PRE-LESSON HANDOUT Starting the conversation with an activity like this encourages students to relate themselves to the text, to the Salish people beliefs and traditions. CONTEXT This 90-minute lesson is recommended for use with high school students (grades 9-12). It is designed to facilitate the study of “Coyote and the Ice Age: Tribal Origin Stories and Tribal Origins” in Salish People and the Lewis and Clark Expedition. As noted in the chapter, the Coyote stories are traditionally told during the winter—therefore, this lesson should be implemented during the winter. OBJECTIVES

1. Students will be able to describe the role of the Coyote stories in Salish culture.

2. Students will be able to recognize the significance of the Salish people’s long history.

3. Students will be able to discuss the Salish people’s connection to specific places and lands.

COMMON CORE STANDARDS Grades 9-10

● CCSS.ELA-LITERACY.RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

● CCSS.ELA-LITERACY.RH.9-10.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

● CCSS.ELA-LITERACY.RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

● CCSS.ELA-LITERACY.W.9-10.3.B: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Grades 11-12 ● CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or

information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

● CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

● CCSS.ELA-LITERACY.W.11-12.3.B: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

METHODS

● Class discussion ● Partner discussion ● Lecture supported by PowerPoint with student participation ● Creative writing ● Independent reflection in response to images

MATERIALS

● “Coyote & the Ice Age” (see PowerPoint presentation) ● Student journals/paper to take notes ● Handout #1: one copy (1 page), cut apart and hidden/distributed throughout

the classroom ● Handout #2: 1-2 copies for the class (5 pages/copy)

OUTLINE Objective 1: Students will be able to describe the role of the Coyote stories in Salish culture. (10 minutes total)

Lecture (5 minutes) Instructor reviews the purpose and themes of the Coyote stories. Students will have read about these themes in today’s reading. [slides 4-5] (5 minutes) Twelve students will share some of the things the Coyote stories teach by reading from a notecard [Handout #1]. (Before the lesson starts, the instructor may hide these notecards throughout the classroom, tape them under students’ chairs/desks, or simply give them to predetermined students to read when the time is right.)

Objective 2: Students will be able to recognize the significance of the Salish people’s long history. (25 minutes total)

Discuss (5 minutes) Instructor will go over the timeline “Years before present” on page eight. Activity (20 minutes) Students will partner up to complete a timeline from Salish People and the Lewis and Clark Expedition p. 8. Each pair will be given cutouts of each year and events as shown on the timeline. Students will be given 20 minutes to assemble the timeline correctly.

While students work to complete their timelines, walk around the classroom and question their placements. Ask: Why do you believe it belongs there? As well as checking to see who finishes correctly and encourage them to keep trying if wrong. (see Timeline Activity Cutouts below)

Objective 3: Students will be able to discuss the Salish people’s connection to specific places and lands. (45 minutes total)

Creative Write (15 minutes) Students write a brief account of a school day from the perspective of a particular place in the school (e.g. the classroom, the lunch room, the gym). Pair Share (5 minutes) Students share their stories with a partner. Class Discussion (5 minutes)

● What was it like to write from the perspective of a place? ● Did this change the way you thought about the place you picked? In

what ways? ● Will this change the way you interact with this place in the future?

Why or why not? ● Share quote from Salish People and the Lewis and Clark Expedition,

p. 7 [slide x]. Gallery Walk (10 minutes) Post captioned photos of significant Salish landmarks and places around the room (see Handout 2). Set the context that students should approach these photos as if they were a museum exhibit. Ask: How do we act in a museum gallery? (If necessary, prompt or lead students toward things like being respectful, quiet, and thoughtful; wandering from one display to another.) While students peruse the photos, encourage them to write down things they notice, connections they make, and questions they have in their journals [slide x]. Class Discussion (10 minutes)

● What did we write down as we looked at these images? ● How do the Salish people view their ancestral lands? ● Why are lands and places so important in Salish culture?

EVALUATION

Students will be graded on their understanding of the importances of Native American tribes, such as the one we learned about in Salish People and the Lewis and Clark Expedition. As homework and as an assessment, I will give the students a writing prompt to take home. As a scale, I am looking for complete answers, showing thought, and effort in their responses. Active participation in class and group discussion will also play a part in there evaluation. HOMEWORK Read the next section in Salish People and the Lewis and Clark Expedition. See take home writing prompt.

Pre-lesson Handout Name: ___________________________ Date:______________ 320 × 320 For the Salish and Pend d’Oreille people, a coyote is a story figure that represents how to live in the world with the consequences of both good and bad actions. If an object or figure could represent you as individual, what would you choose? Why?

traditional ways of hunting and fishing

places used for gathering plants for

foods and medicines

clothing tools and weapons

music child-raising

relationships between men and women

relationships among people of different tribes

spiritual dimensions of the world relationship to animals

how things would be in the future sense of humor

Text: Salish People and the Lewis and Clark Expedition, p. 8 Photo and caption: Salish People and the Lewis and Clark Expedition, p. 18

Text: Salish People and the Lewis and Clark Expedition, pp. 8-9

Photo: Salish People and the Lewis and Clark Expedition, p. 6

ext: Salish People and the Lewis and Clark Expedition, p. 7

Photo: Salish People and the Lewis and Clark Expedition, p. 5

Text: Salish People and the Lewis and Clark Expedition, p. 7

Photo: Salish People and the Lewis and Clark Expedition, p. 3

Text: Salish People and the Lewis and Clark Expedition, pp. 2-6

Photo: Salish People and the Lewis and Clark Expedition, p. 2

Name: ___________________________________ Date: __________________

After reading Chapter Two, Coyote and the Ice Age from Salish People and the Lewis and Clark Expedition, please enlighten me on the significance on Salish people’s history in your own words. In two detailed paragraphs, please provide examples from the text that support your answer.

Timeline Activity Notes: These are for the timeline activity; each square is what needs to be cut out individually for the student’s use

Timeline Activity Notes: These are for the timeline activity; each square is what needs to be cut out individually for the student’s use

Timeline Activity Notes: These are for the timeline activity; each square is what needs to be cut out individually for the student’s use