Showing posts with label Nez Perce. Show all posts
Showing posts with label Nez Perce. Show all posts

Friday, July 26, 2013

Who were/are The Nez Perce?

This page is written as a part of a larger unit centered around The American Girl's Kaya Collection.  However, it is intended to be a great resource for anyone wishing to learn more about the Nimi'ipuu people and their history.  I thought it would be important to get past just Kaya and her life from long ago and make it clear that the Nimi'ipuu have a long history that started before Kaya and continues to this day.  So, the links below will include lessons and information about Nez Perce culture at the time of Kaya as well as Chief Joseph and the war of 1877, and Nez Perce projects, culture and activism today.


As a basic first step, we added the arrival of the horse to the North American continent, The arrival of Lewis and Clark in Nez Perce land, The arrival of missionaries, the War of 1877, the years Chief Joseph and his band spent on the Oklahoma Reservation, and the inauguration of more recent projects such as the such as the Wolf Conservation and Management Project to a timeline we are making regarding all of our history studies.  For more lessons (from Pinch of Everything) about the Nez Perce OR the Kaya series and language lessons that can accompany it, you will want to return to the Kaya Unit Home Page, to do this, simply click the titled link, or scroll to the bottom of the page for another link there.

Tons of Lessons and Tons of Choices

Native American Arts - This link will take you to pages upon pages of wonderful information for background and research on cultural aspects of this nation of people yesterday and today.

National Park Service - Nez Perce Historic Monument -This link will actually take you to a whole page full of lessons about not only the Nez Perce, but other groups too.  Scroll to the Nez Perce for eight fabulously detailed and well-designed Lessons on Nez Perce and their history.  Additionally, I want to highlight the Isaaptakay Project - A set of lessons that includes wonderfully engaging activities, a little math, and fabulous photos for use with the lessons.

PBS Nez Perce - This site has general information relating to the Nez Perce and their History as relates to the PBS special, "The Nez Perce."  On the left-hand side, you will find links to further pages including one for "Classroom Resources."

Idaho Historical Society - Junior Historian Program - "The Prospector" is a pseudo newspaper for kids that outlines what was happening during the war of 1877, who was involved, and different perspectives on the matter.  Have your student/students analyze for evidence of bias to one side's perspective or the other.  Read through the newspaper together, but also watch the PBS special and then have your students/child present the same information in a new way - a children's book?  Graphic novel? Play/reenactment. . .  For more background information from the society, click here.

Discovery Education Lesson Plan - "Breaking the Stereotype - the Writings of Chief Joseph" is a lesson that uses Chief Joseph's speech as a way to introduce kids to a different vision of what it means to have been a Native American during the time of Westward Expansion in the United States.  You might consider having your kids also take a look at photos of Chief Looking Glass in the same way the lesson asks kids to take a look at photos of Chief Joseph.
 
Photos - Archived photos from the Smithsonian.

A Chart for Comparing Tribes of North America - Make some of the spaces in this chart blank by covering them before copying and then have your kids do research, or use what they've learned during your lessons to fill in the blanks.  Leave tribes you don't study right where they are, or replace tribes you don't study with those you do.

Return to Kaya Unit Home Page


Thursday, July 18, 2013

Nez Perce Foods


One of the funnest ways to relate to a culture you aren't really familiar with is through its unique foods.  With some cultures, this can be really difficult to do (and get the genuine article), but I know the Roman feast we had was a huge hit (even without sugar).  Since we are reading the American Girl Books as our "in" to US History, we are starting with Kaya.  For more information and other activities from the unit (not all of which specifically go with Kaya), simply click the link at the bottom of the page for the Kaya Unit Home. 

Besides the information in the Kaya series itself, I found the American Indian Health and Diet Project website to offer a straightforward and brief synopsis of Nez Perce history of food habits very helpful.  The National Historic Monument Site also had great general information about the plants most readily available in the area the Nez Perce traditionally inhabited, how they used those plants, and how being confined to a reservation affected their diet.

