Lesson Three

Title:  Southwest:  The Face of the Kachina:  A Look at the Kachinas and their impact on the Hopi Religion.

Grade Level(s):  4th-6th grades.

Subjects:  Social studies, language arts, art.

Learner Outcomes:

1. Students will locate data about geographic regions, traditional housing, famous chiefs, customs/legends, and foods (Record information on data collection chart using selected  reference sources).
2. Students will examine comparisons between attributes of religions.
3. Students will draw conclusions as to how Kachinas and the Hopi religion affect daily life for Hopi Native Americans.

Duration of Lesson:
 

Approximately ninety minutes (can be broken up into three sessions) Can be presented in two days.:  1) discussion of religion and the Kachinas, 2) Making the Kachina masks, and 3) Giving presentations of Kachina masks and finally drawing comparisons between aspects of different religions.

Materials:
 

Pictures of Kachinas, paper plates or circular pieces of cardboard, paint (preferably brilliant colors), scissors, paint brushes, cups of water, and paper towels.

Technology Tools/Courseware:  Internet usage, digital camera.
 

Teacher Notes:

• Information about each individual Kachina can be prepared prior to the lesson or students can research the role of their individual Kachina.
• This lesson could be broken up into three parts.  The first part could be a discussion of various views of religion and what part they play in people’s lives.  The second part could be the making of the masks.  Finally, the third part could consist of the presentation of the masks and a conclusion drawing comparisons between the opening topic of religions and the discussions of the Kachinas and the Hopi religion.

Procedures:

1. Open the lesson by discussing what religion means in student's eyes.
2. Discuss the role of the Kachinas in the Hopi tradition.
3. Use pictures to exam each individual Kachina.
4. Examine the impact Kachinas had on everyday life.
5. Create unique/individual Kachina masks.

                   a.  Decide which Kachina appeals to each student
                   b.  Use paper plates or pieces of cut, circular cardboard
                   c.  Use paint to create different faces; use pictures from discussion as a guide, if needed
                   d.  Cut holes only for eyes
6. Have students individually present their version of a Kachina.
7. Have students speak as though they were the actual Kachina.
8. Students should explain their role in being a Kachina and what this meant for life as a Hopi.
9. The explanations of each individual Kachina can be prepared for students ahead of time or time could be given for students to research the role of their particular Kachina.
10. Bring the class back to the opening of the lesson and draw comparisons between the discussion of religion in their eyes and what they have learned about Kachinas and the Hopi religion.
11. Allow time for research and completing data collection chart.

Modifications:
 

Enrichment Activities:

Students can find similarities and differences among the various regional Native American tribes.  For instance, students could find similarities and differences among the Southwestern Native Americans or the Plains Native Americans.  Or, the same could be done between regions.  For instance, students could find similarities and differences between the Southwestern Native Americans and the Plains Native Americans.

Evaluation/Assessment:

Students will create a Venn diagram comparing and contrasting their religion with that of the Hopi Native Americans.

State and National Standards:
West Virginia IGOs

History 5.33, 5.46
Geography 5.26, 5.33
Technology 5.59
Language Arts 5.11, 5.14

National Standards

References:

• Custom legends
• Nation/Tribe
• Traditional housing

Author:  Eric Murphy (nynyfan@hotmail.com)

Madison Elementary School

Overview

Iroquois

Sioux

Hopi

Shoshone

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