Native Americans - Center for Puppetry Arts

Distance Learning/Videoconferencing
at the
Native
Americans
Distance Learning
Study Guide
3 rd – 6 th Grade
Visual Communication
Equipment provided by:
Dear Educator:
We are scheduled for a Native Americans videoconference with your group. You will need to do some
preparation prior to the program. Below are the directions necessary for preparation (REQUIRED TO
PARTICIPATE IN THE PROGRAM).
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The materials list is the first thing on the study guide. Each student needs these materials.
All templates (except the face) need to be traced onto construction paper and cut out. We are making
a Making Thunder Kachina. The colors associated with this particular Kachina are reds, oranges,
yellows, and blue-greens.
The head dress design should be traced onto a different color than the head dress.
Please trace the dotted lines onto the head dress.
Please copy the Kachina face onto white Xerox paper and cut out.
Please bring all pre-cut pieces and other materials to the program. It is helpful if each student has an
individual bag with their own puppet parts. You can use small paper lunch baggies or Ziploc baggies.
Pass out all materials PRIOR to program start time. This includes glue, tape and scissors. It is helpful
if each student has his/her own glue stick or bottle. Please have 4 strips of clear tape about the size
of a bandaid precut and ready for each student. You can pre-tear pieces and stick them to the sides
of the table, OR stick them to yard sticks (just hold out yard stick and students can take a piece of
tape from it—teacher recommended!).
We will lead all students through the puppet building steps and learning activities. The program does
not allow time for students to cut out materials.
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The activities in the study guide are for you to use at your discretion as either pre or post activities.
We will be doing different activities w/them during the program.
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Please let us know if you have any questions about how to prepare.
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If you have any technical questions, please contact us directly at (404) 881-5117.
Thank you!!!
The Distance Learning Team
Center for Puppetry Arts
Direct studio line: 404-881-5117
1404 Spring Street, NW at 18th
Atlanta, GA 30309-2820 USA
www.puppet.org/edu/distance.shtml
http://vimeo.com/channels/272008
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Headquarters of UNIMA-USA
Member of Theatre Communications Group & Atlanta Coalition of Performing Arts
Videoconferencing Activity
Hopi Kachina Hand Puppet
Materials List
Each student will need all of the following items:
1 toilet paper tube
1/2 sheet of construction paper cut 6” x 9”
2 arms (template on pg. 3**)
1 strip of yellow construction paper cut 2” x 6” (head strip template on pg. 3**)
1 head dress (template on pg. 2**)
1 head dress design (template on pg. 3**)
1 Making Thunder Kachina face (on pg. 3**)
scissors
glues
tape
** Templates must be pre-cut before the program!
Templates:
Head Dress (1 of 5)
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Making Thunder Kachina face (2 of 5)
Head Dress Design (3 of 5)
Kachina Arms (4 of 5)
Head Strip (5 of 5)
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National Curriculum Standards met during live
videoconference
Please go to www.educationworld.com for a complete list of national standards.
Fine Arts/Visual Arts
NA-VA.K-4.1 Understanding and applying media techniques, and processes
NA-VA.K-4.2 Using knowledge of structures and functions
NA-VA.K-4.3 Choosing and evaluating a range of subject matter, symbols, and ideas
NA-VA.K-4.5 Reflecting upon and assessing the characteristics and merits of their work and the work of
others
NA-VA.K-4.6 Making connections between visual arts and other disciplines
NA-VA.5-8.1 Understanding and applying media, techniques, and processes
NA-VA.5-8.2 Using knowledge of structures and functions
NA-VA.5-8.3 Choosing and evaluating a range of subject matter, symbols, and ideas
NA-VA.5-8.5 Reflecting upon and assessing the characteristics and merits of their work and the work of
others
NA-VA.5-8.6 Making connections between visual arts and other disciplines
Technology
NT.K-12.1 Creativity and Innovation
NT.K-12.2 Communiation and Collaboration
NT.K-12.3 Research and Information Fluency
NT.K-12.5 Digital Citizenship
NT.K-12.6 Technology Operations and Concepts
Social Studies
NSS-G.K-12.1 The World in Spatial terms
NSS-G.K-12.2 Places and Regions
NSS-G.K-12.4 Human Systems
NSS-G.K-12.6 The Uses of Geography
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Pre- & Post-Videoconference
Classroom Activities
Activity 1: Eastern Woodland or Plains Identifying
Native American Cultural Regions/Tribes:
National Curriculum Standards met by this activity
Please go to www.educationworld.com for a complete list of national standards.
NSS-G.K-12.1 The World in Spatial Terms
NSS-G.K-12.2 Places and Regions
NSS-G.K-12.4 Human Systems
NSS-G.K-12.6 The Uses of Geography
NSS-USH.K-4.2 The History of Students’ Own State or Region
Activity
Objective: Students will define culture; students will use a map of the United States to correctly identify
cultural regions of Native American tribes.
