The Absolutely True Diary of a

Part-Time Indian:
A Multicultural Curriculum
Kristen Dailey ED 605: Multicultural Education Final Project Dr. Molly Munkatchy Fall 2012

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Creator: Kristen Dailey Topic: Identity and Expectation Rationale for your selection: This text reaches across several levels which are immediately applicable to this class. Students will be able to use this text to explore the attainment of goals and dreams, and to address stereotypes. The text itself is multicultural as Junior, the main character, is a Native American who attends an all-white school. Junior grows up in extreme poverty on a reservation in Spokane, Washington; he is no stranger to inequality. He expresses the ideas that as a Native American, his opportunities limited. Much of the story is framed around overcoming the adversity of poverty and social class. Within this exists a personal conict inside of Junior. He decides to leave his reservation school for new opportunities in a community further away; it is at this time in his life that classism is most apparent. When he arrives, he chooses to use his proper name, Arthur. Here exists the duality of Junior/Arthur, and the ways in which he faces conicts within his own goals and the goals placed upon him by his community and family. Most of the students will be able to identify with the idea of starting over at a new school, and nding a balance between cultural expectations and personal goals and desires. Additionally, student will explore their own experiences with community and family expectations. Educational Context: The school is a small international school. Most of the students have lived in other places around the globe, including the United States, Britain, Argentina, Mexico, Azerbaijan, Saudi Arabia, Tunisia, India, China, and a few others. The curriculum is American. Age of students/participants: The students range from 13 to 17. They are in ninth grade. Class or workshop size (number of proposed participants): This class has 14 students. Socio-cultural backgrounds of the students/participants: Most of the students are familiar with Venezuelan culture because of their residence in the country. These students bring a background of many different places and experiences, with Venezuelan culture as the most prevailing. Ethnicity of students/participants: The students are predominately Venezuelan, with one British student, one Mexican student, one Ecuadorean student, one Brazilian student, one Lebanese student and one Chinese student and two Argentinean students. Two students are technically Venezuelan, but identify themselves as American. Time required implementing curriculum: This unit will take approximately 5 weeks, with several days to introduce the text. School Subject or MC concept: Language Arts Class level or level of participants: The students in this class are ninth graders. They range from near native speakers to low-level English acquisition. Curriculum Frameworks and State Standards: (if applicable) Since my school does not adhere to any state standards, I will use the Core Content Standards for this unit plan. Duration of Curriculum: This unit will take approximately 5 weeks.

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Introductory Paragraph: As an adolescent, the journey for identity can be difcult. Junior Spirit is no exception. He is an outcast in his own community, and makes the difcult decision to leave the rez school to attend school in a white neighborhood. This multicultural unit plan for The Absolutely True Diary of a Part-Time Indian will guide students to explore the ideas of group and personal identity. The key topic and thematic focus of this unit will be the internal and external expectations placed upon us and how they manifest within our lives. Throughout this unit, students will explore how we are inuenced by race, class, gender, culture, and socio-economic background. Also, as an extension of these ideas, they will explore how all of these ideas impact our own identities. Students will read and explore supplemental texts to support these ideas, and to further explore Sherman Alexies portrayal of Native American life in the novel. Overarching goals for the unit and their relationship to the general goals of multicultural education: Students will develop a stronger understanding of identity and external inuences upon identity. Students will examine expectations placed upon people because of gender, family and society. Students will consider oppression and poverty in relation to the novel. Students will explore racism and discrimination in relation to the novel. Students will gender identity and expectations in relation to the novel. Students will create a social action plan to address discrimination and inequality in their own society. The overarching goals for this unit are to raise student awareness about discrimination, racism and inequality in their own lives, to learn about Native American culture, and to identify literary elements through close reading.
School Curriculum Overarching goal for the week: Week 1 Students will be able to identify stereotypes, oppression and bias across cultural, gender, class and socio-economic lines. Students will examine their own biases and explore the origins of some common stereotypes. Students will be provided with information about the social disparities existing in the United States, and will be asked to highlight similarities and differences between the US and Venezuela. Students will examine their own identity, and work to identify the ways in which they dene themselves. Students will be guided to question the idea of a part-time identity. Students will reect upon and identify the expectations set upon them by others, family, school, society, etc. Students will question the role they play in the expectations set upon them, and will journal about their responses and feelings. Students will explore social inequality and cultural oppression. Students will consider these ideas from multiple perspectives, with a focus on the minority as well as the majority view. Students will be asked to consider forms of inequality and or oppression they witness in their own lives, and will journal about their responses and feelings. Students will begin The Absolutely True Diary of a Part-Time Indian. Explore Junior's assessment of poverty and reservation life.

Week 2

Week 3

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Week 4

Students will evaluate and discuss literary elements appearing in The Absolutely True Diary of a Part-Time Indian. Students will discuss Junior's use of illustrations to express his emotions and articulate his own ideas. Students will create illustrations based upon their own perceptions of themselves and their societies. Students will be able to articulate ideas through writing about societal inequalities and consider ideas which could ignite a change. Students will be asked to consider the role of equality and inequality in their own society, and to construct an improvement plan.

Week 5

Students will be guided to evaluate essential questions for this novel: How are people inuenced by our beliefs, ethics or values? What makes up our identity and perceptions of ourselves? How do external inuences change our own perceptions of ourselves? Are there consequences to making choices which defy ones culture or society? What do people need to do in order to overcome adversity? In what ways are people inuenced by stereotypes? Is there a difference between who we want to be and who society wants us to be? Is the way we see ourselves inuenced by the way others see us? Are our interpretations of ethnic groups inuenced by the ways the media presents them? How much value do we place in the way Hollywood presents ideas?

