Totem Poles & Touching Spirit Bear
Bonnie Pollock & Candice Stiger
LeRoy Elementary School
Fall 2013
American Environmental Photographs Collection,
AEP-AKS13, Department of Special Collections,
University of Chicago Library.
As an extension of our interactive read aloud of Touching Spirit Bear by Ben Mikaelsen,
students will analyze a series of Native American totem poles. Through analysis,
students will determine the meaning of the carvings and make connections between the
nature images typically found these Native American carvings to lessons learned by the
main character, Cole, of Touching Spirit Bear as well as lessons learned from nature in
their own lives.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
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Objectives
Students will:
 use the Primary Source Analysis Tool to analyze a
photograph of a Native American totem pole.
 recall passages from Touching Spirit Bear and use
their completed Primary Source Analysis Tools to
write two paragraphs about the lessons taught via
the carvings of a Native American totem pole.
 use prior knowledge of nature (animals, landforms,
plants, weather events, etc.) to infer the significance
of various carvings found on totem poles.
 create a drawing of a totem pole that incorporates
elements of nature (animals, landscapes, weather
events, etc) that are representative of their lives or
lessons they have learned.
 use the scanner/document camera and projector to
present their totem poles, referring to their photo
analysis and its impact on their own creations
Recommended time frame
Grade level
Curriculum fit
Five 30 minute class periods
6th
Language Arts, Social Studies, & Fine Arts
Teaching with Primary Sources
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Materials
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5 copies of Touching Spirit Bear by Ben Mikaelsen
Printed images of Native American totem poles *see
resource table
Primary Source Analysis Tool
Student Rubric/Checklist
Lined Paper
Pens/Pencils
Totem Pole Template
Colored Pencils
Scanner/Document Camera
Projector
Text Analysis Rubric (for extension)
Illinois Learning Standards/Common Core
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CCSS.ELA and Literacy
Writing
 W.6.2 Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization, and
analysis of relevant content.
 W.6.4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
 W.6.7 Conduct short research projects to answer a
question, drawing on several sources and refocusing
the inquiry when appropriate.
 W.6.8 Gather relevant information from multiple
print and digital sources; assess the credibility of
each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and
providing basic bibliographic information for
sources.
 W.6.9 Draw evidence from literary or informational
texts to support analysis, reflection, and research.
Speaking and Listening
 SL.6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
 SL.6.4 Present claims and findings, sequencing
ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate
volume, and clear pronunciation.
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Reading for Literacy in History/Social Studies
 RH.6-8.1 Cite specific textual evidence to support
analysis of primary and secondary sources.
Social Studies:
GOAL 16: Understand events, trends, individuals
and movements shaping the history of Illinois, the
United States and other nations.
 16.A. Apply the skills of historical analysis and
interpretation
 16.A.3b Make inferences about historical events
and eras using historical maps and other
historical sources.
Fine Arts:
GOAL 27: Understand the role of the arts in
civilizations, past and present
 27.A. Analyze how the arts function in history,
society and everyday life.
 27.A.3b Compare and contrast how the arts
function in ceremony, technology, politics,
communication and entertainment.
 27.B. Understand how the arts shape and reflect
history, society and everyday life.
 27.B.3 Know and describe how artists and their
works shape culture and increase understanding
of societies, past and present
Procedures
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Preparation:
 Have copies of the Primary Source Analysis Tool
and photographs of Native American totem poles
ready to distribute to students
 Mark passages near the end of the book where Cole
discusses the importance of various carvings on his
totem pole or when he mentions the lessons he has
learned from observing animals or other natural
events
Day One: Introduction to Assignment, Photo
Analysis
1. Read the last two chapters of Ben Mikaelsen’s
Touching Spirit Bear aloud.
2. Upon finishing Touching Spirit Bear, refer to the
marked passages about Cole’s totem pole.
3. As a class, brainstorm lessons that we have learned
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from observing nature and how Native Americans
use these lessons and totem poles to tell stories
through art.
4. Tell students they will be spending some time
analyzing a real life Native American totem pole
and connecting their analysis to the book we have
just finished.
5. Pass out the Primary Source Analysis Tool and
copies of picture to students.
6. Have students begin the analysis tool.
Day Two: Finish Photo Analysis, Write About Photo
1. Have students complete the Primary Source
Analysis Tool on the photograph they selected
yesterday.
2. When done, students will discuss share their
observations, reflections, and questions about their
photograph with the other students at their tables.
3. Pass out the assignment rubric to students.
4. After sharing at their tables, students will use begin
their written analysis of their photograph. Students
will refer to the rubric while working on their
written analysis.
Day Three: Finish Writing, Begin Student Totem
Pole
1. Give students about ten minutes to finish up their
written analyses of the Native American totem pole
photographs.
2. Pass out the totem pole template. Students will use
this as a foundation for their own totem pole
drawings. Remind students to use the vertical line
down the middle of the template as their line of
symmetry.
Day Four: Finish Student Totems, Prepare to
Present
1. Students will spend the majority of the class period
finishing their drawings and coloring them.
2. When done, students will prepare for their oral
presentations tomorrow using the following
questions as guidelines.
 What nature images did you draw? Why?
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How are these images representative of you as a
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person?

What did you learn about yourself or the lessons
you have learned from nature by completing this
assignment?
3. Students will take turns scanning their images into
the teacher computer to be projected tomorrow.
Day Five: Student Presentations
1. Students will take turns presenting their totem poles
to the class using the projector.
Evaluation
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Extension
Student participation in photo analysis activity will
be assessed through their completion of the Primary
Source Analysis Sheet as well as through class
discussion.
The students will analyze one of the primary sources
depicting a totem pole. Each student will describe
the meaning of each carving in the totem pole as
well as how that carving is representative of the
Native American culture. We will use the following
rubric to assess the students writing conventions:
The students will create their own totem poles
which we will assess through their explanation as
they present their creations. Rubric
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Once students have finished their oral presentation,
they will be responsible for a textual analysis of
Touching Spirit Bear. The students will analyze
passages from the text that will show how the text is
reflective of true Native American culture.
Students will be responsible for finding three
passages and must answer the following questions:
 What is the passage?
 Where is it located in the text?
 How is this passage representative of Native
American culture?
 How was the Native American tradition or value
used in the text?
We will use our writing mechanics rubric to assess
the students writing out of a score of 12.
We will use a think-pair-share strategy to have the
students begin discussing their findings with a
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partner, and we will eventually come together as a
class to connect how Touching Spirit Bear is
reflective of Native American traditions, values, and
culture.
Teaching with Primary Sources
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Primary Resources from the Library of Congress
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Image
Description
Canadian scenes.
Totem poles in Prince
Rupert, British
Columbia II
Source
Library of Congress,
Prints & Photographs
Division, Theodor
Horydczak Collection,
Reproduction number,
LC-H822-T-0798-002x]
URL
http://www.loc.gov/pict
ures/item/thc19950021
55/PP/
Canadian scenes.
Totem poles in Prince
Rupert, British
Columbia I
Library of Congress,
Prints & Photographs
Division, Theodor
Horydczak Collection,
Reproduction number,
LC-H822-T-0798-001x
http://www.loc.gov/pic
tures/item/thc19950021
54/PP/
Totem pole [in front of
a] house [displaying
Native American
motifs], Ketchikan,
Alaska
American
Environmental
Photographs
Collection, AEPAKS13, Department of
Special Collections,
University of Chicago
Library.
http://hdl.loc.gov/loc.a
ward/icuaep.aks13
Native Americans
holding up their hands
toward totem pole
DN-0088619, Chicago
Daily News negatives
collection, Chicago
History Museum.
http://hdl.loc.gov/loc.n
dlpcoop/ichicdn.n0886
19
http://memory.loc.g
ov/cgibin/query/r?ammem/a
ep:@field(DOCID+@li
t(aep000005))
http://memory.loc.g
ov/cgibin/query/r?ammem/a
ep:@field(DOCID+@li
t(aep000005))
Teaching with Primary Sources
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Carved posts at Alert
Bay
Library of Congress,
Prints & Photographs
Division, Edward S.
Curtis Collection,
Reproduction number,
LC-USZ62-47016
Western
History/Genealogy
Department, Denver
Public Library
http://www.loc.gov/pict
ures/item/2003652765/
Totem pole; Totems of
old Kasaan, Alaska
Library of Congress,
Prints & Photographs
Division, Reproduction
number, LC-DIGppmsc-02454
http://www.loc.gov/pict
ures/item/99615202/
Grave totem and
tombstone of David
Andrews
Library of Congress,
Prints & Photographs
Division, Reproduction
number, LC-DIGppmsc-02455
http://www.loc.gov/pict
ures/item/99615203/
A mysterious family or
tribal monument of the
old Hydah Indians-curious Totem at
Wrangel, Alaska
Library of Congress,
Prints & Photographs
Division, Reproduction
number, LC-USZ6259806
http://www.loc.gov/pict
ures/item/2004679781/
Totem poles
http://memory.loc.gov/
cgibin/query/r?ammem/ha
wp:@field(NUMBER+
@band(codhawp+1003
3897))
Teaching with Primary Sources
Illinois State University
Rubric
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Totem Poles & Touching Spirit Bear
This “evaluation sheet” will be used to assess a variety of English language arts skills: a) your ability
to clearly explain something in writing, and b) your ability to speak effectively in front of a group. You will
demonstrate your learning related to the analysis of Native American totem poles.
Written Analysis of Totem Poles — Writing Skills
 Organization. Does my written review include two paragraphs with the following components: in
paragraph 1, an objective summary with factual evidence describing the nature images in the
photograph of the totem pole; in paragraph 2, what lessons can you infer the Native American totem
pole is depicting? (no right or wrong answer, make sure you thoroughly explain) (2 pts.)
 Organization. In my written review, do I use at least two transitional words and/or phrases such as for
instance, for example, in addition, specifically, therefore, consequently, as a result to link ideas and
ensure that it reads smoothly for the reader? (2 pts.)
 Do I write in complete sentences, each with a capital letter at the beginning and punctuation at the end?
(3 pts.)
 Is my spelling grade-appropriate? For instance, do I spell “no-excuse” words correctly, as well as
words for which I can easily check the spelling (e.g., words in the book)? (If so, nearly every word
should be spelled correctly.) (3 pts.)
 Are proper nouns capitalized? (2 pts.)
 Do I appropriately use apostrophes in contractions (e.g., can’t, isn’t) and possessives (e.g., the soldier’s
uniform)? (2 pts.)
 Do I appropriately use commas? (2 pts.)
 Is my handwriting readable, size-appropriate, and sitting on the line? Does my writing touch the pink
line on the left side of the paper, except for when I indented at the beginning? (2 pts.)
_____/ 18 points
Totem Pole Presentation — Speaking Skills
 In my presentation, do I address the following three components: What did you draw? What does it
represent? What did you learn about yourself? (3 pts.)
 Do I talk naturally about these three components, avoiding the temptation to read from my notes? (3
pts.)
 Do I have good eye-contact with my classmates and teacher? (1 pt.)
 Volume. Do I speak loudly enough, so the audience can hear me? (1 pt.)
 Pace. Do I speak at a regular speed? (1 pt.)
_____/ 9 points
Creation of Totem Poles --- Fine Arts
 Overall, does my totem pole show thoughtful planning (e.g. use of color scheme, effective use of
space)?
(2 pts.)
 Is my totem pole neatly done? (2 pts.)
 Is my totem pole reflective of our analysis of Native American totem poles? (3 pts.)
_____/ 7 points
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Text Analysis of Native American Culture — Writing Skills
(Extension)
Capitalization
Organization
Punctuation
Spelling
3
All proper nouns
capitalized.
Every sentence
starts with a
capital letter.
I used at least
two transitional
words to link
ideas and ensure
that it reads
smoothly for the
reader. I also
included the four
necessary
components.
There is
punctuation at
the end of every
sentence. I
appropriately
used apostrophes
in contractions
and possessives.
I appropriately
used commas.
2
Some proper
nouns are
capitalized.
Some sentences
start with a
capital letter.
I included at least
one transition
and three of the
four necessary
parts are
included.
1
Few proper
nouns are
capitalized. Few
sentences start
with a capital
letter.
There are no
transitions and
there are two of
the four
necessary parts
included.
There is
punctuation at
the end of almost
every sentence. I
almost always
appropriately
used apostrophes
in contractions
and possessives.
I appropriately
used commas
most of the time.
There is
punctuation at the
end of very few
sentences. I
didn’t
appropriately use
apostrophes in
contractions and
possessives. I
rarely used
commas
appropriately.
All “no-excuse” Most “nowords are spelled excuse” words
correctly.
are spelled
correctly.
Few “no-excuse”
words are spelled
correctly.
Total: _____/ 12
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Handouts
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Totem Pole Template
Teaching with Primary Sources
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