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Using Legends and Art Work to support our learning about the Geography of Altai, Siberia, Russia

Created by: Tonya Luna, North Street School, Geneva, NY

How can we use Altaian folk tales and art work to explore the geographic features of the Altai Region in Siberia, Russia?

Unit Overview: These lessons are intended to give an introduction to the geography, legends, and art of the Altai Region in Siberia, Russia. Students will create their own pieces of art or writing after spending time exploring legends, poems, and artwork from the Altaian area of Russia. At the conclusion of this unit, students will have the background knowledge that will allow them to compare the landscape of this region to their own.

Long Term Targets Addressed (Based on New York State Social Studies Framework)Grade 3

Grade 3: Communities Around the WorldGeography, Humans, and the Environment3.2 The location of world communities can be described using geographic tools and vocabulary*I can locate world communities on globes and maps (3.2a)*I can locate world communities in relation to each other (3.2b)3.4 Each community or culture has a unique history, including heroic figures, traditions, and holidays.3.4a People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next.3.4b Arts, music, dance, and literature develop through a community’s history.Development, Movement, and Interaction of Cultures3.5 Communities share cultural similarities and differences across the world.https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

New York State P-12 Common Core Learning Standards for ELA and Literacy Grade 3

College and Career Readiness Anchor Standards for Reading K-5:Key Ideas and Details:2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.Responding to Literature:11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.College and Career Readiness Anchor Standards for Writing K-5:Research to Build and Present Knowledge:7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Responding to Literature:11. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.College and Career Readiness Anchor standard for Speaking and Listening K-5:Comprehension and Collaboration:1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasivelyhttps://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy

Supporting Learning Targets: Ongoing Assessments:

* I can determine a message, lesson or moral of legends and explain how they connect to the geography (RL3.2)

* I can recognize and make connections in narratives, poetry, art, and drama to other texts, ideas, and cultural perspectives. (RL 3.11)

* I can conduct short research projects that build knowledge about the Altai, Siberia (W 3.7)* I can create and present a poem, narrative, play, artwork or personal response to a particular artist

or theme presented in class (W 3.11)*I can seek to understand and communicate with individuals from different cultural backgrounds (SL 3.1e)*I can talk with my partner or group to reflect and record what I notice and wonder about pictures and text

Students' contributions to conversationsObservations of discussionsRecording FormsEnd project

T. Luna, Siberia Unit

https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy

https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

Long Term Targets Addressed (Based on New York State Social Studies Framework)Grade 3

*I can follow class norms when I participate in a conversation.

Essential Question: How can Altaian legends and art work help us learn about the geographic features of the Altai Region in Siberia, Russia?

Supporting Question 1: What physical and geographic features are found in the Altai Region of Siberia, Russia?

Supporting Question 2: How do legends, text and poems help us learn the influence and importance of geographic features on culture and people?

Supporting Question 3: How does artwork help us learn about the geography of a region?


Lesson 1Teaching Point: Supporting QuestionWhat physical and geographic features are found in the Altai Region of Siberia, Russia?

Standards Met: I can conduct short research projects that build knowledge about the Altai, Siberia (W 3.3.7) I can create and present a poem, narrative, play, artwork or personal response to a particular artist or

theme presented in class (W 3.3.11) I can seek to understand and communicate with individuals from different cultural backgrounds (SL

3.3.1e)http://www.p12.nysed.gov/ciai/common_core_standards/*I can locate world communities on globes and maps (SSFramework 3.2a)*I can locate world communities in relation to each other (SS Framework 3.2b)*I can understand how Arts, music, dance, and literature develop through a community’s history. (SS Framework 3.4b)*I can understand how communities share cultural similarities and differences across the world. (SS Framework 3.5)https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

Vocabulary: Prep Work/Materials:geography, continent, country, region, mountain, river,notice, wonder, reflect, norms, record, details, excerpt

• What I Notice/What I Wonder T-chart

• Carousel Station charts (12 total) with pictures or excerpts

• Markers (one per group of four students; ideally a different color for each group)

• Conversation Criteria checklist• Student response form• Maps (printed, online, or SMART

Board)

X Includes technology

Workshop ModelConnection:I spent the summer in Russia and would love to share with you what I learned and saw.

Today I want to introduce you to the geography of Siberia.Mini Lesson:Gather students as a whole group. Do not directly tell students the topic so that they puzzle through it. Place students in pairs or ask them to identify a person close to them with whom they can think and talk.-Start by projecting a world map -allow time for partners to discuss and solicit possible answers (map of the the world can be found at http://www.nationsonline.org/oneworld/small_continents_map.htm )When I see a map, I can tell my neighbor what I notice or what I wonder.Watch me as I show you how I do this. Look at this map. What do I notice? I notice that it is a world map. I see continents and oceans on the map. What do I wonder? I wonder if we will be learning about the world?-Then project a continent map of Asia -again allow quick discussion and answershttp://www.freeworldmaps.net/asia/political.html-Next, continue with a map of Russiahttp://1hqwallpaper.mobi/map-of-russia-for-kids-photos.html-Finally, show a map of the Altai region of Russia. At this point, they may not be able to identify this region. Provide intro that this is the Altai region of Russia which we will be briefly learning about.http://shawnradcliffe.com/ancient-dog-skull-mans-best-friend/At this point, you may want to do a quick anchor chart: What we think we know about Altai, Siberia, Russia.

