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PRECOLONIAL LITERATURE

Due: _______________Native American Origins and Oral Tradition: Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the questions that follow..

Scientists continue to study the fascinating question of the origin of the first peoples in the Americas. The long-accepted explanation is that the first Americans traveled afar. They trekked a great distance over a bridge of land from Siberia to Alaska about 12,000 years ago. These people uprooted themselves from their Asian communities, leaving behind their homeland. In a bid to improve their welfare, they were probably searching for food, safety, and warmer weather.

These people, now called the Clovis people, were almost certainly searching for a more hospitable place in which to dwell. They wanted to live in an environment in which the daily struggle to stay alive was not quite so fierce. Nevertheless, they still had to protect themselves from a variety of offensive creatures, wild and destructive beasts, such as mammoths.

Scientists have recently discovered artifacts that reveal the presence of human life in South America even before the arrival of the Clovis people. For example, archaeologists have examined the ruins of an enclosure and pieces of tools. Some scientists no favor a theory of coastal migration rather than the idea of the land bridge. In other words, ancient peoples may have traveled by boat down the coast of North and South America. After all, travel by sea may have been faster and easier than travel by land. The people may have been on fishing expeditions to increase their food supply.

Scientists want to study the places where these ancient peoples may have landed. Unfortunately, many of the landing sites that once protruded into the water, jutting out into the ocean, are now completely submerged.

Complete the follow exercise. You may use a dictionary and a thesaurus.

1. Circle the words that suggest the meaning of afar. List an antonym (a word that means the opposite) for afar.

2. Underline the words that hint at the meaning of uprooted. Define uprooted in your own words.

3. Circle the words that explain the meaning of welfare. Name three things that are basic to the welfare of human beings and explain why.

4. Underline the word that means the same as dwell. Where would you most like to dwell and why?

5. Underline the words that explain the meaning of offensive. Name a synonym (a word that could be substituted) for offensive.

6. Underline the words that tell what the artifacts reveal. Use reveal in a sentence of your own.

7. What word that is related to enclosure helps to explain its meaning? Describe one kind of enclosure.

8. Circle the words that tell what protruded means. Use protruded in a sentence about a tree.

Due:__________The Oral Tradition & Native American Literature Intro Reading

Pages 2-7 (stop at “Pilgrims and Puritans” section) and page 9 (“Native American Tradition” section only)

Directions: Answer the following questions with as much detail as possible.

1. Susan Power explains that her grandmother told her stories about her grandfather and his role in their community. What was so special about these stories?

2. Tell one BREIF story about a family member.

3. In her introduction, Susan Power says, “I was taught that our lives are stories…”. Do you agree with the statement? Explain.

4. As a whole, how would you describe the Native American dream? Is it similar to yours? Explain. (Use examples from the reading to support your opinion.

5. What does it mean to be interconnected (pg 9)? How do you think tales of nature and the natural world show interconnectedness?

|Due:_________ Animal Symbolism Totem Shield Mini Project TPP: 30pts |

ANIMAL TOTEM SHIELDS: Totem animals are believed by various Native American cultures, to be spirit helpers sent to support, protect & inspire the individual with its particular wisdom, aiding them in achieving their life's purpose. Animal totem shields are used like amulets for protection or talismans for attracting the positive qualities of the animal. To the Native American, medicine or totem shields reach all facets of a person’s life. They are used as

Protection from evil doing

Success with family

Protection in combat/conflict

Success in vision and dream.

|These are all reflected in the symbols found on the shield. |

A shield protects confidence on the part of the bearer. It is circular. This is a significant symbol in itself. The circle represents the great circular way of creation. All things are an unending, like a circle. We will all leave this planet some day, but the circle is the ultimate symbol that our spirit life is unending.

|Create a totem shield |

Each totem shield should include the following:

1. An appropriate animal chosen from the list in the NA Symbolism booklet & a picture of the animal in the center of the CIRCULAR shield.

My main animal is: _______________________ because _____________________ _____________________________________________________________________.

2. At least 4 other symbols (a logo, a club, an item from nature, something in your room at home, a song title, a second animal etc)

3. ON THE BACK, you must write a paragraph that details why the shield represents your personality or history. This must e a well developed paragraph with

a. a topic sentences

b. the name of the animal and explanation why it symbolizes you

c. The other symbols you chose and why each one is a representation of who you are.

