Symbol Cipher Worksheet Symbol Cipher
Native Peoples Cultural Art • Lesson 1
Name:
Date:
The Symbol Library
Sun / Day
Rain / Water
Mountains
Journey
Home / Teepee
Person
Stars / Night
Buffalo
Write Your Own Story
Use the symbols above to draw a story about a person's journey. What did they see? Where did they go?
Translator's Notes:
Remember: Native artwork uses symbols to tell real history and family stories.
Symbol Stories Slides Symbol Stories
Art as a Secret Language
Can you read this?
😊
🍕
We use pictures to talk every day!
What is this?
Symbols Tell History
Long ago, many Native American nations used symbols to record their history.
Winter Counts: Stories drawn on buffalo hides.Wampum: Patterns in shell beads.
A Buffalo Hide Record
Can You Help Read the Story?
Person
Journey
Mountains
"The person took a journey to the mountains."
Your Turn!
Today, you will use your Symbol Cipher worksheet.
Draw a story using symbols about a journey you might take!
1
Pick Symbols
2
Draw Your Story
3
Share with a Friend
Symbol Stories Teacher Guide Symbol Stories
Teacher Facilitation Guide • Lesson 1
Level: 1st Grade
Lesson Overview
Students explore the concept of visual literacy by comparing modern symbols (emojis, traffic signs) to the traditional symbols used by Native American nations (Lakota Winter Counts, Wampum). They learn that for many nations, art was a primary method of recording history and storytelling.
Key Objectives
Define a symbol as a picture that stands for a word or idea.
Identify symbols in Native American historical records.
Create an original story using a visual symbol library.
Materials Needed
Symbol Stories Slide Deck
Symbol Cipher Worksheet
Colored pencils or markers
Example photos of Winter Counts
Instructional Steps
1
The Hook (5-10 mins)
Display modern symbols like a red octagonal sign, a heart emoji, or a slice of pizza icon. Ask: "Can you read this without any words?" Transition to the slide deck to show how Native American nations used symbols long before emojis!
Prompt: "Imagine if your family didn't use books to tell stories, but instead painted them on a big leather hide or carved them into wood."
2
Direct Instruction (10-15 mins)
Use the Symbol Stories Slides to introduce Winter Counts. Explain that these were records where one symbol represented the most important event of the year. Discuss the difference between a "symbol" and a "drawing" (symbols are simpler and have a specific meaning).
3
Guided Practice (10 mins)
Model "writing" a story on the board using the symbols from the Symbol Cipher Worksheet . Encourage students to predict what your sentence means. For example: [Person] + [Journey] + [Rain] = "A person took a journey while it was raining."
4
Independent Workshop (20 mins)
Students work on their worksheets. Circulate and ask students to "read" their stories to you. If a student finishes early, they can create their own new symbol for something in our classroom and add it to their story.
Cultural Awareness Note
Avoid referring to symbols as "doodles" or "scribbles." Emphasize that these systems were sophisticated methods of keeping legal, spiritual, and historical records. Be clear that different nations had different symbols; there is no single "Indian Sign Language" used by all.
Closure
Ask: "Why did people use symbols instead of words back then?" (Possible answers: They didn't have paper/pens, their language was oral/spoken, it's a way for everyone to understand even if they speak different languages).
Clay Coil Slides Clay Coils
Gifts from the Earth
A Land of Clay
In the American Southwest (like Arizona and New Mexico), the earth is rich with clay .
Nations like the Pueblo peoples have made beautiful pottery for thousands of years.
Pueblo Pottery
How were pots used?
Storage
To keep seeds and corn safe and dry.
Cooking
Pots were used as bowls for hot stews.
Water
Strong jars to carry water from rivers.
The Coil Method
Like long "snakes" of clay!
Instead of using a wheel, Pueblo artists roll long ropes of clay.
They stack them up and smooth them out to make walls.
Roll, Stack, Smooth!
