Truth and Bright Waterby Thomas King

Exploring Cultural Concepts

Prepared by Glenda McCarthyBPS IEFA Coach

Thomas King’s novel Truth and Bright Water is set on the Canada–United States border. Truth, a small railroad town in Montana, sits across the Shield River from Bright Water, a Canadian reserve (reservation). The narrator is 15-year-old Native American youth, Tecumseh. In the opening chapters, Tecumseh and his cousin Lum watch a strange woman jump off the Horns (rock ledge) into the river; the identity of this mystery woman plays out through the novel. Monroe Swimmer, a famous Native artist, returns to Bright Water and befriends Tecumseh. Swimmer works on intriguing projects, such as painting the old church to camouflage into the prairie. The plot also revolves around community preparations for Indian Days and the annual influx of tourists.

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Essential Understandings Regarding Montana Indiansof particular relevance to Truth and Bright Water

Essential Understanding # 2: Individual IdentityThere is great diversity among individual American Indians as identity is developed, defined and redefined by entities, organizations and people. A continuum of identity, unique to each individual, ranges from assimilated to traditional. There is no generic American Indian.

Grandma is the most “traditional” character. Others are more bicultural and assimilated with a range of attitudes and personalities. Non-Indians, especially European tourists, flock to the Indian Days in search of Native culture and spirituality, and many tribal members profit from this opportunity, as it seems to be one of the few economic opportunities open to them.

Essential Understanding # 3: Culture PersistsThe ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs.

Monroe Swimmer’s buffalo installation underscores the deep cultural significance of buffalo to Plains tribes. Through the community activity at Indian Days, the author shows how powwows, although pan Indian and sometimes commercialized, are opportunities to gather and celebrate culture and kinship. Swimmer’s give away is his own version of this traditional and living ceremony.

Essential Understanding # 5: Federal PoliciesThere were many federal policies put into place throughout American history that have affected Indian people and still shape who they are today. Many of these policies conflicted with one another. Much of Indian history can be related through several major federal policy periods, including:

● Assimilation Period - Allotment and Boarding School 1879 - 1934 ○ During this era, the first wave of non-Indian settlers moved across the West. The

federal government, desiring to free up treaty-protected Indian lands for successive waves of settlers, pursued a policy of dispossession and assimilation. The massive loss of Indian lands and resources impoverished tribes and impeded the development of reservation economies.

○ The U.S. policy during this period was to relocate Indian children to government-run or religious boarding schools, where they were forbidden to speak their language or practice their religions or cultures so that they could be assimilated to the dominant culture. In 1924 American Indians became U.S. citizens.

Monroe Swimmer’s project of painting the old methodist church out of the landscape makes more sense when students first have an understanding of the church’s role in

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assimilation policies. Swimmer plans to find a boarding school for his next project (p 248). Similarly, contextual information about the impact on Plains tribes of the near eradication of buffalo, economically and spiritually, will help students understand Swimmer’s buffalo installation project.

● Self-determination Period 1968 – Present ○ Congress embarked on a policy of encouraging tribal self-government, shifting

the management of federal programs from the Bureau of Indian Affairs (BIA) to tribal governments. In 1972 the Indian Self-determination Act affirmed tribal sovereignty. In 1994 the Tribal Self-Governance Act established permanent tribal self-governance while maintaining the trust responsibility of the federal government. Successive presidential administrations have affirmed a policy of protecting the integrity of tribal governments through the maintenance of federal-tribal government-to-government relationships.

○Franklin HeavyRunner, Tecumseh’s uncle, is the tribal chairman. A flawed and unlikeable character, he nevertheless is an elected tribal leader whose responsibilities include working on economic development for the tribe. Tribal leaders face a number of challenges as they seek economic opportunities while preserving cultural traditions, including the remote location of most reservations, lack of infrastructure and distance to markets.The Native American Graves Preservation and Repatriation Act (NAGPRA) is an important law that respects self determination and tribal sovereignty.

