Seven directions: Making connections between literature and American Indian history

This middle school lesson uses picture books to integrate American Indian culture and belief systems with language and visual arts.

A lesson plan for grades 6–8 Visual Arts Education and English Language Arts

By Edie McDowell

Learn more

• Oyate Evaluations of texts, resource materials, and fiction by and about American Indians
• Compass Rose Design Information about the compass rose and cardinal directions with examples from historic documents and maps
• Joseph Bruchac Home Page An index of his published books and purchasing information
• Meet Joseph Bruchac Information about Bruchac and his books
• Chief Seattle Arts Historical information about Chief Seattle, his life, and various versions of his famous speech
• “Thus Spoke Chief Seattle” Article from the National Archives and Records Administration calling into question the very existence of the speech

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• A renaissance of jazz and poetry: The Harlem Renaissance was the birth of a creative plethora in all fields of art for African Americans. The poetry and jazz composed during or inspired by this era naturally complemented each other. Furthermore, many of the themes from the musical and literary worlds are universal and provide a great lesson on how two different works can have a parallel theme.

Related topics

• Learn more about American Indians, English language arts, literature, and social studies.

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Learning outcomes

After completing this lesson plan, students should be able to:

• Make connections between literature and personal experiences
• Make connections between literature and historical/cultural significance
• Draw inferences and conclusions
• Create an artistic interpretation that connects self to work
• Describe personal learning growth and changes in perspective

Specifically, students should be able to:

• Distinguish between stereotypical and realistic portrayals of American Indians
• Use critical thinking skills to examine and analyze artistic and literary portrayals for accuracy and authenticity
• Independently undertake genuine research assignments, requiring the skills of social scientists

Teacher planning

Time required for lesson

Approximately 3 hours

Materials/resources

Materials needed include:

• Student journals, pens, pencils, poster board per student, multi-media art supplies (markers, crayons, water colors, pastels, colored pencils for individual selection and self-expression by students), rulers, compass, examples of compass rose design (see the “on the web” section in sidebar), magnetic compass

Books:

• Jeffers, Susan. Brother Eagle, Sister Sky, Dial Books, A Division of Penguin Books, 1991.
• Bruchac, Joseph. Between Earth and Sky: Legends of Native American Sacred Places, Harcourt Brace & Co., 1996.

Technology resources

Optional Technology Resources:

• Internet availability for searches to see geographical locations of American Indian tribes
• Access to the websites listed in the “on the web” section for extension assignments

Technology needed for the introductory assignment is minimal, at most internet access if the Oyate website is used. Extension activity requirements include: internet connections, printers, and specific software such as a word processing application. Independent study projects might be facilitated by internet access, scanners, and digital cameras, but students/teachers may opt to use research methods and final project formats which do not depend upon technology at all. Final projects could be presented through the use of projectors, VCR or DVD player, Powerpoint, etc., but again, this technology is optional. The final product to be shared with the class could be as simple as a traditional paper, a lecture, or a three-dimensional representation accompanied with a written explanation.

If computer-based research is desired by the teacher, small groups of three or four students per computer should suffice. Students could also work in pairs at computers, staggering computer access time with other paired groups who alternate between the library resources, oral history research, writing assignments (note-taking, synthesis, rough drafts), and teacher conferences.

Pre-activities

Students should have a firm understanding of geographical terminology: cardinal directions, compass rose, latitude, and longitude; mapping skills; recognition of the characteristics of literary genres, including mythology, legend, and oral tradition; understanding of the terms: stereotype and archetype.

Classroom Time Required

Classroom time required for this introductory lesson is approximately three hours, allowing for reading, discussion, individual response, and evaluation. Extension activities may extend the time required to anywhere between five hours and fifteen hours, with additional homework/independent study time. (Time required for independent research projects in the subsequent unit may vary according to what sort of project the teacher assigns. Suggestions for student-directed research on American Indian tribes, their geographical locations, histories, heritage, culture, and art might require several weeks, depending upon the depth of investigation and the nature of the final product.)

