Goals for the Day

• Zoom in on Ute History
• Critique analytical annotation models in order to better understand project possibilities

A Ute Prayer
Earth teach me quiet ~ as the grasses are still with new light.
Earth teach me suffering ~ as old stones suffer with memory.
Earth teach me humility ~ as blossoms are humble with beginning.
Earth teach me caring ~ as mothers nurture their young.
Earth teach me courage ~ as the tree that stands alone.
Earth teach me limitation ~ as the ant that crawls on the ground.
Earth teach me freedom ~ as the eagle that soars in the sky.
Earth teach me acceptance ~ as the leaves that die each fall.
Earth teach me renewal ~ as the seed that rises in the spring.
Earth teach me to forget myself ~ as melted snow forgets its life.
Earth teach me to remember kindness ~ as dry fields weep with rain.


Starter 1.29:  How does this ideology compare with Western religious and spiritual tradition?  What is the same about it?  What is different?

Discuss yesterday's activity
1.  What did we learn?
2.  Driving forces behind poetry?
3.  What are principle ideological differences that have emerged for you between indigenous culture and Anglo culture?
Some of your thoughts...


Extend our learning:  PBS:  "The Original Coloradans"

Let's talk about the possibilities for the annotation project...

Choosing a central text

1. Can be an image, document, or artifact.  
2. Can be literary or historical.  
3. Must be primary source (unless you have an alternative idea, such as Hayden's).  If you have questions about whether something qualifies, check with me.  We can get creative with this.

Possibilities for Annotations

You Could…

1. Uncover something hidden
2. Explore a controversy
3. Point out the absurd
4. Challenge assumptions
5. Make a story personal
6. Show a new side to the story
7. Compare eras in history
8. Look beneath the surface
9. Challenge the dominant narrative
10. Critique something we take for granted

Harper's Annotation Critique:  "A Paper Trail of Tears" 
1.  What is the author's perspective on the issue?  If you had to craft a "thesis statement" for the work, what would it be?
2.  Thinking about the list above, what type of annotation is this?  What is its purpose?  What is the tone?
3.  Who do you think is intended audience of this piece?  What does this author do to make this piece more interesting and engaging for the audience?
4.  What makes this genre of analysis interesting and unique?



Tomorrow at Museum:
1. See you guys at 11.
2. If you don't take Chem, come with me on bus at 10:40.  I will clear this with your teachers.
3. Bring lunch.
4. Open yourself to whatever lessons you may learn from the experience.  Try to look beyond our own context to see artifacts as expressions of the human experience.  Observe.  Reflect.  Question.  Think about what you may want to investigate further.
(And....remember that it is possible that linear time is an illusion.)


Coyote Steals the Blanket

Goals of the Day

• Gain understanding about how poetry helps us understand culture
• Identify the characteristics of literary analysis
• Answer Q:  What is intertextuality?

Starter 1.28:  Luci Tapahonso recites and reflects on her poetry

In comp book:  Add your own text to this conversation.  (What do you find striking, interesting, problematic, enlightening about what Tapahonso has to say?  Respond in a way that is meaningful to you:  respond to her philosophy about poetry?  comment on her poem?  what wisdom do you glean from her?)

Synthesis of last night's reading (in groups, shared Google Doc, share with me)

1.  3-5 things you learned about the culture and beliefs of the tribes of the Southwest

2.  3-5 things you learned about the driving forces behind the poetry of these four women (How does the poetry reflect culture and worldview?)

3.  How can you relate this reading to the concept of "intertextuality"?

4.  What are some characteristics of the genre of literary analysis?

Exit Ticket to Break:

Explain the concept of intertextuality and how it relates to our current studies.

WORK TIME:  

1.  Read and annotate for tomorrow:  "The Utes Must Go!" from Bury My Heart at Wounded Knee

2.  HONORS:  Project Work?

3.  Begin to explore and do preliminary research on a topic of interest to you.

Today's Goals

• Self-assess and wrap up Wounded Knee project
• Understand project modifications
• Explore the work of contemporary Southwestern female poets 
• Understand the concept of intertextuality 

Starter:  Wounded Knee Essay Self-Assessment (not in COMP BOOK)
1. Reread your film analysis essay.
2. Download a copy of the rubric and fill it out for your own essay.
3. Email me the completed rubric. Include the following
a. Cut and paste your thesis.
b. Explain how your essay is strong.  What have you done well?
c. Explain the areas where you feel you could improve your essay.


