Jean-Claude Lejeune

C olUMBUS and Native Issues in the Elementary Classroom by Bob Peterson

Many of us grew up with the seemingly innocent people live in all 50 states and in all countries of the refrain, “In fourteen hundred and ninety-two, Co- Americas and continue to resist discrimination and lumbus sailed the ocean blue.” Throughout our oppression. schooling, our understanding of Columbus didn’t To do this requires first that teachers themselves move much beyond this simple rhyme. are well educated or, in many cases, reeducated on Unfortunately, the education of children today these issues. Howard Zinn’s A People’s History of the is not much different. While children’s books, social United States and Hans Koning’s Columbus, His En- studies texts, and the digital world may be more terprise are good places to start. Equally, if not more colorful, the approach is too often the same. important is to learn from Native people in your It is not easy for early childhood and elemen- area. Take the time to check out local Native organi- tary school teachers to challenge the Columbus myth zations and events, ask them for advice on what in a way that doesn’t just demonize Columbus. We might be most helpful for your own education and need to help students understand Columbus’ indi- your students, and check with your local librarian vidual role in the context of European colonialism for resources on the original and/or current Native that sought wealth and land at the expense of the inhabitants of your community. millions of Native Americans. Students should un- derstand that many Native peoples resisted the Assess Your Students European invasion and, despite a history of near How we approach issues such as Columbus and genocide, have survived. Also, teachers should strive stereotypes depends on children’s developmental to have their students understand that Native levels. For a child of 4 or 5 years old, “history” is

Rethinking Columbus 35 yesterday and the “future” is tomorrow. A 5th grader, was round’”—a false statement—I respond, “Well, on the other hand, might be more sophisticated—but that’s what I was taught in school too. We’re going often thinks Martin Luther King, Jr. fought against to research that to see if that’s correct.” slavery and views historical figures uncritically. Sometimes in early discussions of Native Ameri- Even the youngest children, however, should begin cans a student might comment about people wearing to experiment with words such as “fair,” “unfair,” feathers or living in a tipi. Such statements are based and “stereotype,” just as we try to teach them the on stereotypes and should be challenged. I point out meaning of “respect” and “cooperate.” that such ideas are “stereotypes.” I write the word on One way to start studying Columbus and Native the board and review its meaning, if we’ve already Americans is to assess what students already know. covered this concept during the school year, or ask Ask them who were the original inhabitants of the students what they think it means if we have not. I land where their school is located and what they explain that a stereotype is an untrue statement about know of them. Ask what they know about Christo- a whole group of people. If I haven’t introduced pher Columbus (or an early European settler who the concept prior I say something like, “This is an first came to your state or community). important word and idea that we are going to learn Another approach is to have students as a about, and in fact we are going to hear from Native homework assignment interview family members children what they think about stereotypes.” about what they know and think about Columbus and Columbus Day. At the multiracial school where I An Anti-Stereotype Curriculum work, 1st-grade teachers use this assignment to learn When stereotypes are out in the open, it’s crucial what parents think and to demonstrate that there are they be dealt with. You might work with colleagues multiple views about Columbus. to build an “anti-stereotype curriculum.” Here are Responses from families and students vary. Oc- some activities and class discussion starters that casionally, they are completely incorrect or based on might be useful: stereotypes. When a student says, for example, “My • Show the filmstrip Unlearning “Indian” Ste- dad said, ‘Columbus was great because he was one reotypes, by the Council on Interracial Books for of the few people of his time who thought the world Children (available in DVD format through Rethink- ing Schools), and discuss it with your students. For younger children, show it in three or four parts and Stereotype Checklist discuss each separately. • Ask students what the Native children in Un- The book Through Indian Eyes, edited by learning “Indian” Stereotypes identified as stereotypes Slapin and Seale, has a checklist to evaluate about Native Americans and how the Native children childrenís books. The checklist examines both felt when they saw such stereotypes in the books. blatant stereotypes and more subtle biases. • Show Unlearning “Indian” Stereotypes a second Some of the many questions raised: time and ask your students to remember as much as • In ABC books, is “E” for Eskimo or they can about how the Native children described “I” for Indian? In picture books are children the history of their people and the unfair things that shown “playing Indian”? happened to them. • Are Native people shown as savages or • Ask students if anyone in their extended fam- primitive people rather than as human beings ily or friends of their family has Native American who are members of highly complex societies? heritage. I have this conversation as part of a larger • Are Native people always shown the unit when students write autobiographies. Often same, without regard for the cultural, religious, children proudly talk about their own or their rela- and language differences among tribes? tives’ Native heritage. • Are Native people described with racist • At a separate time, revisit the word “stereo- imagery, such as “half-naked,” “brutal,” or type” and help students recall the definition—as a “bloodthirsty”? Do the Native people speak mistaken idea about how a whole group of people in short, inarticulate sentences such as “Me think, behave, or dress. Give examples that do not go. Soldier make fire. We now hide.”? relate to American Indians, such as the view by some • Is Native culture depicted in a conde- that girls can’t be good baseball players, or boys can’t scending way in which, for example, religious cook, or that all elderly people are frail. Ask students: beliefs are “superstitions”? Is there a paternal- What is wrong with stereotypes? How could these istic distinction between “them” and “us”? be hurtful? Use one of the above examples: If a coach thought that all girls couldn’t play baseball, whom might that hurt and how? Students will likely point

