Education Indian for All D ® (B^ 'i^^»»-^«^^*^•^^^ Games Traditional Units Developed bu Tne International Traditional Games Society 372.8970 Health Enhancement PRIN 2009 January 2005^ DeniseJuneau, Superintendent• Montana OfficeofPublic Instruction •www.opi.mt.gov MontanaStateLibrary 3 0864 1005 8990 5 Table of Contents OPI^ MontanaOfficeofPublicInstruction HEALTH ENHANCEMENT sii, DeniseJuneau.Sup«nntendent i^Iwn-wstwaloepitolmltfrgeoev1-888231-9393 TRADITIONAL GAMES MODEL LESSON PLANS Grade - Game Page Kindergarten Ring Games 1 Grade 1 Rock in the Fist 4 . Grade 2 "Kickballs" - Racing Games and Footbag Games 8 Grade 3 Ring Games 12 Grade 4 Line Tag and Make the Stick Jump (Blackfeet), String Games (Universal), Tie-up (Chippewa and Inuit) 16 Grade 5 Shinny - Lead-up Games for Gros Ventre (White Clay) and Northern Cheyenne 20 Grade 6 Shinny - Lead-up Games for Chippewa and Crow 23 Grade 7 Doubleball - Lead-up Games for Chippewa and Cree 27 Grade 8 Hoop and Arrow Games (Salish and Pend d'Oreille) 31 Grade 9 Lacrosse or Racquet Games ofGros Ventre (White Clay) and Chippewa 34 Grade 10 Hoop and Arrow Games ofBlackfeet, Cree, Gros Ventre (White Clay), and Sioux 38 1 Model Lesson Plan ("OPI^ \ }: Health Enhancement \ X Montana Office of Public Instruction "V^ ^^.J,>r^A Denise Juneau, Superintendent Traditional Games jA^^In-state toll free 1-888-231-9393 wvvw.opi.mt.gov/lndianEd Kindergarten Ring Games Stage 1 Desired Results Established Goals Health Enhancement Standard 6, Benchmark4.2: ... tell ways to show care, consideration, and respect ofself and others (parents, peers, elders). Essential Understanding 1: There is great diversity among the 12 tribal Nations ofMontana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modem Montana. Understandings Essential Questions 1. Understand that everyone has a culture. It 1. How does family (kinship) shape whatwe shapes how families see themselves, and believe? others. 2. When playing games, how are disagreements 2. Understand that we may not agree with each settled? other, but conflicts can be solved without haiiiito oiirselves or to others. Students will be able to... Students will know... 1. Keep "practicing" until improvement 1. What eye-hand dexterity means. occurs. 2. Know how to place ring on floor, lift stick 2. Demonstrate control ofstick and ring so with softjerk to cause the ring to fly into at least one "ring" occurs. the air at least once and have the stick's end 3. Play with any partner assigned. go through the ring. 4. Solve a problem regarding disagreements 3. Family and culture make people different in rules orpoints. fi-om each other. 4. Give one idea for solving a conflict about points in game. Stage 2 Assessment Evidence Performance Tasks 1. Practicing 2. Ring the Stick 3. Cooperates with assigned partner 4. Problem solving Page 1 . Health Enhancement Traditional Games Kindergarten Ring Games (continued) Stage 3 Learning Plan TeachingArea Area large enough for students to play side by side with sticks in hand. Space per pair should be lO'xlO'. Equipment needed One "Ring the Stick" per student. For a kindergarten aged child, the willow should be 18" long, with a string (sinew) 18" in length, tied to a hoop 6" - 8" diameter. Rules Ring the Stick (almost universal Indian youth game). Starting with the "ring" on the floor and the stick in hand (ring attached to stick by string), the student willjerk on the stick so as to make the ring fly up into the air, then the student will attempt to put the far end ofthe stick through the ring for a point. (Once learned, there can he many variations on theprogression ofplaysuch as an inside circleplaying against theplayers on the outside ofcircle, pairs, or teams.) 1 Understand that manual dexterity (hand-eye coordination) improves with practice. 2. Understand that eyes, hands, muscles, and brain move together to achieve the task. Vocabulary Dexterity: Skill in using one's hands expertly. Territory: The land and water(s) underthe authority ofa band, clan, ornation. Tolerance: Understanding ofothers' views, beliefs, practices, etc. Kinship: How a person is related to another. Each person in the old Plains Indian culture had to "Obey the kinship rules; one must be a good relative." (Ella Cara Deloria, Waterlily. University ofNebraska Press, 1988, — preface) "Every other consideration was secondary property, personal ambition, glory, good times, life itself Without kinship, they would no longer even be human (civilized). And to be civilized was to keep the rules imposed by kinship for achieving civility, good manners, and a sense ofresponsibility