TEACHING Native Americans

TEACHING GUIDE TEACHING Native Americans 5th Grade Reading Level 2 TEACHING NATIVE AMERICANS Table of Contents Standards 3 Multiple Intelli...
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TEACHING

GUIDE

TEACHING

Native Americans

5th Grade Reading Level

2

TEACHING

NATIVE AMERICANS

Table of Contents Standards

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 Languages

8

Lesson 4 Native American Gifts

9

Lesson 5 Seasons of Life

10

Additional Resources

11–13

Evaluation Sheets

14–16

Student Worksheets

17–31

Copyright © 2000 by Lerner Publications Company LernerClassroom A division of Lerner Publishing Group 241 First Avenue North Minneapolis, MN 55401 U.S.A. All rights reserved. International copyright secured. Student pages may be reproduced by the classroom teacher for classroom use only, not for commercial resale. No other part of this teaching guide may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the prior written permission of Lerner Publications Company, except for the inclusion of brief quotations in an acknowledged review.

Books in the Native American series: Children of Clay Four Seasons of Corn Ininatig’s Gift of Sugar Shannon: An Ojibway Dancer A Story To Tell Clambake: A Wampanoag Tradition

Website address: www.lernerclassroom.com Manufactured in the United States of America 1 2 3 4 5 6 — JR — 05 04 03 02 01 00

302LC PMS Blue 286U

TEACHING

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Standards History

• 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

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WHY teach nonfiction skills? • As students grow from beginning readers to fluent readers, it is vital that they continue to learn and appreciate how nonfiction can be useful to them. • Increased exposure to nonfiction not only helps students acquire research skills, it can also awaken and broaden a child’s interest in a variety of topics across the curriculum. • To use nonfiction effectively, students must gain a firm understanding of the different types, components, and organizational patterns of nonfiction. • The more experience students have reading a variety of nonfiction texts, the better able they will be to gather, 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: boldface italics section headings boxes lists highlighted text

WHAT aspects of nonfiction and its 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.

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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.

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Lesson 1 Native Americans, Explorers, and Settlers Purpose: Students will discover who some of the first inhabitants of North America were and how their lives were affected by significant historical events.

Materials • Native American unit books • pencil

• Native Americans, Explorers, and Settlers pp. 19–20 • Writing Help pp. 17–18

Objectives • Recall native tribes from readings. • Define Manifest Destiny or Westward Expansion. • Interpret how traditional Native American life changed through time and contact with other peoples. • 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.

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* or Westward Expansion. *Manifest Destiny is the mid-nineteenth century expansion of the United States to the Pacific Ocean. The thought at the time was that the land was uninhabited 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 of the tribes. *Some names like Navajo are used by the general population to describe a group of people, while the name Dine’ is used by the Navajo to describe themselves. Students may gain a better understanding of using several names to describe one group of people by using an analogy of nicknames or family names. No one name is right, it is just used in different circumstances by different people. Whatever the person wants to be called, though, is typically what they should be called. • How did the lives of Native Americans change as a result of their interaction with settlers and explorers? Evaluate (student) • Students complete the final draft of the essay.

TEACHING

Lesson 2 School Then and Now Purpose: Students will learn about schools Native American children attended in the past and schools they attend in the present. Materials • Native American unit books • dictionary • pencil • T-Chart p. 24 • Writing Help p. 17–18

• Available Spring 2001: Children of the Indian Boarding Schools (Minneapolis, MN: Carolrhoda Books Inc., 2001)

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 books to help write the meaning of the words missionaries, boarding school, immersion school, and public school.

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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 Model (teacher, class) • On a T-Chart, write the topics “Schools of the Past” and “Schools of the Present.” • Write one example for each and display for the students. (Note: In the past, schools were not necessarily formal institutions such as boarding schools. They might have consisted of a single teacher or missionary living with Native Americans. Before contact with Europeans, schools would have been the time children spent with elders learning through 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 with schools in the past and present. • Revise and edit the essay. Discuss (student) • Discuss how the educational systems defined above are alike and how they are different. • How did the lives of Native Americans change as a result of experiences in boarding schools and missions? Evaluate (student) • Complete the final draft of the essay.

