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TITLE Thematic Instruction: Native Americans Middle School Emphasis. INSTITUTION Indiana State Dept. of Education, Indianapolis. PUB DATE 90 NOTE 89p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052)

EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *American Indians; Art Education; Instructional Materials; Intermediate Grades; Junior High Schools; Learning Activities; *Middle Schools; Social Studies; Teaching Methods IDENTIFIERS *Indiana; *Native Americans

ABSTRACT Activities and resources developed for Indiana middle school teachers to use for instruction about Native Americansare included in thiF thematic instruction kit. Theresource includes a film review, ideas for field trips, vocabularywords, and geographical information. Each activity lists materials,and directions, and identifies an arts proficiency indicator. (DB)

*********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** EDUCATIONALOffice of Educational RESOURCES Research and INFORMATION improvement U.S. DEPARTMENT OF EDUCATION ri Minor changes haveoriginating been madeeceived ithis to documentimprove from the personhas been or organizationreproduced as CENTER (ERIC) ft OEmen!Pointsreproduction RI dopositionof viewnot qualitynecessarily oror opinionspolicy statedrepresent in thisdocu. official THEMATIC INSTRUCTIONNATIVE AMERICANS MATERIAL"PERMISSION HAS TO BEEN REPRODUCE GRANTED THIS BY MEDDLE SCHOOL EMPHASIS INFORMATIONTO THE EDUCATIONAL..Sokt-Oco CENTER RESOURCES (ERIC." (NI Office of SchoolIndiana Assistance Dept. of Education 2 INTRODUCTORY MOTIVATORS Production:TheaterOutdoor "Trailneeddates.)"Tecumseh" to ofStudy follow. Tears" in guides Chilicothe,This - Eby's activityneed in to Elkhart,. wouldproceed (Would beIndiana. performance better need for to small check and groups,discussion for closing of course. would (ToBattle"Feast creaw Ground,of the immediate Hunter's Indiana. interest) Moon" - Lafayette, Indiana. I Convocation:Opening Suggestions: RayChief White of Cherokees- Chief of Miamis - from Anderson caretaker of Boy Scout Camp Dr.WapDan Paul CochranSing Kissinger (John - Department Morrison) - DePauw -of MedicineUniversity Anthropology, Man - legends of Ball Miamis of State the constellationsUniversity 3 Displays: rugs,andStudents/staff arrowheads, kept in a safe bring baskets, place, in any dolls, perhaps Indian jewelry, a artifactsshowcase. etc. All they artifacts may havepottery, will be tagged BulletinCelebration:Boards: Fieldclass,Posters, trip*etc. portraits to: or paintings, art work, designs done by students in art MinnestritaMoundsEiteljorg StateMuseum Cultural Park ofCenter - AnvzicanAnderson - Muncie Indian and Western Art - Indianapolis AngelCahokieSonotabac Mounds Museum Prehistoric State - HistoricalSt. IndianLouis, MoundSiteMissouri - Evansville and Museum - Vincennes Request docent for field trips. MuseumDixon Mounds of Natural - Chicago, History Illinois - Chicago, Illinois 4 _ Activity: IdentifyExamineShow film the the various historical functions context of in thethe film. Catlin and the Indians. Order froth: National Galleryworks of of Art.s art seen in the film. thought.IdentifyRecognize ways that visual knowledge images manipulateof or historical background of a work of art can influence public behavior or the work. Materials: increasesheets.Movie, understanding of and appreciation for Catlin and the Indians, a film projector, a screen, and discussion Directions: DiscussDistribute questions discussion on sheet.sheets to students. Watch the film. 3 *Film available free of charge from: Discuss the film and answer questions on the sheet. 1. Washington,6thDepartmentNational and Constitution Gallery ofD.C. Extension of 20565 Art Avenue, Programs N.W. 2. UniversityChampaign,1325 South of IllinoisOakIllinois Street Film61820 Center e.4 7-

