An Interdisciplinary Approach to Native Games

 

Day 1: Social Emotional and Problem Solving

Become familiar with Chapter 1, Ring Games for Kindergarten

http://opi.mt.gov/Portals/182/Page%20Files/Indian%20Education/Health%20Enhancement/Traditional%20Games%20-%20all.pdf?ver=2020-06-29-122417-947

Vocabulary for the Lesson:

Territory: The land and water(s) under the authority of a band, clan, or nation. (OPI 2013)

Tolerance:  Understanding of others’ views, beliefs, practices, etc. (OPI 2013)

Intuition:  Using our “intuition” in a game involves being very observant, paying close attention, watching other players’ movements, looking at their eyes, and trying to guess what they are thinking and feeling.  It helps us predict what they might do.  This is an important skill to develop in many areas of life.

Kinship:  How a person is related to another. Each person in the old Plains Indian culture had to “Obey the kinship rules; one must be a good relative.” (Ella Cara Deloria, Waterlily. University of Nebraska Press, 1988, preface) “Every other consideration was secondary—property, personal ambition, glory, good times, life itself. Without kinship, they would no longer even be human (civilized). And to be civilized was to keep the rules imposed by kinship for achieving civility, good manners, and a sense of responsibility toward every individual. Thus, was it possible to live communally (with others) with success; that is to say, with a minimum of friction (trouble) and a maximum of good will.” (Montana’s Office of Public Instruction, 2013)

Activity:

As a class, sit in a circle. Talk about the importance of the circle (unity, everyone is seen, connection). Introduce a talking tool (stuffed animal or a squishy ball) so students understand taking turns and showing respect to the speaker. The rule for the talking tool is that only the person with the tool may speak and they will pass it or walk it over to the next person when they are done. This will not be thrown and if you do not have the talking tool, your job is to be a listener. This means, eyes watching, ears listening, body still, and mouth quiet.

Make a scenario that this classroom is your territory. You are all a family and it is your home to protect and live in. Brainstorm and create a list about some rules or class guidelines we would need to ensure that our territory was a safe and enjoyable place. How can we show tolerance? What can we do if a problem arises?

Pick a few of the problems that are suggested (e.g. Not sharing, cutting in line, making faces at each other, etc.) and invite volunteers to act out the solution.

Have everyone stand up. You step inside the circle and shake hands and say hello or thank you to the person next you to. They follow you inside the circle and you continue around, shaking everyone’s hand, until all people are now inside the circle. Dismiss students back to their tables.

 

Day 2: Ring Game Reading and Rules

As a class, discuss the importance of games. Discuss some reasons we enjoy games and how they can bring us together (fun, competitive, share culture, etc.).

Remind students of the problem-solving poster you made yesterday and review it with the class. Ask students how these strategies could also work when you are playing a game.

Using the student reader, Ring Games, either project it or have a paper copy for each student. Ask students what they notice about the picture on the front cover. Talk about the parts of the toy that you recognize (stick, string, hoop). As you read the book together, have students “hug” (use both pointer fingers and put the word in between to create a window) their common words or sight words (e.g.. This, and, are, with, a, put, of, etc.)

Tell students that this is a game you will play tomorrow and go over the rules that were talked about in the book.

Rules:

    1. Start with the ring on the ground.
    2. Toss the ring into the air and try to put the stick through the ring while it’s in the air.
    3. Be careful!

 

Day 3: Ring Game Prep and Play

Materials: 

You will contribute string, yarn, or duct tape for enough ring games as you might like to have in your class. Ideally, sticks and rocks can be found outside, but if not, you can bring them to school to distribute to your students.

Activity:

If possible, go on a scavenger hunt outside of your building to collect sticks and cut some fresh sticks to make the ring. You must have fresh, green wood for the ring, but dry wood is fine for the stick. Bend the fresh switches into a circular form, overlapping the wood two or three times, and then securing that circular shape by entwining it with string, yarn, sinew or duct tape.  Next, have students use string or yarn to tie their stick, hoop, and ring together prior to playing the game.

Take students outside to practice the game! Please have students stay 6 feet apart so they don’t hit each other with the sticks. Hint: Gently flick the ring into the air. Try to get the ring to land and fall around the tip of the stick you are holding upright in your hand.  If you pull the ring up too hard and fast, it is more difficult to skewer it!

 

Day 3: “Rock in Fist” Reading and Gathering 

Preparation:

Become familiar with chapter 2, “Rock in Fist”

http://opi.mt.gov/Portals/182/Page%20Files/Indian%20Education/Health%20Enhancement/Traditional%20Games%20-%20all.pdf?ver=2020-06-29-122417-947

Materials: have the rocks and sticks ready for play.

Activities:

Introduce students to Rock in Fist by talking about intuition (gut feeling, hunch, instinct) and how this game was used to help children and adults learn to follow what they feel. The game is to help build your social awareness, noticing social cues, noticing the way the other person looks or moves. This game will require focus and learning how to follow your intuition!

Using the student reader section on “Rock in Fist,” either projecting the relevant page or having a paper copy for each student. Ask students what they notice about the picture on the front cover. Talk about the number of sticks and rocks and make a prediction about how you might play the game based on the title and picture. As you read the book together, have students “hug” (use both pointer fingers and put the word in between to create a window) their common words or sight words (e.g. This, and, are, with, a, put, of, etc.)

Go outside and have students gather one rock (that is small enough to hind in their fist) and three sticks. Students can also break one larger stick into three shorter pieces.

It is tradition to decorate your sticks to claim them as your own and to show things that are important to you. Give students some time to draw on their sticks with markers.

 

Day 4: “Rock in Fist” Playing

Activities:

Review your poster from day one about ways to solve problems. Review your vocabulary words, especially about “intuition.” Today, students will have a chance to play the game with multiple partners and they will need to practice taking turns, following the rules, and showing respect. Part of being a good partner, is to show kindness whether you win or lose. Show students how, after you finish the game, you shake your partner’s hand and say, “thank you” or “good game.” This helps students learn to be humble.

Read through the rules below. Once students have played against a partner, they can play again, watch another group, or play a different partner.

Close the session by talking about how games like “Rock in Fist” can teach us ways to communicate, even without talking! When we do play games, we have ways to solve problems, just like when problems arise in the classroom. Allow students to play these games when they go out for recess or have playtime.

 

Enduring Understandings

    1. Traditional games were played for fun and to teach lessons.
    2. Different tribes played different games.
    3. Culture was taught through games.
    4. Social relationships were strengthened through play.
    5. Games can be played with materials found outside.
    6. Problems can be solved in safe, constructive ways using strategies.
    7. Being respectful and humble are important for maintaining good relationships with other people.

Additional Resources

More games

Videos about Traditional Native Games

Download the curriculum: An Interdisciplinary Approach to Native Games