DOCSLIB.ORG

Bozeman Public Schools Indian Education for All

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Bozeman Public Schools Indian Education for All Bozeman Public Schools Indian Education for All Name of Lesson: Native American Mascots Subject Area Focus: Montana Studies: Native American Studies Unit or a US Government class Grade Level: 8th to 12th Prepared by: Katrin Dougherty *Overview The purpose of this lesson is to get students to think about some familiar images, Native & Purpose/ American images and caricatures used as sports team mascots, from a variety of Essential perspectives in order to help them better understand this often-controversial topic. Questions Students will also utilize and practice a variety of important skills such as listening, participating in discussion and debate, and analyzing and evaluating a variety of images. This lesson engages students because they must use high level thinking skills and because it is an interesting topic to many who are interested in sports and/or problems with racism and stereotypes. *Materials * Native American Mascots PowerPoint Slideshow (if accommodations are necessary for certain students it is possible to print handouts of the slides so that students may write their notes on these.) * Power Point program * Computer * LCD Projector * Remote (optional) *Time Required 50 minutes or one class period *IEFA Essential #2: There is great diversity among individual American Indians as identity is Understanding(s) developed, defined and redefined by entities, organizations and people. A continuum of Indian identity, unique to each individual, ranges from assimilated to traditional. There is no generic American Indian. #5: Federal policies, put into place throughout American history, have affected Indian people and still shape who they are today. Much of Indian history can be related through several major federal policy periods. (Self-determination 1975-current) #6: History is a story most often related through the subjective experience of the teller. With the inclusion of more and varied voices, histories are being rediscovered and revised. History told from an Indian perspective frequently conflicts with the stories mainstream historians tell. *Time Required 50 minutes or one class period Bozeman Public Schools 1 Adapted from Georgia Department of Education December 2007 page *MT State *Media Literacy: Standards 1, 2, and 4 Content *Speaking and Listening: Standards 1, 2, and 3 Standard(s) *Social Studies: Standards 1, 2, 4, and 6 *Background Native American Mascots Information The use of Native Americans as sports team mascots is a widely-practiced and often controversial subject in America today. Many Native Americans and others are offended by the use of Native Americans as mascots, and they want these teams to stop using them; however, some do not mind the practice, and many others do not want to lose their team’s mascots. (Sears, Milloy, Will, MTIEA) This engaging, current, and often controversial topic serves as a good lesson in diversity, interpretation of media, critical thinking and debate for high school age students, and it will also create a broader understanding of some of the stereotypes—both negative and romanticized— about Indian people. The purpose of this lesson on Native American mascots is to get students to think about some familiar images: Native American images and caricatures that are used as sports team mascots, from a variety of perspectives in order to help them better understand this often-controversial topic. Students will also utilize and practice a variety of important skills such as listening, participating in discussion and debate, and analyzing and evaluating a variety of images. This lesson engages students because they must use high level thinking skills, and because it is an interesting topic to many who are interested in sports or problems with racism and stereotypes. Images of Indians have been used for a variety of reasons since Europeans and Euro-Americans came into contact with them hundreds of years ago. From early journalism and literature, to photography and motion pictures, to television and music, media, advertisement, and much more, the image of the Native American has been used for a variety of purposes. These images portray Indian people in a variety of ways; they can perpetuate racist stereotypes through cartoon caricatures, or they can promote romanticized, and often nostalgic, notions of what it means to be Indian through photographs. (Sears, Dime Novels, Gutenberg, Curtis, Geller, Driscoll) Just as the type of images of Indians vary greatly, so do the opinions of Indian people about these images. For example, depending on the content one Native American may view Indian mascots as perfectly fine, while another might be completely offended by them. In the case of Indians as mascots, the response depends on who is being asked. In some polls the majority of Native people do mind the use of Indians as mascots, while in others polls the majority find them offensive. (Millroy, Will) Those who are offended by the use of Indians as mascots argue that they put Native people in the same category as animals, which are the most common type of mascot. (Emert, Hook) Many people believe that these images are racist and they intensify harmful racist stereotypes of Indian people. (Hook, MTIEA) Others are offended by the types of images of Indians used by sports team mascots, many of which portray Indians in stereotypical “Indian” clothing (i.e. feathers etc.), and often depict them as violent or as degrading caricatures. (Hook) A term that many find especially offensive is “redskin,” because of the historical use of this word by bounty hunters to describe the scalps of the Indians they were hired to kill. Because they had to provide Bozeman Public Schools 2 Adapted from Georgia Department of Education December 2007 page evidence of their kills the bounty hunters would bring back Indian scalps, worth $1.00 - $2.00 each, and they called them “redskins.” To many Indians this term stands for death and is extremely insulting. (Millroy, Hook, AICS, Emert) However, there are many people who strongly want to keep their beloved mascots, and still more who do not mind either way. The Florida Seminole Tribe, for example, recently approved the mascot for Florida State University, and many other teams such as the Cleveland Indians, the Atlanta Braves, and the Washington Redskins have many loyal fans that would likely be sad to see their mascots go. (Sears) Some people even argue that many of the mascots honor Indian people. (Emert, Driscoll) In the case of K-12 education though the argument gets more heated, and in many cases schools have opted to change their mascots because they argue that they create an environment that is hostile to Native children. (Lapchick, Will, Driscoll, Emert) However, there are many schools that have kept their mascots. Currently it is not illegal to use images of Native Americans as mascots, although the United States Commission on Civil Rights, the Montana Indian Education Association and other groups have publicly condemned the use of Indians as mascots. (USCCR, MTIEA) Certainly there also are financial reasons to keep these mascots; it would be a great expense to any institution or organization to change one of their most-used symbols. (Emert) There are many valid arguments on either side of this debate. On one hand the group that finds the use of Indians as mascots offensive has the right to protest these images, and to stick up for themselves. On the other hand many people do not mind the use of Indians as mascots, and others are very attached to them. This lesson allows students to explore this issue from a variety of perspectives and it delves into important topics that are related to contemporary Indian people; it also engages students and allows them to practice critical thinking, and to perfect their skills at discussion and debate. *Primary As a result of this lesson students will: Learner Results *Learn about an important contemporary issue that is relevant to many Native Americans: The use of Native Americans as mascots for sports teams *Utilize and improve their skills at listening and discussing while viewing a Power Point slideshow accompanied by a brief lecture, while also participating in class discussion throughout the lecture. *Improve their skills at analyzing and evaluating media that is related to the topic including political cartoons and real life images of “Indian” mascots, logos, memorabilia, and costumes. *Practice and improve their skills at debating by participating in an informal debate that includes the entire class. Additional *Students will also further their knowledge of and practice the art of logical Learner Results thinking when as it applies to discussing and debating controversial topics. Students not only have to give their opinion, but they also have to back it up with logical arguments. This is an important skill that they will use throughout their education and their lives. Technology This lesson utilizes Power Point and can serve as a good demonstration or example for Connection students who often use this program. Students often get new ideas from viewing other Bozeman Public Schools 3 Adapted from Georgia Department of Education December 2007 page people’s slideshows that may be used to improve their own slideshows in a variety of classes and assignments. *Procedures Step 1 Hook: Description Write the following question on the board and ask students to write their answer in their Notebook. Tell students that they will use their answers during the debate after the lecture/discussion: Question: Is it okay to use Native Americans as mascots for sports teams? Why or why not? Duration 5-7 minutes Step 2 Slideshow, Lecture, Discussion, Image Analysis: Description Present the Native American Mascots Power Point slideshow with a brief lecture, and discussion while viewing the slides. (If accommodations are necessary for certain students it is possible to print handouts of the slides so that students may write their notes on these.) Allow students to interpret, analyze, and evaluate each image on the slideshow by asking questions, and having them explain the images for the class.