STEP 1
Roll snakes
STEP 2
Coil upward
STEP 3
Smooth together
Be patient and handle your clay with care.
Pottery Steps Handout Pottery Steps
Southwest Coil Method
Hands On!
1
Make the Base
Roll a ball of clay and flatten it into a cookie shape . This is the bottom of your pot!
2
Roll the Snake
Roll your clay into long ropes or "snakes." Try to make them as thick as your finger!
3
Coil Up
Wrap the snake around the edge of your base. Keep stacking coils to make the pot tall!
4
Smooth & Sign
Use your thumb to smooth the coils together. Scratch your name on the bottom!
Artist Tip: If your clay gets dry, add just one drop of water. Too much water makes the clay messy and "slushy"!
Clay Coil Teacher Guide Clay Coils
Pueblo Pottery Traditions • Teacher Guide
Lesson 2
Material Prep
Air-dry clay: Pre-portion into orange-sized balls (approx. 1/2 lb per student).Placemats: Wax paper or canvas scraps to prevent sticking.Water: Small cups of water for smoothing (one per 2-4 students).Tools: Plastic knives or popsicle sticks for signing names.
Learning Goals
Students will understand that Pueblo pottery is handmade from the earth, not a factory. They will master the coil-and-smooth technique while practicing patience and fine motor control.
Cultural Context
Mention Maria Martinez (San Ildefonso Pueblo) as a world-famous potter who used these exact traditional methods to create stunning black-on-black pottery.
Classroom Facilitation
01
The "Preciousness" Discussion
"If you had to find your own mud, clean it, shape it, and fire it in a fire just to have a bowl for your cereal, would you treat that bowl differently?"
Discuss the connection between the artist, the land, and the object. Pottery was used for survival (water storage) and ceremony.
02
Rolling "The Snake"
Demonstrate rolling with flat palms, moving from the center of the rope outwards. Common Pitfall: Students often use fingers, which makes "lumpy" ropes. Encourage "Pizza Dough" rolling motions.
03
Coiling & Structural Integrity
Explain that if we just stack the ropes, the pot will fall apart when dry. We must "sew" the clay together by smoothing the walls with our thumbs (up and down motions).
Pottery Troubleshooting
Issue: Cracking
The clay is too dry. Have the student dip one finger in water and "paint" the crack shut. Don't submerge the clay!
Issue: Falling Over
Walls are too thin or leaning. Help the student "scunch" the coils back toward the center of the base.
Cleanup Tip: Use damp sponges for tables. Do not wash large amounts of clay down the sink!
Woven Wonders Slides Woven Wonders
Threads of Story
Look Closely!
Look at your clothes. See the tiny threads?
Native American nations like the Navajo (Diné) and Salish are master weavers.
Did you know?
Traditional blankets were so well-woven they could hold water!
Navajo Rug Pattern
Patterns are Like Math
A-B
Blue, Red, Blue, Red...
A-A-B
Red, Red, Blue...
To make a rug, weavers have to count every single thread!
How to Weave
1
Go OVER the bridge.
2
Go UNDER the bridge.
Repeat, repeat, repeat!
Ready to Design?
Before we weave, we must PLAN .
Pick 2 Colors
Plan Your Pattern
Slow and steady wins the race!
Pattern Planner Worksheet Pattern Planner
Navajo & Salish Weaving Design • Lesson 3
Artist:
1. Choose Your 2 Colors
Color A
Color B
Why 2 colors? Native American weavers often used natural dyes from plants and earth. White, black, red, and yellow are common traditional colors.
2. Plan Your Pattern
A-B-A-B or A-A-B-B?
Color the boxes below to show how you will weave your paper strips.
Thinking Like a Weaver
My pattern is: ____________________________________________________
One thing I saw in a real Navajo rug was: ____________________________
Native weaving is both art and math! Each thread is a choice.
