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AUTHOR TITLE EDRS PRICE Secondary Education DOCUMENT RESUME ED 226 920 RC 013 -896 r AUTHOR Reeves, Carolyn; Brescia, Bill TITLE By the Work ofbut% Hands: Choctaw Material Culture..0 Teacher'S Guide. INSTITUTION Mississippi Band of ChoctaW-Indians, Philadelphia. SPONS AGENCY Office of Elementary and Secondary Education (ED); Washington, DC. Ethnic Heritage StudfesProgyam. PUB DATE 82 , NOTE , 53p.; For related document, see RC 013 896. PUB TYPE Guides Classroom Use Guides (For Teachers),(052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS American Indian Culture; *Atherican Indian Studies; Clothing; *Cultural Activities; *Cultural Background; Food; Games; *Handicrafts; *Resource Materi'als; Secondary EduCation; Teaching uides . IDENTIFIERS *American Indian History; Basket Weaving;Beadwork; *Mississippi Choctaw (Tribe) ABSTRACT The teacher's guidenfoe the reader "By the Workof Otir Hands: Choctaw Material Culture" (RC013 897) contains the following features for each chapter of thereader: background information r the teacher, important terms, the lesson plan,, evaluation i eas, ands referabces andresources. Subjects of ctrapters are stickba 1 and rabbit sticks, drum making and hominy, basket making, bead.ng, clothing, anduse of the videotape "By the Work of Our Hands." 59-item bibliography and appendices containing pictures, maps, a brief histori of-theChoctaw, and Choctaw Alphabet are included foe use,with designated chapters. Thepurpose of.the background information is to provide the teacher withsufficient information to discuss the material culture ofthe Mississippi Choctaw from both the historical and Contemporaryperspectives. Little of tffeNbackground information containedin the guide is included in_the student's textbook, allowing-the teaCherto decide how much additional information to pxovide. Followingthe background information in each chapterare important terms which include both English and Choctaw terms, definition, and phoneticpronunciation. (ERB) ***********************************************t.*********************** * Reproductions supplied by EDRSare the best that can be made * _ * from the original document. * ************************** *************************i****************** Teacher's Guide U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) I/'hisdocument has been reproduced as UjI WX:i cc, received from the person or organization originating it. I_J Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu- INFORMATION CENTER (ERIC)." ment do not necessarily represent official NIE position or policy. Teacher's Guide By the Work of Our Hands: Choctaw-Material Culture Carolyn Reeves Associate Professor University of Southern Mississippi Bill Brescia Director of Research and Curriculum Development Mississippi Band of Choctaw Indians fi Choctaw Fteritage Press Philadelphia, Mississippi 4 0 " 4 © Copyright 1982 Choctaw Heritage Press Mississippi Band of Choctaw Indians Rt.7, Box 21 Philadelphia, Mississippi39501 TABLE OF CONTENTS Introduction Chapter I'Stickball and Rabbit Sticks Cha-Pter 21 Drum Making and Hominy 4) Chapter:3 Baskets-Cane and Oak Chapter Beading Chapter 5. Clothing Chapter 6:Using the Videotape, "By the Work of Our Hands" (optional) Bibliography Appendices Appendix ABrief History of the Mississippi Choctaw,. Appendix B.Mississippi Choctaw Alphabet Appendix C:Mississippi Maps vi Appendix D: Choctaw Ball Players i x Appendix E: Hominy and Banaha xl Appendix F:Wooden Mortar and Pestle ni AppendiA-G: Religious Songs in Choctaw x iv Appendix H: Choctaw Basket v Appendix I: Choctaw Clothing xvii INTRODUCTION There are several ways for using By the Work of Our Hands:Choctaw Material Culture in the secondary school. The textbook ed as follows: may be us- 1) As a supplement to the state-adopted textbook for the course titled "Mississippi History," which is offered in the secondary curriculum; 2) As the major resource material for a unit of stutly in the social studies curriculum offered at the secondary level;and 3) With a secondary-level arts and crafts program, especially if the teacher were interested in doinga unit of study about aris and crafts native to Mississippi Each chapter of the textbook includes interviews and pictures labled with descriptive comments. The interviews containedin. the textbook were conducted during 1982 by Marian isaac, Bill Brescia, and Carolcm Reeves, the persOnnel associated with the Ethnic_HeritageProgram of the Mississippi Choctaw. Both the ChoCtaw and English languages Were used to conduct the interviews whichwere (ape recorded and later transcribed. The English version of the interviews is written in the form spoken*/ the interviewees for whomEnglish is a second language. It