TEACHER INTRODUCTION

The purpose of Chapter 3 is to help students understand the following ideas related to Idaho's Indians:

1. Indians were the first Americans and the first Idahoans.
2. Idaho had many Indian communities long before white men discovered Idaho.
3. Idaho's Indians lived a free and democratic life long before white men came.
4. Idaho was the home of six Indian tribes.
5. Various Indian tribes spoke different languages.
6. Idaho's Indians lived on food that grew wild. They were not farmers.
7. Indians had interesting customs and legends.
8. Chief Joseph was a famous Nez Perce chief.

Following the numbered suggestions below, you will find a link to five Student Activity Modules. Each module contains a section for teachers and a section for students. A link is provided to take the teacher directly to the student material for each module. Students may also access the student material through the Kids' Compass side of the web site. The modules for Chapter 3 are the following.

Module 1	The Time Line---Making Time Make Sense
Module 2	Build Your Own Tipi
Module 3	The Appaloosa Horse---Spotted History
Module 4	Indian Rock Art---Learning to Read It
Module 5	Indian Sign Language

1. If you want to change the students' short term memory into long term memory, stop reading (or telling) every 10 or 15 minutes, and have the students discuss the material. This applies to all age levels from small children through adults.

2. Begin each reading assignment (silent and oral) with a Directed Reading Activity. Students of all ages benefit from this approach.

3. Inquiry Activities are intended to promote as much discovery learning as possible through a variety of interesting things to do. Students should be permitted a reasonable amount of independence in these activities, but with enough teacher support to ensure success. Grading should be on the quality of the effort made, rather than on the quality of the end product.

4. Be sure to check the pronunciation of the Indian names in this chapter and practice them before trying them in class. For example, Kutenai is KOOT-nee. The glossary in The Story of Idaho lists them for you.

A further note on tribal names: Tribal names can plural without adding "s." For example, it is correct to say "two Shoshoni" or "two Bannock," even though your textbook uses an "s" to show the plural.

5. Find out what Indian tribes lived or hunted in your local area. If possible, identify specific people, places, and events related to local Indian history.

6. Don't overlook the time line on page 52 of The Story of Idaho, Centennial Edition. It will help students understand the very short time that white men have lived in Idaho.

7. Following the numbered suggestions, you will find a link to five Student Activity Modules. Each module contains a section for teachers and a section for students. A link is provided to take the teacher directly to the student material for each module. Students may also access the student material through the Kids' Compass side of the web site.

Please note that some modules are more challenging than others. On the Chapter 3 Student Activity Modules teacher page, I have suggested some that are especially appropriate for "Gifted and Talented" students.

These materials are suggestions only, and you should feel free to choose among them for ideas that fit your own students and teaching style. The materials contained here are organized to support The Story of Idaho, Millennial Edition; however, they will enhance the teaching of Idaho history, regardless of the textbook being used.