Lesson Plan Humor & Satire

Transcription

1 Lesson Plan Humor & Satire Written by Nicole Bihr Menard (Lakota) Lincoln (NE) Public Schools Overview This lesson will examine the 'Native jokes' section in A Seat at the Drum. Humor is a very important aspect of all cultures, and can appropriately be incorporated into funny plays, movies, television shows, commercials, museums or joke books. This lesson will look at the historical relevance and modern place 'Native humor' has in the daily lives of Native people. Students will create their own satirical 'museums' or joke books. Grade Level 9-12 Objectives Students will be able to: Recognize how Native humor has been a survival technique and has historical relevance in the daily lives of modern Native people Compare Native humor with all cultural humor/satire Create a joke book or a satirical museum of the student's cultural relevance My name is Nicole Menard. I was born in Gordon, Nebraska and I am Oglala Lakota. It is with honor that I speak of my family who are from the Pine Ridge Reservation in South Dakota. Most of my immediate family now live in Denver, Colorado. I recently received a Master of Arts degree in American Indian Studies at the University of Arizona in Tucson, Arizona. I am an English teacher who is currently working with high school expelled students in the Lincoln Public Schools District. It is my life s passion to share my experiences and assist at-risk youth in achieving the gift of life long learning. An Anglo family adopted me at birth, so I personally relate to many of the topics presented in Indian Country Diaries. I have used the following activities and lessons with my students over the years. I hope they will help other educators and students explore and understand Native American culture. National Standards [All standards are from McREL's compendium of national standards, Understands influences on and perspectives of Native American life in the late 19 th century (e.g., how the admission of new western states affected relations between the United States and Native American societies; leadership and values of Native American leaders; depiction of Native Americans and whites by 19 th century artists) (Standard 19, IV, 3) Understand the image of new cultural movements on American society in the 1920's (e.g., how the creation of national parks affected Native American culture) (Standard 22, IV, 4) Lesson Plan, Humor, page 1

2 Understand scientific and technological developments in America after World War II (e.g., and how they improved the standard of living and changed demographic patterns) (Standard 26, Level IV, 1) Understand the socioeconomic factors of the post-world War II period in America (e.g., the gap between poverty and the rising affluences of the middle class, the extent of poverty in post- World War II) (Standard 26, Level IV, 3) Understand the various influences on American culture (e.g., how ethnic art, food, music, and clothing are incorporated into mainstream culture and society) (Standard 31, III, 4) Understand how different groups attempted to achieve their goals (e.g., the grievances of racial and ethnic minorities and their reference to the nation's charter documents to rectify past injustices, local community efforts to adapt facilities for the disabled) (Standard 31, III, 5) Understand major contemporary social issues and the groups involved (e.g., continuing debates over multiculturalism, bilingual education, and group identity and rights vs. individual rights and identity) (Standard 31, IV, 5) Estimated Time Two days, depending on time allotted for a possible field trip. Necessary Materials Computers with Internet Access Printers Scanners DVD copies of the Indian Country Diaries film, particularly A Seat at the Drum, available at VisionMaker Video "The Museum of the Plains White Person" by Rayna Green, available here in PDF format The "Caucasian American Education" chapter from the book Basic Skills Caucasian Americans Workbook by Beverly Slapin, available here in PDF format. The entire book is available from A selection of Native jokes and humor Poster Board Student notebooks Lesson Plan, Humor, page 2

3 Teaching Procedure 1. Before beginning this lesson, it is important to find authentic Indian jokes. From this web site, you can download a chapter on "Caucasian American Education" from the "Basic Skills Caucasian Americans Workbook" by Beverly Slapin here in PDF format and reproduce it for your class. The entire book is available at a wonderful resource for teaching Native issues. You can also download and reproduce "The Museum of the Plains White Person" document here. This "proposal" takes a funny look at how Caucasians live from a museum point of view. Also, a good book of Lakota jokes has been collected and compiled by Spuka Sin Win, "Jokes Heard Around the Rez." The best way to find authentic Native jokes is to ask the source, that is Native people. However, research on the Internet may be the only access. 2. Students need to understand the definition of satire. Have a class discussion where students give examples of literature, movies, commercials or songs that contain satire as a literary element. List those on the board. 3. Have students research for authentic Native jokes. 4. Next, watch the humor sections of A Seat at the Drum. If you have a video projector, play students the videos from this web page. Students will take notes on their initial reactions. How did it make them feel? Did they consider the jokes to be funny or demeaning? Have a five-minute class discussion about their reactions. Now, have students present a few authentic Native jokes to the class that they found during their research. Read an example of satirical Native humor such as Rayna Green's "The Museum of the Plains White Person." Discuss how authors and storytellers use satire to make social and cultural commentary. 5. Have a 15-minute class discussion about the literature. Here are some questions to get students thinking about satirical humor: A. In the Rayna Green "proposal," who is the dominant culture? B. How do we know that these people control the "system?" Give specific answers from the literature. C. What is the significance of the bone collection? D. Why would they be worried about the "surviving white people?" 6. Next, discuss a local museum that most students have visited before. Or better yet, take a field trip to a local museum. It is important to point out how a museum displays their "artifacts" or "museum shows." Students will take notes on their observations of a museum. NOTE: If your students do not have access to a museum, adapt this activity by visiting an appropriate online, virtual museum from the International Council of Museums Virtual Library Museums Pages at Lesson Plan, Humor, page 3

4 7. Next discuss how museum guides tell us about the museum displays. A. Do museum officials use present tense language when they talk about their displays, or past tense language? B. How are the museum displays set up? Do the background pictures look current or dated? C. How do museums display people? D. How do museums display cultures? Modern or dated? E. What is the definition of "museum"? F. Are Native people still living today? 8. Next, read Beverely Slapin's "The Basic Skills Caucasians Workbook." You can download the chapter on "Caucasian American Education" in PDF format and reproduce it for your class. Have a 10-minute class discussion about this literature. It is important to point out that Native people and their way of life, stories, sacred history, and art work are still considered "in the past," or "historical" in modern day museums. Native people are still alive and thriving. "The Basic Skills Caucasians Workbook" takes a funny look at how Caucasians live from a museum point of view. It has satire that can make even a serious person chuckle. 9. Students will create their own one or two-page booklet of appropriate jokes or a museum that pokes appropriate fun at their own culture. Students will display their creations in class. Assessment Recommendations Students will be assessed on the following: 1. The final venue (play, movie, commercial, literature, museum or joke book) to appropriately show cultural satire or humor. This will be assessed using the Six Trait Writing Rubric. This will be assessed using the Six Traits Writing Rubric. Information about the rubric can be found at this external link Class participation and appropriate behavior towards other cultures. Lesson Plan, Humor, page 4

5 Recommended Resources The Indian Country Diaries DVD chapters and web pages listed above. The DVD is available from VisionMaker Video. The following books of Indian jokes are also available from Green, Rayna. The Museum of the Plains White Person Slapin, Beverly. Basic Skills Caucasian Americans Workbook Spuka Sin Win. Jokes Heard Around the Rez Lesson Plan, Humor, page 5