Teaching Native Americans - · PDF file† Demonstrate how the Regions and Tribes map and...

T E A C H I N G G U I D E

TEACHING

NativeAmericans

5th Grade Reading Level

T E A C H I N G N A T I V E A M E R I C A N S2

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Table of ContentsStandards 3

Multiple Intelligences Utilized 3

Why Teach Nonfiction Skills? 4

Guided Reading 5

Lesson 1 Native Americans, Explorers, and Settlers 6

Lesson 2 School Then and Now 7

Lesson 3 Native American 8Languages

Lesson 4 Native American Gifts 9

Lesson 5 Seasons of Life 10

Additional Resources 11–13

Evaluation Sheets 14–16

Student Worksheets 17–31

302LC PMS Blue 286U

Books in the Native Americanseries:

Children of ClayFour Seasons of CornIninatig’s Gift of SugarShannon: An Ojibway DancerA Story To TellClambake: A Wampanoag

Tradition

T E A C H I N G N A T I V E A M E R I C A N S 3

StandardsHistory • Understands the political, social, and cultural consequences of population

movements and militarization.• Understands the expansion of states and civilization in the Americas between 1300

and 1500.• Understands cultural and ecological interactions among previously unconnected

people resulting from early European exploration and colonization.• Understands economic, social, and cultural developments in contemporary United

States.

Geography • Location: Position on the Earth’s Surface• Place: Physical and Human Characteristics• Relationships within Place: Humans and Environments• Movement: Humans Interacting on the Earth• Regions: How They Form and Change

Writing • Uses grammatical and mechanical conventions in written compositions.• Gathers and uses information for research purposes.

Reading • Demonstrates competence in the general skills and strategies of the reading process.• Demonstrates competence in the general skills and strategies for reading a variety of

literary texts.• Demonstrates competence in the general skills and strategies for reading a variety of

informational texts.

Visual Arts • Knows a range of subject matter, symbols, and potential ideas in the visual arts.• Understands the characteristics and merits of one’s own artwork and the artwork of

others.

Multiple Intelligences Utilized• spatial, linguistic, logical-mathematical, interpersonal, and intrapersonal


WHAT aspects of nonfiction andits use can be introduced to fluent readers? • chapters• subheadings and layers of subdivision• captions• sidebars• timelines• simple charts and graphs• pronunciation guides • identification of main ideas and supporting

information• analysis using thesis statements, supporting

statements, and summaries• fact vs. opinion• use of prior knowledge to help understand new

information• skimming and scanning• note taking• outlining• maps• diagrams• table of contents• glossary• index• The idea that nonfiction exists in all disciplines: fine

arts, geography, health, history, language arts,mathematics, science, social studies, and more.

• The idea that nonfiction exists in many forms:biographies, cookbooks, dictionaries, textbooks,newspaper articles, diaries, and more.

WHY teach nonfiction skills?• As students grow from beginning readers to fluent

readers, it is vital that they continue to learn andappreciate how nonfiction can be useful to them.

• Increased exposure to nonfiction not only helpsstudents acquire research skills, it can also awakenand broaden a child’s interest in a variety of topicsacross the curriculum.

• To use nonfiction effectively, students must gain afirm understanding of the different types,components, and organizational patterns ofnonfiction.

• The more experience students have reading a varietyof nonfiction texts, the better able they will be togather, synthesize, and summarize new information.

A Nonfiction Book:What Every Child Should Know• book title• name of author• name of photographer and/or illustrator• photographs and/or illustrations• captions• page numbers• graphic aids:

boldfaceitalicssection headingsboxeslistshighlighted text


Guided Reading

Before Reading• Select four to six students for the group based on

instructional needs and interests.• Select and preview text.• Decide what the students will need help with.• Choose a reading skill or strategy to focus on.

Book Introduction• Allow students to preview the text.• Set the purpose for reading.• Assess prior knowledge.• Make connections.• Discuss plot, setting, title, or author.• Make predictions.• Talk about the pictures.• Introduce challenging vocabulary, language structure,

or concepts.• Discuss reading strategies.

How to Read a Nonfiction Book• Where do you start reading?• What do you do when you get to a picture or a

caption?• What do you do when you get to a word you do not

know?• How do you read the table of contents, index, and

glossary?

Student Reading• Students read independently to themselves.• Teacher observes and helps struggling students as

needed.

Group Discussion• Discuss and clarify understanding.• Share favorite parts.

Mini-Lesson• Phonics• Spelling• Vocabulary• Word study• Reading strategies

Student Response• Read again.• Read with a partner.• Take home to share.• Reading response projects and extension activities.