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Lesson 3 Native American Languages Purpose: Students will learn about major Native American linguistic groups and will compare the languages of the groups studied.

Materials • pencil • Native American unit books • Regions and Tribes map p. 26

• Language Groups map p. 25 • Native American Languages p. 21 • Writing Help pp. 17–18

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, Language Groups 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.

Read (student) • Native American unit books Model (teacher, class) • Identify the states and provinces on a map of North America. • Demonstrate how the Regions and Tribes map and the Native American Languages map corresponds to a political map of North America. Practice (student) • Use Regions and Tribes map p. 26 and the Native American Languages map p. 25 to collect and research information about Native Americans. • Complete the Native American Languages worksheet p. 21. • Using Writing Help pp. 17–18, students write a rough draft of a short essay about why they think there are so many Native American languages. • Revise and edit the essay. Discuss (student) • Do you and your friends have special words that other people or groups may not understand or use? Is this a kind of new language? • Why do you think people in different parts of the world speak different languages? • What are some plausible reasons for there being so many Native American languages? Evaluate (student) • Complete the final draft of the essay.

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Lesson 4 Native American Gifts Purpose: Students will identify foods from North America and relate them to modern recipes.

Materials • pencil • Native American unit books • Native American Foods p. 22

• cookbook or recipe from home • Writing Help p. 17–18

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.

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Read (student) • Native American unit books. (Look for foods mentioned 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 to make the dish. • Discuss which foods came from North America (used, grown, or hunted by Native Americans) and which foods did not. Practice (student) • Complete the Native American Foods reproducible p. 22. • Copy a recipe from a cookbook and bring it to school. (Students may also bring an ingredients list from a food wrapper.) • Write the same recipe, but leave out any foods that are listed on the Native American Foods reproducible. • Using Writing Help pp. 17–18, students write a rough draft of a short essay about what they think cooking would have been like in places outside of North America before Native American foods were introduced. • Revise and edit the essay.

Activity Procedures Prepare (teacher, student) • Copy Native American Foods p. 22 and Writing Help pp. 17–18 for each student. • Bring cookbooks or copies of recipes to class. Pretest (student) • Students should understand how food represents a person’s or group’s culture and environment.

Discuss (class) • What would your favorite food be like without Native American foods? What is pizza without tomato sauce? What about cookies, candy, or preserves 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 were left out. How many recipes stayed the same?

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Lesson 5 Seasons of Life Purpose: Students will discover how different Native American groups use language to describe seasons and how these seasons affect farming, gathering, hunting, and cultural practices.

Materials • pencil • paper • butcher paper • crayons or colored pencils

• Native American unit books • The Four Seasons p. 23 • Writing Help pp. 17–18

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 the year.

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 do throughout the year. • Explain why some activities are appropriate for some seasons of the year and not for others. • Display a calendar you created with new names and meanings. (The names and meanings should correlate to the activities list.) Practice (student) • List the activities each of the children in the Native American unit books participated in. • Write which season or seasons are represented in each of the books. • Use the student list of activities created earlier and The Four Seasons handout p. 23 to create a list of names for each of the months of the year. (The students should have at least twelve months, but they may have more than twelve months. *Not all calendars are built around a twelve-month lunar cycle.) • Write a rough draft of a short essay answering the questions 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 common with 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.

