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                                         Text Set Introduction

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                                         Text Set Introduction

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In compiling this text set, I considered several factors, from appropriateness of reading level (quantitatively and qualitatively) to thematic importance and historical relevance. I also sought diversity in source material and application. Finally, I consulted Common Core standards, as well as AASL competencies to create a meaningful and well-rounded learning experience.

Because the majority of the texts in this set center around a historic event or phenomenon, I have oriented the text set chronologically, with three key subdivisions. Works categorized as "Pre-Read Texts" should be implemented before beginning the anchor text. Texts within the "Contemporaneous Texts" section should be read at the same time as the anchor text, as indicated within the indivividual annotations. Finally, "Post-Read Texts" should be read upon completion of the anchor text. For each individual text, I have also indicated age-appropriateness, relevant standards and important related links.

As with any text set, these guidelines are intended as suggestions only; please feel free to modify the order and approach to the texts.

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                                          Guiding Considerations

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                                          Guiding Considerations

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Anchor Text: In the Footsteps of Crazy Horse, by Joseph Marshall III

Target Audience: 7th grade students

Essential Question:
What happens when one culture or group tries to dominate another?

Quantitative Text Analyses:
Readabilityformulas.com offers multiple quantitative measurements, including Flesch Reading Ease Formula, Fog and SMOG.
http://www.readabilityformulas.com/free-readability-formula-tests.php

Book Talk Via Flipgrid:

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CCSS.ELA-LITERACY.RL.7.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.7.2

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.7.6

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

CCSS.ELA-LITERACY.RL.7.9

Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

CCSS.ELA-LITERACY.RI.7.9

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

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                                              Anchor Text

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                                              Anchor Text

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Marshall, J. M. (2015) In the Footsteps of Crazy Horse. New York City, New York: Abrams.

CCSS.ELA-LITERACY.RL.7.1; 7.2; 7.6; 7.9
CCSS.ELA-LITERACY.RI.7.9

Summary/ Relationship to Essential Question:
Joseph Marshall III’s award-winning novel, In the Footsteps of Crazy Horse, explores the importance of courage in the face of domination. Eleven year-old Jimmy McClean learns the true story of his ancestor, Crazy Horse, a Lakota war hero. Crazy Horse heroically leads his people to victory on more than one occasion, but ultimately surrenders to the Long Knives (whites). He does so, not out of fear for his own life, but for the sake of the weaker members of the tribe. As a result of hearing this story, Jimmy, who has been experiencing bullying because of his multiracial heritage, stands up to the bullies at his school.

This text both prompts and answers the question, “What happens when one culture or group tries to dominate another?” Crazy Horse and Jimmy model responses to domination, demonstrating the tendency to “fight back” when being overpowered. Other texts in this set address the lasting consequences of domination by one group.

Reading Level/ Classroom Use:
Quantitatively, the anchor text is rather low for its intended audience: 7th grade students. Nonetheless, I have selected this text for use by 7th graders because I believe that 7th graders will be more capable of digesting the thematic content presented. The upside of this is that, because the material is on the lower end, all students should be able to read the anchor text set independently. I recommend that the instructor assign the readings, along with directed discussion questions, as homework. Students should take notes on the specific discussion question (supporting standard CCSS.ELA-LITERACY.RL.7.1), in order to prepare for peer-facilitated discussions on the text. Throughout the course of the text, students will identify the central theme, as aligned with the essential question (CCSS.ELA-LITERACY.RL.7.2) and consider the importance of shifting perspective/narration (CCSS.ELA-LITERACY.RL.7.6). Along with the text set, students will be able to compare historic and fictitious portrayals of the same event (CCSS.ELA-LITERACY.RL.7.9) and assess the ways that different authors shape their presentations of the same topic (CCSS.ELA-LITERACY.RI.7.9).