Load more

Recommended publications
  • Mascots: Performance and Fetishism in Sport Culture
    Platform , Vol. 3, No. 1 Mascots: Performance and Fetishism in Sport Culture Mary C. Daily (Boston College) Sport culture is something of great interest to citizens ranging from sociology scholars 1 to sports fans. The performance rituals that accompany sport include victory dances, school songs, cheers, and mascots. As Rick Minter, a mascot historian writes, “We all care about the symbols, nicknames, and legends of our club – mascots make them real again. They are a bit of our club that we can reach out and touch” (7). If we accept Minter’s conceptualization, what is the theoretical foundation that supports these representations? They make us laugh, we enjoy their athleticism, and kids love them; however, their lineage and purpose runs far deeper than their presence in the arena. This paper argues that mascot performances represent fetishized aspects of sport culture, and specifically, that such rituals embody the ability to relate to and influence the providence of a chosen athletic team. Arguably, the success of college and professional sport teams rests on their ability to claim triumph, and mascot performances are an integral part of that process to those who believe in their power. While sports fans enjoy mascots for their physicality as furry caricatures that dance along the sidelines, their significance is founded on a supernatural power relationship. The performance of mascots perpetuates their fetishized status in sports ranging from high school soccer to professional football. In the discussion of fetishization, one must be forgiving of possible oversimplifications present in the summarizing of various theorists, as the paper’s 1 James Frey and Günter Lüschen outline both collegiate and professional athletics, exploring competition, reception, and cultural significance.
    [Show full text]
  • “Indians,” “Braves,” and “Redskins”: a Performative Struggle for Control of an Image
    Linfield University DigitalCommons@Linfield Faculty Publications Faculty Scholarship & Creative Works 1999 “Indians,” “Braves,” and “Redskins”: A Performative Struggle for Control of an Image Jackson B. Miller Linfield College Follow this and additional works at: https://digitalcommons.linfield.edu/commfac_pubs Part of the Indigenous Studies Commons, Performance Studies Commons, Speech and Rhetorical Studies Commons, and the Sports Studies Commons DigitalCommons@Linfield Citation Miller, Jackson B., "“Indians,” “Braves,” and “Redskins”: A Performative Struggle for Control of an Image" (1999). Faculty Publications. Accepted Version. Submission 5. https://digitalcommons.linfield.edu/commfac_pubs/5 This Accepted Version is protected by copyright and/or related rights. It is brought to you for free via open access, courtesy of DigitalCommons@Linfield, with permission from the rights-holder(s). Your use of this Accepted Version must comply with the Terms of Use for material posted in DigitalCommons@Linfield, or with other stated terms (such as a Creative Commons license) indicated in the record and/or on the work itself. For more information, or if you have questions about permitted uses, please contact [email protected]. 1 “Indians,” “Braves,” and “Redskins”: A Performative Struggle for Control of an Image Jackson B. Miller Department of Speech Communication Southern Illinois University at Carbondale Carbondale, IL 62901-6605 Word count = 8,863 Jackson Miller is a doctoral candidate at Southern Illinois University at Carbondale. An earlier draft of this essay was presented at the 1997 NCA convention in Chicago. The author wishes to thank Suzanne Daughton, Andrew King, Ronald J. Pelias, Kathleen Spring, Nathan Stucky, Barbara Warnick, and three anonymous reviewers for their helpful comments on earlier drafts of this essay.
