Seasonal Influences of Gender Roles on the Nez Perce

for Intermediate Elementary

Danette Horrocks

Highland Elementary School dhorrocks@sd305.k12.id.us

Introduction

The National Park Service [NPS] Teaching with Museum Collections provides lesson plans for teachers to use NPS museum collections in student-centered educational activities. Collections tell the story of America; its peoples, cultures, varied habitats, significant events, and ideas that continue to inspire the world. Teaching with Museum Collections [TMC] emphasizes the links between the ‘real things;’ the collections, and the sites where those collections were found, collected, or used. NPS collections include cultural objects, natural history specimens, archival documents and photographs. Lesson plans link to national education standards.

As we all know, funding for field trips is becoming harder and harder to find. Through the combined efforts of the National Park Service, Nez Perce National Historical Park, Northwest Interpretive Association (Non-profit sales outlet), and local teachers, you are now able to bring lessons to life with Teaching with Museum Collections.

In this lesson, students will participate in activities that will allow them to get as up close and personal to artifacts as they ever might. It is also anticipated that throughout this lesson students will gain a greater appreciation for the importance of their own personal belongings and culture.

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The Task (Objective)

Description: The purpose of this unit is for students to investigate and identify gender roles within the Nez Perce Tribe. Students will also develop an understanding of how changes in the seasons determine daily life and their tribal culture. Students will examine artifacts from the Spalding Historical Park to help determine gender roles and what is known as “seasonal rounds” to the Nez Perce people.

Essential question: What were the gender roles of the Nez Perce tribe? How did the seasons impact food gathering and preparation within the Nez Perce daily life and culture?

E. Student Learning Objectives

 Critically analyze objects from the Nez Perce collection to identify gender role and/or purpose

 Use the analysis to develop an understanding about the use and significance of these objects

 Create inferences about the Nez Perce lives by examining photographs of personal objects that are linked to this site.

 Make a connection between your own life and the life of the Nez Perce people

 Analyze how the seasons affected the daily life of the Nez Perce

 Gain an appreciation for the preservation of artifacts

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The Process

Materials to be used in this lesson include:

Museum Collections Used in this Lesson Plan

 Objects, specimens, documents, photographs from the Park museum collection.

* Required

Catalog Number/ Object /Gender

*NEPE 142 Flat Bag Woman

NEPE 159 Digging Stick Woman

NEPE 354 Pestle Woman

NEPE 372 Sinker Man

NEPE 1629 Toy Cradleboard Woman

NEPE 1758 Bow Man

NEPE 1944 Flat Bag Woman

NEPE 2166 Ceremonial Club Man

NEPE 2252 Sinker Man

NEPE 2323 Bow Man

NEPE 2347 Cedar Root Basket Woman

NEPE 4588 Mortar Woman

NEPE 6197 Fish Gauge (tool for constructing the fish net) man

NEPE 8774 Fishing Spear man

NEPE 9668 Fish Net man

NEPE 34572 Cedar Root Basket woman

BIHO 623 Bow man

*BIHO 3562-64 Arrow man

 Primary documentary sources

 Thumbnails

Catalog Number Photograph

HI-0773 Nez Perce woman preparing camas

HI-2801 Longhouse and teepee

C33590 Nez Perce man wearing beaded moccasins

HI-0161 Nez Perce woman processing hide

HI-2449 Nez Perce woman gathering wood

HI-0783 Nez Perce man fishing

HI-0701 Nez Perce man fishing at Celilo Falls

HI-0452 Nez Perce women using tucas to gather roots

HI-0286 Nez Perce woman preparing food

Additional Materials Include:

 Similar items [objects]. Items may include some of the following: handbag (purse), produce bag, brown paper bag, duffel bag, bookbag, briefcase, diaper bag; toy or authentic arrow which can be purchased at a toy or archery shop.

 Other materials:

o Documents and photographs: See attached list.

o Forms and Charts: KWL chart, Venn diagram, Pretest / Posttest

*For extension activities: Present day calendar / Nez Perce seasonal calendar (See seasonal round activity included in this lesson), cordage diagram and directions

o Art-making materials: Bag Design Project: paper or cloth for bag, coloring medium, photograph of Nez Perce bag, scissors, glue Cordage: raffia, markers or paint, picture of fish net (Cordage could also be used for handles on the bag) Activities 5 and 7

o Technology: Digital Camera, computers with power point (if available) -Wrap- up activity

Vocabulary

 tucas / tu-kes (digging stick)

 seasonal round

 pestle

 mortar

 hemp

 cradleboard

 camas

 kouse / caus

 bow

 quiver

 hopper basket

 wailing (keening)

 abundance

Teacher Tips

 Make one copy of Pretest for each student. (Activity 1) This same test may be used as a post-test evaluation.

