NATURES INFLUENCE ON THE INDIAN CULTURE AND WAY OF LIFE

Showing how nature has guided and influenced the Indian way of life, art and culture, focusing on the flight of Nez Perce and Chief Joseph during the 1800s. By Nancy Livingston Clements July 2012

The earth is the mother of all people, and all people should

have equal rights upon it. Chief Joseph

TABLE OF CONTENTS
PRE PROJECT BEFORE STARTING LESSONS

Brown Bag Journals to keep Ideas and info learned through out this series of lessons Pages 4-5 (History) Introduction: Who are the Nez Perce Indians? Pages 6-7 The influence that nature/environment had on the colors that the Native Americans used in their arts and crafts. (Science, Math and Art) Pages 8-19 PART ONE Plants and the Dyeing Process PART TWO The Weaving Process PART THREE Creating a Parflech The Significance of the Horse in Indian Culture (Art and History) Pages 20-24 PART ONE The Introduction of the horse in to the Indian Culture PART TWO Creating a Horse Mask Passing down history through writing and oral tradition Pages 25-33 PART ONE Indian Sign Language PART TWO Buffalo Hides PART THREE Story Necklaces

LESSON ONE

LESSON TWO

LESSON THREE

LESSON FOUR

VOCABULARY LIST
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RESOURSES AND REFERENCES DAILY PROJECT RUBRIC

Page 38 Pages 36-37

Pages 34-35

NATURES INFLUENCE ON THE INDIAN CULTURE AND WAY OF LIFE

Showing how nature has guided and influenced the Indian way of life, art and culture, focusing on the Nez Perce and Chief Joseph during the 1800s.

OVERVIEW: This project is designed to not only introduce you to who the Nez Perce Indians were but to show you how their way of life and culture were influenced by nature. I have chosen a few aspects of the Indian life to help give you a broad view of what their life and culture was like in comparison to what life is like today. This unit of study is designed to be an
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interdisciplinary unit of study used with the classroom teacher and the art teacher simultaneously. It is designed so that it can be used in First through Eighth grade, with minor adjustments made to fit your specific grade level or needs.

PRE PROJECT BEFORE STARTING LESSON

Brown Paper Bag Journals to keep Ideas and info learned through out this series of lessons

45-50 minutes Grade 1-8 Materials needed: *6 brown paper lunch bags (per student) *Large needles *Thread, yarn, or cord (about 18" per student)) *Scissors Optional: *Small beads or charms *Paints, stamps or other items to decorate cover. (I leave the cover for during some of the lessons. If they have extra time it is the perfect thing to work on and they will be able to incorporate what they are learning into the design of it.)

OBJECTIVE Students will be able to: create a simple journal using a simple binding technique. recognize that there are many different techniques and materials that can be used in simple journaling. understand that there are many different purposes for keeping a journal. Step One - Fold the bottom flap of your lunch bag down and crease. You will be using this crease as a guide to snip off the bottom flap. Do this to all of your bags. When you are through, you will have openings on each side of your bag. You may discard the bottom of the bag. We will not be using these for this project. Step Two - I prefer to open up the inside of the bag so that there is not the extra fold or thickness on the sides. I do this by just putting my hands inside the bag and gently pushing outwards on the sides so that the bag increases in its width and lays flatter. Or you can choose to leave it as is. It is really just a personal preference. Step Three Next Have the students fold each bag (horizontally) down the middle separately. If they try and do them all together it will not be as neat of a fold, and they wont line up as well. Nest them together snuggly. Step Four - Use your needle to punch three holes in the fold of your book, right through all the paper bags. I measure about 1 to 2 inches from the top and bottom and then one centered. Now, with the threaded n needle, sew the book like this: -In through the center hole, leaving a tail -Out through one end hole -In through the other end hole -Back out through the center hole Be careful not to sew through your thread! Tie the two ends in a knot over the long stretch of thread along the spine of the book. Trim the ends to a length you like. There should be enough time to add a title plate on the book. I have beautiful patterned papers that I precut for them to put their title on. If you have stamps to use for this, they give it a neater look. The journal will be used to creatively store info learned and artistically incorporate it into a piece of art as we progress throughout this unit. The journal can be used during times when they finish early or as filler, for when needed. Other Ideas that could be used to help enhance this unit: You could spend more time on the journaling process if you like. For older students you can produce a more sophisticated 5

journal.

LESSON ONE
Introduction: Who are the Nez Perce Indians?
(History)

45-50 minutes Grade 1-8 Materials needed: *A slide presentation showing pictures of the Nez Perce and Chief Joseph, giving a glimpse of what their dress was like, where and how they lived. OBJECTIVE: Students will be able to gain a better understanding of who the Nez Perce Indians and Chief Joseph were and what life might have been like for them. understand the different roles that each member of the tribe had. gain an understanding of how and why different roles were assigned to specific people. compare and contrast the roles that each of their family member plays to that of the Nez Perce Indians. explore the food and shelter available to them

I begin this lesson with the slide presentation showing the Nez Perce in traditional dress and what their roles may have been as well as what the terrain may have been like and what plants were available to them as well as what they were used for. At end of presentation - Compare what was available to them and what is available now to us if we would chose to live off the land. This is a good time to take a hike outside if you have an area close by so that they can explore their own environment and compare it to the Nez Perce. (Have them either write in their journal what they have learned or on a separate piece of paper that they can store in one of the pockets of the journal for later reference.) WSESU History Standards Achieved: STANDARD 6.1 Causes and Effects in Human Societies: Students examine causes and effects in relation to events in order to generalize about workings of human societies, and use their findings to solve problems. STANDARD 6.4 Historical Connections: Students identify major historical eras and analyze periods of transition at various times to interpret influence of the past on the present. STANDARD 6.5 Traditional and Social Histories: Students investigate both the traditional and the social histories of the people, places, and cultures under study. Other Ideas that could be used to help enhance this unit: Incorporate dance - You tube videos of Pow Wows Incorporate a music lesson into this unit by introducing the sounds of the Indians. You can find great videos on You Tube that show not only drumming but also other wonderful sounds depending on the particular tribe you are interested in. http://www.pbs.org/weta/thewest/lesson_plans/ This site has great lesson plans on the Nez Perce and the Dawes act. A wonderful unit if you want explore more deeply into who the Nez Perce were.

