Northeast Indians TORONTO LONDON AUCKLAND SYDNEY MEXICO CITY NEW DELHI HONG KONG BUENOS AIRES NEW YORK B Y D O N A L D M.

Transcription

1 Easy Make & Learn Projects Northeast Indians B Y D O N A L D M. S I L V E R A N D P A T R I C I A J. W Y N N E TORONTO LONDON AUCKLAND SYDNEY MEXICO CITY NEW DELHI HONG KONG BUENOS AIRES NEW YORK

2 F F or Jim Obertis whose world I cannot enter but whose gentle spirit shines from within DMS or all the grade school teachers who are trying to introduce their students to new cultures PJW Scholastic Inc. grants teachers permission to photocopy the pattern pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY Front cover and interior design by Kathy Massaro Cover photo by Studio 10 Cover and interior artwork by Patricia J. Wynne ISBN: Copyright 2005 by Donald M. Silver and Patricia J. Wynne Published by Scholastic Inc. All rights reserved. Printed in the U.S.A

3 Contents xxxxx INTRODUCTION 4 G Sensitivity to Native Cultures...4 G What s Inside...6 G Connections to the Social Studies Standards...6 G Helpful Hints for Model-Making...7 G Model Coloring Tips...7 REGION & GEOGRAPHY 8 G Northeast Indian Tribal Map... 8 COMMUNICATION 14 G Say It With Pictures (NORTHEAST INDIAN ANCESTORS)...14 G Clan Symbols (IROQUOIS CONFEDERACY)...17 KINDS OF HOMES 21 G Look-Inside Longhouse, How to Build a Longhouse Mini-Book (IROQUOIS CONFEDERACY)...21 G Four Seasons With the Pequot (PEQUOT)...28 GROWING, FINDING & COOKING FOOD 35 G Planting the Three Sisters (LENNI LENAPE)...35 G The Uses of Corn (IROQUOIS CONFEDERACY)...39 G Finding Food Double Diorama (MENOMINEE)...43 HOUSEHOLD HOLDERS 48 G Weave a Basket (IROQUOIS CONFEDERACY)...48 G Birch Bark Box (MICMAC)...51 CLOTHING, ACCESSORIES & MORE 55 G Clothes for the Seasons (SAUK)...55 G Footwear, Headwear & More: Deerskin Moccasin, Beavertail Snowshoe, and Snowshoe Diorama (SAUK)...60 Weasel-Tail Fur Hat, Quilled Braid Band (OJIBWE/CHIPPEWA)...68 Bear-Claw and Bead Necklace, Decorative Beaded Belt (FOX)...68 G Cradleboard (OJIBWE/CHIPPEWA)...77 Resources...80

4 Introduction xxxxx North America was home to millions of people who belonged to hundreds of different tribes when European explorers discovered what was, to them, a new world. Hundreds of centuries ago, in the heavily forested regions of the northeast, Native American peoples such as the Pequot, Sauk, and tribes of the Iroquois Confederacy were living in complex societies, raising families, building houses, farming, and creating tools. The models, manipulatives, accompanying background information, and lessons in this book will help your students learn about how various Northeast Indian tribes lived several centuries ago. (NOTE: We use the term Northeast Indians to talk broadly about peoples living in the northeast regions of the current United States and southern Canada. In actuality, a wealth of different cultures with different customs, languages, and traditions comprise this group. See Sensitivity to Native Cultures, below, for more.) Each lesson indicates the specific tribe or tribes whose homes, tools, or cooking methods are depicted. Students will learn where tribes such as the Fox, Menominee, and Ojibwe/Chippewa lived, about their varied histories and cultures, arts and crafts, and the ways in which the different peoples met their needs for shelter, clothing, food, transportation, and communication. They will find out how the lives of different Northeast Indian peoples varied with the seasons and how their use of natural resources varied depending on each group s location. The models and lessons in this book will also help students build content area knowledge, increase their vocabulary, and improve their reading skills. G G SENSITIVITY TO NATIVE CULTURES G Believing that he had reached the Indies, the explorer Christopher Columbus called the native inhabitants of the Americas, Indians. It is important to point out to students that the name Indian was coined by outsiders. But for tribes such as the Micmac, Seneca, and Mohawk, their true names are the ones they gave themselves. Today, both the terms American Indians and Native Americans are used to refer to these peoples (also called tribes) as well as their descendants who continue their traditions today. In this book, the terms are used interchangeably. However, whenever possible, specific tribal names are used.* 4

5 G G G Since this book focuses mainly on the lives of different Native peoples prior to their contact with Europeans (around the year 1500), the background information and lessons provided refer to them in the past tense. However, it is important to make clear to your students that Native peoples still live in the United States today, participating in contemporary society while preserving their native traditions. G Explain to students that it is difficult to pinpoint exactly when different tribes built the homes, wore the clothing, and created the other artifacts represented by the models in this book. Information about how Native Americans lived long ago comes from stories passed down from one generation of Native Americans to the next about their ancestors lives and times, from scholarly work by archaeologists and anthropologists, as well as from drawings and written accounts made by early European explorers after they observed aspects of Native American life. G Because the cultures of Native American peoples are so diverse, representing every aspect of life in each tribe is beyond the scope of this book. However, it was common for different groups to use variations of many items, such as baskets, canoes, and cradleboards. Each lesson identifies the specific tribe or tribes whose homes, clothing, and tools are depicted. However, it is probable that other tribes used similar items as well. G If our references (see page 80) gave more than one name to a particular tribe, both names appear; for example, Ojibwe/Chippewa. G The artist created the illustrations in this book in the style of authentic artifacts from various Native American peoples who lived centuries ago. After making careful observations of actual artifacts, the artist made every effort to represent them accurately, though more simply, in the models that follow. G Native American cultures hold deep spiritual beliefs. Certain topics, such as their use of feathers, face masks, headdresses, and ceremonial beaded belts known as wampum hold a significance much deeper for Native Americans than for those who do not share their heritage or beliefs. For this reason, you may not find in this book the lessons and activities typically found in books for students about Native Americans because we have tried to omit any topics that hold deep spiritual significance for these peoples. Please impress upon your students that the models and activities in this book are intended for them to learn about and respect the unique and varied cultures of Native American peoples. * For more on this subject, see Native American Indian Studies: A Note on Names ( derrico/name.html) by Peter d Errico, the president of NativeWeb ( a Web site that provides resources about indigenous peoples around the world. 5

6 What s Inside xxxxx The models and manipulatives in this book are designed to teach students about the traditional life of different Northeast Indian peoples around the year Each topic contains the following sections: MODEL ILLUSTRATION This picture, labeled with the model name, shows how the finished model looks. It can be helpful to use as a reference when making the model. NATIVE TRADITIONS Background information on the topic appears in this section. Depending on the level of your students, you may use some or all of this information with the Teaching With the Model section. MAKING THE MODEL These easy-to-follow instructions include diagrams for assembling the models. See Helpful Hints for Model-Making, page 7, for guidance in following the instructions. TEACHING WITH THE MODEL This section is a step-by-step lesson map with discussion questions. The questions use the models and background information to teach the topic s main concepts. DO MORE In this section, you ll find related activities to extend your students investigation of the topic. Connections to the Social Studies Standards The lessons in this book connect to the social studies standards outlined by The National Council for the Social Studies (NCSS) the organization that offers recommendations for the teaching of social studies in this country. The lessons also correlate with history standards outlined by Mid-Continent Regional Educational Laboratory (McRel), an organization that collects and synthesizes national and state K 12 standards. NCSS STANDARDS Culture Explore and compare ways different cultures meet human needs and concerns. Compare ways people in different cultures interact with their physical environment. Time, Continuity & Change Use various sources, such as maps, to learn about the past. Compare and contrast accounts about the past to identify ways they help us understand the past. People, Places & Environments Describe how climate and seasonal changes affect the people in different environments. Identify ways people create places, such as their use of land and homes, that reflect their culture, wants, and needs. MCREL STANDARDS Knows geographical settings, food, clothing, homes, crafts, and rituals of Native American societies long ago. Knows that people communicated with each other in the past through pictographs. Knows the ways that families long ago expressed and transmitted their beliefs and values through, for example, oral tradition, food, language, and arts and crafts. Sources: Curriculum Standards for Social Studies: Expectations of Excellence 1994 the National Council for the Social Studies. Content Knowledge: A Compendium of Standards and Benchmarks for K 12 Education (4 th ed.). Mid-Continent Research for Education and Learning,

