Let’s Debate: Should Sports Teams Use Native American Names and Mascots?
Time: One period, 50 minutes, half period, 25 minutes
Setting: 10th grade classroom with 30 students. One student has a visual impairment, one has a
hearing impairment, and another has a learning disability. Students have read up to Chapter 19
of The Absolutely True Diary of a Part-Time Indian by Sherman Alexie.
Theory:
1. The foundation of this lesson derives from Jim Burke’s The English Teacher’s
Companion. I found that many of his ideas not only explore the text itself, but also
allows the students to create comparisons with the outside world; this will help them
better synthesize and understand the meaningfulness of the material. Burke explains that
“the world you are preparing to enter demands that you think globally regardless of your
field” (11). This means that no matter what occupation or position the teacher is in, she
must think globally or think about the big picture. This includes examining a subject—a
person, idea, event, or culture—from a global perspective (11). By analyzing
stereotypical mascots from different perspectives, we are taking an issue that may seem
small and enlarging it to see the big picture so students can think outside their own
worlds. Students have read up until Chapter 19 of The Absolutely True Diary of a PartTime Indian. They have just read about the intense basketball tryout where Junior faced a
lot of animosity toward his participation on an all-white team instead of staying on the
reservation. Even his best friend, Rowdy, was ruthless. Here, we see Junior’s tension
building up as he encounters troubles with the conflicting cultures and skills—and he’s in
the middle. The teacher will use students’ knowledge of the book and Junior’s issues in
addition to the webquest outcomes they have concluded the previous day in order to
conduct the lesson. Students will participate in a debate that includes a topic that is
culturally-relevant to their lives and that they have previous knowledge of stereotypes of
Native Americans and how the media portrays them to support either arguments. The
teacher will use YouTube videos to show Chief Illiniwek’s “Last Dance” and the debate
about the installment of a Native American mascot at a high school. The teacher will
also use news articles and cartoons for students to reflect on and build their opinions.
2. Students will use their Writing Notebooks to build their arguments after watching the
YouTube clips, reading the news articles, and analyzing the cartoons. In addition,
students will need a copy of The Absolutely True Diary of a Part-Time Indian by
Sherman Alexie.
3. This lesson is linked to the previous lesson because the students just explored the
stereotypes of Native Americans and the media’s portrayal of them in the webquest.
Now, students will be able to link stereotyping to their personal everyday lives by
investigating and analyzing sport mascots. This lesson is linked to the lessons that will
follow because the upcoming activities allow students to explore issues from different
perspectives to develop their own identities and voices.
Objectives
1. By closely analyzing an array of media, including texts, cartoons, and a brief film clip,
students will question the consequences of using Native American logos and mascots in
educational and sports arenas.
2. Students will be able to develop arguments and conduct respectful debates by reading a
variety of texts and analyzing both sides of the issue, filling out the debate worksheets
before participating in the debate.
Materials
 The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
 Writing Notebooks
 Pen/Pencil
 “NCAA Take an Aim at Indian Mascots” handout
 Internet access & YouTube capabilities
 Handout for organizing argument to bring to class to use during the debate
Preparation
The teacher will have the YouTube videos uploaded and ready to play before class begins. In
addition, she will have extra paper and pencils on the front table so that students who forgot their
notebooks do not have to interrupt their classmates to borrow a pencil or paper. The teacher will
also have the handout on the front table to easily pass out later on.
Procedure
Day One – Half period
*Because students have just presented their webquest assignments and illustrations and he class
has talked about Native American stereotypes in the first half of the class, this part of the lesson
will start at the second half of that class (Day Three of Week 2 of the unit).
1. Before class. The teacher has fully uploaded the YouTube video and has laid all
materials needed at the front of the table.