LESSON TWO
Introduction to how the Native Americans used nature as their palette for color in their art and crafts
(Art, Math and Science)

PART ONE: The Plant and dyeing process (Science and Art) Two 45-50 minute class periods Grade 4-8 Materials needed: * Blue berries, onions, willow bark, cranberries or what ever is available during the season. (use plants and berries that are local to you) * One pot for dyeing per table (in my room I have seven tables with a maximum of 4 students per table). You may choose bigger or smaller groups depending on class size and room size. * Make sure you have enough plants to use as a dye. (Each table should have a different plant so that they will achieve a different color) * I use strips of muslin (Prewash to get the fixatives out) that they will be able to use in their weavings. Other tables will use natural colored wool yarns. (Yarn will need to be loosely tied together) All dyed pieces will be for the whole class to use later. * Rubber gloves for all students

OBJECTIVE: Students will be able to: gain a better understanding of the different uses that a plant provided the Native Americans. explain how color added meaning to their work and what those meanings were. gain an understanding of symbols used in history in compared to today. relate the differences and similarities in decorating not only functional objects but decorative objects in the different cultures past and present. understand the dyeing process and how it was used. understand how the importance of the seasons and the role it plays in the harvest of plants for food, medicine and dyes/paints. gain insight on the individual roles played by the males and females of the tribe. tell how people can change, lose or gain traditions when exposed to other cultures. I have a short slide presentation of designs and colors used by the Nez Perce to give them an idea on how bright the colors were, how they were used in their everyday life and the significance that design and color had to each family and tribe. Next the lesson will begin by breaking into small groups and brainstorming what plants they think will provide a colorant that can be used to either paint with or use as a dye. Once each group has come up with at least ten things that they think will work, we will come back together as a whole group and compare our findings. I will have a selection of things that are already to be used in our dying process. (The prep for this lesson is very time consuming on your part but it makes for a more successful product in the end. You will need to ready the plants for dying. You can either have a mortar and pestle for the plants that need the stem or flower parts ground or you can do it ahead of time. Berries are the easiest to use. The backside of a large spoon can crush and extract the juices). Each table will fill their pot with water and choose from my selection one type of plant and a bundle of yarn or cloth strips. You will need to use Alum or Iron to make the pigments permanent. In my case it is not necessary since we are doing a weaving for decoration only and not dyeing cloth to wear that will get washed. Once the extracts from the plants have been either ground up or squeezed out, pour into the pots of water. Stir then add materials to be dyed, place in making sure that they are fully immersed. Some plants will need to have the water heated. It that case I have several hot plates for the pots to sit on. Periodically they will need to be

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stirred. I heat only for a few hours then let cool and sit. They will stay in containers/pots till the next class period (In my case it could be a day or two or up to a week later. The longer it sits the better the color.) when we will remove them, rinse them and hang them out to dry. Best if done during warm weather so that you can set up a drying rack out side. Students will then compare results and come up with conclusions to why different colors are brighter or not and decide if materials or method had any part in the results learned. Each Table will keep a written record of the process and the results, giving conclusions to what happened in the dyeing process and why. All the yarn and fabric pieces once dried are to be used in their next project. (The process and results should be recorded either in the journal directly or on a separate piece stored in journal pocket.) Questions to ask before and after the dyeing process: What could have been done to get even more color extracted from plant? Did we do everything we could have to achieve the best results? Was the mixture of plant extract to water a factor in the intensity of the product color? [Native Americans decorated most of their crafts to make them more beautiful. They added color and designs with paint, beads, quill embroidery, and by carving and weaving. Sometimes a design or color was a symbol, that is, it stood for an idea or told a story. For example, among the Crow, the color black was a symbol for victory; arrow symbols might mean a hunt or a battle. Each group had its own set of meanings for colors and designs to use on ceremonial crafts. These symbols could be drawn on a leather pouch or a drum skin to retell a myth or relate an important event Sometimes the maker of a ghost shirt or some other ceremonial object had a dream that revealed what design to use. The decorative art on many everyday objects had no special meaning. Sometimes a geometric design might be called butterfly because the triangle shapes together on a basket looked like a butterfly. Usually, the only way to find out if a design was supposed to be a symbol with meaning was to ask the maker. Designs that showed people, birds, and animals were usually created by men. Women worked more with geometric shapes. Color was important to add meaning to a design, too. Most Native Americans named four points of the earth, the four directions of the compassnorth, south, east, and westand assigned a color to each one. Among the Cherokee, north was blue, south was white, east was red, and west was black. Colors could also mean life or death, war or peace, female or male, night or day. For example, the Navajo thought

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black represented men and blue, women. The Hopi thought that the color blue was the most sacred and used it to honor their gods. Here are some of the other meanings attached to colors:] http://www.lewisandclarktrail.com/section2/colorsanddesigns.htm NATURAL DYE FACTS

C o l o r

Meaning for Native Americans

B l a c k

night, underworld, male, cold, disease, death

B l u e

sky, water, female, clouds, lightning, moon, thunder, sadness

G r e e n

plant life, earth, summer, rain

R e

wounds, sunset, thunder, blood, earth, war, day

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W h it e

winter, death, snow

Y e ll o w

s sunshine, day, dawn

Native Americans used plant materials to make beautiful, soft colors to dye wool, cotton, and other fibers. Shades of yellow were the easiest to produce. Listed below are some of the plants Native Americans used for coloring.

Co lor

Plant Material

Bl ac ks

wild grapes, hickory bark, alder bark, dogwood bark, mountain mahogany bark

Bl

larkspur petals, alfalfa flowers, sunflower seeds

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ue s

Br ow ns

walnut shells, birch bark

Gr ee ns

moss, algae, lily-of-the-valley leaves, juniper berries

Pu rp les

blueberries, raspberries, blackberries, rotten maple wood

Re ds

sumac berries, dogwood bark, beets, cranberries

Ye llo ws

onion skins, goldenrod stems and flowers, sunflower petals, dock roots, marigold petals, moss, peach leaves, birch leaves, sagebrush

Source: Department of Cultural Affairs-Nevada State Library and Archives

WSESU Visual Art Standards Achieved: STANDARD 3 Making of Art: Understand and apply media, techniques and process. STANDARD 5 Analysis and Evaluation: Reflect upon and assessing the characteristics and merits of their work and the work of others.

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STANDARD 6 Historical and Cultural: Understand the visual arts in relation to cultures past and present. STANDARD 7 Integration of Studies: Making connections between visual arts and other disciplines. WSESU Science Standards Achieved: STANDARD TWO The Living World: Students understand the characteristics of organisms. STANDARD FOUR The Earth and the Environment: Students demonstrate understanding of the earth and its environment. Other Ideas that could be used to help enhance this unit: Paper weaving is always a more affordable option. You can still dye papers or paint the papers with colorants that the students produced.

PART TWO: The weaving process (Art and Math)

Seven 45-50 min class periods depending on how focused the group is. Grade 4-8 DAY 1-2 This may only take one class period depending on how involved you get with your discussions. Materials Needed: * Graph paper * Colored pencils * Rulers * Slides on a variety of different Native American weavings and patterns OBJECTIVE: Students will be able to: 15

graph out a mathematical pattern choosing from a selection of colors create a symmetrical design by dividing their paper into halves, quarters and eighths use color and shape to create balance and contrast in their work. make the connections between math and art. explain how color added meaning to their work and what those meanings were. gain an understanding of symbols used in history in compared to today. relate the differences and similarities in decorating not only functional objects but decorative objects in the different cultures past and present.

I begin with a selection of slides showing, not only different weaving materials, designs and patterns but also showing a variety of objects with different weaving materials incorporated in them. (Baskets, clothing, rugs, jewelry, natural fibers, porcupine quills, etc.) We discuss what might be available locally to use as a natural product to weave with in compared to what was available to the Native Americans. Then we look at patterns and colors used and how the designs could be broken down using fractions to keep a design symmetrical. Student will then divide their paper, using geometric shapes, keeping it balanced and symmetrical, and finally adding color. For the best results I prefer to keep their color choices to a minimum of 3 and maximum of 5. (Store design in journal pocket.) DAY 3 -7 Materials Needed: * One 9x12 piece of matt board per student to create loom. * Yarns and fabric pieces, beads, raffia, twigs/grasses and other misc items that could be used in the weaving process. * Large weaving needles * Rulers, markers and scissors to measure and make slits at top and bottom of matt board. (I make a measurement line about inch down from top and bottom as a stop line for the slits. Then I cut slits about inch apart and inch long across the top and bottom of loom.) OBJECTIVE: Students will be able to: identify the meaning of loom, weft and warp create a weaving using a variety of materials, colors and patterns use their graphed mathematical pattern as a guide 16

make the connection between art created in different cultures and through out history make the connection between math and art

I start with showing the class how to set up their loom starting with the warp. (You can use yarn but I prefer string, it doesnt stretch as much.) Leaving a long tail at each end I have the students wrap the string around the board sliding the string into each slit made starting at one end and working their way across so that when it comes time to finish off the ends, its much easier for them to tie off the ends with ample string length. I have them tape down the two end tails. The tape also gives them a place to then write their name. I then show them different techniques to weaving using the over under method. Depending on their design, they will have to problem solve on how to achieve the best results. Options could be weaving with two color strings at the same time, only bringing forward the color needed and leaving the other color underneath till needed. I will have to demonstrate the technique for them. Another option is to stitch or reweave over a specific area to fill it with the desired design or pattern. Beads can be either added during the weaving process or after. As students progress I show them how to keep their weavings snug and even on the sides. We talk about the tension of the weft and I show them what can happen if they are careless. You will find that kids will progress at very different rates. If I have a student that finishes ahead of everyone else I encourage him/her to embellish their weaving more. Also I may have them start another weaving project that may not take very long but keeps them engaged till others finish. Also I have a large floor loom that I will have going on at the same time and the kids love to work on it when ever possible. When finished with their weaving I demonstrate how to tie off the ends, starting from one side and connecting the next string to it, knotting it securely. If you leave the strings long enough you can actually sew them back into the weaving to hide or you can leave as a fringe. WSESU Visual Art Standards Achieved: STANDARD 2 Making of Art: Understand and use the principles of design (movement, pattern/repetition, balance, contrast, emphasis and unity) to create visually pleasing compositions and improve skills in visual perception. STANDARD 3 Making of Art: Understand and apply media, techniques and process. STANDARD 4 Analysis and Evaluation: Choose and evaluate a range of subject matter, symbols and ideas. STANDARD 6 Historical and Cultural: Understand the visual arts in relation to cultures past and present. 17