Related Links:
https://www.amazon.com/Footsteps-Crazy-Horse-Joseph-Marshall/dp/141970785X (Purchase through Amazon)

https://www.abramsbooks.com/product/in-the-footsteps-of-crazy-horse_9781419707858/ (Publisher website with summary, acclaim and author/illustrator bios)

https://ailanet.org/2016-aiyla-announced/ (Recipient of the American Indian Youth Literature Award)

https://www.kirkusreviews.com/book-reviews/joseph-m-marshall-iii/in-the-footsteps-of-crazy-horse/ (Kirkus Review of the text)

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                                          Pre-Read Texts

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                                          Pre-Read Texts

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Stanley, L.R.  8 Oct. 2018. Why I’m not celebrating a lie. Inside Sources. [Editorial]. Retrieved from https://www.insidesources.com/why-im-not-celebrating-a-lie/

CCSS.ELA-LITERACY.RI.7.3; 7.9
CCSS.ELA-LITERACY.RH.6-8.8

Summary/ Relationship to Essential Question:
"I know: 'Lie' is a strong word," the editorialist writes. "But the whole concept of Columbus 'discovering' America? Trust me: It is a lie." Stanley's op-ed from Inside Sources contextualizes Columbus’ “discovery” of America, through the lens of modern thought. This is an important article for students because text books often misrepresent Columbus’ travels. As the editorial writer points out, Columbus was lost when he came to America and the things he brought here are hardly laudable. In addition to making these points, Stanley also introduces readers to Pope Alexander VI’s edict, which implored European conquest and would later furnish the inspiration for manifest destiny.

Stanley’s editorial answers the question of what happens when one people group dominates another, analyzing the event that prompted interaction between two cultures. As such, the text provides historical background that lays the foundation for the events in Crazy Horse’s life, as narrated in the anchor text.

Reading Level/ Classroom Use:
Quantitatively, the reading measures as several years above grade level, but I think this is largely owing to the introduction of unfamiliar words, most of which are names of tribes. Overall, the reading includes only a few new vocabulary words, and the ideas are presented in a logical, straightforward fashion. Although the reading is above grade level, therefore, I think that students may be able to handle the reading within partnerships (pairing high students with low students). Students can work together to look up unfamiliar terms and understand the reading collaboratively. Alternatively, this can be a teacher-led text, with the instructor reading aloud the material and pausing for discussion and clarification. In terms of discussion, I think that the article provides rich historical, cultural and even rhetorical material.

With this in mind, I recommend emphasizing one or more of the following angles and standards: A) Stanley’s perspective on Columbus, contrasted with students’ prior understandings of the man (as presented by instructors or textbooks; CCSS.ELA-LITERACY.RI.7.9); B) The role of Pope Alexander VI’s edict, and how this would contribute to manifest destiny ideology (see Kiddle text; CCSS.ELA-LITERACY.RI.7.3); C) The role of repetition and rhetorical questions in Stanley’s editorial (supporting CCSS.ELA-LITERACY.RH.6-8.8).

Related Links:

https://www.insidesources.com/our-company/ (About the publisher)

https://thenewpress.com/books/lies-my-teacher-told-me-young-readers%E2%80%99-edition (The book reviewed here has a very good chapter about Columbus, similar thematically to the editorial but with more historical research; also just above grade level)

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"In fourteen hundred ninety two, Christopher Columbus sailed the ocean blue ..."

I learned that little ditty when I was 4 years old, and for many more years, I believed it. I believed that Columbus "discovered" America.

It wasn't until I was in my teens that I learned that story was a lie.

I know: "Lie" is a strong word. But the whole concept of Columbus "discovering" America? Trust me: It is a lie.

Columbus was looking for a shorter route to India. But he never got there. He landed first in what is now the Bahamas, and then went on to what is now Hispaniola, the island of the nations of the Dominican Republic and Haiti. Which is how I know he didn't "discover" America.

A meme that circulates on Facebook every year at this time corrects that little ditty so many of us memorized:

"In 1492, Natives discovered ... a lost Columbus."

It wasn't until I was an adult that I learned the real truth about Columbus: That his so-called discovery led to the Doctrine of Discovery, issued by Pope Alexander VI in 1493, which stated that any land not inhabited by Christians was available to be "discovered," claimed and exploited by Christian rulers ..." (Source: The Gilder Lehrman Institute of American History).

I learned about how, even before that horrible edict was issued, Columbus and most of the explorers who followed him across the ocean began massacring the natives they "discovered" - all in the search for riches.

And when I moved to Haiti as a missionary, I learned even more of the truth that is not told in our history books: Columbus was so intent on finding gold that when the original inhabitants - the indigenous Taino, an Arawak-speaking people who began arriving from the Yucatan peninsula as early as 4000 BCE - couldn't produce any because the island didn't have gold, he began enslaving and executing them.