Since the Nez Perce were largely migrational, it is important to make sure kids understand how Nez Perce foods changed with the seasons.  This lesson plan is a great way to get your kids started on planning their feast while also teaching them about the way the Nez Perce of Kaya's time perceived the seasons.  It is also important to differentiate between migrational living and hunting and gathering.  Notice, when Kaya's community migrates to the valley where camas is gathered, they go to a place where they know the bulbs are already growing.   Same is said for berry season.  This isn't exactly the same as simply gathering what is found.  Additionally they make sure to leave some berries on the bush (which produce seeds and help to keep other animals fed as well),  Same is true for the way they treated the camas bulb.  They cultivated what already grew, they didn't just gather what they found.  Each season they have villages they return to each year for what that particular location offers at a particular time of year.  For a picture of a modern Nez Perce in the process of gathering roots, simply click this sentence.  The description under the photo claims the subject in the photo is harvesting camas bulbs.  However, the flowers do not look at all like camas, instead, I think he may be collecting kouse or biscuit root, based on the look of the flowers around him.

To compare a migrational lifestyle with that of a farming lifestyle, you might also teach your students a bit about the Tribes that farmed such as the Shawnee, Iroquois or the Navajo.  These farmers tended the soils and, sometimes irrigated their fields.  A helpful online article for the teaching adult, or high school student about Permaculture and Native Agricultural practices is on The Why Files and might provide good background information for your own understanding before presenting the differences to your students.  Your students might enjoy learning about the "Three Sisters" to better understand a farming practice common to some of the farming Eastern Tribes.  This particular version is Iroquois.

When it was Fresh

In spring and summer, Nez Perce would have access to their dried foods as these were made throughout the year because they stored and traveled well in order to accomplish having food throughout the colder months too.  However, fresh foods would have been a special treat during the seasons of abundance.  Foods that were dried to store for the rest of the year (as well as eaten fresh were, choke cherries, blueberries, huckleberries, service berries and thimbleberries among others.  They also would have dried meats and roots to store.  Additionally, a number of greens such as clover would have been enjoyed during these periods of time. 

Fresh salmon would have been abundant during the salmon runs.  Salmon and camas bulbs were main staples in the Nez Perce diet that were used frequently throughout the year.


A Winter Meal

Some winter foods would have included dried or smoked meat (jerky) and root soup.  Dried meat and berries as well as roasted meats fresh from a hunt.  There also may have been various nuts and seeds.  In the photo above you can see plain sunflower seeds - lightly toasted.

Food For Travel and On the Hunt

Fingercakes were a special treat made from the kouse root that would have been available especially in spring, but again stored and kept well for long periods too.  Pemmican helped keep hunters fed on very little while off on a long hunt (such as was required to treck into the plains for buffalo after horses were part of the Nez Perce culture.


What We Made

Some of the foods the Nez Perce ate were easy to get (blueberries - even dried) aren't all that hard to find,  Camas bulbs were not easy, and kouse (pronounced something like cowish) even tougher but alternatives with similar taste or texture CAN be found and used to at least give a kid a memorable experience.  It is important to make sure a child knows the taste may not be exactly right though.


Blue Cams Flower (I think it is a different species than the edible one though)

Cooking and Eating Blue Camas is a blog about Hank Shaw's experience with camas bulbs in the kitchen.  He foraged for his own, but he does make them sound delicious - and HARD to FIND!!  If you do go foraging, be aware there are two plants that look almost alike.  One is called, "The death camas." If you would like to see a video about Camas bulbs (and what they look like) in the field THIS VIDEO is a good one with which to start.  After watching you may want to ask, "why do you think he is saving the smaller bulbs to replant?" and see what answer your kids can come up with.  If they don't answer, "the small ones won't be much to eat and if they just toss them there won't be any the next year" (or something like that)  This Second Video is all about preparing the camas in different ways and what they look like "in the kitchen."

Our "Nez Perce Dinner" wound up not being authentic really at all.  There were many times I wished I knew a modern Nez Perce or two as that might have been helpful in getting the flavors closer (even if I couldn't get exactly the right ingredients,) because they do still cook SOME of their traditional foods in addition to eating a modern American Diet.   However, the experience did give Alice the idea of cooking from what was available and something truly memorable to attach information from her other lessons to (something that helps with information retention).

