Iñupiaq Values Curriculum
Humility-Qiñuiññiq
North Slope Borough School District
Students will explore the value of humility.
This curriculum is being piloted for the 2006-07 school year. Please send any recommendations for changes or improvements to [email protected]
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Table of Contents
Grade Level: Topic!!
!
!
!
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Page numbers
Introduction!
3
K3 & K4: I Don’t Always Have to Be the Best!
4
K: I Can Ask for Help!
6
First Grade: Humility & Boasting!
9
Second Grade: Humility & Forgiveness!
13
Third Grade: Humility & Service!
18
Fourth Grade: Humility & the Successful Hunter!
22
Fifth Grade: Humility & Being Teachable!
28
Sixth Grade: Collecting Stories about Humility!
33
Seventh Grade: Write a Children’s Book!
38
Eighth Grade: Make a Movie!
42
Ninth Grade: Great Quotes on Humility!
47
Tenth Grade: Forces that Humble!
52
Eleventh Grade: Humility & the Forces of Nature!
57
Twelfth Grade: Admitting Wrong-Doing!
59
Recommended Reading!
61
U.S. Resolution H.J.RES.3!
69
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Introduction
The current Iñupiaq Christian base interprets humility as a dependence on and acknowledgment of God’s power in our lives. Prior to Christian influence humility
was believed to be essential for success and survival because all of nature’s forces
(weather, animals, and earth) responded positively to a person’s humble attitude.
If a person was prideful the animals would not give themselves to him. If a person
was prideful the weather would show forth it’s greater power. Iñupiaq people recognized their dependence on forces outside of their control.
“We experience humility not because we have fought and lost but because
humility is the only lens through which great things can be seen-and once we
have seen them, humility is the only posture possible.”
Parker-Palmer
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Humility
K3 & K4: I Don’t Always Have to Be the Best
Students will read a story that shows that humility brings happiness. They will
do an activity related to the story where each will have a beautiful final product. They will appreciate the beauty of all of the final products.
Activity #1:
Read the book “Rainbow Fish.” After the reading show the students part of the book and
talk to them about how the rainbow fish was unhappy when he thought he was better than
the other fish. Talk about and show the pictures that show the difference in how he felt at
the end when he had shared his beauty with the other fish.
Activity #2:
Rainbow Fish Printing
Supplies:
Whole fish (it doesn’t matter if it has been frozen but thaw before use)
Paper or fabric (must be large enough to cover the fish)
Acrylic paints
Paintbrush
Newspaper to cover area
Aluminum foil
Process:
1.
2.
3.
4.
Cover work area with newspaper.
Lay the fish on the newspaper covered table.
Squirt a little of each color of paint onto a piece of aluminum foil or a paper plate.
Work with the students one at a time with the paint. Have the child paint the fish.
Make sure they paint every part of the fish (upper side or the part that is showing.
They won’t paint the part that is laying on the paper.) Let them paint any color
they choose in any spot. In my experience this age usually paints a lot of colors
over each other. When a lot of colors are used it usually mixes to green or brown
so this age usually comes out with a very realistically colored fish.
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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5. Once the child is finished painting the fish lay a piece of paper (or fabric) over the
fish.
6. Let the child help you to pat the paper down over every painted part of the fish.
7. Carefully pull the paper off and you have a fish print.
8. Hang the print up to dry.
9. Once the fish is dried you can glue a small piece of aluminum foil to make it look
like Rainbow fish or one of his friends after he gave away his scales. Let the child
decide where the aluminum foil scale is to be put on the fish.
I have also done this project onto t-shirts and they turned out beautiful. If you wanted
to try it on a t-shirt or fabric you could use silver paint to paint the “special” scale after it has dried.
When all of the fish are done admire them together. Make the point that all the fish are
different and all are beautiful.
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Humility
K: I Can Ask for Help
Students will be read stories that teach us to be humble. They will learn that it
is O.K. to ask for help from others.
Activity #1
Generally children of this age are naturally humble and are not afraid to ask for help. We
want children to learn to be independent, to feel confident in their abilities and to be resourceful. At the same time we want to make sure that they know that they can and
should ask for help. Encourage the students to see each other as resources for help. Find
out what things other students are good at doing and have them work up a panel of experts. Make a posters that show who students can go to for help with specific tasks. Examples are:
1. Names of children that already know how to tie their shoes.
2. Names of children that are good at zipping up difficult coats.
3. Names of children that can help with reading.
Activity #2
Read some of Aesop’s fables. Have the students pick one of the fables that relates to
pride or humility and have them re-tell it and illustrate it. You can find the fables at the
following website:
http://www.aesopfables.com/
The following website is created by a college teacher that has her students illustrate one
of Aesop’s fables. The site can serve for inspiration as well as information.
http://www.umass.edu/aesop/
Some of Aesop’s Fables that have to do with humility or pride are:
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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The Ass Carrying the Image
The Boasting Traveler
The Fighting Cocks and the Eagle
The Fox and the Mask
The Frog and the Ox
The Lamp
The Peacock and Juno
The Belly and the Members
Activity #3
Have the students read stories from the recommended reading list. The stories should
show the effects of either pride or humility or both. Discuss the stories and do related
activities with the students.
You can also get folk tales or myths to work from. The following is a good resource site:
http://www.storyarts.org/links/folktale/index.html
Following is a fun ways for interacting with the stories:
Puzzle Tale: Putting the Pieces Together
Make photocopies of the pictures of a story that the students are very familiar with. Give
out the sheets to students who each prepare to retell their small piece of the whole story.
Assemble the story by having each student retell his or her part in the plot's sequence.
Have students keep the flow going as the story is told so that the performance moves
along as though one person were telling it. Do a second round by giving students different sections to retell. Notice how differently students retell the same sections!
This activity as well as others can be found at the following website:
http://www.storyarts.org/lessonplans/lessonideas/index.html#picture
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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State Grade Level Expectations Met through Activities:
Reading:
[K] 1.2.1 The student comprehends literal or inferred meaning from text by:
Answering who, where, and what questions after listening to a sentence, paragraph, or story
[K] 1.4.1 The student restates/summarizes information by: Retelling or dramatizing a familiar story (not necessarily in sequence) with or without the use of props
[K] 1.4.2 The student restates/summarizes information by: Restating information
after listening to text
[K] 1.5.1 The student demonstrates an understanding of main idea by: Identifying the most important idea of a text
[K] 1.7.1 The student analyzes content and structure of genres by: Listening to
and discussing fiction, non-fiction, and poetry
[K] 1.8.1 The student analyzes literary elements and devices by: Identifying the
setting (where) and important characters of a story
[K] 1.9.1 The student analyzes content of text to differentiate fact and opinion by:
Expressing own opinion about material read/heard
[K] 1.10.1 The student connects themes by: Making relevant connections between text and personal experiences
[K] 1.11.1 The student makes connections between cultural influences/events by:
Listening to and discussing stories representing various cultures and traditions
(e.g., storytelling, read-alouds, songs)
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Humility
First Grade: Humility & Boasting
Students will read stories that teach us to be humble. They will learn what it
means to boast and that it is unpleasant to be around people who boast.
Activity #1
Divide the students in half. Tell them that they are going to do an activity together. Half
the students will be boasters and the other half will not be prideful of their activities.
Have them come up with examples of boastful behavior. I would only do the activity for
about an hour. Remind everyone that it is all acting. After the time is up have a discussion about how everyone felt about the bragging. Did the children that were bragging
feel that others were getting tired of it?
Activity #2
Read some of Aesop’s fables. Have the students pick one of the fables that relates to
pride or humility and have them re-tell it and illustrate it. You can find the fables at the
following website:
http://www.aesopfables.com/
The following website is created by a college teacher that has her students illustrate one
of Aesop’s fables. The site can serve for inspiration as well as information.
http://www.umass.edu/aesop/
Some of Aesop’s Fables that have to do with humility or pride are:
The Ass Carrying the Image
The Boasting Traveler
The Fighting Cocks and the Eagle
The Fox and the Mask
The Frog and the Ox
The Lamp
The Peacock and Juno
The Belly and the Members
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Activity #3
Have the students read stories from the recommended reading list. The stories should
show the effects of either pride or humility or both. Discuss the stories and do related
activities with the students.
You can also get folk tales or myths to work from. The following is a good resource site:
http://www.storyarts.org/links/folktale/index.html
Following are some fun ways for interacting with the stories:
A Story Treasure Hunt
-A class selects a well-known fable or folk tale. The plot is simplified into a sequence of
events that can be transcribed onto cards with short sections of the tale on each. Students
hide the cards out of sequence throughout the school or classroom. A treasure map showing the exact location where all the cards are hidden, is given to another class (Or, with
clues, one card can lead to the next). Groups of students must find the cards and assemble
them in correct order. The treasure is finding the WHOLE story. Two classes can trade
treasure hunts by putting the stories on two different-colored cards. The treasure hunts
can go on simultaneously and, when each class has found the other's story, they confirm it
by assembling it, learning the plot and sending representatives to retell it, or to act it out
as a skit to the other class.
Puzzle Tale: Putting the Pieces Together
Copy a folk tale from a printed anthology and cut it up into sections or scenes. Paste each
section on a separate page. Give out the sheets to students who each prepare to retell their
small piece of the whole story. Assemble the story by having each student retell his or her
part in the plot's sequence. Have students keep the flow going as the story is told so that
the performance moves along as though one person were telling it. Do a second round by
giving students different sections to retell. Notice how differently students retell the same
sections!
These activities and more can be found at the following website:
http://www.storyarts.org/lessonplans/lessonideas/index.html#picture
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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State Grade Level Expectations Met through Activities:
Reading:
[1] 1.1.4 The student uses strategies to decode or comprehend meaning of
words in text by: Obtaining information using text features (e.g., titles, illustrations, table of contents, speech bubbles)
[1] 1.1.5 The student uses strategies to decode or comprehend meaning of
words in text by: Identifying the meaning of new vocabulary; using new vocabulary in context
[1] 1.2.1 The student comprehends literal or inferred meaning from text by:
Answering who, what, where, and when questions after listening to or reading a
story
[1] 1.2.4 The student comprehends literal or inferred meaning from text by:
Drawing conclusions about stories or information while listening or reading (e.g.,
comparing and contrasting)
[1] 1.4.2 The student restates/summarizes information by: Restating information
after listening to text*
[1] 1.6.1 The student follows oral and written directions by: Following two-step
oral directions to complete a task
[1] 1.8.1 The student analyzes literary elements and devices by:
Identifying problem and solution, main characters, and setting (where and when)
in fiction
[1] 1.10.1 The student connects themes by: Making relevant connections between text and personal experiences and other texts
[1] 1.4.1 The student restates/summarizes information by: Retelling or dramatizing a story after reading it
[1] 1.4.2 The student restates/summarizes information by: Restating information
after listening to text*
[1] 1.5.1 The student demonstrates an understanding of main idea by: Identifying main idea of a text
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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[1] 1.6.1 The student follows oral and written directions by: Following two-step
oral directions to complete a task
[1] 1.7.1 The student analyzes content and structure of genres by: Identifying
fiction, non-fiction, and poetry
[1] 1.8.1 The student analyzes literary elements and devices by:
Identifying problem and solution, main characters, and setting (where and when)
in fiction
[1] 1.9.1 The student analyzes content of text to differentiate fact and opinion by:
Expressing own opinion about material read/heard*
[1] 1.10.1 The student connects themes by: Making relevant connections between text and personal experiences and other texts
[1] 1.11.1 The student makes connections between cultural influences/events by:
Recognizing that stories originate in various cultures
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Humility
Second Grade: Humility & Forgiveness
Students will read stories that teach us to be humble. They will talk about the
need to forgive and be forgiven. They will write stories of a time when they
have forgiven someone.
Activity #1
Have the students think of a time that someone has hurt them or made them mad. Talk
about how they feel about the person now. Do they still feel mad? Have they forgiven
the person? Talk about how it takes humility to forgive a person. Talk about how we feel
better once we have forgiven a person. You can talk about the fact that humility is necessary both to ask for forgiveness and to forgive.
