed us once again. Once again, if it weren’t for this class, I would have never known any different. In Deborah’s article, she mentions the mom who assumed indigenous people were no longer around. Because we have learned the very minimum of history about the subject, the mom just goes to represent the misinformation that is taught and without further education, would never be known.
4. My K-12 education, as I’ve stated, never went into the depth of history about Indigenous peoples. We learned breif overviews of the Missions and how they came to be. I am pretty sure we even had a mission day where we learned how to function like the Spanish. We, even then, were taught to glorify the Spanish and what they created on those sites. The suffering of the Natives was and most of the time is overlooked in public school systems. For the future, we need to go back and rework the narrative that is told to our children.
5. The part that stood out to me in “What the ‘California Dream’ Means to Indigenous Peoples” was the statement that “The California dream depends on the disappearance of Indigenous peoples”. They claim that they have always just been in the way of settler’s colonization. Chilcote suggests that the opposite is true for natives. They suggest that a California Indian Dream is only achievable through complete decolonization.