Spokane Indian Reservation“Absolutely True Diary…” Con-

nectionshttp://www.spokanetribe.com/reservation

Ancestral Territory

In the early existence of the Spokane Tribe, over three million acres of land were lived upon, protected and respected by the Spokane Indians. The Spokane Indians fished the Spokane River and used the grand Spokane Falls as a gathering place of family and friends. The Spokanes lived along the river in three bands known as the Upper, Middle and Lower Spokane Indians. Depending upon the season of the year, traditional camp sites were lived in.

Creation of the Reservation

In January of 1881, President Rutherford B. Hayes, by executive order, formally declared the Spokane Indian Reservation the new and smaller home of the Spokane Indians. The tree bands of Indians were split up and some found new homes which are now known as the Coeur d'Alene Indian Reservation, the Flathead Indian Reservation, and the Colville Indian Reservation.

Current Reservation

Today, the Spokane Indian Reservation is approximately 159,000 acres in size. Tribal member-ship as of April 2011 is 2708, strong and growing.

As in the past, national resources are protected by the Spokane Indians.

Today, the Spokane Indian Reservation has:108,874 acres of forest land8,552 acres of agricultural land10,328 acres of lakes25 maintained camp sitesGrand Coulee Damhttp://www.spokanetribe.com/grand-coulee-dam

The 111th Congress knows the issue as H.R. 3097 and Spokane Tribal members know the issue as one that has gone too long without fair and equitable compensation. H.R. 3097’s official defi-nition is; To provide for equitable compensation to the Spokane Tribe of Indians of the Spokane Reservation for the use of tribal land for the production of hydropower by the Grand Coulee Dam, and or other purposes.

In the mid-1930’s the Grand Coulee Dam was federalized, the Federal Government recognized that; (A) development of the project affected the interests of the Spokane Tribe and the Confed-erated Tribes of the Colville Reservation; and (B) it would be appropriate for the Spokane and Colville Tribes to receive a share of revenue from the disposition of power produced at Grand Coulee Dam. Today, the Spokane Tribe of Indians is still awaiting fair and equitable compensa-tion since construction began on Grand Coulee Dam in 1933. The Spokane Tribal Business Council invites you to view the video called; Grand Coulee Dam and the Forgotten Tribe. Once you have reviewed the video please contact your State Representative and ask them to support H.R. 3097.

Thank you for your time and support.

Sincerely, Spokane Tribal Business Council

QUESTIONS1. What is the difference between the

terms Indian, Aboriginal, and Spokane?

2. How many people live on the Spokane Indian Reservation?

3. How has the Grand Coulee Dam af-fected the Spokane tribe?

4. What do you think it would be like to live on a reserve?

Bullying“Absolutely True Diary…” Connections

http://www.stopabully.ca/bullying-statistics.html

What Does Bullying Look Like?

Bullying is a pattern of aggressive behaviour intended to make others uncomfortable, scared or hurt. Bullies behave this way to get control – they feel a sense of power from taking advantage of and disparaging those they target.

Bullying is no joke. Whether obvious or secretive, the results are the same. If not properly dealt with, it can cause lasting emotional, psychological and sometimes physical damage. It is not “just a phase,” or “a natural part of growing up” – it is always unacceptable.

There are four types of bullying:

Physical – a person is harmed or their property is damaged.Verbal – a person’s feelings are hurt through insults and name-calling.Social – a person is shunned or excluded from groups and events.Cyber – using the Internet, mobile devices or other digital technology to harm others.

Examples of Bullying, Harassment and IntimidationName-calling, unwelcome teasing or tauntingSlapping, hitting, pinching, punching or kickingLocking someone in a confined spaceUnwelcome touchingRacial or homophobic slursDestroying or stealing belongingsName-calling, sarcasm or teasingThreatening notes, letters, emails, phone calls or gossip

Threatening with words, actions, weapons or graffitiSpreading rumours, gossip or excluding someoneThreatening or insulting graffitiStalking or extortionOnline impersonation or identity theftPosting harmful videos or imagesSending harmful texts or emails

CANADA BULLYING STATISTICSA study on bullying by the University of British Columbia, based on 490 students (half female, half male) in Grades 8-10 in a B.C. city in the winter of 1999, showed:

» 64 per cent of kids had been bullied at school.» 12 per cent were bullied regularly (once or more a week).» 13 per cent bullied other students regularly (once or more a week).» 72 per cent observed bullying at school at least once in a while.» 40 per cent tried to intervene.» 64 per cent considered bullying a normal part of school life.

