Last week’s blog focused on the benefits of mini-games over playing one large game. Some advantages to smaller mini-games include enhanced participation, more exercise, alternative opportunities for competition, and appropriate skill level matching. At the end of the blog post, I said I would post a series of lesson plans I used for lacrosse. As promised, here is the lesson plan for Native American Lacrosse and Stickball. These mini-games that will help your students acquire the necessary skills to be able an adapted version play the game successfully. The blog post is very long, so if you are more interested in downloading a copy for your own use instead of having to refer back to the blog, you can find the lesson plan in the free resource section.
Native American Lacrosse and Stickball
Montessori Physical Education
Introduction:
Lacrosse was the most popular team sport among the Atlantic and Great Lakes Plains Indian tribes, and was also played in the south and west as well. Lacrosse is considered one of North America’s oldest team sports, with evidence that it was played as early as the 17th century. Because so many different Native American people played some form of lacrosse, the game went by many different names. The Onondaga people called their version dehuntshigwa’es, which meant, “men hit a rounded object.” The Eastern Cherokee people called their version da-nah-wah’uwsdi, and the Mohawks called their game begadwe, which both translated to “little (brother of) war.” The Ojibwe called the version bagaa’adowe, and the Choctaw called their sport kabucha, which both translated to “bump hips.” Games consisted of many players per team ranging from 100 to 1000 players, and the playing field could span miles. While the final rules were settled the day before the game, traditionally scoring was marked by where the ball hit on the tree or pole being used as the goal. If the ball hit the pole at chest level, one point; if the ball hit at above arm length, two points; and if the ball hit some type of ornament on the top of the pole (usually an animal carving), that was worth three points. Games would be played from sunup until sundown, or when a team scored twenty points, whichever came first. The game began with tossing the ball up into the air and both teams rushing towards the ball. Original versions of the game encouraged hitting and violence; passing the ball was not seen as a legitimate play (more as a cowards trick). The ball was made of buckskin or wood, and the sticks were elaborately carved with an open net at the end. Lacrosse served many purposes within Native American society: dispute settlement, youth war training, recreation, betting, festivals, and religion. Ceremonial paint was worn on the body and the sticks were adorned before the game. Many rituals were also held before, during, and after the game, which included discussion on strategy, placing bets, blessing and cursing individuals, and honoring the tradition of the game. During the early 1600’s, Jesuit missionaries witnessed the game and denounced it because of its violence and connection to the old religion, but it didn’t take long for other Europeans to take an interest in the game. The name lacrosse comes from French, which came from terms used to describe field hockey, and may have been a reference to witnessing sticks cross each other during gameplay. Over the next several hundred years, the game became more popular as some of the violent aspects were reduced, it was introduced into schools, and eventually became an Olympic sport. Equipment was standardized so there is only one type of stick (there used to be three different styles) with a large net at the end, and instead of a pole, nets protected by goalies are used for scoring.
Some historians consider Stickball to be North America’s oldest original sport. The game is meant to represent the traits and spirit of a warrior: speed, strength, endurance, and bravery. The Choctaw called this game Ishtaboli, the Little Brother of War. This game was used to settle disputes that could have led to war if left unchecked. This game has been described as more violent than lacrosse. A major difference is that each player carries two sticks instead of one. The sticks are called kabocca, and they both look like mini-lacrosse sticks. There are two poles on either side of the field, and this is the goal that the players are trying to hit with the ball. The ball they use, towa, is about the size of a golf ball is hard to catch. The ball can be scored either by throwing or touching the pole when the ball is inside the pouch of the stick. Modern stickball has a fish ornament on top of a 25-foot pole. If the fish is hit with the ball, that is worth 3 points, and if the pole is hit anywhere else, 1 point. If a ball goes out of bounds, the referee throws another one immediately back into the game to keep the action going. One stick is used for catching the ball; the other is used for carrying and throwing. Sticks were commonly made of hickory because of its hardness, strength, and availability in the eastern woodlands of North America. The ball is never to be touched by the hands. The ball has a spiritual essence that can only be channeled by the sticks, which represent the Earth. The tradition of the game was meant to guide morality. Before the game begins, the players line up with the leader standing slightly ahead of everyone else. He does a warrior call, and all his teammates respond with the same call back (similar to a haka war cry). During the game, a steady drumbeat was often played in the background. At the end of the game, everyone brings his sticks to the middle to symbolize unity.
This series of lessons is best used to integrate with the classroom when they are studying Native Americans. These units usually last for a month or so, which provides you plenty of time to play many, if not all, the lacrosse mini games to build the skill required for effective skills of this sport. After each week’s lesson, you should review an aspect of how lacrosse and stickball were important to the cultures that played them.
