CRITICAL QUESTION: Are the Aboriginal people portrayed in a positive or negative manner by the media?

OVERVIEW:

Grade 6 Social Studies IRP covered:

-Identify stereotyping behaviours and expectations

Shared Learnings covered:

-p40 and p44: Aboriginal peoples are portrayed in various ways in the media and literature.

-p53: Aboriginal peoples have been portrayed in stereotypical ways.

After learning about stereotypes and researching different ways in which aboriginal peoples have been portrayed by the media, students will decide if their image has been presented in a positive or negative manner. Students gather evidence from various media sources in order to justify their decision in an oral presentation.

REQUISITE TOOLS:

Background:
- Understanding of the terms: discrimination, prejudice, stereotypes, racism.
- Basic knowledge of traditional and modern Aboriginal cultures (covered by grade 4 and 5 curriculum).

Criteria for Judgement:
-Checklist: Criteria for Assessing Media

Critical thinking Vocabulary:
-Inference and direct observation.
-Bias and point of view.
- Criteria
- Premise and conclusion.

Thinking Strategies:
-Checklist from Shared Learnings.
-Graphic organizers.

Habits of Mind:
- Inquiring or "Critical" attitude. Student will examine pieces of work for factual evidence.

SUGGESTED ACTIVITIES:

• Invite students to discuss images that come to mind when thinking of First Nations or Indians. Encourage them to list positive and negative images. Teachers can use the reference page "Stereotypical Images of Indians" to lead the discussion.
• Follow steps 1-3 in the Sample Lesson Plan on page 139 of Shared Learnings.
• Watch a video about stereotypical portrayal of Aboriginal peoples:

• Introduce the critical question:

• Discuss the "Criteria for Media Assessment" sheet. Then watch the Disney video "Pocahontas". After the viewing, fill in the Assessment sheet as a class and discuss whether the video portrays the Aboriginal people in a positive or negative manner. Teachers can refer to the notes "Pocahontas Myth" (from www.powhatan.org/pocc.html) to help then lead the discussion and hear the Aboriginal people’s point of view of the portrayal.

• On their own students can use the "Criteria for Media Assessment" sheet to critique three to five other media sources. Some resources you can use are:

• Facilitate a class discussion about answering the critical question and assessing their answer using Justifying the Decision Rubric #2.
• Students should be divided into groups of 3 or 4 to compile evidence and answer the critical challenge based on the evidence gathered. They will then write up a presentation, supported by examples from their evidence, that they will share with the class.

EVALUATION:

• Recording Evidence Rubric: /15
• Justifying the Decision Rubric: /10
• Assessing the Presentation: /30

EXTENSION:

• Hold a class debate on the critical question.
• Redesign a logo and name for one of the sports teams.
• Rewrite a story or article that was written with negative references to Aboriginal peoples.

REFERENCES:

• Video: For Angela (VT4703)
• Video: First Nations – Native Stereotyping: First Nations Series (VT4378)
• Francis, Daniel. (1995) The Imaginary Indian. Vancouver: Arsenal Pulp Press.
• B.C. Ministry of Education. Shared Learnings (1998)