Promotes higher-level thinking

Explicitly models expectations

Active Engagement:T. Luna, Siberia Unit

http://shawnradcliffe.com/ancient-dog-skull-mans-best-friend/

http://1hqwallpaper.mobi/map-of-russia-for-kids-photos.html

http://www.freeworldmaps.net/asia/political.html

http://www.nationsonline.org/oneworld/small_continents_map.htm


http://www.p12.nysed.gov/ciai/common_core_standards/

Gallery Walk Activity about Altai: I Notice/I Wonder• Display one photograph/illustration for modeling, similar to the ones they will see during the Carousel Brainstorm protocol that follows.• Briefly review the I Notice/I Wonder process with students. For “What I Notice,” tell students: “When we look at a picture, or a book, we notice details.” Ask: * “What details do you notice about this picture? For example, when I look at this picture, I notice … [discuss a detail from picture] but it also makes me wonder … [insert a question].”

Now it’s your turn to try it. You and your partner are going to view some pictures or text excerpts that you will need to note what you notice and wonder about.

Carousel Protocol: Images of Altai• Be sure to have set up 12 Carousel Station charts spread around the classroom:– six photograph charts with a T-chart with the phrase “What I Notice/What I Wonder” written below (photographs can be found with a google search online of “Altai”)– three text excerpt charts with a T-chart with the phrase “What I Notice/What I Wonder” written below (see resources)-- three paintings with a T-chart with the phrase "What I Notice/What I Wonder" written below (google search of Choros-Gurkin or Nicholas Roerich will find painting examples)• Tell students that they will be using Carousel Brainstorm protocol. Explain that there are charts set up around the classroom. Each station has a photograph, painting, or a text excerpt chart. All charts have What I Notice/What I Wonder written on them to record students’ thinking.• Remind students: “When we look at a picture or read an excerpt, we notice details. Emphasize the importance of referring directly to what they see in the picture or read in the excerpt to help students continue to understand the importance of evidence, and explain that they will write these details in the What I Notice column of the T-chart.• Remind students that when they “wonder,” they ask questions based on the details they see in the

image or read in the excerpt. They will write these questions in the What I Wonder column of the T-chart.

• Ask each pair of students to join another pair to form groups of four.

Each group of four will begin at a different station for the carousel. Show students directions :1. Look carefully at the photograph or carefully read the excerpt.2. Talk with your group about details you notice in the photograph or details within the excerpt.3. Talk with your group about the questions you wonder about related to the photograph or excerpt.4. Then, after you talk, use your marker to add to the chart.5. Remember to use question words for your wonderings: who, what, when, where, why, and how.

• Ask students if they have any clarifying questions about the task. Answer questions as needed.• Start each group of four at one of the stations. Distribute one marker to each group.• While students are working, circulate and use the Conversation Criteria checklist to assess how well students are following the conversation norms. Every 2 or 3 minutes, students rotate to a new station. Use the transition points to briefly reinforce the steps of the task. Gauge the time based on discussions groups are having.• After students have completed a couple of the stations, take the opportunity to stop and praise them on their conversation skills, and remind them of expectations if necessary.• Time permitting, repeat until students have interacted with each photograph and excerpt.

Opportunities for students to initiate higher-order questions & extend/enrich the discussion

Open-ended questions with multiple correct answers

Small Group/Independent Work:• Gather students whole group to debrief the carousel. Since each station had a photograph or excerpt, and a T-chart, consider debriefing the carousel by traveling as a class to each station (number each chart, let groups pull a number from a bag and then present it)• As you debrief each station, ask students to take a few moments to reflect on what’s written on the T-chart. Then ask a handful of students to share out what they noticed and wondered.• As you move the discussion to each new station, a key instructional move will be to help students look for patterns on the T-charts. If you are physically traveling from station to station, take the T-charts with

Fully aligned with instructional outcomes

Permits student choice

Appropriately paced to


you and encourage students to look for patterns. Push students to connect the carousel text excerpts and images. Ask: “How does what you see in the photographs connect to what you read in the excerpts?”• Think-Pair-Share: Invite students to discuss what the big themes or ideas might be. Model as needed. (For example: “I see many _____, so I think we might be learning about _____.”)• Invite volunteers to share out their ideas. Accept a range of answers that students can support based on what they saw, discussed, and read today. Probe with statements such as: “Why do you think that?” or “How does that fit with what you saw in the pictures and read in the text excerpts?” Remind students that their ideas have to take both the photographs and the excerpts into consideration. This is a good opportunity to emphasize the importance of providing evidence, which will be reinforced throughout the lessons.