Activities

PART ONE

1. Students should be asked to spend several minutes freewriting in their journals in response to this prompt: “Write what you know (or think you know) about American Indians. Include details regarding their history, culture, heritage, art, education, government, location, and anything else you feel is important.” Emphasize that students will not be required to orally share their written responses. Explain that the purpose of this task is to establish a “baseline” of understanding before the class learns about American Indians. As the course progresses, each student will be required to re-examine this freewriting assignment periodically throughout the duration of the unit of study. In a second journal-writing assignment, they will be asked to formally evaluate changes or developments in their assumptions, analysis, and understanding of American Indians. Allow time for students to briefly share/discuss major points or questions prompted by this freewriting assignment. (15 minutes, approximately)
2. Teachers should guide students to consider the limitations of their exposure to and knowledge of other cultures. Ask: “How do we learn about other groups of people? How is our knowledge/understanding of other people influenced by representations in popular media such as TV, film, video games, commercials, children’s literature, etc.?”
3. Introduce or review the terms “stereotype” and “archetype.” Ask students to identify examples for each term from their reading or experience. Discuss briefly.
4. Ask students to consider ways through which they can identify and avoid making assumptions, such as stereotyping or applying archetypes about other people. Discuss. Point out the tendency of our society to assume that what we think we know is true. Remind them that they will need to be critical thinkers about all the resources they use in their research for this course. Tell them that they must strive to examine portrayals of American Indians for accuracy and authenticity. In order to do this, they will need to know the facts!
5. Share the following example found in children’s literature. Brother Eagle, Sister Sky, a picture book by Susan Jeffers. Introduce the book by telling the class about Chief Seattle (Chief Sealth). You may read the information included in Jeffers’ book: “Chief Seattle lived from approximately 1790 to 1866, in the Pacific Northwest region of what is now the United States. He was a chief of the Suquamish and the Duwamish Indians and was present at treaty negotiations that took place with the dominant white settlers in the 1850’s. It is at one of these negotiations that Chief Seattle delivered a speech in his native tongue, a speech which has since—in a variety of forms—served as the basis of ecological movements around the world and from which Brother Eagle Sister Sky is drawn.”
6. Explain that no one truly knows exactly what Chief Seattle said. His speeches have been interpreted and translated by various people for over three hundred years! He is often quoted as having said: “The Earth does not belong to us; we belong to the Earth.” There are bumper stickers with this quote attributed to Chief Seattle. Have students consider what this quote means. Discuss. Whether or not Chief Seattle said what he is given credit for having said, the book by Jeffers offers one interpretation of these words, through exquisite, imaginative illustrations. Their task is to look carefully at the illustrations and to draw some conclusions about American Indians based upon these illustrations. Remind them to use critical thinking as they listen to the text and view the pictures.
7. Read the book, stopping to look at and briefly discuss key elements noticed by the students. (Students may need to gather around in story-time style on the floor to view the illustrations as a class. Individuals will need to be able to see the details of most of the drawings in order to draw conclusions and participate in the discussion. Therefore, it will be necessary to guide their observations by pointing to details as noted.)
8. Show students the end page. Direct their attention to the fact that the Indian is portrayed as a ghost or specter. The trees in the woods are visible through his body. Furthermore, he is clad in the traditional attire of Southwestern Indians, not the clothing worn by Native Americans in Pacific Northwestern tribes. As the book is read, continue to point out elements that portray American Indians as existing only in the past. In each illustration from the present, Indians are only seen as optical illusions, hidden in water, rocks, trees, and sky, or as partly invisible specters. Only in the pictures, which represent historical scenes, are Indians drawn with solid lines and forms. Finish reading the text. Discuss the theme, message, plot, characters, and setting of the story.
9. Ask students to summarize the main message of the book. Next, have them discuss the illustrations. Without criticizing the artistic ability of Jeffers, ask the students to consider what hidden message might be found in these portrayals of Native Americans. Direct students to recognize that some children might draw the erroneous conclusions that: American Indians exist only in the past; that Pacific Northwest tribes (the Suquamish and Duwamish) dressed in the style of Southwestern tribes, and that Chief Seattle never made the statement presented in the text. (25-30 minutes)
10. Introduce the Oyate website. Read the mission statement to the students and tell them that this website offers a way to check for accuracy and authenticity of literature about Native Americans. Briefly explore the site so that students see how it is organized by reading level, etc. Find the reference for Brother Eagle, Sister Sky and read this review together. (It is classed in the “Books to Avoid” section for young readers.) Briefly discuss the review. Ask students to consider if this review altered their own opinion in any way. If time permits, allow students to find one book that is recommended for young readers and to read the review of this book as a basis for contrast and comparison to Jeffers’ book. (If there isn’t time, have students locate a title and do the reading online at a later date, perhaps for homework or in study hall.)

