Literacy Unit: Lesson 14 Songs

Winds of Change, Nimi'ipuu Sacred Will

Fifth Grade Integrated & Interactive Curriculum

Thunder Rolling in the Mountains Language Arts Unit Chapter 20 & 21: (Pages 108 -116)

Lesson 14: Songs of Significance by Karen Peterson, Hellgate Elementary

Summary

This lesson goes beyond the Battlle of Bear Paw with what is happening to the Five Different Bands of People and how some Nimi’ipuu people chose to flee in Canada as Chief Joseph is surrendering to General Howard and Colonel Miles. The lesson is about the spirituality of the tribes and how song were chanted for different reasons and the background of the songs. Songs from Montana Tribes are played and discussed as student find similarities between the music and music from their culture.

Lesson Objectives and Montana Core Curriculum Standards for English Language Arts

Foundational Skills

Phonics and Word Recognition

This lesson addresses the following objectives. Students will:3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.(Standard 3)

Fluency

This lesson addresses the following unit objectives.

Students will: 4. Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Speaking and Listening Standards Comprehension and Collaboration

This lesson addresses the following unit objectives.

Students will:2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas

This lesson addresses the following unit objectives.

Students will:4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Include sources by and about American Indians.

Resources/Materials/Teacher Preparation:Thunder Rolling in the Mountain, Student Online Assignment for Thunder Rolling in the Mountain, CD - More Than Just Drums - Montana Native American Music

Background Information

Thunder Rolling in the Mountain; Chapter 20 - The Blue Coats were taking care of the wounded and passing out blankets to the Nimi’ipuu people while the fires burned with food cooking. With all the talk and surrendering with the Blue Coats, White Bird managed to escape with many to the Old Lady’s Land. Sound of Running Feet wanted to escape too but decided to wait unitl the middle of the night. In the night Sound of Running Feet packed a pan knife and buffalo horn and the wedding blanket. She crawled out to the nearby stream and like a snake she slide down the bank away from the glow of watch fires. Sound of Running Feet was startled by somebody who had followed her and covered her mouth and grabbed her arms. The intruder asked “Are you not going home with Chief Joseph?” and at that time she discovered it is Swan Necklace. Sound of Running Feet burst with joy as she discovered that Swan Necklace, her love, did not want to surrender either. Sound of Running Feet exclaimed that she would never go with the white people and that she was going to Sitting Bull. Swan Necklace agreed and figured at least they would be together dead or alive. The followed the creek and when it moved away from the camp they began walking. Swan Necklace was still dressed for war exposing his body and feet, so Sound of Running Feet cut some buffalo from her robe to cover his feet and the wedding blanket was used as his coat. The weather was getting colder and snow covered the ground. They found a sheltered place to sleep and slept well for the first time in the Bear PawsMountains. The next morning they continued to travel in the cold, icy conditions with no food. Swan Necklace spotted an antelope and they stopped to kill the animal. As they were cleaning the animal they heard jingles of bridles which turned out to be five Assiniboins returning from a hunting trip. The leader had a musket and the four others had mountain sheep bows just like those that the Nimi’ipuu made. The leader raised his hand in greeting and then signed his name which was Red Elk. Swan Necklace and Sound of Running Feet signed back that they were friends and their names and that they were fleeing the Blue Coats to join Sitting Bull. Red Elk nodded and spoke few words of the Nimi’ipuu language and invited them to join them at a nearby Assiniboin village. Sound of Running Feet did not trust Red Elk as she noticed his eye gleamed at the rifles her and Swan Necklace were carrying.

Thunder Rolling in the Mountain; Chapter 21- Red Elk guided his men with Swan Necklace and Sound of Running Feet into the Assiniboin Village where fires burned and Assiniboin people came to greet and see the hunt. A child poked at Swan Necklace’s foot wrapping while a woman touched the elkskin skirt. Red Elk motioned to Nimi’ipuu couple to go with him and they followed him into his tent where Alighting Dove, his wife, was cooking. Swan Necklace ate with Red Elk and his son Charging Hawk who was a little older than Swan Necklace. The Assiniboin people dressed a little different than the people of the Nimi’ipuu band with pieces of shell in their hair, fringed leggings and buckshin shirts with elk teeth. During their meal Red Elk explained to Swan Necklace that they were at least a long day’s walk from Old Lady’s Country. Swan Necklace used sign language to tell Red Elk about the surrender. Red Elk explained that he had saw the Nimi’ipuu begin their long march toward the Rising Sun. After the men had eaten the women ate and Sound of Running Feet was so hungry that she ate her food fast while she ducked her head in shame. Alighting Dove looked at Sound of Running Feets worn moccasins and pulled a new pair from a pack to give her. Charging Hawk gave Swan Necklace some clothing that was way too small and caused the Chief and his son to laugh. Swan Necklace and Sound of Running Feet slept in Chief Red Elk's tent and they felt no fear. The morning came with a sky streaked with red and they were on the journey to the Old Lady’s Country. Alightling Dove packed them food and Red Elk provided them with 10 bullets. The couple wasn’t far out of the village when they heard somebody approach them from the back. Charging Hawk threw a knife to cut Swan Necklace’s neck and kill him. Sound of Running Feet could not respond before she realized she had a noose around her neck. Sound of Running Feet was unconscious for hours and then woke to Alighting Dove shaking her. She untied Sound of Running Feet’s hands and feet. Alighting Dove touched Sound of Running Feet’s over the her heart and her eyes and her heart. She continued to sign that she felt Sound of Running Feet’s grief for her dead husband. Sound of Running Feet cried and finally Alightning Dove led Sound of Running Feet to where Swan Neclkace lay dead. Sound of Running Feet wrapped Swan Necklace in their wedding blanket and placed his war whistle on his chest and the she buried him in a shallow grave. Sound of Running Feet chanted a song of mourning as she realized her heart was taken away and now just a piece of cold stone remained.

Procedure

1. Review and discuss what students thoughts about the risks of fleeing to Canada. Solicit responses from student from their arguments the day before.

2. Discuss how the Non surrendering Nim’ipuu might be in jeopardy.

3. Present the importance Chants and Song in the Native American Culture and the Nimi’ipuu Culture.

4. Listen to several songs for important elements. Student answers questions regarding the songs. What do all the songs have in common? drumming, repeating chorus Does the rhythm contribute to the purpose of the song? yes, slower rhythm more serious, high pitched tones are exaggerated feeling. Are the songs related to religion and how do you know? Yes, many use the name Great Chief or Spirit and the lyrics resemble prayers of Christians.

5. Students read with Partners Chapter Chapter 20 & 21; Thunder Rolling in the Mountains (Pages 108 -116) and discuss the use of songs from the readings. Students find similarities with the songs and religions of the Nimi’ipuu people to those of their own religion and respond on a google document.

Formative Assessment responses to questions

Summative Assessment similarities with songs, religion of Nimi’ipuu and their own religion