Portrayals of Native America
Introduction

What images do you have when you hear the words "Native American" or "American Indian"? What images do your students have?

Classroom discussion questions and activities developed around the Powerful Images: Portrayals of Native America  exhibition invite students to develop a deeper understanding of images created by and about native peoples. These interdisciplinary materials can be used to augment the existing curriculum or in preparation for a classroom visit to the exhibition.

You are welcome to print out these materials and integrate them into your art or social sciences curriculum. Materials can be adapted for learners at all grade levels but are particularly appropriate for classrooms studying native peoples as part of their state framework.

Terminology

Native American or American Indian?

"Many North American people are unaware of the diverse range of cultures, languages, histories, and traditions that exist among native people represented by approximately 500 tribal groups. Native people themselves do not agree on what they should be called. Among individuals in the United States, 'Native American,' 'Indian,' or 'American Indian' may be preferred. In Canada, the preference may be 'First Nations.' Most people prefer to be identified by tribal designations, such as Lakota, Hopi, Arapaho, Peigan, Navajo, or Tohono O'odham in recognition of their own unique traditions. Some native speakers identify themselves by names unfamiliar to English speakers. For example, the tribal name, Cheyenne, derives from a Sioux term, She-hie-na meaning 'people speaking a language not understood.' They call themselves Tsistsistas, meaning 'the people.'"

Emma Hansen (Pawnee), Curator, Plains Indian Museum, Buffalo Bill Historical Society

Organization of Online Curriculum

The Powerful Images online curriculum resource consists of five sections that explore the five themes related to the Powerful Images exhibition. The first four sections consist of three lessons plans aimed at beginning, intermediate, and advanced learners. These can be adapted depending on your students' backgrounds and interests.

• Beginning lessons focus on direct observation of artworks and hands-on activities that connect with younger students' worlds and the understandings that they have begun to develop.
• Intermediate lessons invite more extended discussion from students and include writing and creativity exercises. They take advantage of students' increased concrete understanding of the world and some historical knowledge that they have acquired.
• Advanced lessons explore issues in greater depth and invite students to research contemporary issues in Native American life. These lessons require more analytical abilities and an understanding of research methods.

The fifth section is a culminating activity that integrates learning from the previous four sections and can be adapted to suit any of the three learning levels.

Each lesson includes a list of resource images, time and materials needed, a list of key terms, and an identification of subject area links. Each section links to additional information such as an essay by Dr. Dave Warren of Santa Clara Pueblo in New Mexico that introduces the theme, quotes from the Powerful Images catalog, and caption information about the images used for each lesson.

Goals of the Curriculum

The goal of the Powerful Images curriculum materials is to provide an opportunity for all students to experience the message of the exhibition, whether or not they have an opportunity to visit in one of its venues. After participating in these lessons and activities, it is our hope that students of all ages will be able:

• understand the concepts of "culture" and "art," with particular reference to the work of native peoples--also to understand the relationship of the concepts of culture and art and what the implications of this relationship are for society.
• understand that native peoples and their cultures and traditions are alive within American and Canadian society today
• recognize that native peoples have different perspectives regarding the diverse images that represent or interpret their culture as presented in this exhibit
• engage students to examine their own perspectives and stereotypes of Native American cultures
• interpret the ways in which images of Native Americans have become generalized over time and developed into stereotypes
• examine the creation of history--who participates, who doesn't, and why

These objectives further the goal of knowledge and cultural understanding of the California History-Social Sciences Framework. They will aid students in acquiring historical and cultural literacy, including:

• developing a sense of empathy,
• understanding the meaning of history,
• understanding the reasons for continuity and change,
• recognizing the different parts of a nation's cultural life,
• learning about the values and beliefs of other people, and
• developing a multicultural perspective that respects the dignity and worth of all people.

Because frameworks for the study of native peoples differ from state to state in the United States and province to province in Canada, we have written these units to include material developmentally appropriate for students of all ages. Recognizing that even very young students who have made a sustained study of a subject can hold sophisticated understandings, these lessons and activities have not been divided by grade but rather by beginning, intermediate, and advanced approaches. We suggest that teachers use their knowledge of their classrooms and communities to determine which are the most appropriate way to augment their curriculum with this material.

California's State History and Social Science Framework explicitly includes the study of native peoples in fourth, fifth and eighth grade; links can also be made very easily to the kindergarten theme of "Learning and Working Now and Long Ago," the second grade theme of "People Who Make a Difference," and the third grade theme of "Continuity and Change."

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