Nak Vcullvke
Vketeck
(The Museum Project)
Presented by The Muscogee (Creek) Nation
Department of Education and Training
Meet our Teachers 4
Language Arts/ English 10
Mathematics 33
Science 41
World Languages' 57
Visual Arts 67
Social Studies/History 72
Contents
This project was made possible in part by the Institute
of Museum and Library Services MN-00-19-0014-19
The views, findings, conclusions or recommendations
expressed in this publication do not necessarily
represent those of the Institute of Museum and
Library Services.
1. Council House Attendance
The Council House is a historic center and important beacon of our
history. Creating activities for students will help increase visitors.
2. Reflective Thinking
Standards often fail to reflect the importance of critical thinking.
Creating pre and post field trip guides can help build these skills.
3. Better Student Outcomes
Students do better when they see themselves in the curriculum.
Inclusive curriculum can make this happen.
4. Community Connection
The tribe’s jurisdiction encompasses 67 school districts and we want
to support as many as possible.
5. Shared Resources
Culturally relevant and accurate curriculum on Native topics is
scarce. This project will create a repository of lessons for public use.
Goals and Objectives
Taler Adney
Taler Adney is a Mvskoke citizen from Beggs, Oklahoma. She
started her education profession at The College of the
Muscogee Nation. Taler is currently a business instructor at
OSUIT in Okmulgee., Oklahoma. Since the Muscogee (Creek)
Nation provided scholarships for her Bachelor’s degree and
funded her Master’s degree. She was excited to participate on
this project to give back to the future of her nation.
Chance Batey
Tyler Blizzard
Meet our Teachers
Tyler Blizzard is an enrolled member of the Delaware Tribe of
Western Oklahoma. Tyler graduated Checotah High School in
2007 and went on to continue his education at graduated in
2012 with his Bachelor's degree from Northeastern State
University . Tyler has been with Beggs High School for 7 years
and enjoys coaching for his school.
Chance Batey has been a teacher and coach at Bristow High
School for the last three years. While teaching for Bristow
Chance has been able to cover many areas of history. Currently,
he is the Oklahoma History, and Native American History
teacher for the high school. Chance's goal is to teach the
studentsthe most accurate relevanthistoryfor the tribal
nations of Oklahoma.
Erin Bridges
Carla Brown
Bonita Bynum
Bonita Bynum is a mathematics teacher at Keystone Public
School. She grew up in the Lost City community of Hulbert,
Oklahoma. Bonita is the youngest of six and is a member of the
Cherokee Nation. The importance of education and culture was
instilled in Bonita at a young age since both parents were
educators. Through this inspiration, she became an educator.
Bonita went to Northeastern State University where she received
her Bachelor's Degree in Elementary Education and has been
teaching mathematics for eleven years. Bonita resides in
Mannford with husband Rhett, their three children, and four dogs.
Erin Bridges grew up in Texas and graduated High School from
Little Elm. After high school, she received a softball scholarship
and played one year in Kansas before moving to Oklahoma to
attend Northeastern State University in Tahlequah, OK where she
played softball and received her Bachelor’s degree. Erin has
taught for 2 years and absolutely loves it. Teaching has always
been Erin’s dream job. She teaches 5th grade science at Eufaula
Elementary. Her favorite hobbies are playing sports with her kids
and making crafts. Native American culture and history intrigue
her and she enjoys incorporating that culture into some of her
science lab practices.
Carla Gonseth-Brown is a Muscogee Creek and Cherokee mother
of one daughter. She has lived in Oklahoma her entire life and
has served the Creek people for over 23 years through tribal
services and most recently, through the Museum Project. Carla
has assisted with the production of tobacco prevention youth
videos and public service announcements to assist with tobacco
abuse prevention as well as sat on the Muscogee Creek Pageant
Committee. She has also developed educational materials for
the WIC program and other tribal health programs within the
tribe. Carla is currently the Johnson O'Malley Coordinator for the
Preston Public Schools located in Preston, Oklahoma. She is also
the owner and operator of GoPrints a graphic design and printing
business since 2009. Carla’s goal is to help empower Native
American youth to achieve their greatest potential through
education with cultural respect and support.
Ralena Groom
Ralena Groom has worked for Bristow Public Schools for 11 years.
Before joining Bristow Public School, she worked at and attended
Tulsa Community College. She and her husband Nicholas are
lifelong residents of Bristow. We have three adult children: Savanna,
Jacoby, and Ethan. Ralena Groom is a member of the Choctaw
Nation. She very much enjoys her time teaching students about
their culture and the importance of learning, understanding, and
accepting our past as an important guide toward the future.
Through history, crafts, and native language, Ralena is able to
expand on many of the stories and lessons that often get
overlooked in the traditional classrooms. When she is not working
at school, she helps run a resale shop here in Bristow called The
Purple Penguin. Ralena believes that developing culturally accurate
lesson plans is important to future generations of all students, but
certainly imperative for Native American students to understand
the plight of their ancestors. MVTO!
Ashley Corn
Jay Lynn Hester
Jay Lynn Hester works as a Resource Advisor for the Indian
Education Program for Tulsa Public Schools. She is a member of
the Cherokee Nation of Oklahoma. She has worked in Indian
Education for the past 7 years after graduating from Northeastern
State University with a degree in Education. Jay currently lives in
Inola, OK with my husband, Mike. She has one daughter, Rebel, a
recent graduate of OSU. And has a menagerie of animals with
horses being the most populous. Jay enjoys horseracing and
rodeo.She feels honored to have been selected to write curriculum
for the Mvskoke Creek Nation and applauds the Nation for the
initiative to make sure the correct history is presented to students.
Ashley Corn is currently a second-grade teacher at Henryetta
Elementary School. Ashley has a passion for teaching and is
currently in her tenth year. She is a dedicated and reliable
employee. Ashley volunteers her time helping new teachers as
they navigate their way through the profession. She is currently
pursuing her Master’s degree in Educational Leadership to become
a school principal. When she is not teaching or taking classes, she
enjoys spending time with her family. Ashley has been married to
her husband Steven for 15 years and together they have three
children. Ashley’s husband is the football coach at Graham-Dustin
High School, so Ashley is an avid Chieftain fan.Ashley enjoys
sewing, crafting, and watching football. Go POKES!
Robin Jenkins
Robin Jenkins is a teacher at Holdenville High School, where
Robin teaches Computer Science, Computer Applications,
Robotics, and 8th grade Art. Robin Jenkins has been teaching for
26 years and was selected as Teacher of the Year in 2003 and
2005. Robin Jenkins graduated from Dustin High School in Dustin,
OK, then attended Oklahoma State University in Stillwater, OK,
where Robin received a Bachelor of Fine Arts Degree in Graphic
Design. Robin continued her education at Northeastern State
University in Tahlequah, OK, receiving a Master of Education
Degree in Secondary Education with an endorsement in Bilingual
Education and English as a Second Language. Robin Jenkins is a
Muscogee (Creek) tribal citizen and serves as the vice chairman
and founding member of the Muscogee (Creek) Nation Natural
Resource Conservation Commission.
Esther Morgan
Courtney Norton
Courtney Norton is an educator committed to serving her
students to the best of her ability. She has worn many hats in
her fifteen year career in education, some more recent ones
include STEM Facilitator, Robotics Coach, and Library Media
Specialist. She is from Oklahoma City, OK. She is a graduate
of Putnam City North High School. She attended Oklahoma
Baptist University and completed her Bachelor's Degree in
Elementary Education at Oklahoma State University. She
later completed her Master's in Education from East Central
University. While she loves working at Okmulgee Public
Schools, there are a few other hats she is blessed to wear.
Courtney is a daughter, sister, aunt to Graham and Audrey,
wife of Josh, and dog mom to Pepper and Sadie.
Esther Morgan teaches the second grade at Justice
Public Schools located in Wewoka, OK. She has taught
12 years in the public school and is a Muscogee Creek
citizen. Esther is married to Maurice Morgan and has
four children and seven “grands”.
Megan Ools
Sheila Pahsetopah
Sheila Pahsetopah lives in Sapulpa, Oklahoma and was
super excited to learn she had been chosen to be a fellow
with the Museum Curriculum Project under the wing of
the Muscogee (Creek) Nation Department of Education
and Training! She has been employed at Lone Star School
as a paraprofessional with the Indian Education
Department for 20 years. She instructs Native American
Studies, teaches Muscogee (Creek) language/Robotics as
an elective for JOM Students enrolled in grades fifth
through eighth for the last four years. Sheila is a proud
member of the Cherokee Nation, and is married to
Russell Pahsetopah, who is Osage. Together, they have 2
children and are blessed to have 4 grandchildren, Teagyn,
Tabor, Raelee and Landree.
Teresa "Erin" Parker
Teresa "Erin" Parker. is enrolled Absentee Shawnee
however, she is also Kiowa, Cherokee and Kickapoo. She
has been in education for 11 years and has taught 8th
grade Language Arts at Edison Middle School in Tulsa
for 8 years. She has worked for Tulsa Public Schools
Indian Education Program for 3 years. She has been the
Native American Club sponsor all 11 years at Edison
Middle School and is the co-sponsor of the Tulsa Native
Youth Board which is youth leadership council for TPS
Native American high school students.
Megan Ools has taught for 20 years anywhere from the
fifth to tenth grade. She is currently a mathematics
teacher at Drumright High School in Drumright,
Oklahoma, where she also lives and raises her family.
Tera Shows
Michelle Walker
Michelle Walker has been teaching for 14 years. She has
taught a variety of ages and subjects, from K-8th grade.
Michelle currently teaches at Wetumka Elementary School.
She holds three Master's degrees in Education, Reading
Specialist, School Counseling, and Educational Leadership.
Michelle has one son, two grandsons, and one
granddaughter. She enjoys spending time with her
grandchildren and her dogs. Michelle also likes to hunt, fish
and lay in the ocean in my spare time.
Tera Shows is a citizen of the Cherokee Nation from
Muskogee, Oklahoma. She holds a bachelor of Business
Administration degree from Northeastern State University
and a master of science degree in Native American
Leadership from Southeastern Oklahoma State University.
She was a teaching fellow at the National Museum of the
American Indian in Washington D.C. and one of the first
teachers trained to use the NMAI Native Knowledge 360
curriculum. She currently teaches Native American history
and culture at Hilldale High School, where she also serves
as the Johnson O’Malley coordinator and Native American
Student Association sponsor.
Disclaimer: Nak Vcullvke Vketeck (The Museum Project) Lesson Plans
The Muscogee (Creek) Nation Department of Education and Training understands
that some people may not agree with all the material included in the lesson plans
(Mvskoke language, pronunciations, etc.). The material provided has been agreed
upon as a learning tool to spark the interest of students to learn the Muscogee
(Creek) heritage and culture. The Muscogee (Creek) Nation Department of Education
and Training has no intention of disseminating wrongful information and cannot be
held liable for any misinformation contained in the Nak Vcullvke Vketeck (The
Museum Project) Lesson Plans.
Language Arts/English
Pre-K
By Ashley Corn, Henryetta Public Schools
State Standards Addressed:
PK.1.R.4 Students will follow simple oral directions.
PK.2.PC.2 Students will understand that print carries a message by recognizing
labels, signs, and other print in the environment with guidance and support.
PK.2.PC.4 Students will recognize that written words are made up of letters and are
separated by spaces with guidance and support.
Lesson Objective:
Students will learn to connect words/letter sounds to pictures.
Game cards with pictures of animals/colors/basic shapes.
Half of the set with a picture of the animal/color/shape and the other
half of the set with the picture and word (Creek and English language)
underneath.
Materials Needed:
Activity
Place all cards on a flat surface (tabletop or floor).Have students turn over two
cards, trying to match the cards.Once they have complete a match have them tell
you what it is and then show them the English word and help them say it/read it.
Then tell them the Creek word and have them sound it out and try to pronounce it.
Once they have done both of those steps go on to the next player, have them do the
same thing. After all the sets have been matched correctly collect all sets and teach
a whole group lesson just like you taught the individual/small group, sounding out
the words that match the pictures.
Closing Activity:
To ensure that they can successfully tell you the Creek word for each picture have
the students tell you the Creek word when you hold the card up (quick group
assessment) or have them individually come to you and tell you the word for each
picture (individual assessment).
Homework/ Follow-Up:
You can play this game as often as you like so it can stay fresh on their mind.
Kindergarten-6th Grade
By Tera Shows, Hilldale Public Schools
State Standards Addressed:
Standard 4: Vocabulary - Students will expand their working vocabularies to
effectively communicate and understand texts.
Lesson Objective:
To further understanding of the Muscogee (Creek) language and culture through
the use of a coming of age story, "Joshua and the Biggest Fish."
Black Crayola Scratch-art paper
Stylus
Book: Joshua and the Biggest Fish
Strips of colored construction paper
Materials Needed:
Activity
Read the book, Joshua and The Biggest Fish.Go over the Creek vocabulary in the back
of the book, explaining each word.Students will then use the stylus and black scratch
art paper to draw a fish, scratching carefully to reveal the hidden colors underneath.
Next, use the construction paper strips to weave a paper basket (see paper basket
activity on page 19 of A Story of Survival: The Wampanoag and the English produced
by OKC schools) The students now have a basket to carry their fish home in.
Closing Activity:
Students should be able to recall the story and the moral of the story, that catching
the biggest fish was a right of passage for Joshua.
Homework/ Follow-Up:
Review the Creek vocabularyConsider giving a quiz recall of vocab words
Kindergarten-12th Grade
By Megan Ools, Drumright Public Schools
State Standards Addressed:
9.1.W Students will develop and apply effective communication skills through speaking
and active listening to create individual and group projects and presentations.
9.1.W.1 Students will give formal and informal presentations in a group or individually,
providing textual and visual evidence to support a main idea.
Lesson Objective:
Students will teach a vocabulary lesson in the classroom at the Muscogee Creek
Nation Council House Museum.
Computers
Internet Access
Printer
Scissors
Glue
Notecards (anything for creating teaching aides)
Materials Needed:
Activity
In groups or pairs, students will be assigned to find 2-3 Muscogee vocabulary words.
They can research and choose their own words.Some websites with Muscogee vocab:
http://www.native-languages.org/creek_animals.htm
http://www.native-languages.org/creek_body.htm
http://www.native-languages.org/creek_colors.htm
Students should be expected to create a presentation and teaching materials to take
with them on the day of the field trip to the council house. They should be encouraged
to have pictures, pronunciations, etc. to enhance their presentations. They may also
want to come up with ways to help their students remember the words.
Closing Activity:
Presentations will be given in the classroom at the Council House Museum.
Language Arts/English
1st-3rd Grade
By Tera Shows, Hilldale Public Schools
State Standards Addressed:
Standard 2: Reading Foundations/Reading Process and Writing Process. Students
will develop foundational skills for future reading success by working with sounds,
letters, and text. Students will use recursive processeswhen reading and writing.
Lesson Objective:
Students will learn about healthy eating while exercising literacy and
comprehension skills.
The book, Tricky Treats by author Georgia Perez
Materials Needed:
Activity
Before reading the book to students, go over the vocabulary words in the back of
the book. Vocabulary words include Diabetes, glucose, and healthy. Ask students
what they already know about these three words. For older students, have them
write the definitions in the back of the book.Then read the story. Older students
can read it aloud.Have students make a list of what they consider "everyday
snacks" and a list of "sometimes snacks."Ask them what they think the difference is
in the two and why they are important.
Closing Activity:
Offer healthy snacks to the students to let them take turns bringing "every
day" snacks for their classmates.
Homework/ Follow- Up:
Create a healthy garden for your classroom either outside or in containers in
your room.
2nd-4th Grade
By Tera Shows, Hilldale Public Schools
State Standards Addressed:
2.2.PWS.1 Students will decode one- and two- syllablewords by using their
knowledge of: single consonants, including those with twodifferent sounds
(e.g., soft and hard c [cent, cat] and g [gem,goat]); consonant blends (e.g., bl,
br, cr); consonant digraphs and trigraphs (e.g., sh-, -tch); vowel sounds: long,
short, “r” controlled vowels (e.g., ar, er, ir or, ur); vowel spelling patterns:
vowel digraphs (e.g., ea, oa, ee), vowel-consonant-silent-e (e.g., lake), vowel
diphthongs (vowel combinations having two vowel sounds e.g., oi as in boil,
oy as in boy]
Lesson Objective: Students will use their spelling and English skills to make
new words from a given set of words.
Paper
Pencil
Materials Needed:
Activity
How many new words can you make from the words, Council House?
Step 1: Students will be given the words, Council House and be challenged to
use only these letters to make new words.
Step 2: Have students share their words with the class.
Step 3. All students can then practice writing the new words.
Closing Activity:
Students can then use the new words in a sentence, preferably about their
trip to the Council House.
Homework/ Follow- Up:
This activity can also be done with other words, such as the Muscogee Creek
Nation.
Language Arts/English
5th Grade
By Erin Bridges, Eufaula Public Schools
State Standards Addressed:
5.1.W.1 Students will give formal and informal presentations in a group or
individually, organizing information and determining appropriate content for the
audience.
5.1.W.2 Students will work effectively and respectfully within diverse groups, share
responsibility for collaborative work, and value individual contributions made by
each group member.
Lesson Objective: Students will develop and apply effective communication skills
through speaking and active listening to create individual and group projects and
presentations.
Materials Needed:
Book-No More No Name
Chromebook video or phone video
Paper
Pencil
Activity
Students will read the book No More No Name. After completion of
reading the book, students will be asked to create a written review of the
book.
Closing Activity:
The teacher will edit the review and ask clarifying questions. Once the review has
been edited, the teacher will then film the review while the student holds a copy of
the book. The reviews will then be shared with students after completion.
5th Grade
By Erin Bridges, Eufaula Public Schools
State Standards Addressed:
5.1.W.1 Students will give formal and informal presentations in a group or
individually, organizing information and determining appropriate content for the
audience.
5.1.W.2 Students will work effectively and respectfully within diverse groups, share
responsibility for collaborative work, and value individual contributions made by
each group member.
Lesson Objective:
Students will develop and apply effective communication skills through speaking
and active listening to create individual and group projects and presentations.
Book- How I Became a Ghost by Tim Tingle
Paper
Pencil
Materials Needed:
Activity
Read the book as a class. Once the book has been read completely, separate
students into small groups.Ask them to reflect on the book they just read in class
and have them create a newspaper with news and featured stories related to the
characters, themes, and settings in the book.This activity will take several days to
complete. The teacher should develop a rubric for grading to provide to the
students.
Closing Activity:
Have students present their newspapers to the class.
Language Arts/English
6th-8th Grade
By Teresa Parker, Tulsa Public Schools
State Standards Addressed:
English Standard 8.4.R.1 Students will increase knowledge of academic,
domain-appropriate, grade-level vocabulary to infer the meaning of the
grade-level text.
Lesson Objective:
The students will fill in a bingo card using facts from visiting the MCN Council
House.
Handout (Next two Pages)
Writing Utensil
Materials Needed:
Activity
The students will visit and take a tour of the Council House. While walking
and reading facts the students will fill our the Bingo Card with facts.
Closing Activity:
The teacher will check for a 5 in a row Bingo or blackout to give credit or prizes.
Creek people
created trade and
peace-keeping
agreements with
F____________
Sands Rebellion
of18______ to
1871
The Principal
Chief and Second
Chief made up
the_______________
Branch of the
Muscogee Creek
Nation.
B I G ON
Muscogee Creek
Word for Dog:
The United
States created
the Okmulgee
Council as a part
of the
_______________
Treaties.
The 1867
Constitution
significantly
changed the way
the Creek
_______________ was
organized.
The Supreme
Court ruled on all
civil cases where
amounts in
question
exceeded
$__________.
Creek people
created trade and
peace-keeping
agreements with
S_____________.
From 1868 to
_______, a two-
story log cabin
served as the
Muscogee
capitol building.
Each of the
_________ districts
in the Muscogee
Nation had a
court.
