Native American Creation Stories
By Roland Bradley Zachow
UNIT DESCRIPTION
Grade Level: 6th
Students will analyze creation stories from various Native American Cultures. They will
identify similarities and differences between cultures and generalize how geographic
location and climate influenced the development of each Native American creation story.
Finally, they will apply knowledge gained towards the completion of a student selected
final project.
ESSENTIAL QUESTION
• What role did geographic location and climate play on the development of Native
American creation stories?
KEY OBJECTIVES
Students will be able to:
• Select three creation stories from different Native American tribes.
• Identify the geographic location and climate of each Native American tribe.
• List specific examples of climate and geography from each story.
• Explain the geography and climate of the area where each Native American tribe
lived.
• Generalize how geographic location and climate influenced the development of each
Native American creation story.
• Produce a map identifying the location of the tribes.
• Apply knowledge gained to the completion of a student selected final project.
HISTORICAL THINKING STANDARDS
• STANDARD 3B: Compare and contrast differing sets of ideas, values, personalities,
behaviors, and institutions by identifying likenesses and differences.
• STANDARD 3C: Analyze cause-and-effect relationships bearing in mind multiple
causation including (a) the importance of the individual in history; (b) the influence
of ideas, human interests, and beliefs; and (c) the role of chance, the accidental and
the irrational.
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SOUTH DAKOTA READING STANDARDS: GRADE 6
• 6.R.4.1: Students can compare and contrast text from different time periods,
cultures, and historical events.
• 6.R.5.1: Students can compare and contrast information on one topic from multiple
informational texts.
• 6.R.5.2: Students can evaluate the credibility of informational texts.
• 6.R.5.3: Students can utilize sources to locate information.
OVERALL UNIT ASSESSMENT
Student progress will be evaluated first through the completion of Creation Story
Evaluation forms. These forms will list specific examples of climate and geography from
each story. Student comprehension will be assessed by their overall ability to generalize
how geographic location and climate influenced the development of each Native American
creation story. Final assessment will measure the students’ ability to apply knowledge
gained in the completion of a student selected final project.
UNIT RESOURCES
"American Indian Tribes, c.1600." Boulder, CO: University of Colorado. 12 Sept. 2008
<http://www.colorado.edu/AmStudies/lewis/2010/indi.htm>.
"American Indian Tribes Map." Comanche Lodge. 10 May 2008
<http://www.comanchelodge.com/american-indian-tribes.html>.
“Brief Guide to Koeppen Climate Classification System.” FAO. 12 Sept. 2008
<http://www.fao.org/WAICENT/faoinfo/sustdev/EIdirect/climate/EIsp0066.htm>.
Brown, Rich. Magic Tails Website. 1997. 10 May 2008
<http://www.magictails.com/creationlinks.html>.
Indian Legends. 12 Sept. 2008
<http://www.indianlegend.com >.
“Comanche, The.” YouTube.com. 2006. 12 Sept. 2008
<http://www.youtube.com/watch?v=e2UWlPc93BQ>.
"Creation Myths: Hopi, Inuit, Japanese." Creation Myths (Morgana's Observatory). 21 June
2008 <http://www.dreamscape.com/morgana/umbriel.htm>.
175
Curtin, Jeremiah. Native American Creation Myths. Dover Publications, 2004.
"A Dakota Legend of Creation." Welcome to Blue Cloud Abbey. 21 June 2008
<http://www.bluecloud.org/32.html>.
“Delaware Creation Story, A.” ExplorePAhistory.com12 Sept. 2008
<http://www.explorepahistory.com/odocument.php?docId=260>.
Gay, Greg (adapted by J. Ivanco). What Are My Learning Strengths? 12 Sept. 2008
<http://www.ldrc.ca/projects/miinventory/mitest.html>.
"Geography of the 50 States." NETSTATE.com. 2007. 9 July 2008
<http://www.netstate.com/state_geography.htm>.
“Grandma Coyote tells a Creation Story.” YouTube.com. 4 March 2008. 12 Sept. 2008
<http://www.youtube.com/watch?v=eNIY8Nrzrp0>.