toward every individual. Thus was it possible to live communally (with others) with success; that is to say, with a minimum offriction (trouble) and a maximum ofgood will." Concepts {tolerance, circle, territory} Understand that tribal people oflong ago gathered to trade things they had made or gathered. Children also shared their play toys and ideas for games. Tolerance (getting along with others who were different in age, language, band, clan, or family) was expected by and through the kinship system. Some games had family or band rules about whether boys or girls could play certain games or whether children ofa certain age could have the play equipment (such as tops or bows and arrows). Page 2 Health Enhancement Traditional Games Kindergarten Ring Games (continued) Safety Make certain students understand the space needed to "Ring the Stick" without the equipment touching anyone else or a barrier. Resources Books "Blackfeet Children's Games" by Int. Traditional Games Society (July 2007) "Traditional Connections: Recovering American Indian Games" International Traditional Games Society (August 2007) DVD "Recovery ofAmerican Indian Games" by Eagle Watch and Int. Traditional Games Society, available from I.T.G.S., PO Box 406, East Glacier, MT, 59434. Information on: w^ww. traditionalnativegames.org Web Sites International Traditional Games Society: www.traditionalnativegames.org Montana Office ofPublic Instruction, "Indian Education for AH", hppt://www.opi.mt.gov/IndianEd2/Index.html Great Falls Public Schools, Indian Resource Library and "Indian Education for All" lessons www.gfps.kl2.mt.us click on departments, choose "Indian Ed Program/Library" Page 3 .. . Model Lesson Plan Health Enhancement Montana Office of Public Instruction Denise Juneau, Superintendent Games Traditional In-state toll free 1-888-231-9393 wwwopi mt gov/lndianEd Grade 1 Rock in the Fist Stage 1 Desired Results Established Goals Health Enhancement Standard 7. Benchmark 4.1: Interact with friends and others through participation in dual and team games. Health Enhancement Standard 6. Benchmark 4.2: ... Tell ways to show care, consideration, and respect of selfand others (parents, peers, elders). Essential Understanding 2: There is great diversity among individual American Indians as identity is developed, defined and redefined by many entities, organizations, and people. A continuum ofIndian identity, unique to each individual, ranges from assimilated to traditional. There is no generic American Indian. Understandings Essential Question 1. Montana Indian cultures have values for 1. How is winning or losing shown in traditional winning or losing. Indian games? Students will he able to... Students will know... 1 Play "Rock in the Fist" with 1 How to play the "Rock in the Fist" game with correct rules. correct rules. 2. Participate in a "giveaway" with a generous 2. How to behave with care for opponents' attitude. feelings (compassion). 3. How to take part in a "giveaway." Stage 2 Assessment Evidence Performance Tasks: 1 Play "Rock in the Fist" with correct rules. 2. Participate in the "Giveaway." Stage 3 Learning Plan Teaching Area Empty space approximately 20' x 30' (indoors or outdoors or in a gym) Equipment needed One small rock to fit in a hand comfortably "without showing" for each student and three counting sticks per two students. Page 4 Health Enhancement Traditional Games Grade 1 Rockin the Fist (continued) Game Rules Rockin Fist. This is considered a hiding game or an Indian youth game that leads up to the hand or stick games played by adults. Players sit across from each other. On the floor between them is one small rock and three sticks on a piece oftanned hide or trade cloth. The rock should be small enough to fit in a hand without "showing" (by larger grasp) the rock. The sticks can be 6" to 12" long and decorated (see marking sticks) or just simple-cut sticks. The person hiding the rock exchanges the rock from hand to hand in front or in back of his/her body or under a shirt or cloth. When ready to "show," both hands must be put forward to the other player with fists closed in up, down, or any position to show "ready for guess." The player who is guessing may take as much time as needed to make a decision by observing and sensing, then making a decision by pointing to the hand that they think holds the rock. Ifthe player guesses wrong, the hider gains a stick, which is placed in front ofhim/her. Ifthe player guesses right, no stick is awarded, but the "guesser" now gets the rock and he/she will be the "hider." When all three sticks are gone from