CeremoniesPublished on Lessons of Our Land (http://www.lessonsofourland.org)

Grades: K - 2nd Grade Lesson: 4Unit: 4: Building a positive future in Indian communitiesSubject: English Language ArtsAchievement Goal: Time: Multiple class periods

Lesson Description:Students will be able to identify which regalia items go with specific ceremonial dances.

Teacher Background:European contact with native people has had a devastating effect on traditional customs and beliefs. Itwas the goal of the newcomers to wipe out all that makes us Indian. Native people were no longerallowed to speak their language or carry out the traditions and customs of their ancestors. Some tribesnever recovered from this affront to their way of life.

Despite all odds the Hupa, Yurok, and Karuk have managed to retain much of their language andculture. However, due to the long lapse in time when traditional customs and ceremonies wereforbidden, some of the knowledge was lost. The holders of this knowledge have passed on, and there issome debate and disagreement over ceremonial practices today. Teachers should strongly encouragestudents to discuss any questions they have about ceremonial practices and beliefs with their ownfamily.

Ceremonies are a critical component of Indigenous survival and well-being. Teachings associated withthe ceremonies are sought after by individuals, who recognize this knowledge as a gift, and as tools forsurvival and continuance of the people. Certain individuals and families in native communities haveinherited the birthright and responsibility to learn and live these beliefs to make better lives for theircommunities, their families, themselves, and the world. Each of us has a responsibility to do our part inrestoring the balance of all things.

Standards:ELA Common Core Content Standards:

Reading Standards Informational Text 1,,2,3,4Language Standards 1Writing Standard 2Speaking and Listening Standard 1,2,3

Teacher Preparation Resources:

Invite a guest speaker that is knowledgeable about traditional ceremonial dances.Arrange for a Guest Speaker who has knowledge about a Ceremonial practice, possibly one ofthe student’s, parents, grandparents, or other relatives. Encourage speaker to bring regaliaitems to display and talk about during their presentation. Gather beads, shells, sinew, and leather for students to make a multi-strand necklace. (Makesure these materials are good quality, as they may be used in a ceremony.)Have students make a necklace ahead of time to present to the guest speaker. A teacher, orother adult creates a basic pattern; each student makes one strand of the necklace using thesame pattern. (Note: females on their “moon time” should not touch the beads/necklace.)

Theme/Big Idea: We will make the world better

Big Questions: What does the world need? How can we do that?

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CeremoniesPublished on Lessons of Our Land (http://www.lessonsofourland.org)

Vocabulary: Renewal, Rite of Passage

Student Activity:Day 1

1. Before the guest speaker arrives remind the students to act in a respectful way toward thespeaker. Encourage them to listen quietly, refraining from judgment if the speaker expressesideas or beliefs that differ from what they have been taught. Explain to them that people mayhave different feelings and/or understandings about the ceremonies, and that it is important torespect others’ views, interpretations, and their willingness to share. All information isvaluable. If we listen carefully, we can learn from people who have many different opinions. Wecan learn to think about things from different perspectives, which will help us formulate our ownfeelings, thoughts, and actions regarding ceremonial practices.

2. After the guest is done speaking students may raise their hands to ask questions. (you may wantto help them think of questions before the speaker arrives)

3. Students present their gift to the speaker, and thank him/her for coming.4. Conduct a discussion circle. Ask students what they thought about/learned from the

speaker. Ask them how they felt about giving a gift to the speaker. Maybe the necklace theygave to the guest will dance in one of the ceremonies, what do they think of that?

5. After each question teacher may pass around the “special object”, or call on quiet raised hands.6. Have students write about something they learned today. They may use color pages, or draw a

picture to go with their writing.

Day 2

1. Conduct a class discussion. Ask students to sit on the rug in a circle. You may need toremind them that respectful communication at school may be a little different than at home. Atschool we use quiet raised hands if we want to speak. We listen quietly and think about whateach person is saying. It is important at home and at school to wait until a person is finishedtalking before we take our turn to speak. We want all students to have the opportunity to speak.

