The content of the following Storyline project conceived around the topic 'Indians' respectively Native Americans2 is aimed to introduce children into Native American culture. In the context of regional studies the children are acquainted with various interesting aspects of Indian lives, of their habits and living conditions. Although in primary English a detailed discussion and reflection on the dramatic historical and contemporary Native American problems (the conflict with the ‘White Man’, the life in reservations, the danger of ‘cultural extinction’ etc.) is hardly possible, the occupation with more ‘positive’ aspects of the topic may provide a more realistic image of Native American culture than offered by commercial media thus making a first decisive step to counter the arising of rigid, prejudiced, stereotype-based attitudes that even a majority of adults have today.
The widespread stereotypical image of ‘Indians’ in movies (e.g. Winnetou), books or comics is an exaggerated portrayal of the so called Prairie and Plains Indians. However, there were other cultures and over 500 different tribes living together on the huge continent. The focus of this project is on three major Indian cultures: The Prairie and Plains Indians, the Forest Indians, and the Pueblo Indians.
Table of Contents
1. Background Information about the Topic
1.1. Native Americans
1.2. Three Major Native American Cultures
1.2.1. The Prairie and Plains Indians
1.2.2. The Forest Indians
1.2.3. The Pueblo-Indians
1.3. Common Features of Native American Cultures
1.3.1. A Creative and Imaginative Way of Living
1.3.2. Manitou, Beliefs and Ceremonies
1.3.3. Smoking as a Ritual
1.3.4. Medicine Men
1.3.5. Indian Names
1.3.6. The Role of Women
2. Didactic Considerations
2.1. Relation to the Curriculum
2.2. Relation to the Children’s Lives
2.3. Learning Objectives
2.3.1. Intercultural Competence
2.3.2. Content Objectives/ Regional Studies
2.3.3. Language Objectives
2.3.4. Language Learning Strategies
2.3.5. Social Competence
3. Methodical Design – Teacher’s Notes
3.1. EPISODE 1: Indian Tribes & Indian Homes
3.2. EPISODE 2: The Characters
3.3. EPISODE 3: The Thunderstorm
3.4. EPISODE 4: The Trade and a Message from Manitou
3.5. EPISODE 5: A Festival for Manitou
4. BIBLIOGRAPHY (Topic Indians)
5. Topic Plan
6. APPENDIX
Project Goals and Themes
This project aims to introduce primary school children to Native American culture through the Storyline approach. By moving beyond common stereotypes, the project encourages a more realistic, sensitive understanding of Native American life, fostering intercultural competence, empathy, and social learning in a playful and relevant educational context.
- Exploration of diverse Native American cultures and living conditions.
- Engagement with authentic cultural aspects, including beliefs, traditions, and communication.
- Integration of foreign language learning across multiple thematic fields.
- Development of social skills through collaborative tasks and project-based work.
Excerpt from the Book
1.2.1. The Prairie and Plains Indians
The Prairie and Plains Indian tribes, for example the Apache, Cheyenne, Blackfoot, Sioux, Comanche, Pawnee or the Kiowa, lived in the half-dry grassland in the heart of North America, an area called the Prairie and the Plains. As homes they had ‘tents’ made of wooden sticks and bison hides - the tepees. Quickly to be put up and taken down, tepees were a very suitable way of housing for the Prairie Indians, who regularly had to follow the bison herds.
For bison hunting the Prairie and Plains Indians either crept to the animals disguised as wolves or chased them on horses brought to North America by the Spanish in the 16th century. Bison served as the main source for almost everything: food, clothes, weapons, and things for the household. The Prairie Indians made more than 80 products out of dead bison: They used the leather for tepees, belts, clothes, bags music instruments and other accessories. The fur served as blankets, and the horns as jewellery, cups or spoons. They made bones to knives, arrow-heads, sewing needles and scrapers. Bison hair were plaited to baskets and belts, or they decorated clubs and tepees. The stomach was used as a bucket, the rough side of the bison tongue as a hairbrush, and the tail to wave away the flies. Even the dung was collected and dried to serve as fuel for the fire.
Summary of Chapters
1. Background Information about the Topic: Provides an overview of Native American cultures and common features to establish a factual basis for the project.
2. Didactic Considerations: Explains the pedagogical rationale, curriculum alignment, and specific learning objectives for the students.
3. Methodical Design – Teacher’s Notes: Details the practical implementation of the Storyline project through five distinct, structured episodes.
4. BIBLIOGRAPHY (Topic Indians): Lists the academic and cultural sources used for the development of the project materials.
5. Topic Plan: Presents a comprehensive overview of the project structure, key questions, and activities.
6. APPENDIX: Contains all necessary teaching materials, including wordbanks, worksheets, and specific content aids.
Keywords
Native Americans, Storyline, Primary English, Intercultural Competence, Regional Studies, Prairie Indians, Forest Indians, Pueblo Indians, Manitou, Culture, Education, Curriculum, Teaching Methodology, Traditions, Social Competence.
Frequently Asked Questions
What is this project fundamentally about?
The project is a Storyline unit designed for primary school students to introduce them to Native American cultures through a series of structured and playful activities.
What are the central thematic fields?
The themes include the lives of different Indian cultures (Prairie, Forest, and Pueblo), their relationship with nature, traditional activities, and beliefs.
What is the primary goal of the work?
The main goal is to promote intercultural competence and counter stereotypical views by providing children with a realistic, sensitive look at the lives and traditions of Native American tribes.
Which scientific methodology is used?
The project utilizes the Storyline method, which is characterized by collaborative learning, the development of a fictional narrative, and student-led inquiry and presentation.
What is covered in the main part?
The main part consists of Teacher's Notes organized into five episodes that guide the class from setting the scene, creating characters and homes, dealing with an incident (thunderstorm), trading goods, and finally organizing a festival.
Which keywords characterize the work?
Key terms include Native Americans, Storyline, intercultural competence, primary English, and traditional practices.
How does the project connect to the children's real lives?
The project relates to familiar experiences like school, home, and hobbies, and uses activities such as storytelling, handicrafts, and role-playing to bridge the gap between historical topics and the children's reality.
Why are the concepts of 'Manitou' and rituals included?
These concepts are included to show the spiritual connection Native Americans had with nature, providing students with a deeper, more empathetic understanding of their way of life.
- Quote paper
- Katja Krenicky-Albert (Author), Katrin Morlock (Author), 2004, Unterrichtsentwurf für den Englischunterricht: Storyline 'Indians' - Class 3/4, Munich, GRIN Verlag, https://www.grin.com/document/43974