DP update for Wounded Knee mini-project.  Include:

• a brief description of assignment and context
• textbook passage and reflection
• film essay
• any images to enhance content (cite these)

TURN IN WOUNDED KNEE INQUIRY NOTES!



PROJECT REVAMP

KEY QUESTION:   What is intertextuality?

(Keep our EQ in mind:  Where do literature and history intersect and how can studying both help us better understand the human experience?)

Harper's Models

Genius Annotations:  MLK's "I Have a Dream"
How can you see our project taking this form?


Poetry, Analysis, and Intertextuality:  Esther Belin, Luci Tapahonso, and literary analysis

Who is Esther Belin?
1.  Read Esther Belin's poem, "Blues-ing on the Brown Vibe," silently.  Annotate with questions and connections.
2.  Read aloud together.  What do you notice this time?  Jot down any interpretations you may have.
3.  Chat with a neighbor:

• What are themes?
• What interpretations?
• What effect does this poem have on you?  
• What questions does it leave you with?

Who is Luci Tapahonso?
4.  Read Tapahonso Poems. Answer questions from 3 for each.

HOMEWORK:  Read Literary Analysis  “IT HAS ALWAYS BEEN THIS WAY”: PERSPECTIVES ON TIME IN PUEBLO AND DINÉ WOMEN’S POETRY
What is the thesis of the article?
Annotate for new perspectives, interesting connections, questions

Goals for the Day

• Zoom in on Navajo history
• Get curious about the tribes of the Southwest
• Share feedback on project
• Get some stuff checked off your list

Starter: Pop-Quiz on this Google form!


Kit Carson (PBS)
How does the video's perspective on Carson differ from the Bury My Heart account?


Group Work (Google Doc it and share with all, as per usual!  Or use paper!):  "Long Walk of the Navahoes"
1.  Make a basic list or timeline for the main events of the chapter
2.  What questions do you have about these events?
3.  What types of primary sources would you look into to inquire into this history?
4.  What perspectives would you need?  What information would you want?
5.  How could the story be told in a completely different way than the way Dee Brown tells it?


In the same groups...populate this Google Doc:
What do we wonder about the tribes of the Southwest?



Feedback Check-In
Chat.
A new idea...


WORK TIME:
1.  Finalize your essay and turn in.
2.  Honors: Project Work?
3.  If you are ready for this (essay done, etc.), begin a DP update for Wounded Knee mini-project.  Include:

• a brief description of assignment and context
• textbook passage and reflection
• film essay
• any images to enhance content (cite)

Goals for the Day

• Give and receive feedback in order to revise our work.
• Zoom in our focus on tribes of the Southwest.

Film Essay Critique
1.  Email draft or share a clean Google Doc copy with both group members.
2.  Critique your group members, following this protocol.
3.  Email them back your feedback.


Refinement Time
1. Read through your peer feedback,
2. Refine your essay.
3. Essay due tomorrow night (Friday) at midnight!


Question Generation

• What do we wonder about the experiences of the tribes of the Southwest?  What do we want to learn?  Generate questions together.

Navajo Creation Myth

Reading (due tomorrow, HOMEWORK if you don't finish in class):  "The Long Walk of the Navahoes" (from Bury My Heart at Wounded Knee by Dee Brown)

Starter 1.21:  What will you claim in your essay?  (What thesis could you develop?)  What evidence from both the film AND the primary sources can you use to support your claim?

Film Analysis Assignment

Film Analysis Rubric

Please note the requirements of the rubric before you begin writing

• thesis statement
• TEA paragraphs
• evidence from film AND primary sources
• Careful thinking=development!

If it helps you, use this:  Outline Template

See Sample Essays

• How do these essays meet the qualifications in the rubric?

Starter(verbal):  Read the prompts for the essay again.  Choose one of the prompts and discuss with a partner how you might relate it to what you have seen so far of the film.


Review:  What has happened in the film so far?  Where do you see the history we have studied?  What questions do you have?


Finish Film
Take notes in such a way that will help you write the response essay.  Collect evidence from the film. Analyze it as you watch.  Think about a claim (think: thesis) that you may shape your essay around, given the prompts.

Tomorrow
You will have the class to write your essay.  You should have a draft for a peer critique on Thursday.  Final essay due Friday at midnight.

HAPPY FRIDAY!!

Have a wonderful day with Janae and Zoe!

Please turn in your folders to the box at the front! (Email your textbook passage and reflection if you have not done so already.)

AGENDA

Starter 1.16  Exchange textbook passages with a partner.  

