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Indigenous Culture Through Stories

 

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Curriculum Level: K-5

By Jordan Denoncourt, Carolina Forest International Elementary School, Onslow County, North Carolina

OVERVIEW OF LESSON:
In this lesson, students will learn about two Indigenous cultures by listening to two stories. While they are listening, they will determine the theme of the stories. After listening to the stories, students will compare the characters in the stories by using evidence from the stories. At the end of the unit, students will create a story board about one of the stories to retell the sequence of events, highlighting the main character and their influence on the story.

SUGGESTED GRADE LEVEL: Grade 3

SUBJECTS: English Language Arts, Social Studies

CORRESPONDING NATIONAL AND/OR STATE OF NORTH CAROLINA STANDARDS:

North Carolina Social Studies:

3.B.1.1: Explain how the values, beliefs, and cultures of various Indigenous, religious, racial and other groups contribute to the development of local communities and the state.

3.B.1.2 Compare values, beliefs, cultural practices and traditions of various groups living in local and regional communities.

North Carolina English Language Arts:

RL 3.2 Determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL 3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.

ESSENTIAL QUESTION:

  • How do celebrations of Indigenous people impact the communities they live in?

LESSON OBJECTIVES:

  1. Students will be able to understand the impact of the Indigenous Powwows and the history of how they started and why.
  2. Students will be able to listen to a story and identify the theme and point of view of the read aloud story. They will be able to describe the characters and major events of the story.
  3. Students will be able to draw connections between how Indigenous people celebrate and how other cultures celebrate.

BACKGROUND INFORMATION FOR THE EDUCATOR or RESOURCES TO EXPLORE FURTHER:

  • To learn more about the history and significance of powwow, educators can read the following articles or view the following videos:
  • Teachers should build background knowledge of other cultures/celebrations beforehand. This way, if students don’t have a certain celebration, they can pull the knowledge from a celebration discussed in the classroom.
  • Website for background information on the Lumbee Homecoming: Executive Letter (lumbeehomecoming.com)

SPECIFIC STUDENT STRATEGIES & ACTIVITIES:

Day 1: 30 minutes

Build Background Knowledge

  • Before beginning this lesson: Teacher will get a sheet of anchor chart paper and title it “Lumbee Tribe and Ojibwe Tribe” at the top to use as a model for students during the discussion.
  • Students will turn to the Tribe Notes and Vocabulary Handout.
    • Make sure they have both Lumbee Notes and Ojibwe Notes.
  • Teacher will pose questions to students “How does your family get together to celebrate?” “What times of the year does your family dress up?”
    • Teacher will use these questions in a Think-Pair-Share format (2 minutes to think and write down thoughts in their notebook, 2 minutes to pair with another peer to share thoughts, and 3 minutes to share ideas whole group)
  • Teacher will introduce Indigenous people to students with the question “Has anyone heard of a group of people called Native Americans/Indigenous People?” “What have you been taught about them?”
    • It is important during this introduction that you debunk any misconceptions about Indigenous people that have been taught in previous years in grade-appropriate language (their clothing attire, that they aren’t present anymore, how the celebrations where the students dress “like” Indigenous people at Thanksgiving is very offensive, etc.)
  • Teacher will introduce the term Powwow to students. “A Powwow is a North American Indian ceremony involving feasting, singing, and dancing”. Teacher can refer to resources in background information to be able to share more information about powwows with students.
  • Students will write the term and definition on their Vocabulary Handout for reference during the lessons.
  • Teacher will let students know this is a way for the Indigenous Peoples to celebrate their cultures and keep their traditions alive.
  • Teacher will introduce the Lumbee Tribe to students.
  • Teacher will use the Indigenous Cultures Through Stories Slide Deck to go over information about the Tribe, look at pictures of a Lumbee Powwow, and talk about why they began having Powwows.
    • When looking at the map on slide 3, have students make the relation to where they live and where the tribe is located.
  • Students will take notes on the tribe on their handout for the Lumbee Tribe on the main points highlighted by the teacher.
    • This way, they can build the background knowledge of the tribe before the read-aloud.
  • Students will turn to handout for the Ojibwe Tribe.
  • Teacher will explain to students that Indigenous tribes aren’t just in North Carolina but all over the country (and even the world).
  • Teacher will tell students that the next tribe they are going to learn about is the Ojibwe Tribe, members of which live in multiple places, but this lesson will be focusing on Minnesota because this story is based on the Red Lake Reservation which is in Northern Minnesota.
  • Teacher will explain to students what a reservation is. A reservation is land that is managed by tribes. The term “reservation” comes from tribes “reserving” land for themselves after larger portions of land were ceded (given) to the federal government through treaties. There are eleven federal reservations in Minnesota. This story is based on the Red Lake Reservation that is in Northern Minnesota.
  • Students will write the definition of reservation on their vocabulary terms handout.
  • Teacher will use the slide deck to go over information about the Tribe’s location, look at pictures of an Ojibwe Powwow, and talk about why they began having Powwows.
    • When looking at the map on slide 6, students should make the relation to where they live and to where the Tribe is located.
  • Students will take notes on the Tribe on their handout for the Ojibwe Tribe on the main points highlighted by the teacher.
    • This way, they can build the background knowledge of the tribe before the read-aloud.
  • To wrap up today’s lesson, have students write down one thing that they learned today about Powwows and one thing they recall about either of the tribes learned today and have them turn them in for the teacher to check for understanding.

