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Cherokee Myths
Carole Camp
This lesson will help upper level students understand how the myths of the Cherokee influenced their lives. Students will examine a Cherokee Creation Myth as well as the story of the creation of the Human Race from Greek Mythology. Also, an example of an account from the animal world from the Cherokee will be read. The students will then create an original myth explaining something from the natural world.
- Cherokee Creation Myths link: a) www.sacred-text.com/nam/cher/motc/index.htm, b)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.
- Animal myths link: www.sacred-text.com/nam/cher/motc/index.htm
- Note cards--size 3x5
- Small brown paper sack, such as a lunch sack.
- Handout #1: Suggested words and phrases to be written on note cards.
one 85 minute class period
2Y3
How did myths shape the beliefs and lives of the Cherokee?
What do you think a myth is? (define and give an example if necessary) Are there any stories in your family that have been told over and over that are accepted as truth? Write that story.
Read the Greek Mythology account of the creation of the Human Race (see notes for web site). Ask," Does this seem logical to you?" Have the students write their responses explaining why or why not this account is logical. Also ask them to include thoughts on whether they can understand why this myth was created.
Say: Myths formed the basis for most Cherokee beliefs. When in doubt about how something came to be or what should be done in a situation, a Cherokee would recall some myth that had been told so many times it was ingrained in his mind.
The Cherokee creation story differs slightly from source to source, but all have many components in common.
1. Hand out at least two versions of the Cherokee creation myth from different sources. (See suggested website under Materials #1). Allow the students time to read them. The students should analyze the different versions and then write a comparison of them listing the similarities and differences. Also have the students tell how these accounts would influence how 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.) Discuss answers. Have the students discuss the need for the Cherokee (or any culture) to have an account of their creation.
2. Read another myth, this one dealing with an animal. Suggestion: How the 'Possum Lost the Hair on Its Tail. See link #2. Discuss how and why this happened. Discuss the role of different animals. Lead the students to discuss whether this is a "necessary" explanation or one that simply helps with the understanding of the world around them.
3. If time allows, read one or more myths dealing with the natural world. Discuss them.
4.After analyzing and discussing these different myths, tell the students that they will now write an original myth explaining something in the natural world. As they create their myth, they should use the following guidelines: a) it MUST be about something in the natural world, as suggested on the note cards they will receive, b) it CANNOT contain anything man-made, c) it should be at least one page in length, d) it must have a moral, e) it can be purely fun or it can be more serious in nature.
5. Note cards (that have already been prepared by the teacher - see handout #1) will be placed in a sack (a brown lunch sack is ideal). There should be more note cards than students. Each note card will contain a word or phrase from the natural world. Students will draw one note card from the sack. Each student will then use the word or phrase on the note card and write a myth explaining how that word or phrase came to be. If a student draws a note card with a word or phrase that he or she simply cannot think of a way to explain, they may draw one more card, returning the unused card to the sack.
6. If students do not have time to finish their myth in class, they should finish it at home. If everyone finishes during class, selected myths should be read aloud. If myths need to be finished at home, selected myths should be read aloud during the next class period.
List one example of a Cherokee myth. Tell how that one thing might have shaped the thinking of the Cherokee.
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