K. Dailey Goal Week One Students will examine their own identity, and work to identify the ways in which they dene themselves. Students will be guided to question the idea of a part-time identity. Students will reect upon and identify the expectations set upon them by others. Students will explore classism. Students will question the role they play in the expectations set upon them, and will journal about their responses and feelings. Students will be able to make inferences and predictions based upon the cover and title of a text. Students will read for understanding. Activities Write Now: Create a list of the things that are expected of you, and the people who expect them. For examplemy students expect me to keep class interesting, my principal expects me to teach important things, my country expects me to vote, my mother expects me to call home regularly Students will be encouraged to consider family, school, race, religion, gender, community, relationships, friendships, etc. Students will complete the rst two parts of a making inferences chart. Students will consider the title and cover of the text and make inferences and predictions about what the story will include. Is there a conict between absolutely true and part time? They will also list clues to support their answers. Explore Junior's assessment of poverty and reservation life. Students will begin reading Sherman Alexies The Absolutely True Diary of a Part-Time Indian. Students will consider the ways in which people are inuenced by their surroundings. We will discuss the role of bullies and how this can inuence our self-perception. Student will evaluate bullies and power. Write Now: Create a list of ten to fteen adjectives that they would use to dene themselves. Later, students will be encouraged to share and identify the ways in which we identify ourselves. We will continue on to question the title of the text, and to question the origin and meaning of a Part-Time anything. Students will be asked to consider whether or not they can identify with being different people in different environments. Students will consider the ways in which people are inuenced by their surroundings. We will discuss the role of bullies and how this can inuence our self-perception. Student will evaluate bullies and power. Write Now: Explain an instance in your life where you have witnessed, or experienced something that is unfair. As a class, we will view maps of Native American regions in the early stages of American settlements, and compare them with maps from now. We will also examine, historically, the role of Native Americans in society today. Students will be guided to consider the social structure of Venezuelathe poor versus the wealthy, the aboriginal versus the mainstream population. As a teacher who is new to this culture, I am looking to the students to teach me much of their own history. Students from other areas, Ecuador, Mexico, China, England, Lebanon, Brazil and Argentina, respectively, will be encouraged to speak about the dynamics of their own countries of origin. Assessment Students will be evaluated on their quick write activities and class participation. Students will complete reading journals and will work on a readers bookmark as they read the text monitoring questions that arise, characters introduced, and major themes presented. Students will be given periodic reading quizzes throughout the entirety of this unit as formative assessment.

K. Dailey Goal Week Two Students will explore the role of inequality in the world. Students will be able to identify stereotypes, oppression and bias across cultural, gender, class and socioeconomic lines. Students will examine their own biases and explore the origins of some common stereotypes. Students will be provided with information about the social disparities existing in the United States, and will be asked to highlight similarities and differences between the US and Venezuela. Students will be asked to consider forms of inequality and or oppression they witness in their own lives, and will journal about their responses and feelings. Students will be asked to consider dreams. Students will examine the ways in which we are inuenced by others perceptions of us. Students will make predictions about what will happen next in the text. Students will read a nonction text. Students will evaluate and discuss literary elements appearing in The Absolutely True Diary of a Part-Time Indian. Students will discuss Junior's use of illustrations to express his emotions and articulate his own ideas. Activities Write Now: Explain an example of inequality that you have experienced or witnessed in your lifetime. Using their own experiences as a guideline, students will be asked to consider the ways in which they have observed inequality in their lifetimes. Discussing the idea that Junior, in a public school, receives a book that is more than thirty years old, students will be asked to consider whether or not this merits infuriation. Whether this is a reason to question how fair life is. Is Junior justied to react the way that he does? Surely, he should not have injured a teacher, but did he mean to? Students will discuss, in writing, deance and standing up for the things they believe in. They will examine the role of hope for people who are faced with adversity. In the story, Junior discusses who his parents may have become if they were given opportunities. He learns from Mr. P that his sister wanted something different. Students will read and discuss A Dream Deferred by Langston Hughes. The class will discuss why they feel that Juniors parents and sister had to give up their dreams. Write Now: In what ways do external inuences change the ways in which we view ourselves?Students will consider the origins of stereotypes. They will view several different photos about poverty, Native Americans, people with disabilities, intelligence, etc. We will discuss our initial reactions to these photos. We will consider our own sense of judgement, and the ways in which we make determinations of others upon our rst impressions. Students will read Sorry For Not Being a Stereotype by Rita Pyrillis, which examines the transparency of Native Americans and stereotypes against them. Using images referenced in the text, students will discuss perceptions of Native Americans in the US and in the media. Students will read Sherman Alexies essay, I Hated Tonto (Still Do) and explore from Alexies perspective the negative impact of stereotypes and media perceptions upon a target group. Students will consider this perspective when Junior writes in his diary, Just remember this, my father said. Those white people arent better than you. But he was so wrong. And he knew he was wrong. He was the loser Indian father of a loser Indian son living in a world built for winners. But he loved me so much. He hugged me even closer. This is a great thing, he said. Youre so brave. Youre a warrior. It was the best thing he could have said(55). Students will watch two video montages of Indians portrayed in the media to adults and children. Students will create their own journal based upon Rowdys reaction to Juniors decision to change schools. They should include a drawing to model Alexies style, and should consider Rowdys perspective in their journal. Within this, students should evaluate the role of the minority and the frustration that often accompanies this position. Students will create an outline drawing of a man. They will be guided to divide the man in half, and ll out the drawing with information about Junior thus far in the storythey may use words and draw images. They will be told that we will revisit this drawing in a few weeks to compare this perception with the person that Junior might become. Assessment Students will be evaluated on their quick write activities and class participation. Students will work on a readers bookmark as they read the text monitoring questions that arise, characters introduced, and major themes presented. Students will be given a reading quiz as formative assessment. Students will be assessed on drawings, journal entries, and a literary log.

K. Dailey Goal Week Three Students will explore social inequality and cultural oppression. Students will be able to identify stereotypes, oppression and bias across cultural, gender, class and socio-economic lines. Students will consider these ideas from multiple perspectives, with a focus on the minority as well as the majority view. Students will make predictions about what will happen next in the text. Students will view a documentary lm to build understanding of an ethnic group. Students will read nonction texts and will evaluate stereotypes. Students will compare literary texts. Students will continue to explore the ideas of classism. Students will begin to explore sizeism, and connect this idea to societal inuences and identity. Students will evaluate and discuss literary elements appearing in The Absolutely True Diary of a Part-Time Indian. Students will discuss Junior's use of illustrations to express his emotions and articulate his own ideas. Activities Student will view Life on the Reservation Part One. Students will continue to explore life on Native American reservations, and will complete a web quest. Students will be able to view and further understanding the challenges facing people who live on Indian Reservations, and will be able to gain insight into Native American traditions and communities. Students will view Life on the Reservation Part Two. Write Now: How have our interpretations of life on an Indian Reservation been inuenced by the lm and by our experiences reading The Absolutely True Diary of a Part-Time Indian? Students will discuss the role of illustrations and the casual narrative of the text. Comparing Alexies own life to the novel, students will be asked to evaluate why Alexie chose to publish this story as ction when he has so many things in common with Junior. Students will consider the origins of stereotypes. They will view several different photos about poverty, Native Americans, people with disabilities, intelligence, etc. We will discuss our initial reactions to these photos. We will consider our own sense of judgement, and the ways in which we make determinations of others upon our rst impressions. Write Now: What does Junior mean by something less than Indian? Students will continue with the literary log to examine the multiple sides of Juniors personality, and the conict between Junior on the rez and Arnold at Reardan high. Students will monitor as Arnold adjusts to his new life in Reardan High, the land of white people, of opportunity, of something better than what can be accomplished on the rez. Is there a difference between Juniors denition of poverty and reality? Students will read Sherman Alexies Indian Education, and will examine the differences between the education presented and the education accessible to the students of Reardan. Does knowing that Junior and Alexie have so much in common inuence our reading of this text? Students will examine Penelope as a character, and explore the social inuences that bring this beautiful, wealthy, intelligent girl to a point where she is dealing with bulimia. Is bulimia a disease of privilege? How does this concept register with Junior/Arnold, who expresses early on in the book that he does not always know when he will get to eat next? Write Now: Junior says, I was half Indian in one place and half white in the other(118). Discuss Juniors dual identity here. How does this vary from your initial interpretations and predictions about the title. Assessment Students will be evaluated on their quick write activities and class participation. Students will work on a readers bookmark as they read the text monitoring questions that arise, characters introduced, and major themes presented. Students will be given a reading quiz as formative assessment. Students will be assessed on readers journal entries, and a literary log. Students will respond orally and in writing, to lms and essays presented.

