Kayla McGearty-Anderson

English II

Link to Public Statement by Eight Alabama Clergymen, denouncing Martin Luther King’s efforts

Investigation–Illuminate the Text

Link to annotated version of King’s Letterutilize the attached links, your yellow rhetorical terms sheet, the MLK PowerPoint, and the copy of Letter from Birmingham Jail in the Collections textbook, to enhance your reading of terms, rhetorical devices, and persons mentioned in A Letter from Birmingham Jail.
Link to additional background information and timeline
 

Link to a Dramatic Reading of “Letter from Birmingham Jail”

Link to A Rip in the Iron Curtain: Photos From the Hungarian Revolution, 1956

Revelation 3:14-22New King James Version (NKJV)

The Lukewarm Church

14 “And to the angel of the church of the Laodiceans[a] write,

‘These things says the Amen, the Faithful and True Witness, the Beginning of the creation of God: 15 “I know your works, that you are neither cold nor hot. I could wish you were cold or hot. 16 So then, because you are lukewarm, and neither cold nor hot,[b] I will vomit you out of My mouth.

 

 

English III

Chapter One and Two reading and questions due Monday, April 24th:
Read Chapter One: Traditional Indian Education and European Intrusion (1492-1787) and answer the following questions:
1. According to Raymond Cross, what did traditional Indian education emphasize?
2. According to Dr. Henrietta Whiteman (Mann) what kind of tradition has characterized Native American education?
Read Chapter Two: Federalism and the Indian Treaty Period (1787-1871) and answer the following questions:
1. What words indicating prejudice about Indian peoples are found in the Declaration of Independence?
2. Incorporation of Indian lands into the American property system was part of the 19th century concept of “manifest destiny.” Thomas Jefferson, champion of social agrarian movement, promoted the appropriation of western Indian lands. The Treaty period began and ended with what events, in what years? (see Chronology beginning on page 69.)
3. When did treaties with tribes in Montana begin?
4. How did the territory and later the state of Montana provide for education for Indian tribes?
5. How many Indian reservations and tribes are recognized in Montana?

Chapter 3 &4 Reading and Questions due Tuesday: April 25th.

Chapter Three: The Indian Boarding School (1617-Present) questions:

  1. How does Luther Standing Bear say he and his schoolmates were given their Anglo names?

  2. What assumption was common of American education provided to Indians?

  3. According to Raymond Cross, the one question behind the land question, the education question and the law question for Indian education policy was:?

  4. What type of experience did those who were forced to attend the Carlisle Indian School in Pennsylvania undergo?

  5. What was R.H. Pratt’s mission, and who did he lead?

  6. How did Pratt justify taking Spotted Tail’s children to Carlisle?

  7. Describe two details that show the confusion of the Indian students when sent to the boarding school of Carlisle.

  8. George Horse Capture relates the pride he and his friends have in knowing a relative who went to Carlisle. Who was the one graduate who became well-known, and what is he well-know for? Why would Indians have pride in knowing relatives who went there when, as Horse Capture concludes on page 24, their experience was destructive, traumatic, and shameful?

  9. Students from Montana were rounded up and forced to attend Indian Boarding Schools in several states into the 1900s. The BIA began to create schools in Montana after 1900 to allow Indian students to attend an education institution closer to home. Lone Wolf, a Blackfoot, describes being taken from his parents to go to school at Fort Shaw. What happened to the children’s personal belongings? Their hair? Their language? How could such experiences affect the children?

  10. What bright experience does George Horse Capture relate that show his faith and optimism for his people?

Chapter 4: The Allotment Period (1887-1934) questions:

  1. What was the ultimate purpose of the Dawes Act of 1887?

  2. According to Fay & McNickle, what are the different attitudes of Europeans and Indians regarding ownership of land?

  3. Following passage of the Dawes Act, what happened to the reservations then existing?

  4. The Dawes Act gave the President of the United States power to allot tribal lands in designated quantities: 160 acres to each family head, 80 acres to each single person over 18 years and each orphan under 18, and 40 acres to each other single person under 18. If an Indian did not make a selection of land, who would do it for him? What would happen to the surplus land, after existing land owned by a tribe was allotted? (See #5 of the Dawes Act.) How would this act benefit white settlers?

  5. What does the Dawes Act assume about Indians and land that was not always true?

  6. Commissioner of Indian Affairs Morgan stated that the policy of the government in 1890 was to: ?

  7. What result did The Merriam Report find from the allotment policy? (See page 32.)

Upcoming Events

  • May 10, 2017 - May 11, 2017

    Guest Speaker

    Dottie M. Susag from Humanities Montana, introducing Native American Literature.

  • April 29, 2017

    Out of the Darkness Walk

    * Walk to fight Suicide in the Out of the Darkness Walk at the East Helena City Hall. The walk is on Saturday April 29th and will begin at 2:00 pm. Sign-ups and registration for the walk will start Friday, April 21st in front of the counselling office. You can also register online or on the day of the walk.

Kayla McGearty-Anderson's Schedule

  • 8:20-9:10

    Office Hours (English Work Room)

  • 9:15-10:05

    Hall Duty

  • 10:15-11:05

    English 3 (Room 31)

  • 11:10-12:00

    English 2 (Room 32)

  • 12:35-3:15

    English 2/3 (Room 14)