Wind from an Enemy Sky
May 19 Hand out books, read first 2 chapters
May 20 Chap 1-2 (1-25)
May 21 Chap 3-4 (26-39)
May 22 Chap 5-6 (40-52)
May 23 Chap 7-8 (53-65)
May 26 Memorial Day No School
May 27 Chap 9-10 (66-85)
May 28 Chap 11-12 (86-100)
May 29 Chap 13-14 (101-111)
May 30 Chap 15-16 (112 - 128)
June 2 Chap 17-18 (129-151)
June 3 Chap 18-20 (152-173)
June 4 Chap 21-22 (174-187)
June 5 Chap 23-24 (188-198)
June 6 Chap 25-26 (199-215)
June 9 Chap 27-28 (216-226)
June 10 Chap 29-30 (227-241)
June 11 Chap 31-32 (242-258) Quarter Final Exam (Chosen, River, Wind)
June 12 Last Day / Checkout
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Contemporary • Local Studies •
Getting the images that tell your story
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Local Studies •
Turning experience into art
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Turning experience into knowledge
Reasons for Making Notes
1. To Enhance Memory
You probably won’t remember the facts and details you need to write well if you don’t jot things down immediately. The usual process of making field notes is to do jottings as things are happening, and then to write up more complete notes as soon as possible, preferably later the same day.
2. To Focus Attention
Making notes is a way of focusing our limited attention. It’s a form of self-management.
Writing field notes can help you see things, hear things, think things, feel things, and understand things that would never occur without focused attention. Your notebook becomes part of your mind, increasing your capacity to notice, remember, organize, reflect, and create.
3. To Record Experience
Documenting experiences of both inner and outer worlds is a basic step of all the arts and sciences. Notes are the raw material used for nearly all cultural creations: articles, videos, songs, architecture, computer programs, etc. Converting experience to texts is the basis of all the disciplines. Though one reason for making field notes is to prepare you to create more finished products later, the notes themselves can become important historical documents.
What To Write
Observations: Late season snowstorm, hundreds of trees damaged, trees already leafed out, weight of the snow broke limbs, virtually every street
Select details that will most vividly capture the scene or event
Capture verbatim dialogue when possible (also paraphrase and summarize)Note the physical setting, describe the space, record noises, jot down colors, list equipment, record movements in the scene, write down numbers
Note the speaker’s tones, gestures, facial expressions, emotions, and reactions
Run a “sensory check” from time to time. What information are you receiving from each of your five senses? What do you see? Give details of color, shape, size, and number. What sounds are occurring? Give details of loudness, frequency, and tone. What smells are present? Can you taste anything? What can your skin detect? Coolness? Moistness? Breezes?
Feelings: Mildly depressing to see yet more snow this late in the year
You might feel disgusted, exhilarated, discouraged, rejected, happy, bored, saddened, etc. The person who documents something is an becomes a part of history, and how the person felt can be an important part of the record.
Ideas: [People have been worried about the ongoing drought. They were saved from this problem by a different problem: the worst storm damage in decades.]
Think of these as memos to yourself: ideas that you the observer are providing to you the writer, who will use all these notes to find a main theme and communicate it to a larger audience.
Questions: [What is record latest date for snow in this location?]
Reminders to find other resources that are mentioned: people or articles
Reminders to ask a different source about a topic that needs more investigation
Questions about background information for a telling detail
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Local Studies •
From posters created by English 11
The town of Polson in 1910
The Reservation in 1910
The creation of the reservation
Relations between settlers and natives
Culture--tribal life
Culture--homesteader life
Racial segregation/discrimination/racism
Construction--the Built Environment
The Natural Environment, Ecology
Laws & Treaties
Inventions & Technology
Transportation
Families
Women’s Lives
Alcohol
Religion
The Lake
Work
Law & Order
Schools & Eduction
Recreation
Main Street: Businesses
Everyday Life
Railroads
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Local Studies •
Cluster Activity
1. Group the questions into 5-8 sets, that seem to “go together”.
2. Give each set a descriptive name that could work as a chapter title in a book about Polson in 1910.
3. Write the names on a large sheet of paper and glue the questions that go with that name under each name.
4. Put the names of all group members on the poster.
Need:
20 envelopes with questions
20 pieces of poster board
5 glue sticks
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Local Studies •
Researching Local History
Questions posed by English 11 students 9/10/07
Since in 1882 it was illegal for whites to be on the Reservation, what happened to those who came here?