2. 7 min. After the discussion from the webquest has been conducted, the teacher will
introduce the YouTube video of Chief Illiniwek’s Last Dance:
a. Obviously, racism is wrong in so many ways. However, there is underlying
racism that people continue to support including in sport mascots. There are huge
debates throughout the country because everywhere from sport teams, to colleges,
to high schools and grade schools have a caricature of a Native American Indian
as their mascot.
b. Introduce and show YouTube clip of the Last Dance. Tell students to write down
their feelings, reactions, and observations to the video. Remind the class to pay
close attention to not only how the Chief dances but how the audience reacts
because it his final show.
http://www.youtube.com/watch?v=O7tyfQu4QJo&feature=related
3. 2 min. Introduce the next YouTube clip. There are real people—real Native
Americans—that are standing up and are angry and offended. Tell students to write down
their thoughts, reactions, and observations.
http://www.youtube.com/watch?v=CNSLoKgkuXQ
4. 5 min. Ask questions:
a. What’s going on in each of the clips?
b. If the school is honoring the Chief, why do we see Native Americans so upset in
the other clip?
c. After watching the Chief’s dance, is it representational? Do we even know? Step
into someone else’s shoes, are you offended or honored?
d. *Ask questions based on the students’ thoughts and reactions as well
5. 11 min. Then, tell students to pick a side (either for the Native American mascots or
against them) and to start filling out the debate argument sheet. Tell them that they have
to finish the sheet for tomorrow and to come prepared to debate in class. Handout the
article for homework and tell them that this will help them fill in their charts. Students
can bring in other artifacts or materials to reinforce their arguments.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Day Two – Full period
1. Before class. Teacher will write on the board: Today we will be considering stereotypes
in relation to the chapter you read previously, “How to Fight Monsters” and the chapter
you read for homework “Reindeer Games.” In your writer’s notebook, write about any
time you feel you have been stereotyped, or perhaps a time you have stereotyped others.
How did you feel?
2. 5 min. Have students write in their Writer’s Notebooks, answering the question. Then,
have student’s pair off and share what they have written. After reading what they have to
their partner, encourage them to ask each other questions about what they wrote about
and why.
3. 3 min. Have the class reconvene as a group and ask students to volunteer to share out
what they discussed to the rest of the class.
4. 10 min. Ask students to take out their copy of The Absolutely True Story of a Part-Time
Indian and turn to page 56, a few pages into the chapter “How to Fight Monsters.” Ask
for a student to volunteer to read that page starting at “Then the white kids began arriving
for school.”
a. Ask the class why Junior thinks Reardan is racist, highlighting the line, “So what
was I doing in racist Reardan…” (56) to trigger discussion of his comment on the
Indian mascot. Why is Junior offended? Should he be?
b. Read from “Reindeer Games” starting on page 140 “If he stayed in front of me…”
and end on 143, “Coach sure loved those military metaphors.”
i. Point out the statement, “I was a warrior!” Junior had said and look at the
cartoon he drew on page 143.
1. Why does Junior use the “warrior” reference to himself? Do he
reinforce the stereotype used in school mascots? Does Junior want
to be known as the stereotypical Native American who is a
warrior? Does Sherman Alexie write this on purpose as a pun?
2. Junior is happy that he’s a hero. However, what does the cartoon
draws say about him? Did he draw it as a white person seeing him
as a “savage” Indian warrior?
5. 20 min. Introduce the debate. Reiterate your rules that everyone has to respect each
other’s opinions and that we have to consider other people’s feelings when voicing our
own opinions. Tolerate no racial slurs or put-downs. Have students that are support the
Native American mascots on one side of the room with the students who oppose the
mascots on the other.
a. Ask each side to pick a person to state their viewpoints and discuss why they
think this way.
b. Each side will make one argument with the other side having the opportunity for
rebuttal.
c. If the debate gets too heated or students are being disrespectful, remind them of
the rules and intervene immediately.
6. 10 min. Pull up the cartoons from the Internet to promote further discussion. Ask:
a. What do the images represent? Why do you think there is so much dispute over
sport mascots? What have you learned from the debate, from the images, and
from the article? What does it all say about American society as a whole and how
we stereotype in general? Do the images shape Native Americans’ identity? If
so, in what way?
7. 2 min. Remind students of the chapters for homework.
Discussion Ideas
 How does American society stereotype not just Native Americans but minorities in
general? (Minorities meaning Hispanics, African Americans, etc and women and people
with disabilities)
 What causes the stereotyping?
 Where do you see stereotyping?
