Library of Congress Veterans History Project. “Jamie Fox Collection.” 2019. https://www.loc.gov/item/afc2001001.114479/.
There are multiple ways to incorporate this primary source in the secondary classroom, both as a larger project and as a shorter lesson. Before teaching an individual’s narrative introduce the purpose for viewing/listening to their story. In this case, there are several possibilities, one of which is how Jamie Fox describes music as a way to bridge her life in the military and her civilian life. Introduce this lesson by brainstorming activities and hobbies that students use to decompress and help them work through difficult days or situations.
After the terrorist attacks on September 11, 2001, the United States became embroiled in several conflicts in the Middle East, including restructuring the Afghan government by toppling the Taliban and providing a variety of support for Afghan military and citizens to rebuild. During this time, many members of the US military were sent to the area to support these efforts.
Jamie Fox is a Native American and grew up on the Fort Belknap Reservation in Montana, which is shared by two tribes, the A’aninin and the Nakoda. Fox grew up in a small, rural community and chose to enter the military after growing up watching the nearby military bases fly their planes over the reservation.
- How does Jamie Fox connect her experiences in the Middle East to the role of music in her life?
- What events led Fox to choose entering the military?
- During her first deployment, what were the most important things to her?
- How did her feelings change during her second deployment?
- How did music become more important to Fox after returning to civilian life?
- How do former military members use music or other hobbies to help them work through difficult experiences?
- What are some Native American experiences in military service?
ELA Standard
ELA.RI.9-10.7. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Social Studies Standard
H3.9-10.1. Analyze and interpret historical materials from a variety of perspectives in world history (1450–present).
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- After the instructional questions, group students to view/listen to Jamie Fox’s narrative. This may be organized in several ways, depending on the needs of the students. It may be useful to provide a graphic organizer to track the series of events Fox describes or to have small groups each view a different section and present their notes to the class.
- While viewing/listening, students should focus on how Fox discusses her experiences. This will include noting how her experiences are ordered, how she discusses each experience, and where she makes connections. Students should also note connections they see between experiences and how those descriptions and connections develop throughout the narrative. Connections to highlight are her references to why she chose to enter the military, both from a regional, geographic perspective and due to the influence from her rural community and family.
- After viewing, students compare their notes, either in groups or partners, focusing on the order of events, how they are presented, and the connections between different ideas.
- Then, students choose one aspect to research further: veterans and the arts or Native American service member experiences.
- The National Endowment for the Arts has information about their programs for veterans and links to other resources.
- The National Indian Council on Aging has information about Native American military service, as well as links to other resources.
- See the complementary primary sources below from the Library of Congress, as those may be useful for students.
- Teachers may choose to have groups present their findings or to create a shared web page or presentation with the information they found during their research.
Library of Congress Veterans History Project. “Lauren Arnett Campbell Collection.” 2012. https://www.loc.gov/item/afc2001001.84473/.
Library of Congress Veterans History Project. “Judas E. Recendez Collection.” 2015. https://www.loc.gov/item/afc2001001.110295/.