1. Tribal Tongues Along the Trail: Four Directions and the Shawnee

(This is the Lesson Plan 1 for Crystal Boulton-Scott and Joseph Scott‘s curriculum, “Tribal Tongues along the Trail: American Indian Languages, Histories, Values, and Cultures Encountered by the Lewis and Clark Corps of Discovery.”)

 

Essential Question

How does language shape relative effectiveness in communicating basic needs and enhance cultural understanding?

(Use “08.11 Tribal Tongues Enduring Understandings Assessment Rubric” to evaluate the learners’ language understanding.)

“Tribal Languages” Review

Languages explored in this lesson may be rooted in an orthography unfamiliar to educators and learners who have communicated exclusively in English. Some of the graphemes and phonemes are unfamiliar to English speakers. Educators will find many words that have been translated into phonetic English. In addition, direct translation may be impractical, as there is often no easy correlation between the English and tribal vocabulary. An effort has been made to use languages under the best advice available, and where possible, links to official tribal language programs are provided. Tribal language speakers, language programs, university archives, and online resources have been consulted.

Disagreements between and among tribal language speakers endure to this day. Disagreements can become quite heated, and it is important for educators to recognize and honor the fact that there may be a diverse interpretation of individual definitions, pronunciations, and origins.

 

Enduring Understanding: The People, The Place, The Language
The People	The Place (Ancestral Homelands)	The Language
Shawano (Shawnee)	Now known as Western PA, Southern OH and IN, into southern IL	Central Algonquian (http://internethelp.centurylink.com/internethelp/speedtest-q2.html)
Lewis and Clark Corps of Discovery Among the Shawano (Shawnee): https://paconservationheritage.org/stories/lewis-and-clark-in-pennsylvania/ https://www.nps.gov/lecl/planyourvisit/ohio.htm

 

Enduring Understanding: Core Communication
English	“Yes”	“No”	“Hello”	“Goodbye”
Shawano (Shawnee)	he ne (Pronounced “hee-nee”)	mi ti (Pronounced “mah-tah”)	hi te to (Pronounced “hah-tee-toh”)	(“Again we will meet”) No ke si li ka nik sko la (Pronounced ”Noh-kee-sah-lah-nahk-skah-lah”)

 

Enduring Understanding: Cultural Component
English	“North”	“South”
Shawano (Shawnee)	Ya pa pon kya ke (Pronounced “yeh-pee-pawn-kay-kee”)	Ya li wi qa ke Pronounced (“yeh-law-wah-kweh-kee”)
English	“East”	“West”
Shawano (Shawnee)	Ya ti ko fi ke (Pronounced “yeh-taw-koh-thaw-kee”)	Ya pik se mo ke (Pronounced “yeh-pawk-shee-mohn-kee”)

 

Learning the Language

There are a number of ways for learners to acquire new vocabulary. Making flashcards with English on one side, and a tribal translation on the other is probably the easiest. That being said, consider something more creative. After all, English is a translation in and of itself, assigning meaning to objects, actions, ideas, etc. When you translate from an English word into a tribal language word, you are technically translating it twice. The Northwest Indian Languages Institute (https://nili.uoregon.edu/) offers a number of effective alternatives to flashcards.

The lesson will take place in what season? The lesson will take place in what location?

• This lesson is meant to take place on or near solstices and equinoxes.
• Projects can be done indoors or outdoors; the ideal project (creating a geoglyph of the four directions) occurs outdoors in an open space. There are other options for learners in confined areas.

The lesson will include assistance and support from whom and/or what resources?

• Language resources in print form can be found in the bibliography. Speakers of tribal languages are often available through tribal websites, or by simply contacting the tribe’s culture department. Many tribes have language revitalization programs.
• The four directions are closely associated with the four basic elements: fire, water, earth, and air. These are often part of the guiding principles of TEK (traditional ecological knowledge) programs. Watershed councils and watershed restoration organizations sometimes have tribal TEK education programs.
• There is information about geoglyphs available in many places. Geoglyphs and intaglios appear all over the world. Perhaps the most famous geoglyphs are the Nazca Lines. The Medicine Wheel is another geoglyph that occurs in various locations across the country. An expert in forms of rock art would be helpful, as would an artist who works with lithic materials.
• Geoglyphs are not the only lithic tradition among tribal people of the Americas. There are petroglyphs, pictographs, intaglios, and other forms of expression using stonework. Places of education have departments dedicated to these things, frequently the anthropology or archaeology department.
• Many people still craft and use stone tools and utensils. Flint knappers and carvers are often eager to share their work and knowledge.