TEACHING

Additional Resources GENERAL NATIVE AMERICAN WEBSITES ARTS AND CRAFTS WEBSITES Native American Technology and Art Native American Craftwork Supplies NATIVE AMERICAN LANGUAGES NATIVE AMERICAN NATIONS HOTCAK WEBSITE (Winnebago) NAVAJO WEBSITES OJIBWAY WEBSITE (Anishinaabe, Chippewa) PUEBLO WEBSITES TLINGIT WEBSITE WAMPANOAG WEBSITES

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NONFICTION BOOKS ABOUT CONTEMPORARY NATIVE AMERICANS Abbink, 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 Family Celebrates the Circle of Life. Minneapolis, MN: Carolrhoda Books, Inc., 1996. Roessel, Monty. Songs from the Loom: A Navajo Girl Learns to Weave. Minneapolis, MN: Carolrhoda Books, Inc., 1995. Rose, LaVera. Grandchildren of the Lakota. Minneapolis, MN: Carolrhoda Books, Inc., 1999. Ross, Michael Elsohn. Wildlife Watching with Charles Eastman. 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 CONTEMPORARY NATIVE AMERICANS Bruchac, 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 Nebraska Press, 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.

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TEACHER RESOURCE BOOKS Caduto, Michael, and Joseph Bruchac. Keepers Series: Keepers of the Earth, Keepers of the Animals, Keepers of the Light. Golden, CO: Fulcrum Publishing, 1989. Loewen, James. The Truth About Columbus: A Subversively True Poster Book for Dubiously Celebratory Occasions. New York: The New Press, 1992. Seale, Doris, Beverly Slapin, and Carolyn Silverman. Thanksgiving: A Native Perspective. Berkley, CA: Oyate, 1995. EVALUATING RESOURCES FOR STEREOTYPES Hirshfelder, Arlene. American Indian Stereotypes in the World of Children: A Reader and Bibliography. 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 Evaluating Children’s Books for Anti-Indian Bias. Berkeley, CA: Oyate, 1996. COOKBOOKS Carson, 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 of American Indian Cooking. Lyons & Burford, New York, 1988. Rozin, Elisabeth. Blue Corn and Chocolate. Random House, New York, NY, 1992. VIDEOS Beyond the Shadows. Gryphon Productions Ltd., P.O. Box 93009, 5331 Headland Drive West Vancouver, BC Canada V7W 3C0. Phone: (604) 921-7627. Fax: (604) 921-7626. A look at the painful legacy of residential schools and the path to healing Dancing Feathers. B.C. Learning Connection Inc., c/o Learning Resources Branch, Victoria, BC, Canada V9A 4V1. In this video and discussion guide, Tafia and Mavis go with Aunt Lily to their first powwow

and chase after a boy who has stolen one of Aunt Lily’s paintings. Tafia is encouraged by her grandmother to do her jingle dance at the powwow. Differences. B.C. Learning Connection Inc., c/o Learning Resources Branch, Victoria, BC Canada V9A 4V1. When nine-year-old Emma, a First Nations girl, visits Chris, twelve, and his family, Chris must sort out his feelings toward Emma. The task is made difficult by peer pressure and prejudice. Hack’s Choice. B.C. Learning Connection Inc., c/o Learning Resources Branch, Victoria, BC Canada V9A 4V1. When Hack’s uncle returns to Spirit Bay to claim the family medicine box, he tries to enlist Hack’s help in stealing the relics. Hack must decide between helping his uncle or respecting his traditions. Honor the Grandmothers. 1992. Sarah Penman, 1919 S. 7th St., Minneapolis, MN 55454 USA. Phone: (612) 375-1708. E-mail: [email protected]. Two award-winning thirty-minute radio documentaries on the lives of Lakota/Dakota elders in Minnesota and South Dakota. Kinaalda: Navajo Rites of Passage. Indian Summer Films: Albuquerque, NM: 1998. A one-hour documentary profiling a young Navajo girl’s participation in a four-day ceremony that advances her into adulthood. This celebration, known as Kinaalda, is one of the oldest and most sacred of all Native American coming-of-age ceremonies. Muskwachees Community. B.C. Learning Connection Inc., c/o Learning Resources Branch, Victoria, BC Canada V9A 4V1. Jason visits his relatives on the Hobema Reserve in Alberta. His reluctance at the beginning of the trip changes into an appreciation for some of the customs, traditions, and beliefs of his people. Pow Wow. B.C. Learning Connection Inc., c/o Learning Resources Branch, Victoria, BC Canada V9A 4V1. This video features the Plains Cree and demonstrates the traditions of the Pow Wow. Narrated by First Nations playwright Floyd Favel, an appreciation of First Nations culture and values is explored in the dancing. An interview with an elder provides historical background.

