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ENGLISH LANGUAGE ARTS Oral Traditions1 Oral Traditions Grade 4 ENGLISH LANGUAGE ARTS Oral Traditions1 Overview ESSENTIAL UNDERSTANDINGS • Since Time Immemorial This lesson introduces students to two of the most • History important aspects of Native American culture, both • Lifeways past and present: oral storytelling and the role of elders within tribal communities. LEARNING OUTCOMES Tribal nations and Indigenous communities in Student will be able to: • Discuss the importance of storytelling Oregon are varied and have multiple unique lan- in maintaining the culture and ways of guages, world views, ways of life, and traditions. knowing and being for Native Americans Like most cultures, they have many ways they • Explain the important role of elders communicate, preserve, and pass on their cultural in passing down culture and history and ceremonial traditions to future generations. through stories • Comprehend oral literature through One of these ways is through oral tradition, in listening and retelling skills which information is passed down through the • Identify key elements in Native generations by word of mouth. There are many Americans’ storytelling (in general, forms of oral tradition, including poems, songs, across tribes) speeches, choreography, and spoken word. One • Demonstrate the ability to create of the most well-known forms of Native oral a story that includes explanations tradition is storytelling. Western oral tradition is of nature and/or lessons of life often divided into categories of folktale, myth, • Practice important elements of Native storytelling, including how to show and legend. Tribal nations do not make this dis- emotion (humor, celebration, loss) tinction and simply say “stories” or “teachings.” or movement through retelling and dramatizing a story (Continued on next page) 1 Activities and materials in this lesson have been adapted with permission from: Thacker, M. (n.d.). Pathway 1: Stories and histories of our place. In Since time immemorial: Tribal sovereignty in Washington state: Elementary grade levels. Retrieved from Office of Superintendent of Public Instruction, Office of Native Education website: http://www.k12.wa.us/IndianEd/TribalSovereignty/Primary-Pathway1.aspx Oral Traditions Grade 4 ESSENTIAL QUESTIONS STANDARDS • What can we learn about Native Oregon social sciences standards Americans’ history and culture 4.7 - Explain the interactions between the Pacific through storytelling? Northwest physical systems and human systems, • How can we use stories to understand with a focus on Native Americans in that region. ourselves, others, and the world? 4.10 - Describe how technological developments, societal decisions, and personal practices affect LOGISTICS Oregon’s sustainability (dams, wind turbines, climate change and variability, transportation • Where does the activity take place? systems, etc.). In the classroom with a variety of whole- class and partner work for engagement. 4.11 - Analyze the distinct way of knowing and living amongst the different American Indian • How are the students organized? tribes in Oregon prior to colonization, such as Whole class Teams: 3 – 5 religion, language, and cultural practices and the Pairs Individually subsequent impact of that colonization. 4.14 - Examine the history of the nine federally TIME REQUIRED recognized Oregon tribes. One to two days (two 60-minute blocks) Oregon ELA standards 4.RI.2 - Determine the main idea of a text and explain how it is supported by key details; sum- While each tribal nation and Indigenous commu- marize the text nity of Oregon has its own distinct language and 4.RI.7 - Interpret information presented visually, identity, this lesson will provide a broad under- orally, or quantitatively and explain how the information contributes to an understanding of standing of storytelling, including its purpose and the text in which it appears. its affirmation of community identity and well-be- 4.W.2 - Write informative/explanatory texts ing. This lesson will provide students the opportu- to examine a topic and convey ideas and nity to appreciate the importance of storytelling information clearly. to Native American tribes in Oregon. Through this 4.SL.1 - Engage effectively in a range of col- experience students will also learn to become laborative discussions (one-on-one, in groups, better storytellers by examining the key elements and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ of Native storytelling. Using and adapting this ideas and expressing their own clearly. information, students will create and share their 4.SL.5 - Add audio recordings and visual own narrative. displays to presentations when appropriate to enhance the development of main ideas or themes. Oral Traditions 2 Oral Traditions Grade 4 The