is important that persons reading the interviews understand that people who speak English-as-a-second-languagemay have di). fitulty comp/ying with standard Englishusage. Teachers can help students understand this concept by asking them learn to speak a second language. If if theylove ever tried to so, then some of the students can share their experiences with regardto remembering correct verb forms and syntax when trying to speak a second language. We chose not to change the interviewees' English becauseto do so is like tamper- ing with theire.thoughts. If students comment about improper English usage, then they should be reminded that Englishis the second language of the Choctaw. The pictures which accompany the interview in each chapter enhance the written material. Descriptivecomments about the pictures are located beneath them. Each chapter in this Teacher's Guide contains the followingfeatures: 1. Background Information for the Teacher 2. Important Terms 3. The Lesson Plan 4. Evaluation Ideas 5. References and Resources A Bibliography and Appendices are included in thisTeacherCGuideThe Appendices contain pictures, maps, and other helpful which are to be used' with designated chapters. materials The purpose of the "Background Information for the Teticher" is to provide the teacher with.sufficient informationto discuss the material culture of the Mississippi Choctaw from both the historical and contemporary perspectives. Little of the backgroundinforma in this Guide is included in the students' textbook,so it will be the decision of the teacher as to how much additional infOrma on pros/id .It is important to understand why there are variations In the spelling ofChoctaw words. These variations occur as the result pf three people unfamiliar with .the factors: first, have written words according to the sounds they thought theyheard; secondly, there are several dialects of Choctaw; an trdly, the Mississippi Choctaw orthography has changedover the years. "Important Terms" follow the background information in each chapter. Both English and Choctaw termsare included, along with a defini- 14 lion for each term. Following each Choctaw term is the phoneticpronunciation and a brief translation of the term in English. 6 1 1- There, are four, major components and five subcomponents Included in "The Lesson Plan" for eachchapter. With the exception of Chatiter Six, each lesson plan includes the following: 1.Title 2. Objectives 3. Introducfion to Lesson 4. Development of the Lesson a) Preparation for reading b) Reading c) Discussion/Extension d) Comprehension e) Other Activities The objectives are stated as performance activities. Each objective specifies the performance activitywhich is required of students in order to demonstrate accomplishment of the objective. Theintroductory ideas for each lesson are provided to stimulate students interest in the lesson. The teacher may use one or moreof the ideas. Most of the suggested ideas will take no more than five-to-ten minutes to complete. Should anintroductory activity be chosen which taket longer, it is recommended that the continued development of the lesson occur on the following day. The "Development of the Lesson" begins with a preparation for reading activity -The format of this section isbasically the same from lesson to lesson. It includes, as procedures in preparation for reading, the location of various Choctawcommunities on a map of Mississippi, discu$sion of important terms, and setting purposes for reading. After students have silently read the textual material they should be prepared to discuss the content. Through the discussion/extension portion of the lesson plan, it is hoped that students will obtain an understanding of the Mississippi Choctaw from both the historical and con- temporary perspectives. It is during this portion of the lesson plan that teachers may want to use the "Background Information for the Teacher'l as a supplement to the content found in the student textbook. However, some teachers may prefer to share with their students the background information earlier in the lesson, perhaps as part of the preparafionior reading Procedure. Each lesson plan containslist of comprehension questions. These questions come from, the' content in the student textbook. The ques- tions require different levels of thinking, such as literal, inferential, evaluative, and appreciative. If the teacher shares the"Badiground In- ( ormation for the Teacher" with the students, then-additional comprehension questions for that material can be formulated by the teacher. The last subcomponent of the lesson is titled "Other A.ctivitie.s." One, or -all, of the suggested activities may be used to supplement
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