(This is the Lesson Plan 3 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 |
| Lakota Sioux* (Lakȟótiyapi) |
Now known as North
and South Dakota |
Lakota (Western Siouan)visit the website
|
| Lewis and Clark Corps of Discovery among the Lakota/Dakota: | ||
*Many people among what are here called the “Lakota Sioux” consider “Sioux” to be a derogatory term used by enemies, and prefer to use “Lakota” and/or “Dakota”.
| Enduring Understanding: Core Communication | ||||
| English | “Yes” | “No” | “Hello” | “Goodbye” |
| Western Siouan (Phonetic) |
Pronounced “eye” |
Pronounced “hay yah” |
Pronounced “yah ah teh” |
Pronounced “am bah” |
| Enduring Understanding: Cultural Component | ||||
| English | “White” | “Buffalo” | “Calf” | “Woman” |
| Western Siouan (Phonetic) | Pronounced “skah” |
Pronounced “tah tawn kha” for bull, and “ptay” for cow [“pt” sounds like the end of the English word “kept”] |
Pronounced “ptay see lah” [“pt” sounds like the end of the English word “kept”] |
Pronounced “win yawn” |
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’re 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 is a winter lesson. Winter is traditionally a time for storytelling, and the sharing of many stories is forbidden at other times of the year.
- One quarter of the Lewis and Clark expedition was spent in what is now called North Dakota, including many winter days and nights. They sheltered with storytellers, and there are journal entries describing their experience among the Mandan and Hidatsa (Lewis & Clark among the Indians 4. The Mandan Winter, https://lewisandclarkjournals.unl.edu/item/lc.sup.ronda.01.04) Perhaps an ambitious student would be willing to do further research to determine exactly what stories the Sioux shared during this time.
- No matter what, camping with the Oglala Sioux in wintertime would mean storytelling, snow, shelter, and fires. One of the most well known stories shared by the Lakota Sioux is the story of the White Buffalo Calf Woman. There is an interpretation of this story attached at the end of this lesson. One cannot hear enough times that stories are often owned, and therefore permission is needed before sharing. Stories have a time and a place. Stories have a context. Stories have a right and a wrong way of telling. Storytelling is vastly more complicated than many people realize, and this fact would make for an excellent teaching in and of itself. The version of this story I am sharing is one that is an interpretation of the original, and is not subject to restrictions. Wise learners consult with tribal storytellers before diving into the oral tradition.
- Educators should understand that a strong emphasis on traditional gender roles is often reflected in the language of tribal legends. Societies have changed dramatically since the time of the very first stories, and many words and concepts would be interpreted as violating modern diversity, equity, and inclusion norms. This cultural reality is unlikely to cease being an important topic of exploration for a long time to come.
The lesson will include assistance and support from whom and/or what resources?
- Tribal storytellers are often associated with a local tribe, university, or storytelling group. Some tribal storytellers become famous and tour the world while many storytellers carefully guard family stories and share them only at certain times of the year under certain circumstances.
- A learner would be wise to speak with a tribal storyteller and follow their lead. Many mistakes and misunderstandings have been perpetuated through the appropriation of tribal stories and the traditional ways of knowing they reflect.
- Learners should collaborate with a tribal storyteller if they wish to share stories they have heard – otherwise, there are many stories available in books and online recordings.
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?
- Review and recall the four cardinal directions and associated symbolism of each.
- Describe how these are represented in “The White Buffalo Calf Woman”.
- Read and interpret the Lakota Sioux story, “The White Buffalo Calf Woman”.
- Explain how stories shape cultures, and vice versa.
- Speculate on why the oral tradition plays such a vital role in Native American cultures.
Lesson Procedures
- Learners familiarize themselves with the “core communication” and “cultural understanding” vocabulary.
- When the time is right, read White Buffalo Calf Woman. This can be done in a number of ways; since it is a story meant to be shared out loud, it makes sense to read it aloud.
- Challenge learners to discuss the Entry Questions and discuss their thoughts. (Use “02 Tribal Tongues Story Response” and “08.04 Tribal Tongues Active Listening and Projects Guide”)
- Learners should identify the Cultural Universals associated with the story, and be prepared to share their views. (Use “08.05 Tribal Tongues Cultural Universals Menu”)
Extensions
- Explore “Winter Counts”. Create a display explaining their historic significance. (https://www.nps.gov/teachers/classrooms/winter-count.htm)
- Do some research and write a brief essay on the history of the Lakota Sioux people since early contact with explorers like those in the Lewis and Clark expedition.
- Share a story of a true event that made you see the world in a new way. Perform this story, sing it, paint it, make a comic strip, or create a slideshow.
- Answer the question: Why do the colors white, yellow, red, and black represent the four directions; further, what does “the colors of man” mean?
- Identify culturally defined gender roles among Lakota Sioux people. Describe how these roles have changed, and explain why you believe this is so.
Materials & Supplies
- Translation Flashcards
- Lakota Sioux language learning materials
- Supplies as needed for extension activities
- White Buffalo Calf Woman story
*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.