Tookwee’nup, legends, are Paiute stories told during the winter months. They are mythical, often humorous, and they contain a moral. Tookwee’nup teach Paiute children why things are like they are. The stories give spiritual instruction and expose the children to human characteristics that we all possess. This Paiute booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

To the Shoshone, the elders are their teachers, and the words of the elders are important truths for them. The elders have lived long lives, and their stories guide and protect the Shoshone. This Shoshone booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

The Ute Mountain Ute people live in southeastern Utah and southwestern Colorado, near the base of Wisuv Káruv, or Sleeping Ute Mountain. The Ute Mountain Ute tribal headquarters are located at Towaoc, Colorado. The Ute Mountain Ute Sun Dance is held there every year on Sleeping Ute Mountain. This Ute Mountain Ute booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

According to Navajo tradition, this is a winter tale. Coyote stories should only be told in the winter time. This Navajo story booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The full set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This means that they do not read well when using a projector or smart board because the pages will appear out of order. If a teacher did want to use the books in an electronic format, they would be best off screenshotting the pages and arranging them in a slide presentation.

To the Navajo, the owl is a bearer of bad news. When an owl appears, it may be a warning that something terrible is about to happen. When a traditional Navajo sees an owl, he prays for intervention, protection, and guidance. This Navajo booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The full set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This means that they do not read well when using a projector or smart board because the pages will appear out of order. If a teacher did want to use the books in an electronic format, they would be best off screenshotting the pages and arranging them in a slide presentation.

Coyote is a trickster. He tries to trick the people, but they already know what he is capable of doing and how far he will go to get his way. He has a bag full of tricks. This story should only be told during the winter months. This Ute Mountain Ute story booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

When the earth was new, there were no people, only the animals. The animals had human characteristics, and they were able to speak to one another. Coyote was often the trickster and had to learn the hard way. The Ute people tell stories about Coyote and other animals to their children. Based on Coyote's mistakes, the elders teach children about proper behavior and positive attitudes. The lessons learned help them avoid making the same mistakes Coyote did and suffering the consequences in their own lives. This Ute(Uintah/Ouray) story booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

According to Shoshone culture, everyone should be proud of who he or she is, not envious of others. Everyone should also be grateful for what they have and avoid complaining. Everyone is given special gifts and talents, which should be used appropriately. If talents are misused, they could be taken away.
This Shoshone booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

Just as the birds in this story held a council meeting to decide how to deal with Buzzard, Ute people, to this day, have council meetings to discuss problems and solutions for their people. At these meetings, everyone has the right to express his or her opinion and be heard and listened to. Although some Native American Indian stories can only be told during the winter time, this story can be told any time of the year. This Ute (Uintah/Ouray) booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

Tookwee’nup are Paiute legends or stories told during the winter months. They are mythical and humorous, and they often contain a moral. A Paiute elder explained, "The most important purpose of Tookwee’nup is to teach children to laugh at themselves. When a child falls and cries, the parent's laughter turns the child's tears into joy. Thus, when the child becomes an adult, he then has the ability to take calamity in stride." This Paiute booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

This is the detailed lesson plan. Students will be guided through the strategies included in reciprocal teaching as they read/listen to the Goshute tale "Coyote Loses His Eyes." based on the Goshute story booklet adapted by Kathryn Hurst and Cultural Consultants Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

This is the detailed lesson plan to create a story map based on the "Coyote and Frog Race" Goshute story booklet adapted by LeeAnn Parker and Cultural Consultants Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

The students will write a story to activate their prior knowledge. They will then read a story and identify the characters, problems, and solutions within that story. After reading the story, the students will retell it in comic strip form. Possible extensions tie in with the Science Core. This concept map is based on the "Coyote and Mouse Make Snow" story booklet. According to Goshute tradition, Coyote tales should only be told during the wintertime. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

This lesson utilizes the experience-text-relationship method to enhance comprehension of the story "Coyote and the Rolling Stone," a traditional Goshute tale. It includes an experience-eliciting discussion/activity, a discussion about the students' reading of the story, and a discussion relating students' experiences to the content of the story. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center. These stories come with glossaries of traditional language vocabulary and teaching points. The Kennedy Center's ArtsEdge "Elements of Dance" lesson plan (http://bit.ly/2Em9JZN) for teaching dance elements can be tied in with "Coyote and the Rolling Stone" by incorporating the action words used in the story for choreographing a dance movement experience as a class.Lesson Plan Author: LeeAnn Parker

Students will use predicting, questioning, commenting, and connecting to the text as strategies while they read. They will also practice retelling the story to a partner to demonstrate comprehension. This detailed lesson plan is based on the Goshute story "Coyote and the Rolling Stone" story booklet adapted by Merry Adams; Cultural Consultants: Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

This lesson is about the flow of energy in ecosystems. The setting is Plimoth Plantation, a living history museum in Plymouth, Massachusetts, USA, where students will learn about the first Thanksgiving meal in America, celebrated in 1621 by early American settlers and Wampanoag Indians. By examining this meal and comparing it to a modern day Thanksgiving celebration, students will be able to explore the way in which food energy moves and is transformed in an ecosystem. The learning goals focus on the movement of energy from one feeding level to the next within a food web, the way in which energy changes form, and the inefficiency of energy transfer, which in turn affects the availability of food energy for organisms at the highest feeding level. The lesson is directed at high school level biology students. Students should be familiar already with food webs, food chains, and trophic (feeding) levels. They should also be familiar with the general equations for photosynthesis (CO2 + H2O => C6H12O6) and cell respiration (C6H12O6 => CO2 + H2O), and understand the basic purpose of these processes in nature. This lesson can be completed during one long classroom period, or can be divided over two or more class meetings. The duration of the lesson will depend on prior knowledge of the students and on the amount of time allotted for student discussion. There are no supplies required for this lesson other than the downloadable worksheets (accessed on this BLOSSOMS site), paper and some glue or tape.

This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. The task requires students to exhibit MP1, Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either A-CED.1 or N-Q.1, depending on the approach.

This lesson discusses the differences between common representations of Native Americans within the U.S. and a more differentiated view of historical and contemporary cultures of five American Indian tribes living in different geographical areas. Students will learn about customs and traditions such as housing, agriculture, and ceremonial dress for the Tlingit, Dinè, Lakota, Muscogee, and Iroquois peoples.

Homepage for the Northern Ute Tribe, with links to current information regarding, and affecting, tribal life.

Students study the interaction between environment and culture as they learn about three vastly different indigenous groups in a game-like activity that uses vintage photographs, traditional stories, photos of artifacts, and recipes.