Creek people
created trade
and peace-
keeping
agreements with
U_____________.
Principal Chiefs of
the Muscogee
(Creek) Nation
served _________
year terms.
Muscogee Creek
ancestors were
pre-historic
Mississippian
______________
Builders.
Each tribal town
was independent,
ruled by its own
______________
(Chief).
In 1905, the
proposed Indian
State would be
called the State
of_______________.
Free
X
Space
Green
_______________
War of 1882
Muscogee
Creek Word for
Deer:
Principal Chief
from 1876-
1879:
The Atlantic and
Pacific Railway laid
tracks across Creek
Nation ending SW
of present
day_______________.
From the mid
1820s to1830s, the
U.S., Georgia and
Alabama forced
the Creeks to move
to Indian __________.
In 1919, the City
of Okmulgee
bought the
Muscogee Creek
Council House
for$ ___________.
In 1901, 500 U.S.
soldiers arrived at
Henryetta to end
the Crazy Snake
Rebellion and
arrest Chitto
______________.
Creek people
created trade
and peace-
keeping
agreements with
E_____________.
The Dawes Act
would change
_______________
ownership.
Name: _______________________
Date: _______________
Instruction: Fill in the Bingo card while visiting the
Muscogee Creek Nation Council House.
B I G ON
Muscogee Creek
Word for Dog:
Efv
The United
States created
the Okmulgee
Council as a part
of the
Reconstruction
Treaties.
The 1867
Constitution
significantly
changed the way
the Creek
government was
organized.
The Supreme
Court ruled on all
civil cases where
amounts in
question
exceeded
$100.00.
Creek people
created trade and
peace-keeping
agreements with
Spain.
From 1868 to
1877, a two-
story log cabin
served as the
Muscogee
capitol building.
Each of the six
districts in the
Muscogee
Nation had a
court.
Creek people
created trade
and peace-
keeping
agreements with
United States.
Principal Chiefs of
the Muscogee
(Creek) Nation
served 4 year
terms.
Muscogee Creek
ancestors were
pre-historic
Mississippian
mound
Builders.
Each tribal town
was independent,
ruled by its own
Mekko
(Chief).
In 1905, the
proposed Indian
State would be
called the State
of Sequoyah
Free
X
Space
Green Peach
War of 1882
Muscogee
Creek Word for
Deer:
Eco
Principal Chief
from 1876-
1879:
Ward
Coachman
Creek people
created trade and
peace-keeping
agreements with
France.
Sands Rebellion
of1867 to 1871
The Atlantic and
Pacific Railway laid
tracks across Creek
Nation ending SW
of present day
Tulsa.
From the mid
1820s to1830s, the
U.S., Georgia and
Alabama forced
the Creeks to move
to Indian Territory.
In 1919, the City
of Okmulgee
bought the
Muscogee Creek
Council House
for$ 100,000.00.
The Principal
Chief and Second
Chief made up
the Executive
Branch of the
Muscogee Creek
Nation.
In 1901, 500 U.S.
soldiers arrived at
Henryetta to end
the Crazy Snake
Rebellion and
arrest Chitto
Harjo.
Creek people
created trade
and peace-
keeping
agreements with
England.
The Dawes Act
would change
land ownership.
Name: _______________________
Date: _______________
Answer Key
6th-8th Grade
By Teresa Parker, Tulsa Public Schools
State Standards Addressed:
English Standard 6 Research 8.6.R.3Students will determine the relevance,
reliability, and validity of the information gathered.
Lesson Objective:
The students will use primary sources to produce a foldable of the Council
House.
Legal Paper
Pencils
Sample of foldable or YouTube video instructions
Instructions below for foldable
Creek Words list (https://www.mcn-nsn.gov/services/mvskoke-language-
program/mvskoke-dictionary/)
Materials Needed:
Activity
Fold a legal size piece of paper into an Origami Paper House (overlap the
middle flaps). Here is a YouTube Video to show you how
https://www.youtube.com/watch?v=eEsx799dz8c
Walk around the Council House noticing the physical layout of the building,
structure and architecture. Have students draw and label the Foldable Council
House using the following Muscogee Creek phonetic words:
Outside: Door, Windows, Bricks, Roof, Bushes, Grass, Porch, Animals.
Inside: Stairs, Room , Restroom, Chair, Table, Desk, Wall, Chalkboard, Cabinet
Closing Activity:
Have students prepare to Show and Tell to the whole class on what they have
created
Homework/ Follow-Up:
Have students add color and more details on their own
Language Arts/English
6th-8th Grade
By Teresa Parker, Tulsa Public Schools
State Standards Addressed:
English Standard 8.4.R.4 Students will infer the relationships among words
with multiple meanings and recognize the connotation and denotation of
words.
Lesson Objective:
The students will create an acrostic poem including imagery of the five senses.
Handout (Next Page)
Writing Utensil
Materials Needed:
Activity
The teacher will give each student a handout and writing utensil. The students
will fill out the top half of the handout while touring the Council House. The
students will fill out the bottom half of the handout at the end of the tour.
Closing Activity:
The teacher will ask students to volunteer to share out their poems or the
teacher can read later.
Name: _______________________
Date: _______________
6th-8th Grade
By Teresa Parker, Tulsa Public Schools
State Standards Addressed:
8.7.R.2 Students will analyze the impact of selected media and formats
onmeaning.
Lesson Objective:
The students will be able to create a playlist of songs that represent Muscogee
Creek people represented at the Council House Museum.
MCN Council House Playlist handout (Next Page)
A writing utensil
Materials Needed:
Activity
The students will visit and tour the MCN Council House and look at all the
plaques and info available. Once they find the Creek people listed on the
handout they will use their personal knowledge or cell phones to choose a song
that represents each person listed and why they chose that song for that
person.
Closing Activity:
The teacher will grade the handout for coherence and understanding. The
students can read aloud their answers.
Homework/ Follow-Up:
The students can play the songs they chose.
1. Chitto Harjo
Song Title:
Song Author:
How does this song or the song title represent this Muscogee Creek person(s)?
2. Motey Tiger
Song Title:
Song Author:
How does this song or the song title represent this Muscogee Creek person(s)?
3. Creek Leader Opothleyahola
Song Title:
Song Author:
How does this song or the song title represent this Muscogee Creek person(s)?
4. The Light Horsemen
Song Title:
Song Author:
How does this song or the song title represent this Muscogee Creek person(s)?
5. Rufus Buck Gang
Song Title:
Song Author:
How does this song or the song title represent this Muscogee Creek person(s)?
Instructions: Create a music playlist of what songs best represent the following Muscogee
Creek people which are represented at the Muscogee Creek Nation Council House Museum.
MCN Council
House Playlist
6th-8th Grade
By Teresa Parker, Tulsa Public Schools
State Standards Addressed:
English Standard 8.4.R.1 Students will increase knowledge of academic,
domain-appropriate, grade-level vocabulary to infer the meaning of the
grade-level text.
Lesson Objective:
The students will use facts from the Council House to create a Crossword Puzzle.
Handout (Next two Pages)
Tour of the Muscogee (Creek) Nation Council House
Writing utensil
Materials Needed:
Activity
Tour the MCN Council House and look for 10 interesting facts to use to create a
Crossword Puzzle.
Closing Activity:
Trade Crossword Puzzles with others to complete.
Directions: Select ten interesting facts during your visit and tour of the Muscogee Creek
Council House. Create a crossword puzzle answer key by filling in the grid below. Be sure to
number the squares for each word. Then, write clues to the crossword puzzle by creating
sentences using the facts but leaving a blank. (Example: The Crazy Snake Rebellion was
led by ________ Harjo.) Number the clues to match the numbers in the squares.
Council House Crossword Puzzle
Answer Key
Name:______________________________
Date:_______________________
Directions: Use the grid below to make a blank copy of your crossword puzzle for other
students to answer. Blacken any spaces not used by the letters. Exchange your clues with
someone and solve the blank puzzle they give you.
Action Verbs Crossword Puzzle
Puzzle solved by:
Name:______________________________
Date:_______________________
6th-8th Grade
By Teresa Parker, Tulsa Public Schools
State Standards Addressed:
English Standard 8.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing clearly.
Lesson Objective:
The students will be able to create analogies supported by facts from non-fiction
used as evidence for writing.
Analogies 4 Squares handout (next page)
Pencil
Materials Needed:
Activity
The students will visit and tour the Council House Museum. They will have the
Analogies 4 Squares handout with them so they can be deciding who they will choose
as the most interesting Muscogee Creek person from their visit. They will then fill out
the handout using the info they found in the museum about the person they chose.
Closing Activity:
The handout will be read by the teacher to determine coherence and understanding.
The answers and pictures created can be shared out loud to all.
Homework/ Follow-Up:
The students could create analogies for another Muscogee Creek person of their
choice.
Analogies 4 Square Handout
Most interesting Muscogee Creek person:
Analogies 4 Squares EXAMPLE
Most interesting Muscogee Creek person: Chitto Harjo
6th-12th Grade
By Megan Ools, Drumright Public Schools
State Standards Addressed:
9.3.W Students will write for varied purposes and audiences in all modes, using fully
developed ideas, strong organization, well-chosen words, fluent sentences, and
appropriate voice.
9.3.W.2 INFORMATIVE - Grade Level Focus Students will compose essays and reports to
objectively introduce and develop topics, incorporating evidence (e.g., specific facts,
examples, details, data) and maintaining an organized structure and a formal style.
Lesson Objective:
Students will create an informative and interesting publication for younger children
after studying and attending a field trip to the Muscogee Creek Nation Council House.
Publication program (Publisher, Word, Powerpoint, etc.)
Computers and the Internet
Printer
Digital camera (may want to use phones)
Materials Needed:
Activity
Before attending the Muscogee Creek Nation Council House, offer students some
background information and a list of the rooms in the Council House. Divide students
into groups and assign each group a specific room to report on when they arrive. They
should take recording material with them so that they can:* record interesting
facts*take interesting photosHave them keep in mind the questions Who? What?
When? Where? Why? to guide them as they are touring the museum.Upon returning to
school, each group should compose their interesting facts, information, and photos
into a section of a news publication intended for a younger audience (could be a class,
a grade, or an entire school).As groups finish their informative articles, they can be
assigned to create an item for a "Just for Fun" section of the publication. They could
create a word search, coloring sheet, jokes/riddles, trivia questions, etc.Groups should
then compile their stories into one document to print and distribute.
Closing Activity:
Students should prepare a brief presentation for when they are distributing their
publications to younger students, explaining the purpose of their publication and about
their trip to the MCN Museum. This would hopefully preface a trip to the museum for
the younger children as well.
Language Arts/English
8th-9th Grade
By Teresa Parker, Tulsa Public Schools
State Standards Addressed:
English Standard 8.3.W.3 Students will introduce a claim, recognize at least one
claim from an opposing viewpoint, and organize reasons and evidences, using
credible sources.
Lesson Objective:
Students will introduce a claim and organize reasons and evidence using credible
sources to write an argument essay.
Worksheet
Paper
Pencil
Materials Needed:
Activity
Read the writing prompt and Research Report outline on the Worksheet then write
your own Research Report about Muscogee Creek Leaders from the information
provided about the Creek Leaders at the Council House or online.
Closing Activity:
Students turn in a Final Draft of the Research Report.
Homework/ Follow-Up:
Do more research over more Muscogee Creek Leaders.
9th-12th Grade
By Taler Adney, Okmulgee
State Standards Addressed:
English 12.3.R1 Students will analyze the extent to which historical,cultural, and/or global
perspectives affect authors’ stylistic and organizational choices in grade-level literary and
informational genres.
Lesson Objective:
Students will begin to have an understanding of stereotypes.
Reel Injun Movie (You will need to sign up however, it is free):
https://tubitv.com/movies/54908/reel_injun?utm_source=google-
feed&tracking=google-feed
Materials Needed:
Activity
Watch the movie and answer the following discussion questions as a class.Have each
student answer the last 5 questions in essay format using their own words.
What are stereotypes? From where do they come and how are they perpetuated?
Why is it important to identify and examine stereotypes when trying to understand
ourselves and other cultures?
What were the main reasons for Native people being so widely represented in the
movies? Some say that cinema was created to film First Nations people; on what basis
can we support such a statement?
Why would American culture treat AmericanIndians as myths or dinosaurs?
Closing Activity:
These are great discussion questions to discuss as a class once the film has been viewed.
Make sure that this discussion time in monitored and safe for students to freely express
their thoughts in a safe environment.
1.
2.
3.
4.
In the movies, all Native people are supreme horsemen, at one with their horses, but
most of them can’t ride in real life. How was such a myth created?
Homework/ Follow-Up:
Have students write a paper answering the following questions:
1. Before seeing the movie "Reel Injun" what was your image or idea of the American
Indian? How did you develop that image?
2. How important is historical accuracy in films, television shows, and other media?
Should filmmakers stick to the historical facts? What responsibility do they have to let
audiences know if they have embellished the historical record?
3. Some groups are hardly visible at all in the media. One example is the elderly. Which is
worse, being included as a stereotype or not being included at all? Explain your answer.
4. What are some examples of companies or places that stereotype the American Indian?
Examples: Stores, Brands, Teams, States.
Language Arts/English
1st-2nd Grade
By Ashley Corn, Henryetta Public Schools
State Standards Addressed:
1.N.4.1 Identifying pennies, nickels, dimes, and quarters by name and value.
1.N.4.2 Write a number with the cent symbol to describe the value of a coin.
1.N.4.3 Determine the value of a collection of pennies, nickels, or dimes up
to one dollar counting by ones, fives, or tens.
Lesson Objective:
Recognize and know the amount for each coin or dollar. Say the names of
the coins/ bills in Mvskoke Creek as well as their values.
Use pictures of money/ plastic money/ real money
Mvskoke Money Terms guide
Materials Needed:
Activity
Have students say the Mvskoke Creek word for money/the coin/the
bill/certain amounts/etc. The goal here is to have them using the Creek
language to describe money/money amounts/etc.
Closing Activity:
To ensure that they know the Mvskoke Creek name of the
coins/amounts/etc. you can give each student the exact same coins/bills.
Say the Mvskoke Creek word for "quarter" and you would want them to
hold up a quarter...….if you say "show me .53 cents" you would want them
to hold up the coins that add up to .53 cents,
Mathematics
5th-6th Grade
By Courtney Norton, Okmulgee Public Schools
State Standards Addressed:
5.GM.1.1 Describe, classify, and construct triangles, including equilateral, right, scalene, and
isosceles triangles. Recognize triangles in various contexts.
5.GM.3.1 Measure and compare angles according to size.
6.GM.2.2 Develop and use the fact that the sum of the interior angles of a triangle is 180
degrees to determine missing angle measures in a triangle.
Computer Science:5.AD.A.01 Compare and refine multiple algorithms for the same task and
determine which is the most efficient.
5.AP.M.01 Decompose (break down) large problems into smaller, manageable subproblems
and then into a precise sequence of instructions.
6.DA.IM.01 Use models and simulations to formulate, refine, and test hypotheses.
6.AP.M.01 Decompose problems into parts to facilitate the design, implementation, and
review of programs.
Lesson Objective:
Students will be able to use a Sphero robot to create representations of various triangles.
Sphero
device with SpheroEDU app
tape
protractor
ruler
Youtube video - Types of Triangles (https://youtu.be/JQUTVgT9RXY)
Presentation program (Google Slides, Powerpoint)
A separate device for taking pictures or videos
Sticky notes, and pencils
Map of the MCN Council House
Materials Needed per group:
Activity
Students will begin by getting into groups according to the number of Spheros available. (e.g.,
6 Spheros, 6 groups) *If you have a smaller number of Spheros available and want to keep
group sizes small, consider having different groups do this activity on different days. Students
will watch the Youtube video, Types of Triangles, to familiarize themselves with the various
triangles.
Closing Activity:
Students will respond on a sticky note to the following question. Why does efficiency and
accuracy matter when programming a robot to do a certain task?Can you use the Sphero to
"model" the size of a piece of art? (When a person reads/hears about a piece of art and hasn't
seen it in person, it is sometimes hard to get an idea of the size of the piece.)Can you use the
Sphero to "model" the path you would take as you "tour" the Council House Museum? What
about a "tour" of the Gilcrease Museum?
Mathematics
6th Grade
By Bonita Bynum, Keystone Public Schools
State Standards Addressed:
6.GM.4 Use translations, reflections, and rotations to establish congruency and
understand symmetries.
6.GM.4.1 Predict, describe and apply translations (slides), reflections (flips), and
rotations (turns) to a two-dimensional figure.
Lesson Objective:
Students will be able to identify transformations and create their own artwork using
translations, reflections, and rotations. Inspiration will come from the artwork of Fred
Beaver and Joan Hill, both members of Creek Nation.Students will also conduct an artist
study of Fred Beaver and Joan Hill.
Graphing Paper
Pencil
Rulers
Presentation of Transformation/Symmetry
(https://docs.google.com/presentation/d/1TNocC-
qpe0L51W2XU0fQu9N4eD_LAqKBneEqzfG1t_A/edit#slide=id.g193b26f510_0_0)
Chromebook or some form of technology to research on
Materials Needed:
Activity
Introduce Transformations/Symmetry with the presentation. Discuss briefly Fred
Beaver and Joan Hill- Artists from Creek Nation. Students will conduct their own artist
study on both. They will research facts about both artists and submit 10 facts about
each (you can change this to more or fewer facts). With their facts, students should
submit their favorite piece from each artist and why that piece is their favorite.
Students will create their own artwork on graphing paper using all forms of
transformations. Start with an x- and y-axis and have students draw images they
translate, rotate, and reflect on the axis'sImages can be inspired by Fred Beaver and
Joan Hill's artwork displayed on board.
Closing Activity:
As students are drawing monitor and check to make sure transformations are being
drawn correctly. Discuss in small groups errors and correct misconceptions of
transformations.
6th Grade
By Bonita Bynum, Keystone Public Schools
State Standards Addressed:
6.GM.2: Understand and use relationships between angles in geometric figures.
Lesson Objective:
Students will review types of angles such as right, obtuse, and acute angles. Students will
be able to identify and understand angle relationships such as vertical, adjacent,
complementary, and supplementary angles.As an enrichment activity, students will
create their own quill work of these angles.
Angle Flashcard
(https://docs.google.com/presentation/d/11bLFTMgo4qZuLbTDC1cFh_qimvZwDHHRJN
9o43HjXvo/edit?usp=sharing)
Masking Tape
Hot Water (for quills)
Small Bowels (for each group of students for their quills)
Student Materials (one for each student):
Ruler
Paper
Pencil
QuillsSquare of leather (teacher preference of size)
Sewing Needle and Thread
Materials Needed:
Activity
Start with Angles Flash Cards to review right, acute, and obtuse angles. You can edit the
flashcards to your liking. Introduce angle relationships with the PowerPoint. Complete
Guided Practice with students. Introduce quill work activity, videos on YouTube discussing
what quill work is, materials and preparation, and different techniques of quill work. (You
can modify based on time which you want to use with your class, for example, if you aren't
going to dye them, maybe skip this video).
Introduction Video Creating Quill Work: https://www.youtube.com/watch?v=UfNC3R7ypI8
Creating Quill work
2: Materials & Preparation: https://www.youtube.com/watch v=phnd2unxUVo&t=0
3: Dyeing Quills: https://www.youtube.com/watch?v=q0xC08ziSj4
4: Folding and Wrapping https://www.youtube.com/watch?v=KSBxeXa9tEo&t=119s
Students using paper, pencil, and ruler; create their own design for quill work using
different types of angle relationships. Teacher demonstrates how to do quill work with
materials and guides students into making their quill work.
Closing Activity:
Partner students and give each two strips of masking tape. Students are to create on
their desks an example of two angle relationships: vertical, adjacent, complementary, or
supplementary angles and define them. Students may rip the tape to sizes that they need
to fulfill the closing activity.
Mathematics
6th-12th Grade
By Megan Ools, Drumright Public Schools
State Standards Addressed:
6.N.4.3 Multiply and divide fractions and decimals using efficient and generalizable
procedures.