elementary school issues 36 Andrew Connors

Students and a Native elder drum together. out that stereotypes like this could easily lead to the Halloween by Norman Bridwell, in which Clifford coach discriminating against and not letting girls be uses a feather headdress to dress up as an Indian; or on the team. It can also prevent girls from having Maurice Sendak’s Alligators All Around, in which the the opportunity to play and practice, making the alligators are “imitating Indians” by wearing feath- stereotype self-fulfilling. er headdresses, carrying tomahawks, and smoking • Describe some stereotypes about Native pipes. Also look at stereotypes in society at large, Americans, and try to make analogies with children’s such as in the names of sports teams or cars or mas- own experiences. Ask the children how their family cots for schools. Talk about the Cleveland Indians, dresses for special occasions and ceremonies, such or the Jeep Cherokee, or Winnebago motor homes. as weddings. Point out that it’s a stereotype to think Ask students what other cars or sports teams named that all people of their ethnic background always after nationality groups. Have students reflect on dress as if they were at a wedding. Likewise, it’s a how such stereotypes hurt Indians and distort other stereotype to think that all Indians dress with feath- people’s images of them and their cultures. ers all the time. • Use the article (p. 131) on people fighting • As an extension activity for Unlearning “In- against Indian “mascots” to start a discussion on dian” Stereotypes, have students become “stereotype what people can do to fight stereotypes. detectives.” Collect some stereotypical materials— • Point out and discuss stereotypes in books greeting cards, old alphabet and counting books, students read in class. As we model such think- history books, or children’s books on Columbus. ing and give children the opportunity to think on (The success of this activity depends on locating their own—“Did you notice any stereotypes in that fairly obvious stereotypes. I have a box in my class- story?”—children will improve their ability to think room closet where I store books with stereotypes critically. that I’ve collected from library discards, rummage • Use quality books to show how contempo- sales, and second-hand book stores.) Model how to rary Native people live and look. Children of Native identify a stereotype using one of your collected America Today, by Yvonne Wakim Dennis and Arlene materials writing what it is and why it is a stereotype. Hirschfelder (Charlesbridge, 2003) is a wonderful In groups, have students examine materials that you collection of photos and brief descriptions of Native have collected. Some of the most common stereo- children today. types are found in alphabet books that have “I for • Invite Native American adults into your Indian,” or in children’s favorites such as Clifford’s classroom to talk about their jobs and families and

