Native+American+Learning+Plan

Define: Myth, Trickster Tale What is the importance of Myth?  ª   Paragraph response  ª   Share  ª   Refine What roles do myth play in your life? // Myth // : A myth is a traditional story passed down through generations to explain something about why the world is the way it is. A myth generally presents the views of the cultural group that creates it. A creation myth explains how the universe, the earth, and life began. Concisely stated, a myth must instill awe, explain the world, support customs, and guide people. These are known as the "four functions" of a myth. Joseph Campbell—Author Background This creation myth sets the stage for understanding of the Native Americans' belief system and how they live their life. Additionally, it will also reinforce the fact that while students might feel distanced from the Native American belief system, their peers and possibly they themselves share those beliefs and, more importantly, as well as many of the American writers they will read. At this point, teachers may choose to integrate the Genesis story. They must be mindful to stress the similarities of beliefs and literary approaches of the authors and not the beliefs or the validity of those beliefs. // Stress: Categorizing theological beliefs as myth for literary purposes  // Matriarchy Coexistence of Good and Evil Polytheistic Accidental, Organic Nature and Man in Harmony Space The creator and his act of creation are perfect and therefore, completely good Mistakes/flaws more acceptable ||  Creation of Myth 4 Functions of Myth Plot Elements ||  Patriarchy Good vs. Evil Monotheistic Planned, Structured Man Superior to Nature Time The creator and his creator are imperfect Mistakes labeled as sin (sin vs. perfection) || In a similar fashion as "Coyote Eyes", these songs expose students to auditory literature relative to the Native Americans, which further enforces the concept that literature is derived from oral traditions. Additionally, elements of writing (specifically poetry) are introduced and reinforced for the first time during the school year. Unlike much of the other literature to which students are exposed, these songs express feelings as opposed to intellectual thoughts. Later, students will be able to contrast this unique form of expression with the more pedantic and intellectualism found in much of American literature during the so-called enlightenment and romanticism periods. “Song of the Sky Loom”—The Tewa bring offerings to Mother the Earth and Father the Sky. They ask in return that they weave a symbolic garment out of the white light of morning and the red light of evening, and of the rain and the rainbow. “Hunting Song”—The Navajo hunter imitates the singing of the blackbird, favorite companion of the deer. His song calls the deer to come down from the mountain. Thematic Link: Both songs express the Native American desire to live in harmony with nature. Tewa—mystical garment made by nature itself, Navajo—coaxing of the deer to participate in a cycle in which death in one part of the natural world brings life and sustenance in another. Reading Strategies: Discussion Questions The song shows and openness to and awareness of nature and how it interacts with human life. The Navajo might consider their song sacred because it celebrates their relationship with nature. “Song of the Sky Loom” is a generalized prayer for a successful hunt, while “Hunting Song” is a specific prayers of a successful hunt. Both songs reflect a feeling of oneness with and respect for nature. “The World on the Turtle’s Back” focuses on the relationship between gods and plants, humans, and animals; “Hunting Song” focuses on the predator-relationship. Both works, however, see the predator-prey relationship as part of harmony with nature. People today are much more likely to see themselves as being outside of or opposed to nature than the Tewa or the Navajo apparently did. Modern people would expect technology to provide them with a good life rather than farming, hunting, or other activities close to nature. Purpose of repition in hunting song: it's the song itself being sung. A trickster tale is a folk tale that features a trickster—an animal or a person who engages in deceit, violence, or magic. A trickster is full of contradictions. A trickster may appear in any one of three roles: a culture hero, a clever deceiver, or a numbskull. The purpose of the tale is not simply attempting to entertain readers, but also to inform them of aspects of your culture and the world in general. Encarta: tales are continually shifting function (and so definition) as societies conquer one another, mingle, and change beliefs. The definition of any folktale depends on its function in a society and the way the narrator and the audience think of it at the time of performance. The definition of any folktale depends on its function in a society and the way the narrator and the audience think of it at the time of performance. Brer Rabbit stories were recited as part of the mythology of West Africans before Africans were brought as slaves to the American South. In America, however, West African religion was almost obliterated by Christianity, and although African Americans continued to tell Brer Rabbit stories, these tales no longer functioned mythologically. “Coyote and Buffalo”—Coyote finds the skull of his enemy Buffalo Bull and plays with it in an insulting manner. Buffalo Bull comes back to life and chases Coyote over the plains until Coyote offers to make him new horns. In return for the new horns, Buffalo Bull then gives Coyote a buffalo cow. He tells Coyote not to kill her when he is hungry but to eat her fat. When Coyote kills the cow, Buffalo Bull refuses to give him another one. Coyote thus returns alone to this home on the Columbia River, where to this day no buffalo have ever lived. “Fox and Coyote and Whale”—Fox’s wife falls in love with Whale. After she vanishes one day, Fox and Coyote learn that Whale has stolen her. They retrieve her from Whale’s lodge and cut off the monster’s head, causing a permanent rift between land and water people. Apply the Conventions of a Trickster Tale: Chart Activity (Numskull, Culture Hero, Clever Deceiver) Coyote emerges as numskull when he foolishly kills the cow that would have provided food forever. Coyote also emerges as a cultural hero when he helps Fox regain his kidnapped wife.
