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K–12 teaching and learning · from the UNC School of Education

North Carolina American Indian stories

In this lesson students will select and read stories from some of the North Carolina American Indian tribes. They will compare and contrast two stories of their choice and complete a Venn diagram. Students will use the information on the Venn diagram to write three paragraphs. After reading several American Indian tales or legends, students will then create their own legend using the narrative writing process.

A lesson plan for grade 4 English Language Arts and Social Studies

By Janice Gardner

Learn more

  • Cherokee Legend Legend of Opossum's Bare Tail
  • Appalachian Folktales Bibliography of book with Cherokee themes.
  • The Cherokee From ibiblio, this webpage has the text and video versions of the Cherokee rattlesnake story.
  • Symbolism of the Eagle Feather From the Indigenous People's Literature, this page tells the Lumbee story of the symbolism of the eagle feather.
  • The Occaneechi From ibiblio, this page has an interview with Lawrence Dunmore discussing the role of the storyteller in the Occaneechi tribe, and also has a video version of Dunmore telling the story of the snake-haired girl.
  • Why the opossum's tail is bare The ancient Cherokee legend "Why the opossum’s tail is bare" is adapted for Native Radio Theater by Kevin Norris, Shawn Crowe, and the Cherokee High School Theatre Arts Class.

Related pages

  • Native American music: Two North Carolina tribes: In this lesson plan, students will listen to songs from two North Carolina tribes. Students will learn about the music through listening, analyzing, singing, moving, and playing instruments.
  • North Carolina Cherokee Indians: The Trail of Tears: In this two week unit, students will study the Cherokee by participating in literature circles, learning about Native American story telling, writing a letter to Andrew Jackson to protest against the Creek War, and more.
  • Folklife: Students will learn North Carolina folklore, traditions, war activities, local legends, superstitions, food preparation traditions, art, songs and dances which are unique to the area.

Related topics

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Learning outcomes

Students will:

  • read and become familiar with American Indian culture via stories or legends.
  • compare and contrast two American Indian stories or legends via a Venn diagram.
  • write a three paragraph report of their comparison.
  • Students will write and illustrate their own legend using the writing process.

Teacher planning

Time required for lesson

1 week

Materials/resources

Venn Diagram worksheet

Technology resources

internet access

Pre-activities

Students will:

  • have prior knowledge exploring the culture of North Carolina American Indian tribes.
  • have prior knowledge reading tales and legends.
  • have experience writing paragraphs and working through the narrative writing process.
  • have prior knowledge and understanding of using the Internet.

Activities

  1. Students will access websites to read online versions of North Carolina American Indian stories or legends (suggested sites are available in the sidebar under “Learn More”).
  2. Students will select two stories to read, each from a different American Indian tribe.
  3. Students reread the two stories and list differences and likenesses on a Venn diagram.
  4. Students write three paragraphs from the information listed on the Venn diagram:
    • Paragraph 1: Distinct differences in the first story.
    • Paragraph 2: Distinct differences in the second story.
    • Paragraph 3: Similarities in both stories.
  5. Students work through the narrative writing process to write their own tale or legend.

Assessment

  • Check and compare the Venn diagrams with the three written paragraphs for accuracy and conventions.
  • Student/Teacher Conferencing to work through all sections of the narrative writing process, checking for beginning, middle and ending.
  • Students publish their stories via reading aloud and typing on digital portfolios.

    • Supplemental information

    Comments

    This lesson was created as a requirement of my American Indian study via an online class.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 4

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.03: Read a variety of texts, including:
      • fiction (legends, novels, folklore, science fiction).
      • nonfiction (autobiographies, informational books, diaries, journals).
      • poetry (concrete, haiku).
      • drama (skits, plays).
    • Objective 2.07: Determine usefulness of information and ideas consistent with purpose.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.02: Use oral and written language to:
      • present information and ideas in a clear, concise manner.
      • discuss.
      • interview.
      • solve problems.
      • make decisions.

Social Studies (2003)

Grade 4

  • Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina.
    • Objective 2.01: Locate and describe American Indians in North Carolina, past and present.
    • Objective 2.03: Describe the similarities and differences among people of North Carolina, past and present.
    • Objective 2.04: Describe how different ethnic groups have influenced culture, customs and history of North Carolina.
  • Goal 5: The learner will examine the impact of various cultural groups on North Carolina.
    • Objective 5.03: Describe and compare the cultural characteristics of regions within North Carolina and evaluate their significance.

  • Common Core State Standards

    • English Language Arts (2010)

      • Reading: Literature

        • Grade 4
          • 4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

        • Writing

          • 4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 4.W.3.1 Orient the reader by establishing a situation and introducing a narrator and/or characters; organize...

  • North Carolina Essential Standards

    • Social Studies (2010)

      • Grade 4

        • 4.C.1 Understand the impact of various cultural groups on North Carolina. 4.C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina (languages, foods and traditions). 4.C.1.2 Explain how the artistic...