4 6 REVIEW OF FILMCATLINJ AND THE INDIANS His earlymother life was was captured in Pennsylvania. by Indians when George Catlin was very young. National Gallery of the Arts HeHe drewstudied doodled sketches law; on passed theof histable theclients tops. bar whileexam. he was a judge. HeHe didn't waswent likean to artist Philadelphiaworking and historian;as an and attorney started visiting and painting. more judge. Indians than any other. InHesix 1832 weeksfound he traveled.Sioux Indians up the (or Missouri Dakotas) River there. by Theysteamboat were warriorsto North (mostDakota; war it like) . . to the Yellowstone River. took 600 tee pees - 40-50,000 - some with guns and some with bows 5 7 and arrows. HeHe traveled predicted with the hunting buffalo parties would - become buffalo. extinct. the Crow, Blackfoot, Plains;WhileReturnedSometimes at he the was to mouth St.there he Louis, painted of about the Mo. Yellowstone foursix paintings weeks. River in a day. he found returningMandansIn 1834 (torturetoat St.Fort Louis. Gibsonpractice) (Northeast were killed Oklahoma) by smallpox a third of them became ill and died.epidemic whileback toCatlin Illinois was with his wife HetoCatlin recuperate. financedwas also forced became his to trips sell ill; byhis went exhibiting paintings. on to Comanche his paintings - came here and in Europe. Hein was the invitedtower of to the come Smithsonian. to Washington, D.C., and 6 exhibit his paintings and to live V A. V. Name FilmNational - Catlin Galleryand the Indiansof the ArtsDISCUSSION SHEET Period 2.1. WhereWhat was was Catlin he living doing when with he his began life beforeto paint? he became a painter? 3.4. WhatWho did do hetable make toys sketches have to ofdo while with Catlin?he was a judge? 6.5. WhatHow happened many paintings to his mother a day did in hishe sometimesearly life? paint? 7 9 7. 8. WhoWhat did was he travelthe subject with? of most of his paintings? 10.9. HowIn desperation, did he finance what his didtrips? he do with his paintings? 12.11.13. What Why became do you ofthink his paintings?he was a successful painter?Where did he I; :e his last years? 15.14. CompareGive two reasonshis paintings why youto another like or dislikeartist you his are paintings? familiar with. is8 ProficiencyHistoryActivity: IdentifyIndiancultures names. and throughout examine thethe contributionsdevelopment ofof Nativethe United American States. societies and Materials:Indicator: FilmstripStudents,Company. Beforeparents, the and White information Man Came, on howMcGraw Indians Hill are Book named. Directions: theiraccordingExplainengages birth. to intostudents(Names an actevent ofcanthat exceptionalthat be Indians changedoccured are bravery, atlater often or ifnear namedthe the individual time of etc.) WatchimmediatelycircumstancesHave filmstrip. students preceding ofdiscuss their birthwithand following parentsand the thetime it to determine iliI.iij If. basedif some on event student might tiehavior make a at meaningful the time of name. birth Namesor early might infancy. also he HaveStudentsduringStudents student a blizzardcan assumecreate make might an Indiansome Indian-like be kind identitynamed of name.design "March for duration For to Blizzard." beexample, used of unit on a astudy.child name tag. born

12 12 f Activity:Mathematics writeAfterupCatlinCommunicate thestorythe painted MissouriCatlin problems. movie six mathematical paintings is shown, a day ideasuse orfacts in distances oral from and the andwritten movie, times form. suchof the as: route River to North Dakota . . . to Yellowstone River to ProficiencyDirections:Materials:Indicator: MovieUse facts from film to write story problems. Catlin and the Indians, paper, and pencils. 3 Activity: InterpretIndian place and namesapply informationin the state of from Indiana. maps and globes. Materials:Indicator:ProficiencyHistory Names.Places in Indiana with Indian names, such as the book Indiana Place Indianapolis,TourismIndianaDitto of roadIndianaDevelopment Indianamaps reaps available 46204, Division,blank (317) atwith the One 232-8870 theIndiana North exception orDepartmentCapitol, 1-800-289-ONIN. of county Suite 700, of Commerce, outlines. Directions: IndianaUsingblankSupply mapsthe studentsmaps Indiana with provided, withcounty road a listmap, andoutlines, of have haveplaces andstudents students in an Indiana Indiana label enter with them names on road map. Indian names, legibly. the blank PLACE NAMES Indiana PennsylvaniaFirst used for cededa tract by of Indians land in in 1768 Counties DelawareforMiamifor Miami Delaware Indians Indians Settlements Anoka--SiouxDelawareAndersonfor chief William adverb meaning Anderson, "on a both sides" DeerCoesecorruptionCayugacorruption Creekfor Miami of of Potawatomie Iroquois meaning Gwa-u-geh "the nickname place on for the Miami fawn" chief Ku-wa-zi - "Old Man" foughtLogansportforKewarmaforGreentownfor and died Potawatomie MiamiCaptain in the UnitedChief Logain, Chief Green States a Ki-wa-naShawnee Army inmeaningalso 1812 known "Prairie as "High Chicken" Horn" who MongofromModocforMunciefor Modoc Potawatomiethe Delaware Indians; meaningShasteecaIndians of"Big wordthe Squaw"Muncie/Minsi meaning "enemy" clan Lakes WyandottenamedToto--anOsceolafor Indian the word Seminole for foran Indianbullfrog chief tribe and means "people of one speech" MuskelongeLakeShipshewana Lenapefor LakeOjibwa Lakefrom the Lenni Potawatomiefor I.E. "the great meaningpike" "Vision of a Lion" pe Indians and means "true men" 6 15 Wawasee Lakenamed for Potawatomie chief meaning "full one" or the "round Rivers Winonaone"Lake Michiganfrom LakeSioux name Ojibwa for mi-shithe first (meaning born great) female child and Sa-gie-gan (meaning lake) KankakeeWabashTippecanoecountry" River Riverfrom Riverfrom Miami Potawatomie corruption of Potawatomie meaning and Miami "low land" or "swampy PatokaIroqouiswater"Grand RiverMiami CalumetRiverafter Rivercorruption forthe ComancheIroqouis ofwho Algonquin were Indians held prisoners forthere "a long body of deep, still Press,IndianaTaken 1975. from:Place Names by Ronald L. Baker and Marvin 17s Carmony, Bloomington, Indiana, University LENNI-LANAPE, THE REAL OR . ORIGINAL PEOPLE Jr' A Location Inhabited Delaware River valley (New Jersey, New York) first contact (also known as the Delaware Indians) with whites i . Munsi/Munsee/Minsinorthernin Unamicentralsummerthis region trips toLenni- the sea to gather Lenni-Lenape (New Jersey) (loweralso made New trips York) to the ocean shellfish made annual Economy Unalachtigosouthernpumpkins,Farmingmen beans cleared New fields, Jersey women cultivated with stone hoes: maize, squash, Huntingbear,FishingGatheringberries,partridges deer, fox, fruits, opossum, herbs, skunk,nuts, roots raccoon, squirrel, geese, " 18 turkey, pigeons, Religion Pantheon of gods European Contact IndividualManitosupremeanimals orguiding birds god (e.g.,spirits Achto for prayer, the deer depicted and Ploeu in human the turkey) form at puberty or as beginning1660spermanent1618Dutch approximately exchanged English metal, in settlements1690 tools, knives, beads, liquor, from one river crushvalley Lenni-Lenape to the next; succumbed and Indians move west and cloth for fur to Stockbridge,acres1758Lenni-Lenape1700Lenni-Lenapeliquor of and Burlington white New diseasesYork County, continueestablish moving first New Jersey; lasted until 1802 when all left for Indian reservation in the United states; 3,000 Westward Movement Moved through Pennsylvania, Ohio, and Indiana 189 Became great warriors due to contact with numerous enemies 1789settled1867removed1820settled in Missouri,in to Texas Indiana then Territory moved in to Oklahoma Arkansas which they shared with the 1980'sstillCherokee found in Oklahoma and north of Value Conflicts Lake Erie in Canada propertyusednatureNaturetoSharingto it and was Indians Indians incomprehensible Indians nature were sharing one; could land wasnot belonged be private property; . . . if not using it, others could. White view of private to Indians.basic. Crops and proceeds of to the one who thefamiliesJusticetookshareGift hunt giving in were theCustom was samesharedthe commonform determined ways. with of othersretributionand theimportant. in punishment. expectation by victimsEuropeans o Punishment must of andreciprocity. their did not couldpunishmentsbe soon not after collect forthe whitesdebtscrime. from andWhite Indians.whites.) settlers' (Indians courts werewere puttoo in prisonslow for debtand allowed butbut whites different made Sources: Personalpromises Honora /treaties person's that were word broken was continually. sacred to Indians, AmericanIndiansGreat Indian ofIndian the Tribes Eastern Tribes by byWoodlands Jacobson Marion E. by Gridley Salley Sheppard 21 20 ProficiencyFineActivity: Arts InterpretIdentifyidentifycharacteristics and ideas art learn elements and of meanings contentthem. in the communicated of work Indian (color, motifs line, in andthe texture, visualwork. shape, Describesymbols and and and form). Indicator: rhythm,DescribeIdentify movement, and the identify media etc. and the techniqueprinciples usedof art in in the the various works; works.balance, space, Materials: VisualIdentify examples motifs in of relation motifs toand cultures. symbols:Slides AskArtifactsweavings,Illustrations faculty for posters, materials clay books, pots, etc. jewelry, beading, etc. 21 22, --v

