ModelTeachingUnitLanguageArtsSecondaryLevelFor

DArcyMcNicklesWindfromanEnemySky

FoundationUnitwrittenbyChristabelUmphrey,St.Ignatius,MTAdditionalMaterialswrittenbyDorotheaM.Susagdotsusag@3riversdbs.net

AnchorTextMcNickle,DArcy.WindfromanEnemySky.Albuquerque:UniversityofNewMexicoPress,1978.(Reprint1988)FastFacts

Genre HistoricalFictionSuggestedGradeLevel 10th12thGrade

Tribe(s)

TheLittleElkisafictionalNorthwesternTribewhosehistorycloselymirrorstheConfederatedSalishandtheKootenaiTribesoftheFlatheadReservation.TheplotstrandofthefictionalFeatherBoyBundlemaybebasedonasimilarsituationwiththeWaterBusterClanoftheGrosVentreTribeofNorthDakota.In193738McNickleparticipatedinnegotiationsforthereturnoftheirsacredbundle.(Owensin"Afterword"260)

Place

ThefictionalLittleElkReservationcloselyresemblestheFlathead.ThestorytakesplacespecificallyinatraditionalNativeAmericancamp,theIndianAgencyonthereservation,andareaaroundtherecentlybuiltdam.

Time

Approximatelymid1930s.ThestorytakesplacerightinthatsectionoftimewheresomeoftheNativepeopleonthereservationarestilllivinginverytraditionalways.However,themajorityaretransitioningintohomesandroutinesheavilyinfluencedbynonNativeBIAreservationagentsandwhitesettlerswhobegintopopulatethearea.ThebuildingofthedamalsofitshistoricallyintotheNewDealEra.

AbouttheAuthorandIllustratorWilliamDArcyMcNickle(19041977)wasbornJanuary18,1904inSt.IgnatiusontheFlathead

ReservationinMontana.Hewasanovelist,author,employeeoftheBureauofIndianAffairs,directorof

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theAmericanIndianDevelopment,Inc.,communityorganizer,activist,professorofanthropology,historian,andprogramdirectoroftheNewberryLibraryCenterfortheHistoryoftheAmericanIndian.

McNicklesmotherwasCreeMtisandhisfatherIrish.ButMcNicklesmotherappliedformembershipintotheConfederatedSalishandKootenaiTribes,andsheandherchildrenwereadopted.Theyreceivedalandallotmentunderthe1887DawesAct.

McNickleattendedmissionandgovernmentschoolsforIndianchildreninMontanaandinOregon,andattendedtheUniversityofMontana,OxfordUniversity,andtheUniversityofGrenoble.HeeventuallywenttoworkinNewYorkandalsowasbrieflyatColumbiaUniversityin1933.Althoughheneverfinishedadegree,McNicklereceivedanhonorarySc.DfromtheUniversityofColoradoin1966.ThelibraryatSalishKootenaiCollegeinPabloisnamedafterMcNickle,butheisbestknownfortheAmericanIndianhistorycenterthatcarrieshisnameattheNewberryLibraryinChicagoandhisthreenovelsTheSurrounded,RunnerintheSunandWindfromanEnemySky.HisnonfictionworkincludesTheyCameHereFirst:TheEpicoftheAmericanIndian;IndiansandOtherAmericans;IndianTribesoftheUnitedStates:EthnicandCulturalSurvival,andIndianMan:ALifeofOliverLaFarge.McNicklealsowrotemanyarticles,poetry,andshortstories.HereceivedaGuggenheimfellowshipin196364.McNicklesknowledgeandexperienceinbothwhiteandIndianworldshelpedhimbecomeanimportantfigureinNativeAmericanculturalandpoliticalaffairs.

AccordingtoLouisOwensinhisAfterword,Ironically,itiscommunicationthatfailsrepeatedlyandinevitablyinDArcyMcNicklesnovels,anditiscommunicationthatMcNickledevotedhislifetorealizing.NooneIndianorwhitehascontributedmoretounderstandingbetweenthetwoworldsthanMcNicklewithhisnovelsandnonfictionworks.(264)

TextSummary

WindfromanEnemySkyisthestoryoftheLittleElkpeople,afictionalNorthwesterntribe,tryingtoadjustandsurvivejustaftertheturnofthecenturyastheU.S.governmentmethodsofassimilationwerestrainingtraditionalIndianlife.

Althoughthenovelisfiction,thesettingcloselyresemblestheFlatheadReservation.Theissuesinthenovelincludeboardingschooleducation,agovernmentpushtowardsagriculturallifestyleforIndians,allotment,andthebuildingofahydroelectricdam.TheyarethesameissuesthetribesontheFlatheadReservation,aswellasothertribesacrossMontana,weredealingwithinthistimeperiod.

However,accordingtoMcNicklehimself,themostimportantissueorthemeisthegreatertragedyoftwoculturestryingtoaccommodateeachother.(258)LewisOwens,inhisAfterwordgoesontosay:whilecommunicationisparticularlydifficultbetweenworldsIndianandwhiteitisaproblemcommontoallcharacters.(261)Totalkgoodinthisnovelistolistenandtounderstand.(262)Alessonforallhumanbeings.

ThestoryinWindfromanEnemySkyrevolvesaroundoneextendedtribalfamilysreactiontothebuildingofadamontheirland.Bull,thepatriarchofthefamily,initiallycannotbelieveanyonewouldwanttostopthewater.Whenheseesitwithhisowneyes,heisangry,butitstheactionsofhisnephewsthatresultinthedeathofoneofthewhiteworkersatthedam.TherestofthestoryfollowsbothculturesastheUSgovernmenttriestosortoutwhoisresponsibleforthemurder,andtheLittleElkpeopletrytogainthereturnofasacredFeatherBoymedicinebundlewhichHenryJim,Bullsbrother,believesisthekeytoholdingthetribetogether.

McNickleoftenuseschapterbreakstomovefromNativeAmericantononNativecharacters.OneofMcNicklesstrengthsishisabilitytomakebothvoicesinterestingandrealistic.Heisabletoillustratehowlayersofmisunderstandingcanbuildevenwhentwoculturesaretryingtocommunicateandhowgoodintentionscangohopelesslywrong.Thenovelisconcernedlargelywiththeinabilityofthe

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NativeAmericanandwhitesocietytocommunicateproductivelywitheachother.TheagentontheLittleElkReservationsays:Theproblemiscommunication.Theanswerisobviouslythatwedonotspeaktoeachotherandlanguageisonlypartoftheproblem.Perhapsitisintention,purpose,themapofmindwefollow.(125)Thispassagecouldbethethemefortheentirenovel.Throughoutthenovel,theexternalconflictscreateinternalconflictsinthosewhowanttocontroltheexternal,andtheinternalconflictsexacerbatetheexternal.ThewaythecharactersinWindfromanEnemySkyreacttotheseconflictsisthesubstanceofthenovel.

AsMcNicklepresentsit,NativeAmericansaredeeplysuspiciousofthepeoplewhohave,throughtheyears,oppressedthem.Promisesmadehaveseldombeenpromiseskept.ThesuspicionsthatkeepIndiansfrominteractingproductivelywithgovernmentagenciescomenotfromparanoiabutratherfromextensivebitterexperience.

ThedamthegovernmentbuilthasdivertedariveronwhichtheIndiansdepend.Thewatersthatthedamcaptureswillnourishthefieldsofwhitehomesteaders,towhomthegovernmenthassoldIndianlands.AddedtothisisthepracticeofwhiteofficialskidnappingIndianchildrenandsendingthemtodistantgovernmentschoolsagainsttheirwill.

AsHenryJimliesdying,hecallsforthereturnofthemedicinebundle.TobyRafferty,theIndianagentontheLittleElkReservation,writestoAdamPellaskingforitsreturn,explainingitsimportancetotheLittleElk.Pellandhisstaffsearchhismuseumsstoreroomsandeventuallyfinditdeterioratedanddestroyed.PelldecidestovisitthereservationtomakeamendstothetribebygivingthemasolidgoldIncastatuehehadobtainedafteryearsofsearching.Hismotivesareperfectlyacceptablebythestandardsofhissociety,butthisgestureisincrediblyinsultingtotheNativeAmericans.Rafferty,betterattunedtoNativeAmericansensitivitiesthanPell,attemptstodissuadehimfromtellingtheIndiansthattheirsacredmedicinebundlehasbeenlost.YetPell,honestandforthright,tellstheIndiansofthelossandhowheproposestocompensatethem.

Allofthemiscommunicationcomestoaheadinthelastparagraphofthenovel.Inatribalmeetingwithgovernmentofficials,PellsdisclosureleadsanoutragedLouistograbBullsrifle.Bullleapsup,wreststheriflefromLouis,andshootsPelldead.HethenfirestherifleatRaffertyandkillshim.Atthispoint,TheBoy,aNativeAmericanofficerwhoisintermediarybetweenhispeopleandgovernmentofficials,doeswhathehastodo:HeaimshispistolatBullandshootshimdead.Thelastimageofthenovelistheoldman,TwoSleeps,comingdownthehilltowardthescene,alreadysingingthedeathsongandthenovelendswiththeline:Nomeadowlarkssangandtheworldfellapart.

MaterialsDiscussionnotebookforeachstudent(justsomewheretotakenoteswhilereadingandtouseasaguidefortheirparticipationinclassdiscussion) HistoricalPhotosoftheFlatheadReservation Overheads/posterpaper/orcomputerwithaprojector ManilaenvelopesandPostitsorscrappaper

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ImplementationLevel,EssentialUnderstandingsandMTContentStandardsImplementationLevels EssentialUnderstandingsBigIdeas MontanaContentStandards

4 SocialJustice X 1Thereisgreatdiversitybetweentribes. 4Tribesreservedaportionoftheirlandbasethroughtreaties.

3 Transformative

X 2Thereisgreatdiversitybetweenindividualswithinanytribe.

5Historyistoldfromsubjectiveexperienceandperspective.

Reading1.1,1.2,1.3,1.4,1.5;2.3,2.4,2.5,2.6,2.8;4.2,4.3,4.4,4.7;5.1,5.2,5.4Writing1.1,1.2,1.3,1.4;2.1,2.2,2.3,2.4,2.5;3.1,3.2,3.3;4.1,4.2,4.3;6.1,6.2,6.3,6.4;

SocialStudies1.1,1.2,1.3;2.2,2.4a,2.4.b,2.6;2.7;3.4;4.2,4.4a,4.4b,4.6;6.2,6.3,6.4,6.5

2 Additive 6FederalIndianpoliciesshiftedthroughsevenmajorperiods.

1 Contributions

X 3Ideologies,traditions,beliefs,andspiritualitycontinuethroughasystemoforaltraditions. 7Threeformsofsovereignty

existintheUSfederal,state,&tribal.

Literature1.1,1.5,1.6;2.1,2.2,2.3,2.4;4.1,4.2,4.3,4.4;5.1,5.2,5.3,5.4

Speaking/Llstening2.2,2.3,2.5;3.1,3.2,3.3,3.4;

Resources Adams,DavidWallace.EducationforExtinction:AmericanIndiansandtheBoardingSchool

Experience.UniversityPressofKansas.396pages.1995.[AninterestingandthoroughoverviewoftheoriginsandresultsofU.S.governmentpolicyconcerningIndianEducation]

Bill,Willard.FromBoardingSchooltoSelfDetermination.DistributedbytheMontanaAdvisoryCouncilforIndianEducationincooperationwiththeOfficeofPublicInstruction.49pp.Printed1990.

Bigcrane,RoyandThompsonSmith.ThePlaceofFallingWaters.Video.1991.[ANativeAmericanproduceddocumentaryhistoryoftheFlatheadReservationfromtheperspectiveoftheIndianpeoplewholivethere.ItfocusesontherelationshipbetweenthetribalpeopleandthehydroelectricdamontheReservation.The90minute(three30minuteparts)filmhasinterviewswithtribalelders,archivalnewsreelfootage,andcurrentandhistoricalphotographsoftheregion.Thefilmislengthyandinformationalsoismosteffectiveusedinsmallclips.]Foracopyofthevideoandaccompanyingstudyguide,contacttheSKCMediaCenter:SKCMediaCenter,SalishKootenaiCollege,POBox70,5200Highway93,Pablo,MT59855.4062754878,2754879.

ChallengetoSurvive:HistoryoftheTribesoftheFlatheadIndianReservationFromTimeImmemorial:TraditionalLifeUnitI,Pre1800.Pablo,MT:SalishKootenaiCollegeTribalHistoryProject,SalishKootenaiCollegePress.80pp.2008.

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ChallengetoSurvive:HistoryoftheSalishTribesoftheFlatheadIndianReservationThreeEaglesandGrizzlyBearLookingUpPeriod.UnitII,18001840.Pablo,MT:SalishKootenaiCollegeTribalHistoryProject,SalishKootenaiCollegePress.80pp.2008.

ChallengetoSurvive:HistoryoftheSalishTribesoftheFlatheadIndianReservationVictorandAlexanderPeriod.UnitIII,18401870.Pablo,MT:SalishKootenaiCollegeTribalHistoryProject,SalishKootenaiCollegePress.80pp.2008.

Cross,Carlene.TheUndyingWest:AChronicleofMontanasCamasPrairie.Golden,CO:FulcrumPublishing.Includes50blackandwhitephotographsandmaps.240pp.1999.[Partmemoir,partshortcourseinreservationhistory,thisnovelisbothgoodstorytellingandgoodinformation]

Dunsmore,Roger.ReviewofWindfromanEnemySky.inStudiesinAmericanIndianLiteratures1986ISSN:07303238(3855)http://oncampus.richmond.edu/faculty/ASAIL/SAILns/111.html

EssentialUnderstandingsRegardingMontanaIndians.OfficeofPublicInstruction.Availableinyourschoollibraryoronlineathttp://www.opi.mt.gov/IndianEducationforAllBackground&OtherInformation.Revised2008.