Rethinking Columbus 37 how they feel about how Native “What did you do about Americans have been treated. it?” I asked. • Have children think “I ripped it up.” “I slugged about a time in their lives when him,” came the chorus of re- they fought against something sponses. Cringing and making that wasn’t fair. Explain how a mental note to strengthen my Native peoples have fought for conflict resolution curriculum, what is “fair”—their land and I initiated a discussion. “What way of life. else might you have done with your brother? Why do Taking Action your brothers and sisters have As children become aware feather headdresses and how of how unfair stereotypes are, do we learn such things?” teachers might encourage them Finally the students decid- In ABC books, is “E” for “Eskimo”? to not only complain about ed there were more productive From Reed & Oswald, My Little Golden them, but to take action. Educat- Dictionary. things they could do. They first ing others, writing to publishers scoured the school library for and stores, and talking to librar- books with stereotypes. Since ians are all possibilities. One time after a discussion they didn’t find many, they decided to investigate the of Indian stereotypes, my 5th-grade students seemed 1st-grade room of one of their siblings. They wrote particularly angered by what they had learned. The a letter to the teacher asking permission, and then next day they talked about how their siblings in went in armed with clipboards, paper, and pens. They 1st grade had come home with construction-paper found a picture of an Indian next to the letter “I” in headdresses with feathers. the alphabet strip on the wall. They came back and “That’s a stereotype!” the students proudly decided they wanted to teach the 1st graders about proclaimed. stereotypes. I was skeptical, but agreed, and after much rehearsal, they entered the 1st-grade classroom to give their lesson. Later they reflected on it and two Helping Young Children students wrote in our school newspaper: We have been studying stereotypes of Native Ameri- Critique Columbus cans. What is a stereotype? It’s when somebody says Books something that’s not true about another group of people. As part of an “anti-stereotype curricu- For example, it is a stereotype if you think all Indians wear lum,” it is useful to have children break into feathers or say “HOW!” Or if you think that all girls are groups and examine books on Columbus. The delicate. Why? Because some girls are strong. following questions can be written as a chart and can help children recognize the subtle Columbus Revisited ways in which books present stereotypes and To find out what your students know about distort information. Columbus, have them draw or write what they 1. How many times did Columbus talk? have learned previously. Based on what they know, 2. How many times did we get to know different approaches might be tried. what he was thinking? Even for very young children, teachers can 3. How many times did the Native people talk about concepts such as fairness, discovery, and have names? culture. Through dramatization and discussion, chil- 4. How many times did the Native people dren can recognize that if someone was living in their talk? house and some one else came up and “discovered” 5. How many times did we get to know it, it wouldn’t be fair for the new person to kick the what the Native people were thinking? current resident out. A similar dramatization about 6. What do you learn about Columbus’s Columbus can dispel the myth of the “discovery of life? the new world.” 7. What do you learn about Native The “discovered” purse exercise—where a people’s lives? teacher “discovers” and claims a student’s purse 8. Does the book describe the Native or backpack—is a great way to start a discussion people’s feelings? (see article, p. 17). I do it every year with my stu- 9. Does the book describe how Columbus dents as an introduction to our social studies unit treated the Native people? on Columbus.

38 elementary school issues After such activities, a good next step is reading “Why do some books not tell the truth?” “Why was or talking about accurate accounts of Columbus. Do I told something else at home or last year in school?” the children know, for example, that few of the Na- “My mom says Columbus was a brave man and a tive children who witnessed Columbus’ arrival in the hero.” Americas ever grew to adulthood? Or that Columbus These are good questions without easy answers. and the Spaniards purposefully used attack dogs I have found that only by integrating such questions against Native peoples, not to mention more grue- throughout my entire curriculum do children begin some tactics such as cutting off hands and burning to realize that the content of TV and textbooks is often Native people alive? That Columbus initiated the shaped to serve interests of the status quo and those trans-Atlantic slave trade when he sent hundreds of who most benefit by the way society is organized. Native people back to Spain on his second voyage, By starting with a critical examination of Columbus, to be sold as slaves? I set the stage for similar examinations later in the By such dramatization and questions, I spark year—for example, when we look at how a handful interest in Columbus, highlighting that this was not of rich, white, male property owners elected our first only a huge conflict between invading Europeans and president or when we examine a news article on the Native peoples 500 years ago, but remains a conflict economy that quotes only business or government today in terms of how we sum up this history. leaders and ignores ordinary workers or union I use Jane Yolen’s book, leaders. Encounter, as a way to help I show students Bill Bi- kids imagine what a Taíno view As children become gelow’s slide-show on chil- might have been towards the dren’s books on Columbus first Europeans. I contrast that to familiar with details of (see Resources, p. 187) and we a traditional children’s book on discuss the omissions and lies Columbus that glorifies his role. the Columbus story, of many children’s books still I also have children read, in publication. I then tell my discuss, illustrate their own they often ask ques- kids I want them to be textbook books about Columbus, either detectives and to critically ex- using the story written by Tina tions such as, “Why do amine various children’s books Thomas (see p. 42) or selections on Columbus. In cooperative from other books which I usu- some books not tell the groups, kids brainstorm what ally read aloud. I read selections they should look for to see if from books such as Taínos: The truth?” “Why was I told the books on Columbus are People Who Welcomed Columbus accurate. Each group shares by Francine Jacobs, and Colum- something else at home their ideas, and overnight I bus and the World Around Him by or last year in school?” consolidate their ideas into a Milton Meltzer. “Textbook Detective” sheet After the initial introduc- (see box, p. 38). The next day, tion to my unit, I play the song working in pairs, the students “1492” (see box p. 41) by Nancy Schimmel and use evaluate different books. They share their findings the song to explain some of the many Native Ameri- with the whole class, and we brainstorm what can can nations that existed at the time of Columbus. be done. Ideas range from writing authors (or suing Later, I use Buffy Sainte-Marie’s powerful song, “My them!) to talking to librarians. Country, ’Tis of Thy People You’re Dying” (see p. One girl wrote to Ann McGovern, author of 28), to contrast the treatment of Native peoples to Christopher Columbus (Scholastic, 1992): “The kids our nation’s leaders’ professed adherence to demo- of La Escuela Fratney are reading your book as an cratic ideals. I also stress the positive through using experiment. We think that it does not tell the whole the alphabet of things that Native Americans gave truth. I don’t want to be mean or pushy, but it doesn’t to the world (see p. 75). I have kids choose an item say that Columbus forced six Taínos to go with him from the list and use mime to get the other students on his first trip back. He wanted gold and sometimes to guess it. As a homework assignment, they need he killed Taínos to get it. The book doesn’t say any- to list 15 different things at home that have origins thing about him killing Taínos, or even that there in the Americas. were Taínos. It says ‘Indian.’” Another student reflected on another book, “I Textbook Detectives think if a teacher made me read this book I really As children become familiar with details of the would think Columbus was great, but he wasn’t so Columbus story, they often ask questions such as, great. All the little kids who read this book are going

