Summary
Highlights
The teacher begins the lesson by discussing an image, prompting students to identify irony and the message related to Native American experiences and immigration. The discussion highlights the idea of who is considered an 'immigrant' on Native American land.
Students are asked to define 'stereotype' in their own words and provide examples. The teacher then moves on to defining 'representation,' using a personal example from a favorite show to illustrate what it means to feel represented.
The concept of 'distinct' and 'distinction' is introduced, emphasizing differences between cultures. The teacher uses the example of assuming all Spanish-speakers are from Mexico, highlighting it as a common stereotype that causes offense due to the distinct cultural identities involved.
The class reviews the concepts, noting how different cultures can face similar challenges despite being distinct. Students share personal anecdotes about experiencing stereotypes, such as assumptions made about an accent or appearance.
The teacher introduces the iceberg model, explaining that only a small portion of an iceberg (and a person's identity) is visible. Students are tasked with writing down assumptions people make about them based on their outward appearance, with the teacher sharing personal examples of being judged for not 'looking Asian enough' or having tattoos.
Students delve into the 'below the water' section of their iceberg, listing aspects of their true selves that aren't immediately apparent. The teacher encourages them to write down positive and important aspects of their identity, such as being a poet, a teacher, sensitive, or smart.
The class watches a clip from the movie "Smoke Signals." Students analyze Thomas's dialogue, focusing on his subtle yet profound commentary on Native American history, displacement, and lack of representation, specifically his joke about being kicked off the moon like they were from their land.
The teacher introduces the novel "The Absolute True Diary of a Part-Time Indian," explaining that it's written from the perspective of a 14-year-old and contains strong language. She emphasizes the importance of understanding the character's voice and being mature while reading sensitive content.
The class begins reading the first chapter, where the protagonist, Arnold, describes his physical challenges and struggles with brain damage, a stutter, a lisp, and being bullied. The text highlights the medical neglect and inadequate care provided by the Indian Health Service.
Students discuss why Arnold draws cartoons, connecting it to his need for self-expression and communication. The narrative then shifts to Arnold's family's poverty, emphasizing that hunger is not the worst aspect of their hardship, and his deep connection with his dying dog, Oscar.
The emotional impact of poverty is explored as Arnold's family cannot afford veterinary care for Oscar, leading to his father having to shoot the dog. This event highlights Arnold's feelings of powerlessness and the profound sense of loss due to their financial struggles.
The class discusses how poverty has made Arnold feel about himself – invisible, insecure, worthless, and stupid. The text emphasizes the 'ugly circle' of believing you are poor because you are stupid and ugly, and that you are stupid and ugly because you are Indian.
The teacher outlines her pedagogical approach, connecting the American Revolution to the present day by showing how historical oppression continues to impact Native Americans and other marginalized groups. She emphasizes that history is cyclical and directly influences contemporary identities and experiences.
The teacher discusses her method of keeping students engaged by changing activities every ten minutes, incorporating discussions, video clips, reading, and group work. This approach caters to diverse learning styles and ensures that all students, regardless of reading level, are actively participating and finding the lesson interesting and fun.