What Columbus and his men and those who followed him did in Haiti, they did everywhere: Give us gold and riches or die.

When I moved to the Rosebud Reservation in South Dakota, the home of the Sicangu Lakota Oyate, the Burnt Thigh Lakota Peoples, I learned even more about the history of Europeans and what they did - and continue to do - to Natives.

How the people who have been here for thousands of years were attacked, wiped out, rounded up, put on reservations as their land was stolen over and over and over again.

How their children were kidnapped and sent to boarding schools in order to "assimilate" to the white man's ways (even though it is immigrants who are called to assimilate to the native culture).

How many of those children never returned, how they died, and how their remains are still missing, or have been buried far away from their homelands.

How Natives, the original inhabitants of this land, were not allowed to vote in this country until 1924.

How in a country founded in part on religious freedom, Natives did not have the right to celebrate their own traditional religion until the passage of the American Indian Religious Freedom Act of 1978.

So, no, I don't celebrate "Columbus Day."

How could I? How could I continue to participate in the domination and denigration of the peoples who were here thousands of years before my own people came to this land? How could I continue to participate in a lie?

I am not saying the Columbus was not a brave man for sailing across the ocean blue. I am saying that I refuse to celebrate the lies about him, that I refuse to ignore the truth about him.

Instead, on the second Monday of October each year, I celebrate Native American Day, as we call it in South Dakota. I celebrate Indigenous People's Day, as it is called in more and more places in the United States.

I celebrate the people who were here in the Americas for thousands of years before any European showed up, the ones who have taught me so much truth, who have helped me to understand on a much deeper level my place in God's sacred creation, and who have assured me, in every way possible, that you can't "discover" a land that already is inhabited by millions of people.

Christopher Columbus did not "discover" America. He got lost, and landed in the Caribbean islands.

And we need to stop celebrating that.

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Why I'm Not Celebrating a Lie - InsideSources

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"In fourteen hundred ninety two, Christopher Columbus sailed the ocean blue ..." I learned that little ditty when I was 4 years old, and for many more years, I believed it. I believed that Columbus "discovered" America. It wasn't until I was in my teens that I learned that story was a lie.

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Manifest Destiny for Kids. In Kiddle Encyclopedia. Retrieved from https://kids.kiddle.co/Manifest_Destiny

CCSS.ELA-LITERACY.RI.7.3
CCSS.ELA-LITERACY.RH.6-8.4

Summary/ Relationship to Essential Question:
John L. Sullivan famously wrote, about "the right of our manifest destiny to over spread and to possess the whole of the continent which Providence has given us...".

This children's encyclopedia source provides a contextual introduction to the concept of manifest destiny, which many Americans embraced in support of Western expansion. According to manifest destiny, Americans had a divine responsibility to spread their values across the continent (and even the world). It is important that students understand manifest destiny as a foundational concept for answering the essential question, as this idea furnished the rationale for the overpowering of the Native Americans. Additionally, this source provides an alternate perspective. Within the context of the anchor text, we don’t see exactly why the Long Knives feel comfortable overpowering the Lakota. This article will help by offering background information that pertains to the ensuing conflict.

Reading Level/ Classroom Use:
Quantitatively, this article ranks at an 8th grade level. However, given that there are links for unfamiliar content, I think that it can be handled (via partnership) by students below, at, and above reading level. Paired students can work together, reading through and discussing the article. Theoretically, students who are reading at a lower-level can be partnered with higher-level students to ensure that no one gets left behind. Then, the entire class can regroup for a discussion of the article. The encyclopedia article also offers maps of westward expansion between 1840-1870, which can be examined during the whole-class, teacher-led discussion. Engaging with maps will help students to generate greater trans-literacy skills, as they learn to interact with another form of media. This builds geographic knowledge of the US while also exposing students to the study of maps, an important life skill.

Kiddle is a great source for the topic because it provides hyperlinks to potentially unfamiliar content (supporting standard CCSS.ELA-LITERACY.RH.6-8.4). The article also identifies the consequences of an ideology (CCSS.ELA-LITERACY. R.I.7.3).

