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Maine Samplers Part II

I Am Regina: by Sally M. Keehn

Philomel, 1992.

Summary: The setting is 1 755 in Western Pennsylvania. At the beginning of the French and Indian War, ten-year-old Regina Is kidnapped by members of a Native American tribe. She must struggle to hold onto memories of her earlier life as she grows up under the name of Tskinnak and starts to become an Indian herself.

Level: RL; IL 4-12

Themes:

the conflict of cultures
the victimization of a race of people
family roots and cultural identity
Activities:

I a Create two timelines. First, trace the change in Regina's memories of and attitudes toward the white race. Then trace the change in Regina's (Tskinnak's) experiences with and attitudes toward the Native Americans. Compare and contrast the two timelines. How does Regina change as a result of her experiences? In your opinion, what causes these changes? [Thinking Skills: analysis, synthesis]

I b. Trace the changing relationship between the white man and the Native Americans in U. S. history. First, use general reference works to determine the important events that comprise the history of Native American /white relations. Then place these events on a timeline. What changes do you see? In your opinion, what causes these changes? [Information Skills: selection, location, organization, interpretation, application / Thinking Skills: knowledge, comprehension, analysis, synthesis]

2a. Unlike most novels which are written in the past tense, I Am Regina is written in the present tense. Speculate on why Sally M. Keehn chose the present tense. [Thinking Skills.- knowledge, comprehension]

2b. Read aloud passages from I Am Regina. Then read aloud passage written in the past tense from one of the historical novels listed in the resources. In your opinion, what are the advantages and disadvantages of narration in the present tense? In the past tense? Relate a personal experience in the past tense. Then change it to the present tense. Revise your list of advantages and disadvantages based on your experience as a writer. Finally, explain how the author's selection of tense contributes to or detracts from the story. [Information skills; selection, listening, reading Thinking Skills: application, analysis, synthesis, evaluation.]

3a. Tskinnak learns to appreciate the Native American culture. Describe 4 or 5 Native American customs or practices illustrated in the book. Then indicate the values or attitudes illustrated by each. Compare and contrast these to the white man's customs and practices. In your judgment, what are the strengths and weaknesses of white and Native American cultures as portrayed in this novel? [Thinking skills: application, analysis, synthesis, evaluation]

3b. Write a letter to a member of a Maine Native American tribe inviting to speak to your class about Native American history and culture. Read about the tribe and work with your classmates to generate a list of questions to ask this guest speaker. [Note to teachers: Edna Comstock of the Information Exchange at the Maine State Library can provide names, addresses, and informational sources from the Maine Resource Bank.] [Information Skills.- writing, listening, speaking]

3c. Locate pictures and written descriptions of Native American arts and crafts. Identify Native American symbols included in their designs and explain their significance. Be prepared to explain their meanings to your classmates. [Information skills, listening, speaking / Thinking skills: application, analysis, synthesis.]

I Am Regina Web

4b. Compare and contrast the portrayal of Native Americans and whites in two movies such as Little Big Man with Dustin Hoffman and Stagecoach with John Wayne. Look for examples of stereotypes and/or two-dimensional characters and evaluate the movies for bias. Which movie has the most realistic and accurate presentation of both groups? Justify your opinion by referring to specific scenes in both movie. [Information Skills: location, selection, interpretation, analysis , application/ Thinking skills: knowledge, comprehension, application, analysis, synthesis, evaluation]

Books About Captivity:

Beattv, Patricia. Wait for Me, Watch for Me, Eula Bee. Morrow, 1978.
Two white children are taken captive by Indians and the girl learns to trust an Indian Brave.

Coatsworth, Elizabeth. Sword of the Wilderness. Macmillan, 1936.
Seth Hubbard is captured by the Abenakis and spends a bitter winter with them. The setting is the New England during the French and Indian War.

Lampman. Evelyn Sibley. White Captives. Atheneum, 1975.
The author presents the Native American viewpoint in her story about two captives of the Apache.

Lenski, Lois. Indian Captive: The Story of Many Jamison. Lippincott, 1941.
A captive white girl decides to stay with the Senecas. Resources

Molloy, Anne. Five Kidnapped Indians. Hastings House, 1968.
The Pilgrim Captain George Waymuth quietly kidnaps five Indians and brings them to England. There they are taught English and pumped for information about their native land.

Richter. Conrad. A Country of Strangers. Alfred A. Knopf, 1969.
Companion to The Light in the Forest, this novel chronicles the life of a white woman held captive by the Indians and later forced to return to the white world.

Richter. Conrad. The Light in the Forest. Bantam Books, 1963.
Young John Butler, kidnapped by the Delaware Indians when he was four and returned to his family eleven years later, knows only the Indian way of life. He rejects the white civilization and wants to return to his identity and life as True Son.

Speare. Elizabeth. Calico Captive. Houghton Mifflin, 1957.
White people are forced to march north to Indian territories in Canada.

Literature Written in the Present Tense:

Crutcher, Chris. Athletic Shorts.- Six Short Stories. Greenwillow Books, 1991.

Frank, Anne. Anne Frank: The Diary of a Young Girl. Translated by B. M Mooyaart. Washington Square Press, 1972.
This classic record of Jewish families trying to survive the Nazi occupation of Amsterdam has numerous entries written in the present tense.

Neville, Emily. It's Like This, Cat. Harper and Row, 1963.
Neville's novel tells the story of David Mitchell and his two best friends, an older boy and a stray tom cat.

Prepared by Marilyn Joyce, Steams High School, Millinocket

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