Holmes,Krys.Montana:StoriesoftheLand.Helena,MT:MontanaHistoricalSocietyPress.2008.

MontanaHistoricalSocietyPhotoCollection,NorthAmericanIndianCollection:(18701950)http://www.his.state.mt.us/research/photo/collections.asp1,115photoprintsandnegatives.[Thiscollectionisnotonline,butavailableforviewingatMHSinHelena;ithasrepresentativeviewsofAssiniboine,Blackfeet,Cheyenne,ChippewaCree,Crow,Salish,PendOReille,Kootenai,GrosVentre,NezPerceandSiouxIndians.ItdocumentslifeamongtheseIndiantribesafterwhitesettlementbeganinMontana.ItincludesportraitsoftriballeadersandotherIndianpersons,photographsoftheirdailyactivities,ceremonies,dances,dwellings,costumesandagencies]

MontanaIndians:TheirHistoryandLocation.OfficeofPublicInstruction.Availableinyourschoollibraryoronlineathttp://www.opi.mt.gov/IndianEducationforAllBackground&OtherInformation.RevisedApril,2009.

MontanaMosaic:20thCenturyPeopleandEvents.AneducationalseriesfromtheMontanaHistoricalSociety.Helena,MT:MontanaHistoricalSocietyandWestofKinProductions,2006.Chapter4:Dislocation/RelocationAvailableinyourschoollibrary.

NationalCenterfortheStudyofAdultlearningandLiteracy.(NCSALL).http://www.ncsall.net/?id=208

Nugent,JamesP.andMargaretH.Brown(January6,1975).ConfederatedSalishandKootenaiTribesoftheFlatheadReservationinMontana:AnAnalysisofTribalGovernmentinRelationtoPreReservationandReservationLifeofthePrincipalTribesofWesternMontana.UnpublishedseminarpaperpresentedtoProfessorJohnT.McDermott,IndianLawSeminar,SchoolofLaw,UniversityofMontana,Missoula.January6,1975.[ExaminestheSalishandKootenaihistorywithanemphasisonchanginggovernment,alsoexaminesinsomedetailthepresentConstitutionandbyLawsoftheTribes.AvailableatSKCDArcyMcNickleLibrary]

Parker,Dorothy.SinginganIndianSong:ABiographyofDArcyMcNickle.UniversityofNebraskaPress:London,1992.

Ronan,Margaret.GirlfromtheGulches:TheStoryofMaryRonan.Ed.EllenBaumler.Helena,MT:MontanaHistoricalSocietyPress.2003[PartsofthisbiographyrecountsMarysexperiencesfrom18771893asthewifeofPeterRonan,theIndianagentontheFlatheadReservation.]

SalishPendd'OreilleCultureCommitteeConfederatedSalish&KootenaiTribes.ABriefHistoryoftheSalishandPendd'OreilleTribes.St.Ignatius,MT.RevisedEdition,2003.

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http://www.bookshare.org/browse/legacy?id=45778&type=book*ConciseandaccessibleoverviewofsomeoftheimportantpiecesofhistoryandcultureofthetribesoftheFlatheadReservation.

Smith,Burton(1995).ThePoliticsofAllotmentontheFlatheadIndianReservation.PublishedbytheSalishandKootenaiCollegePress.31pp.[ThisisthepieceofthearticleThePoliticsofAllotmentwrittenbyBurtonSmith,oftheUniversityofAlbertainCalgarythatdealswiththeallotmentoftheFlatheadReservation. BurtonsoriginalarticlewaspublishedinthePacificNorthwestQuarterly,inJuly1979,buttheFlatheadCultureCommitteeaddedafewphotos,maps,andothersmallpiecesfortheeditionthatwasreprintedbySalishKootenaiCollegein1995.]

Smith,Thompson.ABriefHistoryofKerrDamandtheReservation.TheLowerFlatheadRiverFlatheadIndianReservation,Montana:ACultural,Historical,andScientificResource.DavidRockwell,CompilerwithRevisionsbyBillSwaney.(1838)Pablo,MT:SalishKootenaiCollegeTribalHistoryProject,2008.(BookprovidedtoMontanaschoollibrariesbytheOfficeofPublicInstruction)

Smoker,Mandy.BirthrightforCarlLithander.AnotherAttemptAtRescue.Brooklyn,NY:HangingLoosePress,2005.(46)

Susag,DorotheaM.RootsandBranches:AResourceofNativeAmericanLiteratureResources,Themes,Lessons,andBibliographies.Urbana,IL:NationalCouncilofTeachersofEnglish,1998.

ToLearnANewWay.HandsOnLearningTrunk.(contains19archivalreproductionphotographsandConfederatedSalishKootenailandstatusmaps).MontanaHistoricalSociety.SeeborrowinginformationandGuideathttp://mhs.mt.gov/Education/HandsonHistory.aspx

RelevantOnlineResources ResultsofAllotmenthttp://public.csusm.edu/nadp/asubject.htm FlatheadReservationTimelinehttp://opi.mt.gov/pdf/IndianEd/IEFA/FlatheadTimeline.pdf ConfederatedSalish&KootenaiTribeshttp://www.cskt.org/[Includeslinkstoallother

departmentsincludingCultureCommitteesfortheSalish,PenddOreilleandKootenaiTribes] CharkoostaArchives(newspaperoftheCS&KT)http://www.charkoosta.com/archives.html TheDawesActhttp://public.csusm.edu/nadp/a1887.htm

LearningTargets IgainknowledgeofthehistoryandcultureoftheSalishandKootenaitribes. IcanexplainsomeofthewaysFederalIndianPolicydirectlyimpactedthelivesofNative

Americansinthepastandhowitcontinuestoinfluencetheminthepresent. IcanidentifysomeofmyownmisconceptionsaboutNativeAmericanhistoryorcultureand

correctthem. Icanunderstandandarticulatetheconceptofallotment. Iunderstandhowperspectiveisinfluencedbyhistorical,cultural,andpersonalexperiencesand

thatperspectiveinfluencesmeaning. Iknowwheretofindprimaryresourcesandhowtousethemforresearch. Icanformulateapositionandsupportit(inoralandwrittenformats).

ImakeconnectionsfrommyreadingofWindfromanEnemySkytomylifeandtotheworldoutsidemyclassroom.

Iaskquestionsandmakepredictions,andIvisualizewhatshappening. Ianalyzeandevaluatetheconditions,actions,andmotivationsthatcontributetoconflictand

cooperationwithinindividualsandgroups. Ianalyzetheconflictsresultingfromthecollisionofdiverseculturalgroupsandthesubsequent

pressureforassimilationoftheIndianpeople. Icomprehend,interpret,analyzewithunderstandingtheliterarydevicesandotherelements,and

respondbothorallyandinwrittenformstoWindfromanEnemySkyasacomplexliterarywork. IunderstandandshowhowhistoricalandculturalinfluencesgivemeaningtoWindfroman

EnemySkyandotherrelatedworks. Iclearlyandeffectivelywrite,reviseandeditresponsestomyreading,andessays. IevaluatemygrowthasawriterandthinkerwhileIgrowinmyunderstandingofmyselfand

MontanaIndians. Iunderstandthehistoricalandcontemporarydiversityoftribesandindividuals,aswellasthe

significanceofhistorical,political,andculturalinfluencesonthemandontheirneighbors. Idemonstrateoral,written,and/orartisticresponsestoideasinWindfromanEnemySkyand

otherworksinthisunit,andIcanrelatethemesandissuestomyownpersonalexperience.

TeacherTip: Beforeyoubeginteachingtheunit,reviewAppendixAforIntroduction,QuestionsandWritingPrompts.Witheachchapterreading,youmaychoosetospendmoretimeonachapterorsection,usingsomeofthesequestionsandideastoextendyourstudentsengagementwiththereadingandissuesinWindfromanEnemySky.YoumayassigntheWritingPromptsorWordsforThoughtasJournaltopics.Althoughthisunitisorganizedinalineardaybydayformat,theorderofalloftheactivitiesisveryflexibleandeveryactivityincludedcouldbeincorporatedatanypointinthenovelstudy.Thetimingofdiscussionsessionsis

alsocompletelyflexible. Youmaydecidethatanalternateorderforactivitiesmakesmoresenseformeetingadditionallocaldistrictcurricularobjectives.

DaybyDayPlanSteps DayOneWhatdowethink?Connectingstudentslivestothetext

A. IntroductiontoUnit:ManystudentswillbeunfamiliarwithboththehistoricaleventsandculturalconflictsthatarethebasisforWindfromanEnemySky.Framingsomeoftheissuessothattheymakesensetostudentsandrelatingthemtoissuesintheirlivesmakesiteasierforthemtogetinterestedinwhatsatstakeinthenovel.

Onewaytodothisistohavestudentsdiscussopinionstatementstiedtothemainconflictsinthetextbeforetheybeginreading.Youcanvarythisactivityinanumberofways(includingtimingwithintheunit,toneorcontentofstatements,andformatofdiscussionofthestudentresponses).

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1. Printoutthestatementsandtapeeachtothefrontofamanilaenvelope.2. Posttheenvelopesatdifferentlocationsaroundtheroom.3. PutastackofscrappaperorPostitsbyeachenvelope.4. Letstudentsgoaround,readeachstatement,writea12sentenceresponse,anddroptheir

opinionintheenvelope. Youmaychoosetohavestudentssigntheirnamestotheircommentsorwritethem

anonymously.Addinganamegivesalevelofaccountability.Anonymityallowsthemtobehonestaboutwhattheyknow,dontknow,orfeel,anditgivestheteacherusefulinformationaboutwheretheclassisbeginningbothinknowledgeandattitudewhichcanbeequallyimportant.

Ifyoutakeoutthestatements,readandorganizethem,youcaneditoutanyinappropriatecommentsorthosethatmightbetoodifficulttodealwithatthattime.Havingstudentsrespondinthiswayhelpsthemtobeginthinkingabouttheideasandeventstheyllbereadingabout.Italsogivestheclasssomewheretobegindifficultconversations.

BelowaresomeofthestatementsusedtoconnecttheeventsofthenovelwithstudentslivingontheFlatheadReservationintheMissionValley.However,mostreservationareasinthestatehavehadsimilareventsandsituations,withdamsbeingbuiltonreservationlands.Youmayreplacethenameofthereservationanddamclosesttoyou,aswellasthevalley,regionandpeoplemostaffected.Takeyourstudentsexperiencesandconnectthemtotheplotofthenovel.Studentsnotlivingonareservationmaynothaveanyideaaboutthesystemofhavingbothcity,countyandtriballawenforcementorhavingmuchexperienceinacommunitycomprisedofhalfNativeAmericansandhalfnonNativepeople.Someofthestatementswillworkanywhere.Allstudentswillhaveexperienceswitheducation,theroleofgovernment,culturaldifferences,economicculturalconflicts,orotherissuesthatcouldbetiedtothenovel.

TeacherTip: Youmaydothisexerciseinageneralwayatthestartofthenovel,drawingabitfromeachofthe

statements,oryoucouldrepeattheprocessafewdifferenttimesthroughoutthenovel,eachtimefocusingononespecificstatementorideaarisinginthetext.Asstudentslookagainattheirstatementsandwriteaboutthemagainthistimemoreindepth,youcantietheirexperiencesandideastowhatishappeninginthetext.

Youmayalsorevisitthisexerciseattheendoftheunittohavetheclassreflectonhowtheirknowledgeorperceptionshavechanged.Studentscangobacktotheinitiallistofstatementsandpickoneorafewthattheywouldrespondtodifferentlynowandexplainwhy.Or,theymayfindastatementthattheystillbelieve,possiblymorestrongly,andgiveexamplesfromwhattheylearnedthatshowswhy.

Atanypoint,thisactivitycouldrangefromdiscussionstarters,toinformalreflections,toaformalliteraryanalysisorresearchpaper.

SampleStatements:1. FarmingisandalwayshasbeenanimportantpartoftheMissionValleyscultureandeconomy.2. ThebuildingofKerrDamhasbeenahugebenefittotheMissionValley3. Thecurrentsystemofoverlappinglegaljurisdictions(cityorcountyandtribalgovernmentsall

havingdifferentcourtsandcontrolofdifferentpopulationsinthesamegeographicalarea)iseffectiveandthebestpossiblewaytogovernallthepeopleinthisarea.

4. ThosewhooriginallymovedintotheMissionValleywhenitwasopenedtohomesteadingplayedanimportantroleinshapingwhatthiscommunityhasbecome.

5. Thefederalgovernmenthasaresponsibilitytomakesureallchildrenandadolescentsareeducatedinschools.

6. Historically,educationhascontinuedtoimproveintheMissionValley.8

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7. ThereareculturaldifferencesinourtownthatmakecommunicationandcooperationbetweenNativeAmericansandnonNativesdifficult.

8. Becauseofthingsthathavehappenedinthepast,NativeAmericanshavereasontobesuspiciousordistrustfulofthefederalgovernment.

B. Begindiscussionofissuesraised: Typeoutresponsesforone(orall)oftheideasyouhadstudentswriteabout. Givecopiestostudents(orputtheseresponsesonanoverheadorprojector)ortakeoutallthe

responsestheyvewrittenandtapethemtoaposterboardunderthestatementeachaddressed. Havestudentslookovertherestoftheclassesideas. Givethemafewminutestocomposeawrittenresponsewheretheylayouttheirargumentsand

examplestodisprovestatementstheydisagreewith. Iftherearenonetheydisagreewith,havethemgomoreindepthwiththosetheyagreewithand

explainwhy,givingexamples. Afterstudentshavehadafewminutestocomposetheirthoughts,havethembeginsharingto

startdiscussion.

