LEARN NC

North Carolina History Digital Textbook Project

Teaching about North Carolina American Indians

From the North Carolina Humanities Council

3.4 The Lumbee: Who are they?

By Gazelia Carter

Provided by The North Carolina Humanities Council

Introduction

This activity for middle school grades allows students to survey the various theories concerning the ancestry of the Lumbee. Students will read and analyze four threads that seek to chronicle the ancestry of North Carolina’s largest Native American group. Within this study, students will look at four summary views of Lumbee origin. As an extension activity, the students will examine the 1956 Lumbee Act, discuss the legislation, and debate the merits of federal recognition for the tribe.

Learning outcomes

  • Students will learn about the origins of the Lumbee tribe.
  • Students will recognize the difficulty in historically documenting the origins of the Lumbee tribe.
  • Students will summarize important points in nonfiction text.
  • Students will use secondary source documents to understand the impact federal recognition would have on the tribe.

Teacher planning

Time required for lesson

45-60 minutes in class

Materials needed

Activities

  1. Read the fourth paragraph in the Introduction to Dial’s book to set the stage for who the Lumbee are.
  2. Solicit from students the definition of “ethnic group.” (Prentice-Hall glossary: ethnic group – a group of people who share the same ancestors, culture, language or religion.)
  3. Play the recording on “The Introduction” and the last part of “The Lumbee” from the UNC-Pembroke Digital Academy’s In the Heart of Tradition. Be sure to echo the last part from “The Lumbee” segment: “We have a heritage and a culture we are proud of. It goes back several generations.”
  4. The Lumbee are an ethnic group with a shared culture, language (Lumbee English), and religion. However, the origins of the Lumbee tribe are not as clear as some other tribes in America. Because of this, the Lumbee have had to fight for recognition and accompanying funds from the United States government.
  5. Provide information on the various theories of Lumbee origin. You may use Chapter 2 of Karen I. Blu’s The Lumbee Problem or Origins of the Tribe from Robert K. Thomas’ “A report on research of Lumbee origins.”
  6. Divide the class into four groups. Give each group one of the theories. Have the group read, discuss and summarize the theory. They should be able to summarize the major points of the text on chart paper. Groups should report their findings to the class.
  7. Allow time for class discussion. The discussion should center on the strengths and weaknesses of each of the probable origins of the tribe.

Assessment

(Can be a homework assignment or written in class the following day)
Each student will write an editorial in favor of or against acceptance of one of the theories discussed in class.

Extension

Time required:

  • 1-2 class periods in the library
  • 1-2 class periods working on the facts and preparation for the debate
  • 1 class period for the debate
  1. Provide students with a copy of the Lumbee Act of 1956.
  2. Divide students into two groups to debate the merits of the Act: Congress should recognize the Lumbee as one of the original Indian groups in the United States and provide the tribe with the same federal funding as other recognized tribes. Allow library time for research. The following should be considered as starter information:
    1. the number of federally recognized tribes in NC and in the US;
    2. the last time Congress gave recognition to a tribe;
    3. the seven criteria for receiving federal recognition;
    4. the benefits to tribes that receive federal recognition; and
    5. the levels of recognition that can be afforded to tribes.
  3. After researching, students should engage in discussion of the 1956 Act. Using the Act after the research will enable students to understand the legislation better.
  4. Give ample time for the groups to tailor their information for the debate.

Assessment

Delivery of position and responses in the debate. Use a rubric, which can be tailored to your class’s needs.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 8

  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.
  • Goal 3: The learner will continue to refine the understanding and use of argument.
    • Objective 3.01: Explore and evaluate argumentative works that are read, heard and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them.
      • identifying the social context of the argument.
      • recognizing the effects of bias, emotional factors, and/or semantic slanting.
      • comparing the argument and counter-argument presented.
      • identifying/evaluating the effectiveness of tone, style, and use of language.
      • evaluating the author's purpose and stance
      • making connections between works, self and related topics.
      • responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context).
    • Objective 3.02: Continue to explore and analyze the use of the problem-solution process by:
      • evaluating problems and solutions within various texts and situations.
      • utilizing the problem-solution process within various contexts/situations.
      • constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details.
      • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
    • Objective 3.03: Evaluate and create arguments that persuade by:
      • understanding the importance of the engagement of audience by establishing a context, creating a persona, and otherwise developing interest.
      • noting and/or developing a controlling idea that makes a clear and knowledgeable judgment.
      • arranging details, reasons, and examples effectively and persuasively.
      • anticipating and addressing reader/listener concerns and counterarguments.
      • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
  • Goal 6: The learner will apply conventions of grammar and language usage.
    • Objective 6.01: Model an understanding of conventional written and spoken expression by:
      • using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
      • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • applying the parts of speech to clarify language usage.
      • using pronouns correctly, including clear antecedents and case.
      • using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
      • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
      • extending vocabulary knowledge by learning and using new words.
      • evaluating the use and power of dialects in standard/nonstandard English usage.
      • applying correct language conventions and usage during formal oral presentations.
    • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
      • using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words.
      • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
      • self correcting errors in everyday speech.
      • independently practicing formal oral presentations.

Social Studies (2003)

Grade 8

  • Goal 1: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
    • Objective 1.01: Assess the impact of geography on the settlement and developing economy of the Carolina colony.
    • Objective 1.07: Describe the roles and contributions of diverse groups, such as American Indians, African Americans, European immigrants, landed gentry, tradesmen, and small farmers to everyday life in colonial North Carolina, and compare them to the other colonies.