how inequalities are created?
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Module4SDOH-Uprooted.docxModule 4: Social Determinants of Health: How Inequities are Created
Learning Activity - Uprooted: The 1950’s Plan to Erase Indian Country
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Policy |
What was the goal of this policy and what did it do? |
Who did it benefit?
In what ways? |
Who did it harm?
In what ways? |
What impacts were made on SDOH?
Consider housing, income, safety, food, social connection, education, etc. |
What evidence or implications of health inequities developed/continued? |
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U.S. Government: Voluntary Relocation Program, 1952-1972 |
Goal:
Actions: |
Who?
How? |
Who?
How? |
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The Dawes Act of 1887 |
Goal:
Actions: |
Who?
How? |
Who?
How? |
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The GI Bill, post-WW2 |
Goal:
Actions: |
Who?
How? |
Who?
How? |
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Termination policies of the 1960s |
Goal:
Actions: |
Who?
How? |
Who?
How? |
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Indian Self-Determination and Education Assistant Act, 1975 |
Goal:
Actions: |
Who?
How? |
Who?
How? |
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Indian Child Welfare Act, 1978 |
Goal:
Actions: |
Who?
How? |
Who?
How? |
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1. Overall reflection from the article (free write):
2. What examples of Native American self-advocacy efforts (apart from the governmental policies) stood out to you from the article? Describe at least three.
Rev. 8/24