suggested extension activities provide teachers with additional ways to differentiate MATERIALS student learning. What materials are needed for students to engage in this activity? Background for teachers • Selected stories from the Indian Reading Series: Stories and Legends of the Northwest Oral storytelling is a form of communication and (see Resources) education that goes back thousands of years. • How Wild Horses Were Captured (the Warm Stories have always played an important role in Springs Tribe) sustaining the culture, history, and lifeways of • Coyote and the Stars (the Warm Springs Tribe) Indigenous people. In fact, our brains are wired • Coyote the Trickster (the Burns Paiute Tribe) for storytelling because humans have been telling • How the Animals Got Their Colors (Klamath, stories for a lot longer than they have been writing Modoc, and Paiute Tribes) them. Print is a more recent human invention. • Coyote Arranges the Seasons (Klamath, One of the great misperceptions regarding Native Modoc, and Paiute Tribes) American storytelling traditions is that stories are • How Eagle Became Leader of All Birds conveyed as myths, legends, or lore. These terms (Klamath, Modoc, and Paiute Tribes) imply that the content is entirely fictional and that • Coyote and the Crane (Klamath, Modoc, its primary purpose is entertainment. In contrast, and Paiute Tribes) most Native American stories convey important • Indian Giant (Burns Paiute Tribe) cultural teachings, origin beliefs, and ancestral • Indian Giant and Indian Mother (Burns knowledge. To reduce these stories to the level of Paiute Tribe) folklore is inaccurate and conveys a lack of under- • Legend from the Northern Paiute as told by Wilson Wewa. standing about the role of oral storytelling in Indig- enous cultures. For the purposes of this lesson, we • Post Story Chart: Print one for each student. will use the terminology “story” or “teaching.” • Stories Planning Worksheet: Print one for each student. Indigenous stories provide essential knowledge • Ed Edmo, Native American Storytell- that is required to sustain and maintain certain er (Video) https://www.youtube.com/ ways of knowing and being. Each tribal nation has watch?v=LzFCkr5IwUg&t=13s its own oral history, and these histories are just as valid as written records. Oregon tribal nations work hard to protect their lifeways and celebrate their ways of being and knowing. These cultural contexts of students are personal and private, and Oral Traditions 3 Oral Traditions Grade 4 educators should be aware of this issue when asking students about their histories, cultural VOCABULARY practices, and stories. Oral traditions – Passing down stories and One aspect that is common to all Native American histories through telling. oral storytelling traditions is their deep appreci- Native, Indigenous – Original to a place (as ation for and understanding of the relationship used in reference to peoples/tribes, plants, and with the earth. From the coast to the interior animals); existing since time immemorial. valleys to the Columbia Plateau and the Great Elder – An older member of a tribe or community, Basin, tribal peoples maintain a continuous and specifically someone who has lived in a much balanced relationship with the natural world. The earlier time period. An elder could be a parent, stories are varied and reflect the reciprocal rela- grandparent, aunt or uncle, or a teacher. tionship tribal nations have with their respective natural environments. For example, Alsea (a Native American tribe in SUPPLIES Western Oregon) teachings mention that swal- lows regularly return to the Oregon Central Coast • Large sheet of butcher paper just before the spring salmon run peaks, thus • Set of color markers or crayons teaching tribal members the key time of year to • LCD projector or another type of computer harvest salmon. projection device • Any devices, tools, music, and so on that Storytelling was often reserved for the winter may be needed for storytelling (optional) months. One practical reason for this is that during the other seasons, community members were engaged in hunting and gathering. In addition, telling stories was a way to both entertain and teach children during the cold and dark evenings of winter. The art of storytelling supports the learning of deep and complex topics. Rather than directly lecturing youth about social and cultural values, lessons were learned through emotionally engag- ing storytelling that related to aspects of tribal life and survival. Among many nations, a great storyteller was revered in the community. Oral Traditions 4 Oral Traditions Grade 4 In most tribes, elders are the most important storytellers. Stories are of- ten repeated, and some are only told at certain times of the year. As
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