Have the students write about a time when someone hurt them and how they were able to
forgive the person.
Activity #2
Read some of Aesop’s fables. Have the students pick one of the fables that relates to
pride or humility and have them re-tell it and illustrate it. You can find the fables at the
following website:
http://www.aesopfables.com/
The following website is created by a college teacher that has her students illustrate one
of Aesop’s fables. The site can serve for inspiration as well as information.
http://www.umass.edu/aesop/
Some of Aesop’s Fables that have to do with humility or pride are:
The Ass Carrying the Image
The Boasting Traveler
The Fighting Cocks and the Eagle
The Fox and the Mask
The Frog and the Ox
The Lamp
The Peacock and Juno
The Belly and the Members
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Activity #3
Have the students read stories from the recommended reading list. The stories should
show the effects of either pride or humility or both. Discuss the stories and do related
activities with the students.
You can also get folk tales or myths to work from. The following is a good resource site:
http://www.storyarts.org/links/folktale/index.html
Following are some fun ways for interacting with the stories:
A Story Treasure Hunt
-A class selects a well-known fable or folk tale. The plot is simplified into a sequence of
events that can be transcribed onto cards with short sections of the tale on each. Students
hide the cards out of sequence throughout the school or classroom. A treasure map showing the exact location where all the cards are hidden, is given to another class (Or, with
clues, one card can lead to the next). Groups of students must find the cards and assemble
them in correct order. The treasure is finding the WHOLE story. Two classes can trade
treasure hunts by putting the stories on two different-colored cards. The treasure hunts
can go on simultaneously and, when each class has found the other's story, they confirm it
by assembling it, learning the plot and sending representatives to retell it, or to act it out
as a skit to the other class.
Puzzle Tale: Putting the Pieces Together
Copy a folk tale from a printed anthology and cut it up into sections or scenes. Paste each
section on a separate page. Give out the sheets to students who each prepare to retell their
small piece of the whole story. Assemble the story by having each student retell his or her
part in the plot's sequence. Have students keep the flow going as the story is told so that
the performance moves along as though one person were telling it. Do a second round by
giving students different sections to retell. Notice how differently students retell the same
sections!
These activities as well and more can be found at the following website:
http://www.storyarts.org/lessonplans/lessonideas/index.html#picture
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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State Grade Level Expectations Met through Activities:
Reading:
[2] 1.1.3 The student uses strategies to decode or comprehend meaning of
words in text by: Obtaining information using text features including illustrations,
captions, and titles
[2] 1.2.1 The student comprehends literal or inferred meaning from text by: Answering questions about information explicitly stated in text
[2] 1.2.3 The student comprehends literal or inferred meaning from text by:
Making simple inferences
[2] 1.2.4 The student comprehends literal or inferred meaning from text by:
Drawing conclusions about stories and/or based on information presented in the
text (e.g., cause and effect)
[2] 1.4.1 The student restates/summarizes information by: Retelling or dramatizing a story after reading it*
[2] 1.4.2 The student restates/summarizes information by: Restating information
after reading text*
[2] 1.5.1 The student demonstrates an understanding of main idea by: Identifying and discussing main ideas and supporting details
[2] 1.6.1 The student follows oral and written directions by: Following multi-step
oral directions to complete a task
[2] 1.6.1 The student follows oral and written directions by: Following multi-step
oral directions to complete a task
[2] 1.7.1 The student analyzes content and structure of genres by: Distinguishing between fiction and non-fiction, poetry and prose
[2] 1.8.1 The student analyzes literary elements and devices by: Identifying problem and solution, main characters, and setting in fiction
[2] 1.9.1 The student analyzes content of text to differentiate fact and opinion by:
Expressing own opinion about material read
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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[2] 1.10.1 The student connects themes by: Making relevant connections between text and personal experiences, experiences of other, and other texts
[2] 1.10.2 The student connects themes by: Locating details in text to illustrate
relevant connections between personal experiences, experiences of others, and
other texts
[2] 1.11.1 The student makes connections between cultural influences/events by:
Recognizing that stories originate in various cultures*
[2] 1.10.1 The student connects themes by: Making relevant connections between text and personal experiences, experiences of other, and other texts
Writing:
[2] 1.1.1 The student writes about a topic by: Writing complete sentences with a
subject and a predicate
[2] 1.2.1 The student writes for a variety of purposes and audiences by: Producing a variety of written forms for specific audiences (e.g., stories, reports, letters,
journal entries)
[2] 1.2.2 The student writes for a variety of purposes and audiences by: Using
expressive language when responding to literature or producing text (e.g., journals, pictures supported by text or poetry)
[2] 1.3.1 The student writes and edits using conventions of Standard English by:
Writing a variety of complete, simple sentences (i.e., statement, question, exclamation)
[2] 1.3.2 The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in spelling (e.g., grade-appropriate, highfrequency words)
[2] 1.3.3 The student writes and edits using conventions of Standard English by:
Using punctuation in written work (e.g., periods, question marks, exclamation
marks, commas, quotation marks)
[2] 1.3.4 Identifying and/or correcting mistakes in punctuation at the end of sentences and capitalization (i.e., beginning of sentences and proper nouns)
[2] 1.3.5 Rewriting handwritten work to improve legibility, if necessary, when producing final drafts
[2] 1.4.1 The student revises writing by: Rearranging and/or adding supporting
details to improve clarity
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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[2] 1.4.2 The student revises writing by: Giving/receiving appropriate feedback
about written work
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Humility
Third Grade: Humility & Service
Students will read stories that teach us to be humble. They will practice humility by serving others.
Activity #1
Have the students think of ways that they can serve others. They can serve each other in
the classroom or plan a service project within the school or community. They can plan
individual or team projects or a large group project. Discuss why it is humbling to serve
others. Discuss why it is humbling to receive service as well. Why is it important that
we be able to both give and receive service?
Have the students write about a time when they received service or help from someone.
Have them write about a time when they gave help or service to someone.
Activity #2
Read some of Aesop’s fables. Have the students pick one of the fables that relates to
pride or humility and have them re-tell it and illustrate it. You can find the fables at the
following website:
http://www.aesopfables.com/
The following website is created by a college teacher that has her students illustrate one
of Aesop’s fables. The site can serve for inspiration as well as information.
http://www.umass.edu/aesop/
Some of Aesop’s Fables that have to do with humility or pride are:
The Ass Carrying the Image
The Boasting Traveler
The Fighting Cocks and the Eagle
The Fox and the Mask
The Frog and the Ox
The Lamp
The Peacock and Juno
The Belly and the Members
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Activity #3
Have the students read stories from the recommended reading list. The stories should
show the effects of either pride or humility or both. Discuss the stories and do related
activities with the students.
You can also get folk tales or myths to work from. The following is a good resource site:
http://www.storyarts.org/links/folktale/index.html
Following are some fun ways for interacting with the stories:
A Story Treasure Hunt
-A class selects a well-known fable or folk tale. The plot is simplified into a sequence of
events that can be transcribed onto cards with short sections of the tale on each. Students
hide the cards out of sequence throughout the school or classroom. A treasure map showing the exact location where all the cards are hidden, is given to another class (Or, with
clues, one card can lead to the next). Groups of students must find the cards and assemble
them in correct order. The treasure is finding the WHOLE story. Two classes can trade
treasure hunts by putting the stories on two different-colored cards. The treasure hunts
can go on simultaneously and, when each class has found the other's story, they confirm it
by assembling it, learning the plot and sending representatives to retell it, or to act it out
as a skit to the other class.
Puzzle Tale: Putting the Pieces Together
Copy a folk tale from a printed anthology and cut it up into sections or scenes. Paste each
section on a separate page. Give out the sheets to students who each prepare to retell their
small piece of the whole story. Assemble the story by having each student retell his or her
part in the plot's sequence. Have students keep the flow going as the story is told so that
the performance moves along as though one person were telling it. Do a second round by
giving students different sections to retell. Notice how differently students retell the same
sections!
These activities and more can be found at the following website:
http://www.storyarts.org/lessonplans/lessonideas/index.html#picture
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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State Grade Level Expectations Met through Activities:
Reading:
[3] 1.1.3. The student uses strategies to decode or comprehend the meaning of
words in texts by: Obtaining information using text features including pictures (illustrations for text) and visual cues (e.g., bolded or italicized text, chapter titles)
[3] 1.2.1. The student comprehends literal or inferred meaning from text by: Locating information explicitly stated in narrative and informational text to answer
literal-comprehension questions
[3] 1.2.3. The student comprehends literal or inferred meaning from text by: Making simple inferences (e.g., predicts logical outcomes)
[3] 1.2.4. The student comprehends literal or inferred meaning from text by:
Drawing conclusions based on information presented in the text (e.g., cause and
effect, character motivation)
[3] 1.4.1. The student restates/summarizes information by: Retelling or dramatizing a story after reading it (L)
[3] 1.4.2. The student restates/summarizes information by: Restating information
after reading a text or identifying accurate restatements
[3] 1.5.1. The student demonstrates an understanding of main idea by: Identifying the main idea or central concept in various types of texts
[3] 1.8.1. The student analyzes literary elements and devices by: Identifying or
describing problem and solution, main characters, and setting in fiction
[3] 1.7.1. The student analyzes content and structure of genres by: Distinguishing between fiction /non-fiction, prose /poetry, short story /drama (L)
[3] 1.9.1. The student analyzes content of text to differentiate fact and opinion by:
Expressing own opinion about material read (L)
[3] 1.10.1. The student connects themes by: Making connections between a text
[and personal experiences (e.g., this reminds me of when I gave my favorite toy
away), experiences of others (e.g., sister helps in toy drive), L] or other texts
(e.g., the March sisters helped others in need)
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[3] 1.10.2. The student connects themes by: Locating details in text to illustrate
relevant connections between [personal experience, experience of others, or L]
other texts
Writing:
[3] 1.1.1. The student writes about a topic by: Writing complete sentences with a
subject and a predicate
[3] 1.1.2. The student writes about a topic by: Writing a paragraph on a single
topic with two or more supporting details
[3] 1.1.3. The student writes about a topic by: Writing a story or composition with
a beginning, middle and end (L)
[3] 1.2.1. The student writes for a variety of purposes and audiences by: Choosing the appropriate organizational structure to match a purpose and audience
(e.g., letters and notes, recounts, stories, and poems) (L)
[3] 1.3.1. The student writes and edits using conventions of Standard English by:
Writing a variety of complete, simple sentences (i.e., statement, question, exclamation)
[3] 1.3.2. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in spelling (e.g., grade-appropriate, highfrequency words) (L)
[3] 1.3.3. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in punctuation at the end of sentences and
capitalization (i.e., beginning of sentences and proper nouns)
[3] 1.3.4. The student writes and edits using conventions of Standard English by:
Rewriting handwritten work to improve legibility, if necessary, when producing final drafts (L)
[3] 1.4.1. The student revises writing by: Rearranging and/or adding supporting
details to improve clarity
[3] 1.4.2. The student revises writing by: Giving/receiving appropriate feedback
about written work (L)
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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Humility
Fourth Grade: Humility & the Successful Hunter
Students will read stories that teach us to be humble. They will learn about
the Iñupiaq understanding of humility as it relates to hunting. They will write
hunting stories from interviews with family or community members.
Activity #1
Have the students ask family and community members to share stories about hunting.
Have them share about bountiful hunts as well as those that weren’t bountiful. Have
them tell what they think helps to make a hunt bountiful. Have them tell why it is important to be humble when hunting. Have the students write the stories they collect. Have
them illustrate the stories and compile them into a classroom book on hunting and humility. Here are some sample questions they can ask for getting a good story.
I need to write about two different hunting experiences. Tell me a story where things
went well on the hunt and a story where things did not go well.
1. What were you hunting?
2. Where were you hunting?
3. Who were you with?
4. What kind of weapon were you using?
5. What was your form of transportation?
6. What went well? Or What didn’t go well?
7. What things do you do when hunting to show respect for the animals you are
hunting and the forces of nature?
