Wyoming State Museum PLAINS INDIAN Discovery Trunk

Wyoming State Museum
PLAINS INDIAN
Discovery Trunk
TEACHERS GUIDE
DRAFT
Revision Prepared by: Kasey Bresso
Plains Indians Discovery Trunk
Table of Contents
I. LIST OF TRUNK CONTENTS..............................................................2
II. TEACHER OVERVIEW....................................................................... 3
III. UNIT ONE: INTRODUCTION TO PLAINS INDIANS.................5
IV. UNIT TWO: HOW THE PLAINS INDIANS LIVED......................12
V. UNIT THREE: THE COMING OF ANGLO AMERICANS...........17
VI. DESCRIPTIONS OF TRUNK ITEMS................................................20
VII. BIBLIOGRAPHY.................................................................................27
VIII. ACKNOWLEDGMENTS..................................................................28
IX. ACTIVITIES...........................................................................................30
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TRUNK CONTENTS
-Antler Awl
-Feather Fan
-Feather Bonnet
-Arrows (2)
-Girl's Dress
-Drum and Beater
-Arrow Quiver
-Knife Sheaths (2)
-Stone Knife
-Beaded Leather Bag
-Leggings
-Steel Points (3)
-Beaded Medallion
-Male's Shirts
-Coup Stick/Quirt
-Beaded Strip
-Moccasins
-Stone Points (2)
-Bison Bladder Water Bag
-Parfleche Bag
-Stone Tang Knife
-Bison Hair Rope
-Quill Bracelet
-Stone War Club
-Breastplate
-Quills
-Sweetgrass Braids (2)
-Breechcloth
-Sinew Thread
-Tomahawk
-Catlinite Pipe
-Skinning Knife
-War Shield
-Whistle
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Teacher Overview
The Plains Indians Discovery Trunk seeks to introduce students to some of the basic
elements of the Plains Indian culture. Topics covered in the trunk include: tribal backgrounds;
the role of the bison in Indian culture; daily life for men and women; clothing and tools;
language; religion; and relations with Euro-Americans. It is intended that students who have
participated in the lesson will be able to demonstrate the following knowledge about Plains
Indians:
-
General backgrounds of tribes and their locations
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The significance of the Bison
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Shelter, clothing, and daily duties of men and women in plains tribes
-
Religious beliefs and the significance of religion in different tribes
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Reasons for aggression between Euro-Americans and Indians
-
Consequences of Euro-American Conquest on Plains tribes
-
Codes of behavior, methods, and reasons behind warfare in Plains tribes
Preparation
Teachers should preview all materials in the Discovery Trunk before use. This will help
familiarize with our “hands on” learning approach and will give teachers deeper insight on
which items to use during the lesson plan.
The following readings relate to the materials in the trunk and have been divided into
individual units. Each unit provides background information, suggestions for material use,
and student follow up activities. Teachers may present trunk objects all at once or
individually. Ultimately, the provided lesson plan and activities are suggestive in nature.
Teachers are encouraged to manipulate or tailor the following units to fit the needs of his or
hers students in the classroom.
If the teacher chooses to use student activities do not write on copy and please copy
before class. Please do not remove/discard any pages from the Teacher’s Guide.
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Tips for teachers
-
Modify the degree of informational detail to suit the age and ability of the students.
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Define large and/or lesser-known terms (i.e Catlinite Pipe).
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Use audio and visual aids to help with understanding.
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Allow students to handle or touch Discovery Trunk items.
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Ask or facilitate constructive conversations involving Discovery Truck items.
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Supervise all students handling of Discovery Trunk items.
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Remind students Discovery Trunk items are not toys and can be dangerous if handled
incorrectly.
-
Make conscious decisions on which items to let students handle and which items
should be only displayed.
-
Item identification exercises are a useful way for students to recall information.
Activity information
Activities provided in this Teachers Guide are meant to aid in memory retention to
solidify lessons taught in class. There are activities accompanying each of the following units
and it is encouraged that teachers use the included activities. To provide a multilayered
teaching approach, the Teachers Guide includes both individual and group activities for
students to complete. Teachers might first use a group activity to promote collective learning
and/or enhance classroom cohesiveness then follow that activity with an individual activity
promoting individual learning. As mentioned before, when using the student worksheets, use
the master copy located in the back of this folder to copy for students then return the master
copy to its appropriate place.
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Preface
The following is a condensed historical telling of the Plains Indians experience in
the west. Due to the amount of material involved in telling the story of the Plains Indians, this
Teachers Guide has been miniaturized to provide general background with a detailed
overview of general areas of the Plains Indians life. Each unit addresses an aspect of Plains
Indians life. Item suggestions and student activities for each unit are located at the end of
each section. Also provided are book suggestions and other materials that will help teachers
understand the material taught. Teachers are encouraged to implement information included
for teaching purposes. Review of this Teachers Guide should take between 30-45 minutes.
UNIT ONE
INTRODUCTION TO PLAINS
INDIAN CULTURE
TOPICS INCLUDED
- Locations of tribes in Wyoming and the West
- Plains Indians introduction to the horse
- Nomadic way of tribe life
- Hunting bison and numerous uses of bison products
- Warfare and wealth
Student Objectives: Know the areas different tribes occupied in Wyoming, areas used
by the tribes in the 19th century, and understand the significance of the horse/bison to
Plains Indians culture and life.
Tips: It is suggested that teachers use the provided video, Tahtonka. Additional background
information can be found in the following books: The Arapaho Indians, The Crow, The Shoshoni,
The Cheyenne, Native Americans, The Soiux. Activities are located in back of this Guide.
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THE PLAINS INDIANS
While there were many tribes in America during the 19th century, the Plains Indians
were unique in the sense that they were nomadic
horse-mounted tribes that survived off hunting the
bison. The Plains region is outlined by the
Mississippi and Missouri Valleys to the east and
the Rocky Mountains to the west, there were many
Plains tribes located throughout these territories.
Tribes located in the Wyoming territory included
the Shoshoni, Sioux, Arapaho, UTE, and Cheyenne.
All the tribes were fiercely independent, spoke
many languages, and had many different beliefs.
Each tribe also engaged in a style of highly ritualized warfare that was unique to each tribe.
Although there were many tribes and many differences there was a common theme
surrounding the use of the horse, bison, and tipi (living structure).
During the beginning of Indian movement to the west, tribes relied heavily on dogs as
this was their only beast of burden at the time. These days were known as the "dog-days".
Soon after western movement of the Indians
brought tribes to the Plains, the introduction
of the horse by the Spanish helped tribes
exploit the often-hostile lands of the Plains
making it suitable for their nomadic lifestyles.