“How Raven Brought Light Into This World.” YouTube.com. 30 Oct. 2006. 12 Sept. 2008
<http://www.youtube.com/watch?v=umAvGT8WXJI>.
"In the Beginning." Indians.0rg. 21 June 2008
<http://www.indians.org/welker/beginnin.htm>.
"Inuit Creation Story, An." Creation Stories from Around the World. 10 May 2008
<http://www.painsley.org.uk/RE/signposts/y8/1-1creationandenvironment/c-
inuit.htm>.
LaMay, Julie. Dr. LaMay s Website. 12 Sept. 2008 <http://www.drlamay.com>.
Lapahie, Harrison Jr. "Navajo Creation Story." 12 Sept.2008
<http://www.lapahie.com/Creation.cfm>.
Lewis, Chris. American Indians and the Struggle for the West. 2002. Boulder: University of
Colorado. 21 June 2008
<http://www.colorado.edu/AmStudies/lewis/2010/indians.htm>.
"Map of the Indian Tribes of North America, Gallatin, Albert, 1836." David Rumsey Map
Collection. 2003. 12 Sept. 2008 <http://www.davidrumsey.com/maps3066.html>.
“Maps of Native American Tribes in the Unites States.” Native Languages of the Americas. 12
Sept. 2008 <http://www.native-languages.org/states.htm>.
“Mayan Creation Story and Myth.” Trivia-Library.com. 12 Sept. 2008
<http://www.trivia-library.com/a/mayan-creation-story-and-myth.htm>.
176
"Mojave Indian - Creation Myth." Mojave Indian. 21 June 2008
<http://www.mojaveindian.com/creation.htm>.
"Multiple Intelligences: Take the Test." 10 July 2008
<http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/q
uestions/questions.cfm>.
“Native American Beliefs About Creation.” YouTube.com. 25 Nov. 2006. 12 Sept. 2008
<http://www.youtube.com/watch?v=qMfh28p2Sm0>.
“Native American Images.” NativeAmericans.com. 12 Sept. 2008
< http://www.nativeamericans.com/NativeAmericanImages6.htm>.
"Native American Maps.” History Link 101. 12 Sept. 2008
<http://www.historylink101.com/1/native_american/native_american_maps.htm>.
“Native American Story – How Coyote Got His Cunning.” YouTube.com 22 Feb. 2008. 12
Sept. 2008 <http://www.youtube.com/watch?v=EraMx3PgU4g>.
“Native American Wisdom.” YouTube.com. 15 March 2008. 12 Sept. 2008
<http://www.youtube.com/watch?v=19AQlQfWFIU>.
"Native Lore: The Origin of the Iroquois Nations." Native Lore. 1996. 12 Sept. 2008
<http://www.ilhawaii.net/~stony/lore37.html>.
"Children of the Middle Waters (Osage)." Indians of Arkansas. 1 May 2007. 12 Sept. 2008
<http://arkarcheology.uark.edu/indiansofarkansas/index.html?pageName=Childre
n%20of%20the%20Middle%20Waters%20(Osage)>.
"Outline Maps United States. Education Place. Houghton Mifflin. 12 Sept. 2008
<http://www.eduplace.com/ss/maps/pdf/us_nl.pdf>.
Pijoan, Teres. American Indian Creation Myths. Santa Fe: Sunstone Press, 2005.
"RootsWeb: CHEROKEE-L [Cherokee Circle] The Forgotten Ear of Corn - Arikara."
RootsWeb Mailing List Archives. 21 June 2008
<http://archiver.rootsweb.ancestry.com/th/read/CHEROKEE/2004-
02/1076671687>.
“Sacred Food, The.” YouTube.com. March 2008. 12 Sept. 2008
<http://www.youtube.com/watch?v=8DGtWZ_qvEs>.
177
Southern Ute Museum & Cultural Center. 12 Sept. 2008
< http://www.southernutemuseum.org/>.
