Indigenous Peoples of the World

10th Grade Main Lesson

Fall 2014
Ms. Trefethen
In this three week block, we will explore the history and several of the cultures of contemporary
indigenous peoples. We will look at current approaches to defining and understanding
indigenous culture, and examine interactions between First Peoples and so-called "developed"
societies. Focusing on several case studies of societies in various parts of the world, we will learn
about different lifeways and world perspectives. We will study the people of Ladakh in Northern
India, the Huaorani of Equador's Columbia Basin, and tribes of the Americas.
Our central questions will be: What are indigenous peoples and what do they have to teach us
about our own lifeways? Why are the world's First Nations endangered? Should they be
protected--why? or why not?
Block Requirements
Attendance and Participation (20%) Much of the learning for this block takes place in class
discussions, role plays and other activities. Most of the writing assignments for the block rely on
experiences born of these discussions and activities. You are expected to participate fully and
readily in class each day. You should be focused and prepared for learning each day, with
reading and writing assignments completed and classroom materials ready. If you are absent or
significantly late to class, contact a classmate to get caught up and see the teacher immediately
for any handouts, materials, or assignments you missed. In some cases it may be necessary for
you to borrow or watch outside of class film clips you missed due to absence. It is up to you to
make up any missed assignments in a timely way. You will be responsible for answering all final
exam questions, even questions related to material yo may have been absent for.
Main Lesson Book (50% = 25% weekly drafts + 25% quality of completed book)
Book due last day of the block. You are expected to prepare a main lesson book for the block,
which includes assigned writings and visual work based on your responses to presentations
activities and readings we consider in class. You are encouraged to create your own book in a
way that communicates fully the subject of our studies. To do well, you must create a book that
is a solid demonstration of the material and concepts we explored in class. Avoid simply shading
and making meaningless decorative borders. Instead, find ways to demonstrate your learning
visually in conjunction with your written assignments. Your ML Book will be heavily weighted
in favor of meaningful content.

PLEASE NOTE--to receive full credit for the ML Book, you must submit at
least one major draft EACH WEEK for feedback from the instructor on the
published due date. Your instructor will inform you of which draft is required for
submission. You are further expected to revise and polish these drafts before
inserting them in your ML Book.

Insert first drafts with instructor comments into the back of your ML
Book.
Research Project and Presentation (20%) Working in teams of two, you will research an
indigenous culture of your choosing, one we are not already studying for the block. You will
both document what you find in a 10-15 minute presentation and in a creative project. You must
closely follow the research requirements on the attached handout.
Final Exam (10%) You will be given a final exam on Friday of the last week of the block. It
will cover material presented during class, including information from student presentations. The
essay format will be fill in the blank and short essay questions (from one paragraph to one page).
Please arrange with the instructor ahead of time any necessary test accommodations you may be
eligible for (additional time, oral testing, etc.).
Honors Credit Honors credit is designed to deepen your learning about the subject under study
for the block. See attached handout for requirements.
Deadlines You will be given an assignment sheet each week detailing all requirements for the
week and their deadlines. All deadlines, including weekly essays, ML books and class
presentation/projects, are final. Extensions will only be considered for students who have had an
extended, severe illness during or major family emergency the block. Please see instructor
immediately if you run into problems during the block. If you need help composing an
assignment, please see your instructor.
Late work!
Late weekly essay assignments (there are 3 total for the block, one due per week) will
result in a reduction of your overall MLB grade by 5% per day until the assignment is submitted,
up to 25% of total MLB grade (which counts for 50% of the block).
Late presentations and ML books during the last week of the block will receive an "F".

Research Project: Indigenous Peoples of the World

The purpose of this project is to use scholarly research as a basis for developing a vivid and
insightful portrait of the group your team selected, one that can teach and inform your classmates
about the culture you have studied. Together with your partner, you will choose one of the
cultural groups from the list below to be the focus of your research. You will consult scholarly
and general resources to find detailed ethnographical information about your subject, and
document it in a written report. You will share your research with the class through an in-class
presentation and a display, using the creative means of your choice.
Your project will be graded with the following criteria:
*Ability to meet deadlines and requirements
*Thoroughness of research
*Clarity of ideas
*Quality of writing and documentation
*Quality of Presentation
*Quality of displayed material
Steps & Deadlines
--Friday, Dec 5
Brief written research proposal, stating team member names, topic of research and the
proposed form of your project (100-150 words total). Be sure to address the following
questions:
* Which group of people will be your focus of study and Why?
* What do you already know about them?
* What specific aspect(s) of their culture of you wish to focus on?
e.g., hunting rituals, or child-rearing practices, cosmology, political organization,
technology, relationship to nature, health practices/medicines, songs and legends, art, spiritual
views and practices, gender roles, marriage and family life, etc..
*Where will you look for the information
where online? in which book/journal sources?
*What form will your final project take?
a children's book? short film? dramatic performance? sculpture? A letter to the United
Nations urging protective status?
--Friday, Dec 12
Written research report describing your research process, documenting your sources and
summarizing what you have learned. This report should be 500+ words, typed or neatly
handwritten, double-spaced.
Your report should include general ethnographic features of your group (including their 1.
particular environment and population size, 2. material culture, 3. beliefs and values, 4.
behaviors/relationships/language). Next, the report should include an in depth study of the one or
two specific aspects of the culture that you identified as your central focus of study. You may
divide the report into sections to help you organize the material.

You must use at least two credible sources (Wikipedia and other online encyclopedias
may be used BUT DO NOT COUNT as one of your two credible sources). Look for books,
articles, pamphlets, exhibits, documentaries, websites, etc.
--Wednesday-Thursday, Dec 17 & 18
In class presentation. Your final task is to present what you have learned to your
classmates in a creative and informative matter. Each team member must make a significant
contribution to the research, project, and presentation.
Here are some ideas for how to present your material:
*Walk us through an illustrated guide you have created to introduce travelers to an indigenous
group and their environs, perhaps with practical advice about how to live among them (How to
raise children among the Maori" or "The art of stealing horses in Mongolia")
*Read us a children's book you wrote and illustrated, introducing young readers to the cultural
group you chose.
*Display for us an informative exhibit of "artifacts", images, maps, etc.
*Show us a traveler's informative scrapbook you created
*Teach us about their songs and legends by teaching us songs or dramatizing a legend that is
strongly connected to a culture's beliefs or worldview.
*Other possibilities are welcome, speak with the instructor for approval.
Some indigenous groups to choose from:
Tinglit (British Columbia)
Haida (B.C.)
Tarahumara (Mexico)
Maya (Mexico, Central America)
Gurung (Nepal)
Ainu (Japan)
Inuit (Arctic)
Aymara (Peru)
Kayapo (Brazil)
Saami (Scandinavia)
Tuva (Mongolia)
Baka (Central Africa)
Maori (New Zealand)
Yanamamo (Brazil)
Bedouin (Middle East, N. Africa)
San Bushman (S. Africa)
Marsh Arabs (Iraq)

Maasai (Central Africa)

Somali (C. Africa)
Dinka (W. Africa)
Aborigine (Australia)
Hmong (SE. Asia)

Honors Option
Watch the films Fast Runner and Ten Canoes and write an essay comparing both films on one of
the following themes: justice, morality (learning right from wrong), storytelling style, clan
structures, or gender roles. Or watch one of these films and compare what it reveals about the
indigenous culture to our own culture using ONE of the above themes.
Create a platform (informative blog, fundraiser, etc.) that attempts to persuade readers/viewers to
think/act in ways that would protect or more effectively support a currently threatened
indigenous group.
Come up with a better project, and vet it through the instructor.

You must submit your honors proposal in writing by Monday, Dec 8 for approval. No Honors
credit will be given without thoughtful planning, execution, and prior approval. Write a detailed
description of what you plan to accomplish and why. If you have questions, see instructor asap.

Assignment
Read Chapter 4, "We Have to Live Together" from Ancient
Futures

Due Date

Completed

Tuesday, Dec 2

Write a description of Traditional Ladakh, including details about

Tuesday, Dec 2
their 1. ideas and beliefs, 2. behaviors and 3. relationships and
material culture. Create either a regular write up in paragraph
form, or create a comprehensive chart. Use complete sentences.
Gather your information from the first part of the film (in class) and
from Chapt. 4

Draw a detailed color map of the Himalayan region of South Asia

highlighting Ladakh. Include cities and all relevant political
boundaries, demarkations, and geographical formations.

Wednesday, Dec 3

& Write up basic information about Indigenous Peoples from

across the world (from Monday's introduction)
Essay, required draft. Write a persuasive essay that attempts to Thursday, Dec 4
convince us about who/what is responsible for the recent changes
in Ladakh. Your essay should give a clear opinion (thesis
statement), use logical reasoning with supportive pieces of
evidence (logos), include mention of one counterargument, and
attempt to weaken that counterargument. Include a solid attempt
to engage your audience emotionally (pathos), and offer a
conclusion that attempts some reasonable consideration of a
solution. You may create ethos by using a confident, reasonable
voice. --approx. 750 words

Role Play Reflection--review our role play--what did we get

right? what did we overlook? what insights surfaced

Friday, Dec 5 - In
class writing

Proposal for Action. Create a poster designed to lessen the

impact of negative change in Ladakh via educating a focus
audience. For example, create a poster that teachers tourists how
to lessen their negative impact in Ladakh, or write and perform a
song that teaches young Ladakhis how to resist certain
detrimental changes to their society.

Friday, Dec 5

Research Proposal Due &

Monday, Dec 8

Honors' Proposal Due

INDIGENOUS PEOPLES OF THE WORLD--Week One, 2014

Week One: Introduction to Indigenous Peoples, with special focus on Ladakh, Northern India

These assignments will be discussed in class, and should be included in your MLB. If you miss or do not
understand what is expected, please ask.
INDIGENOUS PEOPLES OF THE WORLD, 2014
Week Two: Special focus on the Huaorani (Waorani) peoples in the Amazon basin of Ecuador.
These assignments will be discussed in class, and should be included in your MLB. If you miss or do not
understand what is expected, please ask, or text me 971-563-8127.

Assignment
A. Interior Monologue to prepare for your part in the
upcoming class role play, create a character for
yourself based on your role-- fully imagine their
background, current life conditions, motivations,
fears & hopes...who are you, what motivates you,
and how do these aspects effect your stake in the
Huaorani dilemma? 250+ words

Due Date

Tuesday, Dec 9,
both assignments!
National Debate in
class today!

B. Speech Due--refine your part of your group's formal

speech. The whole speech will go into your MLB.
A. Draw map of Ecuador, emphasizing the Huaorani
homeland.
B. Write Up-- complete Huaorani ethnography,
including the material, immaterial and environmental
aspects of their culture.
A. Talk Back, see handout of quotes from film

Wednesday, Dec 10
watch "Trinkets and
Beads" in class

Thursday, Dec 11

B. In class research, as time allows

A. Write a persuasive essay that answers the three
main debate questions (see handout from debate
role play). Include a clear opinion with at least two
solid reasons that are logical and supported with
strong evidence. Address pathos and ethos aspects
of the essay. Include hook, intro, body, and
conclusion. Typed or neatly handwritten, doublespace & include proper header! REQUIRED
ESSAY SUBMISSION TODAY! 750-1000 words.
B. Quiz on Huaorani, including map, issues arising
from contact with Western culture, & comparing
them to Ladakhi culture.
Editorial Cartoon, started in class, finish for Monday

Friday, Dec 12

completed

Assignment
Research Paper Due ethnography of your chosen
people, with important information about the special
focus you chose to investigate about that culture.
And Editorial Cartoon

Due Date
Monday, Dec 15

completed