The discovery of the horse ushered in the
golden age of Plains Indians, which is
considered to have started during the 17th
century. The understanding the horse is pivotal to understanding Plains Indians culture. The
Horse allowed bison hunting and longer ranges of nomadic movement that gave the tribes
room to flourish. This golden age lasted until Anglo-Americans migrations to the West forced
Plains tribes on to reservations during the latter part of the 19th century.
While many things regarding bison, horses, and tipis are similar among tribes, cultural
differences are obvious between different Plains tribes. Plains Indian tribes were highly
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individualistic in part due to religious beliefs held between different tribes. Religious thought
amongst the Plains Indians revolved around the Scared Powers. The tribe’s life was not
centered on physical survival, but on maintaining harmony with the Sacred Powers.
Interestingly enough, the word "medicine" in Plain Indian culture described supernatural or
spiritual power passed to them from human religious leaders known as "deities". These
"deities" would guide tribesmen and women in hunting, war, healing, and concerns of daily
life. Religion would be a center stone to daily Plains Indian tribal life.
While religion played a role in individualism of tribes, it was much more complex than
that. Tribes were closely related linguistically due to common origins before Indian
movement to the west and there were many sub tribes below major Plains Indian tribes. The
Sioux tribe for example had many sub tribes that were under its umbrella. This led to many
divisions amongst the different subgroups of Plains Indians. Also adding to the confusion
was the ever-shifting borders. Plains Indians did not understand the concept of owning land
and due to their nomadic lifestyle they were constantly moving, following the bison and
establishing winter shelters. For instance when
Anglo-Americans first entered the Wyoming
territory there were many tribes shifting around the
state. As mentioned previously the Cheyenne,
Arapaho, Crow were located around Wyoming,
while tribes such as the Blackfeet and UTES
encroached in to Wyoming territory occasionally.
Further complicating differences between tribes in
the 1830's the Oglala Sioux and Brule Sioux moved
in to eastern Wyoming from South Dakota. These differences would lead to many localized
conflicts between tribes including cattle raids and scalping parties. Guns, which were
introduced by the French and British fur traders during the 1600’s, aided the Indians in
intertribal warfare and resisting further intrusions by Anglo-Americans. Ultimately it would
be the pairing of firearms with horses that would forever alter the way of life in the Plains
Indians tribes.
THE HORSE
As Spanish colonization expanded to the American Southwest during the 16th century
horses were introduced to the then walking Indians. Soon after its first encounter with
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Indians the horse made its way to the Southernmost Plains Indians through trade, stealing, or
straying from open ranches. By the year 1700 the horse had reached the tribes of the
Wyoming territories and by 1750 all the major Wyoming tribes had horses. The diffusion of
horses to tribes would complete in 1770 completing the Plains tribes’ transformation.
Before the horse, Plains Indians moved their possessions with devices known as
"travois" hauled by dogs. Basically "travois" are two poles tied together and strapped over the
dogs back allowing for heavier loads to be put on dogs. Even with the added help from dogs,
Plains Indians still centered their diet around
fruits and nuts scavenged throughout the
land, bison could only be hunted through
cooperative hunts that relied heavily on traps
to kill bison. The best known type of trap was
called "impounding" where hunters corralled
Bison in to a V shaped trap with fake calve
calls while they were dressed in bison pelts
waiting to attack with bow and arrow. Even
with such traps tribes still would only come
away with one or two bison after the hunt. When the horse was introduced many greeted it
with shock and awe, however, this soon gave way to celebration for what the horses potential
uses were. It was a new beast of burden that was far larger than a dog and could haul much
more for longer distances, even having the ability to carry humans. With the horse as a pack
animal, the Plains Indians were able to travel longer distances, take more possessions
including whole tipis, and now freshly hunted/gathered food could be carried by the ton.
With the introduction of the horse the bison could now be hunted more easily, more
accurately and herds could be followed much farther away from camp than before. After the
horse was made a part of the Plains Indians lives their diets shifted to small game animals,
large pack animals, and other large game such as deer and antelope. Tribes often
supplemented their diets with small birds, along with berries and fruits. Unquestionably
though was that the bison was the "staff of life" for the Plains Indians and was the most
revered source Plains tribes meat. The bison to the Plains Indians was the constant proof of
the benevolence of the Sacred Powers. Undeniably the horse was the beginning of this new
lifestyle that would revolve around nomadic movement across the plains following bison
herds that provided the majority of the food for the tribes during the winter months.
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THE BISON
The bison was a herd animal that was
found in large numbers across the plains
during the years before Euro-American
incursions decimated its populations. These
beasts were hard at seeing and hearing but
would make up for that with an acute sense of
smell. Before the horse Plains Indians would
hunt the bison on foot with varying success,
with the introduction of the horse the millions
of bison in the Plains all became targets for food, among other things. Plains Indians carefully
made use of every part of the bison, which provided an incredible portion of tribes every day
needs. Bison products as shown in the diagram (below) provided a multitude of uses and
were an indispensable
part of the tribes.
Hunting the
bison was a collective
effort by all the tribe.
The entire tribe would
usually participate in
the hunt and Plains
Indians developed all
manner of equestrian
techniques to kill bison
in number during
hunts. One technique
called the "surround"
method entailed a
hunting party of horseback Indians surrounding a portion of a buffalo herd circling them
while closing in. Another method called the "chase" method involved riders chasing buffalo
singling out targets. Horseback Indians favored using arrows over guns, as guns were
ineffective until the introduction of the repeating rifle. Bow and arrows also allowed hunters
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to identify kills to claim meat and promote individual achievement. Lances were also used to
a certain degree adding to the Plains Indian arsenal. On average hunters got 2 bison, only
great hunters claimed 5 to 6 on occasion. Butchering usually was a community event with
both women and men taking part.
After the hunts Plains Indians would split up and go to "winter camps" during the cold
months usually staying for five months between Nov-Mar. These camps were small due to
Plains Indians belief that smaller groups made it easier to feed everyone. They would only
emerge during summer to gather as one tribe to continue hunting bison while holding
summer rituals, and councils. This process would repeat every year.
WARFARE
Just as the horse transformed the way Plains Indians hunted bison, the horse
revolutionized tribe warfare. Now that the Plains Indians had horses and expanded hunting
grounds for bison this led to many inter-tribal conflicts with larger tribes pushing smaller
tribes out of prime hunting grounds. Usually Plains tribes would embark on two different
types of raids during war, the horse raid or the scalp raid. Usually the scalp raid was in
revenge or to end a mourning period, while
the horse raid was much more common.