Exploring Cultural Concepts

Consider assigning student research presentations before reading the novel to unpack some of the cultural concepts, and give students some of the resources included in this Google document. Another approach would be to discuss these issues as students read:

● Tecumseh (maybe HeavyRunner too)● Blackfeet Tribe● AIM - American Indian Movement● NAGPRA - Native American American Graves Protection and Repatriation Act● Boarding schools and churches - their roles in assimilation policies● Bison significance to Plains Indian tribes - near eradication, reintroducing herds

Monroe Swimmer’s art. Painting the church out. Painting the Indians back in. Putting the buffalo back on the prairie.

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Monroe Swimmer’s art projects seem to be his way of talking back to the impact of Westward Expansion on American Indians and the assimilation policies of the United States federal government. Students may better understand why he paints the church in such a way as to make it disappear once the have contextual knowledge of laws and policies that repressed the traditional religious practices of American Indians. Similarly, it is useful to have an awareness of the role of Indian boarding schools in repressing culture and spirituality. Swimmer’s buffalo installation underscores the deep cultural significance of buffalo to Plains tribes. Included are some sources to increase awareness of the near eradication of this species, and efforts by tribes to reintroduce herds for economic and cultural reasons.

Excerpts from the novel:Disappearing Church, pages 43-44Painting in the Indians, pages 129-130Returning the buffalo, 193-195

Companion texts for increasing cultural awareness

● Assimilation Policies - Churches and Boarding Schools○ For repression of Native spirituality and Christianizing American Indians

The Complete Idiot’s Guide to Native American History by Walter Fleming, pages 50-51 and pages 191-196

○ Poems for text to text connection“Missions” by Heather Cahoon, page 16 in Birthright

http://opi.mt.gov/pdf/IndianEd/Search/Language%20Arts/Secondary_BirthrightPoetry.pdfSee images included (Agnes Vanderberg, before and after images from boarding schools)

See “Missions” read by Heather Cahoon http://opi.mt.gov/streamer/IndianEd/Birthright/_deploy/Index.html#/playlist1/local1

“A Force They Could Not Control” by Lois Red Elk, page 84 in Birthright

○ For Boarding School Era policies The Complete Idiot’s Guide to Native American History by Walter Fleming, pages 50-51 and pages 194-196

○ Boarding School Gallery Trunk (in your high school library)

● Significance of Bison Decimation and Reintroduction

○ Buffalo Returns Time count 2:45 - 6:00

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○ Articles like Genetically Pure Bison Returned to Fort Belknap After a Century Away

○ Montana Tribal Histories pages 84-89

○ Bison Primary Sources on the BPS IEFA Website

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Agnes Vanderburg, Salish elder

“Agnes said that many who believed the fathers’ teachings allowedtheir minds to become numb and they act as if someone has stolen their tongues”

“Missions” by Heather Cahoon, lines 21-24

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“Maybe they believed too much, because like Samson, when their hair was cut offthey lost their strength”

“Missions” by heather Cahoon, lines 25-27

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Genetically Pure Bison Returned to Fort Belknap After a Century Away

ICMN Staff • August 23, 2013Onlookers hooted, hollered and cheered as bison were coaxed off the trailer and went racing off onto the plain of the Fort Belknap Reservation in Montana. On Thursday, 34 genetically pure animals were set loose. It marks the first time in a century the animals have roamed the area.“It’s a great day for Indians and Indian country,” Mark Azure, who heads the tribe’s bison program, told the Great Falls Tribune moments after the final two big bulls rumbled out of a trailer and trotted away onto the prairie. The bulls were kept in a trailer separate from the others.The animals had traveled the 190 miles from the Fort Peck Indian Reservation where Fish, Wildlife and Parks had put 70 of them last year from Yellowstone National Park. Fort Peck already had a herd of some 200 animals, but the Yellowstone bison are the only remaining genetically pure and free ranging wild bison in the United States, the same animals that covered the western plains 200 years ago and numbered in the millions.RELATED: Pure Strain Bison Returning to Fort Peck

The intention was to move half of the Yellowstone bison to Fort Belknap, but the move was stalled by legal actions. Until the Montana Supreme Court finally ruled that it was legal earlier this summer, paving the way for the bison’s return.

