Notes

Notes from the first meeting with Tribe (Tom, Brian, McKenzie, Sabrina, Maggie)

Google Doc link

Notes from the second meeting with Tribe (Tara, Monty, McKenzie, Maggie)

We discussed having the May Branching Out lesson be done by the Tribe (with docent assistance).

Logistics - 1.5-hour lessons for 4 classes of students. (Maggie will check with teachers to see if they can be flexible on times and if any dates will work best or NOT work, such as any testing dates), or if it would be possible for them to come out 2x, once for lesson, once for service project portion. It may be easier to plan within the regular time constraints to keep things simple.

McKenzie has a service project (either planting native grass or removing invasive species such as pepperweed, depending on if the grass is ready to plant), which will take about 45 minutes.

That leaves another 45 minutes - probably 30 minutes for an intro lesson by Monty and/or Tara or one of their staff, and allowing another 15 minutes for a Magic Spot and Appreciation Circle at the end of the lesson. This timing is pretty tight, so we may want to be sure we can go over 1.5 hours if needed.

Brainstorming

(These ideas go beyond the May lesson - lots of interesting things!)

Ideas included tying into how we are connected to ecosystems, how we're made up of the same stuff as Earth, same percentage of water, same minerals as soil, etc (Monty). Also, how Native people have always viewed the land as family (another word - relatives?).

Focus on plants, on reciprocity/gratitude/giving back

Students learn about / reflect upon their OWN heritage

Tie in with 4th-grade Paiute Curriculum - review this to make connections.

Stories help bring these relationships to life

Seasons are important - not all lessons can be taught at any time of year - plan for this

Look at how stories apply NOW - Paiute culture is a LIVING culture, and practices change.

Pre-class, have teachers show students video: Monty suggested Sarah Sunshine Manning's TED Talk, "We are the Earth, We are the Land": https://www.youtube.com/watch?v=MN5U2NPe1VI

He also mentioned John Trudell's "One Earth, One Mother" poetry/lyrics (from his song, "Crazyhorse"): https://www.youtube.com/watch?v=Ku8ga-krBe4 - maybe just study the poem?

Focus on Reciprocity through a harvest demo (Amaranth) - (may not be a May lesson?) - Relationship to the Earth, we ARE the Earth

Pine Nut Harvest for 5th-grade - great Fall lesson! Uses binoculars to see Pinyons on the ridge of the White-Inyo Mountains.

Also, "Swift Current" Video - he is a Blackfeet Montana Native and a Rodeo Cowboy: https://www.youtube.com/watch?v=lUXDVEm2EQ8

Notes from meeting with Tara and McKenzie at Bishop Paiute Tribe in September 2021

1. First lesson is with Tribe in November - establish PLACE, whose land and how it's been tended. Can focus on food - harvest, preparing for next year, and combine with seed dispersal/planting project. Could work with Pinyon Project (Monty - Food Sovereignity) or harvesting the Dogbane they will use for cordage in the final lesson in May. Incorporate Seed Stories!

2. Observation Lesson, establishing PRACTICES (December or January)

3. Ecosystem lesson in January or February

4. Tribe lesson - STORIES - possibly water stories and integrate a pond activity? This lesson TBD, but it would be in March.

5. Plant lesson

6. Final lesson with Tribe - Cordage with Tara and restoration project with McKenzie (Tribe Americorps) to connect plant lesson to reciprocity, gifts of plants and giving back through stewardship.