Teacher Materials Needed:
1) Overhead Projector
2) Example Native American Mask
Student Materials Needed:
1) Paper and pencil
2) Construction paper
3) Scissors
4) Glue
My Social Studies Goals for This Lesson:
1) To assess prior knowledge of Native Americans
2) To address the idea of Stereotypes
3) To promote the idea of Citizenship Education through diversity in
this country
Related NC Standard Course of Study Goals/Objectives:
Anthropology/ Psychology/ Sociology
1.1 Identify, locate, and describe major groups of people, past and
present, in the United States, Canada, and Latin America
1.2 Describe similarities and differences among the people of the United
States, Canada, and Latin America
2.1 Describe evolving art forms and aesthetic values and assess their
influence on life in the United States, Canada, and Latin America
2.2 Evaluate the influence of beliefs, individuals, and practices associated
with major religions in the United States, Canada, and Latin America
2.3 Analyze economic, social, and political situations which involve
ethical and moral dilemmas
History
11.2 Identify examples of cultural transmission and interaction within
and among regions of the Western Hemisphere
12.1 Identify people, symbols, and events associated with the heritage
of the United States, Canada, and Latin America
Launch
Have a couple of video-clips from several movies. Have kids write
down what characteristics that that movie portrayed. List ideas on overhead
projector.
Then ask kids to draw a picture of what a Native American might look
and act like.
Explore
(Groups of 4)
· Ask the group members to share their ideas with the group
· Assign tasks to each group member
- Leader (Person in the group who will make sure the sharing
is organized and flows fell)
- Presenter (Person in the group who will present the group
ideas to the class)
- Transcriber (Person in the group who will record the ideas
from the group)
- Illustrator (Person in the group who will draw a new picture
based on a Consensus of what the group came up with)
· While in these groups the Transcriber will take down differences
and similarities of what the group came up with (Pairs)
· Allow each pair of students to do research of masks of a particular
tribe
· Be sure to allow them to have a word or phrase associated
with what each masks represents (Individual)
· Allow the students to make their own Native American mask
· Be sure to include this information on the back of the mask
Summarize
Introduce the word: Stereotype
· Talk about what a Stereotype is (A conventional, formulaic,
and oversimplified conception or image)
· Have a list of stereotypes of Native Americans and Have a
list of comparison of accurate facts about Native Americans
· Have a list of tribes that were explored and the region that
they lived in the United States
Assessment/Evidence of Learning:
While the students are working individually I will look for:
· The ability to accurately label and identify what the masks
are for
While students are in groups I will look for:
· The ability to look for good group cooperation
· The ability of the students to recognize stereotypes
While students are in pairs I will look for:
· The ability to look up in a particular tribe using different
resources
Closure Activity
Homework Assignment: Have student(s) write an essay about
how not to stereotype people or some strategies on how to not judge a person
by stereotypes.
Other Activities
1) Provide knowledge about contemporary Native Americans to balance
historical information. Teaching about Native Americans exclusively
from a historical perspective may perpetuate the idea that they exist only
in the past.
2) Prepare units about specific tribes, rather than units about "Native
Americans." For example, develop a unit about the people of Nambe Pueblo,
the Turtle Mountain Chippewa, the Potawotami. Ideally, choose a tribe
with a historical or contemporary role in the local community. Such a unit
will provide children with culturally specific knowledge
(pertaining to a single group) rather than over generalized stereotypes.
3) Locate and use books that show contemporary children of all colors
engaged in their usual, daily activities playing basketball, riding bicycles
as well as traditional activities. Make the books easily accessible to
children throughout the school year. Three excellent titles on the Pueblo
Indians of New Mexico are: Pueblo Storyteller, by Diane Hoyt- Goldsmith;
Pueblo Boy: Growing Up in Two Worlds, by Marcia Keegan; and Children of
Clay, by Rina Swentzell.
4) Obtain posters that show Native American children in contemporary
contexts, especially when teaching younger elementary children. When
selecting historical posters for use with older children, make certain
that the posters are culturally authentic and that you know enough about
the tribe depicted to share authentic information with your students.
5) Use "persona" dolls (dolls with different skin colors) in the dramatic
play area of the classroom on a daily basis. Dress them in the same
clothing (t-shirts, jeans) children in the United States typically wear
and bring out special clothing (for example, manta, shawl, moccasins, turquoise
jewelry for Pueblo girls) for dolls only on special days.
6) Cook ethnic foods but be careful not to imply that all members of
a particular group eat a specific food.
7) Be specific about which tribes use particular items, when discussing
cultural artifacts (such as clothing or housing) and traditional foods.
The Plains tribes use feathered headdresses, for example, but not all other
tribes use them.
8) Critique a Thanksgiving poster depicting the traditional, stereotyped
pilgrim and Indian figures, especially when teaching older elementary school
children, Take care to select a picture that most children are familiar
with, such as those shown on grocery bags or holiday greeting cards.
Critically analyze the poster, noting the many tribes the artist has combined
into one general image that fails to provide accurate information about
any single tribe (Stutzman, 1993).
9) At Thanksgiving, shift the focus away from reenacting the "First
Thanksgiving." Instead, focus on items children can be thankful for in
their own lives, and on their families' celebrations of Thanksgiving at
home.
Practices to Avoid
1) Avoid using over generalized books, curriculum guides, and lesson
plans; and teaching kits with a "Native American" theme. Although
the goal of these materials is to teach about other cultures in positive
ways, most of the materials group Native Americans too broadly. When
seeking out materials, look for those which focus on a single tribe.
2) Avoid the "tourist curriculum" as described by Derman- Sparks.
This kind of curriculum teaches predominantly through celebrations and
seasonal holidays, and through traditional food and artifacts. It
teaches in isolated units rather than in an integrated way and emphasizes
exotic differences, focusing on specific events rather than on daily life.
3) Avoid presenting sacred activities in trivial ways. In early
childhood classrooms, for example, a popular activity involves children
in making headbands with feathers, even though feathers are highly religious
articles for some tribes. By way of example, consider how a devout
Catholic might feel about children making a chalice out of paper cups and
glitter.
4) Avoid introducing the topic of Native Americans on Columbus Day
or at Thanksgiving. Doing so perpetuates the idea that Native Americans
do not exist in the present.
Interesting Fact
An Accurate Picture of Native Americans in the 1990s:
- Native Americans make up less than one percent of the total U.S.
population but represent half the languages and cultures in the nation.
The term "Native American" includes over 500 different groups and reflects
great diversity of geographic location, language, socioeconomic conditions,
school experience, and retention of traditional spiritual and cultural
practices. However, most of the commercially prepared teaching materials
available present a generalized image of Native American people with little
or no regard for differences that exist from tribe to tribe.
Conclusion
Much remains to be done to counter stereotypes of Native Americans
learned by young children in our society. Teachers must provide accurate
instruction not only about history but also about the contemporary lives
of Native Americans.