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The Pride of Spirit Bay. B.C. Learning Connection Inc., c/o Learning Resources Branch, Victoria, BC Canada V9A 4V1. This video tells the story of Tafia, a First Nations character, who is taken on a mystic voyage. During her voyage, she comes to know hitherto unknown truths and discover the real “Pride of Spirit Bay.” An accompanying guide presents preand post-viewing activities. Rabbit Goes Fishing. B.C. Learning Connection Inc., c/o Learning Resources Branch, Victoria, BC Canada V9A 4V1. This video tells the story of a young First Nations character, unhappy with his life as a foster child among the Ojibwa, who turns out to be a hero and wins acceptance in the community. An accompanying guide suggests pre- and postviewing activities. Rabbit Pulls His Weight. B.C. Learning Connection Inc., c/o Learning Resources Branch, Victoria, BC Canada V9A 4V1. This video tells the story of the bond that grows between a young First Nations character and the downed pilot he rescues in the winter wilderness. This closeness gives them the strength to survive until help arrives. Pre- and post-viewing activities are suggested in an accompanying guide. A Real Kid. B.C. Learning Connection Inc., c/o Learning Resources Branch, Victoria, BC Canada V9A 4V1. In this video, Rabbit finds out his foster mother is expecting a baby, and he fears being left out of the family. He runs away, but later learns how important he is to his foster family. An accompanying guide includes activities and questions. The Spirit of the Mask. Gryphon Productions Ltd., P.O. Box 93009, 5331 Headland Drive West Vancouver, BC Canada V7W 3C0. Phone: (604) 921-7627. Fax: (604) 921-7626. Pacific Northwest mask cultures, Nootka (Nuuchah-nulth) and Kwakiutl (Kwa-kwa-ka’wakw), cultural teachings. The Taos Pueblo. 9 minutes. Produced by Paulle Clark for OWL/TV. Bullfrog Films. Box 149, Oley, PA 19547. E-mail: [email protected]. Phone:(800) 543-FROG (3764) or Fax (610) 370-1978.

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Learn about the dramatically beautiful, onethousand-year-old pueblo in Taos, New Mexico, to discover more about the traditions that the resident Indians are trying to preserve. See young children doing ceremonial dances and learn about building homes with adobe clay, bread-baking, and making pottery in age-old ways. With study guide. A Time to be Brave. B.C. Learning Connection Inc., c/o Learning Resources Branch, Victoria, BC Canada V9A 4V1. This story emphasizes the importance of schooling, skills, and knowledge in order to keep pace with a changing society. It shows adaptations of First Nation’s people (e.g. hunting and trapping being replaced by logging) as portrayed through a young character, Tafia. Where the Spirit Lives. Beacon Films, Inc., 1560 Sherman Avenue, Suite 100, Evanston, IL 60201. Phone: 800/323-5448. Fax: 708/328-6706. A young Native American girl is taken from her home and family to live in an Indian Boarding school. She faces many hardships at the boarding school but learns to triumph over her difficult circumstances. Who are We. Human Resource & Development Canada, Ottawa, ON Canada. This thirty-four minute video features candid, action-oriented profiles of young First Nations people, their elders and other inspiring First Nations role models across Canada. Positive messages about staying in school, valuing their culture, and making individual contributions are provided.

