### The Nez Perce Seasonal Round

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

### A. Header 

### Lesson Unit Plan Title: The Seasonal Round: a strong influence on the Daily Pulse of the Nez Perce.

### Developers: Urban Wassmuth, 4^th^ grade teacher, Prairie Elementary, Cottonwood, Idaho; Danette Horrocks, 4^th^ grade teacher, Highland Elementary, Craigmont, Idaho; Denise Hammrich, 4^th^ grade teacher, St. Stanislaus Tri-Parish School, Lewiston, Idaho.

### Grade Level: Grades 3 - 5

### Length of Lesson/Lesson Units*:* This is an adaptable unit that could have a minimum of one 45 minute lesson. It could be extended to a two week long unit depending on teacher preference of extension activities. 

### B. Overview of this Collection-Based Lesson Plan

-   **Park Name:** Nez Perce National Historical Park

-   **Description**: The purpose of this unit is for students to
    investigate and identify gender roles of the Nez Perce. Students
    will also develop an understanding of how changes in the season
    determine daily life and their culture.

-   **Theme:** The daily pulse of the Nez Perce was dictated by the
    seasonal round. The seasons determined not only daily life but much
    of the Nez Perce culture is derived from what occurred throughout
    the year. This included band and family roles, leadership,
    communication, and gender roles food gathering/preparation.

> *Essential question*: What were the gender roles of the Nez Perce? How
> did the season's impact food gathering and preparation within the Nez
> Perce daily life and culture. And how did these activities relate to
> and influence gender roles?

### C. Museum Collections Used in this Lesson Plan

### *Objects, specimens, documents, photographs* from the Park museum collection.

> **\* Required**
>
> **Catalog Number Object** [Gender]{.underline}
>
> \*NEPE 142 Flat Bag woman
>
> NEPE 159 Digging Stick woman
>
> NEPE 354 Pestle woman
>
> NEPE 372 Sinker man
>
> NEPE 1629 Toy Cradleboard woman
>
> NEPE 1758 Bow man
>
> NEPE 1944 Flat Bag woman
>
> NEPE 2166 Ceremonial Club man
>
> NEPE 2252 Sinker man
>
> NEPE 2323 Bow man
>
> NEPE 2347 Cedar Root Basket woman
>
> NEPE 4588 Mortar woman
>
> NEPE 6197 Fish Gauge man
>
> NEPE 8774 Fishing Spear man
>
> NEPE 9668 Fish Net man
>
> NEPE 34572 Cedar Root Basket woman
>
> BIHO 623 Bow man
>
> \*BIHO 3562-64 Arrow man
>
> [Catalog Number]{.underline} [Photograph]{.underline}
>
> HI-C33590 Nez Perce man wearing beaded moccasins
>
> HI-C6424 Nez Perce woman gathering wood
>
> HI-C8525 Nez Perce woman preparing Salmon
>
> HI-2805 Longhouse and tipi
>
> HI-0161 Nez Perce woman processing hide
>
> HI-0783 Nez Perce man fishing
>
> HI-0773 Nez Perce woman preparing camas
>
> HI-0701 Nez Perce man fishing at Celilo Falls
>
> HI-0452 Nez Perce women using tucas to gather roots

### D. National Educational Standards

[Social Studies]{.underline}

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

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

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

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

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

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

[English Language Arts]{.underline}

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

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

[Science]{.underline}

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

### E. Student Learning Objectives

> The student will be able to:

