Coyote Juggles His Eyes

(time 7:57)

Big Ideas:

Educators are encouraged to focus on three dominant themes throughout their planning and study of the story Coyote Juggles His Eyes. The themes integral to the story are 1) community, 2) tolerance, and 3) social justice. The following are suggestions and information that will assist educators in meeting their learning objectives for their students.

Backgrounder:

Teachers are encouraged to read the summaries and reflections found in the book Not Extinct: Keeping the Sinixt Way that reference and relate to this story. Several important topics and concepts are mentioned, such as:

• Stories can address bad behaviour (bad choices) and set examples;

• Learning from mistakes;

• Curiosity and naivety;

• Redemption, forgiveness;

• Making choices – from ignorance; influenced by character flaws; or with integrity;

• Tolerating bad behaviour; developing patience, humility, empathy;

• Life lessons – discernment: not everything around us will be good or positive;

• Community perspective on bad behaviour and accountability;

• Radical aspects of change: Civil Rights Movement; Black Lives Matter;

• Privilege, consciousness, consequences;

• Relevant artwork.

Language:
An introduction to some of the following words and phrases may be needed for younger students prior to, or after, listening to the story:

curious/curiosity, life was restored, eye sockets, slant, juggled, the Sundance, medicine power, crazy with rage, coaxing words, quick bound, swooped, stone mortar, awkward burden, maidens, mocking, gulley, boulders, scolded, nettle, mercy, cruel, shame.

The Story:

Several characters are involved in the story: Coyote (Snḱlip), Chickadee, the Ravens, Pheasant (Old Woman), Pheasant’s granddaughters Bluebird and Bluejay, Medicine Men, people at the Sundance. Draw out some of the main points of the story through questioning. A few suggestions follow:

• Why do you think Snḱlip yells to Chickadee “that is my way, not yours”? Coyote said something similar in another story called How Coyote Made the Black Moss Food after an old man told Coyote how to catch a beaver. Coyote falsely claimed that was his method, his own way of getting a beaver. What does this tell you about Coyote’s character?

• What important role did the two Ravens play in the story? They made the comment that Coyote was mocking someone and perhaps they would learn something about his medicine power by taking his eyes to the Sundance. How was Coyote mocking someone? The story does not indicate any learning that took place from Snḱlip’s eyes at the Sundance. Students could suggest possible revelations that might surface about Coyote. Explore the reasons for wanting to know this information in the first place and how it could prove useful.

• Bluebird and Bluejay are sisters. What information in the story tells us that Bluebird is naïve and/or curious? – she does not heed her sister’s warnings; she falls for Coyote’s trickery; suffers serious consequences from her mistakes; but does she learn from her mistakes?

• There are at least eight instances in the story where trickery is intentionally used to achieve a goal. Have students list as many as they can remember and identify the goal that was achieved. What are their thoughts on the use of trickery, either against them or to get what they want? Include the following:

1. The Ravens took Coyote’s eyes as he was juggling them.

2. Coyote deliberately bumped into a tree so he could roll closer to the voices he was hearing.

3. Coyote coaxed Bluebird into coming closer to look at a star.

4. Coyote complimented Pheasant on her bravery, asking “Isn’t there anything you are afraid of?”

5. Coyote dressed up in Pheasant’s skin.

6. Coyote made himself an awkward burden for Bluebird and then for Bluejay.

7. Coyote, disguised as Pheasant, managed to enter the Sundance lodge and asked to hold Coyote’s eyes.

• Why was Coyote not satisfied with Bluebird’s eyes? – slant sockets, too small, not as comfortable, can’t see quite as well. How did Bluejay help her sister to see again once her eyes were taken?

• The section in the story that tells us about Pheasant, or Old Woman, may remind some students of a familiar fairy tale called Little Red Riding Hood. Compare and contrast the two stories. Does the more modern fairy tale about Red Riding Hood teach us any life lessons or life skills?

• In what ways does Coyote have the last word? – he mocked maidens who had Coyote for a grandmother; ridiculed Bluebird for believing you could see a star during the day; got his eyes back and could see well again; gained his freedom by heading for the hills. But what about his reputation?

• These stories engage our imagination as they teach us life skills, advise us, and help prepare us to face life’s challenges. Is there any help or advice given in the story? i.e. – It’s important to take care of your eyes. Be wary, not naïve. Be aware of your physical needs. Know that people around you are witnesses to your actions and behaviours. Your actions can mark you.

Reputation

Coyote’s reputation seems to precede him wherever he wanders. His poor choices have marked him. Bluejay warns her sister Bluebird that it is foolish to trust Coyote. She should pay no attention to him because he is very bad and full of mean tricks. We don’t know if Bluejay has had previous interactions with Coyote, or has simply heard rumours, gossip, warnings, and stories about him.

Coyote seems to represent the human character or a spectrum of humanity. He can create and do great things or be completely destructive and cumbersome. He doesn’t seem to have empathy or pity for others and often preys upon their weaknesses.