    [Show full text]
  • Skin in the Game: Providing Redress for American Sports' Appropriation of Native American Iconography Geraud Blanks University of Wisconsin-Milwaukee
    University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations August 2016 Skin in the Game: Providing Redress for American Sports' Appropriation of Native American Iconography Geraud Blanks University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the History Commons, Indigenous Studies Commons, and the Law Commons Recommended Citation Blanks, Geraud, "Skin in the Game: Providing Redress for American Sports' Appropriation of Native American Iconography" (2016). Theses and Dissertations. 1254. https://dc.uwm.edu/etd/1254 This Thesis is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. SKIN IN THE GAME: PROVIDING REDRESS FOR AMERICAN SPORTS' APPROPRIATION OF NATIVE AMERICAN ICONOGRAPHY by Geraud Blanks A Thesis Submitted in Partial Fulfillment of Requirements for the Degree of Master of Arts in Media Studies at The University of Wisconsin-Milwaukee August 2016 ABSTRACT SKIN IN THE GAME: PROVIDING REDRESS FOR AMERICAN SPORTS' APPROPRIATION OF NATIVE AMERICAN ICONOGRAPHY by Geraud Blanks The University of Wisconsin-Milwaukee, 2016 Under the Supervision of David Pritchard To date, legal efforts to eradicate the use of Native American iconography in American sports have focused on the concept of Indian nicknames as disparaging terms, and Indian mascots as harmful images. But subjective claims of harm are hard to prove and are often thwarted by First Amendment protections, because judges remain reluctant to regulate expressive and commercial freedom of speech based on offense.
    [Show full text]
  • Eliminating Indian Stereotypes from American Society: Causes and Legal and Societal Solutions Kim Chandler Johnson
    American Indian Law Review Volume 20 | Number 1 1-1-1995 Eliminating Indian Stereotypes from American Society: Causes and Legal and Societal Solutions Kim Chandler Johnson John Terrence Eck Follow this and additional works at: https://digitalcommons.law.ou.edu/ailr Part of the Civil Rights and Discrimination Commons, and the Indian and Aboriginal Law Commons Recommended Citation Kim C. Johnson & John T. Eck, Eliminating Indian Stereotypes from American Society: Causes and Legal and Societal Solutions, 20 Am. Indian L. Rev. 65 (1995), https://digitalcommons.law.ou.edu/ailr/vol20/iss1/3 This Article is brought to you for free and open access by University of Oklahoma College of Law Digital Commons. It has been accepted for inclusion in American Indian Law Review by an authorized editor of University of Oklahoma College of Law Digital Commons. For more information, please contact [email protected]. ELIMINATING INDIAN STEREOTYPES FROM AMERICAN SOCIETY: CAUSES AND LEGAL AND SOCIETAL SOLUTIONS Kim ChandlerJohnson* & John Terrence Eck** 1995 World Series Fans were greeted by a billboard,across from the stadium, which depicted a peace pipe broken in half by a three-dimensionaltomahawk. The billboardread: "There will be no peace-pipe smoking in Atlanta. Indians beware."*** Introduction Even in the 1990s, derogatory stereotypes of Native Americans are all 2 too common. In school textbooks,' film and television productions, literature3 and even children's toys,4 the American Indian is portrayed in a simplistic way: as a relic of the Wild West frontier days. "We're not ignorant, savage or subservient," said Indian activist Charles Tripp.5 Tripp, a Tulsa attorney and Cherokee Indian, spoke at an Oklahoma conference which was held the day after Thanksgiving to celebrate 1992 as the "International Year of the Indigenous People."6 He urged Indians and other *Assistant Public Defender, Oklahoma County, Oklahoma City, Okla.
    [Show full text]
  • Florida State: Champions of Native American Racial Relations
    Florida State: Champions of Native American Racial Relations The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation DiBiasi, Michael T. 2020. Florida State: Champions of Native American Racial Relations. Master's thesis, Harvard Extension School. Citable link https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37365630 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Florida State University: Champions of Native American Racial Relations By, Michael DiBiasi A Thesis in the Field of History for the Degree of Master of Liberal Arts in Extension Studies Harvard University November 2020 Copyright 2020 Michael DiBiasi Abstract American high school, collegiate, and professional sports teams use Native American mascots and insignia. Oftentimes, the usage of these mascots has sparked intense debates about whether or not images schools and teams use are racially insensitive. Universities and professional teams have argued that their team names and mascots are honoring the tribes that once inhabited their respective lands, and that by showing these images they are respecting the history of Native Americans and ensuring that future generations do not forget the origins of our country. Those arguing against the use of these images claim that the universities and professional teams miss the mark; rather than honoring a group of people, they are subjugating Native Americans by depicting them as sideshow oddities and subhuman stereotypes.
