Overview
Health inequities are the direct result of the impact of policies and actions that disempower and oppress communities and populations, leading to sub-standard social determinants of health (SDOH) inclusive of all categories: income, housing, access to employment and education, social structure, religious freedom, etc.
We can see how the two biggest systems that created the power and wealth of the United States were based on racist policies; chattel slavery and settler colonialism are the results of U.S. Government policies that benefited those in power. The disenfranchisement of African people who were brought here as slaves and their ancestors, and the Indigenous people who lived here prior to colonization and their ancestors, is now evident in multi-generational trauma, disparities in social determinants of health, and health inequities. 
This article gives us a closer look at several of the significant policies in recent U.S. history that have impacted the health of Native Americans. This gives us a big-picture view of how policies impact social determinants of health which in turn impact health outcomes. It also zooms in and tells the story of the Day family – Dorene Waubanewquay Day’s family in fact! Dorene is our guest instructor from the Introduction to Cultural Safety course. We get to learn about what it was like for her and her family to live through the experience created by the U.S. governmental relocation program and the aftermath. 
Please note: We appreciate that it’s hard to learn and unlearn dark parts of our history and for those students who experience trauma, oppression, or marginalization, reading about this may be difficult or triggering. Please take care of yourselves in any and all ways you have available to you, and reach out to your faculty if you have concerns about your experiences with this content. Assignment Instructions

Read this article about the American Indian Removal policies from the 1950s in the U.S.: Uprooted: The 1950s Plan to Erase Indian CountryLinks to an external site.

Disclaimer: The article includes a quotation using potentially sensitive and offensive language. Please know that this language does not reflect the perspective of FNU. The audio version of this article excludes this quotation. 

Fill out this worksheet table Download worksheet tableOpen this document with ReadSpeaker docReaderbased on information in the article

Note: not every policy goes into great detail regarding the population implications, but you can infer some of the outcomes/inequities as you work through the table cumulatively
Please type your answers succinctly into the template provided. Calibri, Times New Roman, or Arial fonts are the easiest to read. 

Answer the following questions:

Overall reflection from the article (free write).
What examples of Native American self-advocacy efforts (apart from the governmental policies) stood out to you from the article? Describe at least three.

https://www.apmreports.org/episode/2019/11/01/uprooted-the-1950s-plan-to-erase-indian-country

Module4SDOH-Uprooted.docx

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Module 4: Social Determinants of Health: How Inequities are Created

Learning Activity – Uprooted: The 1950’s Plan to Erase Indian Country

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?

U.S. Government:
Voluntary Relocation Program, 1952-1972

Goal:

Actions:

Who?

How?

Who?

How?

The Dawes Act of 1887

Goal:

Actions:

Who?

How?

Who?

How?

The GI Bill, post-WW2

Goal:

Actions:

Who?

How?

Who?

How?

Termination policies of the 1960s

Goal:

Actions:

Who?

How?

Who?

How?

Indian Self-Determination and Education Assistant Act,
1975

Goal:

Actions:

Who?

How?

Who?

How?

Indian Child Welfare Act, 1978

Goal:

Actions:

Who?

How?

Who?

How?

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