Materials: A copy of the map of the United States (attachment A on page 11); pencils; crayons or
colored pencils.
Procedure:
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Write the word culture on the chalk board.
Draw a circle around it with radiating lines (like a sun).
Ask students to define culture and give examples.Write examples beside the radiating lines. Be
sure to include the following examples: clothing, language, shelter, food.
Explain to students that Native American tribes belonged to different regional culture groups.The
culture of the tribes varied based on the resources in the regions in which they lived.
Next, hand out a copy of the map of the United States (attachment A, page 11).
Students will need to code the map key with colors.
Students should label and color the regions on the map based on the map key.
Have students identify the region in which your local tribes belong.
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Activity 2:
Internet Research and Reading Comprehension
National Curriculum Standards met by this activity
Please go to www.educationworld.com for a complete list of national standards.
NSS-USH.K-4.1 Living and working together in families and communities, now and long ago
NSS-USH.K-4.4 The history of peoples of many cultures around the world
NSS-G.K-12.2 Places and Regions
NSS-G.K-12.4 Human Systems
NL-ENG.K-12.1 Reading for Perspective
NL-ENG.K-12.2 Understanding the Human Experience
NL-ENG.K-12.8 Developing Research Skills
NL-ENG.K-12.12 Applying Language Skills
NT.K-12.2 Communication and Collaboration
NT.K-12.3 Research and Information Fluency
NT.K-12.4 Critical Thinking, Problem Solving, and Decision Making
NT.K-12.5 Digital Citizenship
NT.K-12.6 Technology Operations and Concepts
Activity
Objective:
Students will use the Internet to access a Web site; students will read an excerpt from an online
exhibition and answer content-related questions.
Materials: Computers with Internet access, printers, paper, pencils.
Procedure:
1.
Set up media center/computer time for students.
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Divide the class into five groups. Assign each group to one of the following cultural groups:
Northwest Coast
Southwest
Northeast
Plains
California/ Intermountain
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Distribute copies of attachment B on page 12 to all students.
Instruct students to answer the questions on their cultural group. Students will conduct their
research by visiting: www.native-languages.org
Students should scroll down the page to the fact sheets to access info that corresponds to their
assigned groups. Students should record answers on the worksheet (Please note: teachers may
choose to assign specific tribes).
Finally, call upon students from each tribe to share information. Have students discuss similarities
and differences between the regions and tribes.
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Activity 3: Oyate Ta Olowan
(Song of the People):Native American Songs
National Curriculum Standards met by this activity
Please go to www.educationworld.com for a complete list of national standards.
NA-M.K-4.6 Listening to, analyzing, and describing music
NA-M.K-4.8 Understanding relationships between music, the other arts, and disciplines outside the arts
NA-M.K-4.9 Understanding music in relation to history and culture
NA-M.5-8.8 Understanding relationships between music, the other arts, and disciplines outside the arts
NA-M.5-8.9 Understanding music in relation to history and culture
Activity
Objective: Students will listen to Native American songs; students will identify instruments; students will
identify themes of Native American songs.
Materials: Computer with Internet access, printer, Real Player software or CDs (see Web site to order),
pencils, paper, copies of “Native American Music” excerpt from the Columbia Electronic Encyclopedia
Procedure:
1.
Teachers go to www.factmonster.com/ce6/ent/A0834979.html. Read the article on Native American
music from The Columbia Electronic Encyclopedia, 6th ed. Print this article for students to read.
2.
Teachers go to http://www.oyate.com
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Preview the artists’ pages and listen to the MP3 biography/music samples. Choose one or two
artists from varying regions across the country. Suggested artists are as follows:
a. Ferdinando Cellicion, Zuni from Arizona discusses themes,translates song, students hear male voice and drums
b. Michele Stock, Seneca from Salamenca, New Yorkdescribes longhouse gatherings, students hear strong female voice and drums
c. Linda Yamani, Rumsian Ohlone from Monterey, Californiaexplains songs were used for “doctoring (healing)”, students hear a clapper stick
and female voice
d. Walker Calhoun, Eastern Cherokee from North Carolinareference to Trail of Tears, Cherokee language, students hear male voice and drums
e. Wilmer Mesteth, Lakota, Pine Ridge Reservation from South Dakotabriefly translates a song line referencing Custer (Wounded Knee), explains use of song
as oral history to Lakota, students hear male voice and drum
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Distribute the handout on Native American music for students to read.