    [Show full text]
  • Braves Newsletter Jennifer Sands
    Braves Blast: Gameday Staff Newsletter May 2016 ”Brave of the Month” A Letter from Erin Sheehan, Walter Banks Director of Guest Services: A big thank you to everyone who made our very last Opening Day at Turner Field spectacular last month! Our fans, guests, and players received outstanding customer service. You all are a HUGE part in creating their unique and memorable experience. Thank you for your passion! As we gear up for the summer season, I wanted to remind you of our staff meeting this week and Staff Appreciation Week in June! Meet Mr. Walter Banks, Usher at the Atlanta Braves, in his What have our guests 51st straight season! Walter threw the first pitch last month for The Rome Braves, and continues to be an all-star on our been saying? gameday staff. It takes a special kind of personality as well as a passion for Braves fans to be apart of the gameday staff at “Being a Braves fan is a family tradition, and Turner Field. Walter is family. Braves fans travel from near and far to have a unique and We go to Turner Field to watch the ballgame, memorable experience that extends well beyond the confines chant the Tomahawk Chop, and to see Walter! He of the ballpark, and people like Walter are what makes fans makes our experience so special!” feel special. Thank you Walter for being apart of our Braves - Season ticket holders, John and Judy Matthews Family! Tomahawk Articles in the News: How the Atlanta Braves Engage Fans www.forbes.com, April 5, 2015 By: KaanTurnali Steeped with tradition and history, the Atlanta Braves are the only one with 20 franchises to have fielded a team every single MaJor League Baseball season.
    [Show full text]
  • Time to Bury the Tomahawk Chop: an Attempt to Reconcile the Differing Viewpoints of Native Americans and Sports Fans Justin P
    American Indian Law Review Volume 35 | Number 2 1-1-2011 Time to Bury the Tomahawk Chop: An Attempt to Reconcile the Differing Viewpoints of Native Americans and Sports Fans Justin P. Grose Follow this and additional works at: https://digitalcommons.law.ou.edu/ailr Part of the Civil Rights and Discrimination Commons, and the Entertainment, Arts, and Sports Law Commons Recommended Citation Justin P. Grose, Time to Bury the Tomahawk Chop: An Attempt to Reconcile the Differing Viewpoints of Native Americans and Sports Fans, 35 Am. Indian L. Rev. (2017), https://digitalcommons.law.ou.edu/ailr/vol35/iss2/8 This Comment is brought to you for free and open access by University of Oklahoma College of Law Digital Commons. It has been accepted for inclusion in American Indian Law Review by an authorized editor of University of Oklahoma College of Law Digital Commons. For more information, please contact [email protected]. TIME TO BURY THE TOMAHAWK CHOP: AN ATTEMPT TO RECONCILE THE DIFFERING VIEWPOINTS OF NATIVE AMERICANS AND SPORTS FANS Justin P. Grose* I. Introduction A young Caucasian undergraduate dons a buckskin outfit and "traditional" headdress of the fake American Indian Chief Illinewek.' He is the mascot for the University of Illinois at Urbana-Champaign.2 Chief Illinewek readies for his barefoot rush onto the field at Memorial Stadium in Champaign, Illinois to pump up the crowd for yet another home National Collegiate Athletic Association (NCAA) football game. The stands are filled with thousands of football spectators interested in a competitive match-up against an opposing team - not in the history of the Lakota (Sioux) Indians.
