We selected in this post several Indian Day Text Interpretation Activities, ready to print and apply to early graders.
O Indian's day is celebrated annually in April 19th in Brazil. This important date serves to remember and reinforce the identity of the Brazilian and American indigenous people in current history and culture.
And how about working this date through the Reading and text interpretation? Improving our competence in the sense of minutely analyzing a text is a basic requirement for the effectiveness of the results. It is always good to emphasize the importance of textual interpretation and it was with this in mind that we selected these wonderful Indian Day Text Interpretation Activities, check out:
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Indian Day Text Interpretation Activities
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Text Interpretation Activities Dia do Índio – The Indian
Kunumí-Ivãté is a 15-year-old Guarani Indian, 1.65 in height, with very dark eyes and hair so black that it shines in the sunlight. Kunumí belongs to the Caiás, one of the three tribes of the Guarani nation, lives in the region of Dourados, in the interior of Mato Grosso do Sul. He doesn't have any name, Kunumí-Ivãté means BOY-NATION.
Until recently Kunumí-Ivãté meant nothing. For the other sixty-three Indians in his village and for all the other whites in the region, it was just Alberto Vilhalva de Almeida. A young man who, like so many others, exchanged his people for the city's spell: He bought a digital watch in contraband, wore jeans and dreamed of having a new Monza. An Indian who wanted to be white.
The city, its magic, its colors, its people attracted Kunumí. For a moment he thought he had found his true path. It took three years of illusion that ended when he got to know the reality of the city. When he saw other Indians, just like him, begging in the streets, humiliated and treated like “stray dogs”.
A buggy. For whites, Kunumí was just a bugger. An Indian who stopped being an Indian and never became white. Who lived in the city and worked in the countryside.
__ I found that white is selfish. He wants to buy everything: land, rivers, birds. He doesn't know that before white people, before money, there was already a world, there was already an Indian.
Kunumí felt prejudice, exploitation. He didn't like the white kids' balls, the lights and electronic sounds of arcades. He missed his people, his language, his parties. From the pleasure of hunting, from the fish caught in the waters of his childhood. The smell of the bush. And the BOY returned to his NATION, with a pride: to be will fall. Even wearing white clothes, mixing the Guarani language with Portuguese and Spanish, he abandoned Monza zerinho's dream for good.
1) Rewrite the sentences replacing the underlined words with synonyms in the text:
a) The city's charm attracted Kunumí-Ivãté.
b) Kunumí was sad when he saw other Indians begging in the streets, oppressed.
c) The Indian felt the greed on his skin and saw that, for the whites, he was only considered a forester.
d) Kunumí missed his people and the fish caught in the waters of his childhood.
2) What is the name of the text you read?
3) Who was Kunumí-Ivãté?
4) To which tribe Kunumí-Ivãté does he belong?
5) What is the name of Kunumí-Ivãté among white people?
6) Why was Kunumí-Ivãté sad and decided to return to his people after three years?
7) What else did the Indian miss?
8) Copy the text:
a) What Kunumí-Ivãté discovered:
b) What is a bugre for whites:
c) What was the city for the Indians:
9) Copy and mark the correct answers:
a) Young man, he exchanged his people for the city spell:
( ) He went fishing with friends.
( ) Bought a watch in contraband.
( ) He wore jeans.
b) He found in the city:
( ) Humiliated Indians.
( ) Happy Indians.
( ) Indians begging.
( ) Rich Indians.
c) The boy returned to his Nation wearing white clothes, however:
( ) Sadly for being an Indian.
( ) Proud to be an Indian.
( ) proud to be white.
Don't miss yet: 12 Ideas for the Indian Day
In April of this year, TV Vermelho showed the indigenous village Itapoã, in Olivença, Ilhéus, southern Bahia. There, the network to lie down was added to the virtual network. And, in place of the bow and arrow, mouse and PC. The video about Native Media, made in this Tupinambá village, reveals the impact of these changes on the community. According to the interviewees, the use of new technologies has contributed for the indigenous population to share their knowledge in the search for greater national integration.
The video about Mídias Nativas demonstrates how old prejudices about the most original people of Brazil have expired and how these populations want to be incorporated into the concerns of the State and society about their rights and respect for their culture.
The community opened a space that became the base for indigenous productions and experiments with new technologies and media. The name given to the place, not by chance, is Ciberoca.
For the indigenous people, the construction of this space represents an important advance in the type of use they make of technologies. “With new resources, we will be better able to demand improvements for our people”, says Alex Tupinambá, coordinator of the Índios Online network.
http://www.vermelho.org.br/noticia
Adaptation: Janete Motta
1) Working the text:
a) Explain the title sentence:
"Indian wants whistle, computer and internet."
He wants his knowledge through multimedia, to other cultures.
b) According to the text, which technologies were installed in the village?
Computers and internet.
c) Do you agree that indigenous people have access to these technologies? Because?
Personal answer.
2) Get to know a little about the Indian Daniel Munduruku, a great writer, who uses technological resources a lot to write his books:
Indigenous writer with 38 published books, graduated in Philosophy, History and Psychology. Doctor in Education at USP. Chief Executive Officer of INBRAPI-Brazilian Indigenous Institute for Intellectual Property, Commander of the Order of Cultural Merit of the Presidency of the Republic, Advisory Councilor of the Museu do Índio RJ.
Member of the Academy of Letters of Lorraine.
Daniel Munduruku believes that by reading books written by Indians, children have the chance to know who they really are. An important work to overturn old thoughts and still recover the purity of the games that, at least, Indian children still preserve.
3) Remove from the paragraphs:
a) a proper noun: Daniel Munduruku
b) two common nouns: books, children.
c) an infinitive verb with digraph: to know.
d) a word with a diphthong: Indians.
e) a word with a hiatus: children.
4) The first paragraph is an example of:
( ) narration (X) biography ( ) report
5) The collective noun of Indians is:
(X) tribe ( ) chief ( ) village
6) Sequence of words spelled correctly:
a) ( ) arrow, harco, peiche, cassa
b) ( ) arrow, bow, fish, hunting
c) (X) arrow, bow, fish, game
7) *** Choose two words and make sentences in time…
a) present: I read books.
b) past tense: The Indians were discriminated against.
Also see others at: Indian Day – Activities, Templates, Souvenirs and much more for early childhood education
Text Interpretation Activities Dia do Índio – The Indian
– My God, it's him!
Who ever talked to an Indian, like an open chat, about football, religion, love…?
The first idea that comes to us is the impossibility of this dialogue, laughter, prejudice, maybe. What about the sight of foreigners, who think we're naked, we shoot capybaras with arrows and we literally danced the rain dance painted with annatto in Praça da Sé or on the avenue Paulista?
Because at my school in 1995, an Indian was enrolled. A genuine Pataxó teenager.
The secretary of the office could not hide her astonishment when on Monday morning she lazily opened the door and he came across a shirtless pataxó with the black navel protruding, two white plumes on his head and the password number "one" in his hand, which delays said:
– I came to enroll my son.
And that's what happened, with the papers filled out, the documents, photographs, certificates, transfers, permits, licenses etc. were presented. The news quickly went up and down the corridors of the school, crossed the streets of the neighborhood, crossed the teachers' room and arrived at the principal's room, who stood up and, with a loud and resounding cry, proclaimed:
– But is it an Indian?
He was an Indian himself. Despair seized the poor woman's soul; he walked from one side to the other, looked at the file of the new forestry student, went to the teachers, called two or three, he told them, came back to the room, called other directors for help, until he had an idea: he would research at library. Once there, he turned over Laws, Decrees, Ordinances, Treaties, the Atlas, Historical Maps and nothing. Curious about the situation, the employee asked: – what is the problem for so much noise?
– We need to see if we can enroll an Indian; he has federal protection, we don't know what language he speaks, his customs, whether he can live off the reservation; anyway, we need legal protection. And if he decides to come and study naked, can we stop him?
The days go by and finally the first day of school arrives, the arrival of the Indian was already current news, it was widely publicized by the the neighborhood newspaper, by the godmothers at the gates, by the Japanese tomato plant at the fair, by the retirees in the square, there was no mention of another thing. A crowd was waiting in front of the school for the arrival of the Indian, through the cracks in the window, which opened onto the main gate, above the Chairs and the table, the professors, without any faults, disputed a better view, the principal, the teaching supervisor and the delegate.
The porter opened the gate – without anyone entering – and looked at the end of the avenue in the distance; a Beetle appeared among the dust and the melting of the asphalt, tires low, lowered, stopped in front of the school, the radio was turned off, such was the silence of the crowd that the creaking the door open, a plump boy, chewing gum, a Chicago Bulls cap, Reebok sneakers, jeans, T-shirt, walkman in his ears, walked to the doorman and He asked:
– Can you attend Walkman class?
Edson Rodrigues dos Passos. In: Us and the others: stories from different cultures. Sao Paulo. Attica, 2001
After reading the text carefully, answer the following questions:
1. Check the alternative that summarizes the idea in the text:
(a) The daily life of a school
(b) Criticism of the cultural habits of the inhabitants of large cities
(c) The confusion and expectations generated by the enrollment of an Indian boy
(d) Informs about the cultural differences of indigenous peoples
2. Remove from the text the passage that indicates where and when the narrative takes place.
3. What changed the tranquility of the school?
4. What was the reaction of the school secretary when she opened the office door and came across an Indian? And why did she have this reaction?
5. In the excerpt “the news… reached the principal's office, who stood up and, in a loud and resounding cry, proclaimed…” Does the highlighted expression appear in which important Brazilian text?
6. “Once there, he turned over Laws, Decrees, Ordinances, Treaties, the Atlas, Historical Maps and nothing”. Why did the principal consult these documents?
7. Why did the community expect the Indian's arrival?
8. In the outcome of this narrative, did the Pataxó boy live up to the community's expectations of him?
9. The boy arrives chewing gum, wearing a Chicago Bulls cap, Reebok sneakers, jeans, a Walkman in his ears. What does this show about the Indian boy?
10. Do you think people's reaction to seeing an Indian is normal? Would you also have this reaction? Justify.
Source: TextMovement
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