D2L OnlineSession 4

EDUC 553

Native American

D2L OnlineSession 4

Native American

History & Literature

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D2L OnlineSession 4

Native American History & Literature View the Native American History & Literature

(slides 17 - 57) As you view these slides, mentally reflect on the

information presented and use the embedded questions to aid in your reflection

Consider: Your thoughts Your opinions What you learned What surprised you Connections to your classroom or life experiences

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D2L OnlineSession 4Manifest

DestinyManifest Destiny was a term used in the 1840s to justify the

United States' westward expansion into such areas as Texas, Oregon, and California. There was a widely held underlying belief that Americans, the "chosen people," had a divinely inspired mission to spread the fruits of their democracy to the less fortunate (usually meaning Native Americans and other non-Europeans)

The idea of an almost religious Manifest Destiny was a common staple in the speeches and newspaper articles of the time. Most of the exponents of expansion were Democrats, but some Whigs (and later Republicans) were also supporters

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This “manifest destiny” resulted in what would later be known as the Trail of Tears, or the mass forced exodus of thousands of Native Americans from their sacred land to government reservations

From there, efforts to “civilize” them so that they could be mainstreamed into society continued

www.lib.umich.edu/files/epidem08.ppt

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D2L OnlineSession 4 Ten States With the Largest

American Indian Populations: 2000

TX215,599

NY 171,581

WA158,940

AZ292,552

CA627,562 OK

391,949NM191,495

NC131,736

MI124,412

AK119,241

www.lib.umich.edu/files/epidem08.ppt

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Benedictine University

D2L OnlineSession 4States With the Largest Percentage

of American Indians: 2000AK

15.6%

NM 9.5%

SD 8.3%

www.lib.umich.edu/files/epidem08.ppt

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D2L OnlineSession 4American Indian Tribes in

the U.S.There are 562 federally

recognized American Indian tribes in the U.S.

The majority of these tribes have sovereign nation status – they have their own tribal governments which conduct government to government relations with other levels of government (federal, state and local)

Each tribe has its own unique culture, language, practices and economic situations and although there are similarities between some tribes there are many differences

Photo source: http://www.drumhop.com/CrowFair.html

From: Sara L. Young, Montana State University http://www.esi-bethesda.com/

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Benedictine University

D2L OnlineSession 4Crow Tribe of Indians of

Montana – the Apsaalooke Nation

Located in south central Montana with 2 million acres within the exterior boundaries – the original treaty boundaries included 32 million square acres. Today the reservation is about 60 miles by 40 miles

Current tribal enrollment is at 11,500

The majority of tribal members residing on the reservation receive their medical care at the Indian Health Service facilities on the reservation Clinics at three sites and one hospital

Little Big Horn College has an enrollment of approximately 250 tribal students working on associate arts degrees in several areas, many of whom are interested in biomedical and environmental health fields

http://montanafilm.com/crowres_03.htm

From: Sara L. Young, Montana State University http://www.esi-bethesda.com/

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http://lewisandclark.state.mt.us/visitres.htm From: Sara L. Young, Montana State University http://www.esi-bethesda.com/

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U.S. Federal and State Indian Reservations

http://www.infoplease.com/ipa/A0778676.html From: Sara L. Young, Montana State University http://www.esi-bethesda.com/

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D2L OnlineSession 4Why Teach Native

American Literature?

1. What are some arguments for including Native American literature within the regular curriculum?

2. Where are some places this literature could be included?

3. Why is it important that the literature be authentic and free of stereotypes/bias?

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Benedictine University

D2L OnlineSession 4Culturally Responsive

Curriculum, Teaching & Assessment

Culturally responsive curriculum, teaching methods, and assessment practices have been identified as factors impacting Native American student success within the literature

Culturally responsive curriculum has been defined as curriculum that is developed using local cultural knowledge (often in combination with language) throughout instruction

The integration of language and culture within place-based education models enables elders, Native community members, family members, parents, along with their children, teachers, and administrators to work together to develop, implement, and evaluate authentic learning experiences that actively engage Native and non-Native students