Materials:
· A large open space (such as a gym or field)
· Depending on age/or and resources
o Ball toss handles or junior lacrosse sticks
§ The ball handle set I recommend also comes with colored wiffle balls that work well in game #2 of this series
· Tennis balls
· Long poles or portable basketball hoops to serve as the goals
· Portable soccer nets
· Colored jerseys or pennies
· Lots of Cones
· Rubber disc dots
· Yoga Balls (optional)
· A container to chuck balls out of (bucket)
Minimum Amount of Students Needed: Many of these games could have as few as four students, but it would be much better to have a full class (20+).
Prior Knowledge: The students should have had lessons on Native Americans, but this game can serve as an introduction as well.
Game #1 (Passing)
· This game should feel very familiar to a traditional water balloon toss game. This helps the students get acclimated to the ball toss handles or lacrosse sticks you will be using for this series of lessons. When a small competitive component is added to this game, the students will play for hours.
· Pair-up the students.
o One way that I like doing this procedure is to choose one student to get two handles/sticks and a ball, and then they choose their partner. As a mini-lesson in grace and courtesy, someone should not refuse if they are chosen, but be happy they were even considered. If there is an even amount of students, the last two people will be partners. I give the option to choose a partner to students who were quiet and listening during instructions. If there is an odd number, let the last student choose the group they want to work with.
· On one or both sides of the playing area, there should be cones placed at a consistent interval emanating from the middle of the playing area. Each cone represents a point value, and the farther the cone, the more points that catch would be worth.
· Dividing the playing area in half, there should be a line rubber disc dots. Pairs of students will stand on either side of these and face each other to start the game. Both students should be lined up with the first cone on their side of the disc dot.
· The first throw should be very easy, about two arm lengths away. If they are successful with the pass, then both players step back to the next cone, essentially doubling the distance for the next throw. If they are successful again, then both players step back again.
· The passer must remain behind the cone at all times, but the catcher can move after their partner throws the ball.
· If the students drop the pass at any point, they both go back to their first cones and try again.
· When the students make it to the final cone, they should wait until the teacher is watching (especially lower elementary students). The teacher will be witness to the throw and catch, and can either help keep score, or even just act like a hype-man.
· The students can only use the handles or sticks to throw or catch. Any use of the other hand will be considered not a catch, and the pair goes back to their first cones. If the ball is bobbled, but never touches the ground, it is a good catch (as long as the other hand was not used).
· The goal is for every pair to get to the farthest cone and make a catch. If a class can successfully do this, they would win the (class vs. class) competition. It is extremely hard to get every group to be able to do this.
o If the class cannot get everyone to catch the farthest distance at the end of the game, add each pairs’ best score together, and that would be the class score. For example, if two teams caught a six, one team caught a five, two teams caught a four, and three teams caught a three, the class’s final score is 34 (6+6+5+4+4+3+3+3).
· Once a pair successfully makes it to the farthest cone and catches it, they go back to the first cone and try again. Right now their high score is six, but if they can get back to the farthest cone and catch it again, then their score goes up to twelve. Every time the team makes it back to the farthest cone and catches it successfully, they can add another six to their best score total. No other increment can be added this way. Only successful throw and catches from the farthest distance can add on to each other.
· At the end of the lesson, the debrief topic is the attributes that make a good lacrosse team also make a good tribe. When games could involve hundreds of people, teams had to be well organized, use good communication, and athletes had to be playing in the positions that would do the most good for the team. A properly functioning team would also need to be well organized and utilize good communication. Within a tribe, people can specialize at what they are good at, which is called differentiation of work, which allows the best person for the job to do that job instead of everyone having to do every job. They share the fruits of their labor with the tribe. By relying on your tribesman, everyone shares what they can do best and in turn receive the best version of what they need from others.
Game #2 (Scooping and shooting)
· When I play this game (especially with younger students), I use a scoop ball set that comes with six pairs of differently colored handles. A purchase of two set makes total 24 handles, four of each color. This works perfectly for this game because the handle color designates whom their teammates are, as well as which ball they are retrieving after in this game.
o If you do not have these handles, or they are all the same color, you will have to use jerseys to organize the students into teams.
o With tennis balls, the students will be able to go after any ball they want.
· Split your students into six teams of four (or as close to as you can with your class). If you don’t have many students, I personally prefer more action for each student, so I tend to make more teams with less players. However, if your students get tired quickly, you may want fewer but bigger teams.
· This game is a race. One player per team is trying to fetch the colored ball that matches their scooper, and be the first person to put it in the bucket. The teacher should have one ball per color in their container, and when the teacher says go, chuck them up into the air. The students then race to their specific colored ball, scoop it up, and try to put it in the container first.
· Students are only allowed to use their scooper. They cannot use their free hand in any way to pick up or secure the ball. Once the student has picked up the ball with the scooper, they cannot trap it against their body, or use their free hand to keep it in place.
o The one exception to this rule is that the students can use their foot to trap the ball and use the scooper to make it easier to pick up. This helps pick up the ball, but is slower than just swiping the scooper against the ground to pick up the ball. However, if a student swipes at the ball and misses or hits their ball even farther away in the process, they probably won’t win the race either.
· Once every student has had a chance to participate in a race, you can change the race little by little to make it more interesting and fun. Here are some examples of variations I have used:
o After I chuck the balls in the air, I take the bucket and run to one of the corners of the playing area. This forces the students to have to track where I am and race towards me.
o I will have a circle of cones made in the center of the playing area. Once I chuck the balls in the air, I will place the bucket in the middle of the cones. The students must stay outside the cones and toss the ball into the container. If they miss, they must run around the circle to fetch their ball because they cannot cut through the cone circle. Players can reach inside the cone circle with their scoopers as long as they keep their feet outside.
§ If a student forgets and runs through the circle and they accidently block someone’s shot, the player whose shot was blocked automatically wins.
§ Players must stay behind the cone line when shooting. If someone successfully shoots the ball in it with a foot over the line, continue the race. That student cannot retrieve their ball until the race is over, effectively disqualifying themselves.
§ Students cannot jump outside the circle and shoot, and then land inside the circle during the shot process. That would still be a disqualification.
o If you have access to a basketball hoop, make the backboard the target the players must hit to win the race. Toss the balls in the air, and then the students retrieve the balls and try to shoot them so they can touch anywhere on the backboard. The first player to make contact with the backboard, rim, or net, wins the race.
§ This is especially fun for the younger students, because while the target is huge, it is quite elevated, making it difficult to hit. Students will also have to decide whether they should run up to the backboard to make a close layup shot, or shoot sooner but from farther away. Both are valid strategies to being the first player to hit the backboard with the ball.
· Explain that there is a lot of luck involved in this game. The fastest player does not always win. Sometimes the ball rolls perfectly to you, sometimes it rolls very far away. Sometimes the teacher will run to a spot that helps you, sometimes they will run far away. When you shoot the ball, sometimes it bounces in, but more times it bounces out. That is the nature of the game, which makes it simultaneously a lot of fun, but also frustrating at times as well.
· I also tell the students that I cannot guarantee every individual will win a race, but I hope that each team wins at least one race. This helps modulate expectations.
· For this debriefing after this game, I would talk about the value of craftsmanship. When we played this game, I gave everyone the same equipment, because we want the game to be fair. However, Native American lacrosse players made their own lacrosse sticks. If someone had the skill and took the time to make an amazing stick, they deserved the advantage because the culture valued quality and craftsmanship. This ideal bled into other areas of life, whether it was making the best bow possible, clothing, shelter, etc.
Game #3 (Shooting)
· Place two to three goals on one half of the gym, and two to three on the other half. One goal should be around half court; the other(s) should be closer to the baseline or the back of the playing area. The closer goal should have a yoga ball placed in front of it like a goalie. The farther goals do not have any thing blocking them.
· Split the students into two teams, but explain that they are all on the same team. We are splitting them up so we can get more shots quicker. However, they should not look at the other team like opponents, but teammates.
· Each team of students shoots their tennis ball at the goals. Players must stay on their half of the court and cannot cross the half court line to shoot or retrieve tennis balls. When Team A misses a shot, it will remain on the side of team B. Team A cannot cross the half court line, but Team B can retrieve the ball and shoot it at the goals on Team A’s side. Balls that go in the goal should stay in the goal until all the balls are in the goals.
· The goal is to score every ball in the goal as fast as possible. The teacher should use the stopwatch (feature on their phone) to see how quickly they can score all the balls. Once they have accomplished the feat, do it again, and see if they can go faster than the last time. Repeat until gym is over.
o You can have records between different classes that each class is trying to break, or it could a goal number that is difficult to do.
· For the end of this lesson, we talk about keeping your eye on the target. This would be integral, especially during a hunt, where a missed shot could mean starvation. We focus on what we look at, so if what we need is important, we must be very focused on it. This is literal and a metaphor for life.
Game #4 (Monkey in the Middle)
· The set-up to this game is going to look similar to the first mini-game that we played. There is going to be rubber disc dots that separate the playing area, however there will not be any cone markers. The students will decide their passing distances.
· Separate the students into many groups of three. This is one of the few times where I would let the students make their own groups. I select one student who was listening well during instructions to choose a teammate, and then the chosen teammate chooses the final player to join them.
o Invariably, the students will choose their friends, which is fine. What also tends to happen is students choose teammates that are similar skill to them, which is also preferable in this game.
· Place two players on either side of the rubber disc dot, and the third player will be standing inside the rubber dot.
o The passers decide the distance that they would like to pass from. If they are close together, this makes it easier for the middle player to intercept the ball. The farther away they move from each other, the harder it is for the middle player to defend, but it also makes the throw and catch more difficult.
· This game is basically “Monkey in the Middle.” Two players pass the ball back and forth, and the player in the middle is trying to intercept the ball, or chase down a dropped or missed pass before one of the passing players can get it.
· The player (monkey) in the middle must begin on the rubber disc dot, and as soon as a passer tosses the ball, the middle player can leave the hoop to intercept or retrieve a dropped ball. The passer must remain still when passing, but the catcher can move as soon as the ball is tossed (like the monkey).
o If the pass is successful, the middle monkey player returns to the rubber disc dot.
o If the pass is intercepted, the monkey changes positions with the passer.
o If the monkey retrieves a dropped or missed pass, the monkey player changes positions with the receiving player.
· Passers and catchers must wait until the monkey is back on the rubber disc dot before they can pass again.
· (Optional)
o For players that need a scoring incentive:
§ A successful pass and catch is one point for each passing player
§ An intercepted or stolen ball is a point for the middle monkey
· Students would keep track of their own points
· At the end of this lesson, discus how sports can evolve over time. The lacrosse that the Native Americans were playing would have resembled something closer to football or rugby. Passing was seen as a “trick” or cowardice, and it was more honorable to try and run through the opposing team. When you watch lacrosse today, passing is a huge component of the game, and facilitates quick gameplay and good offensive tactics. When a sport lasts long enough, it is bound to change from its original incarnation.
Game #5 (Mini games 2V2, 3V3)
· Arrange your playing area into quarters by placing rubber disc dots down the middle of each side. In each corner of the playing area, place a portable soccer net.
· Each quarter is it’s own completely independent game. There will be four simultaneous games happening at once. This ensures that everyone gets a lot of touches of the ball with minimal standing around that would typically be seen in a full sized game.
· There are two teams per quadrant. One team starts on defense, the other team starts on offense.
o For the sake of this write-up, we are going to assume that each quadrant has four players, or two versus two.
· The defense requires one goalie and a defender. The goalie and the defender should switch roles after each rotation.
o (Optional) The goalie should use a tennis racket instead of the traditional hand scooper or lacrosse stick for added protection. The students should use it more like a shield by using volleying techniques instead of taking full swings.
· One of the players on offense starts at the center of the playing area within their quadrant. Their teammate should move to an open area to receive a pass.
· The player with the ball can only take one step, or use a pivot foot. Once the player with the ball passes or shoots, they are free to take as many steps as they want. As soon as they receive the ball again, they are only allowed one step.
· The defender should start the game by standing in the way of the player with the ball to prevent an easy shot. This forces the game to start with a pass.
o If the defender does not guard the player with the ball at the start of the game, that player is allowed to take a shot right from the start. We want to emphasize to the defender that the player with the ball is the most dangerous player, and they should always be guarded. The defender may argue that if they guard the ball, then that player will just pass it. This is true. However, the defender prevented that initial shot, so when the pass is made, there is a chance that it won’t be perfect. This will give the defense time to recover, or even steal the ball.
· If the offense scores a goal, then they switch and become the defense and the former goalie and defender are now on offense. This also happens if the defense gets possession of the ball, which is a turnover.
· A turnover happens when a defender gets possession of the ball. This may happen from either an intercepted pass, or a scooped up or covered ball on the ground.
· The defender is not allowed to make contact with the stick of the player on offense. They can put their stick in the way, but they should not be purposefully making contact to dislodge the ball.
o The exception is if the offense is doing “hand-off” passes. We want to discourage this type of passing because it makes the offense too powerful, and is not very fun to play against. If the offense is resorting to hand-off passes, the defender is allowed to put their stick in the middle to intercept the pass, which will invariably dislodge the ball. What we hope is that this becomes a deterrent to these hand-off passes.
· Since the playing area is limited, the ball is going to go out of bounds quite often. When it does, the team on offense gets the ball at the perimeter of the playing area where it went out of bounds. Players are allowed to shoot a goal from this area, which encourages the defender to guard them.
· If the number of students is not divisible by four evenly, then you may have to make groups of five. One player is the goalie, and the other two players play 2 V 2.
o To start a possession, it is exactly the same as the traditional 2 V 2 game, but the extra defender is behind the goal. As soon as the ball is passed to begin play, the defender is allowed to run in the game and defend.
o In this version, if the defense steals the ball, they do not have to stop because of the turnover. A stolen the ball can immediately be shot, so the chance from offense to defense is immediate as well.
o The player who scores a goal becomes the goalie. This will rotate the players between teams.
· At the end of this lesson, we discuss the real meaning of the game lacrosse. The word lacrosse is French, meaning to cross it, which was what the French missionaries were witnessing as lacrosse sticks were being smashed together. However, when you start looking at the English translations of the Native American names for this sport, many of them translate to something akin to “Little Brother of War.” When the Native Americans played the game, the intensity probably felt a lot like war. However, the real meaning behind the name is that the game could be used to settle territorial or hunting rights disputes that otherwise would have been settled by actual war. It is much more preferable to play a game of lacrosse instead of going to war. The objective of the game is to score goals; the objective of war is to kill your opponent. If both can achieve the same outcome between these methods of conflict resolution, there is no question that lacrosse is the superior method.
Stickball
· One of the main differences between stickball and lacrosse are going to be number of implements used per player. Stickball uses two lacrosse sticks, one in each hand. One stick is used primarily for catching, and the other is used for passes and shots.
o This can be difficult to implement because it demands two lacrosse sticks or ball scoops per person, and you may not have enough of that resource to accommodate.
· What you use for your goals will also be different. Stickball traditionally used a wood pole with an ornament of a fish placed on top. If a player can strike the pole, it would be worth one point, but if they could strike the fish, it would be worth two or three points. For your version, I have used portable basketball hoops, and if they hit or touch the pole, it is worth one point, and if they can make a basket by hitting the square box above the rim, that is worth three points.
Aims:
Direct: For the students to learn and play the Native American versions of the game stickball and lacrosse
Indirect:
Listening to directions
Teamwork and team building
Communication
Strategy
Sportsmanship
Physical skills practiced:
· Using a (modified) lacrosse stick for running, catching, and throwing a small ball
· Running and changing direction
Control Of Error:
Each mini-game will have its simple rules that work on an individual skill. These games slowly build upon each other so that by the final week, when we are playing mini games of lacrosse, they have the fundamentals down.
Cultural Connections:
Valued Craftsmanship: The sticks and ball that were played with were all handmade. There was no regulation for the sticks; therefore they could be different shapes and sizes. They were often painted and decorated with pride to show which stick belonged to which player. The player with the best stick had a distinct advantage over the players, and could be one of the reasons for that player’s success. Other players were not jealous or think this was unfair, but instead admired the quality and craftsmanship.
Valued Community: The lacrosse games were played with super large teams, which demanded a lot to keep organized and efficient. For a village to work successfully, everyone needs to be able to do their job and communicate effectively. For a team to do their best, everyone needs to understand their role and work together. The way the game and a team played was a microcosm of how the ideal tribe should function.
Valued Strength and Warrior Spirit: Original incarnations of the game were violent (however less violent than actual war). To be able to withstand this type of physical punishment showed the mental and physical toughness that was necessary to be successful warrior within a tribe. It is interesting to note that passing the ball to avoid contact was seen as “trick or cowardly,” yet in modern versions of the game it is quite necessary for successful team play.
Age: Lower and Upper Elementary
Bibliography:
Culin, Stewart. "Games of the North American Indians." In Twenty-fourth Annual Report of the Bureau of American Ethnology, 1902-1903, pp. 1-840. Washington, D.C.: Government Printing Office, 1907.
D’urso, William. “They Remember, The Little Brother of War. The World Series of Choctaw Stickball.” SBNation Longform. 2019 Vox Media. Retrieved Aril 2019. https://www.sbnation.com/2015/9/2/9224451/they-remember-the-little-brother-of-war
Fogelson, Raymond. "The Cherokee Ball Game: A Study in Southeastern Ethnology." Ph.D. dissertation, University of Pennsylvania, 1962.
Vennum, Thomas Jr. American Indian Lacrosse: Little Brother of War. Washington, DC and London: Smithsonian Institution Press, 1994.
“History of lacrosse.” Wikipedia Retrieved April 2019. https://en.wikipedia.org/wiki/History_of_lacrosse