FIELD MOUSE GOES TO WAR PUPPET SHOW WITH CRAFT PROGRAM PLAN FOR DOCENTS

FIELD MOUSE GOES TO WAR PUPPET SHOW WITH CRAFT PROGRAM PLAN FOR DOCENTS The following is a suggested format for the puppet show. Please feel free to bring your own experiences and creativity to the show; however, maintain the Arizona State Academic Standards when you do this program. AGE/GRADE LEVEL DURATION GROUP SIZE DOCENTS LOCATION BACKGROUND This program is appropriate for pre-school through third grade students. The puppet show with craft takes approximately one hour to complete. 15 children with three educators/chaperones 2 docents Babbitt Reading Room This program takes considerable time to set up. Generally, the puppet stage is set up in the Babbitt Gallery. The parts for the puppet stage are in Owaki. They are color coded for the show. It may take nearly 30 to 45 minutes to set up the stage with all the props. It is possible to set it up the afternoon before the show. Be sure to notify the staff in advance if you want to do that. The puppet show is based on a delightful tale of a tiny field mouse's bravery in defending the Hopi people against a marauding hawk that is killing all the chickens in the village. The book, Goes to War, is brought to life through the illustrations of Hopi artist Fred Kabotie. Edward A Kennard collaborated with Hopi storyteller Albert Yava to create this story as part of a literacy project for the Department of Education, Bureau of Indian Affairs in 1944. ESSENTIAL QUESTIONS By the end of the puppet show the children should be able to answer the following questions: 1. How would you describe Hopi houses and where Hopis live? 2. Why is the village crier important in the Hopi culture? 3. What does it mean to be brave and courageous? KEY WORDS Hopi brave celebrate chant chief clan crier culture feast hawk mesa pueblo village MATERIALS NEEDED The following items can be found in the puppet closet in Owaki: The puppet stage (3 bags) In the puppet show box: puppets: hawk, field mouse, chief, crier; Field MNA s Goes to War page 1

Mouse book. Materials found in other areas in Owaki Hawk, Hopi corn, Hopi musical instruments, Hopi music cassette and tape player. Craft supplies for rattle: small paper plates, staplers, feathers, cardboard cut in one inch strips for handles (8 long), beans or seeds for noise, markers. INTRODUCTION Greet the children and introduce yourself. Explain to the children that the puppet show is based on a traditional story that has been passed down for generations. Hopis traditionally live on three mesas not far from Flagstaff. They live in pueblo type homes that are built close together. (Show pictures) Some of the crops they raise are corn, beans, and squash. Talk about the Hopi culture and show children cultural items. Explain the importance of the crier and the chief in the culture. ACTIVITIES Perform the play. Bring out the puppets and have them ask the children questions about the puppet show. Sample questions: 1. Why did the villagers want to get rid of the hawk? 2. Why was it that no one thought that could get rid of the hawk? 3. What did the Crier do in the story? 4. How did save the day? 5. Does one have to be big and strong to overcome a problem? Tell them that the puppet show story is also a book. Show them the book. They might want to get the book at the library or buy a copy so they can read the story themselves. Introduce the craft Paper Plate Rattles: Show children examples of real rattles. Talk about their purpose and their designs. Explain that they will now make their own rattles to help celebrate the victory of. Give each child two small paper plates. Have them draw designs on the outside of each plate. With the aid of adults, have children place beans between the two plates and staple around the entire plate. Be sure to insert the strips of cardboard for the handle and staple them to between the two plates. Children can then celebrate the victory of with a parade. MNA s Goes to War page 2

CLEAN UP AND FOLLOW UP ARIZONA ACADEMIC STANDARDS It is very important to put all materials and supplies back where you found them in Owaki. Other docents may need some of the supplies for another program. SCIENCE Strand 4: Life Science Concept 3: Organisms and Environments Kindergarten and Grade 1: Understand the relationship among various organisms and their environment PO 1. Identify some plants and animals that exist in the local environment PO 3. Describe how plants and animals within a habitat are dependent on each other. SOCIAL STUDIES Strand 4: Geography Concept 2: Places and Regions Kindergarten PO 1. Recognize through images how people live differently in other places and times. Grade 1 PO 3. Recognize through images of content studied that places have distinct characteristics. Grade 2 PO 1. Identify through images how places have distinct characteristics. Concept 4: Human Systems Kindergarten PO 1. Discuss the elements (e.g. food, clothing, housing, sports, holidays) of diverse cultures, including those in your own community. Grade 1 PO 1. Discuss the elements of culture (e.g. food, clothing, housing, sports, holidays) in a community or nation. Grade 2 PO 4. Discuss cultural elements (e.g. food, clothing, housing, sports, customs, beliefs) of a community or nation. Grade 3 PO 4. Discuss the cultural elements of a community or nation (e.g. food, clothing, housing, sports, customs, beliefs) in regions studied. Strand 5: Economics Concept 1: Foundations of Economics Grade 1 PO 2. Recognize that people need to make choices because of limited resources. Grades 2 and 3 PO 1. Discuss how scarcity requires people to make choices due to their limited needs and wants with limited resources. MNA s Goes to War page 3