Lesson Objective:
Students will multiply and divide fractions and decimals using efficient and
generalizable procedures
Computers
Internet Access
Materials to create recipe cards
Ingredients for talik-tokse (sour cornbread) recipe
Materials Needed:
Activity
Before visiting the museum, have students research traditional Muscogee
recipes. Assign each pair of students to copy a recipe to be included in a class
recipe book.Have the whole class focus on the dish taklik-tokse - this is a helpful
website to start:
https://mvskokecountry.online/2018/09/21/taklik-tokse/
Ask students to triple to the recipe by tripling each ingredient within the
recipe.As a class activity, prepare "sour cornbread" according to the calculations
in the tripled recipe.Recipes should also be compiled into a class cookbook.
Closing Activity:
Students can work together as a class to compile their recipes into a class
cookbook.
Homework/ Follow-Up:
If students wish to, they may prepare their recipe at home and bring in to class to
share.
7th Grade
By Bonita Bynum, Keystone Public Schools
State Standards Addressed:
Apply proportions, ratios, and scale factors to solve problems involving scale
drawings and determine side lengths and areas of similar triangles and rectangles.
Lesson Objective:
Students will apply proportions, ratios, and scale factors to solve problems involving
scale drawing. Students will measure and calculate the distance Native Americans
walked on the Trail of Tears.
Map of Trail of Tears -copies enough for each student or pair student and have one
copy for each group
(https://clarajoyholland.files.wordpress.com/2010/01/trail_of_tears_map2.jpg)
Paper
Pencil
Ruler
Video of Tail of Tears (https://www.youtube.com/watch?v=HIuCzdcHFLg)
Notes for Scale Drawing
(https://docs.google.com/presentation/d/1ayoxQ1SWXjnu8ggYJc8rWuWJP8ve5W2T
1zXSOiGTOyA/edit#slide=id.p)
Chromebook for each student or some form of technology
Materials Needed:
Activity
Take a trip to the Creek Nation Council House. Take a tour. Discuss historical facts
about Creek Nation. Create a scale drawing of the Council House. Students can use
any form of measurement they want like the provided meter stick or they can get
creative with a form of measurement, i.e. walking out their measurement and each
step equals one foot. Once measurements are taken students calculate scale and
scale factor of their scale drawings using proportions and ratios. Students draw their
scale drawing on graphing paper and include a scale for their drawing.
Closing Activity:
Bring the group back together and discuss the findings. Tell the students the actual
dimensions of the room in the Council House to see how accurate each student or
group came to calculating correctly. Discuss mistakes and how to correct them.
Mathematics
7th-12th Grade
By Megan Ools, Drumright Public Schools
State Standards Addressed:
7.A.2.2 Solve multi-step problems involving proportional relationships involving
distance-time, percent increase or decrease, discounts, tips, unit pricing, similar
figures, and other real-world and mathematical situations.
Lesson Objective:
Find the percent increase in the sale of the Council House between 1919 and 2010.
Paper/Pencil
Calculators (if desired)
Prizes/Rewards (if desired)
Materials Needed:
Activity
Math Mystery at the Council HouseBefore students attend a trip to the MCN
Council House, tell them that they will have an opportunity to solve a math
mystery at the museum. Have them write down or give them a handout of the
information they are looking for at the museum:
In 1919, the city of Okmulgee bought the Council House from the Muscogee
Nation for $_______________.In 2010, the city of Okmulgee sold the Council House
back to the Muscogee Nation for $________________.This is a percent-increase of
_______%.Students should be familiar with the formula/procedure for finding
percent increase. AMOUNT OF CHANGE/ORIGINAL NUMBER x 100They will
need to find the information within the Council House and perform the proper
calculation.
Closing Activity:
Students will present their solutions to the teacher. Students who have found the
correct information and performed the correct calculation can be recognized at
the end of the trip or given a prize or reward. You may want students to present
their answer to you during the field trip in case they are incorrect and want to go
back and try again.
CORRECT SOLUTION:In 1919, the city of Okmulgee bought the Council House
from the Muscogee Nation for $100,000.In 2010, the city of Okmulgee sold the
Council House back to the Muscogee Nation for$3.2 million.($3,200,000)This is a
percent-increase of 3,100%.
9th-12th Grade
By Taler Adney, Okmulgee
State Standards Addressed:
G.C.1.1 Apply the properties of circles to solve problems involving circumference
and area, approximate values and in terms of π using algebraic and logical
reasoning.
Lesson Objective:
Students will learn how math is incorporated in the build of a mound-building.
Recycled Items: Bottles, Popsicle sticks, Newspaper, Plastic Bag, Card Board,
Magazines, Styrofoam, Plastic Containers
Hot glue/glue sticks
Water
Flower
Materials Needed:
Activity
Have students make/ construct a mound-building using recycled materials. The
Muscogee people used what resources had at hand. There was no such thing as a
lumber yard so they made do with what they could find from nature. Students will
need to first draw out the blueprints for their mound building. This should include
length, width, height, diameter, and radius. Have students use whatever recycled
materials they have at home to construct a mound-building and then paper mache
over the top of it to finish it off.
Closing Activity:
Ask your students the following: Did the structure match the student’s blueprints? Did
the students have to alter any of the construction due to a miscalculation? Was it as
easy as the students thought it would be or was is harder? How does math play into
the building? What could have happened if the student’s plans would have been off
by an inch or two?
Mathematics
Pre-K-Kindergaten
By Ashley Corn, Henryetta Public Schools
State Standards Addressed:
Asking questions (for science) and defining problems (for engineering)Developing and
using models Planning and carrying out investigations Analyzing and interpreting data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording,
and sharing observations.Analyze data from tests of an object or tool to determine if it
works as intended.Using mathematics and computational thinking Constructing
explanations (for science) and designing solutions (for engineering)Engaging in argument
from evidence Obtaining, evaluating, and communicating information
Vocabulary -4.2. Use new vocabulary and language in own speech and writing.
Speaking – 2.1. Share information and ideas speaking in clear, complete, coherent
sentences.
Number Sense – 2.1. Compare a group or set to another group, set, or numerical quantity
and verbally explain which has more, less, or equivalent quantities.
Measurement – 4.1. Linear Measurement Measure objects using nonstandard units of
measurement (e.g., pencil, paper clip, block).Compare objects according to observable
attributes (e.g., long, longer, longest; short, shorter,
Lesson Objective:
Using the Lincoln logs students will construct a replica of the original Creek Council
House. There are so many directions you can take this... (what is the history behind the
creek council house?, what is/was the creek council house used for?, etc.)So I would label
this STEM but you can easily adapt it for many other subjects. There are so many
directions you can take this particular topic.
Lincoln logs
A picture of the original Council House
Materials Needed:
Activity
Distribute a picture of the original Council House and Lincoln logs and let them start
building their replica.
Closing Activity:
Have students compare the two structures. Then, visit the Council House and have
students examine the new Council House building.
Science
K-12th Grade
By Jay Hester, Tulsa Public Schools
State Standards Addressed:
LS1-1 Use observations to describe patterns of what plants and animals (including
humans) need to survive. Clarification Statement: Examples of patterns could include
that plants make their own food while animals do not; the different kinds of food
needed by different types of animals; the requirement of plants to have light; and, that
all living things need water
Lesson Objective:
Students will grow their own plants. Students will take notes daily. Students will learn
the importance of historical crops to Creek people.
CD casesEyedropper (for watering)
Small bag of soilOnions, beans, (or any) seed
Chart from https://www.teacherspayteachers.com/Product/Garden-Bean-Growth-
Chart-1743635
Materials Needed:
Activity
Talk to students about foods eaten in the past, about no refrigeration, markets or
canning. Talk about the importance of growing your own
food.https://www.youtube.com/watch?v=Qx14LNK19wc (good video of current food
practices and how it relates back to culture)Plant in the CD caseTip= *The hinges of the
CD case should be at the top. that way you can stand them up and dirt won't fall out.
This also leaves a hole in the top for watering with droppers.*Plant the seed high in the
soil. If you plant towards the bottom, the roots will grow out.*Tape the bottom shut.
This will keep the roots from growing out.*as the roots near the bottom, untape cases
overnight so they can have a little space to grow. Tape them back in the morning.
Label if growing different plants.1. Use wet potting soil to plant onion, bean, etc.
(squeeze water out)2. Water your plant as needed with the dropper3. Watch it grow4.
Measure the growth and record (attached chart)5. Label parts of the plant. This is easy
since the case is see-through. Video of process https://www.youtube.com/watch?
v=RFnXxLi7VgI
Closing Activity:
Students can take their plants home for replanting in a couple of weeks. Or replant in
school garden if that is available.
Science
3rd Grade
By Esther Morgan, Justice Public School
State Standards Addressed:
S.S. 3.2.2 Describe American Indian pre-contact cultures that have inhabited
what is now Oklahoma.
Science 3-LS1-1 From molecules to organisms: Plants and animals have unique
and diverse life cycles.
Lesson Objective:
Students will learn that the pre-contact Mississippian societies' main crop was
the sunflower. (*source, MCN Cultural Preservation)
Children's book such as "From Seed to Sunflower"
Online PowerPoint of a sunflower field and sunflower seed (created by
teacher)
Sunflower template (Next Page)
Materials Needed:
Activity
Read a children's book about the life cycle of a sunflower. Explaining that
the sunflower was the main crop of the Southeastern Native American
tribes. Show the slide or PowerPoint of the sunflower field and seed.
Explain the life cycle of the sunflower from seed to flower.
Closing Activity:
On a blank sunflower template label the life cycle of a sunflower
4th-8th Grade
By Jay Hester, Tulsa Public Schools
State Standards Addressed:
5-ESS3-1 Students who demonstrate understanding can: Obtain and
combineinformation about ways individual communities use science ideas to protect
the Earth’s resources and environment. Clarification Statement: Examples of
information might include the use of natural fertilizers or biological pest control by
farmers, replanting trees after cutting them by the logging industry, and the institution
of recycling programs in cities.
Lesson Objective:
To demonstrate procedures that water plants use to purify water. Compare today's
water with water used by Natives in everyday life 300 hundred years ago. May
introduce the Standing Rock controversy.
5 liters of 'dirty water' (add 21/2 cups of dirt to 5 liters of water)
1 two liter plastic pop bottle ( with its cap)
2 two liter plastic pop bottle (one with its bottom cut off, one with its top cut off)
1 large beaker (2 cups) of measuring bowl will hold the inverted 2 liter bottle or you
can use another 2 liter bottle with its top cut off so the other bottle will fit inside.
2 TBS alum (potassium aluminum sulfate, in spice aisle of grocery store)
1 1/2 cups fine sand (white play sand or beach sand)
1 1/2 cups coarse sand (multi purpose sand)
1 cup small pebbles(natural color aquarium rocks are best)
1 coffee filter1 rubber band
1 tablespoon (for measuring)
1 large spoon (for stirring)clock with second hand
Materials Needed:
Science
4th-8th Grade (cont.)
By Jay Hester, Tulsa Public Schools
Activity
1. Pour dirty water in the 2-liter bottle with a cap.
2. (aeration) The first step in the treatment process is to add air. It allows gases
trapped in the water to escape and adds oxygen. Place the cap on the bottle and
shake vigorously for 30 seconds. Continue aerating by pouring water back and forth
between the bottle and beaker. (about 10 times) once aerated, gases have escaped,
bubbles should be gone. Pour aerated water into a bottle with the top cut off.
3. (coagulation) Process in which solid particles stick together. Add 2 TBS of alum to
the aerated water. Slowly stir for 5 minutes. You will see particles clinging together.
4. (sedimentation) Part of the process where gravity pulls the particles to the
bottom of the cylinder. Observe water at 5-minute intervals for 20 minutes.
5. Construct a filter from the bottle with its bottom cut off.Attach the coffee filter to
the outside of the neck of the bottle with a rubber band. Turn the bottle upside
down placing it in the beaker or other 2-liter bottle. Pour a layer of pebbles in the
bottle.Pour coarse sand on top of pebbles.Pour fine sand on top of course
sand.Clean the filter by pouring 3L of clean tap water through the filter.
6. (filtration) The sand and pebble removes most of the impurities. After a large
amount of sediment has settled on the bottom of the dirty water, carefully pour the
top 2/3's of the dirty water through the filter. Collect the filtered water in the
beaker. Pour the remaining 1/3 bottle of dirty water back into the collection
container.
7. Compare the treated and untreated water.Video for
examplehttps://www.youtube.com/watch?v=hWBNI4EfPQI
Closing Activity:
Talk about the importance of clean water. Ask if the water is cleaner now or in the
past? Why or Why not? Ask if tribes should be concerned about their water?
Science
5th Grade
By Erin Bridges, Eufaula Public Schools
State Standards Addressed:
5-PS1-4 Matter and Its Interactions-Measurements of a variety of properties can be
used to identify materials. (Boundary: At this grade level, mass and weight are not
distinguished, and no attempt is made to define the unseen particles or explain the
atomic-scale mechanism of evaporation and condensation.)
Lesson Objective:
Students will conduct an experiment to determine whether the mixing of two or more
substances results in new substances.
Flour
Water
Baking powder
Vegetable oil
Cast iron skillet
Materials Needed:
Activity
Discuss how Native American people living in Arizona had to make the 300-mile journey
known as the "Long Walk" and relocate to New Mexico, onto land that couldn't easily
support their traditional staples of vegetables and beans. To prevent the indigenous
populations from starving, the government gave them canned goods as well as white
flour, processed sugar, and lard.Have ingredients at stations and ask students to mix the
ingredients together. While students are mixing the ingredients ask them what they are
observing. Once the students have mixed their ingredients together tell them to roll the
dough in their hands and flatten the biscuits out so they are not too thick. Tell students
once the dough is flattened to take it to an adult or teacher to drop into a hot skillet to
deep fry.Ask students to observe what is happening to the fry bread as it cooks. Once the
fry bread is cooked students may enjoy eating it.
Closing Activity:
After the fry bread has been made tell them fry bread appears to be nothing more than
fried dough—like an unsweetened funnel cake, but thicker and softer, full of air bubbles
and reservoirs of grease—but it is shared across many tribes as a mainstay in Native
food.Ask students the following questions:What did they observe when mixing the
ingredients?Was a new substance formed?By forming a new substance what
occurred?Illustrate what you observed.How would you improve this recipe or what other
things might you make with the ingredients provided to you?
5th Grade
By Erin Bridges, Eufaula Public Schools
State Standards Addressed:
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the
environment changes and the types of plants and animals that live there may change.
5.2.7 Compare daily life in the colonies as experienced by different social classes,
plantation owners, farmers, merchants, craftsmen, artisans, and women and children.
Lesson Objective:
Throughout history, people have devised shelters based on weather, geography, and
available resources. We will design and build models of simple shelters. You will use
your knowledge of Native Peoples to plan, design, and construct shelters that withstand
the elements!
Materials for each group:
Dry leaves and sticks students collect
Two blocks of modeling clay
3 sheets of construction paper
20 craft sticks
3 feet of yarn
1 sheet of felt
Teacher:
Photos of the following shelters
Adobe, Pueblo, Wickiup, Earth Lodge, Longhouse, Wigwam, Tee pee, Wattle, Igloo
Fan
Watering Can
Materials Needed:
Activity
Teacher:Before you begin this activity, make sure the students have a good working
knowledge of Native American culture.Gather the needed materials. Have students
collect leaves and sticks as a homework activity. Think about a time frame you want to
give the students. Use photos for Day 1 to allow students to gather ideas and build up
their background knowledge. Use a fan to act as "wind" and a watering can to act as the
"rain".Measure the amount of water you use (appx. 1 cup) to make testing equitable.
Science
5th Grade (cont.)
By Erin Bridges, Eufaula Public Schools
Weather
Climate
Natural Resources available in the area
Tribe's way of life
Observe some Native American shelters from around the country.....Have kids take
notes to help with their design.
Show pictures of different shelters
Ask the following questions to students: Can we tell something about the
environmental factors by looking at these shelters? Can we infer anything about the
lifestyles of the tribe? How did they survive?
Tell students the following criteria for their project and how it will be scored. Does
the shelter stand on its own; sturdier shelters score higher? Does the shelter have
closed walls or sides, except for an entrance? Staying in place in the wind (Turn fan
on shelter)? Staying dry inside during the rain (use watering can for rain)
Challenge Rules: Students may only use materials provided in group kit (Teacher will
provide each group with materials listed above). Students may barter with other
groups for materials -Just as Native Americans would have but they don't have to
It must be small enough to fit on a desktop
Must complete each stage in time allowed - Determined by the teacher
Differentiation: Harder Challenge:
Have students use figurines to make the shelter to fit a family of fourEasier
Challenge:Demonstrate for students ways to connect their materials and provide them
more materials such as masking tape or glue.Ask students the following question: How
does where the Native Americans live affect the kind of houses they constructed?
Day #1: Building Background Knowledge
Day# 2 Collaborative Planning
Each group member will make a quick sketch drawing of a shelter they think their
group can build. Students will make a list of materials they will use. Students will label
their sketch and identify where they will use materials and the purpose. Students will
work independently at first and then they will come together as a group and discuss
each member's design
Day #3 Collaborative Planning
Students will share their designs and plans. Discussion with the students could look
like: What size will your model shelter be? What materials might work well for the walls?
How will you connect the shelter materials? Will this shelter stand on its own? Did you
include an entrance? How will you ensure it stands up to wind and rain?
5th Grade (cont.)
By Erin Bridges, Eufaula Public Schools
Day #4-6: Building
Students will begin building their simple shelters. Have them review their materials and
blueprints-Blueprints of their design should be charted on paper and they must list and
label their materials. Ask students the following questions: Is the shelter coming out the
way you thought? Did you need to measure anything? How did bartering with other
groups work out? Do you need to reevaluate your plan?
Day #6 The Test
The teacher will walk around and test students shelters against the elements? How
does the students shelters stand up to wind? How does the students shelters stand up
to rain? Students will record the results and what changes
Day #7:Students will present their shelters to the class
Present their blueprint-What type of Native American shelter they designed it after.
Students will explain the materials they used-Students will discuss where or not they
bartered for materials and if so what materials and with what group. Students will
explain if they changed their shelter from their original plan. Students will also have an
opportunity to ask other groups questions
Rubric Test Results
Stands on its own
Easily-3
After a little work- 2
Stands then falls- 1
Does not stand-0
Sides closed, except for entrance
all sides are mostly closed-3
most sides are closed-2
some sides are closed-1
all sides are open-0
Wind test
Stays in place in high wind-3
stays in place medium wind-2
stays in place low wind-1
moves in wind-0
Rain Test
inside is completely dry-3
inside is damp or wet in one place-2
inside is wet in many places-0
Science
5th-6th Grade
By Courtney Norton, Okmulgee Public Schools
State Standards Addressed:
OAS ELA Standard 6: Standards for Reading and Writing in Grades 5-7
Lesson Objective:
Students will be able to research John Herrington, first Native American in space, and
write an essay about why they think Native Americans are an underrepresented
population in STEM fields. Students will complete the space docking challenge to
simulate the movement from rocket to space station.
Computer, internet access to research material, Google Docs or other word
processing program
Research materials: Youtube videos, websites about John Herrington and Native
Americans as an underrepresented population in STEM fields
Space Docking Challenge: 3-inch PVC adapter, drill and drill bit, 40 feet of paracord
or thin rope, playground balls in various sizes, 4-inch PVC adapter
Materials Needed:
Activity
1) Ask students what they dream of doing when they grow up? Discuss student plans
and see if there are any trends in what they want to be. (Are there are lot of future
athletes, doctors, etc.)
2) Show the video, John Herrington: Advice to Children
(https://www.chickasaw.tv/videos/john-herrington-profiles-of-a-nation-part-3), and
explain that the students will do further research on John Herrington as well why
there seems to be an underrepresentation of Native Americans in STEM fields.