Horse raids were usually silent raids only
stealing horses and fleeing. Plains tribes
would also use these raids to harass other
tribes in to moving elsewhere. In war the
Plains tribes believed that acts of courage far
outweighed killing an enemy. Showing
prestige in battle was the quickest way for
tribesmen to attain status in a tribe.
Understandably, war was the most important realm to a tribesman’s life and was highly
ritualized with ceremonies and personalized goals. The bravest thing a warrior could do in
battle was perform a "coup" or touching of an enemy (i.e. coup stick). When a brave was able
to touch or steal an item of the enemy, such as the highly sought after enemy gun, it was seen
as much more courageous than killing an enemy. If an Indian did kill, scalping was common
as a war trophy, as the top of the head was regarded by the Plains Indians to be the spot
where the soul rests. Warriors could gain notoriety for many scalps, items or horses taken
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from the enemy. Naturally the horse helped to expand this form of warfare and expand its
boundaries. The Sioux Indians were said to have been the best light cavalry the world ever
had known by US General George Cook. However warfare wasn’t the last thing the horse
helped.
WEALTH
With the horse providing so much for the Plains Indians it is directly connected to the
increased wealth of the Plains Indians also. Since the horse allowed the complete switch to a
nomadic lifestyle, the Plains Indians were able to have larger tipis, which gave room for more
luxury items. Soon after the worth of the horse was realized, even the horse itself became a
value. Plains Indians would trade the horse or use it to pay debts fully symbolizing the
importance of the horse in the Plains Indians culture. While it helped bring wealth to the
tribes of the Plains it also was a piece of wealth in itself. It has been said that the discovery of
the horse created the Plains Indians, which is very apparent, by how much it improved their
lives. The horse represents the Plains Indians, without them they would've not existed to the
capacity as they did with the horse.
UNIT ONE WRAP UP
As seen in Unit One the horse was the most important aspect of the Plains Indians life.
With all the capabilities it brought to the table the Plains Indians experienced growth and
prosperity like never before. Some items have been listed below as good items for teachers to
use during the lesson plan.
-Sinew Thread
-Stone Tang Knife
-Bison Bladder Water Pouch
-Coup Stick
-Arrowheads
-War shield
-Stone Knife
-Tomahawk
-Skinning Knife
-Bison Hair Rope
-Arrows/Arrow Quiver
-Knife Sheath
Activities for this unit can be found in the back of this Guide.
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HOW THE PLAIN INDIANS LIVED
TOPICS INCLUDED
-Plains tribe shelters
-Traditional items Plains Indian tribes
would use in villages
-Daily life of Plains tribes
-Religious beliefs
-Roles of men, women, and children
Student Objectives: Should be able to describe the shelter, clothing, and daily duties of
men, women, and children of the Plains Tribes.
Tips: Teachers should let students handle items related to daily life; item suggestions are
located at the end of this Unit.
THE TIPI
The traditional home of the Plains Indians was the
lodge or tipi. First constructed hundreds of years ago, the
tipi remains today one of the best shelters for the outdoors.
The tipi is easy to construct and take down which made it
perfect for the Plains Indians nomadic lifestyle. Typically
tribes used four main poles and sixteen or more smaller
poles to form a cone. They then wrap the cone in tanned
bison hides usually amounting to about eighteen hides. At the top there were two smoke
flaps as seen in the picture above. Tipis were waterproof, windproof, had the ability to lift the
sides during summer for ventilation, and could be easily repaired if damaged. While tipis
were essential to life as a Plains Indian they also were seen as spiritual too. The circular shape
was symbolic of Indian culture and typically there were paintings of spiritual encounters,
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hunting experiences, and personal events drawn throughout the inside of the tipi. This made
the tipi a part of the owner showing its importance in tribe culture.
PLAINS TRIBE POSSESSIONS
As mentioned in the previous unit Plains Indians possessed many items that were
made from bison and other earthly materials. These items aided in everyday life. Plains
Indians traditionally would make their own
saddles, bridles, stirrups, ropes, etc. out woven
horsehair, bison hair, rawhide, and tanned leather.
Daily tasks for women included mending clothing.
Basically all Plains Indians clothing was made of
animal skins. Many Plains Indians wore bear
necklaces and earrings, while other parts of
clothing they obtained were from the EuroAmerican designs. Often times they would paint
their bodies with pigments taken from animal’s
plants and minerals. Plains Indians would also paint on bison robes, tipi covers, or anything
made of animal hide of skin. Clays had several different colors including brown, red, yellow,
and black (coal infused clay). The paintings on bison robes and tipi covers were mainly to
record important events in the owner’s life.
LIFESTYLE
Plains Indian lifestyle led to a range of differences between men and women. While
Plains Indians women enjoyed a higher status than most women at the time, the tribe was
still dominated by the male. Both genders played in to supporting the tribe and held varying
important roles. Plains Indians lifestyle also relied on being able to understand one and other.
Communication differed between tribes with Plains Indians. Many tribes expressed through
spoken word or pictures while others would communicate through American Indian Sign
Language. Sign language had its uses due to the ability to communicate between different
tribes, Sioux, Cheyenne, Shoshoni, and Arapaho could all understand sign language and this
proved useful in trade or life and death situations. This would also be used in the tribe to help
communicate with old and hard of hearing.
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Women's roles in the tribe typically included transporting the tipi, packing, making
clothes, cooking, cleaning, and raising the children. Cooking was based around a very natural
diet of Plains berries, herbs, and game animals ranging from bison to rabbits. Cooking was an
important role for the women and was treated as such although women could attain status
through other means. Women could also attain prestige by quilting or joining a society for
women, which held status within a tribe. Men were in charge of protecting a feeding the
family. While women’s roles were more in quantity and were more laborious men’s were just
as important to the survival of the tribe.
When a child was born into the
tribe, a name was given to them soon after
by a medicine man or a paternal relative.
Children were named for many reasons;
some were named after animals while
others were named after experiences of
the relative or medicine man. While the
woman would keep her name, men
would usually change it after they
experienced something in adulthood such as a vision or valor in war. Children were raised
with gender roles instilled at birth. Often time’s children would mimic their parents and form
gender roles through that process. Girls were taught to take care of a tipi at an early age and
married in their teens while boys learned to hunt and fight. Boys would work up to hunting
bison calves and then horse tending during a war party to confirm their ascension to
manhood. Other forms of prestige were gained in wrestling competitions, riding, and
shooting.
Plains Indians lifestyle also relied on being able to understand one and other.
Communication differed between tribes with Plains Indians. Many tribes expressed through
spoken word or pictures while others would communicate through American Indian Sign
Language. Sign language had its uses due to the ability to communicate between different
tribes, Sioux, Cheyenne, Shoshoni, and Arapaho could all understand sign language and this
proved useful in trade or life and death situations. This would also be used in the tribe to help
communicate with old and hard of hearing. Besides casual conversation, storytelling was
important to the Plains Indians way of life. Stories typically were about sacred object, human
deeds, war valor, Indian history, bison history, etc. Some stories were fables and others were
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actual events. Children would be taught stories to carry on tribal/family heritage as stories
told by a family stayed in that family and could not be repeated in the tribe. Oral histories
made up the core of passed down heritage from one Indian to another. These were of the
utmost importance to the continuation of the Indian culture generations after the west was
taken over by the Anglo-Americans, as they could not be destroyed.
RELIGION
The Plains Indians of America were a very religious people. Strikingly most of the
Plains Indians tribes had very similar beliefs although different in miniscule aspects. All
tribes believed that god was the "Great Spirit" and that there were many way of talking
through mediums to communicate to the "Great Spirit" himself. These mediums could be
celestial events, animals, and nature. The Great Spirit was the center of Plains tribe’s lives and
his power was believed to reside in the land, the skies, the oceans, animals, and even
shadows. All of the Great Spirits powers were believed above human understanding. To
achieve a sacred life based on what the Great Spirit would want,
tribe’s people would base their moral beliefs off of directions they
received from the Sacred Powers in their sleep. Other Plains
Indians would experience an out of world event with bison or
other animal speaking to them while they walked the sacred
path, they would believe this to be the word of the Great Spirit.
Although out of this world, it was not unexpected by the Plains
tribes for they believed it was the Great Spirits way. Living a life
close to the Scared Powers was believed to bring deeper
knowledge of the mysterious world. Living the sacred path was
so essential to Plains tribe’s lives that a Captain Bonneville in the
US Army stated this, "Simply to call these people religious,
would convey but a faint idea of the deep hue of piety and devotion which pervades the
whole of their conduct. Their honesty is immaculate; and their observances of the rites of
their religion, are the most uniform and remarkable." This outsider perspective shows how
religious the Plains Indians truly were and to what degree it actually ruled Indians lives.
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As mentioned above dreams and visions were regarded very important to religious
beliefs in the tribe. These "Vision Quests" would take place usually after a time of selfwounding. Traditionally the majority of Plains Indians chose to have a vision quest through
fasting isolated for days at a time. This self-inflicted harm was in an attempt for the Sacred
Powers to grant a vision quest through compassion for the wounds the tribesmen would give
to themselves. Once a tribal member had a vision
quest, they were obligated to perform ceremonies
representing the vision. Tokens were part of the
obligated step that were needed to be completed
once the Indian received a vision. Tokens
symbolized the powers that the Indian came in
contact with and were seen to bring success to
those who wore them. Typical tokens could bison
braids or weather rocks worn to protect a warrior,
many other tokens were thought to bring different
types of luck or ward away bad spirits. Tokens
were usually held in medicine bundles made of buckskin and some tribe had tribal medicine
bags for a whole society. Tribal medicine bags were only for ceremony and weren’t opened
often. Other items of significant religious importance to the Plains Indians were medicine
pipes and shields, smoking out of the medicine pipe and owning a shield were scared things.
Annual ceremonies such as the Sun dance would take place during the summer when
the tribes were all-together and was meant as a way to maintain harmony with the Sacred
Powers. The Sun Dance would usually last 4 days of preliminary rites followed by 4 days of
dances. Harmony was also kept through a strict adherence to the "Sacred Circle". This circle
represented everything life had to offer, Indians believed life was in constant circular motion
and everything one did contributed to this circle. Plains Indians believed in this Sacred Circle
so much that even their camps were built in circular designs. Today Indian tribes keep with
tradition and perform religious ceremonies annually celebrating the change of the seasons,
good luck, or favorable climate. While smaller in number these rituals keep alive the rich
religious history of the Plains Indians.
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UNIT TWO WRAP UP
Unit two has demonstrated the complex yet simplified lives that the Plains Indians lived.
Daily tasks, religious ceremonies, and basic survival all played a part in the daily lives of
Plain Indians. Below are suggested items for teachers to use during class time.
-War Shield
-Breastplate
-Girl's Dress
-Feather Fan
-Leggings
-Breechcloth
- Male's Shirt
-Whistle
-Sweetgrass Braids
-Beaded Leather Bag
-Drum and Beater
-Moccasins
-Catlinite Pipe
-Beaded Medallion
-Feather Bonnet
-Quills
-Antler Awl
-Beaded Strip
-Feather Fan
-Parfleche Bag
Activities for this Unit are located in the back of this Guide.
UNIT THREE
THE COMING OF THE
ANGLO-AMERICANS
TOPICS INCLUDED
-Anglo-America expansion polices regarding Indians
-Conflict between Euro-Americans and Indians
Student Objectives: Students should be able to explain the Anglo-American expansion
to the west and the negative impacts it had on the Plains Indians.
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HOW THE WEST WAS LOST
In a surprisingly short amount
of time the Plains Indians were
completely taken over by the AngloAmericans migrating westward. It
would be the Louisiana Purchase in
1803 by the United States
Government that began the battle the
Plains Indians ultimately lost. The
acquisition of territory from the
French roughly doubled the size of
the United States encompassing the
Plains region of North America. The
Louisiana Purchase did more than just add territory; it spurred American nationalism and
expansionism. This in turn led to Plains Indians by 1878, being completely overwhelmed and
forced on to reservations.
While the first Anglo-American encroachment
on to Indian Territory came in the form of fur trading
companies and U.S government explorers such as
Louis and Clark, soon it was hundreds of migrants
moving westward. Indians from the beginning did not
like that Anglo-Americans were moving in to their
territory. Initially they sent raiding parties to isolated
farms and stage stations while harassing the stage
coaches and wagon trains moving back and forth
between settlements. These types of attacks led to the
United States government sending in more troops and
establishing more forts in the region. More safety from
the troops led to more settlers moving westwards which only worsened the situation for the
Plains Indians.
Raiding parties, while effective at putting fear in to the Anglo-Americans, were
ineffective as an overall defense against the intrusions. These isolated attacks would only
hinder the Anglo-American movement west, not destroy it. The Plains Indians lacked any
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form of central leadership to united tribes in the face of relentless Anglo-America movement
west. While whites claimed Indian Territory, mined minerals on sacred land, and drained
scarce natural resources, the tribes of the Plains Indians could not get over differences to
unite. Tribe culture in the Plains Indian societies was very individualistic and it was this type
of culture that would lead to tribes not uniting against the greater enemy. Tribes produced
many individual heroic warriors but that would not compare to an organized mass defense
by the unifying of tribes.
Although the Plains Indians initially held their own against the Anglo-American
movement west it would be the introduction of treaties in 1867 and 1869 that gave way to the
conquest of the Plains tribes. Plains Indians were committed to selling land and moving to
reservations where they were to begin assimilating to the Anglo-American Culture through
farming and government funded schools. Plains Indians who didn’t abide by the treaties
were attacked and harassed until they moved to the government approved reservations;
typically these were located hundreds of miles away from traditional homelands. By 1878
Plains Indian hostilities ceased to be with the deaths of major resistance leaders such as Crazy
Horse while other finally surrendered to the Anglo-Americans. This would ultimately be the
end of life as the Plains Indians knew it. Bison herds disappeared and it was impossible for
Plains Indians to continue on with their lives like they had before. Reservations were
typically located in the least desirable places adding to the hardships of the Plains Indians,
which continues today. Unfortunately, the fight against Anglo-Americans was too much to
handle for the individualistic Plains tribes of the West and that was how the west was lost.
UNIT THREE WRAP UP
Unit Three has demonstrated the dire consequences the Plains Indians faced when AngloAmericans took their land. Anglo-Americans led to the complete end of traditional life for the
Plains Indians and the beginning of the hard reservation life we see today. Below are
suggested items for teachers to use in the classroom.
-War Shield
-Tomahawk
-Coup Stick/Quirt
-Stone War Club
-Stone Tang Knife
-Arrows
-Arrowheads
-Stone Knife
Activities are located in the back of this Guide.
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DISCOVERY TRUNK ITEM DESCRIPTIONS
Each of the items below is listed with a brief description detailing a use or meaning
behind each item. To fully understand the Plains Indian Discovery Trunk please do not
skip Units 1-3 and just read item descriptions.
ANTLER AWL: A tool used by women in the sewing of clothing. An awl was used to
punch a hole in leather. Sinew was then passed through the hole like thread and pulled tight
with the fingers. Tough thorns or pieces of bone, sharpened to a fine point, were used before
metal became available. In later years short lengths of iron were set into bone or antler
handles and filed to a point for use as an awl.
ARROW: Arrow shafts were usually made from the straight shoots of the cherry bush,
but some arrow makers used the straight shoots of the currant, and others used “red-willow”
and rose. The shoots were cut in lengths measured on the arm, from the tip of the middle
finger nearly halfway up the upper arm. The points of the arrows were of chipped or ground
stone, bone, deer antler, or from the sole of the hoof of the bison. As soon as the EuroAmerican came, metal began to take the place of many of these piercing materials. The
arrow’s flight depended largely on its feathers. Turkey or buzzard feathers were the best for
hunting arrows. Hawk and eagle feathers were used for ceremonial arrows. Particular
methods of feathering and painted markings were used on arrows as insignia of the arrow
maker or hunter. After the hunt, hunters could locate their own arrows by the markings on
the arrows, which symbolized their won individual powers.
ARROW QUIVER: Beaded deerskin case carried over the right shoulder. Often this
item was made of otter, panther, or bison-calf skin. All these animals were believed to possess
spiritual power, and the use of their skins tended to impart some power to the user of the
quiver.
20
DISCOVERY TRUNK ITEM DESCRIPTIONS (Cont'd)
BEADED LEATHER BAG: A soft bag, with decorative fringe and beads, which
served the same function as a pocket. The bag was worn on the belt and used by women to
hold sewing materials such as an awl and sinew.
BEADED MEDALLION AND BEADED STRIP: With the introduction of glass
trade beads, the decoration of moccasins, bags, and jewelry could be accomplished more
quickly than with the older craft of porcupine quill embroidery. Indian women stopped the
manner of traditional decorating with quills, in which each quill had to be sewn individually
into place, causing the ancestral custom to decline.
BISON BLADDER WATER BAG: Every part of the bison not used for food was put
to some other purpose. The bladder was used as a water carrier and container.
BISON HAIR ROPE: Indians used the long hair from the bison’s head to make rope.
First they twisted the long strands on a hook and then twisted the strands tightly together.
The secrets to making rope by hand were nimble fingers and lots of practice.
BREASTPLATE: The breastplate was worn by Plains Indian warriors to cover the
chest. Originally made of shell, by the middle of the 19th Century they were replaced by
white-manufactured bone hair pipes. Often more ornamental than truly functional, the
breastplate was usually decorated with beads, feathers, and even claws or bones.
BREECHCLOTH: The breechcloth was a common male clothing article to a vast
majority of tribes in North America. It was worn by virtually all of the Plains Indians. Early
breechcloths were made of hides, but with the introduction of trade cloth, the buckskin styles
rapidly disappeared. Decorations ran the gamut from none at all to very elaborate quillwork,
beads, and metal ornaments.
21
DISCOVERY TRUNK ITEM DESCRIPTIONS (Cont'd)
CATLINITE PIPE: No rite was more widely practiced by Indians than smoking.
When an Indian lit a mixture of tobacco and various aromatic herbs in the stone bowl of this
pipe, his intent was often deeply serious. The smoke that he exhaled was seen as a breath of
prayer, and the pipe itself was regarded as an intimate channel of communication to the spirit
world. Careful, patient labor went into the making of a ceremonial pipe, and a good one
might be worth the price of a horse or several bison robes. Pipe bowls were shaped from soft
stone of varying colors, with the red considered the most beautiful. The carving of pipe bowls
was usually done by specialists using metal tools introduced by the Europeans. The pipe
stems were made of gray ash, willow or cottonwood.
COUP STICK/QUIRT: Counting coup, after the French word for blow or strike, was
the act of deliberately touching an opponent in battle, and was a formalized method of
claiming war honors. To the Indian warrior, contract with a live enemy was the supreme act
of his existence as a man. The coup stick was anything held in the hand such as a quirt, which
was a common part of the warrior’s equipment. Virtually all of the Plains Indians used quirts
when mounted. Quirts were made of rawhide tails with a wooden handle and used to whip
the horse for greater speed.
DRUM AND BEATER: the drum was an important musical instrument, and was
used in doctoring, dancing, gambling, and religious ceremonies. Its chief function was to
mark time. Drums were of varying sizes, from those as small as to be held in the hand, to
large ones which rested on the ground and were surrounded by a small group of men. Hand
drums were made of green willow and rawhide. The rawhide was soaked in water and the
bound tightly over the wooden ring by strong sinew. The rawhide shrank when it dried
giving the drum a tight surface. The drum was beaten and with a short stick, which might be
bare, or might have a little deerskin or bison-hide wrapped about the beating end.
