Jaimee T. Mendillo
Lesson One: Misconceptions of Native Americans
Objective:
- Students will identify and debunk common stereotypes and misinformation about Native American cultures, including the misconception that indigenous cultures were exterminated and extinguished centuries ago.
Materials Needed:
- Do Now Handout: Prepared for students to write down any preconceived notions, misconceptions, or stereotypes about Native American cultures they may hold or have observed around them.
- Visual aids (images, videos) depicting the diversity of various Native American cultures.
- Handout with examples of Native American misconceptions and stereotypes. These handouts serve as discussion prompts for students to analyze and critically evaluate during the lesson.
- Whiteboard or chart paper and appropriate markers.
Lesson Plan:
Introduction (10 minutes):
- Do Now: Students respond to a written prompt, writing down any preconceived notions, misconceptions, or stereotypes they have or have observed about Native Americans.
- Share out. Write down responses on the whiteboard or chart paper without commenting.
- Explain the objective – that the purpose of the lesson is to examine and challenge these and other common misconceptions/stereotypes before gaining a deeper understanding of Native American history and culture.
Teacher-led Discussion about Common Misconceptions and Stereotypes (20 minutes):
- Present students with handouts containing statements representing common misconceptions and stereotypes that students may encounter in popular culture, media, or education about Native Americans. These examples will students can engage in the discussion to identify, analyze, and challenge these stereotypes, thereby deepening their understanding of Native American cultures and promoting cultural sensitivity. Read through all examples together. Examples of statements that could be included in the handouts:
- "All Native Americans lived in tipis and hunted buffalo."
- "Native American cultures are primitive and uncivilized."
- "Native Americans are a homogenous group with the same beliefs and customs."
- "Native Americans receive free money from the government."
- "Native American spirituality is based solely on worshiping nature."
- "Native Americans are inherently violent and aggressive."
- "Native American languages are dying and have no relevance in modern society."
- "Native American history begins and ends with the arrival of Europeans." * See Misconception of Extinction - Discuss/analyze together, along with any other misconception/stereotype you choose. (see next lesson segment)
- Facilitate a brief class discussion on at least two misconceptions, including the Misconception of Extinction (see below), encouraging students to analyze the origins and implications of these ideas:
- Where do these ideas come from? What are the sources of your information?
- From whose authority or perspective was/is the information being shared/disseminated? What is their purpose in sharing the information?
- Are the sources current? Relevant? Accurate?
- How does the general public’s belief in these ideas impact the cultures and communities that the ideas are about?
- Challenge students to consider how these misconceptions may have been perpetuated by popular culture, media, or historical narratives.
- Presentation on the Misconception of Extinction:
- Introduce the misconception that indigenous cultures were exterminated and extinguished centuries ago. Explain that while indigenous peoples faced significant, repeated challenges, their cultures and communities have persisted to the present day.
- Provide historical context by discussing the impact of European colonization on Native American populations, including capture and enslavement, direct and indirect warfare, forced removal, exposure to disease, and cultural assimilation.
- Note examples of resilience and resistance among indigenous peoples, such as the survival of cultural practices, languages, and traditions despite centuries of adversity. Could use Pequots and Mohegans as local examples of indigenous peoples who are actively existing in our state. (Be brief; a later lesson specifically addresses resilience.)
- Use visual aids to illustrate contemporary Native American communities, emphasizing their diversity and ongoing struggles for sovereignty and recognition. (Be brief; the next lesson specifically addresses diversity of communities.)
Debunking Activity (15 minutes):
- Divide students into small groups and assign each group one of the other misconceptions from the handout.
- Instruct students to debunk their assigned misconception by researching its origins, the historical context in which it came to prominence, and its contemporary relevance. Encourage them to consider alternative perspectives and sources of information, as well as visual aids that may help them show their evidence.
- This time is for gathering information and developing an appropriate device to present their findings.
Group Presentations (15 minutes – 2-3 minutes per group):
- Have each group present their findings about their assigned misconception to their classmates.
- Have students jot down one thing they learned from their classmates.
Reflection and Conclusion (10 minutes):
- Lead a class discussion reflecting on the lesson objective and its implications for understanding Native American cultures.
- Encourage students to consider how challenging misconceptions can promote cultural sensitivity, empathy, and respect for indigenous peoples.
- Emphasize the importance of questioning dominant narratives and seeking out diverse perspectives in order to cultivate a more inclusive and accurate understanding of history and culture.
- Conclude the lesson by inviting students to share any insights or questions they have gained from the discussion.
Lesson Two: Diversity of Native American Cultures
Objective:
- Students will gain an understanding of the diversity of Native American civilizations across the Americas, including the Caribbean, North, Central, and South America.