8. Why do you think it is important to be humble when hunting?
9. Do you believe that animals respond to our humility?
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Activity #2
Have the students read stories that show the Iñupiaq and Native American understanding
of the relationship humans have with animals. Discuss what that relationship is and how
that affects the need to be humble. You can find a list of these books in the recommended
reading section at the end of this unit.
Activity #3
Read some of Aesop’s fables. Have the students pick one of the fables that relates to
pride or humility and have them re-tell it and illustrate it. You can find the fables at the
following website:
http://www.aesopfables.com/
The following website is created by a college teacher that has her students illustrate one
of Aesop’s fables. The site can serve for inspiration as well as information.
http://www.umass.edu/aesop/
Some of Aesop’s Fables that have to do with humility or pride are:
The Ass Carrying the Image
The Boasting Traveler
The Fighting Cocks and the Eagle
The Fox and the Mask
The Frog and the Ox
The Lamp
The Peacock and Juno
The Belly and the Members
Activity #4
Have the students read stories from the recommended reading list. The stories should
show the effects of either pride or humility or both. Discuss the stories and do related
activities with the students.
You can also get folk tales or myths to work from. The following is a good resource site:
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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http://www.storyarts.org/links/folktale/index.html
Following are some fun ways for interacting with the stories:
A Story Treasure Hunt
-A class selects a well-known fable or folk tale. The plot is simplified into a sequence of
events that can be transcribed onto cards with short sections of the tale on each. Students
hide the cards out of sequence throughout the school or classroom. A treasure map showing the exact location where all the cards are hidden, is given to another class (Or, with
clues, one card can lead to the next). Groups of students must find the cards and assemble
them in correct order. The treasure is finding the WHOLE story. Two classes can trade
treasure hunts by putting the stories on two different-colored cards. The treasure hunts
can go on simultaneously and, when each class has found the other's story, they confirm it
by assembling it, learning the plot and sending representatives to retell it, or to act it out
as a skit to the other class.
Puzzle Tale: Putting the Pieces Together
Copy a folk tale from a printed anthology and cut it up into sections or scenes. Paste each
section on a separate page. Give out the sheets to students who each prepare to retell their
small piece of the whole story. Assemble the story by having each student retell his or her
part in the plot's sequence. Have students keep the flow going as the story is told so that
the performance moves along as though one person were telling it. Do a second round by
giving students different sections to retell. Notice how differently students retell the same
sections!
These activities and more can be found at the following website:
http://www.storyarts.org/lessonplans/lessonideas/index.html#picture
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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State Grade Level Expectations Met through Activities:
Reading:
[4] 2.1.3. The student uses strategies to decode or comprehend the meaning of
words in texts by: Obtaining information using text features including pictures,
illustrations, text structure (e.g., bolded or italicized text, graphs, charts, or headings)
[4] 2.2.1. The student comprehends literal or inferred meaning from text by: Locating information explicitly stated in narrative and informational text to answer
literal-comprehension questions
[4] 2.2.2. The student comprehends literal or inferred meaning from text by: Selfmonitoring comprehension by formulating questions while reading (e.g., why is
this character not telling the truth, why are bears with cubs especially dangerous,
what will happen next), or rereading (e.g., for clarification, confirmation, correction) (L)
[4] 2.2.3. The student comprehends literal or inferred meaning from text by:
Making simple inferences (e.g., predicts logical outcomes, deduces missing information, such as where a story takes place if not directly stated)
[4] 2.2.4. The student comprehends literal or inferred meaning from text by:
Drawing conclusions based on information presented in the text (e.g., cause and
effect, character motivation)
[4] 2.4.1. The student restates/summarizes and connects information by: Retelling a story in correct sequence or identifying the correct sequence of events in a
story (L)
[4] 2.4.2. The student restates/summarizes and connects information by: Restating and summarizing information after reading a text or identifying accurate restatements and summaries
[4] 2.5.1. Demonstrates understanding of main idea by: Identifying the main idea
or central concept in various types of texts
[4] 2.5.3. Demonstrates understanding of main idea by: Identifying or describing
related experiences to support understanding of a main idea (L)
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[4] 2.6.1. The student follows written directions by: Completing a simple task by
following written, multi-step directions (e.g., recipe) (L)
[4] 2.8.1. Analyzes and evaluates literary elements and devices by: Identifying or
describing in fiction: plot (e.g., main conflict or problem, sequence of events); settings (e.g., how it affects the characters or plot); characters (e.g., physical characteristics, personality traits, motivation)
[4] 2.8.2. Analyzes and evaluates literary elements and devices by: Comparing
and contrasting plot, setting and characters in different stories across a variety of
works by a variety of authors (L)
[4] 2.9.2. The student analyzes content of text to differentiate fact from opinion
by: Expressing own opinion about material read and supporting opinions with
evidence from text
[4] 2.10.1. The student connects themes by: Identifying author's message,
theme, or purpose (e.g., helping others brings great rewards)
Writing:
[4] 2.1.1. The student writes about a topic by: Writing a paragraph that maintains
a focused idea and includes details that support the main idea
[4] 2.1.3. The student writes about a topic by: Writing a story or composition with
a beginning and middle and ending with a concluding statement (L)
[4] 2.2.1. The student writes for a variety of purposes and audiences by: Writing
an understandable story that incorporates setting, character, problem and solution
[4] 2.2.2. The student writes for a variety of purposes and audiences by: Writing
in a variety of nonfiction forms using appropriate information and structure (i.e.,
personal letters, recounts, descriptions or observations
[4] 2.2.3. The student writes for a variety of purposes and audiences by: Using
expressive language when responding to literature or producing text (e.g.,
writer's notebook, memoirs, poetry, plays or lyrics) (L)
[4] 2.3.1. The student writes and edits using conventions of Standard English by:
Writing a variety of simple and complex sentences including the conjunctions
and, or, but, or because
[4] 2.3.2. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in spelling (e.g., grade-appropriate, high
frequency words and contractions) (L)
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[4] 2.3.3. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in punctuation (i.e., end of sentences,
commas in dates, salutations and closings in letters, and commas in series) and
capitalization (i.e., book titles, beginning of sentences, and proper nouns)
[4] 2.3.4. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting usage mistakes in subject/verb agreement (L)
[4] 2.4.1. The student revises writing by: Rearranging and/or adding details to
improve focus and to support main ideas
[4] 2.4.2. The student revises writing by: Giving/receiving appropriate feedback
and using established criteria to review own and others' written work (e.g., peer
conferences, checklists, scoring guides, or rubrics) (L)
[4] 2.6.1. The student uses resources by: Looking up spelling or definitions of
words in dictionaries (L)
[4] 2.6.2. The student uses resources by: Using thesaurus to find synonyms for
common words (L)
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Humility
Fifth Grade: Humility & Being Teachable
Students will read stories that teach us to be humble. They will practice being
humble as they learn skills from others.
Activity #1
Have each student think of something that they can teach their classmates. They should
try to pick something that they know how to do that most others do not know how to do.
They could also pick something that they know a lot about that others don’t know about.
Have them teach their classmates. This project shows that we all have talents and can
learn from each other.
Find community members or people within the school that could come in and teach your
class something. Your modeling the humility of being teachable will be a powerful teaching tool. While it is best to get the students and community members to help with this
activity, another option is to learn to do something that involves following directions and
learning new skills through other sources. You could get information on how to do the
activity from a book or the internet and work at learning together. Teachers usually plan
ahead and learn a skill before trying to teach it. In this case you will claim no more
knowledge or understanding than the students. They will benefit from seeing your humility as well as the way that you approach a new task. Examples of activities are: knot tying, knitting, origami, setting snares, building an igloo or playing the Iñupiaq game Napaatchak.
As a way to include some important writing practice with these activities have the students write step by step instructions for each of the things that they learned.
Activity #2
Read some of Aesop’s fables. Have the students pick one of the fables that relates to
pride or humility and have them re-tell it and illustrate it. You can find the fables at the
following website:
http://www.aesopfables.com/
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The following website is created by a college teacher that has her students illustrate one
of Aesop’s fables. The site can serve for inspiration as well as information.
http://www.umass.edu/aesop/
Some of Aesop’s Fables that have to do with humility or pride are:
The Ass Carrying the Image
The Boasting Traveler
The Fighting Cocks and the Eagle
The Fox and the Mask
The Frog and the Ox
The Lamp
The Peacock and Juno
The Belly and the Members
Activity #3
Have the students read stories from the recommended reading list. The stories should
show the effects of either pride or humility or both. Discuss the stories and do related
activities with the students.
You can also get folk tales or myths to work from. The following is a good resource site:
http://www.storyarts.org/links/folktale/index.html
Following are some fun ways for interacting with the stories:
A Story Treasure Hunt
-A class selects a well-known fable or folk tale. The plot is simplified into a sequence of
events that can be transcribed onto cards with short sections of the tale on each. Students
hide the cards out of sequence throughout the school or classroom. A treasure map showing the exact location where all the cards are hidden, is given to another class (Or, with
clues, one card can lead to the next). Groups of students must find the cards and assemble
them in correct order. The treasure is finding the WHOLE story. Two classes can trade
treasure hunts by putting the stories on two different-colored cards. The treasure hunts
can go on simultaneously and, when each class has found the other's story, they confirm it
NSBSD • P.O. Box 169 • Barrow, Alaska 99723
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by assembling it, learning the plot and sending representatives to retell it, or to act it out
as a skit to the other class.
Puzzle Tale: Putting the Pieces Together
Copy a folk tale from a printed anthology and cut it up into sections or scenes. Paste each
section on a separate page. Give out the sheets to students who each prepare to retell their
small piece of the whole story. Assemble the story by having each student retell his or her
part in the plot's sequence. Have students keep the flow going as the story is told so that
the performance moves along as though one person were telling it. Do a second round by
giving students different sections to retell. Notice how differently students retell the same
sections!
These activities and more can be found at the following website:
http://www.storyarts.org/lessonplans/lessonideas/index.html#picture
State Grade Level Expectations Met through Activities:
Reading:
[5] 2.2.1. The student comprehends literal or inferred meaning from text by: Locating information explicitly stated in narrative and informational text to answer
literal-comprehension questions
[5] 2.2.2. The student comprehends literal or inferred meaning from text by: Selfmonitoring comprehension by formulating questions while reading (e.g., why do
characters react to the same situation differently) or rereading (e.g., for clarification, confirmation, correction) (L)
[5] 2.2.3. The student comprehends literal or inferred meaning from text by: Making inferences (e.g., predicts logical outcomes, such as how would the story have
been different if ____, deduces missing outcome or information, such as where a
story takes place if not directly stated)
[5] 2.2.4. The student comprehends literal or inferred meaning from text by:
Drawing conclusions based on information presented explicitly in the text (e.g.,
cause and effect, character motivation)
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[5] 2.4.1. The student restates/summarizes and connects information by: Restating and summarizing main ideas or events in correct sequence after reading a
text (e.g., paraphrasing, constructing a topic outline, using graphic organizers) or
identifying accurate restatements and summaries of main ideas or events or
generalizations of a text
[5] 2.5.1. Demonstrates understanding of main idea by: Identifying the main idea
or central concept in various types of texts
[5] 2.5.2. Demonstrates understanding of main idea by: Locating information in
narrative and informational text to answer questions related to main ideas or key
details
[5] 2.5.3. Demonstrates understanding of main idea by: Identifying or describing
related experiences and events to support understanding of a main idea (e.g.,
what event in history is similar to this one) (L)
[5] 2.8.1. Analyzes and evaluates literary elements and devices by: Identifying or
describing in fiction: plot (e.g., main conflict or problem, sequence of events,
resolution); settings (e.g., how it affects the characters or plot); characters (e.g.,
physical characteristics, personality traits, motivation); point of view (who is telling the story)
[5] 2.8.2. Analyzes and evaluates literary elements and devices by: Comparing
and contrasting plot, setting and characters in different stories across a variety of
works by a variety of authors
[5] 2.9.1. The student analyzes content of text to differentiate fact from opinion
by: Distinguishing fact from opinion in a text
[5] 2.9.2. The student analyzes content of text to differentiate fact from opinion
by: Expressing own opinion about material read and supporting opinions with
evidence from text
[5] 2.10.1. The student connects themes by: Identifying author's message,
theme, or purpose, stated or implied (e.g., helping others brings great rewards)
[5] 2.10.2. The student connects themes by: Identifying themes in texts and
making relevant connections to [personal experiences, experiences of others or
L] other texts
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Writing:
[5] 2.1.3. The student writes about a topic by: Organizing ideas logically to establish clear relationships within and between paragraphs (e.g., using transition
words or phrases that reveal order or chronology) (L)
[5] 2.2.2. The student writes for a variety of purposes and audiences by: Writing
in a variety of nonfiction forms using appropriate information and structure (i.e.,
step-by-step directions, descriptions, observations, or report writing)
[5] 2.3.2. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in spelling (e.g., grade-appropriate, high
frequency words, homophones, and contractions)
[5] 2.3.3. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in punctuation (i.e., end of sentences,
commas in dates, salutations and closings in letters, and commas in a series)
and capitalization
[5] 2.3.4. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in usage (i.e., subject/verb agreement,
verb tense, sentence fragments and run-on sentences, and possessives) (L)
[5] 2.4.1. The student revises writing by: Rearranging and/or adding details to
improve focus, to support main ideas and to make sequence clear
[5] 2.4.2. The student revises writing by: Giving/receiving appropriate feedback
and using established criteria to review own and others' written work (e.g., peer
conferences, checklists, scoring guides, or rubrics) (L)
[5] 2.6.1. The student uses resources by: Looking up spelling or definitions of
words in dictionaries or correcting misspellings using software programs (L)
[5] 2.6.3. The student uses resources by: Writing using a word processor (L)
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Humility
Sixth Grade: Collecting Stories about Humility
Students will read and write stories about people that have been humbled by
hardship.