STANDARD 7 Integration of Studies: Making connections between visual arts and other disciplines. Common Core Standards Achieved: Geometry 4.G Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. 2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize righttriangles as a category, and identify right triangles. 3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Other Weaving Ideas that could be used along with this unit or instead of: For a shorter but equally as wonderful project you could use yogurt containers or plastic solo cups to weave with and introduce the basket for your weaving lesson. http://www.princetonol.com/groups/iad/lessons/elem/suebaskets.htm Weaving with burlap is also a great method to introduce weaving into your curriculum. http://www.dickblick.com/multicultural/burlapweaving/ http://cdn.dickblick.com/lessonplans/woven-felt-wallhanging/woven-felt-wall-hanging-felt-weaving.pdf Paper Weaving projects are always more affordable and usually materials are easier to come by. Finger Weaving is also a great project instead of using a loom. PART THREE: Creating a Parfleche (Art, Math and Science)

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Two Three 45-50 min class period Grade 1-8 Materials Needed: * Heavy brown craft paper or recycled brown paper grocery bags. 1 per student * Rulers * Review a few choice slides for pattern and color samples of parfleche * Pre cut patterns in a variety of shapes for the parfleche * Depending on the grade you can use anything from construction paper crayons, paint markers (if paper is heavy enough) to tempera or acrylic paints

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OBJECTIVE: Students will be able to: relate the differences and similarities in decorating not only functional objects but decorative objects in the different cultures past and present. graph out a mathematical pattern choosing from a selection of colors create a symmetrical design by dividing their paper into halves and quarters use color and geometric shapes to create balance and contrast in their work. make the connection between math and art. look at what is used today for the same purposes as the parfleche, and be able to compare/contrast the similarities and differences. look at how containers have change/evolved throughout history. understand the process of creating a parfleche from a hide. DAY 1 I begin this lesson by showing them a few choice slides of parfleches in different shapes and sizes. We review what we already know about the Nez Perce tribe. I start this by asking a few questions like: -What are the roles of the men and women? -If just looking at the designs used can you tell who made it? Male, female or even distinguish between families within the tribe? -What was their life style like, stationary or mobile? -How is a parfleche created? Material used and preparations? (Make sure any info is stored in their journals) If you would like to explore more deeply the tanning process before they start making their containers here is a great site that explains Brain Tanning, which was used by most Native Americans. http://www.primitiveways.com/buffalo_hide.html (I would definitely go more deeply into this with my middles chool age students. Next they will choose a pattern for their parfleche shape. After tracing pattern shape on to brown craft paper they will cut out and fold into place. After folding into place they will know the size and shape of the area to be decorated. (Front only if it is flat like an envelope, all but the bottom if it is box shaped.) DAY 2 - 3 Plan out design on scrap paper if not confident enough to do so directly on newly cut out piece. I usually give them the option depending on the

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grade level. If younger kids, I require them to preplan out the pattern on scrap paper first. When ready they add the color. When finished with the color they will need to decide the best way to secure the parfleche closed. I use rawhide lacing or heavy jute will also work. Because of the thickness of the lacing I have them use a hole punch so that they dont rip the paper pushing through the lacing. Another great option is to use strips of felt along the seams and hole punch through that as well. It will help protect the paper from ripping in the long term. (Keep any design done on scrap paper and parfleche pattern that they will use in their journal.) Attached are some patterns taken from a great book called Indian Crafts and Skills by David Montgomery. Although they are instructions for leather, they will help give you examples and ideas for your parfleche patterns.

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WSESU Visual Art Standards Achieved: STANDARD 2 Making of Art: Understand and use the principles of design (movement, pattern/repetition, balance, contrast, emphasis and unity) to create visually pleasing compositions and improve skills in visual perception. STANDARD 3 Making of Art: Understand and apply media, techniques and process. STANDARD 4 Analysis and Evaluation: Choose and evaluate a range of subject matter, symbols and ideas. STANDARD 6 Historical and Cultural: Understand the visual arts in relation to cultures past and present. STANDARD 7 Integration of Studies: Making connections between visual arts and other disciplines. Common Core Standards Achieved: Geometry 4.G Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. 2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize righttriangles as a category, and identify right triangles. 3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. WSESU Science Standards Achieved: STANDARD TWO The Living World: Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, recognize the interdependence of all systems that support life. STANDARD FOUR The Earth and the Environment: Students demonstrate understanding of the earth and its environment. Other Ideas that could be used along with this unit or instead of: If you would like to have your students create their own pigments from egg tempera this site has some great recipes and tips. http://www.ampersandart.com/tips/eggtemp.html 24

LESSON THREE:
The Significance of the Horse in Indian Culture
(Art and History)

PART ONE: The introduction of the horse into the Indian Culture (History) Two 45-50 min class period Grade 1-8 Materials Needed: *Book- The Gift of the Sacred Dog by Paul deGobel * Computers and Internet access OBJECTIVE: Students will be able to: understand the role the horse played in their everyday life. understand how the horse changed and or didnt change their way of life. list the main modes of transportation used by the Native Americans, and compare them to what is used today. understand the reason why the Native Americans changed from full armored horses to just the mask and other adornments. know what a tale and or legend is. I start this lesson by reading the story The Gift of the Sacred Dog, which is about a brave boy who prays for help for his people in return the Great Spirit rewards him with the Sacred Dog (horse). It is a great Indian tale. It is more appropriate for the lower grades but I find that the

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older kids still love to be read to. If you dont have access to the book or would prefer to show it on video you can view it on you tube, http://www.youtube.com/watch?v=QK3S2R1PBUo Then I start to get them thinking about the actual significance the horse has played in the Native Americans life by asking questions like: *What do you think the horse was used for? *What is the horse used for now? *What did the Indians do for transportation before the horse? *How has it changed their way of life? I write on the board what their thoughts are so that we can compare them to our findings later. If you have access to computers you can break them into groups assigning each group with a task researching different parts of the history of the horse in the lives of the Native Americans. Some suggested tasks: *Find out what life was like for the Nez Perce before the horse? *How and when did the horse first get introduced to the Nez Perce? *How did the horse change the daily life of the Nez Perce if any? *Did the horse change the social structure of the tribe? I usually limit the amount of time so that we are totally done after two days but you can expand on this as much as you feel necessary. Depending on how involved the students get into their research it may take three days. Each group presents its findings to the rest of the class. (Record findings in journals)

[In pre-horse days, women and dogs moved the camp. This limited
the size of the shelters and the accumulation of belongings. The horse was easily trained to pull a travois with several hundred pounds on it and to pack four times as much as a dog. A draw back to the use of horses was in the selection of campsites. Indians villages that had horses were confined to areas with good pasture, and in the winter, a plentiful supply of cottonwood bark was required as well. This made the village vulnerable to attack by other tribes and later the United States cavalry. Horses were adapted to fit the Indian lifestyle; they did not change it. Horses were the one trade item that did not make the Indian dependant on the fur traders. Everything connected with the horse, Indians could do for themselves, and in most cases, they surpassed the white man in riding and handling horses. Horses brought about a dramatic change in the Indian Culture, but horses did not materially change the Indian lifestyle. Indians still did the same things in pretty much the same ways except now they used horses. The Nez Perce Indians deserve much of the credit for the Appaloosa horses we have today. As the only Native Americans known to selectively breed their horses, the Nez Perce desired only the

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strongest, fastest and most sure-footed of mounts.] http://www.redoaktree.org/indianhorse/history2.htm WSESU History Standards Achieved: STANDARD 6.1 Causes and Effects in Human Societies: Students examine causes and effects in relation to events in order to generalize about workings of human societies, and use their findings to solve problems. STANDARD 6.3 Analyzing Knowledge: Students analyze knowledge as a collection of selected facts and interpretations based on a particular historical setting. STANDARD 6.4 Historical Connections: Students identify major historical eras and analyze periods of transition at various times to interpret influence of the past on the present. STANDARD 6.6 Being a Historian: Students use historical methods to make interpretations concerning history, change, and the continuity.

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PART TWO: Creating a Horse Mask (Art and History)

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Four 45-50 min class period Grade 1-8 Materials Needed: * Heavy brown craft paper or recycled brown paper grocery bags. 1 per student * Rulers *Beads *Raffia *Feathers *Fur scraps *Tacky Glue *Scissors * Review a few choice slides for pattern and color samples of horse masks * Pre cut patterns for masks and ears * Depending on the grade you can use anything from construction paper crayons, paint markers (if paper is heavy enough) to tempera or acrylic paints OBJECTIVE: Students will be able to: gain a better understanding of the mystical use of symbols used not only in history but also today. relate the differences and similarities in decorating not only functional objects but decorative objects in different cultures past and present. gain an understanding on the use and significance of the horse mask. select symbols and design elements for their piece of art that they can relate to. 29

understand the purpose for the decorations on horse masks and other objects.

DAY 1 Step One Students begin on scrap paper coming up with different symbols and design elements they would like to use for their mask. I limit them to 3 - 5 colors. Step Two Choose a pattern shape and materials (paints, fur, feathers, raffia etc.) DAY 2 Step Three If you are going to add ears or horns, they should be made out of paper and papier-mch on at this time. Let dry. DAY 3 Step Four Start with paints, the fur (because I dont have large enough pieces) will be added after the painting is done and dry. DAY 4 Step Five Finish with adding adornments around the eyes and add beading design and feathers if desired. You can stitch the beads right into the paper or fur of the mask. (If time between steps, students can be working on journal, adding to design and text that will make up it pages.) WSESU Visual Art Standards Achieved: STANDARD 2 Making of Art: Understand and use the principles of design (movement, pattern/repetition, balance, contrast, emphasis and unity) to create visually pleasing compositions and improve skills in visual perception. STANDARD 3 Making of Art: Understand and apply media, techniques and process. STANDARD 4 Analysis and Evaluation: Choose and evaluate a range of subject matter, symbols and ideas. STANDARD 6 Historical and Cultural: Understand the visual arts in relation to cultures past and present. STANDARD 7 Integration of Studies: Making connections between visual arts and other disciplines. WSESU History Standards Achieved: STANDARD 6.1 Causes and Effects in Human Societies: Students examine causes and effects in relation to events in order to generalize about workings of human societies, and use their findings to solve problems. STANDARD 6.4 Historical Connections: Students identify major historical 30

eras and analyze periods of transition at various times to interpret influence of the past on the present. STANDARD 6.6 Being a Historian: Students use historical methods to make interpretations concerning history, change, and the continuity.

