Page 254 - SpringBoard_ELA_Grade6_Flipbook

aCTIvITy 3.11
continued
8 We had our statesmen—and their oratory has never been equaled. Teach
the children some of these speeches of our people, remarkable for their brilliant my Notes oratory.
9 We played games—games that brought good health and sound bodies. Why not put these in your schools? We told stories. Why not teach schoolchildren more of the wholesome proverbs and legends of our people? Tell them how we loved all that was beautiful. That we killed game only for food, not for fun. Indians think white men who kill for fun are murderers.
10 Tell your children of the friendly acts of Indians to the white people who first settled here. Tell them of our leaders and heroes and their deeds. Tell them of Indians such as Black Partridge, Shabbona, and others who many times saved the people of Chicago at great danger to themselves. Put in your history books the Indian’s part in the World War. Tell how the Indian fought for a country of which he was not a citizen, for a flag to which he had no claim, and for a people that have treated him unjustly.
11 The Indian has long been hurt by these unfair books. We ask only that our story be told in fairness. We do not ask you to overlook what we did, but we do ask you to understand it. A true program of America First will give a generous place to the culture and history of the American Indian.
12 We ask this, Chief, to keep sacred the memory of our people.
Second Read
• Reread the letter to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer Notebook.
1. Craft and Structure: What is the speaker’s tone? What words or phrases in the opening paragraphs reflect this tone?
2. Craft and Structure: How does the author use the words “murderer” and “savage” to appeal to both the logic and emotions of the reader? Provide text evidence in your response.
Unit 3 • Changing Perspectives 227
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