Woods Canyon Pueblo | Life on the Edge
Native American Perspectives
Fourth Grade Lesson Plan
Concepts Skills Time Required Materials 2. The four sections in Woods Canyon Pueblo: Life on the Edge that were contributed by Native Americans (see Steps 3 and 7 under "Procedure" for how to access these sections). Vocabulary Background In Woods Canyon Pueblo: Life on the Edge, we asked four Native Americans (three Pueblo Indians and a member of the Comanche Nation who lives in one of the Rio Grande pueblos) to share their thoughts on aspects of life that are important to them today and that undoubtedly were important to Pueblo people in ancient times, including those who lived at Woods Canyon Pueblo. What they wrote in their individual pieces serves as the starting point for understanding Native American cultural perspectives and values. NOTE: It is very important that teachers realize (and communicate to their students) that the perspectives and values articulated by the Native American contributors to Woods Canyon Pueblo: Life on the Edge by no means reflect the full range of perspectives and values in Native American cultures. Native American cultures are tremendously diverse, and even the various Pueblo groups have their own unique histories, traditions, and beliefs. One way that teachers can avoid the tendency to "lump" all Native cultures together when teaching this lesson is to have the students complete one or both of the first two extension activities, which emphasize diversity among Native groups. Procedure
2. Print enough copies of the Native American Perspectives Fourth Grade Study Guide so that each student can have his or her own copy. 3. If students will not be working online, they will need access to paper copies of the four sections in Woods Canyon Pueblo: Life on the Edge that were contributed by Native Americans:
Print several copies of each of the four sections, and place them at four centers (labeled "Beauty," "Water," "Farming," and "Natural Resources") in the classroom. Students will rotate through the centers to complete Parts One and Two of the study guide. This will conserve paper and still allow students to work at their own pace. 4. Begin the lesson by providing the students with the information presented in the "Background" section of this lesson plan. Be sure to emphasize the diversity within and among Native American cultures. 5. Distribute copies of the Native American Perspectives Fourth Grade Study Guide. 6. Read the Introduction and Instructions, including the instructions for Part One and Part Two, with the students. 7. Give the students
time to complete Parts One and Two of the study guide.
8. Part Three of this
activity might be a little challenging for some students. To prepare them,
you might review their answers to Part Two with them. Another way to prepare
them for Part Three might be to provide examples from your own life. Answer
the following questions from Part Three for yourself, and then share your
responses with the students:
9. Give the students time to complete Part Three. 10. Complete the closure activity, below. Closure Evaluation Extensions 2. To better understand the diversity of history and tradition within Pueblo culture, students can research the histories and traditions of different Pueblo peoples in New Mexico and Arizona. 3. Students can write a poem. They might use Ramson Lomatewama's poem as inspiration and write a poem about clouds and rain. They also might review the characteristics Walter BigBee attributes to water, using his insight to inspire a poem. In fact, they might refer back to Part 2 of the study guide and use their own responses to Question 3 under "Walter Tutsiwai BigBee" to begin a poem ("Water is powerful when. . . . Water is aggressive when. . . .). Lesson plan developed and written by Joshua S. Munson, Crow Canyon Archaeological Center Visit the Learning Center atwww.crowcanyon.org |