Source: Centre For Youth Social Development, UBC Faculty of EducationOnline bullying is also a serious problem…- 1 in 5 Canadian Teens have witnessed online Bullying- 25% of kids between 12-15 have witnessed cyberbullying- 25% of girls and 17% of boys have witnessed online harassment

- 51% of all teens have had negative experience with social networking- 16% said someone posted an embarassing photo of them- 12% said someone hacked their account

Source: Ipsos Reid 2011 Survey of 416 Canadian Teenagers

Be a Helpful Bystanderhttp://www.erasebullying.ca/youth/youth-bystander.php

We all have a role to play in erasing bullying, and protecting the rights of ourselves and others. You can take a stand against bullying by standing up for someone else — without putting your-self at risk, or becoming a bully yourself.

Bystanders have the power to play a key role in preventing or stopping bullying. Some by-standers directly intervene, by discouraging the bully, defending the victim, or redirecting the sit-uation away from the bully. Other bystanders get help, by rallying support from peers to stand up against bullying, or by reporting the bullying to an adult.

Here are some ways you can become a helpful bystander:

• Make it clear to your friends that you won’t be involved in bullying behaviour.

• Never stand by and watch or encourage bullying behaviour. It may not be happening to you — but what if it was?

• Don’t harass, tease or spread gossip about others — this includes on social networking sites like Facebook and Twitter. Have you ever liked a cruel Facebook post or mean photo about someone else? Think twice — this is just as bad as you posting it.

• Never forward or respond to messages or photos that might be offensive or upsetting.

• Support the person who is being bullied to ask for help, or report it. Help them find a trusted adult or show them where they can get help or report the incident.

• Report bullying to someone you trust (like a teacher, principal, your parents, etc.). If the bully-ing is serious or you think someone's life or safety is at risk, report it to the police.

Teens Talk About Bullying (video)https://www.youtube.com/watch?v=f4PildXpg_A

Representations of Race“Absolutely True Diary…” Connections

Should Sports Teams Use Native American Names and Mascots?

Against the Use of Mascots…

In response to previous letters about American Indians being mascots for sports teams, the writer of “Mascots don’t belittle Indians” (letter, Jan. 9) stated that the fans [don’t think lowly of American Indians because of] an American Indian mascot.

By definition, racism is discriminatory or abusive behavior toward members of another race. While the fans of these sports teams feel it is fine to have an Atlanta Brave or a Washington Redskin, it is abusive behavior toward mem-bers of American Indian tribes.

“The Washington (blank)s” — in the blank space insert any race, and you will come up with a team mascot that would not be tolerated in today’s society.

These team mascots need to be retired and we as Americans need to see that if we are to have freedom from oppression, then we need to start with our own homeland.

Dante HalleckIn Favor of Mascots…

In response to the letter “Team mascots are racist” (letter, Jan. 17): Team mascot names are not racist. The writer correctly gave the definition of racism, and no team mascot comes remotely close to meeting that defini-tion.

Teams, whether they be high school, college or professional, choose mascot names that demonstrate strength and power. Cleveland Indians, Florida State Seminoles, Atlanta Braves, Washington Redskins … none of these dis-play discriminatory or abusive behavior toward members of another race, or more specifically, toward American Indian tribes. In fact, when humans actu-ally flesh out the part of those mascots, they are done with what most would agree is dignity and pride.

Perhaps we should rename them, though, in order to appease the letter writer. I wonder how he would feel about Cleveland Daisies, Florida State Kit-

tens, Atlanta Peaches or Washington Pussy Willows? Those names would cer-tainly strike fear in their opponents’ hearts and minds, wouldn’t they?

Jim McDonald

A Marxist Lens

“Absolutely True Diary…” Connectionshttp://scholarworks.bgsu.edu/cgi/viewcontent.cgi?article=1200&con-

text=honorsprojects

What is Marxist Criticism?