22
DISCOVERY TRUNK ITEM DESCRIPTIONS (Cont'd)
FEATHER BONNET: while any warrior could wear feathers, the right to wear an
eagle feather war bonnet was earned by few. Eagle feathers were symbols of bravery among
Plains Indian tribes. A warrior would fist put on the bonnet either when he himself felt
worthy of it or at the urging of his superiors. A bonnet-wearer claimed to be one of his tribe’s
ablest defenders, with the feathers symbolic of coups, scalps, or deeds performed by him. The
feathers were set in a strip of stiff parfleche, and tied so that they stood erect. The front of the
parfleche was then decorated with quills or beads. This bonnet is an example of the modern
Pan-Indian “Sunburst” feather bonnet with red feathers attached to the ends of the “eagle”
feathers (dyed turkey feathers).
FEATHER FAN: Fans were used by tribal leaders to work spiritual magic. They were
often used in dances and religious ceremonies. Medicine men used them in curing illness by
waving the eagle or hawk fan over the sick individual to call the bird’s sacred power for
assistance, and to cool the sick person.
GIRL’S DRESS: Females usually wore long dresses of deerskin. After trade with
Euro-Americans began, trade wool was sometimes used instead of skins. Ceremonial dresses
were highly ornamented with beads, shells, quills, or even trade ribbons.
KNIFE SHEATH: All knives were carried in sheaths that were made from heavy
animal skin and highly decorated in a variety of ways, with quills, beadwork, and painted
designs.
LEGGINGS: These were worn to protect and warm the legs. Leggings were originally
made of animal skin and then later, after contact with Euro-Americans, from the trade wool.
For males, they were designed to go from the ankle to the hip and then to fasten to a belt at
the waist. Women’s leggings fastened to thongs at the knee.
23
DISCOVERY TRUNK ITEM DESCRIPTIONS (Cont'd)
MALE’S SHIRT: Deerskin shirts were part of everyday dress and ceremonial war
clothing for men. They had sleeves, were commonly fringed and reached halfway to the
knees, thus passing over the tops of the leggings. They were made of the skins of deer and
also antelope or mountain sheep. War shirts were trimmed along the seams with the scalps or
hair of enemies, and elaborately ornamented with beads or, in earlier times, with porcupine
quills.
MOCCASINS: These were made from deerskin and bison to protect the feet.
Moccasins typically had stiff rawhide soles and soft skin for the upper part for summer use.
For the cold weather bison hid, with the hair side in, was used for the soles. These were a
great protection when it was cold.
PARFLECHE BAG: A receptacle or trunk that the women carried their personal
articles in. Originally a French trapper term which meant a shield—to ward off an arrow.
Shields were made of rawhide and “parfleche” soon came to mean any rawhide article. Made
of heavy bison rawhide, the oblong piece was folded over and leather strings laced together
the two ends. The shape of the case was convenient for packing on a horse’s back. Often they
were elaborately ornamented with geometric designs such as straight lines and triangles.
Women expanded much effort in making them and in keeping them clean and freshly
painted.
QUILLS: Porcupine quills were used for decoration throughout this country by Native
Americans, notably the Plains Indians. The quill of the porcupine is a round hollow tube
which terminates in a barbed point at one end. It is white for about four-fifths of its length,
ending in a brownish-grey tip. After acquiring the quills, Indian women would sort them by
size, and dye them by boiling them with local vegetables. For embroidery work, the quill
worker softened the quills by holding them in her mouth. The warmth and moisture of the
mouth were very effective in softening the quills. Then the quills were flattened by pulling
each quill, with the point protruding out from the lips, between the quill workers teeth. Then
the quill was sewn or wrapped on the clothing or object. After the quills were sewn down
they might be further smoothed by rubbing with a “quill flattener,” a special instrument
made of a smooth flat bone or even a stone.
24
DISCOVERY TRUNK ITEM DESCRIPTIONS (Cont'd)
QUILL BRACELET: For centuries Native American women had been dyeing the
quills of the porcupine, sewing them on garments and bags, and weaving them into belts. The
art of quillwork was an American Indian tradition, practiced nowhere else in the world. Upon
contact with the Indians, Euro-Americans found that one of the most important trade items
desired by the Native Americans was brightly colored beads. Traders, explorers and even
officials carried beads, for they found that Indian women urged their men to trade for them,
so that the women might decorate with brilliant patters. Women gradually gave up quillwork
only because beads were so much easier to use.
SINEW THREAD: Used for sewing clothing and other objects. The fiber was stripped
from the large tendons along each side of the backbone of the bison or deer. The raw tendons
were dried and shredded, and sometimes twisted into a bundle ready for use.
SKINNING KNIFE: Obtained from the Euro-American, this metal blade trade knife
was used for skinning game, as an eating utensil, and for cutting wood. Because this knife
also served as a weapon in warfare it was sometimes referred to as a “scalping knife.”
STEEL POINTS (3): An item used for trading with the Plains Indians. Warriors
substituted the more efficient steel point for their stone arrowheads. This allowed them to use
the time that would have been used to make arrowheads for other activities.
STONE KNIFE: For sheer utility, the knife was the most serviceable weapon
employed by the Plains warrior. He used it constantly at home, while hunting, and in
warfare. As with other items, the knife was carefully and often imaginatively designed. The
earliest knives of the Plains Indians were made of stone and bone. Bone knives were
fashioned from the larger bone of the bison, and could be honed with sandstone to quite a
sharp edge.
STONE POINTS (2): The points of arrows were chipped or ground stone, bone,
deer antler, or of the sole of the hoof of the bison As soon as the Euro-American came, metal
began to take the place of many of these piercing materials.
25
DISCOVERY TRUNK ITEM DESCRIPTIONS (Cont'd)
STONE TANG KNIFE: Stone butchering knife used to skin animal hide from the
meat and for cutting meat.
STONE WAR CLUB: Every Plains warrior carried some kind of club when he went
raiding or to war. Usually it was thrust under his belt, but when fitted with a wrist strap it
could be hung form the pommel or cantle of his saddle. The head styles varied with the shape
of the stone, and handles were decorated with paint, feathers, horsehair, scalp locks, and
animal fur. The warrior selected the club head with great care, choosing smooth stones from
stream beds that would not split on impact. Generally speaking, the stones used for the club
heads weighed anywhere from two to eight pounds. The handle was usually made of a
rawhide-covered shaft of bone or wood.
