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
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
Document 2
have requited
dd 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.
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.
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.