DayTwoIntroducingWindfromanEnemySky

ShareBackgroundinformationaboutDArcyMcNickleinAbouttheAuthorandAppendixDAbouttheFlatheadReservation.

StudentswillreadThompsonSmithsessay:ABriefHistoryofKerrDamandtheReservationPartI:TheRoadtotheDam,inTheLowerFlatheadRiverFlatheadIndianReservation,Montana:ACultural,Historical,andScientificResource,pages1824.(Bookavailableinyourschoollibrary,providedbytheOfficeofPublicInstruction)

Questionstohelpstudentsengagewiththeessay:1. Thisistheessaysthesis:Theroadtothedam"isastoryofconflictandexchangebetween

opposingwaysoflife(19).Afterreadingtheessay,doyoubelieveMr.Smithhasprovedthisthesistrue?How?

2. Whatwasthetribalworldview?3. ExplaintheHellgateTreatyof1855,andwhatitpromisedandrequiredofIndians.4. IdentifyfivelossesorconsequencesfortheSalish,PendOreille,andKootenaipeople.5. WhatdoesSmithsaywasthepurposeoftheJesuitmissionaries?Whatwerethe

consequencesfortribalpeople?6. WhatweretheconsequencesfortribalpeopleofthecompletionoftheNorthernPacific

Railroadin1883?7. HowdidBoardingSchoolsimpacttribalpeople:children,families?8. WhatwerethefeaturesoftheAllotmentActof1887andthespecific1904enactmentonthe

Flathead?9. Whatdidthisactmeanforthetribalpeople?Identifyfourconsequences.10. Howdidtribalpeopleresisttheseforcesinorderforthemandtheirtraditionalwaysto

survive?DayThreeandFour

StudentswillwatchThePlaceoftheFallingWatersPartOne:BeforetheDam28min.Throughphotosandthewordsofelders,itgivesabroadoverviewoftheSalish,PenddOreilleandKootenaiwaysoflifebeforethebuildingofKerrDam.ItalsobrieflycoverstheTreatyofHellgateof1855,andhowtribalpeoplewerepushedtowardsagriculturebyJesuitmissionariesandallotment.

Studentresponsibilitiesastheywatchthefilm:

1. Recordinyourdiscussionnotebooksatleastthreenewpiecesofhistoricalinformationthatyoulearnwhilewatching.Whatdoyounoticethatyoumissedwhilereadingtheessay?

2. RecordaquotefromoneofthepeopleinterviewedthatseemstoaddressanissueimportanttotheSalish&Kootenaipeople.

3. Bepreparedtosharewiththeclasswitheachpersoncontributingsomethingunique.4. WhatDisturbedyouthemostasyouwerereadingandwatchingthisstory?5. Howhasyourunderstandingorattitudechangedorstayedthesame?Why?

Oncetheyhavefinishedwatchingthefilmandasyouconductyourdiscussion,collectthe

studentresponsessomewhereonposterpaper/whiteboard/overhead,whereyoucanleavethemupastheclassbeginsreading.

DayFiveBeginningtheText

Distributenovelsandreadingschedulesbasedonwhatyoudecideisappropriateforyourclassandtimeframe.Putreadingschedulesonabookmarktoindicatewheneachsectionofreadingshouldbecompleted.Thiswillhelpthemkeeponscheduleeveniftheyareabsent.

AssignChapters12(125)Allowstudentstobeginreadingduringclass,givingeachstudentoneofthediscussionquestions(seeAppendixA)thattheyneedtobeabletoanswerintheirownwords,usingaquotationfromthenovelthatsupportstheiranswer.

Afterstudentshavefinishedthereading(studentswhoreadfastercanjustcontinuetoreadahead),beginsharingquotationsandanswerstothediscussionquestions.Ifmultiplestudentsanswerthesamequestion,youcancompareanswersandthepassagestheyselected. TeacherTip:

Ofcoursestudentsideasaboutwhatthetextsaysabouttheirtopicmaychangeastheymovethroughthenovel.

Exceptinverysmallclasses,youllhavemultiplestudentstrackingeachitem.Thisworksfinebecausestudentsfinddifferentthingswithinthetext,andtheycansharedutiesofreportingbacktotheclass.

Aftereachstudenthasatopicorcharacter,usetheremainingclasstimetohavethemgobackandseewhattheycanfindinthefirstchapterstheyvealreadyread,recordingwhattheyfindintheirnotebooksfortheirtopicorcharacterandthenreportingbacktotheclass.

DaySixandSeven

Givethesefirsttwochaptersasmuchtimeasthestudentsattentionandneedsrequirebecauseitwillbuildasolidfoundationforthereadinganddiscussionsthatwillfollow.

Havestudentsselectacharacterortopicthattheyllpayattentiontoanddocumentintheirdiscussionnotebooksastheyreadthetext.(seebelow)

Eachdayfortheremainderofthereading,studentswilltracktheircharacterortopicandbe

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preparedtosharewhatthetextsaidaboutitinthepastnightsreading.PossibleCharacterList:

o Bullo Antoineo Basilo Louiso TwoSleepso HenryJimo PockFaceo Theobaldo TobyRaffertyo DocEdwardso JimCookeo AdamPello TheBoy

Studentresponsibilitiesastheyreadandfollowcharacters:1. Recordvisualdescriptions,actions,importantquotesaboutorbythem.2. Recordanythingelsethatseemsimportantinunderstandingeachcharacter.PossibleTopicsList:

o Names/naming/thetranslationofnameso Roleofgovernmento Educationo Familylife/familieso Communication/miscommunicationo Water

Studentresponsibilitiesastheyreadandfollowtopics:1. Lookforplaceswhereyourtopicmightappear.2. Indicatehowthatpassageinthenovelisimportanttothestory.3. Recordrelevantquotes.4. CommentaboutthethemeMcNicklemaybeillustratingashewritesaboutthetopic.

AssignChapters34(2639)DayEightandNine

Forsubsequentdays,youmaychoosetouseeitherthediscussionquestionsinAppendixAortheinformationstudentsshouldbegatheringintheirnotebookstoframetheconversation.Forthefirstfewchapters,allowmoretimetogetstudentsusedtothediscussionroutineandtomodelnotetakingskillsaboutthecharactersandtopics.Thiswillhelpstudentsbemoresuccessfulastheycontinuewiththenovel.

AssignChapters57(4058)

DayTen UseeithertheAppendixAquestionsandwritingprompts,includingWordsforThoughtto

promptdiscussionortheinformationstudentsshouldbegatheringintheirnotebookstoframetheconversation.

AssignChapters810(5985)DayEleventoThirteen

UseeithertheAppendixAquestionsandwritingprompts,includingWordsforThoughttopromptdiscussionortheinformationstudentsshouldbegatheringintheirnotebookstoframetheconversation.

DayFourteenSixteen:WritingtoUnderstandtheHistoryinPhotographs(SeeResourcesforPhotographsbelow)

A. Photographsofthetimeperiodwillhelpstudentsimaginethesettingandeventsofastory.

Ifyouonlyhaveonegoodpicture,itwouldworktocopyitandleteachstudentwriteaboutthesameoneandthencomparewhatdetailstheypullout.Butwithavarietyofphotos,studentswillbeabletochooseworkwithanimagetheyredrawnto.

Givestudentsalistofdescriptionsandideastocollectandcreateastheyexaminetheirphotograph.Thislistwillvarydependingonthegradelevelandskillsyouwanttoworkon.Itmayfocusonpoeticterms,butcouldworkwithstylistictechniquesorevengrammaticalunderstandings.

Althoughyouwouldntincludeallthefollowingtopicsallatonce,theseareexamplesofthetypesofrequirementsthatcouldbeonthelist.

Step1:Suggestionsfornotetakingasstudentsstudyaphotograph:1. Recordthe5mostinterestingdetails.2. Writeaquestionthatcomestomind.Whatdoyou

wonderaboutwhatyousee?TeacherTip: Whenstudentsturninthosefirst

writingsalongwiththemoreformalpiece,youcanseecloselytheyhavelookedatthephotographs.Thisactivitywillshowyouiftheyunderstandtheskillsyoureworkingon.Youcanpullideasfromthisworktosuggestideasforrevision.

3. Createametaphororsimileaboutsomethinginthephoto

4. Explainsomethingyouseeusinghyperbole5. Useparallelstructuretowriteaboutsomethingyou

noticeinthephoto6. List3actionverbsthatyoucoulduseindiscussing

whatshappeninginthisimage7. Writeatleast5linesofdialogue8. Craftalineofimageryforeachsense:letus

experiencethewaythingslook,sound,smell,taste,andfeel9. Sharesomethingaboutthephotothatcouldbeinterpretedasironic10. Tellaboutthesamedetailorpieceofyourphotofrom2differentpointsofview.Oreventry

three.OrfourStep2:Turnnotesintoamoreformalpiecethatconveyswhatitmightbeliketobeinthatplace

andtime:1. Underlinethestronglinesandconnectionsinyourinitialdrafts.

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2. Youdontneedtoincludeall(orany)ofthedetailsfromthelistinyourfinalpiece,thoughyouwillprobablydrawheavilyonthem.

3. Createapoem,shortstory,ordescriptivepiece

B. Resourcesforphotographs: TheSalishKootenaiCollegeDArcyMcNickleLibrarynowhastheirphotoarchivesonlineandthe

databaseissearchable.Theyhaveanumberofexcellentphotosofthetimeperiod,includingconstructionofKerrDam.http://library.skc.edu/research/cskt-tribal-historical-photographs/

ToLearnANewWay.HandsonLearningTrunk.(contains19archivalreproductionphotographsandConfederatedSalishKootenailandstatusmaps).MontanaHistoricalSociety.SeeborrowinginformationandGuideathttp://mhs.mt.gov/Education/HandsonHistory.aspx

TheMontanaHistoricalSocietyalsohasalargecollectionofhistoricalphotographsofthe

FlatheadReservationfromthe18401950s(thetimeperiodofthenovel).Thesephotographsarenotyetonline.

Possibleselections:o 950741 ca19101912openingoftheFlatheadIndianReservationo H1348 theboysSt.IgnatiusMission,Flathead,MT1884o H1350 FlatheadIndianBand,St.IgnatiusMission,MT1884(youngboys@

theCatholicschool)o H1349 Thegirls,St.IgnatiusMission,Flathead,MT 1884o TheSt.IgnatiusMissionfortheIndians,founded1850o 9811119 IndiansbyRiver

AssignChapters1114:(86111)DaySeventeenandEighteen

ShowChapter4inMontanaMosaicDVD15minutesThisistheboardingschoolsection. Afterstudentshavereadchapter14,askthemtowriteaboutwhatDisturbs,Interests,Confuses,

orEnlightensthemabouttheboardingschoolexperienceastheyvelearnedfromtheDVDandfromtheirreadinginChapter14.

UseAppendixAquestionsandwritingprompts,includingWordsforThoughttopromptdiscussion

AssignChapters1517(112136)DayNineteentoTwenty

Chapter16warrantsreadingaloudtothestudents,particularlythesectionwhereHenryJimandTwoSleepstalk.Fortherest,useeitherthediscussionquestionsortheinformationstudentsshouldbegatheringintheirnotebookstoframetheconversation.

DayTwentyonetoTwentytwoIntroduceTextbookEntryResearchProject Aneffectivewaytoshowstudentstherelevanceandconnectiontoafictionalworkistohavethemresearchrealplacesandeventsreflectedinthetext.Muchoftheirresearchwillrelyonprimaryresources,sometimesdifficulttotrackdown.Tobeginwith,itmaybemoremanageableforboththeteacherandstudentstodothefollowingprojectingroups.

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A. StudentR.A.F.T.S.assignment:Role:YouareawriterforastudenttextbookAudience:10thGradestudentsFormat:Youwilluseyourresearchtowriteanentryforahighschoolhistorytextbookaboutyourtopic.Topic:Youwillselectaresearchtopicthatrelatestothehistoricalorculturaleventsinthenovel.StrongVerb:YouwillExplainandDescribeyourtopic.

B. RecommendationsforIntroducingthisActivity:1. Studentshaveallseensimilarentriesinhighschooltextbooks,butaminilessonaboutthe

formatwillhelpthemorganizetheirresearchapproach.Havethembringoneexampleofwhattheythinkisastrongentrytoclass.Asaclassdiscussthedifferentexamples,andthentheclasswillchooseonethathasalltheimportantqualitiestheclassidentifies.Thiswillbethemodelfortheassignment.

2. Ifyouarelookingintosubjectsoflocalrelevance,studentswontbeabletorelyonaquickinternetsearchforsomeoneelseswritingonthesamesubject.However,ifyoucontinuetheworkforafewyearsandmakeitavailabletootherresearchers,studentsmaysoondiscoverthattheexpertsontheirtopics,andthosewhohavewritten,researched,andpublishedthemostarethestudentsafewyearsolderthanthemselves!

3. Workingwithtopicsthathaventbeenextensivelycoveredgivesteacherstheopportunitytoshowstudentshowtovisitasiteandtakefieldnotesoruseprimarysourceslikenewspaperarchives,libraryarchives,orinterviewtranscripts.