Activity #1
Different life circumstances can cause us to have to humble ourselves. Some examples
are:
Sickness or other physical disability
Financial troubles
Poor hunting conditions
Problems or dangers caused by the weather
Whenever we are placed in a position where we realize that we cannot overcome the
problem alone we go to other sources for help. Sometimes we go to our friends or family
members for help. If we are caught in a storm or in a situation where people can’t help
us most people pray. Have the students talk to their family members to find out about
times when they have had to be humble. Have them write their stories and publish them
in a classroom book. Give the students the option to not publish the stories if they are too
personal. Some questions their writing should answer would be:
1. What was the difficult situation?
2. What caused the situation to happen? Examples: How did the person get sick?
Was the person out hunting when the storm hit?
3. What did the person try to do to overcome the situation by themselves?
4. What outside help did the person try to get?
5. How did the experience affect the person?
6. How do you feel about the story?
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Activity #2
Have the students read a story of hardship. There are stories of hardships in the recommended reading section. Have the students report back to the class on the story they read.
Following are some ideas of ways to report back to the class.
1. Have the student write a telegram for help describing the kind of help that the person in
the story could have used most.
2. If the book they read is a true story have them write a letter to the author expressing the
way they felt about the story. If they had some questions that weren’t answered in the
book they could ask them. They can do this even if the author is no longer living.
3. Make a poster in Comic Life that promotes the book. It shouldn’t tell the plot but
rather make others want to read it.
4. Write an obituary for one of the characters in the book. Show that you have learned
what made this person unique and what contribution they gave to the world.
5. Take one interesting incident from the story. Use it to write a children’s book complete
with illustrations.
6. Create a dust cover for the book with illustrations.
7. Using Comic Life create a cartoon or comic version of one of the best parts of the
book.
8. Using iMovie create a publicity spot about the book. (Similar to what is done on the
program “Reading Rainbow.”)
9. Read a suspenseful scene from the book to your classmates. Don’t read the solution so
that they will want to know what happened and read the book for themselves.
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State Grade Level Expectations Met through Activities:
Reading:
[6] 2.2.1. The student comprehends literal or inferred meaning from text by: Locating information explicitly stated in narrative and informational text to answer
literal-comprehension questions
[6] 2.2.2. The student comprehends literal or inferred meaning from text by: Selfmonitoring comprehension by formulating questions while reading (e.g., what circumstances influenced a character to make a specific decision) or rereading
(e.g., for clarification, confirmation, correction) (L)
[6] 2.2.3. The student comprehends literal or inferred meaning from text by: Making inferences (e.g., predicts logical outcomes, such as how would the story have
been different if ____, deduces missing outcome or information, such as where a
story takes place if not directly stated)
[6] 2.2.4. The student comprehends literal or inferred meaning from text by:
Drawing conclusions based on information presented explicitly in the text (e.g.,
cause and effect, character motivation, predictions)
[6] 2.4.1. The student restates/summarizes and connects information by: Restating and summarizing main ideas or events in correct sequence after reading a
text (e.g., paraphrasing, constructing a topic outline, using graphic organizers) or
identifying accurate restatements and summaries of main ideas or events or
generalizations of a text
[6] 2.5.1. Demonstrates understanding of main idea by: Identifying the main idea
or central concept in various types of texts
[6] 2.5.2. Demonstrates understanding of main idea by: Locating information in
narrative and informational text to answer questions related to main ideas or key
details
[6] 2.9.3. The student analyzes content of text to differentiate fact from opinion
by: Expressing own opinion about material read and supporting opinions with
evidence from text
[6] 2.10.1. The student connects themes by: Identifying author's message,
theme, or purpose, stated or implied (e.g., helping others brings great rewards)
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[6] 2.10.2. The student connects themes by: Identifying themes in texts and
making relevant connections to [personal experiences, experiences of others or
L] other texts
Writing:
[6] 2.1.1. The student writes about a topic by: Writing a story or composition of at
least two paragraphs with a topic sentence (which may include a lead or hook),
maintaining a focused idea and including supporting details
[6] 2.1.2. The student writes about a topic by: Using paragraph form: indents or
uses paragraph breaks, and places paragraph breaks appropriately (L)
[6] 2.1.3. The student writes about a topic by: Organizing and sequencing ideas
logically to establish clear relationships within and between paragraphs (e.g., using transition words or phrases that reveal order or chronology, comparison/
contrast) (L)
[6] 2.1.4. The student writes about a topic by: Writing a concluding statement
[6] 2.2.1. The student writes for a variety of purposes and audiences by: Writing
an understandable story that incorporates story elements and literary devices
(e.g., dialogue, descriptive details)
[6] 2.2.2. The student writes for a variety of purposes and audiences by: Writing
in a variety of nonfiction forms using appropriate information and structure (i.e.,
step-by-step directions, descriptions, observations, or report writing)
[6] 2.2.3. The student writes for a variety of purposes and audiences by: Using
expressive language when responding to literature or producing text (e.g.,
writer's notebook memoirs, poetry, plays or lyrics) (L)
[6] 2.3.1. The student writes and edits using conventions of Standard English by:
Varying the beginnings, lengths, and patterns of sentences to improve flow and
to enhance meaning of writing
[6] 2.3.2. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in spelling (e.g., grade-appropriate, highfrequency words, homophones, and contractions)
[6] 2.3.3. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in punctuation (i.e., quotation marks for
dialogue, commas in dates, salutations and closings in letters, and commas in a
series) and capitalization
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[6] 2.3.4. The student writes and edits using conventions of Standard English by:
Identifying and/or correcting mistakes in usage (i.e., subject/verb agreement,
verb tense, sentence fragments and run-on sentences, possessives, and pronouns)
[6] 2.4.1. The student revises writing by: Rearranging and/or adding details to
improve focus, to support main ideas, to clarify topic sentence, and to make sequence clear
[6] 2.4.2. The student revises writing by: Giving/receiving appropriate feedback
and using established criteria to review own and others' written work (e.g., peer
conferences, checklists, scoring guides, or rubrics) (L)
[6] 2.4.3. The student revises writing by: Combining sentences for fluency and
selecting precise, descriptive words to improve the quality and effectiveness of
writing (L)
[6] 2.5.1. The student documents sources by: Giving credit for others' ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter or artist) (L)
[6] 2.6.1. The student uses resources by: Looking up spelling or definitions of
words in dictionaries or correcting misspellings using software programs, including choosing the correct spelling option among several choices (L)
[6] 2.6.2. The student uses resources by: Using a thesaurus to find synonyms for
common words (L)
[6] 2.6.3. The student uses resources by: Writing with a word processor using
formatting features to produce a final draft (L)
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Humility
Seventh Grade: Write a Children’s Book
Students will read stories that teach us to be humble and write their own children’s book with humility as the theme.
Activity #1
Have the students write their own children’s story that teaches humility and turn it into a
book. Have them read some of the children’s books that teach humility (from the Recommended Reading list.) Have them use the books for ideas on how to write and illustrate their own stories.
You can create beautiful books in iPhoto. These can be hard bound or soft bound. The
books are high quality and turn out simply beautifully. The students can scan their pictures onto the computer and then import them into iPhoto. They make their books completely in iPhoto and then order them. You can get more information on pricing at:
http://www.apple.com/ilife/iphoto/features/books.html
Another option for creating beautiful books is to create the pages in Comic Life. Students will need to scan their drawing and put them into iPhoto. Comic Life is a very versatile program that will give them many creative options. They can then print the pages
and bind them into their book. They can also export the slides they make in Comic Life
directly to iPhoto where they can turn their book into a slideshow complete with background music!
Have them go to the younger classes and read their books to the children.