 What language do we use that puts down other cultures or minorities? Do we use any?

What can we do, if anything, to reverse the stereotyping in the media and in daily life?
Bilingual/ESL and Englishes Accommodations
Spanish: Students will be allowed to use an electronic translator or Spanish/English dictionary to
look up words or phrases they do not understand. However, the teacher will encourage students
to use English, allotting them extra time to write in their journals. In addition, she will
encourage students to use the debate organizer to help them write out their thoughts to support
their arguments. She will also encourage students to write in complete sentences so they can
practice writing.
African American English: The teacher will encourage students to use the graphic organizers in
order to practice Standard English and write out their opinions. Because this is a debate, they
will not necessarily have to speak in Standard English, but they should write down their
arguments and provide specific evidence to support their claims.
Special Education Accommodations
Specific Learning Disabilities means a disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that may manifest
itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical
calculations, including such conditions as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems
that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of
emotional disturbance, or of environmental, cultural, or economic disadvantage. [105 ILCS 5/141.03(a)] (http://www.isbe.state.il.us/spec-ed/html/categories.htm)
For students with learning disabilities, it may be hard to analyze Junior’s drawing. That’s
why the teacher put the class up for debate. In addition, the students could try to pull other
sources that would support their arguments that can be materials that they understand better.
Hearing Impairment means an impairment in hearing, whether permanent or fluctuating, that
adversely affects a child's educational performance but that is not included under the definition
of deafness.
For the student with the hearing impairment, the teacher needs to make sure she
constantly speaks loudly/audibly at all times. In addition, the audio on the YouTube videos must
be clear. Unfortunately, one of the clips is not as clear as it could be. Move the student to the
computer at the teacher’s desk so she could see and hear the audio better.
Visual Impairment means an impairment in vision that, even with correction, adversely affects a
child's educational performance. The term includes both partial sight and blindness.
For the student with the visual impairment, he might have difficulty reading the reactions
of the audience on the Last Dance clip as well as seeing the dance. Have the student either move
closer to the screen or sit at the teacher’s desk to see better. Turn off all lights so that the student
can focus on the screen. However, because the audio on the second clip is loud and important to
the overall lesson, the student will be able to come to conclusions about the argument at hand.
Assessment
This is more of an informal assessment. Students will be graded on completing the in-class
writing assignments, but not necessarily the specifics such as spelling, grammar, etc. However,
the opinion organizer will count towards participation. In addition, if a student does not speak as
much in the debate as he/she could have, he/she can gain points by completing the organizer and
having thorough arguments with support. During the debate, students will be graded on
participation and quality of argument. However, if a student is rude, uses racial slurs or other
offensive language, he/she automatically receives a zero.
Extension Ideas
 Students could write a persuasive paper discussing their argument
 Students could find other examples of racial profiling and bring them to class.
 The class could write a letter to NCAA, disputing or supporting their changes to college
basketball.
 The class could interview college students and/or college sports fan or professional sports
fans and the community in general and write an article stating what the community
believes and what changes, if any, should be made based on their opinions.
Source of Activity
I would like to thank Jaclyn Ippolito, an English Methods teacher in New York, for
giving me the idea about having a debate over mascots. Many students in high school know of
siblings, friends, or relatives that attend or have attended colleges with Indian mascots. In
addition, many high school students are interested in sports and this issue brings to light a topic
that a person may not see as being a racial issue. I would also like to thank Jim Burke and Dr.
Dressman for encouraging me to use sources and materials that relate to the students. I would
like to thank YouTube (although I wish the creators would branch off and make a stem that
would be classroom-friendly) for providing so many clips and resources. Finally, I would like to
thank Rubistar.com for helping create the perfect rubric.
Resources and References
Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom, Curriculum,
and the Profession. 3 Ed. Portsmouth, NH: Heinemann, 2008.