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

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

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

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

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

-   Gain an appreciation for the preservation of artifacts

**F. Background and Historical Context**

> The traditional roles of woman & men in the Nez Perce culture were
> centered on the good of the group, the family and then the band,
> several families living and working together. To that end women and
> men had very distinct and for the most part, very separate roles. Men
> were in charge of hunting, fishing, ceremonies, leadership,
> protection, and knowing how to make all of the tools and equipment
> they needed. Women raised the children, were in charge of all of the
> plant foods, gathering, cooking, and preserving foods. They took care
> of the home, children, made the clothes, the home, and made all of the
> tools needed for their work.
>
> The tribes of the Plateau region, which includes the Nez Perce, used
> the seasons of the year as a means to keep track of time and to guide
> the major activities & celebrations in their culture. This is often
> referred to as "the seasonal cycle" or the "seasonal round", see
> lesson appendix chart "Seasonal Cycle of Plateau tribes...,. They did
> not use a 12 month calendar or watches like we use today. The length
> of a particular season would vary from year to year depending on; when
> cold or warm weather arrived, how dry or wet it was, when plants
> matured, when fish ran, etc. Having lived on dried foods all winter
> spring was a time to gather the early greens and roots growing in the
> low river valleys that made good winter home sites. The men began
> fishing as soon as the run of spring Chinook started up the river. The
> snow would be starting to melt out of the mountains and as the run of
> salmon ended the bands would begin moving to higher elevations. Woman
> and younger children concentrated on harvesting whatever plants were
> in season and ripe. Woman cooked the foods and preserved extra by
> drying it. Nez Perce woman also were in charge of the home. They
> gathered the materials needed to make it, prepared them, made it, put
> the home up, took it down and moved it as needed. Large game would
> become more accessible for hunting by the men as the snow retreated
> through the spring and summer. Men were also ready at all times to
> protect their family and band if the need arose.
>
> Bands began to move toward the end of spring, and through the summer
> they would often meet other Nez Perce bands. It was a good time for
> socializing with friends and relatives you might not have seen for a
> year. Through the summer, as some of the bands stayed in the mountains
> to continue gathering and hunting, others would return to the rivers
> to fish the summer run of Chinook. As fall approached, gathering foods
> and supplies for winter became the primary concern. Everything needed
> to make winter clothes, new tools, and other items would be collected
> during the fall.
>
> Winter brought with it a return to the deep, warmer river valleys
> where the rivers and streams provided needed water and wood for fuel.
> Winter was a quieter time; a time to stay at home, to make tools and
> other items, pass on the ancient stories and conduct ceremonies.
>
> For additional information, see the virtual exhibit at
> www.nps.gov/nepe

### G. Materials Used in this Lesson Plan

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

-   ***Other materials***:

    -   *Documents and photographs*.

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

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

-   *Writing materials*

-   *Art-making materials* [Bag Design Project]{.underline}: paper or
    cloth for bag, coloring medium, photograph of Nez Perce bag,
    scissors, glue [Cordage]{.underline}: raffia, markers or paint,
    picture of fish net (Cordage could also be used for handles on the
    bag)

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

### H. Vocabulary

> Abundance: A great quantity or amount; a plentiful supply.
>
> Bow: A device for shooting arrows made from a flexible wood or other
> materials and is connected at both ends by a bow string.
>
> Band: A group of families living and working together as a unit
>
> Camas: A root related to the lily family that was gathered by the Nez
> Perce. The bulb was dug, peeled, and baked.
>
> Cradleboard: A board with an animal hide framework that is used to
> transport infants and small children.
>
> Hemp: A plant that has tough fiber used to make cordage and cloth.
>
> Hopper basket: A conical basket that fits over a mortar used to
> process food.
>
> Kouse / cous: A root gathered by the Nez Perce in the spring time also
> call biscuit root because small palm sized 'biscuits' were formed &
> pressed together in the hand.
>
> Mortar: A vessel or trough that is used to pound or mix various
> substances.
>
> Pestle: A tool used to pound or grind substances. Used in conjunction
> with a mortar.
>
> Quiver: A case for holding arrows.
>
> Seasonal round: Many tribes harvested the plants and animals that
> nature provided. This usually required them to move form place to
> place as the seasons change

### *Tucas / tu-kes* (digging stick): A traditional Nez Perce digging tool that is used to dig up and gather roots such as camas and kouse.