LESSON FOUR
Passing down history through writing and oral tradition (History and Art)

PART ONE: Indian Sign Language (History) 45-50 min class period Grade 1-8 Materials Needed: It is my intent to give the students just a taste of what sign language looks like in both cultures and how and why it was and is being used. A few videos of each ASL and ISL is all you really need unless you want to explore this part of the unit in more depth. *A video showing Indian Sign Language, You Tube has some wonderful examples of old Indian Tales told by Indians. http://sunsite.utk.edu/pisl/videos.html The videos have sign as well as oral so that you can follow along. *A video showing American Sign Language, You Tube has some great kid stories. http://www.youtube.com/watch? v=Z7Z5vmO94aY&feature=related (ASL Children Story - Dr. Seuss's The Bear, the Rabbit, and the Zinniga-Zannaga Tree). This also is oral as well as sign. I have some knowledge on American Sign so it is the perfect time for me to be able to introduce sign language into the

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classroom for everyday use. *What ever else you may have available to you on sign language will also be helpful. I have handouts of the alphabet in ASL and this site has some great resources for Indian Sign, as well as a dictionary with very clear descriptions on how to make the signs. http://deafness.about.com/cs/signfeats2/a/indiansign.htm *Flash cards on American Sign Language as well as Indian Sign Language are available on line if you want to get more involved with this lesson. OBJECTIVE Students will be able to: compare Indian Sign to American Sign Language of today. understand it purpose and importance in communication among other tribes as well as the white people who did not speak their language. learn some simple signs as well as be able to greet people and introduce themselves. I begin this lesson with a video clip from You Tube that shows wonderful stories told by Native Americans not only in sign by also in the Nez Perce Language. Next we view another video of a story told in American Sign Language. I start the discussion by asking the students questions about the videos. Questions to ask students: *How is each video/ story similar or different? *Would you have been able to understand the story without the sub titles? *Did you notice the facial expressions on the storytellers? *Is facial or body expressions/movements equally as important to the stories? *Is sign a difficult language to learn? I have handouts of the ASL alphabet that each student receives to put in their journals as well as a handout that shows Nez Perce sign. They practice with each other for as long as time allows during that class period. This is a lesson that can be extended to one or two more classes depending on how involved you want to get. WSESU History Standards Achieved: STANDARD 6.1 Causes and Effects in Human Societies: Students examine causes and effects in relation to events in order to generalize about workings of human societies, and use their findings to solve problems. STANDARD 6.3 Analyzing Knowledge: Students analyze knowledge as a collection of selected facts and interpretations based on a particular 32

historical or social setting. STANDARD 6.6 Being a Historian: Students use historical methods to make interpretations concerning history, change, and the continuity.

ASL ALPHABET

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SIGN LANGUAGE NEZ PERCE

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PART TWO: Buffalo Hides (History and Art)

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Three or Four 45-50 min class period Grade 4-8 Materials Needed: * Heavy brown craft paper or recycled brown paper grocery bags. 1 per student * Rulers *White charcoal pencils * Review a few choice slides for pattern and color samples of painted hides * Depending on the grade you can use anything from construction paper crayons, paint markers (if paper is heavy enough) to tempera or acrylic paints OBJECTIVE Students will be able to: interpret Native American symbols and use them to create a story of their own. combine different mediums together for the most effective results. understand the historical significance of the raw hide paintings. understand the significance of the use of color and shapes. layout their story so that its placement fills and fits evenly though out their paper understand the importance pictographs have had in helping to discover our history. DAY 1 I prefer to have students do a sloppy copy of what they would like their finished project to look like. This way they can work out not only the layout but color choices before they start on their final paper. I have 36

scrap paper that they always have access to for this very reason. Once they have a good sense of what they would like their final product to be they can put it on the brown paper. DAY 2 Step One Each student is handed a piece of brown craft paper. I try to keep it fairly square or a slight rectangle. Depending on the width of the paper available to you, will depend on how big you can go with the paper. (I like it to be at least 24 x 20. Remember it will end up smaller once they tear the edges so the bigger the better) Step Two Next they carefully tear edges to create the animal hide shape making sure not to tear to much off. Step Three Crumple paper and then smooth back out. Step Four With a white charcoal pencil they carefully layout the story, drawing lightly. I have them first divide paper into quarters so that they can visually plan out spacing more evenly. Some may have to fold to find them, but older kids can usually just do it visually. DAY 3 - 4 Step Five Once shapes are all drawn out it is time to paint them in. Think about color layout and balance of color, so that the eye will travel around the paper. Choose only 3 colors. Step Six Once paint is dry use black marker to outline shapes as well as a few choice details to some of the pictographs. Then to finish it off you can add a decorative border around the edge of the hide, using design elements that are connected to the Native Americans WSESU Visual Art Standards Achieved: STANDARD 2 Making of Art: Understand and use the principles of design (movement, pattern/repetition, balance, contrast, emphasis and unity) to create visually pleasing compositions and improve skills in visual perception. STANDARD 3 Making of Art: Understand and apply media, techniques and process. STANDARD 4 Analysis and Evaluation: Choose and evaluate a range of subject matter, symbols and ideas. STANDARD 6 Historical and Cultural: Understand the visual arts in relation to cultures past and present. STANDARD 7 Integration of Studies: Making connections between visual arts and other disciplines. WSESU History Standards Achieved: STANDARD 6.4 Historical Connections: Students identify major historical eras and analyze periods of transition at various times to interpret influence of the past on the present. 37

STANDARD 6.6 Being a Historian: Students use historical methods to make interpretations concerning history, change, and the continuity. PART THREE: Story Necklaces