Day 2: 50 minutes

It’s Lumbee Homecoming Y’all, Nakoma’s Greatest Tradition and the Lumbee Tribe

  • Before beginning this lesson:
  • Teacher will need to copy the following handouts to use as a reference during the lesson.
  • Students will turn to the handout for vocabulary terms.
  • Teacher will introduce the book It’s Lumbee Homecoming Y’all, Nakoma’s Greatest Tradition to students. Pull up a search engine of the cover of the book and ask students what they notice happening on the cover.
    • Explain to students that this book is about the Lumbee Tribe which is located in Eastern North Carolina.
  • Teacher will introduce terms that students may be unfamiliar with, for example, the phrase “good gah”. There are also a few foods mentioned that you can discuss with students before reading (collard green sandwich and grape ice cream).
  • Teacher will write the terms and definitions on the vocabulary anchor chart.
  • Students will write these vocabulary terms down on the first box on the vocabulary handout that is for It’s Lumbee Homecoming Y’all.
  • Teacher will let the students know that they will be reading the book twice. The first time, it is to understand the sequence of events of the book and their task is to decide on one thing that Nakoma taught them about Lumbee Homecoming. The second time they read, it is to find evidence to support Nakoma’s opinion at the beginning of the story and to determine the theme of the book.

Read Aloud #1:

  • Students will turn to the Story Chart Handout and the story chart for It’s Lumbee Homecoming Y’all. They will use this page to write down the event sequence and evidence of the main character’s feelings throughout the story.
  • Teacher will show the video “It’s Lumbee Homecoming Y’all”. As the video plays the read-aloud, stop and discuss each tradition or event that happens during the homecoming weekend and ask if students can relate to any events (the parade, the food trucks, the performances, the fireworks show).
  • Teacher will model for students how to fill in the sequence chart on the anchor chart as the story is being read.
  • Students will write down the sequence of events as they happen in the story on their Story Chart handout.

After Read Aloud #1:

  • Students will discuss with their peers what they learned about the Homecoming weekend and Powwow.
  • Teacher will ask for anything that surprised them or that they related to.
  • Teacher will guide the students through a discussion to determine Nakoma’s opinion, which is that homecoming weekend is the best.
  • Students will discuss with their peers near them the evidence from the story that the author used to help prove that Homecoming was the best.
  • Teacher will let the students share out their thoughts.
  • Students will turn to the handout that is the theme chart for It’s Lumbee Homecoming Y’all to help the students organize their thoughts on the theme during the second read aloud.

