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Lesson Plan Table of Contents

Native American Folklore Lesson Plan

Content Introduction

Legends have always been an important part of Native American religion and culture. In the past these stories were passed down orally, but now many are being written down in order to reach a larger audience. With every new telling, each legend changes slightly, but usually retains its core message. Throughout the various tribes, many legends share similar elements, but every tribe also has its own unique legends.

To learn more about Native American folklore, visit the following web sites:

Many Native American legends focus on the original creation of the landscape, plants, and animals of the region. Often they explain the spiritual quality of certain places. This lesson concentrates on legends relating to the Western landscape, about which you can learn more by visiting the following web sites:

Part I: Understanding Oral History

Guided Practice

Begin by talking to students briefly about Native American legends. Tell them that Native Americans passed down orally their stories from generation to generation. Ask them to think of examples of oral history and written history in their own lives (e.g., biblical stories, diary entries, history books about ancestors passed down orally, urban legends, proverbs).

Tell students that currently many Native American legends are available in print, but there are many different versions of each one depending on which tribe it originated from and who has transcribed it.

Write down a sentence or story and hand it to a student. He/she should read it and give it back. Then she/he must tell the story in their own words to another student until every student has once heard and told the story. The last student tells it out loud. Then you read the text out loud. Sample sentence to be passed around: "Legends passed down by oral tradition tend to change; whereas, those that are written remain fairly consistent."

Ask students to discuss the difference between oral tradition and written record. What are the benefits/drawbacks of each method?

To get students interested in Native American legends, tell them a little about the history of Pipe Stone Quarry and distribute a copy of the legend for students to read out loud. Several versions of this legend and a brief history of the quarry can be found on the following web site:

Independent Practice

Have students use the Internet and library to research and read several Native American legends. Have them pick a favorite and ask them to explain why. These links should get them started:

** Note: The legends found on these sites have not been transcribed by experts, they are written interpretations of oral legend and contain many variations from site to site.

For homework, they should read more than two legends (many of them are very short).

Part II: Writing a Legend

Guided Practice

Begin by asking students about the subject matter of some of the stories they read. Ask them to write their own legend about the western landscape. They may choose to write about the landscape, plants, and animals, the weather, or any other related phenomenon.

Show the students paintings by George Catlin and photographs by Terry Winters of the western landscape (available on the Catlin web site). The pictures may also serve as a starting point for a story.

Have students do further research on the plants, animals, and topography of the prairie. They should use the internet and the library. Listed below are some helpful web sites:

Students should choose a topic before starting to write their legend. Have them choose an illustration for their story. Students may finish their legend and drawing for homework over the course of the next week.

**Note: If you want to combine the students' legends into a book after they are finished, you should instruct them to do their final draft on a specified size of paper. You may also choose to have students put together their own book. (Instructions for book making are located at the end of this lesson.)

Part III: Telling a Legend

Guided Practice

Instruct students that they will be presenting their legends. Let them make their own decision whether they want to read it or tell it orally. Have the students present their stories in one of the following ways:

  • Presentation 1:
    Create a comfortable environment in the classroom (i.e., have the class sit in a group on the floor). Have students take turns telling their legends in a storytelling fashion. Encourage hand movements and theatricality. It may help set the mood if you begin by telling a legend.

  • Presentation 2:
    Split the class into groups of two or three students. Have each group visit a classroom of a lower grade. Each student should take turns telling their legend to the younger kids. Before sending groups out, allow them some time to practice telling their stories.

After the students turn in their legends, bind them into a book for the classroom. You will need the following supplies: a sheet of decorated sticky-sided contact paper (usually used to line shelves with), scissors, two pieces of thick cardboard (you can use broken down boxes), a piece of yarn, permanent marker. If supplies are available, provide each student with a copy.

  • Cut the cardboard into two pieces that are about an inch wider than the paper and a half an inch longer.
  • Cover the cardboard with contact paper.
  • Put the book pages between the two covers. Hole punch through all of the pieces about an inch from both the top and bottom.
  • Thread a piece of yarn through both of the holes and tie in a knot so that the knot is midway between the holes on the front cover. Use excess yarn to tie a bow before cutting.
  • Label the front and spine of the book with a marker.

Independent Practice

  • Have students write several legends, then make their own book.
  • Have students make a large painting or drawing of a landscape, then have them write or tell a story accounting for the imagery included in their art.

Vocabulary

folklore, legend, oral tradition, written tradition.

Standards

Geography Education Standards Project:

  • Standard 6 (5–8): By the end of the eighth grade, the student knows and understands:
    1. How personal characteristics affect our perception of places and regions.
    2. How places and regions serve as cultural symbols.

  • Standard 4 (9–12): By the end of the twelfth grade, the student knows and understands:
    1. The meaning and significance of place.
    2. How relationships between humans and the physical environment lead to the formation of places and to a sense of personal and community identity.

National Council of Teachers of English:

  • Standard 1: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

  • Standard 2: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

  • Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

  • Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

  • Standard 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

  • Standard 8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

  • Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

  • Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Lesson Plan Table of Contents

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