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Student Reading Goals Name Date Title Mastered A

Developing B

Participates in discussions. Makes thoughtful and varied responses to readings. Completes reading assignments. Completes skills lessons. Uses appropriate strategies to develop reading fluency and clarity.

Teacher Comments:

Teaching Native Americans

C

Needs Improvement D

F

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Language Arts Skills Checklist Mastered A

Developing B

Skills ➤ ➤

Name

Teaching Native Americans

C

Needs Improvement D

F

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Unit Evaluation Name ____________________________ Date ____________________________ ART WORK Creative (10) Accurate (10) Neat and Colorful (5) TOTAL

/ 25

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

/ 25

HANDOUTS Complete (10) Accurate (10) Creative and Neat (5) TOTAL GRAND TOTAL

/ 25 / 100

Teacher Comments: __________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Teaching Native Americans

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Writing Help Lead or Introduction The first paragraph or lead paragraph should be short. A lead paragraph should be three to five sentences. Your first paragraph helps you decide which direction the essay is headed. Creative leads often ask a question, tell a story, are surprising, or are suspenseful. Body The body of a strong essay includes facts from the books you read and your thoughts about these facts. In the body, you should expand on the facts introduced in your first paragraph. You can collect facts for the body of your 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 organize the facts you found. The body of your essay should be at least three paragraphs. Conclusion Conclusions are paragraphs that simply sum up your thoughts and feelings about the content of the essay. For a strong conclusion, give your opinions about the facts presented. What did you find interesting? What did you learn?

Revising and Responding Checklist Ask 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?

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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 these Editor’s Marks

Check for errors in capitalization.

Capitalize.

Check for errors in punctuation.

Add a period. • Add something. Add a comma.

> >

Use this Proofreading Checklist:

,





> >

Add quotation marks. Cut something. Transpose.

sp

Circle any words you think are misspelled.

Spell correctly.

Be sure that your paragraphs are indented.

Indent paragraph.

Check your grammar.

Make a lowercase letter.

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Native Americans, Explorers, and Settlers Name ______________________ Date________________________ Directions: Read the parts of the books in the Native American unit that deal with history. Write down information that you find in the 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.

Native Americans Ojibway (also known as Anishinaabe and Chippewa)

WHO Contact with explorers or settlers

WHEN Contact with explorers or settlers

French fur traders

1600s

U.S. Army

1898

1950s

WHAT In what ways did settlers and explorers change Native American lives? The fur traders used land and resources (animals with fur) that were used only by the Ojibway people. The settlers built farms, houses, and cities on land that was used only by the Ojibway people. The U.S. army forced Ojibway people onto reservations. Many Ojibway people were sent to schools where they were not allowed to speak Ojibway. Some children today go to Indian schools to learn Ojibway language and culture. Many Ojibway people moved from reservations to cities to look for work.

Navajo

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Native Americans

WHO Contact with explorers or settlers

WHEN Contact with explorers or settlers

WHAT In what ways did settlers and explorers change Native American lives?

Pueblo

Tlingit

Wampanoag

Winnebago

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Native American Languages Name ________________________

Date________________________

Directions: Look at your Native American Languages map. Using a map of North America, find where each of the Native American groups being studied lives and what language group they belong to. Write your 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 American language groups studied in the Native American unit books. Write the word and its meaning below. Navajo Ojibway Pueblo Tlingit Wampanoag Winnebago

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Native American Foods Name ________________________

Date________________________

Native Americans gave the world so many gifts. Most people have read stories about, or heard about, how Native Americans helped the Pilgrims grow food and hunt before their first Thanksgiving. But not many people know 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 Native Americans gave to the world. Many Native Americans still grow, hunt, and eat these foods. Directions: Find which of the foods below were mentioned in the Native American unit books. Write the foods below in the correct column. 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 American unit books . . . have eaten . . .

Teaching Native Americans

Foods you would like to try . . .