Since we couldn't get camas bulbs, we roasted sweet potato and roasted onions - one to taste the flavor many name as most similar as that to a nicely roasted and caramelized camas bulb, the other to see how a bulb would change in appearance (and flavor) while roasting as well as to experience the most likely texture the bulbs would have had.  In both linked recipes I followed the directions given, but omitted the herbs the recipe called for.  With the onions, I added a smear of canned coconut milk to the top to help them sweeten and caramelize.  If you are looking for more alternatives, you can sort through these other plant species that grow in the NW wild to see what flavors you might prefer.  Also, remember tribes across the continent were connected through a sophisticated series of trade routes and associations.  The Nez Perce were exposed to, Horses, European Trade Goods, and European epidemics long before they ever actually met a white man in person because of the sophisticated trade relationships that existed.  Traded spices may also have been used (though probably not as frequently or in as great quantities and supplies native to the Idaho, Eastern Oregon and Eastern Washington Valleys and Mountain slopes.


Another Nez Perce standard was the "kouse root."  Finding anything about this plant online was extremely difficult. One example I could find was on a site called, "countries and their cultures."  On that site, the root is described as "corn like."  Scroll down to the part titled "cuisine to read the reference yourself."  I also found this resource, that refers to "biscuit root" and associates it as the Nez Perce "cousroot."  When I did further searches on biscuit root (and as a result, lomatium) I discovered a lot more information, incuding photos of the flower, and its equivalent flavors.  Since Aalah makes finger cakes in Meet Kaya, again we did our best knowing we weren't quite on target and made corn meal finger cakes with parsley in them to try to approximate the flavor.  It took half cornmeal half flower to mellow the corn flavor enough to taste the parsley (I wound up using a bottle of parsley and about three cups each of cornmeal and flower to get it to work).  Be careful, add the water very slowly.  If you get too much water in it, then it is too sticky and you can't get it off of your fingers enough to let it dry. Shape them by squishing them in your hand and then leave them in a safe spot to dry for a few days.


Jerky Stew - Although I had no recipe references from which to work for this one, jerky was used in stews or soups in winter.  The meat re-hydrated somewhat while boiled in water.  I decided since the wild carrot was available and used by the Nez Perce, I would simply make a parsnip (which I couldn't find this time of year, so I settled on carrot), leek and potato soup with the jerky in it.  Although the potato we use frequently today was not native to the area (even though Idaho is known for its potato farms today), they did eat many roots and tubers which have similar starchy blandness to them.  Again, I added parsley because it is likely the kouse root would have been one ingredient used for this kind of purpose AND the camas bulb while sweet and sugary when roasted, would have been more oniony when dried or eaten raw (hence the leeks).  I simply boiled the jerky, leeks and parsley for awhile, then added small potatoes and forgot about the carrots (because I can be like that sometimes).  It was really tasty - even without the carrots

Pemmican can be made a lot of different ways.  As you may know from reading Kaya's Escape, pemmican is a high energy food that was wonderful for keeping bands in transit well-fed without the need for a lot of cooking.  Hunting groups would have had pemmican in their saddle bags.  The Northern Tribes, such as the Inuit, made Pemmican with a little jerky and a lot of fat, but it does seem the Nez Perce used jerky, oil and dried fruits to make it (which sounds a little more appealing to me).

One article I found goes over quite a bit more detail about how Plains Indian Groups made pemmican with buffalo as well as how they used it.   The best list of resources available was from Cornell.  The Nez Perce would have had access to buffalo to make pemmican this way at times, but we know they also used deer meat and sometimes even dried salmon.  For supplies that are easy to find (even if they aren't exactly what the Nez Perce would have used) you can try the recipe NPS gives on the Nez Perce Nation Historical Monument site.  You will have to scroll down to find it.  For more authentic fair - there are TONS of ideas on what was used and how to make the pemmican online (it is considered a survival food).  Unfortunately, it would seem not a lot of it is focused on the Nez Perce way or well substantiated (in terms of amount of fruit and nuts).  Quite an argument seems to exist out there about whether fruit was ever used in the first place.  Most recipes do not call for adding nuts or seeds.  Personally, I doubt if there was only one authentic way.  Any migratory group of people used what was available to them at the time they needed something.  Seasonally, what was available changed dramatically.  Sometimes, it probably was jerky, animal fat, and that was it.



