This activity introduces students to thinking critically about settler colonialism, specifically within a US context, and how it operates through a logics of elimination by examining how take-for-granted assumptions about race, space, and history reproduce settler-colonial worldviews. In part I, students are briefly introduced to the concept of settler...
- Subject Area(s):
- Race, Class and Gender, Racial and Ethnic Relations
- Resource Type(s):
- Class Activity
- Class Level(s):
- Any Level
- Class Size(s):
- Medium, Small
Please see activity document for Usage Notes.
Learning Goals and Assessments
- Students will reflect on their baseline knowledge of colonialism and begin to think about where they gather knowledge and assumptions about where Indigenous peoples reside in the US.
- Students will begin to think critically about Indigenous representation in media and its connection to the racialization of space in the US.
- Students will begin to understand the unique dimensions of settler colonialism, including elimination, erasure, dehumanizing discourses of savagery, and invisibility.
- Students will journal their responses to questions in parts I and II and then share with the class in part III of the activity.
- Students will bring their journal responses into conversation with their observations from the film, Reel Injun.
- Drawing on the discussion and materials from parts I, II, and III, students will write a short essay reflecting on the similarities, differences and possible intersections between anti-Indigenous racism and settler colonialism on the one hand and other structures of racism and oppression on the other hand.