**Fashion Detective -- An Investigation of Continuity and Change in Nez
Perce Country**

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: Fashion Detective: An Investigation of
    Continuity and Change**

-   **Developers:** Jim Magera, Havre High School, Havre, MT; Randy
    Shipman, Dillon Middle School, Dillon, MT; April Weber, Troy
    Junior/Senior High School, Troy, ID

-   **Grade Level**: Middle School, adjustable up or down

### Length of Lessons/Lesson Unit: one to four 45 minute periods

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

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

-   ***Description***: The Nez Perce and their contact with
    Euro-American culture.

-   ***Essential question*:** How did contact, direct and indirect, with
    Euro - Americans influence Nez Perce material culture?

### Museum Collections Used in this Lesson Plan

> NEPE 8745 Hat or *Li ckaw*
>
> NEPE 35655 Timothy's coat
>
> BIHO 1256 Joseph coat
>
> NEPE 178 Skunk skin hat
>
> NEPE 5528 Reservation hat with block
>
> NEPE 33913 Baseball hat
>
> NEPE-HI-1158 Photograph of Chief Joseph with Alice Fletcher
>
> NEPE-HI-C9729 Photograph of Three Nez Perce Veterans wearing hats
>
> NEPE-HI-C33561 Photograph of Nez Perce Lady, Agnes Davis wearing a
> basket hat or *Li ckaw*

### D. National Educational Standards 

> Culture
>
> Social studies programs should include experiences that provide for
> the study of culture and cultural diversity, so that the learner
> can**:**
>
> a\. compare similarities and differences in the ways groups,
> societies, and cultures meet human needs and concerns;
>
> c\. explain and give examples of how language, literature, the arts,
> architecture, other artifacts, traditions, beliefs, values, and
> behaviors contribute to the development and transmission of culture;
>
> Time, Continuity, and Change
>
> Social studies programs should include experiences that provide for
> the study of the ways human beings view themselves in and over time,
> so that the learner can:

a.  demonstrate an understanding that different scholars may describe
    the same event or situation in different ways but must provide
    reasons or evidence for their views;

b.  identify and use key concepts such as chronology, causality, change,
    conflict, and complexity to explain, analyze, and show connections
    among patterns of historical change and continuity;

c.  identify and describe selected historical periods and patterns of
    change within and across cultures, such as the rise of
    civilizations, the development of transportation systems, the growth
    and breakdown of colonial systems, and others; .

> People, Places and Environments
>
> Social studies programs should include experiences that provide for
> the study of people, places and environments, so that the learner can:

a.  elaborate mental maps of locales, regions, and the world that
    demonstrate understanding of relative location, direction, size, and
    shape;

> e\. locate and describe varying landforms and geographic features,
> such as mountains, plateaus, islands, and oceans;
>
> Individual Development and Identity
>
> Social studies programs should include experiences that provide for
> the study of individual development and identity, so that the learner
> can:

a.  describe the ways family, gender, ethnicity, nationality, and
    institutional affiliations contribute to personal identity;

> Individuals, Groups and Institutions
>
> Social studies programs should include experiences that provide for
> the study of interactions among individuals, groups, and instructions,
> so that the learner can:

b.  analyze group and institutional influences on people, events, and
    elements of culture;

> Power, Authority, and Government
>
> Social studies programs should include experiences that provide for
> the study of how people create and change structures of power,
> authority, and governments, so that the learner can:
>
> f\. explain conditions, actions, and motivations that contribute to
> conflict and cooperation within and among nations;

g.  describe and analyze the role of technology in communications,
    transportation, information-processing, weapons development, or
    other areas as it contributes to or helps resolve conflicts;

> Production, Distribution, and Consumption
>
> Social studies programs should include experiences that provide for
> the study of how people organize for the production, distribution, and
> consumption of goods and services, so that the learner can:
>
> b\. describe the role that supply and demand, prices, incentives, and
> profits play in determining what is produced and distributed in a
> competitive market system;
>
> e\. describe the role of specialization and exchange in the economic
> process; explain and illustrate how values and beliefs influence
> different economic decisions;
>
> f\. explain and illustrate how values and beliefs influence different
> economic decisions;
>
> Science, Technology, and Society
>
> Social studies programs should include experiences that provide for
> the study of relationships among science, technology, and society, so
> that the learner can:

a.  examine and describe the influence of culture on scientific and
    technological choices and advancement, such as in transportation,
    medicine, and warfare;

b.  show through specific examples how science and technology have
    changed people\'s perceptions of the social and natural world, such
    as in their relationship to the land, animal life, family life, and
    economic needs, wants, and security;

> Global Connections
>
> Social studies programs should include experiences that provide for
> the study of global connections and interdependence, so that the
> learner can:
>
> b\. analyze examples of conflict, cooperation, and interdependence
> among groups, societies, and nations;
>
> e\. describe and explain the relationships and tensions between
> national sovereignty and global interests, in such matters as
> territory, natural resources, trade, use of technology, and welfare of
> people;

### E. Student Learning Objectives

> The student will be able to:

1.  Explain the implications of contact, either direct or indirect,
    between cultures.

2.  Identify how cultural change may be demonstrated through the
    introduction of new materials and technologies.

3.  Recognize cultural diffusion as a constant and continuous process.

4.  Apply historical knowledge and use critical thinking to place items
    in chronological order.

5.  Realize that, regardless of the passage of time, the need for
    functional clothing remains the same.

**F. Background and Historical Context**

> Native cultures, the Nez Perce included, were not static and
> unchanging, they continued to evolve over the course of time, adapting
> and adopting new ideas and technologies as they appeared. Objects,
> ideas and behaviors were passed from one society to another. This
> mechanism is called cultural diffusion. Prior to the arrival of
> Euro-American influence, the most important object introduced into Nez
> Perce country was the horse. The arrival of the horse had a profound
> impact on Nez Perce culture. Not only did it increase their mobility,
> allowing for more frequent travel east to the plains of Montana, but
> large horse herds became a source of wealth and prestige.
>
> The first Europeans began exploring the northwest in the 1780s.
> Manufactured goods including metal objects and beads were already
> circulating through Nez Perce country when Lewis and Clark arrived on
> the scene in 1805. With the arrival of European trade goods, these
> materials were incorporated into existing practices, trade cloth
> replaced hide and so on. The concept goes beyond material culture. For
> the Nez Perce who became Christians, they used their native language
> in church services.
>
> For additional information, see the virtual exhibit at
> [www.nps.gov/nepe](http://www.nps.gov/nepe) and
> www.cr.nps.gov/museum/exhibits/nepe

**G. Materials Used in this Lesson Plan**

-   ***Similar items \[objects\]***

> The following objects from the current day: students' hats, coats, and
> shoes.

-   ***Other materials***:

    -   Writing materials: Paper and pens

    -   Forms and Charts:

> Chart paper, graphic organizer worksheet, Venn diagram, Collaborative
> Skills Rubric, Nez Perce Chronological Worksheet -- Coats; Hats, and
> worksheet key, Nez Perce Vocabulary Exercise, Nez Perce Vocabulary
> Exercise Key, Drawing of Front and Back of Coat, Items of Adornment
> and Explanation of Significance Chart

-   Art-making materials: Colored pencils

-   Technology: overhead projector / LCD projector, copy machine,
    laminator

-   Nez Perce National Historical Park Photographs.

-   Vocabulary list and matching activity, chronological worksheet, coat
    worksheet and rubric for group work

**H. Vocabulary:**

> Adorn -- To put decorations or ornaments on a person or object that
> adds beauty and distinction.
>
> Assimilate -- To be absorbed and incorporated into a larger body or
> system.
>
> Artifact -- An object made by human work.
>
> Characteristic -- A distinguishing trait, feature or quality.
>
> Chronology -- Arranging events, dates, etc. in their order of
> appearance.
>
> Contact -- The act of meeting and establishing communication with a
> person or group.
>
> Contemporary -- Living or happening in the same period of time.
>
> Culture -- The concepts, habits, skills, arts, instruments,
> institutions of a given people in a period of time.
>
> Diffusion -- To spread out or scatter in many different directions.
>
> Dye -- A substance used to color fabric or hair.
>
> Dynamic -- Relating to or tending toward change.
>
> Ermine tail -- A weasel that lives in northern regions of North
> America whose brown fur of the summer month's changes to white with a
> black tip in the winter months.
>
> Euro-American -- An anthropological term used to describe the people's
> who settled North America after 1492.
>
> Fringe -- An ornamental border consisting of cords or threads that are
> either loose or are tied together and hang from the edges of garments.
>
> Hat block -- A wooden block that is fits in a hat to preserve its
> shape.
>
> Innovation -- Something that is newly introduced; new method, custom;
> device; change in way of doing things.
>
> *li ckaw* -- Nez Perce basket cap made of hemp or cornhusk with dyed
> designs.
>
> Pinking shears -- Shears with notched blades used for pinking the
> edges of cloth.