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State Grade Level Expectations Met through Activities:
Reading:
[7] 3.2.1. The student reads text aloud by: Orally interpreting short stories, poetry, and drama to an audience (L)
[7] 3.2.2. The student reads text aloud by: Reading aloud short factual information (e.g., reports, articles) (L)
[7] 3.3.1. The student restates/summarizes and connects information by: Restating and summarizing main ideas or events, in correct sequence, after reading a
text (e.g., paraphrasing, constructing a topic outline, charting or mapping main
ideas or events) or identifies accurate restatements and summaries of main
ideas or events or generalizations of a text
[7] 3.3.2. The student restates/summarizes and connects information by: Connecting information within a text by making inferences and/or drawing conclusions across texts or other summarized information
[7] 3.3.3. The student restates/summarizes and connects information by: Connecting new information or ideas to prior knowledge and experience by citing or
explaining relevant examples or concepts (e.g., cells get energy from glucose
just as cars get energy from gas) (L)
[7] 3.4.1. Demonstrates understanding of main ideas/arguments by: Identifying
or explaining the main ideas in various types of texts (. i.e., recognizing or developing appropriate titles, generalizations, assertions)
[7] 3.4.2. Demonstrates understanding of main ideas/arguments by: Locating
information in narrative and informative text to answer questions related to main
ideas or key details
[7] 3.4.4. Demonstrates understanding of main ideas/arguments by: Explaining
connections among main ideas/concepts (text to self, text to text, text to world)
(L)
[7] 3.7.1. Analyzes and evaluates literary elements and devices by: Identifying or
describing or making logical predictions about (citing evidence and support from
text) plot, setting, character, point of view, and theme
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[7] 3.7.2. Analyzes and evaluates literary elements and devices by: Comparing
and contrasting literary elements and devices in a variety of works by a variety of
authors
[7] 3.7.3. Analyzes and evaluates literary elements and devices by: Analyzing
and evaluating the importance to the story of plot, setting, character, point of
view, and theme
[7] 3.8.2. The student analyzes content of text to differentiate fact from opinion
by: Identifying or analyzing author's purpose (e.g., to narrate, inform, entertain,
explain, persuade) by citing textual evidence
[7] 3.9.1. The student connects themes by: Locating evidence within the text to
make connections to an author's message, theme, or purpose
[7] 3.9.2. The student connects themes by: Utilizing textual evidence to make
thematic connections between texts
[7] 3.9.3. The student connects themes by: Making thematic connections between a variety of texts and relating these themes to personal experiences, experiences of others, prior knowledge, and the broader world of ideas (L)
Writing:
[7] 3.2.1. The student writes for a variety of purposes and audiences by: Writing
a narrative using setting and character to advance the plot (L)
[7] 3.2.2. The student writes for a variety of purposes and audiences by: Writing
in a variety of nonfiction forms (e.g., letter, report, biography, and/or autobiography) to inform or describe
[7] 3.3.1. The student writes and edits using conventions of Standard English by:
Varying beginnings, lengths, and patterns of sentences to improve flow and to
enhance meaning and style of writing
[7] 3.3.2. The student writes and edits using conventions of Standard English by:
Applying rules of spelling (e.g., homophones, irregular plurals, and contractions)
[7] 3.3.3. The student writes and edits using conventions of Standard English by:
Applying rules of punctuation (i.e., commas, quotation marks, and apostrophes)
[7] 3.3.4. The student writes and edits using conventions of Standard English by:
Applying rules of capitalization (e.g., titles and proper nouns)
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[7] 3.3.5. The student writes and edits using conventions of Standard English by:
Applying rules of usage (i.e., verb tense, subject/verb agreement, possessives,
pronouns, adjectives, adverbs, and sentence structure)
[7] 3.4.1. The student revises writing by: Rearranging details to improve clarity
and logical progression of ideas (e.g., making chronological sequence clear, creating a logically consistent story line)
[7] 3.4.2. The student revises writing by: Giving/receiving appropriate feedback
and evaluating writing based on established criteria (e.g., self-created checklists,
peer conference formats, scoring guides or rubrics) (L)
[7] 3.4.3. The student revises writing by: Combining sentences for fluency, using
precise and descriptive words and/or eliminating irrelevant details to improve
quality and effectiveness of writing
[7] 3.4.4. The student revises writing by: Clarifying thesis statement and/or topic
sentence and adding details to support main ideas, if needed
[7] 3.4.5. The student revises writing by: Using appropriate voice for intended
audience (e.g., humorous, informal, formal, or technical)
[7] 3.4.6. The student revises writing by: Using resources throughout the writing
process (e.g., dictionary, thesaurus, peer conference, scoring guide, rubric, word
processor) (L)
[7] 3.5.1. The student documents sources by: Giving credit for others' ideas, images and multimedia information by citing sources, including author, title, and
publishing information (using simplified MLA or APA style) (L)
[7] 3.6.1. The student uses resources by: Correcting misspellings using available
software programs, including choosing the correct spelling option among several
choices (L)
[7] 3.6.2. The student uses resources by: Using thesaurus to locate and choose
effective synonyms for common words (L)
[7] 3.6.3. The student uses resources by: Using formatting features to produce a
final draft by centering title, choosing appropriate font size and style, indentation,
pagination, and line spacing (L)
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Humility
Eighth Grade: Make a Movie
Students will create a movie that teaches the value of humility.
Activity #1
Have the students read some of the stories in the recommended reading section. Discuss
them as a class and use them to get ideas for the movie making activity.
Activity #2
Have the students work in teams to create a movie that teaches the value of humility.
Documentary Style:
Find out what others think about humility by making a documentary about humility.
Film people as you ask them questions about humility. Some ideas for questions to ask
are:
1. What does humility mean to you?
2. Why do you think humility is an important value?
3. Who is someone that you feel is humble? What do they do that lets you know
they are humble?
4. How could being humble be important for survival?
5.
Have you ever had an experience with sickness, the weather or some other circumstance that has forced you to ask someone else for help?
Compile their answers into a movie about humility. This can be done as a class project
where each person is in charge of interviewing one person. Have the students work in
teams so that they have a person filming and one interviewing. Have them practice filming and interviewing each other so that they are familiar with and comfortable with the
process before they begin interviewing for real. Each student should edit their own interview in imovie before adding it to the larger project. The movie can be shown at a
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school/community event or even put onto the web.
Story Style:
1. Choose a story from real life or from a book. There are books that teach humility
in the recommended reading section. Act it out while filming. Edit it in iMovie.
2. Choose a book or story. Illustrate it and scan the illustrations into iPhoto. Read
the book into Garage Band and export the recording to iTunes. Use the illustrations in iPhoto and the soundtrack in iTunes to create a movie in iMovie.
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State Grade Level Expectations Met through Activities:
Reading:
[8] 3.3.1. The student restates/summarizes and connects information by: Restating and summarizing main ideas or events, in correct sequence, after reading a
text (e.g., paraphrasing, constructing a topic outline, charting or mapping main
ideas or events) or identifies accurate restatements and summaries of main
ideas or events or generalizations of a text
[8] 3.3.2. The student restates/summarizes and connects information by: Connecting information within a text by making inferences and/or drawing conclusions across texts or other summarized information
[8] 3.3.3. The student restates/summarizes and connects information by: Connecting new information or ideas to prior knowledge and experience by citing or
explaining relevant examples or concepts (e.g., cells get energy from glucose
just as cars get energy from gas) (L)
[8] 3.4.1. Demonstrates understanding of main ideas/arguments by: Identifying
or explaining the main ideas in various types of texts (i.e., recognizing or developing appropriate titles, generalizations, assertions)
[8] 3.4.2. Demonstrates understanding of main ideas/arguments by: Locating
information in narrative and informative text to answer questions related to main
ideas or key details
[8] 3.4.3. Demonstrates understanding of main ideas/arguments by: Comparing/
contrasting the main ideas or concepts between related texts
[8] 3.4.4. Demonstrates understanding of main ideas/arguments by: Explaining
connections among main ideas/concepts (text to self, text to text, text to world)
(L)
[8] 3.7.3. Analyzes and evaluates literary elements and devices by: Analyzing
and evaluating the importance to the story of plot, setting, character, point of
view, and theme
[8] 3.9.1. The student connects themes by: Locating evidence within the text to
make connections to an author's message, theme, or purpose
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[8] 3.9.3. The student connects themes by: Making thematic connections between literary and other texts related to personal experiences, experiences of
others, prior knowledge, and the broader world of ideas (L)
Writing:
[8] 3.1.3. The student writes about a topic by: Organizing ideas using appropriate structures (e.g., order by chronology, importance, comparison and contrast,
classification and definition) to maintain the unity of the composition with a variety
of transitional words and phrases
[8] 3.2.1. The student writes for a variety of purposes and audiences by: Writing
a narrative using elements of fiction (e.g., setting, character, conflict and resolution, dialogue, sensory details) to advance the plot (L)
[8] 3.2.2. The student writes for a variety of purposes and audiences by: Writing
in a variety of nonfiction forms (e.g., letter, report, biography, and/or autobiography) to inform, describe or persuade
[8] 3.2.3. The student writes for a variety of purposes and audiences by: Writing
expressively when producing or responding to texts (e.g., poetry, journals, editorials, drama, reflective essays, and/or newsletters) (L)
[8] 3.4.1. The student revises writing by: Rearranging details to improve clarity
and logical progression of ideas (e.g. making chronological sequence clear, clarifying cause and effect, creating a logically consistent story line)
[8] 3.4.2. The student revises writing by: Giving/receiving appropriate feedback
and evaluating writing based on established criteria (e.g., self-created checklists,
peer conference formats, scoring guides or rubrics) (L)
[8] 3.4.3. The student revises writing by: Combining sentences for fluency, using
precise and descriptive words and/or eliminating irrelevant details to improve
quality and effectiveness of writing
[8] 3.4.4. The student revises writing by: Clarifying thesis statement and/or topic
sentence and adding details to support main ideas, if needed
[8] 3.4.5. The student revises writing by: Using appropriate voice for intended
audience (e.g., humorous, informal, formal, or technical)
[8] 3.4.6. The student revises writing by: Using resources throughout the writing
process (e.g., dictionary, thesaurus, peer conference, scoring guide, rubric, word
processor) (L)
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[8] 3.5.1. The student documents sources by: Giving credit for others' ideas, images and multimedia information, including others' ideas directly quoted or paraphrased by student, by citing sources, including author, title, publishing information and page number (using simplified MLA or APA style) (L)
[8] 3.6.1. The student uses resources by: Correcting misspellings using available
software programs, including choosing the correct spelling option among several
choices (L)
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Humility
Ninth Grade: Great Quotes on Humility
Students will read stories that teach us to be humble. They will look for quotes
on humility and use them to create useful projects that appeal to them.
Activity #1
Use Internet sites or quote books to find quotes on humility. Following are some good
sites for quotes:
http://www.brainyquote.com/
http://www.quoteland.com/
http://www.quotegarden.com/
http://www.quoteworld.org/
Ideas for activities with the quotes:
1. Create a book of humility quotes.
2. Create a Bulletin board of quotes in your school or classroom.
3. Create an art project with the quotes.
4. Create a slideshow with the quotes.
5. Create posters with comic life with the quotes.
6. Create cards or magnets with the quotes. Students can create the magnets or cards
in Comic Life from pictures they have in iPhoto. For inspiration on their project
they can see examples of cards and magnets that are sold by Quotable Cards
Company. Once they print their work, laminate the cards and attach a magnet.
You can also simply keep them as mini-posters to be put up with tape or pushpins.
The following project was done in Comic Life and after finding the quote and picture only took five minutes to create. The final product can be given to teachers
or community members as a gift of appreciation.
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Activity #2
Have the students choose a book from the recommended reading section to read to a younger
child. Do a service project by going to an elementary classroom to read to the students.
Activity #3
Have the students choose a book from the recommended reading section. After they have read
the book have them report back to the class about it. Following are some ideas of ways to
report back to the class.
1. Have the student write a telegram for help describing the kind of help that the person in
the story could have used most.
2. If the book they read is a true story have them write a letter to the author expressing the
way they felt about the story. If they had some questions that weren’t answered in the
book they could ask them. They can do this even if the author is no longer living.
3. Make a poster in Comic Life that promotes the book. It shouldn’t tell the plot but
rather make others want to read it.
4. Write an obituary for one of the characters in the book. Show that you have learned
what made this person unique and what contribution they gave to the world.
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5. Take one interesting incident from the story. Use it to write a children’s book complete
with illustrations.
6. Create a dust cover for the book with illustrations.
7. Using Comic Life create a cartoon or comic version of one of the best parts of the
book.
8. Using iMovie create a publicity spot about the book. (Similar to what is done on the
program “Reading Rainbow.”)
9. Read a suspenseful scene from the book to your classmates. Don’t read the solution so
that they will want to know what happened and read the book for themselves.