Woven Wonders Teacher Guide Woven Wonders
Pattern Recognition & Hand-Eye Coordination • Lesson 3
Teacher Guide
Introduction
This lesson bridges social studies (Navajo and Salish weaving traditions) and mathematics (patterns). Students will move from theoretical pattern recognition to the physical application of "over-under" weaving.
Vocabulary
Loom: The frame used to hold the threads.
Warp: Vertical threads (the "bridge").
Weft: Horizontal threads (the "snake").
Geometric: Shapes with clear lines (squares, diamonds).
Materials
• Construction paper "looms" (pre-cut)
• 1-inch paper strips (Color A & B)
• Glue sticks
• Magnifying glass (for the hook)
• Pattern Planner Worksheet
Instructional Steps
01
The Hook (5 mins)
Give students a magnifying glass and ask them to look at their sleeve or the carpet. Ask: "How do separate strings stay together to make a big piece of cloth?"
02
Visual Analysis (10 mins)
Use the Woven Wonders Slides to look at Navajo rugs. Ask students to identify geometric shapes (triangles, diamonds, squares) and the patterns in the colors.
Discussion: Why did weavers use geometric shapes? (Easier to count threads than drawing a circle or a face with thread).
03
The Planning Stage (10 mins)
Hand out the Pattern Planner Worksheet . Emphasize that in Navajo culture, the design is often kept in the weaver's head, but today we will put it on paper first. Students must commit to a pattern (e.g., Red-White-Red-White).
04
Guided Weaving (20 mins)
Model the "Over-Under" technique. CRITICAL: When starting the second row, you must do the OPPOSITE of the first row (e.g., if Row 1 started "Over," Row 2 must start "Under"). This is the hardest part for 1st graders to grasp.
The "Pencil Trick"
If students are struggling with the "Under" part, have them slide a pencil under every other strip of the loom first to lift them up. This creates a "tunnel" to slide their paper strip through.
Check for Understanding: Can the student explain their pattern orally?
Totem Tales Slides Totem Tales
The Cedar Storytellers
Giant Trees, Great Stories
Near the ocean in the Pacific Northwest , giant cedar trees grow very tall.
Nations like the Haida and Tlingit use this wood to carve Totem Poles .
A Totem Pole is like a family library! It tells stories of the past.
Meet the Animal Teachers
EAGLE
Wisdom and Great Vision
BEAR
Strength and Protection
RAVEN
Creativity and Fun
A Family Record
Totem poles were not worshipped like gods.
History
Family
=
Totem
They tell everyone who lives in the house and what their family is proud of.
Design Your Crest!
If your family had a special animal to guard your door, which one would it be?
1
Choose a Strength
2
Draw Your Animal
Family Crest Worksheet My Family Crest
Pacific Northwest Traditions • Lesson 4
Artist:
1. What is your family's strength?
Kindness
Strength
Laughter
Hard Work
Listening
Protecting
2. Draw Your Family Animal
FAMILY STORY
About My Art:
Animal:
Why?
Totem Tales Teacher Guide Totem Tales
Symbolism & Identity in Pacific Northwest Art • Lesson 4
Teacher Guide
Context
This lesson shifts the focus from geometric patterns to animal symbolism . Students learn how the Tlingit, Haida, and Coast Salish nations used animal crests to represent lineage, historical events, and family rights.
Misconception Alert
It is a common error to teach totem poles as religious idols. They are legal and historical records . They act more like a coat of arms or a giant wooden book. Also, clarify that "low man on the totem pole" is a modern idiom that is culturally inaccurate; position on a pole depends on the specific tradition of the nation.
Key Animals
Eagle: High status, wisdom, friendship.Bear: Protection, motherly love, strength.Raven: Change, trickster, creativity.Frog: Wealth, good luck, honesty.
Instructional Steps
01
The Hook (5 mins)
Ask: "If you had a secret animal that lived at your house and protected your family, what would it be? Is it a brave lion? A fast cheetah? A wise owl?"
