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EDUC 553

Native American . EDUC 553. 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 :

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EDUC 553

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  1. Native American EDUC 553

  2. Native American History & Literature Benedictine University

  3. 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 Native American History & Literature Benedictine University

  4. Manifest Destiny • Manifest 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 Benedictine University

  5. 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 Benedictine University

  6. Ten States With the Largest American Indian Populations: 2000 WA 158,940 NY 171,581 MI 124,412 CA 627,562 NC 131,736 AK 119,241 OK 391,949 AZ 292,552 NM 191,495 TX 215,599 Benedictine University www.lib.umich.edu/files/epidem08.ppt

  7. States With the Largest Percentage of American Indians: 2000 AK 15.6% SD 8.3% NM 9.5% Benedictine University www.lib.umich.edu/files/epidem08.ppt

  8. American 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 Crow Fair Photo source: http://www.drumhop.com/CrowFair.html From: Sara L. Young, Montana State University http://www.esi-bethesda.com/ Benedictine University

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

  10. Montana has 7 reservations http://lewisandclark.state.mt.us/visitres.htm From: Sara L. Young, Montana State University http://www.esi-bethesda.com/ Benedictine University

  11. U.S. Federal and State Indian Reservations http://www.infoplease.com/ipa/A0778676.html Benedictine University From: Sara L. Young, Montana State University http://www.esi-bethesda.com/

  12. Why Teach Native American Literature? • What are some arguments for including Native American literature within the regular curriculum? • Where are some places this literature could be included? • Why is it important that the literature be authentic and free of stereotypes/bias? Benedictine University

  13. Culturally Responsive Curriculum, Teaching & Assessment 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 Benedictine University 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

  14. Benedictine University The Benefits Enjoyed by Both 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

  15. Think About… • … how Native Americans were portrayed in the past • … how Native Americans were portrayed in Colonial times Next slides credited to Dr. Roggenkamp 29 - 45 faculty.tamu-commerce.edu/kroggenkamp/Native%20Americans.ppt Benedictine University

  16. 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

  17. Southern 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

  18. “Noble Savage”Any stereotypes here?... Benedictine University

  19. Or here? Benedictine University

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

  21. “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

  22. “Civilization” of the Frontier: A “Manifest Destiny” Image: American Progress, John Gast, 1872 Benedictine University

  23. “Indian Territory,” circa 1700 • Yellow=Spanish; green=French; blue=English • British actively displaced natives with settlements • Everything other than blue generally considered "Indian Territory” Benedictine University

  24. “Indian Territory,” 1763 • 1763, France cedes land east Mississippi River to England • King George III issues “Indian Proclamation Line,” creating first official “Indian Country” Benedictine University

  25. “Indian Territory,” 1803 • 1803 Louisiana Purchase • Made Mississippi River natural barrier between “Indian Country” to west and “civilization” to east Benedictine University

  26. “Indian Territory,” 1834 • 1834, Indian Trade and Intercourse Act Benedictine University

  27. “Indian Territory,” 1854 Benedictine University

  28. “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 Benedictine University

  29. “Indian Territory,” 1889 • 1889 General Allotment Act and creation of Oklahoma Territory • “Indian Territory” shrunk to final form Benedictine University

  30. Indian Removal Act of 1830 • President Andrew Jackson • Forced Native American removal from East • Guise of protecting and preserving Indian cultures • Move West or give up all tribal rights • Removal as only way to “civilize” the “vanishing Indian” Benedictine University

  31. The “Trail of Tears” Benedictine University

  32. Benedictine University

  33. 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 “Tribal Talk” by Nijhuis (2003) Norton Chapter 3 Benedictine University

  34. Think 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) Stereotypes in Literature From the Past Norton Chapter 3 Benedictine University

  35. Literature 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 Prior to mid-1970s Norton Chapter 3 Benedictine University

  36. Areas of concern: • Authenticity of text and illustrations • Conflicts over sovereignty related to who may write, adapt, or interpret the stories and culture • Disputes over translations of poetry, folklore, and biography/autobiography • Disagreements over literal versus metaphorical interpretations Issues Related to Native American Literature Norton Chapter 3 Benedictine University

  37. There 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) Evaluating for Stereotypes Benedictine University Norton Chapter 3

  38. 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 Evaluating for Stereotypes (Cont) Benedictine University Norton Chapter 3

  39. “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) Availability Issues Norton Chapter 3 Benedictine University

  40. Defines 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) Definition Norton Chapter 3 Benedictine University

  41. 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 Chief Sarah: Sarah Winnemucca’s Fight for Indian Rights by Dorothy Nafus Morrison Norton Chapter 3 Benedictine University

  42. Norton, Chapter 3 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 Books

  43. Historical Fiction Norton Chapter 3 Benedictine University

  44. Variety of Fiction Benedictine University Norton Chapter 3

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