Materials Needed:
- Maps of the Americas
- Slide presentation with information and visual aids (images, videos) depicting various Native American cultures
- Note-taking handouts for students to take notes on during the slide presentation
Lesson Plan:
Introduction (10 minutes):
- Begin by showing maps of the Americas and pointing out the regions inhabited by various Native American tribes and civilizations.
- Discuss the vastness of indigenous cultures across the land, including the Caribbean, North America, Central America, and South America.
- Explain that today's lesson will focus on exploring the rich diversity of these cultures and addressing common misconceptions.
Slide Presentation of Native American Civilizations (50 minutes):
- Provide an overview of significant Native American civilizations throughout the Americas, noting key aspects of each culture, such as language, religion, social structure, and artistic achievements. Use visual aids to enhance understanding and appreciation of indigenous cultures. Touch on each geographic area; include two to three groups from each area.
- The Caribbean: Taíno, Carib, Arawak, Jibaro (Taíno subgroup in Puerto Rico)
- North America: Navajo (Diné), Cherokee, Sioux (Lakota, Dakota, Nakota), Iroquois (Haudenosaunee), Apache, Mohegan, Pequot, Quinnipiac, Inuit
- Central America: Maya, Aztec (or Mexica), Lenca, Garifuna, K'iche' (Quiché)
- South America: Inca, Mapuche, Quimbaya, Chachapoya, Nazca, Yanomami
Conclusion and Reflection (10 minutes):
- Summarize the key points covered in the lesson, emphasizing the diversity and complexity of Native American cultures.
- Encourage students to reflect on how their understanding of Native American cultures has evolved throughout the lesson.
- Remind students of the importance of challenging stereotypes and promoting cultural sensitivity and respect.
- Invite students to ask any remaining questions or share any additional thoughts before concluding the lesson.
Lesson Three: The Resilience of Indigenous Cultures I
Objective:
- Students will explore a primary source to understand the historical resilience of indigenous cultures in the face of colonization and cultural assimilation.
Materials:
- Do Now Handout: Prepared for students to write down their prior knowledge or perceptions about the impact of colonization on indigenous peoples, as well as to record a definition of “resilience” and its significance in the context of indigenous cultures.
- Primary Source: Excerpts from Bartolomé de las Casas’s “A Brief Account of the Destruction of the Indies.”
- “A Brief Account of the Destruction of the Indies” is the personal account of the Spanish Dominican priest Bartolomé de las Casas, who came to the Americas in the 16th century. He was struck by the inhumane ways in which the native peoples were treated by the European explorers and conquerors, and he went on to be a leading opponent of slavery, torture, and genocide of the Native Americans by the Spanish colonists.
- Passage Selection: Choose excerpts that describe the encounters between European colonizers and indigenous peoples, highlighting instances of violence, exploitation, or cultural suppression.
- Discussion Handout: Prepared with questions to guide student reflection and discussion.
Lesson Plan:
Introduction (10 minutes):
- Do Now: Ask students to write down any prior knowledge or perceptions they have about the impact of colonization on indigenous peoples.
- Share out.
- Define and discuss the term “resilience” and its significance in the context of indigenous cultures.
Reading and Analysis (20 minutes):
- Distribute excerpts from Bartolomé de las Casas’s “A Short Account of the Destruction of the Indies” to all students. Have them work independently or in pairs (depending on students’ reading skills) to read the excerpts:
- Primary Source Analysis: Encourage students to annotate as they read and react to significant information in the excerpts from Bartolomé de las Casas’s book.
- Remind them that they are looking for examples of the resilience of the Native Americans in response to what was happening to them.
Discussion and Reflection (30 minutes):
- Create small groups to discuss their reactions to the excerpts and to answer the following guided discussion questions.
- Remind students that our classroom is a safe space to share out their feelings.
- Have students assign fixed or rotating roles of discussion facilitator, note-keeper, and time-keeper.
- Discussion Questions: Discuss the following questions in response to the excerpts from Bartolomé de las Casas’s book:
- How were the indigenous people treated by the Europeans? What was your reaction to this treatment?
- In what ways did the indigenous people react to and take action against what was happening to them? What was your reaction to their response?
- Given these examples, how did European colonization impact indigenous cultures?
Conclusion (10 minutes):
- Reconvene as a whole class to share insights and observations from the small group discussions.
- Emphasize the importance of recognizing and honoring the resilience of indigenous cultures, both historically and in the present day.
Lesson Four: The Resilience of Indigenous Cultures II
Objective:
- Students will explore a secondary source to understand the historical and contemporary resilience of indigenous cultures in the face of colonization and cultural assimilation.
Materials:
- Do Now Handout: Prepared for students to write down their prior knowledge or perceptions about the impact of colonization on indigenous peoples, as well as to record a definition of “resilience” and its significance in the context of indigenous cultures.
- Secondary Source: Excerpts from “Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants” by Robin Wall Kimmerer or “Braiding Sweetgrass for Young Adults: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants” by Robin Wall Kimmerer, adapted by Monique Gray Smith.
- “Braiding Sweetgrass” is a book that explores the intersections of indigenous wisdom, scientific knowledge, and environmental stewardship through the lens of Robin Wall Kimmerer, a member of the Citizen Potawatomi Nation and a botanist. The book weaves together personal anecdotes, indigenous teachings, and scientific insights to illuminate the reciprocal relationship between humans and the natural world, highlighting the resilience of indigenous cultures in maintaining ecological harmony. The alternate text is a companion book, which has been adapted specifically for a younger audience and may be more appropriate to use depending on your students.
- Passage Selection: Choose excerpts that highlight indigenous ecological knowledge cultural revival and environmental activism; connection to ancestral wisdom; and/or implications for the future.
- Discussion Handout: Prepared with questions to guide student reflection and discussion.
Lesson Plan:
Introduction (10 minutes):
- Do Now: Ask students to write down any prior knowledge or perceptions they have about the impact of colonization on indigenous peoples.
- Share out.
- Define and discuss the term “resilience” and its significance in the context of indigenous cultures.
Reading and Analysis (20 minutes):
- Distribute excerpts from “Braiding Sweetgrass” to all students. Have them work independently or in pairs (depending on students’ reading skills) to read excerpts:
- Secondary Source Analysis: Encourage students to annotate as they read, noting examples of indigenous resilience and strategies for cultural preservation in the excerpts.
Discussion and Reflection (30 minutes):
- Create small groups to discuss their reactions to the excerpts and to answer the following guided discussion questions.
- Remind students that our classroom is a safe space to share out their feelings.
- Have students assign fixed or rotating roles of discussion facilitator, note-keeper, and time-keeper.
- Discussion Questions: Discuss the following questions in response to the excerpts from “Braiding Sweetgrass”:
- How have indigenous cultures developed intricate ecological knowledge systems based on centuries of observation and interaction with the land? What was your reaction to this knowledge?
- In what ways are indigenous communities leading efforts to protect and restore ecosystems or sacred sites? What was your reaction to these efforts?
- How do indigenous teachings about reciprocity, respect for all beings, and intergenerational knowledge transfer contribute to cultural resilience and environmental sustainability?
Conclusion/Reflection (15 minutes):
- Reconvene as a whole class to share insights and observations from the small group discussions.
- Emphasize the importance of recognizing and honoring the resilience of indigenous cultures, both historically and in the present day.
- Reflective writing activity where students respond to prompts such as:
- What are some lessons that we can learn from indigenous cultures about living in harmony with nature?
- How can individuals and communities incorporate indigenous ecological knowledge into environmental conservation efforts?
Lesson Five: Exploration of Creation Stories in Our Own Cultures
Objectives:
- Students will explore the importance and cultural significance of creation stories in their own cultures, gaining an understanding of how these stories shape their worldview, identity, and community values.
Materials Needed:
- Handout with prompts for exploring creation stories.
- Whiteboard or chart paper and appropriate markers.
Lesson Plan:
Introduction (20 minutes):
- Review and discuss vocabulary:
- Myth: a traditional story, especially one concerning the early history of a people or explaining some natural or social phenomenon
- Creation Myth: a symbolic narrative of how the world began and how people first came to inhabit it
- Review the lesson’s objective and prepare students to examine their own creation stories.
- Remind students to approach the lesson with sensitivity and respect for their own and others’ cultures.
- Invite students to write down a creation story they may know or have heard, or to share what they know about creation stories and their significance in different cultures. Give them time to brainstorm and write. (Be prepared to discuss a creation story to help students get started – possibly review Gaia and the Titans from Greek mythology that they studied in seventh grade.)
Exploration of Creation Myths (40 minutes):
- Have students share out their stories in small groups before sharing out to the whole class. Take notes on the whiteboard or chart paper. Use the following basic questions to discuss stories:
- Who were the characters in each story?
- What was the setting of each story?
- How does the creation process unfold?
- What are main ideas/themes of each story?
- What is the purpose of each story?
- Facilitate a discussion about the similarities and differences, and how the stories reflect the communities that they come from. Use the following questions to compare the stories:
- What similarities exist between any of the stories?
- What differences exist from one story to the next?
- What role do gods, spirits, or animals play in the creation story?
- How are concepts such as order, chaos, creation, and destruction depicted?