Roasted or smoked deer, buffalo and salmon for protein would all be authentic foods.  Jerky made of these meats would be an appropriate protein to start with for making soups or just eating as a jerky for a Winter meal.  Seasoning is a bit more of a question.  In 1764, The Nez Perce would NOT have dressed their roasted  meats with rosemary for instance.

The Idaho Botanical Gardens have a lovely packet online about plants from Idaho, how they got there, and how they are used by humans.  Check out their lessons and activities guide called "Idaho Plantlore".

I guess many people connect "fry bread" as yummy American Indian food.  However, according to Navajo tradition, fry bread was made with the flour, sugar, salt and lard the US government gave them when the Navajo were relocated to lands that made it difficult if not impossible to sustain themselves with their traditional foods.  Fry bread is incredibly fattening and requires processed ingredients.  Additionally, the Nez Perce were somewhat migratory so growing wheat and processing that wheat into flour of any kind would be impossible.  One source I read online said it was possible the Nez Perce made a flour from camas bulbs but even that was pure conjecture from a chef that was trying to figure out how to make his fry bread "authentic."  I think it fairly unlikely the Nez Perce would have eaten it pre-European contact.   However, discussing fry bread and its POSSIBLE history, can be another way to talk about how humans transition through time.  It can be a way to start the discussion about how we've all changed over the past centuries AS WELL as the oppression Native Americans were forced to endure.   It also may offer up a way to discuss one of the issues many American Indians still face today - maintaining a healthful diet.  For more information on this current issue check out more on the American Indian Health and Diet Project site.  If you WOULD like to add this to your feast, I thought this recipe looked simple enough to try.

Back to the Unit Home Page - US History with Kaya


Sunday, July 14, 2013

Meet Kaya Reading Guide

If you'd like to have your kids do some vocabulary and comprehension work alongside their reading of the Kaya Series of books, this set of words and questions should work well for most elementary school students between third and fifth grade who might read, Meet Kaya.  This is a single reading guide from a whole unit that includes history, art, and language arts elements centered around Kaya and her people.  To access more lessons and resources, check out the Unit Home Page.  For a description of historical inaccuracies and resources regarding those inaccuracies as well as how to approach teaching about American Indians without perpetuating stereotypes, please see Pluses and Minuses.

First, a discussion of the words the Nez Perce and their neighbors used to describe them: Nez Perce Website Page regarding the name, "Nimiipuu"

I suggest having kids finish each of these prompts for each chapter.

Before Reading

I predict this chapter is about _______________________________________ because . . .

While Reading - the first prompt is about visualizing while the second is about asking questions.  The first, helps a child realize they are imagining things in response to what they read, slow down and notice what they are picturing and learn how to communicate those pictures.  The second prompt can ask questions that are "real life" like "wonder what camas bulbs taste like."  OR it can be about what will happen next, "wonder if speaking rain will survive the river."

When I read, "______" it made me picture or imagine . . .

When I read, "______" it made me wonder . . . 

After Reading  This helps kids practice the critical skill of summarizing - something that is very difficult to do btw so be patient.  You might help them by creating a chart where they fill in the subject or predicate underneath.  You'll also need to point out they are  supposed to include the most important experience or struggle in the chapter not just any experience or struggle.

Summarize the chapter:  In this chapter (person)  (experience or struggle) as a result, I wonder . . .

