Celebrating Native American Heritage Month

Student Activities Packet Teacher Copy

*Teacher notes are in RED November

Name: _________________________________

Teacher: _______________________________

Table of Contents

Directions: Use this checklist to track the lessons that you complete. Preview the activities with your students.

Overview and Guiding Questions (pp. 2 -­ 3) Key Vocabulary (p. 4) Lesson 1, Part 1: Introduction to Native American Heritage Month (pp. 5 -­ 6) Lesson 1, Part 2: Storytelling Through Art (pp. 7 -­ 10) Lesson 2: A Modern Voice (pp. 11 -­ 13) Lesson 3: Maintaining and Celebrating Culture and Tradition (pp. 14 -­ 16) Lesson 4: Examining Contemporary Issues (pp. 17 -­ 18) Lesson 5: History – Perspective Analysis (pp. 19 -­ 22) Lesson 6: Unpacking the “Thanksgiving Story” (pp. 23 -­ 26) Culminating Project (pp. 27 -­ 28)

Menu of Choices

Rubric

Overview: Read and have students annotate this overview. Circle key ideas and box words you don’t know.

Native American Heritage Month is a national effort in November to celebrate and pay tribute to the First Americans and their rich culture, traditions and contributions to the establishment and growth of the United States. Around the U.S., museums, schools and communities gather to witness, cherish, and partake in the traditions rooted in the rich practices that have endured and continue to evolve. While it is a joyous time of celebration, and paying respect, history continues to be relevant as do the contemporary voices of those we aim to celebrate. As you learn about Native American Heritage Month, you will experience contemporary voices to discover the many narratives, the many truths, the many traditions, and the many practices of the First Americans, all while examining America's turbulent history. A note on language and identity: Dennis Zotigh, liaison for the National Museum of the American Indian, reflects on how to refer to people who identify as Native American. “Ultimately, I would like to be referred to by my tribal names of Kiowa, Santee Dakota, and Ohkay Owingeh! Most Native people also appreciate being associated with their particular tribes. But I know this is difficult. In actuality, the reference of Native American vs. American Indian is largely generational. My grandparents and other Native elders first referred to themselves by their tribes, although I also heard them less frequently refer to themselves as American Indian. I refer to myself by my tribal affiliation first, but don’t mind being called Indian. The generation younger than mine refers to themselves as Native Americans.” Guiding Questions: Revisit this page after each lesson and have students add to their notes and answers.

Directions: In the space beneath the guiding questions, take notes and record details that will help you answer the guiding questions by the end of Native American Heritage Month. 1. What does it mean to honor and celebrate culture and tradition? 2. Why is it important to represent diverse and contemporary Native American voices, experiences and perspectives? 3. What is the danger in telling just one version or just one perspective of a story? What actions can we take to make sure we center history and stories on many perspectives?

Vocabulary

Directions: Use this Cognitive Content Dictionary (CCD) to track these key vocabulary words throughout the lessons. Recommended Pre Work: Make a large anchor chart of this sheet to live on your classroom wall during HHM. Students should make predictions for all the vocabulary words on Day 1. As students encounter the vocabulary words in context, come back to this page and add a shared definition.

This is a Project GLAD (Guided Language Acquisition and Development) strategy.

Word Prediction Definition Draw It

Culture

Art, food, music, and other manifestations of human intellectual achievement regarded collectively

Tradition

sharing customs or beliefs from generation to generation, or the fact of being passed on in this way

Contemporary

occurring in the present

Appropriation

the action of taking something for one's own use, typically without the owner's permission

Perspective

a point of view

What other key vocabulary words stand out to you throughout the lessons?

Lesson 1, Part 1: Introduction to Native American Heritage Month

Objective: Students will learn about the origins of Native American Heritage Month by analyzing a photo essay of contemporary lives of Native Americans.

Overview

Every November, we recognize Native American Heritage Month (NAHM) by celebrating, paying tribute to, and learning about the diverse people who identify as First Americans. Though many values and traditions may be shared, each Native American nation and community has its own history and culture. Photos and images can offer a glimpse into the lives and stories of just a few Native Americans and how they are maintaining and celebrating their past and present while also fighting for a more just future.