“Chief Illiniwek – Last Dance – ESPN” YouTube.com
http://www.youtube.com/watch?v=O7tyfQu4QJo&feature=related
Illinois State Board of Education: Illinois Learning Standards. 2009. Illinois State Board of
Education. 23 September 2010. http://www.isbe.net/ils/ela/standards.htm
Illinois State Board of Education: Special Education Categories. 2009. Illinois State Board of
Education. 23 September 2010. http://www.isbe.state.il.us/spec-ed/html/categories.htm
“NCAA Take an Aim at Indian Mascots”
http://www.cbsnews.com/stories/2005/08/05/sportsline/printable762542.shtml
Rubistar.com
YouTube.com. http://www.youtube.com/watch?v=CNSLoKgkuXQ
Illinois State English Language Arts Goals:
STATE GOAL 1: Read with understanding and fluency.
1.C.4e Analyze how authors and illustrators use text and art to express and emphasize their
ideas (e.g., imagery, multiple points of view).
Students will look at Alexie’s language and Junior’s cartoon to analyze the meaning of
stereotyping and compare it to the Native American mascot debate.
STATE GOAL 2: Read and understand literature representative of various societies, eras
and ideas.
2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials.
Students will analyze an article, video clips, the book, and cartoons to draw conclusions
about Native American mascots, their use of it in the media, and how it affects their people.
STATE GOAL 3: Write to communicate for a variety of purposes.
3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and
audience, with clarity of focus, logic of organization, appropriate elaboration and support and
overall coherence.
Students will document their argument by using the graphic organizer. In addition, they
will participate in writing activities that will help them come up with evidence to support their
arguments.
STATE GOAL 4: Listen and speak effectively in a variety of situations.
4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, interpersonal
conflict situations, giving and receiving directions, evaluating persuasive messages).
Students will take notes while the video clips are rolling and during class discussion,
displaying their ability to listen well, multitasking, and following directions.
STATE GOAL 5: Use the language arts to acquire, assess and communicate information.
5.C.4c Prepare for and participate in formal debates.
Students will do many writing activities, participate in class discussions, and fill out the
graphic organizer in order to come prepared for the debate.
Reflection
I believe that think there might be too much repetitiveness throughout the lesson.
However, I do believe that the video clips will capture their interests. In addition, I am
inexperienced with conducting debates so I think it would be wise to ask another teacher’s
advice on giving debates and what questions to ask to motivate the students.
CATEGORY
Understanding of
Topic
Information
Rebuttal
Respect for
Other Team
Participation
Native American Mascot Debate Rubric
Name: _______________________________________
4
3
2
The team clearly The team clearly The team seemed
understood the
undestood the
to understand the
topic in-depth
topic in-depth
main points of
and presented
and presented
the topic and
their information their information presented those
forcefully and
with ease.
with ease.
convincingly.
All information
Most information Most information
presented in the
presented in the
presented in the
debate was clear, debate was clear, debate was clear
accurate and
accurate and
and accurate, but
thorough.
thorough.
was not usually
thorough.
All counterMost counterMost counterarguments were
arguments were
arguments were
accurate, relevant accurate,
accurate and
and strong.
relevant, and
relevant, but
strong.
several were
weak.
All statements,
Statements and
Most statements
body language,
responses were
and responses
and responses
respectful and
were respectful
were respectful
used appropriate and in
and were in
language, but
appropriate
appropriate
once or twice
language, but
language.
body language
there was one
was not.
sarcastic remark.
The student
The student
The student
participated
participated most participated once
whenever
of the time and
in awhile and
possible and
talked about the
sort of talked
always talked
topic at hand.
about the topic at
about the topic at
hand.
hand.
TOTAL: _________________ / 20
1
The team did not
show an
adequate
understanding of
the topic.
Information had
several
inaccuracies OR
was usually not
clear.
Counterarguments were
not accurate
and/or relevant
Statements,
responses and/or
body language
were consistently
not respectful.
The student
rarely, if at all,
participated.
Debate Graphic Organizer
Name: _______________________________________
Topic:
______________________________________________________________________________
______________________________________________________________________________
My Argument:
______________________________________________________________________________
______________________________________________________________________________
List Reasons Opposed to Mascots:
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
4. ________________________________________________________________________
List Reasons Supporting Mascots:
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
4. ________________________________________________________________________
My Rebuttals to the Other Argument:
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
4. ________________________________________________________________________
Other Evidence:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Concluding Statement
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________