Overview
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Author(s) : This unit was researched, authored, and edited by the California Indian Museum and Cultural Center, California Indian Education for All, and the San Diego County Office of Education. Key writers and researchers of this unit are Elia Mahoney, Cassiopeia Guthrie and Taylor Melgoza. The unit resources were designed and created from funding through the California Department of Education’s Native American Studies Model Curriculum grant and contract.
Grade(s) : K-2nd Grades
Suggested Amount of Time : 90 Minutes
Curriculum Themes:
- History
- Cultural Strengths
- Relationship to Place
Learning Goals
Students will learn about how Native American families have been important throughout history and how they work together to stay strong and keep their traditions.
Students will understand that even when things are hard, people can be strong and keep going. They will learn that Native Americans have shown strength over time.
Students will share how they feel about the story of fry bread and think about how food, family, and traditions are important in their own lives.
Lesson Overview
Students will learn about how Native American families have been important throughout history and how they work together to stay strong and keep their traditions.
Students will understand that even when things are hard, people can be strong and keep going. They will learn that Native Americans have shown strength over time.
Procedures
Engage
Activating Prior Knowledge
Start by discussing how some families have foods that are very special to them. Have students think about foods their families consider special and why this is.
Explore
Introduce anticipated vocabulary from the story
Highlight text features
Point out the over art, and ask, “What do you see on the cover of the book?”
Ask students to make predictions about what the story will be about.
○ Read the story to the students ( https://www.youtube.com/watch?v=o6qE1FdpBho)
Explain
Introduce the author
Introduce Kevin Noble Maillard, author of the book. Discuss why his fry bread is important to his family.
Discuss the author’s Native American heritage, their tribal nation, and their tribal nation’s seal.
Re-read the story to the students
Elaborate and Extend
Have students answer the reflective questions centered around the 6Ps:
6Ps Reflective Discussion Questions
Place
● Think of a place that is important to you. Why is it important to you?
● What people, stories, or celebrations do you associate with this place?
● How is fry bread connected to a special place for the characters of the story?
Presence
● How is the author of the story helping people know that his Native American family and community are still here?
Perspectives
● Why do you think it is important to make sure everyone shares their views, opinions, stories, experiences and perspectives?
● Why is it important for Native American communities to share their stories and perspectives?
Political Nationhood
● Every nation has a flag or seal that represents them. Compare and contrast the California flag and the Seminole Tribal Nation, Mekusukey Band from Oklahoma seal. What do you notice?
Power
● Think of a time when you needed to be strong. What helped you get and maintain that strength?
Partnerships
● What is something new you learned about Native American communities and cultures?
● What did you learn about the author of FBANAFS, Kevin Noble Maillard and his tribal nation?
Writing Your Traditional Food Story
Have students create their own book about foods that are special to their family