What happened to Indians who left the Reservation?
What activities did people do for fun?
How many Indians were learning English around 1910?
How did the construction of new roads and homesites affect the Indians?
When did it become legal to have liquor on the Reservation?
What tribes lived in the Polson area before the whites came?
Why were local tribes put on a Reservation?
How was Flathead Lake used in 1910?
Who were the first Tribal Council members? When was the first Council meeting?
Why do I hear two different stories--one from my grandma and a different one at school--about early Reservation history?
When Kootenais were put on the Reservation, why didn’t the band that was here join the Kootenai bands in Canada.
What did this place look like in 1910?
Did Indians ever get the benefits they were promised in the 1855 Treaty?
What equipment was used for logging in 1910?
What was the disease that killed so many people just before 1910?
When (and why) did it become legal for whites to live on the Reservation?
Who were the first Indians to settle near Flathead Lake?
When was Polson created?
When did the Treaty of 1855 expire?
Were there problems with whites and Indians marrying?
When did Indians start attending schools run by white?
How much did Indians actually receive for the lands they ceded?
How long have Indians lived here?
Who was the first white to marry an Indian from local tribes?
How many Indians lived here when the Reservation was established?
How many Indians live here now?
Why does skin color matter? Why does one group have to have more than the other?
How many people lived in Polson in 1910?
What were the largest businesses here in 1910?
Who were the community leaders in 1910 and what did they do?
Were there sports here in 1910?
What was the ratio of Indians to whites here in 1910?
Are there still different laws for Indians and whites?
Did the Civil War affect this area?
Was Polson on the Reservation?
Is the Reservation the same size as it was when it was established?
Before 1910, was Polson populated mainly by Indians or whites?
Were Indians wary about creating the Reservation?
In what year was the town of Polson actually created? Why is it called “Polson”?
Why was alcohol not allowed on the Reservation? Why was alcohol such a bad thing for the tribes?
Why did whites want to make decisions about the Reservation since it belonged to Indians?
How did white kids and Indian kids get along?
Did parents of Indians or whites care if their kids were friends with kids from the other group?
Why did Indians have a problem with whites moving here anyway?
How did everyone get along when settlers started moving in here? Did people have equal rights?
Did Indians have to fight for the Reservation or did they just find it?
What wildlife was here before settlers moved in?
What was vegetation here like?
How did steamboats work and where was their harbor?
What Indians actually signed the Treaty of 1855?
Who were the first settlers here and where did they come from?
What were the first businesses?
Why do we need a Reservation?
How were the final borders of the Reservation decided?
What was the main source of income for residents of Polson?
Did people carry guns and shoot each other as in western movies?
When was a school established in Polson?
What hotels were here?
How many people lived here in 1910?
Was Polson started by whites or by Indians?
How did the railroad affect life for the Indians?
What families that were here in 1910 are still here today?
Was Polson a dangerous place to live in 1910?
Were goods expensive in Polson in 1910? What did things cost?
Is the railroad that was being negotiated in 1882 still being used today?
Why didn’t Indians want whites here? Why did they want isolation from everyone else?
When did the Indians begin to have more power?
In what parts of the Reservation did most people settle?
When did automobiles become the main mode of transportation?
Are there buildings that still remain today that were here in 1910?
Why were several tribes put together on one Reservation?
What was the main objective of the mission in St. Ignatius?
How long did it take Indians to adapt Euro-American ways and customs?
How did a person become an enrolled member of the tribe in 1910?
How many reservations were there in Montana before 1910?
When did Indians stop living in teepees?
Why did the Indians agree to cede so much land?
Where did the tribes live before they ceded land and moved to the Reservation?
When did buildings start getting built here?
Why couldn’t the railroad be built around the Reservation?
Are there records in Polson of the people who have lived here?
Who was the first mayor of Polson?
What is the history of the Polson bridge?
What was everyday life like for Indian females?
How did the Indians hunt?
Did Indians have last names?
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Local Studies •
and other readings
I will grade your writing (quality of your sentences and of your thought) and not just whether your answer is correct.
1. In “Meat for God” why do you think McNickle chose a protagonist who was not Indian? (How is the story different than it would be if the old man had been an Indian?)
2. What is the most interesting thing you learned through the 4 readings? Be specific and explain yourself. You can’t answer this question well in less that 4 or 5 sentences.