Read(student, class)

• Shannnon: An Ojibway Dancer, p. 44• Four Seasons of Corn, p. 21• Clambake: A Wampanoag Tradition, pp. 19-20• Kinaalda: A Navajo Girl Grows Up, pp. 10, 28• Children of Clay, pp. 13-14• A Story To Tell, pp. 14-15

Model(teacher, class)

• Explain the concepts of Manifest Destiny* orWestward Expansion.

*Manifest Destiny is the mid-nineteenth centuryexpansion of the United States to the Pacific Ocean.The thought at the time was that the land wasuninhabited and ripe for “civilization”.

Practice(student)

• List additional names for the native tribes studied.• Complete Native Americans, Explorers, and Settlers

pp. 19–20.• Students write a rough draft of a short essay about

what they learned.• Students revise and edit their essays.

Discuss(student)

• Discuss the various names* the books use for each ofthe tribes.

*Some names like Navajo are used by the generalpopulation to describe a group of people, while thename Dine’ is used by the Navajo to describethemselves. Students may gain a better understandingof using several names to describe one group ofpeople by using an analogy of nicknames or familynames. No one name is right, it is just used indifferent circumstances by different people.Whatever the person wants to be called, though, istypically what they should be called.

• How did the lives of Native Americans change as aresult of their interaction with settlers and explorers?

Evaluate(student)

• Students complete the final draft of the essay.


Lesson 1Native Americans,Explorers, andSettlersPurpose: Students will discover who some of the firstinhabitants of North America were and how their liveswere affected by significant historical events.

Objectives• Recall native tribes from readings.• Define Manifest Destiny or Westward Expansion.• Interpret how traditional Native American life

changed through time and contact with otherpeoples.

• Inventory historical events in a logical order.• Construct an analysis of the struggles between Native

Americans, settlers, and explorers.• Judge how contact with new peoples changed Native

American life.

Activity Procedures

Prepare(teacher)

• Copy Native Americans, Explorers, and Settlers pp. 19–20 for each student.

• Copy Writing Help pp. 17–18 for each student.

Pretest(student)

• Write the names of tribes found in each of the books.

Materials• Native Americanunit books

• pencil

• Native Americans,Explorers, andSettlers pp. 19–20

• Writing Help pp. 17–18

Read(student, class)

• Kinaalda: A Navajo Girl Grows Up, pp. 28-29• Children of Clay, p. 14• A Story To Tell, pp. 44-45• Shannnon: An Ojibway Dancer, pp. 18-21 • Available Spring 2001: Children of the Indian

Boarding Schools


• On a T-Chart, write the topics “Schools of the Past”and “Schools of the Present.”

• Write one example for each and display for thestudents. (Note: In the past, schools were notnecessarily formal institutions such as boardingschools. They might have consisted of a singleteacher or missionary living with Native Americans.Before contact with Europeans, schools would havebeen the time children spent with elders learningthrough traditions, beliefs, and practices.)

Practice(student)

• Complete the T-Chart p. 24.• Write a rough draft of a short essay telling what they

learned about Native American experiences withschools in the past and present.

• Revise and edit the essay.

Discuss(student)

• Discuss how the educational systems defined aboveare alike and how they are different.

• How did the lives of Native Americans change as aresult of experiences in boarding schools andmissions?

Evaluate(student)

• Complete the final draft of the essay.


Lesson 2School Then and NowPurpose: Students will learn about schools NativeAmerican children attended in the past and schoolsthey attend in the present.

Objectives• Recall historical events involving the education of

Native American children.• Define missionaries, boarding school, immersion

school, and public school.• Interpret how Native American culture may have

been changed due to missionaries.• Compare Native American education of the past and

present.• Construct a chart contrasting past and present

education practices.• Judge how education practices of the past changed

Native American life.

Activity Procedures

Prepare(teacher)

• Copy T-Chart p. 24 for each student.• Copy Writing Help p. 17–18 for each student.

Pretest(student)

• Use a dictionary and the Native American unit booksto help write the meaning of the words missionaries,boarding school, immersion school, and public school.

Materials• Native Americanunit books

• dictionary• pencil• T-Chart p. 24• Writing Help p. 17–18

• Available Spring2001: Children of theIndian BoardingSchools (Minneapolis,MN: CarolrhodaBooks Inc., 2001)

Read(student)

• Native American unit books


• Identify the states and provinces on a map of NorthAmerica.

• Demonstrate how the Regions and Tribes map andthe Native American Languages map corresponds toa political map of North America.