.7'/....- . Directions: Observe closely the nature of the motif or symbol; identify their verballyDescribecharacteristicsDescribe orhow howsritten. the(color, the principles art shapes, elements of etc.). art have have been been used used in in the the artifacts. artifacts; motif.DesignDescribeCreate a apiecewhat decorative mediaof wearing itemwas usedapparelusing in an thefor Indian artifacts.current motif, i.e., wall hanging, vase, times using an Indian AuthenticResources: Indian Design or sculpture. by Maria Naylor, Dover Publications, Incorporation, New York: 1975. BernieYorktown,Rite Aid Young,*Young Drugs Indiana does Pharmacist 47396 Indian beadwork, needlework, and sand-painting designs. 4 23 2.4- List of spelling words from reading stories: UNIT VOCABULARY a courageousoriginalmoccasins potterybraveryappearance plough/plowbraidceremony(ies) spiritlanguageenemies abandonmythologywoundsattackcouncil medicinereligionnomadiccustomssacrifice lightningtemporarysupernaturalsocietybuffalo jewelryambushdwellingtrailpermanent circularconquerclothesarrowsespecially ritualploughskewerssoldierscloths traditionvictimwarriorreservationsprisoner restaurantsurroundtongueparticipatesurvival hospitalitygrimacehatchetfrontierconscious reluctantsquawguardsavagecrevasse massacremutilatebulletcapturedsandals humiliatingriflecoupescapescalped cavalry 25 25 * List of vocabulary words taken from stories and novel: % yuccacoup antagonizeprovocative lichenrimace aggravatesusceptible reluctantlywigwamtepee,hogan tipi loathingominoussolitudesinister Idvawickiuppresumptuouspueblo barbarouspungentodiousabhor taintedgibberishpestilencestealthy turquoisequestaversiondebased plagueverminrevulsioncooperage succulenttravoisencumbrancebutte 28 26 *IF ProficiencyArtsLanguageActivity: VocabularySolve puzzles Game: and Ka-Boom. play word games. Directions:Materials:Indicator: TakecardsOne the pringle or pringle tagboard can. can redwith and construction vocabulary wrap paper,words whitelisted pipeon either. cleaner, and index pipethecement.aroundso plasticred itcleaner looks constructionit, After seallid, likethrough cuttingpushwith a fuse. rubbera paper theawhite slit slit, in thePlaying Game: reachingEachyougroups.Divideout want teama thecardWrite into students studentstakes and the terms sayingcanturns to intoon pulling thetwo word know. cards on the card. One point is given 27 2 7 4 to continuesKa-Boomthe team ifuntilcard the iseachstudent pulled, student can then give on all both the points meaningteams are haserased of played. the for word. that Ifteam. the Play a

