unit 3-native american indian storytelling...the belief that this is their sacred duty helps to...

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UNIT3.NATIVEAMERICANINDIANSTORYTELLING

BENCHMARKS

CommonCore-StateStandards-ELA/Literacy CCRA.R.1CCRA.SL.1ORSocialSciencesAcademicContentStandards

HS.60HS.63INTRODUCTION:Native American Indian tribes traditionally used storytelling as a primary means of educating youngpeople. Not only are stories experienced directly, but they also challenge the young imagination andrespecttheinnerwisdomeachchildowns.Storiesnotonlytellofalegendoroccurrenceoflongagobutalsogivereferencetomanyotherthings.Thestories inthisunitmaytellofwhat ishappeningnowandhavehiddenmeaninginthewords,characters,creatures,places,numbers,oralloftheabove.Therecouldbemoralsorlessonstobelearned.Theyareverycolorfulstoriesthatareeasytorememberandmaybetoldoverandoversoastostimulateourminds.

All thesestoriesthathavebeenorallypasseddownfromgenerationtogeneration,were lessonspasseddownwith awhole rainbow of purposes andmeanings. When speaking of old stories that have beenhandeddownfromtheelders,wemusthaverespectforthosestoriesandnotchangetheirmeaningsorwaysofbeingtoldtoourownpreference,buttokeeptellingthemastheyweretoldtous.

This unit introduces storytelling as an effective way of involving young people in the deeper ideas ofecology.Itshowsthestudenttheart,sophisticationandmeaningofstorytellingwiththreereadings.Thereare then nine wonderful stories to choose from, each story, in a different way, relates how NativeAmericanIndiansviewtheNaturalWorld.

UNIT3.NativeAmericanIndianStorytelling 3.1

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OBJECTIVES: Forstudentstoknowandunderstand: • theartofstorytellingandtheimportanceofstorytellingnotonlyasitrelatestoNativeAmericanIndian

cultures,buttoallcultures.• that for Native American Indian cultures there is no separation between humans, the animals, the

natural world, and the spritworld; they are all one, all part of the sacred hoopwhich binds themtogether.

• the importance of the relationships between all living beings, such as salmon and coastal NativeAmericanIndians,andtheritualsandstoriessurroundingthem.

• that it isa traditionalNativeAmericanbelief thathumanswereputonearthtobecaretakersof thelandandoftheanimals.ThebeliefthatthisistheirsacreddutyhelpstoexplainwhyNativeAmericanIndiansreverethelandandaddstothereasonswhythelossoftheirlandwassodevastatingtothem.

• thatNativeAmericanIndianspracticedsustainabilityandrecognizedtheyhadavaluablefoodsourceinsalmon and other animals and took measures to ensure these creatures would be available forgenerationsinthefuture.

MATERIALS:

Ø STUDENTHANDOUT3-1:NativeAmericanIndianBeliefsandSymbolsasdescribedbyJohnFireLameDeer

Ø STUDENTHANDOUT3-2:NativeAmericanIndianStorytellingØ STUDENTHANDOUT3-3:AnimalsandNatureinNativeAmericanIndianStories

IntroductoryStories:

Ø STUDENTHANDOUT3-4:SalmonBoyØ STUDENTHANDOUT3-5:SalmonStoryØ STUDENTHANDOUT3-6:CoyoteStoriesØ STUDENTHANDOUT3-7:LegendoftheLostSalmon

AdvancedStories:

Ø STUDENTHANDOUT3-8:NavajoDeerHuntingWayØ STUDENTHANDOUT3-9:Koyoda&HowHeBroughtSalmontotheColumbiaRiverØ STUDENTHANDOUT3-10:ItIsImportant(poem)

IMPORTANTQUESTIONS:• WhatpurposesdidstorytellingserveinpastgenerationsofNativeAmericanIndiancultures?• WhatpurposedoesstorytellingserveinNativeAmericanIndianculturestoday?• Whatvaluesarepasseddowninthestories?• HowdoNativeAmericanIndianculturesregardtheNaturalWorld?UNIT3.NativeAmericanIndianStorytelling 3.2

SalmonWatchPROCEDURE:

1. MitakuyeOyasinisaLakotaphrasemeaningWEAREALLRELATED.Writethisontheboardtobeginto get students to think about what a Native American Indian perspective might be, and/or tofacilitateabrainstormdiscussion.MitakuyeOyasincapturesanessenceofthetribalperspectiveofthe Lakota people. It reflects the understanding that Native American Indians are truly andprofoundly connected toother living beings and thephysicalworld.According toGregoryCajete,“Tribal education is, at its essence, learning about life through participation and relationship incommunity,includingnotonlypeople,butplants,animals,andthewholeofNature.”

2. Explain to students (forall levels) that theyareabout tobeginanexplorationofNativeAmerican

Indianbeliefsandvaluesasthey’reembodiedinlegendsthathavecomedowntousthroughmanygenerations.NativeAmericanIndianculturesholdthesesamebeliefsandvaluestoday.Tofacilitatefurther discussion about Native American Indian beliefs and symbols, read aloud or pass outSTUDENTHANDOUT3-1inwhichthesebeliefsaredescribedbyJohnFireLameDeer,aholymanoftheLakotatribe.

3. Storytelling, a traditional educational form, presents an ecological paradigm of respectfulness.

Throughaseeminglysimplestory,complexideasarebroughtforth.Itisawayofimmersingstudentsinanexperientialnarrative that challenges their imagination. The following informationgives yousomebackgroundandmethodologyforfacilitatingstorytelling.

4. Assigntostudentstwoessays,STUDENTHANDOUTS3-2and3-3(thesearefairlyhighlevelreading,

thusyoumayhavetomakeadaptationsdependingonthestudentsyouareworkingwith),eitherashomework or in-class silent reading. Instruct them to be prepared to discuss each essay. Theseessaysaremeanttogivebackgroundinformationneededbeforegettingintotheartofstorytelling.

5. Review the following text boxes, Ideas for How to Facilitate Storytelling and Native American

Teachings,foryourownbackgroundknowledge.

6. Therearefiveintroductoryandthreeadvancedstories.Readthroughthestoriestodecidewhichwouldbemostappropriateforyourstudents.Eachstoryhasquestionstostimulatethoughtanddiscussion.


SalmonWatchAPPLIEDSTORYTELLING (adaptedfromOneWiththeWatershedbyTomHeidlebaugh) Teachershavea technology that is thousandsofyearsoldcalledStorytelling. Ithelpsusall learnhowtobeapartoflife.AlthoughallteachersuseStoryintheirwork,theremaybelittleattentionpaid to thedisciplines,practices,andapplicationsbehind the telling.NativeAmericansdevelopedthisspecialgiftofStoryintoaparticipatoryprocessthatisstillusedintraditionalcultures.Itcanbea basic tool for the classroom. Story gives teachers a powerful, interdisciplinary form that bringsexperienceintocontextforchildren.ThroughStory,studentsefficientlyretainwhattheylearnandapply itmore consciously toa varietyof school activities. InWhole Languageactivities, Story is abasictool.Afterall,Weallwanttobeapartofthestory. TheFourPoststotheLonghouseofStoryare:

I. WEAREALLSTORYTELLERS–eachandeveryoneofus.Studentsneedtoknowthis.Intellingthestoriesoftheirownlives,theyneedtheappreciation,thesenseofrespectandresponsibilitythatcomeswithstorytelling.Theskillsrequiredtotellastorywellarefundamentaltolearningandbasictoeveryperson’sdevelopment.

II. STORYTELLINGSUSTAINSCOMMUNITY–Theexchangethattakesplaceinthestorytellingexperienceisanessentialingredienttosocialconnection.Theinverseisalsotrue.Whenwestoptellingeachotherourstories,communitygoesaway.

III. EACHSTORYISALIVINGBEING–Ateacher’sworkistorecognizehoweachstudentisastory,complexandwonderful,fullofriskandpotential.Ourjobistohelpthatstoryunfold.Asthestudentfindsthethreadofhisorherpersonaltale,heorshebeginstoknowcoherenceinaconfusingworld.Storyshouldbenomoremanipulatedforideologythanastudentshouldbeagainsttheirstory.

IV. STORYTELLINGISABOUTLISTENING–Performingisnotasimportantaspayingattention.Traditionaleldersalwaysbeginbyteachingyoungpeopletolistentotheheartbeatoftheearth,thesilenceoftheirhearts.Whenstudentslearntolisten,theyfeeltheyarepartofthelifetheywantsomuchmoretolive.

Fromthesecoreprinciples,schoolscanbuildastoryprocessintoanyareaoflearning.EnvironmentalstudiesandwritingareintegratedinthesupportthatStoryprovides.AppliedStorytellingallowstheteachertoturntheclassroom,theschoolyearandthevaryactofteachingintopiecesofthegreatexperienceofbeinghuman.


SalmonWatchEXTENSIONACTIVITIES 1. InUNIT6,thereisaNativeAmericanFishingRightsMockTreatyNegotiationRole-Play.This

wouldbeanexcellentcomplimenttothisunit. 2. AwonderfulcomplimenttothisunitisTheChinookTrilogyvideos.Theyarethreethirty-minutevideos.

All three videos are most suitable for high school level students. They are available as a set orindividually.SeetheBibliographysectionfordescriptionsofeachvideoandhowtoobtainthem.

IdeasforHowtoFacilitateStorytelling

(RefertoSTUDENTHANDOUT3-2forfurtherdescriptionsofstorytellingmethods) • Formastorycirclewhenreadingaloud. • Useastorysticktofacilitatestudentstellingstoriesoftheirown.Perhapsuseawordoraphraseto

getthemgoing. • Usethe“storyteller’sbag”methodtofacilitatestorytelling. • Usethe“Ho-Hey”methodtoinvolvelisteners. • Haveastorytellingcontest.Givethebestdramaticstoryteller/performerspecialprivilegesorprizes.

NativeAmericanIndianTeachings

(BasedonCedarTreeTeachingsofEldersofthePacificNorthwestTribesandthetextLooktotheMountainbyDr.GregoryCajeteofSantaClaraPueblo) Thisisabriefoutlineofdeepprinciplesupheldbymanytraditionalculturesthataretransferabletocontemporarysociety.ThetermsusedbyWesternecologistsarealsoindicated.

1. SEVENTHGENERATIONTHINKING–Considersourresponsibilitiesintermsofbothourfutureandourpast.Wehonorourancestorsbackat least sevengenerationswhenwemakean importantdecisionthataffectsoursociety.Thismeanswetaketheirway,whichworkedwellforsolong,intoaccountwhenweplananewroadorteachingprocess.Itdoesn’tmeanwecan’tchangebutthatwechangecarefully.

Wehonor our descendants not only because they carry the future but also becausewewill betheirancestorsandweareresponsibleforhowtheywill live.Thismeansweleavewetlandsandregeneratedeforestedslopessoourgreat-great-great-great-greatgrandchildrenthankusforourdecisions.Thisiscalled“integratedequity”byecologists.

2. LISTENING IS PARTICIPATING – Paying attention is considered the beginning of all knowledge.

Traditional teachers will point out to children that the Creator gave us two ears but only onemouth,sowelistenatleasttwiceasmuchaswetalk.Wearetaughttoconsiderthateverythinghaswisdomandthat ifwelearntheskillsof listeningwecanhearthevoicesoftheanimalsandplantsandmountains.Ecologistscallthis“sensoryintegration”.


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3. WEAREAGIFTTOEACHOTHER–Inaconsumersocietythegoalistoacquiremorethanisneeded.Inasocietybasedonsharing,theindividualisawareoftheirresponsibility,givinginequalvaluetowhatisreceived.Thiscanbeassimpleaskeepingtoxicchemicalsoutoflocalwatersorasdifficultasaskingthebasicquestionsofmutualinterdependence.

4. WEAREALLONAJOURNEYTOGETHER–Wegrowandchangeinmuchthesamewayotherliving

beingsdo.Thislinktolifebothsupportsusandchallengesus.Ifwelearnwherewearemeanttogofromotherlivingbeingswealsolearnhowtobehaveinthisinterspeciesadaptation.

5. WITH CAREFULWORKWE CAN RESTORE OURSELVES TO BALANCE –Much of Native American

Indianenvironmentalactivityisceremonial.Thisisconsciouscommunityactionthatacknowledgesthebasicharmonyof thenaturalworldand theuniqueabilityhumanbeingshave togetoutofbalancewiththatexistence.Thetwostepsaretorecognizewhenwearenotconnectedandthenrestoreourselvestostability.

BIBLIOGRAPHY

KeepersoftheEarth.1989.MichaelJ.CadutoandJosephBruchac.FulcrumPublishing.Golden,Colorado.Keepers of the Earth Teachers Guide. 1988. Michael J. Caduto and Joseph Bruchac. Fulcrum Publishing.Golden,Colorado.KwakiutlLegends.ChiefJamesWallas,astoldtoPamelaWhitaker.LooktotheMountain:AnEcologyofIndigenousEducation.GregoryCajete.NativeAmericanValues/Beliefs:ALiteratureCurriculum.1994.JudithKomishane.TitleIXIndianEducationProgram.WashingtonCountyESD,Hillsboro,OR97124.OnewiththeWatershed:AStoryBasedCurriculumforPrimaryEnvironmentalEducation.TomHeidlebaugh.PresentedbytheTribalCommunitiesoftheNorthwest,theNorthwestIndianFisheriesCommissionandtheSeattleAquarium.TheOregonians:AnIllustratedCollectionofEssaysonTraditionalLifeways,Federal-IndianRelations,andtheState’sNativePeopleToday.PublishedbytheOregonCouncilfortheHumanities.

Rethinking Columbus: Teaching About the 500th Anniversary of Columbus’s Arrival in America. 1991.RethinkingSchools,Ltd.Milwaukee,WI.53212UNIT3.NativeAmericanIndianStorytelling 3.6

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UNIT3.NATIVEAMERICANSTORYTELLING

STUDENTHANDOUTS

3-1NativeAmericanBeliefsandSymbols

3-2

NativeAmericanStorytelling

3-2

AnimalsandNatureinNativeAmericanStories

3-4

SalmonBoy

3-5

SalmonStory

3-6

CoyoteStories

3-7

LegendoftheLostSalmon

3-8

NavajoDeerHuntingWay

3-9

Koyoda&HowHeBroughtSalmontotheColumbiaRiver

3-10

ItIsImportant(poem)


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STUDENTHANDOUT3-1

NativeAmericanBeliefsandSymbolsasdescribedbyJohnFire LameDeer,aholymanoftheLakotaTribe:

Whatdoyouseehere,myfriend?Justanordinaryoldcookingpot,blackwithsootandfullofdents…Itdoesn’tseemtohaveamessage,thatoldpot,andIguessyoudon’tgiveitathought.Exceptthesoupsmellsgoodandremindsyouthatyouarehungry….

ButI’manIndian.Ithinkaboutordinary,commonthingslikethispot.Thebubblingwatercomesfromtheraincloud.Itrepresentsthesky.Thefirecomefromthesun,which warms us all – men, animals, trees. The meat stands for the four-leggedcreatures,ouranimalbrothers,whogaveofthemselvessothatweshouldlive.Thestream is livingbreath. Itwaswater;now itgoesup to thesky,becomesacloudagain. These things are sacred. Looking at that pot full of good soup, I amthinking how, in this simple manner, Wakan Tanka takes care of me. We Siouxspendalotoftimethinkingabouteverydaythings,whichinourmindaremixedupwiththespiritual.Wesee intheworldaroundusmanysymbolsthatteachusthemeaningoflife….

We Indians live in a world of symbols and images where the spiritual and thecommonplaceareone.Toyousymbolsarejustwords,spokenorwritteninabook.Toustheyarepartofnature,partofourselves–theearth,thesun,thewindandthe rain, stones, trees,animals,even little insects likeantsandgrasshoppers.Wetrytounderstandthemnotwiththehead,butwiththeheart,andweneednomorethanahinttogiveusthemeaning.

UNIT3.NativeAmericanIndianStorytellingSTUDENTHANDOUT3-1 3.8

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STUDENTHANDOUT3-2

NativeAmericanIndianStorytellingAll cultures seek toanswer thebasicquestionsofwherewehumans came fromandwhywe’rehereonearth.Theiranswerstaketheformofphilosophies,religions, legends,mythology,andinNativeAmericanIndiancultures,storytellingisadominantmeansforunderstanding.Humans are storytelling animals. Through storyweexplain and come tounderstandourselves. Story—increative combination with encounter, experience, image making, ritual, play, imagination, dream, andmodeling,formsthebasicfoundationofallhumanlearningandteaching.Oneof theprimary learning techniquesofNativeAmerican IndianTradition is theStoryCircle.Thereareactuallymanyhundredsofwaystousethecircle,fromeveryonetellingalongtraditionalstory,topassingastorystickinsilencefromonepersontothenext.Thecircleisametaphorforthelargercircleoftheworldandtheprocessofusingthecirclesignifiesourroleinthecycleoflife.NativeAmericanstorytellingisacommunalexperience.Itbringspeopletogethertoshareapastthatisstillalive.Theeventsinthestories,thoughtheymayseemfantasticandunlikely,canalsobeexperiencedasatype of reality. Storiesmay show us important things about theworld we live in and teach us ways tobehaveinthateverydayworld.Thevalueplacedon stories inNativeAmerican Indian culture isdescribedbyChris Landon in “AmericanIndianBaselineEssays”:

ThethousandsofyearsofAmericanIndianExperienceonthisTurtleIsland,thisMotherEarth,istheheartbeatthatpulsesthroughthearteriesandveinsofourstories.AmericanIndianstoriesareourunderstandingoftheuniverse,theCreator,all thebeingswithwhomweshare life,andtheeventsthathappenedandhappen in thecourseofour collectiveexperienceof life…Theyare…stories, thetellingofwhich linksour livingculturetothatofourancestors.Thestoriesthemselvescanbe,andarethoughtofas,livingbeings,fullofmystery,wisdom,andpower,capableofevolvingalongwiththePeople,anddeservingrespectfortheirownsake…Theyarealive,theyareourlives,andweareuniquelyhumanbecauseoftheiruniqueness.

IntheNorthwest,storiesandmythsaretraditionallypartofthesacredwinterseasonandforpracticalandspiritualreasonsarenottoberepeatedatanyothertime.Duringtherestoftheyearonlyquotingfromthestories is allowed. Seeing a coyote, one might say something the Coyote of the stories wouldcharacteristicallysay,suchas“I’mhungry.”Totellmythsoutsideofwintermightbringrattlesnakesorothermisfortune.


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STUDENTHANDOUT3-2 Stories themselves are not merely spoken, but shared as dramatic performances, often told by an elderpersonwhomightbeinvitedtocometoahouseforseveralnightsandbepresentedwithgifts.Againsttheenclosedlightofasmolderingfire,thenarratormightdevelopastoryusingdifferentvoicesforthevariouscharacters,highlightingtheircharacteristicturnsofexpression,underliningfoolishnessandpathoswithtoneofvoice, impartingemphasiswithgestures.Oneormoreoftheaudiencemightbeexpectedtorespondatintervals,perhapsaftereveryverse,withtheequivalentof“yes”or“indeed”.Ifallresponseweretocease,itwouldbetimetoendthestoryforthenight.Anothercommonmeansofinvolvingthelistenersistheuseofaresponseword.Wheneverthestorytellersays “Ho?” the people listening all have to say “Hey!” It is a method that has been used for years instorytelling. Stories are usually told at night around a fire during the coldmonths of the year. Everyoneknowshowdrowsyyoucangetaroundanighttimefireandnostorytellerwantstotellataletopeoplewhoarenotawake.Intraditionalsettings,astorytellerisnotspeakingtoanaudience,butinsteadengagespeopleinthetale.Ifastorytellerasksaquestion,heorsheexpectsananswer.Ifthereisasongwithinastory,thatsongwillbeknownbyortaughttothepeople.ToNativeAmericanIndianpeople,storiesareamongthegreatestgiftswhichhumanbeingshavebeengiven.Thewaythestorytellersareregardedbytheirpeopleshowsthis.BecauseNativeAmericanIndiancultureshaveanunderstandingofthispowerfulroleofstoryanditscross-generationalvalue,peopleofallagesgatheraroundwhenastory is told.Storytelling inNativeAmericanIndianculturesisnot“justforchildren”.Infact,storiesaresopowerfulthattheyaretreatedwithaspecialrespect.Manystories,infact,maybetoldonlybycertainpeopleatspecifictimes.Becausecertainmenandwomenshowmorestorytellingabilitythanothers,therearesometimesspecificindividuals who act as “professional” storytellers. Among the Iroquois, these people have the title ofHage’ota,“astorypersonorstoryteller.”Thesepeopletraditionallytraveledfromlodgetolodgeduringthestorytellingseasons.BasicNativeAmericanenvironmentalthemeslikesustainabilityandbiodiversity,aswellasaprocesswithwhichwatershedsandsalmoncanbeunderstood,areattheheartofthestoriesyouwillbereading.Whenpeoplerecognizetheirrelationshipwiththerestofthenaturalworld,theyfeelempoweredtolearn.“Thecareoftherivers,”aneldersaid,“beginsinthehumanheart.”


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STUDENTHANDOUT3-2 Adaptedfrom:TheOregonians:AnIllustratedCollectionofEssaysonTraditionalLifeways,Federal-IndianRelations,andtheState’sNativePeopleToday;publishedbytheOregonCouncilfortheHumanities.

OneWithTheWatershed:AStoryBasedCurriculumForPrimaryEnvironmentalEducation;presentedbythe Tribal Communities of the Northwest, the Northwest Indian Fisheries Commission and the SeattleAquarium;writtenbyTomHedlebaugh.

KeepersoftheEarthTeacher’sGuide;byMichaelJ.CadutoandJosephBruchac;1988;FulcrumPublishing;Golden,Colorado.


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STUDENTHANDOUT3-3

AnimalsandNatureinNativeAmericanIndianStories

People have always had a strong desire to understand the world around them, from small childrenrepeatedlyasking“butwhyisitthatway?”tostudentsgazingthroughmicroscopesandtelescopes,andastronautstravelingtodistantstars.

Native American Indians have innumerable stories to explaineverythingfrom“WhytheOwlHasBigEyes”and“HowtoScareaBear”to“CoyotePlacestheStars”and“DaughteroftheSun.”

InNativeAmerican Indianbeliefsystems,animalswerecreatedbefore humans andwere the oneswhowent on to create thestarsandplantsandhumans.For this reasonanimalsareoftenreferredtoinstoriesasour“elderrelatives”andourteachers–when an animal speaks to a human being, it is wise to payattention,listen,andlearn.

TheanimalpeopleinthestoriesofthePacificNorthwestNativeAmericanIndiansweregiants.Mosquito,Spider, and Ant were larger than our cows. Salmon, Eagle, Beaver, Fox, Coyote, and others had thecharacteristicsoftoday’sanimals,yettheycouldreason,talkanddomanythingsthatneitheranimalsnorpeople can do now. The animal people in the tribal tales lived exactly as the Indians themselves livedlater.WhentellingthestoriesinEnglish,NativeAmericanstodayrefertotheseanimalpersonssimplyas“thepeople.”

Animal relationships are expressed through ceremonial rituals that focus on their ability to connecthumanswiththeuniversalorder.Theworldandanimalrenewalceremonies,traditionallypracticedbyalltribes,express thehuman responsibility topreserve,protect,andperpetuateall life. In theNorthwest,thesalmonceremoniesreflectthisresponsibility:

ThesalmonceremonyisobservedeverywherealongtheNorthwestcoast.FortheHurocandothersitsymbolizesarenewaloftheworld’screation.Manygroupsalsoholdceremoniesforthefirstfishtakenorotherspecies-thefirstdeer,thefirstberries,oreventhefirstacorninthesouthernregions.

Thesalmon (or first foursalmon) receive themostelaborate rites, thoughthisvaries fromplace toplace.Usuallythesalmonarelaidwiththeirheadspointingupstreamonanewlywovenmatorcedarboard,oftenunderaspecialshelterandsprinkledwithdownfeathersofbirds.Aformalspeechorprayerofwelcomeisintonedasinthisparticularexample:


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STUDENTHANDOUT3-3

Oldfriends,thankyouthatwemeetalive.Wehaveliveduntilthistimewhenyoucamethisyear.Nowweprayyou,supernaturalones,oprotectusfromdanger,thatnothingevilmayhappentouswhenweeatyou,supernaturalones,forthatisthereasonwhyyouhavecomehere,thatwemaycatchyouforfood.Weknowthatonlyyourbodiesaredeadhere,butyoursoulscometowatchoveruswhenwearegoingtoeatwhatyouhavegivenustoeatnow.

The salmon are offered fresh water symbolically after their long journey through the salt sea. The firstsalmon are then cooked and divided in small pieces among all the people present at a communion. Thecelebration,oftensevendaysinlength,traditionallyincludesfeasting,gift-giving,torch-bearingprocessions,dancingandsinging.Duringallthesepastceremoniesofwelcome,countlesssalmonwereallowedtopassupstreamtothespawninggrounds,andthushistoricallytheritualactuallyhelpedtoassurethecontinuationofthesalmonruns.Guided by these principles, Native American Indian peopleacknowledge that all living and non-living entities of Nature haveimportant inherent meaning. Central to the spirituality of NativeAmerican Indians is the belief that all things and all beings areinterconnected. This is symbolized by the circle or hoop, becauseanything that affects one part of the circle affects all the others.Based on this understanding, Native Americans symbolicallyrecognize their relationship to plants, animals, stones, trees,mountains,rivers,lakes,streams,andahostofotherlivingentities.Through seeking, making, sharing, and celebrating these naturalrelationships, theyhavecometoperceivethemselvesas living inaseaofrelationships.InthemindsofmanyEuropeans,NativeAmericanIndianshaveneverbeenunderstoodbyEuropeancultureforwhotheyare;peopleswho,inavarietyofwaysandwithalltheirheartsandbeings,trytoestablishastrong,directrelationshipwithnaturallife.TheyunderstandNatureastheessenceoftheGreatMystery,whichguidesandbreatheslifeintoallthings.ForNativeAmericanpeople,thelandisfullofspirit,fulloflifeenergy.Everything—arock,atree,aplant,amountain,ananimal,abird,aninsect—hasitsuniqueexpressionoflifeandwayoftheSpirit.


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STUDENTHANDOUT3-3

Sinceweareall partof the samewhole, sayNativeAmerican Indians,wecancommunicatedirectlywithotherpartsofcreation-nature,animals,thespiritworld,andwecanallhelpeachother.Ifhumansasktheassistanceofplantsandanimals ina respectfulandhonoringway, theywill respondbyserving asmessengers or by offering themselves up as food or for use inhealing. In return, there are times when humans can help plants andanimals.Similarly, ifwehelpanotherperson inneed, theywillbegratefulandeagertoreciprocate.

To furtherexplain theirdeepreverence foreachotherand fornature, theNativeAmerican Indians feelthathumansandnatureareapreciousgiftfromtheCreator.Therefore,bycaringforeachotherandbyusingnatureinawaythatprotectsratherthandepletesit,weshowourappreciationforthegiftand,weensure our own well being and survival. This is why balance and harmony among all beings must bemaintained.

Ella Clark, in Indian Legends of the Pacific Northwest, explains this special relationship betweenNativeAmericansandanimalsandnature.

“TotheIndianinhisnativestate,”saidMartinSampson,anIndiangrandfatherofthePugetSoundregion,“Everythinghadlifeorspirit;theearth,therocks,trees,ferns,aswellasbirdsandanimals,eventhehailwhichfellfromtheskyhadaspiritandalanguageandsongofitsownandmightbeaninspirationtoawarrior.”Eachwindwasthebreathofsomebeingwholivedfarawayinthedirectionfromwhichthewind blows. To each the Indians gave a name, and every sign,whistle,moan, or roar ofthunder, thegrowthofplants, the changedpositionof the stars–allwere causedby thespirits living in them.Thespiritsofnaturecontrolnature, the Indiansbelieved, justas thespiritsthatliveinhumanbodiescontrolhumanactions.Whether thespiritswere regardedasgoodorevildepended,chiefly,onhowthey treatedtheIndian.Hetriedtowintheirfavorandprotection,therefore,andtoavoidtheirwrath.Ifangered, the spirits of the mountains would cause a storm or avalanche or perhaps avolcaniceruption.ThespiritslivingintherapidsoftheColumbiaRiverandinthedarkpoolsalong its banksmight seize the canoe of theman who had angered them. Some spirits,alwaysevil,hidincavesandincavernsbelowtheearth,butroamedforthfromtimetotimetodotheirwickedness.


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STUDENTHANDOUT3-3

Thespiritofthestormwasvisualizedasahugebird,knownasThunderbird.Theflappingofitswingscausedthesoundofthunder;theflashof itseyeswasthe lightning. It livedinacloudabove thehighest peak the tribe could see, or ina cave in themountains...Indiansnear the coast believed that Thunderbird flew to the PacificOcean to getwhales,whichwereitsfoods.Raincloudsandthunderstormsoftenfollowedithomefromtheocean.TheIndiansfearedThunderbirdandtriednottoangerit.


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STUDENTHANDOUT3-4

SalmonBoy(HaidaTribe–PacificNorthwest)

(FromKeepersoftheAnimalsbyMichaelJ.CadutoandJosephBruchac)

Long ago, among the Haida people, there was a boy who showed no respect for the salmon.

Though the salmonmeant life for the people, hewas not respectful of the one his people calledSwimmer.Hisparentstoldhimtoshowgratitudeandbehaveproperly,buthedidnotlisten.Whenfishinghewould stepon thebodiesof the salmon thatwerecaughtandaftereatinghecarelesslythrewthebonesofthefishintothebushes.Otherswarnedhimthatthespiritsofthesalmonwerenotpleasedbysuchbehavior,buthedidnotlisten.

One day, his mother served him a meal ofsalmon.Helookedatitwithdisgust.“Thisismoldy,”hesaid,thoughthemeatwasgood.Hethrewitupontheground.Thenhewentdowntotherivertoswimwiththe other children. However, as he was swimming, acurrent caught him and pulled him away from theothers. It swept him into the deepest water and hecouldnot swimstronglyenough toescape from it.Hesankintotheriveranddrowned.

There,deepintheriver,theSalmonPeopletookhimwiththem.Theywerereturningbacktotheoceanwithouttheirbodies.Theyhadlefttheirbodiesbehindforthehumansandtheanimalpeopletouseasfood.Theboywentwiththem,forhenowbelongedtothesalmon.

Whentheyreachedtheirhomeintheocean,theylookedjustlikehumanbeings.Theirvillagethereintheoceanlookedmuchlikehisownhomeandhecouldhearthesoundofchildrenplayinginthe streamwhich flowed behind the village.Now the Salmon People began to teach him.Hewashungry and they told him to go to the stream and catch one of their children,whowere salmonswimminginthestream.However,hewastold,hemustberespectfulandaftereatingreturnallofthebonesandeverythinghedidnotintendtoeattothewater.Then,hewastold,theirchildwouldbeabletocomebacktolife.Butiftheboneswerenotreturnedtothewater,thatsalmonchildcouldnotcomeback.

Hedidashewastold,butonedayafterhehadeaten,whenitcametimeforthechildrentocomeuptothevillagefromthestream,heheardoneofthemcrying.Hewenttoseewhatwaswrong.Thechildwaslimpingbecauseoneofitsfeetwasgone.Thentheboyrealizedhehadnotthrownallofthefinsbackintothestream.Hequicklyfoundtheonefinhehadmissed,threwitinandthechildwashealed.


SalmonWatch

STUDENTHANDOUT3-4

AfterhehadspentthewinterwiththeSalmonPeople,itagainwasspringandtimeforthemtoreturntotherivers.Theboyswamwiththem,forhebelongedtotheSalmonPeoplenow.Whenthey swampasthis village,hisownmother caughthim inhernet.When shepulledhim from thewater,eventhoughhewasintheshapeofasalmon,shesawthecoppernecklacehewaswearing.Itwasthesamenecklaceshehadgivenherson.ShecarriedSalmonBoycarefullybackhome.Shespoketohimandheldhimandgraduallyhebegantoshedhissalmonskin.Firsthisheademerged.Then,aftereightdays,heshedalloftheskinandwasahumanagain.

Salmon Boy taught the people all of the things he had learned. Hewas a healer now andhelpedthemwhentheyweresick.“Icannotstaywithyoulong,”hesaid,“youmustrememberwhatIteachyou.”

He remainedwith the people until the time camewhen the old salmonwho had gone upstreamandnotbeencaughtbythehumansortheanimalpeoplecamedriftingbackdowntowardthesea.AsSalmonBoystoodbythewater,hesawahugeoldsalmonfloatingdowntowardhim.Itwassowornbyits journeythathecouldseethroughhissides.Herecognizeditashisownsoulandhethrusthisspearintoit.Assoonashedidso,hedied.

Thenthepeopleofthevillagedidashehadtoldthem to do. They placed his body into the river. Itcircled four times and then sank, going back to hishomeintheocean,backtotheSalmonPeople.

Questions:1. Whatdothesalmondowhentheyoungboytreatsthemdisrespectfully?Whatwouldyouhave

done?2. Whydothesalmonmaketheboyoneoftheirown?3. Howistheyoungboychangedbyhisexperience?Whatdoeshelearn?4. HowcanSalmonBoydieandcomebacktolifesomanytimesinthisstory?5. WhatfinallyhappenstoSalmonBoyintheend?6. Identifysomecirclesandcyclesrevealedinthestory.Whyaretheyimportant?Whyisit

importantforourrelationshipwithnaturetobepracticedincircles?7. Whataresometheculturalvaluespasseddowninthisstory?


SalmonWatch

STUDENTHANDOUT3-5

ASalmonStory(KwakiutlTribe–PacificNorthwest)

(FromKwakiutlLegendsastoldtoPamelaWhitakerbyChiefJamesWallas)

“Wehavecometomeetalive,Swimmer.DonotfeelwrongaboutwhatIhavedonetoyou,

friendSwimmer,forthatisthereasonwhyyoucomethatImayspearyou,thatImayeatyou,SupernaturalOne,you,Long-Life-Giver,you,Swimmer.Nowprotectus,(me)andmywife,that

wemaykeepwell,thatnothingmaybedifficultforusthatwewishtogetfromyou,Rich-Maker-Woman.Nowcallafteryou,yourfather,andyourmotherandunclesandauntsand

elderbrothersandsisterstocometomealso,you,Swimmers,youSatiater,”sayshe.--AKwakiutlPrayertoSalmon

Whenamaneatssalmonbytheriver,hesingsthesalmonsong.Itisintheriver,inthe

roasting,inthespearing,inthesharing,intheshoring,intheshaking,shiningsalmon.Itisinthesong,too.

--KwakiutlPoem


SalmonWatch

STUDENTHANDOUT3-5

Apowerfulman,onewhoknewhowtomakeplans,oncelivedatthetopofacliffonNigeiIsland.Hehadawonderfulcanoe.Thecanoewouldbecomethesizethatheneeded,eitherlargeenoughtocarryahundredpeopleorsmallenoughtotakejustafew.Hecoulddiphispaddleintothewaterandsaywherehewantedtogo,pullthepaddleonce,andthecanoewouldbethere.

Manypeopleresentedthemanwhocouldmakeplansbecausehewasdifferentfromthemselves,sohelivedalonewithhisfamilyatthetopofthecliff.Ontherockfaceoftheisland,therewasanopeningthroughwhichheusedtoclimbtoescapehisenemies.Theopeningledintoapassagewayandtothetopofthecliffwheretherewasasmallerholetocomeoutof.Atthebottomoftheembankmentstoodapillarofstoneand,fartherdown,anotheronwhichPlanner’sgreatcanoerested.

Plannerhadasonwhowasoftheagetobemarried.Hedidnotwanthissontomarryanordinarygirl.Hewantedaunionthatwouldhelpprovidefoodforhispeople,whowereoftenhungry.

Thepowerfulmanhadheardofatypeoffishcalled“salmon”thatdwelledattheothersideoftheworld.Hesaidtohispeople,wholiveddownbelowthecliff,“Iwantmysontomarrythesalmongirlwhoisfaracrossthewater.Wewilltakemycanoeandgotowherethesalmonare.”

Thepeopledidnotknowwherehewasgoingbuttheyallclimbedintothegreatcanoe.Plannerheadedtowardtheopenseaandputthispaddleinthewater.“Takeuswherethesalmonare,”hesaid,andgavethepaddleonestrongpull.Thecanoewithallthepeopleinitmovedasfastaslightningacrossthewatertotheothersideoftheworld. Attheedgeofthewaterofthestrangeplacewerebigbinsteemingwithfishofdifferentkinds.“Theymustbethesalmonofwhichwehaveheard,”thepeoplesaidtooneanotherinwonder. Planneraskedtospeaktothechiefofthenearbyvillageandwasinvitedintohislodge.Hediscussedwiththemanthepossibilityofmarriagebetweenhissonandthechief’sdaughter. “Wedonothavesalmonwherewecomefrom,”Plannerexplained.“Sometimesourpeopleareveryhungry.Ifyourdaughtermarriesmyson,wewouldlikehertobringsalmonwithher.” ThechieflookedatPlanner.Helookedoutatthemagnificentcanoeandreplied,“Yes,mydaughtermaymarryyoursonandshewillbringsalmon.Butbeforeyougoyoumuststayforafeast.ItwillbemanydaysbeforethesalmonreachVancouverIsland.Duringthefeastwewillteachyouhowtocookandpreservefish.” Soagreatweddingfeastthatlastedfourdayswasheld.Theplannerandhispeopletriedallthedifferentkindsofsalmon.Theylearnedhowtoprepareitandhowtotellonekindfromanother.Theyatethemildfleshofthesmall,spottedPink,andthereddermeatofthelargeCoho.Theytriedspeckled-sidedChumandweresurprisedatthesizeofthedeliciousSpringsalmon. “OneSpringsalmonwillfeedmany,”thepeopleexclaimedtooneanother.Buttheirfavoritewastherichredmeatoftheslim,silvery-blueSockeye. Theguestslearnedmanywaystocooksalmon.Theyweretaughthowtosmokeitanddryitforthewinterandhowtobarbecueit.Whentheywerepreparingthesalmon,theywereinstructedtoleavetheheadontheendofthebackbonesothatthesalmonwouldcomealiveagain.


SalmonWatch

STUDENTHANDOUT3-5 “Whenyoubarbecuesalmonoverafire,thereisaholethatyouputthestickthrough,”theyweretold.“Becarefulthatyoudon’tdropanybonesofthesalmonthroughthatlittleholeorsomethingwillbemissingwhenthatsalmoncomesaliveagain—afinortailorsomethinglikethat.”

“Youmaythrowthebonesofthesalmonintothewateroranywhereelseandtheywillcomebackagainthenextyear.Butdonotdropthemthroughtheholewherethebarbecuestickgoes.” Thechiefofthevillagesaidtotheplanner,“Whenachildisborntoourchildrenwhohavejustmarried,itwillhaveadanceallitsown—TheSalmonDance.”Hedidthedancetoshowhimhowitwent.“Whentwinsareborn,theytoowillhavethisdance,fortwinsarechildrenofthesalmon.” “There’sanotherthingyoumustremember,”addedthechief.“Whenthesalmonarecominguptheriver,nooneshouldmourn.Evenifsomeonediesatthattime,donotallowyourpeopletomournorthesalmonmayceasetocomeupyourriver.” Afterfourdaysoffeastingandlearning,thepeopleofNigeiIslandclimbedbackinthewonderfulcanoe.Thesonoftheplannerandhisbride,thesalmongirl,werewiththem.ThesalmonfollowedthecanoeacrosstheoceantotheshoreofNigeiIsland. Plannerstoodupinthecanoeandsaidtothesalmon,“Thisiswheretheplannerlives.”Thefishallspreadoutbehindthecanoe,jumpingandsplashinginthewater.EachgroupwasgivenariverofVancouverIslandinwhichtospawn.

Questions:1. WhatwasuniqueaboutthePlannerandhiscanoe?2. Whattypeofgirldidhewanthissontomarry?3. Describethefour-dayweddingfeast.Whatdidtheylearn?4. Whatspecificinstructionsweregivenonhowtoprepareandcooksalmon?Whatwouldhappenif

theseinstructionswerenotfollowed?5. Whatwillthechildofthetwojustmarriedhaveallitsown?6. Whatisthesignificanceoftwins?7. Whatshouldnoonedowhenthesalmonarecomingupriver?Whydoyouthinkthisis?8. WhathappenedwhenthesalmonreachedthePacificNorthwest?9. Whatdoyouthinkaretheculturalvaluespassedoninthisstory?10. HowdidtherelationshipbetweenPlannerandhispeoplechange?Whydidthis occur?11. Howdoyouthinkthestorytellerwouldinvolvetheaudienceinthisstory?


SalmonWatch

STUDENTHANDOUT3-6

CoyoteStories:CoyoteTakesWaterfromtheFrogPeople

(fromColumbiaRiver:It’sFutureandYou)

andTheLegendofCoyote

(toldbyMosesGeorge,ColvilleConfederatedTribes)

CoyoteTakesWaterfromtheFrogPeople Coyotewasouthuntingwhenhefoundadeaddeer.Oneofthedeer’sribboneslookedjustlikeabigshell.CoyotepickeditupandtookitwithhimtoseetheFrogPeople.TheFrogPeoplehadallthewater.Whenanyonewantedanywatertodrink,tocookwith,ortowashwith,heorshehadtogetitfromtheFrogPeople. Coyotesaid,“Hey,FrogPeople,Ihaveabigshell.Iwantabigdrinkofwater,andIwanttodrinkitforalongtime.”“Giveusthatshell,”saidtheFrogPeople,“andyoucandrinkallyouwant.”Coyotegavethemtheshellandbegandrinking.ThewaterthatCoyotedrankwasbehindalargedam. Coyotebegandrinking.Hedrankforalongtime.Finally,oneoftheFrogPeoplesaid,“HeyCoyote,yousurearedrinkingalotofwaterthere.Whatareyoudoingthatfor?”Coyotebroughthisheadupoutofthewater.TheFrogPeoplewonderedhowCoyotecoulddrinksomuchwater.TheythoughtCoyotemightbetryingtotrickthem. Allthetimehehadhisheadunderwater,Coyotewasdigging.Hewasmakingaholeunderthedam.Whenhewasfinished,hestoodupandsaid,“Thatwasagooddrink,justwhatIneeded.”Thenthedamcollapsedandthewaterwentoutintothevalleyandmadethecreeksandriversandwaterfalls.TheFrogPeoplewereveryangry.“Youhavetakenallthewater,Coyote!”Theycried.Coyotesaid,“Itisnotrightthatonegroupofpeoplehasallthewater.Nowitiswhereeveryonecanhaveit.” Now,anyonecangodowntotheriverandswimorgetwatertodrinkortocookwith.


SalmonWatch

STUDENTHANDOUT3-6TheLegendofCoyote AfterOld-One,theGreatSpiritandCreator,hadmadetheearthandtheancientIndianpeople,hesentCoyoteamongthem,becausetheywereverymuchinneedandwerehavingahardtime.Coyotewastoldtokilltheevilbeingswhopreyeduponthemandtoteachthemthebestwayofdoingthings.ItwasbecauseofCoyotethatthesalmonwerefirstbroughttotheWenatcheeRiver.First,hebrokedownthedamwhichfiveBeaverwomenhadbuiltinthelowerColumbia.“Itisnotright,”hesaidtothem,“foryoutokeepthesalmonpenneduphere.Thepeoplefartheruptheriverarehungry.” ThenhechangedtheBeaverwomenintosandpipers.“Youshallforevermorebesandpipers,”hesaid.“Youshallalwaysrunbythewater’sedge.Youshallneveragainhavecontroloversalmon.” BythistimesomanysalmonhadcomeupfromthemouthofBigRiverthatthewaterwasdarkwiththem.Coyotewalkedalongthebankoftheriver,andthesalmonfollowedhiminthewater.Atallthevillages,theIndianpeopleweregladtoseehimandthefishhebrought.Theirhungerwasover. WhenhecametotheLittleWhiteSalmonRiver,hestoppedandtaughtthepeoplehowtomakeafishtrap.Hetwistedyoungtwigsofhazelbrushandhungthetrapintheriver.Thenheshowedthepeoplehowtodryfishandhowtostoreitforwinteruse. WhenhecametothebiggerWhiteSalmonRiver,heshowedthepeoplehowtospearsalmon.HemadeaspearfromayoungwhitefirtreeandtippedthepointwithasharpflintrockfoundalongtheBigRiverbankandcaughtthesalmonwiththepointedendofthespear.“Thisishowyoushoulddoit,”saidCoyote. Whereverhestopped,heshowedthepeoplehowtocookfish.Theyhadalwayseatenitraw.Heshowedthemhowtobroilsalmonbyholdingitoverthefireonsticks.Coyoteputsalmoninahole,pouredalittlewateroverit,droppedhotstonesintothepothole,andcoveredeverythingwithgreengrasstoholdthesteam.Thusthesalmonfollowedhim.OftenhecametoasmallerstreamflowingintoBigRiver.BecausethepeoplealongtheYakimaandWenatcheeRiverstreatedhimkindly,Coyotesentthefishuptheirriversandpromisedthemthateveryspringthesalmonwouldreturn.Wherehewastreatedverykindlyhemadetherivernarrowinonespot.Hemadethetwobanksoftheriveralmostmeet,sothattherewouldbeagoodplaceforcatchingsalmon.ThisSalmonPlacewherewearegatheredtodayistheplacewherehehasalwaysgivenusfishtomeetallofourneeds.


SalmonWatch

STUDENTHANDOUT3-6Questions:InCoyoteTakesWaterfromtheFrogPeople,1. Whohadallthewater?2. WhatdidCoyoteexchangeforwater?3. WhatwasCoyotereallydoing,whenhesaidhewasdrinking?InTheLegendofCoyote,4. WhywasCoyotesenttoearth?Whatwashispurpose?5. WhatwasthefirstthingCoyotedid?Whatwashisreasonfordoingthis?6. WhatdidhedototheBeaverwomen?Whydoyouthinkhedidthis?7. WhatmanythingsdidCoyoteteachtheIndianpeople?8. WhydidCoyotesendfishuptheYakimaandWenatcheeRivers?9. Whydidhemakenarrowspotsalongcertainpartsoftherivers?Inbothstories,10. WhyweretheFrogPeopleandBeaverwomen,seenasevilbyCoyote?11. WhatarethemajorthemesandculturalvaluespassedonintheCoyotestories?Howdothesethemes

andculturalvaluesrelatetowaterissuesoftoday?


SalmonWatch

STUDENTHANDOUT3-7

LegendoftheLostSalmon(YakimaTribe–PacificNorthwest)

ThisisaYakimaIndianlegendabouttheRedSalmonorChinookanditsdisappearance.ItdatesbacktoancienttimeswhentheirCreatorfirstprovidedsalmonontheearthforthepeople. TheCreatortaughtthepeoplehowtocareforthesalmon,whichwascreatedespeciallyforthem.Hesaid,“Donotneglectthisfood,paycloseattentiontohowyoucareforit,anddonottakemorethanyouneed.”Hetoldthemiftheyobservedtheserules,thesalmonwouldmultiplyseveraltimesoveraslongastheylived. Atfirstthepeoplediligentlyobeyedwhattheyweretold,andtheylivedhappilywithabountyoffish.Allalongtheriverthereweredifferentbandsofpeoplelivingintheirfishingvillages,busycatchinganddryingtheirsupplyofsalmon. Butaftertime,somethingstrangehappened.ThepeoplebecamecarelessandtheyneglectedtofollowtheinstructionsmadebytheCreator.Theybecamegreedy.Theydidnottakecareofthesalmon.Theyletitgotowastewhentheycaughtmorethantheyneededfortheirfamilies.Theywouldnotlistentotheadvicefromthosewhoweretryingtofollowtheteachings.Intime,thesalmondisappeared. Whenthesalmonwerenolongercomingupthestreamforthepeopletocatch,everybodyfranticallysearchedtherivers,butallinvain.Therewasnotonesalmonlefttobefound.Soontheybecamehungry.Theirlittlechildrenwerecryingandtheoldpeoplewereforcedtobegforfood. Oneday,whilesearchingtheriver,theyfoundadeadsalmonlyingonthebankoftheriver.Theystaredatitindisbelief.Theybegantocryoutinshame.TheypleadedtotheCreator,“Ifwearegivenonemorechance,wewilldobetter.” “Ifonlywecouldawakenthissalmon,othersalmonmightcomeupthestream,”onepersonsaid. Thepeoplecalledacouncilandtheytalkedabouthowtheycouldgivelifebacktothesalmon.Inthepast,thosewithsupernaturalpowerscouldrevivealifelesscreaturebysteppingoveritfivetimes.Thepeopletriedthisinordertorevivethesalmon.Onebyonetheyeachsteppedoverthesalmonfivetimes,buttonoavail.


SalmonWatch

STUDENTHANDOUT3-7

TherewasareclusenamedOldManRattlesnake.Heneverwentanywhere,alwaysstayingoffbyhimself.Hewasveryancientandthepeoplereferredtohimas“Grandfather.”Someonesaid,“Let’saskGrandfathertohelpus!Heiswiseandhasspecialpowers.Lethimtrytorevivethesalmon!”Amessengerwassent.

“OhGrandfather,wouldyoucomeandhelpusrevivethesalmon.Everyoneelsehasfailed.”OldManRattlesnakelistenedandsaid,“WhatmakesyouthinkIamcapableofrevivingthislonesalmonaftereveryoneelsehasfailed?Iamanoldman.Howdoyouexpectanoldmantopossesspowerstodotheimpossible!”Themessengerwassaddenedandresponded,“Youareourlasthope.Pleasehelpus,Grandfather.”Finally OldManRattlesnakeagreed,“Iwilldomybest.”Hewassoolditwasverypainfulforhimtomovefast.Hemovedeversoslowlyanditseemedlikesuchalongwayforonesoold. Meanwhile,asGrandfatherslowlymadehisway,Coyotetrieddesperately,usingallhiswilyskillstoshowthepeoplehepossessedsupernaturalpowers.Hewasthinkingtohimself,“IfIrevivethissalmon,Iwillbeforeverfamous.”Hesteppedoveritfourtimes,andjustashewassteppingoverthefifthtime,hepushedthesalmonwiththetipofhistoetomakeitappearasthoughitmoved.Heannouncedloudly,“Lookmypeople.Imadethesalmoncometolife.Didyouseeitmove?”ButthepeoplewerewisetothetricksterwaysoftheCoyote,andpaidhimnoattention. Finally,OldManRattlesnakearrived.Painfullyhecrawledoverthesalmonfourtimes.Thefifthtimesomethingmagicalhappened.Grandfatherdisappearedintothesalmonandthesalmoncamebacktolife.Soonthesalmoncamebacktotherivers.Thepeoplelearnedtheirlessonwellandtookcaretoprotecttheirsalmonfromthenonpassingonthelessonofthelostsalmontothenextgenerations. Today,whenyoucatchasalmon,andyouarepreparingitforeatingorpreserving,ifyoubreakthespineyouwillfindamembraneinside.ThisisOldManRattlesnakewhogavelifebacktothesalmon.Questions:1. WhatdidtheCreatorwarnthepeopleaboutthesalmon?2. Whathappenedaftertime?3. Whatdidthepeoplefindinthesearchforfish?4. Whydidtheythinktheycouldrevivethislastsalmon?5. Whodidthepeopleturntorevivethesalmon?6. Whosteppedintotrytoprovehepossessedsupernaturalpowers?Whatwas theresult?7. WhatfinallyhappenedwhenOldManRattlesnakesteppedoverthesalmonfor thefifthtime?8. Whatdoyouthinkarethevaluesbeingpassedontoyoungpeopleinthisstory?9. Doyouthinkthisstoryhasmeaningtoday?How?


SalmonWatch

STUDENTHANDOUT3-8

TheNavajoDeerHuntingWay(FromLooktotheMountainbyDr.GregoryCajete)

Therewasahunterwhowaitedinambush.Windhadtoldhim,“Thisiswherethetracksare.Thedeerwillcomemarchingthroughinsinglefile.”Thehunterhadfourarrows:onewasmadefromsheetlightning,onefromzigzaglightning,oneofsunlightroots,andoneofrainbow. Thenthefirstdeer,alargebuckwithmanyantlers,came.Thehuntergotreadytoshootthebuck.Hisarrowwasalreadyinplace.Butjustashewasreadytoshoot,thedeertransformedhimselfintoamountainmahoganybush,tseesdaazii.Afterawhile,amaturemanstoodupfrombehindthebush.Hestoodupandsaid,“Donotshoot!Weareyourneighbors.Thesearethethingsthatwillbeinthefuture,whenhumanbeingscomeintoexistence.Thisisthewayyouwilleatus.”Andhetoldthehunterhowtokillandeatthedeer.SothehunterletthematureDeermangoforthepriceofhisinformation.AndtheDeermanleft.

Thenalargedoe,ashydoe,appearedbehindtheonewhohadleft.Thehunterwasreadyagaintoshootthedoeintheheart.Butthedoeturnedintoacliffrosebush,aweetsaal.Awhilelaterayoungwomanstoodupfromthebush.Thewomansaid,“Donotshoot!Weareyourneighbors.Inthefuture,whenmanhasbeencreated,menwilllivebecauseofus.Menwilluseustoliveon.”Sothen,forthepriceofherinformationthehunterlettheDoewomango.Andsheleft. Thenayoungbuck,atwopointer,camealong.Andthehuntergotreadytoshoot.Butthedeertransformeditselfintoadeadtree,tsinbisga.Afterawhile,ayoungboystoodupfrombehindthedeadtreeandsaid,“Inthefuture,aftermanhasbeencreated,ifyoutalkaboutusinthewrongwaywewillcausetroubleforyouwhenyouurinate,andwewilltroubleyoureyes.Wewillalsotroubleyourearsifwedonotapproveofwhatyousayaboutus.”Andforthepriceofhisinformation,thehunterlettheyoungDeermango. Thenthelittlefawnappeared.Thehunterwasreadytoshootthefawn,butsheturnedintoalichen-spottedrock,tsedlaad.Afterawhile,ayounggirlstoodupfromtherockandspoke:“Inthefutureallthiswillhappenifweapprove,andwhateverweshalldisapproveshallbeuptome.IaminchargeoftheotherDeerPeople.Ifyoutalkbadlyaboutus,andifwedisapproveofwhatyousay,IamtheonewhowillrespondwithkillingyouwithwhatIam.Ifyouhearthecryofmyvoice,youwillknowthattroubleisinstoreforyou.Ifyoudonotmakeuseofusproperly,evenintimeswhenwearenumerous,youwillnotseeusanymore.Wearethefourdeerwhohavetransformedthemselvesintodifferentkindsofthings.Intothesefourkindsofthingswecantransformourselves.Moreover,wecanassumetheformsofalldifferentkindsofplants.Thenwhen


SalmonWatch

STUDENTHANDOUT3-8youlookyouwillnotseeus.Inthefutureonlythoseofwhomweapproveshalleatthemightydeer.Ifwhenyouhunt,youcomeacrossfourdeer,youwillnotkillallofthem.Youmaykillthreeandleaveone.Butifyoukillallofus,itisnotgood.” “Thesearethethingsthatwillbringyouhappiness.Whenyoukilladeer,youwilllayhimwiththeheadtowardyourhouse.Youwillcovertheearthwithplantsorwithbranchesoftreeslengthwise,withthegrowingtipsoftheplantspointingthedirectionofthedeer’shead,towardyourhouse.Thenyouwilltakeustoyourhouseandeatofus.Youwillplaceourbonesunderanyofthethingswhoseformwecanassume.Attheseplacesyoumayputourbones.Youwillsprinkletheplacewithyellowpollen.Once,Twice.Thenyoulaythebones.Andthenyousprinkleyellowpollenontopofthebones.Thisisforprotectionofthegameanimals.Inthismannertheywillliveon;theirbonescanliveagainandlivealastlife.”

Questions:1. Whatwerethefourarrowsthehunterhadmadefrom?2. Whatdidthelargebuckturninto?Whatdidthematuremantellthehunter?3. Whatdidtheshylargedoeturninto?Whatdidtheyoungwomantellthehunter?4. Whatdidtheyoungbuckturninto?Whatdidtheyoungboytellthehunter?5. Whatdidthelittlefawnturninto?Whatdidtheyounggirltellthehunter?6. Ifonekillsadeer,howshouldonedealwiththebody?7. Whatdoyouthinkisthepurposeofthisstory--entertainment,passingdownof values,rituals,

traditions?Whatarethethemesandmessagesofthisstory?8. WhydoyouthinkritualssurroundinghuntingissoimportanttoNativeAmericanIndians?9. Explaintheconceptofsustainability,usingthisstory.


SalmonWatch

STUDENTHANDOUT3-9

KoyodaandHowHeBroughtSalmontotheColumbiaRiver

(KlickitatTribe–PacificNorthwest)(AdaptedfromLegendsoftheKlickitats)

Manyyearsago,beforetheGreatStoneBridgewasdestroyed,Koyoda,half-godandhalf-man,servedtheCreatorbyhelpingthepeopleoftheEarth.Hegavethepeoplemouthsandtaughtthemtoeat.Healsotaughtthepeoplehowtogrowandpreparemaize(corn)andotherfoodssotheywouldhaveplentytoeatduringthecoldwintermonths.AndhealsogavetheLawtothepeoplesotheywouldknowhowtobegoodandtoliveinpeacewitheachother. Atatimewhenthetwogreatsnowmountains,Pa-toe(Mt.Adams)andYi-East(Mt.Hood)werecarryingoutoneoftheirterriblebattles,theydestroyedthegreatin-landsea.ThishappenedwhenLoo-witwasstillguardingtheGreatStoneBridge.Duringthisparticularfiercequarrelbetweenthemountains,theanimalshadbeenkilledorfledinterror.Theforestsaroundthemountainswereburned.Theberriesandthemaize,whichwouldhaveservedforthepeople’swinterfoodsupply,wasburiedbeneaththeash.ThoughtsturnedtowardsKoyoda,andthepeoplesoughthimout.SinceKoyodahadgiventhepeoplemouthsandtaughtthemhowtoeat,surely,hewouldhelpthemastheyfacedstarvation.MessengersweresenttofindKoyoda,buthehadalreadyheardoftheirhardshipandwasonhiswaytohelp. KoyodalistenedquietlyastheleaderscomplainedoftheirsituationandblamedKoyoda.Whyhadhegiventhemmouthstoeatwith?AtfirstKoyodawasangry,foreatingshouldbeablessingandtheywerecursingthepersonwhohadgiventheblessing.Butitwasn’tlongbeforetheleaderssawtheirerror,andtheyaskedKoyodatoforgivethemforcomplainingandtohelpthem.Hetoldthem,“Givemeoneofyourbestwar-canoesandsixofyourbestyoungmen.Thereisnofoodhere.Theanimalsaregoneandthemaizeandberriesareburiedundertheash.Wemustfollowtheriverdowntotheoldseauntilyourfishcanbefound.Thenwewilldriveatleastpartofthembackuptheriver.” ThepeoplequicklyfoundthebestoftheremainingcanoesandnamedsixbravestojoinKoyodaonthisjourneydownthegreatriverColumbia.Takingafewsmallfoodsupplies,whichwaswillinglysharedbythevillagers,Koyodaandthesixbravesstartedontheirquest.Thiswasthefirsttimeanyonehadgonedownthisgreatriver.NoonehadanyideawhereitwouldleadaftertheypassedundertheGreatStoneBridge.Would


SalmonWatch

STUDENTHANDOUT3-9theybesuckeddowntothecenteroftheEarth?Whatawaitedthemoncetheyenteredthegreatdarkholeunderthemountains? Althougheachmanwasterrified,theyweredeterminedtomakethejourneywithKoyoda.Atfirsttheriverflowedswiftlyandsmoothly.Therewerenosharpturnsorrockstocreatedangerousswirlsintheriver.Nothingseemedtodisturbtheirprogress. Astheyreachedthegreattunnelunderthebridge,darknesscameuponthemandtheywerefrightened.Thedarknessseemedtosurroundthemastheyroundedthatfirstbend.Thenoiseoftherushingwaterwasdeafening.Suddenlythecanoerammedheadonintoastonewalloranislandinthemiddleoftheirpath.Asthecanoejerkedviolently,coldwatersplashedoverthesidesofthecanoeandeveryonewasthrownoverboard.Theswirlingwaterrushedoverthem.Gulpingfortheireverybreath,allexceptonemanagedtopullthemselvestosafety.Thecanoewasalsosaved,butthepaddlesandwhatlittlesuppliestheyhadtakenfromthevillagewerelost. Beforeleavingonthisjourney,Koyodahadcarefullywrappedhisfireflintandsomecedarbarkinbuckskinandtieditinhishair.Carefullyremovingit,hewasabletouseittostartasmallfire.Themenfounddriftwoodallaroundthem,andbeforelongagoodfirewasburning.Astheywarmedthemselves,thebravesmournedfortheirlostcompanion. Theyknewtheycouldnotremainonthebanksoftheriverforlong,forthepeoplebackhomewouldsoonbestarving.Afterfindingpiecesofdriftwoodthatcouldbeusedformake-shiftpaddles,theyclimbedintothecanoeandstartedontheirway.Koyodanoticedaholeinthehullthathadbeenmadewhenthecanoefirsthittheobstructionintheriver.Buttheholewashighenough,sothatevenwitheveryoneinthecanoe,theircombinedweightdidnotpushtheholebelowthewaterlevelandtheycouldstayafloat.

Becauseofthedarkness,thepartyofbravesandKoyodadecidedtoleavetheirfireburningonthebankssothelightfromthefirecouldhelptoguidetheirway.Suddenlyinthedimofthelighttheysawamovingfigureandrealizeditwastheirlostcompanion.Hewasclingingtoapieceofdriftwood,alongsidearockwall,attheedgeoftheriver.Ashoutofjoyfilledtheairasthebravespaddledtorescuetheirbrother.Butastheypulledhimtosafety,theircanoesettleddeeperintothewater,sothatthewaterpouredthroughtheholeinthehull.Theyhadnosuppliesandnothingtobailoutthein-rushingwater.Theircanoesoonbegantosink.Suddenlyandunexpectedly,Koyodajumpedintotheriver.Ashalf-godandhalf-man,Koyodacouldtakedifferentformsandhebecameagreatbeaver.Asabeaver,hetookthecanoeintow,andgentlyguidedthemdowntheriver.Beforelongtheypassedthroughthedarknessandenteredintobrightsunlightandmorequietwaters.


SalmonWatch

STUDENTHANDOUT3-9

Butastheireyesbecameaccustomedtothelight,theywereshockedatwhatlaybeforethem.Everywherethelandwasdevastated.Itwasworsethantheirownland.Inadditiontothedestructioncausedbythefire,ash,andlava,thewatersofthegreatin-landseahadhurledthroughthemountainsanddestroyedeverythingbeforeit.Inalldirections,everythingwasflooded.Silenceovercamethegroupastheylookedinhorroratthesitebeforethem.Koyoda,intheformofabeaver,wasstillguidingtheirdirection,andafterspottingasmallislandpushedthemtoshore.ThoughtsoffoodsoonbrokethesilenttranceandastheyreachedshorethebravesgatheredwoodasKoyodachangedbackintoamanandcaughtafewnicefishthathadbeenlosttothegreatdestructiononthissideofthebridge. Afterregainingtheirstrengthfromtheheartymeal,theyfoundabalsamtreeandgatheredsomepitchtorepairtheholeintheircanoe.SoontheywereontheirwayandKoyodafeltcertaintheyhadfoundthelostfish.Buthehadnoideahowtogetthembackthroughthemountain. Justasduskbeganovershadowingtheday,thepartysightedanothersmallisland.Asmallstreamofsmokewasrisingupwardstotheclouds,andtheywerecertaintheywouldfindanothercamp.Butitwastoolatetoinvestigatethatnight,sotheywrappedthemselvesintheirblanketsandlaydowninthebottomofthecanoetosleep. Butwhiletheyslept,thewaterscontinuedtoflowandpushedthempastthechanneloftheWillamette.Theycontinuedtodrift.Suddenly,astheyawakenedfromtheirnight’ssleep,therewasadeafeningroarfromthewatersastheytumbledthroughthechannelbetweenthehills.Caughtinthepullofthecurrent,thebravescoulddonothingbuttrytokeeptheircanoeupright.Butitwastonoavail.Thecanoeoverturnedandallwereonceagainthrownintotheswirlingrumblingwaters.Thistime,therewasnoisland,fortheywereonthebaratthemouthofthegreatriverandenteringtheocean.Instantly,Koyodachangedhimselfintoabeaverandgatheredhiscompanions.Theyrodeonhisbacktothesafetyofasandybeach.Thebeachextendedasfarastheeyecouldsee.Inonedirectionwasthegreatrivertheyhadjusttraveleddowninsearchofthelostfish.Itcarriedthewatersfromtheirownsea.Intheotherdirection,theysawanumberoffaintsmokecolumnsspiralingtotheclouds.Surelythismeantalargevillage,andperhapsthisvillagehadplentyoffood. Duringtheirlastoverturn,thecanoewasdamagedbeyondrepair,sotheydecidedtowalktothevillage.Theyhadneverbeforeseentheroarofoceanwavesastheyrolleduponthebeach.Afterashorttime,theywonderediftheyhadangeredtheGodofthisgreatwater,becausethewavesbegantorollinfromtheseaandseeminglydrivethemfurthertowardsthebank.Beforelong,theyfoundthemselvesclimbingtherockycliffstoavoidbeingshoweredwiththesprayofsaltywaves.TheyoungmencriedouttoKoyoda,andhesucceededincastingaspellonthewaves,andtheyonceagainbegantorecedebackintotheocean.

Astheywalkedalongthemoistsand,theynoticeddeadfishallaroundthem.Thesewerethefishfromtheirownhomeland.Theyalsofoundpartsofcanoes,piecesofwigwamsandotherrelicsfromtheirownhomesthathadbeencarriedawaybythegreatriver. Uponreachingthevillage,theywereusheredintothepresenceofthechief,whoendedupbeinganacquaintanceofKoyoda.Koyodahadoncesavedhislifefromanenormousbear.Afterembracing,thechieftainorderedafeastofsalmonandvenison.Koyodaandthechieftaintalkedlateintothenight,andKoyodatoldhimhowtheyjourneyeddowntherivertofindthelostfish.


SalmonWatch

STUDENTHANDOUT3-9 Atearlydawn,Koyodarosetogreetthelightofanewday.Hisfriendledthepartytotheseashoreandpointedtowardthehorizon.Everywherethereweredeadfish.“Thereareyourfish,”saidthechieftain.“Seetheseagulls?Theyarefeastingupontheirdeadcarcasses.Yourfishwerecarrieddowntoherebythegreatflood.Theycouldnotliveinoursaltywater.Ihaveanidea.Takesomeofourgreatwhitebirds,theKlickitats,andwiththem,drivethesalmonbackupthenewriveroverwhichyoucame.Thesalmoncanliveinfreshwater,forthatiswheretheyareborn.” Koyodathoughthiswasanexcellentplan.Thenextmorning,hecalledtogetherhispartytostartthejourneybacktotheirvillage.Hecalledthegreatwhitebirdsandthedogsoftheseaandaskedfortheirhelp.Theyweredelightedwithhisofferandanewadventure.Theygatheredagreathostofsalmonandbegantodrivethemintotheriver.Koyodaandhiscompanionsfollowedbehindtheseagullsandtheseadogsinanewcanoe,giventohimbythechieftainoftheoceanvillage.Allalongthejourney,youcouldhearthecryofthegullsastheycalledout,“Klick-tat,klick-tat.” AsthepartyreachedthecountrybeyondtheGreatStoneBridge,someofthegullslikeditsowell,theybeggedKoyodatoletthemstaytherealways.SoKoyoda,withhisenchantedpower,changedthemintopeopleandtheysettledatthebaseofPa-toe,whosenamewaschangedtoKlick-tat,inhonorofthegulls.Eachyear,theseagulls,brothersfromthesea,followthesalmontoKlickitatcountryandvisittheirdistantfamilymembers. WhenKoyoda’spartyreachedthevillage,thesalmonhadalreadyfoundtheirwaythroughthemountains.Allthepeoplewerewellfedandwerepreparingsalmonforthewinterfoodsupply.TheGreatSpiritinstructedKoyodaandhisfriendsthegullsandtheseadogs,todrivethesalmonuptherivertwiceeachyearforsixyears.Afterwards,thesalmonwouldlearnthewaythemselvesandreturnoftheirownaccord.AndthatishowthesalmonwerebroughttotheColumbiaRiver.Thereafter,thepeoplealongtheriveralwayshadplentyofsalmontoeat.Themountainswereatpeace,andLoo-witguardedtheGreatStoneBridge.


SalmonWatch

STUDENTHANDOUT3-9Questions:1. WhowasKoyodaandwhatwashisrole?2. Whatdoyouthinkwashappeninginthe“terriblebattles”betweenPa-toe(Mt.Adams)andYi-East

(Mt.Hood)?Whathappenedtothelandandtheanimalsduringtheirbattle?3. WhydidthepeoplethinkthatKoyodawouldhelpthem?4. WhatwasKoyoda’splanforreturningfoodtothepeople?5. Whywerethepeoplesoworriedabouttravellingdownthegreatriver?6. Describethefirstmishapontheiradventureonthegreatriver.7. Whydidthecanoebegintosink?WhatdidKoyodadotoguidethemdowntheriver?8. Describewhathappenedastheysleptintheircanoe.Wheredidtheyendup?Whatdidthespiralsof

smokemeantothem?9. Whatsortsofthingsdidtheyfindonthebeach?10. Whydidthefishdieintheocean?11. WhohelpKoyodabringthefishupriver?12. WhathappenedtotheseagullswhentheymadeitpasttheGreatStoneBridge? HowdidKoyodaaccommodatethem?13. WhatdidtheGreatSpiritinstructKoyoda?14. Whatdoyouthinkisthepurposeofthisstory?Doesthisstorygiveoneanunderstandingoflife,

culture,history,orgeology?How?Isthisastoryforentertainment,meaning,transferenceofculture,traditionorritualtoyoungergenerations?


SalmonWatch

STUDENTHANDOUT3-10

ItisImportantByGailTremblay(fromDancingontheRim)

Ondarknights,whenthoughtsflylikenightbirdslookingforprey,itisimportanttoremembertoblesswithnameseverycreaturethatcomestomind;tosingathankfulsongandholdthemagicofthewholecreationclosetoheart,towatchlightdanceandknowthesacredisalive.Ondarknights,whenowlswatch,theireyesgleamingintheblackexpanseofstarlesssky,

itisimportanttogatherthemedicinebones, theeaglefeathers,thetobaccobundles,thebraided sweetgrass,thecedar,andthesage,andpray theworldwillhealandbreathfeedtheplants thatcareforthenationskeepingthecirclewhole. Ondarknights,whenthosewhothinkonlyofthemselves conjureoverstonesandsingspellstofeedtheirwills itisimportanttogivegiftsandtoloveeverything thatshowsitselfasgood.Itistimetoturn totheGreatMysteryandknowtheGrandfathershave mercyonusthatwemayhelpthepeopletosurvive. Ondarknights,whenconfusionmakesthosewhoenvy hateandcursethewinds,facethefourdirections andmumblenames,itisimportanttostand andseethatouronlyworkistogivewhatothers need,thateverythingthattouchesusisaholy gifttoteachusweareloved.Whensunrises andlightsurroundslifemakingblessingsgrow, itisimportanttopraiseitscoming,andexhale lettingallweholdinsideourlungstraveleast andmixitspowerwiththeair;itisimportanttopraise dawn’spowerbreathinginandknowweliveingood relationtoallcreationandsingwhatmustbesung.


SalmonWatch

STUDENTHANDOUT3-10Questions:Accordingtotheauthor,1. Whatisitimportanttoremember?Why?2. Whatisitimportanttogather?Why?3. Whatisitimportanttogive?Why?Whatisonetryingtocounteract?4. Whatisitimportanttostandandsee?Why?5. Whatisitimportanttopraise?Why?6. Whydoestheauthorrefertodarknightsthroughoutthepoem?Whatdothinkarethedarknights?7. Whatarethemajorthemesofthispoemwithregardtotheenvironmentandconservation?


unit 3-native american indian storytelling...the belief that this is their sacred duty helps to...

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