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Myths as beliefs
Carole Camp
This lesson will show how the Cherokee created myths to explain the natural world around them. It will use existing myths from the Cherokee as well the Greek civilization. Students will read these myths, compare them and answer questions about a specific Cherokee myth.
1. Two different versions of the Cherokee creation myth. Suggested links: www.sacred-text.com/nam/cher/motc/index.htm. Or: Go to ask.com and type in Cherokee Indian Creation Myths, then choose Native American Myths of Creation-Crystalinks. Scroll down to Cherokee. Three different accounts are given. The second or third myths fit in best with this plan. 2. Read a myth about something from the animal world. Suggestion: How the 'Possum Lost the Hair on Its Tail. Suggested link:www.snowwowl.com/swolfstorycher1.html:/index.htm
3. Handout #1: Questions on the Cherokee creation myth.
4. Suggested web site for the Greek myth is: www.greekmythology.com/Myths/The_Myths/The_Creation_II/the_creation_ii.html
One class period
1Y3
How did myths shape the beliefs and thinking of the Cherokee people?
What do you think a myth is? (define and give example if necessary) Are there any stories in your family that have been told over and over that are accepted as truth? Tell that story.
Read the Greek mythology account of the Creation of the Human Race (see notes for web site). Ask, "Does this seem possible to you?" Allow students a few minutes to discuss why this account seems logical or why it sounds impossible. Then tell the students they will be looking at the Cherokee story of how the Earth was created.
Say: Myths formed the basis for most Cherokee beliefs. When considering how something came to be, or what should be done in a particular situation, a Cherokee would recall some myth that had been told so many times that it was ingrained in his mind.
The creation story differs from source to source, but all have components in common.
1. Read two versions of the Cherokee creation myth. (See materials #1)
2. Discuss the similarities and differences. Create a chart with the headings as follows: Similar, Different, Exactly the Same. As the class discusses the myth, have the students fill in the chart.
3. Ask the students how these accounts would have influenced the way the Cherokee felt about the Earth. (Possible answer: Since all animals and plants were originally with people above the earth, all should be treated with respect.)
4. The students are to answer the questions about the Cherokee creation story. See Handout #1. After answering the questions, lead students in a discussion about why the Cherokee believed so strongly that this land belonged to them.
5. Read another myth, this time choose one that deals with something in the animal world. (Suggestion: How the 'Possum Lost the Hair On Its Tail - See materials #2)
6. Remind the students that all the Cherokee myths explained the natural world around them, including animals. Tell the students that most animals with fur have hair on their tails. Ask: According to the myth, why don't 'Possums? Have the students write their answers on a sheet of their paper. Allow students to share their answers making sure that all have grasped the explanation given in the myth.
7. Students are now to draw a picture of an animal they like as it appears in the world today. Then they are to draw a picture of the same animal with one of the features changed. In 25 words or less, have them tell what happened to the animal to change its appearance. Remind them that it had to be something that could have happened without man's interference.
8. Allow students to share their work.
The students will answer this question: How does the creation myth explain why the Cherokee had such respect for the animals they killed for food?
This lesson is appropriate for an average 8th grade GA Studies class.
Suggested web site for the Greek myth is: www.greekmythology.com/Myths/The_Myths/The_Creation_II/the_creation_ii.html
After opening this site, scroll down to The Human Race.
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