Distance Learning/Videoconferencingat the

Distance LearningStudy Guide

3rd – 6 th Grade

Native AmericansNative Americans

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).

1. The materials list is the first thing on the study guide. Each student needs these materials. 2. 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.3. The head dress design should be traced onto a different color than the head dress. 4. Please trace the dotted lines onto the head dress.5. Please copy the Kachina face onto white Xerox paper and cut out.6. 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.7. 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!).8. 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.

• 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.

• Please let us know if you have any questions about how to prepare.

• If you have any technical questions, please contact us directly at (404) 881-5117.

Thank you!!!

The Distance Learning TeamCenter for Puppetry Arts

Direct studio line: 404-881-51171404 Spring Street, NW at 18thAtlanta, GA 30309-2820 USAwww.puppet.org/edu/distance.shtmlhttp://vimeo.com/channels/272008Visit us on Facebook! Headquarters of UNIMA-USAMember of Theatre Communications Group & Atlanta Coalition of Performing Arts

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Videoconferencing ActivityHopi Kachina Hand PuppetMaterials List

Head Dress (1 of 5)

Templates:

Each student will need all of the following items:

1 toilet paper tube1/2 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**)scissorsglues tape

** Templates must be pre-cut before the program!

Head Dress Design (3 of 5) Kachina Arms (4 of 5)

Head Strip (5 of 5)

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Making Thunder Kachina face (2 of 5)

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National Curriculum Standards met during live videoconferencePlease go to www.educationworld.com for a complete list of national standards.

Fine Arts/Visual ArtsNA-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

TechnologyNT.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 StudiesNSS-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-VideoconferenceClassroom ActivitiesActivity 1: Eastern Woodland or Plains Identifying Native American Cultural Regions/Tribes:National Curriculum Standards met by this activityPlease go to www.educationworld.com for a complete list of national standards.

NSS-G.K-12.1 The World in Spatial TermsNSS-G.K-12.2 Places and Regions NSS-G.K-12.4 Human SystemsNSS-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:

1. Write the word culture on the chalk board.2. Draw a circle around it with radiating lines (like a sun).3. 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.4. 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.5. Next, hand out a copy of the map of the United States (attachment A, page 11).6. Students will need to code the map key with colors.7. Students should label and color the regions on the map based on the map key.8. Have students identify the region in which your local tribes belong.

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Activity 2:Internet Research and Reading ComprehensionNational Curriculum Standards met by this activityPlease 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 agoNSS-USH.K-4.4 The history of peoples of many cultures around the worldNSS-G.K-12.2 Places and RegionsNSS-G.K-12.4 Human SystemsNL-ENG.K-12.1 Reading for PerspectiveNL-ENG.K-12.2 Understanding the Human ExperienceNL-ENG.K-12.8 Developing Research SkillsNL-ENG.K-12.12 Applying Language SkillsNT.K-12.2 Communication and CollaborationNT.K-12.3 Research and Information FluencyNT.K-12.4 Critical Thinking, Problem Solving, and Decision MakingNT.K-12.5 Digital CitizenshipNT.K-12.6 Technology Operations and Concepts

ActivityObjective: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.2. Divide the class into five groups. Assign each group to one of the following cultural groups:

Northwest Coast Southwest Northeast Plains California/ Intermountain

3. Distribute copies of attachment B on page 12 to all students.4. Instruct students to answer the questions on their cultural group. Students will conduct their research by visiting: www.native-languages.org5. 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).6. 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 SongsNational Curriculum Standards met by this activityPlease go to www.educationworld.com for a complete list of national standards.

NA-M.K-4.6 Listening to, analyzing, and describing musicNA-M.K-4.8 Understanding relationships between music, the other arts, and disciplines outside the artsNA-M.K-4.9 Understanding music in relation to history and cultureNA-M.5-8.8 Understanding relationships between music, the other arts, and disciplines outside the artsNA-M.5-8.9 Understanding music in relation to history and culture

ActivityObjective: Students will listen to Native American songs; students will identify instruments; students willidentify 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.com3. 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 York- describes longhouse gatherings, students hear strong female voice and drums c. Linda Yamani, Rumsian Ohlone from Monterey, California- explains songs were used for “doctoring (healing)”, students hear a clapper stick and female voice d. Walker Calhoun, Eastern Cherokee from North Carolina- reference to Trail of Tears, Cherokee language, students hear male voice and drums e. Wilmer Mesteth, Lakota, Pine Ridge Reservation from South Dakota- briefly translates a song line referencing Custer (Wounded Knee), explains use of song as oral history to Lakota, students hear male voice and drum

5. 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

• 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.shtmlThe Minnesota State University Web site provides an excellent interactive map with pictures and generalinformation on Native American shelters in all regions of the country.

www.oyate.comOyate 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.cfmGo 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.htmThis 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.orgI 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.

1404 Spring Street, NW at 18th • Atlanta, Georgia USA 30309-2820Distance Learning Studio: 404.881.5117 • Fax: 404.873.9907 • distancelearning@puppet.org

Ticket Sales: 404.873.3391 • Administrative: 404.873.3089 • www.puppet.org

Text by Patty Petrey Dees • Design by Donna YocumCopyright © Center for Puppetry Arts Education Department, revised August 2009

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-pro�t, 501(c)(3) organization and is supported in part by the National Endowment for the Arts; theGeorgia Council for the Arts through the appropriations of the Georgia General Assembly (the Council is a Partner Agency of the NationalEndowment for the Ar ts); and contributions from individuals,corporations and foundations. Major funding for the Center is provided by theFulton County Board of commissioners under the guidance of the Fulton County Arts Council. Major support is provided by the City ofAtlanta Bureau of Cultural A�airs.The Center is a constituent of Theatre Communications Group and a member of the Atlanta Coalition ofPerforming Arts.The Center also serves as headquarters of UNIMA-USA.

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Attachment AInstructions:

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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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?

Attachment BAnswer the following questions for your assigned culture group.Use the Native Americans Facts for Kids webiste at: www.native-languages.org