Related Links:
https://m.kiddle.co/about.php (Kiddle “About” page)

https://kids.kiddle.co/Main_Page (Landing page/ statement of free use)

https://m.kiddle.co/kidssafesearch.php (Safe searching for Kids)

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                                          Contemporaneous Texts

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                                          Contemporaneous Texts

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Multiracial Girls Open Up about Getting Bullied

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Multiracial Girls Open Up about Getting Bullied

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Bellamy-Walker, T. (8 Oct. 2015) . Multiracial Girls Open Up about Getting Bullied. Women’s E-News. Retrieved from https://womensenews.org/2015/10/multiracial-girls-open-up-about-getting-bullied/

AASL D.I.3
CCSS.ELA-LITERACY.RI.7.3; 7.5

Summary/ Relationship to Essential Question:
Jimmy McClean may be a fictional character, but the experience of multiracial bullying is a reality for many. Tatyana Bellamy-Walker interviews several teen victims of bullying. Each of these young ladies, like Jimmy McClean of In the Footsteps of Crazy Horse, has been bullied because of her interracial status. It makes sense to include this text in the set because it centers around the same type of bullying that occurs in the anchor-text. Plus, it tackles the issue of bullying from a potentially less-familiar (but still very relevant) angle.

Reading Level/ Classroom Use:
This article should be read upon completion of chapter one of the anchor text. Because this text is a little low for seventh graders, students can read the article independently.  I would also recommend a peer discussion, inviting students to share relevant personal reflections (pertaining to bullying and the multiracial experience). This discussion component supports AASL D.I.3. Students should also consider how the interview structure of the text supports meaning (CCSS.ELA-LITERACY.RI.7.5), as well as the interaction between prejudice and bullying (CCSS.ELA-LITERACY.RI.7.3).

Related Links:
https://womensenews.org/about/ (About the publisher)

https://womensenews.org/teen-voices/ (Concerning the integration of Teen Voices Magazine, without which the article would not exist)

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NEW YORK (WOMENSENEWS)-After repeatedly being teased for her yellow complexion and long, curly hair at a neighborhood playground, 7-year-old Tiana Roe of Amityville, N.Y. ran home crying, asking her parents, "What am I?"

"Kid's made fun of me because I didn't know exactly who I was," said Roe, who is now 15. "They knew I wasn't white but, when I told them I was black they didn't believe me."

Raised in a predominantly black neighborhood in Long Island, Roe was often the only lighter skin child in her community. At school peers rarely let her join games of tag and hide-and-seek.

"No one wanted to be on my team. I was always picked last," Roe recalled recently in a phone interview from her home. "I didn't feel human. I didn't feel like I belonged anywhere."

Among the 160,000 children who are bullied everyday, 31 percent are multiracial, according to Clemson University's "Status of Bullying in School" 2013 report.

"People ask 'what are you?' because they are curious," said Cherrye Vasquez, author of " The Diversity Daybook," a journal designed to build diversity, in a phone interview. "Yes, this is socially inappropriate, but think about how often you yearn to know what race another is."

Dominique Sims,16, attends Amityville Memorial High School on Long Island. She knows all too well about being bullied. Sims, whose parents are African American and white, was taunted by two white female students in her early education class, they repeatedly called her the "N-word," "hunky" and "chocolate."

"People don't look at me as white," Sims said. "Those two girls knew I was mixed. I was angry. It didn't make me feel good. Why am I only being judged on the black side?" she said in a phone interview from her home in Amityville.

Harassment Began Online

Sims said the harassment began on Facebook and spilled into the classroom. She felt "horrible" when the principal disregarded the racial slurs because she wasn't explicitly mentioned in them.

"It wasn't fair" Sims said. "If they didn't say 'Dominique is a monkey,' there was nothing they could do."

After several requests for disciplinary action were denied, the principal penalized both Sims and her bullies with detention. "They made us sit in silence for two weeks as punishment," said Sims. "It didn't do anything."

Racial bullying often goes unnoticed because of the gap in how teachers perceive interethnic relations, finds a 2012 report by the Integration Centre. This contributes to lower self-esteem and higher suicide rates among multiracial students.

Leatrice Brown, 15, attends Walt Whitman High School in Huntington, N.Y. She said bullying by her black peers at lunch and in the hallways often is overlooked by teachers and administrators.

"They don't do it around teachers," Brown said in a recent phone interview from her home in Huntington. "In school they'll call me white, and it's really annoying."

Brown's birth parents are biracial but her adopted parents are both black. She said the taunting escalates in the winter as peers begin to notice her "pale" complexion. This summer she spent extra time outside in the hopes it will prevent harassment.

