Inspiring Cultural Inspiring Cultural Connections Through Connections Through

Literature Literature

Using Joseph Bruchac’s novel, Using Joseph Bruchac’s novel, The Winter PeopleThe Winter People, to help create a , to help create a more culturally sensitive classroom. more culturally sensitive classroom.

Grade Level AlignmentGrade Level Alignment The Winter PeopleThe Winter People is rich, historical fiction is rich, historical fiction

at its best! The novel addresses Missoula at its best! The novel addresses Missoula consortium’s 5consortium’s 5thth grade social studies grade social studies framework criteria for:framework criteria for: Indigenous Peoples and Colonists-Indigenous Peoples and Colonists-

Students will examine the relationship between Students will examine the relationship between indigenous peoples and the early colonists. indigenous peoples and the early colonists. Students will examine the power struggle and Students will examine the power struggle and conflicts between the European powers and conflicts between the European powers and the Indian nations for control of North America the Indian nations for control of North America prior to the Revolutionary War. prior to the Revolutionary War.

Grade Level Alignment Grade Level Alignment (cont.)(cont.)

The story also fulfills Montana The story also fulfills Montana Standards for Literature: Content Standards for Literature: Content Standard 4-Standard 4- Students interact with print and nonprint Students interact with print and nonprint

literary works from various cultures, literary works from various cultures, ethnic groups, traditional and ethnic groups, traditional and contemporary viewpoints written by contemporary viewpoints written by both genders.both genders.

Grade Level Alignment Grade Level Alignment (cont.)(cont.)

And finally, the story implements Indian And finally, the story implements Indian Education for All. Education for All. The Winter PeopleThe Winter People is a is a story of the Abenaki Indians of Odanak. story of the Abenaki Indians of Odanak. While the Abenakis are not one of While the Abenakis are not one of Montana’s twelve tribal Nations, Bruchac’s Montana’s twelve tribal Nations, Bruchac’s story still fulfills IEFA’s Essential story still fulfills IEFA’s Essential Understanding 6-Understanding 6- History is a story most often related through the History is a story most often related through the

subjective experience of the teller. With the subjective experience of the teller. With the inclusion of more and varied voices, histories inclusion of more and varied voices, histories are being rediscovered and revised. History told are being rediscovered and revised. History told from an Indian perspective frequently conflicts from an Indian perspective frequently conflicts with the stories mainstream historians tell. with the stories mainstream historians tell.

Book SummaryBook Summary ““Saxso is fourteen when the British attack his Saxso is fourteen when the British attack his

village. It’s 1759, and war is raging between village. It’s 1759, and war is raging between the British and the French, with the Abenaki the British and the French, with the Abenaki people- Saxso’s people- by the sidelines. people- Saxso’s people- by the sidelines. Without enough warriors to defend their Without enough warriors to defend their homes, Saxso’s village is burned to the homes, Saxso’s village is burned to the ground. Many people are killed, but some, ground. Many people are killed, but some, including Saxso’s mother and sisters, are including Saxso’s mother and sisters, are taken hostage. Now it’s up to Saxso, on his taken hostage. Now it’s up to Saxso, on his own, to track the raiders and bring his family own, to track the raiders and bring his family back home…before it’s too late.” back home…before it’s too late.”

Upon completion of the novel, Upon completion of the novel, students will participate in our students will participate in our

Winter PeopleWinter People Internet Hunt using Internet Hunt using the following blog:the following blog:

http://umontana514.blogspot.com

Portraying Culture & Assisting Portraying Culture & Assisting in Understandingin Understanding

Questions and links explored throughout the hunt Questions and links explored throughout the hunt allow students to develop an appreciation for the allow students to develop an appreciation for the Abenaki culture. The blog assists in the Abenaki culture. The blog assists in the understanding of their unique ways by providing understanding of their unique ways by providing students with cultural and ethnic experiences students with cultural and ethnic experiences different than their own. different than their own. Banks (1994) comments, “A major goal of multicultural Banks (1994) comments, “A major goal of multicultural

education is to provide students with the skills, attitudes, education is to provide students with the skills, attitudes, and knowledge needed to function within their ethnic and knowledge needed to function within their ethnic culture, the mainstream culture, and within and across culture, the mainstream culture, and within and across other ethnic cultures” (p. 2)other ethnic cultures” (p. 2)

Bruchac’s novel and ourBruchac’s novel and our Winter People Winter People Internet Hunt are Internet Hunt are engaging ways for students to enhance these areas and engaging ways for students to enhance these areas and develop cultural appreciation for the Abenaki people. develop cultural appreciation for the Abenaki people.

