National Endowment for the Humanities
Native Americans in New England
Final Project Cover Sheet
Due 27 July 2013
Project Title: Bursting Racial Stereotypes Past and Present: The Impact of viewing Native Americans
through a distorted lens.
Summer Scholar: Julia P. Loving
Essential question(s) for the unit and/or lesson:
1.What is revealed about race relations between Native American and European American settlers?
2. What are some of the generalizations and stereotypes made about Native Americans and have they
changed much, if at all today? Why do you think that is?
3. Are these stereotypes racist and if so, why is it important to be aware such misrepresentation of a
culture?
4. Are the stereotypes told from the perspective of a dominant group of people, if so what are they
attempting to accomplish?
5. What is the impact of such portrayals and depictions on today’s Native Americans?
6. What role did Native Americans play in their own stereotypical portrayals?
7. How have Native Americans recovered from the negative stereotypes and threats of historical
annihilation?
Learning objectives (skills, content and attitudes) for the lesson:
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Students will use Library Media resources (print/non-print) to analyze a primary source
document and images from the early 1600s – 1800s as well as political cartoons/comics from the
1900s through the 2000s in order to identify, compare and contrast, generalizations from both
time periods.
Students will understand that today’s popular misconceptions and mistreatment of Native
Americans is directly attributed to early New England propaganda.
Students will learn the meaning of the word stereotypes, why stereotypes have been used against
varies ethnic groups?
Students will understand how stereotypes have historically impacted negatively Native
Americans, and other groups.
Students will understand the mediums in which stereotypes have been portrayed media, film,
literature, comedy etc.
Students will learn about the currents issues impacting Native Americans today.
Students will gain understanding of the social, political and economic impact of these historical
stereotypes.
 Students will learn to apply empathy throughout all of their classroom experiences.
Overview of Lesson:
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the context of the lesson within a broader unit of study
a summary of the learning activities
In preparation for the reading of the Native American themed novel The Absolutely True Diary of a
Part-time Indian by Sherman Alexie, students will explore historical stereotypes about Native
Americans.
Mini-Lesson: (Class Opener/Do Now) Open the class with a motivator. Show the video: Steve Stossel’s
Video Report “The Power of Stereotypes,” http://vimeo.com/42091827
,which includes original footage from the teacher Jane Elliott that decided to show her third graders
what it was like to live with discrimination, so she divided her classes by eye color. ABC News was
there to film one of her tests and it’s stunning results.
Write Brainstorming Activity on the board: Ask students to take a few minutes to think about what you
think the word stereotype means? Write down 5 things that come to mind. (Examples may be bias,
dissing, judgmental, bullying, racial profiling, racism, discrimination, preconceived notions, derogatory,
demeaning, depictions, caricatures, bias etc.) Write responses on board. Define the term stereotype.
Review the vocabulary words on the side board. Explain the differences in individual and group
stereotypes.
Class discussion: What have been some of the historical perspectives or misrepresentations of Native
Americans? Who are Native Americans?
Group Work:
Students will be placed into groups of four. Each group will view various Images of Native Americans
(photos, caricatures, comics etc.) (See PowerPoint for Examples) The will receive a large white board
paper entitled “What is your Initial Impression? Is the Image a Stereotype? Why or Why Not?” Students
will write down their initial responses to all the images. Then share out as a group. Class Discussion:
Ask students what is the legacy or impact of the usage of such stereotypes? Possible response may be
Ex: Fear, low self-esteem, hatred, anger, under-education, inferiority complex, self-hatred,
abandonment, imprisonment, high crime rates, substance abuse, unemployment, discriminatory
legislation (ex: NYC Stop & Frisk, Stand Your Ground,) Outsider Manipulation, loss of hope.
Direct Instruction: Guided Practice:
Each group will then be assigned two primary documents (See PowerPoint for Examples) to read.
Instruct students to pay particular attention to the language used to describe the Native Americans, and
to the aspects of their culture and appearance. Students will use yellow highlighters to highlight all of
the negative stereotypes that occur. After students have read the primary documents we will list all of
the “negative stereotypes on the board”. Or I may have students use the Document Analysis Worksheet
issued by the National Archives http://www.archives.gov/education/lessons/worksheets/.
As a class they will discuss their reactions to the following questions.
1) Does the author describe Native Americans in a favorable way?
2) What are some descriptive words the author uses that you think a Native American would object to?
3) What does the author believe that audiences want to see when it comes to Native Americans?
4) Would you want to see a movie based on the short passages you just read? Why or why not?
5) Should professional and non-professional teams be allowed to use Native American references as
there mascots?
Independent Practice: Using the library computer area as well as the online databases students will
research articles about the impact of racial stereotyping on Native American Communities throughout
the United States. Students will take notes on the Note taking Worksheet. Students will share their
individual conclusions.
Sharing /Reflection/ Student Practice/Application: Ask students to share how they felt about the lesson.