From: Laurie “Lali” McCubbin, Ph.D.; Jason A. Sievers, Ph.D. Washington State University February 5, 2009 http://www.k12.wa.us/CISL/pubdocs/NativeAchievmentStudy.ppt

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The Benefits Enjoyed by Both Native and Non-Native Students

• increase comfort-ability for Native students in school

• assist in keeping Native culture alive• promote positive Native identity and sense of

pride• increase Native American youth and families'

awareness about themselves and their culture• protect Native American Rights

Benefits for Native

students: Teaching Native history,

language and culture in schools

• increase respect, understanding and awareness for Native people and culture and the hardships they have faced

• reduce/eliminate stereotypes and ignorance about Native Americans

• demonstrates that schools value Native culture

• increase communication and understanding between Native American youth, families and school community

Benefits for Others: Teaching Native history,

language and culture in schools

From: Laurie “Lali” McCubbin, Ph.D.; Jason A. Sievers, Ph.D. Washington State University February 5, 2009 http://www.k12.wa.us/CISL/pubdocs/NativeAchievmentStudy.ppt

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Think About…1. … how Native Americans were portrayed in

the past2. … how Native Americans were portrayed in

Colonial timesNext slides credited to Dr. Roggenkamp 29 - 45

faculty.tamu-commerce.edu/kroggenkamp/Native%20Americans.ppt

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New England Colonial Conceptions of Indigenous Peoples

View 1: Native Americans lost tribes of Israel, waiting for conversion

View 2: Native Americans as children of Satan – descendents of fallen angels

Either view used as justification to eradicate people and culture

Image: The Death of Jane McCrea, John Vanderlyn, 1804 Benedictine University

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D2L OnlineSession 4Southern Colonial Conceptions

of Indigenous Peoples“Noble Savage”

“Savage” meaning “uncivilized”

“Noble” meaning innocent, pure, wise, childlike, connected to nature, spiritual—but uncultured

Merely inferior rather than the intrinsically evil “ignoble savage” of New England

Open to European guidance and deliverance

Totally romanticized view Image: Baptism of Pocahontas, John G. Chapman, Capitol

Rotunda, Washington D.C.Benedictine University

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D2L OnlineSession 4 “Noble Savage”

Any stereotypes here?...18

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Or here?19

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Vanishing…Think about how the Native American continued to “vanish” in the United States…

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“The Vanishing Indian”Pre-contact indigenous population of

North America: est. 10-15 million

About 2 million today

From 1840s : Native Americans are “vanishing race”

Vanishing in face of “superior” Euro-American advance

Disease and warfare

Justifies advance of non-Native population and eradication of Native American cultures

Image: Last of Their Race, John Mix Stanley, 1857 Benedictine University

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D2L OnlineSession 4 “Civilization” of the Frontier:

A “Manifest Destiny”

Image: American Progress, John Gast, 1872

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“Indian Territory,” circa 1700

Yellow=Spanish; green=French; blue=English

British actively displaced natives with settlements

Everything other than blue generally considered "Indian Territory”

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“Indian Territory,” 1763

1763, France cedes land east Mississippi River to England

King George III issues “Indian Proclamation Line,” creating first official “Indian Country”

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“Indian Territory,” 1803

1803 Louisiana Purchase

Made Mississippi River natural barrier between “Indian Country” to west and “civilization” to east

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“Indian Territory,” 1834

1834, Indian Trade and Intercourse Act

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“Indian Territory,” 185427

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“Indian Territory,” 1876

After Civil War, Five Nations of Cherokee, Chickasaw, Choctaw, Creek, and Seminole forced to cede additional lands

Great Plains tribes relocated from Kansas and Nebraska, 1876

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“Indian Territory,” 1889

1889 General Allotment Act and creation of Oklahoma Territory

“Indian Territory” shrunk to final form

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Indian Removal Act of 1830President Andrew JacksonForced Native American

removal from East Guise of protecting and

preserving Indian culturesMove West or give up all

tribal rights Removal as only way

to “civilize” the “vanishing Indian”

Benedictine University

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The “Trail of Tears”31

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“Tribal Talk” by Nijhuis (2003)

Discusses why immersion schools are being developed to help revive and preserve Native American languages

From the 1800s through the 1960s the Bureau of Indian Affairs forced tens of thousands of Native Americans into English-only government boarding schools

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Benedictine UniversityNorton Chapter 3

D2L OnlineSession 4

Stereotypes in Literature From the PastThink back to the stereotypes in the Colonial

Times slides…and connect that to our recent past…Noble savage, stoic warrior in noble defeat,

drunken savage, heathen, lazy Indians, children of the forest, Indian princess, whore, dead and dying saints

“Stereotypes rob individuals and their cultures of human qualities and promote no real understanding of social realities” Verrall & McDowell (1990)

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Prior to mid-1970sLiterature about Native Americans written for juvenile

audiences were frequently filled with negative stereotypes (such as those on the previous slide)

“Characterize Native Americans as savage, depraved, and cruel; noble, proud, silent, and close to nature; or inferior, childlike, and helpless.” (Harbst, 1977)

Inferior to white culture; valueless, and not worthy of respect, and quaint or superficial, without depth or warmth

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Benedictine UniversityNorton Chapter 3

D2L OnlineSession 4Issues Related to

Native American Literature Areas of concern:

1. Authenticity of text and illustrations2. Conflicts over sovereignty related to who may write,

adapt, or interpret the stories and culture3. Disputes over translations of poetry, folklore, and

biography/autobiography 4. Disagreements over literal versus metaphorical

interpretations

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Benedictine UniversityNorton Chapter 3

D2L OnlineSession 4Evaluating for StereotypesThere is a need to evaluate literature for

stereotypes… To consider loaded words with insulting overtones; racist

adjectives To look for distortions of history To evaluate lifestyles and culture to make sure the

culture, religions and traditions are accurately portrayed

To evaluate the dialogue to make sure it represents the skill of those who come from an oral tradition

Slapin, Seal, & Gonzales (1989)

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Evaluating for Stereotypes (Cont)

To evaluate dialogue to make sure it represents the skill of those who come from an oral tradition

To consider the role of women, who should be portrayed as an integral and respected part of society

To analyze the role of elders, who should be considered as valued custodians of the people’s history, culture, and life ways

To consider the effects of the story on children’s self-images

To analyze authors’ or illustrators’ backgrounds to ascertain if they have the background and skills that qualify them to write or illustrate books about Native Americans

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D2L OnlineSession 4Availability

Issues“Works by native authors generally appear

on the lists of smaller regional publishers and unfortunately seldom reach a wide audience; consequently some native American literature is not easily available.” Stott (1992)

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Benedictine UniversityNorton Chapter 3

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DefinitionDefines traditional Native American literature

as “that which was composed in an Indian language for an Indian audience at a time when tribal cultures were intact and contact with whites was minimal” Querry (1995)

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Benedictine UniversityNorton Chapter 3

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Chief Sarah: Sarah Winnemucca’s Fight for Indian Rights by Dorothy Nafus Morrison

Historically accurate depictions of the time period and the people

One of the strongest juvenile biographies “The whites killed – but they had made her well. They took the

Indians’ meadows – but gave them horses and presents. They burned stores of food – but they gave food, too”

Also: Sacajawea, Wilderness Guide, by Kate Jassem The Double Life of Pocahontas by Jean Fritz Buffalo Gals: Women of the Old West by Brandon Marie Miller Shadow Catcher: The Life and Work of Edward S. Curtis by

Laurie Lawlor

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Benedictine UniversityNorton Chapter 3

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Click on any of the following books in slide 57 & 58 to see a review and overview by scrolling

down on the page

Native American Literature

Recommended BooksNorton, Chapter 3

D2L OnlineSession 4 Historical Fiction

Norton Chapter 3

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D2L OnlineSession 4 Variety of

Fiction

Norton Chapter 3

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