4. PossibleResearchTopicsrelatedtothetext:o DawesAct/allotment&theeffectsonFlatheadReservationo UrsulineBoardingSchoolinSt.Ignatiuso ConstructionofKerrDamo Homesteadingand/ortheopeningofFlatheadReservationin1910o Development/EvolutionofBIAonthereservationo TribalLawjurisdiction

AssignChapters1820(137173)DayTwentythreetoTwentyfour Useeitherthediscussionquestionsortheinformationstudentsshouldbegatheringintheirnotebookstoframetheconversation. AssignChapters2124(174198)

DayTwentyfivetoTwentysixResearch/WritingTime: Workdaytocompleteresearchandwritingandfinishreading. AssignChapter2527(199221)

DayTwentyseventoTwentyeight Useeitherthediscussionquestionsortheinformationstudentsshouldbegatheringintheirnotebookstoframetheconversation. AssignChapters2832(222256)

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DayTwentyninetoThirty Discussfinalchaptersofthenovel.UsequestionsforChapters2832inAppendixAthatareappropriateforyourclass.However,youmightwanttoreturntothefollowingcomprehensiveideas,under"Additionalactivitiestoengagereaders,"atthebeginningofAppendixA.

1. Identifyinstanceswhereindividualsorgroupsmakeinaccurateassumptionsbecausetheydonotknowordonotcompletelyunderstandtheother.Ineachinstance,whataretheeffectsoftheinaccurateassumptions?

2. Identifysituationsbetweenindividualsorgroupswherecommunicationbreaksdownorisdifficult.Whatwerethecausesandconsequencesofthecommunicationbreakdown?Wheredotheyfindresolutions?

3. Identifythesituationsinthechapterwherehealingandreconciliationoccur.DayThirtyonePlaceofFallingWaters:TheRoadtotheDamA.StudentswillreadThompsonSmithsessayABriefHistoryofKerrDamandtheReservationPartII:TheRoadtotheDam,pages2432.Tohelpstudentsengagewiththeessay,askthemtofillinthefollowingtable,eitherwithbulletedphrasesorlists,oryoumayaskthemtowritecompleteparagraphs,withthecolumnheadingturnedintoatopicsentenceorthesis.Theymightusethetablefornotes,andastheywatchthevideo,theymayaddmoreinformationthattheymissedastheyreadtheessay.Completethefollowingtableforeacheventoract.

EventsandActsthatimpactedtheFlatheadReservationandpeople.

WhatitmeanttotheSalish,Kootenai,PenddOreilepeople

WhatitmeanttotheU.S.Government,industrialpowers,nonIndianSettlers

1880sMissoulaandBitterrootRailroadSpur

GeneralAllotmentActof1887,and1904and1910events.

1908FlatheadIrrigationProject 1920sDepression IdentificationoftheFallingWaterssiteforadam

1936BeginningconstructionofKerrDam

DayThirtytwoandThirtythreePlaceofFallingWaters:theRoadtotheDamA. WatchPartTwo:TheRoadtotheDamsection,whichspansthetimeoftheAllotmentAct

throughthecompletionofKerrDam.ItaddressestheculturalconflictsthatsurroundedthebuildingofthedamandNativepeoplesinvolvement.ItalsodiscussestheFlatheadIrrigationProject.Likeallotment,theProjectwaspresentedashelpforNativepeople.Buttheresultswereseriouslydetrimentaltotraditionalwaysoflifeandtraditionalsourcesofsustenance.

Studentresponsibilitiesastheywatchthefilm:1. Takenotesonanyinformationyoucanuseinwritingyourtextbookentry.

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2. PayattentiontohowcloselyWindfromanEnemySkyreflectstheactualhistoryoftheareaandreactionsofthepeoplewholivethere.

3. Keeponepagefornotetakinginfrontofyouforlistinginformationforyourtextbookentry.4. Keepanotherwithtwocolumns,onesidetolistthehistoricaleventorlocalpersonsreaction

andtheothersideforrecordingthesimilarorparalleleventorreactionasitshowsupinthenovel.

5. Considerhowthenoveleventcomparestorealityasitappearsinthisdocumentary.HistoricalEventorPersonsReaction ParallelEventfromthenovel

B. Afterwatchingthefilm,allow10minutesforstudentstowriteandorganizetheiropinionson

thehistoricalconnectionsbetweenthenovelandthehistoryoftheFlathead.Usetheremainingminutesinclasstoshareopinions/discuss.

C. PersonalReflection:Allow15minutesforstudentstowriteabouthowtheirreactiontoreadingtheessaymaydifferfromorcomparewiththeirwatchingthefilm?Theymayconsiderattitudestowardsindividualsorgroups,personalfeelingsabouthistoryandgovernments?Whatdisturbs?Whatsurprises?Whatconfuses?

DayThirtyfour:Research/WritingTime:

Minilessononcorrectcitationofresources. Workdaytocompleteresearchandwritingandfinishreading.Remindstudentstoincludeany

informationfromthefilmandreviewthecorrectwaytocitethatresource.DayThirtyfive:

FinalEssayTest(seeAppendixC) TurninResearchedTextbookentry

Assessment

Multiplemethodsofassessmentinclude: `1. Discussionnotebooks2. Dailyclassparticipationandresponsequestions3. WritingpiecefromHistoricalPhotographs4. JournalEntriesfromWritingPrompts5. TextbookEntry6. FinalTest/Essay

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VocabularyAllotmentCadenceAudibleKinsmenPloverDisparagedRepudiationHumanistPompousModulatedIntimationMeagerCanteringTarpaulinPonderousMeekIncongruousLopingEmaciatedCrudityBuckskinAntagonismFutilitySolicitousRecriminationsReticentMestizoDefilementAbated

TeacherNotesandCautions D'ArcyMcNickleknewfirsthandtheeffectsofwhitesociety's"civilizing"institutions:churches,schools,whitesettlers,andtraders.Hiswritingclearlydemonstratessisangeratthesystemandideologythatpermittedpracticestoenforcethis"civilizing.:Ineffect,theseparationfromtraditionalcultureandspirituality(asinthetakingofFeatherBoy)wasintendedtoservethefederalgovernment'sgoalsasmuchastheintroductiontoverydifferentvaluesystemsandpracticesthrougheducation,religion,andagriculture.Sincemanyofthechildreninourschools,whetheronoroffthereservations,haveverystrongChristianbeliefs,theymighthavedifficultywiththechallengesposedbythiswriter.Itsimportanttohelpthemunderstandtheperceptionsofthechildrenandthefamiliesaffectedbythisinfluence,nomatterhownobletheintentionofthemissionaries.Theyalsoareoldenoughtounderstandthatsometimesindividualswithinsystemsdonotalwaysrepresenttheidealsofthesystem.Itsalsoimportantthatstudentsunderstandthemajorgoalsoftheboardingschoolsystem:tobreakuptribes,toseparatechildrenfromtheirfamiliesandtheirculture,andtokilltheIndianinside.Thechurcheswerethetoolsbywhichthefederalgovernmentworkedtowardthisgoal.

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ExtensionActivities1. Poetryconnection:

Concludethestudentsreadinganddiscussionofthenovelwithapoem"Birthright":ReprintedfromAnotherAttemptAtRescue2005byM.L.Smoker,bypermissionofHangingLoosePress.

BirthrightforCarlLithanderWetalkedonceofdrivingalltheremotegravelroads,writingfromhereandthere,alittlelikeHugo,thoughneitherofushadreadhispoemsyet.TodayIamwonderingaboutthoseunwrittendrafts.Couldtheyhavepredictedtheseverityofthisdrought,wouldtheyhavespokentoourownlandscape,oneofanger,sympathyandremorse:You,theeventualheirtoyourfamilyshomestead;andme,anIndianwomanwholeasesherlandtowhitemenmadeupofthesamestormandgritandhungerasyourgrandfather.Whatifwehadfoundamessageinversewrittenfromsomesmalltown?abandonthisplace.Wouldwehavelistenedandturnedthecareastorsouthandleftbehindthelandourfamilieshavelivedonforgenerations?Butwherecouldwetravelandnotlongfortheacheofwindblowingoveropenland?Andhowlongcouldwehaveheldourselvesback,awayfromourneedtofeelclaimedbyaplacewecanonly,withourlimitedtongue,callhome.

a. ProvidestudentswithBackgroundResourcesabouttheAssiniboineTribeandthePoet,M.L.Smoker:FortPeckTribesAssiniboine/Siouxhttp://www.fortpecktribes.orgWotaninWowapi.TheNewspaperoftheFortPeckAssiniboine&SiouxTribes.Poplar,MT59255(4067685387

M.L.Smoker M.L.SmokerbelongstotheAssiniboineandSiouxtribesoftheFortPeckReservationin

northeasternMontanaanddrawsinspirationforherwritingfromherfamily'shomelocatedonTabexaWakpa(FrogCreek).AgraduateofPepperdineUniversity,sheattendedUCLAandtheUniversityofColorado,whereshewasaBattrickFellowSheholdsanMFAfromtheUniversityofMontanainMissoula,whereshewasarecipientoftheRichardHugoFellowship.InthewordsofShermanAlexie,Smokerspoetryistough,funny,magical,butnotinagoofyway.Thisisbluecollarmagic.Herfirstcollection,AnotherAttemptatRescue,waspublishedbyHangingLoosePressinthespringof2005.HerpoemshavealsoappearedinShenendoahandtheSouthDakotaReviewandhavebeentranslatedforAcoma,anItalianliteraryjournalpublishedbytheUniversityofRome.M.L.SmokercurrentlyresidesinHelena,Montana,wheresheworksintheIndianEducationDivisionoftheOfficeofPublicInstruction.

fromDrumlummonViewsSpring/Summer2006(242244)

M.L.Smokersfirstvolumeofpoemsisfullofquestions.Uncertaintiesabound.Sheevokesa

doubtdrenchedworld.Simultaneously,itisaremarkablyselfassuredvoicethatspeaksinthesepreciselycraftedpoems.Evenasshevoiceshermisgivingsaboutwheretobeginandhowtoproceed,thereaderisimmediatelydrawnintotheveryheartofherconcerns.

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....Thetrulypoeticutteranceprovokesperceptionmorethandescribesorrecallsit.Smokerdoesnotwritetotitillatetheintellect,buttodissectit.Herquestionsarenotrhetoricalormetaphoricalbutdirectinterrogationsoflivedexperience.Tothinkofthisbookmerelyasacollectionoffirstpoemsisnotsufficienttermssuchastestamentormanifestocometomind.AnotherAttemptatRescueheraldsthearrivalofanewvoiceofclarityandsinceritythatissorelyneededintheliteratureofourtime.Ofthisthereisnodoubt.

b. Readpoemaloudwhilestudentsdrawwhattheyseeandhear.Encouragetwoorthreetodrawonthe

whiteboardwhileothersdrawattheirdesks.Studentsmaywantyoutoreadthepoemtwoorthreetimessotheycancompletetheirdrawings.

c. TalkwithstudentsaboutthehistoricalexperienceandfederalIndianpoliciesthatthispoemrefersto:DawesAct,allotment,homesteading.

d. Ask:WhatistherelationshipbetweentheNativespeakerandherScandinavianfriend?e. Ask:Howdoestheirhistoricalexperienceinthislandscapecompareanddiffer?f. Ask:Howdoestheinformationinthispoemcompare/contrastwithWindfromanEnemySky?g. WindfromanEnemySkyendswiththesewords:Nomeadowlarkssang,andtheworldfellapart.

(256)SmokerspoemendswithanexpressionoftheIndianwomanandhomesteadersonsmutualneed:Andhowlongcouldwehaveheldourselvesback,awayfromourneedtofeelclaimedbyaplacewecanonly,withourlimitedtongue,callhome.Whataccountsforthedifferenceinmeaningandtone?Isittime?Individuals?Place?

h. WhatassumptionsdoesthespeakermakeaboutCarl?Aretheycorrect?Dotheycontributetopositivecommunication?

i. WritingPrompts: R.A.F.T.SwritealetterfromCarlinresponsetothespeakerinBirthright.WhatwouldCarlremember,

question,value? Clusterandwriteapoemaboutwhatdefineshomeforyou.

2. LookingBeyondtheNovel Sincethisunitislimitedtothetimeofthenovel(30sandbefore),Part3inThePlaceofFallingWatersandPart3intheThompsonSmithessayarenotincluded.However,whenstudentsexperiencethelastsectionsoftheessayandDVD,theycanappreciatethepowerandcontrolthatIndianpeoplehaveassumedforthemselves.BoththeDVDandessayprovideamarkedcontrasttotheendingofWindfromanEnemySkywheretheworldfellapart.StudentsmaycompareandcontrastthetoneandmessageinSmokerspoemwiththelastsectionsoftheessayandDVD.Andagain,whatdidyouseeandwhatdidyoulearnarecriticalquestions.3. ExpeditionConnections:

Forclassroomswithindrivingdistance,youmaytakestudentsonafieldresearchdayontheFlatheadReservationtovisitsitessimilartothosementionedinthenovel:

KerrDaminPolson, St.IgnatiusMissionwhichisthesiteofformerUrsulineBoardingschool ThetribalcomplexinPablowhichisthecurrentseatoftribalgovernment TheDArcyMcNickleLibraryatSalishKootenaiCollegeinPablowhichalsohasexcellentcollectionsforanyresearchrelatedtolocalhistoryorculture.4. ComparativeLiteratureConnection:

Ifthisunitisusedatthe10thgradeLevel,moststudentswillhavereadRomeoandJulietinthe9thgrade.BothWindfromanEnemySkyandRomeoandJulietaretragediesbasedontheconsequencesofmiscommunicationandlackofunderstanding,anger,distrust,falseassumptions,fateortheinevitablesequenceofevents,individualandcommunalconflicts,therashactionsofyoungmen,revenge,abuseofpower,andthesufferingofinnocents.

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However,despitethetragicendingsinbothworks,momentsofreconciliation,togetherwithindividualswhotrytounderstandandtomakethingsrightappearinboth.Althoughyoumightaskstudentstocreateanessaythatcomparesandcontrastsboth,aclassdiscussionattheendoftheirreadingmayprovejustasvaluable,particularlyasstudentsrealizehowbothportrayrealitiesofhumannaturethatallpeopleshare.