**I. Teacher Tips**

-   These activities are designed to supplement a unit on westward
    expansion or cultural interaction.

-   Print out pictures of objects from the collection for groups of
    three to four students (At this point there should be no identifying
    marks on the photographs).

-   Laminate photographs for repeat use.

-   Make copies of worksheets: Nez Perce Vocabulary Exercise Worksheet,
    Nez Perce Chronological Worksheets - Coats/Hats and Chief Joseph's
    Coat Worksheets (front and back view).

-   If students do not or are not allowed to wear hats or coats in
    class, you may wish to bring one for the culminating activity.

**J. Lesson Implementation Procedures**

> ***[Activity 1]{.underline}: How to Read an Object:***
>
> ***Materials used for this activity:***

-   Hat or *Li ckaw* photograph in the Nez Perce NHS collections
    (catalog number NEPE 8745)

-   Vocabulary worksheet

> ***Procedure:***
>
> This first activity uses the photograph of the *li ckaw*, or basket
> hat. Show students the photograph of the hat. Ask the questions:

-   What was its function and purpose?

-   Who would have used it?

-   How was it made?

-   What materials are used in its manufacture?

> Distribute vocabulary worksheet. Allow students to complete the
> worksheet, correct it, and then ask the same questions again. Discuss
> the concept of cultural diffusion and ask students for examples. Did
> contact with Euro-Americans change the use or materials used in the
> hat?
>
> ***[Activity 2]{.underline}:** **Chronology/Introduction of
> Euro-American trade items of Artifacts***:
>
> ***Materials used for this activity:***

-   *Li ckaw* photograph (catalog number NEPE 8745 )

-   Timothy coat (catalog number NEPE 35655)

-   Joseph's coat (BIHO 1256)

-   Skunk skin hat (catalog number NEPE 178)

-   Reservation hat with bock (catalog number NEPE 5528)

-   Baseball hat (catalog number NEPE 33913)

-   Alice Fletcher/Chief Joseph photograph (NEPE-HI-1158)

-   Photograph of Nez Perce men wearing hats (NEPE-HI-C9729)

-   Photograph of Nez Perce women wearing *Li ckaw* (NEPE-HI-C33561)

-   Coat and hat worksheets

> ***Procedure:***
>
> Divide students into groups of three to four then distribute the coat
> and hat worksheets and copies of photos of the same items (There
> should be no identifying information on the photographs at this time).
> Allow students 15 to 25 minutes to examine the photographs, discuss
> what they see and record the information on the worksheets.
>
> When each group is done, have the class compare the results of each
> group and give corrections if necessary. Show the photographs at the
> appropriate sections so students can compare and contrast their own
> views with what they see in the photographs. Have students begin to
> consider the following questions about culture and clothing:

-   Where was the item made?

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-   What information does it give about the wearer?

-   Can clothes show honor or respect to an individual or a group?

-   Are there any characteristics of the coat that indicate cultural
    diffusion and adoption of Euro-American style and items?

> ***[Activity 3]{.underline}: Joseph's Coat***:
>
> ***Materials used with this activity***:

-   Joseph coat (catalog number BIHO 1256)

-   Joseph coat worksheet

> ***Procedure***:
>
> Split class into small groups of two or three individuals and pass out
> coat worksheet and photograph. Have the groups consider the following
> questions:

-   What characteristics do Chief Joseph's coat has that indicates
    cultural diffusion and adoption of Euro-American style and items?

-   Is it possible for clothing to reflect honor, respect, and status?

-   Does Chief Joseph's coat reflect honor, respect, and status?

> Once again remind students of the following questions:

-   Where was the item made?

-   What information does it give about the wearer?

-   Why you chose this item?

-   Can clothes show honor or respect to an individual or a group?

-   Do your clothes show honor or respect to anyone?

> The coat was certainly not for everyday wear. Compare the coat Joseph
> is wearing in the photograph with Alice Fletcher, to the coat in the
> museum. The materials that were used to decorate this coat certainly
> show the esteem in which Joseph was held. Often, the materials that
> were on the clothing were an indication of wealth and status. Looking
> at the trade items on the Joseph coat, there are indications of his
> wealth and status:

-   Red trade cloth (wool) was one of the most expensive and desired
    colors sought by the Nez Perce.

