The+Absolutely+True+Diary-+Themes


 * Themes**

Bullying (Kathy Kepulis) Struggle with Identity (Sarah Babler) Race and self-identity (Nick Schreiber) Poverty (Susan Steffen) Hope (Megan Deutschman) Discrimination (Kaite Sweval) Death (Kaite Sweval) Alcholism (Kaite Sweval) Community and Race Relations (Kathryn Love) Diaries (Danielle Cesare) Tradition and Individuality (AH) Isolation (Susan Steffen) Motivation (SN) Resilience (Susan Steffen) Perseverance (SM) Isolation (Emily Hamer) Racism (Emily Hamer) Segregation (Emily Hamer) Diversity (Emily Hamer) Coming of Age, Hardship and Friendship ( Doug Larson) Courage (TRH) Taking a chance (MQ) Cultural beliefs (MQ) Social Injustice (Georgia) Life on the Reservation (Georgia) Friendship (Georgia)


 * Suggested paired texts (Contemporary or Classic)**

"The Revealers" by David Wilhelm (Kathy Kepulis) "Double Identity" by. Margaret Peterson Haddix (Sarah Babler) //Bury My Heart at Wounded Knee// by Dee Brown (Nick Schreiber) //Walking the Rez Road// by Jim Northrup (Susan Steffen) //Love Medicine// by Louise Erdrich (Megan Deutschman) //Reservation Blues// by Sherman Alexie (Kaite Sweval) //Finding My Place// by Traci Jones (Kathryn Love) //When You Reach Me// by Rebecca Stead (Kathryn Love) Catherilne, Called Birdy By Karen Cushman (Danielle Cesare) Selections from //The Names// by N. Scott Momaday (Andrea Holck) "Flight" by Sherman Alexis (SN) __Methland__ by Nick Reding (SM) __American Born Chinese__, Gene Yang (Emily Hamer) __The Lesser Blessed__, Richard Van Camp (Emily Hamer) "On the Rez" by Ian Frazier, (Doug Larson) __Mexican WhiteBoy__ by Matt de la Pena (TRH) "War Dances" by Sherman Alexie (Mary Qualls) __The Way to Rainy Mountain__ by N. Scott Momaday (Georgia) //Ceremony// by Leslie Marmon Silko (Susan Steffen)


 * Projects or Activities**

I like the idea of having students make a mask of another identity that they would like to be and then either write or tell the class why they chose that identity and a time that they ever felt like being someone else. (Sarah Babler) Another idea is to have the students make an identity box to show who they are and what makes them who they are. (Sarah Babler)

Going off of Sarah's good idea, students could create a digital video where they showcase their multiple identities, such as a football player, musician, brother, son, etc. This would parallel Arnold's multiple identities, such as being a smart student, a Spokane Native America, a basketball player, and a cartoonist. (Nick Schreiber)

Another idea is students could create a digital poem where they describe conflicting identities they possess, such as Arnold struggling between being half-Indian in Reardan and half-white in Wellpinit. (Nick Schreiber)

Students could read the novel //Love Medicine// and compare and contrast the portrayal of Indians in each text. How are Indians show in each book? Are any of these portrayals stereotypes? Are any of these offensive? Are they true or accurate? I would promote a discuss on these questions. (Megan Deutschman)

Vote For Junior (a compare and contrast activity) Students compare and contrast "The Absolutely True Diary of a Part-Time Indian" with the movie "Napoleon Dynamite." While Napoleon did not face the tragedies of reservation life, there are similarities to the "survive and thrive" aspects of the characters in both the movie and the novel. Both stories have similar aspects of presentation as well, one being humor. Students could address these similarities and differences via discussion or via essay. (Kathy Kepulis)

Have students discuss different generalizations. Have them make lists based on gender, religion, ethnicity, etc. Ask them to investigate the harm that they do.

Have the students create their own diary. They would be able to write whatever they want in it and if they would like to keep a page private then they could put an x on the top. This activity would go on for 2 weeks or longer if they wish. (Danielle N Cesare)

I think tableaux or role playing could work really well with this book to help students get access to the feelings of isolation and craziness that Junior goes through especially if it's a fairly homogeneous group. (Andrea)

Have students list goals, short term and long term then have them list ways that they can achieve those goals and what they can do to motivate themselves to reach these goals. Also have them list what they think is holding them back and what they need to do to overcome this. (SN)

I think pairing an auto-biography with other books on culture would be a good way to teach about a specific culture. Along with reading this book, students could explore the history and culture of the Spokane Indians. (Emily Hamer)

I think a fun writing activity would be to have the students write about something in their lives that they would change if they could. After they have theirs writen, they could exchange with other students and that student could write possible suggestions or ideas of how they think the writer could change the situation.

Since there are many great similies and metaphors throughout the book (ex: "Every planet in your solar system has exploded."- pg 213 or "...snowstorm blowing out of my chest"- pg. 209), I would have students choose one to display in an art scene. Students could draw, paint, sculpt, basically any form of art would be acceptable. (Kathryn Love)

On page 222 in the book, the myth of Turtle Lake is described by Junior. Each student would choose a lake, national/state/local park, or historical site on which to write a creative myth. (Kathryn Love)

Have students draw their own portraits "Who I Am" just as Junior did in his diary. Then have them draw a portrait of their dreams "Who I'd Like to Be" just as Junior drew of his parents if someone had paid attention to their dreams. (TRH)

Have students explore the roles others play in their lives and their own self-portrayal, while developing an understanding of how society and family expectations shape their daily choices and also their future. (Mary)

Have the students do a digital project exploring Native American history. They can choose which medium they prefer. Or, have to do research about current Indian Reservations, and maybe visit one and do some volunteer work, and creating a video documentary of what they learn. (Georgia)