Two 45-50 min class period Grade 4-8 Materials Needed: *Sculpey is my material of choice, then you dont need to use paints you just use the colored clay, but model magic is also a wonderful option. *Foam tray for them to work on and hold their clay pieces. *Cording or reflex in different colors or you can use natural colors. *You will need to either use the oven at school or take them home to bake so that they harden. *Paper cups that they can write their names on and to hold beads when 38

finished. *Clay tools *Pony beads *Wooden Skewers OBJECTIVE Students will be able to: interpret Native American symbols and use them to create a story of their own. use color to make connections to the environment and add meaning to their necklace use shapes and animals to create a connection to the Native Americans and their stories as well as history. make necklace symmetrical in shape and color. These necklaces are one of the many rich crafts produced within the Native American culture that are unique to the United States. Each fetish or story necklace is designed to tell a tale by a storyteller with each creature and shape representing a spirit or part of a legend. The use of native materials for adornment such as animal horns and claws, turtle shell, and deer hooves were common and helped in the telling of the story. Step One - Each student will choose 3 or 4 colors of sculpey. I divide the clay into small sections. Most clay bars have lines already indented into it for easy slicing and measurement usually in s. The older students will be able to use much more sophisticated methods in creating their pieces. I will keep it simple for my students and have them start with a base color for their bead and them add bits of color on top to get desired effect. You will find that many of your students have already lots of experience with sculpey, in that case I let them create them in whatever way they like best. Also it is a great time for students to teach and learn from each other. Step Two - Student will have already heard many Native American stories. Now they need to take the information that they have learned and use it to create their own story. They may decide to use the same story as on their animal hide. Make sure story is written either in their journal or on a separate piece of paper stored in their journal Step Three - The main character/animal of the story will be the center bead on the necklace. From this point on they will need to create two beads of every shape they decide goes with the story. I require a minimum of 9 beads including the center bead. Step Four - Once beads are finished they will need to have a hole put in them. I use a wooden skewer making sure hole is big enough for whatever cording you have decided to use. Step Five - Then they are stored in the paper cups with students name.

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I take and lay them out on cookie sheets lined with parchment paper so that I can write names or initials next to beads in sharpie. Another method is to keep them stored on the wooden skewer with their name on a piece of tape flagged on. The directions for baking are on sculpey packaging. Step Six - After beads have been hardened they are ready for stringing. I have them lay out the beads on a foam tray starting with the center bead and working outwards from each side so that it is symmetrical using pony beads as filler between your animal shape beads/story beads. Step Seven - Once everything is in order, start at one end and string. If you dont use pony beads you will need to use knots as spacers on each side of the bead so that they are not crowded all together. They older kids have an easier time knotting than the younger ones. I use the pony beads so that is not a problem plus it adds to the design element of the necklace. Step Eight - When finished stringing, make sure that it will easily fit over your head and tie off with a square knot.

WSESU Visual Art Standards Achieved: STANDARD 2 Making of Art: Understand and use the principles of design (movement, pattern/repetition, balance, contrast, emphasis and unity) to create visually pleasing compositions and improve skills in visual perception. STANDARD 3 Making of Art: Understand and apply media, techniques and process. STANDARD 4 Analysis and Evaluation: Choose and evaluate a range of subject matter, symbols and ideas. STANDARD 6 Historical and Cultural: Understand the visual arts in relation to cultures past and present. STANDARD 7 Integration of Studies: Making connections between visual arts and other disciplines. WSESU History Standards Achieved: STANDARD 6.4 Historical Connections: Students identify major historical eras and analyze periods of transition at various times to interpret influence of the past on the present. STANDARD 6.6 Being a Historian: Students use historical methods to make interpretations concerning history, change, and the continuity.

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Other Ideas that could be used along with this unit or instead of: You could study the trading between regions and cultures and the discovery of more sophisticated materials. Sand Paintings are a great lesson in showing that art can have other purposes and meaning. For example Sand Paintings have been used for healing in many Native American tribes.

NATIVE AMERICAN VOCABUALARY

Appaloosa A breed of riding horses traditionally associated with the Nez Perce Indians. Coulee A valley or ravine Custom A usage or practice common to a particular group of people Legend A nonhistorical or unverifiable story handed down by tradition from earlier times and popularly accepted as historical. Nation A tribe or federation of tribes (Native Americans). Nez Perce Pronounced nezz purse. It comes from the French name meaning pierced nose, but the Nez Perce people have never had a tribal tradition of pierced noses. The Nez Perce name for themselve is Nimipu, which means the People. Parfleche A pouch, case, etc made from rawhide used by the Native Americans to hold everything from food to clothing. Reservation A Tract of land set aside for use by American Indians. Sacred Dog A name given to the horse by the Plains Indians. Storyteller - The person acknowledged within the Native American community as the one who verbally passes on historical and cultural beliefs. Symbolism The practice of representing things by symbols, or of investing things with a symbolic meaning or character.

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Tale A narrative that relates the details of some real or imaginary event, incident, or case story. Tipi A tent of the American Indians, made usually from animal skins laid on a conical frame of long poles and having an opening at the top for ventilation and a flap door Tradition The handing down of statements, beliefs, legends, customs, information, etc., from generation to generation. Travois A transport device consisting of two poles joined by a frame and drawn by an animal, formerly used by the Plains Indians. Tribe A social group comprising numerous families, clans, or generations that share the same language, customs, and beliefs.

ART and MATH VOCABULARY

Angle- Two rays sharing a common endpoint. Balance An art and design principle concerned with the arrangement of one or more elements in a work of art so that they appear symmetrical (even) or asymmetrical (uneven) in design and proportion. Contrast Contrast is created by using opposites near or besides each other, such as light next to dark, rough next to smooth. Dyes A coloring material or matter. Egg Tempra A water based paint made with egg yoke. Fraction A small part or segment of anything. Weft the yarn that interlaces at right angles with the warp Warp the set of yarns placed lengthwise in the loom, crossed by and interlaced with the weft

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Loom an apparatus for weaving fabric on. Parallel Extending in the same direction, equidistant at all points, and never converging or diverging. Pigments a dry insoluble substance, usually pulverized, which when suspended in a liquid vehicle becomes a paint, ink, etc. Symmetry Symmetry is when one side of something balances out the other side.