Rethinking Columbus 39 to get messed up. The kids of and the Taínos, or about why today need to dig deep so they some Native people don’t like get the truth.” to celebrate Columbus Day. Rarely do authors or pub- As a class we combined the lishers respond. A couple times, ideas from the small groups my students elected to write and came up with a play that additions or notes of caution had some children explaining for those books and asked the to their classmates why they librarian to put them with the weren’t going to celebrate the biased books. holiday. They used the space invader analogy as a way to ex- Role-Play Trial plain the issue to the audience. As a culminating activity, It ended with the aliens taking the class holds a trial of Colum- slaves back to their own galaxy bus (see pp. 87-93) which I have and “settling” our planet. adapted for my 5th graders (see p. 94). The students examine Important Reminders evidence, learn about trial pro- Osceola, Seminole leader, led a success- In discussing such issues, cedures, practice making argu- ful resistance of Native Americans and two points are especially im- ments and counterarguments, escaped African slaves against U.S. troops. portant. First, both the Native write speeches, and ultimately Americans and Africans fought hold a lively trial in which Columbus, his men, the valiantly, sometimes successfully, for their own King and Queen of Spain, and the Taínos are all freedom. One of the most moving examples in U.S. charged with contributing to the violence against history involves the Seminole Wars in Florida in the the Taínos. early to mid-1800s, in which Seminole Indians united with runaway and free African Americans to fight the Other Activites U.S. army. Each year in my reading group we read A host of other activities on this subject are the children’s story called Night Bird by Kathleen V. possible. Children might develop questions and Kudlinski (Scholastic, 1993), and I tell them the story interview people in their families and community. of Osceola, the Seminole leader during the second They could also ask “What do you think about Chris- Seminole War, whose African wife was kidnapped topher Columbus?” and “When, where, and how by slave traders. Henrietta Buckmaster’s book, The did you learn about him?” The responses could then Seminole Wars, is another good source of information. be charted and discussed in class or small groups. Written at a 5th-grade reading level, selections of the Host a debate in your classroom over the ques- book can be read to a whole class or by children in tion of whether Columbus Day, the federal holiday, groups. The story of cooperation between Native should be abolished, changed to commemorate Na- American and Africans who freed themselves lends tive Americans or revised in some other way. itself to provocative role plays and discussions about As children gain a new understanding of Colum- the need for multiracial unity, then and today. bus and the damaging effects of stereotypes, they Second, not all Europeans supported the barba- often want to do something about it. I encourage them rous acts against people of color. Even in Columbus’s to make their own stories, poems, dramas, murals, era, there were forceful critics of the mistreatment of videos, or drawings about Columbus and Native Native peoples, such as Bartolomé de las Casas and peoples. Using Paul Fleischman’s “Honeybees” Antonio de Montesinos (see p. 103). And while the dialogue poem (p. 55 in Rethinking Our Classrooms, Founding Fathers of the United States were writing Vol. 1, Rethinking Schools, 2007) as a model, I often a constitution that made slavery legal, Thomas Paine have children work in pairs and write a dialogue eloquently wrote against such a view. poem between Columbus and a Taíno. It is also important to link the myths surround- One year my students created a drama for a ing Columbus to other myths of U.S. history. In school program on Columbus Day that had a space particular, it is essential to expose the truth about invader “discover” the entire planet earth and claim the colonization of the Americas—its effect on the it for his own. First I gave the children a cartoon Native populations and how it led to the enslave- drawing of Columbus’ landfall with Taíno people ment of millions of people from Africa. By critically looking on. I asked them to write what both groups evaluating U.S. history as presented in most social might have been thinking. I asked them to write a studies books, we can help children learn to think skit either about the interaction between Columbus critically and independently.