Cultural Universals focus

Food	Transportation	Entertainment	Government
Clothing	Science	Communication	Tools/Technology
Shelter	Medicine	Medium of Exchange	Family/Kin
World View	Arts

Entry Question:  After completing project(s), what will students and instructors be able to do?

• Demonstrate an understanding of the basic “survival vocabulary”, and use it when and where it is appropriate, in authentic and/or contrived contexts.
• Identify and build a geoglyph.
• (Please consult 08.07: Tribal Tongues Core Concepts for the activities below)
• Demonstrate understanding of the significance of the four cardinal directions in several ways and in several contexts: the sacred and spiritual context embodied in the medicine wheel as recognized by many tribal peoples, the four cardinal directions and their relation to seasonal change and the movement of the earth relative to the sun.
• Suggest how the Lewis and Clark expedition might have benefitted from both an understanding of the basic survival vocabulary of this lesson, and the cultural concepts embodied in the “Culture” vocabulary.
• Demonstrate an understanding of the four culturally related vocabulary words/phrases.
• Understand that the medicine wheel has many iterations and is interpreted in a variety of ways across Native American cultures. (http://solar-center.stanford.edu/AO/bighorn.html)

Lesson Procedure

• Learners familiarize themselves with the “core communication” and “cultural understanding” vocabulary.
• (Please consult 08.11: Tribal Tongues Enduring Understandings)
• Review the basic “core communication vocabulary”, and allow learners to choose an ideal method to memorize and use these words in context. Some will respond best to flashcards, some will want to employ the “whole body” language learning style. There are a number of excellent techniques for learning world languages.
• Study the cultural component vocabulary, placing emphasis on the role these words play in conveying societal norms, cultural practices, and ways of knowing.
• (Please consult 08.07: Tribal Tongues Core Concepts)
• (Please also locate STE(A)M guidance from Additional Standards)
• Integrate the Lewis and Clark experience where possible. The concepts of four directions and seasons would have been particularly relevant.
• Provide students with tools necessary to determine the four directions. Students can build a small compass using a stick and the sun.
• An outing of some sort to gather materials for the construction of a geoglyph consisting of adequate stones (based on an estimation) to build a 10’x10’ “x” shape. The “+” should consist of accurate right triangles and perpendicular lines, and may be used in instructing mathematical geometry concepts. At the end of each “+” point, learners should place one stone painted in the color of the associated direction as indicated by the traditional medicine wheel.

Extensions

• Learning about the four directions can lead to an interest in orienteering.
• Students may choose to build an additional smaller “portable” model.
• Students might construct a sundial out of materials of their choice.
• Students can combine resources to build a model of the earth and the sun, and demonstrate how the four directions, the equinoxes, and the solstices provide understanding of how and why seasons change.
• An essay, skit, poetry, song, or other written material might satisfy the assignment for those who do not have the space or resources to construct a geoglyph.

Materials & Supplies

• Language learning materials provided by tribes.
• Materials necessary to create flashcards.
• Websites specific to tribes/bands/cultures being studied.
• Tools required to determine the four cardinal directions.
• Cobblestones, other rocks, or bricks.
• Paint in the four appropriate colors.
• Any materials and supplies necessary to complete any of the “extension” projects.

 

*While access to many resources is available on the Internet, one cannot assume that reliable and consistent access to electronic media is a given. All of the tribes and bands addressed by these lessons offer resources beyond those found electronically. Printed and recorded language teaching and learning materials are available directly from tribes, as are similar tools related to culture and history. Most tribes have in their possession, or have access to primary documents describing their encounters (and/or the effects of these encounters) with the Lewis and Clark expedition.