3) Share the list of recommended resources with the students. Students are
encouraged to use information from these sources but are not limited to these
sources when doing their research and writing their essays.
Closing Activity:
Once students have finished writing their essay, have students complete the space
docking challenge that simulates movement from rocket to space station.
*instructions for this activity can be found in the 2019 Space Day Teachers Guide
published by sciencemuseuemok.org*
9th-12th Grade
By Robin Jenkins, Holdenville Public Schools
State Standards Addressed:
OAS - Computer Science: L1.IC.SI.01: Demonstrate how computing increases
connectivity among people of various cultures.OAS - US History: USH.1.3.C. Examine the
rationale behind federal policies toward American Indians including the establishment of
reservations, attempts at assimilation, the end of the Indian Wars at Wounded Knee, and
the impact of the Dawes Act on tribal sovereignty and land ownership.
Lesson Objective:
Students will create a multi-screen app using facts and information about the Muscogee
(Creek) Council House.
Muscogee (Creek) Council House Museum resources, but not limited to: Council
House – Muscogee (Creek) Nation https://www.mcn-nsn.gov/tag/council-house
Muscogee (Creek) Nation Council House creekculturalcenter.com/2014/05/muscogee-
creek-nation-council-house
Creek National Capitol - Wikipedia
https://en.wikipedia.org/wiki/Creek_Council_House_MuseumDesktop/laptop/tabletInt
ernet accesswww.Code.org – App Lab
Activity Guide Handout - Multi-screen App (Next page)
Materials Needed:
Activity
Introduction: Peer partnering/group discussion—What do you know about the Muscogee
(Creek) Council House Museum? Have you ever visited the Muscogee (Creek) Council House
Museum? Introduce facts/info on the Muscogee (Creek) Council House Museum.Provide
information or websites for information on Muscogee (Creek) Council House Museum.
Review app programming procedures.Check for understanding: Where is the Muscogee
(Creek) Council House Museum? When were the original and the present-day Muscogee
(Creek) Council House built?What is the historical importance of the Muscogee (Creek)
Council House?
Closing Activity:
Explain how this app can be used to teach others about the history and importance of the
Muscogee (Creek) Council House Museum.Detail the instructions for using this app.Peer
Testing and Evaluation: Students will present app to peer for testing and evaluation.Explain
your game rules and how your game teaches others about the Muscogee (Creek)
culture/history.Peer testing: Student will give access to the game app to peer for testing
application
Homework/ Follow-Up:
Journal:What is the purpose of this assignment? Analyze and describe the strengths and
weaknesses of the app. How could you have made it better?
Science
MCN COUNCIL HOUSE
MUTI-SCREEN APP
Requirements
Process
9th-12th Grade
By Taler Adney, Okmulgee
State Standards Addressed:
HS-PS1-6 Matter and Its Interactions
Lesson Objective:
Students will learn how to determine if your mound building is structurally sound
Water
Spray Bottle
Dirt- Any kind of dirt
Wind (fan)
Snow/Ice--Something that could relate to this
Materials Needed:
Activity
Have students construct a mound-building by using recycled material. Once students
finish building their mound buildings tell them how the Muscogee people have been
able to create a mound-building anywhere. Mounds had to be built well and had to
withstand all of the forces of nature. Once students have completed their mound try
it against the different elements. Wind, Rain, Ice/snow, drought. Have the students
use the water, fan, and other materials to test their mounds.
Closing Activity:
Once each student is done with testing their mound, ask your students the following
questions:What happens when the dirt is put on top of the mound? Does it withstand
the weight of the dirt? This is important because once the mound is complete it is
covered in dirt. Leave the dirt in place for the following tests.What happens when rain
hits the mound? Does the mound withstand the rain or does it wash away?What
happens when the wind hits the mound? Does it stay in place or blow over?What
happens when the snow/ice hits the mound? Does it crumble or hold strong?
Homework/ Follow-Up:
Have students make corrections to their mound until it is or write a report over what
could have been done differently, what changes should be made and why.
Science
9th-12th Grade
By Robin Jenkins, Holdenville Public Schools
State Standards Addressed:
L1.IC.SI.01 Demonstrate how computing increases connectivity among people of
various cultures.
Lesson Objective:
Students create a multi-screen game application using resources about the Muscogee
(Creek) Nation that can be utilized as a learning instrument across cultures.
Desktop/laptop computer or Chromebook
Internet access
Access to www.code.org – App Lab or Game Lab
Activity Guide Handout (Next Page)
Informational resources about Muscogee (Creek) Nation culture/history.
Culture/History – Muscogee (Creek) Nation, www.mcn.nsn.gov/culturehistory/
The Muscogee (Creek) Nation- Legends of America,
www.legendsofamerica.com/na-creek
Creek (Mvskoke)| the Encyclopedia of Oklahoma History and….,
www.okhistory.org/publications/enc/entry.php?...
Historic & Culture Preservation – Muscogee (Creek) Nation, www.mcn-
nsn.gov/historic-culture preservation
Materials Needed:
Activity
Introduction: Peer Partnering or group – Discuss ways to teach others about the
Muscogee (Creek) culture/history. Discuss the possibilities of available subjects for
game apps. Resources: Introduce listed informational resources about the Muscogee
(Creek) culture, not limiting resources.Review Programming: Discuss Activity Guide-
Building a Game App-reviewing programming procedure. Have students follow the
activity guide handout (Next page).
Closing Activity:
Describe the Muscogee (Creek) culture/history that was used in the game app.Explain
your game rules and how your game teaches others about the Muscogee (Creek)
culture/history. Peer testing: Student will give access to the game app to peer for
testing application
Homework/ Follow-Up:
Journal: Analyze your game app. Describe how you could have made the app better
with the research information used.
MULTI- SCREEN APP
REQUIREMENTS
PROCESS
K-6th Grade
By Michelle Walker, Wetumka Public Schools
State Standards Addressed:
Standard 2: Reading Foundations/Reading Process and Writing Process MOTIVATION
and ENGAGEMENT - readers’ desire to interact with a text, influenced by their own self-
efficacy as well as the genre, text level,author, illustrator, or topic of a text. The reader’s
engagement with text may be influenced by motivation to interact with a specific text.
Standard 5: Language VOCABULARY – a comprehension that a reader's understanding
of text is inextricably linked to his or her vocabulary base that can be developed
through reading, direct instruction, and student-centered activities.
Standard 7: Multi modal Literacies- Students will acquire, refine, and share knowledge
through a variety of written, oral, visual, digital, non-verbal, and interactive texts.
Lesson Objective:
Students will learn the Mvskoke (Creek) language.
Bright Colored Paper- flash cards.
Pre-recorded recordings or videos of the Mvskoke Creek language. (Can be found on
the Mvskoke Language program’s social media or on the website- https://www.mcn-
nsn.gov/services/mvskoke-language-program/mvskoke-dictionary/)
Bingo cards using the creek language
Materials Needed:
Activity
Ask students if they know any words in the Mvskoke Creek language. If students know
any creek words they can share with the class. Make flashcards and practice saying the
creek words. Listen to Creek words and try to speak. Then, have students make bingo
sheets using the downloadable layout (Next page). Then play bingo using the Mvskoke
Creek language.
Closing Activity:
Ask your students: What is one thing you learned from the Creek language that you
would like to share? Do you feel confident enough to share what you have learned with
others?
Homework/ Follow-Up:
Have students go home and ask their family if they know any words in the Mvskoke
Creek language they can teach them that they can share.If possible, take a field trip to
the Creek Council house so students can explore the history.
World Languages
Mvskoke Bingo
Preparatio n: Let's play bingo! Fill in the bingo card with Mvskoke (Creek) words. Using the
words you have learned in class.
Grade
Name:
Teacher:
Date:
B I N G O
3rd Grade
By Esther Morgan, Justice Public School
State Standards Addressed:
Standard 1:1 Learners understand, interpret, and analyze what is heard, read,
or viewed on a variety of topics.
Lesson Objective:
Students will recognize and recall the color words in the Muscogee language
Word seach template:
https://tools.atozteacherstuff.com/word-search-maker/wordsearch.php
Muscogee Creek language flashcards (request from the MCN Muscogee
language program)
Materials Needed:
Activity
The teacher will review the basic color and words in the Muscogee language
daily while also using an anchor chart for recall.
Closing Activity:
Students will reinforce the Muscogee language color words by finding them
in a teacher-created word search.
3rd Grade
By Esther Morgan, Justice Public School
State Standards Addressed:
Standard 1:1 Learners understand, interpret, and analyze what is heard, read,
or viewed on a variety of topics.
Lesson Objective:
Students will recognize and recall the color words in the Muscogee language
List of colors and other words in Mvskoke can be accessed on the Mvskoke
Language webpage: https://www.mcn-nsn.gov/services/mvskoke-
language-program/mvskoke-dictionary/
Color Worksheet from: https://teach.starfall.com/lv/generators/KRHF001
Materials Needed:
Activity
Introduce the basic color words in the Muscogee language using a chart that
is spelled phonetically and displayed.
Closing Activity:
Using the Starfall website generate a color by word using the Muscogee
language color words
World Languages
5th-8th Grade
By Sheila Pahsetopah, Lone Star Public School
State Standards Addressed:
Goal 2: Culture: 1. Relating Cultural Practices to Perspectives 2. Relating
Cultural Products to Perspectives
Lesson Objective:
Students will learn to use numbers in the Muscogee (Creek) Language.
Stencils
Appropriate writing utensils (Paint, Chalk, or Markers)
Mvskoke Creek Dictionary, Mvskoke language word list, or other
resource provided by the Mvskoke Language program(Word list can
be found https://www.mcn-nsn.gov/services/mvskoke-language-
program/mvskoke-dictionary/)
Object to stencil on (Staircase, sidewalk, whiteboard, foamboard, etc.)
Materials Needed:
Activity
Begin teaching students numbers in the Muscogee (Creek) language
through the online word list, dictionary, or other language resource
provided by the tribe.Students will then use the appropriate writing
utensil to stencil the numbers in Muscogee (Creek) language on the
object.
One hvmken (hum' gen)
Two hokkolen (ho ko len)
Three tutcenen (doo che' non)
Four osten (os' ten)
Five cvhkepen (cha ke ben) etc...
Visitors will have the opportunity to see and learn the Muscogee (Creek)
Language numbers one through ten. This lesson is great for Native
American Month!
Closing Activity:
Teachers could distribute a numbers sheet written in Muscogee (Creek)
language One through Ten with numerals in parentheses.
6th Grade
By Esther Morgan, Justice Public School
State Standards Addressed:
Standard 3 The student will analyze selected cultures which has affected our
history.1. Define the characteristics of culture and the role culture played on the
development of the world's peoples.
Lesson Objective:
Students will use their sense of smell to identify common traditions or family
celebrations.Students will be introduced to a historical tradition/ceremony of the
Mississippian culture pre-removal and present day.
Pumpkin spice and cinnamon candles
http://s3.amazonaws.com/content.newsok.com/newsok/images/NIE/nie_docs/Nati
veAmericanMoundbuildersTeachersFINAL.pdf (information on pgs. 13 & 14)
Materials Needed:
Activity
Introductory activity prior knowledge: Students will use their sense of smell to identify
common traditions or family celebrations by passing each individual candle in a
separate bag. Using only the student's sense of smell they must identify which
holiday or tradition they are reminded of.Emphasize the connection between their
family celebrations and the Muscogee Green Corn Festival, through PowerPoint and
lecture.
Closing Activity:
Think, Pair, Share: Students will pair up and discuss a favorite family tradition or
celebration and compare or contrast it with the Native American celebration of the
Green Corn Festival.Reconvene in the whole group and share.
World Languages
6th-8th Grade
By Carla Brown, Preston Public Schools
State Standards Addressed:
Standard 3 The student will analyze selected cultures which has affected our
history.1. Define the characteristics of culture and the role culture played on
the development of the world's peoples.
Lesson Objective:
Students will obtain and restore the Mvskoke Creek Language
Teachermust create the following using the MCN JOM Challenge Bowl
study guide and the Mvskoke language Word list located on the Muscogee
(Creek) Nations website: https://www.mcn-nsn.gov/
Phonetics (audio version) download resource
Phonetics study guide book (Next three Pages)
Trivia cards
Online language games for students (Quizlet, etc...) flashcards
Materials Needed:
Activity
Explain to students why language is important in Native American
culture.Have your students learn the 18 letters of the Mvskoke language.
Use flashcards to help students know the sounds of each letter.Begin
teaching the basic grammar rules of the Mvskoke language to the class and
have them write 2-3 sentences in activities on a topic of your choice.
Closing Activity:
Have your students practice the language sentence structure using the
worksheet below.
Homework/Follow-Up:
Phonetics study guides - with section review questions.
4th-5th Grade
By Sheila Pahsetopah, Lone Star Public School
State Standards Addressed:
STANDARD 4: Visual Art Appreciation: “Connecting”The student will appreciate and
utilize visual art to makeinterdisciplinary connections and informed aesthetic decisions.
Lesson Objective:
Students will understand the purpose of looking at the stars
#7 LED Light Box w/Images - (materials needed) Most custom sized light boxes are
made in California with durable, yet lightweight aluminum frames with 55% recycled
metal content and long-lasting LED's rated for up to 100,000 hours. Size up to 72" X
120."
Prior Knowledge
The constellation of the Great Dipper was called Perro Hake (bith-tho haw-key),
"the image of a canoe."
The North Star was known as Kolas-Nekeyeko (go-las knee-key-yee-go)," the
stationary star."
The Morning Star as called Hiyayvkecicv (high-ya-yuh-key-jack-guh), "the bringer of
daylight."
The Milky Way was known as Poyvfekcv en nene (boy-yuh-fek-juh in-knee-knee),
"spirit's path or road."
Materials Needed:
Activity
Four separate buttons to push that will light up and display individually the Great
Dipper, North Star, Morning Star, and Milky Way. Have students identify the
constellations by the Muscogee Creek words.
Closing Activity:
Discuss with students the significance of these constellations and how they would
have been used.
Homework/Follow-Up:
Teachers could administer a multiple-choice fun fact sheet with definitions &
match the image to.
Visual Art
5th-6th Grade
By Courtney Norton, Okmulgee Public Schools
State Standards Addressed:
Visual Art Standard 2 and Standard 4: Grade 5, Grade 6, and Grade 7
Lesson Objective:
Students will be able to compare and contrast art by Creek artist, Jerome Tiger and
that of Solomon McCombs.
Computer
Pencil
Art review compare and contrast form
Sticky note
Materials Needed:
Activity
1) Ask students to do a small sketch on a sticky note of something that is important to
them from their life, family, or world.
2) Students will share what they sketched and why they chose it.
3) Introduce students to two famous Creek artists, Jerome Tiger and Solomon McCombs.
Students should research and find out 3 facts about each artist and add them to their
compare and contrast forms.
4) Have students view the art of each artist on the Gilcrease Museum website. *Students
may look for art by the artists in other places after completing the assignment.
5) Students will select a piece of art by each artist and make notes about the piece on the
form. Students should view the art as if they were alive during the time it was created.
What would their senses tell them if they were in the art?
6) Students will record similarities in the art as well as differences.
7) Students will share their findings with a neighboring classmate and listen to the
classmate's understanding of the art.
Closing Activity:
Students can visit the Gilcrease Museum and view the artwork in person. While at the
museum, students should note if they still feel the same way about the art. Note any
similarities and differences from their experience in the museum viewing the art versus at
school through the Gilcrease website
Homework/Follow-Up:
Students can create a piece of art that would be of similar significance from their own life
or they can create their own version of one of the pieces by Tiger or McCombs.
Visual Art
5th-8th Grade
By Sheila Pahsetopah, Lone Star Public School
State Standards Addressed:
STANDARD 2: Visual Art History and Culture: “Responding” The student will
recognize the development of visual art from a historical and cultural perspective.
Lesson Objective:
Learn the proper name of clothing articles that Muscogee (Creek) Men and Women
wore Simple Clothing Articles
Silhouette Magnets Tutorial and Review - Silhouette School/The first thing want to
do is create your design in Silhouette Studio. So go ahead and layout your design
in Silhouette Studio - or a design you got from elsewhere.
Materials Needed:
Activity
Share with students the articles of clothing Muscogee (Creek) Men and Women
wore. The significance to the clothing.
Male:
Turbans
Belt
Ribbon Shirt (NOTE: did not originally wear shirts. Wore cloaks in cooler weather)
Leggings (NOTE: Creek men wore breech cloths and leather leggings)
Moccasins
Female:
Apron
Ribbon Shirt
Ribbon Skirt (NOTE: Creek women wore wraparound skirts and mantles made of
deerskin or woven fiber)
Moccasins
Closing Activity:
Have available two separate paper doll images for both male & female, printed on
durable card stock, along with a separate sheet of their Simple Clothing Articles.
Have students match the correct clothing to each paper doll.
Homework/Follow-Up:
Teachers could administer a Test for labeling the Simple Clothing Articles.
8th Grade
By Robin Jenkins, Holdenville Public Schools
State Standards Addressed:
OAS: Visual Art-Grade 8: Standard 1: Language of Visual Art: “Presenting” – The student
will identify and communicate using a variety of visual art terms:1.4: Discriminate
between types of shape (geometric and organic), colors (primary, secondary,
complementary, intermediates, neutrals, tints, tones, shades, and values), lines
(characteristics, quality), textures (tactile and visual), and space (background, middle
ground, foreground, placement, one-, two-, and three-point perspective, overlapping,
negative space, positive space, size, color) in personal artwork and the artworks of others.
OAS: Visual Art-Grade 8: STANDARD 3: Visual Art Expression: “Creating” The student will
observe, select, and utilize a variety of ideas and subject matter in creating original works
of art.3.3: Apply knowledge of a basic art vocabulary through experiences in making
original works of visual art.
OAS: Visual Art-Grade 8: STANDARD 2: Visual Art History and Culture: “Responding” The
student will recognize the development of visual art from a historical and cultural
perspective.2.1 Recognize and describe the cultural and ethnic traditions which have
influenced the visual arts, including American, Native American, African American, Asian,
Australian, European, and Hispanic traditions.
Lesson Objective:
To introduce the student to colors and the Muscogee (Creek) words associated with them.
The student will demonstrate the ability to predict, using the appropriate Muscogee
(Creek) vocabulary, what specific colors will result when two given colors are mixed.
Art Vocabulary list
Muscogee (Creek) Vocabulary list
White drawing paper or construction paper
Pencils
Brushes
Tempera paint: red, yellow, and blue
Containers of water
Paper towels
Small jar lids, circle templates, or safety compasses
Small containers for paint, egg crates, or paint palettes
Smart board or Document Camera Projector, transparencies/overlays
Color Wheel
Materials Needed:
Visual Art
8th Grade (cont.)
By Robin Jenkins, Holdenville Public Schools
Activity
Use flashcards of the appropriate color to introduce the colors to the students,
beginning with the primary colors. Each card should have the color on one side and
the Creek name on the other side. Begin with cate -red, holatte – blue, and peninv-
lane ome* – yellow. Explain that lane represents several colors—yellow, green,
brown, orange.
Ask the students questions about mixing colors using Creek vocabulary words, such
as, “If you had only three colors of paint—holatte, cate, and peninv-lane ome, how
would you pant things that are orange, purple, or green?” (Develop questions until
the students recognize that mixing colors is the answer).
Demonstrate and discuss, using overlays of primary colors, how cate, holatte, and
peninv-lane ome are mixed to get green, orange, and purple.
In small containers, the student will mix a primary color with another primary color
to create secondary colors.
The students will be given three or more sheets of paper and their painting tools.
On each paper, the student will use two primary colors and make colors of varying
intensities.
Show the students a color wheel. Have the students make a color wheel like the
one shown. (For lower levels, ready-made color wheel templates can be provided)
Closing Activity:
To reinforce the language activity, use a picture or color sheet matching the
numbered colors with the numbers on the picture ( Paint by number).
Homework/Follow-Up:
Provide a color “math” worksheet with equations for the student to solve. Write
equations using the following symbols:
Y = Yellow B = Blue R = Red G = Green O=Orange P = Purple
Example equations with answers:
Y + R = yvlahv lane ome
O – Y = cate
O – R = peninv lane ome
Pre-K- 6th Grade
By Jay Hester, Tulsa Public Schools
State Standards Addressed:
4. Read Critically and Interpret Informational Sources - Students will engage in critical,
active reading of grade-level-appropriate primary and secondary sources related to key
social studies concepts, including frequent analysis and interpretation of informational
sources.
4.B. Students will apply critical reading and thinking skills to interpret,evaluate, and
respond to a variety of complex texts from historical,ethnic, and global perspectives.
Lesson Objective:
Students will engage in critical listening skills and respond to historical/cultural
perspectives. Students will make 'corn' to have a tangible artifact of the story.
4 Pipe Cleaners (12 inches in length) per student
Plastic Pony beads (appx 120) per student
Story of Orphan and Corn (Next page)
Materials Needed:
Activity
Read the story of the "Origin of Corn' Students will make their own 'corn' Steps below:
Grab four 12 inch tan colored pipe cleaners and an assortment of beads in the shades
you like best. I like to be really organized and have each color bead sorted in its own
little container. This also makes for an easier cleanup! Line up your pipe cleaners so
they are even on each end and twist them together in the middle. Next, evenly space
each pipe cleaner and spread them into the shape of a star. Start threading the beads
onto each pipe cleaner, until all 8 are covered. Be sure to leave a little over an inch of
pipe cleaner showing on each end so you have enough to twist your husks later on.
Once you’ve covered your star in beads it’s time to shape your corn! Carefully bend
each end upward and gather the points together. Next, take the tops of your pipe
cleaners and twist them a couple of times to secure the beads and form the corn
“husks.” Be sure to leave some ends free and fan them out a bit.
Or watch the youtube video: https://www.youtube.com/watch?v=XIIb2Qe2LaQ
Closing Activity:
Ask open-ended questions (base on student grade level) Why is corn an important
food to the Creek Indian? Do you think this is how corn came to be? Why? Why not?
What is needed to grow corn? Have students complete their beaded corn craft.
Social Studies/History
THE ORPHAN AND THE ORIGIN OF CORN
Kindergarten- 6th Grade
By Tera Shows, Hilldale Public Schools
State Standards Addressed:
K.2.6 Describe family and community customs and traditions as basic elements of
culture.
2.2.6 Describe customs, traditions, clothing, food, housing, and music as basic elements
of various cultures represented within the local community.
3.3.3 Describe American Indian pre-contact cultures that have inhabited what is now
Oklahoma, such as the Spiro Mound Builders.
4.3.2 Examine the characteristics of culture, including the distribution and complexity of
the regions of the United States.A. Identify the characteristics of culture (language,
customs, beliefs, food, clothing, shelter) and compare the cultural characteristics of
different regions of the United States.B. Explain how the characteristics of culture affect
the ways in which people live.
Lesson Objective:
This lesson will introduce students to corn, traditional Muscogee food. Students will use
fine motor skills to construct their own replica corn while learning about this staple food.
Yellow, brown and white pony beads
Green fuzzy sticks
Tan raffia.
Materials Needed:
Activity
Corn is a traditional food for the Muscogee people. It sustained life and was used for
many recipes and purposes. It was typically grown together with beans and squash.
This combination was known as the "three sisters."
Step 1: discuss with the students what corn is and how it is typically used. Ask who has
eaten corn and how they like to have it prepared. Corn is a vegetable that most students
will be familiar with.
Step 2. Place the pony beads in containers. Give each student 4 fuzzy sticks.
Step 3: Twist the fuzzy sticks at the center so that they cross and make an 8 point star.
Step 4: Students will place pony beads on the fuzzy sticks in any color order that they
choose. Tell them that like people, no two ears of corn are the same and these
variations in color are what makes them beautiful.
Step 5. Once all 8 stems have been adorned with pony beads, gather them together and
secure with a small piece of raffia.The students should now have their own corn replica.
Closing Activity:
To close this activity for younger students they can learn this song about the three
sisters.(Sung to the tune of knick-knack patty whack)I love cornI love beansThese are
two of the sisters threeAdd some squash and its good for you and meAll together they
are sisters three
Social Studies/History
Kindergarten- 6th Grade
By Michelle Walker, Wetumka Public Schools
State Standards Addressed:
STANDARD 4:Visual Art Appreciation: “Connecting” The student will appreciate and
utilize visual art to make interdisciplinary connections and informed aesthetic
decisions.
Social Studies K.3-6.3 The student will analyze the significant events and historic
personalities contributing to the development of the state of Oklahoma.
Lesson Objective:
This lesson is to give the students a look into a classroom setting in 1906.
TV
Projector
Short Video
Materials Needed:
Activity
1.Ask students what they think that school life looked like in a 1906 classroom.
2. What are some things you think are the same/different?
3. Share pictures showing what a classroom in 1906 looked like.
4. Share pictures from the Creek Council house or visit the Council House to show
students first hand what a classroom in 1906 looked like.
Closing Activity:
Ask your students: What is one thing you learned from the video that you would
like to share? If you could go back in time, would you and why? Draw a picture
that would explain how you think things in the 1906 Era would look like.
Homework/Follow-Up:
Go home and ask your family for pictures from this time in history and any
information they may have that would pertain to this era in History.
Kindergarten- 6th Grade
By Michelle Walker, Wetumka Public Schools
State Standards Addressed:
STANDARD 4:Visual Art Appreciation: “Connecting” The student will appreciate and
utilize visual art to make interdisciplinary connections and informed aesthetic
decisions.
Social Studies: K.3-6.3 The student will analyze the significant events and historic
personalities contributing to the development of the state of Oklahoma.
Lesson Objective:
To give the students a look into the Muscogee Creek Nation
Field Trip to Council House
Lincoln logs or other building materials
Internet and Computer
Materials Needed:
Activity
Watch video 'The Council House Gateway to the Nation'
Take a field trip to the museum. Take a guided tour. Go back to the school and recreate a
replica of the Council House Museum using lincoln logs or other building materials
Closing Activity:
Ask your students: What is one thing you learned from the video that you would like to
share? If you could go back in time, would you and why? What is something you learned
at the Council House Museum? Why do you think the federal government to the land
away and why did they charge so much to get it back?
Homework/Follow-Up:
Go home and ask your family for pictures from this time in history and any information
they may have that would pertain to this era in History.Go home and discuss this
experience with others in your family to make them aware of what you learned.
Social Studies/History
Kindergarten- 6th Grade
By Michelle Walker, Wetumka Public Schools
State Standards Addressed:
STANDARD 4:Visual Art Appreciation: “Connecting” The student will appreciate and
utilize visual art to make interdisciplinary connections and informed aesthetic
decisions.Social Studies: K.3-6.3 The student will analyze the significant events and
historic personalities contributing to the development of the state of Oklahoma.
Lesson Objective:
To give the students a look into the Muscogee Creek Nation
Field Trip to Council House
Scavenger Hunt worksheet (Next page)
Materials Needed:
Activity
Take a field trip to the museum. While taking a guided tour have the students go on a
scavenger hunt using the Council House scavenger hunt sheet.
Closing Activity:
Ask your students:
1. What is one thing you learned from the video that you would like to share?
2. If you could go back in time, would you and why?
3. What is something you learned at the Council House Museum?
Homework/Follow-Up:
Go home and discuss this experience with others in your family to make them aware of
what you learned.
Kindergarten- 12th Grade
By Jay Hester, Tulsa Public Schools
State Standards Addressed:
4. Read Critically and Interpret Informational Sources - Students will engage in critical,
active reading of grade-level-appropriate primary and secondary sources related to key
social studies concepts, including frequent analysis and interpretation of informational
sources.
4.A. Students will comprehend, evaluate, and synthesize textual sources to acquire and
refine knowledge in the social studies.
4.B. Students will apply critical reading and thinking skills to interpret,evaluate, and
respond to a variety of complex texts from historical,ethnic, and global perspectives.
Lesson Objective:
Students will be exposed to and evaluate stories from Native American stories, both
written and spoken
Have 4 Culturally appropriate storybooks. (Can use MCN specific authors or stories or
use “Friends of Thunder” multi-tribal storybook.)
The Jingle Dancer, by Cynthia Smith
The Otter, The Spotted Frog & the Great Flood, Ramon Shiloh
The story of Jumping Mouse, by John Steptoe
Materials Needed:
Activity
I used this lesson as part of a field trip. I took a group of students from 1st through 6th
to the Gathering Place in Tulsa. This could be done strictly in the classroom or outside
on a playground. I read the Story of Jumping Mouse before the trip. The trip and the
student was compared to the mouse, traveling, learning, gaining knowledge.As we
walked through the park, I would stop and read different stories from various books. I
incorporated all the local Tribes and several stories from Plains tribes. Stories can be
interchangeable. You may pick stories based on time of year or content you would like to
bring up. I let the conversation flow organically. I asked leading questions and let the
students tell their interpretation of the story. The students would digest the stories while
walking to the spot to stop and listen to the next story/stories. This is a very adjustable
lesson plan. The stories can be increased and revised based on grade and time
available.
Closing Activity:
Ask leading questions; how do you think the bunny felt? "Ask about time comparisons.
"This story is a thousand years old, is it still valuable? Why? Why not? What might be a
modern-day comparison?
Homework/Follow-Up:
Ask the younger students to draw a picture of one of the stories.Ask the older student
to write a compare/contrast outline or to make up their own story
Social Studies/History
Kindergarten- 12th Grade
By Jay Hester, Tulsa Public Schools
State Standards Addressed:
3. Acquire, Apply, and Evaluate Evidence - Students will utilize inter disciplinary tools
and master the basic concepts of the social studies in order to acquire and apply
content understanding in all related fields of study.
3.A. Students will develop skills and practices which demonstrate an understanding
that historical inquiry is based on the analysis andevaluation of evidence and its
credibility.
Lesson Objective:
To aquatint students with Native American Art and Artifacts
Book a tour with Gilcrease Museum (Enduring Spirit tour)
Materials Needed:
Activity
Students can be reminded/reinforced of symmetry in art. Direct students to look for
common themes in artwork across the tribes.
Closing Activity:
Students will compare/contrast likenesses in their artwork and the art they saw in
the museum.
Kindergarten- 12th Grade
By Jay Hester, Tulsa Public Schools
State Standards Addressed:
Strand 1: History History focuses on the written record of human
experience revealing how individuals and societies developed institutions,
philosophies, ideals, and cultural values, and resolved their problems. A
balanced study of history helps students understand the how and why of
the challenges and successes of past societies. By studying the choices and
decisions of the past, students can confront today’s problems with a
deeper awareness of their alternatives and likely consequences
Lesson Objective:
Students will learn the importance of basket making and how to make a round
reed basket before visiting the Gilcrease Museum
Commercial Round Reed
12 spokes
1/2 SpokeCoils of plain reed
Coil of colored reed (optional)
shallow container of water (coils must be wet)
scissors
Materials Needed:
Activity
Read the following for history/significance of basket making:
https://docs.google.com/document/d/1GrwNC001IjjHPK_VKEsBl-
rU0CaTAJJIKMcmm72A6WM/edit?usp=sharing
Students can make their own basket (youtube video)
https://www.youtube.com/watch?v=cWMTnuc_Xm4
Or use this lesson as a lesson before/after a trip to Gilcrease Museum
Closing Activity:
Have students complete their baskets. Once baskets are completed as them a
series of questions such as what is the importance of these baskets? Did you see
any baskets when taking a tour of the Gilcrease Museum?
Social Studies/History
Kindergarten- 12th Grade
By Jay Hester, Tulsa Public Schools
State Standards Addressed:
Strand 1: History History focuses on the written record of human experience
revealing how individuals and societies developed institutions, philosophies, ideals,
and cultural values, and resolved their problems. A balanced study of history helps
students understand the how and why of the challenges and successes of past
societies. By studying the choices and decisions of the past, students can confront
today’s problems with a deeper awareness of their alternatives and likely
consequences
Lesson Objective:
Students will learn the importance of basket making and how to make a round reed
basket before visiting the Gilcrease Museum
Commercial Round Reed
12 spokes
1/2 SpokeCoils of plain reed
Coil of colored reed (optional)
shallow container of water (coils must be wet)
scissors
Materials Needed:
Activity
Read the following for history/significance of basket making:
https://docs.google.com/document/d/1GrwNC001IjjHPK_VKEsBl-
rU0CaTAJJIKMcmm72A6WM/edit?usp=sharing
Students can make their own basket (youtube video)
https://www.youtube.com/watch?v=cWMTnuc_Xm4
Or use this lesson as a lesson before/after a trip to Gilcrease Museum
Closing Activity:
Have students complete their baskets. Once baskets are completed as them
a series of questions such as what is the importance of these baskets? Did
you see any baskets when taking a tour of the Gilcrease Museum?
1st Grade
By Esther Morgan, Justice Public School
State Standards Addressed:
Standard 4:1 The student will examine the interaction of the
community.Identify the three basic needs of all people: food, clothing, shelter.
Lesson Objective:
Students will recognize that Native American people in different areas eat different
foods, dress differently and live in different types of houses.
Children's book such as "The Birchbark House" by Louise ErdrichWebsite:
https://www.khanacademy.org/humanities/us-history/precontact-and-early-
colonial-era/before-contact/a/southeast-indian-culture
Materials Needed:
Activity
To introduce the lesson begin by creating prior knowledge by having the students
brainstorm in the whole group describing the many types of housing we have such
as brick homes, trailer homes, wood-frame homes, etc. Read the book "The
Birchbark House" and show the pictures of the dwellings on the Khan Academy
website.
Closing Activity:
Think, Pair, Share: Pair students and have them share how their homes differ or are
alike in the story or pictures on the website. Students will come back together in the
whole group sharing what each pair discussed.
Social Studies/History
2nd-3rd Grade
By Esther Morgan, Justice Public School
State Standards Addressed:
Social Studies 1.A.2-3.2 Describe and offer examples of how people have improved
their communities in the past and present.Visual Arts Standard 2:5 Visual Art History
and Culture: “Responding”The student will recognize the development of visual art
from a historical and cultural perspective. Understand how the visual arts are
reflected in, the culture,traditions, and the history of Oklahoma.
Lesson Objective:
Students will learn about healthy eating while exercising literacy and comprehension
skills.
Children's book about clans such as "The Sign of the Beaver", lunch bag template _
Native American Vest Pocket Bag Materials needed Brown paper lunch, drawing
supplies
Materials Needed:
Activity
Prior Knowledge: Explain the meaning of clans in the Native American culture.
Explaining the organization of clan lineage and introducing the names of the clans:
Muscogee clans are as follows:Bear Clan (Muklasalgi, Nokosalgi),Beaver Clan
(Itamalgi, Isfanalgi, Itchhasuaigi),Bird Clan (Fusualgi),Bog Potato Clan
(Ahalakalgi),Cane Clan (Kohasalki),Deer Clan (Itchualgi),Fish Clan (Hlahloalgi),Fox Clan
(Tsulalgi),Hickory-Nut Clan (Odshisalgi),Maize Clan (Aktayatsalgi, Atchialgi),Mole Clan
(Takusalgi),Otter Clan (Osanalgi),Panther Clan (Chukotalgi, Katsalg),Raccoon Clan
(Wahlakalgi, Wotkalgi),Salt Clan (Okilisa, Oktchunualgi),Skunk Clan (Kunipalgi),Toad
Clan (Pahosalgi, Sopaktalgi),Turtle Clan (Locvlke) – related to Wind Clan Wild-Cat Clan
(Koakotsalgi),Wind Clan (Hutalgalgi),Wolf Clan (Yahalgi)[44] – related to Bear
Clan.Read a children's book such as 'The Sign of the Beaver" by Elizabeth George
Speare
Closing Activity:
Students will create brown paper sack vests using the attached template. They will
design an emblem to signify their clans if known or will choose a Muscogee Creek
Nation clan.
3rd Grade
By Ashley Corn, Henryetta Public Schools
State Standards Addressed:
3.3.4 Identify cultural similarities and differences of the existing sovereign tribal
nations in Oklahoma, especially thosenear the local community.
Lesson Objective:
To compare and contrast the Creek Nation tribe to the other existing sovereign tribes.
Provide informational books/internet (technology)
Information can be from, but is not limited to:
https://www.mcn-nsn.gov/culturehistory/
https://www.cherokee.org/about-the-nation/history/
https://www.choctawnation.com/history-culture
https://www.seminolenationmuseum.org/history/
https://www.chickasaw.net/our-nation/history.aspx
Materials Needed:
Activity
Have students create a table or diagram to compare and contrast tribes.
Closing Activity:
For this age, you can give them a traditional paper and pencil test to assess their
knowledge of the different tribes. If possible, take a class trip to the Muscogee
(Creek) Nation Council House to further students understanding of the tribal
government.
Social Studies/History
3rd Grade
By Esther Morgan, Justice Public School
State Standards Addressed:
Standard 3:3 Describe American Indian pre-contact cultures that have inhabited what
is now Oklahoma.
Lesson Objective:
Students will display an understanding of the rules and guidelines to exhibit the
ancient game of Chunky
Large open space
Starting marker or drawn line
Rods or sticks
Wheel or ball
https://www.pbs.org/native-america/extras/chunkey/
Materials Needed:
Activity
Explain to the students that in pre-history times Native people in North America
played the game of stick ball and what is known today as lacrosse, among other
games, to settle conflict and dispute between rivaling communities. The winning team
not only earned bragging rights, which was significant, but the victors also earned the
right to determine the solution. "A round stone was rolled on a long course while
players hurled spears and arrows to project where the stone would come to rest.
Whoever’s spear came the closest to where the stone stopped rolling won. A round of
chunkey could consist of several plays to determine the winner. " Rules will be
explained and shown in a large open space. Practice a few times and then allow
teams to keep score.
Closing Activity:
Students will play a game of Chunky, recording the score by teams.
3rd Grade
By Esther Morgan, Justice Public School
State Standards Addressed:
S.S. 3.2.2 Describe American Indian pre-contact cultures that have inhabited
what is now Oklahoma.
Science 3-LS1-1 From molecules to organisms: Plants and animals have unique
and diverse life cycles.
Lesson Objective:
Students will learn that the pre-contact Mississippian societies' main crop was
the sunflower. (*source, MCN Cultural Preservation)
Children's book such as "From Seed to Sunflower"
Online PowerPoint of a sunflower field and sunflower seed
Materials Needed:
Activity
Read a children's book about the life cycle of a sunflower. Explaining that
the sunflower was the main crop of the Southeastern Native American
tribes. Show the slide or PowerPoint of the sunflower field and seed.
Explain the life cycle of the sunflower from seed to flower.
Closing Activity:
On a blank sunflower template label the parts of a sunflower
Social Studies/History
3rd- 4th Grade
By Ralena Groom, Bristow Public Schools
State Standards Addressed:
3.1. R.1 Students will actively listen and speak clearly using appropriate discussion
rules.
3.1. R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media to confirm
understanding.
4.1. R.2 Students will ask and answer questions to seek help, get information, or
clarify information presented orally through text or other media to confirm
understanding.
Lesson Objective:
Understand the role of storytelling and Native American legends as an important
part of our past and our culture.
Copy of : Little Star- by Mary Packard (Also available on YouTube)
Materials Needed:
Activity
Speak with students about the rich history of Native American storytelling and
legends. Read book aloud or play the video for students. (Encourage students to
read alone as well. AR poitns-.5)
Digging Deeper: Ask students specific questions--What did Little Star love most of
all?-What did her father want Little Star to do?-When Laughing Cloud wished on the
tiny star what happened next?-What tribe of Native Americans did Little Star
belong-Who gave Little Star her beaded necklace?-What was the name of Little
Stars dad?-Little Star’s necklace came with a wish. Did she use it to wish for a horse?
-What was the name of the horse that Little Star saved with her necklace?
Winding Down: Discuss with students how Native American children of the past
were named for animals, plants, nature and natural occurrence. Have them think of
a name that could have been given if they were Native American. Have them write a
few sentences about why they chose that name. Ask them to write about a time
they wanted something as badly as Little Star wanted a horse.
Closing Activity:
Have students design what their own necklace would look like and what they would
use their wish for.
Homework/Follow-Up:
*Read book at home or alone in class and take a reading test.
3rd- 5th Grade
By Taler Adney, Okmulgee
State Standards Addressed:
Visual Art Standard 3 Rationale: Art making is a complex cognitive process. It can involve
developing an idea, visually describing a real-world experience, expressing an emotional
state, or illustrating an intuitive feeling. Creating visual art will help students learn to
express themselves more confidently at a deeper level of aesthetic reflection and a
greater sense of craftsmanship. This process begins by discussing some Essential
Questions: How was the artwork made? What materials were used? Why was the artwork
created?
Lesson Objective:
Students will understand and learn the importance ofHeaddress/Warbonnets
Arts/Craft Supplies
Materials Needed:
Activity
Not all tribes wore headdresses/warbonnets.*Cherokee- Turbans*Mvskoke Creeks-
Turbans*Seminole-Roaches*Choctaw- Mohawk, few feathers*Chickasaw- men-
roaches/scalplock, women- up with beads*Sioux or the plains natives are the primary tribes
that wore headdresses/ warbonnetsDifferent types of warbonnets.*Trailer- full length*Halo-
oval-shaped, frames face*Straight upWhat they symbolize and why are they given to certain
tribe members.*Made from the tail feather of golden eagles and each feather is earned by
an act of bravery in battle and some feathers were dyed with red to symbolize a specific
deed. Warbonnets also had beadwork and ermine fur.Only men wear warbonnets/
headdresses. These are also only worn primarily during special occasions and never into
battle.Why is it disrespectful for people to wear them as costumes?*Today's culture is under
the belief that all natives wear headdresses/ warbonnets and this is how they perceive them.
This is not the case as learned above about how only specific tribal men from certain tribes
wore this attire. When non-natives or natives wear them inappropriately or out of context it
is highly offensive given that wearing this does not represent all natives and the tribes that it
doesn't represent go to great lengths to earn this honor.Activity- Give 4 or 5 styles or
warbonnets and headbands to create. Supply card stock paper, beads, feathers, and glue.
Have the boys pick out a headdress/warbonnet style and have the girls design a headband
with no more than 2 feathers. Once these are created they are not to be worn and only for
display. You can have the class take a vote on which ones they think are the best and then
they can be taken to the council house for a display to bring families to the museum. These
are not to be taken home and are to be disposed of by the teacher and or the museum.
Closing Activity:
Reiterate that students have an understanding of what the headdress is, why it is important,
and why it is not a costume. Collect all art to be discarded appropriately.
Homework/Follow-Up:
Go and see the display in the Council House Museum to see who placed first, second, and
third. This is good because it brings the families as well as the students to the museum.
Social Studies/History
3rd- 12th Grade
By Jay Hester, Tulsa Public Schools
State Standards Addressed:
Acquire, Apply, and Evaluate Evidence Understanding and using
strategies to analyze evidence in the social studies. Students will
evaluate historical, geographic, and economic information. Students will
draw conclusions from primary and secondary sources to formulate
informed decisions.
Lesson Objective:
Acquaint students with Creek cultural games.
Read ‘Little Brother of War’
Tour the Muscogee Creek Nation Council House and ask for students to play
stickball as their activity
Materials Needed:
Activity
Students tour the Council House.The stickball game will be part of the field trip to the
Council House in Okmulgee.
Closing Activity:
Ask students to explain why stickball was the 'little brother of war'? Ask if it would be
a suitable solution for some problems today? Why or why not?
4th Grade
By Ralena Groom, Bristow Public Schools
State Standards Addressed:
4.3 The student will analyze the human characteristics of the United States and how
geography impacts historic events.
4.3.1 Identify and describe early settlement patterns of regions in the United States. A.
Draw conclusions from maps to show how climate, vegetation, natural resources, and
historic events affect the location and growth of settlements. B. Identify major American
Indian groups and their ways of life in each region, including economic activities, customs,
and viewpoints on land usage and ownership. C. Summarize the reasons for key
expeditions of North America by Spain, France, and England and their impact on the
development of each region. D. Identify push and pull factors of human migration. E.
Evaluate the impact of the Columbian Exchange on American Indian groups, African slaves,
and European settlers, including agriculture, trade, culture.
Lesson Objective:
Understand and explore the relationship between Native Americans and early European
settlers as they expanded the colonies. Draw on the importance of researching for
accuracy when learning and understanding our past.
Access to the following website:
http://www.native-languages.org/houses.htm
Materials Needed:
Activity
Ask students to identify what type of housing Native Americans lived as European
settlers arrived. Most will say Tipis. Talk to students about the many different
tribes and styles of housing. In groups of 2 or 3 assign, or let students choose a
tribe.
Digging Deeper: Have students visit the website above and identify what type of
dwelling their tribe would have used in the past. Have students write and draw a
description of the dwelling and label it with the tribe that inspires it.
Winding Down: Have students pick a dwelling they would have preferred more
than the dwelling of their assigned tribe and explain why they like it better.
Closing Activity:
Ask students to identify the differences and similarities between the many different
dwellings of the past compared to those of today.
Homework/Follow-Up:
Have students present a model of the dwelling of their choice.
Social Studies/History
5th Grade
By Ralena Groom, Bristow Public Schools
State Standards Addressed:
5.1.1 Summarize reasons for the European colonization of North America and
the impact on the development of the American colonies.
5.1.2 Examine the economic and political motivations for English settlements at
Roanoke and Jamestown.
5.1.4 Explain the early successes and challenges of the Jamestown settlement
including the leadership of John Smith, interrelationships with American
Indians, challenges of the Starving Times, and the export of natural resources
for profit.
Lesson Objective:
Understand and explore the relationship between Native Americans and early European
settlers as they expanded the colonies. Draw on the importance of researching for
accuracy when learning and understanding our past.
Digital or hard copy of Disney’s Pocahontas
Access to the following websites:
https://www.smithsonianmag.com/history/true-story-pocahontas-
180962649/
https://www.britannica.com/biography/Pocahontas-Powhatan-princess
https://time.com/5548379/pocahontas-real-meaning/
Materials Needed:
Activity
Have students watch the movie Pocahontas for future analysis. Tell them to pay attention
to details and timelines.
Digging Deeper: After the movie, ask students what they know about the real Pocahontas
and some of the historical events portrayed in the movie. Next, have students work in
groups to visit the websites and list 5 differences between the movie version of
Pocahontas and the real Pocahontas.
Winding Down: Have groups discuss the differences they discovered and compile a list of
the difference for discussion. Ask students to expand on why they think Disney chose to
change things and if they agree with these changes.
Closing Activity:
Have students write a paragraph about how Pocahontas changed the relationship between
her tribe and early European settlers. Check for accuracy to see if students write about the
real Pocahontas or the Disney version.
Homework/Follow-Up:
Read a short biography about Pocahontas and take a reading test.
5th Grade
By Ralena Groom, Bristow Public Schools
State Standards Addressed:
OKH.5.1 Examine the policies of the United States and their effects on American Indian
identity, culture, economy, tribal government and sovereignty including.
USH.1.3 Analyze the impact of westward expansion and immigration on migration,
settlement patterns in American society, economic growth, and American Indians.
Lesson Objective:
Understand the connection between past and present by studying the progression of the
timeline of the MCN Council House.
Council House Timeline and Fill in the Blank—(Provided Next two Pages)
Materials Needed:
Activity
Activity: After touring the MCN Council House, either virtually or in person, talk with
students about the process of how MCN Citizens landed in Okmulgee, OK what they
did to preserve their culture. Have students read statements and fill in the blanks by
looking at the timeline. While discussing these dates ask students to expand on what
other events coinciding with those dates, or how they think certain events affected
Creek citizens. Talk to students about how they think the Council House not only
impacted the MCN Citizens but the city of Okmulgee as well.
Closing Activity:
Ask students to write a few sentences about something they would like to see as a future
date on the timeline.
Homework/Follow-Up:
Bonus points for a student that can find other dates that could be added to the
timeline.
Social Studies/History
5th-8th Grade
By Sheila Pahsetopah, Lone Star Public School
State Standards Addressed:
STANDARD 2: Visual Art History and Culture: “Responding” The student will
recognize the development of visual art from a historical and cultural perspective.
Lesson Objective:
Students will learn about the Muscogee (Creek) Nation Seal
Completed puzzle
Spreader
Puzzle Glue
Wax paper
Tape
White craft glue (any brand)
Exacto knife
Foamboard
MCN Seal Facts from http://www.fivecivilizedtribes.org/Creek-Seal.html
Materials Needed:
Activity
3D Puzzle Mat Foam Board with the image of the Muscogee (Creek) Nation seal.
Under each piece of the puzzle mat foam board... a fact about the MCN
SealExamples: but not limited to: What do the initials I. T. on the circular
border of the seal means? Answer: Indian TerritoryWhat does the plow
represent?Agriculturalists What image represents Christianity?The Sheaf of
Wheat
Students will be given a fact about the MCN Seal with each piece of the puzzle
he/she is putting together. Anyone putting the puzzle pieces together will have a
more understanding of what the MCN Seal represents.
Closing Activity:
Have students write 3 facts they learned about the Muscogee (Creek) Nation Seal.
6th Grade
By Carla Brown, Preston Public Schools
State Standards Addressed:
Standard 2 Visual Art History and Culture: “Responding” The student will recognize the
development of visual art from a historical and cultural perspective.Recognize and
describe the cultural and ethnic traditions which have influenced the visual arts,
including American, Native American, African American, Asian, Australian, European,
and Hispanic traditions. Analyze art from various historical periods in terms of artistic
style and subject matter. Identify how the visual arts are used in business and industry,
including advertising, television, and film, and understand the role of the visual arts in
creating digital images and commercial designs. Discuss the relationship that exists
between the visual arts and other art forms, such as music, dance,drama, and media
arts. Understand how the visual arts are reflected in different cultures throughout
history.
Lesson Objective:
Providing Creek Cultural Specific art as an example of Native American
Art.Understanding how the art was created and what it symbolizes or how it was
traditionally used.
Southeastern Ceremonial Complex
One notable aspect of the Mississippian culture was the artwork that was produced.
Today it is referred to as the Southeastern Ceremonial Complex. It includes engraved
copper, finely carved stone and shell necklaces and pendants, stone statues, and
intricately wrought stone maces, clubs, and hatchets as well as pottery. (see images of
Southeastern Ceremonial Complex)
Materials Needed:
Activity
Provide the class with materials that would have been used to create carved images or
pottery such as clay or stone, shell, and copper as well as the tools they may have used
(Flint rocks and other natural resources). Have students attempt to create their own Creek
Art.
Closing Activity:
Discuss the difficulty and time these cultural pieces would have required and the
durability of the materials used.Discuss the symbolic or traditional meanings of the art
shown in pictures and ask the students what their creations symbolize.
Homework/Follow-Up:
Have students research and discover additional creek art.
Social Studies/History
6th Grade
By Esther Morgan, Justice Public School
State Standards Addressed:
Standard 3 The student will analyze selected cultures which has affected
our history.1. Define the characteristics of culture and the role culture
played on the development of the world's peoples.
Lesson Objective:
Through active learning, students will gain insight into the moundbuilders’
resourcefulness.
Paper
Sandbox sand
Shallow cardboard boxes such as the lid of a copy paper box(one for each
group)
Materials Needed:
Activity
Students will tear from paper something that they value or treasure. Divide
the class into groups. Each group will be given a box of sand to
cooperatively construct a mound with a cavity to place their valuable
artifact or treasure.
Closing Activity:
Give students a blank template of a mound and have them draw all their
valuable possessions in the mound.
6th-7th Grade
By Courtney Norton, Okmulgee Public Schools
State Standards Addressed:
6.1.3 Integrate visual information, draw conclusions, and make predictions
from geographic data and analyze spatial distribution and patterns by
interpreting that data as displayed on geographic tools.
7.1.5 Integrate visual information, draw conclusions, and make predictions
from geographic data; analyze spatial distribution and patterns by
interpreting that data as displayed on geographic tools.
Lesson Objective:
Students will be able todescribe the information found in a map of their
choice and analyze the benefits of their map for others.
Youtube video on GIS Mapping with Will.i.am
(https://youtu.be/5uYkNz8_iWg)
Access to ArcGIS website (www.arcgis.com/home/)
Computer presentation program (Google Slides, Powerpoint, etc.)
Paper and Pencil
Materials Needed:
Activity
Before beginning the activity: Teachers in the area of the Muscogee (Creek)
Nation, be aware that there is an incredible resource in the tribe that utilizes
GIS technology. Visit the websitewww.mcngis.comto check out some of the
projects being done in the nation. Ask your students to research one of the
projects and then share how GIS technology is used to support the tribe.
Brainstorm other ways that GIS technology could be used to support the
advancement of the tribe. There is a possibility that a member of the
department could come and do a presentation for your students.
***Teachers outside of the Muscogee (Creek) Nation, after visiting the
website, viewing the projects, and brainstorming other ways of using the
technology, do some research to see if there is anyone in your area who
could come and share how they use the technology at their jobs
Social Studies/History
6th-7th Grade (cont.)
By Courtney Norton, Okmulgee Public Schools
Why you chose your map?
What data the map displays?
What types of questions the map can be used to answer?
Who might find the information in the map useful?
Activity
With a partner, students will list the types of things and information
commonly found on a map.
Watch the YouTube video "Will.i.am Sparks Mapping with GIS in L.A. Magnet
Academy". Discuss with your partner which, if any, of the things found on
maps in the video were on your list. Add to your list any other ideas you now
have about mapping and data. Is there anything from your life (past or
present) that you would like to see on future maps?
Share with the class items from your list and what future map data you would
like to see.
Complete the following activity with your partner:Open the ArcGis website
(www.arcgis.com/home/) .
Find and read "The Lands We Share: America's Protected Areas" Story Map.
Choose one of the maps.
Using Google Slides or another presentation program create a presentation
describing:
1.
2.
3.
4.
Closing Activity:
Complete the Exit ticket: If you were to create a map with information related to
your family history, what types of data would it include?
Homework/Follow Up:
Discuss with your parents, grandparents, and/or guardians the data that could be
included on a family map.
6th-8th Grade
By Tera Shows, Hilldale Public Schools
State Standards Addressed:
OKH.4 The student will analyze the formation of a constitutional government in
Oklahoma.
5.4.4 Describe the relationship between the federal government and sovereign American
Indian nations, as established under the Constitution of the United States.
6.3 The student will identify the characteristics, distribution, and demographic patterns
of human populations and systems of the Western Hemisphere.
Lesson Objective:
Students will study the process of establishing their own territory, using the steps that
those who were part of the Sequoyah Convention used.
Map of Oklahoma Territory prior to statehood
Materials Needed:
Activity
The State of SequoyahStep 1: Present this museum fact to students: In response to the
forced ending of tribal governments, the Five Civilized Tribes in Indian Territory
proceeded to create a state, separate from Oklahoma territory. The five tribes met and
agreed that their new state would be called the State of Sequoyah. President Roosevelt
rejected this proposition and eventually combined the territories into the State of
Oklahoma.
Step 2: Examine the map of Sequoyah and Indian territories (available online through
the OSU library or you could provide one with the curriculum book)Discuss with
students the steps that lawmakers went through to establish a new state and how it lead
to present-day Oklahoma. Talk about territorial boundaries.Students will then draft a
constitution for their "territory" inside the classroom. They will describe the boundaries
(the area around their desk), the rules for their "territory" and laws that will establish for
their space. They will draft them on paper first, then share them with the
classroom.Once all constitutions are drafted, the teacher then explains how all of the
individual territories now reside together in his or her classroom and must together as
one. Much like what happened to Oklahoma Territory and Indian Territory.
Closing Activity:
Students will write a reflection paper on how it felt to be able to draft their own
constitution then what it felt like to find out that their "territory" ultimately belonged to
someone else. Were they upset that they had gone through this process, only to be
overruled or relieved that they didn't have to worry about things like prosecuting
trespassers?
Social Studies/History
6th-8th Grade
By Tera Shows, Hilldale Public Schools
State Standards Addressed:
Standard 3 The student will analyze selected cultures which has affected our
history.
1. Define the characteristics of culture and the role culture played on the
development of the world's peoples.
Lesson Objective:
Students will study the Mississippian era and attempt to make an earthen
mound using the old ways.
Baskets
Dirt
Art platforms
Materials Needed:
Activity
While studying the Mississippian era in History, students will learn that the Muscogee
Creek people belong to the Mississippian culture and were a mound-building
society. Show students pictures of the Ocmulgee National Mounds to give them an
idea of the size that these mounds were and the shapes they consisted of.Now, play
in the mud!Students will build their own earthen mound.Establish the area that
they are to gather their mud from (a designated plot of land at your school or a
sandbox of dirt just for this project),Establish an area where the mounds are to be
built. This should be a ways away from their supply, as to demonstrate the struggle
with carrying dirt.Supply the students with baskets to carry their dirt in, or have
them make their own (see basket making lesson plan).Students will then work in
groups to shape a small earthen mound that is representative of the mounds used
by the Muscogee people. They may use only things found in nature to support their
structures such as water, sticks, and grass.Have them chart their progress at the
end of each class period. They should record both their successes and their failures.
Closing Activity:
Once the project is finished, students should reflect on why they think that mounds
were the chosen method of housing for the Muscogee people during this time period.
6th-8th Grade
By Tera Shows, Hilldale Public Schools
State Standards Addressed:
Social Studies 6.3.5 Compare the systems of government, including representative
governments (democracy, republic, constitutional monarchy) and authoritarian
systems (dictatorship, absolute monarchy).
Lesson Objective:
Students will examine the tribal legislative process and how it came to be known as
the House of Warriors for the Creek people.
Tour the MCN Council House
Sample Act or Resolution proposal template
Vocabulary definitions for:Act, Resolution, Debate, and Law
Materials Needed:
Activity
Read the background material used in the Council House Museum to establish
recognition of the term House of Warriors.Divide students into groups by table, row,
or shirt color, etc. Each group will become a tribal town and will hold an "election" to
elect their representative. Each group will propose an act or resolution to present to
the House of Warriors. This can include anything that relates to them and their grade.
Maybe they want to establish a rule that pencils can only be sharpened at the
beginning of the class period or that they get 5 minutes of talk time at the end of the
period. Each tribal town will draft a proposal for their new "rule" that will be heard by
the House of Warriors.Then, the House of Warriors will hold a mock debate and reach
a final decision on the acts they believe are viable. The teacher should moderate the
debate and encourage healthy discussion. The teacher then will represent the full
Council and make the final decision on which laws are approved.
Closing Activity:
Random partnering - Describe to your partner one way in which you practice a
cultural tradition in your house /community/family. (Examples: Speaking your
language, dance, food, family stories, etc) (5 mins w/ share out)
Homework/Follow-Up:
Review the lesson and provide an exit ticket with vocab comprehension, ask students
to compare and contrast the House of Warriors to the government legislative that is
used today.
Social Studies/History
6th-12th Grade
By Jay Hester, Tulsa Public Schools
State Standards Addressed:
5. Engage in Evidence-Based Writing - Students will apply effective communication
skills by developing a variety of evidence-based written products designed for multiple
purposes and tasks, in order to demonstrate their understandings of social studies
concepts, ideas, and content.
5.B. Students will engage in authentic inquiry to acquire, refine, and share knowledge
through written presentations related to social studies.
Lesson Objective:
Students will refine ideas/concepts into a Creek word of phrase.
https://www.youtube.com/watch?v=UoLSE_4Jwjs (youtube video) https://www.c-
span.org/video/?471216-1/muscogee-creek-nation-council-house
Talking points (Next Page)
Materials Needed:
Activity
This lesson can be used individually or before a field trip to the Creek Nation Council
House. Show the video overview of the Muscogee (Creek) Nation. Let questions
emerge organically from students. Focus on the building of the Council House in
Oklahoma. Talk about the make up of the Council House. The House of Kings and The
House of Warriors. (The material is included above.)
Closing Activity:
Have students divide into House of Kings or House of Warriors. Students have to
come up with one idea that would have probably been discussed in the Council
House in 1878. Older grades will compose an argument to support their idea.
Homework/Follow-Up:
Tour the Muscogee (Creek) Nation Council House.
Prior Knowledge
6th-12th Grade
By Jay Hester, Tulsa Public Schools
State Standards Addressed:
5. Engage in Evidence-Based Writing - Students will apply effective communication
skills by developing a variety of evidence-based written products designed for multiple
purposes and tasks, in order to demonstrate their understandings of social studies
concepts, ideas, and content.
5.B. Students will engage in authentic inquiry to acquire, refine, and share knowledge
through written presentations related to social studies.
Lesson Objective:
Students will produce a document showing an understanding of the Creek government
in 1878. The students will write an article showing support for their idea. The students
will also write a Creek word or phrase they believe the walls would have heard in 1878.
Tour of council House, Okmulgee, OK
Dictionary of Mvskoke Creek Language
https://www.mcn-nsn.gov/services/mvskoke-language-program/mvskoke-
dictionary/
Materials Needed:
Activity
Students will tour the Council House. Have students divide into their previously decided
upon House. Students will read their idea for discussion. Students can debate current
ideas or form new ones depending on what they discover at the Council House.
Closing Activity:
Students are asked if their arguments or thoughts would have been discussed in
1878. Why or why not? Would the Houses have different answers today than in
1878? Do the needs of the people change? Why or Why not? Students pick a word
they believe would have been uttered inside the Council House.
Homework/Follow-Up:
Students will search the dictionary to find the Creek word they think would have been
said. (Mvskoke Creek language program will help, if needed, at MCN
headquarters.)Upper grades write an argument for a proposal they think would have
been heard in Council in 1878.
6th-12th Grade
By Tera Shows, Hilldale Public Schools
State Standards Addressed:
The student will analyze selected cultures which has affected our history.
1. Define the characteristics of culture and the role culture played on the
development of the world's peoples.
Lesson Objective:
Students will make a basket to use to carry their supplies in for the Mississippian
Era lesson.
Round basket reed
Buckets of water
Materials Needed:
Activity
1. Soak round basket reed in water until it is soft and pliable
2. Cut reed into three-foot sections, and six-foot sections
3. Each basket will need (13) 3 foot sections and (1) 6 foot section
4. Split the 3 foot sections into two groups; one group of 6 and one group of 7
5. Lay the two sections across each other at the centers, making an X.
6. Use the six foot section to secure the middle of the X looping over once. Then
wrap the six foot section around the middle section, going over then under each
section. Repeat three times.
7. Now section the basket reeds into groups of two and wrap the six foot section
(runner) over two reeds, then under two reeds. Repeat all the way around the
center.
8. Shape the reed into a bowl shape as you weave in and out.
9. If you run out of runner, you can add another in the spot where it stops.
10. When the basket has a round shape, and only 3-4 inches of reeds left, shape them
down into a rounded shape and tuck them into the inside of the
basket.https://www.youtube.com/watch?v=e-ZFtsLuiMo
Closing Activity:
Students should be able to hold items in their basket and logically discuss the steps
they took to complete the basket by peer mentoring those who need assistance.
Social Studies/History
6th-12th Grade
By Taler Adney, Okmulgee
State Standards Addressed:
OKH.1.1 Integrate visual information to identify and describe the significant physical
and human features including major trails, railway lines, waterways, cities, ecological
regions, natural resources, highways, and landforms.
Lesson Objective:
Students will learn the story of creation for the Creek people
Internet
Computer
Projector
PowerPoint of creation story.
Materials Needed:
Activity
NOTE***This lesson would be aimed more towards Native American History. This may
also be easier for school systems within the Creek Nation Borders to relate to since this
is the tribe that they are familiar with and around.Due to the video being lengthy and
not interesting for a younger crowd.
The teacher should watch the video/PowerPoint to gain knowledge and understanding
to present to the students.In class, the teacher will go through the PowerPoint (showing
images and available short videos) and "tell" the story of creation.
Please view “Video 1: Pre-Contract”, “Video 3: Removal to Allotment”,
Closing Activity:
Where did the Muscogee Creeks come from? What are tribal towns and why do we
have them? What was the reason for the removal? What was the process of the
Removal? Have students identify the clans and how they received their names and
why?
Homework/Follow-Up:
Have students answer the provided questions and open the floor for discussion over
the topic
6th-12th Grade
By Taler Adney, Okmulgee
State Standards Addressed:
Visual Art Standard 3 Rationale: Art making is a complex cognitive process. It can involve
developing an idea, visually describing a real world experience, expressing an emotional state
or illustrating an intuitive feeling. Creating visual art will help students learn to express
themselves more confidently at a deeper level of aesthetic reflection and a greater sense of
craftsmanship.This process begins by discussing some Essential Questions:• How was the
artwork made?• What materials were used?• Why was the artwork created?
Lesson Objective:
Students will learn the history of Moccasins and the making of them
Brown Paper BagBuck skin (1-1.5 yards)
Pens/Markers
Scissors
Size 4 Glover needle
Sinew
Wax (for when sinew starts to fray)
Size 11 glass beads (but any smaller size or style will work)
Follow the YouTube tutorial as provided:“How to make a Pucker Toe Moccasin” YouTube
Video: https://www.youtube.com/watch?v=stsyNfWdPXc&feature=youtu.be
Use a lazy stitch to add the beadwork to the ears of the moccasins.“Beading How To-Lazy
Stitch Technique” YouTube Video: https://www.youtube.com/watch?v=R7FEAGCZdtI
Materials Needed:
Activity
Begin this lesson by going to the history of Muscogee Creek Nation Moccasins. Where they
originated, how they were made, and why they were worn.Where they originated: Moccasins
originated from North America. Moccasins were one of the ways tribes could differentiate
one from another.How they were made: They were made from deerskin and sinew. Buck’s
skin was used because larger animals had thicker skin making it harder to get the needle
through when sewing. Another key was using as much of the leather as possible so none
went to waste.Why they were worn: Moccasins were worn to protect their feet from the
ground and winter weather elements. In warmer climates and seasons Native Americans
could go barefoot. Pucker Toe moccasins were designed to help with travel in areas that had
leaf and pine needles covering the ground.Once this information has been reviewed, follow
YouTube videos above to create your own moccasins.
Closing Activity:
Once the students have the completed moccasins they can wear them and see how they
compare to current footwear. Wear them outside to see how they feel and how they protect
against rocks, soil, and the elements.
Social Studies/History
7th Grade
By Carla Brown, Preston Public Schools
State Standards Addressed:
7.3.2 Compare common traits, including language, ethnic heritage, social system and
traditions
Lesson Objective:
Understand the social system, traditions, and ethnic heritage within the Creek tribe in
comparison with other social systems, traditions, and ethnic heritage.
Creek Family Clans History Fact Sheet
Materials Needed:
Activity
Provide overview of Creek Family Clans History Fact Sheet.Have the class divide into
at least 3 to 4 groups and have them develop clan names to better understand a
social system. Have each group establish a "mother", "uncle", "elder" then have the
students determine who played which role in the clan (I.E. Disciplinarian- the uncle,
who was the clan established from -the mother and so forth)
What is the basis of a family within the Creek society? ____________________
Unlike the Europeans, clan members are considered family instead ofClans are
composed of all people who are descendants of
the:_________________________________________________________
Each person belongs to the clan of his or her mother, who belongs to the clan of
her mother; this is called: _____
The mother’s ____________________________________________ who functions as the
primary disciplinarians and role model
Elder clan members are considered the _______________________________to the
younger clan members.
Closing Activity:
Provide a questionnaire over the Creek Family Clans:FAMILY CLANS (PART 1)
1.
2.
3.
4.
5.
Homework/Follow-Up:
Ask your students to research, ask their parents or grandparents if they belong to a
tribal clan and turn their answers in.
Families/Clans
Prior Knowledge
8th Grade
By Tyler Blizzard, Beggs Public Schools
State Standards Addressed:
OK 8.7.3.C Analyze the impact of Jackson’s policies and decisions concerning American
Indian nations and their tribal sovereignty as a nation’s inherent right to self-govern,
including: A. non-adherence to federal treaties B. disregard for the Worcester v.
Georgia decision C. forced removals of American Indians
Lesson Objective:
Students will understand the concept of Indian Removal, and how it affects the
structures of tribes of today.
Google Slides
Internet
Chrome Book
Materials Needed:
Activity
Indian Removal Slide Show Instructions: Students, you will be creating a google slide
presentation over one of the tribes affected by Andrew Jackson’s Indian Removal
Act. Follow the directions and add pictures for every slide. When completed attach
your slideshow to your google classroom assignment and then turn it
Slide 1 - What is your tribe’s name and where were they located pre-removal
Slide 2- Describe their structure and leadership
Slide 3 -Describe the tribe’s culture (language, religion, activities, etc)
Slide 4- Describe what removal looked like for them (When, Route, Treaty name,
number of people)
Slide 5- Where did the tribe settle after removal
Slide 6- What does that tribe look like today ( headquarters, services for its
members, businesses)
Slide 7- Tell us about someone famous from that tribe.
Closing Activity:
Students will present their slide show to the class.
Homework/Follow-Up:
Students will correct in misinformation given in the presentation
8th Grade
By Carla Brown, Preston Public Schools
State Standards Addressed:
8.7.3 Analyze the impact of Jackson's policies & decisions concerning American Indian
Nations & their tribal Sovereignty as a nations inherent right to a self-govern,
including:A. Non- adherence to federal treaties B. Disregard for the Worcester V.
Georgia decision C. Forced removals of American Indians
Lesson Objective:
Lesson Objective Understanding the events leading to the Creek specific forced removal
and its impact on the Muscogee Creek People
Creek Removal Video Link: https://www.mcn-nsn.gov/culturehistory/history-videos/
History Sheet (European Contact & Muscogee Creek Removal)
Creek Removal Fact Sheet (Provided after Prior Knowledge)
Creek Removal Quiz Sheet (Provided after Fact Sheet)
Prior Knowledge (Next three Pages)
Materials Needed:
Activity
Watch the video #2 & #3 regarding European Contact and removal. Present History
Sheet information to classProvide fact sheet & review. Open classroom discussion
regarding treaties and removal policy and how they impacted the Creek people as
well as who benefited from these treaties and removal policy.
Closing Activity:
Have students complete the European Contact & Creek Removal Quiz Sheet
Homework/Follow-Up:
Students complete a one page essay regarding the lesson on the Removal(or) have
student illustrate a drawing in story form and narrate the story to the class their
interpretation of the removal.
Social Studies/History
The colonist’s victory over Great Britain in the 1776 American Revolutionary War created a
new power for the Creeks to deal with. Without the aid of the French or Spanish, they were at
the mercy of this new government.The federal government in its first treaty with the Creeks,
the Treaty of New York, 1790,guaranteed Creek claim to their land and promised protection
against Georgian encroachment. Land cessions of 1783, 1785, and 1786 were approved in this
treaty.In 1796, President Washington appointed Benjamin Hawkins as the Southeastern Indian
Superintendent. Hawkins implemented an assimilation policy. For 20 years he was able to
destruct the traditional Creek system of government. He encouraged the council to create an
executive committee and appoint a national police force, who was to arrest and punish tribal
members who violated tribal law. He also urged them to allow missionaries to establish
schools and instruct the Muscogee children in Christian religion, the English language,
mathematics and the English farming and social practices. Hawkins also wanted to change the
social structure by switching the roles of women and men. In order to survive, many “Lower
Creeks” did make this change as the deerskin industry declined. But only a few of the “Upper
Creeks” did. This created some resentment among the “Upper Creeks” who wanted to maintain
the traditional Muscogee way of life.This division between the two groups of “Creeks” was
made worse by the U.S. Government’s plan to convert an old trading path into a Federal Road
that would cut right through the Creek Nation. The road was first intended to be a postal route
from Washington to New Orleans. The Upper Creeks knew that the road would enable more
and more white settlers to come with their families, herds, and slaves and kill their game, cut
their trees, foul their water, sell whiskey to their young and settle in their land. The mounting
assaults on their lands, hunting grounds and culture increased their anxiety.A century of
trading, intermarriages and factions produced fertile ground for the agitations of Tecumseh. In
1811, Tecumseh and his followers came to Tuckabatchee, a major Creek population and
political center located on the west bank of Tallapoosa River, to ask the main Upper Creek
town to join in his revolution against the U.S. A group of Koasati warriors accompanied
Tecumseh to his home in Shawnee territory. In the spring of 1812, on their return home, they
executed several white settlers in Tennessee. As a result, the Secretary of War instructed the
Tennessee governor to retaliate, which was a precursor to the conflict between the Creeks and
Andrew Jackson. The Red Stick Warriors Tecumseh’s speech struck a chord with many of the
warriors at Tuckabatchee. Angered by the events of the last 15 years, a group of “Upper
Creeks” emerged to ward off the impending destruction of the Muscogee Nation. Hillis Hadjo
(Josiah Francis), Cussetah Tustenuggee (High Head Jim), Paddy Walsh and Peter McQueen,
among others, advocated the return to traditional ways, severing all ties with Americans,
expelling all whites and mixed-blood Creeks who lived like whites, and overthrowing the
leaders who responded to Hawkins more than their own people. This group came to be known
as the Red Stick Warriors. For two years, the Red Sticks fought twelve major battles known as
the Creek War of 1813-1814. The more traditional Creeks were against the new life that was
being introduced. Encroachment of the whites into the traditional lands of the Upper Creeks
instigated the Red Stick War. This conflict was looked upon by the U.S. as a means to weaken
Creek people by pitting one side against the other (divide and conquer).
Prior Knowledge
The Battle of Horseshoe Bend
The Red Sticks at Horseshoe Bend were led by the respected war leader Menawa. The
previous December, he had led some of the inhabitants of six Upper Creek towns (Nuyaka,
Okfuskee, Eufaula, Fish Pond, Okchaya, and Helvpe), to a bend in the Tallapoosa River where
they built a fortified town. They constructed a village of 300 log homes at the southern toe
of the bend, and a fortified log & mud wall across the neck of the bend for protection.
Calling the encampment Tohopeka (doe-hoe-be-guh), Menawa hoped that the wall would
hold off attackers or at least delay them long enough for the 350 women and children in the
camp to escape across the river if necessary. To defend Tohopeka (doe-hoe-beguh), he had
around 1,000 warriors of whom about a third possessed a musket or rifle; the rest fought
using bows & arrows, tomahawks and war clubs.Approaching the area early on March 27,
1814, Commander Andrew Jackson split his command of 3,300 men and ordered Brigadier
General John Coffee to take the 1,300 mounted militia and the allied Creek and Cherokee
warriors downstream to cross the river at the toe of the bend. From this position, they were
to act as a distraction and cut off the Red Sticks’ line of retreat. Jackson moved towards the
fortified wall with the remaining 2,000 men of his command. At 10:30 AM, Jackson’s army
opened fire with two cannons. For 2 hours they shot cannon balls at the wall, but could not
penetrate it. The 1,000 Red Sticks stood on the inside of the wall shouting at Jackson’s army
to come and fight them in hand to hand combat. While the canons were firing, three of
Coffee's Cherokee warriors swam across the river, stole several Red Stick canoes and canoed
their Cherokee and Lower Creek comrades across the river to attack Tohopeka(doe-hoe-be-
guh) from the rear. Once across the river, they set fire to several of the homes. Around 12:30
PM, when Jackson saw the smoke rising from the burning houses, he knew that Coffee was
attacking from the rear. He ordered his men forward and they scaled the walls. In the brutal
fighting, the Red Sticks were outnumbered and out gunned, but they fought fearlessly.
Seeing that there was no way for them to defeat his army, Jackson offered them a chance to
surrender, but they fought even harder. Fighting in the camp raged through the day as the
Red Sticks made a valiant final stand. At the end of the day, over eight hundred Red Sticks
were slain, 557 on the battlefield, 300 shot in the river. Menawa lay wounded and
unconscious until nightfall, when he crawled to the river and escaped by climbing into a
canoe. Having lost so many warriors, the Red Sticks would never again be able to pose a
military threat to the South.After The Battle of Horseshoe Bend Andrew Jackson built Fort
Jackson at the confluence of the Coosa and Tallapoosa, right in the heart of the Red Stick's
Holy Ground. From this position, he sent out word to the remaining Red Stick forces that they
were to sever their ties to the British and Spanish or risk being wiped out. Noted Red Stick
leader William Weatherford (Red Eagle) was not present at Horseshoe Bend, but he was
wanted for the attack on Fort Mims. Understanding his people to be defeated, he walked
into Fort Jackson and surrendered, telling Jackson that if he had warriors, he would still fight
till the last. As a matter of vengeance, 22 million acres of land, what was determined to be
equivalent to the expenses of the war, was ceded to the U.S. under the Treaty of Ft. Jackson
in 1814.
REMOVAL ERA
The Indian Removal Act In 1829, Andrew Jackson was elected president largely
because of his defeat of the Red Stick Creeks and his support for the Removal Policy.
He immediately went to work on the Removal of all tribes in the east. Although
opponents of the Removal claimed it was an immoral violation of the spirit of the
treaties with the tribes, Jackson still won. On May 26, 1830, the Removal Act was signed
into law. Jackson appointed commissioners to negotiate Removal treaties, targeting
the Southeastern tribes first because of their gold mines and fertile land. Although less
than three thousand Creeks voluntarily emigrated to the west, the Creek leaders had
every intention of staying in their homelands and did everything they could to fight
Removal. They were pushed to their breaking point by many factors. Not only were the
people starving, their lands had been stolen on a daily basis, whites were committing
acts of violence against them and more and more whites were encroaching on what
land they had left. Creditors charged them with false debts. The state of Alabama
passed a law that placed all Indians under Alabama state law and yet Indians were not
allowed the right to testify in court, thus they had no way of defending themselves.
Several leaders went to Washington to make the officials aware of their situation, but
no action was taken, just another worthless treaty that the government had no way of
upholding. Whiskey was also used to defraud the Creek people. All this led them to
begin to retaliate against the whites. The U.S. government used their retaliation as
justification to begin the forced Removal of over 20,000 Creek people from the
southeast.new homes, transplanted their religious and political institutions, and
worked hard to strengthen their independent republic.
1829-Andrew Jackson was elected President
Jackson was elected president largely because of his defeat of the Red Stick
Creeks and his support for the removal policy
Jackson immediately went to work on the removal of all tribes in the east
May 26, 1830 the Removal Act was signed into law
Jackson appointed commissioners to negotiate removal treaties
Southeastern tribes were targeted first because of their gold mines and fertile
land less than 3000 Creeks voluntarily emigrated to the west
Creek leaders had every intention of staying in their homelands
Creek people were pushed to their breaking point by many factors: Starving, land
stolen, white people committing acts of violence and white people encroaching
on their land, charged with false debt
State of Alabama passed a law that placed all Indians under Alabama state law
and yet Indians were not allowed the right to testify in court and had no way to
defend themselves
Several leaders went to Washington to make the officials aware of their
situation, but no action was taken.
Whiskey was also used to defraud the Creek people
When the Creek people retaliated against the white people, the U.S government
use their retaliated as justification to begin the forced removal of over 20,000
Creek people from the southeast
Facts Sheet
Indian Removal
Indian Removal Act
Who was the leader that fought and conquered the Creeks at the Battle of Horseshoe Bend and
became president in 1829 because of that battle?
What did Andrew Jackson sign into law on May 26, 1830?
Why were southeastern tribes targeted?
Less than how many Creeks voluntarily emigrated to the west?
Creek people were pushed to their breaking point by many factors. What were those factors?
The state of Alabama passed a law that placed Native Americans under Alabama state law and
yet Native Americans were not allowed the right to testify in court and had no way of what?
Several leaders went to Washington to make the officials aware of their situation., what action
was taken?
What was used to defraud the Creek people?
What did the U.S government use to justify the beginning of the forced removal of 20,000 Creek
people from the southeast? What part did Tecumseh play in all of this?
Who was elected by President Washington as the Southeastern Indian Superintendent?
Who became agitated by a century of trading, intermarriages and other factions?
What was Tuckabatchee? Where was it located?
Who was asked to join the revolution against the U.S.?
In the spring of 1812, on their return (the Koasati Warriors) who was executed?
Tecumseh’s speech struck a chord with many of the warriors at Tuckabatchee. Angered by the
events of the last 15 years, a group of “Upper Creeks” emerged to ward off the impending
destruction of the Muscogee Nation. This group became known as the ___________.
For two years this group fought how many battles?
These battles were known as the what?
This conflict was looked upon by the U.S. as a means to weaken Creek people by pitting one side
against the other (Divide and ______________).
What does Encroachment mean in this article ?
What was the name of the war that this encroachment instigated?
8th Grade
By Robin Jenkins, Holdenville Public Schools
State Standards Addressed:
OAS-Visual Art:2.3: Use visual images from a variety of media and technological sources
to communicate creatively.OAS-Visual Art: 4.4: Make learning connections between
visual art and other disciplines, such as mathematics, science, English Language Arts,
social studies, and media arts.OAS-Social Studies: 8.4.2 Describe President
Washington’s attempt to develop a cohesive Indian policy, which included respectful
interactions with American Indian leaders, treaties to delineate tribal lands, and
precedent-setting practices of assimilation.OAS-Social Studies: 8.7.3 Analyze the impact
of Jackson’s policies and decisions concerning American Indian nations and their tribal
sovereignty as a nation’s inherent right to self-govern, including:A. non-adherence to
federal treatiesC. forced removals of American IndiansOAS-Social Studies: 8.8.4
Analyze the consequences of westward expansion, including the impact on the culture
of American Indians and their homelands, and the growing sectional tensions regarding
the expansion of slavery.
Lesson Objective:
Students use information about the Muscogee (Creek) Council House Museum,
Muscogee (Creek) Nation History/Culture, tribal government, and maps of the Muscogee
Creek Nation (past or present) to create a diorama/shadow box.
Printed Informational resources about Muscogee (Creek) Nation culture/history:
Culture/History – Muscogee (Creek) Nation, www.mcn.nsn.gov/culturehistory/
The Muscogee (Creek) Nation- Legends of America, www.legendsofamerica.com/na-
creek
Creek(Mvskoke)| the Encyclopedia of Oklahoma History and….,
www.okhistory.org/publications/enc/entry.php?..
Historic & Culture Preservation – Muscogee (Creek) Nation,www.mcn-nsn.gov/historic-
culture preservation
Council House – Muscogee (Creek) Nation https://www.mcn-nsn.gov/tag/council-house
Muscogee (Creek) Nation Council House creekculturalcenter.com/2014/05/muscogee-
creek-nation-council-house
Creek National Capitol -
Wikipediahttps://en.wikipedia.org/wiki/Creek_Council_House_Museum
Shoebox
Maps of the Muscogee (Creek) Nation -past/present
Scissors
Glue or Glue Dots
Newsprint for sketching
Pencils, markers, paint, colored pencils, or crayons
Ruler
Card stock-white, assorted colors.Cardboard
Materials Needed:
Social Studies/History
8th Grade (cont.)
By Robin Jenkins, Holdenville Public Schools
Pre-Removal to 1906
Muscogee (Creek) Council House
Churches and Ceremonial Grounds
Tribal towns and clans
Muscogee (Creek) Chiefs-President appointed until 1972 and those elected by
people- 1979 – Present.
Legends, myths, and folklore
Famous Creek Citizens
Why were the Muscogee (Creek) people removed from their homeland to
Indian Territory?
When was the original Council House built and of what was it made?
When and why was the current Council House built?
Can you name any Muscogee (Creek) churches or ceremonial grounds?
What is the difference?Who is the present Principal Chief of the Muscogee
(Creek) Nation?
Who is the present Second Chief?If you are Muscogee (Creek), what is your
tribal town and clan?
Name 5 famous Muscogee (Creek) citizen-living or deceased.
Explain the Activity Guide Handout.
Gather your supplies
Decide what you’d like to place inside the shadow box first.Consider the contents
of your shadow box. Choose from the following topics:Muscogee (Creek) Council
House Museum, Muscogee (Creek) churches or ceremonial grounds, Muscogee
(Creek) Chiefs and Second Chiefs, Muscogee (Creek) Tribal Towns and/or Clans,
Muscogee (Creek) legends, myths, or folklore, Removal of the Creeks from
homelands to Indian Territory, Famous Muscogee (Creek) Citizens
Activity
Intro to Muscogee (Creek) History and Culture
Discussion-whole group/small groups
a.
b.
c.
d.
e.
f.
g.
How to Make a Shadow Box
Before beginning project on a topic other than those listed, check with your
teacher for approval.
Arrange the objects you plan to put in the shadow box around a sheet of paper.
Choose a frame or a box that has deep sides, such as a shoebox (nothing larger
than a shoebox).
Muscogee (Creek) Nation maps will be provided for your inside backing paper and
outside box cover.
Measure the inside of the frame or box. Use the measurement to correctly
calculate the size of the backing paper then cut the paper to the correct size.
8th Grade (cont.)
By Robin Jenkins, Holdenville Public Schools
Cover the inside sides of the box with map paper or paint with opaque acrylic
paint.
Cover the outside of the box with the map paper or paint with opaque acrylic
paint.
Make sure that your backing paper can fit all your objects. Therefore, it is
important to plan ahead of time. Try lightly tracing the object you plan to put
on the paper in pencil so you can see how the layout works. Don’t go to close
to the edges of the paper or you’ll bump into the frame or sides.
Glue the backing paper to the back of the frame or the inside floor (back) of
the box. Use craft glue or a spray adhesive to attach the paper to the backing.
Don’t use too much glue or you might make the paper wet, sticky, and wrinkly.
Follow your design plan for adding objects to the backing. Make small markers so
you remember where each item was supposed to go. If you want the items to
protrude, or stick out, away from the backing, use tiny boxes, card
stock/cardboard spacers.
Attach by gluing your objects to the backing. If you’re using glue, make sure you
allow the glue to dry before restoring the backing to the frame or box.
Add any labels or decorative items. This is optional, but appropriately fit the
content with the theme of your shadow box. Try to have fun with it. You want
the shadow box to look nice and neat. Now is your chance to add any additional
decorations.
Activity
Creating the Shadow Box Display
Closing Activity:
Ask your students:What is the purpose of this art project? Why is it important for you to
learn about the Muscogee (Creek) history/culture and people? What is tribal
sovereignty? Describe how your art reflects aspects of the Muscogee (Creek) culture,
history, and heritage.
Homework/Follow-Up:
Journal -- Self-Evaluation: How could I have improved my project, my art techniques,
my reflections of the Muscogee (Creeks)?
Social Studies/History
8th-11th Grade
By Tyler Blizzard, Beggs Public Schools
State Standards Addressed:
8.7.3- Analyze the impact of Jackson’s policies and decisions concerning American Indian
nations and their tribal sovereignty as a nation’s inherent right to self-govern, including:
A. non-adherence to federal treaties B. disregard for the Worcester v. Georgia decision C.
forced removals of American Indians 8.8.4 Analyze the consequences of westward
expansion, including the impact on the culture of American Indians and their homelands,
and the growing sectional tensions regarding the expansion of slavery. USH3 The
student will analyze the expanding role of the United States in international affairs as
America was transformed into a world power in the late 19th and early 20th centuries,
1890 to 1920. USH 4.1 Examine the economic, political, and social transformations
between the World Wars. A. Describe modern forms of cultural expression including the
significant impact of people of African descent on American culture as exhibited by the
Harlem Renaissance and the Jazz Age. B. Describe the rising racial tensions in American
society including the resurgence of the Ku Klux Klan, increased lynchings, race riots as
typified by the Tulsa Race Riot, the rise of Marcus Garvey and black nationalism, and the
use of poll taxes and literacy tests to disenfranchise blacks. C. Assess the impact of the
Indian Citizenship Act of 1924 on the American Indian nations. D. Examine growing labor
unrest and industry’s reactions, including the use of sit-down strikes and court
injunctions, and why socialism and communism appealed to labor.E. Describe the
booming economy based upon access to easy credit through installment buying of
appliances and inventions of modern conveniences including the automobile. USH 7.1
Analyze the major events, personalities, tactics and effects of the Civil Rights Movement.
Lesson Objective:
Students will gain a comprehensive knowledge of the timeline for Native American and US
Government conflict beginning just before Removal.
Chromebook
Google Classroom
Materials Needed:
Activity
Major Events US-Native American Events
Step one: Classroom Slideshow over Events
Step two: Classroom Video
Step three: Share Link with Student via google classroom
https://www.history.com/topics/native-american-history/native-american-timeline
Have students complete the assignment (Next page)
NATIVE AMERICAN &THE US TIMELINE
Fill out the timeline from the events listed below. Use your
classroom notes as well as the link provided to answer the
questions.
Name: Teacher:
Grade: Date:
1814-
1830-
1836-
1838-
1851-
1873-
1876-
1887-
1890-
1907-
1924-
1929-
1968-
Last of Creeks Leave for Oklahoma
“Custer's Last Stand”
Congress Passes the Indian Citizen Act
US Forces attack Creeks who oppose American expansion in the SE United States
Congress passes the Indian Appropriations Act
Sitting Bull is killed
Charles Curtis serves as 1st Native American US VICE-President
Dawes Act is signed
Crazy Horse encounters Custer for the 1st time
Indian Civil Rights Act is Passed by LBJ
Indian Removal Act
Charles Curtis Becomes 1st Native American Senator
“Trail of Tears”
Events
9th-12th Grade
By Taler Adney, Okmulgee
State Standards Addressed:
OKH.5.1 Examine the policies of the United States and their effects on American
Indian identity, culture, economy, tribal government, and sovereignty including: A.
passage of the Indian Citizenship Act of 1924 B. effects of the federal policy of
assimilation including Indian boarding schools (the 1880s-1940s) C. authority to select
tribal leaders as opposed to appointment by the federal government D. exploitation
of American Indian resources, lands, trust accounts, head rights, and guardianship as
required by the Bureau of Indian Affairs.
Lesson Objective:
Research each of the 5 Civilized Tribes and then compare and contrast them via
discussion or lecture.
Books
Internet
Computers
Materials Needed:
Where is the tribe originally located and where are they located today?
How did they operate in the past?
How does the tribe operate today?
Do they have a chief or a governor?
Approximately how many citizens are there today?
What did you find unique about the tribe you were assigned?
Activity
Break the students up into 5 different groups/teams. Assign a tribe to each group
and have them conduct research over the assigned tribe.Have a list of specific
questions that need to be answered as a minimum.
Example:
1.
2.
3.
4.
5.
6.
Once this has been done, have the students compare and contrast verbally to see
how different each tribe operates and conducts themselves.
Closing Activity:
Take up the answers to the assigned questions from the group as a group grade to
make sure that each question had an adequate answer.
Homework/Follow-Up:
Have each student go home and write a response to the assignment detailing what
information was most interesting to them, what they think could have been done
differently, how this affects them today. (For non-native students they would just have
to picture themselves in native shoes) It may be interesting to hear a non-native
opinion in a controlled response.
10th-12th Grade
By Taler Adney, Okmulgee
State Standards Addressed:
USH.9.3 Examine the ongoing issues to be addressed by the Donald Trump and
subsequent administrations, including taxation, immigration, employment, climate
change, race relations, religious discrimination and bigotry, civic engagement, and
perceived biases in the media.
Lesson Objective:
Understanding Life on and off a Reservation
"Off the Rez" Documentary
It can be bought or rented from Amazon, Youtube, Google Play, and Vudu.
Materials Needed:
Activity
Watch documentary*mild harsh language*
Closing Activity:
Have students answer these questions after watching the film:
1. Why would Shoni not want to go out of state to play college basketball?
2. Why didn’t Cece Moses play college basketball? This can have 2 different answers.
3. Why is it hard for Native Americans to leave reservations?
4. How were Shoni and CeCe treated off the rez?
5. Why did other Natives travel hours to come to watch Shoni play basketball?
6. Why did it take Shoni so long to choose a college?
7. How were CeCe and Rick’s lives different after they got pregnant with their first
child? Why was there an issue?
Social Studies/History
11th Grade
By Tyler Blizzard, Beggs Public Schools
State Standards Addressed:
USH 5.2 Analyze the series of events affecting the outcome of World War II including
major battles, military turning points, and key strategic decisions in both the European
and Pacific Theaters of operation including Pearl Harbor, the D-Day Invasion,
development and use of the atomic bomb, the island-hopping strategy, the Allied
conferences at Yalta and Potsdam, and the contributions of Generals MacArthur and
Eisenhower.
Lesson Objective:
Students will study and learn the life of the 1st Native American to receive the Medal
of Honor( Ernest Childers)
Chromebook
Internet
Google docs
Materials Needed:
How many Native Americans have received the Medal Of Honor?
What Tribe was Ernest Childers a member of?
Why did Childers receive the Medal of Honor?
When and where was Childers born?
How many American Indians saw active duty between the years of 1941-1945?
Childers' father served the Creek Nation in which way?
Where did Childers attend grade school?List all of Childers Military Accomplishments
List every war Earnest Childers was serving military duty during.
Name 2 public places named after Childers.
Activity
Ernest Childers WEBQUESTUse the web links provided and answer the questions. Type
answers in red.Questions 1-4 https://www.army.mil/americanindians/childers.html
Quest 5-10 https://www.americanindianmagazine.org/story/creek-indian-wins-medal-
of-honor
Closing Activity:
In closing, watch https://www.youtube.com/watch?v=DS8OHJ3snUQ
11th Grade
By Tyler Blizzard, Beggs Public Schools
State Standards Addressed:
USH 5.2 Analyze the series of events affecting the outcome of World War II including
major battles, military turning points, and key strategic decisions in both the European
and Pacific Theaters of operation including Pearl Harbor, the D- Day Invasion,
development and use of the atomic bomb, the island-hopping strategy, the Allied
conferences at Yalta and Potsdam, and the contributions of Generals MacArthur and
Eisenhower.
Lesson Objective:
Learning Native American Soldiers and their native Language involvement in WW2.
Cross Learning Basic Navajo Words
Information Given
Worksheet (Provided)
Materials Needed:
History of Native Language in the US Military In World War I, Choctaw and other
American Indians transmitted battle messages in their tribal languages by telephone.
Although not used extensively, World War I telephone squads played a key role in
helping the United States Army win several battles in France that brought about the
end of the war.Beginning in 1940, the army recruited Comanches, Choctaws, Hopis,
Cherokees, and others to transmit messages. The army had special American Indian
recruiters working to find Comanches in Oklahoma who would enlist.
The Marine Corps recruited Navajo Code Talkers in 1941 and 1942. Philip Johnston
was a World War I veteran who had heard about the successes of the Choctaw
telephone squad. Johnston, although not Indian, had grown up on the Navajo
reservation. In 1942, he suggested to the Marine Corps that Navajos and other tribes
could be very helpful in maintaining communications secrecy. After viewing a
demonstration of messages sent in the Navajo language, the Marine Corps was so
impressed that they recruited 29 Navajos in two weeks to develop code within their
language.
Activity
Navajo Code Talkers Assignment
Social Studies/History
11th Grade (cont.)
By Tyler Blizzard, Beggs Public Schools
After the Navajo code was developed, the Marine Corps established a Code
Talking school. As the war progressed, more than 400 Navajos were eventually
recruited as Code Talkers. The training was intense. Following their basic
training, the Code Talkers completed extensive training in communications and
memorizing the code.
Some Code Talkers enlisted, others were drafted. Many of the Code Talkers who
served were underage and had to lie about their age to join. Some were just 15
years old. Ultimately, there were Code Talkers from at least 16 tribes who
served in the army, the marines, and the navy.
Many American Indian Code Talkers in World War II used their everyday tribal
languages to convey messages. A message such as, “Send more ammunition to
the front,” would just be translated into the Native language and sent over the
radio. These became known as Type Two Codes.
However, the Navajos, Comanches, Hopis, and Meskwakis developed and used
special codes based on their languages. These became known as Type One
Codes.To develop their Type One Code, the original 29 Navajo Code Talkers first
came up with a Navajo word for each letter of the English alphabet. Since they
had to memorize all the words, they used things that were familiar to them,
such as kinds of animals.
Activity
Constructing The Code
Have students finish the worksheet (Next page)
Closing Activity:
Checking Decoded Answers after Students are completed. Discuss the importance
of coding messages during the war, and why the native language was such a
difficult code for the enemies.
Name: Date:
Instructions: Use this Navajo code talker key to decipher the message at the
back of the page. Each Navajo word represents a letter in the alphabet.
Alphabet Letter Navajo Word Literal Translation
A WOL-LA-CHEE ANT
A BE-LA-SANA APPLE
A TSE-NILL AXE
B NA-HASH-CHID BADGER
B SHUSH BEAR
B TOISH-JEH BARREL
C MOASI CAT
C TLA-GIN COAL
C BA-GOSHI COW
D BE DEER
D CHINDI DEVIL
D LHA-CHA-EH DOG
E AH-JAH EAR
E DZEH ELK
E AH-NAH EYE
F CHUO FIR
F TSA-E-DONIN-EE FLY
F MA-E FOX
G AH-TAD GIRL
G KLIZZIE GOAT
G JEHA GUM
H TSE-GAH HAIR
H CHA HAT
H LIN HORSE
I TKIN ICE
I YEH-HES ITCH
I A-CHI INTESTINE
J TKELE-CHO-G JACKASS
J AH-YA-TSINNE JAW
J YIL-DOI JERK
K JAD-HO-LONI KETTLE
K BA-AH-NE-DI-TININ KEY
K KLIZZIE-YAZZIE KID
L DIBEH-YAZZIE LAMB
L AH-JAD LEG
L NASH-DOIE-TSO LION
M TSIN-TLITI MATCH
M BE-TAS-TNI MIRROR
M NA-AS-TSO-SI MOUSE
N TSAH NEEDLE
N A-HIN NOSE
O A-KHA OIL
O TLO-CHIN ONION
O NE-AHS-JAH OWL
P CLA-GI-AIH PANT
P BI-SO-DIH PIG
P NE-ZHONI PRETTY
Q CA-YEILTH QUIVER
R GAH RABBIT
R DAH-NES-TSA RAM
R AH-LOSZ RICE
S DIBEH SHEEP
S KLESH SNAKE
T D-AH TEA
T A-WOH TOOTH
T THAN-ZIE TURKEY
U SHI-DA UNCLE
U NO-DA-IH UTE
V A-KEH-DI-GLINI VICTOR
W GLOE-IH WEASEL
X AL-NA-AS-DZOH CROSS
Y TSAH-AS-ZIH YUCCA
Z BESH-DO-TLIZ ZINC
YOUR ANSWER:
___
________
__
______
_____
______
THE CODE:
D-AH CHA AH-NAH YIL-DOI WOL-LA-CHEE BI-SO-DIH BE-LA-SANA TSAH DZEH DI-
BEH D-AH TLO-CHIN WOL-LA-CHEE A-WOH THANZIE TSE-NILL MOASI JAP-HO-LONI
CLA-GI-AIH DZEH TSE-NILL GAH DIBEH-YAZZIE CHA BE-LA-SANA DAH-NES-TSA
SHUSH A-KHA AH-LOSZ
Alphabet Letter Navajo Word Literal Translation