Guiding Questions

1) What are the origins of Native American Heritage Month?

2) How do photos contribute to an understanding that there is diversity within the Native American community?

Part 1: KWL Chart -­ Consider making a KWL anchor chart for these lessons!

Directions: 1) Write down what you “Know” about NAHM. What comes to mind?

2) Write down what you “Wonder” about NAHM. Record at least three questions.

Know Wonder

Part 2: In Photos -­ Gallery Walk BEFORE THIS LESSON: 1 -­ Print out the photos from the photo essay. Tape them around the room. 2 -­ Pass sticky notes out to your students and have them spread out to the different photos. Have they write observations or questions and post them close to the images. 3 -­ Assign the Photo Essay that celebrates diverse Native American lives.

Directions: 3) Complete the Gallery Walk. As you come to an image, write down an observation or a question on a Post-­it note and stick it to next to the image.

4) Read and annotate the article “In Photos: Celebrating Native American heritage.”

5) Write down what you learned about Native American Heritage month, its origins, and interesting or surprising details about the diverse, contemporary lives of First People.

Learned

Part 3: Origins of NAHM

Directions: Imagine that a friend came to you and asked you to explain what NAHM is. What would you tell your friend? Write your response with important details from the article.

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Lesson 1, Part 2: Storytelling Through Art

Objective: Students will create a photo essay as a class to learn about peers’ diverse lived experiences and histories.

Overview

There are many ways to tell a story and share one’s lived experience. Oral storytelling and art, including pottery, music, dance, photography, and more, are central to many Native American storytelling practices. In this activity, read about artist Mercedes Dorame and her Living Proof project to bring her family’s history into the contemporary conversation and environment. Following Mercedes’ example, you and your classmates will compile a collection of photos that represent your families. This project shows that there is a rich, diverse community of students and histories learning together in one class, just as there are many vibrant Native American nations and tribes that are celebrated and honored this month.

Guiding Questions 1. How does artist Mercedes Dorame use art to bring attention to her tribe, culture, and family?

2. In what ways can art teach someone about the culture and life of another?

Part 1: Native American Storytelling Through Art

Directions: As you read the article about artist Mercedes Dorame, answer the following questions: What motivated Mercedes to start her Living Proof project? Do you think this project will help Mercedes achieve her goal of bringing about cultural visibility? Why or why not? Record details from the article to support your thinking.

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Part 2: Stories of Our Class Through Art Name: _____________________

Directions: 1. Take or find a photo that represents your family, community, or identity. 2. Write a description or explanation of the photograph in this space.

Tips: Assign this for homework for a couple of days so students have time to find or take photos! Also, consider modeling this for students before you assign with a photo of your own family, community, or identity. This is great for modeling the assignment and relationship building! Display these assignments around the room or on a board! (pages before and after are intentionally left blank for ease of removal from packet for display)

Photo description:

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tape or paste photo here

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Lesson 2: A Modern Voice

Objective: Students will be able to respond to a text by writing a letter or building a collage, in which they consider the influencers in their lives and the role this

has played in shaping their individual voices.

Overview How do we celebrate those individuals, groups and experiences that help shape who we are, when we are not in the spaces we associate with our culture or identity? Megan Red Shirt-­Shaw shares her experiences as a scholar, a learner and Native American from South Dakota. She emphasizes the role her identity, community and individuals have played shaping her voice and the work she does. In this activity, you’ll consider the voice of a Native American scholar and will reflect on who and what has influenced your own voice and identity. Guiding Questions What about Megan’s speech stands out to you?

How is the idea of “carrying people and community with you as you move through life” developed in

Megan’s speech?

What experiences do you carry with you and how do they shape you?

Part 1: Meet Megan

As you read Megan Red Shirt-­Shaw’s Harvard graduation speech, write down quotes or details that stand out to you or that show you a new perspective you hadn’t heard of before.

Part 2: A Modern Project Directions: Choose one of the two options below to respond to Megan’s speech in which she reflected on the influencers in her life. You will reflect on the influencers in your life – the individuals, communities, or spaces have played a role in shaping your voice. Options Write a Letter Create a Collage

Option 1: Write a Letter

Directions: Select one of the Write prompts below to craft your letter.

