we are made of stories

Month: September 2023 Page 1 of 14

Advice on reading about difficult and traumatic events

I have been reflecting on your excellent comments last week on Richmond’s Unhealed History, and the emotional reactions from reading the book.

Some of the stories are disturbing and, as we discussed, even though the events aren’t literally happening to you, you are picturing them when you read them and for some people the emotions they raise can be very strong.  Stories are powerful.

It is important to know that you can and should tend to your emotions that arise.  First, if you are upset, pause the reading. Take a walk on our beautiful campus, look at the lake and some trees…talk to a friend… write a poem or listen to music… Whatever works for you!

But maybe you are feeling “big emotions” and you find yourself really upset.  Then you might need to ground yourself first to stop the adrenaline.  There are some simple techniques for this. Check out this article which has some good examples.

UR CAPS has some good resources. You might like the helpful videos like this one: https://www.youtube.com/watch?v=bU3zmBAICGQ

I am always available to talk as well.  Reach out.

Prep Note 10/3

I found this week’s reading, chapters 4-6, to be really interesting, mostly because of the narrative structure Campbell employs throughout these chapters. Campbell made use of many primary sources in the first few chapters of the book, but in these chapters he doubles down on the emphasis of primary sources, particularly stories told by people in and around Richmond. Full pages in these chapters are taken up by first-hand accounts by figures such as Fredrick Douglass, Eyre Crowe, Anthony Burns, and Charles Dickens. This structural choice seems to indicate that Campbell feels that the information he is trying to impart on his readers is most impactful when coming from the people who experienced it first hand, an opinion I agree with. The stories and observations displayed in these chapters are truly impactful because they depart from mere summary of historical events, and instead present the readers with the real, gritty details surrounding the horrors of slavery in Richmond.

Another detail that Campbell mentioned that I thought was really surprising was the fact that so much of Richmond’s history was unknown until recently. The fact that the domestic slave trade played such a big part in the city’s economy, yet was almost completely concealed from the public was shocking to me. It reminded me of what Ana had brought up in class on Thursday (9/28), when she spoke about how information regarding the mistreatment of Native Americans had been blocked by her high school. I think that it’s essential to confront our history as a nation, the horrific parts especially, in order to rectify the wrongs of the past and grow as individuals and as a collective, and the fact that parts of America are trying there best to prevent such self-reflection is both disappointing and frightening.

Daily Class Notes 9/28 – Wesley

Review – Tuesday

2 minutes free write. What do you remember about Professor Julie McConnel’s visit.

Some juvenile offenders never leave Richmond, as college students, we can’t imagine live in one place forever, and have no outside experiences. Living in one place making them have no idea of the outside world – this may lead to some extreme behaviors.

Then professor Dolson points out that traveling can open new possibilities, and significant changes can occur when young individuals are exposed to novel experiences.

One student perceives that from this conversation, we need to recognize our own privilege deeply in our heart – our social circle making us unaware of their experience.

One student mentioned micro elements and macro elements. Being in different places and being exposed to different people can greatly influence the formation of their personalities and values.

The idea was exposed: for some people, books and TV video games are the only way to see the outer world. It is difficult for people to make sense of what the real world like in these ways above.

The lack of privilege among young people, which hinders their access to higher education and other resources typically available to individuals, is not a problem of their own making.

Professor Dolson concluded that the system is continually evolving, driven by our collective efforts to bring about positive change. Individuals, in turn, construct narratives about what the world is like and explore the possibilities. With each new experience, whether gained through reading books or interacting with people from diverse backgrounds, we gain a deeper understanding of the world. She also said, while modern technology allows us to connect with others online and hear their stories, physically visiting new cities, mountains, and unfamiliar places is more powerful.

Our imagination can be a powerful tool for crafting new narratives. It encourages us to ponder the realm of possibilities and enables us to create fresh stories based on our unique experiences.

Then we wrote a card for the law professor to express our appreciation of sharing her experience to us.

We discussed a concerning issue: lawyers who defend young people are not well-supported by the state. They’re paid only $120 per case, and it seems that the government doesn’t provide much help for these kids. While we recognize that everyone has a right to legal representation, it’s troubling that those without money often can’t get a proper lawyer.