Practice(student)

• Use Regions and Tribes map p. 26 and the NativeAmerican Languages map p. 25 to collect andresearch information about Native Americans.

• Complete the Native American Languages worksheetp. 21.

• Using Writing Help pp. 17–18, students write a roughdraft of a short essay about why they think there areso many Native American languages.


Discuss(student)

• Do you and your friends have special words thatother people or groups may not understand or use?Is this a kind of new language?

• Why do you think people in different parts of theworld speak different languages?

• What are some plausible reasons for there being somany Native American languages?

Evaluate(student)

• Complete the final draft of the essay.


Lesson 3Native AmericanLanguagesPurpose: Students will learn about major NativeAmerican linguistic groups and will compare thelanguages of the groups studied.

Objectives• Name major Native American language groups in

North America.• Identify the geographic location of each of the

language groups studied.• Illustrate understanding of states, provinces, and

regions.• Distinguish differences between Native American

languages.• Construct a diagram listing locations and names of

Native American language groups.• Predict why there are so many Native American

languages.

Activity Procedures

Prepare(teacher)

• Copy Regions and Tribes map p. 26, LanguageGroups map p. 25, Native American Languages p. 21,and Writing Help pp. 17–18 for each student.

Pretest(student, class)

• Read and study the maps provided.

Materials• pencil• Native Americanunit books

• Regions and Tribesmap p. 26

• Language Groupsmap p. 25

• Native AmericanLanguages p. 21


Read(student)

• Native American unit books. (Look for foodsmentioned in the books as you read.)

Model(teacher)

• Display a sample recipe for a favorite dish or meal.Make sure there are several ingredients required tomake the dish.

• Discuss which foods came from North America (used,grown, or hunted by Native Americans) and whichfoods did not.

Practice(student)

• Complete the Native American Foods reproduciblep. 22.

• Copy a recipe from a cookbook and bring it toschool. (Students may also bring an ingredients listfrom a food wrapper.)

• Write the same recipe, but leave out any foods thatare listed on the Native American Foodsreproducible.

• Using Writing Help pp. 17–18, students write a roughdraft of a short essay about what they think cookingwould have been like in places outside of NorthAmerica before Native American foods wereintroduced.


Discuss(class)

• What would your favorite food be like withoutNative American foods? What is pizza withouttomato sauce? What about cookies, candy, orpreserves without corn syrup?

Evaluate(teacher, student, class)

• Complete the final draft of the essay.• Make a class chart or graph showing how many of the

recipes changed when Native American foods wereleft out. How many recipes stayed the same?


Lesson 4Native American GiftsPurpose: Students will identify foods from NorthAmerica and relate them to modern recipes.

Objectives• Name plants and animals native to North America.• Locate references to food in Native American unit

books.• Interpret how Native American foods have changed

recipes around the world.• Compare Native American foods with what students

commonly eat.• Propose a recipe with and without Native American

foods in it.• Measure how many recipes were altered by the

deletion of Native American foods.

Activity Procedures

Prepare(teacher, student)

• Copy Native American Foods p. 22 and Writing Helppp. 17–18 for each student.

• Bring cookbooks or copies of recipes to class.

Pretest(student)

• Students should understand how food represents aperson’s or group’s culture and environment.

Materials• pencil• Native Americanunit books

• Native AmericanFoods p. 22

• cookbook or recipefrom home

• Writing Help p. 17–18

Read(class, teacher)

• Four Seasons of Corn• Children of Clay, pp. 9-10• Ininatig’s Gift of Sugar, pp. 9-12• A Wampanoag Tradition, p. 12• A Story To Tell, pp. 36-43• Shannon: An Ojibway Dancer, pp. 12-23

Model(teacher)

• Display a list of some of the activities people dothroughout the year.

• Explain why some activities are appropriate for someseasons of the year and not for others.

• Display a calendar you created with new names andmeanings. (The names and meanings shouldcorrelate to the activities list.)

Practice(student)

• List the activities each of the children in the NativeAmerican unit books participated in.

• Write which season or seasons are represented in eachof the books.

• Use the student list of activities created earlier andThe Four Seasons handout p. 23 to create a list ofnames for each of the months of the year. (Thestudents should have at least twelve months, but theymay have more than twelve months. *Not allcalendars are built around a twelve-month lunar cycle.)

• Write a rough draft of a short essay answering thequestions on The Four Seasons handout p. 23.

• Revise and edit the essay using Writing Help pp. 17–18.