What did they learn? Were there times during the lesson when they felt angry, sad, ashamed or even
embarrassed? Each student will be given a balloon; on this balloon they will write the 3 most troubling
stereotypes they have experienced during the lesson or stereotypes that bother them in particular. We
will share out as a group what stereotypes we chose and I will begin to burst the balloons in a plastic
garbage bag. Bursting the balloons is symbolic in ending the usage of stereotypes. The balloons serve
as a conduit in this lesson in which students will become empowered to give me balloons to “burst” for
them. By bursting the stereotypes that have historically labeled individuals or groups, ultimately we the
stereotype will have no power.
Assessments: Collect all writing samples (note sheets) from students, count as classwork credit. Student
participation goes towards participation credit.
Adaptations: Technology (videos), art and hands on items with many visuals have been included to
accommodate different learning styles.
Technology Integration: Use of on-line database, the internet, film clips, videos and DVD.
Homework: Students must log onto Indian Country Now and find an individual current events article to
read and share out in group circle. Reflection on what was learned today. Write a short 1 page essay
about a time when a stereotype has caused you to have the wrong impression about someone, or caused
someone to have the wrong impression about you. Does perception matter?
Summary/closure: Wrap up with Show the YouTube Clip: New Video by Native American Students
Shatters Stereotypes NEA Today (National Education Association)
http://neatoday.org/2012/03/05/new-video-by-native-american-students-shatters-stereotypes/
Ask class what they will do to end stereotyping within themselves? Response Examples may be: Make
conscious efforts not to use them and encourage others around you not. Anti-bullying, not reinforce
racial stereotypes or historically offensive words.
Extensions/Follow up:
Day 2 How have Native Americans recovered from the negative stereotypes and threats of historical
annihilation?
Part 1. Students will begin to research information about the Spokane Indian Reservation in Spokane,
Washington, as well as and watch the Time Interview of Sherman Alexie
http://www.time.com/time/video/player/0,32068,1908400416001_2127147,00.html .Using the note
taking sheet students should include background information about the tribe, and current information
about what types of self-preservation of tribal customs, traditions and/or religions.
Part 2. Students will look for one online article about the impact of stereotyping on Native American
communities throughout the U.S. Students will continue to apply empathy towards the other histories
they will learn throughout the school year.
Part 3. This segment allows for students to researching the perspectives that has allowed for
empowerment of various Native American Tribes Ex. Rewriting history and stories to change the
incomplete, incorrect distorted images of the past. Positive views of Native Americans in the past using
the document “Thomas Morton, Description of the Indians in New England (1637) [Thomas Morton
was one of the founders of the settlement at Mount Wollaston (present day Quincy, MA, south of
Boston), a renegade group of colonists who became the object of the ire and punishments of the Puritan
colonies of Plymouth and Massachusetts Bay or any other articles they may find.
Part 4. Students will find various facts about Native American throughout history that have contributed
to their individual tribes and the United States.
Part 5. What are Native Americans doing today positively within their communities as well as outside?
Part 6.*Possibly include a trip to the Museum of Natural History in New York City.
Historical background (brief content context for fellow teachers:
Stereotypes are used on a daily basis. Racial stereotypes aimed at Native Americans began early in
United States History in order to justify enslavement, sovereignty, land removal, tribal abuses, and
rhetoric. Books, photographs, films, newspapers, dime store novels, recordings, videos, radio shows and
television have all used Indians, usually as foils for the so called heroic settler’s beliefs that America
was ordained and destined to stretch from the Atlantic to the Pacific oceans (Manifest Destiny) or
(Doctrine of Discovery). Hundreds of years and thousands of stories later, very few depictions have
come close to their reality. Perhaps if we better understand how these stereotypes came to be and how
they affect the individuals and groups, we might think twice before using them ourselves. With this
lesson students may learn to remove these stereotypes from our thought processes. Students will be
given balloons. On these balloons students will write any of the stereotypes they have read or any
stereotypes that have historically labeled individuals or groups. The balloons serve as a conduit in this
lesson in which students will face these distorted images and become motivated enough to give the
teacher and librarian the balloons to “burst” for them. By bursting the balloons students will feel
empowered, ultimately no longer giving the stereotypes power.
Primary sources used in the lesson (with citations):
Images
Aaron, Jason. "Scalped." Comic strip. Comic Book Resource. DC Comics, 2006. Web. 24 July 2013.
<http://www.comicbookresources.com/?page=article>.
"AD Council Celebrates Seventy Years of Impacting American Lives Through Public Service
Advertising. Web. 24 July 2013.
<http://www.multivu.com/mnr/54204-ad-council-70-th-birthday-seventy-years-anniversary
Anderson, Nick. "Anchor Babies!" Cartoon. AAEC - The Association of American Editorial
Cartoonists, 12 Aug. 2010. Web. 25 July 2013.
Bellew, Fran. "Native American Schools." Cartoon. Native American Schools.” Harper's Weekly, 16
Jan. 1869. Web. 25 July 2013.
