OCR Text |
Show THE GOSHUTES W E S H A L L R E M A I N : U TA H I N D I A N C U R R I C U L U M G U I D E 49 TEACHER BACKGROUND The Goshutes have a long, rich oral tradition, and Goshute storytellers are highly respected members of their tribe for their role in transmitting knowledge. Several Goshute tales that have been passed down through generations include the character Coyote, a trickster figure that appears in the oral traditions of many western tribes. This lesson includes three Goshute Coyote stories: Pia Toya, Coyote and Frog, and "Coyote Eye-Juggler." Through these tales, students will see how Goshute storytellers use Coyote stories to perpetuate Goshute language, culture, and ties to place. The Use of storytelling IN the transmision of goshute culture Objecti ve The student will be able to identify important elements of Goshute culture through their oral tradition. Student Materials "Coyote Eye-Juggler" Worksheet Time Frame Two thirty-minute periods over two days Teacher Materials At a Glance: Coyote Stories and Goshute Tradition Coyote and Frog claymation video (available for download online at www.UtahIndians.org) Pia Toya-A Goshute Indian Legend (excerpts available online at www.UtahIndians.org) or "The Tale of Pia Toya" (included in Teacher Materials) Photo of the Deep Creek Mountain Range We Shall Remain: The Goshute (chapter 2, 07:20) Procedure Prior to the lesson, explain the difference between written history, which is what many students grew up with, and oral history, which is what the Goshutes and other indigenous peoples relied on to per-petuate knowledge (see "oral history" entry in Appendix A). Read Pia Toya-A Goshute Indian Legend to the students. If you have access to the book, that is best. If not, you can make due with the excerpts on our website or the synopsis that is included in the teacher materials for this lesson. Pass out worksheets, and let students fill in the answers to the first set of questions. Talk through any questions they may have about Coyote and his "trickster" persona. |