State Grade Level Expectations Met through Activities:
Reading:
[9] 3.2.1. The student reads text aloud by: Rehearsing and reading aloud with
expression from a variety of genres to an audience (L)
[9] 3.2.2. The student reads text aloud by: Giving an oral formal presentation
(e.g., research reports, literature responses) (L)
[9] 4.2.1. The student restates/summarizes and connects information by: Restating and summarizing main ideas or events, in correct sequence, after reading a
text (e.g., paraphrasing, constructing a topic outline, charting or mapping main
ideas or events) or identifies accurate restatements and summaries of main
ideas or events or generalizations of a text
[9] 4.3.1. Demonstrates understanding of main ideas/arguments by: Identifying
or explaining the main ideas in various types of texts (i.e., recognizing or developing appropriate titles, generalizations, assertions)
[9] 4.3.2. Demonstrates understanding of main ideas/arguments by: Locating
information in narrative and informative text to answer questions related to main
ideas or key details
[9] 4.3.3. Demonstrates understanding of main ideas/arguments by: Comparing/
contrasting the main ideas or concepts between related texts
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[9] 4.3.4. Demonstrates understanding of main ideas/arguments by: Explaining
connections among main ideas/concepts (text to self, text to text, text to world)
(L)
[9] 4.6.1. Analyzes and evaluates literary elements and devices by:
Identifying or describing or making logical predictions about (citing evidence and
support from text) plot, setting, character, point of view, theme, and tone
[9] 4.6.2. Analyzes and evaluates literary elements and devices by:
Comparing and contrasting literary elements and devices in a variety of works by
a variety of authors
[9] 4.6.3. Analyzes and evaluates literary elements and devices by:
Analyzing and evaluating the importance to the story of plot, setting, character,
point of view, and theme
[9] 4.6.4. Analyzes and evaluates literary elements and devices by:
Citing evidence from the text to analyze and evaluate the author's intent for utilizing literary elements and devices and tone
[9] 4.8.1. The student connects themes by: Analyzing and evaluating evidence
within the text to identify an author's message, theme, or purpose
[9] 4.8.2. The student connects themes by: Analyzing and evaluating textual evidence to make thematic connections between texts
[9] 4.8.3. The student connects themes by: Analyzing and evaluating thematic
connections between texts related to personal experiences, the experience of
others, prior knowledge, and the broader world of ideas (L)
Writing:
[9] 4.2.2. The student writes for a variety of purposes and audiences by: Writing
in a variety of nonfiction forms (e.g., letter, report, biography, autobiography, and/
or essay) to inform, describe or persuade
[9] 4.2.3. The student writes for a variety of purposes and audiences by: Writing
expressively when producing or responding to texts (e.g., poetry, journals, editorials, drama, reflective essays, and/or newsletters) (L)
[9] 4.3.1. The student writes and edits using conventions of Standard English by:
Varying beginnings, lengths, and patterns of sentences to improve flow and to
enhance meaning and style of writing
[9] 4.3.2. The student writes and edits using conventions of Standard English by:
Applying rules of spelling (e.g., homophones, irregular plurals, and contractions)
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[9] 4.3.3. The student writes and edits using conventions of Standard English by:
Applying rules of punctuation (i.e., comma, quotation marks, apostrophes, semicolons, colons, hyphens, and parentheses)
[9] 4.3.4. The student writes and edits using conventions of Standard English by:
Applying rules of capitalization (e.g., titles and proper nouns)
[9] 4.3.5. The student writes and edits using conventions of Standard English by:
Applying rules of usage (i.e., verb tense, subject/verb agreement, possessives,
pronouns, adjectives, adverbs, and sentence structure)
[9] 4.4.1. The student revises writing by: Reviewing content and organization and
making appropriate changes to improve clarity and logical progression of ideas
(e.g., increasing elaboration or support for ideas/thesis, providing relevant details, examples, definitions, narrative anecdotes, illustrative scenarios, or counter
arguments appropriate to the genre)
[9] 4.4.2. The student revises writing by: Giving/receiving appropriate feedback
and evaluating writing based on established criteria (e.g., self-created checklists,
peer conference formats, scoring guides or rubrics) (L)
[9] 3.6.1. The student uses resources by: Correcting misspellings using available
software programs, including choosing the correct spelling option among several
choices (L)
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Humility
Tenth Grade: Forces that Humble
Students will read and write stories about people that have gone through difficult experiences.
Activity #1
Sometimes there are things that happen in life that help a person realize that there are
things that they don’t have the power to control. When this happens a person is sometimes forced into being humble. Things such as sickness, poverty and physical or emotional disabilities are examples of life events that can humble us. Have the students read
stories of people that have been humbled by difficult experiences. You can find books of
this type in the recommended reading section. Have the students share what they have
learned from their reading with their classmates. Following are some ideas of ways to
report back to the class.
1. Have the student write a telegram for help describing the kind of help that the person in
the story could have used most.
2. If the book they read is a true story have them write a letter to the author expressing the
way they felt about the story. If they had some questions that weren’t answered in the
book they could ask them. They can do this even if the author is no longer living.
3. Make a poster in Comic Life that promotes the book. It shouldn’t tell the plot but
rather make others want to read it.
4. Write an obituary for one of the characters in the book. Show that you have learned
what made this person unique and what contribution they gave to the world.
5. Take one interesting incident from the story. Use it to write a children’s book complete
with illustrations.
6. Create a dust cover for the book with illustrations.
7. Using Comic Life create a cartoon or comic version of one of the best parts of the
book.
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8. Using iMovie create a publicity spot about the book. (Similar to what is done on the
program “Reading Rainbow.”)
9. Read a suspenseful scene from the book to your classmates. Don’t read the solution so
that they will want to know what happened and read the book for themselves.
Activity #2
Have the students think of a time when they were placed in circumstances where they had
to ask someone else for help. Have them write their experience as a story. If they have
never had this type of experience then have them find a relative or community member
that is willing to share their story with them. They can change the names of the people in
the story if they don’t want their difficult experience to be made public. Publish the stories either on the web or in a classroom book.
State Grade Level Expectations Met through Activities:
Reading:
[10] 3.2.2. The student reads text aloud by: Giving an oral formal presentation
(e.g., research reports, literature responses) (L)
[10] 4.2.1. The student restates/summarizes and connects information by:
Restating and summarizing main ideas or events, in correct sequence, after
reading a text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifies accurate restatements and summaries of
main ideas or events or generalizations of a text
[10] 4.2.2. The student restates/summarizes and connects information by:
Connecting information by making inferences and/or drawing conclusions within
a text (e.g., why is the information in the chart included), across texts or other
summarized information
[10] 4.3.1. Demonstrates understanding of main ideas/arguments by: Identifying
or explaining the main ideas in various types of texts (i.e., recognizing or developing appropriate titles, generalizations, assertions)
[10] 4.3.3. Demonstrates understanding of main ideas/arguments by:
Comparing/contrasting the main ideas or concepts between related texts
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[10] 4.3.4. Demonstrates understanding of main ideas/arguments by: Explaining
connections among main ideas/concepts (text to self, text to text, text to world)
(L)
[10] 4.3.5. Demonstrates understanding of main ideas/arguments by: Locating
and using evidence from texts to assess the validity of an author's main ideas
(e.g., is the reasoning logical) and adequacy of support (e.g., is there enough
supporting evidence)
[10] 4.3.6. Demonstrates understanding of main ideas/arguments by: Using evidence from the text to evaluate the power, logic, reasonableness, and audience
appeal of arguments (e.g., identifies bias and propaganda techniques, emotional
effect of specific word choices and sentence structures, well-supported logical
arguments)
[10] 4.6.1. Analyzes and evaluates literary elements and devices by: Identifying
or describing or making logical predictions about (citing evidence and support
from text) plot, setting, character, point of view, theme, and tone
[10] 4.6.2. Analyzes and evaluates literary elements and devices by: Comparing
and contrasting literary elements and devices in a variety of works by a variety of
authors
[10] 4.6.3. Analyzes and evaluates literary elements and devices by: Analyzing
and evaluating the importance to the story plot, setting, character, point of view,
theme, and tone
[10] 4.6.4. Analyzes and evaluates literary elements and devices by: Citing evidence from the text to analyze and evaluate the author's intent for utilizing literary
elements and devices and tone
[10] 4.7.2. The student analyzes content of text to differentiate fact from opinion
by: Analyzing author's purpose (e.g., to narrate, inform, entertain, explain, persuade) by citing textual evidence
[10] 4.8.1. The student connects themes by: Analyzing and evaluating evidence
within the text to identify an author's message, theme, or purpose
[10] 4.8.2. The student connects themes by: Analyzing and evaluating textual
evidence to make thematic connections between texts
[10] 4.8.3. The student connects themes by: Analyzing and evaluating thematic
connections between texts related to personal experiences, the experience of
others, prior knowledge, and the broader world of ideas (L)
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Writing:
[10] 4.1.2. The student writes about a topic by: Writing in paragraphs that include
relevant details and evidence that support the main idea of the paragraph and
thesis statement, grouping ideas logically within the paragraph, placing paragraph breaks logically
[10] 4.1.3. The student writes about a topic by: Organizing ideas using appropriate structure to maintain the unity of the composition (e.g., chronology order, order of importance, comparison and contrast, cause and effect, classification and
definition) using a variety of transitional words and phrases
[10] 4.1.4. The student writes about a topic by: Writing a conclusion that ties it to
the introduction
[10] 4.2.1. The student writes for a variety of purposes and audiences by: Writing
a narrative using elements of fiction to advance the plot (L)
[10] 4.2.2. The student writes for a variety of purposes and audiences by: Writing
in a variety of nonfiction forms (e.g., letter, report, biography, autobiography, and/
or essay) to inform, describe or persuade
[10] 4.2.3. The student writes for a variety of purposes and audiences by: Writing
expressively when producing or responding to texts (e.g., poetry, journals, editorials, drama, reflective essays, and/or newsletters) (L)
[10] 4.2.4. Using research-based information and/or analysis in research projects
or extended reports (L)
[10] 4.3.1. The student writes and edits using conventions of Standard English
by: Varying beginnings, lengths, and patterns of sentences to improve flow and to
enhance meaning and style of writing
[10] 4.3.2. The student writes and edits using conventions of Standard English
by: Applying rules of spelling (e.g., homophones, irregular plurals, and contractions)
[10] 4.3.3. The student writes and edits using conventions of Standard English
by: Applying rules of punctuation (i.e., comma, quotation marks, apostrophes,
semicolons, colons, hyphens, and parentheses)
[10] 4.3.4. The student writes and edits using conventions of Standard English
by: Applying rules of capitalization (e.g., titles and proper nouns)
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[10] 4.3.5. The student writes and edits using conventions of Standard English
by: Applying rules of usage (i.e., verb tense, subject/verb agreement, possessives, pronouns, adjectives, adverbs, and sentence structure)
[10] 4.4.1. The student revises writing by: Reviewing content and organization
and making appropriate changes to improve clarity and logical progression of
ideas (e.g., increasing elaboration or support for ideas/thesis, providing relevant
details, examples, definitions, narrative anecdotes, illustrative scenarios, or
counter arguments appropriate to the genre)
[10] 4.4.2. The student revises writing by: Giving/receiving appropriate feedback
and evaluating writing based on established criteria (e.g., self-created checklists,
peer conference formats, scoring guides or rubrics) (L)
[10] 4.4.3. The student revises writing by: Combining sentences for fluency, using
precise and descriptive words and/or eliminating irrelevant details to improve
quality and effectiveness of writing)
[10] 4.4.4. The student revises writing by: Clarifying thesis statement and/or topic
sentence and adding details to support main ideas, if needed
[10] 4.4.5. The student revises writing by: Making style, diction, and voice or persona more consistent with form (e.g., organizational structure or writing genre)
and the perspective conveyed
[10] 4.4.6. The student revises writing by: Using resources throughout the writing
process (e.g. dictionary, thesaurus, peer conference, scoring guide, genre exemplars, style manual, rubric, word processor) (L)
[10] 3.6.1. The student uses resources by: Correcting misspellings using available software programs, including choosing the correct spelling option among
several choices (L)
[10] 3.6.2. The student uses resources by: Using thesaurus to locate and choose
effective synonyms for common words or to avoid redundancy (L)
[10] 3.6.3. The student uses resources by: Selecting and using formatting features to produce final draft (e.g., centering title, choosing appropriate font size
and style, indentation, pagination, and line spacing) (L)
[10] 3.6.4. The student uses resources by: Selecting correct choice when using
grammar-checking software (e.g., accepts suggested change or disregards inappropriate suggested change) (L)
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Humility
Eleventh Grade: Humility & the Forces of Nature
Students will read and write stories about people that have been humbled by
the forces of nature.
Activity #1
Have the students read stories where people have faced difficult situations because of the
weather. There are many stories of this type in the recommended reading section. Have
the students answer specific questions as they do the reading and present their answers
and a synopsis of the story they read.
Some ideas for specific questions:
1. What were the forces of nature or circumstance that the person in the book had to
overcome? Be sure to give specific examples. Don’t just answer with bad weather
or a blizzard.
2. How did they manage to find themselves in these circumstances? Example: The
person wanted to climb Mt. Everest. The person was sailing and a big storm came
that destroyed the boat.
3. How did they overcome the situations they found themselves in?
4. How did the whole experience affect them physically?, emotionally?, spiritually?
5. Do you think they were humbled by their experience or are they more prideful for
having survived it?
6. What do you think about the way the person or people handled the obstacles?
7. Have you ever had a similar experience?
Activity #2
Have the students think of a time when they have been humbled by the forces of nature.
If they cannot think of their own experience they can ask their family or community
members to share one of their experiences. Have them write their stories. Publish them
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as a classroom book on facing the elements.