K. Dailey Goal Week Four Students will explore social inequality and cultural oppression. Students will view a documentary lm to build understanding of an ethnic group, and will explore a non-ction narrative. Students will identify challenges presented to the Native American population through close reading and analysis. Students will examine friendship as a theme in the novel. Students will evaluate and discuss literary elements appearing in The Absolutely True Diary of a Part-Time Indian. Students will discuss Junior's use of illustrations to express his emotions and articulate his own ideas. Students will explore adversity, and the reinforcements that help us to work through difcult times. Students will create illustrations based upon their own perceptions of themselves and their societies. Activities Students will view When Your Hands Are Tied. Students will explore, in writing, the similarities of the stories told in the documentary and the novel. Students will explore the meaning of race, of persecution, of ethnic transparency. Write Now: What is the signicance of Junior having attended 42 funerals by the time he is only fourteen years old? What does this tell us about the Native American population in the United States? Does this help to perpetuate a stereotype? Why does Junior consider this the biggest difference between white people and Indian people? How is a vast disparity described here based upon a 22 mile difference? How does Junior respond to the three deaths that occur so close to one another? In what ways does drawing cartoons help him deal with grief? How has this helped Junior throughout the book? Write Now: Explore Juniors suicidal thoughts. What are the cultural ways in which we are expected to grieve? What is the grieving process in the Native American community? Why does Junior blame himself for his sisters death? Write Now: In what ways has Junior maintained a level of nowhere? He betrayed his tribe by choosing to attend Reardan, but never fully ts in at Reardan either. How important is tting in? How does Junior repair his friendship with Rowdy? Is there hope in the nal page of the novel? Students will be asked to complete their outline drawings of Junior. Students will create their own illustrated journal entries with one story from their own lives they feel is worth sharing sample prompts include overcoming adversity, dealing with opposition or difcult choices. Assessment Students will be evaluated on their quick write activities and class participation. Students will be given a reading quiz as formative assessment. Students will be assessed on the readers bookmark and a literary log. Students will respond orally and in writing, to lms and essays presented.

K. Dailey Goal Week Five Students will examine and research examples of inequality throughout the world, and will build multicultural understanding and awareness. Students will be able to articulate ideas through writing about societal inequalities and consider ideas which could ignite a change. Students will be asked to consider the role of equality and inequality in their own society, and to construct an improvement plan. Students will explore the power of words, and will stand up for something they believe in. Students will view a Ted Talk called Americas Native Prisoners of War by Aaron Huey about the plight of the Lakota Indians. He discusses the way of the wasichu, the Lakota word for white man which essentially translates to selsh. Students will be asked to consider whether or not they can identify majority groups that have displayed selshness. Students will be asked to consider whether or not the speaker was successful in conveying the idea that the indigenous people of the United States have been treated unfairly and their rights have been violated. Students will choose a minority group that has been subjected to inequality in some capacity, and will rst create an awareness campaign. Throughout the course of this unit, students have focused on identity, stereotyping and transparency. Using a presentation format, either Prezi or Keynote, students will create an informative presentation about a certain ethnic minority. Next, students will be asked, in groups, to create an improvement plan for these people. They will be asked to draft letters to people in power, and to construct a series of proposals to improve the quality of life for the minority groups. Students will visit the computer lab to explore their ideas, conduct research and complete the task. Students will be asked to present to one another. Hopefully, students will send letters and spread awareness about their topics on a larger scale. Activities Assessment Students will be assessed on their nal projects, presentations and research. Students will have a nal exam for the novel, and will turn in the literary log and readers bookmark.

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Lesson Plan: Week One

Title of the Lesson: The Absolutely True Diary of a Part-Time Indian: An Introduction Unit of Study: The Absolutely True Diary of a Part-Time Indian Subject Area/Course: Language Arts Grade Level: Grade 9 Specic Content Standards addressed in this lesson: This lesson uses the Core Content Standards for English Language Arts Grade 9. Specic Essential Questions addressed in this lesson: What expectations are set upon us by others? What do we know about Native American culture? Can we judge a book by its cover? What can we infer about a book by the cover and rst chapter?

Learning Outcomes/Expectations/Objectives: Students will examine their own identities, and work to identify the ways in which they dene themselves. Students will be guided to question the idea of a part-time identity. Students will reect upon and identify the expectations set upon them by others. Students will explore classism. Students will question the role they play in the expectations set upon them, and will journal about their responses and feelings. Students will be able to make inferences and predictions based upon the cover and title of a text. Students will read for understanding. Pacing: This lesson will take place during one 54 minute period. Introduction/Opening: (5 minutes) Students will complete a Write Now activity, following this prompt: Create a list of things that are expected of you, and the people who expect them. For example, you expect me to keep class interesting. Ms. Follmer expects me to ensure that you are all learning something, the United States expects me to vote, my mother expects me to call home more often than I do, etc. Please consider your family, ISM, your race, religion, gender, Maturn, your relationships with others, your friendships, etc. Activity One: (10 minutes) Students will be given a copy of The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. Students will be guided through a discussion of the cover. Next, students will be asked to take a few minutes to silently ip through the book, and make notes of at least ve

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things that they like or dislike about their rst impression of the text. As a class, we will discuss our observations. Activity Two: (15 minutes) As a class, we will review the concept of inference. This is not new to students. Students will be given Story Segment One, and will be asked to ll out the handout about what they think this book will be about, what is inferred, and what they clues they have based on the title. We will discuss the meaning of the title, and try to determine what part time could mean. We will also examine our rst reactions to absolutely true, and diary. Activity Three: (15 minutes) As a class, we will begin reading The Absolutely True Diary of a Part-Time Indian. Class discussion questions include: Whos diary is this? What do we know about the main character? Where does he live? How does he represent the rez? What have we learned about Native Americans from these rst two chapters? In what ways is Junior different from us? What do we learn about the economics of many Native Americans from these two chapters? Closing: (10 minutes) Students will be introduced to As You Read Bookmarks. The will be guided to begin a bookmark for homework, and to continue reading the text, up to page 23. They will be asked not to read ahead. Materials Needed Students will require notebook paper, the novel and a pencil. Assessment of Student Understanding The assessment for this unit is ongoing. Students will be evaluated on their quick write activities and class participation. Students will complete reading journals and will work on a readers bookmark as they read the text monitoring questions that arise, characters introduced, and major themes presented. Students will be given periodic reading quizzes throughout the entirety of this unit as formative assessment.

