<p>Native American Lesson Plan: Native American Stereotypes</p><p>Grade Level: 5th Grade Students</p><p>Kentucky Core Content 4.1:</p><p>AH-05-2.4.1 Students will describe or explain how visual art has been a part of cultures and time periods throughout history. AH-05-3.4.1 Students will describe or explain how art fulfills a variety of purposes. Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events</p><p>Title: Stereotypes Near and Closer Duration: 1-2 class periods (can be stretched to more classes if needed)</p><p>Objective: Students will gain an understanding of stereotypes and how they were used by European explorers, settlers, and colonists to describe the Native people of the Americas. Students will also compare the stereotypes of Native Americans in contemporary society to stereotypes of people from Appalachia.</p><p>Essential Questions: What is a stereotype? A stereotype is a generalization about a group of people, or members of a group, in order to classify them in some form or fashion. For example, what do you think of when I say “cheerleader,” “nerd,” or “jock?” Do your descriptions fit everyone who belongs to that group? Are all stereotypes bad? A lot of stereotypes are bad or negative. The stereotype of a “hillbilly” as being someone who is uneducated, poor, backward, simple, and unwashed with no-teeth is a negative stereotype. There are also “positive” stereotypes, like the idea of the “noble savage” which is sometimes used to describe Native Americans. “Noble savage” means that they are a primitive people uncorrupted by advanced society and modern civilization. What do you think of this “positive” stereotype? Does it accurately describe all Native American people—past and present? </p><p>Materials and Resources: Drawing paper Color pencils/markers Writing paper Pencils/pens Stereotype Images (featured in Power Point presentation provided) Websites listed below </p><p>Procedure: After discussing stereotypes in general, have each student draw a Native American (Indian) and a “hillbilly.” Discuss their drawings in class.</p><p>After looking at the drawings, read the following articles with the class and look at the images provided in the Power Point (one Native American and one Appalachian, or two Native American if you are not comparing the two stereotypes).</p><p>Common Portrayals of Aboriginal People http://www.media- awareness.ca/english/issues/stereotyping/aboriginal_people/aboriginal_portrayals.cfm</p><p>Common Themes And Questions About The Use Of "Indian" Logos http://www.iwchildren.org/barb.htm</p><p>Appalachian Scene: The Voice of the Mountains http://www.arc.gov/index.do?nodeId=1364</p><p>Talk of the town: should Appalachian teens learn to mask their accents? http://findarticles.com/p/articles/mi_m0EPF/is_21_104/ai_n13255278</p><p>Discuss with your students how their drawings are similar to or different from the stereotypes mentioned in the articles, as well as those images shown in the Power Point. Do they believe that these stereotypes are wrong or valid?</p><p>Have students compare Native American and Appalachian stereotypes by dividing their paper into two columns and having them list words that describe both cultures.</p><p>After discussion of the lists, have students draw new pictures of what they think a Native American looks like and what a “hillbilly” looks like. Ask students to then write a short 1-2 paragraph paper discussing what they have learned in class about stereotypes and whether or not their opinions have changed. </p><p>*Reminder: this is a discussion lesson, part of the student’s grade should depend on participation in class, but do not rely solely on that factor. Assessment:</p><p>*Reminder: this is a discussion lesson, part of the student’s grade should depend on participation in class, but do not rely solely on that factor.</p><p> Scoring scale to be determined by teacher * Recommended to keep in mind:  Full credit – student completes the assignment to the best of his/her ability follows each step, does not misuse material (media), participates in class  Half credit – student partially completes assignment to the best of his/her ability, participates in class  No credit – student does not complete assignment, misuses the material, does not participate in class</p><p>Additional Resources:</p><p>About George Catlin http://americanart.si.edu/press/press_kits/catlin/catlinbiofact.cfm</p><p>Representations of American Indians in the Capitol http://xroads.virginia.edu/%7ECAP/INDART/artsurv.html</p><p>"American Indian" sports team mascot related cartoons. http://aistm.org/cartoons.htm</p><p>Hillbillies Gifts http://www.cartoonstock.com/directory/h/hillbillies_gifts.asp</p><p>Beverly Hillbillies poster, “Homeland Security” www.allposters.com/-sp/-Posters_i386706_.htm</p>