Then we discussed about the Book – Richmond’s Unhealed History.

During our class discussion, we had the opportunity to review each other’s preparation notes. One significant point that emerged was the experience shared by Anna. She recounted that whenever the topic of Native Americans was raised at her high school, the Wi-Fi mysteriously got blocked, and numerous teachers were even fired for discussing Native American history. This particular experience generated a lively discussion, with everyone in the class sharing their own experiences and perspectives on the matter.

We also discussed the varying approaches to teaching Native American history in different regions. For instance, in Texas, the curriculum explicitly covers Native American history. Some students even have dedicated classes taught by teachers with firsthand experience living on reservations. These classes provide insights into how Native Americans live within broader society.

In contrast, there are cases where Native American history is scarcely mentioned or entirely omitted from school curricula. One student noted that in her school, Native American history was a substantial and important part of her history class, akin to an Advanced Placement (AP) history class. It was surprising to learn that in other people’s schools, the history of Native Americans was not taught at all.

Professor Dolson encouraged us to consider how much trust we place in the stories presented in this book. The book is essentially a collection of personal narratives, arranged in a storytelling fashion along a historical timeline.

To support these stories, the author uses various techniques, such as including quotes and primary sources. The inclusion of endnotes suggests that the author conducted thorough research, which follows the traditional approach to learning and thinking. Essentially, the author combines existing knowledge to create fresh insights and understanding.

The book commences with a narrative that back to the era when foreign nations first set foot on this land. Its introduction is crafted around a symbol, an associated date, and a vivid portrayal of the landscape. In tandem with this, the professor added their insights regarding the visual aspects.

A particularly intriguing facet explored is the reaction of Tsenacomoco’s residents upon encountering an unfamiliar symbol, which led them to ponder the physical appearance of these newly arrived individuals. This perspective underscores the differing viewpoints between those who approached the island and those already residing along the shoreline.

The author gathers insights from different sources and uses them to form conclusions, all while expressing his unique identity as an American. For instance, when discussing the English arrival, historical accounts might say they came to cooperate, but the author, speaking as a scholar, uses his own words to argue that they were not being truthful.

Professor Dolson stressed the importance of being mindful of the author’s intentions while reading. We can decide whether to agree with those intentions or not, but it’s crucial to be aware of them. We can stick to some details to understand the intentions of characters.

This brings us to the realm of emotions. Professor Dolson mentioned, “Sometimes my feelings are triggered, evoking memories and connecting different aspects within us. The stronger the emotion, the more resonant and noticeable it becomes.”

A student agreed, “We can imagine what is happening – because it is so detailed.”

Next Week: Accept Commitment again, and evaluate which one you are doing well, which one you will improve.

prep note 9/28

-…they also planted seed of economic exploitation, racial discrimination, a hierarchical class system, and a heretical version of christianity, seeds that have constantly threatened and retarded the development of the city with economic racial, social and religious diseases that could still destroy it.

-…whose land would be taken and whose culture displaced in religious terms. He first accused the Spaniards of having killed more than fifteen million natives.

-It carried the dreams of a nation-ignorant and practical, imperialistic and self-serving, spiritual and material…to establish a settlement which should become a market for English goods.

-…they were not even considered to have title to the land or to be persons of substance deserving respect.

-…the arrival of the Bermuda survivors in Virginia just in time to save the colony.
-Dale resolved to bring order to the Virginia Colony, turning his military discipline against settlers as well as native people.

-It was the hope of the English that they could ultimately pacify and incorporate the native people into their colonial society by taking Indian children from their homes and educating them in an English environment.

-The English incursion had been founded on the assumption that land could be taken from its inhabitants without contract or remuneration. The relationship with these people was a perpetual state of war…

Prep Note 9/28/23

The real history behind the founding of Richmond (and of America) can be described as a collection of facts and dates. Some of the bigger ideas and motives that I picked up on in the first two chapters of The Unhealed History of Richmond were the following: firstly, settlers were often also referred to as ‘invaders’ and that both the native Americans and Europeans felt that they were being intruded upon, and secondly, the dynamic between these two parties was the driving force that decided whether or not a colony survived or if a native tribe was displaced from their homeland, and lastly, the endeavor to colonize Newfoundland was no easy feat, and didn’t come without Europe’s fair share of bloodshed and starvation.