Lesson Plans: Week Two

Title of the Lesson: Native American Stereotypes: Building Understanding Unit of Study: The Absolutely True Diary of a Part Time Indian Subject area/course: Language Arts Grade Level: Grade 9

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Specic Content Standards addressed in this lesson: This lesson uses the Core Content Standards for English Language Arts Grade 9. Specic Essential Questions addressed in this lesson: Is the way we see ourselves inuenced by the way others see us? Are our interpretations of ethnic groups inuenced by the ways the media presents them? How much value do we place in the way Hollywood presents ideas? In what ways are people inuenced by stereotypes? Is there a difference between who we want to be and who society wants us to be? Learning Outcomes/Expectations/Objectives: Students will develop a deeper understanding of the common stereotypes of Native American people. Students will be able to identify stereotypes, oppression and bias across cultural, gender, class and socio-economic lines. Students will consider their own experiences with stereotyping. Students will be asked to consider forms of inequality and or oppression they witness in their own lives, and will journal about their responses and feelings. Students will build understanding that Native American people do not t into the stereotypes presented in the media. Students will be able to collaborate with one another to think critically about a number of questions. Students will explore the role of inequality in the world. Students will examine their own biases and explore the origins of some common stereotypes. Students will be provided with information about the social disparities existing in the United States, and will be asked to highlight similarities and differences between the US and Venezuela. Students will examine the ways in which we are inuenced by others perceptions of us. Students will make predictions about what will happen next in the text. Students will read a non-ction text. Students will evaluate and discuss literary elements appearing in The Absolutely True Diary of a Part-Time Indian. Students will discuss Junior's use of illustrations to express his emotions and articulate his own ideas. Pacing This lesson will occur during two 54 minute periods.

Day One
Introduction/Opening: (5 minutes) This class often opens with a Do Now activity; in this lesson students will complete a Write-Now Activity. They will write short, low-stakes responses to the question: Is the way we see ourselves inuenced by the way others see us?

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Transition: (10 minutes) Once they complete the Write Now activity, students can read them aloud to one another in a Think-Pair-Share. If they do not wish to, they need not rely on their written journals. The motivation is to begin the discussion about how perceptions of others can inuence the way we see ourselves. Full Class Discussion: (10 minutes) This will bridge into the next part of todays lesson, a short discussion about The Absolutely True Diary of a Part Time Indian. In the text, Junior is concerned about the way people see him. He is a member of the Black-Eye of the Month Club, a clever way of sharing that he is bullied by his peers. As a child born with medical conditions, he endures a fair amount of criticism from others. As a Native American, he feels unsure about his role society, and expresses that Native Americans are less admirable than white people. Students will be asked to consider these points against their own answers. In what ways are they able to identify with Junior? In what was is Juniors experience different from theirs? The purpose of this discussion is to have students make connections between the text and the discussion, and between Junior and their own lives. Drawing Activity: (10 minutes) Students will be given a black piece of paper, and with a parter draw a Native American as they imagine it. They will be encouraged to add words and images. We will come back as a class and discuss the things that we have drawn and examine what things have inuenced our interpretations. Viewing Activity: (15 minutes) Students will watch the YouTube video, Native Americans Through the Eyes of My Children. Students will be asked to take notice of any similarities between their own images created and the video. After the video ends, students will be given 2 minutes to write down their ideas. We will come back to class discussion and explore our own ideas. Does this video seem like an accurate/fair/biased presentation of Native American cultures? In what ways does this video meet your interpretations of Native Americans? In what ways is it different? What else did you notice? Closure: (5 minutes) Students will be asked what questions they have. A student will be called on to ask what the learning was today. Students will be asked to read in the novel for the next class. Additionally, students will be given an expectation for the following class period.

Day Two
Introduction/Opening: (5 minutes) This class often opens with a Do Now activity; in this lesson students will complete a Write-Now Activity. They will write short, low-stakes responses to the question: What other stereotypes from movies and television do you think

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are prevalent? Is there a difference between television in English and television in Spanish? Explain. Viewing Activity: (20 minutes) Students will be asked to recall the video from the day before, and asked to share key things they found. We will watch How Hollywood Stereotyped the Native Americans on the presentation of Native American people in Hollywood lms. Students will be asked to respond, in writing, to how this may contribute to Juniors sense of self. In pairs, students will be asked to make a list of characteristics presented in this lm about Native Americans. We will return to class and discuss our ndings. Reading Activity: (20 minutes) Students will read Sorry for Not Being a Stereotype by Rita Pryllis. Students will explore the idea of transparency presented in the text and explore the ways in which Native Americans are visible in society. Students will be asked if they can connect this idea to either of the YouTube videos they have watched recently, and examine why this is. Students will be asked to write questions and facilitate a discussion. Activity: (5 minutes) Students will be asked to complete Story Segment Three of the Inferences Chart, from the Chapter How to Fight Monsters. Students will be asked to make predictions for what will happen next, to identify inferences, and to list clues for their suspicions. Closing and Homework: (5 minutes) Students will be asked what their questions are, and will have a few minutes to go over the homework activity, Generalizations about Native Americans, to ensure understanding. Materials Needed Students will require notebook paper, the novel and a pencil. Assessment of Student Understanding The assessment for this unit is ongoing. My goal for this assignment is to build a solid knowledge basis for student understanding and comprehension about the Native American population, as their knowledge is very limited. Students will be evaluated on their quick write activities and class participation. Students will work on a readers bookmark as they read the text monitoring questions that arise, characters introduced, and major themes presented. Students will be given a reading quiz as formative assessment. Students will be assessed on drawings, journal entries, and a literary log.