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6. Write the following questions on the board and ask students to take notes for each sample biography
and music excerpt played
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What instruments were used? Voice, drums, clapper stick, wooden instruments
Did you hear any patterns? Repetition? Yes, repetition of beat and verse
If mentioned, how was song used by this tribe? Healing, and histories, social events
Were there any historical references? Yes, Battle of Wounded Knee, oral history of Lakota, Trail of
Tears.
7. Next, teachers should read the artists’ biographies prior to listening to the chosen biography/music
excerpts.
8. Play the MP3 excerpts.
9. Refer to the article on Native American music and discuss the answers to the above questions in # 6
as a class.
*** Schools can purchase CDs from the Oyate Web site. Schools or libraries are given a discount.
Go to www.oyate.com for more information.
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Other Resources
Websites to Explore
http://www.mnsu.edu/emuseum/prehistory/settlements/index.shtml
The Minnesota State University Web site provides an excellent interactive map with pictures and general
information on Native American shelters in all regions of the country.
www.oyate.com
Oyate Ta Olowan (Songs of the People) Web site.You can find Native American artist biographies and
sample MP3 segments from all regions of the country. Schools can order CDs at a significant discount.
www.nativeradio.com/index2.cfm
Go to this Web site to hear streams of Native American music from traditional to contemporary.There
are lots of ads on this Web site. I suggest teachers only.
http://www.cherokee.org/
Official Web site of the western Cherokees.
http://www.mce.k12tn.net/indians/navigation/native_american_chart.htm
This Web site put together by 5th and 6th graders provides a comparison chart on Native Americans.
http://www.hanksville.org/NAresources/
This site provides an index of Native American resources on the Web. Great for teachers.You can find
official Web sites for most tribes here.
http://artsedge.kennedy-center.org
I highly recommend this site for teachers. Select “teach” from the menu and type in Native American
in thesearch box.The Native American Chants and Movements lesson is great for meeting
dance standards.
Selected Bibliography
•Courlander, Harold. People of the Short Blue Corn. Henry Holt and Company, Inc., 1st edition, 1996
• Hoobler, Dorothy and Thomas. The Trail on Which They Wept:The Story of a Cherokee Girl.
Silver Burdett Press, 1992
• Lazo,Caroline Evensen. Wilma Mankiller. Silver Burdet Press, 1st ed., 1994
• Malotki, Ekkehart. The Magic Hummingbird: A Hopi Folktale. Kiva Publishing Inc., 1st ed., 1996
•O’Dell, Scott. Island of the Blue Dolphins. BDD Books Youth, 1971.
• Osborne, Mary Pope. Buffalo Before Breakfast (Magic Tree House Series #18). Random
House Children’s Books,1999.
• San Souci, Robert D. Sootface: An Ojibwa Cinderella Story. Random House Children’s Books,
1997.
•Swamp, Jake. Giving Thanks:A Native American Good Morning Message. Lee & Low Books,Inc.,
1997.
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Education Programs are supported in part by:
Atlanta Foundation • Georgia Power Foundation,Inc. • Junior League of Atlanta
Kraft Foods • Pitulloch Foundation • St. Paul Travelers Foundation
Season sponsored by:
The Center for Puppetry Arts is a non-profit, 501(c)(3) organization and is supported in part by the National Endowment for the Arts; the
Georgia Council for the Arts through the appropriations of the Georgia General Assembly (the Council is a Partner Agency of the National
Endowment for the Ar ts); and contributions from individuals,corporations and foundations. Major funding for the Center is provided by the
Fulton County Board of commissioners under the guidance of the Fulton County Arts Council. Major support is provided by the City of
Atlanta Bureau of Cultural Affairs.The Center is a constituent of Theatre Communications Group and a member of the Atlanta Coalition of
Performing Arts.The Center also serves as headquarters of UNIMA-USA.
1404 Spring Street, NW at 18th • Atlanta, Georgia USA 30309-2820
Distance Learning Studio: 404.881.5117 • Fax: 404.873.9907 • [email protected]
Ticket Sales: 404.873.3391 • Administrative: 404.873.3089 • www.puppet.org
Text by Patty Petrey Dees • Design by Donna Yocum
Copyright © Center for Puppetry Arts Education Department, revised August 2009
Attachment A
Instructions:
1. Create a map key by assigning a color to each culture group listed.
2. Color the map of the United States using this map key.
Ma p K ey
Eastern Woodlands
Plains
Southwest
California-Intermountain
Northwest Coast
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Attachment B
Answer the following questions for your assigned culture group.
Use the Native Americans Facts for Kids webiste at: www.native-languages.org
1.
Describe the duties and responsibilities of men and women in the tribe.
2.
What were the tribe’s main foods?
3.
What natural resources were used to construct shelter?
4.
What type of art did they produce?
5.
How has their traditional way of life changed since the arrival of Europeans?
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