North Carolina American Indian Stories

By Janice Gardner

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.

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

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 Internet sites to read online versions of North Carolina American Indian stories or legends. (Web sites are listed under relevant web sites).
  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. (A copy of a Venn diagram is located under supplemental resources).
  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 narative 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

Venn Diagram

Related websites

Cherokee Legend: Legend of Opossums Bare Tail
http://www.shadowwolf.org/cherokee_legend.html

Cherokee Folklore and Fiction
http://www.ferrum.edu/applit/bibs/picbksCherokee.htm

View a Real Video Version of The Rattlesnake Story by Eagle Woman
http://www.ibiblio.org/storytelling/cherokee.html

Symbolism of the Eagled Feather: A Lumbee Story
http://www.indigenouspeople.net/eaglesym.htm

View a Real Video Version of The Snake-Haired Girl by Lawrence Dunmore
http://www.ibiblio.org/storytelling/occ.html

Comments

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

North Carolina Curriculum Alignment

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.

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 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
    • Objective 3.06: Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
  • 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.
    • Objective 4.05: Use planning strategies to generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion).
    • Objective 4.06: Compose a draft that conveys major ideas and maintains focus on the topic with specific, relevant, supporting details by using preliminary plans.