Prompt 1: Write a letter to Megan. In your letter, include which parts of the speech surprised or informed you about something new, your reactions and reflections to her messages, and questions you would like to ask her.

Prompt 2: Write a letter to someone of your choosing in which you share something that affected you. It could be an event, a person, or perhaps a community. How did this influence you and your voice? What did you learn from this and how do you carry this experience with you?

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When you have finished, type and email your letter to studentquestions@newsela.com

Option 2: Build a Collage *Materials needed: Scissors, glue or tape, paper, magazines or access to printing images.

Directions:

1. Take a moment to reflect on who or what has influenced you and helped shape your voice. Use the space below to brainstorm.

2. Gather images, words or any graphic that visually represents what has influenced you.

3. On a blank piece of paper organize the graphics you’ve gathered to form a collage.

Lesson 3: Maintaining and Celebrating Culture and Tradition

Objective: Students will be able to explain the keywords “culture” and “tradition,” and use these words to conduct a family interview.

Overview If someone asked you to explain your family or community culture, how might you respond? Being that Native American Heritage Month centers on celebration and recognition of culture, tradition and reflection, it is helpful to build content knowledge about these key terms and concepts. In this activity, you’ll read two texts that explore the many ways that Native American communities continue to celebrate their rich culture and practice cultural traditions. You will then complete a self-­reflection and family interview about individual, family or community culture and traditions.

Guiding Questions

What is “culture” and how is it celebrated? Why are traditions important?

Why is it important to consider the traditions and culture of Native Americans?

Part 1: Self Reflection Directions: After reading the articles about “culture” and “tradition,” use these resources to reflect on your own experience with culture and traditions.

What traditions do you take part in? What is the story behind this tradition? Jot your thoughts and findings in this box.

Ask about and listen to the tradition described by your peer. What tradition does your peer partake in? How does your peer participate? What does this tradition signify? Record what you learn here.

Traditions and culture play a major role in our lives. Based on what you read about culture and traditions, how do you describe your culture and traditions that you celebrate or practice? Write your paragraph here.

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Optional Word Bank:

Culture Ethnicity Protect Background Family Religion

Language Tradition Celebrate Values Environment Practice

Part 2: Brainstorm Interview Questions

Brainstorm questions that you will ask your family or community member about their culture and traditions. Use inspiration from the articles you have read as well as the your reflection notes above.

Support students in brainstorming and writing their interview questions! Consider having students practice asking their questions to each other to set them up for success with their family or community member.

After you brainstorm your ideas, circle the 5 -­ 8 questions that you will ask.

Name: __________________________________

Teacher: ________________________________

Class: __________________________________

Date: ___________________________________

Part 3: Interview Your Family

Directions: Write your questions before you start your interview, and record the responses of the family member you interview during your conversation. Family Member: _____________________ Your relationship: _______________________________

Question Response

After the interview: What fact or story did you hear for the first time? What was interesting to learn?

Lesson 4: Examining Contemporary Issues

Objective: Students will be able to describe current practices, traditions, and challenges in the Native American community reflected by a few contemporary

voices by teaching their peers.

Overview During Native American Heritage Month, there is an opportunity to both celebrate contemporary practices and traditions, and to build empathy and awareness regarding modern challenges and issues that some Native American nations and communities face. In this activity, you will become a Subject Matter Expert on one topic and learn from the contemporary voices of a few First People. By passing along the information and knowledge to your classmates, you all will build a collective awareness and a greater understanding of the modern celebrations and challenges related to Native American Heritage Month. Guiding Questions How is Native American culture shared and celebrated today?

What are some of the modern challenges that Native American nations and communities face?

In what ways does the U.S. government continue to have an effect on the practices and traditions of

Native American communities?

Part 1: Subject Matter Expert

Directions: Rank the subjects in terms of what you would most like to become a Subject Matter Expert in. (Write your rank on the line below the picture: 1 = top preference, 4 = lowest preference) Consider assigning even numbers of students to each group -­ it will help with the jigsaw groups! Access to Cultural Dakota Access Contemporary Resources Appropriation Pipeline Recognition _______ _______ _______ _______

What do you hope to learn about your top-­ranked subject area? What questions do you have?