Meet Kaya

Let's Race

Vocabulary

  • beloved
  • buckskin
  • reined
  • glanced
  • travois (this is actually the french word)
  • serenade
  • boast
  • deed
  • dismounted
  • tule
  • disguise
  • skittish
  • nickering
  • hesitantly
  • plunged

Questions to Answer:

  1. What season is it when the story begins?  Use a quotation that shows how Kaya describes the season, then decide whether you think it is summer, winter, spring or fall and cite evidence to support your answer.
  2. Who was Kaya asked to do watch?
  3. What is a Travois for?
  4. Why does Kaya race Steps High even though Toe-ta told her not to?
  5. Raven tells a story with some chord and his fingers.  Like a myth, the story is meant to entertain and to teach all at the same time.  What does the story teach the twins?

Try It

Switchings

Vocabulary

  • gaze
  • responsibility
  • bough
  • discipline 
  • wyakin
  • fingercake
  • crier
  • witness
  • pranced
  • clenched

Questions to answer

  1. Do you think the stick people are real?  Why or why not?
  2. Why does Kaya do the looking while Speaking Rain does the listening?
  3. When the author writes, "The boys were clinging to the trunk like raccoons" she is using a simile by comparing the boys to something else to help create a picture in our minds.  The two boys are good at climbing (because raccoons are good at climbing).  Find another simile in the chapter and write what you think the simile is trying to show us.
  4. What is worse for Kaya - the fact that she got whipped or the fact that because of her all the other children also got whipped?  Use evidence from the book to support your answer.
  5. What do you think about the idea that what one person does affects all the rest?  How is this true for Kaya and her tribe?  How is it true for you?  Do you think it fair that all the children got the switch because of Kaya?
  6. Kaya has to learn to control her boasting.  Have you ever had a bad habit you needed to break?  How did you do it?

Try It

Try the shooting game the boys in the book were playing. 

Make your own Bow and arrows or use a Nerf shooter.  Then make the hoop target using the instructions below (you can also just use a Hoola Hoop).   Have a friend throw the hoop into the air and see if you can shoot through it.
For your hoop you will need:  a pool noodle, duct tape, used toilet paper roll, and hot glue gun and glue rods.

  1. Glue the toilet paper roll into one end of the noodle and make sure it is secure.  This will require a lot of glue.
  2. Bend the noodle so it loops back around and put the other end of the noodle over the toilet paper roll.  
  3. Again, use the glue generously and hold in place until the glue has set completely.  
  4. Wrap the seam where the two ends of the pool noodle meet with duct tape to be sure it is fully secured and your target hoop is complete.
If you choose to make your own bow, you'll simply need a long piece of PVC you can bend into a bowed shape.
  1. Use a drill to cut a hole in one end of the pipe and a fine hand saw to cut a slit in the other end.  The slit will need to be at least a couple inches deep.
  2. Thread a strong chord through the hole and tie it off securely.  You may even want to wrap some extra chord around this spot so it runs over the bow string some to make sure you bow string can snap tightly without coming untied. 
  3. Bend your pipe so you can measure how long the string needs to be in order to be tight and make the bow the right shape.  
  4. Tie a heavy bead tightly at this point on the string and trim the excess chord/string.  
  5. Pull the bead up and over the end of the pipe and thread the chord into the slit you cut with your saw.  
  6. Tape or tie more string at the slitted end of the pipe to secure the bead.  
You now have a bow.  Accompany this with some lengths of dowel that fit he size of the bow.  The dowel must be long enough that you can pull the string back and still have the dowel rest against the bow.  For fun add some feathers to one end of each dowel - be careful to keep the weight and size of the feathers balanced and even around the circumference of the dowel - the flight of your arrow will be affected by these feathers.
For safety, you might want to cover the end of the dowels with foam or small rubber balls.  Depending on the length of your bow and how tight you've strung your chord - this bow and "arrow" can cause injury if it hits someone in the wrong spot.  Always make sure no one is in your line of fire. Only allow kids to use while supervised.

Courtship Dance

Vocabulary

  • courtship
  • sinew
  • antibodies
  • elk
  • quill
  • porcupine
  • parfleche
  • rawhide
  • shied 
  • steadied

Grandma's Story

Horses did not exist in North America until they were brought over from Europe by the Spanish Conquistadors.  Spanish Europeans Landed and explored in the Southern and Western regions of what is now the United States before English Settlers were very prevalent even along the Eastern seaboard.  When Aalah speaks about the time before horses it is because she lived through the changes brought about by these Spanish Explorers.  The Spanish explorers brought goats, sheep and horses with them.  They also brought diseases the American Indians had never been exposed to and had not developed antibodies for. 