AppendixAChapterSummaries,DiscussionQuestions,WritingPrompts,andWordsforThought

IntroductionThequestionsforeachchapterfallintothreecategoriestorepresentdifferentlevelsofthinking:Recall,

Interpretative,andEvaluative.Dependingonstudentsabilitiesandinterests,teachersmaychoosetouseanycombinationofquestions.Thequestionscanhelpstudents

checkforunderstanding, participateinmeaningfuldiscussions, identifyguidelinesforfurtherinvestigation, andnoticeimportantdetails.Optionsfordiscussion/reviewquestionsoractivities: AskstudentstoansweroneoftheRecalllevelquestionswhilereadingthenextdaysassignment.Teachers

shouldencouragestudentstochallengethemselvestoconsidertheInterpretativeandEvaluativelevelquestions.

Askstudentstofindandreadapassagefromthetextthatanswerstheirquestion. Provideallstudentswithallthequestionstohelpstimulatetheirthinking,eventhoughtheyarentresponsible

foransweringthemall. Usethequestionsasareviewofchaptersalreadycovered.Additionalactivitiestoengagereaders: Sometimestheorganizationofthenoveljumpsfrompresenttopast.Helpstudentsdistinguishtheseepisodesin

chapterswherethoughtbringsacharacterintothepast,andreadersareprovidednecessarybackgroundinformation.

Ineachchapter,askstudentstoidentifyinstanceswhereindividualsorgroupsmakeinaccurateassumptionsbecausetheydonotknowordonotcompletelyunderstandtheother.Ineachinstance,whataretheeffectsoftheinaccurateassumptions?

Askstudentstolocatemetaphors,examplesofpersonification,alliterationorassonanceineachchapter. Askstudentstofindonequoteorlinethatreallymakesthemthinkorwonderineachchapter. Askstudentstoidentifyeachsituationbetweenindividualsorgroupswherecommunicationbreaksdownoris

difficult:i.e.betweenBullandAntoine,BullandHenryJim,LittleElkandgovernmentpeople,RaffertyandtheWashingtonbureaucrats,orRaffertyand30BIAemployees.Havethemconsiderthecausesandconsequencesofthecommunicationbreakdown.Wheredotheyfindresolutions?

Identifythesituationsinthechapterwherehealingandreconciliationoccur.Chapter1:(19)Characters:Bull,thechiefoftheLittleElkpeople;Antoine,hisgrandson.

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Summary:AntoinehasjustreturnedfromIndianBoardingSchoolinOregon.Heandhisgrandfatherhiketotheirplaceofpowerwheretheyseewherethewhitemanhaskilledthewaterandbuiltadam.Powerlesstodoanythingelse,Bullfireshisgunintotheconcrete.Bullsmentoringofhisgrandsonprovideshope.

Recalllevel:Questions1. WhatareBullandhisgrandsondoingatthebeginningofthenovel?2. WherehasAntoinebeenandhowishisexperiencedescribed?3. WhatdetailaboutBulldoyouremembermostvividlyfromthischapter?Whydoesthisstandout?4. Bulltellshissonthatwitheverythingheseesandexperiences,heshouldaskhimselftwoquestions.What

arethey?InterpretativelevelQuestions

5. Whatdothefirstpagesofthenovelleadyoutoexpectwillhappeninthisnovel?6. WhoisBull?Whatdoeshesay,do,andwhatdoothersthinkofhim?7. WhoisAntoine?Whatdoeshesay,do,andwhatdoothersthinkofhim?8. HowdoesBullsreactiontothedamaffectAntoine?Whatinsightdoesthisgiveyouintotheirrelationship?9. ComparewhatBullassumeshisgrandsonisthinkingatthedamwithwhatAntoineisreallythinking.What

doesthisshowabouttheirrelationship?10. WhodoesBullremindyouof?Apersonyoumightknowinreallife?Howaretheysimilar?11. WhatmightareaderconcludeaboutFederalIndianpolicyregardingdancingandeducation?

EvaluativelevelQuestions12. ForIndianpeople,whatschangedandwhatsstayedthesame.Why?13. Whatdoesplaceofpowermean?14. Whohasthemostpower?DambuildersorWater?Explainyouranswer.15. Howdoesthischaptershowthatlanguageisconnectedtoculture?Howisyourlanguageconnectedto

yourcultureandheritage?IdeasforWriting RespondtothetwoquestionsBullaskshisgrandsononpage8.Thinkparticularlyaboutyourparticipationin

thisclassorthisreading. Howcanapersontellwhatanotheristhinking?Whataretheclues?Howdothemeninthisnovelrevealtheir

thoughtsandreadothersthoughts?Whathappenswhenwedontgetitright?Whatgetsintheway,evenbetweenpeoplewhoknoweachotherwell?

WordsforThought Waterjustswallowseverythingandwaitsformore...Thewaterwastherewhentheworldbegan.Whatkind

offoolwouldwanttostopit!(1) [Bull]hadalwaysbeenthismanwholivesinside,astheysaid.(2) Thewhitemanmakesusforgetourholyplaces.Hemakesussmall.(9)Chapter2:(1025)Characters:Bull,theeldestbrotherandchiefofthetribe;Antoine;Basil,Antoinestall,emaciatedandpleasant

greatuncle;Louis,Antoinessmall,dainty,andbitterspeakinggreatuncle;TwoSleeps,theoldestgrandfatherincampandaholyman;HenryJim,Bullsyoungerestrangedbrother.

Summary:AsTheLittleElkmengatherinBullsteepee,theydiscussanddisagreeaboutthebestwaytohelpAntoinebecomeaman.Theyhearsinging,andHenryJimappearstoaskBullshelpinrecoveringthesacredmedicinebundle.Despitetheirquarrelsoveronefollowingthewhitemansway,andtheotherkeepingtotradition,theychoosetolistenandrespecteachother,tofindawaytogettheirpowerback.Thechapterispositiveandhopeful,anditendswithHenryJimagreeingtospeaktotheagentonbehalfoftheLittleElkpeople.

RecalllevelQuestions1. How/wheredidthegovernmentmenwantBulltolive?Why?2. FindatleastonedetailaboutbothBasilandLouis.ExplainhowthemenarerelatedtoAntoine,inboththe

whiteandtribalrelationship.

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3. WhoisTwoSleeps?Whatishisroleinthismeetingofbrotherswhoquarrelandfeelhelplessinthefaceofthewhitemen?

4. Whoisthemanwhocomesintothecampatnightsinging?Whyhashecomeandhowdotheothermeninthecirclefeelabouthim?

5. Ithasbeen30yearssinceBullandhisbrotherhavetalked.Why?InterpretativelevelQuestions

6. Howhasthelandchangedsincethemensearlieryearswhentheygotalong?7. WhatisHenryJimsplanandhowdoesBullreacttoit?HowwouldyoufeelinBullsposition?8. Explainthepatternofthemengatheringtogetherandeating.Whataretherules?9. Whatisamedicinebundle?WhatdoesitmeantotheLittleElkpeopleandtothewhiteman?10. Whatarethecharacteristicsofwater?11. HowhasthisverydifficultdiscussionandquarrelingaffectedAntoine?Whathashelearnedfromthisnight?12. HowhaveBullandHenryJimchangedinthischapter?

EvaluativelevelQuestions13. ExplaintheFederalIndianpoliciesofthe19001930sthatmightliebehindthegovernmentmensactions

anddesiresinthischapter.(allotment,pushtofarm,tobuildsolidhouses,toquittribalways).SeeABriefHistoryofFederalIndianPolicyinRootsandBranches(247252)and"TheDawesAct:AllotmentsSubdividetheReservations"inMontana:StoriesoftheLand(219222).

14. IsthehopethatHenryJimbringsrealorimagined?Whatotherchoicesmighttheyhave?IdeasforWriting

Whatdoesangerdo?Howdoesitinterferewithdecisionmakingorconflictresolution?Giveanexamplefromyourownexperience.

Whatkindsofassumptionsdootherpeoplemakeaboutyou?Howdoesthatmakeyoufeel?WordsforThought Alittlescolding,alittlepushingandpinching,alittlehungerandthirstthesemakeaboygrow.(13)Chapter3:(2632)Characters:HenryJim;TobyRafferty,superintendentofLittleElkIndianAgencyandSpecialDisbursingAgent;

Whitemen,cardplayerswhowatchwithsurpriseastheIndianHenryJimmountsahorseandridesoff.Summary:HenryJimfirstridestoaskRaffertyforhelpbecausehebelievesheisawhitemanwhowilllisten.

Raffertysayshewilltry.Tohimself,HenryJimrecallstimespreviouswhentheunderstandingfellapartafterwards.Stillheshopeful,knowingthecriticalimportanceofagoodunderstandingforsuccessinresolutionstoconflictsandhopeforabeneficialfutureforhispeople.

RecalllevelQuestions1. WhoisTobyRaffertyandwhyhasHenryJimcometoseehim?2. Whatarefourofthethingsthemenfromafarcountries,fromsomewhereeastofthemountainstellthe

Indianstodo?InterpretativelevelQuestions3. CompareBullandHenryJim.Whichcharacterismoreinterestingtoyou?Why?Whichwouldyouratherspend

timewith?4. WhateffectdidtheFederalIndianpoliciesandtheirproponentshaveontheIndianfamilies?5. HowdidassumptionsandmiscommunicationsaffecttheIndiansresponsetothegovernmentdirectives?EvaluativelevelQuestions6. WhosewayoflifewouldyouchooseifyouwerelivinginthetimeoftheLittleElkpeople?BullsorHenryJims?

WhatpathshouldAntoinechoose?IdeasforWriting

Tellthestoryofaspecificincidentinyourownlifethatyoucanlookatandsay,somuchdependsonagoodunderstanding.Whatdoesgoodunderstandingreallymean?

WordsforThought

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Todaytalksinyesterdaysvoice,theoldpeoplesaid.Thewhitemanmusthearyesterdaysvoice.(28) Andbittertimes!Whenthebellyhungeredandquaked.Whenwintersicknesscameandpeopletumbled

dazedoutoftheirtepees.Whenquarrelsrosetosharphardtonesandchildrenrantotheirmothersskirts.Agunspokeinfirsandtherewasbloodonagooseberrybush.Andthesoldiersdraggedgunsovertheroadandturnedthemtowardthepeople.(30)

Chapter4:(3339)Characters:TobyRafferty;DocEdwards,theagencyphysician...whowasdevotedtotheIndians;Summary:SympathyiscreatedforRaffertyashewrestleswithHenryJimsquestionandevaluateshisroleand

effectivenessregardinghiseffortstodowhatWashingtonD.C.expectshimtodo.Tohelphimthinkthisthrough,RaffertyvisitswithDocEdwardswholistensandasksquestionstohelpRaffertybetterunderstandtheIndians,andhimself.

RecalllevelQuestions1. HowdoestheIndiantraditionofthemidsummerdancesaffecttheirfarming?2. WhoisDocEdwardsandwhatkindofpersonishe?InterpretativelevelQuestions3. WhatisRaffertysopinionofthetrainingWashingtonDCgivesthepeopletheysendtoworkwiththeIndians?4. Whatisahumanist,andhowdoesitapplytoRaffertyandhisjobwiththeIndians.5. HowhavetheIndiansrespondedtoRaffertyseffortstohelpthemgetstartedinfarmingorranching?6. Raffertycallsthemedicinebundle,whateveritis,anoldsymbol.Howdoeshisviewdifferfromthewaythe

LittleElkpeopletalkaboutit?SeeMeaningandfunctionofSymbolinRootsandBranches(3940).7. HowdoesDocEdwardsviewofIndiansdifferfromRaffertys?Usewhathesaystohelpyouanswerthis

question.EvaluativelevelQuestions8. HowwouldyourateTobyRaffertyseffectivenessontheLittleElkReservation?Explain.9. Whatwouldyoudoabouthisdilemmaifyouhadhisjob?10. ComparethewayRaffertyviewsHenryJimtothedescriptionofHenryJiminChapter2?Whatissimilar?What

isdifferent?Why?11. DocEdwardstellsRaffertythathethinksthatgovernmentpeopleexpectIndianstoapologizeforbeing

redskins.Raffertyisshockedbythequestion.WhywouldEdwardsthinkthis?12. DocEdwardsdoesntgiveRaffertyadvice.Insteadheasksquestions.Isthisaneffectivewaytohelpaperson

makeadecision?Explain.13. Atthetopofpage39,RaffertycommentsabouttheinstructionsthatweremeantforMarietta,Ohio.His

commentimpliesthatFederalIndianPolicyhasbeenaonesizefitsallpolicy.Thereareabout500IndiantribesandculturesinAmericatoday.WhatmightRaffertyunderstandabouttheinstructionshesbeengivenabouthowtodealwiththeIndians?

IdeasforWriting ThischaptersuggeststhatwhitepeoplewanttogetawayfromthepastandthatIndianpeopleclingtoit.

Makealistofthegoodandnotsogoodinyourpast(oryourfamilyspast).Whatwouldyoukeepandwhatwouldyouletgo?Why?

Describeapersonyouknowwhoisagoodlistener.Howdoesthatpersonsabilitytolistenaffectotherpeople?

WordsforThought NobodyinWashingtontellsyouaboutmedicinebundlesorcultureheroesorfolkways.(35)Chapter5:(4045)Characters:Bull;Antoine;PockFace,anunclesonofLouis;Theobold,anunclesonofBasil,an

unpredictablepair"whoplayjokes,drinkandgamble,ridehorsesandendupinbrawls.

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Summary:Thischaptermaybecalledthebeginningoftheend.Trustinghisgrandson,BullleavesAntoineinchargeofthecampandhisgun.ButAntoinesrecklessunclesdisturbthepeace.Withoutthinkingabouttheconsequences,PockFacedecidestogouptothedamtoseewherewhitepeoplefish,andtoshootthemanwhomadethedam.Havinggambledawaytheirgunsinastickgame,TheoboldandPockFacewalkintoBullslodgetoborrowBullsgun.Antoineispowerlesstostophim.Onthemountainoverlookingthedam,PockFaceseesamanwalkingonthetop.Heshootsandkillshimassnowbeginstofall.

RecalllevelQuestions1. WhyhasBullleftAntoineincharge?2. WhatdoPockFaceandTheobolddo,andhowdotheypullBullintotheiractions?3. WhydoesTheoboldwanttoturnback?InterpretativelevelQuestions4. DescribePockFaceandTheoboldandconsiderhowtheydiffer.Identifyonecharacteristicthattheyshare.5. WhydoesPockFacecontinueondespitethecold?EvaluativelevelQuestions6. AretheactionsofPockFaceandTheoboldandPockFacereasonable?Aretheyjustified?7. WhatconsequencesmightresultfromPockFacesaction?8. HowarethelawsregardingfishingandhuntingforwhitemenonIndianReservationsinthe30sandthelaws

regardingfishingandhuntingforIndiansevidencedinthischapter?IdeasforWriting

PockFacehadnotthoughtaboutitinadvance.(43)Writeaboutanincidentinyourlifewhereyoudidntthinkaboutsomethinginadvance.Whatweretheconsequences?

WordsforThought Attime,meannessbrokeoutrightinthemiddleoffunmaking.(44)

Chapter6:(4652)Characters:TobyRafferty;ReverendStephenWelles,amissionarypriest;Summary:Raffertyasksthepriestaboutastoryhesheardregardinghowthemedicinebundlewastakenfromthe

LittleElkpeople30yearsago.ThestoryrevealsthatHenryJimhadgiventhebundletoWelles,andWelleshadsentittoAdamPell,directoroftheAmericanaInstitute.WellesrefusestohelpRaffertygetthebundleback,andRaffertyfeelslikeanoutsidertoWelleswaysandanoutsidertotheIndiansaswell.Clearly,churchormission,aswellasthefederalgovernment,exertpowerandcontrolovertheIndians.

RecalllevelQuestions1. HowwasWellesinvolvedwiththemedicinebundle?2. WhatdoyoulearnaboutHenryJimsinvolvementwiththebundle30yearsago?3. WhatisWellesdecisionaboutthebundle?InterpretivelevelQuestions4. Whatdoesthestoryaboutthewagonwreckimplyaboutthepowerofthemedicinebundle?5. Raffertycallshimselfanoutsider.Whatdoeshemean?6. AsRaffertyandWellestalkaboutthebundle,whatdowelearn,throughtheseoutsiderswords,aboutthe

meaningofthebundletotheLittleElkpeople?7. HowdoWellesandRaffertydifferregardingtheirviewofIndians?EvaluativelevelQuestions8. Wellessays,Wedoknowtheyareapeoplewhoareunlikeusinattitude,inoutlook,andindestination,

unlesswechangethatdestination.Aretheseassumptions,facts,truths,falsehoods?Arehisopinionsjustified?Explainyouranswer.

9. ShouldWelleshelpRaffertygetthebundleback?Explainyouranswer.10. HowarethelawsregardingIndiansandtheirpracticeofreligionandceremonyevidentinthesituationwiththe

medicinebundle?11. Wheredoyoufindironyinthischapter?

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IdeasforWriting Whoaretheinsidersoroutsidersinyourworld?Howdoyoufitinandwhere?

WordsforThought ...herehewasanoutsider,tryingtofindhiswayinside.(46)

Chapter7:(5358)Characters:HenryJim;Jerome,theeldestsonofhisfirstsister;IronChild,hisrelativewhosidedwithBullinthe

quarrel;SidGrant,UnitedStatesMarshalattheAgency.Summary:HenryJimtravelstoIndianslivinginthefoothillsandhetellshowhisseparationwithhisbrother,Bull,

hasbeenhealedover.Heasksthemtoendthequarrel.Inthenight,theyhearsinginginthelandscape,andthemenbegintheirownsinging.Whenthetenmenarriveattheagencygate,SidGranttellsthemtheresbeenakillingandtheycantgoin.AlthoughtheIndiansareturnedawayintheend,thechapterdemonstratesHenryJimseffectivenessinbringingawholecommunitytogetherforacommonandpositivepurpose.

RecalllevelQuestions1. WheredoesHenryJimgointhischapter?Why?2. Howdohiskinsmenreacttohismessage?3. WhywonttheUSmarshalletthegroupofIndiansinsidetheagency?

InterpretativelevelQuestions4. WhatdoesthesingingrepresenttoallandIndiansthatHenryJimvisits?5. WhathaschangedwiththerelationshipsbetweenHenryJimandhisrelatives?

EvaluativelevelQuestions6. Whichisthestrongestinthischapter:hopeordespair?Defendyouranswer.

IdeasforWriting Howwouldyoureacttoarelativeorfriendaskingyoutoforgiveorforgetsomethingthatmadeyouangry

foralongtime?Whatwouldittakeforyoutochange?Chapter8:(5965)Characters:TwoSleeps;Veronica,Bullsrespectedseniorwife;Lucille,girlwifeofPockFace;StarHead,Basils

wife;MarieLouise,Theoboldswife;Evangelique,awomanvisitingfromanothercamp;Antoine;PockFace;Theobold.Summary:ThewomenarouseTwoSleepsandaskhimtosettletheirquestionsaboutthekilling.Hetellsthem

thereisdeathonthiswind.DigginginPockFacestepee,thewomenfindwhiskeyandbegintodrinkitthemselves.Veronicaarrives,takescontrol,anddumpsthewhiskey,scoldingthewomenfortheirbehavior.PockFaceandTheoboldreturnandgivetheguntoBull.Bulltellsthem,Idontknowwhatyouhavedonetous...Ithinkyouhavekilledus.ThischaptershowshowtherashactionsofPockFaceimpactthewomenwhofeelpowerlesstocontroltheactionsoftheirmen.

RecalllevelQuestions1. WhydothewomengotoTwoSleeps?2. WhatdoesPockFacedowhenhereturnstocamp?InterpretativelevelQuestions3. Whatmightthesnowsymbolize?4. HowisthisscenewiththewhiskeysimilartoPockFacestakingthegunandshootingtheman?Whatmotivates

both?5. HowwillAntoinebelikehisgrandfatherandnothisparents?6. Howdothewomenreacttothesharpwindandtheirfearsfortheirhusbands?7. WhatdoesBullfeararetheconsequencesforPockFacesactions? EvaluativelevelQuestions8. WhatdoesVeronicameanwhenshesays,Whenyourmenaregone,youhavenoheads,onlyguts?Isittrue

ofallwomen?Isittrueofmenwhentheirwomenaregone?

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9. HowdidyouexpectBulltoreacttoPockFaceandTheobold?WhatdohisactionsdemonstrateaboutBullandhisways?

IdeasforWriting Whatisthedifferencebetweendisciplineandnaturalconsequences?Whichresultsinthegreatestchange

inbehavior?Useyourownexperiencetowritethisjournal. WordsforThought

Wordscouldnotfollowthethoughtshehad,andthethoughtsthemselveswereslippingaway.(65)Chapter9:(6677)Characters:Bartlett,thestationengineer;JimmieCooke,thevictim,anengineerandAdamPellsnephew,whowas

leavinghisworktogetmarried;SidGrant,UnitedStatesMarshal;AmbroseWhiteside,hisdeputy;DocEdwards;Rafferty;Antoine,Bull,andalltheLittleElkpeople.

Summary:TheFederalofficials,Indianagentanddoctor,andthestationengineerallgatheratthecrimesite.GrantandWhitesidebelieveitwasanIndian;RaffertyandEdwardsdenythepossibility,andtheengineergrievesoverthedeathofhisemployeeandholdshimselfresponsible.Withthediscoveryofabootprintanda3030cartridgefromanoldgun,themarshalandhismendescendonBullscamp.DespiteBullseffortstoresist,GrantsucceedsinoverpoweringandshamingBullandhispeopleusingverbalintimidationandforce.Eventhoughtheydontfindtheboots,theyfindasingleshot22,andthatsenoughforthemtotrytoholdandinvestigateBullandothersforthekilling.ThisisaverydarkmomentfortheLittleElk.

RecalllevelQuestions1. WhowasJimmieCooke?2. WhatdoGrantandhisdeputyfindinthemountains?3. WhatdotheyfindatBullscamp?

InterpretativelevelQuestions4. Aftertheyfindthebody,whatisthetensionbetweenRaffertyandGrant?Howaretheyapproachingthe

crimedifferently?5. WhatisGrantsopinionoftheIndians?Whatmighthavecontributedtothis?6. WhatdoesGrantmisunderstandaboutBull?WhatdoesBullmisunderstandaboutGrant?Whatstheresult

ofthesemisunderstandings? EvaluativelevelQuestions

7. AntoinetranslatesduringtheconfrontationbetweenGrantandBull.HowdoeshemisstranslatebothBullandGrantswords?Whydoeshedothis?Doesitpreventorcreateanyproblems?How?

8. BullandhisrelativesseemmoreconcernedaboutMarshalGrantsdisrespectfultreatmentofthemthantheyareaboutthekillingthatoneoftheirmendid.Why?

9. HowareGrantandBullequal?Howaretheynot?Why?IdeasforWriting

PutyourselfintheplaceofAntoine,a1214yearoldboy.Whatwouldyoubethinking,feeling,wantingtodo?

WordsforThought NoonespokeharshlyaboutPockFaceforcausingthetrouble.(77)

Chapter10:(7885)Characters:TheBoy(SunChild),thetribalpolicechief;Rafferty;HenryJim;IronChildSummary:WhileGrantandRaffertyarguebehindcloseddoors,TheBoytriestosettletheunrestofIndianswaiting

tofindoutwhatwillhappentoBull.RaffertyhasbeentryingtokeepGrantatbay,andRaffertyhopesTheBoywillhelphimdiscoverthetruth.RaffertywantsTheBoytoexplaintoBullhowthewhitemanslawworks,sotheIndianswontgethurt.ButacultureconflictsurfacesbetweenthetwowhenRaffertyasksTheBoytotellBullnottosayanythingthatmightincriminatehim.TheBoysimplystatesthatBullwilltellhimifhesdoneit.Ifhekilledthatman,hemusthavehadareason.HenryJimsmenenterRaffertysoffice.Theyputtheirhatsonthefloor,andeach,beginning

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withIronChild,stateswhythemedicinebundleshouldbereturnedtotheirpeople.HenryJimwillstayaliveaslongasthesingingcontinues.

RecalllevelQuestions1. WhatdotheIndiansbelievemighthappentoBull?2. HowdidTheBoylearnEnglish?3. WhatdoesRaffertywantTheBoytodo?4. Whoissinging?Why?

InterpretativelevelQuestions5. HowisTheBoyamanbetweentwoworlds?6. HowwillBullhandletheinvestigation?7. WhatisconfusingtoRaffertyaboutthesituationwiththekillingandhowBullandhispeopleareinvolved?8. Whydoeshewantthementocontinuesinging?

EvaluativelevelQuestions9. TheBoysaysifBullkilledtheman,hemusthavehadagoodreason.WasPockFacejustifiedinkillingthe

man?10. Inthemiddleofaninvestigation,theIndianmenarepreoccupiedwithgettingthemedicinebundleback.

Whatmightmotivatethem?11. Somethingwashappening,hecouldnottellwhat,likethefirsttollofabell.

(Thisisanallusion.McNicklewasinfluencedbythewritingofErnestHemingwaywhowrotethenovelForWhomtheBellTolls.Butthefirstliterarysourceforthisideawas17thCenturypreacherandpoet,JohnDonne,inhisfinalsermonbeforehedied:Neveraskforwhomthebelltolls,ittollsforthee.Whatmightitmeaninthiscontext?

WordsforThought Iftheydontunderstandthelanguageorourlegalprocedure,theymightactfoolishlyorgethurt.(81) Weknewthewhitemanwastoostrongforus,wecouldntfighthim,sowebegantofightamong

ourselves,andweblamedHenryJim.(85)Chapter11:(8694)Characters:TheBoy;Bull;PockFace;TwoSleeps;Louis,PockFacesfather,andothers.Summary:BecauseofRaffertysintervention,Bullandhismenarekeptinthebasementoftheschoolhouse,under

Raffertyswatch,ratherthanjail.TheBoygoestoBullandhismentoexplaintheirsituation,butBulldrillshimaboutRaffertyandwhetherhesamantheycantrust.TheIndiansalsodistrustTheBoybecausehesanIndianwhostakenajobwiththegovernment.AstheyarguethedifferencesbetweenIndianandwhitemansjusticeandconsiderhowalloftheirpeoplewillsuffer,PockFacestandsandconfesses.Louisdenieshisguiltorculpability,andsodoesBull,eventhoughPockFacehastoldBullhekilledtheman.Bullconcludesthattheywillletthewhitemansolvehisownproblemandfindthekillerhimself.ThenheinstructsTheBoytotellRaffertytheywanttoletHenryJimseethattheyareonepeople.

RecalllevelQuestions1. WhereareBullandhismenkept,andwhynotthejail?2. WhatisBullsproblemwiththewhitemanslawthatkeepshimattheagency?3. WhatdoesPockFacetellhispeoplewhenhedecidestospeak?4. Howdohisfather,Louis,andhisuncle,Bull,react?5. WhathasTheBoyreallycometotalktoBullspeopleabout?6. ListthoseinthischapterwhotrustRaffertyandthosewhodont. InterpretativelevelQuestions7. WhatdoesTheBoythinkworkingforthegovernmentdoestoanIndianmansrelationshipwithhisownpeople?8. WhymightTheBoycontinueinhisjobifhebelievesthis?9. WhatisBullsimpressionofthegovernmentman(Rafferty)?10. WhydoesBullgrieveforhisbrotherHenryJimwhenheisntevendead?11. WhatistheIndianjusticeafterakilling?

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12. WhatassumptionsaboutthegovernmentmenaretheIndiansmakingattheendofthischapter? EvaluativelevelQuestions13. EvaluatethedecisionBullmakesregardinghowtheywilldealwiththewhitemen?Isitwise?IdeasforWriting ChooseeitherthewhitemanslaworIndianjusticeforkilling.Defendyourchoiceasmorereasonableorfair

thantheother. WordsforThought Iwantnosuchlawifittellsyoutohurteverybodybecauseonepersonisatfault.(89) Butthewhitemanmeans,Youllbeastrongmanwhenyoubecomeawhiteman.Itshiswayofofferingme

friendship.Helooks,butdoesntseeme.(93)Chapter12:(95100)Characters:Veronica;MarieLouise;Antoine;StarHead;Lucille;andothers;SidGrantandAmbroseSummary:Thischapterprovidessomecomicrelief.Thewomenarepackinguptoleavecamponhorseback,and

Antoine,theirman,willaccompanythemandtheirchildren.Theydiscusswhattheyshouldtake,primarilywhattheirhorsescancarry.ButMarieLouise,insistingontakingeverythingsheowns,suffersnaturalconsequenceswhenthebundle,toogreatforthehorse,istossedintothebrush,andthehorseboundsoffwithouthissaddleandcinch.SidGrantandAmbrosefindthetrackstheyvebeenfollowingcompletelyobliteratedwiththewomenshorsestracks.Withoutintention,thewomenhavesuccessfullyfoiledthegovernmentman.

RecalllevelQuestions1. Whatareallthewomenincampdoingorgettingreadyfor?2. WhatisMarieLouisespredicamentandhowdoesitturnout?InterpretativelevelQuestions3. WhatdoCatherineandLucellehaveincommon?4. WhatdoestheMarshalrealizehehaslostafterthewomenleave?5. Whyarethewomenleaving?EvaluativelevelQuestions6. Whydohumanbeingslaughinthemiddleoftragicsituations?Whatdoeslaughterdoforus?IdeasforWriting Ifyouwereawomanincamp,whoseactionswouldmostcloselyresembleyourown?Why?Chapter13:(101104)Characters:ThomasandMrs.Cooke,JimmieCookesparents;BertSmiley,stationagent.Summary:Mr.andMrs.Cooke,inalltheireasternfinery,arrivebytraintotaketheirboyhome.Thestation

agentfumblesoverwhattosayandexcuseshimselfaftertellingthemthatMrs.Cookesbrother,AdamPell,willarriveshortlyinhisprivaterailroadcar.

RecalllevelQuestions1. Whoarrivesonthetrain?2. WhoisAdamPell?InterpretativelevelQuestions3. WhatisMrs.Cookesopinionofherbrother,AdamPell?4. DescribeBertSmiley.EvaluativelevelQuestions5. IsthebehaviorofMrs.Cookebelievable,consideringhersonisdeadandshescometotheplacewherehe

died?ExplainWordsforThought [Pell]hasmadeahobbyofIndians.Eversinceheduguparrowheads.(104)Chapter14:(105111)

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Characters:Antoine;Veronica;Boardingschoolpeople;TheBoy(SunChild)Summary:HavingaccompaniedthewomentoJeromescamp,AntoinewillridetotheagencywhereBullandhis

menarekept.VeronicawarnsAntoinetokeepquiettoavoidanyonenoticinghimashewaitstohearsomenewsabouthisgrandfather.Asheapproachesthesettlement,memoriesofboardingschoolreturnrules,discipline,separation,andshaming.Afterfouryears,thesuperintendenttoldhimhecouldgohomebecausehismotherhaddied,neverhavingrecoveredfromherlosswhenhewastakentoboardingschool.Toher,hersonhaddied.

Attheagency,TheBoyseesAntoineandtellshimthatBullandhismenhavelefttobewithHenryJim,andAntoinelooksforwardtobeingwithhisownpeopleagain.

RecalllevelQuestions1. WheredoesAntoineplantogoafterleavingthewomenathisUncleJeromescamp?2. WhatplanfortheIndiansdoestheLongArmedmanexplaintoAntoineattheboardingschool?3. WhatbringsAntoinebacktotheLittleElkReservation? InterpretativelevelQuestions4. Fromhisperspective,describeAntoinesexperienceatboardingschool.5. Howdidhisleavinghomeaffecthismother?EvaluativelevelQuestions6. Basedonwhatyouvelearnedinthischapterandfromotherresources,howastheboardingschoolsituation

hurtorhelpedtheIndianpeople?7. WhymightAntoinebeacceptedandTheBoyrejectedbyhispeople,eventhoughtheyvebothgonetoboarding

school?IdeasforWriting Antoineknowswhohebelongstoandwherehebelongs.Thisawarenessbringshimpeaceandsecurity,andit

giveshimpower.Writeaboutwhoyoubelongtoandwhere.Whatdoesthisbelonginggivetoyou? Howwouldyoufeelifsomeonearbitrarilychangedyourname?WordsforThought YournamewillbeAntoineBrown.Chapter15:(112118)Characters:Antoine;HenryJim;Bull,IronChild,Louis,Basil,PockFace,Theobold,andTwoSleeps.Summary:AntoineridesintoHenryJimscamp,withwirefences,posts,harvestedfieldsandmachinery.Antoine

recognizesthislandscape;itresemblesthoseneartheboardingschool.Butthemorefamiliarwelcomeshimteepeesandfiresinthehaymeadow.HenryJimhasmovedoutofhishousetolieinateepeewithhisrelativessurroundinghim,evenPockFaceandTheobold.TheywelcomeAntoine,andHenryJimtellshisrelativeshowharditwastoliveinthisplace,separatedfromhisrelatives.Thenoiseofacardisturbsthesingingandtalking,andthechildrenfearthegovernmentmaniscoming.

RecalllevelQuestions1. WhatdisturbsAntoineaboutHenryJimsplace,andwhatdoesheseeoncehegetstherethatmakeshimfeel

better?2. WhatisstrangeaboutHenryJimlyingontheground?Whyhashemovedoutofhishouse?3. WhatdidthegovernmentmantellHenryJimthatdidntcometrue?InterpretativelevelQuestions4. HowdoesHenryJimfeelnowaboutthedecisionshesmadeinhislife? IdeasforWriting Atthispointinthenovelandtheunit,thinkaboutBullsquestionsforAntoineandapplythemtoyourself:

Whatdidyousee?Whatdidyoulearn?Whatwillyouremember? WriteaboutanolderpersonyourespectwhohasinfluencedyourlifeinawaysimilartotheinfluenceofBull

andHenryJimonAntoine.Chapter16:(119128)

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Characters:TheBoy,SunChild;Rafferty;DocEdwards;HenryJim;TwoSleeps;BullSummary:TheBoydrivesRaffertyandDocEdwardstoseeHenryJimbecausetheyhearhesdying.Ontheway,

Raffertywrestleswiththreeissues:hisuncertaintyabouthisdecisiontoallowBulltoleavesohecanbewithHenryJim;hisuncertaintyaboutwhokilledCookeandwhatTheBoymightknow.DocEdwardstalksaboutHenryJimandBullandtheconsequencesofBullstayingbehind.WhenRaffertyandEdwardsarrive,theyenterHenryJimsteepee,despitetheobviousdisturbanceitmakes.TwoSleepsexplainswhytheyareallthere,clarifiesthedifferencebetweentheirsmallworldandthewhiteworld,andhetellsRaffertyandEdwardshowthewhiteworldhasimpactedtheLittleElkpeople.

ThenHenryJimtellsthestoryofhowhecametoleavetheIndianwaysandwhyheisbackagainnow.Henowunderstandswhyhispeopledidntfollowhim:theywouldratherstarvetogetherthansurvivealone.Raffertyreflectsonwhatdistinguishesindividualsfromeachotherandwhatpreventsunderstanding.HessatisfiedthatheletBullgotoHenryJimwhoisnowneardeathandisstillaskingaboutthemedicinebundle.BullappreciatesRaffertyssoftnessandattemptatunderstanding.

RecallLevelQuestions1. WhatisRaffertyconcernedabout?2. WhatisTheBoysadvicetoRaffertywhenhequestionshimabouthowtoproceedwiththemurder

investigation?3. WhatconclusionhasHenryJimcometoaboutwhyhistribedidntfollow?4. HowdoesRaffertydecidetohandlethesituationwithBullandtheaccusations,andthesituationofHenryJim

needinghisfamilynearhim? InterpretativeLevelQuestions5. WhatdoesDocEdwardsmeanwhenhesarcasticallysaysaboutHenryJim:Hehasserveduswell.Hesour

masterpiece.(120) EvaluativeLevelQuestions6. Whodoyouthinktooktherightpath,BullorHenryJim?Explain. IdeasforWriting Ifyouwishandfeelcomfortabledoingit,writeabouthowyourfamilydealswithadyinglovedone.Isitsimilar

ordifferentfromwhatappearsinthischapter? WriteaboutwhatDisturbs,Interests,Confuses,orEnlightensyouinthischapter.WordsforThought Ifithadntbeenforhim,moreofthisIndianlandwouldbeinwhiteownership...Iftheothershadfollowed

[HenryJim],iftheyhadtried,thatis,theywouldhavebeensuckeredoutofeverything.(121) Whatamanlearned,anditwasallhelearnedinalifetime,wasadegreeoffitnessforthethingshehadtodo.

(125)Chapter17:(129136)Characters:Bull;AntoineSummary:BullandAntoineareridingtowardtheLittleElkAgency,andBullisthinkingtohimselfabouthis

relationshipwithHenryJimandabouthowallthisconflictstarted.HeregretsthathedidntapproachHenryJimfirstaftertheseparation,eventhoughTwoSleepshadkeptafterhimaboutit.Inthishistorychapter,Bullremembershischildhood,whentwowhitepeoplefirstcametohisfatherandaskedforachildtoteachintheirschool.Bullwastricked,andtheytookhimaway.Butheranawaywhenthewomantriedtodresshimforbedinawomansdress.ItmeantlaughterforBullsfatheratthetime,butthewhitepeoplestillcameandangertookover.NowBullhastofacethosewhitepeopleandhesconcernedaboutthefearAntoinemustfeelastheyapproachtheagency.

RecallLevelQuestions1. WhathappenedmanyyearsagothatfirstcausedBulltobecomeangry?Whatchanged?2. WhatdidthewhitepeopledoatfirstthatjustmadetheIndianslaugh?3. WhatdidIndiansthinkwouldeventuallyhappentothewhitemen? InterpretativeLevelQuestions4. WhathappenedtotheIndiansandtheirlandwhenthewhitepeoplecameandstayed?

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5. WhydidEnemyHorselaugh?6. Howwastheboytrickedintheteepee? EvaluativeLevelQuestions7. Bullbelieveshemadeamistakeinnotshootingthewhitepeoplewhentheycame.Wouldthathavesolvedthe

problem?WhatmightBullnotunderstand?IdeasforWriting McNicklewritesBullsthoughtsasheconsidersthebeginningsofhisanger.Lookatpage131.Considerthelist

ofaccusatorysentencesthatbeginwithThey.ItisanindictmentthatreadsmuchlikeThomasJeffersonsDeclarationofIndependencewheresentenceaftersentencebeginswithHe.WriteabouthowthiscomparisonmighthelpyouunderstandtheperspectiveoftheIndianpeople.

WordsforThought Welaughedwhenweshouldhavebeenangry,rightthereatthestart.(136)Chapter18:(137151)Characters:AdamPell,theelderbrotherofMrs.Cooke;GenevaCooke,themotherofthemanwhowaskilled;

ThomasCooke.Summary:GenevaCookeandAdamPellhavebeeninconflictfromthetimetheywerechildren,withGenevanot

appreciatingAdamsinterestsinrelics.TheirdisconnectmaybecomparedtoBullandHenryJims,butthewaytheydealwithitdisplaysamarkeddifferencetoBullandHenryJim.AdamPelltriestoexplainhisinterestinIndianstohissisterandherhusbandbytellingthestoryofhisrelationshipwithCarlos,aMestizoIndianfromPeru.ThepillagingofCarlospeopleslandscompareswiththatoftheLittleElk,butCarloswantstobuildahydroelectricdamforhispeople.DividedforcesinPerureconciletoraisemoneyforthedam,andPelliscalledupontodesignit.HeviewsIndianpeopleasextraordinaryandadmirestheirtraditionaswellastheirforesight.HisinterestinIndiansalsoappliestotheLittleElkpeople.HefeelsakindofresponsibilityforwhathappenedatthedamontheLittleElkReservation,andhewantstopreventtheprejudiceagainstIndiansfromtakingovertheinvestigationofthekilling.