> Wailing (keening): To utter a prolonged mournful cry in grief or
> suffering

I.  **Teacher Tips**

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

```{=html}
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```
-   Download object images and pictures, preferably in color, and
    laminate.

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

-   There are eighteen artifact pictures available that can be used for
    your students.

-   Print out and laminate the historic photographs.

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

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

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

-   All activities can be adapted for age appropriateness and lesson
    length; feel free to adapt lessons and ideas to meet your teaching
    needs.

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

-   Big Hole National Battlefield website:
    [www.nps.gov/biho](http://www.nps.gov/biho)

-   On line park teacher guide for Nez Perce National Historical Park
    [www.nps.gov/nepe/Education/Education_Intro.htm](http://www.nps.gov/nepe/Education/Education_Intro.htm) -
    see legend *"The Glutton"* in lesson resources.

-   National Park Service Museum Management Program Nez Perce National
    Historical Park virtual exhibit at
    [www.cr.nps.gov/museum](http://www.cr.nps.gov/museum)

-   There is caption information in the virtual exhibit at
    [www.nps.gov/nepe](http://www.nps.gov/nepe) and
    [www.cr.nps.gov/museum/](http://www.cr.nps.gov/museum/) describing
    each object and historic photo used in this lesson unit plan***.***

**J. Lesson Implementation Procedures**

-   ***[Activity 1: Introduction and Warm Up]{.underline}***

-   Printout copies of Pretest and have students complete. This can also
    be used as the post test.

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

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

-   ***[Activity 2: (This activity may take two class
    periods.)]{.underline}***

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

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

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

-   After initial observations are complete, students will research
    their object using the printed descriptions printed from Nez Perce
    National Historical Park's website, Teaching with Museum Collections
    link. If computers are available, the students may go online to view
    these descriptions. While doing this, students will complete their
    KWL chart.

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

-   ***[Activity 3:]{.underline}***

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

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

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

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

-   ***[Activity 4:]{.underline}***

-   Teacher breaks up the class into small groups and passes out one or
    two photographs from the park's historic image collection. Along
    with photographs, pass out a KWL chart.

-   Based on what was learned from the previous activities, have each
    group identify what is going on in each photograph, again asking
    questions like: What is the object? What was the object used for?
    Could it have more than one function? Would a man or a woman have
    used it? What season would it be used in? What is it made of? How is
    it decorated?

-   As each photograph is analyzed, have the students fill out the KWL
    sheet and share the results with the class.

-   ***[Wrap Up Activity and Discussion]{.underline}***

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

-   Teachers will take a photograph of the child's object.

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

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

    -   Purpose and use of the object

    -   Age of item

    -   Previous and current owners

    -   Monetary and personal value

    -   Significance the item could have in the future

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

    -   Why would this item be important to that person?

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

> The science of caring for artifacts, objects made and modified by
> people, consists of two disciplines; curation and conservation.
> Curation is the art of caring for, or managing, museum objects and
> collections. Descriptions of work include, Collections Manager,
> Registrar, Curator, Museum Specialist and Technician, Exhibit
> designer, etc. Conservation is the science of providing specialized
> care to stabilize, prepare (for transport, storage, or exhibition) or
> treat museum objects. It is based on a scientific understanding of the
> properties of an object and the effects the environment can have on
> them. Ancient tools, clothing, and personal items are by their very
> nature fragile and need special care. This may include limiting light,
> keeping out insects, preventing mold, and other influences that will
> harm the item. Museums are institutions that preserve, exhibit, and
> make available for research a variety of objects; from art, ancient
> cultures, photos, films, music, etc.
>
> Archival work stems from library science. It preserves and makes
> available for research documents, books, photographs, and other paper
> forms.

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

**K. Evaluation/Assessment for Measurable Results**

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

-   Students will complete the Pre and Post test evaluation.

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

-   Students will complete the Venn Diagram for Activity 3.

-   Students will show appreciation for museum artifact exhibits by
    completing a presentation.

### 

### L. Extension and Enrichment Activities

-   ***[Optional Activities]{.underline}***

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