40 elementary school issues Not Just History ing up like an “Indian” perpetuates stereotypes and Children must understand that when we dis- is insulting to Native people. cuss Native Americans, it is not only history. Na- The best way to approach the Columbus issue tive peoples have survived despite the European is to use it as a catalyst for change. Perhaps it will conquest, and live and work in all strata of society. help us reexamine approaches to teaching not only They continue their cultural traditions, and still seek about Native Americans and Columbus, but about the justice they have been long denied. other oppressed and “silenced” people as well. By using various books, maps, and pictures, And as children awaken to the true and rich teachers can help children understand that there history of the Americas, we can help them become are hundreds of different nations of Native peoples more inquisitive and responsible for their future in living today in the Americas who speak different the Americas. languages and have different cultures. One way of Bob Peterson ([email protected]) is a founding doing this is to refer to a particular people or nation editor of Rethinking Schools. by name (e.g., Cherokee, Hopi, or Yakama.) It is essential to introduce political concepts such as the importance of treaty rights. Children should learn that tribes are independent govern- ments with a special relationship to the federal government. They should learn of the hundreds of treaties that the U.S. government signed with A1492 Song Native peoples and then broke. They should be by Nancy Schimmel (Sisters’ Choice) familiar with Native struggles to save their land and protect their resources. They should learn of In fourteen hundred and ninety two indigenous views toward the environment and Columbus sailed the ocean blue. respect for Mother Earth. It was a courageous thing to do, For example, in 1855, Northwest Indians were But someone was already here. acknowledged to have rights to fish “as long as Chorus: the sun would shine,” and yet in recent years they The Inuit and Cherokee, have had to struggle to protect their fishing rights. the Aztec and Menominee, As part of the 4th-grade social studies curriculum, Onondaga and the Cree (clap, clap) students could examine how Native peoples were Columbus sailed across the sea, pushed out of their state, investigating what treaties But someone was already here. were signed and if they’ve been broken. To deal with contemporary issues, children Columbus knew the world was round, may want to write some of the organizations listed So he looked for the East in Resources (beginning on p. 182) or invite local while westward bound, Native Americans to speak at school. But he didn’t find While information on political struggles is what he thought he found, hard to come by, there is a growing body of Native And someone was already here. Chorus American folk tales and poetry for young children. One of the best collections, which also suggests It isn’t like it was empty space, dozens of related activities for the elementary school Caribs met him face to face. curriculum, is Keepers of the Earth, Native American Could anyone discover the place, Stories and Environmental Activities for Children, by When someone was already here? Michael J. Caduto and Joseph Bruchac. Chorus As teachers build an anti-stereotype curriculum, it is important to include parents. The curriculum So tell me who discovered what? can be an important way to help educate parents, He thought he was in a different spot. and to encourage parental involvement in the Columbus was lost, classroom. Parents, in turn, often have important the Caribs were not. perspectives to offer and can suggest how to carry They were already here. Chorus an anti-stereotype approach into the home. Teachers should prepare parents for alternative Recorded by Sally Rogers on the CD, views of Columbus Day and Thanksgiving. Teach- Rainbow (Rounder, 1992). ers should also use Halloween as a way to educate Sign around stereotypes, explaining to parents why dress-

Rethinking Columbus 41