-   Brass ornaments were rare and blue trade beads were also rare and
    expensive.

-   Ermine tails are a traditional sign of wealth and importance amongst
    the Nez Perce.

-   Pinking shears used to cut the black trim were themselves expensive
    (the design of the cut keeps the material from unraveling) and in
    this case creates a decorative edge clearly visible against the red
    cloth.

-   The style of the coat itself is Euro-American and the garment is
    machine sewn.

> Ask students to bring an article of clothing to class the following
> day to be used either for discussion or the creation of the digital
> museum in Activity 4.
>
> ***[Activity 4]{.underline}: Family Artifact and History***:
>
> ***Procedure:***
>
> Have students bring in artifacts or pictures of artifacts which tell
> about their family history. Students will explain why the artifact
> they chose is a significant representation of their family.
>
> Create a digital class museum. Photograph the artifacts and assemble a
> catalog. The catalog should have a number, a written description of
> the item which includes materials, and the source or ownership of the
> item. As an extension you may expand discussion to include what
> students are wearing today and why. You may ask questions such as:

-   Where was the item made?

-   What information does it give about the wearer?

-   Why you chose this item?

-   Can clothes show honor or respect to an individual or a group?

-   Do your clothes show honor or respect to anyone?

-   Does the item indicate any cultural diffusion?

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

> Grade vocabulary worksheet using the key provided.
>
> Grade chronology worksheet using the key provided.
>
> Grade Chief Joseph's coat activity worksheet by effort and
> completeness.
>
> Rubric for small collaborative group work is attached.
>
> Check for understanding through questions and discussion.

### L. Extension and Enrichment Activities

-   Using the park's museum collection, do further research on people or
    artifacts mentioned in the selected activity.

-   Visit a local museum, historical site, art gallery or historical
    society and report to the class on the experience.

-   Invite a guest speaker from your area to provide additional
    information.

-   Research a local group or artifact.

### M. Resources

-   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.

-   Shawley, Stephen D. *Nez Perce Dress: A Study in Culture Change*.
    University of Idaho Anthropology Department, 1974.

> ***Websites***
>
> Nez Perce Tribe: www.nezperce.org
>
> Nez Perce National Historical Park: www.nps.gov/nepe
>
> Colville Confederated Tribes: http://www.colvilletribes.com/
>
> Umatilla Confederated Tribes: http://www.umatilla.nsn.us/

### N. Site Visit

-   ***Pre-visi**t*: 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 or two objects of their choice on
    display in the museum.

-   ***Site visit***: Have the students pick an object in the museum and
    analyze it using the knowledge gained in how to read an object.
    Please visit the park's web site at www.nps.gov/nepe for more
    information on how to visit the park or call (208) 843-2261, ext.
    199.

-   ***Post-visit***: Have the students write down their reactions to
    what they learned about how museum objects can tell stories. Also,
    every activity has extension activities that can be used.

Collaborative Skills Rubric

  --------------- --------------- --------------- ---------------- ----------------
  Category        4               3               2                1

  Contributions   Routinely       Usually         Sometimes        Rarely provides
                  provides useful provides useful provides useful  useful ideas
                  ideas when      ideas when      ideas when       when
                  participating   participating   participating in participating in
                  in the group    in the group    group and        the group and in
                  and in          and classroom   classroom        classroom
                  classroom       discussion.     discussions.     discussion may
                  discussion.                                      refuse to
                                                                   participate.

  Focus on Task   Consistently    Focuses on the  Focuses on the   Rarely focuses
                  stays focused   task and what   task and what    on the task and
                  on the task and needs to be     needs to be done what needs to be
                  what needs to   done most of    some of the      done. Lets
                  be done. Self   the time. Other time. Other      others do the
                  directed.       group members   group members    work.
                                  can count on    must sometimes   
                                  this person.    nag, prod, and   
                                                  remind to keep   
                                                  this person on   
                                                  task.            

  Working with    Almost always   Usually listens Often listens    Rarely listens
  Others          listens to,     to, shares      to, shares with, to, shares with,
                  shares with,    with, and       and supports the and supports the
                  and supports    supports the    efforts of       efforts of
                  the efforts of  efforts of      others, but      others. Often is
                  others. Tries   others. Does    sometimes is not not a good team
                  to keep people  not cause       a good team      player.
                  working well    'waves' in the  member.          
                  together.       group.                           