Activity #3
Have the students work individually or in teams to research a specific phenomenon in nature and their effect on humans. Examples would be: blizzards, tsunamis, earthquakes,
etc…
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Humility
Twelfth Grade: Admitting Wrong-Doing
Students will look at two official apologies and analyze their merit.
Activity #1
The Presbyterian Church made an official apology to the aboriginal peoples of Canada. A
bill is trying to be passed by U.S. congress that would offer an apology to all Native Peoples on behalf of the United States. Have the students research and respond to these actions.
Following are some recommendations for research and response to the actions.
1. Read the U.S. resolution. You can search for it by typing in: H.J.RES.3 at
http://thomas.loc.gov/
2. Divide the parts of the resolution into sections for further research. You can find the
resolution divided into sections with questions for further research at the end of this unit.
3. The students can use the internet for research. There are excellent books in the recommended reading section of this unit. The following websites would be helpful:
http://www.nps.gov/archive/alcatraz/tours/hopi/hopi.html
http://home.epix.net/~landis/
4. Have the students report back to the class on their research findings.
5. Divide the class in half with half for the bill and half against. Have the students debate the bill. You and the students can find information on how to organize a debate at
some of the following websites:
http://library.thinkquest.org/29178/debatehw.htm
http://debate.uvm.edu/learndebate.html
http://flynn.debating.net/old/howdebat.htm
6. Read the Presbyterian Church’s apology. You can find it at:
http://www.indians.org/welker/apology.htm
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7. Divide the apology into sections for further research. They can use the U.S. resolution
division as an example.
8. Read the following to the students and allow them to discuss it in class.
There is a children’s book available through the Tuzzy library called, “Arctic Stories,” by
Michael Arvaarluk Kusugak. In the after word the author says:
“In 1954, when I was six years old, an airplane came and took me away to school in
Chesterfield Inlet…. It was not a happy time. I missed my mother, my father, my brothers
and sisters, and I cried the whole year. But my mother has always told me not to think
bad thoughts.
Many people who went to that school have now charged the Catholic Church, the
Government of Canada and all those involved with harassing boys and girls. Some of the
priests, brothers and nuns who took care of us are now gone. And I am sure some of them
have not gone to heaven. But there were some good things that happened; we got a good
education.”
9. Allow the students the opportunity to express their own feelings about the apologies
either orally, through writing or both. Some questions to help them express their feelings
are:
a. How do you feel the experiences of those that were taken from their families and suffered at boarding schools have affected them? How would an apology from the government for the harm it’s policies cased help them now?
b. Many of the people who were originally hurt by the government policies that the church and schools enforced are no longer alive. What is the value in admit
ting to having done wrong and asking for forgiveness?
c. Are there cases where descendants have apologized for crimes of their
ancestors?
d. Have you ever been embarrassed by or wanted to apologize for something someone else did?
10. How does learning about these official apologies relate to our own need to admit
when we have done wrong and ask for forgiveness?
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Recommended Reading
Picture Books General Pride or Humility
Bunting, Eve. The Wednesday Surprise
Andreae, Giles. My Grandson Is a Genius!
Any version or author The Tortoise and the Hare
Any version or author The Emperor’s New Clothes
Any version or author King Midas and the Golden Touch
Armstrong, Jennifer. Chin Yu Min and the Ginger Cat
Atwood, Margaret. Princess Prunella and the Purple Peanut
Bader, Bonnie. Benny the Big Shot Goes to Camp
Bassett, Jeni The Chicks’ Trick
Birch, David. The King’s Chessboard
Bunting, Eve. Train to Somewhere
Bunting, Eve. A Day’s Work
Bunting, Eve. The Wednesday Surprise
Calmenson, Stephanie. The Principal’s New Clothes
Cassidy, Sean. Gummytoes
Conrad, Pam. The Rooster’s Gift
Cosgrove, Stephen. Gossamer
Davis, Aubrey. Bagels from Benny
DeLuise, Dom. King Bob’s New Clothes
DiCamillo, Kate. The Miraculous Journey of Edward Tulane,
Disalvo-Ryan, Dyanne. Uncle Willie and the Soup Kitchen
Dunbar, Joyce. Seven Sillies
Duval, Deborah L. How Rabbit Lost His Tale
Duval, Deborah L. The Opossum’s Tale
Duvoisin, Roger. Petunia
Evans, Richard Paul. The Tower: A Story of Humility
Gag, Wanda. Millions of Cats
Giralconi, Ann. Osa’s Pride
Goble, Paul. Iktomi and the Buffalo Skull: A Plains Indian Story
Grifalconi, Ann. Osa’s Pride
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Picture Books General Pride or Humility continued...
Griffith, Helen V. Caitlin’s Holiday
Hague, Michael. Michael Hague’s Favorite hans Christian Andersen Fairy Tales
Hayes, Joe. A Spoon for Every Bite
Henkes, Kevin. A Weekend with Wendell
Johnson, Rebecca. The Proud Pelican’s Secret
Kendall, Carol. The Wedding of the Rat Family
Knutson, Barbara. Why the Crab Has no Head: An African Tale
Krudop, Walter. The Man Who Caught Fish
Kusugak, Michael Arvaarluk Hide and Sneak
L.L. Cool J. And the Winner Is
Lagerlof, Selma. The Wonderful Adventures of Nils,
Lucado, Max. If Only I had a Green Nose
MacDonald, George. The Lost Princess: A Double Story
Martin, Rafe. The Rough-Faced Girl
McDermott, Gerald. Coyote: A Trickster Tale from the American Southwest
Melmed, Laura Krauss. Prince Nautilus
Mills, Lauren A. The Dog Prince: an Original Fairy Tale
Morrison, Toni. The Lion or the Mouse?
Myers, Bill. My Life as Alien Monster Bait
Oppenheim, Shulamith Levey. Ali and the Magic Stew
Paterson, Katherine. The King’s Equal
Pfister, Marcus The Rainbow Fish
Polacco, Patricia. Thank You, Mr. Falker
Polacco, Patricia. The Butterfly
Radunsky, Vladimir. One: A Nice Story About an Awful Braggart
Rumford, James. Nine Animals and the Well
SanSouci, Robert D. A Weave of Words: An Armenian Tale
Scamell, Ragnhild. Rooster Crows
Schami, Rafik. The Crow who Stood on His Beak
Schneider, Rex. The Wide-Mouthed Fog
Sharmat, Marjorie Weinman. I’m Terrific
Sierra, Judy. The Elephant’s Wrestling Match
Stamm, Claus. Three Strong Women: A Tall Tale from Japan
Stanley, Diane. Fortune
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Picture Books General Pride or Humility continued...
Steig, William. Spinky Sulks
Threadgall, Colin. Proud Rooster and the Fox Tripp, Valerie. Kit’s Surprise
Vaughan, Marcia K. Kissing Coyotes
Waechter, Philip. Me!
Wilde, Oscar. The Star Child: A Fairy Tale
Wolf, Jake. What You Do Is Easy, What I Do Is Hard
Wooldridge, Connie Nordhielm. The Legend of Strap Buckner: A Texas Tale
Yoshi, Marjorie Barker. Magical Hands
Young, Ed. Monkey King
Other Books on General Pride or Humility
Any version. King Midas
Arnold, Eberhard. Eberhard Arnold: Selected Writings
Bonhoeffer, Dietrich. Dietrich Bonhoeffer
Bowen, Keith. Among the Amish
Brockman, James R. Romero: A Life
Davidson, Margaret. Helen Keller
Davidson, Margaret. Helen Keller’s Teacher
Dennis, Marie. Oscar Romero: Reflections on His Life and Writings
Dorris, Michael. A yellow Raft in Blue Water
Fischer, Louis. Gandhi
Gandhi, Mahatma. Ghandi An Autobiography: The Story of My Experiments With Truth
Gandhi, Mahatma. The Essential Gandhi: An Anthology of His Writing on His Life,
Work, and Ideas
Gandhi, Mahatma. Mohandas Gandhi: Essential Writings
Hanh, Thich Nhat. Thich Nhat Hanh: Essential Writings
Homer. The Odyssey
Houston, James A. Tikta’liktak: An Inuit-Eskimo Legend
Hubbard, Coleen. The Flying Angels
Katz, Jonathan. Geeks: How Two Lost Boys Rode the Internet out of Idaho
Keller, Helen. The Story of My Life
Ladd, Florence. Sara’s Psalms
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Other Books on General Pride or Humility continued...
Le Guin, Ursula K. A Wizard of Earthsea
Leavitt, Martine. The Dollmage
Leavitt, Martine. The Takers Key
Lee, Gus. China Boy
Lee, Harper. To Kill a Mockingbird
MacLachlan, Patricia. Sarah, Plain and Tall
Maier, Martin. Oscar Romero
Malcolm, Jahnna N. Spirit of the West
Mandela, Nelson. Long Walk to Freedom: The Autobiography of Nelson Mandela Tag
Mandela, Nelson. In His Own Words
Mandela, Nelson. Mandela: An Illustrated Autobiography
Mathabane, Mark. Kaffir Boy: An Autobiography—The True Story of a Black Youth’s
Coming of Age in Apartheid South Africa
McCourt, Frank. Angela’s Ashes
Merton, Thomas. Thomas Merton: Essential Writings
Muggeridge, Malcolm. Something Beautiful for God
Nouwen, Henri. Henri Nouwen: Writings Selected With an Introduction by Robert A.
Jonas
Paterson, Katherine. Jacob Have I Loved
Romero, Oscar A. The Violence of Love
Saint Exupéry, Antoine de. The Little Prince
Singh, Sundar. Sadhu Sundar Singh: Essential Writings
Sophocles. Oedipus Rex
Spink, Kathryn. Mother Teresa: A Complete Authorized Biography
Teresa, Mother. Mother Teresa: In My Own Words
Teresa, Mother. No Greater Love
Wojciechowska, Maia. Shadow of a Bull
Books that Show Native Belief’s about Relationships with Animals
Baker, Olaf. Where the Buffaloes Begin
Edwardson, Debby Dahl. Whale Snow
Goble, Paul. Buffalo Woman
Goble, Paul. Adopted by Eagles
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Books that Show Native Belief’s about Relationships with Animals continued...