7 Helpful Hints for Model-Making xxxxx G If possible, enlarge the pattern pages to make the models easier for students to assemble. G The thickest black lines on the reproducible pages are CUT lines. G Dotted lines on the reproducible pages are FOLD lines. When folding, be sure to crease well. G Some models have slits or windows to cut out. An easy way to make these cuts is to fold the paper at a right angle to the solid cut lines. Then snip along the lines from the crease of the fold inward. G Often glue sticks can be substituted for tape. Some situations, such as creating flaps, will require tape. G If students will be coloring and taping the models, have them color first so they won t have to color over the tape. G Some models are more challenging to assemble than others. Read through each Making the Model section (or make the model yourself) beforehand to determine if it s appropriate for your students to do on their own. You can make a more challenging model yourself and use it as a classroom demonstration tool. G If a single model will be handled a great deal, use heavier paper to create it. Either photocopy the reproducible patterns onto heavyweight paper or glue them onto construction paper before beginning assembly. Model Coloring Tips If students wish to color the models, point out that Native Americans used natural materials from plants, animals, rocks, and soil to build their homes, make their clothes, and so on. Students can use different shades of the colors described below to color their models. deerskin: tan bear fur: black beaver fur: dark brown wolf fur: gray fox fur: reddish-orange weasel tail: brown or white with black tips bear claws: cream-colored porcupine quills: white with black tips shell beads: white, purple, or brown. wood and bark: pale brown, yellow brown, grayish-brown, grayish-white baskets: yellow-brown Materials were also colored using natural dyes from plants, soil, and minerals. For example, reds were made from cranberries, cherries, and red clay; yellows from pollen, marigolds, tree sap, and yellow clay; purples from elderberries and grapes; browns from soil; black from the charcoal from burned sticks; greens from grasses; and white from natural chalk. 7

8 REGION & GEOGRAPHY Northeast Indian Tribal Map xxxxx NORTHEAST INDIAN TRIBAL MAP G (AROUND 1500) xxxxx Students make a map that shows where some different Northeast Indian tribes lived around G N ATIVE T RADITIONS About 50 Native American tribes lived in the northeast regions of what is now the United States and southern Canada before European explorers arrived in the sixteenth century. Their lands extended from the Atlantic Coast to the Mississippi River, and from southeastern Canada to what is today North Carolina and Kentucky. Thick forests covered this vast area, but it also contained coastal plains, inland rivers and lakes, mountains, and over a thousand miles of shoreline. Many of these tribes descended from the Mound Builders, a great culture that had established itself along the Mississippi and Ohio rivers after migrating from Asia more than 10,000 years ago. (Mound Builders are so called because in their villages they shaped earth into huge mounds for different purposes.) The lessons that follow focus on some of the Northeast tribes who eventually settled in roughly three regions: those who lived on land bordered by the Atlantic Coast; those who lived near the Great Lakes (and ventured into the Great Plains); and the tribes of the Iroquois Confederacy, who lived in between the coast and the Great Lakes. NOTE: The map depicts approximate locations of the different tribes before the arrival of Europeans around These locations are based on information passed down through Native American oral traditions and archaeological evidence. 8

9 REGION & GEOGRAPHY MAKING THE MODEL 1Direct students to cut out the two halves of the map along the outer solid lines and tape them together. To make the map sturdier, they can attach it to a piece of cardboard or construction paper. 2 Have students cut out the 17 pieces on page 12 and then match the number on each piece to the corresponding number on the map. 3 Students should tape or glue each picture near its number and then draw a line from the picture to the number. They can then color the map as desired. TEACHING WITH THE MODEL 1Explain to students that the pieces they taped to the map correspond to the models they will make in this book. Each piece shows a model and names the tribe or tribes to which it relates. Ask students to locate the Atlantic Ocean and the Great Lakes on their maps before they answer the questions below. G Which tribes lived along the Atlantic Coast? (Micmac, Pequot, Northeast Indian ancestors, Lenni Lenape) G Which tribes lived around the Great Lakes? (Ojibwe/Chippewa, Fox, Sauk, Menominee) G Which tribes lived in between the Atlantic Coast and the Great Lakes? (the tribes of the Iroquois Confederacy) Materials L photocopies of pages for each student L scissors L tape or glue sticks OPTIONAL: Do More! L construction paper or cardboard L crayons, colored pencils or markers Make two photocopies of the political map on page 13 for each student. (Enlarge the maps, if possible.) On one of the political maps, challenge students to write the modern-day names of each state and province of Canada. (They can use the two-letter postal codes for the states.) Then, using their tribal map as a guide, have them note on the political map where different Northeast Indian tribes lived before the arrival of Europeans to this region. Where do these Native American tribes live today? Help students research where the majority of the people in these tribes currently live and record the name of each tribe or group of tribes on the second map. (See page 80 for a list of resources students can use for their research.) Compare the two maps. What can students generalize about the differences and similarities in the maps? 9

10 17 14 Lake Superior 13 7 Lake Huron Lake Michigan NORTHEAST INDIAN TRIBAL MAP (AROUND 1500) xxxxx 10

11 9 Tape page 10 here. Lake Ontario Lake Erie Atlantic Ocean 11

12 NORTHEAST INDIAN TRIBAL MAP PEQUOT (PEE-kwaht) (Four Seasons With the Pequot) 4 NORTHEAST INDIAN ANCESTORS (Say It With Pictures) 1 LENNI LENAPE (LEN-ee LEN-uh-pay) (Planting the Three Sisters) 5 IROQUOIS CONFEDERACY (EE-roh-kwoi) (Clan Symbols) 2 3 IROQUOIS CONFEDERACY (Look-Inside Longhouse/ How to Build a Longhouse Mini-Book) IROQUOIS CONFEDERACY (The Uses of Corn) 6 IROQUOIS CONFEDERACY (Weave a Basket) 8 FOX (Decorative Beaded Belt) OJIBWE/CHIPPEWA (oh-jib-way/chip-uh-wah) (Weasel-Tail Fur Hat) 7 MENOMINEE (meh-nam-uh-nee) (Finding Food Double Diorama) FOX (Bear-Claw and Bead Necklace) 15 SAUK (Beavertail Snowshoe/ Snowshoe Diorama) 12 OJIBWE/ CHIPPEWA (Quilled Braid Band) 14 OJIBWE/ CHIPPEWA (Cradleboard) SAUK (SAWK) (Deerskin Moccasin) 11 SAUK (Clothes for the Seasons) 10 MICMAC (MIK-mak) (Birch Bark Box) 9

13 NORTHEASTERN UNITED STATES AND CANADA xxxxx Great Lakes Atlantic Ocean Mississippi River 13

14 COMMUNICATION Pictograph Dictionary: Northeast Indian Ancestors Name Say It With Pictures (NORTHEAST INDIAN ANCESTORS) xxxxx Students make a mini-dictionary to explore how prehistoric Native Americans in the Northeast used pictures to communicate. G G N ATIVE T RADITIONS Today, many people speak Romance languages, such as French, Spanish, and Italian. Most of the Indian tribes living in the Northeast spoke some form of one of the languages in the Algonquian language family. The tribes of the Iroquois Confederacy, on the other hand, spoke some form of one of the Iroquoian languages. Some of the words that these people spoke are still in use today, such as wigwam, moose, tomahawk, succotash, and moccasin. None of the tribes used a written language based on an alphabet. Instead, they drew pictures on bark rolls, wooden sticks, and rocks to record information, such as stories and the sequences of rituals. Some of these pictographs were painted with pigments made from rocks and plants. Other pictographs were carved or engraved with bone or stone instruments. The older men in each tribe taught the younger men what each picture meant. The pictographs shown on the model in this lesson date back thousands of years to when the ancestors of Northeast Indians lived. They appear to depict canoes, men hunting, animals, and so on. Although no one really knows the exact meaning of each pictograph, people who have studied them have made educated guesses about their meanings. Some probably were important for telling stories, describing ways of conducting ceremonies, and recording events. 14

15 COMMUNICATION MAKING THE MODEL 1Invite students to color the nine pictures on page 16 as desired and then cut them out. Also have them cut out the title page and the written descriptions. 2 Have students attach the title page and each picture to a construction paper square. 3 Ask students to look at each picture and decide which written description best fits it. Then have them tape the description under the picture. If students can think of another way to describe a given picture, encourage them to add or substitute what they think it depicts. 4 Have students stack the pictograph pages with the cover on top and staple on the left-hand side to bind. Materials L photocopy of page 16 for each student L scissors L tape or glue sticks L ten 4- by 4-inch squares of construction paper, for each student L crayons, colored pencils, or markers (optional) TEACHING WITH THE MODEL 1What languages did the Indians of the Northeast speak? (Most spoke some form of one of the Algonquian languages, but the members of the tribes of the Iroquois Confederacy spoke some form of one of the Iroquoian languages.) 2 How did Northeast Indians who spoke different languages communicate with each other? (They drew pictures called pictographs.) 3 Where did they draw the pictographs? (They drew the pictures on bark, sticks, and rocks.) 4 What kinds of pictures did they draw? (No one really knows but people who have studied them have made educated guesses: canoes, men hunting, animals.) 5 Have students explain how they matched the descriptions to the pictures. Reiterate that the pictures are based on real pictographs but that no one really knows the full meaning or intent of the pictographs. 6 Invite students to draw pictographs depicting an event in their own lives. Display the pictographs on a bulletin board and have the class try to determine their meaning. Do More! Invite students to look at examples of Native American petroglyphs on the North American Petroglyphs page at the Web site of the Emuseum at Minnesota State University. The site also includes links to relevant Web sites. ( prehistory/northamerica/ linked/petroglyph.html) Discuss the examples students find; talk about what the symbols might mean and how they are similar and different. 15

16 SAY IT WITH PICTURES (NORTHEAST INDIAN ANCESTORS) Pictograph Dictionary: Northeast Indian Ancestors Name Two people canoe to a place where there are many moose. A hunter follows birds to catch an animal with a curved tail. A man shakes a stick at a wolf that is stealing his meat. A mountain lion stalks a boy and his dog. a three-day canoe trip wolf boat bird man 16

17 COMMUNICATION Clan Symbols (IROQUOIS CONFEDERACY) xxxxx Students learn about the Iroquois Confederacy by making clan symbols. G G N ATIVE T RADITIONS Tribes speaking the Iroquoian languages lived from Lake Erie to the west bank of the Hudson River in what is now central and western New York State. They also lived in southern Ontario in Canada and farther south. Sometime between 1400 and 1600, five of these tribes, or nations, joined to form the Iroquois Confederacy: a government that would ensure peace among the tribes and deal as a united force with non-confederacy tribes. The five Confederacy nations were the Mohawk (MOE-hawk), Oneida (oh-nye-duh or oh-nee-duh), Onondaga (on-un-dah-guh), Cayuga (kay-oo-guh), and Seneca (SENuh-kuh). A sixth nation, the Tuscarora (TUHS-kuh-rawr-uh) a tribe from the Carolinas joined the Confederacy about A Great Council of men representing every nation governed the Confederacy and solved problems that local tribes could not. The Iroquois Confederacy is still in existence and active today. Members of individual Iroquois tribes lived in villages. In each village, there were groups of relatives or clans who shared a common ancestor. Village clans took the names of animals that the people held in high esteem. Turtle, Wolf, and Bear, for example, were common to all Iroquois nations. In addition to these three animals, the clans of the Onondaga tribe (depicted on the model in this lesson), include Beaver, Deer, Eel, Hawk, and Snipe. A clan often carved a symbol of its chosen animal above the doors of their house to show which clan lived there. A child was considered part of the mother s clan and could only marry someone from a different clan. When a man married, he left his mother s clan house to live in the house of his wife s clan. Each clan chose male representatives to be chiefs in local governing councils and in the Great Council, but these men were selected by the clan mothers (the oldest women in each house) and other respected clan women. Although women could not speak in a village council, they would instruct their representatives beforehand about what to say. If a representative disobeyed, he lost his position and was publicly shamed. In this way, Iroquois women wielded enormous power in the decision-making process. 17

18 COMMUNICATION MAKING THE MODEL Materials L photocopies of pages for each student L scissors L crayons, colored pencils, or markers (optional) 1Have students color page 19 as desired. 2 Direct them to cut open the slit above the door on page Tell students to select one of the clan symbols on page 20, color it, cut it out, and then insert it in the slit as shown. Do More! Ask students to name examples of symbols of our country (for example, the American flag, the bald eagle, the Liberty Bell, the Statue of Liberty, state flowers, trees). How did these symbols originate and what do they represent? Extend and personalize the activity by asking students to select a symbol (an animal or something else) that they think would best represent their family. Have them draw a picture of it for their front doors and write a paragraph that explains the reason for their choice. TEACHING WITH THE MODEL 1What is the Iroquois Confederacy? (The Confederacy is a government that was formed sometime between 1400 and 1600 by five Iroquois nations the Mohawk, Oneida, Onondaga, Cayuga, and Seneca to ensure peace among themselves and to act as a united force against other tribes.) 2 What is a clan? (A clan is a group of related Iroquois families who lived in a village and shared a common ancestor.) 3 What is a clan symbol? (Each clan took the name of an animal it held in high esteem and carved the symbol above their house entrance to show which clan lived inside.) 4 How were representatives of each clan chosen? (Clan mothers and other respected women chose the male representatives and instructed them about what to say in meetings.) 5 Ask students how they selected their symbols. (Answers will vary.) 18

19 CLAN SYMBOLS (IROQUOIS CONFEDERACY: ONONDAGA) xxxxx 19

20 CLAN SYMBOLS (IROQUOIS CONFEDERACY: ONONDAGA) xxxxx bear deer eel beaver wolf hawk turtle snipe 20

21 KINDS OF HOMES Look-Inside Longhouse (IROQUOIS CONFEDERACY) xxxxx How to Build a Longhouse Mini-Book Students make a model of a longhouse that shows where different tribes in the Iroquois Confederacy lived, and a mini-book that shows each stage in the construction of a longhouse. G G N ATIVE T RADITIONS Archaeological remains indicate that Iroquois tribes built longhouse homes at least as early as Sometime between 1400 and 1600, the Iroquois tribes joined together to form a confederacy and the longhouse became its powerful symbol. Calling themselves the Haudenosaunee (ho-deh-no- SHOW-nee), which means people of the longhouse, the tribes viewed their confederacy as five peaceful nations living in one enormous longhouse. (A sixth nation, the Tuscarora joined the Confederacy in 1722.) The easternmost Mohawks were called the Keepers of the Eastern Door while the westernmost Senecas were known as the Keepers of the Western Door. The Cayugas guarded the southern walls; the Oneidas, the northern walls; and the Onondagas, who lived in the middle, were called the Keepers of the Central Fire. To build a longhouse, Iroquois men harvested young trees and then created a frame of upright wooden poles that they sharpened and set into holes in the ground. Then they bent flexible poles to form a roof and lashed the parts together with long strips of damp bark. The entire framework was covered with overlapping sheets of bark that had been stripped from large trees, flattened with 21

22 KINDS OF HOMES G weights, and dried. The men tied additional poles over these bark shingles to hold them in place. A longhouse was usually about 20 feet wide, 20 feet high, and from 40 to 200 feet long, depending on how many members of an extended family shared it. There were two open doorways, one at each end. These were covered with animal hides in winter. Small holes in the roof allowed sunlight to come in and smoke from each of the indoor fires to flow out. The roof holes could be closed with bark to keep out rain, snow, and cold. Usually, the families in a longhouse were closely related and were part of the same clan. (A clan is a group of relatives in a village who share a common ancestor.) As many as 20 families lived in the same house, each with its own indoor space with a width of about ten feet. A wide passage ran down the center of the longhouse. Two families, one living on each side, shared a small cooking and heating fire. These fires were built at about 12-foot intervals in the passage. Each family had a raised platform for seating and sleeping and a second platform above that for more beds or for the storage of pots, weapons, cradleboards, and so on. Corn, squash, and other foods were hung from the rafters to dry. The longhouse and nearly all of its contents except the men s clothes, weapons, and their personal things belonged to the oldest woman in the house and her female relatives. The longhouses that made up a village were usually built near rivers or streams. Crops were planted on land nearby. Each village was protected by rows of tree trunks made into a palisade a fence for defense against enemies, wild animals, and winter storms. Trails connected one Iroquois village to another. G MAKING THE MODELS Materials L photocopies of pages for each student L scissors L stapler L tape L crayons, markers, or colored pencils (optional) Guide students in following these directions to make each model: 1Color page 25 as desired. Then cut apart the pages of the mini-book to use in Teaching With the Models, page Color pages as desired. Then cut out the OUTER LONGHOUSE on page 26. Also cut open the doors and the five slits in the roof as indicated. 22

23 KINDS OF HOMES 3 Bend the house, fold the ends, and tape as shown. 4 Cut out the INNER LONGHOUSE on page 27. Then fold up the sides and tape at the corners. 5 Cut out the five SMOKE pieces on page 27. Slip them into the slits along the roof of the longhouse as shown. 6 Cut out the PEOPLE and BASKETS on page 26. Fold back the flaps on each, and then tape a few in the INNER LONGHOUSE where desired. Fit the OUTER LONGHOUSE over the INNER LONGHOUSE. Place the remaining pieces around the outside. 23

24 KINDS OF HOMES Do More! Let students take a fascinating virtual field trip to a Mohawk Iroquois village circa 1600 at the web site of the New York State Museum. ( IroquoisVillage/) At the site, students can view a diorama depicting the construction and layout of a longhouse and examine some of the tools used to build one. They can also view a scale model of a Mohawk village, examine Iroquois artifacts, and learn about the importance of agriculture in this culture. TEACHING WITH THE MODELS 1Ask students to study the mini-book pages and use the pictures to put the pages in order. Then have them number the pages, stack them together in order, and staple along the left-hand side. 2 Encourage students to explain how a longhouse was built by referring to the pictures. Also discuss how the design reflected the resources available in their environment. (A longhouse was built from a frame of upright wooden poles, made from small trees. Flexible poles were attached at the top and bent to make a roof frame. The roof was covered with overlapping sheets of bark. Doors and holes in the roof were cut.) After the discussion, have students write a brief description of the different steps and materials used on each of the mini-book pages. Tell students to fold back the doors on their longhouse to let in light and then look inside. Ask them to describe everything they see. (two doorways, platforms for sleeping and storage, a row of fires down the central passage, and so on) 3 Have students study their longhouse models. Ask, How many families would have lived in a longhouse like this one? How can you tell? (Ten families would have lived in it because two families shared each fire, and there are five fires.) 4 Have students write their names on the bottom of their longhouses and then put them all together to form an Iroquois village. 5 How did the Iroquois liken their Confederacy to a huge longhouse? (They called themselves the people of the longhouse. Just as there were two doors on a longhouse, the easternmost and westernmost Confederacy tribes were called Keepers of the Eastern and Western Doors while the Onondagas were called Keepers of the Central Fire. The northern and southern walls were protected by the Oneidas and Cayugas, respectively.) 24

25 Name 25

26 LOOK-INSIDE LONGHOUSE (IROQUOIS CONFEDERACY) people xxxxx outer longhouse people baskets 26

27 LOOK-INSIDE LONGHOUSE (IROQUOIS CONFEDERACY) xxxxx inner longhouse smoke 27

28 KINDS OF HOMES Four Seasons With the Pequot (PEQUOT) xxxxx Students make a model that follows Pequot Indians through the four seasons. G G N ATIVE T RADITIONS Along the Atlantic coast, many Indian tribes, such as the Algonquianlanguage speaking Pequot, moved with the seasons. They knew which seasons were best for planting, hunting, harvesting, and gathering. In the spring, they set up inland camps near rivers and streams. The women gathered foods such as fiddlehead ferns and cattail shoots, while the men speared and netted fish, and hunted animals that included birds, rabbits, opossums, and deer. To facilitate hunting, they erected temporary fences that they used to corral deer into small areas. As summer approached, the Pequot moved to villages along the coast. One or two families lived in a round wigwam built of saplings and covered with bark or woven mats. In nearby fields, the women planted corn, beans, and squash. They gathered berries and other plants for food and dug for clams and other shellfish when the tide was low. The men hunted and fished in the coastal waters. In autumn, the women harvested crops and dried most of the yield to eat in the winter. They also gathered acorns and other nuts. The men hunted for deer, bears, and moose for food and skins. As winter drew near, the Pequot packed up and moved inland to forest villages where there was protection from winds, snow, and cold. Some families lived in wigwams, but others built longhouses that held a number of related families. When cold weather arrived, the families relied on food they had stored. They sat around fires for storytelling, singing, and dancing. When the weather allowed, the men hunted for deer and trapped beavers for fur. The women worked indoors, making clothes and preparing for the return of spring. 28

29 KINDS OF HOMES MAKING THE MODEL Guide students in following these steps to make the model: 1 Color 2 Tape the four SEASONAL SCENES on pages using colors appropriate to each season, and cut them out. the SEASONAL SCENES in order as follows: summer, autumn, winter, spring. Then tape spring to summer to form a circle. Materials L photocopies of pages for each student L scissors L tape L brass fasteners L crayons, colored pencils, or markers (optional) 3 Color pages using colors appropriate to each season, and cut out the two circles. Use the point of a pencil to punch a hole through the dot in the center of each circle. Then use a brass fastener to attach the smaller FOUR SEASONS CIRCLE to the larger CIRCLE BASE. 4 Pinch and tape together the four SEASONAL SCENES as shown, and tape them to the FOUR SEASONS CIRCLE in the corresponding quadrants. 29

30 KINDS OF HOMES Do More! 5 Cut out the PEOPLE, WIGWAM, FENCES, and DEER pieces on pages 33 34, fold back the flaps, and then tape to the corresponding numbers of the FOUR SEASONS CIRCLE as shown. The lives of the Pequot and other Northeast Indians changed with the seasons. So did the lives of the animals and plants that lived around them. Have each student select an animal or a plant native to the Northeast and research how its life changes with the seasons. Challenge students to present their findings in a way that clearly distinguishes each seasonal change or changes. Invite students to compare their findings with those of their classmates. How are they alike and different? TEACHING WITH THE MODEL 1Why did tribes such as the Pequot move with the seasons? (They knew which seasons were best for planting, harvesting, hunting, and fishing. They also moved to locations where they would be protected from the weather.) 2 Challenge students to turn the top wheel of the model and describe life in each season. Ask questions such as the following: What are the people doing? Where are they living? What kinds of houses have they built? (Answers will vary.) 3 What kind of work did the men do? What kind of work did the women do? (Men hunted, fished, and trapped beavers. Women planted and harvested crops, prepared food for storage, and made clothes.) 4 Why did the Pequot move inland in winter? (They sought protection from winds, snow, and bitter cold.) 30

31 FOUR SEASONS WITH THE PEQUOT (PEQUOT) xxxxx x summer x seasonal scenes x autumn x 31

32 FOUR SEASONS WITH THE PEQUOT (PEQUOT) xxxxx x winter x seasonal scenes x spring x 32

33 FOUR SEASONS WITH THE PEQUOT (PEQUOT) xxxxx four seasons circle women with harvested crops hunter fishermen hunters wigwam

34 FOUR SEASONS WITH THE PEQUOT (PEQUOT) xxx As circle base the seasons Pequot. changed the...so did the lives of 1 fences deer 2 4 hunters

35 GROWING, FINDING & COOKING FOOD Planting the Three Sisters (LENNI LENAPE) xxxxx Students make a model that explains how three important crops were planted. G G N ATIVE T RADITIONS The most important crops that Atlantic Coast tribes such as the Algonquian-language speaking Lenni Lenape planted were corn, squash, and beans. These three essential foods were known as the Three Sisters. When planting corn, Lenni Lenape women and children made small mounds of soil in the fields. They placed four or five corn kernels in holes they created in the mounds. After placing a small fish in each hole to act as fertilizer, they covered the kernels and fish. Then they planted beans in the same mounds so that the growing bean plants could climb the corn stalks. In return, the beans helped put nutrients back into the soil that were depleted by the corn plants as they grew. Finally, the women and children planted squash seeds between the mounds. Together, the Three Sisters reduced the growth of weeds and helped prevent soil erosion. During the growing season, the women and children tended the crops; when the crops ripened, they harvested the corn, beans, and squash. The Lenni Lenape Indians stored surplus food in deep holes, which were lined with grass mats and then covered with bark for insulation. The Lenni Lenape also stored food in their homes and in wooden cribs (bins). Such food stores helped the tribe survive during the cold winter months. 35

36 GROWING, FINDING & COOKING FOOD MAKING THE MODEL Materials L photocopy of page 38 for each student L scissors L tape L sheets of green construction paper (optional) L crayons, colored pencils, or markers (optional) Guide students in following these directions to make the model: 1 Color the page as desired. Then cut out all 13 pieces along the solid black lines and assemble as follows: Garden Mounds Fold up the sides of the GARDEN MOUNDS piece along the dotted lines. Loosely tape the mounds together as shown. (OPTIONAL: Tape the garden mound onto construction paper.) Fish and Seeds Fold the FISH AND SEEDS pieces along the dotted lines, and drop one into each of the three mounds. Corn and Beans Fold the CORN AND BEANS pieces along the dotted lines and tape the open seams closed. Tape one inside each mound, as shown. Squash Tape the SQUASH pieces onto the foot of the mounds (both sides), as shown. Tape the CROWS onto the model, where desired. 36

37 GROWING, FINDING & COOKING FOOD TEACHING WITH THE MODEL 1What were the Three Sisters? (They were the most important crops corn, beans, and squash that the Lenni Lenape and other Atlantic Coast Indians planted.) 2 Why did the Lenni Lenape Indians plant a fish in each hole with seeds? (The fish was used as fertilizer.) 3 What did the beans climb? (The growing bean plants climbed the corn stalks.) 4 How did planting the Three Sisters help the soil? (Bean plants returned nutrients to the soil; together, the three crops helped prevent weeds and soil erosion.) Do More! Bring in corn, bean, and squash seeds and ask students to compare them. They can sprout the seeds in selfsealing plastic bags lined with moist paper towels, and compare their growth. 5 Where did the Lenni Lenape Indians store surplus food, and why? (They stored surplus food underground, in homes, and in cribs. They ate the food during the winter months.) 37

38 PLANTING THE THREE SISTERS (LENNI LENAPE) crows corn and beans squash fish and seeds 38 garden mounds

39 GROWING, FINDING & COOKING FOOD The Uses of Corn (IROQUOIS CONFEDERACY) xxxxx Students make a lift-and-look model that shows the many ways in which the Iroquois used corn plants. G G N ATIVE T RADITIONS Like the tribes to the east, the members of the Iroquois Confederacy also planted corn (maize), squash, and beans, which were their most important sources of food. (See Planting the Three Sisters, page 35.) After the men cleared the land, the women and children planted the crops, tended the fields, and then collected the harvest. There were individual family fields as well as tribal fields, in which everyone was expected to share the work as well as the harvest. When the corn ripened in late summer or autumn, the Iroquois gathered the ears and stalks and prepared the corn in their longhouses. They pulled back the husks, braided them into bunches, and then hung the corn on poles or crossbeams inside the houses or sheds to dry. They stored the kernels from the shelled corn in bark barrels and buried them for later use in a pit lined with bark and then covered with soil. The Iroquois grew white, purple, red, multicolor, and popping corn that ripened at different times. They used corn kernels to make bread, soups, puddings, succotash, and other foods. Corn kernels were also used as beads. They made corn stalks into tubes and toy spears, and used their juices to heal cuts and sores. The Iroquois used corn husks in myriad ways: they shredded them to fill mattresses and pillows, braided them into ropes and mats, twisted and wove them to create baskets, and used them to wrap foods for cooking. Corn silk became hair on corn husk dolls and scrubbing brushes were fashioned out of corncobs. 39

40 GROWING, FINDING & COOKING FOOD MAKING THE MODEL Materials L photocopies of pages for each student L scissors L glue sticks L crayons, colored pencils, or markers (optional) Guide students in following these directions to make the model: 1Color the pages as desired. 2 Cut open the five flaps along the solid lines on page Apply a glue stick around the edges of page Place page 41 on top of page 42, line up the corners, and then seal by pressing the pages together. Do More! The tribes in the Iroquois Confederacy express their thanks for the gift of corn and other foods from the earth by celebrating seasonal harvest festivals throughout the year. For example, in July, they celebrate a Green Corn Thanksgiving (green corn is immature, but edible and sweet). Invite students to research other harvest festivals celebrated by the Iroquois and create posters describing each. TEACHING WITH THE MODEL 1Who cleared the land for planting? Who planted and tended the crops? (Men cleared the land; women and children planted and tended the crops.) 2 What happened at harvest time? (Iroquois women and children gathered the ripe corn and took it to longhouses where the men helped husk it.) 3 Why did the Iroquois bury some of the corn? (They buried excess corn kernels for later use.) 4 Have students open the flaps on their models and read how the Iroquois used the different parts of a corn plant. If possible, bring in an ear of corn and point out the husk, silk, kernels, and cob. 40

41 (IROQUOIS CONFEDERACY) xxx How were the leaves used? How was the silk used? How were the stalks used? How were the kernels used? How were the husks used? How were the cobs used? 41

42 (IROQUOIS CONFEDERACY) xxx toy stuffing wrappers for cooking food doll hair skin lotion toys counting straws tubes syrup food beads decorations rattles rubbing oil fire fuel bottle stoppers scrubbing brushes mats dolls mattress stuffing food wrappers rope baskets to light fires 42

43 GROWING, FINDING & COOKING FOOD Finding Food Double Diorama (MENOMINEE) xxxxx Students make a back-to-back diorama of Great Lakes Indians using canoes as they hunted for fish and gathered wild rice. G G N ATIVE T RADITIONS The name Menominee means Wild Rice People. To the west and south of Lake Michigan, there were thousands of ponds, marshes, streams, and lakes in which wild rice grew. This important food source was gathered by Algonquian-language speaking tribes including the Menominee, Ojibwe/Chippewa, Potawatomi (pot-uh-wot-uh-mee), Fox, Sauk, and other tribes living in the region. Wild rice is a type of grass that grows out of the water on hollow stems. Tribes such as the Menominee harvested rice during the day in the late summer and early autumn. One man would slowly pole or paddle a canoe through the dense rice stalks growing along the shore. Women in the canoe would grab and bend the wild rice stalks and shake or beat them with a paddle to knock the seeds into the canoe. (The seeds are actually pieces of grain inside the husks.) Seeds that fell into the water sunk to the bottom and grew into a new rice crop the next year. On shore, the women dried the rice in the sun or over a fire and beat the husks loose. Then they used special winnowing trays to separate the husks from the rice. The rice was then boiled and served in a stew, sometimes flavored with maple syrup. At night, men returned to the same waters in their canoes. They used bark torches fueled with pitch a resin produced from the sap inside trees to attract fish. (The bark acted as kindling so it burned quickly, whereas the resin burned slowly.) Then the men speared or trapped the fish in woven nets made of animal sinew. Canoe making was an art passed from one generation to another. While men shaped a canoe framework out of cedar wood, women prepared bark and boiled tree sap to thicken it into pitch. The bark was gently fit around the framework and then sewn in place using spruce root. As the canoe took shape, inner parts were eased into place, and a thin cedar lining was inserted to protect the sides and bottom. Finally, seams and gaps were sealed with the pitch. It took about a week to make a canoe light enough for one or two men to carry and sturdy enough to hold six adults. Both men and women paddled canoes using handmade birch or cedar paddles. 43

44 GROWING, FINDING & COOKING FOOD MAKING THE MODEL Materials L photocopies of pages for each student L scissors L tape L crayons, colored pencils, or markers (optional) Guide students in following these directions to make their models: 1Color the pages as desired. Then cut out the two-sided DAYTIME/NIGHTTIME pattern on page 46. Cut open the two slits on either side of the center dotted line. Then fold the pattern in half along the center dotted line. Also fold at a slight inward angle the two side panels on each side. Tape together the open edges at the bottom. 2 Cut out the DAYTIME/NIGHTTIME STRIPS on page 47. Cut the two slits on each, as shown. 3 Turn the DAYTIME side so it faces you. Tape one end of the DAYTIME STRIP (depicting rice) to each side of the DAYTIME scene. Repeat with the NIGHTTIME side of the diorama and the NIGHTTIME STRIP (depicting rice, water, and fish). 4Cut out the CANOES on page 47. Fold each in half along the dotted lines and tape the ends as shown. 5 Slide a canoe into the slits of the DAYTIME/NIGHTTIME STRIPS on either side of the diorama. 44

45 GROWING, FINDING & COOKING FOOD 6 Cut out the TORCH and the remaining five patterns on page 47. Fold back the flaps of each figure and assemble as follows: Set the MAN PADDLING and the SPEAR HUNTER in the CANOE on the NIGHTTIME side. Place the TORCH in the front of the CANOE. Place the WOMEN BEATING RICE in the CANOE on the DAYTIME side. Fold the RICE STALKS in half along the dotted line and set aside for use in Teaching With the Model, below. TEACHING WITH THE MODEL 1Name some Great Lakes tribes that gathered wild rice. (Menominee, Ojibwe/Chippewa, Potawatomi) 2 What foods did these tribes obtain from lakes, ponds, and marshes? (They gathered wild rice and caught fish.) 3 Have students bend the RICE STALKS over the side of the CANOE on the DAYTIME side and explain how the rice was harvested. (Women bent the rice stalks over the sides of the canoe and beat the stalks to release the seeds grains of rice inside the husks.) 4 Who fished, and how? (Men fished at night using torches for light fueled with pitch a resin produced from the sap inside trees to attract fish.) Do More! When Indian tribes of the Northeast fished, what kinds of fish did they catch? Challenge students to research the varieties of fish that live in the coastal waters, lakes, rivers, and ponds of the Northeast. They can make charts by drawing pictures or cutting them out of magazines. Challenge students to research the kinds of canoes different Northeast Indian tribes built (such as dugout and birch bark canoes) and report on how they were made. Invite students to draw pictures or make models of the canoes for comparison. 45

46 FINDING FOOD DOUBLE DIORAMA (MENOMINEE) xxxxx nighttime daytime 46

47 man paddling women beating rice FINDING FOOD DOUBLE DIORAMA (MENOMINEE) canoe spear hunter rice stalks canoe torch daytime strip nighttime strip 47

48 HOUSEHOLD HOLDERS G Weave a Basket (IROQUOIS CONFEDERACY) xxxxx Students make a model of a basket and learn about the tradition of basket making among the tribes of the Iroquois Confederacy. N ATIVE T RADITIONS G Materials Basket making is an ancient craft. For thousands of years, people have used baskets for carrying food and other valuable items as well as for storage. Generations of Indians in the Northeast region have handed down the techniques for weaving baskets. These techniques are still in use today. Tribes of the Iroquois Confederacy made baskets that were plaited, or woven, over and under to form a checkerboard pattern. To make a plaited basket, such as the one shown in the model, they first pounded a water-soaked log with a club. As wooden strips, or splints, loosened from the log, the Iroquois pulled them off and split them for use in the weaving process. The Iroquois also made twined baskets. To make them, they first created a spoke of twisted corn husks. Then they wrapped more twisted corn husks in and out of the spokes in a spiral fashion. When the bottom of the basket was the desired size, the basket maker bent up the sides and continued the twining process until the basket was full height. The top was then bent over and braided to stiffen and protect it. L photocopy of page 50 for each student L scissors L tape L crayons, colored pencils, or markers (optional) MAKING THE MODEL Guide students in following these directions to make the model: 1Cut 2 Wrap out the seven strips along the solid black lines. Color the strips on both sides, if desired. the multi-numbered strip into a loop, and tape the ends together as shown. 48

49 HOUSEHOLD HOLDERS 3 Tape one end of strip 1 to a number 1 on the loop. Do More! 4 Tape the other end of strip 1 to the other number 1 on the loop, as shown. 5 Repeat steps 3 and 4 with strips 2, 3, and 4. 6 Weave the TOP strip over and under the taped strips as shown. Then tape the overlapping ends together. 7 Repeat step 6 with the BOTTOM strip, weaving it under where the TOP strip went over, and over where the TOP strip went under. To learn more and see photographs and pictures of woven and twined baskets made by tribes in the Northeast go to Nativetech (Native American Art and Technology) weave/basketandbag/ index.html. Bring in different kinds of baskets, and ask students to do the same. Give them the opportunity to examine the baskets to determine whether they were woven, twisted, sewn, or made with a combination of methods. Encourage them to study the different patterns woven into the baskets. TEACHING WITH THE MODEL 1How do people use baskets? (for carrying and storing things) 2 Challenge students to describe the methods used by the Iroquois to make their baskets. (plaiting weaving over and under to make checkerboard patterns, twining twisted corn husks) 3 What did weavers in the Iroquois Confederacy use to make baskets? (They used split wooden strips from water-soaked logs. They also made twined baskets of twisted corn husks.) 49

50 Tape here. top bottom WEAVE A BASKET (IROQUOIS CONFEDERACY) xxxxx

51 HOUSEHOLD HOLDERS Birch Bark Box (MICMAC) xxxxx Students make and decorate a model of a birch bark box. G G N ATIVE T RADITIONS For thousands of years, Native Americans of the Northeast have used containers such as dishes, trays, pails, baskets, cups, ladles, and kettles to hold things. Each container had to be made from available wood, rushes, husks, clay, or bark. Women living in the northeastern woodlands made boxes, trays, kettles, and many other items out of white birch bark. For centuries, they decorated their birch bark boxes with painted designs. Indians such as the Micmac, one of the Algonquian language-speaking tribes, knew when and how to cut and loosen bark without killing trees. (When they needed big sheets of bark to cover their wigwam homes, however, the Indians had to make deep cuts in a tree, which caused it to die.) Women cut the bark into shapes and then placed the shapes in hot water. The soaked bark was easier to work with because it would bend without breaking. Then the women made holes in the bark with stones or bone awls and sewed the shapes together, using wood fiber or plant roots as thread and animal bones as needles. By doubling the layers of bark, they crafted watertight containers, some of which could hold more than two gallons of liquid. 51

52 HOUSEHOLD HOLDERS MAKING THE MODEL Materials L photocopies of pages for each student L scissors L tape L crayons, colored pencils, or markers (optional) Do More! Besides creating boxes, Native Americans used birch trees in other ways for example, in building homes, and making canoes, fans, musical instruments, and toys. Have students research and make models of the different ways in which Indian tribes of the Northeast used birch trees. Several pages at the Web site of Native Tech (Native American Technology and Art) include more information about birch bark boxes as well as other uses of birch trees. ( brchbark/brchbark.htm and brchbark/barkcont.html) Guide students in following these directions to make the model: 1Cut out the BIRCH BARK BOX BASE and LID on pages Color as desired. 2 Fold up the sides of the BOX BASE, then the curved bottom, and then fold over the side flaps. Tape as shown. 3 Fold in each corner of the BOX LID along the dotted lines. Tape as shown. 4 To decorate the box, choose some of the BIRCH BARK BOX DESIGNS on page 54. Color as desired, then cut them out and tape them onto the box. TEACHING WITH THE MODEL 1Why did Indians of the Northeast make boxes and containers? (They used containers to hold things such as liquids, and as dishes, trays, and so on.) 2 Out of what materials did they make boxes and containers? (They used wood, rushes, husks, clay, or bark.) 3 Why did they use these materials? (because these were readily available natural resources) 4 How did Indians such as the Micmac obtain and prepare birch bark? (They cut and loosened the bark from birch trees, soaked the bark in hot water for easier handling, and then shaped and sewed the pieces together.) 52

53 BIRCH BARK BOX (MICMAC) xxx birch bark box base 53

54 BIRCH BARK BOX (MICMAC) xxx birch bark box lid birch bark box designs 54

55 CLOTHING, ACCESSORIES & MORE Clothes for the Seasons (SAUK) xxxxx Students make a model that depicts the clothing worn by the Sauk Indians in different seasons. G G N ATIVE T RADITIONS Tribes such as the Sauk, Fox, and Menominee that lived near the Great Lakes gathered rice, grew crops, and traveled in the summer to the prairie to hunt buffalo. Each tribe settled in a permanent village and cleared nearby fields for planting. The men roamed within about a hundred miles of their villages to hunt deer, moose, beaver, wolves, and other animals. The women made clothes from deer and other animal skins. After scraping the hair from the skins, they soaked and beat the skins to soften them. Then they cut, shaped, and sewed them into dresses and leggings for themselves and breechcloths, leggings, and shirts for the men. Women sewed with thread made from animal hairs or sinew made from deer tendons, and needles made of animal bone. They drilled holes in the bones using handheld sharp pieces of stone. To keep warm during the cold winter months, both men and women wore robes made from bear, deer, or rabbit skins, and leggings and moccasins made of deerskin. Men wore shirts and breechcloths under their robes and women wore dresses and shirts. The men might also have worn fur turbans or headpieces decorated with additional fur, beads, or porcupine quills. (continued) 55

56 CLOTHING, ACCESSORIES & MORE G On warm summer days, women wore dresses and deerskin headbands while men wore breechcloths. Usually they walked around barefoot. Both men and women wore armbands, earrings, and necklaces decorated with beads made from shells, quills, or animal bones. Men also wore necklaces of animal teeth and claws, headpieces made of the stiff straight bristles from deerskin, and painted designs on their faces with colored pigments. G MAKING THE MODEL Materials L photocopies of pages for each student L scissors L tape L crayons, colored pencils, or markers (optional) Guide students in following these directions to make the model: 1Color the pages as desired. Then cut out the two-sided AUTUMN/WINTER and SPRING/SUMMER SCENES on page 58 and fold it in half along the center dotted line. 2 To make the SCENE stand, fold along the dotted lines at the bottom of the AUTUMN/WINTER side and tape the edge of this flap to the bottom of the SPRING/SUMMER side. 3 Cut out the SAUK FAMILY on page 59. Fold back the strip at the base along the two sets of dotted lines to form two flaps. 4 To make the family stand, wrap the flaps around each end of the background scene. To make the dog stand, fold back the flaps. 5 Cut out the remaining patterns on page 59 for use in Teaching With the Model on the next page. 56

57 CLOTHING, ACCESSORIES & MORE TEACHING WITH THE MODEL 1Have students compare and contrast the AUTUMN/WINTER and SPRING/SUMMER sides of the diorama. How are they alike and different? What things do students observe in each scene? (Answers will vary.) 2 Have 3 Ask students place the SAUK FAMILY and DOG in front of the SPRING/SUMMER scene. Options for this scene include: Students may wish to place the BASKET in the hands of the girl or woman, and the FISH or BOW in the hands of the boy. (Students can affix the items using bubbles of tape.) The girl or woman might hold onto the CRADLEBOARD. The woman might wear the NECKLACE and the man, the HEADPIECE. students to describe the warm-weather clothing worn by the family members. Then ask, Where did they get their clothes? (The women made them from animal skins.) Do you think these clothes were easy to make? Why or why not? (Answers will vary.) Were they comfortable to wear? Why do you think so? (Answers will vary.) How do these garments suit the spring and summer seasons? (Fewer layers helped the people keep cooler on warm or hot days.) What items are the different family members holding? How do these relate to the lives of the Sauk and the different seasons? (The boy might be holding freshly caught fish for food or a bow for hunting; the girl or woman might be holding the basket, used for holding different foods, or the cradleboard, used for taking care of a baby, and so on.) Do More! Divide the class into two groups: winter and summer. Ask each group to describe their lives in their designated season. What clothes do they wear? What foods do they eat? What changes are made in their homes? How do these compare with seasonal changes that Native Americans experienced long ago? 4 Have students remove the items worn or held by the family members in front of the SPRING/SUMMER SCENE and turn the diorama around to the AUTUMN/WINTER side. To dress the family for winter, have students fold down the tabs of the WINTER CLOTHING and place the pattern over the people s shoulders. Options for this scene are the same as those listed above, except that the SNOWSHOES can be added to this scene. Repeat step 3 for the autumn and winter seasons. Tell students that the man is holding a wooden scepter that indicates his prestige. 57

58 CLOTHES FOR THE SEASONS (SAUK) spring/summer 58 autumn/winter

59 CLOTHES FOR THE SEASONS (SAUK) xxxxx necklace headpiece basket snowshoes cradleboard dog winter clothing overlay bow fish Sauk family 59

60 CLOTHING, ACCESSORIES & MORE Deerskin Moccasin, Beavertail Snowshoe, and Snowshoe Diorama (SAUK) xxxxx Students learn about the footwear worn by the Sauk by making models of a moccasin, snowshoe, and a wintertime scene. G G N ATIVE T RADITIONS On hot summer days, men and women from tribes such as the Sauk went barefoot. But for most of the year, they wore lightweight moccasins sewn from deerskin. Except for the sole and laces, a moccasin could be made from one piece of hide. And as many as nine pairs of pairs of moccasins could be made from one large deerskin. When snow fell, it was necessary to wear snowshoes along with the moccasins. The snowshoes broad surface helped distribute the weight of the wearer and made it easier to walk over the snow. Snowshoes were made out of strips of bark wrapped around wooden frames. Each snowshoe had a netting of twine or rawhide, and a strap held the snowshoe in place on the wearer s foot. Snowshoe makers developed unique designs to suit different kinds of snow and terrain. The shapes of some of these snowshoes remind people of animal parts. For instance, the snowshoe illustrated in the model is reminiscent of a beaver s flat tail. Other snowshoes resemble the paw print of a bear left in the snow or the sharp points on the tail of a swallowtail. swallowtail snowshoe bear paw snowshoe 60

61 CLOTHING, ACCESSORIES & MORE MAKING THE MODELS Deerskin Moccasin Guide students in following these directions to make their models: 1Cut out the FACT CARD on page 62 and glue or tape it to an index card. 2 Color page 64 as desired and cut out the patterns. 3 Punch open the four holes on the MOCCASIN as indicated. 4 Crease along the dotted lines. Then fold up the back and sides as shown. Materials L photocopy of page 64 for each student L photocopy of FACT CARD, page 62, for each student L 4- by 6-inch index cards L scissors L tape or glue sticks L hole punches L 12-inch pieces of string L crayons, colored pencils, or markers (optional) 5Pinch together the sides of the MOCCASIN, near the toe, and tape as shown. 6 Fold the SOLE in half and place it inside the MOCCASIN for support. 7Run string through the holes of the MOCCASIN as shown and tie closed. 8Fold down the flaps on either side of the MOCCASIN. 61

62 CLOTHING, ACCESSORIES & MORE Beavertail Snowshoe Materials L photocopies of pages for each student L scissors L 9- by 12- inch piece of cardboard (optional) L tape L pencils L 18-inch pieces of twine or string L crayons, colored pencils, or markers (optional) Guide students in following these directions to make their models: 1Color the patterns on pages as desired and then cut them out. 2 Cut out the two halves of the SNOWSHOE and tape together as shown. Optional: Trace the snowshoe onto cardboard and cut it out. Then tape the SNOWSHOE to the cardboard. 3 Use a pencil to punch two holes in the SNOWSHOE, as indicated. 4 Thread the twine through the holes, from the back, as shown. 5 Tape the ends of the STRAP onto the X s so that the STRAP bulges. Insert the MOCCASIN (see page 61) under the STRAP and tie with twine as shown. Fact Card Deerskin Moccasins Pair of moccasins to be cut from deerskin. For warmth, the wearer could tie the f laps around the ankle. 62

63 CLOTHING, ACCESSORIES & MORE Snowshoe Diorama Guide students in following these directions to make their models: 1Color page 67 as desired and then cut out the patterns. Be sure to cut along the solid black lines around the MAN ON SNOWSHOES. 2 Fold the MAN ON SNOWSHOES along the dotted lines as shown. Materials L photocopy of page 67 for each student L scissors L tape L crayons, colored pencils, or markers (optional) 3 Tape the ends of the WINTER SCENE to the MAN ON SNOWSHOES as shown. The scene will curve. TEACHING WITH THE MODELS 1What are moccasins? How did the Sauk make them? Encourage students to use their moccasin models and the illustrations on their FACT CARDS to explain how the Sauk made and wore this type of footwear. (Moccasins are lightweight shoes made from deerskin.) 2 Ask students to hold up their snowshoe models with the moccasin in place and describe how snowshoes were made and worn. (Snowshoes were made of bark wrapped around wooden frames. They had netting and straps that held moccasins in place.) 3 Ask students to study their Snowshoe Dioramas. What was the reason for the snowshoes bear-paw shape? (A snowshoe s broad surface helped distribute the weight of the wearer and made it easier to walk over the snow.) Do More! To learn more about the Native art of making snowshoes, have students visit the Web site of the Hudson Museum at the University of Maine ( museum/online%20exhibits /Snowshoes/). The Introduction page on the site provides more information about how snowshoes were made. The Northeastern Snowshoes page shows examples from the early twentieth century of the distinctive snowshoe shapes made by various tribes in the Northeast. 63

64 DEERSKIN MOCCASIN (SAUK) sole xxx moccasin 64

65 BEAVERTAIL SNOWSHOE (SAUK) xxx strap snowshoe 65

66 BEAVERTAIL SNOWSHOE (SAUK) xxx Tape other half of snowshoe here. Cut out. X X snowshoe 66

67 man on snowshoes winter scene SNOWSHOE DIORAMA (SAUK) xxx 67

68 CLOTHING, ACCESSORIES & MORE Weasel-Tail Fur Hat, Quilled Braid Band (OJIBWE/CHIPPEWA) xxx Bear-Claw and Bead Necklace, Decorative Beaded Belt (FOX) Students make models of a hat, hair ornament, necklace, and beaded belt. G G N ATIVE T RADITIONS Like all Native Americans, Indians who lived in the Northeast respected nature and were thankful for all the gifts it offered. They made full use of the plants they gathered and the animals they hunted. They also looked to different animals as models of strength, cunning, and power. A necklace of bear claws or elk teeth, for instance, reminded the wearer of those animals attributes, which the wearer hoped to emulate. The same was true for the furry skins and tails of animals that were made into hats and headpieces. Algonquian language-speaking tribes living around the Great Lakes such as the Ojibwe/Chippewa decorated their clothing with porcupine quills, and also used the quills to decorate deerskin bands that could be worn around hair braids or as bracelets. Women soaked the quills in water to soften them, then flattened them and colored them using dyes extracted from plants, soil, and minerals. First, they added the source of the dye to boiling water. Then they dipped the quills into the 68

69 CLOTHING, ACCESSORIES & MORE G colored water. The longer the quills were left in the colored water, the darker they became. To decorate clothing with quills, women either sewed the quills directly onto the clothes, as borders, for example, or created decorative patterns with the quills on deerskin patches, then sewed the patches onto the clothes. Many Indian tribes of the Northeast valued beads. Fox women made them from freshwater quahog clams, whelks, and conches that they gathered along the shore. Beads were also made from the bones of deer or other animals. The shells or bones were broken into little squares or rectangles. Using grooved stones, the women ground the pieces into cylindrical beads. Then they drilled a hole through each bead using a sharp piece of stone. The beads were then woven or strung into decorative necklaces, bands, and belts. For more about the use of beads, see Sensitivity to Native Cultures, right. MAKING THE MODELS Weasel-Tail Fur Hat G Sensitivity to Native Cultures Many tribes who lived in the Northeast used beads made from quahog and conch shells to make wampum belts. Belts made for this purpose held deep spiritual and historical meaning for them. Tribes used wampum belts in various ceremonies and exchanged them as pledges to keep treaties and to assure friendships. They also recorded important tribal events on the belts by arranging the beads in various designs. Because of the spiritual significance of wampum in Native cultures, this book does not include a model depicting this handcraft. Guide students in following these directions to make their models: 1Color the photocopies of page 73 as desired. Then cut out two or three headbands depending on the size of a student s head. 2 Tape the headbands together end to end. 3 Tape up to four weasel tails to the hat. 4 Put on the hat. Use two paper clips to fit the hat to the head as shown. Materials L photocopies of page 73, two or three copies for each student L scissors L tape L paper clips L crayons, colored pencils, or markers (optional) 69