<http://www.edb.utexas.edu/faculty/salinas/students/student_sites/Fall2006/summer_chandler/PrimaryS
ources.html>.
Horsey, David. "Newspaper Rock." Comic strip. : November 2008. Blue Corn Comics, 1 Nov. 2008.
Web. 24 July 2013.
<http://newspaperrock.bluecorncomics.com/2008_11_01_archive.html>.
Landgren, Don, Jr., ed. "Editorial Cartoon by Don Landgren Jr., TelegramTowns." Cartoon. Black
Friday. Telegram Towns, 21 Nov. 2012. Web. 24 July 2013.
<http://editorialcartoonists.com/cartoon/display.cfm/117141>.
Meyer, Richard. "Newspaper Rock." Cartoon. : Captain Thunder's Indian Powers. Fawcett Comics, June
2008. Web. 24 July 2013.
<http://newspaperrock.bluecorncomics.com/2008/06/captain-thunders-indian-powers.html>.
Documents
Callender, John. " Monuments of the Anger of a righteous God" A Historical Discourse on the Civil and
Religious Affairs of the Colony of Rhode Island and Providence Plantations in New-England in
America. Boston: Printed and Sold by S. Kneeland and T. Green, 1739. N. pag. Print.
<http://nationalhumanitiescenter.org/pds/becomingamer/peoples/text3/indianscolonists.pdf>
"Edward Randolph’s Report of King Philip’s War in New England." Smithsonian Source, 1675. Web.
25 July 2013.
<http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?TopicId=&PrimarySourceI
d=1175>
Hopkins, Ruth. "Indian Stereotypes In Pop Culture." Editorial. Indian Stereotypes In Pop Culture, 28
Sept. 2011. Print.
Occom, Samson, and Joanna Brooks. "“The Most Remarkable and Strange State Situation and
Appearance of Indian Tribes in This Great Continent”." The Collected Writings of Samson Occom,
Mohegan: Leadership and Literature in Eighteenth-century Native America. Oxford: Oxford UP, 2006.
N. pag. Print.
Phelphs, and Ingersoll, eds. ""Civilization Rebuked by the Savage"" Editorial. Gazette and Mercury.
N.p., 5 Sept. 1837. Web. 25 July 2013.
<http://www.memorialhall.mass.edu/collection/itempage.jsp?itemid=13078>
Rickert, Levi. "US Presidents in Their Own Words Concerning American Indians." Native News
Network. Native News Network Native Currents, 20 Feb. 2012. Web. 25 July 2013.Web.
<http://www.nativenewsnetwork.com/us-presidents-in-their-own-words-concerning-americanindians.html>
Stoddard, Solomon. "If They Had Been Wise Enough to Make Use of the Opportunities." An Answer to
Some Cases of Conscience Respecting the Country. Boston in New-England:: Printed by B. Green: Sold
by Samuel Gerrish at His Shop near the Brick Meeting-House in Corn Hill., 1722. N. pag. Print.
<http://nationalhumanitiescenter.org/pds/becomingamer/peoples/text3/indianscolonists.pdf>
Annotated bibliography of secondary sources used in the lesson or for historical context:
Brown, Tony N. "Race, Racism, And Mental Health: Elaboration Of Critical Race Theory's Contribution
To The Sociology Of Mental Health." Contemporary Justice Review 11.1 (2008): 53. TOPIC search.
Web. 14 Jan. 2013.
This source provides a framework for improving the study of race and racism's influence on
psychological health and illness on oppressed peoples. In theory it explains how racism determines
lifestyles and life chances. It also clarifies the individual and institutional nature of racism
Hoffman, Elizabeth DeLaney. American Indians and Popular Culture. Vol. 1. Santa Barbara, CA:
Praeger, 2012. Print.
The two-volume American Indians and Popular Culture seeks to help readers understand American
Indians by analyzing their relationships with the popular culture of the United States and Canada.
Volume 1 covers media, sports, and politics, while Volume 2 covers literature, arts, and resistance. Both
volumes focus on stereotypes, detailing how they were created and why they are still allowed to exist.
Ramirez, Eddy. "Report Refutes A Student Stereotype." U.S. News & World Report 144.18 (2008): 73.
TOPICsearch. Web. 14 Jan. 2013.
This article discusses a report that refutes the perceived public notion in the U.S. of all Asian-Americans
as high academic achievers. It was good to look at another perspective to compare possible experiences
of Native American, Latino Americans and African American suggests. The study suggests that this
image may negatively impact ethnic and racial tensions. It concludes that the majority of AsianAmerican students attend two or four-year public schools.
"Study Warns Against Cultural Stereotyping." Alcoholism & Drug Abuse Weekly 19.42 (2007): 7.
TOPIC search. Web. 19 Jan. 2013.
This article suggests that racial stereotyping can influence negative behaviors such as alcohol and
substance addiction. This article also suggests that many treatment centers turn people away and are
unaware of their own biases.