Why Teach About Native America?
Sept. 3, 2007 -- A new report from Public Agenda documents significant gaps in non-Indian knowledge about Native peoples.
Compiled by Jennifer HolladayWalking a Mile
In what is likely the most in-depth exploration of
contemporary attitudes about Native America, a new qualitative study
from Public Agenda finds large gaps in knowledge and viewpoint between
Native Americans and non-Native Americans, as well as an area of common
interest: Both groups support more education about historical and
contemporary issues affecting America's first peoples.
New Public Opinion Research of Indians,
non-Indians Reveals Wide Gaps, Mutual Desire to Increase Understanding
Through Education.
Walking a Mile: A First
Step Toward Mutual Understanding
August 29, 2007
Michael Hamill Remaley or Claudia Feurey at 212-686-6610
Most Americans admit knowing little of contemporary
Indian life; Indians eager to show successes and continuing challenges
The nonpartisan public opinion research and citizen
engagement organization Public Agenda today released a new qualitative
study exploring how American Indians* and non-Indians think about each
other titled “Walking a Mile: A First Step Toward Mutual Understanding.”
The research explores Indian’s perceptions of their place in
contemporary American society and how non-Indians view American Indians,
what they know (or think they know), the generalizations they make and
stereotypes they hold, how their perceptions were formed and their
interest in learning more.
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The research is available online at:
http://www.publicagenda.org/WalkingaMile
Given the limited documented opinion research on
the topic, this study may be one of the most in-depth examinations of
the thinking of these two groups about each other yet undertaken. The
findings are based on the views of people in 12 focus groups conducted
in 2006 and 2007 throughout the United States: seven with Indians and
five with non-Indians.
“This study sheds important light on the challenges
created by misperceptions of contemporary Native America. It certainly
accords with what we see and hear on the ground,” said Joseph P. Kalt,
Co-Director of the Harvard Project on American Indian Economic
Development at the John F. Kennedy School of Government.
“Public Agenda's report is a critical step in
furthering Indian White relations,” said Ruth Yellowhawk of the
Indigenous Issues Forums. “Until we examine those places where we are
struggling, and key knowledge gaps that exist we cannot understand ways
to move forward with dignity and grace. Let's hope that this small step
of revealing ways people are thinking allows for the kind of
self-reflection that can engender positive action for such disparate
nations.”
The research details the thinking of both groups
regarding Indian history, the present and how better understanding can
develop in the future. The research shows how little most Americans know
about the diversity of contemporary Indian experience and points to the
need for depictions of Indians outside of casinos and impoverished
reservations.
While the Indians interviewed for the research
described their sadness about the past and widespread prejudice and
discrimination against Indians today, they also talked about their hopes
and feelings of success – their pride in the great strides Indians have
made economically and theirs sense that their lives are improving.
The research also points to a number of revelations
that call for additional research. For instance, why non-Indians
acknowledge that Indians have been badly mistreated in the past, on the
one hand, and yet at the same time resent what they see as “preferential
treatment” by the government, on the other. The report also notes
generally more favorable attitudes toward Indians among Americans living
far from concentrations of Indian populations and a somewhat higher
prevalence of more negative views among those living closer to Indian
reservations.
The study includes detailed analysis of the
research, extensive quotes from participants and a matrix that
succinctly summarizes Indians’ and non-Indians’ attitudes on basic
issues, views of daily Indian life, Indian culture and identity and how
to move forward. The research was made possible by a grant from The
Christian A. Johnson Endeavor Foundation.
* While some Indians interviewed for this project
prefer to use the term “Native American,” the Bureau of Indian Affairs
reports that the tribes it represents generally prefer the term
“American Indian.” Consequently, the latter is used exclusively in the
report.
Public Agenda is a nonprofit organization dedicated to nonpartisan public policy research. Founded in 1975 by former U.S. Secretary of State Cyrus Vance and Daniel Yankelovich, the social scientist and author, Public Agenda is well respected for its influential public opinion surveys and balanced citizen education materials. Its mission is to inject the public's voice into crucial policy debates. Public Agenda seeks to inform leaders about the public's views and to engage citizens in discussing complex policy issues.
Classroom Activity
Before introducing the report to the class, ask
students to write down five words they believe best describe Native
Americans.
Allow students time to read the report, or prepared
excerpts, and then discuss:
What are key areas where Indian and non-Indian
views differ?
Some non-Indians say Hollywood movies have largely
informed their perceptions of Native Americans. What films have you seen
that depict Native Americans? How are Indians portrayed? Are the films
set in the past or the present? Why is this relevant to the report's
findings?
Many Native Americans tie current issues afflicting
indigenous communities to past atrocities, while non-Native Americans
tend to believe such problems can be overcome if Indians only "tried
harder." Which of these views appeals most to you, or do both appeal
equally? Why?
The report says Native Americans who do not live on
reservations are largely "invisible" to non-Native people. Why might
this be?
Native Americans say they feel caught between two
worlds. What does this mean? Describe a time when you felt this way.
As a closing activity, ask students to write an
essay explaining how the five words that they jotted down at the
beginning of the activity relate to the report's findings and
identifying at least one topic about which they'd like to learn more.
Create opportunities for students to do so.
Professional Development Reflection
Make a list of the resources you use in the
classroom that depict Native Americans, or pull out hard copies for
hands-on review.
Do the resources include or evoke stereotypical
depictions of Indians, i.e., The Noble Savage, The Demonic Indian, or
others?
List the resources by historical era, from conquest
to the 21st century. Where is your list "short"? Identify three ways to
expand it.
If you use a mandated textbook, examine its
inclusion of Native America – looking at both its depictions of Indians
and the time and place treatment. How should this affect your selection
of supplemental material?
How do the materials explain treaty rights? What
might you add to your curriculum to bring these between-nations
documents alive in a contemporary context?
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From: Teaching For Tolerance
http://www.tolerance.org/teach/current/event.jsp?cid=862
Visit their link for information on Project
Cradleboard and other interesting articles.