Lesson Plan: Week Three

Title of the Lesson: A Comparison: Sherman Alexie and Junior/Arnold Spirit Unit of Study: The Absolutely True Diary of a Part-Time Indian Subject Area/Course: Language Arts

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Grade Level: Grade 9 Specic Content Standards addressed in this lesson: This lesson uses the Core Content Standards for English Language Arts Grade 9. Specic Essential Questions addressed in this lesson: What impacts the way we view ourselves? How does life at Reardan highlight inequality in Juniors world? Is an eating disorder a disease of privilege? Does Penelopes experience demonstrate that their are pressures that weigh on everyone? How has Alexies life experience inuenced the text of Part-Time Indian? Learning Outcomes/Expectations/Objectives: Students will explore social inequality and cultural oppression. Students will be able to identify stereotypes, oppression and bias across cultural, gender, class and socio-economic lines. Students will consider these ideas from multiple perspectives, with a focus on the minority as well as the majority view. Students will make predictions about what will happen next in the text. Students will view a documentary lm to build understanding of an ethnic group. Students will read non-ction texts and will evaluate stereotypes. Students will compare literary texts. Students will continue to explore the ideas of classism. Students will begin to explore sizeism, and connect this idea to societal inuences and identity. Students will evaluate and discuss literary elements appearing in The Absolutely True Diary of a Part-Time Indian. Students will discuss Junior's use of illustrations to express his emotions and articulate his own ideas. Pacing: This lesson will take place during one 54 minute period. Introduction/Opening: (10 minutes) Students will complete a Write Now activity, following this prompt: What does Junior mean when he writes, Zitty and lonelyI woke up on the reservation as an Indian, and somewhere on the road to Reardan, I became something less than Indian. And once I arrived at Reardan, I became something less than less than less than Indian. (p. 83) How does this reinforce themes we have spoken about before? After 5 minutes of free-writing time, students will be guided to discuss and hare their ideas with a partner. Volunteers will be asked to share their ideas with the class. Activity One: (30 minutes) Students will be given a copy of Indian Education by Sherman Alexie. Together, we will read the text aloud. Students will be chosen at random, and then will select the next reader as we go along. Students will examine the differences between the education presented in both

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texts at the rez schools and the education accessible to the students of Reardan. Does knowing that Junior and Alexie have so much in common inuence our reading of this text? Students will, in pairs, answer the following questions: 1. What stereotypes does this story point out? 2. Describe the narrator.How do you think his school experiences have shaped him? 3. What similarities do you see with Junior in Part-Time Indian and Junior in Indian Education? 4. Why is the narrator so hurt by the headline that appears in Eleventh grade? How can you tie this in with previous class discussions we have had? Activity Two: (10 minutes) As a group discussion, students will examine Penelope as a character, and explore the social inuences that bring this beautiful, wealthy, intelligent girl to a point where she is dealing with bulimia. Is bulimia a disease of privilege? How does this concept register with Junior/ Arnold, who expresses early on in the book that he does not always know when he will get to eat next? This will introduce the idea of sizeism to the class, which will be a developing theme and reference point in the following class. Students will be asked to compare Junior in Part-Time Indians approach to Penelope and her clear eating disorder, to Sherman Alexies comment to the bulimic girls at his school. Closing: (10 minutes) Students will be asked to examine the ways in which they are privileged. As a mental homework, they will be asked to take notice, wherever they eat, (students may eat anywhere throughout the school) to take notice of how much food is thrown away. Further, I would like them to develop a consciousness about how often they say they are hungry when they are not, how often they eat out of boredom, and to explore the last time they felt hunger. In their thinking, they should consider Juniors commentary about not eating regularly, and Penelopes choice to vomit after eating. For homework, students should continue reading and consider the above points in their literary logs. Materials Needed Students will require notebook paper, the novel and a pencil. Assessment of Student Understanding The assessment for this unit is ongoing. Students will be evaluated on their quick write activities and class participation. Students will work on a readers bookmark as they read the text monitoring questions that arise, characters introduced, and major themes presented. Students will be given a reading quiz as formative assessment. Students will be assessed on readers journal entries, and a literary log. Students will respond orally and in writing, to lms and essays presented.

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Lesson Plan: Week Four

Title of the Lesson: Comparing Film and Text Unit of Study: The Absolutely True Diary of a Part-Time Indian Subject Area/Course: Language Arts Grade Level: Grade 9 Specic Content Standards addressed in this lesson: This lesson uses the Core Content Standards for English Language Arts Grade 9. Specic Essential Questions addressed in this lesson: How can a challenged sense of identity lead to depression? How can we determine bias in a documentary lm? What connections can you make between Native American life as presented in the text and in the lm? Learning Outcomes/Expectations/Objectives: Students will view a documentary lm to build understanding of an ethnic group, and will explore a non-ction narrative. Students will consider the balance of having a dual identity as presented in the novel and the lm When Your Hands are Tied. Students will identify challenges presented to the Native American population through close reading and analysis. Students will evaluate and discuss literary elements appearing in The Absolutely True Diary of a Part-Time Indian. Students will discuss Junior's use of illustrations to express his emotions and articulate his own ideas. Students will explore adversity, and the reinforcements that help us to work through difcult times. Pacing: This lesson will take place during one 54 minute period. Introduction/Opening: (10 minutes) Students will complete a Write Now activity, following this prompt: Explore Juniors suicidal thoughts. How was suicide addressed in the rst part of the lm? What are the cultural ways in which we are expected to grieve? What is the grieving process in the Native American community? Why does Junior blame himself for his sisters death? Activity One: (30 minutes) Students will nish watching the lm, When My Hands Are Tied. We will stop, as a class, periodically to discuss points from the lm which trigger questions or commentaries about the Native American population or the novel.

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Activity Two: (10 minutes) Students will discuss thematic similarities between the lm and the texts presented throughout the entirety of this unit. How does this lm reinforce the idea of a conicted identity between modern society and traditional culture? Does this help to explore the idea of part-time? Students will be guided to examine their answers from the rst week of this unit where they explored the idea of part-time on the inferences chart. How have their opinions changed throughout this unit? Closing: (5 minutes) Students will be asked what questions they have about the lm, the text or the class discussion. For homework, students will write a reaction to and review of the lm. Materials Needed Students will require notebook paper, the novel and a pencil. Assessment of Student Understanding The assessment for this unit is ongoing. Students will be evaluated on their quick write activities and class participation. Students will be given a reading quiz as formative assessment. Students will be assessed on the readers bookmark and a literary log.Students will respond orally and in writing, to lms and essays presented.

Lesson Plan: Week Five

Title of the Lesson: Reaching Out Unit of Study: The Absolutely True Diary of a Part-Time Indian Subject Area/Course: Language Arts Grade Level: Grade 9 Specic Content Standards addressed in this lesson: This lesson uses the Core Content Standards for English Language Arts Grade 9. Specic Essential Questions addressed in this lesson: How can someone in a majority position help someone in a minority position? What can people do to help themselves?