70 CLOTHING, ACCESSORIES & MORE Quilled Braid Band Materials L photocopy of page 74 for each student L scissors L tape L hole punches L 8-inch pieces of yarn L crayons, colored pencils, or markers (optional) Guide students in following these directions to make their models: 1Color page 74 as desired. Then cut out all the patterns. Set aside the BAND for use later on. back of band 2 Take a RECTANGULAR STRIP and a QUILL. Fold one end of the QUILL around the STRIP as shown. Wrap the QUILL around and around the STRIP and finish by inserting the free end of the QUILL into the back of the STRIP. Use enough QUILLS to fill the entire strip and repeat this procedure for each STRIP. 3 Tape each quill-wrapped strip onto the BAND in the space provided. (To create the V-shaped pattern, turn over every other band.). front of band 4 Bring the two ends of the band together as shown to form the braid band. 5 Punch three holes in the ends of the braid band where indicated. String yarn through them so that the yarn hangs down three or four inches as shown. (The Ojibwe/Chippewa would have used thin deerskin strips.) 6 Slide the model over a braid or ponytail or pin to the back of the hair at the nape of the neck. (For thick hair, loosen the yarn to widen the band.) The band may also be worn on the wrist. 70

71 CLOTHING, ACCESSORIES & MORE Bear-Claw and Bead Necklace Guide students in following these directions to make their models: 1Color page 75 as desired, then cut out the nine BEAR CLAWS. Fold each BEAR CLAW in half, cut out the center, and punch holes as shown. Then tape together the open edges as shown. 2 Cut out the nine BONE BEADS. Curl them into cylinders, and tape as shown. 3 Thread an 18-inch piece of string through the BEAR CLAWS and BEADS, alternating the CLAWS and BEADS. Knot the ends of the string together and wear around the neck. Decorative Beaded Belt Guide students in following these directions to make their models: 1Cut out the FACT CARD on page 72 and glue or tape it to an index card. 2 Color the beaded patterns on the two belt parts on page 76 as desired, and cut them out. 3 Fold the belt parts in half along the dotted lines, and punch two holes at each end as shown. 4 Tape together the ends without holes. 5 Thread an 8-inch piece of string through the holes in each belt part and knot as shown. To wear the belt, tie the free ends of the string together into a bow. Materials L photocopy of pages for each student L photocopy of FACT CARD, page 72, for each student L scissors L 4- by 6-inch index cards L tape or glue sticks L hole punch L 18-inch pieces of string L 8-inch pieces of string L crayons, colored pencils, or markers (optional) 71

72 CLOTHING, ACCESSORIES & MORE Do More! Challenge students to select an animal with abilities they wish they had. Have them research the animal, identify the desired abilities (such as the ability to fly, to see well at night, to swim underwater for long periods of time, and so on), draw a picture of the animal, and explain what they would do if they had such abilities. TEACHING WITH THE MODELS 1Invite students to put on their models and study their FACT CARD. Point out that the headband on the hat depicts beaver fur and that the tails are weasel. The claws on the necklace would have been from a bear, and the beads, from the bones of deer or other animals, or from the shells of freshwater mussels or clams. Then ask the following questions: Why did the Iroquois tribes such as the Ojibwe/Chippewa and Fox make these items from animals? (Animals provided raw materials for clothing and accessories, but the Indians also emulated the animals attributes such as strength, cunning, speed, and so on.) How did the women use porcupine quills? (They dyed the quills and used them to decorate clothing and to make hair braid bands.) From what were beads made? How were they made? (The beads were made from mussel and clamshells and from animal bone. The bead makers shaped the beads using grooved stones and drilled holes in them.) Fact Card Fox Bead Making Drilling a hole in a bead was a slow and difficult process. First the bead maker placed a sharpened shard of stone on a bead, then rapidly rolled it back and forth between the palms of her hands. To smooth and shape the beads, the bead maker threaded them on animal hairs or sinew, then placed them in a grooved stone and pulled the thread back and forth in a sanding-like motion. 72

73 WEASEL-TAIL FUR HAT (OJIBWE/CHIPPEWA) xxxxx headband weasel tails 73

74 quills band QUILLED BRAID BAND (OJIBWE/CHIPPEWA) xxx rectangular strips Tape quilled strip here. Tape quilled strip here. Tape quilled strip here. Tape quilled strip here. Easy Make & Learn Projects: Northeast Indians Scholastic Teaching Resources 74

75 bone bead Cut out. bear claw Cut out. Cut out. BEAR-CLAW AND BEAD NECKLACE (FOX) Cut out. Cut out. Cut out. Cut out. Cut out. Cut out. 75

76 BEADED BELT (FOX) 76

77 CLOTHING, ACCESSORIES & MORE Cradleboard (OJIBWE/CHIPPEWA) xxxxx Students make a model cradleboard and learn about the lives of Ojibwe/Chippewa children. G G N ATIVE T RADITIONS As was the tradition of many Native American peoples, Ojibwe/ Chippewa babies traveled with their parents as they worked. The father or a member of the extended family would make a wooden board that served as a cradle and a way of transporting a young child. A deerskin pad served as a mattress and rested on this cradleboard. After wrapping her baby in a deerskin, the mother placed him or her inside a blanket pouch that lay on top of the deerskin pad. Some cradleboards, such as the Ojibwe/Chippewa cradleboard depicted in the model, were made with a curved wooden or stiff leather bar; if the board fell over, the baby would not be harmed. Toys could be hung from the bar to keep the baby amused while his or her mother worked. The mother wore the cradleboard like a backpack by looping and tying cords made from deer sinew under her arms. She could also lean a cradleboard against a tree while she worked. As children grew, the girls learned from the adult women how to do household chores, such as cook and prepare animal skins and work in the fields tending and harvesting crops. Girls also helped take care of the younger children. Men taught boys how to use bows and arrows and construct canoes. Boys were also expected to spend time in the woods with other boys to learn how to track animals and survive away from home. 77

78 CLOTHING, ACCESSORIES & MORE MAKING THE MODEL Materials L photocopy of page 79 for each student L scissors L tape L crayons, colored pencils, or markers (optional) Do More! Have students make lists of the chores they are expected to do. If they have an older sibling, ask them to list chores that sibling is responsible for. (Students may have to do those chores as they get older.) Tell them to keep a log of what they do for one week, including time in school, homework, time spent with friends, and so on. What do they think an Ojibwe/Chippewa child their own age would have done in a week? Guide students in following these directions to make their models: 1Color and cut out the patterns on page 79. Fold the CRADLEBOARD in half along the dotted line. 2 Tape the free end of the BAR to the folded side. 3 Tape the DEERSKIN PAD onto the cradleboard. 4 Fold the BLANKET POUCH in half along the dotted line and tape the open seam closed. 5 Slide the BLANKET POUCH over the CRADLEBOARD. Then fold up the end of the CRADLEBOARD and tape to the front of the BLANKET POUCH. 6Place the BABY between the BLANKET POUCH and the DEERSKIN PAD. Fold the CRADLE TOY around the BAR, and tape as shown, so it can slide across the BAR. TEACHING WITH THE MODEL 1What was a cradleboard? (A cradleboard served as a cradle and a way to transport a baby.) 2 How was a cradleboard used? (A woman wrapped her baby in a blanket, placed him or her in a blanket pouch, and then slipped the baby into the cradleboard on top of a deerskin pad. Then the woman secured the cradleboard with deerskin cords so that she could carry the baby on her back. She could also stand the cradleboard against a tree while she did her chores.) 3 Help students understand why some cradleboards were made with bent wooden or stiff leather bars by holding their models upright and letting them fall over. Ask: What was the importance of the bars? (If the cradleboard fell, the bar prevented the baby from being harmed.) 4 What did children learn as they grew? (Girls learned to cook, prepare skins, and tend and harvest crops; boys learned to use bows and arrows, construct canoes, track animals, and survive in the woods.) 78