PART TWO

1. Have students create compass rose designs, reviewing the cardinal points. (See “on the web” for a website with examples of compass rose designs or copy examples from books to distribute to each student.)
   Use a magnetic compass to orient the class to true north. Have students think about their location in the classroom, in the town, in the state, in the country, on the continent, etc. Give examples to help them use as references (landmarks, buildings, well-known cities, etc.) Briefly review the 360 degrees of the circle, 90 degree angle turns from one cardinal direction to the next, etc. Have students stand and turn accordingly to get a feel for location. (See the Modifications sections for an alternative approach to this compass rose activity.)
2. Introduce the Bruchac book, Between Earth and Sky: Legends of Native American Sacred Places. Ask students to identify directional words in the title. Tell them that “between earth and sky” is an important phrase to Native Americans. Read the introduction by Joseph Bruchac.
3. Tell the students that they have already demonstrated their knowledge of North, South, East and West. Ask them to envision and explain the places “between earth and sky.” (These directions could be described as “above and below,” “up and down,” etc.) Some students will be able to make the connection in math between four points on a plane (two dimensions) and three-dimensional space. Have students draw a sketch in their journals to illustrate this concept. (Optional: Ask them to identify “above” and “below” in the classroom and what is contained in these directions. Extend this space to include abstract things like familiar characters in mythology, if appropriate.)
4. Next, have students define the seventh direction based upon Bruchac’s introduction. Have volunteers share their definitions and give examples of when and how this direction (inward and abstract) might be used. (For example, when making a difficult decision or when choosing to avoid hurting someone’s feelings, etc. Students should be open to discussing examples from their own experience when encouraged.) Remind them that this direction, though abstract, will help them understand other people and situations, which might seem different or troubling at first.
5. Let them know that the class will be using all seven directions in the study of American Indians. Let them locate the cardinal directions physically on a large map of North America as each sacred place is visited through Bruchac’s book. A marker or pin of some sort may be placed on the approximate site of each sacred place as its legend is read aloud. The reading may take one full class, or selections may be excerpted by the teacher. (The book takes a tour of legendary places sacred to American Indians, through the storytelling of Uncle Old Bear to his nephew, Little Turtle.) Remind students that this book will introduce them to different tribes, which they may choose to research. Have them take notes while each legend or myth is read.

Assessment

PART 1 Assessment

In order to assess whether learning objectives have been met, have students write a brief paragraph describing the book and its illustrations. Ask them to share their conclusions and their impressions of the Oyate website. Ask them additionally to define the words: stereotype and archetype. Conclude the lesson by asking students to come to class tomorrow as critical thinkers!

PART 2 Assessment

Quiz students on the seven directions. Ask each student to locate the seven directions:

• on a compass rose
• in an explanation of “between Earth and sky”
• in an explanation of “the place within.”

Evaluation

1. Have each student select, or assign small groups to, one sacred place or legend of particular interest for further research. (These small groups will work together for the duration of the unit to conduct Social Studies research in order to learn about their selected group or tribe of American Indians.)
2. Help students write a list of ten questions representing the kind of things real-life social scientists attempt to learn. (Archaeological Facts, Historical Context, Artifacts, Geographical Location, Climate, Timeline, Government, Religion, Culture, Heritage, etc.)
3. Formulate a standard chart for reporting facts learned through research and investigation.
4. Help students locate resources, reference materials, and internet sites. Direct them to correctly cite references used, documenting sources of information as notes are taken.
5. Establish a timeline for reporting progress on these research projects.
6. Discuss ways to formally share information to the class.
7. Construct a class timeline and map to show relationships between tribes in time and place.
8. Finalize project by sharing orally each group’s endeavors and results. All students should practice taking notes while reports are being presented. Finally, discuss presentations, making connections and noting contrasts between groups of American Indians.
9. Students can relate the information learned in this lesson to their own lives by creating a three-dimensional self portrait. This project idea challenges students to share their personal knowledge and experience through creative self-expression. The self-portrait design should include the following elements, which require students to demonstrate their comprehension of the curriculum objectives outlined in this lesson:
   • compass rose indicating the cardinal point directions (demonstrating understanding of geometrical concepts: 360 degrees, right angles, etc.)
   • physical representation of self, including personal heritage, talents, interests, favorite colors, foods, important events, places, time, etc.
   • a representation of the abstract internal direction (seventh direction)
   • representations of above, below, and within (demonstrating understanding of the mathematical concepts: x, y axis, coordinates, etc.)
   • artistic interpretation of artifacts, symbols, or interesting things that each individual has learned about the American Indian research project