The hunt includes The hunt includes opportunities to explore the opportunities to explore the following cultural diversity following cultural diversity

components:components: Storyteller’s Storyteller’s

perspectiveperspective Abenaki viewpoint Abenaki viewpoint

vs. the British in vs. the British in Rogers’ Raid.Rogers’ Raid.

Cultural music Cultural music Native American Native American

medicinemedicine Creation storiesCreation stories

Effects of epidemics Effects of epidemics on populationson populations

Abenaki language- Abenaki language- both written and both written and spokenspoken

Intercultural, Intercultural, interracial, and interracial, and international international conflict conflict Raid of DeerfieldRaid of Deerfield

Support of Multicultural Support of Multicultural EducationEducation

By incorporating the use of literature in the By incorporating the use of literature in the classroom, with novels such as classroom, with novels such as The Winter People,The Winter People, teachers are supporting multicultural education as teachers are supporting multicultural education as inspiration for fun and learning. Literature can also inspiration for fun and learning. Literature can also provide more significant and meaningful learning provide more significant and meaningful learning opportunities for students.opportunities for students. Multicultural readings and data can be highly Multicultural readings and data can be highly

motivating and meaningful. Students are more likely to motivating and meaningful. Students are more likely to master skills when the teacher uses content that deals master skills when the teacher uses content that deals with significant human problems, such as race, with significant human problems, such as race, ethnicity, and social class within U.S. society (Banks, ethnicity, and social class within U.S. society (Banks, 1994).1994).

Support of Multicultural Support of Multicultural Education (cont.)Education (cont.)

Literature can also create discussions and Literature can also create discussions and conversations within the classroom that broaden conversations within the classroom that broaden thinking skills and language use, allowing students thinking skills and language use, allowing students to hear stories from different points of view.to hear stories from different points of view. Every work of art including children’s literature is Every work of art including children’s literature is

apolitical. Every work of art including every children’s apolitical. Every work of art including every children’s book has a point of view. No work of art is neutral or book has a point of view. No work of art is neutral or innocent. They are all embedded in their context, innocent. They are all embedded in their context, their historical context and sociopolitical context, and their historical context and sociopolitical context, and they reflect the times in which they were written, who they reflect the times in which they were written, who wrote them, what their objective was (Nieto, 2000). wrote them, what their objective was (Nieto, 2000).

Strengths of Using Strengths of Using Literature & the Internet in Literature & the Internet in

Multicultural EducationMulticultural Education There are many types of learning styles explored and There are many types of learning styles explored and

enhanced throughout the internet hunt, including: enhanced throughout the internet hunt, including: visual, auditory, tactile, linguistic, and intra/inter visual, auditory, tactile, linguistic, and intra/inter personal intelligences. The technology and literature personal intelligences. The technology and literature based opportunities are rich and engaging. based opportunities are rich and engaging.

Students are encouraged to share their thoughts and Students are encouraged to share their thoughts and experiences of reading and learning as they explore experiences of reading and learning as they explore and engage in the various links. and engage in the various links.

Strengths of Using Strengths of Using Literature & the Internet in Literature & the Internet in

Multicultural Education Multicultural Education (cont.)(cont.)

Exploration of the site leads to further learning as Exploration of the site leads to further learning as more research may be done to find out about more research may be done to find out about something that was mentioned but not gone into something that was mentioned but not gone into great detail.great detail.

The teacher can make the site an extremely useful The teacher can make the site an extremely useful learning tool to teach what is inappropriate or learning tool to teach what is inappropriate or biased in a story and discuss with students the biased in a story and discuss with students the reasoning for this. As a result, students are gaining reasoning for this. As a result, students are gaining knowledge of why specific material is incorrect knowledge of why specific material is incorrect instead of just being told to believe it. instead of just being told to believe it.

Limitations of Using Limitations of Using Literature & the Internet in Literature & the Internet in

Multicultural EducationMulticultural Education In some literature, you might not get the whole story. It In some literature, you might not get the whole story. It

might only include a few facts about something that may might only include a few facts about something that may then need to be researched further to verify. then need to be researched further to verify.