The natives’ perspectives were also brought up constantly in the first two chapters. It was mentioned that the English never considered the natives worthy of respect and were almost always exploited for food and shelter. The English justified this by writing, in personal accounts, that their ways were ‘backwards’ or they were ‘children of the devil’. Obviously, this perspective is twisted and outdated but it is valuable to even bring up the viewpoint of the colonizers (or invaders) to give us an idea of what both sides were experiencing.

 

2 Min Free Write

Juveniles crime should not be punctuated seriously, the society should give them more opportunities to let them develop their immature mind and values.

Juveniles’ lawyers do not get paid a lot, is normally about 150 dollars per person and they have to do the exactly same amount of work as any other cases.

Prep Note 9/28

The Richmond’s Unhealed History reveals the harsh realities of European occupation and rule in Virginia. Unlike other historical accounts, this book offers a unique perspective by presenting the story through the lens of the English government’s motivations and religious beliefs, providing readers with a comprehensive understanding of the historical processes involved.

The British government viewed colonization as a solution to England’s high unemployment rates, using it as a means to stabilize society and consolidate the monarchy’s rule. They believed that colonization would significantly contribute to the spread of the Christian faith, illustrating the profound influence of religion on the expansion of European powers in the Americas.

One striking aspect of the book is its portrayal of the unjust treatment of Native Americans. It emphasizes that “their rights to complete sovereignty, as independent nations, were necessarily diminished, and their power to dispose of the soil at their own will, to whomever they pleased, was denied by the original fundamental principle.” These words poignantly convey the deprivation of Native American rights and the immense suffering they endured during this period.

The Richmond’s Unhealed History offers a compelling narrative that uncovers the motivations and consequences of European colonization. By exploring the English government’s perspective and the religious influences at play, readers gain a more holistic view of the historical processes involved. Furthermore, the book’s depiction of unjust laws vividly illustrates the hardships faced by Native Americans during this tumultuous era in history. It serves as an important reminder of the complexities and injustices of European colonization in Virginia, shedding light on an unhealed history that continues to shape the region’s present and future.

Prep Note 09-28-23

The colonization of Virginia has a much darker past than I would have imagined.  In this book specifically, the violence between Natives and the English was strongly emphasized.  What shocked me most was how the hatred between differences of one another brought about disunity, murder, and trauma to the people who lived in Virginia.  It makes you consider how different events would have panned out if settlers and natives were able to coexist peacefully or even unite as one. The most intense scene that displayed hatred and tension between both parties was when the Natives scalped hundreds of English settlers.  People weren’t just dying in war by gunshots, but instead the most grueling ways possible, being decapitated, hanged, or tortured.  Something else I thought was interesting were the laws of Henrico. The fact that settlers went against each other and such strict laws were enforced on settlers is hard to wrap my mind around.  Not only were settlers treating Natives poorly but they were also enforcing cruel punishment to each other.

Prep Note 9/28/23

The story of the founding of Virginia is extremely dark and violent. The colonization of Virginia was a craze for power and a lack of human respect. The colonies thought that they had divine right to the land, and therefore divine right to murder and steal from the natives. The land that is now Virginia was originally Tsenacomoco. The history of Virginia is filled with bloodshed, which is something I was not previously aware of. I was not taught much about Virginian history in school or about Native American history as a whole. I was surprised to learn that the driving force of greed among the colonizers was masked as religious values. Although the settlers had no regard for non-English life, they saw nothing wrong with what they were doing.

Prep Note 09/28/23

The first two chapters recount how violent the European colonizers were when taking land in the Americas. They stripped the Natives of their land, resources, lives and humanity because they viewed them as savages and the Pope seamed them enemies of Christianity. They did not care about what they were doing and saw nothing wrong with it, as it was just a race against the other European powers. Although not every explorer did this, the majority did as they only sought personal gain. Reading this has built on what I have already been taught in school. I took a religion elective my Senior year called Native American Spirituality which introduced me to this information. Reading it here has given me more specific dates and accounts of the atrocities that were endured. It doesn’t seem real and is concerning how blinded they were whilst doing these acts.

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