Misconceptions and stereotypical views:

The manner in which information about other cultures, races and ethnic groups is presented can go a long way in promoting mutual respect among all peoples. Over time many misconceptions and stereotypical views of different peoples have developed and have been propagated, often unintentionally.

It is the responsibility of educators to present information in a manner that helps to break down these misconceptions and stereotypical views and to promote respect and tolerance between all peoples of the world.

Here are some suggestions where indigenous peoples are concerned.

DON’TS	DO’S
Don’t use the past tense when discussing indigenous peoples unless it is clear that you are limiting that particular discussion to historical events.	Do make it a point to stress the fact that indigenous people are alive and well today; many are able to combine contemporary life-styles with traditional values, traditions, and spirituality.
Don’t use dehumanizing materials that treat indigenous peoples as objects rather than as human beings. E.g. books, songs and alphabet cards that say "I is for Indian" or "One little, two little, three little Indians". It would be deemed disrespectful or insensitive to depict other ethnic or racial groups in such a manner.	Do discuss the dehumanizing stereotypical effects of using "Indians", "Warriors", and "Redskins" as team mascots.
Don’t lump all indigenous people together. Each Native nation is as distinct in its customs, language and spirituality as is each European nation. Studying the Irish and the French is as different as studying the Mohawk and the Hopi.	Do refer to each indigenous nation by its own name (Mohawk, Cree, Navajo) or group Do discuss the many similarities among all human beings and nations of people.
Don’t accept, ignore, or propagate stereotypical views of indigenous people.	Do discuss, evaluate, and challenge stereotypical representations of indigenous people as they are portrayed in children’s books, cartoons, movies, advertisements, and colloquialisms. Do point out that each person is unique and that terms such as "noble", "savage", and "blood-thirsty" do not and never did describe an entire racial group.
Don’t display illustrations that mislead or demean. Animals dressed in "Indian" attire or using sacred objects, children wearing adult headdresses, "Indian" caricatures painted with red skin are examples of silent messages that tell the public indigenous people and their cultural values do not have to be respected.	Do point out what is distorting or incorrect about illustrations and discuss why. Do a class project of writing to publishers of stereotypical materials. Do discuss how such depictions can be demoralizing and insulting. Examples of insensitive illustrations can be found in ads, cartoons, greeting cards, books and magazines.
Don’t use derogatory terms. The term "squaw" is considered to be a demeaning and insulting term. Use of terms, "Brave", "Squaw", and "Papoose" tend to separate indigenous people from the rest of humanity in a belittling way. War and exuberance are not racially-linked characteristics. Indigenous people do not sit, behave or express emotions any differently than anyone else.	Do refer to indigenous men as "men", women as "women" and children as "children". Do avoid using stereotypical figures of speech: "sitting Indian style", "acting like a bunch of wild Indians", "going on the warpath".
Don’t use the term "The First Thanksgiving". Indigenous people and many other peoples around the world were giving thanks for the bounty of the land before the Pilgrims arrived at Plymouth.	Do refer to the three-day feast during which the Pilgrims and the Native People gave thanks together as "The First Thanksgiving that the Pilgrims and the Native People Shared Together." Do mention how the Pilgrims would not have survived without indigenous help, and if they had not raided indigenous food caches upon their arrival in the Americas.
Don’t teach that Columbus "discovered" America. There were other Europeans who visited North America before 1492. The Americas were already inhabited by people who were obviously aware of its existence.	Do refer to Columbus’ "arrival", "visit", or "voyage to America". Do refer to the fact that Columbus was greeted hospitably and he reciprocated by taking indigenous slaves back to Europe.
Don’t emphasize violence and warfare. Indigenous nations did engage in warfare at various times in their history as did many European nations. More of their time and effort was devoted to survival and cultural activities.	Do spend time discussing reasons for war. Do spend time discussing the indigenous peoples’ culture and way of life; viewing and discussing handicrafts and implements in addition to tomahawks, bows and arrows.
Don’t act- out sacred dances, ceremonies, or promote games like "cowboys and Indians". Being a cowboy is a chosen vocation. Being Indian is being born with a particular ethnic identity. It is not appropriate to role-play an entire racial group.	Do convey respect for indigenous religious ideas in the same way that you would for any religious group. Indigenous religious rites should be treated with the same respect one would show to the sacred rites of any other religion. Sacred stories should be referred to as such, not as myths. The Adam and Eve story is not referred to as the Adam and Eve "myth" since that could offend many practicing Christians of today.

Adapted from: Draft copy of Haudenosaunee Past - Present - Future, A Social Studies Resource Guide, University of the State of New York.

SACRED OBJECTS:

The Haudenosaunee people hold certain objects, rituals and ceremonies as sacred to the functioning of the Longhouse. It is with deep respect, that these have not been included in the CD-ROM. In particular, the Haudenosaunee ceremonial or medicine masks are not displayed on the CD-ROM or in this guide. Please refer to the Peace Section of the CD-ROM, secondary level. Click on RESPECT in the Values Menu. Go to page 5 for further information.

TRADITIONAL CLOTHING:

The traditional clothing of the Haudenosaunee or Iroquois should not be referred to as costumes. A costume has the connotation of a set of clothes in such a style, as worn in a play or at a masquerade.

TRANSLATIONS:

A number of the articles, essays, quotes, interviews, and speeches have been translated from the Iroquoian languages and some are early dated documents. These have been preserved as the original recorded text and no attempt has been made to change the spelling or grammatical structure of the original translations. This is noted in the CD-ROM, but teachers should make a point of making students aware of this.

Also note that there are variations in the spellings of many of the names of people and places. This occurs because the Iroquois Confederacy is made up of six nations, each with its own language. Not until after contact with the Europeans did the Iroquois nations began to write their languages, with each developing their own orthography.