Goble, Paul. Dream Wolf
Goble, Paul. Gift of the Sacred Dog
Hewitt, Garnet. Ytek and the Artic Orchid: An Inuit Legend
Himmelman, John. Pipaluk and the Whales
Lewis, Paul Owen. Storm Boy
Murphy, Claire Rudolf. Caribou Girl
Nelson, S.D. Gift Horse
Strete, Craig Kee. The Lost Boy and the Monster
Books on the Trials of Life/Forces that Humble
Alvarez, Julia. In the Time of Butterflies
Angelou, Maya. I Know Why the Caged Bird Sings
Ballard, Allen. Where I’m Bound
Boom, Corrie Ten. The Hiding Place
Burnett, Frances H. A Secret Garden
Castellanos, Rosario. The Nine Guardians
Cleaver, Vera & Bill. Where the Lilies Bloom
Coetz, J.M. Slow Man
Coman, Carolyn. What Jamie Saw
Cox, Loretta Outwater. The Winter Walk
Criddle, JoAn D. To Destroy You Is No Loss: The Odyssey of a Cambodian Family
Eggers, Dave. A Heartbreaking Work of Staggering Genius
Escandón, María Amparo Esperanza’s Box of Saints
Fumia, Molly. Honor Thy Children
Gaines, Ernest J. A Lesson Before Dying
Gipson, Fredrick Benjamin. Old Yeller
Guest, Judith. Ordinary People
Haines, Jan Harper. Cold River Spirits: The Legacy of an Athabascan-Irish Family from
Alaska’s Yukon River
Hautzig, Esther. The Endless Steppe: Growing up in Siberia
Hegi, Ursula. Stones from the River
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Books on the Trials of Life/Forces that Humble continued
Hesse, Karen. Out of the Dust
Hillenbrand, Laura. Seabiscuit
Huntington, James. On the Edge of Nowhere
Huntington, Sidney. Shadows on the Koyukuk: An Alaskan Native’s Life Along the River
Hurston, Zora Neale. Their Eyes Were Watching God
Joravsky, Ben. Hoop Dreams
Kotlowitz, Alex. There are no Children Here
Letts, Billie. Where the Heart Is
McCourt, Frank. Angela’s Ashes
McCourt, Frank. Angela’s Ashes
Mitchard, Jacquelyn. The Deep End of the Ocean
Mochizuki, Ken. Passage to Freedom: The Sugihara Story
Morrison, Toni. The Bluest Eye
O’Dell, Scott. Island of the Blue Dolphins
Paterson, Katherine. Bridge To Terabithia
Pelzer, Dave. A Child Called “It”
Pelzer, Dave. A Man Named Dave
Pelzer, Dave. The Lost Boy
Porter, Gene Stratton. Freckles
Porter, Gene Stratton. A Girl of the Limberlost
Rawlings, Marjorie. The Yearling
Rawls, Wilson. Where the Red Fern Grows
Santiago, Esmeralda. Almost a Woman
Sapphire Push
Steinbeck, John. Grapes of Wrath
Steinbeck, John. Of Mice and Men
Suskind, Ron. A Hope in the Unseen
Tada, Joni Eareckson. Joni
Thom, James Alexander. Follow the River
Villaseñor, Victor. Wild Steps of Heaven
Wallis, Velma. Two Old Women
Wallis, Velma. Raising Ourselves: A Gwich’in Coming of Age Story from the Yukon River
Watkins, Yoko Kawashima. So Far from the Bamboo Grove
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Books that Show the Forces of Nature
Ashcraft, Tami Oldham. Red Sky in Mourning: A True Story of Love, Loss, and Survival
at Sea
Bauer, Josef M. As Far as My Feet Will Carry Me
Callahan, Steven. Adrift: Seventy-six Days Lost at Sea
Dana, Richard Henry. Two Years Before the Mast
Fredston, Jill. Rowing to Latitude: Journeys Along the Arctic’s Edge
King, Dean. Skeletons on the Zahara: A True Story of Survival
Krakauer, Jon. Into Thin Air: A Personal Account of the Mt. Everest Disaster
Krakauer, Jon. Into the Wild
Maclean, Norman. Young Men and Fire
Niven, Jennifer. Ada Blackjack: A True Story of Survival in the Arctic
Philbrick, Nathaniel. In the Heart of the Sea: The Tragedy of the Whaleship Essex
Read, Piers Paul. Alive
Rearden, Jim. Alaska’s Wolf Man: The 1915-55 Wilderness Adventures of Frank Glaser
Robertson, Dougal. Survive the Savage SEa
Simpson, Joe. Touching the Void: The True Story of One Man’s Survival
Thesiger, W. Arabian Sands
Waterman, Jonathan. Arctic Crossing: One Man’s 2,000-Mile Odyssey Among the Inuit
Books for Understanding BIA Schools and Early Assimilation Policies
Adams, David Wallace. Education for Extinction: American Indians and the Boarding
School Experience 1875-1928
Bensen, Robert. Children of the Dragonfly: Native American Voices on Child Custody
and Education
Child, Brenda J. Boarding School Seasons: American Indian Families, 1900-1940
Churchill, Ward. Kill the Indian, Save the Man: The Genocidal Impact of American Indian Residential Schools
Cooper, Michael L. Indian School: Teaching the White Man’s Way
Deloria, Vine. Power and Place: Indian Education in America
Deloria, Vine. American Indian Policy in the Twentieth Century
Eastman, Charles Alexander (Ohiyesa). From the Deep Woods to Civilization
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Books for Understanding BIA Schools and Early Assimilation Policies continued....
Ellis, Clyde. To Change Them Forever: Indian Education at the Rainy Mountain Boarding School, 1893-1920
Giago, Tim. Children Left Behind: The Dark Legacy of Indian Mission Boarding Schools
Grutman, Jewel H. The Ledgerbook of Thomas Blue Eagle
Harper, Maddie. Mush-Hole: Memories of a Residential School
Hoxie, Frederick E. A Final Promise: The Campaign to Assimilate the Indians, 18801920
Hungry Wolf, Beverly. Daughters of the Buffalo Women: Maintaining the Tribal Faith
Johnston, Basil H. Indian School Days
Katanski, Amelia V. Learning to Write “Indian”: The Boarding-School Experience and
American Indian Literature
Littlefield, Holly. Children of the Indian Boarding Schools
Lomawaima, Tsianina. They Called It Prairie Light: The Story of Chilocco Indian School
McCarty, T.L. To Remain an Indian: Lessons in Democracy from a Century of Native
American Education
Museum, Heard. Away from Home: American Indian Boarding School Experiences
Nesper, Larry. The Walleye War: The Struggle for Ojibwe Spearfishing and Treaty Rights
Qoyawayma, Pollingaysi. No Turning Back: A Hopi Indian Woman’s STruggle to Live in
Two Worlds
Rappaport, Doreen. The Flight of Red Bird: The Life of Sitkala-Sa
Reyhner, Jon Allan. American Indian Education: A History
Sterling, Shirley. My Name Is Seepeetza
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U.S. Resolution H.J.RES.3
IN THE HOUSE OF REPRESENTATIVES
January 4, 2005
Mrs. JO ANN DAVIS of Virginia introduced the following joint resolution;
which was referred to the Committee on Resources
JOINT RESOLUTION
To acknowledge a long history of official depredations and ill-conceived policies by the United States Government regarding Indian tribes and offer an
apology to all Native Peoples on behalf of the United States.
Whereas the ancestors of today's Native Peoples inhabited the land of the
present-day United States since time immemorial and for thousands of years
before the arrival of peoples of European descent;
Whereas the Native Peoples have for millennia honored, protected, and stewarded this land we cherish;
Whereas the Native Peoples are spiritual peoples with a deep and abiding belief in the Creator, and for millennia their peoples have maintained a powerful
spiritual connection to this land, as is evidenced by their customs and legends;
What are some customs or legends that show Native People’s belief in the
Creator and their spiritual connection to this land?
Whereas the arrival of Europeans in North America opened a new chapter in
the histories of the Native Peoples;
Whereas, while establishment of permanent European settlements in North
America did stir conflict with nearby Indian tribes, peaceful and mutually
beneficial interactions also took place;
What are some examples of these early peaceful and mutually beneficial interactions?
Whereas the foundational English settlements in Jamestown, Virginia, and
Plymouth, Massachusetts, owed their survival in large measure to the compassion and aid of the Native Peoples in their vicinities;
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Find some historical examples of how the early English settlements owed
their survival to acts of compassion and aid from the Native Peoples in their
vicinity.
Whereas, in the infancy of the United States, the founders of the Republic
expressed their desire for a just relationship with the Indian tribes, as evidenced by the Northwest Ordinance enacted by Congress in 1787, which begins with the phrase, `The utmost good faith shall always be observed toward the Indians';
Whereas Indian tribes provided great assistance to the fledgling Republic as
it strengthened and grew, including invaluable help to Meriwether Lewis and
William Clark on their epic journey from St. Louis, Missouri, to the Pacific
Coast;
Find some examples of ways that Indian tribes helped Lewis and Clark on their
journey.
Whereas Native Peoples and non-Native settlers engaged in numerous armed
conflicts;
Find some examples of specific armed conflicts.
Whereas the United States Government violated many of the treaties ratified
by Congress and other diplomatic agreements with Indian tribes;
Find some examples of treaties and other diplomatic agreements with Indian
Tribes that were violated.
Whereas this Nation should address the broken treaties and many of the
more ill-conceived Federal policies that followed, such as extermination, termination, forced removal and relocation, the outlawing of traditional religions, and the destruction of sacred places;
Give some specific examples of extermination, termination, forced removal or
relocation or any other ill-conceived Federal policies.
Whereas the United States forced Indian tribes and their citizens to move
away from their traditional homelands and onto federally established and
controlled reservations, in accordance with such Acts as the Indian Removal
Act of 1830;
Whereas many Native Peoples suffered and perished-(1) during the execution of the official United States Government policy of
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forced removal, including the infamous Trail of Tears and Long Walk;
Get more specific information on the Trail of Tears and Long Walk forced removals.
(2) during bloody armed confrontations and massacres, such as the Sand
Creek Massacre in 1864 and the Wounded Knee Massacre in 1890; and
Get more specific information on the confrontations and massacres.
(3) on numerous Indian reservations;
Whereas the United States Government condemned the traditions, beliefs,
and customs of the Native Peoples and endeavored to assimilate them by
such policies as the redistribution of land under the General Allotment Act of
1887 and the forcible removal of Native children from their families to faraway boarding schools where their Native practices and languages were degraded and forbidden;
Find some stories that show how traditions, beliefs and customs were condemned. Find some examples forcible removal of Native children from their
families to boarding schools. Find stories of how Native practices and languages were degraded and forbidden at the boarding schools.
Whereas officials of the United States Government and private United States
citizens harmed Native Peoples by the unlawful acquisition of recognized
tribal land, the theft of resources from such territories, and the mismanagement of tribal trust funds;
Find examples of unlawful acquisition of recognized tribal land, theft of resources, and mismanagement of tribal trust funds.
Whereas the policies of the United States Government toward Indian tribes
and the breaking of covenants with Indian tribes have contributed to the severe social ills and economic troubles in many Native communities today;
What are some of the severe social ills and economic troubles in many Native
communities today?
Whereas, despite continuing maltreatment of Native Peoples by the United
States, the Native Peoples have remained committed to the protection of this
great land, as evidenced by the fact that, on a per capita basis, more Native
people have served in the United States Armed Forces and placed themselves
in harm's way in defense of the United States in every major military conflict
than any other ethnic group;
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What does “on a per capita basis” mean? Choose one major military conflict
and what races participated and in what numbers.
Whereas Indian tribes have actively influenced the public life of the United
States by continued cooperation with Congress and the Department of the
Interior, through the involvement of Native individuals in official United
States Government positions, and by leadership of their own sovereign Indian tribes;
How are Native individuals showing leadership of their own sovereign tribes?
Whereas Indian tribes are resilient and determined to preserve, develop, and
transmit to future generations their unique cultural identities;
What are some ways that tribes are preserving, developing and transmitting their
unique culture to future generations?
Whereas the National Museum of the American Indian was established within
the Smithsonian Institution as a living memorial to the Native Peoples and
their traditions; and
Whereas Native Peoples are endowed by their Creator with certain unalienable rights, and that among those are life, liberty, and the pursuit of happiness: Now, therefore, be it
Resolved by the Senate and House of Representatives of the United States of
America in Congress assembled,
ACKNOWLEDGEMENT AND APOLOGY
SECTION 1. The United States, acting through Congress-(1) recognizes the special legal and political relationship the Indian
tribes have with the United States and the solemn covenant with the land we share;
(2) commends and honors the Native Peoples for the thousands of
years that they have stewarded and protected this land;
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(3) acknowledges years of official depredations, ill-conceived policies,
and the breaking of covenants by the United States Government regarding Indian tribes;
(4) apologizes on behalf of the people of the United States to all Native
Peoples for the many instances of violence, maltreatment,
and neglect inflicted on Native Peoples by citizens of the
United States;
(5) expresses its regret for the ramifications of former offenses and its
commitment to build on the positive relationships of the
past and present to move toward a brighter future where
all the people of this land live reconciled as brothers and
sisters, and harmoniously steward and protect this land
together;
(6) urges the President to acknowledge the offenses of the United
States against Indian tribes in the history of the United
States in order to bring healing to this land by providing a
proper foundation for reconciliation between the United
States and Indian tribes; and
(7) commends the State governments that have begun reconciliation
efforts with recognized Indian tribes located in their
boundaries and encourages all State governments similarly to work toward reconciling relationships with Indian
tribes within their boundaries.
DISCLAIMER
SEC. 2. Nothing in this Joint Resolution authorizes any claim against the
United States or serves as a settlement of any claim against the United
States.
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