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FNSS Curriculum Integration Project Click here to download this lesson.
Yvonne Mensies (MS-Word format.)

Grade: 6
Lesson 4: Indians As Logos
Time: 80 minutes

Topic: Logos which utilize First Nations representations.

Rationale: First Nations people are stereotyped by the media, books, movies and have been used as corporate logos. This curriculum will promote an understanding of First Nations among all students. It will contribute to Aboriginal students' sense of belonging in the public school system.


Materials and Resources

  • Any Western "Classic" movie will do.

Main Concepts

  • To create an understanding of how First Nations people have been used as human logos for many companies.
  • the term stereotype.

Vocabulary

Stereotyping
refers to forming an instant or fixed picture of a group of people. Without any other information or experience, stereotypes are used to generalize and exaggerate from this one fixed image. (Employment Equity, cross cultural communication center)
Negative Stereotype
a stereotype that perceives First Nations people in a negative way. For example, all First Nations people are drunks.
Positive Stereotype
a stereotype that perceives First Nations people in a positive way. For example, all First Nations people are good artists.
Bias
a preference or an inclination, especially one that inhibits impartial judgment.
Noble
characterized by or displaying superior moral qualities.
Logo
an image that companies use for advertisement purposes.

Intended Learning Outcomes

  • Research information using print, non-print and electronic resources
  • Identify or clarify a problem, issue, or inquiry
  • Evaluate the credibility and reliability of various sources of information
  • Mass media stereotyping of cultural groups

Assessment/Evaluation
The following ideas may be used for journal entry topics:

  • Why do large corporations use Indians as logos?
  • Do you think it is fair to use First Nations people for advertising purposes?
  • Can you think of other racial groups that are used as logos?
  • How do you think the large corporations can be stopped?

Planned Learning Activities

  • The teacher will lead a discussion on how First Nations people have been used as logos. Vehicles, sports teams, school mascots, and a variety of other products have used First Nations people as logos.
  • The teacher will direct the following questions to the class:
    • Why do large corporations use Indians as logos?
    • Do you think it is fair to use First Nations people for advertising purposes?
    • Can you think of other racial groups that are used as logos?
    • How do you think the large corporations can be stopped?
  • Students will create a collage on First Nations Stereotypes. They will go through magazines and cut out words, images, logos etc. that are used to stereotype First Nations people.
    • Instructions:
    • Create a collage of how you see first Nations people being portrayed by the media, movies, corporations, books and people in general.
    • Remember that not all stereotypes are negative. You may use pictures, words and advertisements in your collage.
    • Remember that collages do not have to be made out of perfectly cut pieces of paper--feel free to tear your images out of the magazines.
    • Make sure you have a title for your collage--be original.

Extensions
The class could create a class collage. They would each bring in 2-3 stereotypical First Nations objects and create a display for the whole school.

Other Integration Opportunities

  • Art: The class could create a class collage. They would each bring in 2-3 stereotypical First Nations objects and create a display for the whold school.

Resources Used and Other Supplementary Available

  1. First Nations Stereotypes (video)
  2. The Imaginary Indian, Daniel Francis, 2000 Arsenal Pulp Press (print)
  3. Gender Equity Education,Teacher Resource Guide, BCTF, 1994 (print)




Collage Assessment

Criteria Ratings Comments
Original title 4 3 2 1  
Use of space on paper 4 3 2 1  
Uniqueness/originality 4 3 2 1  
Based of portrayals of First Nations people 4 3 2 1  

Key:
4-Powerful
3-Good
2-Basic
1-Beginning




Summative Criteria

Criteria Ratings Comments
Student demonstrates an understanding of the important ideas about the topic (through interaction and activities) 4 3 2 1  
Examples, ideas, and detail were offered as solutions to this problem, demonstrating a deeper understanding of the topic 4 3 2 1  
Considers individual rights and responsibilities; is aware of his/her obligation to create change for such issues as stereotyping 4 3 2 1  
Is able to appreciate another perspective and value its worth 4 3 2 1  
Interesting and relevant information is included in the journal entry (concrete examples are given) 4 3 2 1  
Journal entry demonstrates a clear understanding of concepts studied 4 3 2 1  
Journal entry is organized and easy to follow 4 3 2 1  

Key:
4-Powerful
3-Good
2-Basic
1-Beginning