Jaimee T. Mendillo
When you hear the word “myth,” two different ideas might emerge in your mind. If you do a quick Google search, as my students would if asked to define the word “myth,” you would discover two definitions. The first: an anthropological definition, where a myth is “a traditional story, especially one concerning the early history of a people or explaining some natural or social phenomenon, and typically involving supernatural beings or events.” In this sense, the word “myth” would be synonymous with folktales, fables, legends, and allegories. The second definition, however, is pejorative. The second meaning of the word myth is “a widely held but false belief or idea,” which relegates such myths to misconceptions, fallacies, and stereotypes.1 I will be addressing both types of myths in this unit. In an attempt to distinguish between the two ideas more clearly, I will differentiate my terminology. When I am referring to myths in the anthropological sense, I will identify them as “stories” or “myths.” When I am addressing myths in the pejorative sense, I will identify them as “stereotypes” or “misconceptions.”
The narrative of indigenous peoples of the Americas has often been overshadowed by misconceptions and misinformation. Among the many stereotypes that persist, one of the most malicious is the notion that indigenous cultures are relics of the past, having been decimated and consigned to the pages of history books. This idea of indigenous extinction, that seems to have started almost immediately upon European settlement and conquest, was already prevalent in the 16th century and was the dominant narrative by the 19th century.2,3 This unit of study seeks to challenge this narrative by delving into the diversity of vibrant, resilient, and persistent indigenous cultures. Through an exploration of creation myths from indigenous peoples across the Americas and the Caribbean, this unit aims to not only dispel the misconception of indigenous extinction but also to celebrate the enduring richness of indigenous cultures and their traditional stories.
The prevailing stereotype of indigenous extinction is rooted in a colonial legacy that sought to marginalize and erase indigenous peoples and their cultures. From the earliest encounters with European explorers to the present day, indigenous communities have faced systemic oppression and experienced cruel violence; they have been robbed of and removed from their lands; and they have been forced to assimilate. Despite these challenges, indigenous peoples have demonstrated remarkable resilience, preserving their languages, customs, and spiritual beliefs across generations.
Central to the cultural identity of indigenous peoples are their creation stories, which offer profound insights into their cosmologies, values, and worldview. Throughout North, Central, and South America, as well as the Caribbean Islands, myriad creation myths abound, each reflecting the unique histories and cultural landscapes of their respective societies. By examining creation myths from various indigenous cultures, students will have the opportunity to engage with the multiplicity of indigenous perspectives and narratives. From the cosmic origins of the universe to the intimate connections between humans and nature, these myths serve as windows into the collective imagination and spiritual consciousness of indigenous peoples and offer profound reflections on the human condition and our place in the world.
This unit of study will invite students on a journey of discovery and reflection. Students will be challenged to critically examine their preconceptions and assumptions about indigenous cultures. They will explore the diversity of indigenous peoples throughout the Americas and the Caribbean, and focus on several creation myths as representative stories from different places across these regions. Throughout this unit, students will have the opportunity to develop a more nuanced understanding of the complexities and continuities of indigenous life, as they challenge the misconceptions that have obscured the vibrant histories of indigenous communities and as they are exposed to the persistent and enduring legacies of indigenous cultures. By celebrating the resilience and creativity of indigenous peoples, I hope to foster in my students a deeper sense of empathy, respect, and solidarity with the diverse cultures throughout the Americas, and inspire a deeper appreciation for the rich tapestry of human diversity.
I teach Social Studies to seventh and eighth grade students at Nathan Hale School. The majority of the students at my school represent minority populations, with 50.1% identifying as Hispanic, 14.5% identifying as Black, 1.6% identifying as Asian, 4.2% identifying as two or more races, (and 29.6% identifying as White) in the 2023-24 school year.4 I know from established relationships with my students from this past year that my Hispanic and Black students have familial roots throughout the Americas and the Caribbean, specifically from Colombia, Ecuador, Mexico, Guatemala, the Dominican Republic, Jamaica, Puerto Rico, and Saint Lucia. And all of these lands were inhabited by indigenous peoples long before the Europeans came, and the cultural legacies of those peoples have been influencing the development of those places since the very beginning, since the very creation of their universes, which began with their unique creation stories.
The seventh grade World Cultures and Geography curriculum begins with an overview of Geography and then dives into a study of Latin America, which includes South America, Central America, and the island nations of the Caribbean. The eighth grade United States History II curriculum begins with a survey of pre-Columbian cultures across the North American continent. I believe that this unit could be incorporated into either of these curricula, as well as modified for inclusion in the fifth grade United States History I curriculum, or modified as part of a Language Arts unit on creation myths. I intend to utilize this unit with my eighth graders this coming school year. In the future, I may reorganize the unit and split it up geographically, focusing on indigenous cultures of the Caribbean and South and Central America with seventh graders and indigenous cultures of North America with eighth graders. Because the middle school grades in my school operate on a block schedule of 70 minutes, meeting with students every other day, I have organized the included lessons to reflect this timing.
