Sherman Alexie’s novel has been
praised since its publication in 2007 which also resulted in this novel winning
many awards, several from young adult literature programs. However, this novel
has also been torn down by parents, faculty, and school districts for its use
of profanity, racial slurs, and even its references to sexuality; to the point
that this novel is number two on the top ten banned books list of 2010. Many
parents have also complained that it is unsuitable for high school age group
because the language and graphic novel images used within the novel is “dumb-down”
below high school student’s intelligence levels. With that said, many parents
who have condemned the novel , have also praised Sherman Alexie, the author of
this novel. Parents have been quoted to say “Alexie is honest, sensitive,
humorous, and sometimes raw.” Well, we agree with the parents about Alexie, and
the positives of this novel but would like to prove that the negatives seen in
this novel are far outweighed by the positives and the knowledge it brings to
the students about the possibilities of opening up their minds and broadening their
environment around them to other perspectives.
This novel includes realistic
depictions of adolescent life- including references to sexuality, mild
profanity, and racial slurs. These depictions are included only to illustrate
the main themes of the novel, and provides an authentic voice to the adolescent
experience. The story portrayed in this novel is engaging, and for those young
male students who do not want to read; it will easily hold their attention
and they could even enjoy themselves whiling reading this novel. An engaging
story with positive life-affirming messages, as well as an anti-bullying, and
anti-discrimination messages throughout the themes in this novel make it a
positive read not a negative read. As Pat Scales (one critic) states” Yes, it’s
raw in places but it’s raw because the life was.” Not only is this novel
humorous, entertaining, educational, and engaging but it also allows students
to see another perspective which will always help to open their minds up to a
diverse history and to surround
themselves with a diverse group of people throughout their lives.
Lesson and Project Ideas:
History of Native Americans in Pacific Northwest-
Who are the Spokane Indians? Where are
they located? What is their history? What
are
their customs and traditions?
What
are some of the issues and problems facing Native Americans?
What
is the Bureau of Indian Affairs?
What is the Spokane Powwow?
Why were reservations set up in
America? What was their goal? Has it been
successful?
Graphic Novel Aspects-
Examine the art drawings in this book, what significance do
they have to the storyline? Compare images to text. Which do you as individual enjoy more? Text versus Images, Images versus Text.
Personal Experience-
What personal experiences have you had in your life in regards to: Bullying,
Poverty, Death in family, Racism/Discrimination?
Here are some quotes from novel to compare your experiences to:
Here are some quotes from novel to compare your experiences to:
“I
am zero on the rez. And if you subtract zero from zero, you still have zero.”
(p. 16)
“And
we let it happen. We let them pick on you.” (p. 41)
“Poverty
= empty refrigerator + empty stomach” (p. 8)
“Yep,
about two thousand Indians (and a few white folks) sat and stood on the
football field as we all said good-bye to the greatest Spokane Indian in
history.
I
knew that my grandmother would have loved that send-off.
It
was crazy and fun and sad.” (p.161)
“During one week when I was little,
Dad got stopped three times for DWI: Driving
While
Indian.” (p. 46)
Video Comparison-
Watch the film “Smoke Signals”
Class will re-group as whole and then have whole-class discussion about questions and the different answers the groups came up with; this gives everyone a chance to participate even if they don’t like speaking to the entire class.
Identity Map:
We are limited to some extent by the countless expectations that are linked to our race, culture, gender, age and status. How do internal and external expectations manifest themselves in our lives? Have the students create a map (flow/bubble/list) of the different traits and attributes they believe contribute to their own individual identity as a person.
Lesson Plan:
Topic: Identity
Objectives:
Students will be able to identify key terms that relate to their identity, and the identity of others.
Students will be able to examine the text (and quotes) to see how author expresses his main themes throughout the novel and how is word choice & images portray Junior/Arnold's identity.
Students will be able to broaden their knowledge base about ethnicity, race and gender; as well as, learning about discrimination.
Materials:
Quotes and Questions printed on handouts
Images from the novel
The novel itself
Topic: Identity
Objectives:
Students will be able to identify key terms that relate to their identity, and the identity of others.
Students will be able to examine the text (and quotes) to see how author expresses his main themes throughout the novel and how is word choice & images portray Junior/Arnold's identity.
Students will be able to broaden their knowledge base about ethnicity, race and gender; as well as, learning about discrimination.
Materials:
Quotes and Questions printed on handouts
Images from the novel
The novel itself
Class Discussion:
Start with word blast about identity. Ask students what they think represents their identity, or Junior’s identity in novel. “What does identity mean?” write each response word/category on board. Have class split up into small groups of 4 or 5, and give them a quote from novel to discuss and answer questions.
Start with word blast about identity. Ask students what they think represents their identity, or Junior’s identity in novel. “What does identity mean?” write each response word/category on board. Have class split up into small groups of 4 or 5, and give them a quote from novel to discuss and answer questions.
Possible
questions:
Why does Arnold belong to the
"Black-Eye-of-the-Month-Club"?
Why does Arnold go by two different
names: Junior on the rez and Arnold at school? Do you have different names you
use in different settings? Why?
Why do people on the rez start calling
Junior an "apple"? Why don't they support his choice to go to school
in Reardan?
Which tribes does Arnold belong to?
Which tribes do you belong to?
Why does Rowdy call Junior a
"nomad"?
Possible quotes:
1."My name is Junior," I
said. "And my name is Arnold. It's Junior and Arnold. I'm both.”
I felt like two different people
inside of one body.
No, I felt like a magician slicing
myself in half, with Junior living on the north side of the Spokane River and
Arnold living on the south.
2. Traveling between Reardan and
Wellpinit, between the little white town and the reservation, I always felt
like a stranger.
I was half Indian in one place and
half white in the other.
It was like being Indian was my
job, but it was only a part-time job. And it didn't pay well.
3. Do you know what happens to
retards on the rez?
We get beat up.
At least once a month.
Yep, I belong to the
Black-Eye-of-the-Month Club.
Sure I want to go outside. Every
kid wants to go outside. But it's safer to stay at home. So I mostly hang out
alone in my bedroom and read books and draw cartoons.
Class will re-group as whole and then have whole-class discussion about questions and the different answers the groups came up with; this gives everyone a chance to participate even if they don’t like speaking to the entire class.
Identity Map:
We are limited to some extent by the countless expectations that are linked to our race, culture, gender, age and status. How do internal and external expectations manifest themselves in our lives? Have the students create a map (flow/bubble/list) of the different traits and attributes they believe contribute to their own individual identity as a person.
