TEACHING AMERICAN HISTORY PROJECT Lesson Title - Native American Stereotypes

By Spiro Mandes Grade – 11th Length of class period – 45 minutes (would also work in a longer class period with

minor modification, see below). Inquiry – (What essential question are students answering, what problem are they solving, or what decision are they making?)

• What are some Native American generalizations and stereotypes and have they changed much, if at all, from the early 1800s?

Objectives (What content and skills do you expect students to learn from this lesson?)

• Students will create a list of "typical" Native American generalizations and stereotypes and discuss whether or not these are true or stereotypical.

• Students will analyze a primary source document from the early 1800s as well as political cartoons/comics from the 1990s through the 2000s and identify, compare, and contrast, generalizations from both time periods.

Materials (What primary sources or local resources are the basis for this lesson?) –

(please attach) 1). Excerpt from Jacob Abbot Cummings, An Introduction to Ancient and Modern

Geography (1814), pp 6-7 (1st document, located at end of lesson) and questions.

2). There are 7 Native American Political Cartoons provided for you. Choose a few that

will serve your needs (also located at end of lesson) 3). Native American Generalizations worksheet (also located at end of lesson) Activities (What will you and your students do during the lesson to promote learning?) Step 1: Begin the class by writing the words "Native America" on the board and ask the

class what image comes to mind when they think of Native Americans. Hold a whole class discussion and create a list on the board about what a Native American looks like. A stereotypical image should emerge, such as the wearing of feathers, living in tepees or wigwams, making "whooping" sounds, lack of clothing even in cold areas, scalping, dancing around a fire, etc. You can help

guide the discussion with questions like "How do Natives Americans talk?” and "What do they look like?” Some facts teachers can use in the discussion are… Native Americans had over 20 different types of houses in North America, only a few out of hundreds of tribes scalped their enemies, face painting was mostly reserved for war or religious purposes, whooping, with hand over mouth, is a Hollywood creation. Yet, these are some of the most common images that come to mind when one thinks of a Native American.

Step 2: Pass out a copy of Jacob Abbot Cummings excerpt, An Introduction to Ancient

and Modern Geography (1814). Depending on the class dynamic, level, or ability, read the excerpt as a class or individually. Once finished, answer the questions that accompany the excerpt. Discuss quickly then move onto the political cartoons.

Step 3: Provide the students with the political cartoons selected. These work well on

overhead, Smartboard, or individual student copies. Discuss the political cartoons. Some questions to help guide conversation are… "How are Native Americans portrayed in this cartoon? How are Native Americans acting, walking, talking? Do Native Americans appear unintelligent?"

Step 4: See assessment below. How will you assess what student learned during this lesson? See Native American Generalizations worksheet. Depending on you schedule and particular group of students or level, this can be done as a class, individually in class, or for homework. Connecticut Framework Performance Standards –

• formulate historical questions and hypotheses from multiple perspectives, using multiple sources;

• gather, analyze and reconcile historical information, including contradictory data, from

primary and secondary sources to support or reject hypotheses;

• demonstrate an under-standing of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past;

Document 1 Document 2 dd

Complete the following… 1). Identify six generalizations made by Cummings in this excerpt concerning Native Americans. 2). Find two examples of statements made about Native Americans that are Eurocentric.

Jacob Abbot Cummings, An Introduction to Ancient and Modern Geography (1814) The independent Indian nations inhabit the interior parts of North America, … disappeared over almost the

whole continent. There is among the various tribes a general resemblance, though not a perfect similarity. They

are of common stature, straight and erect in their gait and of an olive or copper complexion. Their hair is long,

straight, and black; their motion is generally slow, though they are capable of great speed; their countenance is

sedate and thoughtful. They are adverse to labour and study and much addicted to intoxication. They are faithful

to their friends, but cruel and implacable to their enemies; are patient of suffering, and seem almost too exult

under the tortures, inflicted by their conquerors. They will never forgive any injury, nor rest satisfied, till they

have requited a favour.

The men are mostly engaged in war, hunting and fishing; the woman, in more servile employment,

imposed on them by the men. They are frequently, especially in warm climates, almost destitute of clothing; and

such as they have; is mostly made of the skins of beasts.

They live in low, miserable huts, called wigwams; are fond of ornaments, which are profusely attached

to their nose, ears, arms, etc. Many attempts have been made to civilize, and instruct those within the territory of

the United States; but to little purpose. They retire from the cultivated field and the abode of industry, and

delight to range their native woods.

3). In what ways can these generalizations influence American attitudes toward Native Americans and affect future negotiations between the two cultures?

Documents 2

Name_____________________ Date______________________ Period_____________________

Native American Generalizations 1). Write down as many generalizations as possible from the class discussion at the beginning of class. 2). Write down as many generalizations as possible from the political cartoons. 3). Write down as many generalizations as possible from the Cummings excerpt (see Document 1, question 1).

4). Have Native American generalizations and stereotypes changed from the early 1800's compared to present day? Why do you think that is? 5). Are these stereotypes racist and if so, why is it important to be aware of these things? 6). Write down anything else you saw or heard that you thought was interesting.