A Deeper Understanding

Now I will have a picture book that includes the traditional telling of the Water Panther. Lion Singer tells a story of a brave brother that save his younger sister from the Panther.

Students will be set up on iPads that have Native Lore online short stories. They can read on their own or turn and read together. They will read both about Thunderbird and Water Panthers. I would have four to six sources that they can choose to read on the iPads. <a href="https://mythology.net/mythical-creatures/thunderbird/">Thunderbird</a> breaks down the legend, what it means, and many different Lore and the different views from tribe to tribe. <a href="http://www.indigenouspeople.net/boystole.htm">Boy Stolen by Thunderbird</a> this can help provide students with a deeper understanding and interaction with Native Lore on the Thunderbird.

<a href="http://www.mpm.edu/content/wirp/ICW-141.html#panther">Ojibwe Oral Tradition </a>is a traditional telling of two women encounters with the Water Panther.

Students will be able to sit on the rug near the SmartBoard. They can listen to a Native Lore be orally told or sung. They would be participating in a historic tradition. The Native Lore they would be listening to is <a href="https://www.youtube.com/watch?v=-kywgdkkESw">Our Four Sacred Thunderbirds</a>. I choose this because it has a traditional song as well as historic images of Native American traditions.

Trapped in the Tar Sands Relief and monotype. 2018

Beware of the Black Snake Monotype. 2017

After they have gone through the rotations students will go back to the desk. I will have them do Two Roses and One Thorn. I would like them to either write, type, or record two things they learned or found interesting and one thing or question they still have. This will be our last activity of the day for this lesson.

The next day we will be introduced to one more Native symbol. It is throughout the artwork and helps transition past beliefs, artwork, as well as current things taking place. Bringing Black Snake to students I would do it in a mini-lesson. This will lead to later conversations about current events (Dakota Pipeline) so I want to start bringing in both past and current. I would give them background on the traditional prophecy of the Black Snakes would run through land and water that would harm the people. I would show a video that explains the Native Story a well as being currently spoken about today.&nbsp; <a href="https://m.youtube.com/watch?v=rKKlx33B99I">Story of Black Snake</a>

Students will be able to explain their article by either writing or speaking. Whichever they choose as well as however, they would like to turn it in. They must be able to summarize where this is happening and explain what is causing it. As well as provide evidence for how they think either Native American Lore or Jason Clark's artwork can help connect or represent what is taking place in the article. There will be no right or wrong answer. If students can show and provide evidence on how either of the topics can connect then they are actively participating and interacting with the work.

Deep Pool Monotype.2018

Water pollution is taking place in our beautiful state of Montana. The choice in using Jason Clark a local artist was because of his powerful call to action to the water in Montana helps bring the reliableness and importance to students. As well as being an unenrolled Native American he is able to stamp the picture of the oral stories about the water he grew up hearing.

Clicks Creek Monotype. 2018

My goal of this lesson is to bring Native American culture to the classroom while also linking it to the modern world and current events we as a society are facing. While also having content heavy discussion and understanding of pollution students are able to interact with visual art. The story is within each of the pictures from his exhibit. He brings in Native Lore that has been passed down for hundreds of years while also bringing current world events to his artwork. With him focusing on Montana it is the realization that this is occurring in our backyard.

Either later that day or the next we will come back to our mind maps around the room and discuss them. Ask is water pollution taking place? If so where and what causes it? Does it just happen over time? Or is human activity causing a rapid increase?This will help pre-asses what students know before we start looking at articles. Discuss how Native Lore has been giving warnings for hundreds of years. By the end of the lesson they will be able to answer this, How can the Native Lore warnings link to current events? And if so what are they linked too?

Newsela | Instructional Content Platform

Today we are going to use Newsela. Students will find articles about water pollution. They can search and read on whatever topics they desire at their appropriate reading level. They are not limited to only searching Montana. Once they find an article that truly interests them and they want to share with the class and they will print it off or save to an Ipad and begin preparing to discuss their article. They can look at all stories from all over the world but as a class, we will discuss more issues within the United States.