  Quality of Work Provides work   Provides high   Provides work    Provides work
                  of the highest  quality work    that             that usually
                  quality.                        occasionally     needs to be
                                                  needs to be      checked/redone
                                                  checked/redone   by others to
                                                  by other group   ensure quality.
                                                  members to       
                                                  ensure quality.  

  Problem Solving Actively looks  Refines         Does not suggest Does not try to
                  for and         solutions       of refine        solve problems
                  suggests        suggested by    solutions, but   or help others
                  solutions to    others          is willing to    solve problems.
                  problems.                       try out          Lets others do
                                                  solutions        the work.
                                                  suggested by     
                                                  others.          

  Understand      Clearly         Understands the Has some         Does not appear
  Concepts        understands the concept         understanding on to understand
                  concept and can                 the concept and  the concept and
                  explain it to                   asks question of copes of the
                  others.                         group members.   work of others
                                                                   without offering
                                                                   input.
  --------------- --------------- --------------- ---------------- ----------------

Nez Perce Chronological Worksheet -- Coats

Directions: You have been given photographs representing Nez Perce
artifacts from different time periods. Using your knowledge of
Euro-American contact with the Nez Perce, place the artifacts in
chorological order. Explain your reasoning.

Description of Artifact Explanation

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

                              

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

Nez Perce Chronological Worksheet -- Coats Key

Directions: You have been given photographs representing Nez Perce
artifacts from different time periods. Using your knowledge of
Euro-American contact with the Nez Perce, place the artifacts in
chorological order. Explain your reasoning.

Description of Artifact Explanation

+---------------------------+------------------------------------------+
| Jacket belonging to Chief | Coat is made of buckskin with            |
| Timothy                   | embroidered design. Designs appear to be |
|                           | shooting stars.                          |
| Catalog \# NEPE 35655     |                                          |
|                           | The buttons are metal, and obtained      |
| Made for him by his wife  | through trade. The buttons were used by  |
| Te-Ma.                    | Euro-Americans to fasten shoes.          |
+---------------------------+------------------------------------------+
| Chief Joseph's jacket     | Machine sewn, wool with ermine pendants  |
|                           | and brass buttons used as decoration.    |
| Catalog \# BIHO 1256 and  | The black trim has been cut with pinking |
| 1256D (front and back     | shears. All but the ermine tails are     |
| views)                    | trade goods.                             |
+---------------------------+------------------------------------------+
| Alice Fletcher photograph | Jacket is Euro-American in material,     |
| #HI-1158                  | style and design.                        |
+---------------------------+------------------------------------------+

Nez Perce Chronological Worksheet -- Hats

Directions: You have been given photographs representing Nez Perce
artifacts from different time periods. Using your knowledge of
Euro-American contact with the Nez Perce, place the artifacts in
chorological order. Explain your reasoning.

Description of Artifact Explanation

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

                            

                            

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

Nez Perce Chronological Worksheet -- Hats Key

Directions: You have been given photographs representing Nez Perce
artifacts from different time periods. Using your knowledge of
Euro-American contact with the Nez Perce, place the artifacts in
chorological order. Explain your reasoning.

Description of Artifact Explanation

+--------------------------+-------------------------------------------+
| Basket Hat li ckaw       | No trade goods included in the            |
|                          | manufacture of this item                  |
| Item worn by Nez Perce   |                                           |
| women                    | Natural dyes: dark is dog bane light is   |
|                          | bear grass                                |
| #539                     |                                           |
|                          |                                           |
| Show HI-C33561           |                                           |
| photograph of women      |                                           |
| wearing such hats        |                                           |
+--------------------------+-------------------------------------------+
| Skunk Skin Cap           | This should be placed second because it   |
|                          | contains beads obtained through trade     |
| #178                     | along with the natural materials. The hat |
|                          | is brimless showing very little influence |
|                          | of Euro-American style.                   |
+--------------------------+-------------------------------------------+
| Western Reservation Hat  | Hat block indicates European manufacture  |
|                          | as does the material- felt- and the       |
| #5528                    | style- brim.                              |
|                          |                                           |
| Show three men with this |                                           |
| hat (HI-C9729)           |                                           |
+--------------------------+-------------------------------------------+
| Baseball type hat with   | Students should notice modern material    |
| beaded design            | used to make the mesh in the cap, but it  |
|                          | retains the traditional design in its     |
| #33913                   | beadwork. Note: Nez Perce are well known  |
|                          | for the quality of their bead work.       |
+--------------------------+-------------------------------------------+

Nez Perce Vocabulary Exercise

Directions: Match the words to their definitions using capital letters
to indicate your choice.

\_\_\_\_ 1. adorn A. basket cap made of hemp or cornhusk with dyed
designs

\_\_\_\_ 2. artifact B. the introduction of something new

\_\_\_\_ 3. assimilate C. something created by humans usually for a
practical purpose

\_\_\_\_ 4. characteristic D. designed or developed chiefly from the
point of view of use

\_\_\_\_ 5. chronology E. to enhance the appearance of especially with
beautiful objects

\_\_\_\_ 6. contact F. a condition in which two or more individuals or
groups are placed in communication with each other

\_\_\_\_ 7. contemporary G. the science that deals with measuring time
and assigns to events their proper place

\_\_\_\_ 8. culture H. an ornamental border of short lengths of straight
or twisted thread, cord, or leather hanging from the edge of a garment

\_\_\_\_ 9. diffusion I. to absorb into the culture or mores of a
population or group

\_\_\_\_10. dye J. shears having notched blades for cutting and
simultaneously finishing edges

\_\_\_\_11. dynamic K. a member of an American Indian people of Idaho,
Washington, and Oregon

\_\_\_\_12. ermine tails L. something that distinguishes or identifies a
person or thing

\_\_\_\_13. Euro-American M. any of several weasels that assume white
winter fur usually with a black-tipped tail

\_\_\_\_14. functional N. the spread of cultural elements from one area
or group of people to others by contact

\_\_\_\_15. fringe O. wooden form used to make or maintain a hat's shape

\_\_\_\_16. hat block P. happening, existing, living, or coming into
being during the same period of time

\_\_\_\_17. innovation Q. characterized by continuous movement, advance,
or expansion

\_\_\_\_18. li ckaw R. the set of shared attitudes, values, goals, and
practices that characterizes a group

\_\_\_\_19. Nez Perce S. Americans who have European ancestors

\_\_\_\_20. pinking shears T. natural or synthetic coloring matter

Nez Perce Vocabulary Exercise Key

Directions: Match the words to their definitions using capital letters
to indicate your choice.

\_\_E\_\_ 1. adorn A. basket cap made of hemp or cornhusk with dyed
designs

\_\_C\_\_ 2. artifact B. the introduction of something new

\_\_I\_\_ 3. assimilate C. something created by humans usually for a
practical purpose

\_\_L\_\_ 4. characteristic D. designed or developed chiefly from the
point of view of use

\_\_G\_\_ 5. chronology E. to enhance the appearance of especially with
beautiful objects

\_\_F\_\_ 6. contact F. a condition in which two or more individuals or
groups are placed in communication with each other

\_P\_\_\_ 7. contemporary G. the science that deals with measuring time
and assigns to events their proper place

\_\_R\_\_ 8. culture H. an ornamental border of short lengths of
straight or twisted thread, cord, or leather hanging from the edge of a
garment

\_\_N\_\_ 9. diffusion I. to absorb into the culture or mores of a
population or group

\_\_T\_\_10. dye J. shears having notched blades for cutting and
simultaneously finishing edges

\_\_Q\_\_11. dynamic K. a member of an American Indian people of Idaho,
Washington, and Oregon

\_\_M_12. ermine tails L. something that distinguishes or identifies a
person or thing

\_\_S\_\_13. Euro-American M. any of several weasels that assume white
winter fur usually with a black-tipped tail

\_\_D\_\_14. functional N. the spread of cultural elements from one area
or group of people to others by contact

\_\_H\_\_15. fringe O. wooden form used to make or maintain a hat's
shape

\_\_O\_\_16. hat block P. happening, existing, living, or coming into
being during the same period of time

\_\_B\_\_17. innovation Q. characterized by continuous movement,
advance, or expansion

\_\_A\_\_18. li ckaw R. the set of shared attitudes, values, goals, and
practices that characterizes a group

\_\_K\_\_19. Nez Perce S. Americans who have European ancestors

\_\_J\_\_20. pinking shears T. natural or synthetic coloring matter

Drawing of Front and Back of Coat

Directions: Draw the various elements you see on the coat and identify
each item and its significance.

Front of Coat

![](media/image1.wmf)![](media/image2.jpeg){width="4.375in"
height="3.2256944444444446in"}

Back of coat![](media/image3.jpeg){width="4.529861111111111in"
height="3.3881944444444443in"}

Items of Adornment and Explanation of Significance Chart

Items of Adornment Explanation of Significance

1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4\. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5\. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_