Discuss(class, teacher)

• What activities did students in class have in commonwith children in the Native American unit books?What activities were different?

• How do seasons affect what we do and how we live?

Evaluate(student)

• Complete the final draft of the short essay.


Lesson 5Seasons of LifePurpose: Students will discover how different NativeAmerican groups use language to describe seasons andhow these seasons affect farming, gathering, hunting,and cultural practices.

Objectives• List months and seasons in a year.• Explain what kinds of activities people do and what

kind of weather occurs in each of the four seasons.• Interpret how months may have gotten their names.• Compare Native American languages to English.• Construct a calendar with new names and meanings

for the months.• Judge how seasons affect how people live.

Activity Procedures

Prepare(teacher)

• Copy The Four Seasons p. 23 and Writing Help pp. 17–18 for each student.

• Create a list of activities you do in different seasons.• Find or create a calendar with unique month names

and meanings.

Pretest(student)

• List activities students participate in throughout theyear.

Materials• pencil• paper• butcher paper• crayons or coloredpencils

• Native Americanunit books

• The Four Seasons p. 23


NONFICTION BOOKS ABOUTCONTEMPORARY NATIVE AMERICANSAbbink, Emily. Colors of the Navajo. Minneapolis,

MN: Carolrhoda Books, Inc., 1998.Braine, Susan. Drumbeat . . . Heartbeat: A

Celebration of the Powwow. Minneapolis, MN:Carolrhoda Books, Inc., 1995.

Morningstar, Mercedi. Fort Chipewyan Homecoming:A Winnebago Tradition. Minneapolis, MN:Carolrhoda Books, Inc., 1997.

Naranjo, Tito, S. A Pueblo. Minneapolis, MN:Runestone Press, 1997.

Renden, Marcie, R. Powwow Summer: A FamilyCelebrates the Circle of Life. Minneapolis, MN:Carolrhoda Books, Inc., 1996.

Roessel, Monty. Songs from the Loom: A Navajo GirlLearns to Weave. Minneapolis, MN: CarolrhodaBooks, Inc., 1995.

Rose, LaVera. Grandchildren of the Lakota.Minneapolis, MN: Carolrhoda Books, Inc.,1999.

Ross, Michael Elsohn. Wildlife Watching with CharlesEastman. Minneapolis, MN: Carolrhoda Books,Inc., 1997.

Staub, Frank. Children of the Tlingit. Minneapolis,MN: Carolrhoda Books, Inc., 1999.

Williams, Neva. Patrick DesJarlait. Minneapolis, MN:Runestone Press, Inc. 1995.

FICTION BOOKS ABOUT CONTEMPORARYNATIVE AMERICANSBruchac, Joseph. Eagle Song. New York: Dial, 1996.Bruchac, Joseph. Heart of a Chief. New York: Dial,

1998.Dorris, Michael. The Window. Westport, CT:

Hyperion, 1998.Girion, Barbara. Indian Summer. New York:

Scholastic, 1990.Hunter, Sara Hoagland. The Unbreakable Code.

Flagstaff, AZ: Northland, 1996. Montour, Joel. Cloudwalker: Contemporary Native

American Stories. Golden, CO: Fulcrum, 1996.Sneve, Virginia Driving Hawk. The Chichi Hoohoo

Bogeyman. Lincoln, NB: University of NebraskaPress, 1993.

Sneve, Virginia Driving Hawk. When Thunders Spoke.Lincoln, NB: University of Nebraska Press, 1993.

Sneve, Virginia Driving Hawk. High Elk’s Treasure.New York: Holiday House, 1995.


Additional ResourcesGENERAL NATIVE AMERICAN WEBSITES<http://web1.si.edu/nmai/><http://www.fwkc.com/encyclopedia/low/articles/a/

a001001456f.html><http://www.iaiancad.org/><http://www.nativepeoples.com/><http://www.nativeweb.org/><http://www.ncai.org/TribalDirectory/LinkDirectory/

tribalgovlinks.htm>

ARTS AND CRAFTS WEBSITESNative American Technology and Art<http://www.nativetech.org/>

Native American Craftwork Supplies<http://www.nativetech.org/links/crafts.

html#CRAFTWORK>

NATIVE AMERICAN LANGUAGES<http://www.plumsite.com/palace/native.htm>

NATIVE AMERICAN NATIONS<http://www.dickshovel.com/trbindex.html><http://www.pitt.edu/~lmitten/nations.html>

HOTCAK WEBSITE (Winnebago)<http://members.xoom.com/diete003/>

NAVAJO WEBSITES<http://www.americanarts.com/nlifcult.htm><http://www.ccofa.org/wowzine/arc/kinaa19.html><http://www.navajo.org/nnhomepg.html>