SWEETGRASS BRAIDS (2): Dried sweeteners were burned over coals in many
different ceremonies. It was believed to have special magical and spiritual qualities. It was
also used as a perfume and its fragrance is very noticeable at short distance.
TOMAHAWK: Better known than the stone war club as weapon of war was the
Indian hatchet or tomahawk. Introduced by the Euro-American as a weapon it was the Indian
who eventually made the tomahawk a paradoxical symbol of both war and peace. Indians
meeting to arrange treaties often buried the head of one in the ground to show their peaceful
intent. If necessary it could be used to indicate other attitudes as well.
WAR SHIELD: The shield was perhaps the most important part of the equipment of
the Plains warrior. This was a circular piece of dried and toughened bison bull-hide, carried
on the left arm, light, but strong enough to stop an arrow, or to turn a ball from an oldfashioned smoothbore gun. Originally carried in order to ward off missiles and spear thrusts,
the shield in later times exercised a protection that was in part physical and in part, a strong
spiritual power. It might exercise on behalf of the warrior protective powers of the images of
the living creatures painted on it. The figure of a bear painted on the shield or with its claws
attached, gave the warrior the bear’s toughness, and superhuman powers in battle.
26
DISCOVERY TRUNK ITEM DESCRIPTIONS (Cont'd)
WHISTLE: The whistle and flute were the only Indian wind instruments. Warriors
riding into battle would blow on whistles made from the wing bone of an eagle, the bird that
symbolized courage. Wooden flutes and whistles were used by young men, and made by
whittling out a cylinder of juniper wood. The cylinder was then split and each half dug out to
make a shell. Last, a mouthpiece was cut out. The two halves were then fitted and glued
together. Six finger holes were made by burning with a hot iron. These wind instruments
were made for courting and were played only at night. Young men believed that many flutes
had the property of charming the girl that the man loved and making her love him.
27
BIBLIOGRAPHY
Andrilst, Ralph K. The Long Death: The Last Days of the Plains Indians. New York:
Macmillan Publishing Co., 1964.
Calloway, Colin G. ed. New Directions In American Indian History. Norman: University
of Oklahoma Press, 1988.
Clark, Robert A. The Killing of Crazy Horse. Lincoln: University of Nebraska Press, 1988.
Clifton, James A. Being and Becoming Indian: Biographical Studies of North American
Frontiers. Chicago: Dorsey Press, 1989.
Constable, George. ed. The Indians. New York: Time-Life Book, 1973.
Debo, Angie. A History of the Indians of the United States. Norman: University of
Oklahoma Press, 1970.
Grinnell, George Bird. The Cheyenne Indians. Lincoln: University of Nebraska Press,
1972.
Hagan, William T. American Indians. Chicago: University of Chicago Press, 1961.
Hassrick, Royal B. The Sioux. Norman: University of Oklahoma Press, 1964.
Hedren, Paul L. Fort Laramie in 1876: Chronicles of a Frontier Post at War. Lincoln:
University of Nebraska Press, 1988.
The Great Sioux War, 1876-1877. Helena: Montana Historical Society Press, 1991.
Hoxie, Fredrick E., ed. Indians In American History: An Introduction. Arlington Heights,
Ill: Harlan Davidson, 1988
Kroeber, Alfred L. The Arapaho. Lincoln: University of Nebraska Press, 1983.
Leacock, Eleanor Burke and Nancy Oestrich Lurie, eds. North American Indians in
Historical Perspective. Prospect Heights, Ill: Waveland Press. [Reprint, 1988]
Lowie, Robert H. The Crow Indians. Lincoln: University of Nebraska Press, 1983.
28
BIBLIOGRAPHY (Cont'd)
Miller, David H. Ghost Dance. Lincoln: University of Nebraska Press, 1959.
Nadeau, Rena. Fort Laramie and the Sioux: Lincoln: University of Nebraska Press, 1967
Salzmann, Zdenek (comp). The Arapaho Indians: A Research Guide and Bibliography.
Westport: Greenword Press, 1988.
Trenholm, Virginia C. and Maurine Carley. The Shoshonis: Sentinels of the Rockies.
Norman: University of Oklahoma Press, 1964.
Utley, Robert M. The Indian Frontier of the American West, 1846-1890. Albuquerque:
University of New Mexico Press, 1984.
Washburn, Wilcomb. History of Indian-White Relations. Handbook of North America,
Volume 4. Smithsonian Institute Press, 1988.
Weeks, Philip. The American Indian Expierence : A Profile, 1524 to the Present. Arlington
Heights, Ill. Forum Press, 1988.
Wooster, Robert. The Military and United States Indian Policy, 1865-1903. New Haven:
Yale University Press, 1988.
ACKNOWLEDGEMENTS
The Wyoming Stat Museum Discovery Trunk Program has been assembled by the Wyoming
State Museum Staff. Funding was provided by the Wyoming State Museum Volunteers to
establish the Discovery Trunk Program at the State Museum.
Special thanks to the Fort Casper Museum for assisting in the creation of this Discovery
Trunk. Fort Casper's Discovery Trunk Program is recognized as the model for the Wyoming
State Museum Discovery Trunk Program
29
ACTIVITIES
In this section, activities are presented for teachers to consider for class use. Included in
these activities are classroom components and take home components. For take home
assignments the Museum has provided research paper prompts that can be used by teachers
for framework for actual assigned homework. These prompts are designed to help build
students constructive writing base and will prepare students for further writing assignments
down the line in middle school and high school. Other activities that are included are in-class
assignments such as the Mix and Match Word Search, Plains Indian Group Picture Game, and
a Vision Quest Short Answer Worksheet. These in-class activities were designed around the
Discovery Trunk contents and vary in difficulty and length. It is highly encouraged teachers
use these activities during the course of the lesson plan.
Research Paper Topic Suggestions
UNIT ONE: Have students write a one-page essay on the horse. Have students include
the importance of the horse to the Plains Indians, the uses of the horse, and one of the two
hunting techniques mentioned in Unit One (pg. 9) that the horse helped develop. It is
suggested that an imagery component is added having students draw a picture of an Indian
doing something on a horse.
UNIT TWO: Have students write a one-page report on a regional Plains Indian tribe,
have them include one of the following: typical tasks, tribe life, or religion. Students can pick
any tribe, however, it is suggested students pick a regional tribe close by. Choosing a regional
tribe will promote memory retention and will give students insight in to historical local
Indian culture. If needed, refer to the Indian Territories of Wyoming map in Unit One (pg. 7)
for general areas tribes occupied.