Having access to computers for research might not be Having access to computers for research might not be easy, as well as getting access to enough copies of one easy, as well as getting access to enough copies of one particular book to read with an entire class. particular book to read with an entire class.

Technology can sometimes have issues. There may be Technology can sometimes have issues. There may be times when your internet is not working, the website you times when your internet is not working, the website you wish to visit is down, or links are not connecting properly.wish to visit is down, or links are not connecting properly.

Limitations of Using Limitations of Using Literature & the Internet in Literature & the Internet in

Multicultural Education cont.Multicultural Education cont. Making sure that the multicultural material you are teaching Making sure that the multicultural material you are teaching

with is appropriate, accurate and unbiased can often be a with is appropriate, accurate and unbiased can often be a challenge. Unless of course, you are using the material to challenge. Unless of course, you are using the material to teach about these components. It is always best to reference teach about these components. It is always best to reference materials first to ensure their authenticity. materials first to ensure their authenticity.

Choosing the right material to expose students to particular Choosing the right material to expose students to particular cultures is also necessary. Typically, it is best to use literature cultures is also necessary. Typically, it is best to use literature written by those who are a part of the culture in the first written by those who are a part of the culture in the first place. They are the ones with the stories firsthand; the ones place. They are the ones with the stories firsthand; the ones whose ancestors have walked in their shoes. whose ancestors have walked in their shoes. Teachers need to be prepared to teach it because if they Teachers need to be prepared to teach it because if they

are not, then it may end up hurting some students (Nieto, are not, then it may end up hurting some students (Nieto, 2000).2000).

Promoting Critical Thinking and Promoting Critical Thinking and Social AwarenessSocial Awareness

Our Our Winter PeopleWinter People Internet Hunt is a Internet Hunt is a wonderful opportunity for students to wonderful opportunity for students to integrate all subject areas into their integrate all subject areas into their multicultural education. multicultural education. The website utilizes questions applicable The website utilizes questions applicable

to: math, history, technology, art, music, to: math, history, technology, art, music, reading comprehension, vocabulary reading comprehension, vocabulary development, and fiction and nonfiction development, and fiction and nonfiction writing opportunities. writing opportunities.

Promoting Critical Thinking and Promoting Critical Thinking and Social Awareness (cont.)Social Awareness (cont.)

As they explore the blog, students have As they explore the blog, students have numerous opportunities to develop their numerous opportunities to develop their critical thinking and social awareness skills. critical thinking and social awareness skills. Opportunities include:Opportunities include: Judging Bruchac’s quality of work- what makes Judging Bruchac’s quality of work- what makes

him qualified to write such a story?him qualified to write such a story? Developing an understanding for how Native Developing an understanding for how Native

populations have been decimated over the populations have been decimated over the years.years.

Exploring the relationship between cultures and Exploring the relationship between cultures and their environments.their environments.

Promoting Critical Thinking and Promoting Critical Thinking and Social Awareness (cont.)Social Awareness (cont.)

Valuing Native Americans as dynamic agents Valuing Native Americans as dynamic agents of change.of change.

Creating a letter, addressed to a character of Creating a letter, addressed to a character of their choice, describing similar experiences the their choice, describing similar experiences the two shared (text-to-self connections).two shared (text-to-self connections).

Establishing a common understanding of Establishing a common understanding of historical events through multicultural historical events through multicultural perspectives.perspectives.

““A people cannot determine their future if A people cannot determine their future if they are ignorant of their past.”they are ignorant of their past.”

Carter G. Woodson

Now It’s Your Turn! Now It’s Your Turn! Click on the website Click on the website

http://umontana514.blogspot.com/ and explore one of the links to enhance and explore one of the links to enhance

YOUR cultural understandings of the YOUR cultural understandings of the Abenaki people.Abenaki people.

Let your classmates know what you Let your classmates know what you learned. Post your knowledge and any learned. Post your knowledge and any comments you have regarding our comments you have regarding our presentation under our discussion thread.presentation under our discussion thread.

““Most battles are lost before the fighting ever Most battles are lost before the fighting ever begins.” begins.”

Pierre Ktsi Awasos- Abenaki warriorPierre Ktsi Awasos- Abenaki warrior

Resources/References for Resources/References for IEFA Materials & LiteratureIEFA Materials & Literature

Books—Books— Harvey, K. (1995). Harvey, K. (1995). How to teach about American Indians: a guide for the school libraryHow to teach about American Indians: a guide for the school library

media specialistmedia specialist. Westport, Connecticut: Greenwood Press. . Westport, Connecticut: Greenwood Press. 

