Graham Knutson

Historical Picture Book

Little Owl Indian by Hetty Burlingame Beatty

The story, Little Owl Indian, mentions that it takes place in New York State. Below are some websites with information on First Nations people who lived in Eastern Canada and the United States. Choose a minimum of two sites and take notes from the information you get off the Internet. Look for things with historical and present significance. You can also examine the pictures and write or draw information from what you see.

http://www.mohegan.nsn.us/

http://tuscaroras.com/graydeer/pages/childrenspage.htm

http://www.tuscaroraschool.org/culture.htm

http://www.ganondagan.org/

http://www.tuscaroras.com/jtlc/

http://tuscaroras.com/traderdon/iroquois_creed.htm

http://www.readio.com/nywindowgallery/nativeamerican/indian1.html

Now that you know more about First Nations People, think of yourself living in historical times as a First Nations person. Next class we will discuss and brainstorm for writing a story based on the information from the Internet and our discussion of the story Little Owl Indian.

Summary

The activity would begin with me introducing the story Little Owl Indian to the class. I would first discuss with the children about the cover of the book. We would discuss about any stereotypes or discrimination expressed on the cover of the story. I would then ask students to predict what is going to happen in the story and would write on a chalkboard or overhead their ideas. I would then proceed to read the story and show the illustrations to the class. After the story is finished, we would compare our predictions to what really happened in the story. It is important in this lesson to discuss discrimination from this picture book because of the times when the book was published (1951). It is also important to discuss any qualities and useful information from Little Owl Indian.

The next process is for the students to follow the handout and research the websites on the Internet. The web research will be done through cooperative learning, but each will be expected to write notes. They can also take information from the pictures if they wish. The final product expected is for each student to write a story of themselves as First Nations People living in historical times. The students do not begin their work on the story until the next class (which involves a brainstorming activity). The purpose of listening to the story Little Owl Indian and the research on the Internet is for students to develop knowledge for First Nations cultures. One cannot write a good story about any culture unless they somehow experience it. The students are experiencing the topic through a story that is pointing out perceptions of First Nations people in 1951. The websites, some of which are made by First Nations people, provide a current perspective of First Nations people. They are experiencing the cultures through pictures and words. The next lesson will begin with a review of what happened the first day. The students brainstorm ideas before they begin writing the story.

Possible Focus Questions for Discussion

What different foods did the First Nations people eat?

How did the First Nations people celebrate?

What were the homes like in the Northeast?

What are some of the things you know about First Nations people?

What are some of the aspects of First Nations people do you learn from the story Little Owl Indian?

What are some of the similarities and differences you find when comparing Little Owl Indian and the information from the Internet? Please answer

Little Owl Indian is quite an old book and may not use the same wording and ideas we use today regarding First Nations people. From the pictures and the story, can you list any words we may not use today regarding First Nations people and any stereotypes from the story?

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