3. List 5 questions you have about Polson’s or the Reservation’s past--things you wonder about or would like to find out more about.
Due at the end of the period, unless you were absent Thursday, in which case this is due at the beginning of class on Tuesday. Late papers not accepted.
Due tomorrow:
Report on the 4 readings: Write a research report giving your opinion about one aspect of life here before 1910 OR one insight in DArcy McNickle as a writer. Provide evidence for your viewpoint by quoting from at least three of the documents weҒve used in class: Hard Riding,Ӕ Flathead Railroad Treaty, 1882,Ӕ Clairmont v. U. S. (Supreme Court), and Meat for God.Ӕ You may also quote from any documents you located doing family history research.
The report should be at least two paragraphs long, and each paragraph should be well-developed, unified, and coherent.
1. Start by writing down 2 quotes from each reading that seem in some way connected.
2. After you have all the quotes, read through them and figure out a way to explain the connection you see. Work this out in a first draft.
3. Revise your first draft, making it unified and coherent.
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Local Studies •
The 1910 Expedition
Expressed interest in publishing project (Polson 100 Years Ago).
2nd period
Jake Walsh
Colton Wheeler
Stefan McCrumb
3rd Period
Megan Richardson
Jackie Fahlgren
Erin King
Bryanna Peterson
Katy Martin
Mitchell
5th Period
Joe Allik
Amanda Berens
Chase Elliott
Kyle Van Atta
Danielle Tidwell
Keio Salmonson
Ian Whitlock
Rochelle Woods
Dakota Peterson
7th Period
DaHye Kim
Shawn Orgies
Lisa Cob
Amanda James
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Local Studies •
McNickle
Write a research report giving your opinion about one aspect of life here before 1910 OR one insight in D’Arcy McNickle as a writer. Provide evidence for your viewpoint by quoting from at least three of the documents we’ve used in class: “Hard Riding,” “Flathead Railroad Treaty, 1882,” Clairmont v. U. S. (Supreme Court), and “Meat for God.” You may also quote from any documents you located doing family history research.
The report should be at least two paragraphs long, and each paragraph should be well-developed, unified, and coherent.
1. Start by writing down 2 quotes from each reading that seem in some way connected.
2. After you have all the quotes, read through them and figure out a way to explain the connection you see. Work this out in a first draft.
3. Revise your first draft, making it unified and coherence.
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Local Studies •
D'Arcy McNickle
Questions written by first period students:
1. What will happen?
2. What does the title have to do with the story?
3. How did Indians feel about the government?
4. Why did the Council choose the three stooges to be judges?
5. Why does the Superintendent want Indians to raise cattle?
6. How did the Superintendent get his job?
7. Why is Brinder Mather impatient with the Indians?
8. Why does the story start with a description of riding a horse?
Questions from fifth period:
1. Why don’t the Indians mind the stolen cattle?
2. Why did they choose fools for judges?
3. Why is the topic of cattle so important to Mather?
4. Why doesn’t the Council want a court?
5. Why does the Superintendent care whether cattle are stolen?
6. What is the “Superintendent” and how did he get his job?
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Local Studies •
Family History Research
On Friday, turn in seven 3 x 5 index cards. You will be given 1 point for each card completed.
1. What is your father’s full name and your mother’s full maiden name, and where was each of them born?
2. What is the name of at least one grandfather and one grandmother and the locations where they were born?
Put the information for each person on a separate 3 x 5 index card. At the top of each card put your name, and at the bottom of each card put a citation stating where you got the information: Example: “Interview with Bill Smith, September 5, 2007”
3. What is the name of at least one of your eight great-grandparents and where was he or she born?
At the top of the card put your name and at the bottom of the card put a citation stating where you got the information.
4. Tell where one of your ancestors was in 1910. Give the name of the ancestor, the location as precisely as you can, and any information you have about what was going on in his or her life.
At the top of the card put your name and at the bottom of the card put a citation stating where you got the information.
5. When did your family first arrive in the Polson area? Who came and why?
At the top of the card put your name and at the bottom of the card put a citation stating where you got the information.
If you cannot answer any of the questions, write a report on what you did in attempting to locate the answers, and what you learned.
On Friday, you will be asked to locate on a world map the locations where your parents, grandparents, and great-grandparents were born.
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Local Studies •
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