Seale, D., & Slapin, B. (Eds.). (2005). Seale, D., & Slapin, B. (Eds.). (2005). A broken flute: the Native experience in books for A broken flute: the Native experience in books for childrenchildren. New York, NY: Altamira Press. . New York, NY: Altamira Press. 

Slapin, B., Seale, D., & Gonzales, R. (2000). Slapin, B., Seale, D., & Gonzales, R. (2000). How to tell the difference: a guide to How to tell the difference: a guide to evaluating children's books for anti-Indian bias.evaluating children's books for anti-Indian bias.. Berkely, CA: Oyate.. Berkely, CA: Oyate.

   Supahan, S. (2007). Supahan, S. (2007). Points of view vs. historical bias: recognizing bias in texts about Points of view vs. historical bias: recognizing bias in texts about

Native AmericansNative Americans. Berkeley, CA: Oyate.. Berkeley, CA: Oyate.

National Museum of the American Indian, (2007). National Museum of the American Indian, (2007). Do all Indians live in tipis?: Questions Do all Indians live in tipis?: Questions and answers from the National Museum of the American Indianand answers from the National Museum of the American Indian. New York, NY: . New York, NY: HarperCollins.HarperCollins.

Resources/References for Resources/References for IEFA Materials & Literature IEFA Materials & Literature

cont.cont. School Libraries in Montana have also received many of the following School Libraries in Montana have also received many of the following

materials for IEFA:materials for IEFA: Connecting Cultures and Classrooms: K-12 Curriculum GuideConnecting Cultures and Classrooms: K-12 Curriculum Guide K-12 Literature UnitsK-12 Literature Units Directory of Indian Education Programs in MontanaDirectory of Indian Education Programs in Montana Model Lesson Plans: Social Studies Kindergarten-Grade 6Model Lesson Plans: Social Studies Kindergarten-Grade 6 Traditional Games UnitsTraditional Games Units American Indian Music: More Than Just Flutes and Drums: A Guide to American Indian MusicAmerican Indian Music: More Than Just Flutes and Drums: A Guide to American Indian Music Evaluating American Indian Materials & Resources for the ClassroomEvaluating American Indian Materials & Resources for the Classroom Your Guide to Understanding and Enjoying Pow WowsYour Guide to Understanding and Enjoying Pow Wows A History of Foundation of American Indian Education PolicyA History of Foundation of American Indian Education Policy Essential Understandings Regarding Montana IndiansEssential Understandings Regarding Montana Indians Social Studies Grade Level Expectations Tied to the Essential Understandings Regarding Montana Social Studies Grade Level Expectations Tied to the Essential Understandings Regarding Montana

IndiansIndians Lesson Plans Featuring Montana State ParksLesson Plans Featuring Montana State Parks Montana Indians: Their History and LocationMontana Indians: Their History and Location

WebsitesWebsites OPI-Office of Public Instruction

Reference ListReference ListAaronsohn, E. (2000). Controversial literacy: a conversation with Aaronsohn, E. (2000). Controversial literacy: a conversation with

Sonia Nieto. Sonia Nieto. The Dragon LodeThe Dragon Lode. . 1818, 1-7. , 1-7. Banks, J. A. (1994). An introduction to multicultural education. Banks, J. A. (1994). An introduction to multicultural education.

Allyn & Bacon: Boston.Allyn & Bacon: Boston.Banks, J.A., (1994). Goals and Misconceptions. In: An Introduction Banks, J.A., (1994). Goals and Misconceptions. In: An Introduction

to Multicultural Education. Allyn & Bacon: Boston.to Multicultural Education. Allyn & Bacon: Boston.Bruchac, J. (2002). Bruchac, J. (2002). The winter peopleThe winter people. Puffin Books: New York.. Puffin Books: New York.Francis, L. (1996). Francis, L. (1996). Native time: A historical time line of Native Native time: A historical time line of Native

AmericaAmerica. St. Martin’s Griffin: New York.. St. Martin’s Griffin: New York.The Winter PeopleThe Winter People Internet Hunt. Retrieved on April 19, 2009 Internet Hunt. Retrieved on April 19, 2009

fromfrom http://homepage.mac.com/cohora/ext/winpeo.html