 Download object images and pictures, preferably in color, and laminate. For Activity 1 use NEPE 142 and BIHO 3562-64. Note that there are two pictures for NEPE 142, the front and the back of the same bag. Teacher will need to bring some similar objects to the class that may include; handbag (purse), produce bag, brown paper bag, duffel bag, bookbag, briefcase, diaper bag; toy or authentic arrow which can be purchased at a toy or archery shop.

 There are 18 pictures available that can be used for your students.

 Have chart paper to record student responses. (All Activities)

 Have multiple books of the Nez Perce on hand for student resource

 Use internet as a resource for information on the Nez Perce culture

 All activities can be adapted for age appropriateness and lesson length

 Feel free to adapt lessons and ideas to meet your teaching needs

 Resources can include but are not limited to internet, books, and encyclopedia.

 On line park teacher guide www.nps.gov/nepe/Education/Education_Intro.htm

 National Park Service Museum Management Program

 There will be information describing each photograph.

Activity 1: Introduction and Warm Up

 Printout copies of Pretest and have students complete. This can also be used as the posttest.

 The purpose of this activity is to prepare the students for Activity 2. One of the main focuses of this activity is to identify gender roles. The teacher will show the pictures of the bag and arrows (NEPE 142 and BIHO 3562-64) to the students. The students will make inquiries about each picture such as; What is the object? What was the object used for? Could it have more than one function? Would a man or a woman have used it? What is it made of? How is it decorated? What season would it be used in? How has it changed over time? The teacher will record student responses on chart paper in KWL form (see attached KWL chart) and display for future reference.

 The teacher will now show students the modern day bags and arrows that represent the objects. Students will compare and contrast those objects to the ones shown in the pictures.

Activity 2: (This activity may take 2 class periods.)

 Distribute a photograph from the collection and a KWL chart to each student or group of students. You may choose one photograph to distribute to all students or choose multiple photographs to divide among individuals or groups.

 Allow students to view picture of object and make inferences about it in their KWL chart. The same format will be followed as in Activity 1. Inquiries might include: What is the object? What was the object used for? Could it have more than one function? Would a man or a woman have used it? What season would it be used in? What is it made of? How is it decorated?

 Teacher roves around the classroom facilitating discussion with each student or group of students about their object. Guide the students into the discussion of gender roles.

 After initial observations are complete, students will research their object using the printed descriptions the teacher prints off the Nez Perce National Historical Park’s Museum website http://www.cr.nps.gov/museum. If computers are available, the students may go online to view these descriptions. While doing this, students will complete their KWL chart.

 Students brainstorm modern day objects that have similar uses today.

Activity 3:

 Teacher displays and leads discussion on use of modern day calendars and how the pictures depict the seasons. Students will brainstorm a list of activities that they do during the different months and seasons of the year.

 Teacher will then hand out a copy of the Seasonal Cycle handout provided in this unit. Students will analyze and comment on the features of this calendar. Some questions of inquiry could include: What were the Nez Perce doing during the different seasons? How did the seasons affect the food supply and choices? How is the Nez Perce calendar different from the traditional 12-month calendar? How are the calendars similar? What would account for the difference in abundance of food? How was the concept of time different for the Nez Perce people?

 Students will then complete the Venn Diagram comparing and contrasting the Nez Perce Seasonal Cycle calendar to the traditional 12-month calendar.

 Extension Activity- Students can draw an outer ring on their copy of the Seasonal Cycle calendar. In this circle, they will list different foods they eat and activities they participate in during the different seasons.

Wrap Up Activity and Discussion

Museum Exhibit – Students and their families will choose a personal item (clothing, toys, food preparation utensils, tools, dishes, etc) to create a classroom artifact exhibit.

 Teachers will take a photograph of the child’s object.

 Students will write a description of their object, answering the questions listed above.

o Physical characteristics including: size, color, texture, smell, shape, etc.

o Purpose and use of the object

o Age of item

o Previous and current owners

o Monetary and personal value

o Significance the item could have in the future

o Who would you like to pass this item on to?

o Why would this item be important to that person?

 Teacher leads a discussion on preserving artifacts such as: lying clothing items flat, using acid free materials, avoiding light and moisture, proper temperature and humidity.