What similarities and differences does it have with your own?  Is one account more balanced than the other?  Where do you see a bias in your partner's writing? (Please note in your starter who you exchanged with.)

Small Group Discussion

In groups of 3 or 4, discuss your experience with the historical inquiry.  Create a Google Doc shared with all group members and Jessica where you will record #2 and #3.  

1.  (YOU DON'T HAVE TO WRITE #1...JUST TALK ABOUT IT)  

Have an organic conversation about the assignment.  What was difficult about it?  What was interesting?  Where did you see your bias emerge in your textbook passage?

2.  (RECORD THIS) What questions does your group still have about the events of the inquiry?

3.  (RECORD THIS) Create a series of 15-20 hashtags that address the questions:  What happened at Wounded Knee?  Why did it happen?

Begin Film

Watch the first few chapters of Bury My Heart at Wounded Knee.  Take notes in such a way that will help you write the response essay.  Collect evidence from the film. Analyze it as you watch.  Note questions that you have.

Work Time
1. Finish Inquiry Notes and Textbook Passage (by end of hour) and Reflection (by midnight)
2. Turn in Folders with docs and notes (at the latest beginning of hour tomorrow)
3. Honors:  work on synthesis and/or project.  Project Proposal due next Friday.  Begin reading Cat's Cradle?



Film:  Bury My Heart at Wounded Knee

Film Analysis Assignment

Film Response Rubric

Film Screening Tuesday, January 20

Starter 1.14:  What are the characteristics of textbook writing?  What is the general tone?  How does a textbook passage compare to other types of historical writings?  What are its advantages?   What are its disadvantages?


Inquiry Work Time (1 hour)
Textbook Passage and Reflection due tomorrow at midnight!

Starter 1.12:  Read this article.  React.  Why is it a big deal when a language dies?

WORK TIME:  Wounded Knee Historical Inquiry

Starter 1.9:  What questions do these Galeano passages leave you with?


Be Historians:  Wounded Knee Inquiry
Wounded Knee Inquiry Notes (Google)
Wounded Knee Inquiry Notes (Word)
Link to Wounded Knee Photos and other Primary Sources


Expectations for Notes (5ptsx10=50)

5 points	4 points	2-3 points	1
Notes are complete and show meaningful engagement with the sources. I can see your historical thinking skills!	Notes are mostly completed, but may want for some elaboration. You are getting it, but I want to see a bit more.	Notes are scantily done or missing chunks. I see some evidence of historical thinking, but the assignment isn't done thoroughly.	A few things are written down, but there is little evidence of engagement with the sources. I can’t see your historical thinking skills.

Some tips for your process:
1. Corroborate as you go.
2. Annotate as you corroborate. Post-it notes, anyone?
3. Annotate with the final assignment in mind.
4. Improve your vocabulary by using a dictionary to look up words you don't know.
5. Keep what you have learned about the nature of human discourse in mind.
6.  Persevere.

Goals for the Day

• Continue to apply historical thinking skills
• Compare historical documents to literary sources

Starter 1.8:  Who was responsible for the Battle of Little Big Horn?  Explain your answer using specific evidence from your reading.



GroupWork:  Little Bighorn Primary Source Analysis 
Make a copy of this Google Doc to record your group's conclusions.  (One paper per group is fine.  Make sure everyone's name is on the paper.  Share doc with me!!)



History as Narrative 

Essential Question #3:  Where do history and creative expression intersect to reveal the human experience? 

IN COMP BOOK:  Eduardo Galeano excerpts
1.  What does Galeano's writing have in common with historical analysis?
2.  What does it have in common with narrative fiction?
3.  How does Galeano's historical narrative further illuminate the story of Little Bighorn?
4.  Is Galeano's account biased?  What is his bias?  How can you tell?

PREVIEW
Historical Inquiry:  What happened at Wounded Knee, SD on December 29, 1890?  Why did it happen?

How many people want physical copies of the Historical Inquiry Notes?

Google Folder of Historical Documents

Goals for the Day

• Understand and begin to apply the historical thinking skills of Sourcing, Contextualization, Close Reading, and Corroboration.  
• Establish background knowledge about the Battle of Little Big Horn by examining multiple historical sources

Starter 1.7:  Examine closely the two paintings that portray the battle of Little Big Horn. How are they telling two versions of the same story? How are the perspectives of the paintings distinct? Use specific details from the paintings to make your points.

Review primary sources from yesterday.

Little Big Horn Context?  What do we know?

