“But, I Don’t Have Artifacts!”: Resources for Teaching Native Cultures and Object-based Learning in the Classroom

Ann Marie Gleeson, Primary Source

Chronological Thinking

Place the images in approximate chronological order.

What is the topic of your set of images?

What inferences can you make from this progression of images?

What connections can students make about change over time?

What skills does this activity address?

The Makah Peoples

1792

1865

1900

1903

1905

1910

1910

1911

1915

1923

1941

1964

1990s

1995

2009

Acoma Pueblo

1898

1899

1926

1929

1930s

1930s

1941

1941

1999

(Hillary Clinton at Acoma)

2006

2010

Native Footwear

400 – 600 AD Pueblo (Utah)

1870Kansas

1890ShawneeOklahoma

1890s Oklahoma

1900Blackfootceremonial

1910Alaska

1910 Canada

1920 Ojibewa

1940 Mexico

1970 Canada

1983 Alaska

2000 Minnesota Chippewa

2010 Yakima Washington State

Chronological Thinking

How did you make your decisions? What evidence did you use?How did you use objects?

Chronological Thinking

Change over time

Contemporary Images

Object analysis purpose,

detail work,

climate/geography/raw materials,

art, used today, tourism

Making Connections Without the Actual Artifact

Images of the object

Bring in contemporary objects or reproductions

Show images/videos of how it was made or used

Use sample raw materials

Artifact Kits

Cedar Bark

http://www.sfu.museum/time/en/panoramas/beach/bark/43/ http://www.sfu.museum/time/en/panoramas/beach/bark-stripping/44/

Cedar Bark

http://www.sfu.museum/time/en/panoramas/beach/uses-of-cedar-bark/47/ http://www.sfu.museum/time/en/panoramas/beach/uses-of-cedar-bark/48/

Resourceshttps://www.livebinders.com/play/play?id=1054119