Thomas, Ross E. A Cultural Geography of North American Indians. Boulder, CO: Westview
Press, 1987.
“Tribal Locations and Culture Areas as Witnessed by Edward S. Custis.” Edward S. Custis
Gallery. 2000. 12 Sept. 2008 <http://www.snowcrest.net/kirkrudy/tribemap.html>.
“Dialogue of Respect.” The Study of the Native Americans. 22 April 1998. 12 Sept. 2008
<http://inkido.indiana.edu/w310work/romac/native.htm>.
Zachow, Brad. Native American Creation Stories Vol, 1. Rapid City, SD: OfficeMax Impress,
2008.
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Native American Creation Stories
Lesson Plan 1: Introduction to Native American Creation Stories
CONTENT SUMMARY
In this lesson students will select three Native American Creation Stories to read and
evaluate. They will need to choose one printed source from the provided anthologies, and
two from online sources. They will identify the geographic location and climate of each
Native American tribe.
LESSON OBJECTIVES
Students will be able to:
Knowledge
• Select three creation stories from different Native American tribes.
• Identify the geographic location and climate of each Native American tribe.
LEARNING MATERIALS AND STRATEGIES
• Estimated Time: 2-3 class periods plus work outside of class
• Necessary Materials: Computers, Story Evaluation Forms, Tribal Geography and
Climate forms, Identifying Key Examples of Climate and Geography in Native
American Creations Stories forms.
• Resources: All of the resources listed in the resources section of the unit will be
made available for student use. They will be sorted according to the following
topics: creation stories (written), creations stories (video), and Native American
tribal maps.
• Assessment: Students will be assessed by the completion of their Story Evaluation
Forms. Students will need to complete three forms, one per creation story.
INSTRUCTIONAL PROCESS
The teacher will begin the lesson by selecting two of the short videos on Native American
Creation. The teacher will lead a discussion about similarities and differences between the
two stories. The teacher will finally present the print and online materials for the students
to review.
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The instructor will direct students to select stories from three different tribes, show how
each story comes from different geographic location and have students identify the
different tribes on a map of Native American tribes.
Allow students time to select stories and read in class. Also provide time for them to
complete the Story Evaluation Forms.
Ensure that all materials are returned or checked out to for use outside of class.
Students will complete any unfinished work outside of class.
Native American Creation Stories
Lesson Plan 2: Analyzing the Role of Geography on Native American Creation Stories
CONTENT SUMMARY
In this lesson students will explore the geography and culture of each Native American
tribe. They will concentrate on elements such as temperature, precipitation, flora, fauna,
and landforms. They will then make generalizations about how these elements affected the
formulation of the Native American Creation stories.
LESSON OBJECTIVES
Students will be able to:
Comprehension
• Explain the geography and climate of the area where each Native American tribe
lived.
• Generalize how geographic location and climate influenced the development of each
Native American creation story.
LEARNING MATERIALS AND STRATEGIES
• Estimated Time: 2-3 class periods plus work outside of class.
• Necessary Materials: Computers, Climate Maps, Topographical Maps, and Tribal
Geography and Climate forms.
• Resources: All of the resources listed in the resources section of the unit will be
made available for student use. They will be sorted according to the following
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topics: creation stories (written), creations stories (video), and Native American
tribal maps.
• Assessment: Students will be assessed by the completion of their Climate
Evaluation Forms. Students will need to complete three forms, one per creation
story.
INSTRUCTIONAL PROCESS
The teacher will begin the lesson by selecting two more of the short videos on Native
American Creation. The teacher will lead a discussion about similarities and differences
between the two stories. Using inquiry-based techniques, the teacher will solicit differences
in tribal geography and climate. The teacher will finally present the print and online
materials for the students to review.
Students will assist in the selection of two to three videos on Native American creation.
Instructor should model by showing how each story demonstrates different examples of
geography and climate. Students will be asked to identify the different climate regions and
explain each climate.
In addition, the teacher can provide guided practice and monitoring by allowing students
time to review their selected stories in class. Also provide time for them to complete the
Tribal Geography and Climate (Part 1 and 2) and Identifying Key Examples of Climate and
Geography in Native American Creations Stories forms.