 Exhibit and information will be published using a power point presentation to share with classmates and family. The exhibit could also be published on the school website.

Extension and Enrichment Activities

Oral Presentation Activities and Optional Activities

 Students will select an item from home that is a modern representation of a photographed object to share with the class.

 Students will create a display to present to the class. It could include KWL chart, digital picture of the item brought from home (or the actual item), and the photographed item accompanied with a descriptive paragraph.

 Students will complete a more detailed written report on their object.

 Students will perform a skit depicting how their object was used by the Nez Perce Indians.

 Students will compare and contrast gender roles of traditional Nez Perce and today’s families.

 For weekend homework, students will interview an elderly family member, friend, or neighbor about changes in gender roles throughout their life. Questions? Pictures?

 Art Project – Bag Design – Students will create and decorate a cloth or paper bag similar to those used by the Nez Perce women while gathering roots. (See project photos of bags) For cordage bag handles, see Activity 6. Link to cordage diagram

 Students will use raffia to make cordage. Cordage may also be used for bracelets and can be identified in the fish net photograph.

NEPE9668-Fish Net

 Students will research the preparation of camas root.

 Research how animal hides were prepared for clothing. Create an informational poster showing the steps.

 Look at constellation patterns throughout the seasons.

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Evaluation/Assessment for Measurable Results

 Assess each student on his/her active participation in analyzing the photographs of the Nez Perce objects and in comparing and contrasting it to the modern representation.

 Students will complete the Pre and Post test evaluation.

 Students will complete the KWL chart to assess understanding for Activity 2.

 Students will complete the Venn Diagram for Activity 3.

 Students will show appreciation for museum artifact exhibits by completing an oral presentation.

_________________________________________________

Name__________________________

Date ______________________

Gender Roles

Pre-test Post-test

In Nez Perce culture, the men and women had traditional roles to insure the good of the tribe. Decide whether men or women would be responsible for the tasks listed below. Directions: Using “M” for Men, “W” for Women, and “B” for both, write the letter of the correct gender on the line provided.

_____ 1. gathers roots

_____2. plans ceremonies

_____3. hunts and fishes

_____4. wears beaded moccasins

_____5. cuts and carries firewood

_____6. puts up and takes down teepee

_____7. responsible for serving food during meals

_____8. decorates clothing

_____9. weaves baskets

_____10. processes hides

_____11. prepares the meals

_____12. picks berries

___________________________________________________

Object: __________________________

Name: ________________________

K

W

L

What do you know?

What do you want to know?

What did you learn?

Resources used: ________________________________________________________________________

_________________________________________________

Rubric for Oral Presentation

Historical Role Play : Nez Perce Seasons and Roles

CATEGORY

4

3

2

1

Historical Accuracy

All historical information appeared to be accurate and in chronological order.

Almost all historical information appeared to be accurate and in chronological order.

Most of the historical information was accurate and in chronological order.

Very little of the historical information was accurate and/or in chronological order.

Role

Point-of-view, arguments, and solutions proposed were consistently in character.

Point-of-view, arguments, and solutions proposed were often in character.

Point-of-view, arguments, and solutions proposed were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in character.

Knowledge Gained

Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.

Can clearly explain several ways in which his character "saw" things differently than other characters.

Can clearly explain one way in which his character "saw" things differently than other characters.

Cannot explain one way in which his character "saw" things differently than other characters.

Required Elements

Student included more information than was required.

Student included all information that was required.

Student included most information that was required.

Student included less information than was required.

Props/Costume

Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses 1-2 props that accurately fit the period, and make the presentation better.

Student uses 1-2 props which make the presentation better.

The student uses no props OR the props chosen detract from the presentation.

____________________________________________ Conclusion

After completing these activities, students will have a better understanding of the roles of men and women in the Nez Perce tribe. They should also have a greater appreciation for the impact of the seasons, and their changes, on these people. It is also my hope, that students will place more value on personal possessions and items handed down through their own families.

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Teacher Information Grade Level(s): 4-6 Subject(s): Idaho History Length of Project: 2 to 3 weeks/ 30- 60 minute lessons (this is adjustable) Teaching Models Used: Discovery/ Inquiry Curriculum Standards National Educational Standards:

Social Studies

Standard I.e – Culture: Students will give examples and describe the importance of cultural unity and diversity within and across groups.

Standard II.b – Time, Continuity, and Change: Students will demonstrate an ability to use correct vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships.