"I would stay in the sun longer hoping to get a tan," Brown said. However, sunbathing proved to be pointless as students continue to bully her. "You finally look black and you're getting darker," the kids tease.

When jokes surrounding Brown's complexion worsened, she felt "uncomfortable," "sad" and "insecure."

"They started calling me albino," Brown said. "I didn't like that at all." Afraid of being considered a "snitch," Brown hasn't told any teachers or family members about the bullying that began in her freshman year.

"I don't think they can do anything to help," she said. "If I [did] tell the teacher I would be made fun of more."

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Multiracial Girls Open Up About Getting Bullied

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NEW YORK (WOMENSENEWS)-After repeatedly being teased for her yellow complexion and long, curly hair at a neighborhood playground, 7-year-old Tiana Roe of Amityville, N.Y. ran home crying, asking her parents, "What am I?" "Kid's made fun of me because I didn't know exactly who I was," said Roe, who is now 15.

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Nelson, Ken. (2019). Battle of the Little Bighorn. Ducksters. Retrieved from https://www.ducksters.com/history/native_americans/battle_of_little_big_horn.php

CCSS.ELA-LITERACY.RI.7.9
CCSS.ELA-LITERACY.RL.7.9
AASL B.II.2

Summary/ Relationship to Essential Question:
Did Custer really take one last stand? While Grandpa Nyles calls "Custer's Last Stand" a misnomer, Nelson defines the Battle of Bighorn as a last stand.
Nelson's Duckster encyclopedia entry article presents an excellent opportunity for contrast, especially with regard to author perspective. While the anchor text is strongly sympathetic to the plight of the Native Americans, this article comes closer to siding with the Long Knives. One sentence, for example, begins,“When the Native Americans refused to give up the land…” implying that the Natives may be at fault. Alternately, the author may simply be using the most straightforward language possible to explain the events. Nonetheless, it is worth noting that children’s educational material in the United States has historically skewed perceptions in favor of the white conquerors. Regardless of the author's intent, it is apparent that one response to domination is to fight back against the oppressor.

Reading Level/ Classroom Use:
Because the website appears to be geared toward elementary students, I recommend printing this article, rather than asking students to access the content online. This text is appropriate for lower seventh grade readers, as it features simple word choices and basic concepts. My hope, however, is that higher readers may help lower readers to develop a deeper understanding of the nuanced approaches to conveying history. For this reason, I recommend that the article be read independently, but reviewed as a teacher-led, whole class discussion.

The text should be read upon completion of chapter six in the anchor text. Students should consider how different authors shape the presentation of the Battle of Little Bighorn (CCSS.ELA-LITERACY.RI.7.9) and how the fictitious and informational texts differ from one another (CCSS.ELA-LITERACY.RL.7.9). Finally, students should inquire as to the range of perspectives presented through the differing sympathies of the authors (AASL B.II.2).

Related Links:

https://www.ducksters.com/about.php (About the publication)

https://www.ducksters.com/history/native_americans/trail_of_tears.php (Trail of Tears article from same encyclopedia)

https://www.ducksters.com/history/native_americans/wounded_knee_massacre.php (Wounded Knee article from same encyclopedia

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Kids learn about the Battle of the Little Bighorn (also called Custer's Last Stand) including the leaders, what caused the battle, interesting facts, and the aftermath.

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Black Elk, N. (1993). “The Killing of Crazy Horse.” In Black Elk Speaks: Being a Life Story of a Holy Man of the Oglala Sioux (pp. 140-145). Retrieved from https://asp6new-alexanderstreet-com.libaccess.sjlibrary.org/ibio/ibio.result.epages.aspx?code=S10018550-D000012.htm

CCSS.ELA-LITERACY.RI.7.9
CCSS.ELA-LITERACY.RL.7.9
AASL B.I.3.

Summary/ Relationship to Essential Question:
What can we learn from an eyewitness to Crazy Horse's death? This chapter, a primary source account of Crazy Horse’s death, is an excellent piece for contrasting with the account of Crazy Horse’s death in the anchor text (CCSS.ELA-LITERACY.RL.7.9). As such, this work should be incorporated upon completion of chapter seven in the anchor text. The source addresses the essential question in that it shows how the Long Knives’ domination of the Lakota resulted in the conspiratorial killing of Crazy Horse.

Reading Level/ Classroom Use:
This selection is from a longer work, Black Elk Speaks: Being a Life Story of a Holy Man of the Oglala Sioux. With basic sentence structure and conversational language, the text is well-suited to students who are at and even below grade-level. I would recommend assigning this text to be read on an individual-basis, and then compared to In the Footsteps of Crazy Horse. In particular, readers should focus on the portrayal of events in the fiction and nonfiction renditions of the event (CCSS.ELA-LITERACY.RL.7.9), as well as how writer/speaker voice shapes presentation (CCSS.ELA-LITERACY.RI.7.9). Students will then collaborate with peers to create Venn-Diagrams reflecting their analysis (AASL B.I.3).

Related Links:
https://books.google.com/books/about/Black_Elk_Speaks.html?id=RbhP6zHkp9IC (Link to purchase book)

http://www.unevadapress.com/ (Publisher website)

https://www.history.com/topics/native-american-history/black-elk (History of Black Elk and his autobiography)

https://asp6new-alexanderstreet-com.libaccess.sjlibrary.org/ibio/ibio.about.html (Database where I accessed the chapter)

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san jose state university dr. martin luther king jr. library

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Home Page for SJLibrary.org, a collaboration of San Jose State University and San Jose Public Library system.

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                                                   Post-Read Texts

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                                                   Post-Read Texts

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Mastersimone, W.  (Writer) & Van Patten, T. (Director). (15 July 2005). Casualties of War. [Television series episode] In Spielberg, S. (Producer), Into the West. Universal City: Dreamworks Television. Retrieved from https://www.youtube.com/watch?v=yfRHqWCz3Zw

AASL B.I.3
CCSS.ELA-LITERACY.RL.7.1

Summary/ Relationship to Anchor Text:
Author Joseph M. Marshall III, who wrote In the Footsteps of Crazy Horse, is also an actor in a 2005 TV mini-series called Into the West. In this film clip from the show, an adolescent boy enters boarding school for the first time. During the clip, he is accosted by his instructors, who take his possessions from him. Next, the children are required to randomly choose an English name and change clothes. The students are taken to another room for haircuts. On his turn, the boy runs away, only to be caught by a group of instructors, who shove him around. At this point, the camera cuts away to two of the teachers, as one explains why the boy ran from the haircut: Natives only cut their hair when mourning a great loss. The boy sings to the Great Spirit, begging for compassion. Then, trembling, he cuts his own hair.

This video is an essential component to the text set, because it continues the historical narrative begun in the anchor text, showing what happened to the Native children who were living on reservations in the aftermath of surrender. It also serves the essential question by showing how a dominating society will strip another culture of its heritage. Rather than using the term “assimilation,” the video provides concrete examples, including cutting children’s hair and forcing them to adopt different names.

Reading Level/ Classroom Use:
I favored this video clip because the content is grade-level appropriate, especially because it is a visual representation of assimilation, as opposed to a verbose written explanation. While students at and below grade level should be able to grasp the core theme of the video (students are being forced into becoming something they are not), students above grade level may appreciate the symbolic importance of the hair cut.

I envision students exploring this video on an individual basis, with instructions to choose one quote that stands out as important to them, and then write a paragraph about why this quotation seems important (CCSS.ELA-LITERACY.RL.7.1). From there, students will be invited to share their responses in a class discussion, which will then lead into a discussion of assimilation. In this way, students will be introduced to the concept before they have a name for it, so that once they know the word “assimilation,” they will already have been exposed to concrete examples of the process. Finally, students will be asked to craft their own definition of assimilation, based on the class discussion (AASL B.I.3).

Related Links:
https://www.amazon.com/Into-West-Joseph-M-Marshall/dp/B000AQ6A9E (Purchase on DVD)

https://www.imdb.com/title/tt0409572/ (IMDb page)

https://www.imdb.com/name/nm1954728/ (Joseph Marshall III IMDb page; Notably, the author of the anchor text plays a prominent role in this film series)

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Three Lakota Boys, Carlisle Indian Industrial School, ca. 1900

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Three Lakota Boys, Carlisle Indian Industrial School, ca. 1900

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Three Lakota Boys, Carlisle Indian Industrial School, ca 1900. [Photograph]. Retrieved from https://boardingschoolhealing.org/education/us-indian-boarding-school-history/

AASL B.I.3
CCSS.ELA-LITERACY.RH.6-8.7
CCSS.ELA-LITERACY.RH.6-8.9

Summary/ Relationship to Essential Question
This tragic "before" and "after" picture has nothing to do with weightloss. The image combines two photographs of Lakota boys in attendance at Carlisle Indian Industrial School. In the earlier image, the boys wear traditional Native dress and hairstyles. In the after image, the boys are wearing white men’s clothes and sport short haircuts. Overlaid across the two images is a pair of handcuffs, drawing symbolic attention to the forced assimilation process.