Ensure that all materials are returned or checked out to for use outside of class
Students will complete any unfinished work outside of class.
Native American Creation Stories
Lesson Plan 3: Final Projects: Applying Acquired Knowledge.
CONTENT SUMMARY
Students will choose a final project from a list of teacher provided choices or develop one of
their own and obtain teacher approval. They will complete their projects and present them
to the rest of the class.
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LESSON OBJECTIVES
Students will be able to:
Application
• Identify his or her own learning style.
• Produce a map identifying the location of the tribes.
• Apply knowledge gained to the completion of a student selected final project.
LEARNING MATERIALS AND STRATEGIES
• Estimated Time: 4 to 6 class periods plus time outside of class
• Necessary Materials: Computers, final project lists, notebook paper
• Resources: All of the resources listed in the resources section of the unit will be
made available for student use. They will be sorted according to the following
topics: creation stories (written), creations stories (video), and Native American
tribal maps.
• Assessment: Student work will be assessed using project and presentation rubrics.
Students will select a project that fits their own multiple intelligence area.
INSTRUCTIONAL PROCESS
The teacher will begin the lesson by having students complete the online or printed
multiple intelligences test to identify student strength areas. Discuss with students the
theory of multiple intelligences and review the list of project ideas. Highlight that all
projects must demonstrate an understanding of the influences of climate and geography on
the development of Native American Creation Stories.
The teacher will have students discuss possible project ideas that could have been added to
the list for each intelligence area. In addition, the teacher will show students a project that
he or she has completed using his or her own learning style. The instructor will list various
projects and have students decide which learning style the project best fits.
Time in class will be provided to allow students to discuss their project ideas in small
groups. Students are to develop a written plan and timeline for the completion of their
projects. Finally, allow students class time and materials to complete their projects.
Ensure that all materials are returned or checked out for use outside of class.
Students will complete any unfinished work outside of class.
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APPENDIX
Name __________________ Date ______________
Native American Creation Stories
Lesson 1: Introduction to Native American Creation Stories
Story Evaluation Form
Title of Creation Story: ______________________________________________________________
Native American Tribe: ______________________________________________________________
What is the geographic location of the tribe? What current US states does this area cover?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Shade in the map, indicating the location of each tribe. Use a different color for each story.
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Name __________________ Date ______________
Native American Creation Stories
Lesson 2: Introduction and Part One-Tribal Geography and Climate
Once again, Shade in the map, indicating the location of each tribe. Use a different color for
each story. Label each location using a different letter (A,B,C).
Using the Koeppen system (identified on the www.fao.org web site, identify the climate
type of each tribal location.
A. Climate Type __________________________
What key climate features contributed to your decision?
B. Climate Type __________________________
What key climate features contributed to your decision?
C. Climate Type __________________________
What key climate features contributed to your decision?
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Name __________________ Date ______________
Native American Creation Stories
Lesson 2: Analyzing the Role of Geography on Native American Creation Stories
Part Two--Tribal Geography and Climate
Physical Geography Form: Using the Geography of the 50 States and NetState web sites,
complete the following information. Use a different form for each tribal area.
Rocks and Minerals:
Landforms:
Soils:
Animals:
Plants:
Water:
Atmosphere:
Rivers and Other Water Bodies:
Environment:
Oceans:
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Name __________________ Date ______________
Native American Creation Stories
Lesson 2: Analyzing the Role of Geography on Native American Creation Stories
Key Examples of Climate and Geography in Native American Creation Stories
Directions: Review each creation story. Select excerpts from the story and write them on
the lines below indicating a direct connection between that story element and physical
geography or climate.
Rocks and Minerals:
Landforms:
Soils:
Animals:
Plants:
Water:
Atmosphere:
Rivers and Other Water Bodies:
Environment:
Oceans:
Generalize how geographic location and climate influenced the development of each
Native American creation story. Continue on a separate piece of paper if needed.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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