THE ARTS: VISUAL ARTS Standard 1: Creating Art Students know and apply the arts, disciplines, techniques and processes to communicate in original or interpretive work. 1AV-R. Show respect for personal work and the work of others PO 1. Show ways to respect one s own work and the work of others Standard 2: Art in Context Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts. 2AV-R1. Identify art objects from different times, places and culture through reproductions and/or original works of art. PO 2. Match art images/objects with their location and/or cultural group. Foundations (Grades 1-3) 2AV-F3. Identify and describe how history, culture and visual arts can and do influence one another. PO 1. Identify art images/objects from a particular culture. PO 4. Restate the purpose an art image/object served based on the cultural history of the maker (e.g. Kachina dolls to the Hopi) Standard 3: Art as Inquiry Students demonstrate how the arts reveal universal concepts and themes. Students reflect and assess the characteristics and merits of their work and the work of others. Foundations (Grades 1 3) 3AV-F2. Understand there are various purposes for creating works of art PO 1. Explain various purposes for art (e.g. function, ceremonial) THE ARTS: THEATER Standard 1: Creating Art 1AT-R5. Show respect for personal work and the work of others PO 1. Listen to others and follow suggestions PO 2. Share and take turns PO 3. Participate in a process of self-evaluation, feedback about the process, and feedback about the dramatization Standard 2: Art in Context Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts. MNA s Goes to War page 4

2AT-R1. Share personal cultural traditions which they have seen while viewing a play, a film or television show. Foundations (Grades 1 3) 2AT-F2. Identify, by genre, examples of theater about historical periods and cultures Given the opportunity to see a production (television, film, theater) about a different time or culture: PO 1. Identify the culture by country of setting and time MNA s Goes to War page 5

FIELD MOUSE GOES TO WAR PUPPET SHOW WITH CRAFT OVERVIEW FOR EDUCATORS/PARENTS AGE/GRADE LEVEL DURATION GROUP SIZE LOCATION BACKGROUND This program is appropriate for pre-school through third grade students. The puppet show with craft takes approximately one hour to complete. 15 children plus three educators/chaperones Babbitt Reading Room This program is based on a delightful tale of a tiny field mouse's bravery in defending the Hopi people against a marauding hawk that is killing all the chickens in the village. The book, Goes to War, is brought to life through the illustrations of Hopi artist Fred Kabotie. Edward A Kennard collaborated with Hopi storyteller Albert Yava to create this story as part of a literacy project for the Department of Education, Bureau of Indian Affairs in 1944. A craft for the children is included in the program. ESSENTIAL QUESTIONS By the end of the puppet show the children should be able to answer the following questions: 1. How would you describe Hopi houses and where Hopis live? 2. Why is the village crier important in the Hopi culture? 3. What does it mean to be brave and courageous? KEY WORDS USED IN THE PROGRAM Hopi brave celebrate chant chief clan crier culture feast hawk mesa pueblo village ARIZONA ACADEMIC STANDARDS ADDRESSED BY THIS PROGRAM SCIENCE Strand 4: Life Science Concept 3: Organisms and Environments Kindergarten and Grade 1: Understand the relationship among various organisms and their environment PO 1. Identify some plants and animals that exist in the local environment PO 3. Describe how plants and animals within a habitat are dependent on each other. SOCIAL STUDIES Strand 4: Geography Concept 2: Places and Regions Kindergarten PO 1. Recognize through images how people live differently in other places and times.

Grade 1 PO 3. Recognize through images of content studied that places have distinct characteristics. Grade 2 PO 1. Identify through images how places have distinct characteristics. Concept 4: Human Systems Kindergarten PO 1. Discuss the elements (e.g. food, clothing, housing, sports, holidays) of diverse cultures, including those in your own community. Grade 1 PO 1. Discuss the elements of culture (e.g. food, clothing, housing, sports, holidays) in a community or nation. Grade 2 PO 4. Discuss cultural elements (e.g. food, clothing, housing, sports, customs, beliefs) of a community or nation. Grade 3 PO 4. Discuss the cultural elements of a community or nation (e.g. food, clothing, housing, sports, customs, beliefs) in regions studied. Strand 5: Economics Concept 1: Foundations of Economics Grade 1 PO 2. Recognize that people need to make choices because of limited resources. Grades 2 and 3 PO 1. Discuss how scarcity requires people to make choices due to their limited needs and wants with limited resources. THE ARTS: VISUAL ARTS Standard 1: Creating Art Students know and apply the arts, disciplines, techniques and processes to communicate in original or interpretive work. 1AV-R. Show respect for personal work and the work of others PO 1. Show ways to respect one s own work and the work of others Standard 2: Art in Context Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts. 2AV-R1. Identify art objects from different times, places and culture through reproductions and/or original works of art. PO 2. Match art images/objects with their location and/or cultural group.