OJIBWAY WEBSITE (Anishinaabe, Chippewa)<http://www.redlakenation.org/>

PUEBLO WEBSITES<http://www.desertusa.com/ind1/du_peo_pueblo.html><http://www.indianpueblo.org/>

TLINGIT WEBSITE<http://www.geocities.com/Athens/Atlantis/4513/>

WAMPANOAG WEBSITES<http://tc.bostonkids.org/><http://www.dickshovel.com/wampa.html>

and chase after a boy who has stolen one ofAunt Lily’s paintings. Tafia is encouraged by hergrandmother to do her jingle dance at thepowwow.

Differences. B.C. Learning Connection Inc., c/oLearning Resources Branch, Victoria, BC CanadaV9A 4V1.When nine-year-old Emma, a First Nations girl,visits Chris, twelve, and his family, Chris must sortout his feelings toward Emma. The task is madedifficult by peer pressure and prejudice.

Hack’s Choice. B.C. Learning Connection Inc., c/oLearning Resources Branch, Victoria, BC CanadaV9A 4V1.When Hack’s uncle returns to Spirit Bay to claimthe family medicine box, he tries to enlist Hack’shelp in stealing the relics. Hack must decidebetween helping his uncle or respecting histraditions.

Honor the Grandmothers. 1992. Sarah Penman, 1919S. 7th St., Minneapolis, MN 55454 USA. Phone:(612) 375-1708. E-mail:[email protected] award-winning thirty-minute radiodocumentaries on the lives of Lakota/Dakotaelders in Minnesota and South Dakota.

Kinaalda: Navajo Rites of Passage. Indian SummerFilms: Albuquerque, NM: 1998.A one-hour documentary profiling a youngNavajo girl’s participation in a four-dayceremony that advances her into adulthood. Thiscelebration, known as Kinaalda, is one of theoldest and most sacred of all Native Americancoming-of-age ceremonies.

Muskwachees Community. B.C. Learning ConnectionInc., c/o Learning Resources Branch, Victoria, BCCanada V9A 4V1.Jason visits his relatives on the Hobema Reservein Alberta. His reluctance at the beginning ofthe trip changes into an appreciation for some ofthe customs, traditions, and beliefs of his people.

Pow Wow. B.C. Learning Connection Inc., c/o LearningResources Branch, Victoria, BC Canada V9A 4V1.This video features the Plains Cree anddemonstrates the traditions of the Pow Wow.Narrated by First Nations playwright Floyd Favel,an appreciation of First Nations culture andvalues is explored in the dancing. An interviewwith an elder provides historical background.


TEACHER RESOURCE BOOKSCaduto, Michael, and Joseph Bruchac. Keepers Series:

Keepers of the Earth, Keepers of the Animals,Keepers of the Light. Golden, CO: FulcrumPublishing, 1989.

Loewen, James. The Truth About Columbus: ASubversively True Poster Book for DubiouslyCelebratory Occasions. New York: The NewPress, 1992.

Seale, Doris, Beverly Slapin, and Carolyn Silverman.Thanksgiving: A Native Perspective. Berkley, CA:Oyate, 1995.

EVALUATING RESOURCES FOR STEREOTYPESHirshfelder, Arlene. American Indian Stereotypes in

the World of Children: A Reader andBibliography. Metuchen, NJ: Scarecrow Press,1982.

Slapin, Beverly, and Doris Seale. Books without Bias:Through Indian Eyes. Berkeley, CA: Oyate, 1987.

Slapin, Beverly, Doris Seale, and Rosemary Gonzales.How to Tell the Difference: A Guide to EvaluatingChildren’s Books for Anti-Indian Bias. Berkeley,CA: Oyate, 1996.

COOKBOOKSCarson, Dale. New Native American Cooking.

Random House, New York, NY, 1996.Kavasch, E. Barrie. Enduring Harvests: Native

American Foods and Festivals for Every Season.Globe Pequot Press, Saybrook, CT, 1995.

Kimball, Yeffe, and Jean Anderson. The Art ofAmerican Indian Cooking. Lyons & Burford,New York, 1988.

Rozin, Elisabeth. Blue Corn and Chocolate. RandomHouse, New York, NY, 1992.

VIDEOSBeyond the Shadows. Gryphon Productions Ltd., P.O.