Standard III.f – People, Places, and Environment: Students will describe and speculate about physical system changes such as seasons, climate and weather, and the water cycle.

Standard IV.e– Individual Development and Identity: Students will identify and describe ways family, groups, and community influence the individual’s daily life and personal choices.

Standard VI.a – Power, Authority, and Governance: Students will examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer group, and school class.

Standard VIII.a – Science, Technology, and Society: Students will identify and describe examples in which science and technology have changed the lives of people, such as in homemaking, childcare, work, transportation, and communication.

English Language Arts

Standard 1 – Students will read a wide range of print and nonprint text to build an understanding of text, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.

Standard 3 – Students will apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate text they draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other text, their word identification strategies, and their understanding of textual features.

Science

Standard A: Science as Inquiry – Students will ask questions about objects, organisms, and events in the environment. Students will use data to construct a reasonable explanation.

Idaho State Standards:

Social Studies standards for fourth grade.

430. 01. Acquire critical thinking and analytical skills by:

b. Organize the events involving the state of Idaho

c. Explain how cities, regions, and states have histories.

e. Gather and use information on Idaho history from primary resources and secondary resources.

432. 01. Exploration and Expansion

a. Identify the early inhabitants of Idaho

b. Identify and verbalize the motivations of some of the early explorers of Idaho

433.01 Migration and Immigration

a. Identify where the ancestors of Native Americans originated

c. Identify major groups and significant individuals and their motives in the western explosion and settlement in Idaho.

d. Describe the role of the discovery of gold and other minerals in the settlement of Idaho.

435. 01 International Relations and Conflicts

a. Explain how the westward migration impacted the Native Americans.

436. 01 Cultural and Social Development

b. Describe the way that cultural groups learned from each other. Language

Arts/Communications Standards for the fourth grade

707. Reading

01. Read a variety of traditional and electronic material for information and understanding.

05. Read for technical information.

708. Writing

01. Understand and use the writing process.

709. Listening

01. Listen fro information and understanding.

03. Listen fro critical analysis and evaluation.

710. Speaking

01. Speak to share the understanding of information.

711. Viewing

01. View for understanding and information.

04. Use a variety of resources to produce visuals that communicate through print and non-print media.

Here's a link to the Idaho State Board of Education website for standards.

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Other Information

These activities were developed by three teachers, working in collaboration with the Nez Perce National Park Service and their staff. There were a total of 16 teachers involved in this ongoing project to help bring museums to your classroom.

Developers included:

Urban Wassmuth, 4th grade teacher, Prairie Elementary,Cottonwood, Idaho

Denise Hammrich, 4th grade teacher, St. Stanislaus Tri-Parish School, Lewiston, Idaho

Danette Horrocks, 4th grade teacher, Highland Elementary, Craigmont, Idaho

Credits, References, & Resources

Thanks to the Nez Perce National Historical Musuem staff, for their guidance and patience while developing these lessons. All resources can be found on the National Park Websites and through your local Historical Parks.

Resources

National Park Service/ Teaching with Museum Collections

http://www.cr.nps.gov/museum

Big Hole National Battlefield

http://www.nps.gov/biho/home.htm

Nez Perce National Park Index

http://www.nps.gov/nepe/index.htm

Bear Paw Battlefield

http://www.chinookmontana.com/battlefield.html

Nez Perce Tribe Web Site

http://www.nezperce.org/Main.html

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Based on a template from The WebQuest Page

CATEGORY	4	3	2	1
Historical Accuracy	All historical information appeared to be accurate and in chronological order.	Almost all historical information appeared to be accurate and in chronological order.	Most of the historical information was accurate and in chronological order.	Very little of the historical information was accurate and/or in chronological order.
Role	Point-of-view, arguments, and solutions proposed were consistently in character.	Point-of-view, arguments, and solutions proposed were often in character.	Point-of-view, arguments, and solutions proposed were sometimes in character.	Point-of-view, arguments, and solutions proposed were rarely in character.
Knowledge Gained	Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.	Can clearly explain several ways in which his character "saw" things differently than other characters.	Can clearly explain one way in which his character "saw" things differently than other characters.	Cannot explain one way in which his character "saw" things differently than other characters.
Required Elements	Student included more information than was required.	Student included all information that was required.	Student included most information that was required.	Student included less information than was required.
Props/Costume	Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.	Student uses 1-2 props that accurately fit the period, and make the presentation better.	Student uses 1-2 props which make the presentation better.	The student uses no props OR the props chosen detract from the presentation.