Read Aloud #2:

  • Teacher will introduce theme to the students after discussing evidence. The theme is the message of the story. Remind students that they must infer what the theme is, it’s not something said in a story.
  • As a class, work through examples of what the theme of the story could be “celebrating your culture is amazing” or “be proud of what makes you unique/ an individual”. Have the students write down a possible theme on their theme chart.
    • Teacher will write a possible theme on the anchor chart as a model for students.

After Read Aloud #2:

  • Students will get three minutes to wrap up any ideas of evidence they heard from the read aloud to support their theme. They will need to write the evidence down on their theme chart in the appropriate boxes.
  • Students will share their evidence to support their theme with the whole group.
  • Teacher will model for students how to fill in the details that the students brainstorm.
    • Evidence could be Nakoma’s feelings while describing Homecoming to his friend or Nakoma giving a thorough explanation of all activities that are unique to Lumbee Homecoming.
  • To conclude today’s lesson, have students think-pair-share (think for 30 seconds to 1 minute on their own, pair up with someone close to them, and share their thoughts for 3 minutes) for something that they would be excited about if they could attend a Powwow and why. Then, you can pick a few students to share their thoughts with the whole group.

Day 3: 30 minutes

Bowwow Powwow and the Ojibwe Tribe

  • Before beginning this lesson:
  • Teacher will need to copy the following handouts to use as a reference during the lesson.
  • Teacher will let students know that they are going to be hearing another story about Indigenous people. This story explains more about why Indigenous people perform dances during Powwow’s.
    • Explain to students that this book is about the Ojibwe Tribe which is located on the Red Lake Reservation in Minnesota.
  • Students will turn to the handout that is for vocabulary terms.
  • Teacher will introduce the book Bowwow Powwow to students. Pull up a simple search engine of the cover of the book and ask students what they notice happening on the cover.
  • Teacher will introduce terms that students may be unfamiliar with, for example, reservation and the term elders. There are also a few foods mentioned in the reading that you can discuss before reading with students (blueberry snow cones and maple sugar candy).
  • Teacher will write the terms and definitions on the vocabulary anchor chart.
  • Students will write these vocabulary terms down on the second box on the vocabulary handout that is for Bowwow Powwow.
  • Teacher will let the students know they will read the book twice. The first time, it is to understand the sequence of events of the book and their task is to explain how a Powwow brings different tribes together. The second time they read, it is to find evidence to support Windy Girl’s claim that the Powwow is the best days of summer and the theme of the story.

Read Aloud #1:

  • Students will turn to the Story Chart handout for Bowwow Powwow. They will use this page to write down the event sequence and evidence to support the main character’s feelings throughout the story.
  • Teacher will show the video “Bowwow Powwow”. As the video plays the read-aloud, stop and discuss each tradition or event that happens during the Powwow and ask if students can relate to any events (the food described, different attire during performances).
  • Teacher will model for students how to fill in the sequence chart on the anchor chart as the story is being read.
  • Students will write down the sequence of events as they happen in the story on their handout.

After Read Aloud #1:

  • Students will discuss with their peers what they learned about the Powwow.
  • Teacher will ask for anything that surprised them or that they related to.
  • Teacher will guide the students through a discussion to explain how the Powwow brings tribes together.
    • Students will discuss with their peers near them evidence from the story that the author used to help illustrate how tribes come together.
  • Teacher will let the students share out their thoughts.
  • Students will turn to the handout that is for the theme chart for Bowwow Powwow to help the students organize their thoughts on the theme during the second read aloud.

Read Aloud #2:

  • Teacher will introduce theme to the students after discussing evidence.
    • The theme is the message of the story. Remind students that they must infer what the theme is, it’s not something said in a story.
  • As a class, work through examples of what the theme of the story could be “celebrating your culture is amazing” “be proud of what makes you unique/ an individual”. Have the students write down a possible theme on their theme chart.
  • Teacher will write a possible theme on the anchor chart as a model for students.
  • Teacher will show the video “Bowwow Powwow”.

After Read Aloud #2:

  • Students will get three minutes to wrap up any ideas of evidence they heard from the read aloud to support their theme. They will need to write the evidence down on their theme chart in the appropriate boxes.
  • Students will share their evidence to support their theme with the whole group.
  • Teacher will model for students how to fill in the details that the students brainstorm.
    • Evidence could be Windy Girl’s recalling the events that take place during Powwow, or all the different tribes from all over that come together.
  • To conclude today’s lesson, have students think-pair-share (think for 30 seconds to 1 minute on their own, pair up with someone close to them, and share their thoughts for 3 minutes) for something that they would be excited about if they learned about a Powwow or Indigenous culture today. Then, you can pick a few students to share their thoughts with the whole group.

Day 4: 30 minutes

Compare Stories

Before beginning the lesson:

  • Teacher will need to draw a Venn diagram on anchor chart paper to use as a guide for students.
  • Teacher will need a copy of the following handouts for the students to complete:
  • Teacher will discuss what a comparison is (finding the similarities and differences between two topics) with students and how to complete a Venn diagram
  • Students will retell the sequence of events from two stories (It’s Lumbee Homecoming Y’all and Bowwow Powwow) and the important themes from both.
  • Teacher will begin to fill in the Venn diagram on anchor chart paper to model for students how to correctly fill in the events from the stories and the themes.
    • Teacher will make sure that the students understand the expectations for filling out the Venn diagram.
  • Teacher will break students into small groups (groups of 2-4 depending on the size of the class) to compare the stories.
  • Students will fill in the Venn diagram on the handout with their thoughts and evidence from the two stories. (20 minutes)
    • They will title each of the outer circles for the stories that were read this week. They should title the middle “similar/same”- something to remind them that the middle section is for what feelings and themes are portrayed in both stories.
    • Their two focuses will be on the events throughout the story and the themes of both stories.
    • Students can reference the class Venn diagram if they need any guidance on how to fill in the chart or examples from the stories.
  • Teacher will walk around to monitor discussions while students are working. If there are any misunderstandings on how to fill out the Venn diagram, this is the time to clarify.
    • If the teacher needs to pause group work to review expectations on how to correctly fill out the Venn diagram, be sure to do that.
  • Teacher will bring the class back as whole group after students have completed their Venn diagrams.
  • Students will share their Venn diagrams to their peers.

Day 5-8: 30 minutes each day

Assessment Creation- Story Board

  • Before beginning the lesson:
  • Teacher will need to copy the following handouts to use as a reference during the lesson.
    • Indigenous Storyboard printed for students to use for their rough draft and final.
    • Indigenous Storyboard Rubric either projected for the class to reference while working or written on anchor chart paper for the class to reference while working.
  • Teacher will let students know that today they will begin putting everything they have discussed and learned this week into an art piece – a storyboard.
  • Teacher will explain directions to students. Students will create a storyboard that includes the sequence of events from the story (5 events), identifying the main character and their influence on the story, and writing a short paragraph about the theme of the story using supporting details.
  • Teacher will go over the grading rubric so that students understand the expectations for their final draft of their storyboard.
  • Students will be assigned one of the stories read and discussed this week.
  • Teacher will monitor conversations and focus on completing the storyboard each day.
  • On Days 5 and 6, the students will brainstorm with others who have the same story. Once they have mapped out their storyboard, give them a sample storyboard as a rough draft.
    • Review the rubric and expectations before they begin working.
  • On Day 7, all students should be given a rough draft storyboard to plan out their ideas.
    • Students work independently to focus on making their final draft of their storyboard and receive feedback on improvements before the storyboards are due.
      • Teacher will ensure that feedback given to students focuses on all components being completed on the storyboard rubric.
    • Review the rubric and expectations before they begin working.
  • On Day 8, students will be given a new blank storyboard to produce their final storyboard.
    • Review the rubric and expectations again before they begin working.