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What things are out of our control as individuals? What things can we control? In what ways does our global community demonstrate inequality? Learning Outcomes/Expectations/Objectives: Students will examine and research examples of inequality throughout the world, and will build multicultural understanding and awareness. Students will be able to articulate ideas through writing about societal inequalities and consider ideas which could ignite a change. Students will be asked to consider the role of equality and inequality in their own society, and to construct an improvement plan. Students will explore the power of words, and will stand up for something they believe in. Pacing: This lesson will take place during one 54 minute period, with two weeks to research and complete the nal project. Introduction/Opening: (5 minutes) Students will complete a Write Now activity, following this prompt: Is Aaron Huey making a difference in the lives of the Lakota people? How are people able to make differences in the lives of others? What examples can you think of? Explain your answer. Activity: (45 minutes) Students, in pairs or groups of three, will choose a minority group that has been subjected to inequality in some capacity, and will rst create an awareness campaign. Throughout the course of this unit, students have focused on identity, stereotyping and transparency. Using a presentation format, either Prezi or Keynote, students will create an informative presentation of 10 to 15 minutes about a certain ethnic minority. They will make an informative presentation about the population they have chosen and the inequality/stereotyping/ transparency they have endured. Next, students will be asked, in groups, to create an improvement plan for these people. They will be asked to draft letters to people in power, and to construct a series of proposals to improve the quality of life for the minority groups. This will follow a format similar to Model United Nations. Students will have to present their proposals and letters to the class. This is separate from the informative presentation. Students will visit the computer lab to explore their ideas, conduct research and complete the task. Students will be asked to present to one another. Hopefully, students will send letters and spread awareness about their topics on a larger scale. During this time, I will walk around and meet with students to help clarify their ideas, focus their topics and answer their questions. Closing: (5 minutes) Students will be brought back as a class to share ideas, concerns and questions about the project. We will revisit some of the key themes from the text and explore what thoughts we have for our improvement plans. Materials Needed

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Students will require notebook paper, the novel, a computer and a pencil. Assessment of Student Understanding The assessment for this unit is ongoing. Students will be assessed on their nal projects, presentations and research. Students will have a nal exam for the novel, and will turn in the literary log and readers bookmark.

Core Content Standards Addressed

CCSS.ELA-Literacy.W.9-10.1, CCSS.ELA-Literacy.W.9-10.2, CCSS.ELA-Literacy.W.9-10.3, CCSS.ELA-Literacy.W.9-10.4, CCSS.ELA-Literacy.W.9-10.5, CCSS.ELA-Literacy.W.9-10.6 CCSS.ELA-Literacy.W.9-10.7, CCSS.ELA-Literacy.W.9-10.8, CCSS.ELA-Literacy.W.9-10.9, CCSS.ELA-Literacy.W.9-10.10, CCSS.ELA-Literacy.SL.9-10.1, CCSS.ELA-Literacy.SL.9-10.2, CCSS.ELA-Literacy.SL.9-10.3, CCSS.ELA-Literacy.SL.9-10.4, CCSS.ELA-Literacy.SL.9-10.5, CCSS.ELA-Literacy.SL.9-10.6, CCSS.ELA-Literacy.RL.9-10.1, CCSS.ELA-Literacy.RL.9-10.2, CCSS.ELA-Literacy.RL.9-10.3, CCSS.ELA-Literacy.RL.9-10.4, CCSS.ELA-Literacy.RL.9-10.5, CCSS.ELA-Literacy.RL.9-10.6, CCSS.ELA-Literacy.RL.9-10.7, CCSS.ELA-Literacy.RL.9-10.9, CCSS.ELA-Literacy.RL.9-10.10

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Additional Materials
Making Inferences: a modified Think-Aloud Strategy
Inference: The implied meaning Implied Meaning: Something that is not directly stated, but you gure out from the reading anyway.

Story Segment OneThe T itle

The Absolutely True Diary of a Part-Time Indian

-by Sherman Alexie
*Stop Reading*

story is going to be about?

What do you think this

(What is implied?)

Inferences

(How do you know?)

Clues

Is it possible to have a part-time identity? What do you think this means?

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Story Segment TwoBecause Geometry is not a country somewhere near France

All right, kids, lets get cracking, Mr. P said as he passed out the geometry books. How about we do something strange and start on page one? I grabbed my book and opened it up. I wanted to smell it. Heck, I wanted to kiss it. Yes, kiss it. Thats right, I am a book kisser. Maybe thats kind of perverted or maybe its just romantic and highly intelligent. But my lips and I stopped short when I saw this written on the inside front cover:

This Book Belongs to Agnes Adams

Okay, now youre probably asking yourself, Who is Agnes Adams? Well, let me tell you. Agnes Adams is my mother. MY MOTHER! And Adams is her maiden name. So that means my mother was born an Adams and she was still an Adams when she wrote her name in that book. And she was thirty when she gave birth to me. Yep, so that means I was staring at a geometry book that was at least thirty years older than I was. I couldnt believe it. How horrible is that? My school and my tribe are so poor and sad that we have to study from the same dang books our parents studied from. That is absolutely the saddest thing in the world. And let me tell you, that old, old, old decrepit geometry book hit my heart with the force of a nuclear bomb. My hopes and dreams oated up in a mushroom cloud. What do you do when the world has declared nuclear war on you?

Predict what will happen

(What is implied?)

Inferences

(How do you know?)

Clues

What has changed from your first impressions? Explain.

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Story Segment Three- How to Fight Monsters

The next morning, Dad drove me the twenty-two miles to Reardan. Im scared, I said. Im scared, too, Dad said. He hugged me close. His breath smelled like mouthwash and lime vodka. You dont have to do this, he said. You can always go back to the rez school. No, I said. I have to do this. Can you imagine what would have happened to me if Id turned around and gone back to the rez school? I would have been pummeled. Mutilated. Crucied. You cant just betray your tribe and then change your mind ten minutes later. I was on a one-way bridge. There was no way to turn around, even if I wanted to. Just remember this, my father said. Those white people arent better than you. But he was so wrong. And he knew he was wrong. He was the loser Indian father of a loser Indian son living in a world built for winners. But he loved me so much. He hugged me even closer. This is a great thing, he said. Youre so brave. Youre a warrior. It was the best thing he could have said.

Predict what will happen

(What is implied?)

Inferences

(How do you know?)

Clues

What can you infer from this passage? Does this reinforce or alter your previous predictions? Explain your answer.