2. Display “Local Heros Poster —Loren Bommelyn” on the document reader/Elmo. Read hisquote. Ask students what they think this quote means. Teacher can call on quiet, raised hands,orpass around the “special item”, and let students take turns talking. When the special objectgets back to you share your thoughts about the quote.

3. Tell students that today we are going to continue learning about ceremonial dances of the Hupa,Karuk, and Yurok tribes. It is important to recognize that traditional ceremonial dances are avery meaningful and sensitive topic. Tell students if you agree whisper “ceremony” (children willwhisper “ceremony”). If students shout out “ceremony” tell them that it is important to use quietvoices and behave in a respectful manner when talking about, or attending ceremonies. Askthem again to whisper “ceremony”.

4. Hold up a photo of the demonstration brush dance. Ask students what dance it is, and what the

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CeremoniesPublished on Lessons of Our Land (http://www.lessonsofourland.org)

purpose of the dance is (to heal a sick child). 5. Hold up a picture of the White Deerskin Dance then the Jump Dance. Ask them if they know the

names of the dances, and their purpose (they are world renewal dances). Explain to them whatthe word “renewal” means, and write it on a large index card, leaving room for the definition.

6. Hold up a picture of the Flower Dance and ask students if they know what kind of dance this is,and what the purpose of the dance is. Explain to them that it is a “rite of passage” dance tocelebrate the transition from being a young girl child, to becoming a woman. During the dance,the girls learn about things they should know about being a woman. They learn about healthyrelationships, respect, edible plants and herbs, items used in traditional clothing and ceremonialregalia, basket materials, as well as spiritual teachings.

7. Ask students “why do you think ceremonies are important?” Call on quiet, raised hands.8. Ask students “what are some ceremonies that some of you have been a part of, been to, or

heard about?” Pass the special item around and let them take turns talking (they may choose topass if they want).

Day 3

1. Tell students that now we are going to do an activity where we sort regalia according to whatceremony it belongs to. Hold up the picture of the Brush Dance again. Ask “What is this?” Tapephoto to white board. Hold up the other three dance pictures, asking students the name of eachdance and taping them to the white board.

2. Next, hold up the different regalia items in random order; ask students what dance they belongto. Say the name of each regalia item and the name of the dance it goes with as you, or astudent puts it under the appropriate dance picture.

Brush Dance, photos 1-7White Deerskin Dance, photos 8-12Jump Dance, photos 13-21Flower Dance, photos 22-26

3. Explicitly teach the following vocabulary using a large poster board:Renewal: to fix or repair, make new againRite of passage: transition from a child to a young adultGathering: to get together

4. Play the “Sound Game” following these "Best Practices Vocabulary Direct InstructionProcedures"

This explicit direct instruction procedure must be used for the vocabulary instruction partof each lesson plan in order to meet all the common core standards listed for this lesson.Vocabulary instruction should begin with the teacher saying the word out loud, thenclapping out the syllables counting how many. Ask the group what the beginning sound in that word is. All students and teacheranswers chorally and the teacher begins writing the first phoneme/letter or letters thatmake one sound of the vocabulary word on the poster paper or oversized index card andasking the students to say the sound when she/he says “sound”.

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CeremoniesPublished on Lessons of Our Land (http://www.lessonsofourland.org)

Repeat for next, doing the same for all following phonemes and then put your fingerback to the beginning of the word and repeat slightly faster. Then sweep your finger beneath the word from left to right and say “blend” and lead thestudents in blending the sounds to make the word. RepeatThen point to word and say “read” three times for the teacher and all students to readthe word three times. Then the word may be illustrated if time. Use large poster paper, and/or oversized index cards for vocab words. Don’t forget toadd them to the word wall.

5. Allow time for a journaling activity. Tell students to imagine that they are participating in aceremony to help “fix the world”. Draw a picture to illustrate this, and write about it.

Evaluation:

1. Evaluate students on their ability to sit and listen quietly during story time and followinstructions during other activities.

2. Assess the students’ understanding through participation in discussion and activities.

Lesson Resources:

Local heroes poster – Loren Bommelyn23 Photographs of Traditional Ceremonial Dances and RegaliaColor Sheets

Source URL: http://www.lessonsofourland.org/lessons/ceremonies

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