Lesson 2 Quiz

Traditional (precontact/precolonial) American Indian curriculum typically included which of the following subject areas? (Mark all that apply.)

Arts & Crafts
Civics
History
Language Arts
Physical Education
Religion
Science
Social Studies
Vocational Skills
Music

Traditional (precontact/precolonial) American Indian pedagogy typically incorporated which of the following principles and strategies? (Mark all that apply.)

The responsibility for instruction was communal and distributed, including among parents, relatives, and elders, as well as to more formal clans and societies.
Much of instruction took place on a one-to-one basis or in small groups.
Education began in early childhood with storytelling and both structured and unstructured play imitating adult roles and tasks.
The oral tradition, which was complex and highly developed, was central.
Learning emphasized and practiced cooperative/collaborative interaction.
Instruction was holistic, contextualized, progressive/scaffolded, and “real world.”
Instruction was anchored in active training and practice.
Training involved a process of instruction, observation, imitation, and application.
Assessment depended upon active and contextualized demonstration of mastery.
Self-discipline and respect for elders were foundational values.

Colonial (European) American Indian curriculum typically included which of the following subject areas? (Mark all that apply.)

Arts & Crafts
Language Arts
Mathematics
Music
Physical Education
Reading
Religion
Science
Social Studies
Vocational Skills

Colonial (European) American Indian education pedagogy typically incorporated which of the following principles and strategies? (Mark all that apply.)

Tribal elders and other adult tribal members, such as parents, were invited to participate in the development and delivery of curriculum and instruction.
Instruction was impersonal, and delivered by unrelated teachers.
Instructional activities emphasized individualism and competition.
Instruction focused on and relied heavily upon written language.
Curriculum was fragmented and decontextualized.
Instruction relied upon drills, and assessment relied upon rote memorization.
Instruction was largely passive and indoors.
Instruction was strictly regulated by time schedules.
Boarding schools and the “outing” system were established to explicitly separate children from the influence of their families and tribes and to more quickly and effectively acculturate the children.
Parochial schools were firmly entrenched, both on the initiative of various religious denominations and through a combination of efforts by the denominations and sponsorship by local and/or colonial governments.

Which of the following were typically the most significant purposes of traditional American Indian education and colonial American Indian education? (Mark all that apply.)

The purpose of traditional American Indian education was to transfer the collective acquired knowledge, skills, and culture of the tribe from one generation to the next for the continued survival of the tribe.
A purpose of colonial American Indian education was to pacify hostile or potentially hostile populations through Christianization and acculturation.
A purpose of colonial American Indian education was to create buffer zones (of potentially allied tribes) between the colonies and more hostile tribes
A purpose of colonial American Indian education was to guarantee peace by holding indigenous children essentially as hostages in boarding schools and/or the outing system.
A purpose of traditional American Indian education was to develop control over, mastery of, and ownership of the natural world.

Which of the following were typical outcomes of traditional American Indian education and colonial American Indian education? (Mark all that apply.)

Traditional forms of American Indian education were effective in transferring the collective acquired knowledge, skills, and culture of the tribe from one generation to the next, for the continued survival of the tribe, for thousands of years.
Colonial education was largely unsuccessful because it imposed Western traditions of content and pedagogy without adaptation to American Indians’ context.
American Indian youth who were effectively Christianized and acculturated through European schooling were welcomed as members of colonial society.
American Indian youth who successfully completed European schooling were granted citizenship and equality before the law.
Even American Indian youth who successfully completed European schooling were economically excluded within the colonies (other than as objects of curiosity or as servants).
American Indian youth raised in European schools were not prepared to survive within the traditional tribal context; they were often deemed useless to the tribe and were socially isolated or excluded.

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