- What cultural values or lessons can be gained from the creation story?
Reflection (10 minutes):
- Have students reflect on their experience: the story they told, the stories they heard, and what they learned about how stories help connect us to our communities.
Lesson Six: The Significance of Creation Myths in Indigenous Cultures
Objective:
- Students will explore the importance and cultural significance of creation myths in indigenous cultures, gaining an understanding of how these narratives shape worldview, identity, and community values.
Materials Needed:
- Visual aids (images, videos) depicting creation myths from various indigenous cultures
- Handouts with examples of creation myths
- Whiteboard or chart paper with appropriate markers
Lesson Plan:
Introduction (10 minutes):
- Review vocabulary:
- Myth: a traditional story, especially one concerning the early history of a people or explaining some natural or social phenomenon
- Creation Myth: a symbolic narrative of how the world began and how people first came to inhabit it
- Remind students to approach the lesson with sensitivity and respect for their own and others’ cultures.
- Review the lesson’s objective and prepare students to examine various creation myths across indigenous cultures.
Exploration of Creation Myths (30 minutes):
- Share examples of creation myths from different indigenous cultures to provide context and stimulate interest. Show several (3-4) short videos – documentary-style and/or animated – of creation stories from various indigenous peoples.
- For each video, guide students to answer the following basic questions to compare stories:
- Who were the characters in each story?
- What was the setting of each story?
- How does the creation process unfold?
- What are main ideas/themes of each story?
- What is the purpose of each story?
- Facilitate a discussion about the similarities and differences, and how the stories reflect the communities that they come from.
- What similarities exist between any of the stories?
- What differences exist from one story to the next?
Analysis of Themes and Symbols (20 minutes):
- Divide students into small groups and assign each group one of the creation myths provided. Instruct students to analyze the themes, symbols, and motifs present in their assigned creation myth. Encourage them to consider questions such as:
- What role do gods, spirits, or animals play in the creation story?
- How are concepts such as order, chaos, creation, and destruction depicted?
- What cultural values or lessons can be derived from the creation story?
Discussion and Reflection (10 minutes):
- Have each group present their analysis to the class, discussing key insights and interpretations.
- Invite students to consider the relevance of creation myths in contemporary society and their potential for inspiring reverence for nature, cultural pride, and intercultural dialogue.
Additional Lesson/Project Ideas to Extend Unit
Creation Myth Comparative Study:
- Whole-class daily deep dives into different indigenous communities and their creation myths. Introduce a particular people, their cultural heritage, significance, and achievements. Read, view, and analyze one or more or their creation stories. Identify and explore the themes, symbols, natural and cultural values reflected in the stories. Discuss the diversity of indigenous perspectives and beliefs.
Media Explorations:
- View and discuss visual representations of native creation myths in films and animations.
- Analyze how different mediums (literature, art, films and documentaries) interpret and portray indigenous cultures across time.
- Reflect on the importance of cultural representation and authenticity in media.
Creative Expression Activities
- Invite students to create their own interpretation of a creation myth through a medium of their choice, such as writing, art, music, or performance.
- Creation of a multimedia presentation or artwork that integrates elements from different indigenous cultures.
Additional Resource Ideas:
- Guest speakers: Invite indigenous community members or scholars to share their perspectives and experiences, and engage students.
- Field trips: Visit museums or cultural centers with exhibits on indigenous cultures.
- Online resources: Links to reliable websites and documentaries for further exploration.
- Encourage students to engage with indigenous voices and perspectives through literature, art, films and documentaries, and community events to deepen their understanding of Native American cultures.
Research Project Ideas:
- Creation Myth Creative Study: Have students work in pairs or small groups to research a creation story and develop a creative way to present the story: write and perform a play, illustrate and narrate an animation, write and illustrate a picture book.
- Historic Tribe Study: Assign students individually or in small groups to research and create a creative presentation about a specific Native American tribe or nation. Projects would focus on challenging stereotypes and promoting cultural awareness through the study of a particular tribe’s history, language, culture, stories, and traditional geographic home, as well as their response to a contemporary issue affecting them.
- Contemporary Case Study: Divide students into small groups and assign each group a case study or article on a specific contemporary indigenous issue. Examples may include:
- Keystone XL Pipeline and the Lakota Sioux
- Amazon Rainforest Deforestation and Indigenous Rights
- Urbanization and Cultural Preservation among Indigenous Peoples
- Land Rights and Environmental Conservation in the Caribbean
- Language Revitalization and Cultural Heritage Preservation
- Hurricane Resilience and Community Empowerment
- Argumentative Document Based Question Study: Have students gather and use evidence from multiple sources to build an argument for celebrating Indigenous Peoples’ Day rather than Columbus Day.