28 2(3 ArtsLanguageActivity: newspapers,InteractRead novel with with anda variety historical of printed setting, materials, The Light e.g., in the stories, Forest. plays, essays, textbooks. Inv ProficiencyIndicators: Novel,Participate The activelyLight in thein discussion Forest. about literature. Materials: MapsBlanksource). of mapsOhio, of Pennsylvania, novel site. New Jersey (encyclopedia maps are a fine Directions: AmericanDiscussLenniFor(Delaware) The inLenape Indian Lightclass Indians, homeland. theinTribes the historical Forest., asby well MarionSee contextdiscuss asGreat beginnings E. Gridley. Indianofthe the history story.Tribes )f bythe of English colonization in the JacobsonLenni and Lenape r 29 229 4. Aslabelreference students accordingly. mapsread the(encyclopedias), Some novel, sites keep are track indicate listed of below.places locations on Place Names for named. Then using blank maps, and THE LIGHT IN THE FOREST AlleghenyFortForks Pitt of Riverthe YellowWaldhoningBlueCarlisleSusquehanna MountainCreek River River PaxtonKittatinyTuscaroraLancasterOhio (Peshtank) River Mountain CountyRiver Township 30 30 1 Mikjor Concepts to Present 1. thoseoutsideStruggles more forces. obvious within ato character the reader, are conflicts called internal with other conflicts. people, External animals, or LIGHT IN THE FOREST conflicts are with b.a. WhatThere isare True external Son's conflicts internal in thishe storyconflict? deal also. or resolveDiscuss What dothis how you inner it is dealtconflictif with inyou the believe story. Exampleshe does. may conflict? Give examples from the story and how does consider to be a major help. 2. 3.What would you consider to be theatthe most least plot 10of eventsthis story? taken Please from listthe instory. chronological order and in significant events or incidents that form actions in this story.complete sentences 4. TellExplainrevealsestablishingDiscuss why or youhis thediscuss own have atone tone? feelings? the toldor Howmoodmost about Whatdointense, of it. you the do believestory. suspenseful,you perceive How the author is or thethese exciting swaysauthor feelings to the readersuccessful and perhaps in be? 5. We see most of this story, it seems,point-of-view from the standpoint of the through the eyes of True Son. Give a white parents. 6. theactions,By whatend of givethe the author astory thorough hetells was you character like and & by"man sketch what you can assume by the thoughtswithout and a country." of Trueor Son. Emphasize in detail why at odc .. I; :4;.' . -Xs 4,10" . P; er'' %it *IV ot ;,- . gra f; rye,. 32 32. PEST COrY AVAILABLE e Name Sample Questions for Checking of Comprehension Date PagesThe1. Light 1-22,Why in Chapterswas the TrueForest 1-4 Son being sent to the whites? 2. Why did True Son plan to eat the fruit of the May apple? 3. delivered to True Son from father. Summarize the messages Half Moon 33 3 3 PagesThe1. HowLight 23-46, didIn Chaptersthe True Forest Son 5-7 compare his white father and his Indian father? 2. Why did Del Hardy accompany True Son to the home of his white family'? 3. Why was True Son hr;aified to relatives?learn that the "Peshtank (Paxton) Boys" were his 34 34 NameThe Light in the Forest Date Pages1. 47-64,Why did Chapters True Son's 8-9 visit to the slave basket maker give him hope? 2. When True Son set off for Stony Mountain, who did he take with him? 3. Why is Myra Butler not well? ip 4 3 5' NameThe Light In the Forest Date Pages1. 65-82, Chapters 10-11 What news did Parson Elder's son bring to Harry Butler? 2. What event roused True Son from his bed? 3. How did True Son and Half Moon by to avenge the scalping of Little Crane? 363G NameThe Light in the Forest Date Pages1. 83-98, Chapters 12-13 Did True Son have any regrets on leaving his white family? 2. How did True Son and Half Moon getcanoe the they used to travel back to their village? 37 37 NameThe Light In the Forest Date Pages1. How 99-117, did True Chapters Son know 14-15 that the whitecontact men with traveling whites? with Thitpan had come into 2. Why did True Son tell the whites about the ambush? 3. What did Cuyloga say to the men to save True Son from burning? 38 33 SocialActivity:Studies MapnationalIdentify, location development.describe, of Indian and novel, evaluate The Light in the Forest.the influence of geographic factors on ProficiencyMaterials:Indicator: BlankNovel, maps The Light of location in the (NewForest Jersey, - one copy Pennsylvania, per student. New York, and Ohio area)ReadPaper, - onenovel. pencils, map per and student. maps. Directions: map.LocateConstruct places a map (states, of geographic rivers, mountains, place names countries, cities, that occur in the plot. forts, etc.) on lc, 39 464 Activity: Archeological Dig. Language A.D.StudentsWritedraw There conclusions summaries pretend are no they longer aboutand have reports humansearthlings. landed of living on Earth as alienshere. inFrom the yeartheir 3012dig they will ArtsIndicator:Proficiency situation. 18 -..rV ...... at...... a. 0 Materials:Directions: DivideandFive four or classsix objects bou,.. into placed-.1',:d5-6 teams. within each. dirt at , objects.theirUsingonBury schoolsite spoons objects (Place until site. each theydirtin Indian onteamlocate newspaper). Villagedigs the four or 41 40 Nor mightneverAfter locatingbeenmake seen about the by objects,the them people before. the (culture) students They writefrom pretend thea theseartifacts. objects (See have example.) list of conclusions they StudentsShare with write larger stories group. using their conclusions about humans. BOX OBJECTS A. nickel littlebictorn pen pageball from the Bible D. watchscrewtoothpickChinese proverb from inside a fortune cookie B. lock of hair plasticchicken forkbag bone E.F. torn earring page from newspaper lightemptypaper bulb clipmedical vial C. pencil seedspampersbeer can wrapped (one)(empty) up in plastic 4142 balloonaplastic photograph straw These are conclusions drawn from group EXAMPLE C. 3.2.1. DrankThey couldhad from a writtenmakecans. plastic-metal language from from raw productsknew chemistry.print on can. 4. 5.Carried 6.Used Planted leadseeds purposelyfor around writing. withfor harvesting. them. 7. 9.8.Plant WhatMade eaters. were mistakesend fancy waterproof of pencil cloth containers usedfor for? correcting. ig 4 le. LanguageActivity:Indicator:ProficiencyArts ProblemArtifacts Solving/Predicting.are clues to the lifestyles of a culture. Directions:Materials: howSeveralentireShow the antiqueitemsclass discusstowere itemsthe usedclass. the students bytheories. Divide guessing are class not or into groups. familiar with,making i.e., cherryup theories, stones. then the The groups decide ListArtifacts:Possible of 4.3.2.1. ArrowheadNecklacesDrumsBeads 8.7.6.5. StoneDeerPipesFeathers Antlers Hammers V.. 45 43 LanguageActivity:Arts `Change'Usesituations. accepted Speeches/Cultures conventions ofare standard constantly English usage in speaking in change or flux. ProficiencyDirections:Materials:Indicator: StudentsListed below. select a 'change' topic from list. PrepareNoteStudents unacceptable a two give minute a brief usage. speech speech. Discuss on that attopic. end of all speeches gross errors.

1 change diapers change tires CHANGE LIST change direction timechange change jobs change friendsattitudesthe bed changechange clothesdefenses/offenses of seasons changechange locationdiets culturesWhat might change the larger American culture? Other way around? change names if one left the Indian reservation and joined others acceptable 4548 LanguageActivity:Arts relationships.WriteResearch summaries Project. and reports. Use language to explore new ideas and Indicator:ProficiencyMaterials: ResourceChoose Books. an Indian topic or a tribe to research. Brainstorm Indian ideas Directions: Maketo research. a list of books, papers, etc. interest.Choose twoCheck thattopics the were thatlibrary to seem be and used to resource be for research. of availableholdsbooksstudyreadChoose andavailable for oneif thereresearch.and topic to take aresee to resources ifdonotes your an indepth oninterest topic 44 46 and make a list of your resources. PlaninterestingMind a map three allfor dimensional thethe factsclass you to presentation know. find about yourteaching topic the that facts would about topics. be Presentation: Time set and practice. Student Presentations IncludeBeEye prepared contact. core forknowledge questions. about topic in presentation. so47 Activity: Identifying Indian Clothing. ProficiencyHistoryIndicator: tomaterialsIdentify, Recordseek answers, evaluate, sourcesand data and of andsources. informationto utilize analyze Read appropriate and and points of view. develop note taking observe to prod; t, reference andExamine,Role tables,outlining play graphs, individualsinterpret, systems. and and charts.in applyhistorical information situations. from polls, PrepareWorkpresentations. originalcooperatively written to and prepare oral reports board, markers,and presentations. and an and Materials:Directions: Novel,encyclopedia.ListRead The items'of novel, Light The clothingin the Light Forest, describedin the poster Forest. in the plot. Brainstorm in groups. 51 48 Use encyclopedia or other reference books to identify these items of MakeDesignidentifyclothing. a poster or these collect with items. samplesa picture of of this each clothing item and and a wear label/description to it.

49 52

Materials: biographies.Biographies on famous Indians, encyclopedia entries, or other Directions: writeAfterHaveeachcomprehensive fivesummarieseach summary. questions student havesummary read ba-md been one on ofevaluatedIndian his/herthe important biography summary. for content, and and Duplicate interesting havewrite eacha two information. student copies of OnceDistributetoHave their students own. summaries volunteerhave had to amplestudentsto read time summaries for toreading. read onand two study Indians the summaries, in addition toIndians.Preparesubmitted.conduct study aaHavefact FACT`Trivial sheet. students SHEET Pursuit" break which game into lists in study class 100-200 groups using important the(three questions to facts five previouslyaboutper group) 64 Activity: Tribal Study. ProficiencyHistoryIndicator: IdentifycultureResource and throughout examine Books. the the development contributions of of the United States. Native American societies and Materials:Directions: AssignDividechoose thean their Indianroom own. intotribe tribes for each of children group to four to five in aresearch, tribe. or children can TribewantsTwoteach conducts daysBuild aboutto teach. their research an Indian Indian about tribe. reservation tribe and arrives at a list of ten facts toincluding all the facts the tribe Extension: DesignHaveOther a anclass rooms Indian travel could village from come onreservation in the for to instruction.school site (0. J. Neighbours reservation to stud / the facts. Elementary, Wabash, IN, has one). SS 52 !I -.7../ ere I r