***Remember that everything you do in this class should be “school appropriate” and you all know what I mean by that. There should be NOTHING rude, crude or completely unacceptable or I will not give you a passing grade and you will have to repeat the assignment in an after school session***

Totem Shield Grading:

|Required Elements: (15 points) |

1. Symbol of the animal (5 points)

a. Nicely presented

b. Creative

c. Evidence of time and thought

2. 4 other symbols (10 points)

a. each present (1 point)

b. creativity (1 point each)

c. presentation of all (2 points)

|Paragraph: (15 points) |

1. Topic sentence (1 points)

a. Introduces the topic in a clear and logical fashion

2. The name of the animal and explanation of why it represents you (5 points)

a. Animal name

b. At least 2 sentences explaining

3. The other symbols you chose and why each one represents you (5 points)

a. Symbols mentioned

b. At least 2 sentences explaining

4. Concluding sentence. (1 point)

5. Grammar/spelling (3 points)

|Animal in “The Earth on Turtle’s Back” |Symbolic Meaning |

|Turtle | |

|Swan | |

|Beaver | |

|Loon | |

|Muskrat |Sacred; holy |

|Duck |Graceful on the water; sees clearly through emotions; spirit helper of mystics |

| |and seers. |

|Animal I like |Symbolic Meaning |

| | |

| | |

| | |

| | |

|When Grizzlies Walked Upright |Symbolic Meaning |

|Grizzly Bear | |

|Bear | |

|Due:______________Reading check “The Earth on Turtle’s Back” |

1. What happened to the wife of the chief when the young men uprooted the Great Tree? Why were the animals so concerned about this?

2. Whom do the Onondaga credit with bringing the Earth into existence? Explain your response.

3. How does life (the trees and seeds) come into existence on Earth? Where do the scratches on the Turtle’s back come from?

4. Who brings the Earth up?

Due:______________Directions: Fill in the appropriate vocabulary derivative in the following sentences. You may have to change the form of the word.

1. The muskrat had to ________________________ (verb) strength and perseverance in order to successfully bring the earth to the surface.

2. After hearing of the dream, the Chief was not willing to ________________________ (verb) his wife. He believes her dream is symbolic and has to be followed or bad luck would follow.

3. No one can explain how the Turtle carried the Earth on his back. Perhaps he had some kind of ________________________ (adjective) to keep it from falling off while he put it into place.

4. After the creation of the earth, it is likely that the wife of the Chief blessed the new creation by giving a ________________________ (noun).

5. The wife of the Chief involuntarily _____________________(verb) her position among her people when she fell through the hole in the sky.

|Point of View Chart: |

|POV |Duck |Woman |Turtle |Muskrat |Chief |

|Important | | | | | |

|Actions | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|Emotions | | | | | |

|Motivation | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Due:____________Point of view: Retelling “The Earth on the Turtle’s Back”

The myth we have just read was told by an omniscient (third person) point of view, but there are other points of view the story could have been told from. Your task is to rewrite the tale from a different perspective using either first person or third person limited point of view. You may choose one of the following characters to follow:

⇨ Turtle’s point of view

⇨ Woman’s point of view

⇨ Duck’s point of view

⇨ Muskrat’s point of view

⇨ Chief’s point of view

Remember to think about…

o The character’s roll in the myth: (for example the duck was the first to try to bring the earth up but failed. How would he view the success of the muskrat? How would he have felt about the woman falling from the sky? What do you think he felt like when he fell?).

o The character’s motive in the myth: (for example, why would the duck want to be the first to dive? Why would the muskrat keep going until she almost died)

o What would not be told by limiting the point of view (for example, the woman would only see what the animals were doing and the animals would not know what happened in the Skyland, they would just see a woman falling from the sky)

Your retelling must be at least one page hand written. Make sure you retell the entire story and pay attention to spelling and grammar so TAKE YOUR TIME.

|Due:________ As you are reading the myth “When Grizzlies Walked Upright” answer the following questions. |

