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https://humanitiesmoments.org/files/original/13/207/ho-chi-minh-2026935_1280.png
13a7b7b56d37359d28a62af2d26b5750
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Hồ Chí Minh
Creator
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Pixabay
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https://pixabay.com/en/ho-chi-minh-portrait-man-vietnamese-2026935/
Dublin Core
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Title
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Contested Territory: America’s Role in Southeast Asia, 1945–75
Subject
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A National Endowment for the Humanities Summer Institute for Teachers
Description
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Taking place from July 16-27, 2018, <a href="A%20National Endowment for the Humanities Summer Institute for Teachers">this National Endowment for the Humanities Summer Institute</a> explored modern Vietnam in order to situate the American War in broader spatial settings and longer historical contexts.
Identifier
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contested-territory
Text
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http://filmfablab.de/wordpress/2016/05/15/ho-chi-minh-in-harlem/
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Solomon C. Williams, 38 years old, teacher of high school American Government and Economics
Date
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July 2018 (during the Contested Territory Seminar)
Description
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This seminar has been an amazing experience for me. I have always admired Ho Chi Minh. His commitment to the people of Vietnam and his efforts to free his land from colonialism is such an inspirational story. I must admit that I had never heard of the term Contested Territory before I came to this NEH two-week seminar. After much study over these two weeks, I can see how contested territory fits this topic. Each time the Vietnamese people attempted to rise and reclaim their territory, they were met with resistance from colonizers who had a vested interest in preserving their presence in the country for in my opinion, political and economic reasons. <br /><br />I learned so much about the battle of Dien Bien Phu, The Ho Chi Minh Trail, Contested Territories, GIS Mapping, and some of the comrades who assistant in the movement to liberate Vietnam. However, my greatest moments were the GIS mapping assignment we received in the first week. Our team decided to create a GIS map that centered around Ho Chi Minh travels. I was stunned by how many places and people this person encountered. In my opinion, it is his travels that shaped his outlook and set the mental framework for him to be able to return to Vietnam with a strong ideology of independence, Nationalism, and Communism. <br /><br />After our presentation, I decided to do more research in this area and discovered a film by Floyd Webb entitled <em>Ho Chi Minh in Harlem: Nguyen Ai Quoc, Marcus Garvey and the American Empire</em>. I was beyond excited to see the connection between Marcus Garvey and Ho Chi Minh as I see the Black Struggle in the United States similar to the Vietnam struggle in that both races were in a constant battle for liberation and freedom and contesting territory or carving out a space on the earth where people could express their own ideologies and live their own way of life. Marcus Garvey was a huge proponent of Black people in America carving out territories within the United States and creating their own government structures, military, political systems, etc. To know that Ho Chi Minh attended Marcus Garvey lectures and meetings was rewarding in that it shows that Ho Chi Minh met with all races in his quests to build a bridge and shape his identity which moved him closer to contesting territory and win the ultimate battle for Vietnam; Independence.
Title
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The Ho Chi Minh and Marcus Garvey Connection
Source
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<em>Ho Chi Minh in Harlem: Nguyen Ai Quoc, Marcus Garvey and the American Empire</em> by Floyd Webb
Identifier
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ho-chi-minh-marcus-garvey
Colonialism
Documentary Films
Garvey, Marcus
Geopolitics
Hồ Chí Minh
Ho Chi Minh in Harlem: Nguyen Ai Quoc, Marcus Garvey and the American Empire
Intersectionality
Liberation
Vietnam
Webb, Floyd
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https://humanitiesmoments.org/files/original/12/191/Emancipation_Barbados.jpeg
bc3569ce6e9d7d0ad37b7736c9e29288
Dublin Core
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Emancipation Act Barbados
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emancipation-act-barbados
Dublin Core
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Virginia Geographic Alliance West Indies Teacher Institute
Description
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A week-long experiential professional development experience for teachers taking place during June 2018 in Barbados
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Referrer
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Andy Mink
Dublin Core
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Chris Cantone, 24, US History and World History I teacher at Albemarle High School in Albemarle County, Virginia
Date
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June 2018
Description
An account of the resource
“To be honest, I’m glad my family didn’t go to America. We ended slavery 30 years earlier. What were YOU guys thinking?”
Our Bajan tour guide of St. Nicholas Abbey told us this as we walked through the sugarcane plantation house. She chuckled, and we along with her, albeit awkwardly. She was right, too; the day before, our research group got to actually leaf through the Emancipation Act of 1834, the physical document that started the process of freedom in Barbados. THE original document! We all casually crowded around the pages and touched them with are bare hands. Compare that with the Declaration of Independence, which literally had a whole movie made about how impossible it would be to steal that document.
The concepts of freedom and liberation are remarkable, almost overwhelming to think about. As such I, along with many others, anchor these to our own experiences. I interact with freedom and liberation in an uniquely American way; I talk about the First Amendment with my US History students, and we discuss the Emancipation Proclamation as a seminal moment in the American story. However, sometimes this lens leads me to think that freedom itself is uniquely American. When I hear the word freedom, and mind immediately jumps to the Stars and Stripes. This, of course, is ridiculous. We didn’t invent freedom; in fact, we were pretty late to the party.
The communities we grew up in shape our worldview. Often, they give us a nearsightedness with regards to monumental events and processes. There are freedom stories from all over the world; it is our job, as global citizens, to learn and grow from them. Therefore, we can better understand and appreciate how each of our communities’ narratives fits within a far greater, and far richer, story.
Title
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The Emancipation Act of 1834 and our Shared Freedom Story
Identifier
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the-emancipation-act-of-1834-and-our-shared-freedom-story
Source
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The Emancipation Act of 1834
Barbados
Emancipation Act of 1834 (Barbados)
Emancipation Proclamation (United States)
History
Liberation
Slavery
Teachers & Teaching
U.S. History