ASSESSMENT:
Teacher will use the Indigenous Storyboard Rubric to assess the students’ understanding of the following categories from the storyboard activity about one of the Indigenous stories read this week.

  • The sequence of events from the story (5 events), identifying the main character and their influence on the story, and writing a short paragraph about the theme of the story using supporting details.

LEARNING EXTENSION:

  • Have students write a paragraph comparing a celebration of Indigenous peoples and a celebration of another culture. (Their own or one that was discussed on Day 1 of the background knowledge.)
  • To do this, have students brainstorm three ways that Indigenous people celebrate and three things that another country/culture does to celebrate. Give the students a required number of sentences to guide their paragraph’s development. Also, give students an example of a topic sentence and a concluding sentence to also guide their writing.
    • Remind students that a topic sentence hooks the reader and previews what is going to be said in the paragraph and a concluding sentence summarizes what the entire paragraph is about.

MATERIALS:

REFERENCES:

Amy Puzia. (2009a). Honor the earth pow wow 2009 [Photo]. https://www.flickr.com/photos/39736502@N04/3809731920/

Amy Puzia. (2009b). Honor the earth powow 2009 [Photo]. https://www.flickr.com/photos/39736502@N04/3809724828/

Amy Puzia. (2009c). Ojibwa tribe pow wow [Photo]. https://www.flickr.com/photos/39736502@N04/3809723670/

bobistraveling. (2015a). Lumbee powwow lumberton nc 6589 [Photo]. https://www.flickr.com/photos/bobistraveling/17234825478/

bobistraveling. (2015b). Lumbee powwow lumberton nc 6591 [Photo]. https://www.flickr.com/photos/bobistraveling/16800075244/

bobistraveling. (2015c). Lumbee powwow lumberton nc 6592 [Photo]. https://www.flickr.com/photos/bobistraveling/16800080154/

Glossary—Tribal-state relations training—Mndot. (n.d.). Retrieved April 29, 2024, from https://www.dot.state.mn.us/tribaltraining/glossary.html

Indigenous elder process | marketing & communications. (n.d.). Retrieved April 29, 2024, from https://www.ualberta.ca/toolkit/communications/aboriginal-elder-process.html

It’s lumbee homecoming y’all: Nakoma’s greatest tradition. (n.d.). Retrieved March 1, 2024, from https://www.youtube.com/watch?v=RTbdh5CdUGs.

Minnesota Historical Society. (2020, August 22). Mille lacs band of ojibwe iskigamizigan powwow 2019 highlights. https://www.youtube.com/watch?v=sdd0WLXw3Sg

Mnhs storytime: “bowwow Powwow” by brenda child(English version). (n.d.). Retrieved March 1, 2024, from https://www.youtube.com/watch?v=lpBfWk46JA4

Nc tribal communities | nc doa. (n.d.). Retrieved April 29, 2024, from https://www.doa.nc.gov/divisions/american-indian-affairs/nc-tribes

Shannon Millard. (2016, May 17). Lumbee powwow “dance of the spring moon.” https://www.youtube.com/watch?v=91LRgFmgVaU

The pow wow. (n.d.). Turtle Mountain Chippewa Heritage Center. Retrieved April 29, 2024, from http://www.chippewaheritage.com/the-pow-wow.html

Tribal nations—Tribal-state relations training—Mndot. (n.d.). Retrieved April 29, 2024, from https://www.dot.state.mn.us/tribaltraining/nations.html

What is a theme in literature? || definition & examples. (2021, March 14). College of Liberal Arts. https://liberalarts.oregonstate.edu/wlf/what-theme

What is a venn diagram? Components, examples, and applications. (n.d.). Investopedia. Retrieved March 1, 2024, from https://www.investopedia.com/terms/v/venn-diagram.asp

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