Box 93009, 5331 Headland Drive WestVancouver, BC Canada V7W 3C0. Phone: (604)921-7627. Fax: (604) 921-7626.A look at the painful legacy of residential schoolsand the path to healing

Dancing Feathers. B.C. Learning Connection Inc., c/oLearning Resources Branch, Victoria, BC, CanadaV9A 4V1. In this video and discussion guide, Tafia andMavis go with Aunt Lily to their first powwow

Learn about the dramatically beautiful, one-thousand-year-old pueblo in Taos, New Mexico,to discover more about the traditions that theresident Indians are trying to preserve. Seeyoung children doing ceremonial dances andlearn about building homes with adobe clay,bread-baking, and making pottery in age-oldways. With study guide.

A Time to be Brave. B.C. Learning Connection Inc.,c/o Learning Resources Branch, Victoria, BCCanada V9A 4V1.This story emphasizes the importance ofschooling, skills, and knowledge in order to keeppace with a changing society. It showsadaptations of First Nation’s people (e.g. huntingand trapping being replaced by logging) asportrayed through a young character, Tafia.

Where the Spirit Lives. Beacon Films, Inc., 1560Sherman Avenue, Suite 100, Evanston, IL 60201.Phone: 800/323-5448. Fax: 708/328-6706.A young Native American girl is taken from herhome and family to live in an Indian Boardingschool. She faces many hardships at the boardingschool but learns to triumph over her difficultcircumstances.

Who are We. Human Resource & DevelopmentCanada, Ottawa, ON Canada. This thirty-four minute video features candid,action-oriented profiles of young First Nationspeople, their elders and other inspiring FirstNations role models across Canada. Positivemessages about staying in school, valuing theirculture, and making individual contributions areprovided.


The Pride of Spirit Bay. B.C. Learning ConnectionInc., c/o Learning Resources Branch, Victoria, BCCanada V9A 4V1.This video tells the story of Tafia, a First Nationscharacter, who is taken on a mystic voyage.During her voyage, she comes to know hithertounknown truths and discover the real “Pride ofSpirit Bay.” An accompanying guide presents pre-and post-viewing activities.

Rabbit Goes Fishing. B.C. Learning Connection Inc.,c/o Learning Resources Branch, Victoria, BCCanada V9A 4V1.This video tells the story of a young First Nationscharacter, unhappy with his life as a foster childamong the Ojibwa, who turns out to be a heroand wins acceptance in the community. Anaccompanying guide suggests pre- and post-viewing activities.

Rabbit Pulls His Weight. B.C. Learning ConnectionInc., c/o Learning Resources Branch, Victoria, BCCanada V9A 4V1.This video tells the story of the bond that growsbetween a young First Nations character and thedowned pilot he rescues in the winter wilderness.This closeness gives them the strength to surviveuntil help arrives. Pre- and post-viewing activitiesare suggested in an accompanying guide.

A Real Kid. B.C. Learning Connection Inc., c/oLearning Resources Branch, Victoria, BC CanadaV9A 4V1.In this video, Rabbit finds out his foster mother isexpecting a baby, and he fears being left out ofthe family. He runs away, but later learns howimportant he is to his foster family. Anaccompanying guide includes activities andquestions.

The Spirit of the Mask. Gryphon Productions Ltd.,P.O. Box 93009, 5331 Headland Drive WestVancouver, BC Canada V7W 3C0. Phone: (604)921-7627. Fax: (604) 921-7626. Pacific Northwest mask cultures, Nootka (Nuu-chah-nulth) and Kwakiutl (Kwa-kwa-ka’wakw),cultural teachings.

The Taos Pueblo. 9 minutes. Produced by Paulle Clarkfor OWL/TV. Bullfrog Films. Box 149, Oley, PA19547. E-mail: [email protected]:(800) 543-FROG (3764) or Fax (610)370-1978.

14

Teaching Native Americans

Student Reading Goals

NameDateTitle

Mastered Developing Needs Improvement

A B C D F

Participates in discussions.

Makes thoughtful and varied responses to readings.

Completes reading assignments.Completes skills lessons.

Uses appropriate strategies todevelop reading fluency and clarity.

Teacher Comments:

15


Language Arts Skills Checklist

Mastered Developing Needs Improvement

A B C D FSkills

Name

➤

➤

16


Unit Evaluation

Name ____________________________Date ____________________________

ART WORKCreative (10)Accurate (10)Neat and Colorful (5)

TOTAL / 25

ESSAYContent:Fully developed ideas (10)Accurate information (10)Interesting details (10)Organization:Lead, Body, and Conclusion (10)Mechanics:Punctuation, Spelling, and Grammar (10)

TOTAL / 25

HANDOUTSComplete (10)Accurate (10)Creative and Neat (5)

TOTAL / 25

GRAND TOTAL / 100

Teacher Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17


Writing Help

Lead or IntroductionThe first paragraph or lead paragraph should be short. A lead paragraphshould be three to five sentences. Your first paragraph helps you decidewhich direction the essay is headed. Creative leads often ask a question,tell a story, are surprising, or are suspenseful.