A Deeper Understanding of Jason Clark's Exhibit WATERSHED

Water Protectors Monotype. 2018

Visual Arts Sixth- Eighth Grade: Anchor Standard #8: Construct meaningful interpretations of artistic work. Anchor Standards #11: Relate artistic ideas and works with societal, cultural, and historical context to deepen the understanding, including traditional as well as contemporary artistic ideas and works by American Indians. IEFA: Indian Education for All

The Clark Fork Drainage Monotype, 2018

By introducing my students to a local Montana artist I would show them all of the artwork throughout this book on the Smart Board. One image at a time with its meta date I have included. I would give them the background from the previous page. Once I show each piece I would ask them to make notes on what they see, what they think it means, any ideas, and what they like. I would want them to be as descriptive as possible.

The days following this activity we will continue to look at the artwork each day and connect it to what we are learning. On each page I included some ideas that you could link.

Mill Creek Relief and monotype. 2018

Now that you have my why and about the artist here is how you can bring it to the classroom. I have provided how I would bring this to my future classroom you can  adapt the lesson for your own needs.

Materials needed are simple definitions of figures talked about in Native Lore. Stories and or books that help bring better understanding of what they mean and do for students. Promoting active student engagement and conversation. While also having an understanding of water pollution and water importance. Lastly, link our conversations to current events and things happening to our water.

Before you begin this lesson have a conversation with your students about water importance. I would use a brainstorming map for the class to write down ideas and their reasons as to why water is important. I typically like to use a large easel pad that sticks to the wall or whiteboard. Once you start asking them about water go deeper and ask them how important is water to the environment? How important is water to animals? Lastly, ask why is water important for you and your life? The mind map may get very large depending on the class conversation. You may need to use multiple maps. I also would want to have one for pollution. This would be a formative assessment to see how much they know and if I need to work time to give more information to the students before we move on.&nbsp; After this lesson, I would have these maps displayed throughout the classroom so that they can reference throughout the lesson.

The why for my lesson is to bring the cultural understanding of Native Lore beliefs from the past and making the Modern day connection to things happening in the world. The warnings have been told orally in Native traditions for hundreds of years. While also promoting cultural understanding there is a scientific importance for the topic of water pollution. It is something that society we do not look at the big picture of what it will do to the world around us.

Fly Lake Monotype.2018

Water pollution does not only affect the water ecosystem it then transfers to the nutrients of the fish. When predictors and humans consume polluted fish there will be health effects. As well as the risk of losing drinkable and livable water. The scientific understanding and conversation need to be had because it has become an issue in our modern day world. We have spent time wasting doing the prevention of pollution. It is in our waters and if we do not start talking and reacting on it the water pollution crisis will only get worse.

The Native Lore of the Thunderbird and Water Panther

Fighting the Oil Kings for Clean Water (white) Relief and monotype. 2018

After our discussion on water importance and pollution, I would move into how Native Lore and felt on these things for hundreds of years. I would first start with the Thunderbird and Water Panther. When teaching about the Thunderbird I would give students the definition on a print out as well as many picture examples. Whether it is artwork or objects like Potemkin that have the symbol on them. It will be a strong indication as to how important this symbol is to Native culture. The definition I would use is that The Thunderbird is a well known and widespread figure in Native American mythology. They are extremely sacred forces of nature that are the protectors of other ordinary members of the animal kingdom. After reading the definition and talking about the pictures they have seen I would ask the students conversation prompting questions. Ask the student when speaking about this, what is a sacred animal to the American society?&nbsp;Typical answer an Eagle

After the Thunderbird, I would bring in Water Panther to the conversation. This is covering both water and sky protection that is very important to Native Culture. Now that I have introduced them to both protectors I pull give them Native Lore stories on both at each of the three stations.&nbsp; Station one will be reading hard copy books of Native Lore. Students will be able to read on their own, read with a partner, or listen to the teacher read to them. I would use the book Brave Wolf and the Thunderbird: Tales of the People by Medicine Crow. This was created with the Smithsonian National Museum of the American Indian it celebrates culture while also including Native authors and artists.&nbsp; The next book I would use is How Thunder and Lightning Came to Be by Beatrice O. Harrell. This tells the legend of how thunder came to be. Two birds were asked by the Great Sun Father to take people to shelter before the wind and rain. It helps bring the Thunderbird symbol to life and understanding its role.

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