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"AWAAAAZA0,, aY Activity: For(Whittle/carve three to four adays totem create pole.) an original Indian motif and symbol. ProficiencyArtsIndicator: Applymovement,form.Apply the Apply artselected etc.elements; the principles media for the motif or symbol. line, color, texture, shape,of art; balance, rhythm, and Materials: knives.Drawing paper, pencil, eraser, tempra paint, a paint brush, wood, and Directions: CreateSelectRedraw several the thebest practice motif practice or drawings symbol drawings. on paper 4 of motifs or symbols; to be painted. different ones. Select colors to be used. PaintPlaceLabel the onthe motif display motifwhich or symbol. with other Indian Indian artifacts in school or culture it came from. Indian village. 55 Activity: Research Projects. LanguageHistoryArts/Indicator:Proficiency reportsWriteUse reports,language for studies. e.g., to discover book reports, and/or convey technical reports for science, meaning research See relationships between what theyUseUse writing language and tospeaking solve problems. to express read and what they previouslyideas and clarify meaning. have read, learned, or expeiienced. reflectsRecognizeCompare human different and values,discuss presentations motives,ways in which literature mirrors and conflicts.of the same subject or theme. life and _ ...... Fa Sb Materials: List of possible topics: BlueLittleSittingSequoyah Jacket Turtle Bull DiggerHopiNavajoZuni PlainsSacajaweaCheyenneSiouxGeronimo MohawkSeminoleChoctawCreekSeneca Indian/whitePresentShawneeCherokeeSoshoni day reservations man relationships, battles MiamiMedicineIndianDelaware dwellingsfood/agriculture men ResearchBallMinnetristaParentsLibrary State (books, Resources: University Cultural magazines, CenterLibrary pamphlets, filmstrips) BureauPublic Library of Indian Affairs, Department of Interior, Washington, WO. lrNA.. ; so D.C. 26240 Activity:ProficiencyArtsIndicator: IndianApply Art the (Sand art elements; Painting). line, color, texture, shape, and form. Materials: lumberthisSawdustyouscraps).wood at your centerblocks local mayand(from get Directions: MixWoodcanswithstudent. powdered sawdustto blocks desired temprainfor coffee each color. woodIndianmakessawdustsprinkleStudents block sanda coloredonbeautiful putand glue.painting. glue This on R4- 58

LanguageActivity: WriteWriting. from different points of view. ProficiencyArtsDirections:Indicator: (conservation,Compare the energy preservation, and conservation recycling) with present used by native Americans American practices. NativeWriteDescribeCompare about American. the encounters and energy contrast sources with this the usedwith white today'sduring energy sources. people through the eyesthis of perioda in history. describedClothing:wayExplain native Createwhywith Americans it modern woulda new 1-..1 fashionutility difficult and look for modern lived. material. by combining the Indian styles Americans to live the same RI 0 iallIk \ '14' .1(' '...... ---- ...... = , 4111111 11, -z- ; 4 I Arld',,,,...... iiii, // 4. -1-1 ,, , ..._, _..ammiliel I, ' J# 01,,._ / ',',..n *rd 711111pr0 :1 1 ... ' tr ."1 , III

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- ' 'Em. . . L _ ' : ; ' , . . I I ,°'.. LanguageActivity:Indicator:ProficiencyArts WriteWriting. from different points of view. Directions: WriteMakea. an sure Indian you myth have: explaining something created the god or goddess in creation. b.c. usedexplained a simple a scientific act of man principle 1, 62 .r LanguageActivity: WriteWriting. from different points of view. Directions:Indicator:ProficiencyArts Writeimagined. or compose a story describing an experience or something b.a.c. TellImagineCompose a story an aabout adventuresong a about great that anhunt. experienceonly a brave from warrior nature. could accomplish. e.d. youPretendRole see play inyou this flight. are adventure an Share eagle this inand an experience describe Indian village. in in writing, the Indian music, or art what village. g.f. Writetheir an land. Indian play about an encounter with the first whites to visit Write a poem about an Indian child, chief, squaw, brave, etc. A? 63

Activity:Language WriteWriting. from different points of view. ProficiencyArtsDirections:Indicator: IndianIn groups, adventure write an story, ., play.orwarrior.chief,day an Describe Indianof medicine an Indian adventure a typical man, squaw, or Extensions: orplaysRead on inschoolstories Indian site.or village act out 4!;, .t.t %,:» 6 ';'.1-:'i LanguageActivity:ProficiencyArtsIndicator: WriteWriting. from different points of view. Directions: baby,MakeresemblingtheaStudents story picturechild,up usinga poemcan warrior, graphsdeer picturework about skin. chief, onin symbols. groupsanbrown squaw,Indian paperand etc. write Create

71 66 EducationPhysicalActivity:Indicator:Proficiency PerformRace with with stones a group in apron.in front of others. Materials:Directions: DivideStonesdestinationreturnStudents andclass raceaprons. into with 2 teams. torocks the inteam. an apron to a NewTakeRepeats relayoff apron. themember same puts as other on apron team and mate. rocks. Note: withTheEach teamwater, day, to spitting youngfinish first boysthe Netterwins. ran to near the topthe offeet a hillof an with old man whotheir mouths filled monitored this early morning ritual. If the boy swallowed 73 ri the water, he wasneartolearn requiredthe an discipline top old of towomen a repeathill by with accomplishingwho the stonessupervisedexercise. in theirarduous pubic tasks aprons, without dropping water. stonesGirls ran this dailyElders activity. felt Dropping that young the boys should stonesColvilledelivery in a Field ofprescribed a child Notes, after mannerJ.A. marriage. Ross, was (1966). symbolic of the early and successful

74 6 3 Activity: PhysicalRead paragraph Activity. below/discuss and design posters. through sports/games. EducationPhysicalMaterials:Indicator:Proficiency DevelopCopy an of appreciation paragraph for of each other student. cultures Directions: inculturation.DiscussReadDiscuss paragraph. the ancient role of cultures physical and activity list games in preparing the Indianassociated child with for them. AP. Note: Unfortunately,Dividecontests into have groups the changed natureand design dramatically of leisure posters. activities, games, since thewhite aboriginal culture hasperiod wrought because upon and athletic Indianchange,of deculturation cultures. one that Perhaps anddrastically the the effects most altered that 745.69 devastating aspectattitudes of towardsthis culture leisure, was the particularlypossessedofethicintroduction the and Indians concept a for lifestyleand Weltanschauung, the enforcement of extended regulatedthat provided family. of time. forthe considerable asWesternTheseIncrements hunters notions philosophy and leisureof hours,weregatherers time, theof days, the antithesis they workand whiteregulatedworldweeksinteraction,believed man'sofdid agriculture time notthat activities. affirmation, exist. andthe Indians'work Missionariesand schedule.industry, and enlightenment cohesion and requiredThe certain gamesamong and a governmentstrict thatultimatethese allowedadherence people conversion agencies forgave to away to tothe a

76 ----- Education(\ /PhysicalActivity: UseSkinningexercise the fundamental the physiology cat. motion and conditioning skills. and Recognize basic principles of their relationship to personal \ ProfibiencyMaterials:Indicator: physicalStick. fitness. stout stick held on each Directions:Note: held"skinningendStudentsChildren by on the each jump the jumper'sand endcat" forward adults by by hands.jumper's jumping tested and backward their hands.forward abilities over and a with a game similar tobackward over a stout stick WashingtonRay, V. (1933), Press. The Sanpoil and Nespelem, Seattle, The University of THE INDIAN JEWELRY STAND needed $200 for summer camp at theTwothinkingchildrenearngive Grand Indian themenough Canyon.wereof children,any a moneystrategy excitedmoney. Their Little if to toTheythey parents earnlearn Hawk did the that suggest,agreedand $200. not Night allto however, lethope Weed them was go, used what talent they had in making jewelry. The that the children couldlost. possiblyThey quickly began but they were unable to sellingtheybracelet,First, knew they price. and wrotehow Theyring. much down Then,knew the the if theymatherials differentthey calculated charged jewelrywere too the going much, itemscost to to cost, would not have the money for camp in time. They they knewthe how items to wouldmake:make sellnecklace, each slowly different or item. Once they then had to decide a possibly,worsechargeUsingalso knewyet, the fornot not dataeachthat be at ablebelow,if all,piece they andto ofpaydidhelp they jewelry. nottheir Little charge parents Hawk enough, backand Night for they would not make the $200 or Weedthe initial determine $45 they the amounthad lent to them. DATA: BraceletsNecklacesRings10 days cost cost untilcost $ $ .50$1.00camp .75 to to make.to make. make. 79 7 2 They have enough supplies to make 20 of each item. It Thetowill open followingnumbertake the 3 days stand of chart each to until make will item the showall sold fourth 60 estimates peritems; day.day therefore, will of predicted be based they sales. onwill the not selling be able cost. Necklaces selling price $ 4.506.00 number sold per day 34 Bracelets $ 8.504.003.00 235 Rings $ 2.001.505.00 1081 $ 2.50 so 7 a 4 SOLUTION FOR THE INDIAN JEWELRY STAND selling day 1 day 2 day 3 Number of items sold day 4 day 5 day 6 day 7 Necklaces price$6.00 Total Sale: 3 6 (3 x 6.00)3 + (2 x 6.00) = $120.00 3 3 3 3 2 selling day 1 day 2 day 3 Number of items sold day 4 day 5 day 6 day 7 Bracelets $6.00price Total Sale: 3 6 (3 3x 4.00) + (2 x 4.00) = $80.00 3 3 3 3 2 Number of items sold Rings selling$6.00price day 1 3 day 2 3 day 3 3 day 4 3 day 5 3 day 6 3 day 7 2 Final Total: $120.00 + $80.00 + $50.00 = $250.00 Total Sale: 5 (4 x 2.50) = $50.00 Other solutions may be possible. $250.00 - $200.00sales - $45.00 = $5.00 camp loan extra w2 75 INDIAN ATTRIBUTE CHALLENGE IndiansThe following differ withactivities respect deal to: with the different attributes of Indian pieces. age:sex: child male or or adult female The groupThe activities will need are one intended set of Indian to be used in groups of three or four students. colorgirth: ofthin clothing: or fat red or yellow pieces, one set of description cards, and two loops students be given Each someofMathematicsActivity: yarn free that time are to18 play inches with in the diameter. It is advisable, that the UseGuess mathematical Which One isconcepts Missing. in real life situations. materials before the activities begin.. Directions:Indicator:Proficiency Haveeyes.sufficient one The student remainingtime to place study students all the 16 set,Indian must have takepieces all onebut face one up student on the closetable. his/her After of the pieces away. Scramble the arrangement and have the other students open their eyes Duplicate one one set for each group of students. Cut out andeach guess piece. which piece is missing. INDIAN PIECES It = red Y = yellow 1.. p'IMI=21111M lirillEam4k ,. , )101 4114, clIc! ...e 8, 77 ProficiencyMathematicsActivity: DetermineName the Set. the number of concrete objects in a given collection. Directions:Indidator: Placefindingidentifyattribute. all the the the Ask Indian correct set. the Have piecesstudents description each inside to student find card. the theloop take description which a turn at have a commonmaking thecard set that and would

Activity: Counting Differences. MathematicsIndicator:ProficiencyDirections: DetermineFor this when activity, figures you are will congruent. need a sorting sheet for each group of thempiecestheHavestudents sorting ina that studentthe and differ sheet.second the place Indianfrom As rectangle aone thegroup, pieces. oforiginal the the Indian studentspiece pieces are into the sorting sheet. Continue this in only one way and place the toplocate rectangle any Indian of Afterstartingprocedureappears repeating tile tountil and thisallrepeat the procedure pieces this procedure. have a few times, be a pattern developing. been placed. Choose a different ask the students if there tr. 87 S4 Place an Indian Piece here. SORTING SHEET Indian pieces that are different in twoone way.ways. Indian pieces that are differentdifferent inin fourthree ways. ways. Activity: Unions and Intersections. MathematicsIndicator:Proficiency Determine lines of symmetry. Indian pieces, and Directions: thedescriptionPlaceFor descriptionstudents this the activity, two place cards cards.loops youthe and so Indianwill place that need theypiecesone two onoverlap inloops the inofappropriate theyarn, middle. the sections each loop. Have the groups of Choose two of the loops. withAfterappropriateDiscuss a continued third where fordescription theyour success intersection grade card.with level. two and loops, the union a third of loop the setscan occur, be introduced if it is de es 82 - UNIONS AND INTERSECTIONS INDIAN GEOMETRY resourcetypemaysymmetry,Thecopy followingworkof ofproject books. thein polygons, small Indian activities required groups design-sheet. and requireby otheror the as teacher,geometricprior knowledge but shapes, each orstudent and a discussion geometric or group of patterns. concepts The pertaining students to individuals.Indian Materials designs needed may also may be vary used depending from textbooks on the or other of students will need a ProficiencyMathematicsActivity: UseWherecompare shape, is the geometricsize, Geometry? and position objects. to recognize, describe, classify, and Directions:Indicator: meanaskedlocatehave the toas the makestudentsmany Indian. up geometric whatexamine they shapes the think Indian asthe they meaning design can. sheetStudents of each and shapecould ask them couldalso tobe 91 INDIAN DESIGNS NH1111111 I I I 1 " ' BREECHCLOUTS BONNET CASE BEADED BUCKSKIN WARUup SHIRTlf to filk s, dog, 111( TEPEE BEADED GARTER LEGGINGS Activity: Indian Symmetry. MathematicsIndicator:ProficiencyDirections: DetermineAfter sufficient lines of practice symmetry. of locating lines of symmetry in more simple Activity: figures,foundsheet.Patterns,one askarticleLinesin the the Patterns, ofindividualper students symmetry group and to sodesigns drawMoremay be lines onPatterm. found the of articles. symmetry in on that the students can focus on the finer details. each article or they may be You may want to assign the Indian design MathematicsDirections:Indicator:Proficiency UseHavecompare shape, the geometric size,students and positionlook objects. for torepeated recognize, patterns in describe, classify, and each article. On the Theyleggings,beadedsidestudents could of thebuckskinthe predict also tepee,bonnet make howwarshirt. the case, predictions thewar the patterns bonnet, war ofshirt, wouldthe what and look the if 86 breech-cloths, the apron, and they think is on the hidden theybeaded were garterto continue. have the MathematicsActivity:IndiCator:Proficiency DetermineCreating an lines Indian of Design.symmetry for given shapes. Make shapes. Directions: ideasHavebeangroup Indianused ofeach symmetry,write in group custom, decorating a story of patterns, student as anto Indian's createand geometric aworld. colorful something spiritual, or tell of how their how their design represents an historic event, Encourage the students to beshapes. ThenIndian have eachdesign that uses the design would MathematicsActivity:Proficiency creativemass,DevelopFinding and areaskills originaltemperatures. and using perimeter. in customarytheir thinking. units to measure length, area, volume, Materials:Indicator: manipulating.NumerousCopies of the one outline inch scriares provided, (see one sample) for cut each student. from tag board for QS 87 hisLonesquare hunters Eagle mile covered.is (scaletaking Theya hunting returned party with out muchto search food. for If game. 1" == 1 mile). What is the perimeter covered by this hunting STORY PROBLEM the squares represent one This is the area he and party?Variation: What is the area? to Usingbe measured one inch by squared another graph student. paper, have each student design an area

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