Part 2: Research

Directions: Read the articles in the Text Set about your subject and complete the chart below.

Question Answer Evidence + Article Citation

What is an interesting detail about the subject you are researching?

How is Native American culture shown through your subject area?

If applicable, what modern challenges do some Native American communities face?

Part 3: Jigsaw Learning

Directions: Each peer in your group (one for each subject) will present his or her findings and learnings to the rest of the group. Take notes as you listen to the presenter.

Subject Notes Questions

Lesson 5: Historical Perspective Analysis

Objective: Students will be able to point to primary source text as evidence to create a presentation of the Trail of Tears.

Overview Native American Heritage Month aims to celebrate and pay tribute to Native Americans and their rich ancestry and traditions. However, we cannot focus on the celebration of culture and tradition without considering the impact the arrival of European settlers and immigrants had on the first Americans and their way of life. The three primary source articles in this lesson present different perspectives on the infamous Trail of Tears, which forcefully displaced Native Americans from their homes and their land, to make room for the arrival of European settlers. During this lesson, you will read about the Trail of Tears from three points of view, and will create a project in which you will apply your critical thinking to write a letter to President Andrew Jackson.

Guiding Questions How do the letters describing the Trail of Tears differ? Why are they different?

Why is it important to consider who is telling the story of our history?

Part 1: Collecting Details

Directions: As you read the letters describing the Trail of Tears, collect and record details and adjectives that describe the different perspectives on this event.

Details about Private John Burnett’s letter Questions to Consider:

Why is Private Burnett sharing his perspective? How were Native Americans treated? What choice were Native Americans given? Why were Native Americans removed?

Details about Andrew Jackson’ letter Questions to Consider:

Why were Native Americans removed from their homes? How were Native Americans treated? What choice were they given?

Details about the Vermont Telegraph (Cherokee letter) Questions to Consider:

How did the Cherokee feel about the treaty? Who has the right to remove people from their homes? What choice were Native Americans given?

Part 2: Compare and Contrast

Directions: Complete the Triple Venn Diagram below by writing down details about the letters of the Cherokees, Andrew Jackson and Private John Burnett. Where do their stories or perspectives align and where are they different? Use details from your notes or from the article.

Part 3: Personal Perspective Project

Directions: Write a letter to President Andrew Jackson to demonstrate what you have learned about the various perspectives on the Trail of Tears. Write down your own perspective regarding the Indian Removal Act using evidence from the text and your assessment of the various articles.

Writer's block? Consider these questions: How are the accounts different on the Trail of Tears? Why is it important to consider who is telling the story? Did the U.S. have the right to remove Native Americans onto reservations? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Lesson 6: Unpacking the “Thanksgiving Story”

Objective: Students will be able to explain the consistencies and differences between storytelling and historical facts by applying a critical lens to the

conversation around the “traditional Thanksgiving story.”

Overview

Myth: Native Americans and pilgrims came together to celebrate the first Thanksgiving. Thanksgiving is now celebrated in memory of this peaceful, joyful, and prosperous time.

Fact: Many Native Americans have long considered Thanksgiving a day of somber remembrance. Jacqueline Keeler, a member of the Dineh Nation and the Yankton Dakota Sioux, observes Thanksgiving with her family, but doesn’t think of it as a national holiday. “Thanksgiving tells a story that is convenient for Americans,” Keeler said. “[But] it’s a celebration of our survival. I recognize it as a chance for my family to come together as survivors, pretty much in defiance.”

The danger of a single version of a story is that it is only told from one perspective. Myths can spread, and perhaps the full truth is not represented. In this activity, you will read about the feast that the Wampanoag Native Americans and Pilgrims shared in 1621 and break down the myths that exist about this holiday. At the end of the activity, you will conclude by reflecting on your own Thanksgiving traditions as you write your account of your Thanksgiving traditions. Guiding Questions What are the consistencies and differences between the “traditional Thanksgiving story” and

historical facts? In what ways is storytelling powerful, helpful, and harmful?

