Time: 1-2 Class Period (additional days depending on chosen activities)

Transcription

1 Multicultural Curriculum Fourth Grade Language Arts Lesson Plan Children of Clay by Rina Swentzell Content/Theme: Native American/Pueblo Culture Grade Level: 4 Literature Connection: Children of Clay: A Family of Pueblo Potters by Rina Swentzell Available through: WebCat and Scott Foresman Reading (off adoption): Grade 4, Unit 6 Children of Clay, pages , and Clay Old Woman and Clay Old Man, pages Primary Benchmark: LA The student will] listen to, read, and discuss familiar and conceptually challenging text Secondary Benchmark: LA The student will write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience Time: 1-2 Class Period (additional days depending on chosen activities) Objectives: Students will understand the Pueblo Native American culture and history. Students will understand Pueblo folklore and songs. Students will create their own piece of pottery Students will write a myth. Teacher Preparation/Materials: Multicultural Content Information Various Student Handouts and Teacher Transparencies Pueblo Map Earthenware Clay or Homemade Clay Ingredients (see attached ingredient page) Hot Plate Measuring cups/spoons Paint/Paint Brushes Activities: 1. Before reading the story, Children of Clay, discuss the book cover and title, along with tapping into background knowledge. You may wish to do a picture walk as well. During reading, continue to tap into student connections and knowledge through Turn & Talk partner discussions. After reading, have class conversation around story. 2. Remind students of the main points of Children of Clay. Have students retell this story and place the important main ideas about the story on the board.

2 3. Explain to students that Children of Clay focuses on the Pueblo s making pottery. Tell students they are going to learn a little bit more about the Pueblos culture, history, and pottery making. Show the following transparencies during your explanation: Geography: Use the Pueblo Map to show early location of the Pueblos. Tell students present count of Pueblos today, number of current Pueblo tribes, decline in Pueblo groups, clans, and lineage. Dress: Use the Pueblo Traditional Dress Transparency to show an example of the traditional dress of a Pueblo. Housing: Use Housing Transparency to show traditional houses that the Pueblos used in the past. Show students how the housing is missing doors and windows. Show students how the housing is terraced. Introduce villages and kivas concepts. Vocabulary: Use transparency to introduce/review any additional concepts read in the multicultural information. Pueblo Symbols: Use transparency to review the definition of symbol and specific Pueblo Symbols. Ask students if they can think of other examples of symbolism. Ask students how they think the Pueblo people used these particular symbols. Pottery History: Use the transparency of Pueblo Pottery to show the samples to students. Explain to students that when the Pueblos first started making pottery around 700 AD., they made it for utilitarian reasons, food storage and food preparation. They did not start making it for tourists and collectors until the late 1800s. From the 1950s to now an increase in Pueblo pottery appreciation has occurred. The Pueblos are now continually encouraged to carry on the tradition of pottery making. Each village has its own techniques and design. 4. Distribute reading passage and quiz and have students work in pairs to read and answer the questions: Answers to quiz: 1. C, 2. D, 3. C, 4. A, 5. C, 6. B, 7.A, 8. Answers will vary. Clay Activity: Suggestion # 1 - distribute RECIPE for CLAY Student Handout to students. Place the Teacher Transparency on the overhead projector. Suggestion # 2- distribute Earthenware Clay which can be obtained from The School District of Palm Beach County s Warehouse or it can be purchased in an art supply store. Point out to students that you are not professional potters and this is not exactly the way the Pueblos make clay, but the class can take the easy way and get similar results. You can find the following website and show students exactly how Pueblo Pottery is made: Begin making the clay with students assistance if suggestion # 1 is selected. Follow the recipe for Making Clay. If suggestion # 1 is not selected, proceed to suggestion # 2. Each student will take a handful of clay and mold it into the shape he or she desires. Assist students. When students are done molding the clay, have them place pieces on cookie sheets.

3 Put cookie sheets in oven on lowest temperature and leave until morning. Remove cookie sheets in the morning. Return pieces to students and have them design and/or paint pieces. Have students share with class their pieces. (When this lesson is completed, students may take pieces home. Link the two activities together (clay and myth) by telling students to think about the piece of pottery they made in class. (The piece should still be in the classroom in a safe and secure place.) Students will now make up a myth about the piece of pottery they made. Remind students that the Pueblos believed there was a reason for everything. The myth they create should explain why the need for this particular piece existed. Present the following example to students to assist in clarifying the assignment: Myth Writing Activity: Have students turn to page 645 in text. Explain that the story, Clay Old Woman and Clay Old Man is a myth. Remind students of the definition of myth. Tell students that myths are passed from one generation to the next, usually orally. Ask students to think of a myth they know. Tell students you are thinking of the tale Paul Bunyan. Ask students if they know this myth or any others they would like to share with the class. Explain that when Pueblo children are told to do something, a myth or folktale often follows the command. The Pueblos believe that everything is done for a reason. Example: Maria made a cup out of her piece of pottery. She made the cup because her grandmother needed a container for water. Her aging grandmother could no longer cup water from the stream with her hands. She was dying of dehydration (lack of fluids). Maria had to figure out a way to help her drink water, which would save her life. The cup Maria made helped her grandmother get fluids she needed to live into her body. This explanation can be expanded into a myth. Optional: the teacher can show an example of another Native American myth, The Antelope Boy. This can be found on the following website: Also, teachers could use a selection of Pueblo songs. Have students research on the internet for Pueblo songs and share them with the class. Point out to students that there is little to no rhyme scheme in Pueblo songs. OPTIONAL: Have students write their own song about the Pueblos. This could be interchanged with myth writing. Students will now write their myths. Place students in pairs or teams to come up with a topic to write a myth. Ask volunteers to read their myths. ESOL Strategies: Visuals, Realia, Reading Activities, Modeling, Verbal Activities Assessment: Student Participation, Clay Modeling, Writing Assignments, Quiz Resources: Websites for Pueblo Pottery:

4 Multicultural Content Information: Pueblo (Spanish for "town") refers to the village-dwelling people of the southwestern United States, including the Hopi, Zuni, and the Rio Grande Pueblos. These people lived in houses of mud and clay, instead of teepees like the Plains Native Americans. Descendants of the prehistoric Anasazi peoples, the Pueblos numbered 52,939 at the time of the 1990 U.S. census. They are arguably the second largest group of Native Americans in the United States, today. Today, most all Pueblos live in one of nineteen pueblos (towns in the areas of Arizona and New Mexico). Centuries ago, there were hundreds of thousands of Pueblos who lived around Colorado and Utah, but due to heavy droughts in the 1200s, they relocated south. When the Spaniards explored the Americas, they conquered many of the Pueblo people, took over their homes and towns, forced labor, and tried to convert them to Catholicism. In 1680, the Pueblos successfully rebelled against the Spaniards. Twelve years later the tables turned and the Spanish conquered the Pueblos once again. The population of the Pueblos diminished during these violent years until the Pueblos were free again. After the War with Mexico in 1848, the Pueblo went under the United States jurisdiction and were able to maintain their cultural identity. The Pueblo live much like they did centuries ago. Many still live in stone or adobe apartment like dwellings that are square with thick flat roofs. These homes are built in terrace formations. One goes from one roof to the entrance of another dwelling with the aid of a ladder. In the more ancient adobe model, one entered through trap doors in the roof. There were no windows and doors because of protection needs. There is no electricity in many homes. Today some of the housing has doors and windows. Every village has at least two kivas. These are underground chamber rooms used for meetings and ceremonial occasions. Centuries ago, these kivas were used to secretly practice spiritual rituals when the Spanish made them practice Catholicism regularly. The Pueblos are a self-governing group, with a chief in each village. The chief s main function is the leader of the religious society. The Pueblo community is divided into clans. Clans are social organizations. Marriage is monogamous and a marriage can only occur to one in another class. A Pueblo child inherits his or her class membership from his or her mother. The Pueblos live a communal life. There is little individual living. Pueblos who move away from their group usually return to keep in contact with their social and religious values. The males work the fields, care for livestock, weave, build houses, and conduct

5 ceremonies. The females cook, care for the children, make baskets and pottery, work in the gardens, and assist in the fields. Today, many Pueblos are experiencing economic struggles. They have low incomes, high unemployment, poor health care, and substandard schooling. The Pueblos are very religious. They worship the sky, earth, sun, and all natural elements. Most religious ceremonies coincide with agricultural seasons. They believe that each object in space or time exists and has a purpose. Prayer and thanksgiving are offered for crops and rain. Cloud Blowers (Pipe) are used to produce smoke to simulate and attract clouds for rain. Parts of the Pueblo religious celebrations involve dances. There are specific dances for specific things. The Comanche Dance, the Eagle Dance, The Shalaku Ceremony, and the Hopi Snake Dance are popular Pueblo religious dances. Dancers, musicians, and spectators are more interested in the symbolism of the dance than historical accuracy. Symbolism has a strong role in Pueblo life. They believe the Kachinas are revered for bringing good fortunes. Kachina dolls are made to teach children spiritual beliefs. They also have many symbols and utensils to produce good fortune. Colors represent direction. Yellow is for north; white is for east; red is for south; blue is for west; Black is above. The Pueblos believe that everything they do has a reason, usually pertaining to a religious association. For every duty a Pueblo child is trained, he or she learns a myth designed to explain how people first came to know that it was the right thing to do. This is detailed in the tale showing the sad results if it was not done. The Pueblos, like many groups of Native Americans, method of perpetuity is with tongue and ear or by telling-down. This is how the first histories, poems, and prayers were first distributed. Century after century the same tales are being passed on and in most cases they have not changed more than a word or two. The Pueblos are known for their basket making and pottery. A good deal of the ancient pottery has not survived because it is so fragile and the Spanish stopped the Pueblos from burying it with their dead. Each village has its own noted design and technique. The pottery has always been done by hand not by wheel. The Pueblos are proud of their crafts. The Pueblos are concerned about preserving what they have today for tomorrow s future. They are proud people. They want tomorrow s child to know about yesterday s past. The Pueblos want yesterday to live on in the hearts and minds of the young.

