Native Curriculum in Classrooms Excerpts Taken from Lessons From Turtle Island Georgia CTAE Resource Network Instructional Resources Office July 2009

Terminology Native American replaced Indian or American Indian in much of the professional literature. Some authors use Native People(s), while others use Indigenous or Aboriginal. All of these labels face criticism from those who feel they promote and “uncivilized” image. Point of agreement – desire to be referred to by the traditional name of their people.

Separate Nations American Indian people belong to more than 500 separate Nations. Many Native groups are not recognized by the US government. The preferred term is Nation, rather than the Anglo term Tribe.

Why focus on Native American issues in education? We still see blatant stereotyping of American Indian peoples deeply embedded in school culture and curriculum. By delving more deeply into particular cultures, we can begin to better understand true issues of diversity in general.

Omission from Curriculum Typically ignored in books, puzzles, dolls, pictures, or other curriculum materials When they are in a program, it is generic, depicting Native American Peoples as mono- cultural rather than representing hundreds of distinct societies. Lack of knowledge leaves children vulnerable to the stereotypical images that they are sure to encounter.

Inaccurate Curriculum Since teachers may lack the background to adequately evaluate materials, they often make inappropriate selections Misuse of cultural symbols and the stereotyping of Native peoples as mascots, while many non- Native students and alumni claim they are honoring them Materials written and produced by non-Native people are not able to do so authentically Societal traditions that perpetuate myths and inaccuracies with regard to Native peoples

Authenticity is Important! Europeans and European Americans realize that Europe is composed of many different nationalities and cultures. (Readers would not accept a book about an Italian man described as wearing a Scottish kilt.)

Societal Traditions Thanksgiving Columbus Day “Tourist Curriculum” – Classrooms look at an ethnic or cultural group for a brief period every year, usually related to a particular holiday.

A Day of Mourning: for the extermination of peoples, the wholesale theft of lands, the loss of cultures and languages, and the long spiral of grief and despair

Columbus Day Grossly distorts history Christopher Columbus as a mythic hero Ignoring the mass extermination of the Arawak people, their enslavement, the theft of their lands, and the colossal brutality of Columbus and his men This holiday is one that Lakota elders would like to see vanish

Stereotyping Skin Color– “red”. Like all racial groups skin tones are actually shades of brown. “red skin” – extremely offensive term, refers to the bounty historically paid by Europeans for the skins of American Indians. Language – “how” and “ugh,” war whoops, and broken-English structures

Homes – Books such as A House is a House for Me continue to lock Native peoples in houses of the past: An igloo’s a house for an Eskimo A teepee's a house for a Cree. A pueblo’s a house for a Hopi. And a wigwam may hold a Mohee. Perhaps this book was an attempt to reflect diversity – but portrays people of the past, not the present. At least it counters the prevalent image that all lived in teepees.

Dress – transforms all into members of plains Nations… Feathered headdresses as part of normal attire Braids Buckskin Headband Feathers Bows & Arrows

Warlike – dangerous and hostile, scalpers Portrayed in movies, cartoons, and by sports teams who use Indians as mascots, inspiring stadiums full of fans to perform tomahawk chops. Living in the Past – When asked to describe Indian people today, many young children list historical occupations, dwellings, and attire.

Culture – Native peoples together under one. In addition to creating generic Indian cultures, non-Native writers often add European elements to them (The True Story of Pocahontas proclaims, “Pocahontas was a brave, beautiful Indian princess.” European cultures had princesses; Native cultures did not.

Music – A typical example of stereotyped music is the fake war chant used by fans of the National League baseball team in Atlanta, students at Florida State University, and others One of the problems with school music series is that the editors tend to select one or two allegedly traditional “Native American” songs. In actuality, American Indian music is extensive, extremely diverse, and continually evolving in the contemporary world, as is the music of most cultures.

Depersonalization – Dehumanization in books and songs. Often portrayed as animals in children’s books Authors and illustrators seem to believe that just adding a headdress automatically makes anything into an Indian. “Ten Little Indians” – items used for counting are almost always inanimate objects or animals. To group N.A. with animals or objects is the height of dehumanization. Would any of us sing about ten little white boys, Jews, or African Americans?

Cultural Insensitivity Well meaning teachers introduce projects that are culturally inappropriate. These activities often demean Native cultures, lead to misunderstanding, and perpetuate stereotypes. Teachers should especially note that many of these activities involve sacred objects. Simplifying these ceremonial objects take away from the sacredness.

Examples of common “Indian” activities used by teachers… Feathers and Headdresses – sacred, often used in ceremonial practice Peace Pipe – so sacred that it is brought out only for very significant occasions Sun Dance Skull – The buffalo skull is part of the Wi Wacipi, one of the most sacred ceremonies in the Lakota religion

Totem Poles – still carved by Native Nations in the Pacific Northwest to preserve important teachings, traditions, and historical events and communicate them to future generations Fancy Dance Bustle – Traditional N.A. dance regalia should not be equated with a dance costume. Sacred Tom-toms – teaches err when they assume N.A. drums are just musical instruments, as are most drums in European cultures. The Drum is sacred and represents the heartbeat

Fetish Necklaces Dream Catchers Sand Paintings Pictographs Face Painting Rattles Kachinas Brown Bag Vests

Outcome for Teachers Learn to accurately evaluate Native American curriculum materials Develop appropriate strategies for implementing Native curriculum Develop a resource file of appropriate native literature and curriculum materials Understand how to recognize and avoid stereotypes of American Indian peoples Know where to go find answers about Native issues in educational environments