As with the previous text in the set, the image shows one of the repercussions of the white man’s domination of the Native people. It also offers a tragic comparison to Crazy Horse’s way of life. Moreover, the image presents an alternate learning medium, strengthening trans-literacy, while also helping to strengthen students’ growing understanding of assimilation.

Reading Level/ Classroom Use:
In concert with the film clip from Into the West, this image supports CCSS.ELA-LITERACY.RH.6-8.7 (which pertains to integration of visual information), while also enabling students to compare and contrast the primary source (image) with the secondary source, strengthening CCSS.ELA-LITERACY.RH.6-8.9.

I recommend implementing this text either immediately following or within the same lesson as the Into the West film clip. Because the symbolic nature of the image may present a challenge to students at or below grade-level, I think that students should work in groups with 3-4 of their peers to analyze the image. In addition to comparing and contrasting the format of the image and the film clip, students should also consider the symbolism that the shackles lend to the photograph. Finally, students should create their own symbolic artwork that integrates their definition of assimilation (AASL B.I.3).

Related Links:
https://boardingschoolhealing.org/education/us-indian-boarding-school-history/ (Article attached to image)

https://boardingschoolhealing.org/about-us/ (About the Native American National Boarding School Healing Coalition)

http://www.loc.gov/teachers/usingprimarysources/ (Library of Congress guide for teaching primary sources)

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US Indian Boarding School History - The National Native American Boarding School Healing Coalition

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The truth about the US Indian boarding school policy has largely been written out of the history books. There were more than 350 government-funded, and often church-run, Indian Boarding schools across the US in the 19th and 20th centuries. Indian children were forcibly abducted by government agents, sent to schools...

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A Conversation with Native Americans on Race

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A Conversation with Native Americans on Race

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The New York Times. (15 April 2018). A Conversation with Native Americans on Race | Op- Docs [Video file]. Retrieved from https://youtu.be/siMal6QVblE

CCSS.ELA-LITERACY.RH.6-8.5; 8.7

Summary/ Relationship to Essential Question:
At just over six minutes long, this short New York Times video is brimming with thought-provoking content. “A Conversation with Native Americans on Race” shows the continuing effects of cultural domination on the Native people. As such, the video goes beyond the scope of the anchor text in showing the present state of affairs. While In the Footsteps of Crazy Horse focuses on the events of the Indian War, this video clip shows that cultural domination isn’t something that ended with reservations. With respect to the essential question, the clip makes it apparent that the effects of cultural domination are long lasting. The video features various speakers who address a variety of important themes, such as their reticence to be identified as Native “Americans,” their close kinship with the land, and how the government uses “blood quantum” to dissolve the people group.

Reading Level/ Classroom Use:
Although clearly targeted toward adults (and therefore, above grade level) this video is a very important component in the text set. For this reason, I recommend a teacher-led approach to the film, with the instructor providing background information about some of the concepts (i.e., colonialism, blood quantum, “one drop” principle).  The film can then be viewed by the entire class, after which the instructor will facilitate discussion on the themes touched on above, in concert with the essential question.

Because of the video format, this text strengthens CCSS.ELA-LITERACY.RH.6-8.7: “Integrate visual information... with other information in print and digital texts.” In the process, students will consider the cause-effect relationship between the events detailed in the anchor text and the attitudes portrayed in the clip. Additionally, because of the interesting “chunking” presentation format (ideas are presented thematically, not in a typical Q &A format), students can demonstrate their ability to “describe how a text presents information” (CCSS.ELA-LITERACY.RH.6-8.5).

Related Links:
https://www.nytco.com/company/ (NY Times Mission Statement)

https://www.nytimes.com/column/op-docs (Scroll down for “About Op-Docs”)

https://www.nytimes.com/video/us/100000006614628/chance-the-snapper.html

(NY Times Video Page)

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A Conversation With Native Americans on Race | Op-Docs