RecallLevelQuestions1. HowareAdamPellandMrs.Cookerelated?2. WhyhaveMr.andMrs.CookecometoElkCity?3. Whyarenttheyinterestedinfindingthekiller?4. WhowerethepeopleandwhatwasthecountrythatAdamPelltalkedabout?5. WhatdidAdamsfriendCarlosdowithhisfamilysland,andhowdidpeoplereact?6. WhatwasAdamPellspromisetoCarlosthatcausedhimtomisshissistersChristmasgatheringtogotoCuno,

Peru?WhatdidlivinginCunomakeAdambegintothinkabout?7. WhatdecisiondoesThomasCookemakeafterlisteningtoAdamPell,andhowdoesGenreact? InterpretativeLevelQuestions8. DescribetherelationshipbetweenAdamPellandhissister.9. WhydidCarloswanttobuildadam?10. HowdidthewaythedamwasbuiltontheirlanddifferfromtheonebuiltintheLittleElkpeoplesmountain?11. WhatisAdamPellsopinionofIndianpeoplenomatterwheretheylive? EvaluativeLevelQuestions12. DoesAdamPellseeIndianpeopleasindividuals(EssentialUnderstanding#2)orasthestereotypicalNoble

Indian?WhatishismotivationforworkingwithIndians?Explain13. Compare/contrastRaffertyandAdamPell.WhichonebetterunderstandsIndians? WordsforThought Murderisnotanisolatedoccurrence.Ithasitsroots,itscertainlogic.Justicehasthetaskofdiscoveringthat

logic.(151)Chapter19:(153158)Characters:Rafferty;Mrs.andMrs.Cooke;SidGrant;AdamPell;theBoy;BullandAntoine

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Summary:MarshalGrantentersRaffertysofficewheretheCookesandPellarewaitingfornewsaboutthekilling.However,RaffertyignoresGrantandencouragesPelltotalkaboutthedam,thebeautifullysimplesystem.ThenonverbalbetweenthemarshalandRaffertyrevealtheirdistrustofeachother.DespiteRaffertysattemptsatdivertingtheconversation,GrantgainscontrolofthesituationandtellsthemallhowhefoundthegunwrappedinatornblanketinBullscamp.Justashefinishestalking,BullandAntoinewalkthroughthedoor,andRaffertyisstruckwithguiltandfearbecausehemadethedealwithBulltocometotheagency.

RecallLevelQuestions1. Whatkindofdamhasbeenbuiltinthemountains?Howdoesitwork?2. HowdidtheUSmarshalfindthegun?3. Whattwoquestionsarestillleftunansweredafterthegunisdiscovered? InterpretativeLevelQuestions4. Whatdisturbsyouasyoureadthischapter?5. WhatdoesPellmeanwhenheasksGrant,Haveyougotacaseordontyouneedtomakeacasewhenthe

defendantisanIndian?6. Whoburiedthegunandwhy?7. RaffertywonderswhytheCookesandPellhavecometohisoffice.WhatmightmotivatePell? EvaluativeLevelQuestions8. Inthisandthenextchapter,powerfulpersonalitiesconfronteachother.Whoisthestrongest?ExplainChapter20:(159173)Characters:Rafferty;Mrs.andMrs.Cooke;SidGrant;AdamPell;theBoy;BullandAntoine;PockFaceSummary:ThischaptershowstheexchangebetweenGrant,Bull,Rafferty,andPell.Eachismostinterestedinwhat

wouldbenefithimself,buteachalsowantstoappearunderstandingandsensitivetotheothers.GranthasconcludedthegunisBulls,buthedoesntwaitforBulltospeakinresponsetohisaccusations.Bullfeelstrappedanddistrustsall.Cooke,Pell,andRaffertywantthetruthaboutwhodidthekilling,buttheydontwanttoseeIndiansprosecutedwithoutstrongevidence.GrantrevealshisprejudiceagainstIndiansinhisdescriptionofhowhefoundthegun.PockFaceenterstotellBullthatHenryJimhasdied,andheconfessestothekilling.Morethananything,BullwantstheFeatherBundleback.Attheendofthisexchange,Pellhasbecomeawareofhisownculpabilityinthekillingofthewater,andinthedeathofhisnephew.ThechaptercloseswithhisselfcenteredhopethattheIndiansmightforgivehimforkillingthewaterifhereturnsthemedicinebundle.

RecallLevelQuestions1. WhatisthefirstthingBullsaystothegroupwhenhearrivesattheagency?Howisthisreceived?2. WhatarethecontentsofthetwopackagesfromBullscamp?3. WhatarethetworeasonsthemarshalprovidesforhisbeliefthatBullisnotthekiller?4. Whointerruptsthemeetingattheagencyandwhatishismessage?5. Afterthediscussion,whatdoeshewanttodoandwhy? InterpretativeLevelQuestions6. HowarethewhitelawsandIndianwaysofhandlingcrimesdifferent?Whatarethebenefitsanddrawbacksof

eachsystem?7. WhatstopsBullfromrisingtoconfrontAdamPellwhenherealizeshewastheoneresponsibleforthedam?8. Whenheknowshehimselfisinnocent,whyisBullafraidofSidGrant?9. HowdoesThomasCookereacttoPockFacesdeclarationandwhatdoesherecommend?Whereistheironyin

thissituation?10. WhatrealizationhasshockedAdamPell?Inwhatway,besidesthetroubleoverthedam,isAdamPellinvolved

inthetroubleontheLittleElkReservation? EvaluativeLevelQuestions11. Whoisthemosthonestinalloftheseinteractions?Explain IdeasforWriting

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Whohasthemostpowerinthischapter?Supportyourchoicewiththreereasonsthatyoucanproveusingthetext.

Writeaboutonesituationinthischapterwheretensionisthestrongest.Withwhomdoyouside?Howdoyoufeel?Frustrated?Howwouldyouhavehandledthesituationifyouhadbeenpresent?

Chapter21:(174180)Characters:Rafferty;DocEdwards;HenryTwoBits;Summary:AfterWellesofficiatesatHenryJimsfuneralaccordingtohisdaughterinlawswishes,HenryJims

peopletakehispineboxintothemountainswherehesburiedontherockslidenexttohiswife.Theyshoothishorseinthehead,accordingtotradition.ThischapterisaboutthechangesthatoccurafterHenryJimsreconciliationwithhispeopleandhisdeath.Raffertyhasanewconsciousness,afeeloftheirperceptiveworld.Forthefirsttimeinthreeyears,IndianmenlikeHenryTwoBitscometoRafferty,tellinghimtheyneedhishelptofarm.AndBulltrustsTheBoytotalktothegovernmentmanontheirbehalf.HopehasreturnedtotheLittleElkpeopleandtoRafferty.

RecallLevelQuestions1. DescribeHenryJimsfuneralandburial?2. WhydoesHenryTwoBitscometoRafferty?WhatdoeshehavethatsurprisesRafferty? InterpretativeLevelQuestions3. HowdoDocEdwardsandRaffertyexplainthereasonsforHenryJimsburialceremonytoWelles?4. WhatdoHenryJimsburialrequestsrevealaboutwhatwasimportanttohim?5. WhydidnttheIndianswanttofarm?6. HowhasRaffertychanged?HowhavetheLittleElkpeoplechanged?HowhasBullchanged? EvaluativeLevelQuestions7. WhathasRaffertydonetoearntherespectoftheLittleElkpeople? WordsforThought Theyhadbeenfallingapart,butHenryJim,evenashewaspreparinghimselftoleavethem,hadpulledthem

backtogether.Chapter22:(181187)Characters:MarieLouise;Lucelle;Veronica;Bull;CatherineSummary:ThewomenandmenreturntoBullscamptojoinMarieLouisewhohadstayedbehindandwaspresent

whenMarshallGrantfoundthegun.InbackgroundinformationaboutBull,itisrevealedthatBullbecamemoreviolentafterHenryJimlefttobuildhishouseandfarm.Veronicamanagedtokeephislodgethroughthoseyears,andsheunderstoodwhenhewastroubled.SherecallsthetimewhenhetookthegirlCatherineashissecondwife.ItwasVeronicasidea.Shewasolder,andhewouldntconfideinher.Andnow,withhisyoungerwife,hecansaywhattroubleshimaboutthechangethatshappeningwithhispeopleandtheirrelationshipwiththelandandthegovernmentmen.HeevenconsidersthatPellmaybeagoodman,yethewilldestroyus.CatherinerecommendsheconsultwithTwoSleeps,andthateaseshisworries.

RecallLevelQuestions1. WhatbehaviorofBulls,inhisyoungerdayswhenhewasstilldrinking,sometimesscaredothers?2. WhatendedBullsdrinkingdays? InterpretativeLevelQuestions EvaluativeLevelQuestions3. HowdoesitseemthingsaregoingtoturnoutforPockFace?Whatleadsyoutothisconclusion?4. DoesVeronicasdesiretoseeherhusbandtakeanotherwifemakesensetoyou?Explain. IdeasforWriting Writeaboutanolderpersonyouknowwhoisdisturbedwithchangesinculture,family,theenvironment,the

economy.Whatarehis/herfearsaboutthefuture? WordsforThought

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Awomancoulddrawwithin,couldfindwaystolimitherneeds.Butamanwasnotmadetodrawwithinhimself.Hehadtopushoutwardly,toprod,todiscover,tocapture.Thatwastheonlywayhestayedaman.Isthistrueofmenandwomentoday?

Chapter23:(188194)Characters:AdamPell;JudgeCarruthersSummary:InhisNewYorkoffice,Pellissoshockedbythehistoryeventsthathefindsinanaccumulationof

papersonhisdeskthathecallsinJudgeCarruthersforsupportorconsultation.HefindsfederalpoliciesimpactingIndiansandtheirlandsfromJohnMarshall(ChiefJusticeofSupremeCourt18011835;fromaSwissphilosopherEmerichdeVattel(17141767)whowroteTheLawofNations;fromtheDawesActthatgavethePresidenttherighttodivideupIndianlands;totherealizationthatthearidwesternlandwouldyieldnocropsforhomesteadersorIndians;totheconclusionthatdamsshouldbebuiltusingthemoneythathomesteaderspaidthegovernmentforIndianlands;andtotheIndianlandtakenasreservoirsites.PellsshockandguiltathisownparticipationintheseeventsdrivehimtocarefullyconsiderRaffertysrequestaboutthemedicinebundle.ButthechaptercloseswithaforeshadowingofafinaldisasterfortheLittleElk.

RecallLevelQuestions1. WhatwasChiefJusticeMarshallspolicythatshockedAdamPell?2. Whatlawisreferredtoasthievery?3. Howwerethewhitemenwhocametothereservationalsoextorted?4. Whatwerethingsthatemergedfromthebuildingofthedams? InterpretativeLevelQuestions5. HowdoestheJudgereacttoPellsconcerns? EvaluativeLevelQuestions6. IfPell,thedambuilder,wasntawareoftheimpactonIndianpeople,whatmighthavebeenthelevelof

awarenessofhomesteaders?HowwouldthataffecttheirrelationshipswiththeIndianswhoweretheirneighbors?

IdeasforWriting ResearchChiefJusticeJohnMarshall,EmerichdeVattel,orDawesandwriteapageusinginformationthatgives

insightintotheinformationinthischapter. Usingacurrentnewspaperornewsmagazine,lookforparallelsintheworldtodaywhereonepeopledominate

anotherbecauseithasmorepower. WordsforThought Thenationwithsuperiorskillcouldappropriatetoitsownusethedomainofalessaccomplishedpeople.

(190) Butthesepeopleshouldalsoshareinthatprogresswhichisnotgoingtohappeniftheyarerobbedoftheir

resourcesandchasedoffintothedesert.(191)Chapter24:(195198)Characters:TwoSleepsSummary:TwoSleepshasreturnedtocampafterspendingtimeinthemountainswherehelistenedandlearned

anddreamed. RecallLevelQuestions1. DescribeTwoSleepsexperienceinthischapter.2. Whydoesthisoldmangotothemountainsinthewinter?3. Whodoeshetalktowhilehesthere? WordsforThought

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Amanlearnedtobestronginsupportofhiskinsmen.Amanbyhimselfwasnothing,ashoutinthewind.Butmentogether,eachactingforeachotherandasoneevenastrongwindfromanenemyskyhadtorespecttheirpower.(197)

Chapter25:(199208)Characters:Bull;Veronica;Celeste;AntoineSummary:Itswinterandstorytellingtime.TwoSleepshasreturnedfromthemountains,buthesillandweak.Bull

andhismenwaitpatientlyuntilTwoSleepsisreadytotalk.Bullrememberswhenhisoldestdaughter,Celeste,lovedamanwhogotherpregnantandthendiedinawreckwithahorse.WhenCelestessonisabouteightandBullwasgonefromcamp,theycameandtooktheboytoboardingschoolwherehestayedforfouryears.Celestediedofgrief,andnowBullwantstopasstheknowledgeandwisdomofhispeopletoherboy,Antoine.SoBulltellsAntoinethestoryofThunderbirdwhochangeshimselfintoafeather,comesdowntoearth,andleavesabundlewiththeLittleElkpeoplewithAllthegoodthingsoflifeinside,sayingMyownbodyisinthisforever.

RecallLevelQuestions1. TheLittleElkpeoplealwaysgettogetherforstorytellingandrememberinginthewinter,buttherearesome

thingsdifferentthanthiswinterthanlast.Whatarethey?2. HowdidAntoineendupatboardingschool?3. WhoisFeatherBoyandwhatdoeshebringtheLittleElkpeople? InterpretativeLevelQuestions4. HowareCeleste,Antoine,VeronicaandBullrelatedandhowhavetheirrelationshipschangedovertheyears? EvaluativeLevelQuestions5. Bullwanttotelloldstoriesthosehisfatherknewinsteadoftellingstoriesfromhisownlife?Why?Canyou

comparethistoolderpeopleyouknow?6. HowistheFeatherboystorysimilartostoriesyoumightknowfromtheBible? IdeasforWriting Describeanolderpersonwithwhomyouhaveacloserelationship.HowmightthatpersonbelikeBull? Findoutwhenandwhythereformadministrationendedkidnappingchildrentota