Part 1: Reflection

What does Thanksgiving mean to you? What events and values (both currently and historically) do you associate this day with?

Part 2: Myth vs. Fact Directions: Read the Newsela articles about the relationships between the Native American people and the Pilgrims (or colonists) and the origins of the Thanksgiving holiday. Learn and record the facts, and cite your evidence and where your information came from (the source).

Myth Fact Source

The first Thanksgiving was in 1621 and was celebrated by all each year after.

The Native Americans and Pilgrims always shared food and resources with one another.

The “original” Thanksgiving feast is a good representation of the peaceful relationship between the Pilgrims and Native American tribes.

The celebration of Thanksgiving hasn’t changed very much over the years.

Part 3: Your Thanksgiving Story Directions: Write a story about Thanksgiving, either inspired by the articles you read and taking a historical perspective as you write, OR write about what your Thanksgiving day is like. If you choose your modern Thanksgiving day to write about, consider writing from a perspective that is not your own. How might someone else in your family or community experience the day?

Use this space to brainstorm and outline your narrative writing.

I’m going to write a ______________________________ (historical or modern) narrative about

Thanksgiving. I’ll write my narrative from the point of view of _________________________

(person).

Directions: Write a story about Thanksgiving, either inspired by the articles you read and taking a historical perspective as you write, OR write about what your Thanksgiving day is like. If you choose your modern Thanksgiving day to write about, consider writing from a perspective that is not your own. How might someone else in your family or community experience the day?

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Culminating Project Menu

Below is a list of projects that you may choose from in order to celebrate and recognize the history, culture, and contributions of Native American communities and people. Please choose one of the projects that will allow you to showcase what you have learned. Project #1: Poster or Digital Poster Presentation Create a poster to hang up in your classroom or school that showcases something important you learned about Native American Heritage Month.

Create a PowerPoint, Slides, or short movie that showcases something important you learned about Native American Heritage Month.

Project #2: Narrative Writing Write a realistic narrative essay or piece of writing inspired by your family, your personal identity or by the articles you read. You can consider taking on a perspective that is not your own. Consider using www.storybird.com to add artwork and publish your narrative. Be sure to include evidence from the articles and activities to support your writing.

Project #3: Artistic Performance Write an original poem, song, rap, monologue or other performance and perform it for your class. The artistic performance should respectfully show something important you learned about Native American Heritage Month.

Project #4: Research Project Conduct a research project to further your learning about the history of Native Americans or the current experiences of one, some, or many Native Americans. Use Newsela to begin your research on a person, tribe, region, historical event, current issue, or a topic of your choosing. Be sure to cite your evidence and credit where your information and images come from.

I choose project # ______ Teacher Sign-­off (before starting) _______________

Planning Space:

Rubric

This is the rubric that you will use to self-­evaluate, and that your teacher will use. Category 4 3 2 1

Information and Content

Information is accurate, comprehensive, and incorporates knowledge learned from assigned articles. The importance and significance of the people, event or idea represented is clear.

Information is accurate and incorporates knowledge learned from assigned articles. The importance and significance of the people, event or idea represented is mostly clear.

Information is mostly accurate and incorporates knowledge learned from assigned articles. The importance and significance of the people, event or idea represented is somewhat clear.

Information may have some accuracy and incorporates knowledge learned from assigned articles. The importance and significance of the people, event or idea represented is unclear.

Time and management

Class time is maximized and ample time is dedicated to planning and research. The deadline is met.

Class time is mostly used efficiently and time is dedicated to planning and research. The deadline is met.

Class time is used and some time is dedicated to planning and research. The deadline is met.

Class time is somewhat used and minimal planning and research is evident. Extension may have been necessary for project.

Effort and creativity

All aspects of the project were thoughtfully considered;; project is original, shows creativity, and communicates pride in the completed product.

Most aspects of the project were considered;; project shows creativity and communicates pride in the completed product.

Some aspects of the project were considered;; project shows some creativity and communicates some pride in the completed product.

One aspect of the project is the focus and gaps may exist;; project is somewhat original and some pride is reflected in the completed product.

Points: ____ / 12

Project Notes: