1. Oral History Project Find a “seasoned person” (i.e. a grandparent or considerably older relative) who is willing to tell you a story. LISTEN carefully (You may choose to jot down some notes as well). Create a written version of the story, which should be 1-2 pages. Provide a one-page reflection on the experience. What was it like to transform the oral to the written? Did the story lose anything? Gain anything? Did you learn from the experience? How are your listening skills?

2. Oral History Project Rubric MLA formatproper header 0 1 2 3 4 5 one-inch margins 0 - 2 twelve-point Times New Roman font 0 - - 3 double-spaced text 0 - - - - 5 proper title0 1 2 3 4 5 Length requirementsstory is 1-2 pages long 0 1 2 3 4 5 6 7 8 9 10 Mechanicswriting reflects standard English grammar and usage 0 1 2 3 4 5 Reflection1 page long (start on a separate page and include the title “Reflection—no need to repeat the header) 0 1 2 3 4 5 6 7 8 9 10 answers questions in assignment 0 1 2 3 4 5 6 7 8 9 10 connects to the concept of oral history 0 1 2 3 4 5 6 7 8 9 10 writing reflects standard English grammar and usage 0 1 2 3 4 5 Total Points Possible: 70

3. What is lost/gained as cultural identity evolves? Finding the cross-cultural unifying factors.

4. Free Response What would you use to symbolize the “typical” American Teenage (AT) culture? Either draw and explain your symbol using bullet points and details OR simply describe in 5-7 sentences what the symbol could be. It needs to be a tangible symbol. Be prepared to share! What would you use to symbolize the “typical” American Teenage (AT) culture? Either draw and explain your symbol using bullet points and details OR simply describe in 5-7 sentences what the symbol could be. It needs to be a tangible symbol. Be prepared to share!

5. Cultural Profiles “Typical” American teenager means: combing essential characteristics of a group. “Typical” American teenager means: combing essential characteristics of a group. Why do all teenagers deviate from the “type” in some ways? Why do all teenagers deviate from the “type” in some ways? What do “types” help us to find? What do “types” help us to find?

6. Cultural Profile What culture have we been studying? What culture have we been studying? What subcultures have we seen within this culture? What subcultures have we seen within this culture? Based on what you know about subcultures, construct a “typical” Native American profile with your partner. Then using your prior knowledge, construct a influences T chart and analyze the positive and negative effects of these influences. Based on what you know about subcultures, construct a “typical” Native American profile with your partner. Then using your prior knowledge, construct a influences T chart and analyze the positive and negative effects of these influences.

7. What is lost/gained as cultural identity evolves? By looking at our profiles and T charts… -What unifies cultures? -What would you say is lost as cultural identity is affected by these internal and external forces? -What is gained? -Are these positive or negative losses/gains?

8. Nora Naranjo-Morse Tewa Pueblo from Santa Clara Tewa Pueblo from Santa Clara Uses her work as social commentary to reflect the influences that affect her culture. Uses her work as social commentary to reflect the influences that affect her culture. What are some of those influences? What are some of those influences? How might her experience affect her tone? How might her experience affect her tone? How will her tone change when addressing different cultural groups? How will her tone change when addressing different cultural groups?

9. Analyzing Poetry T—title (before reading) T—title (before reading) P--paraphrase P--paraphrase C--connotation C--connotation A--attitude A--attitude S--shift S--shift T—title (after reading) T—title (after reading) T--theme T--theme

10. Towa Before reading the poem, what does the title REVEAL to YOU about this poem. Elaborate. Really dig deep. Before reading the poem, what does the title REVEAL to YOU about this poem. Elaborate. Really dig deep.

11. Towa Now, listen to the poem. Now, listen to the poem. Follow along annotating as we read. Follow along annotating as we read. Annotating should reflect your own thoughts and observations as we read aloud. Annotating should reflect your own thoughts and observations as we read aloud.

12. Towa With your group, complete the rest of the chart being as SPECIFIC as POSSIBLE. With your group, complete the rest of the chart being as SPECIFIC as POSSIBLE. P--paraphrase P--paraphrase C--connotation C--connotation A--attitude A--attitude S--shift S--shift T--title (after reading) T--title (after reading) T--theme T--theme Be prepared to share!

13. Unity between Cultures How do YOU relate to the poem on both a symbolic/literal level? Elaborate using specific details. How do YOU relate to the poem on both a symbolic/literal level? Elaborate using specific details.

14. Homework Using your notes, answer today’s EQ. You may do this through prose, poetry or artwork, but you must be able to explain your response in great detail in other words, if you can’t get up and speak about your response for at least 3 minutes, you haven’t put enough effort into it (artwork is NOT on stick figure on a piece of paper and the poem should be done with great thought and preparation). Using your notes, answer today’s EQ. You may do this through prose, poetry or artwork, but you must be able to explain your response in great detail in other words, if you can’t get up and speak about your response for at least 3 minutes, you haven’t put enough effort into it (artwork is NOT on stick figure on a piece of paper and the poem should be done with great thought and preparation).

15. Monument Valley Video “We are all One Tribe” “We are all One Tribe”