allow time needed to intellectually engage with and reflect upon learning

Students serve as resources for one another

Cooperative learning

DifferentiationTier One Tier Two Tier Three

Pre-introduce vocabulary that will be expected to use

Provide sentence starters for carousel responses

Provide an audio recording of text excerpts for non-readers

ESL Scaffold/ Special Ed Scaffold:Provide word lists that have visual supportsBe mindful of student pairings, so students support each otherProvide sentence starters for writing supportProvide audio recordings of text excerptsReflect and Connect/ Link:Student Written ReflectionDistribute the Personal Reflection recording form to students. Go over the directions and invite students to write about their thinking.

Opportunity for students to consolidate understanding

Provide schema for tomorrow’s lesson

Assessment: For observation notes/ checklist use the Conversation Criteria checklist to monitor student participation

• Explain that the images and text students examined today are all examples of “geography”. Ask: “Based on your observations, what might the term ‘geography’ mean?”* “How do authors conduct research and build knowledge to inform

their writing?”* “How can authors share knowledge on a topic?* How can artists show knowledge without words?

Homework: Tell an adult you know about the photographs you saw and the text excerpts you read. What will you learn about in the coming weeks?

Integrated into instruction

Students contribute to assessment criteria

Students self-assess & are aware of characteristics of high-quality work

Specific & timely feedback

Set child-friendly goals with students


Resources:“Altai: A Journey Through the Siberian Wilderness” Pavel and Elena Filatov. 2009. http://www.nationsonline.org/oneworld/small_continents_map.htmhttp://www.freeworldmaps.net/asia/political.htmlhttp://1hqwallpaper.mobi/map-of-russia-for-kids-photos.htmlhttp://shawnradcliffe.com/ancient-dog-skull-mans-best-friend/


http://shawnradcliffe.com/ancient-dog-skull-mans-best-friend/

http://1hqwallpaper.mobi/map-of-russia-for-kids-photos.html

http://www.freeworldmaps.net/asia/political.html

http://www.nationsonline.org/oneworld/small_continents_map.htm

http://www.nationsonline.org/oneworld/continents_map.htm

http://shawnradcliffe.com/wp-content/uploads/2013/03/Razboinichya-Cave_Altai-Mountains_Siberia_map-PLOS-One.jpg

Name _____________________________ Date ________________Personal Reflection Recording Form

Based on the photographs and art work you saw, the excerpts you read, and the discussions you had with your peers, what do you think the geography of the Altai Region of Siberia in Russia is like? Use evidence from your work to support your thinking.



I Notice I Wonder

Text Excerpt:

“He slaked his thirst with water from the roiling sea and he hunted in the land of snow-capped peaks. A brave and powerful warrior was he, this man called Altai-Buchai.

His camp lay among the broad forested foothills of lofty mountains. It was nestled amidst beautiful trees beside the banks of a gentle blue river. He carefully chose clear streams to water his herds and the best pastures with the finest mountain grass for his cattle to graze.”

Altai-Buchai: Hero of the Mountain; retold by David Andresen; 2015; p. 1

Excerpt:

“And when we crossed Edigol the broadness of Altai spread before us. It blossomed in all interblending green and blue shades. It became white with distant snow. The grass and the flowers stood the height of a man on horseback. One cannot even locate the horses in it. Nowhere have we seen such grassy vesture.”

Excerpt from Altai-Himalaya; Nicholas Roerich, Part X, Altai, 1926.

http://www.roerich.org/roerich-writings-altai-himalaya.php

Excerpt:

“In the understanding of the Altaians, Altai is not simply mountains, forests, rivers and waterfalls, but spirit…For the nation that lives here Altai is alive, fantastic in him many-coloured garb of forests and grasses. The mists are his transparent thoughts which run to all distant corners of the world. The lakes are his eyes, gazing up into the universe. The waterfalls and rivers, are his words and songs of life and the beauty of the land and mountains.” (Choros-Gurkin)

https://altaipilgrim.wordpress.com/2013/11/01/a-letter-from-the-altai-republic/




Conversation Criteria Checklist

(From engageny.org Grade 3 ELA Module 1 for teacher use; adapt to suit personal preferences.)

Learning Targets: • I can follow our class norms when I participate in a conversation. • I can speak with complete sentences when I participate in group discussions. (Teachers: Please insert the conversation norms from class to assess students’ ability to engage effectively in collaborative discussions. Code responses based on the setting in which the criteria is observed. For example: P = Partner, G = Small Group, C = Whole Class)


Student Name

Complete Sentences Norm 1 Norm 2 Norm 3 Norm 4 Norm 5

Lesson 2Teaching Point: Supporting QuestionHow do legends, text and poems help us learn the influence and importance of geographic features on culture and people?Standards Met:* I can determine a message, lesson or moral of local legends and explain how they connect to the geography (RL3.3.2)* I can recognize and make connections in narratives, poetry, art, and drama to other texts, ideas, and cultural perspectives.

