Duration: 90 Minutes
Subject: Language, Music, Cultural Studies
Guest Speaker: Shena Mundan 

Month: April 

Creator: Maya V.

Lesson Plan

Introduction

Participants will explore the Ho-Chunk language through songwriting, a traditional practice that connects language, culture, history, and identity. The workshop will engage participants in the importance of preserving Indigenous languages through songwriting. Throughout the workshop, the Ho-Chunk people’s history, values, and modern-day experiences will be highlighted. The guest speaker, Shena Mundan will giver her unique perspective of her people, their history and how she personally preserves the traditions through teaching students the Ho-Chunk language. The activity of songwriting offers a creative, interactive way to connect with a language and its meaning while preserving the cultural significance of song.

History

The Ho-Chunk people, also known as the Winnebago, are a Native American tribe originally from the northeastern United States, primarily around the Great Lakes region, including present-day Wisconsin, Minnesota, and Iowa. Their name, "Ho-Chunk," means "People of the Big Voice" or "People of the Sacred Language," reflecting their deep cultural connection to their language and traditions. Historically, the Ho-Chunk were known for their rich oral storytelling, agricultural practices, and vibrant social structures. Despite enduring forced relocations, land loss, and attempts to suppress their culture, the Ho-Chunk Nation has remained resilient, preserving their language, spiritual practices, and cultural heritage.

Essential Questions

1. How does language shape our identity and relationship to culture?

2. In what ways can music and songwriting help preserve and revitalize Indigenous languages?

3. What role does storytelling play in maintaining the traditions of the Ho-Chunk people?

4. How can the practice of learning and using a native language influence personal and community growth?

Goals

• To engage participants in the preservation and revitalization of the Ho-Chunk language through the creative process of songwriting.

• To connect participants to the history, culture, and modern-day experience of the Ho-Chunk people through language.

• To provide a platform for participants to reflect on their language-learning journey and its personal significance.

Objectives

• Participants will learn about the history and significance of the Ho-Chunk language and its role in the community.

• Participants will be able to write a song or translate an existing song using the Ho-Chunk language.

• Participants will articulate the meaning of their song and reflect on the process of creating it.

• Participants will demonstrate an increased understanding of the connection between language, identity, and culture.

Outline of Learning Plan

1. Introduction (10 minutes)

• Instructor, Shena Mundan, will introduce herself and share her personal journey as a Ho-Chunk language teacher. She will explain the significance of preserving the Ho-Chunk language and its role in maintaining the cultural identity of the Ho-Chunk people.

• Brief discussion about the history of the Ho-Chunk people, their migration, struggles, and resilience. This will connect to their modern-day experience, touching on the importance of language revitalization.

• Participants will be prompted to share any prior knowledge they may have about Indigenous languages and how language connects to their identity.

2. Song Demonstration in Ho-Chunk (5 minutes)

• Mundan will sing a traditional or modern song in Ho-Chunk, showcasing the beauty and rhythm of the language.

  • Alternatively or in addition to Mundans' song, the Hoocak Flag Song can be shown to participants as an example of a song in Ho-Chunk

• Using the Ho-Chunk Dictionary, she will break down key words and phrases from the song, demonstrating the structure and sound of the language.

3. Songwriting Activity (40 minutes)

• Participants will use the Ho-Chunk Dictionary and other language resources to either write an original song or translate an existing song into Ho-Chunk. The emphasis will be on maintaining the cultural integrity of the song while exploring the nuances of the Ho-Chunk language.

  • Participants can work individually or in pairs.

  • They will focus on simple phrases and concepts, ensuring the language is used accurately.

• *Shena and any available assistants will circulate and provide support in understanding the dictionary, structuring sentences, and selecting meaningful words.*

• *Participants will have time to rehearse their song or translation before presenting to the group.*

4. Presentation and Reflection (35 minutes)

• Each participant (or pair) will present their song to the group. Presentations may include singing the song or speaking about its meaning, the process of creating it, and how they connected to the language.

• After each presentation, participants will reflect on their experience by answering the following guiding questions:

  • How was this experience?

  • How will this help you outside of this room?

  • What does this knowledge mean to you?

Materials Needed

• Ho-Chunk Language Dictionary (printed or digital versions for participants)

• Projector and screen for song demonstration, presentation and youtube videos

• Notebooks/paper and pens for participants to write their songs or translations

• Audio equipment for playing music or song presentations

• Handouts of Ho-Chunk language basics (optional)

Assessment

1. Post-Workshop Survey

https://docs.google.com/forms/d/1PTX5YNEgVS1dBzDqgUsOYnk2QTYnByt3-qFFZgF-w_o/edit

2. Presentation

At the end of the workshop there will be a presentation for each participant of their art to the rest of the workshop participants 

3. Reflection of the workshop and the songs created using these questions as a guide for the discussion. 

• Did you feel you had enough time to complete your artwork? How did you manage your time during the process?

• Can you describe the steps you took to create your art and the decisions you made along the way?

• How does your artwork relate to your life, personal experiences, or identity?

• What emotions or messages do you feel your artwork conveys, and why is that important to you?

Annotated List of Sources  

Ho-Chunk Language Dictionary

https://dictionary.hochunk.org/

This is the primary tool for the songwriting activity. The dictionary will help participants explore and understand Ho-Chunk vocabulary, sentence structure, and pronunciation. It is also a crucial resource for developing both original songs and translations.

Reviving Native Languages – A Ho-Chunk Story

https://www.youtube.com/watch?v=_oQyl9dZIpA

This documentary highlights the Ho-Chunk Nation's dedicated journey to revive their ancestral language, from a history of suppression to its current resurgence in classrooms. Through intimate interviews with educators, the film explores both the successes and struggles of this revival, as the Ho-Chunk language begins to regain its place in educational systems. More than just a story of language preservation, it is a powerful testament to cultural resilience, identity, and the revitalization of a language that was once at risk of disappearing.

Hoocak Flag Song

https://www.youtube.com/watch?v=UzaKoDhIUvE

This flag song can be used as an example of a Ho-Chunk song to demonstrate to the workshop participants.