1. What natural phenomenon is explained in the first paragraph?

2. What is the difference between the bears of the “beginning of the world” and bears of today?

3. What does the sky spirit warn his daughter about?

4. Where does the daughter disappear to?

5. Why does the sky spirit curse the grizzlies?

6. Who were the first Indians?

7. Look at the graphic on pg. 22. In what way does the artist blend the natural world and the human world?

8. What Point of View is this origin myth told in?

|Selection |Phenomenon |Explanation |

|“The Earth on Turtle’s Back” |The world | |

| |Trees and Seeds | |

| |Scratches on the Turtle’s Back | |

|“When Grizzlies Walked Upright” |Mount Shasta | |

| |Beaver | |

| |Otter | |

| |Fish | |

| |Birds | |

| |Grizzlies | |

________________ became the first of Erdrich's "Argus" novels covering several generations of three ________________ families living in Argus, North Dakota, between from 1912 and the 1980s. Comparisons have been drawn to the work of Southern writer ________________ because of Erdrich's use of ________________ ________________ and ________________ storytelling as well as the ties of her characters to the land. Erdrich's fictional town of Argus has also been compared by critics to Faulkner's Yoknapatawpha County. ________________ is another novel in this series from which “Little Spirit Sun” is taken (Appendix 1).

Setting:

Point of view:

List 3 facts in “The Earth on Turtle’s Back” and 3 opinions in “The Earth on Turtle’s Back”.

|Facts |Opinions |

|1. |1. |

|2. |2. |

|3. |3. |

|Character |Relationship to others |Direct Characterization |Indirect Characterization |

|Nanapush | | | |

| | | | |

| | | | |

|Fleur Pillager | | | |

| | | | |

| | | | |

|Grandaughter | | | |

| | | | |

| | | | |

SKIM through the story and circle “Fleur” or “Pillager”; put a box around “Nanapush” and underline “granddaughter” each time you see them occur

What are some FACTS Nanapush gives us?

What are some OPNIONS Nanapush explains?

How does the point of view affect our perception of the FACTS and OPINIONS?

News Release

National American Indian Housing Council

February 16, 2005 11:30am EST

Native Veterans Returning from Iraq Ask: Who Will Help Us Rebuild Indian Country?

Indian housing leader calls for Native American ‘G.I. bill’

As a U.S. serviceman, Julius Tulley risked his life to clear mine fields and build infrastructure in Iraq. Now that’s he’s back home in his Navajo reservation community, he finds his days less tense but the housing crisis every bit as loud, crying out in the quiet of the vast southwest.

In his realm, there are only 2,000 miles of roads in 25,000 square miles of space. Housing is in short supply; in some cases, 10 people live in a one-bedroom home. Some live in buses. Some 85 percent lack utilities. About the same percentage still cook on wood fire stoves with cedar, leading to a high rate of asthma and other respiratory problems. They could use ventilators but that is problematic because there is no electricity.

To go grocery shopping, they have to travel 40 miles. They haul water in 50-gallon drums that end up costing them $55 per drum, when you figure in transportation and gas, according to the Navajo Director of Communications.

| Living Conditions of Native Veterans |

Tulley helped the people of Iraq rise above such squalor. Now he’s telling his story on Capitol Hill, asking why the United States can’t give at least the same attention and support to people who’ve been historically mistreated within its own borders as it does to people on the other side of the world.

“We no longer want to accept these conditions in silence, especially since we see a great deal of money being spent to rebuild Iraq,” Tulley said at a news conference in the Senate Indian Affairs Committee hearing room today. “The U.S. has been restoring electricity to Baghdad and other Iraqi towns, yet in Blue Gap, where my mother and aunties live now, only 15 percent of the people have utilities—I mean water and electricity.”

|Native Veterans and Housing Unfairness |

His story is far from unique. Family members have been fighting the nation’s wars since World War II. And Native Americans have the highest per-capita military service of any ethnic group in the U.S., yet most of them come home to similarly squalid conditions. It’s not the kind of payback Gerald Dupris had in mind when he signed up for active duty in the Army and served in Iraq.

“I wanted to get a better life,” said Dupris, who is a member of the Cheyenne River Sioux Tribe in South Dakota. “My grandfather told me: The better we do, the more the government will help—but Native Americans have not gotten such help.” Dupris also spoke at the Capitol Hill news conference about the unfairness of living conditions for his people.

Poverty in Indian Country continues to hover around 26 percent, more than double that of the general U.S. population. Nearly 15 percent live in overcrowded housing conditions on

reservations as opposed to less than 6 percent nationwide. And economic opportunities are largely non-existent on remote Indian lands. On Dupris’s Cheyenne River Reservation, for example, unemployment is running at 78 percent.

|Indian Housing Funding Should Go Up |Not Down |

Yet funding for Indian housing has been taking a hit in recent years, along with domestic programs in general, losing out to foreign campaigns such as Iraq. The Native American Housing Block Grant, the main source of housing funding for Indian tribes, was flatlined starting in FY 2002 at around $650 million (figuring for a net loss when factoring in inflation), was cut to $622 for FY 2005, and the President’s recent budget request for FY 2006 has it at $583 million, which will be considered by Congress in the coming months.

