“Survivance” and the Native American Civil Rights Movement, Late 1960s–Present

Sage’s Bio I was born and raised in Siletz, Oregon, attended Southern Oregon University, and received a bachelor’s degree in History with a Certificate in Native American Studies. After a hiatus to work on the Fort Peck Reservation in Montana, I returned to Siletz to work with the Confederated Tribes of Siletz Indians, and then I entered the Sapsik’ʷałá program and UO Teach at the University of Oregon. I went on to teach Social Studies at the Siletz Valley Early College Academy. Currently, I am working in the College & Career Center for the Native American Youth and Family Center in Portland, Oregon. 
Target grade The target grade for this unit would be 11th grade (Juniors). The subject matter aligns with graduation requirements, and students in this age bracket are mature enough to understand the importance and social implications of the Civil Rights movements, including in the context of the historic mistreatment of Native American populations that drove some of these Civil Rights events. 
General Subject U.S. History/Social Studies
Unit Summary: Big question.   What is “survivance,” and how do we define “survivance” as a culture? What historical developments led up to our recent/current status within the United States and in contrast to other peoples? Have recent Native American Civil Rights gains or losses had an impact on current Native American rights?  
Enduring Understanding:  Students will gain a greater understanding of how social attention plays a role in the government’s response to minorities’ attempts at securing civil rights, including the power of gaining society’s attention, and citizens’ roles as civic or social justice-minded members of a greater and more complex society. The history of social struggle is not simply a relic of the past, but its effects have ripples that are felt for generations. We arrive at contemporary life as the culmination of past events, whose beneficial lessons, if not properly disseminated and digested, will be lost. Decolonizing education begins with understanding the importance of having a range of perspectives, because history simply told from one linear perspective is disingenuous and ignores the complexities inherent in the many stories of a multicultural society. 
Resources Provided: 
  • First-hand accounts (in print) of relevant civil rights movements. 
  • Links to several films for first-hand accounts of civil rights movements.
  • PowerPoint presentation, which will require the necessary equipment in the classroom. 
  • Student access to computers (preferred, although not required for lower-income students.) 

 

Abstract

This unit comprises five lessons that could vary in length from 50 to 90 minutes, depending on the presenter’s need and just how many of the resources being provided get utilized. The unit is interdisciplinary and multifaceted, which means the lessons can be adapted to fit the needs of most classrooms. The lessons cover topics in history, art, and literature, exploring how these contributions all help form the unique identity of modern Native Americans, including their cultural and historical differences and the shared aspects of their identity as contemporary Indigenous individuals. 

The unit begins by giving students a more concrete understanding of the term “survivance.” This term will provide a framework for our examination of the multiple events that helped define the Native American Civil Rights movement, from the Occupation of Alcatraz to resisting the construction of the Dakota Access Pipeline (1964–2020). 

 

Lesson title: “Survivance”

Introduction

Rationale: To provide a historical background shaping modern Native American culture in preparation for the upcoming unit on Indigenous Civil Rights.

Standards

  • HS.5 Evaluate the relationships among governments at the local, state, tribal, national, and global levels.
  • HS.10 Explain the roles and responsibilities of active members of a democracy and the role of individuals, social movements, and governments in various current events.
  • HS.11 Examine the pluralistic realities of society recognizing issues of equity and evaluating the need for change.
  • HS.55 Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of world, U.S., and Oregon history.
  • 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
  • 11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.*

Learning Objectives

  • Students will be able to utilize and define the concept of “Survivance.”
  • Students will be able to express how Survivance relates to the Native American population in a modern context.

Beginning the lesson

Begin the PowerPoint presentation titled, “Survivance 1”.

Students should be ready to take notes on a paper titled “Survivance.” The presentation is purposefully vague, and encourages students to engage in discussion and friendly debate. Much of the material provided is from Native American poet, novelist, and essayist, Gerald Vizenor.

Provide some context: this would be a great opportunity to go into detail about Gerald Vizenor, offer students more detail and information to help them grasp the concept of survivance while they are summarizing their notes. These notes will be helpful in the upcoming “art walk” and poetry break down.

Create small groups of students in preparation for the next portion.

Middle of the lesson (Small Group/Individual Work/Whole Class Discussion)

Resume viewing the “Survivance 1” PowerPoint presentation. Within the presentation, you will find prompts for the students to complete. Give your students time to consider each prompt and engage in respectful discourse with their classmates.

Statements found in the presentation are as follows:

“An act of ‘survivance’ is Indigenous self-expression in any medium that tells a story about our active presence in the world now.”

            • What is meant by “medium” in the above statement? We can go over a couple of examples.

In Acts of Survivance, Gerald Vizenor defines survivance as “an active sense of presence, the continuance of native stories, not a mere reaction, or a survivable name. Native survivance stories are renunciations of dominance, tragedy, and victimry.”

            • Let’s discuss the portion of the statement that asks for, “Not a mere reaction.” What does the author mean in this context by a reaction?
            • When we explore the depiction of Native Americans in traditional history classes, how are Native peoples frequently portrayed? Why are Native peoples depicted this way?

After the students have discussed their answers, encourage them to add answers that resonated with them to their own notes and thoughts on the subjects. 

Then move on to the slide with the following questions. At this point, section the board into two parts, and have the students work to answer the final two questions. After the students have been given sufficient time, have them decide on a group scribe to come up and write their answers on the board.

      • What do you think survivance is?
      • Where might we see survivance in modern society?   

Discuss the answers the class shares.  Some students will get frustrated, and some may not take this portion extremely seriously, but it is a good exercise to encourage the students to work through this problem. After the answers have been discussed, move onto the final slide.

End of the lesson

At this point class will be nearly over, use this time to prime the students for the next day of class, when they will participate in an “art walk.”

Have the students hold onto their notes, they will be useful during the next class.

Assessment

The notes will be gathered at a later time, and students will be assessed on how well they followed directions and engaged with the assignment.

 

Lesson title: Survivance—Art Walk

Rationale: Provide a historical framework for understanding modern Native American culture for the upcoming unit on Indigenous Civil Rights

Standards

  • HS.5 Evaluate the relationships among governments at the local, state, tribal, national, and global levels.
  • HS.10 Explain the roles and responsibilities of active members of a democracy and the role of individuals, social movements, and governments in various current events.
  • HS.11 Examine the pluralistic realities of society recognizing issues of equity and evaluating the need for change.
  • HS.55 Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of world, U.S., and Oregon history.
  • 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem
  • 11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.*

Learning Objective

Students will be able to engage with modern Indigenous art, and examine how art represents “survivance.”

Beginning the lesson

Prior to class, print the handout “1.2 Art Walk Assignment,” making enough copies for each of your students. Also, prior to your class period print out one copy of each of the pieces of art in the folder titled “1.2 Art Walks Pics.” Feel free to swap in your preferred material for the art provided here. The assignment is flexible. Take the printed pictures, and tape them around your classroom. I would encourage taping all the edges down, or students may pull them off the wall, as this plan is meant to encourage movement. 

Once the students enter the room and take their seats, begin with a review of the previous day’s assignment. The review should go quickly, and the students should be given the opportunity to summarize their notes.

Have a brief discussion with the students regarding their current understanding of survivance. 

Symbolism vs. Iconography

Within the art-walk PowerPoint (2.2 Survivance Day 2) there is a brief explanation of the difference between symbolism and iconography. Many contemporary Native American artists blend the two within their pieces. 

Symbolism is generally understood to involve symbols that are recognizable themes in the larger society. Iconography is generally symbols that are representative to smaller groups within society. There is a clip from the film “The Da Vinci Code” that explains symbols effectively.  

There are also two slides with definitions of iconography and symbolism to help students grasp the concept. Following the slides is an opportunity for students to apply their new understanding of these terms. This slide is of a piece of artwork by Harry Fonseca titled “American Dream Machine.” The questions for this piece are:  

    • What in this piece would be “iconography” representing indigeneity? 
    • What would be a symbol recognizable by the larger society? 
    • Knowing what you know now, what could this picture represent? (no wrong answers) 

Go around the room, and have students answer these questions, and lead the classroom in a discussion around the artwork by Fonseca. This will prime students to participate in the art-walk.

Middle of the lesson (Small Group/Individual Work/Whole Class Discussion)

Let the students know that they may either work by themselves or in a group, but if they work in a group, everyone will still need their own handout. Follow the corresponding PowerPoint’s prompts (Survivance Day 2). This lesson largely runs itself. Walk around the classroom, and ensure that students are staying on task. Aid students who require it. This is a great opportunity for differentiation, as students who have been struggling with concepts up to this point may benefit from one-on-one time with the teacher.

After students have been given sufficient time to finish, ask them to return to their seats. 

End of the lesson

Have the students share their opinions of the art and discuss how the art interacts with conceptualizations of survivance. Encourage students to share, going in order, until all of the groups/individuals have shared their answers. When you are on the final question about the students’ favorites, do your best to ensure that all the students have a chance to share their reasoning.

Assessment

Have the students staple their notes to their handout, and then assess their written work. The assignment has the possibility of having an assessment be art creation by students inspired by their work with survivance through this lesson.