    [Show full text]
  • The George-Anne Student Media
    Georgia Southern University Digital Commons@Georgia Southern The George-Anne Student Media 10-22-1991 The George-Anne Georgia Southern University Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/george-anne Part of the Higher Education Commons Recommended Citation Georgia Southern University, "The George-Anne" (1991). The George-Anne. 1244. https://digitalcommons.georgiasouthern.edu/george-anne/1244 This newspaper is brought to you for free and open access by the Student Media at Digital Commons@Georgia Southern. It has been accepted for inclusion in The George-Anne by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. ■■ B^HH^IBHi^HHHHH ^^Bi^^Hi^^^HBHHHB Inside Today Classifieds 9,10 Deceived seems to Eagles turn around Comics 8,10 Sports... 6,7 be properly named to defeat JMU 24-12 Features 3,5 See movie review, page 5 See story, page 6 Liked By Many, Cussed By Some, ...Read By Them All \^ George-Anne 912/681-5246 Vol. 64 No. 12 • Tuesday, October 22,1991 For 65 years, Georgia Southern's Official Student Newspaper Georgia Southern University • Statesboro, GA 30460 Campus march by students ends with vandalism Three patrol cars damaged, police looking at videotape in attempt to determine suspects By Brent Parrott ing videotape taken of the inci- to get students out of the streets. Upon reaching Sweetheart As a result of the rock and Assistant News Editor dent frame by frame, identifying Once the patrol cars left, the crowd Circle there was a brief celebra- bottle throwing three University Murder suspects withdraw An estimated crowd of about individuals and checking out simply moved back into the street.
    [Show full text]
  • February 6, 2020 Kalihwisaks
    February 6, 2020 Behavioral Health Court takes another look at What’s New This Week assists grieving Native American adoption law Page 2/Local community Flauger outstanding student-athlete Page 6/Local Hinton, Stevens With such a large number of Oneida in newly released Nation members passing away in the book and video past year, Oneida’s Behavioral Health Department is as busy as ever offering assistance to the grieving community. Pages 10/Local According to numbers obtained from the WI Supreme Court candidates Enrollment Department, the Oneida Na- respond to Voices of Oneida tion lost 151 members in 2019. With 153 new enrollment applicants in 2019, the PO Box 365 - Oneida, WI 54155 Oneida Nation KALIHWISAKS tribe grew by two members. But so far in 2020 that disheartening trend is showing no signs of slowing down, with 21 Onei- da citizens passing on in the month of Submitted photo January alone. Quinault Indian Nation President Fawn Sharp, Morongo Band of Mission “Our entire mental health staff, coun- Indians Tribal Council Member Teresa Sanchez, Oneida Nation Chairman selors, and AODA staff have clients that Tehassi Hill and Cherokee Nation Principal Chief Chuck Hoskin, Jr. attended are struggling through grief,” Behavior- the 5th Circuit Court of Appeals re-hearing. al Health Dual Diagnosis Therapist Su- By Kevin McGill officials say a loss in court could lead to san Exworthy said. “Grief can come on The Associated Press Native American children being lost to suddenly or in waves from experiences families and tribes, contributing to the from years past. Lately we’ve met a lot NEW ORLEANS (AP) – A 1978 law erosion of tribal cultures.
    [Show full text]
  • Inside by Amanda Green Alexander to Have More and Different Experiences
    SEPTEMBER 2014 President’s Column our experiences, so let’s challenge each other Inside By Amanda Green Alexander to have more and different experiences. I Federal District Judge THE CHALLENGE: guarantee it will improve your lives- – both 2 Debra Brown Sworn In The new year for personally and professionally. In this edition CABA has kicked of the CABA Newsletter, we will explore the Meet Wendy Scott: off with a blast! As topic of intergenerational communications and New Dean of MC Law School you can imagine, while we are not pouring buckets of ice water 5 there is lots of buzz over our heads, we are very excited to accept about our most recent the challenge of embracing our differences Golf Tournament CLE that focused on and broadening our horizons both personally Photos and Sponsors intergenerational and professionally. 6 communications. In our August Monthly LOOK OUT! Many of you participated in CLE Meeting, Will Manuel jumped right in the CABA Golf Tournament and we appreciate New Federal Uniform to tackle intergenerational communications. your efforts to gain sponsors. It was a beautiful 8 Local Rules Coming While the room was filled with several baby day and lots of fun for all. This year, we were boomers, Gen Xers and millennial, we all seemed able to provide a contribution to the MS Integrated Management to take away many of the same thoughts— Volunteer Lawyers Project (MVLP) and will How Do You Relate to the Lawyer times are changing and we had better look continue our commitment to the project. 9 Who Has Never Seen Animal House? up from our desk to explore more.
    [Show full text]
  • Native American Team Names in Athletes: It's Time to Trade These Marks
    Loyola of Los Angeles Entertainment Law Review Volume 13 Number 1 Article 1 9-1-1992 Native American Team Names in Athletes: It's Time to Trade These Marks Paul E. Loving Follow this and additional works at: https://digitalcommons.lmu.edu/elr Part of the Law Commons Recommended Citation Paul E. Loving, Native American Team Names in Athletes: It's Time to Trade These Marks, 13 Loy. L.A. Ent. L. Rev. 1 (1992). Available at: https://digitalcommons.lmu.edu/elr/vol13/iss1/1 This Article is brought to you for free and open access by the Law Reviews at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in Loyola of Los Angeles Entertainment Law Review by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. ARTICLES NATIVE AMERICAN TEAM NAMES IN ATHLETICS: IT'S TIME TO TRADE THESE MARKS Paul E. Loving* The field is almost limitlessfrom which to select wordsfor use as trade-mark, and one who uses debatable marks does so at the peril that his mark may not be entitled to registration. -Judge Lenroott . INTRODUCTION During 1991-92, teams with Native American names2 experienced remarkable on-field success. The Atlanta Braves played in the 1991 and 1992 World Series, the Washington Redskins won Super Bowl XXVI, and the Florida State University Seminoles spent most of the season ranked first in both the Associated Press and United Press International college football polls. These on-field accomplishments, however, occurred during a barrage of protests by Native American individuals and groups.
    [Show full text]
  • Cite As: 112 Harv. L. Rev. 904)
    112 HVLR 904 Page 1 112 Harv. L. Rev. 904 (Cite as: 112 Harv. L. Rev. 904) Harvard Law Review February, 1999 Note *904 A PUBLIC ACCOMMODATIONS CHALLENGE TO THE USE OF INDIAN TEAM NAMES AND MASCOTS IN PROFESSIONAL SPORTS Copyright © 1999 Harvard Law Review Association Five professional sports teams currently have American Indian [FN1] names and mascots: the Atlanta Braves, Chicago Blackhawks, Cleveland Indians, Kansas City Chiefs, and Washington Redskins. [FN2] The accompanying mascots, such as the Cleveland Indians' Chief Wahoo, [FN3] represent stereotypical and racist depictions of American Indians. [FN4] In addition, team mascots, players, and cheerleaders engage in "sham rituals" [FN5] --war songs, dances, and actions like the "tomahawk chop" [FN6] --that not only manifest blatant racism, but also constitute direct attacks on American Indian religious practices. [FN7] In each team's home community, paraphernalia bearing offensive logos and slogans is ubiquitous. [FN8] It is clear that the analogous use of any other racial or ethnic group as a sports team mascot would be considered "socially repugnant" [FN9] and reprehensible. [FN10] *905 A mounting chorus of protest denounces the use of Indian mascots and team names as a "virulently racist practice," [FN11] and the public acknowledgment of impropriety is growing. [FN12] Several major newspapers, for example, have announced that they will no longer publish team names that are racially or ethnically offensive. [FN13] The District of Columbia City Council has passed a resolution requesting that the Washington Redskins change their name. [FN14] Dozens of high schools [FN15] and colleges [FN16] have already replaced Indian nicknames and mascots.
    [Show full text]