• Do you think Coyote could improve his reputation if he wanted to? Think of some things he could do to gain a better reputation. Consider the following ideas:

• Possibly move to a new location, get a fresh start, and make new friends.

• Act with honesty and integrity.

• Respect others (and yourself).

• Think before you speak. Be a good listener.

• Be aware of your tone of voice, body language, and facial expressions.

• Treat others fairly.

• Curb bad behaviours, make better choices, and act with good intentions.

• Be genuine and sincere, not phony.

• Get help or advice if necessary.

• Consider the following quote: “Be more concerned with your character than your reputation, because your character is what you really are, while your reputation is merely what others think you are.” (John Wooden) Introduce the concept of virtues. For more ideas regarding character check websites such as The Virtues Project that pertain to character development and character education.

• Discussion topic for older students: There are times when your reputation precedes you and can impact many opportunities. Children may be unaware of the documentation and records that are kept regarding their behaviours, grades, school attendance, challenges, etc. Social media can trigger major consequences including job loss, public shaming, and doxing. Older students could engage in a discussion regarding privacy, surveillance, their rights (especially under the possibility of arrest), and the police and school records that can impact their lives. Social media is a major discussion topic regarding reputation.

• The women at the Sundance witnessed Old Woman Pheasant, actually Coyote in disguise, being abused. They scolded the sisters for their abusive actions. When is it our business to act when we witness abuse that is happening to others, i.e. Pheasant and the stinging bush? Be sure to include ‘bullying’ as one of the topics addressed and review school/Board of Education policies regarding bullying.

• Discuss the following statements. Include some consideration of the concepts of ‘guilty conscience’ and ‘shame’. (Recall Bluebird and Bluejay felt shame at the end of the story.):

• Integrity is doing the right thing when no one is looking. (by C.S.Lewis)

• Our character is what we do when we think no one is looking. (by H. Jackson Brown, Jr.)

• Champions are made when no one else is looking and when no one is keeping score. (unknown)

Tolerance and Social Justice

Snḱlip does not operate in a vacuum, causing confusion in his own little world. He is part of a community and, as such, impacts others, often negatively. Coyote is at it again in this story, having some fun juggling his eyes, causing problems, manipulating and deceiving others for his own gain, and mocking people. If you view the group of characters in this story as a diverse community or social grouping, there are many character traits, character flaws, and behaviours at play.

• Is there evidence in the story that Coyote endures any consequences for his bad behaviours or attempts to redeem himself? Elaborate. Discuss the topic of making good or poor choices in relation to consequences.

• There are many character flaws that can or may influence behaviours as well as a wide spectrum of mental illnesses and disabilities. Life is not a level-playing field. Ask students to think of factors that may cause misunderstandings amongst people or groups: different backgrounds, upbringings, environments, races, cultures, moral codes, socio-economic status, etc.

• Children need to learn to cope, to discern, and to learn levels of tolerance. One benefit of listening to or reading stories is to experience what it could be like to be blind, deaf, homeless, in different environments, in a war zone, grieving for family members, etc. Stories can help provide some ‘critical reflection’ to develop tolerance as well as some understanding of the need for social justice. Introduce the concept of critical reflection along with the statement ‘how do we know what we don’t know’? In the oral tradition bad behaviours were often addressed through stories and storytelling.

• Discussion topics for senior students:

1. We are not born to be racist.
   Racist behaviours and attitudes are learned. If racism is socially constructed, then it is logically possible that a racist society can be changed. Educational institutions must assume some of the responsibility to lobby for that change.

2. People don’t change unless challenged.
   Many websites can be referenced for ideas on how to teach the concept of social justice. Share the story of Martin Luther King Jr. in January. His most well-known quotes can be found on the internet. The civil rights movement and related topics such as systemic racism are excellent essay or research topics for older students. Black Lives Matter (BLM) is a more recent movement that has been widely supported by youth. BLM challenges the comfort zones of the status quo.

3. I’m not racist. I don’t see colour. I am colourblind.
   According to Peter McLaren, claiming to be colourblind is the “highest form of racial false consciousness.” Neither assimilation nor the ‘melting pot’ theory is the solution.

4. Racism is a white problem. Go home and free your own people.
   Racism is not a minority problem but a white problem, a problem of whiteness. In general, people have been aiming in the wrong direction and attempting to change the wrong people for solutions. During the Civil Rights Movement, major strides started to occur only after white people stood up, actively participated, spoke out, and said “enough”. In the 1960s John Howard Griffin, with the help of a dermatologist, altered the pigment of his white skin to appear black. His book Black Like Me, written over 50 years ago, outlines his experiences with racism. The backlash of harsh criticism, death threats, and beatings he endured in the southern U.S. caused him to quickly relocate his family to Mexico for safety.

Health and Physical Education

Introduce the children to the vestibular system in their bodies, a system that affects balance and works best when stimulated.

• Several websites promote the need for brain gym and balance exercises for all ages from infants to adults. Check out Cris Rowan’s website called Zone’in Inc. Cris identifies the pitfalls of too much technology and inactivity on a child’s language development, social skills, and balance issues. She zeroes in on video games, cell phones, screen time, and sitting inactive for long periods of time which means the vestibular system is not being stimulated.

• Juggling exercises use both sides of the brain and promote the development of better eye-hand coordination. Juggling exercises can be done in the classroom, outside, or in the gymnasium as part of a physical education program using a variety of objects: scarves, bean bags, balls, etc.

• Do the eyes affect balance? Research interesting information about the eyes. Try to balance on one foot with eyes closed; cover one eye and see what happens; etc.

Water

We need water to survive. Coyote knew he was near water when he met the mountain bushes. People can go without food for a few weeks, but cannot survive without water for more than several days. (Different timeframes are mentioned on the internet. Some websites say 3-4 days before organ failure begins to set in, while others suggest around one week to 10 days. Several factors such as heat, activity, and being bedridden affect how long one can survive without water.)

• As Coyote travels to find the Ravens who stole his eyes, he becomes very thirsty and starts asking trees and bushes to identify themselves. What information was he trying to gather to help him quench his thirst? (Include the fact that Coyote has learned a critically important survival skill in being able to ‘read’ the land to find water.) What is the source of water for your home, school, or town?

• Why is water so important for the body? – involved in many bodily processes; regulates body temperature, i.e. sweating; helps to deliver oxygen throughout the body; assists in the elimination of waste and toxins; aids in digestion; helps moisten mucous membranes; and so on.

• Water and the water cycle are good research topics depending on the age and skill level of the students. ‘Did you know…’ type of questions and interesting facts about water can be researched and shared. For example:

  • Why is 97% of the world’s water undrinkable?

  • Could a dinosaur have tasted the same water molecules you drink today? Explain.

  • Is water a chemical? What is a molecule? Explain what H₂O represents.

  • Does water affect the temperature of the earth, of the human body, of a tree?

  • Why does ice float in water?

  • How does the full moon affect water?

• Are there any events that celebrate water in your community? - World Water Day in March; Earth Day in April; Canada Rivers Day in June; World Rivers Day in September; community spring clean-up days for streams, rivers, and riparian zones. The Sinixt offer support for these events in their community both physically and otherwise, often providing a community meal to share as well as presentations by scientists, activists, and professionals. Informational displays on environmental issues and protection are set up to further educate those in attendance.

• What can you do on a personal or group level to celebrate, conserve, and protect water?

Similes and Metaphors

Similes and metaphors are often used in storytelling. In this story the Ravens flew as “swift as arrows from a strong bow”.

• Introduce or review similes and metaphors to understand their use and the difference between them. There are websites with worksheets available to support these concepts.

• List some familiar similes, i.e. as cute as a kitten, as quiet as a mouse. Young students may enjoy this fun exercise: make yourself as tall as a house, as wide as a barn, as thin as a pin, and as small as a mouse.

• In a creative writing assignment, require the inclusion of a simile and a metaphor.

Lost in Translation

Share the audio file labeled 22.mp3 (time: 6:36) with students. This is an English translation of the Chinese version of the story.

• Do they hear any similarities to the original story? (i.e. When you come down I miss you. Bluejay lost her mood. The donkey is ridiculous so we look at it and take it seriously.) Discuss their reactions to this somewhat confusing version of the story.

• When the first settlers arrived in what we now know as the Americas, they not only came with colonial perspectives, ideas, and concepts, but also with cultural perspectives, ideas, and concepts. Add the language problem into the mix and we have the perfect storm for misunderstandings, misinterpretations, prejudgments, and cultural biases to occur. So much was lost in translation. Relate this to the generations of misinterpretations and errors in documenting landscapes, traditional territories and boundaries, protocols, cultural laws, inter-tribal relations, spiritual and ceremonial rites and rituals, tribal politics, hierarchy, and matriarchy. Franz Boas, for example, was responsible for several serious miscalculations and misunderstandings regarding the Sinixt and their traditional homeland that continue to plague Sinixt existence to this day. James Teit was a student of Boas who made several attempts to set the record straight, but to no avail. How many generations will it take to correct ‘the official record’, reverse ‘the extinction’, and recognize the full status and story of the Sinixt Peoples

• Rupert Ross, in his book Dancing With a Ghost, describes what happened when two differing Native cultures gathered together for a sporting event, one agrarian and the other hunter-gatherer, and the misinterpretations (and offenses!) that occurred. His argument was…if two Native cultures can misunderstand each other so easily, think of the challenges that occurred when a Native and a settler culture met for the first time.

• Can two people view the same picture but see two different images? Look up ‘optical illusions’ or ‘ambiguous images’ on the internet to show examples of differing perspectives. One picture shows two faces from one perspective or a vase from another, while a second picture portrays a duck from one view but a rabbit from another. Use the glass half empty or half full analogy.

Curricular Competency: (developed by the teacher creating the lesson plan in collaboration with the student(s) receiving the knowledge)

Communication:

Creative Thinking:

Critical Thinking:

Positive Personal & Cultural Identity:

Personal Awareness & Responsibility:

Social Responsibility: