The Clan of the Cave Bear: Literature Studies

Grade Level:

Grades 6-8

Subject Areas:

 
• Reading
• Language Arts
• Social Studies
• Geology
• Native American Literature Studies
• Math
• Science
• Art
• Health/nutrition

Objectives:

 
• Students will construct a HyperStudio stack that compares clan systems depicted in the book with the clan system of the Dine: self & family.
• Students will compare their contemporary lives with those of the characters in the book through constructing a diorama.
• Students will identify gender roles of book characters and compare with Dine culture through a journal and artwork.
• Students will identify and compare/contrast social ceremonies in the book with those in contemporary life; i.e. name acquisition, etc., in their journals and in their HyperStudio stack(s).

Technology Equipment and Skills Needed:

 
• Books: The Clan of the Cave Bear by Jean M. Auel
• Dine Clan Chart
• HyperStudio stack on Dine Clan System (Rock Point Model)
• digital camera and scanner
• Mac computer workstation, system 7.0 or better
• Elders in the community

Lesson Overview:

This is a language arts based lesson using the novel, The Clan of the Cave Bear, by Jean Auel. The novel will provide a structure for comparing contemporary Dine life with life in prehistoric Europe. The Clan of the Cave Bear was selected because it provides rich character descriptions in varied conflict situations similar to those faced by early indigenous peoples. Guest appearances by community elders will help students compare novel themes of gender roles and clan structure with Dine culture. Elders will assist in discussion about Dine social ceremonies, (those ceremonies that are available for sharing.)

Cultural Content:

Use of elders as guest speakers who will involve the students in discussing cultural themes. Use of the Dine clan chart. Use of HyperStudio stack created on the Dine.

Other Background Information for Teacher:

Teacher could start out reading the book aloud. Students could form reading circles later where they could discuss the book as they were reading it. It may be easier for students to create their dioramas after they have read the entire book. Elders could be identified based on expertise in a certain area(s) with the help of a culture teacher or teachers from the region.

Assessment:

 
• Rubrics will be used to assess each student
• HyperStudio stack developed by each student
• Journal, artwork
• Diorama