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“The fact that we’re assisting in preserving the genetically pure buffalo out of Yellowstone is significant—the fact that we’re ensuring the long-term survival of the species,” Mike Fox, tribal councilman, said in a Great Falls Tribune video report about the bison release. “But, on the cultural side… they took care of us and now it’s time for us to take care of them.”

The bison were released into a 1,000-acre pasture with an 8-foot fence, reported the Tribune, and just one of the animals was not released due to an injury. Before being released all the animals were tested and found to be disease-free. Fox told the Tribune that Fort Belknap will manage a herd and use it as seed stock for other places looking to reintroduce bison.The release meant a lot to those gathered to watch. There was a pipe ceremony to welcome the bison back. Fox told the Tribune the last few bison disappeared from Fort Belknap around 1910. “It’s a homecoming for the animals.”

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Bringing Home BonesMonroe Swimmer, the famous and quirky artist, returns to Bright Water after working in museums around the world. Why does he bring bones with him? Students can increase their awareness of this sensitive issue by exploring information about the practise of studying and displaying the remains of American Indians, and the efforts of tribes to reclaim the remains and precious artefacts of their relatives and ancestors.

Definition of NAGPRAThe Native American Graves Protection and Repatriation Act is a Federal law passed in 1990. NAGPRA provides a process for museums and Federal agencies to return certain Native American cultural items -- human remains, funerary objects, sacred objects, or objects of cultural patrimony -- to lineal descendants, and culturally affiliated Indian tribes and Native Hawaiian organizations. NAGPRA includes provisions for unclaimed and culturally unidentifiable Native American cultural items, intentional and inadvertent discovery of Native American cultural items on Federal and tribal lands, and penalties for noncompliance and illegal trafficking. In addition, NAGPRA authorizes Federal grants to Indian tribes, Native Hawaiian organizations, and museums to assist with the documentation and repatriation of Native American cultural items, and establishes the Native American Graves Protection and Repatriation Review Committee to monitor the NAGPRA process and facilitate the resolution of disputes that may arise concerning repatriation under NAGPRA.

Source: National Park Service https://www.nps.gov/nagpra/FAQ/INDEX.HTM#What_is_NAGPRA?

Companion texts for increasing cultural awareness● Bones of Indians Slain in an Escape Go Home , New York Times

In 1993, the bones of Northern Cheyennes killed during the 1879 Fort Robinson Outbreak were finally repatriated from the Smithsonian Museum in Washington DC to Busby, Montana.

● The Excruciating Legacy of NAGPRA , Indian Country TodayTribal leaders and cultural custodians express joy at the return of human remains and sacred objects, but also confusion and contention as some remains were inaccurately labelled and protocols and taboos must be carefully negotiated.

● Read and share on or other article with a partner. ○ What are the main facts (who, what, when, where, why) ○ A stand out quote○ Your thoughts or feeling in response to the information○ Report back

Excerpt from the novel:Pages 248-251

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Take a line for a walkChoose a line from this passage in Truth and Bright Water or any of the companion texts we have looked at. Copy that line, then follow with your thoughts, feelings, questions, or any of your own experiences that come to mind.

Share with a partner, small group or whole group.

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American Indian Identity, Cultural Appropriation and Commodification

DefinitionsCultural Appropriation is “a term used to describe the taking over of creative or artistic forms, themes, or practices by one cultural group from another. It is in general used to describe Western appropriations of non‐Western or non‐white forms, and carries connotations of exploitation and dominance.” Source Oxford Concise Dictionary

Commodification is the treatment of something that cannot be owned, or something that everyone has a right to, like a product that can be bought and soldSource Merriam-Webster

Excerpt from the novel: page 209 - 211

Companion texts for increasing cultural awareness● The Complete Idiot’s Guide to Native American History by Walter Fleming

○ Pages 287 - 288

● The Dos and Don’ts of Cultural Appropriation article from The Atlantic

● Identity Gallery Trunk

Socratic Circle1In Socratic circles, students help one another better understand the issues and values reflected in a text through a shared process of listening and making meaning.

After reading the section of Truth and Bright Water dealing with Indian Days (such as pages 209-211), and information on identity, cultural appropriation and commodification, invite students to come prepared with some questions based on the more complex issues presented. The idea is to deepen understanding rather than argue one side.

An inner circle of students discusses the questions and texts. Students agree to protocols such as the following:

● Talk to each other, not just to the discussion leader or teacher.● Refer to evidence from the text to support your ideas.● Ask questions if you do not understand what someone has said, or you can paraphrase

what another student has said for clarification. (“I think you said this, is that right?”)● You do not need to raise your hands to speak, but please pay attention to your “airtime”

– how much you have spoken in relation to other students.● Don’t interrupt.

1 adapted from Facing History and Ourselves

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● Don’t put down the ideas of another student. Without judging the student who you may disagree with, state your alternate interpretation or ask a follow-up question to help probe or clarify an idea.

● A outer circle actively listens. At the end of the discussion, they reflect on ● the most interesting points made● evidence did you see of people actively listening and building on others' ideas ● how their your understanding of this text been affected by the ideas explored● anything to do differently as a participant the next time● Inner and outer circles an swap, if desired.

Some examples of questions (in case students need guidance or additional questions to consider):

● Why are tourists drawn to Native American culture and spirituality? Does this resonate with behavior you have seen in contemporary society?

● What are some examples of American Indian characters in the novel appreciating, rejecting or exploiting the “wannabe” Indians?

● What is the difference between respecting and honoring a culture become cultural appropriation?

● Why do you think Monroe Swimmer wears a wig? In what way does he seem to play dress up or parody himself?

● Why does Lucy want to look like Marilyn Monroe? Lucy believes Marilyn Monroe was Indian but that she would have hidden her Indian identity.

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AIM American Indian Movement

Cassie, Tecumseh’s aunt, left the reserve to travel the world. She has a mysterious guilt in her past that seems to bring her back to her home, possibly a baby girl she gave up for adoption. She also has a tattoo, MIA, on her hand, but it reads AIM in the mirror.

Background InformationAmerican Indian Movement, (AIM), militant American Indian civil rights organization, founded in Minneapolis, Minn., in 1968 by Dennis Banks, Clyde Bellecourt, Eddie Benton Banai, and George Mitchell. Later, Russell Means became a prominent spokesman for the group. Its original purpose was to help Indians in urban ghettos who had been displaced by government programs that had the effect of forcing them from the reservations. Its goals eventually encompassed the entire spectrum of Indian demands—economic independence, revitalization of traditional culture, protection of legal rights, and, most especially, autonomy over tribal areas and the restoration of lands that they believed had been illegally seized.AIM was involved in many highly publicized protests. It was one of the Indian groups involved in the occupation (1969–71) of Alcatraz Island, the march (1972) on Washington, D.C., to protest violation of treaties (in which AIM members occupied the office of the Bureau of Indian Affairs), and the takeover (1973) of a site at Wounded Knee to protest the government’s Indian policy. In the mid-1970s AIM’s efforts were centred on the prevention of resource exploitation of Indian lands by the federal government. With many of its leaders in prison, and torn by internal dissension, the national leadership disbanded in 1978, although local groups continued to function. From 1981 an AIM group occupied part of the Black Hills (South Dakota) to press its demands for return of the area to Indian jurisdiction.

Source: Encyclopedia Britannica https://www.britannica.com/topic/American-Indian-Movement

Ask students to look at historic photographs of the American Indian Movement.● List

○ Observations○ Background knowledge they already have○ Guesses about the time period and what it happening

● Conduct a quick research about AIM● Compare to a current protest: what are the main goals and actions

Sourcehttp://blogs.denverpost.com/library/2013/02/27/40th-anniversary-of-wounded-knee/6822/

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Who Was Tecumseh?

Students may benefit from knowing a little background about the Pawnee political figure, as the protagonist bears his name.

The Complete Idiot’s Guide to Native American History by Walter Fleming. Pages 118-121.

HeavyRunner is the name of a famous Blackfeet peace chief. It would not be essential to the understanding the novel, but if you have students investigate some contextual information, it might be interesting to find out basic facts about the Blackfeet tribe, their reservation location, origin story/ies, language, history (including HeavyRunner), tipi styles, modern economy etc.

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