the middle, the game is not over until one player has all three sticks. Students play, gaining sticks from each other, until all sticks are on one side. After everyone has learned to play the game, a tournament can be held. Stick game music can be sung by a few students with hand drums CD (learned in music class) or play a or tape while playing the game. Tournament Play: Divide into groups ofplayers so each has a partner that they will play against in the first round. All players are facing each other in two straight lines. Ifa player wins the first round they will move up to the next row and play the next player who advances to the second row. Players who lose the first round stay in their row but must play another person who has lost their first round. Players will advance out ofthe firstrow as they get a win, thereby moving to the second row where they play until they get a win in the second row, thereby moving up to the third row. Ifthere are 26 players, each player should have their own set ofsticks and a rock. Place them in the tournament space as shovra below: X X X X X X X X o X X X X X o X X o X o X o X X X o X X X X X X X X X FIRST ROUND SECOND ROUND THIRD ROUND FOURTH ROUND WINNER Page 5 r Health Enhancement Traditional Games Grade 1 Rock in the Fist (continued) As players advance through the winner's station, the game will have first place by the first through the winner station, the second by second winner, and so on, until you have five places for the giveaway. Giveaway Rules After the players have practiced the game enough to know the rules, each player places a small object on a blanket in front ofthe room: pencils, erasers, pennies (ifmoney is allowed), plastic pencil sharpeners. This is the "giveaway" blanket for the end ofthe game. The winner and second, third, fourth, and fifth places will do the giveaway. The second, third, fourth, and fifth place players take the comers ofthe blanket. The winner will choose a gift from the blanket (usually the nicest item in the blanket) for his/her toughest competitor, and then going around the blanket to each ofthe other places, a gift is given by the winner. Then the blanket goes on the inside ofa circle ofthe rest ofthe players with the winner giving each person a gift and each person generously giving care and "thank you" or "congratulations" to the winner. The last item in the blanket is for the winner. He/she takes it and thanks all ofthe players for "good games" and for "trying their best." Vocabulary Observation: The act or power ofnoticing, seeing with intention oflearning. Values: Actions of"worth" or "not ofworth" to others. Giveaway: Presenting gifts to persons who are being honored for their values or actions. Intuition: The immediate knowing or learning ofsomething without the conscious use ofreasoning. Concepts Game: Participants play to learn the rules ofthe game, to improve observation skills, and gain skills in understanding winning and losing. Respecting the feelings ofwinner or loser is important. {Learning care, compassion, cleansing, through a "give-away} The games ofMontana Indians that were called "games ofchance and intuition" were used to develop keen observations ofpeople and the environment. This game of"Rock in the Fist" was a way to develop observations about others andabout self. American Indian culture valued humble behavior and keen observation. American Indiansplaced less value on "winning" by: a. Valuing a humble behavioral nature (not bragging and bysharing winnings) b. Giving away anyprizes won. to those who were the hardest competitors (Those who made the winner try harder, thus do his/her best). Safety Ifgames are set-up on gym floor, make students aware to look for game-sets as they move up one row after winning. Pages Health Enhancement Traditional Games Grade 1 Rock in the Fist (continued) Resources Books "Blackfeet Children's Games" by International Traditional Games Society (July, 2007) "Traditional Connections: Recovering American Indian Games" Int. Traditional Games Society (August, 2007) DVD "Recovery ofAmerican Indian Games" by Eagle Watch and Int. Traditional Games Society, available from I.T.G.S., P.O. Box 406, East Glacier, MT, 59434. Information on: www. Traditionalnativegames.org Web sites International Traditional Games Society, www. Traditionalnativegames.org Montana Office ofPublic Instruction, "Indian Education for All," hppt://www.opi.mt.gov/IndianEd2/Index.html Great Falls Schools: Indian Resource Library (books with games list) www.gfps.kl2.mt.us click on departments, choose "Indian Education Program/Library" Page 7