1.  What do we learn from Aalah's tale about the time before horses about how the explorers affected the Nimiipuu?  

2.  Culture, traditions and many ways of life changed dramatically for those American Indians that did survive the sickness and were left with the horses that had gone wild left by the Conquistadors.  Research another of the horse tribes and find out how their clothes, migrations, food, and shelter changed by comparing what you learn about their way of life before and after the arrival of horses to North America.  How does the story of the tribe you study compare to Aalah's?  

Try It

Try your hand at weaving!  There are any number of looms available on the market or you can make your own.  Circle weaving is simple and fun - plus the kids can make their own Rosettes this way if they wish.  You can also make your own tule mat.  If you don't have tule, rafia or other reeds will also work.  Just remember the story of Coyote and the Tepee.  Some things can't be done fast or they will fall apart.

Rescued from the River

Vocabulary

  • Surge
  • flailed
  • churning
  • angled
  • withers
  • admiration

Questions to Answer

  1. Why Does Kaya run her horse even though she isn't supposed to in this chapter?  Why is this different from what happened in the first chapter?
  2. Why is it so important that Foxtail called Kaya by her name rather than magpie - what is the meaning in this gesture?

Looking Back

You can either use the "Looking Back" section, OR "Chapter 1: We The People" from Welcome to Kaya's World for this portion of the lessons.  Start by describing that myths are stories people tell to either explain natural phenomenon or to teach important lessons.  Then, read the tale, "How Coyote created the Nimiipuu."  If you have "Welcome to the World of Kaya" you have access to the complete story in the first chapter of the book.  If not, you can read the synopsis of it in "looking back" at the end of "Meet Kaya."  Then, introduce your students to a few other myths - Alice is familiar with a number of Greek and Roman myths as well as the Myth of Oster and Tammuz, so I stuck with American Indian Myths and only reminded her of myths from the European and Asian cultures she already knew.  

Some possible Myths to use:
American Folklore has quite a list of mythology available online at Native American Myths.
Welcome to Kaya's World also has "How Bear Helped Nimiipuu"
There are more myths in the Looking Back sections of, Kaya's Escape which has "Ant and Yellow Jacket"and Kaya's Hero which has, "The Glutton."
The Legend of the Blue Bonnet as retold by Aliki
Storm Boy - this is not a genuine American Indian myth from long ago, instead it is a modern myth written and illustrated in a style akin to that of the coast Salish communities (Pacific Northwest Natives).
Borreguita and the Coyote - Again, this is not a traditional tale, but rather a twist on the "trickster" tales common in Native mythology. In many regions the Coyote was the trickster, but where I grew up, I also encountered trickster tales centered on the Raven.  I don't know how prevalent the use of Crow as trickster is.
Arrow to the Sun - This is now a Pueblo Classic in classrooms across the country having won a Caldecott Honor.

After you've read a few different examples of myths from a variety of cultures, go ahead and ask your students to brainstorm phenomenon to explain, or important lessons every child has to learn.  Then have your kids work together, or separately to write their own modern mythology.

If you will be reading on:

Teacher/Parent - Create a table with four columns and many empty rows.  Then, with your child/students, go back through the story and find as many examples of foods Kaya and her community eat as you can.  Fill in the first column on a table titled, "Foods by the Season."  Label the top of the column, "Summer."  Then, as you read the next story, continue to collect examples of foods discussed in the book in the next column.  Lable the top of the second column "fall."  Continue filling out the table so your food samples fall into the correct columns for each season.  For example, Kaya eats fresh huckleberries in the late summer/early fall, and she dries them so they will have dried huckleberries to eat through the winter. 

Don't forget to also use the American Girl's Website sheet "Nature's Supermarket"

To Return to the Kaya Unit Home Page: Click Here.

For Similar Activities, Vocabulary and Questions for the rest of the Books in the Series: Click Here.