 * Unit One: Native Americans **
 * Learning Objectives: **
 * 1)  Understand and apply the four functions of myth
 * 2)  Compare and contrast cultural values of Native Americans and settlers
 * 3)  Appreciate and make thematic links with Native American storytelling/poetry
 * 4)  Understand and apply the conventions of a trickster tale
 * OPENERS-  **
 * Four Functions of Myth **
 * Cosmological  à   to explain the workings of the natural world
 * Explains the unexplained
 * Pedagogical  à   to guide people through the trials of living
 * Teaches how to be a good person
 * Sociological  à   to support and validate social customs
 * Teaches how to be a member of a community (e.g. American, Christian)
 * Metaphysical  à   to instill a sense of awe toward the mystery of the universe
 * There is something out there besides us, beyond the physical
 * Creation Stories/Myths: “World on the Turtle’s Back” **
 * Review 4 Functions of Myth in “World on the Turtle’s Back”
 * Cosmological  à   to explain the workings of the natural world
 * Pedagogical  à   to guide people through the trials of living
 * Sociological  à   to support and validate social customs
 * Metaphysical  à   to instill a sense of awe toward the mystery of the universe
 * Pull out cultural values within Native American creation myths
 * What can we learn about people from their literature?
 * Polytheistic, matriarchal, coexistence of good and evil, relationship between man and nature
 * ** How to Compare and Contrast ** (must be textually based)
 * Identify purpose
 * Establish criteria: categories, elements, components
 * Balance
 * Significance (revisit purpose)
 * Reporting (Whole to Whole or Part to Part)
 * Read “Genesis 1-3”—compare to “World on Turtle’s Back”
 * What do we learn from the stories about the people
 * Four Functions of Myth
 * Cosmological—deliberate vs. accidental, monotheistic—one god who snaps fingers—protagonist—divine figure, world on turtles back—different(cause and effect), similarity—springs to life in stages. Man and Woman are focus role—departs significance of man and woman—World in Turtle’s Back—controlling factors—Genesis—man created in god’s image
 * Pedagogical—Genesis —concept of marriage—man and women—concepts of religion, god, devil, angels, learn the name of animals, poetry in genesis, intended relationship between humans and animals, concept of matriarchy—(wotb) and patriarchy—(g)—relationship between good and evil.
 * Metaphysical—let there be light (Genesis)—omniscient god—there it is, “World on Turtle’s Back”—divine fate—“The mystical dimension of myth is that which unites us with "the Transcendent" — the eternal mystery beyond space, time and the limits of human knowledge. In theistic terms, this is the function of myth that puts us in touch with God.”
 * Sociological—“The sociological (or ethical) dimension of myth is that which unites us with our society, transforming us from mere individuals to constituent, harmonious parts of the group.” The proper behavior one nurtures for one's spouse is out of social and spiritual duty, not love. Love, these folks would say, may ebb and flow... but a marriage built of this socially enforced sense of religious duty is constant. (Shore, "Standing Under the Mountain")—Genesis establishes guidelines for relationship between man and woman. “World on the Turtle’s Back”
 * What do people learn about God and his laws?
 * People learn from embedded mythology that this is a promised land, and they are the chosen people to convert the nonbelievers
 * When placed alongside Native American culture, the chance of the survival of that culture is minimal, with even conversion detrimental (saves individual, kills culture), concept of embedded mythology
 * Common response to unfamiliar: isolate, reject, defuse perceived threat, reconsider, assimilate
 * Come back and hit this compare/contrast as bridge to Settlers/Native American Conflict
 * Native Americans ** ||
 * Similarities ** ||
 * Settlers ** ||
 * Settlers ** ||
 * "Song of the Sky Loom", "Hunting Song"/Dinni-E Sin **
 * Read the songs aloud
 * Repetition—creates regular rhythm, reinforces ideas, makes memorable, gives power, has hypnotic effect
 * Try to visualize the singers and the occasions for which the songs were sung
 * Speculate about the deeper, non-literal meaning of words such as “garment of brightness”
 * Be aware of the feelings the songs express about nature and the universe.
 * 1)  What attitude is expressed in the songs? Why might these be considered sacred?
 * 1)  How would you compare “Hunting Song” and “Song of the Sky Loom”?
 * 2)  The singers
 * 3)  The purposes of the songs
 * 4)  The attitudes expressed toward nature
 * 1)  How does the relationship between humans and animals suggested in “Hunting Song” compare with the relationship between humans and animals suggested in “The World on the Turtle’s Back”?
 * 1)  How do the attitudes toward nature expressed in these songs compare with the attitudes toward nature common in American society today?
 * 1)  How does the poem underscore native American culture/spirituality by highlighting mother earth/father sky through personification?
 * Coyote Stories **
 * Okanogan Folk Tales—Retold by Mourning Dove **