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.