6 PUEBLO MAP

7 PUEBLO TRADITIONALLY DRESSED

8 PUEBLO HOUSING

9 PUEBLO VOCABULARY Kachina Kiva Maize Mesa Pueblo Yucca Pueblo (Hopi) created doll who represents an idea or supernatural being underground chamber room used for religious ceremonies corn mountain with a flat top town or village low growing desert shrub Pueblo uses the leaves for painting on pottery - produces a vegetable as well.

10 SYMBOLISM Symbolism is when something concrete represents an idea or something abstract. The American Flag = freedom. (concrete) (idea) PUEBLO SYMBOLS - COLORS yellow = north white east red south blue west black above 1. cloud with rain and lightning 2. cloud with leaves and lightning 3. cloud with rain and lightning 4. cloud with rain and lightning 5. sun (Zia) 6. forehead of the sun (setting sun) 7. forehead of the sun (rising sun) 8. dragonflies 9. plumed or horned serpent Avanyu

11 PUEBLO POTTERY SAMPLES

12 RECIPE FOR CLAY Combine over low heat, stirring constantly until mixture becomes stiff and comes away from sides of pot: 1 cup salt 4 tablespoons oil 2 cups flour 4 tablespoons cream of tartar 2 cups water food coloring is optional Mix well with wooden spoon Store in closed container or plastic bags. Molding can now begin. Take a handful of clay and begin shaping into desired form. Place shape on cookie sheet. Put in oven at lowest temperature and leave overnight. Remove from oven and paint if desired.

13 PUEBLO NATIVE AMERICANS Pueblo (Spanish for "town") refers to the village-dwelling people of the southwestern United States. Some of these tribes include the Hopi, Zuni, and the Rio Grande Pueblos. These people lived in houses of mud and clay, instead of teepees like the Plains Native Americans. They are descendants of the prehistoric Anasazi peoples who also lived in clay/mud brick houses and villages. The Pueblo are arguably the second largest group of Native Americans in the United States today. They numbered 52,939 at the time of the 1990 U.S. census. This is a small number compared to their ancestors. Long ago, the Pueblo were a large, thriving group. But when the Spaniards explored the Americas, they conquered many of the Pueblo people, took over their homes and towns, forced labor, and tried to convert them to Catholicism. Hundreds of thousands of Pueblo Native Americans were killed in attacks, or died by disease or forced labor. Many still live in stone or adobe apartment like dwellings that are square with thick flat roofs. These homes are built in terrace formations. One goes from one roof to the entrance of another dwelling with the aid of a ladder. Every village has at least two kivas. These are underground chamber rooms used for meetings and ceremonial occasions. Centuries ago, these kivas were used to secretly practice spiritual rituals when the Spanish made them practice Catholicism regularly. The Pueblos are very religious. They worship the sky, earth, sun, and all natural elements. Most religious ceremonies coincide with agricultural seasons. Also, the Pueblo have symbols for many things. They use Kachina dolls to symbolize beliefs. They believe the Kachinas are revered for bringing good fortunes. They also have many symbols and utensils to produce good fortune. The Pueblos are also known for their basket making and pottery. A good deal of the ancient pottery has not survived because it was so fragile and the Spanish stopped the Pueblos from burying it with their dead. Each village has its own noted design and technique. The pottery has always been done by hand not by wheel. The Pueblos believe that everything they do has a reason, usually pertaining to a religious association. For every duty a Pueblo child is trained, he or she learns a myth designed to explain how people first came to know that it was the right thing to do. The Pueblos are concerned about preserving what they have today for tomorrow s future. They are proud people. They want tomorrow s child to know about yesterday s past. The Pueblos want yesterday to live on in the hearts and minds of the young.

14 NAME Date PUEBLO QUIZ Directions: Read each questions and choose the best answer according to the details in the reading passage. 1. How did the Pueblo get their name? A. basket making B. pottery C. apartment style housing D. kachina dolls 2. Where are the Pueblo located today? A. Alaska and Canada B. Maine and Hew Hampshire C. New York D. Arizona and New Mexico 3. What are some of the things Pueblo are famous for making: A. Blankets B. Paintings C. Pottery D. Boats 4. When Pueblo children are told to do something the command is followed with a folktale. Why is a folktale included in the command? A. It teaches why the child should do the particular command. B. It entertains the child. C. It seeks an opinion from the child. D. It is a warning for the child. 5. What is a kiva? A. House B. School C. Chamber room D. Burial ground 6. How did the Pueblo lose much of their population? A. They were killed by natural disasters. B. They were killed in war by the Spanish Conquers. C. They were poisoned. D. They joined another tribe east of the Mississippi. 7. According to the passage, what is a characteristic of the Pueblo religion? A. The religion has symbols and dances. B. The religion has a cross like Christianity. C. The religion requires a large meeting place. D. The religion has a bird as its symbol. 8. Write a sentence about what else you would like to know about the Pueblo Native Americans: