Thunder Rolling in the Mountains

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

“Mapping the Flight of the Nez Perce”

In this activity, students will create an annotated map of the journey of the Nez Perce in 1877.

In Thunder Rolling in the Mountains, Sound of Running Feet and the Nez Perce people embark on a challenging journey across varied terrains, facing both physical and emotional obstacles. To better understand their journey and its significance, we will map out their route using details from the text. This will give us insight into the real-world challenges the Nez Perce faced and how it shaped their experiences and decisions.

• Using a blank map of the Northwest United States, trace the Nez Perce’s journey. Use different colors to distinguish between routes, battles, encampments, and other significant events.
• Highlight and label geographical obstacles on the map, like mountain ranges, rivers, and plains. Reflect on how these terrains might have impacted the Nez Perce’s journey.
• Annotate at least 5 specific points with brief descriptions or quotes from the novel that convey the tribe’s experiences or challenges at each location.
• In small groups, share your maps and discuss any differences or similarities in your interpretations. What did you find most surprising or enlightening about the journey’s path?

In your journal or reading notes, write a short reflection connecting specific parts of the journey with key events or feelings Sound of Running Feet and other members of the tribe might have experienced. For instance, think about how the harsh crossing of the Bitterroot Mountains might have felt for the tribe, both physically and emotionally.

Teaching Suggestion: To practice geographic skills or if you are not able to print out blank maps for each student, students could draw their maps by hand. This adds an additional level of challenge but can provide an opportunity to learn about map scale, topography, and cardinal directions. As an extension to the activity, students could label other points along the journey that were not described in the book, then they could discuss why they think Scott O’Dell and Elizabeth Hall chose to highlight certain locations or events over others. 

Differentiation Suggestion: Students with dyslexia, English learners, and those who struggle with executive functioning may struggle with pinpointing exact locations and matching them to events in the text. You may wish to provide them with a list of locations, such as Wallowa Valley, White Bird Canyon, Bitterroot Mountains, Big Hole River, the Yellowstone area, and Bear Paw Mountains. An example of a graphic organizer could include those locations provided for the students, a space for chapter location, and a space for exact quotations in the text that describe the location or the tribe’s feelings about the location.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. Young characters and elders in the tribe often see things differently.

• What are the main differences between how younger characters and elders view events in the story? (topic sentence)
• Give 3 examples of moments in the book where young characters and elders disagree or have different hopes. How do these differences change the choices they make or the way they think about the future?
• In your concluding sentences, consider the importance of understanding these generational differences. Why might recognizing such differences be valuable in understanding stories beyond the novel?

2. Women play key roles in the novel, actively shaping and responding to the challenges of Nez Perce society.

• How does the novel highlight the Power of Women and Gender Roles in Indigenous Culture? (topic sentence)
• Give 2 examples of female characters in the story and explain how their actions and decisions either push against or support traditional gender expectations within their community.
• In your concluding sentences, ​​consider how the portrayal of women in the novel might influence readers’ perceptions of Nez Perce culture. How might this exploration challenge or validate pre-existing notions about gender roles in Indigenous cultures?

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by text details, and a conclusion.

1. Reflect on the interactions between the Nez Perce and other tribes as depicted in the novel. How do these moments of cultural exchange or conflict reveal similarities or differences in beliefs, practices, and values? How do these interactions shape the perceptions of the Nez Perce characters involved? Are there moments where cultural misunderstandings lead to conflicts or strengthen bonds between tribes? What role does tradition play in these interactions, and how is it challenged or upheld? As you write your essay, select three specific instances from the book to highlight and discuss. Use direct quotations from these instances to support your analysis.

2. Throughout Thunder Rolling in the Mountains, the concept of journeying—both physically and emotionally—plays a crucial role. How do specific physical journeys in the novel correspond to significant emotional or cultural shifts for the Nez Perce characters? In what ways do the challenges faced during these journeys impact the tribe’s sense of identity or unity? How does the theme of Connection to Home influence the Nez Perce’s experiences and feelings during their journeys? In your essay, include three distinct moments from the journey and highlight their significance in the story. Incorporate quotations to strengthen your analysis.

3. Characters in the novel are often faced with challenging decisions that require them to make sacrifices. Analyze how the novel presents the concept of sacrifice. Are these sacrifices depicted as noble acts, desperate measures, or something else entirely? Identify at least two specific characters who make noteworthy sacrifices. What drove them to such decisions, and how does it reflect their personal values and priorities? Were the sacrifices beneficial, detrimental, or mixed in their results? How do the outcomes of these sacrifices further develop the character’s narrative or the story’s overarching themes?

Multiple Choice and Long Answer Questions create ideal opportunities for whole-text review, exams, or summative assessments.

Multiple Choice

1. What can be inferred from Chief Joseph’s final speech about his feelings toward the future of the Nez Perce?

A) He holds onto hope for a better tomorrow.

B) He is resigned to their fate and accepts defeat.

C) He believes they will eventually conquer their enemies.

D) He is indifferent and leaves their fate to destiny.

2. What does the novel suggest about the Nez Perce’s feelings toward Lapwai as the story progresses?

A) Increasing resentment due to imposed changes

B) Growing attachment as a symbol of their identity

C) Neutral feelings toward a geographical location

D) Mutual longing for it to become a central hub of Nez Perce culture

3. Which theme is best highlighted by the dynamic between Swan Necklace and Sound of Running Feet?

A) Tradition versus change

B) Love during wartime

C) Loyalty to tribe versus individual desires

D) The impact of external forces on personal choices

4. What distinguishes the Red Coats from other Nez Perce groups in the novel?

A) Advocacy for peace with US soldiers

B) Interest in trading with settlers

C) Efforts to integrate with settlers

D) Aggressive stance towards conflict

5. What do Looking Glass’s views reveal about Nez Perce sentiments?

A) Desire for peace above all

B) Trust in US government promises

C) Emphasis on individual prosperity

D) Tribal complexities and divisions

6. What does Sound of Running Feet’s resistance suggest about Power of Women and Gender Roles in Indigenous Culture?

A) They fully support breaking norms.

B) Flexibility exists, but deviations can cause conflicts.

C) The society is predominantly matriarchal.

D) Gender roles are largely insignificant.

7. What does General Howard’s approach towards the Nez Perce reveal about US policies for Indigenous tribes?

A) Relocation to reservations

B) Integration into American society

C) Open dialogue and compromise

D) Mutual respect and understanding

8. What is the most likely cause of the Nez Perce’s resistance to leaving Wallowa?

A) Their fear of the unknown

B) Their strategic advantages offered by the location

C) Their deep-seated connection to the land as home

D) Their disputes with neighboring tribes over territory

9. What best describes the interaction between Sound of Running Feet and Red Elk in the novel?

A) An unexpected alliance formed out of mutual respect

B) A tragic reflection of the broader tribal conflicts

C) A fleeting moment of understanding amidst chaos

D) A power play representing the changing tribal dynamics

10. Which statement best infers Sound of Running Feet’s feelings toward the white settlers by the end of the novel?

A) She empathizes with their plight.

B) She desires revenge for their actions.

C) She hopes for a peaceful coexistence.

D) She remains indifferent to them.

Long Answer

Compose a response of 2-3 sentences, incorporating text details to support your response.

1. How does Chief Joseph’s leadership style differ from that of another character in the novel? Provide a specific example of how each handles a challenging situation.

2. How does the use or presence of rifles and bullets symbolize a loss of innocence or signify a coming-of-age moment for a character?