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The Four Seasons In many Native American cultures, the number four is sacred, or special. The number four is a symbol 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. And it is the number of seasons: winter, spring, summer, and fall. In each of the four seasons of the year there are several 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 your own. Name each month and draw a picture of what that month means. *You may also decide to make your own calendar stick by painting the symbols you created on a flat stick with lines for each full moon. English January (doors, gates, and beginnings) February (feasts and purification) March (from the god Mars) April (fourth month) May ( Maia, the Roman goddess of life) June (sixth month) July (Roman emperor Julius Caesar) August (Roman emperor Caesar Augustus) September (seventh month) October (eighth month) November (ninth month) December (tenth month) Hotcâk (Winnebago) Hûdjwitconînâ (First Bear) Hûdjwioragnîna (Last Bear) Wakekiruxewira (Raccoon Mating) Hoiroginînâwira (Fish Appearing) Mâîtawucira (Earth Drying) Mâîna ûwira (Earth Cultivating) Waxodjrawira (Corn Tasseling) Watadjoxhiwira (Corn Popping) Hûwâjugwira (Elk Calling) Tcamâînâghowira (Deer Pawing) Tcaiki´ruxewira (Deer Mating) Tcahewakcûwira (Deer Antler)

Ojibway (Anishinaabe) Min-ah-doh Geezehss (Spirit Moon) Mah-kwah (Bear Moon) Oh-nah-bid-in (Snow Crust Moon) Poh-poh-gah-meh (Broken Snowshoe Moon) Nimh-eh-bin-eh (Sucker Moon) Wah-bi-gah-nee (Blooming Moon) Meehn (Berry Moon) Min-oo-mihn-nee (Grain Moon) Wa-bah-ba-gah (Changing Leaves Moon) Bi-nah-kway (Falling Leaves Moon) Bah-shkah-koh-din (Freezing Moon) Min-ah-doh Gee-soonhs (Little Spirit Moon) Tlingit Tah wak disi (Goose Moon) Tseek disis (Black Near Moon) Heen-ta-na ka-ya-ni disi (Underwater Plants Sprout) Ka ya ni disi (Budding Moon) At-ka-ta-hah eh na disi (Month Before Pregnancy) At kata hate disi (Birth Moon) At-ka-ta-disi (Fattening Moon) Sha-ha-yi (Berries Ripe on Mountain) Dis yiti (Big Moon) 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 the months of the four seasons the way they did? How does naming months help people to plan things in their lives, like farming, celebrations, or family meetings? Teaching Native Americans

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Language Groups

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Regions and Tribes

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How To Make . . . FlowChart Name Date Directions: Choose one of the following topics: Pueblo pots, maple syrup, a clambake, a Kinaalda cake, corn, a jingle dress, or a potlatch. Draw pictures showing how the topic was made or grown. On the lines below each box, write what the picture is about.

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What does _____ like?

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What things are the same?

What do you like?

Directions: Read one of the Native American unit books. Write the name of the main character in the book on the left. Write your name on the right. Write some of the activities the main character participated in. Write activities you like to do. What things do you have in common? (houses, toys, siblings, foods).

Character Name

Having Fun

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Cousins

Aunts and Uncles

Sisters

Mother

Grandma and Grandpa

Great Aunts and Uncles

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Me

My Family Tree

Brothers

Father

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Aunts and Uncles

Great Aunts and Uncles Grandma and Grandpa

Name Directions: Many of the children in the Native American unit books have family members from different tribes, nations, or countries. Where are your family members Date from? Write what countries or races your family members are a part of.

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

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Navajo Rugs These sketches of rug designs follow a style used by Navajo weavers. Notice the geometric shapes and repeating patterns. Directions: Look at the drawings below. traditional colors of red, black, gray, and white.

Draw your own rug design using the

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Additional books and teaching guides available in the following subject areas:

Social Studies Science Reading/Literacy Mathematics

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