02
Animal Symbols (10 mins)
Use the Totem Tales Slides to introduce the animals. Discuss the "traits" of each animal. Help students see that a bear isn't just "scary"—it is a protector of its family.
03
Crest Design (20 mins)
Hand out the Family Crest Worksheet . Students should circle the strength they identify with most, then pick an animal that fits. Encourage them to use Formline art elements (ovoids and U-shapes) which are characteristic of PNW art.
04
Stacking Stories (Extension)
If students finish their drawing, have them explain why they chose that animal. If you are doing a 3D version, students can tape their drawings around empty toilet paper rolls and stack them to create a classroom "pole."
Essential Question
"Why do families choose animals to represent them instead of just drawing their own faces?"
Museum Magic Slides Museum Magic
Sharing Our Stories
Our Classroom Museum
A museum is a special place where we keep objects that have important stories to tell.
Today, YOU are the artists and curators!
Artist: The person who made it.
Curator: The person who looks after it.
Respectful Observers
Hands Behind Back
We look with our eyes, not our fingers.
Museum Voices
Quiet whispers like a soft breeze.
Kind Thoughts
Look for something you LOVE in every piece.
What's the Secret Meaning?
In this museum, every object has a hidden story .
Which symbols did they use?
What does their animal mean?
Museum Label
The Brave Bear
"This represents my family because we are strong and help each other."
Let's Walk!
Stand up tall, put your hands behind your back, and let's discover the magic in our classroom.
Stop Look Think Wonder
Curator Cards Handout Museum Curator Cards
Classroom Gallery Walk • Lesson 5
Teachers: Cut these cards out and have students fill them in to display next to their artwork.
Art Exhibit
Artist Name
Title of Work
What is the story or symbol?
Art Exhibit
Artist Name
Title of Work
What is the story or symbol?
Art Exhibit
Artist Name
Title of Work
What is the story or symbol?
Art Exhibit
Artist Name
Title of Work
What is the story or symbol?
Teacher: Use these labels for the pottery, the weaving project, or the family crest drawings!
Museum Magic Teacher Guide Museum Magic
Gallery Walk & Respectful Appreciation • Lesson 5
Facilitation Guide
Introduction
In this concluding lesson, students transition from creators to curators . The goal is to build a sense of pride in their craftsmanship while reinforcing the idea that Native American art is not just "decor"—it is filled with specific meaning and community value.
Skills Focused
Art Appreciation: Noticing details in others' work.
Peer Feedback: Giving positive, specific comments.
Self-Reflection: Explaining one's own artistic choices.
Respect: Understanding museum etiquette.
Setup
• Arrange desks into "exhibit stations."
• Have all 3 projects ready (Pottery, Weaving, Crest).
• Curator Cards Handout (pre-cut).
• Optional: Soft flute or nature music for the background.
Instructional Steps
01
Roleplay Prep (10 mins)
Use the Museum Magic Slides to teach etiquette. Practice "Hands Behind Back" and "Museum Whispers." Ask students why we don't touch the art (oil from hands, fragility, respect for the artist's hard work).
02
Labeling (15 mins)
Students fill out their Curator Cards . For 1st grade, they might need help with spelling or just write one keyword for the "story" (e.g., "Strength," "Journey," "Home"). Place the card next to their favorite creation.
03
The Gallery Walk (20 mins)
Divide the class in half. Group A stands by their art to answer questions. Group B walks around. Then swap. Encourage "I Wonder" questions: "I wonder why you chose blue?" or "I wonder what that symbol means?"
04
Closing Circle (10 mins)
Gather in a circle. Ask: "How did it feel when someone noticed something special in your art?" Reiterate the essential question: How does art tell us about a community?
Feedback Prompts
• "I like the way you smoothed your clay..."
• "Your weaving pattern is very clear!"
• "The animal you picked looks very strong."
• "I noticed you used the sun symbol in your story."