BodyThe body of a strong essay includes facts from the books you read and yourthoughts about these facts. In the body, you should expand on the factsintroduced in your first paragraph. You can collect facts for the body ofyour essay by taking notes as you read. Remember to answer the five Ws –who, what, why, when, and where—in your notes. Make sure you organizethe facts you found. The body of your essay should be at least threeparagraphs.

ConclusionConclusions are paragraphs that simply sum up your thoughts and feelings

about the content of the essay. For a strong conclusion, give youropinions about the facts presented. What did you find interesting?What did you learn?

Revising and Responding ChecklistAsk yourself . . .

Do my topic sentences express the main ideas of the paragraphs?

Have I supported my topic sentences with strong examples?

Does every sentence in every paragraph support the topic sentence?

Are the sentences in a clear, logical order?

Are the meanings of ALL the pronouns clear?

Are there any dull or overused words?

18


Try these solutions . . .

Rewrite your topic sentences to state the main idea more clearly.

Add examples to make the paragraph clearer and more interesting.

Cut sentences that do not support the topic.

Move any sentences that seem out of place.

Replace confusing pronouns with nouns.

Replace them with vivid, colorful words.

My Second Draft: The Revision

Use this Proofreading Checklist: Use these Editor’s Marks

Check for errors in capitalization. Capitalize.

Check for errors in punctuation. Add a period.

Add something.

Add a comma.

Add quotation marks.

Cut something.

Transpose.

Circle any words you think are misspelled. Spell correctly. sp

Be sure that your paragraphs are indented. Indent paragraph.

Check your grammar. Make a lowercase letter. /

•

> “ > ”,

>>

19


Native Americans, Explorers, and Settlers

Name ______________________

Date________________________

Directions: Read the parts of the books in the Native Americanunit that deal with history. Write down information that you find inthe books. *Some of the books may not have all of the information needed to fill in this chart. Your teacher may want you to research this information or leave those sections blank.Ojibway history has been completed for you.

WHO WHEN WHATNative Contact with Contact with In what ways did settlers andAmericans explorers or explorers or explorers change Native

settlers settlers American lives?

Ojibway French 1600s The fur traders used land and(also known as fur traders resources (animals with fur)

Anishinaabe that were used only by the and Ojibway people. The settlers built Chippewa) farms, houses, and cities on land

that was used only by the Ojibwaypeople.

U.S. Army 1898 The U.S. army forced Ojibway people onto reservations.Many Ojibway people were sent toschools where they were not allowedto speak Ojibway. Some childrentoday go to Indian schools to learnOjibway language and culture.

1950s Many Ojibway people moved fromreservations to cities to look forwork.

Navajo

20


WHO WHEN WHATNative Contact with Contact with In what ways did settlers andAmericans explorers or explorers or explorers change Native

settlers settlers American lives?

Pueblo

Tlingit

Wampanoag

Winnebago

21


Native American Languages

Name ________________________ Date________________________

Directions: Look at your Native American Languages map. Using amap of North America, find where each of the Native American groupsbeing studied lives and what language group they belong to. Writeyour answers below.Native Americans Located in what present day Name of

states or provinces? language group?

Navajo

Ojibway

Pueblo

Tlingit

Wampanoag

Winnebago

Directions: Find at least one word that is from the Native Americanlanguage groups studied in the Native American unit books. Writethe word and its meaning below.

Navajo

Ojibway

Pueblo

Tlingit

Wampanoag

Winnebago

22


Native American Foods

Name ________________________ Date________________________

Native Americans gave the world so many gifts. Most people have readstories about, or heard about, how Native Americans helped the Pilgrimsgrow food and hunt before their first Thanksgiving. But not many peopleknow just how many gifts Native Americans gave to the rest of the world. Many ideas like democracy, technology like canoes, sports like La Crosse,words like “okay” and “blizzard,” and place names like “Minnesota” and“Seattle” come from Native Americans. Below is a list of foods that NativeAmericans gave to the world. Many Native Americans still grow, hunt, andeat these foods.

