Killers of the Flower Moon

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

Some traumas affect entire societies. What are 3-5 examples of societal groups that have experienced generational trauma? Briefly discuss the effects on these populations.

Teaching Suggestion: Student responses may include the persecution over the centuries of the Jewish people, including the Holocaust of the 20th century; or Black Americans, whose centuries of enslavement has had long-lasting consequences. Other possible ideas include the Irish, who suffered famines in the late 19th century; the Tutsi group in Rwanda, many of whom were massacred in a 1994 genocide; or members of the LGBTQ+ community, who often experience discrimination.

• This article from Bennett College discusses the ways in which members of the Black community are affected by generational trauma.
• This feature from the American Psychological Association discusses with historical examples the ways in which trauma affects future generations.

Short Activity

Indigenous people like the Osage lived on the plains of North America for centuries before contact with the first European settlers in the late 17th century. Using reputable and scholarly resources, investigate which Indigenous communities lived on the plains, what their lives were like, and the ways in which their way of life was eradicated or greatly changed over time. Thinking critically, list 3-4 examples of ways in which media or cinema has, in the past, portrayed Indigenous Plains figures or characters incorrectly or stereotypically.  

Teaching Suggestion: Students may have a reductive view of Indigenous groups based on common stereotypes. They may be surprised to learn that the Indigenous tribes who lived in the midsection of the continent represented a variety of cultures and languages; encourage readers to list factual details, use specific names, and cite historical evidence. Small groups might first identify 3-4 common images associated with the Indigenous Plains people (from film, childhood books or stories, or other media), and then work to debunk the stereotypes through research. After groups share their findings, they might address as an extended discussion topic the idea that unfamiliarity with a group of people can lead to mistrust and in turn foster racism and prejudice.

• This page from the National Park Service has a useful map showing the different Plains tribes for quick reference.
• The US Department of the Interior sponsors these links to recent exhibitions and informational brochures featured by the Museum of the Plains Indian.

Differentiation Suggestion: For students who might benefit from a focused, assigned topic, this resource from the South Dakota State Historical Society on the Dakota Nation can guide some of their research; readers can learn about hunting, family life, craftsmanship, and other topics through the art included.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

How does greed change a person? Think of a character from a literary text or a key figure from history or current culture who demonstrates the effects of greed. What can different communities or society in general learn from this lesson? Discuss your thoughts in a journal entry-style paragraph.

Teaching Suggestion: This short writing activity will orient the student to the book’s theme of The Corrupting Effect of Money. Students might look to the media for examples of athletes who gain unfair advantages or politicians who are caught taking bribes. Greedy literary characters may include Ebenezer Scrooge or King Midas.