Foundations (Grades 1-3) 2AV-F3. Identify and describe how history, culture and visual arts can and do influence one another. PO 1. Identify art images/objects from a particular culture. PO 4. Restate the purpose an art image/object served based on the cultural history of the maker (e.g. Kachina dolls to the Hopi) Standard 3: Art as Inquiry Students demonstrate how the arts reveal universal concepts and themes. Students reflect and assess the characteristics and merits of their work and the work of others. Foundations (Grades 1 3) 3AV-F2. Understand there are various purposes for creating works of art PO 1. Explain various purposes for art (e.g. function, ceremonial) THE ARTS: THEATER Standard 1: Creating Art 1AT-R5. Show respect for personal work and the work of others PO 1. Listen to others and follow suggestions PO 2. Share and take turns PO 3. Participate in a process of self-evaluation, feedback about the process, and feedback about the dramatization Standard 2: Art in Context Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts. 2AT-R1. Share personal cultural traditions which they have seen while viewing a play, a film or television show. Foundations (Grades 1 3) 2AT-F2. Identify, by genre, examples of theater about historical periods and cultures Given the opportunity to see a production (television, film, theater) about a different time or culture: PO 1. Identify the culture by country of setting and time

Goes to War Puppet Show This is a story that s told to the Hopi children about the mighty field mouse and how he became a hero to all the Hopis who lived in Mishongovi Village on the Mesas. Once upon a time we were very rich not in the amount of money we had or in jewels, but in storerooms full of corn, beans, squash, melons, peaches, apples, and apricots. We had sheep, goats, horses, cattle, and chickens, which we liked to eat best of all. Of course they gave us other things like eggs to make cakes and cookies, and to eat scrambled for breakfast. As long as we had chickens we didn t need alarm clocks because the roosters woke us up every morning before the sun was up. So we really liked our chickens but something began eating our chickens (fly the hawk over the screen)! We were down to a very few chickens (hawk flies over again). The hawk must die. He s the one who has been eating all our chickens! Knocks on door Come in! Good evening, Chief. Looks amazed and says to audience To Good evening,. I m surprised to see you. Why have you come here? I feel very sorry for you and your people because every day I see the hawk flying over your village and stealing your chickens. Is that so? What do you plan to do about it? I have been thinking I will kill the hawk for you. This mouse must be crazy! He cannot do anything he is too small. He cannot kill the hawk. After all we have tried but if he thinks he can well Thank you,. We will appreciate your help. When will you do this? In four days I will kill the hawk. Then we will feast and dance all day in celebration.

Knocks on Crier s door Crier Crier Crier Crier Looks amazed, says to audience Says to Chief To the audience I will go and tell the crier to announce to all the village that you will kill the hawk. Now go on home and go to bed. Yes, that s a good idea. Good night, Chief. Now I must go and see the crier and tell him about this crazy mouse! Come in! Good evening, Chief. What brings you hear at this hour? I have come to discuss this hawk that is killing our chickens, and how we will get rid of him. Is that so? Yes. Tonight I had a visitor who told me he will kill the hawk for us. You must announce to all the village that the hawk will be killed in four days. We will have a dance day and celebrate. So, let us prepare for that day. Who was this visitor and who will kill the hawk? That scruffy little field mouse who lives near our village he will kill the hawk. Our chief has gone crazy that mouse cannot do anything. He is too small. Why he would only be a snack for the hawk. It really makes me mad that we haven t been able to get that hawk by ourselves. All right, Chief, it is almost time for the sun to come up. I will climb to the rooftop and give your message to our village just before day breaks. When the people heard what the Crier had to say, they were as amazed as the Crier had been. They shook their heads and said one to another, This is crazy. What can that little field mouse do when all the men in the village had been unable to kill the hawk? For the next three days they waited and watched while Field Mouse made his preparations. He got out his eagle feather to make him strong and brave. He put on his warrior clothes and began to chant and dance. The people watched from the rooftops and looked at each other and began to wonder what if the field mouse could do what he said? What if he really could kill the hawk? On the third day the

mouse got a big stick and started to chew on the ends until both ends were sharp and pointed. He stuck one end in the ground and began to dig a deep hole beside it. All this the people saw and they began to believe. They went back to their houses and prepared food for a feast. Then, on the fourth day It is almost time. I will begin my war dance. Hawk watches and flies in the sky above (Sings) The hawk kills rabbits The hawk kills chickens But the hawk won t kill me Monster haw must die! Hawk flies down. Mouse ducks out of sight Hawk What a crazy little mouse. I will have him for lunch. I hope he doesn t give me indigestion. He s so nutty! Hawk flies away. Field Mouse returns To the audience I must be brave and sing some more: The hawk kills rabbits The hawk kills chickens But the hawk won t kill me Monster hawk must die! I must make the hawk angry so he will become careless. Monster Hawk, you have whiskers in your nose! The hawk swoops down. Mouse gives a squeak and dives in his hole as the hawk is impaled on the stick When the hawk dived after the mouse he was speared on the sharp stick and killed. This is how field Mouse saved our chickens. All the people came out to dance and feast to honor. Would you like to join them? THE END