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

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

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

-   Students will compare and contrast gender roles of traditional Nez
    Perce and today's families.

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

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

-   Students will use raffia to make cordage, diagram and directions in
    lesson appendix. Cordage may also be used for bracelets and can be
    identified in the fish net photograph. NEPE 9668-Fish Net

-   Students will research the preparation of camas root.

-   Research how animal hides were prepared for clothing. Create an
    informational

poster showing the steps.

-   Look at constellation patterns throughout the seasons. Make a chart
    to determine changes or have students devise a method to mark the
    changes in both location & constellations themselves.

### M. Resources

-   ***Bibliography***

> Ackerman, Lillian. [A Necessary Balance: Gender and Power among
> Indians]{.underline}. Norman, OK: University of Oklahoma Press, 2003.
>
> James, Caroline. [Nez Perce Women in Transition]{.underline}. Moscow,
> Idaho: University of Idaho Press, 1996.
>
> Landeen, Dan and Alan Pinkham. [Salmon and His People: Fish and
> Fishing in Nez Perce Culture]{.underline}. Lewiston, ID: Confluence
> Press, 1999.
>
> Marshall, Alan. [Nez Perce Social Group: an Ecological
> Interpretation]{.underline}. Ph.D diss. Washington State University,
> 1977.
>
> Raymer, Dottie. [Welcome to Kaya's World 1764: Growing Up in a Native
> American Homeland.]{.underline} Middleton, Wisconsin: Pleasant Company
> Publications \[American Girls Collection\], 2003.
>
> Schrimsher, Scott L. [Native foods Used by the Nez Perce Indians of
> Idaho]{.underline}*.* MA thesis, University of Idaho, 1967.

-   ***Annotated related web sites with url addresses***

Nez Perce Tribe web site: http://www.nezperce.org,

Nez Perce National Historical Park: http://www.nps.gov/nepe

Confederated Tribes of the Colville: http://www.colvilletribes.com/

Confederated Tribes of the Umatilla: http://www.umatilla.nsn.us/

***N. Site Visits***

### 

### *Pre-visit*: Before the visit, have the students visit the virtual museum web site and look at the online exhibit and complete activity one, how to read an object. After completing activity one, choose two more objects and analyze those. Also, have the children come prepared to analyze one of two objects of their choice on display in the museum.

-   ***Site visit***: Call the park to make arrangements to visit. The
    staff can be reached at 208-843-2261, ext. 199. Have the students
    pick an object in the museum and analyze it using the knowledge
    gained in how to read an object.

-   ***Post-visit***: Have the students write down their reactions t
    what they learned about how museum objects can tell stories. Select
    an extension activity from the lesson to have the students complete.

**Seasonal Cycle Chart**

![](media/image1.png){width="5.43125in" height="8.25in"}

Cordage diagram, directions, and photographs

![](media/image2.jpeg){width="7.0in" height="5.247222222222222in"}

Close up details of a Nez Perce fishing net made from Dogbane cordage.

Nez Perce fishing net made from Dogbane cordage.

![](media/image3.jpeg){width="7.345138888888889in"
height="4.540972222222222in"}

**Making Cordage**

If possible show students natural fibers used for cordage: year old dead
stalks of milkweed (carefully break open stalks and strip the fiber
away); bark from dogbane, sage, or juniper, and yucca leaves.

Demonstrate how to make cordage with raffia, this can be purchased at a
craft store, following the steps below. Divide the class into groups of
3 or 4 students. Give each student 2, 15-inch pieces of raffia. Assist
each group; also have students help each other.

Tie one end of Strand A and one end of Strand B together. Hold both
strands side-by-side, in your left hand between your forefinger and
thumb (if right-handed, vice-versa if left-handed). Pick up Strand A
between your right forefinger and thumb, and twirl the strand away from
your body (clockwise), Step 1 on figure.

Figure 1

> ![](media/image4.jpeg){width="6.0in" height="4.041666666666667in"}

Take the twisted Strand A and bring it toward your body, over and then
under Strand B, Step 2 on figure.

Hold Strands A and B between your left forefinger and thumb about where
you crossed A over B, repeat the twirling and crossing sequence: pick up
Strand B, twirl it away from your body, and cross it over and under
Strand A.

Continue these steps. The twirling in one direction and crossing in
another direction forms an interlocking pattern like that of
machine-made rope. If the cordage looks all twisted in the same
direction, then the locking twist is not taking place, and usually the
strands are being twirled in the wrong direction.

Object: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name:

  ----------------------- ----------------------- -----------------------
  K                       W                       L

  What do you know?       What do you want to     What did you learn?
                          know?                   

                                                  
  ----------------------- ----------------------- -----------------------

Resources Used:

> Name\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Gender Roles]{.underline}**

Pre-test Post-test

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

\_\_\_\_\_ 1. gathers roots

\_\_\_\_\_2. plans ceremonies

\_\_\_\_\_3. hunts and fishes

\_\_\_\_\_4. wears beaded moccasins

\_\_\_\_\_5. cuts and carries firewood

\_\_\_\_\_6. puts up and takes down teepee

\_\_\_\_\_7. responsible for serving food during meals

\_\_\_\_\_8. decorates clothing

\_\_\_\_\_9. weaves baskets

\_\_\_\_\_10. processes hides

\_\_\_\_\_11. prepares the meals

\_\_\_\_\_12. picks berries