Marxism is philosophy based on the ideas of Karl Marx. He thought that in societies where there was a class of peo-ple who owned farms (or factories) and another class of people who worked for the owners, there would always be struggle between the classes.

He wrote that for society to change, there would have to be a revolution. He thought the “means of production” (ex. farms, factories) should be owned by all the people and used for the common good. Since the upper class would not want this revolution to happen, Marx believed that many things in society, such as religion and most art, was used to keep the lower class docile.

Marx viewed history as the conflict between the classes. As such, people who read with a “Marx-ist lens,” focus on class conflicts in the text. Based on the kinds of conflicts, and how they’re shown, a text can be judged to support or rebuke certain systems.

Are texts arguing to keep systems the same? Or to change them?

Key Terms

Capitalism: an economic and political system in which a country's trade and industry are con-trolled by private owners (generally the upper class) for profit, rather than by the state.

Communism: a political theory derived from Karl Marx, advocating class war and leading to a society in which all property is publicly owned and each person works and is paid according to their abilities and needs.

bourgeoisie: the upper class that controls the means of production

proletariat: the working class that keeps the bourgeoisie wealthy

the means of production: the facilities and resources for producing goods.

status quo: the currently existing state of affairs, especially regarding social or political issues.Reading Our Novel with a Marxist Lens:• Which group, the powerful or the powerless, are you encouraged to admire?

• Why do the powerful people have their power?

• From what is the power in the narrative derived? Is it inherited, based on money, a resultof violence, etc.?

• What does the setting tell you about the distribution of power and wealth?

• Does the depicted society value things for their usefulness, for their potential for resale ortrade, or for their power to convey social status?

• Where do you see characters making decisions based not on abstract principles, but onthe economic system in which they live?

• Does the work criticize repressive systems?

Eating Disorders“Absolutely True Diary…” Connections

http://www.familyconsumersciences.com/2014/06/the-abcs-of-eat-ing-disorders/

IntroductionEating disorders are so common in America that 1 or 2 out of every 100 students will struggle with one. Each year, thousands of teens develop eating disorders, or problems with weight, eating, or body image. Eating disorders are more than just going on a diet to lose weight or trying to ex-ercise every day. They represent extremes in eating behavior and ways of thinking about eating.

AnorexiaPeople with anorexia have a real fear of weight gain and a distorted view of their body size and shape. As a result, they eat very little and can become dangerously underweight. Many teens with anorexia restrict their food intake by dieting, fasting, or excessive exercise. They hardly eat at all — and the small amount of food they do eat becomes an obsession in terms of calorie counting or trying to eat as little as possible.

Others with anorexia may start binge eating and purging — eating a lot of food and then trying to get rid of the calories by making themselves throw up, using some type of medication or laxa-tives, or exercising excessively, or some combination of these.

BulimiaBulimia is similar to anorexia. With bulimia, people might binge eat (eat to a lot) and then try to compensate in extreme ways, such as making themselves throw up or exercising all the time, to prevent weight gain. Over time, these steps can be dangerous — both physically and emotion-ally. They can also lead to compulsive behaviors (ones that are hard to stop).

To have bulimia, a person must be binging and purging regularly, at least once a week for a cou-ple of months. Binge eating is different from going to a party and "pigging out" on pizza, then deciding to go to the gym the next day and eat more healthfully

People with bulimia typically feel powerless to stop the eating and can only stop once they're too full to eat any more, or they may have to go to extreme measures (like pouring salt all over a dessert to make it inedible) in order to get themselves to stop eating. Most people with bulimia then purge by vomiting, but also may use laxatives or excessive exercise.

Use the video “3 Types of Eating Disorders” to answer the following ques-tions.

https://www.youtube.com/watch?v=isb2W1_8Urk

1. Eating disorders have a lot to do with control. True or False

2. Eating disorders are harmless to the body. True or False

3. Eating disorders are like an addiction or disease. True or False

4. Eating disorders are just something people will eventually get over. True or False

5. Both males and females can be victims of eating disorders. True or False

6. Eating disorders can be fatal. True or False

7. Eating disorders can affect all ages; children, teens and adults. True or False

8. You can always tell someone has an eating disorder just by their appearance. True or False

9. People can have more than one eating disorder. True or False

10. Thinking about food all the time is a symptom of eating disorders. True or False