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Story Segment Four Dance, Dance, Dance

Yeah, so I pretended to have a little money. I pretended to be middle class. I pretended I belonged. Nobody knew the truth. Of course, you cant lie forever. Lies have short shelf lives. Lies go bad. Lies rot and stink up the joint. In December, I took Penelope to the Winter Formal. The thing is, I only had ve dollars, not nearly enough to pay for anythingnot for photos, not for food, not for gas, not for a hot dog and a soda pop. If it had been any other dance, a regular dance, I would have stayed home with an imaginary illness. But I couldnt skip Winter Formal. And if I didnt take Penelope then she would have certainly gone with someone else. Because I didnt have money for gas, and because I wouldnt have driven the car if I wanted to, and because I didnt want to double date, I told Penelope Id meet her at the gym for the dance. She wasnt too happy about that. But the worst thing is that I had to wear one of Dads old suits:

Predict what will happen

(What is implied?)

Inferences

(How do you know?)

Clues

What can you infer from this passage? Does this reinforce or alter your previous predictions? Explain your answer.

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Story Segment FiveBecause Russian Guys Are Not Always Geniuses

Rowdy was right. I had killed my sister. Well, I didnt kill her. But she only got married so quickly and left the rez because I had left the rez rst. She was only living in Montana in a cheap trailer house because I had gone to school in Reardan. She had burned to death because I had decided that I wanted to spend my life with white people. It was all my fault. I hate you! Rowdy screamed. I hate you! I hate you! And then he jumped up and ran away. Rowdy ran! Hed never run away from anything or anybody. But now he was running. I watched him disappear into the woods. I wondered if Id ever see him again. The next morning, I went to school. I didnt know what else to do. I didnt want to sit home all day and talk to a million cousins. I knew my mother would be cooking food for everybody and that my father would be hiding out in his bedroom again. I knew everybody would tell stories about Mary. And the whole time, Id be thinking: Yeah, but have you ever heard the story about how I killed my sister when I left the rez? And the whole time, everybody would be drinking booze and getting drunk and stupid and sad and mean. Yeah, doesnt that make sense? How do we honor the drunken death of a young married couple? HEY, LETS GET DRUNK! Okay, listen, Im not a cruel bastard, okay? I know that people were very sad. I knew that my sisters death made everybody remember all the deaths in their life. I know that death is never added to death; it multiplies. But still, I couldnt stay and watch all of those people get drunk. I couldnt do it. If youd given me a room full of sober Indians, crying and laughing and telling stories about my sister, then I would have gladly stayed and joined them in the ceremony. But everybody was drunk. Everybody was unhappy. And they were drunk and unhappy in the exact same way.

Predict what Junior will do next

(What is implied?)

Inferences

(How do you know?)

Clues

What can you infer from this passage? Why does Junior blame himself for his sisters death? Explain your answer.

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Story Segment SixRemembering

I realized that I might be a lonely Indian boy, but I was not alone in my loneliness. There were millions of other Americans who had left their birthplaces in search of a dream. I realized that, sure, I was a Spokane Indian. I belonged to that tribe. But I also belonged to the tribe of American immigrants. And to the tribe of baseball players. And to the tribe of bookworms. And the tribe of cartoonists. And the tribe of chronic masturbators. And the tribe of teenage boys. And the tribe of small-town kids. And the tribe of Pacic Northwesterners. And the tribe of tortilla chips-and-salsa lovers. And the tribe of poverty. And the tribe of funeral-goers. And the tribe of beloved sons. And the tribe of boys who really missed their best friends. It was a huge realization. And thats when I knew I was going to be okay. But it also reminded me of the people who were not going to be okay. It made me think of Rowdy. I missed him so much.

Predict what Junior will do next

(What is implied?)

Inferences

(How do you know?)

Clues

examples of events which led to Juniors moment of realization? Explain your choices.

What can you infer from this passage? How has Junior changed? Can you find

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As you read: Bookmarks

While you read, it is important to take notes. To ask questions. To clarify your own ideas. To make predictions. To highlight important passages.
Take a paper. Fold it in thirds. Keep it in your book and write on it as we go along. You have six sides to play with, and you may categorize them however you wish. If you need help, just ask! You will be expected to turn in one readers bookmark per week for a grade. They will be quickly returned to you so you can use them to help you as we read the text. Also- they are great for holding your place in the text!! Use the following questions from Myers to help you: 1. What character was your favorite?

2. Why?What characters did you dislike? Why?

3. Does anyone in this work remind you of anyone you know? 4. Are you like any character in this work? Explain.

Explain.

5. If you could be any character in this work, who would you be? Explain.

6. What quality(ies) of which character strike you as a good characteristic to develop

7. Overall, what kind of feeling did you have after reading a few paragraphs of this work? 8. Do any incidents, ideas, or actions in this work remind you of your own life or 9. Do you like this piece of work? Why or why not? Why do you think you got confused? something that happened to you? Explain. Midway? After finishing the work?

within yourself over the years? Why? How does the character demonstrate this quality?

10. Are there any parts of this work that were confusing to you? If so, which parts? 11. Do you feel there is an opinion expressed by the author through this work? What is it? How do you know this? Do you agree? Why or why not?

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12. Do you think the title of this work is appropriate? Is it significant? Explain. What do 13. Would you change the ending of the story in any way? If so, tell your ending. Why 14. What kind of person do you feel the author is? What makes you feel this way? 15. How did this work make you feel? Explain. 16. Do you share any of the feelings of the characters in this work? Explain. this? What do you think might happen? would you change it? you think the title means?

17. Sometimes works leave you with a feeling that there is more to tell. Did this work do 18. Would you like to read something else by this author? Why or why not? work? Explain why it is important. students? Why or why not?

19. What do you feel is the most important word, phrase, passage or paragraph in this 20. If you were an English teacher, would you want to share this work with your

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Native American Generalizations

1. Write down as many generalizations as possible from each of the cartoons. 2. Are these stereotypes racist and if so, why is it important to be aware of these things? 3. Examine and describe what you interpret to be the bias from each of the following cartoons. 4. Write down anything else you thought was interesting. 5. Choose one and write to a newspaper either supporting or critiquing the appearance of this cartoon. Be sure to thoroughly explain your argument.