   Students may be encouraged, in the spirit of preserving our planet, to incorporate recycled materials in their art projects. The 3-D self-portraits may be shared in a classroom gallery setting, with or without presentations by each artist, depending upon time constraints. The requirement list above serves as a rubric for evaluating the final products.

Teachers will need to gage the interest and ability level of each class in making appropriate assignments and in establishing expectations. Much variability exists in this second part of the lesson.

FOLLOW UP

Have students return to their original journal entries wherein they detailed facts they claimed to know about American Indians. Have them re-evaluate their own assumptions, noting any changes in perception, inaccuracies, erroneous assumptions, etc. Ask them to spend several moments writing a paragraph addressing what they have learned, how they have learned, and why they might have been wrong to begin with. Remind them to go in the seventh direction to find their answers!

Supplemental information

Extension Activities

Assign students the task of reviewing additional children’s books about American Indians. Refer to Oyate’s stated objectives and critiques for guidance. Share your opinion by supporting it with specific reasons for or against recommending the book you have read. Include evidence from the text to explain your conclusions.

Review the websites documenting the history of Chief Seattle, his life, and the speech he is famous for having made. Read several versions of the speech, noting differences and similarities. Draw conclusions about why and how the speech may have been interpreted in different ways. How could different interpretations have been influenced by different motives? Explain.

Modifications

Compass Rose Activity

The compass rose activity can be elaborated by demonstrating the design and construction of an enormous compass rose, either within the classroom, or outside on the school grounds. (I used a flag pole as the center when I did this step with my 6th grade students; it later served to illustrate the directions of “up” and “down” quite nicely. In the instance of the flagpole, we tied a broom handle upside down with a four foot rope attached to the bottom of the flagpole. Students were instructed to keep the broomstick and the rope at a 90 degree angle as they took turns walking it around the pole. The top of the handle was thus used to draw a fairly accurate circle centered around the flagpole.)

One effective way to draw a circle from the center point is to tie a piece of chalk to a string, center the string, and drag the chalk carefully around in a 360 degree circle. Then students can help locate true north, using a magnetic compass, mark off 90 degree quadrants with chalk lines, and label the cardinal directions: N, E, S, and W. The directions NE, SE, SW, and NW can also be designated at 45 degree arcs on the perimeter of the circle, if class time permits.

One possible Math tie in: students can be directed to write math problems for one another to solve using a variety of operations based upon these numbers: 360, 90, 45, etc. Depending upon the level of math, some students might even be interested in calculating radius and circumference, or in learning about pi.

Follow up discussion: Review the cardinal directions, having students turn to face each direction. Ask students to determine which direction they would need to travel from the class compass rose in order to reach their homes. Ask students to consider what would happen if they headed in one direction and continued in that direction indefinitely. Look at a globe to see, for example, which major world cities students would travel through if they headed due east, west, north, or south. Note lines of latitude and longitude, and, if appropriate, introduce math concepts of x, y axis, coordinates and ordered pairs.

Critical vocabulary

PART 1

• archetype
• stereotype

PART 2

• compass rose
• cardinal directions (north, south, east, west)
• concrete
• abstract

Comments

I developed this lesson plan after considering the need to encourage students to practice critical thinking skills as they view, read, or research any subject. Too often we allow them to passively go through the motions of learning, without pushing them to think, question, and probe for themselves. I feel strongly that if encouraged to do so, students respond with interest and curiosity to challenging assignments requiring independent critical thinking.