Directions: Find which of the foods below were mentioned in theNative American unit books. Write the foods below in the correctcolumn.

beans, peppers, tomatoes, corn, zucchini, squash, turkey, sunflower seeds,wild rice, maple syrup, clams, cranberries, pecans, tapioca, okra, shrimp,crayfish, catfish, hickory nuts, acorns, blueberries, salmonberries, cranberries,

sweet potatoes, potatoes, and salmon

Foods found in the Native Foods you Foods you would American unit books . . . have eaten . . . like to try . . .

23


The Four Seasons

In many Native American cultures, the number four is sacred, or special. The number four is asymbol for many things. It is used to mark when something is finished or ready. It is the number of

directions: north, south, east, and west. It is the number of the kinds of people made by the Creator. Andit is the number of seasons: winter, spring, summer, and fall. In each of the four seasons of the year there areseveral months. Often these months, or moons, are organized on a calendar stick such as the one above.

Directions: Read the names and meanings of the months below. Draw a calendar of yourown. Name each month and draw a picture of what that month means. *You may also decide to make yourown calendar stick by painting the symbols you created on a flat stick with lines for each full moon.

English Ojibway (Anishinaabe)January (doors, gates, and beginnings) Min-ah-doh Geezehss (Spirit Moon)February (feasts and purification) Mah-kwah (Bear Moon)March (from the god Mars) Oh-nah-bid-in (Snow Crust Moon)April (fourth month) Poh-poh-gah-meh (Broken Snowshoe Moon)May ( Maia, the Roman goddess of life) Nimh-eh-bin-eh (Sucker Moon) June (sixth month) Wah-bi-gah-nee (Blooming Moon)July (Roman emperor Julius Caesar) Meehn (Berry Moon)August (Roman emperor Caesar Augustus) Min-oo-mihn-nee (Grain Moon)September (seventh month) Wa-bah-ba-gah (Changing Leaves Moon)October (eighth month) Bi-nah-kway (Falling Leaves Moon)November (ninth month) Bah-shkah-koh-din (Freezing Moon)December (tenth month) Min-ah-doh Gee-soonhs (Little Spirit Moon)Hotcâk (Winnebago) Tlingit Hûdjwitconînâ (First Bear) Tah wak disi (Goose Moon)Hûdjwioragnîna (Last Bear) Tseek disis (Black Near Moon)Wakekiruxewira (Raccoon Mating) Heen-ta-na ka-ya-ni disi Hoiroginînâwira (Fish Appearing) (Underwater Plants Sprout)Mâîtawucira (Earth Drying) Ka ya ni disi (Budding Moon)Mâîna ûwira (Earth Cultivating) At-ka-ta-hah eh na disi Waxodjrawira (Corn Tasseling) (Month Before Pregnancy)Watadjoxhiwira (Corn Popping) At kata hate disi (Birth Moon)Hûwâjugwira (Elk Calling) At-ka-ta-disi (Fattening Moon)Tcamâînâghowira (Deer Pawing) Sha-ha-yi (Berries Ripe on Mountain)Tcaikiruxewira (Deer Mating) Dis yiti (Big Moon)Tcahewakcûwira (Deer Antler) Ko-ko-har dis (Scraping Moon)

Sha-nagh disi (Head Moon)

Directions: Write a short essay answering the questions below. Why do you think the people who speak English, Anishinaabe, Hotcâk, and Tlingit decided to name themonths of the four seasons the way they did? How does naming months help people to plan things in their lives, like farming, celebrations, or familymeetings?

24


T-Chart

Name ______________________

Date________________________

Topic: Topic:____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

25


Language Groups

26


Regions and Tribes

27


How To Make . . . FlowChart

Name

Date

Directions: Choose one of the following topics: Pueblo pots, maple syrup, a clambake, aKinaalda cake, corn, a jingle dress, or a potlatch. Draw pictures showing how the topicwas made or grown. On the lines below each box, write what the picture is about.

➡ ➡ ➡

➡

➡

4 5 6

1 2 3

7 8 9

28H

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ings

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ses,

toys

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lings

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ds).

Wha

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Wha

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ive

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ans

29

What

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ecti

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30


Tlingit ArtDirections: The sketch below follows a style used by Tlingit artists. Notice how the artistused black and white and patterns. Look carefully at the drawing below. Drawthe other half of the raven. Try to make your half look just like the half already drawn.

31


Navajo Rugs

These sketches of rug designs follow a style used by Navajo weavers. Notice the geometricshapes and repeating patterns.

Directions: Look at the drawings below. Draw your own rug design using the traditional colors of red, black, gray, and white.

32


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