Resources and References

03 Plains Indian Sign Language Conference 1930, Browning http://www.youtube.com/watch?v=1C0eZoa6cOY This is a great video clip showing a number of short stories done in sign as well as orally Manataka American Indian Council, American Indian Universal Sign Language, by William Tomkins http://www.manataka.org/page310.html This site gives not only the background to Tomkins research but also many descriptions to words A-Z in the Native American Language Hand Talk, American Indian Sign Language, Indian Sign Language Council of 1930, Videos http://sunsite.utk.edu/pisl/videos.html The following clips are from a gathering of Native American chiefs, medicine men, and elders representing more than a dozen different nations. Great Clips! Pictographs, Signals, Sign Language, Native Americans in Olden Times for Kids http://nativeamericans.mrdonn.org/plains/pictographs.html Free Presentations in PowerPoint format, Native Indians in Olden Times, Plains Indians, http://nativeamericans.mrdonn.org/powerpoints/plains.html There are some great short stories/legends that are appropriate for lower grade kids to read aloud. The Legend of the Indian Paintbrush, You Tube Video http://nativeamericans.mrdonn.org/powerpoints/plains.html This is the storybook put to video, a great way for a younger group of kids to see and hear the story 43

LewisAndClarkTrail.com, Native American Designs and Colors http://www.lewisandclarktrail.com/section2/colorsanddesigns.htm A great informative site not only about Lewis and Clark but also about the Native Americans. Earth Paint, Natural Paint Recipes http://www.naturalearthpaint.com/resources/paint-recipes/ Great site if you are looking for all natural paints for your students How to use natural dyes-Principles of natural dyeing, http://www.aurorasilk.com/tutorials_articles_faqs/natural_dyes/tutorial_h ow_to_use_natural_dyes.html This is a great step by step guide to natural dyeing. Brain Tanned Buffalo Hides by Markus Klek http://www.primitiveways.com/buffalo_hide.html A great source for information on the buffalo and tanning in the traditional Indian way. Spanish Colonial Horse and the Plains Indian Culture by O. Ned Eddins http://www.thefurtrapper.com/indian_horse.htm This is a great source for the history of the horse and a map showing the distribution of the horse from the 1600s through the 1700s. American Indian Horse History 1620- 1800 The Indian Horse Period http://www.redoaktree.org/indianhorse/history2.htm An easy to read resource on the horse, giving not only timelines but the different breeds. PBS THE WEST Lesson Plans Index, New Perspective on the West http://www.pbs.org/weta/thewest/lesson_plans/ This site has great lesson plans on the Nez Perce and the Dawes act. A wonderful unit if you want explore more deeply into who the Nez Perce were. Facts for Kids: Nez Perce Indians http://www.bigorrin.org/nez_kids.htm A nice site for young kids covering a wide variety of info on the Nez Perce. Native American Legends, The first moccasins - www.firstpeople.us/FPHtml-Legends/The-First-Moccasins-NezPerce.html A great tale about how the moccasin came about if you are doing Plains Indians tales Native Languages of the Americas: Nez Perce Legends and Traditional Stories, http://www.native-languages.org/nez-legends.htm Another great site for legends and tales of the Nez Perce as well as a good resource list on books. Indian Crafts and Skills, An Illustrated Guide for Making Authentic Indian 44

Clothing, Shelters, and Ornaments by David Montgomery, Publish by Horizon Publishers, an imprint of Cedar Fort, Inc. 2373 W. 700 S. Springville, UT, 84663 A great source for step by step directions American Indian Horse Masks, By Mike Cowdrey and Ned and Jody Martin, Published by Hawk Hill Press, in 2006, P.O. Box 555 Nicasio, CA, 94946 An incredible book not only visually for the pictures of the horse masks, but great source of information on them.

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CRITERIA GETTING ALMOST GOT IT STARTE D DAILY PROJECT RUBIC

I didnt try at all. I tried to do my best for a while. I didnt make good use of my time. I was very busy socializing or staring off into space. Only did what it took to get by and finish this project. I tried my best and did a good job all the way through. I tried new ideas. I made good use of the class time.

WOW
I did my very best work and paid attention to detail. I was fully involved in my work 100% of the time. I challenged myself with new ideas and came up with a variety of techniques/strategies to address those challenges.

Approach to Work

My work is messy/sloppy.

Reflection and Criteria

I didnt listen to anybody and I didnt even look my project over.

I looked it over but didnt make any corrections.

I listened to the ideas of others. I looked at my project and made changes to make it better. I selected the appropriate tools and materials to get the job done. I made good decisions on my art piece guided by the principles and elements of art. My project was successful. I used the right technique.

I gave ideas to others. I looked carefully at my project, listened to the ideas of others and made changes to make it my best work. I did my project exactly the way it should be done and I added extra details to make it even better. I used an exceptional combination and variety of techniques. I was extremely conscientious of the quality of my work. One of a kind idea- I put my brain in creative overdrive. I was able to problem solve with an open mind and creative thinking. I was able to communicate my understanding of culture with one-of-akind ideas.

I didnt follow the directions.

I did some of my project correctly. I didnt make very good decisions on color, shape, balance, etc. No real creative thought went into my project.

Skill Developme nt

I didnt try anything that would challenge me.

Making Connection s

I didnt make any connections to art and life. I was not able to communicate my ideas because I didnt put any effort into it.

Although I tried, I was not able to communicate my ideas clearly. I was able to make at least one connection to art and other cultures or times.

I demonstrated an understanding of how art can impact life. I communicated ideas and concepts clearly. I showed an understanding of art from various cultures and times.

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