The National American Indian Housing Council maintains that the NAHBG should be increased to at least $1.1 billion per year in order to adequately attack housing ills in Indian Country and provide seed money for leveraging economic growth. An increase to $723 million would at least keep pace with inflation, NAIHC says.

|Native American Veterans Housing and Opportunity Initiative |

Chester Carl, NAIHC’s Chairman, is making the Indians’ case to Congress, thinking about all tribal members but particularly, in these warring times, those who’ve served in the military, like Tulley and Dupris, and those who are still putting themselves in harm’s way.

|Native Veterans and Housing Unfairness |

“I ask you: Is it fair to the families they have left behind? … that the President has proposed to cut from Indian housing programs that will directly affect those families,” Carl testified to the Senate Indian Affairs Committee. “This funding helps provide basic infrastructure and housing to some of the most remote and isolated areas of our nation. We are deeply concerned for our warriors returning home from Iraq to housing conditions that are as bad as or worse than what they left in Iraq.”

Congress should make sure Native American veterans have decent housing and employment opportunities to come home to, Carl said. He requested that Congress authorize and fund an initiative for that purpose in the FY 2006 budget. He proposed a $150 million set-aside to be distributed by an allocation formula.

“NAIHC sees this as a small price to pay to honor the sacrifice of these brave men and women,” said Carl.

It would be a welcome development for veterans such as Tulley. Now working as a Navajo Culture Specialist, Tulley wonders how he’ll manage the costs of education for his five children: one of them in law school, another in a trade school, and the remaining three approaching secondary or post-secondary levels.

Most of all, he’s wondering about the country he fought for.

1. Read and annotate the article! I will look for the annotations, so don’t skip this part

2. Create a fact vs. belief chart like the one we created in class. You should have at least 5 facts and 5 beliefs.

3. Why would people of Native American descent fight in the army?

4. What are the conditions of reservation life?

5. What is the main idea of this article? Explain

6. Do you agree with the author’s call to “look at our own conditions” in America before fighting a war in other countries? Explain.

|Satire and Social Protest |

As you watch the video make sure you identify the following terms:

1. Satire Purpose

2. Satire Context

3. Irony

4. Sarcasm

5. Ridicule

6. Exaggeration

7. Parody

Satire and Protest:

We have just read “Proclamation of Alcatraz” and discussed the horrific conditions on reservations of the United States. There are many issues in the world that need addressing and many things that you may not agree with. Satire is a way to make your voice heard by showing people how ridiculous conditions are.

Your task: write a satire protesting a condition, rule or practice in your school or community. Remember that your job is to get people to recognize the problem and to do something about it. Feel free to use humor, exaggeration, or irony to make your point. YOU ARE NOT simply making fun of something. You are trying to inspire change to better your society.

Example: You think it is unfair that students are not allowed to leave campus for lunch. You might write a satire, exaggerating what might happen to students who leave to make authority figures understand that it is not as big a deal as they say it is.

-----------------------

Use your point of view chart from to shape your response.

“Little Spirit Sun” Tracks by Louise Erdrich

of Ojibwa on her mother’s side

DIRECT CHARACTERIZATION –

INDIRECT CHARACTERIZATION –

NAIHC assists tribes and tribal housing entities in reaching their goals of providing culturally relevant, decent, safe, sanitary, and affordable housing for Native people in Indian communities and Alaska Native villages.

NAIHC…A Tradition of Native American Housing.

Requirements:

1. Must have an easily identifiable problem

2. Must use satire through wit, sarcasm, irony, or exaggeration to inspire change.

3. Must be at least 1 page typed, double spaced in MLA format OR a nice, creative, COLORFUL cartoon with evidence of time and thought in the drawing and captions.

4. Must be proofread for grammar and spelling

Satire: a literary work holding up human vices and follies to ridicule or scorn using wit, irony, or sarcasm to expose and discredit vice or folly.

You will be graded on: 20 points total

1. meeting requirements (5 points)

2. grammar/spelling (5 points)

3. creativity (5 points)

4. appropriateness (5 points)

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