(The Newberry, 2011)

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Additional Images and Maps Used

(Emersonkent.com: World history)

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Final Reflections
Overall I feel good about the text that I have chosen and the capacity it has to appeal to students. It is contemporary and exciting, and invites a multicultural exploration on content alone. From a multicultural perspective, The Absolutely True Diary of a Part-Time Indian covers so much. I feel that this text is one worth learning. It is a coming of age story that embraces identity struggles and a developing sense of self. It addresses where we are coming from and where we are going as individuals, and in a collective group. In this one text, there is a presentation of classism, racism, sizeism and gender issues. These lessons work to build an open-mindedness to all people. It is immediate and timely. I feel that at the end of this unit my students will walk away having learned more about the Native American population than they knew before. I am condent that this unit helps to build awareness of other cultures and stereotypes, and that the students will develop an understanding of the transparency that can exist in minority cultures. I want my students to understand that there is more to our global existence than the benets they have been fortunate enough to experience in their lifetimes, and I want them to care about others. Since this unit is new, while it is in progress, I will take notes on the highs and lows of the activities as I go along. I try to stay open to new ideas, and strive to always remain exible in my lesson planning. I am sure that while I am using this plan I will make changes to the order in which things are presented or will add and subtract as necessary. I am excited to use this plan with my students, and am optimistic that it will be a fun unit.

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References (n.d.) Emersonkent.com: World history for the relaxed historian. [Web]. Retrieved from http:// www.emersonkent.com/images/maps/native_american_map.jpg This is a map I used with students to show them the Native American tribes of the United States. (n.d.) Native languages of the americas. Retrieved from http://www.native-languages.org/ washington.htm This website provides information about the native populations of the United States on a state by state basis. I used this as background information for the Spokane and Coeur dAlene indian tribes of Washington state, where Sherman Alexie is from. It provides maps, background and language information about many tribes. Alexie, S. (1998, June 28). I hated tonto (still do). Retrieved from http://articles.latimes.com/ 1998/jun/28/entertainment/ca-64216 In this essay, Sherman Alexie explores his own reactions to the stereotypical presentations of Native Americans on television and in lm throughout his childhood. This is supplemental to the theme of stereotypes that is a large component of this unit. Alexie, S. (2012, January 20). Indian education by Sherman Alexie. Retrieved from http:// comosr.spps.org/Alexie.html In this essay, Sherman Alexie recounts his own experiences of attending school on an Indian reservation. This is helpful to my class as it shares many common elements with the core text. Alexie , S. (2011). Sherman Alexie: The ofcial Sherman Alexie website. Retrieved from http:// www.fallsapart.com/ This is the authors website, which provides helpful information about the author. Alexie, S. (2007). The absolutely true diary of a part-time indian. New York: Little, Brown Books for Young Readers. This is the central text for this unit. It is a story about Arnold Junior Spirit, a boy seeking better opportunities in the world while sorting out his own identity. His decision to leave the reservation school for one further away with better resources creates is a difcult one. The novel follows Junior, his family and friends as he makes this transition. Carnegie museum of natural history. (n.d.). Retrieved from http://www.carnegiemnh.org/ online/indians/index.html/ This website explores the tribes of Native American people according to geographical region in the United StatesNorth, South, East and West. It explores foods, spiritual beliefs, important plants and animals and environment.

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Hartle, M. B. (Filmmaker). (2006). When your hands are tied. [Film]. Retrieved from http:// vimeo.com/10752418 This is an independent lm project by Mia Boccella Hartle which focuses on the struggle of many Native American youths to balance both worlds of their cultural heritage and modern society. This aligns perfectly with this unit, as part-time identity is a key theme throughout the text. While this lm focuses on tribes in the American Southwest, the thematic elements still t perfectly. Huey, A. (2010, Sept.). Aaron Huey: America. Retrieved from http://www.ted.com/talks/ aaron_huey.html This is a lecture by Aaron Huey, a photographer who has spent the last ve years working with the Lakota tribe on the Pine Ridge Indian Reservation in South Dakota, which is bigger than Delaware and Rhode Island combined. He discusses the ways in which this reservation is similar to a prisoner of war camp, and recounts a history not taught in history books. His call is to restore the land that he believes rightfully belongs to the Lakota people. Hughes, L. (1996, 6 25). cswnet. Retrieved from http://www.cswnet.com/~menamc/ langston.htm This classic poem aligns thematically with the core text for this unit, as it examines what happens when dreams are not actively pursued, as is the case with many of the characters in the text. The Newberry. (2011). Indians of the midwest. Retrieved from http:// publications.newberry.org/indiansofthemidwest/indian-imagery/stereotypes/ It is from this website that I found the cartoon of two children walking, one with his head lled with iconic Native American images from sports teams and Disney. He tells his friend that she doesnt look Indian, as she doesnt match any of these pictures in his mind. Paul, D. (26 N). www.danielnpaul.com. Retrieved from http://www.danielnpaul.com/ AmericanIndiansGenocide.html This website provides a wealth of background information about the experience of Native American people and their gruesome history in the United States as a result of settlers taking over their lands with violent tactics. Pyrillis, R. (n.d.). Sorry for not being a stereotype. Retrieved from http://www.manataka.org/ page392.html This essay examines the stereotypes most commonly associated with Native Americans and poignantly addresses the level of transparency, invisibility and permissibility granted to Native American stereotyping in American society. Robinson, G. (2012, February 18). Cartoons relating to native american indian sports team mascots. Retrieved from http://mixedamericanlife.wordpress.com/2012/02/18/cartoonsrelating-to-native-american-indian-sports-team-mascots/

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The cartoon of the man dressed as a Native American suggesting that he is honoring the culture is from this website. Schmidt, R. (1999, November 12). Native comic strips vs. comic books. Retrieved from http:// www.bluecorncomics.com/nastrips.htm This website presents many examples of stereotyping against Native Americans in mass media. It is from this website that I found many of the cartoons that I shared with my students. Singer, A. (Artist). (2007). First illegal immigrants. [Print Drawing]. Retrieved from http:// www.microcosmdistribution.com/catalog/title/682/ This is the creator of the cartoon suggesting that the rst settlers of the United States were in fact the rst illegal immigrants. Spike Inc. (2011). Retrieved from http://www.spokanetribe.com/ This website provides information about the Spokane Indian tribe, as it is now, today, in Washington state. Weiser, Kathy. (2012, March 26). Legends of America. Retrieved from http:// www.legendsofamerica.com/na-timeline.html This website presents a detailed timeline from Native American history beginning in 1492, and extending to 1999. White, D. (2007). Life on the reservation. [0]. Retrieved from http://www.youtube.com/watch? v=mV4QfYWcifM This is a documentary lm that follows several young people as they show what life on an Indian reservation looks and feels like. Youtube. (2007, October 31). Retrieved from http://www.youtube.com/watch? v=_hJFi7SRH7Q This video is a montage of cinematic presentations of Native Americans in Hollywood lms. Throughout the video, several scholars speak about the impact this has on society. Youtube. (2010). [0]. Retrieved from http://www.youtube.com/watch?v=EmqI6Sz_TR4 This video explores childrens lms and the ways in which Native Americans are portrayed.