Textbook Excerpt Analysis:  The Battle of Little Big Horn

1.  Read the textbook passage several times.

2.  With a partner or solo, analyze the passage and answer the guiding questions

How do historians construct the narratives of the past?:  Historical Thinking Skills / Historical Thinking Skills Chart

Who is responsible for the Battle of Little Big Horn? 

The goal of this assignment is to think like historians:  to gather evidence from primary source documents in order to draw conclusions that answer the question.

1.  Read and annotate the Cameron Report and the Interview with Kate Bighead. Annotate with the historical thinking skills in mind.

2.  Answer the guiding questions on the handout.

HOMEWORK if you don't finish!

Today’s Goals 

• Identify some functions of the oral tradition and be able to discuss its similarities and differences with the written historical traditions of Western civilization
• Know the difference between primary, secondary, and tertiary sources
• Build knowledge about the Trail of Tears by examining multiple historical sources

Ceremony 

by Leslie Marmon Silko

I will tell you something about stories,

[he said]

They aren't just for entertainment.

Don't be fooled

They are all we have, you see,

all we have to fight off illness and death.

You don't have anything

if you don't have the stories.

Their evil is mighty

but it can't stand up to our stories.

So they try to destroy the stories

let the stories be confused or forgotten

They would like that

They would be happy

Because we would be defenseless then.

He rubbed his belly

I keep them here

[he said]

Here, put your hand on it

See, it is moving

There is life here

For the people.

And in the belly of this story

The rituals and the ceremony

are still growing.

Re-establish Comp Books:  Start from the top!

Starter 1.6:  Interpret the poem.  Make a claim about its meaning and discuss where you see your interpretation in the language.

Some responses from yesterday’s exit tickets

Small group discussion:  Answer yesterday’s questions on a shared Google doc.  Make sure all names are on the doc.  Share with me. 

• What are the similarities and differences between the oral tradition and written history? 
• What functions does the oral tradition serve beyond the documentation of the past?
• In your opinion, is written history more objective than oral history? Can we view oral histories as “reliable sources”?

TRANSITIONING BACK TO WESTERN HISTORICAL PARADIGMS....

What are primary, secondary, and tertiary sources?

A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event.

Some types of primary sources include:

• ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records 
• CREATIVE WORKS: Poetry, drama, novels, music, art 
• RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings

A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them.  They are written by someone who did not participate or witness the event (second-hand), often later in time.  Secondary sources often reflect the bias of the author.

Some types of secondary sources include:

• Books, magazine articles, histories, criticisms, commentaries, encyclopedias, encyclopedias and textbooks (although these last two are also sometimes considered tertiary…) 

A tertiary source is an index and/or textual consolidation of primary and secondary sources.  We generally don’t use them for academic research except to get background info and locate primary and secondary sources.

Some types of tertiary sources include:

• Almanacs, chronologies, bibliographies
• Wikipedia and other encyclopedias, textbooks (These are also considered secondary.  Why?)

Tertiary:  Google definition, Wikipedia

• How do we characterize Wikipedia's tone?  How are encyclopedias both tertiary and primary?

Secondary:  Andrew Jackson, Indian Fighter (from A Patriot's History of the United States)

• What do we notice about the discourse? 
• What perspective or bias does the author seem to have about the history? 
• What perspectives could be missing? 
• What questions does it leave you with?

Primary:  Historical Documents

Homework:  Read at least two of the primary sources from the packet.  Complete handout.

Goals for the Day

• Ease back in to the grind…
• Establish background knowledge about the oral tradition and indigenous storytelling practices

Circle:  Story swap

Tell a partner your best story from break.  Who has the best story?

Read-Around:  Excerpts from Genesis by Eduardo Galeano

Background

1. The “Oral Tradition of Storytelling”

2. Clip from Apocalypto

Work Time:  Explore the Oral Tradition

1.  Reading from website on oral tradition

Questions for reading:

• What are the similarities and differences between the oral tradition and written history?
• What functions does the oral tradition serve beyond the documentation of the past?
• In your opinion, is written history more objective than oral history? Can we view oral histories as “reliable sources”?

 You don’t have to write answers to questions, but you should be able to answer these questions in class tomorrow.

2. When you finish reading, explore PBS website “Circle of Stories” gallery.  Try to read as many of the elements of the gallery as you can.  (If you don’t have the compatible flash player, click around on other links.) 

Exit Ticket:  Note 5 observations, reactions, connections, or profound thoughts you may have after exploring the website.  (What strikes you?  What did you learn that you didn’t know before?  What do you think?)