(RL 3.3.11)* I can conduct short research projects that build knowledge about the Altai, Siberia (W 3.3.7)*I can create and present a poem, narrative, play, artwork or personal response to a particular artist or theme presented in class (W 3.3.11)http://www.p12.nysed.gov/ciai/common_core_standards/*People in world communities use legends, folktales, oral histories, biographies, and historical narratives to learn about the important individuals and events of a world community (SS Framework 3.4)*I can explore how Arts, music, dance, and literature develop through a community’s history. (SS Framework 3.4b)*I can understand how communities share cultural similarities and differences across the world. (SS Framework 3.5)https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

Vocabulary: Prep Work/Materials:Legend, text, summarize, dramatization, *Chart paper with

supporting question on it*group materials*legend of 2 beautiful rivers w/puppets*art work representations*audio files of texts*art materials

Includes technology

Workshop ModelConnection:Yesterday we were working on looking at pictures of Altai geography.

Today I want to teach you that the same geography shows up in legends, poetry, and texts.Mini Lesson:Refer to the T-Charts from previous lesson for connection to review. Pass out a sticky note to each child and have them write one thing they recall about the landscape of Altai. Have them share with a neighbor and ask for a few examples. Then have students post these on a chart together.Today you are going to use poetry and legends to learn some more about the landscape of the Altai. I will start by sharing with you one of my favorite legends. Recite “Legend of 2 Beautiful Rivers” (without puppet visuals) one time. Have students draw or write about what they heard or noticed in the legend. Share with a partner. Read legend again with the puppet visual supports. This time directing students to think about the connection between the characters and landscape.






*Why would there be a legend about these rivers? What is this story trying to tell you? Did they use any symbols? How do legends, text and poems help us learn the influence and importance of geographic features on culture and people?Collect ideas onto chart paper. At this time, share actual photographs of the Katun River, Biya River, Babyrkhan Mountain. Then share artistic representaions of Katun and Biya Legend.

Active Engagement:At this point you could do a 3rd read while a group of 3 students acts out the legend for visual reinforcement. You could also have a student or 2 read it as well.After this, you can ask if students have any additional connections or thoughts to add to the chart.



Small Group/Independent Work:Now it’s your turn to try it. In small groups you are going to become experts with a legend , poem, or text that you will need to present to the rest of the class.Ahead of time, divide class into 4 working groups and have information packets prepared for each group.

Group 1: Legend of Altay: Mistress KatunGroup 2: Legend of Altay: Old ShamanGroup 3: Informational text: Who is Kaichi? Altaian Throat SingingGroup 4: Poem: Altai by Choros-Gurkin

Each group should be given time to become experts on their legend, text or poem. Their task will be to present this to the rest of the class in the manner of their choosing: retelling, dramatization, art work, presentation.Walk around and assist groups as needed to summarize, understand, and as they decide on the best way to present their information. All text should have an accompanying audio file for access by all, including ELL students and delayed readers.Mid-workshop interruption:I noticed …When complete, groups should present to the rest of the class. Pose the question from the beginning: How do legends, text and poems help us learn the influence and importance of geographic features on culture and people? Offer opportunities for reflection, discussion, and questions. Add to chart from earlier.


Permits student choice Appropriately paced to





-Rereading of modeled -Rereading of modeled -3rd read of modeled


legend legend with visual supports-sentence starters if necessary-choice of representation of information

legend allowing students to act it out-audio files of written text-sentence starters if necessary-choice of representation of information

ESL Scaffold/ Special Ed Scaffold:Have audio files available for all written text (link by QR codes is a possibility)Consider groupings carefully to maximize active learning by allProvide visual supportsProviding choices for how to represent their information to classProvide sentence starters for discussionReflect and Connect/ Link: (5 minutes)Student Written ReflectionDistribute the Personal Reflection recording form to students. Go over the directions and invite students to write or draw about their thinking. How do legends, text and poems help us learn the influence and importance of geographic features on culture and people?



Assessment: For observation notes/ checklist• written reflection• use the Conversation Criteria Checklist to monitor student participation

and understanding

Homework: Tell an adult about the legend, text or poem you learned today. Do they know aby legends or stories from our region?







LEGEND of 2 Beautiful Rivers of Altai:Once upon a time there lived a young poor man, Biy, who was a herdsman and a nice young girl, Katun, who was the daughter of a rich old man named Babyrkhan. The two young people fell in love with each other *bell*, but the angry father, Babyrkhan, would not allow his daughter to marry the poor man.

So, the young lovers decided to escape. During the night, they took off, each running along different paths to trick the father and planned to meet in a faraway secret place But Babyrkhan ran off in pursuit of them. He caught the young couple and ordered the daughter to come back home.

The girl refused to leave her sweetheart, so Babyrkhan grew even angrier and transformed them into the rivers, Katun and Biya. He thought they would not stay together. But their love was stronger than he had expected. The Biya and the Katun Rivers merged together to form the great river Ob.

When BabyrKhan saw this miracle, he turned into a mountain, and in the full moon the angry Babyrkhan's face appears in a stone rock, looking maliciously at the rebellious daughter Katun.


Artistic Representation of Legend of Babyrkhan Mountain and 2 rivers:Elena Berezina; 2012 Legend about the Katun Riverhttp://artnow.ru/en/gallery/2/18945/picture/0/649026.html

http://artnow.ru/en/gallery/3/34421/picture/0/781614.htmlRudin, Petr; 1991 And below…Katun

http://weirdrussia.com/2014/07/02/5-amazing-confluences-in-russia/

Picture taken in a restaurant somewhere in the Altai.

Wood necklace representing Katun and Biya legend:


http://weirdrussia.com/2014/07/02/5-amazing-confluences-in-russia/

http://artnow.ru/en/gallery/3/34421/picture/0/781614.html

http://artnow.ru/en/gallery/2/18945/picture/0/649026.html

http://i2.wp.com/weirdrussia.com/wp-content/uploads/2014/07/confluence-katun-biya-rivers.jpg

Legend of Altay: Mistress Katun

When the mountains were younger and the land was richer a big and wealthy tribe lived in Altay. People were beautiful and strong and a generous land and water gifted them their… treasures. A wise and fair lady ruled that tribe and she was respectfully called Katyng, which means “Mistress”.

People had been leading a happy life until misfortune came: an awful drought came to the earth. Grass and trees died, streams and rivers got dry. Animals and birds left the forests, the livestock was dying and people were suffering from famine. The Gods seemed to turn away from the people; neither requests nor prayers and sacred ceremonies could change the situation. And Katyng looked desperately at her dying tribe; and then she climbed the highest mountain and appealed to the merciless sky. She implored to have merci on a beautiful Altay an land and her people. Let it rain and may the water return to the lakes and the rivers! May people, animals and plants live here! Two days and two nights spent Katyng on the mountain. And when the first rays of the dawn touched the tops of the mountains, she uttered: “If my request was heard, let my life become a payment; but if my land and people are to die, I also have no need to live!”. As she said so, Katyng jumped down form a high cliff…

However, Katyng`s prayer had a great power! The skies heard her! And her body turned into a sparkling water stream; it fell down the stones and went on making its way through the rocks. The Altaian land was saved. And the river, which is still flowing across the whole Altay, still has the name of a fearless woman: Katun, “Mistress”.

http://blog.gotoaltay.com/katunlegend/


http://blog.gotoaltay.com/katunlegend/

Legend of Altay: old shamanFebruary 19, 2012 Altay culture 1 Comment

Many years ago an old and wise shaman used to live in blue and white Altai. Great was his power: he knew how to ask Sevensky Ulgen for prosperity and welfare of the people; he was aware of the words to appeal to Erlik in order he not to hurt people. He understood the language of animals and birds, and he was able to look back into the past and see the future.That shaman lived in a wild taiga between the mountainous ridges. His birchbark ail was standing lonely at the river. And only those could find the path to shaman`s home who were really in need.The shaman kept a lot of wisdom during his long life; it was revealed to him how men have to live in chime with each other, with the land, with the water and the sky, with animals and birds so that the land of Altai could stay forever prosperous.The shaman had lived for many years – some say for a hundred years, others affirm that two hundred years. But once he looked into the future and saw that the period given to him was about to end. And then he began to think that if he died, a lot of wisdom would die with him as he had neither son nor student. The shaman left his house and went to the people, to villages and settlements. He wanted to find a person with clear mind and a bright soul to give him all the knowledge. But the more he wandered, the gloomier he was becoming. People had got petty, the sparks of heaven faded away in them.A young hunter wants to understand the language of birds and animals to attract them under his shot. A strong and clever son of the Khan asks how to request for his own luck and fortune form Ulgen. No one even thinks of the home land – what could happen to it, it used to stay and is going to stay on!The shaman got back to his ail. He put on the best clothes for “kamlanie” – a magical ceremony – and remembered the main words to appeal to Ulgen to ask what to do. The shaman was singing and spinning around for six days; for six days iron pendants were clinking and the furs were flying. On the seventh day answered Ulgen to the shaman: “Take a straight tree, take smooth stones and save your wisdom on them in writing! And let these notes wait in the depth of the Altai Mountains for a man with clear mind and a bright soul!”Six days more was lying the shaman exhausted. On the seventh day he got up, took a straight tree and smooth stones and began to carve and press out the precious notes on them. No one could see his work, no one heard the tapping of the stones, no one knows where the shaman hid his knowledge. And only Ulgen knows whether he managed to leave his main knowledge – how people should live on – or died before.But there is the river in Altai, its name the Samuralu is translated as “hiding the book of wisdom written on wood and stones”. It is said that the old shaman used to live on the bank of this river.Maybe one day a man with clear mind and a bright soul will appear there and discover the treasures of the old shaman and then the eternal peace and prosperity will come to the land of Altai.http://blog.gotoaltay.com/legenda-of-altay/


http://blog.gotoaltay.com/legenda-of-altay/

http://blog.gotoaltay.com/legenda-of-altay/#comments

http://blog.gotoaltay.com/category/history/

Who is Kaichi? Altaian throat singingFebruary 19, 2012 Altay culture 1 Comment

A Kaychi is a Taleswapper, a man who tells legends – epic tales, heroic national epos. But the story is told in a special way, in a Kai way – by throat singing. One of the main terms for recognition a Taleswapper as a Kaychi is his ability to sing a heroic legend by throat singing from the beginning to the end, to the accompaniment of the stringed musical instrument – a topshur.Considering that the stories can consist of a few tens of thousands lines and can be sung for several days, one can realize how unusual the Kaychi is. The Kay training starts from early childhood. However, a boy who is good in throat singing will never be considered a Kaychi. Kaychi are absolutely unique people with integrity, maturity, who have accomplished an upheaval in the worldview.Kai is not the music itself and not a melody with words. It is something much more, something spiritual, so-called “breath” of Mother–Nature. Even a topshur is not a musical instrument here. Before the Kay the Kaychi says: “Topshur, my brother, my friend, you should help me!” And until the soul of the Taleswapper becomes one with the soul of the instrument, nothing will work out. Only being in a particular condition, called “trance”, the Kaychi can recreate the ancient legend. But it is not just a retelling. It is a participation in this narrative, when the souls of the departed heroes and the nature spirits communicate with the Kaychi. So the Kaychi is a man who brings down Heaven to Earth. And it is not accidental that there is a wonderful legend in Altay: when the Kaychi sings, the Altay spirit in the shape of a little girl comes to listen to it itself. According to the experts, the Altay Kay stands out greatly for its integrity and depth. Aleksey Kalkin, a very famous Kaychi, who is always in peoples’ hearts, used to say: “A visible Altay is not genuine, the upper Altay is genuine.”http://blog.gotoaltay.com/who-is-kaichi/


http://blog.gotoaltay.com/who-is-kaichi/

http://blog.gotoaltay.com/who-is-kaichi/#comments

http://blog.gotoaltay.com/category/history/

“… Altai”

He is not simply mountains,woods, rivers, waterfalls,but He is a Living Spirit,

who is a generous rich Giant.He is fairy-tale ’beautiful

in His colorful clothesof forests, flowers, grasses.

The mists, which are His transparent thoughts,are running away to all countries of the world.

The lakes are His eyes, looking into the Universe,Waterfalls and rivers, these are His speeches

and songs about the Life, about beautyof Mother Earth,of Mountains …”

Grigory Choros-Gurkin- Translated from Russian

by A.Borovikov.

http://www.mountainman.com.au/Choros-Gurkin.html


http://www.mountainman.com.au/Choros-Gurkin.html

Text Excerpt:

Altai-Buchai: Hero of the Mountain; retold by David Andresen; 2015; p. 1

“He slaked his thirst with water from the roiling sea and he hunted in the land of snow-capped peaks. A brave and powerful warrior was he, this man called Altai-Buchai. His camp lay among the broad forested foothills of lofty mountains. It was nestled amidst beautiful trees beside the banks of a gentle blue river. He carefully chose clear streams to water his herds and the best pastures with the finest mountain grass for his cattle to graze.”

Quote:

“And when we crossed Edigol the broadness of Altai spread before us. It blossomed in all interblending green and blue shades. It became white with distant snow. The grass and the flowers stood the height of a man on horseback. One cannot even locate the horses in it. Nowhere have we seen such grassy vesture.” Excerpt from Altai-Himalaya; Nicholas Roerich, Part X, Altai, 1926.


Quote:

“In the understanding of the Altaians, Altai is not simply mountains, forests, rivers and waterfalls, but spirit…For the nation that lives here Altai is alive, fantastic in him many-coloured garb of forests and grasses. The mists are his transparent thoughts which run to all distant corners of the world. The lakes are his eyes, gazing up into the universe. The waterfalls and rivers, are his words and songs of life and the beauty of the land and mountains.” (Choros-Gurkin)





OUR PATHTravelers, now we are passing A country road. The farms Alternate with fields and woodlands. Children are taking care Of the herds. They approach us. A boy gives us whortleberries In a reed-basket. A young girl extends A handful of fragrant grasses. A little lad Gives up to us His serrated little cane. He thinks with it We shall walk more lightly.

We are passing on. Never again shall we meet These children. Brothers, we went not far From the farms But you are already tired of gifts. You have scattered the fragrant grasses. You have broken the little reed basket. You have thrown into the gutter the little cane Given by the young lad. Why do we need It? On our long path. But the children had nothing else. They have given us the best of what They had to adorn Our path.

1917Flame in Chalice; Nicholas Roerichhttp://www.roerich.org/roerich-writings-altai-himalaya.php



Name _____________________________ Date ________________Personal Reflection Recording Form –Lesson 2

Based on the legends, text, poems and discussions you had with your peers, how do legends, text or poems help us to learn the influence and importance of geographic features on culture and people? Use evidence from your work to support your thinking. You may use words and drawings to show your thinking.


Conversation Criteria Checklist –Lesson 2

(From engageny.org Grade 3 ELA Module 1 for teacher use; adapt to suit personal preferences.)

Learning Targets: • I can follow our class norms when I participate in a conversation. • I can speak with complete sentences when I participate in group discussions. (Teachers: Please insert the conversation norms from class to assess students’ ability to engage effectively in collaborative discussions. Code responses based on the setting in which the criteria is observed. For example: P = Partner, G = Small Group, C = Whole Class)


Lesson Plan 3Teaching Point:How does artwork help us learn about the geography of a region?

Standards Met:* I can recognize and make connections in narratives, poetry, art, and drama to other texts, ideas, and cultural perspectives.

(RL 3.3.11)* I can conduct short research projects that build knowledge about the Altai, Siberia (W 3.3.7)* I can create and present a poem, narrative, play, artwork or personal response to a particular artist or theme presented in

class (W 3.3.11)*I can seek to understand and communicate with individuals from different cultural backgrounds (SL 3.3.1e)


Student Name

Complete Sentences Norm 1 Norm 2 Norm 3 Norm 4 Norm 5

http://www.p12.nysed.gov/ciai/common_core_standards/*People in world communities use legends, folktales, oral histories, biographies, and historical narratives to learn about the important individuals and events of a world community (SS Framework 3.4)*I can explore how Arts, music, dance, and literature develop through a community’s history. (SS Framework 3.4b)*I can understand how communities share cultural similarities and differences across the world. (SS Framework 3.5)https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

Vocabulary: Prep Work/Materials:Diorama, ethnic, dramatization, -Tic Tac Toe Project

sheet and grading rubric-materials for project work-information on Choros-Gurkin

Includes technology

Workshop ModelConnection:Yesterday we were working on how legends, text or poems can help us learn about the geography of the Altai Region in Siberia.

Today I want to teach you how artwork (paintings, photographs, drawings) can also help us better understand the geography of a region.Mini Lesson:Today we will learn about a famous landscape artist from the Altai Region. Present information and pictures of Choros-Gurkin.*Why do you think he choose to paint landscapes?*What do you notice in his paintings?*How are they different than photographs we have seen?



Active Engagement:Now it’s your turn to try it. Pass out paper, crayons, or colored pencils. I will project a picture of Altai landscape and I want you to make a quick sketch of what you see. Label what you draw.



Small Group/Independent Work:Introduce the tic-tac-toe project at this time. You may wish to project the form and discuss before handing it out. Students will choose 3 activities to complete from the board. Determine a due date based on your class. Go over directions, give students time to ask questions and work. Provide assistance, resources, support.


Permits student choice Appropriately paced to








Choice of activities Choice of activities Choice of activities

ESL Scaffold/ Special Ed Scaffold:Give more support as needed to studentsModify projects as needed (number required, presentation, etc..)

Reflect and Connect/ Link:

How does artwork help us learn about the geography of a region?Have each student complete a project rubric for themselves



Assessment: For observation notes/ checklist

Tic-Tac-Toe Project and Rubric (self-evaluate and teacher evaluate)







Grigory Ivanovich Choros-Gurkin

Choros-Gurkin was born in 1870 in Ulala, which is now Gorno-Altaisk. He was of ethnic Altay origin. He began studying painting at the age of 8 in Ulala. In 1897, he started studying at the Imperial Academy of Arts in St. Petersburg with famous Russian artists, Shishkin and Kiselyoy. At first he was not accepted at the Academy of Arts because of his ethnic background.

He returned to Altai and worked as a teacher. He traveled often to remote areas of the Altai, which often inspired his landscape paintings.

In 1918, he became a political leader with the cause of uniting Altay lands into a national state. In 1919 he had to escape to Mongolia and returned to the Soviet Union in 1925. In the 1920s and 1930s, he was involved in education, particularly in illustrating Altay epic poems and primary school books. In 1937, during the Great

Purge, Choros Gurkin was arrested and executed.


Name _______________________

Art and Geography of Altai, Siberia, RussiaTic-Tac-Toe Project Guide

Directions: You are responsible for completing three activities from the following choices. Your three activities must follow the rules of tic-tac-toe (i.e., three in a row).

Due Date __________________________________

Create a 3-D sculpture inspired from the geography of the Altai region in Siberia, Russia.

Go online and look at paintings by Nicholas Roerich or Grigory Ivanovich Choros-Gurkin. Then paint or draw a landscape in the same style.

FREE CHOICE

Create an artistic project of your choice based on landscapes.

Perform a dramatization or skit of a Russian Folktale.

Write a report on a Russian artist who focused on nature.(Such as…)*Nicholas Roerich*Grigory Choros-Gurkin*Ivan Shishkin

Write a legend (like “Story of 2 Beautiful Rivers) that uses geography.

Look at a book on Ansel Adams. Study his

photographs.

Write a poem about our local geography.

Watch an episode of “Joy of Painting” with Bob Ross and try to follow his steps to complete a painting. Submit the final product.


https://www.etsy.com/listing/214332294/miniature-diorama-ring-holder-mini

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCP_J9N6_tccCFRNCkgodOfMByw&url=http://www.wikiart.org/en/nicholas-roerich/milarepa-the-one-who-harkened-1925&ei=maXUVb-ZLZOEyQS55ofYDA&bvm=bv.99804247,d.aWw&psig=AFQjCNFsIxOGVXJSuOcxF6CuYHu-xVr9cw&ust=1440085722739963

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCPO-iIDBtccCFcyLkgod2p4K9Q&url=http://citynews.com.au/2013/puppets-help-patsy-spin-a-yarn/&ei=66bUVbOdK8yXygTavaqoDw&bvm=bv.99804247,d.aWw&psig=AFQjCNEV8nxCxqk7QzEkFetM7blF0WhHng&ust=1440086104995350

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=http://www.rudata.ru/wiki/%D0%93%D1%83%D1%80%D0%BA%D0%B8%D0%BD,_%D0%93%D1%80%D0%B8%D0%B3%D0%BE%D1%80%D0%B8%D0%B9_%D0%98%D0%B2%D0%B0%D0%BD%D0%BE%D0%B2%D0%B8%D1%87&ei=I6bUVbn_BIWoyATlo4f4AQ&bvm=bv.99804247,d.aWw&psig=AFQjCNEYePy7JPWQO2KIcbIOURbFwMVZYA&ust=1440085923629922

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCL2Gvt_DtccCFQZVkgodRmYHGw&url=http://www.ringingcedarsofrussia.org/iu/Oct-28-2013/cedar-pendants-amulets.html&ei=zKnUVb3wKYaqyQTGzJ3YAQ&bvm=bv.99804247,d.aWw&psig=AFQjCNFunsMP4mrlFo1rLY40Tzab8hOeTw&ust=1440086831872342

http://www.google.com/imgres?imgurl=http://www.grahamclarkphoto.com/wp-content/uploads/2013/03/ansel-adams.jpg&imgrefurl=http://www.grahamclarkphoto.com/how-to-pre-visualize-a-photograph-like-ansel-adams/&h=675&w=900&tbnid=-2VeZy1FI36qOM:&docid=Q1yBJic-teJRpM&ei=BaTUVaX_FIGXygSvjbPIDA&tbm=isch&ved=0CC4QMygRMBFqFQoTCOWVip6-tccCFYGLkgodr8YMyQ

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=http://350sav.fotomaps.ru/march-poems.php&ei=zaXUVbymC5KHyAT45bnwDg&bvm=bv.99804247,d.aWw&psig=AFQjCNHSt-w_qffhWG-Pd5tVlRG7MFbbhQ&ust=1440085837584569

With a camera of your own, go out and take a

black and white photograph inspired by the images you studied.

Print the image and submit.

(find episodes using search)You Tube

Grading Rubric- Tic-Tac-ToeYour Points Category Excellent (5

points)Average

(3 points)Poor

(2 points)

Three assignments completed.(Total 15 points)

All three project assignments

completed and submitted on

time

Two project assignments

completed OR assignments are submitted late

One project assignment completed

AND/OR submitted late

Accurate Information(Total 15 points)

All information in assignments well researched and

accurate

Some information is inaccurate or

vague

Information is inaccurate

Presentation/Overall Quality

(Total 10 points)

All projects are neat and legible, well-organized, effort and skill

are evident

Writing or drawings are

messy or not well designed, somewhat organized,

minimal effort

Projects are poorly

constructed and messy, messy,

little or no effort

Directions followed

(Total 5 points)

All directions are followed and completed for

each assignment

Some directions were followed

Many directions were ignored or

not followed

Participation(Total 5 points)

Time in class was well used and productive.

Some time in class was wasted and not used well

Wasted a lot of class time

instead of doing project work

Put a great deal Thoughtful Some creative T. Luna, Siberia Unit

Creativity(Total 5 points)

of creative energy into project; very original

format with many creative touches; somewhat original

touches, but overall little originality

Use of resources(Total 5 points)

Excellent use of resources

Fair/Good use of resources

Did not use resources well

TotalPoints ____/35


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