Lakota+Woman

=Teaching //Lakota Woman//=

= =

= = "Mary Brave Bird grew up fatherless in a one-room cabin, without running water or electricity, on a South Dakota reservation. Rebelling against the aimless drinking, punishing missionary school, narrow strictures for women, and violence and hopelessness of reservation life, she joined the new movement of tribal pride sweeping Native American communities in the sixties and seventies and eventually married Leonard Crow Dog, the movement's chief medicine man, who revived the sacred but outlawed Ghost Dance. //Lakota Woman// is a unique document unparalleled in American Indian literature, a story of death, of determination against all odds, and of the cruelties perpetuated against American Indians during the last several decades. It is also a deeply moving account of a woman's triumphant struggle to survive in a hostile world."
 * From the back cover:**

Because many student readers may never have stepped on a reservation, let alone one during the 1960s, they may experience some confusion with reservation life. The experiences Mary Crow Dog has as a teen may conflict greatly with what current teens consider "normal" today. Because of more freedom allowed on the reservations, she experiences dropping out of school, drinking, and even doing drugs--behavior that was not uncommon on the reservation in the 1960s.
 * Challenge #1: Understanding Life on the Reservation**

Though not possible in all locations, the best solution to this issue would be to take students out to an actual reservation and meet with Native Americans who would be able to explain life on the reservation now, versus life in the sixties, versus life outside the reservation. It is important that students try to understand why life was as it was for Mary Crow Dog, since the poor conditions that produced the behavior exhibited in the book were often caused by the government. In Michigan, there are multiple reservations throughout the state; for example, there are reservations in Mt. Pleasant, Grand Rapids, Traverse City, and other locations. Along with visiting a reservation, teachers can take other measures to enhance understanding such as:
 * Solution #1: Learn about Reservations**
 * **Text Set:** Create a text set that gives students a wide array of books about reservation life, ranging from personal testimonies to government census information. Include in this set books with pictures so students can begin to create a mental image of a reservation in their minds.
 * **Character Journals:** An activity that can be used during or after the book, students use this activity to explore what they think the various character might have been thinking and feeling at different points in the novel. Teachers can pick one or multiple events on which to focus; the point is for students to think more deeply about the struggles the characters face when at home, in school, or on the road.
 * **Research:** Help students explore the different reservation stories by searching for other stories through various media. Compile the stories as a class and discuss the differences and similarities among them. This can help students understand that Mary Crow Dog's experience on the reservation was not out of the ordinary, making it easier to buy into.

Racism in this text not only came in the form of diminished rights, such as the outlawed Ghost Dance, but also in the form of violence. Students may struggle to understand the violence that Native Americans endured in the sixties and seventies, as well as the lack of police intervention. Frustrations may also arise from the open participation of both police and government officials in these attacks on Native Americans. Students need to question the origin of this animosity towards Native Americans beginning over a hundred years ago as well as its ability to appear as "normal" in today's society at large.
 * Challenge #2: Racial Tensions**

Learning about history and the treatment of Native Americans is an important starting place to break down barriers that stereotypes create. To do this, students need to explore the animosities against Native Americans and from where they come. By finding out where racism against Native Americans comes from, students will be able to learn about why it flourished in the sixties and seventies and what the Native American response was to it. To do that, the following tools can be utilized.
 * Solution #2: Breaking Down Barriers**
 * **Webquest:** Using a webquest on racism, guide students through internet research that explores how Native Americans were targeted in the sixties and seventies by racism. This will help students understand the social climate that Native Americans faced daily.
 * **Brainstorm:** With the help of students, the class can come up with reasons that racism existed between whites and Native Americans.
 * **Small Group Discussions:** In groups of four or five, students have the opportunity to discuss how racism against Native Americans still exists. Using examples of high school and college mascots, students will have the opportunity to juxtapose those against images of noble and honored Native Americans.

Additional Resources

 * [|American Indian Movement]** Provides links to issues and information about the American Indian Movement, a focal point of Mary Crow Dog's novel.
 * [|Map of Michigan Indian Reservations]** Allows teachers to see if there are Michigan reservations within field trip distance.
 * [|Map of Indian Reservations in the Continental United States]** Shows reservations nationwide.
 * [|National NAGRPA Law and Regulations]** Links to laws pertaining to reservation life, burial sites, and retribution.
 * [|Indian Reservations]** This wikipedia entry not only describes various aspects of reservations, it also provides maps and photos.
 * [|The Lament of the Cherokee Reservation Indian]** Depicting the struggles and tragedies of reservation life, this song would be a beneficial and interesting addition to the classroom.
 * [|Red Lake Shootings Highlight Grim Life on Reservation]** Identifying the dark side of Indian life, this article and its links show the issues faced by Native Americans.
 * [|Indian Reservations: America's Model of Destruction]** Explains the policies of the American government for reservations and how they have effected Indians.
 * [|Apache Indians: Photos and Facts]** Provides viewers with photos and information about past and present Apache Indians and reservation life.
 * [|Rosebud Reservation]** This website provides links to powwows and guest services, gives a timeline of important events in the Souix history, and details the tragedy at Wounded Knee.
 * [|Living on the Reservation]** Focusing on the current plight of Native Americans, this article discusses Indian Reservations and the poverty that over powers them.
 * [|Life on a Native American Indian Reservation]** Describing what it is like to live on a reservation, this site provides information on reservations then and now.
 * [|Colorado Indians' Reservation Life]** This site documents (with pictures) moving to the reservation, life on the reservations, and reservation schooling in Colorado.
 * [|American Indian Reservation]** This lesson helps students to understand life on a reservation.
 * [|Lesson Plans: Indian Reservation]** This site links to multiple lesson plans about life on reservations, helping students understand the environment of the reservation.
 * [|Teacher Lesson Plan: Reservation Controversies]** This lesson provides activities for teachers trying to teach the issues of living on the reservation.
 * [|National Coalition on Racism in Sports and Media]** Discusses the issues with colleges and high schools that use Native American mascots in demeaning ways.
 * [|Pushing Some Buttons: Helping Students Understand the American Indian Mascot Issue]** An article that articulates the issues of having Native American mascots.
 * [|Racism, Justice, and the American Indian]** An article on Native American racism.
 * [|STAR: Students and Teachers Against Racism]** This site offers different methods and ideas for eradicating racism against Native Americans.
 * [|Racism Poses Indians' Biggest Challenge]** This article discusses one chief's views on racism and how it affects his family.
 * [|Native American Struggle: One Century into Another]** Discussing the issues of racism, this site takes a look at past and present issues of racism.
 * [|Indians Urged to Fight Racism]** Indians are called to fight racism and speak out against it in this article.

//by Kyle Krol//