UNIT THREE: Students will write a one-page research essay detailing a regional
instance of Anglo-American intrusion in to Indian Territory. This can include regional battles
(i.e. Battle of Little Bighorn or The Wagon Box Fight), treaties, or the consequences of AngloAmerican takeover of Indian land. It is still suggested students stay with regional tribes for
this assignment also.
30
Plains Indian Mix and Match Word Search - Answer Key
This activity is an in class activity and is centered on the Plains Indian Discovery Trunk
contents. It is encouraged that teachers display the items for students to either view or handle
while they complete this activity. Inform students that there aren't display items for all words
(i.e. bison).
P
Q
R
D
J
O
X
R
M
L
P
P
K
H
H
S
T
M
O
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C
A
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D
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W
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F
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S
A
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C
P
1. WARSHIELD
2. ARROWS
3. COUPSTICK
4. CHEYENNE
5. CROW
6. MOCCASINS
7. BISON
8. HEADDRESS
9. SHOSHONE
10. BEADEDBAG
31
11. TOMAHAWK
12. HORSE
13. SIOUX
14. ARAPAHO
15. ARROWHEAD
Name: __________________________
Plains Indian Mix and Match Word Search
Answer the clues below and then find each answer in the Word Search. Clue #1 has already
been done for you as an example.
P
Q
R
D
J
O
X
R
M
L
P
P
K
H
H
S
T
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A
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N
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M
S
A
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W
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Z
A
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B
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A
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Z
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X
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C
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P
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W W
I
B
Z
A
O
Y
X
Z
A
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W
A
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S
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L
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T
W
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S
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W
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H
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P
B
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W
A
A
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W W
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A
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S
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Y
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A
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A
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B
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N
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B
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F
F
Q
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A
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C
P
1. Plains Indians used this to protect them in battle.
____________________________
2. This is put on the end of an arrow.
____________________________
3. Plains Indians would use this to touch an enemy in battle.
____________________________
32
4. This tribe of Plains Indians is located in the East of Wyoming.
____________________________
5. This tribe of Plains Indians is located in the North of Wyoming.
____________________________
6. Plains Indians would wear these on their feet for travel and comfort.
____________________________
7. This was the main game animal Plains tribes would hunt.
____________________________
8. Plains Indians would wear this on their heads in to battle.
____________________________
9. These Plains Indians lived in the West of Wyoming.
____________________________
10. Plains tribeswomen would make and wear this to store items in.
____________________________
11. This handheld weapon was used by Plains Indians in wartime.
____________________________
12. This animal was the more important thing the Plains Indians had.
____________________________
13. These Plains Indians came into Northeastern Wyoming in the 1830s.
____________________________
14. These Plains Indians lived in the Southeast of Wyoming.
____________________________
15. These would be put on the end of arrows and had thousands of variations.
____________________________
33
Plains Indians Picture Game - Group Activity
(This activity works well as either an introduction before the students know the uses of the
artifacts, but also as a review following classroom exploration of the artifacts.)
For this in class activity, students are arranged in to five groups. One member of each group
will draw a piece of paper out of the beaded bag (located inside trunk). Each piece of paper
will represent a different Plains Indians tribal roll and will each have five different artifacts
listed on it. Students should then work together to assign one artifact to each student. If a
group is larger than five, some students will have to share artifacts. Students from one group
at a time will go pick up their artifact from the Discovery Trunk. Once back at their seats,
students should draw their artifact, looking closely at its details. After a determined amount
of time, students will then take turns either in their groups or in front of the whole class and
share their drawings and observations of their artifact.
Teacher Tips: Copy the provided worksheet (page 35 and in back of notebook) and cut out
Plains Indian role cards for beaded bag. Students are expected to draw/explain something
related to item (i.e. Parfleche bag= drawing of decorated bag w/student explaining uses).
Promote intellectual conversation by going around to groups asking about items or roles
while they draw.
Plains Indian Warrior
Plains Indian Medicine Man
Tomahawk
War Shield
Coup Stick
Headdress
Stone War Club
Catlinite Pipe
Drum and Beater
Feather Fan
Sweetgrass Braids
Breechcloth
Plains Indian Hunter
Plains Indian Tribal Member
Arrows
Stone Knife & Sheath
Stone Points
Bison Bladder Water Bag
Stone Tang Knife
Moccasins
Antler Awl
Male’s Shirt
Parfleche
Girl’s Dress
Plains Indian Woman
Sinew Thread
Parfleche
Bison Hair Rope
Antler Awl
Beaded Medallion
34
Catlinite Pipe
Drum and Beater
Feather Fan
Sweetgrass Braids
Breechcloth
Tomahawk
War Shield
Coup Stick
Headdress
Stone War Club
Plains Indian Tribal Member
Plains Indian Medicine Man
Plains Indian Warrior
Moccasins
Antler Awl
Male’s Shirt
Parfleche
Girl’s Dress
Sinew Thread
Parfleche
Bison Hair Rope
Antler Awl
Beaded Medallion
35
Plains Indian Hunter
Arrows
Stone Knife & Sheath
Stone Points
Bison Bladder Water Bag
Stone Tang Knife
Plains Indian Woman
Exploring History with Artifacts - Individual Activity
(This activity works well as either an introduction before the students know the uses of the
artifacts, how they were made, what they are made from, or who might have used them.)
For this in class activity, students should be provided with the “Exploring History with
Artifacts” worksheet, found on pages 37 and 38 as well as in the back of this notebook, as well
as an artifact from the Plains Indian Discovery Trunk. Students will also need a ruler.
The purpose of the “Exploring History with Artifacts” worksheet is to provide students with
an opportunity to closely examine the details of an artifact and also begin thinking of its
tangible characteristics as well as those that cannot be viewed. Page one of the worksheet has
students example the tangible aspects of their artifact, while page two prompts them to think
about the use, dates, and questions they have about it.
After students have had time to complete both pages, it can be fun to go around the
classroom and have each student show his/her artifact and share something interesting they
noted about it as well as a question they have about it.
Classroom Museum
Exploring History with Artifacts Follow-Up Activity
Classroom Museum: This activity can be revisited at the end of the unit where each student
write a label for their artifact based on what they’ve learned, and then the class can put
together a classroom museum with all of the artifacts and invite other classrooms to visit their
museum.
36
Name: __________________________
Exploring History with Artifacts
Artifact: An object that was made or used by humans and is of archaeological or historical
interest.
1. What is the artifact made out of?




Bone
Pottery
Metal
Wood




Stone
Leather
Glass
Paper




Cardboard
Cotton
Plastic
Other Material
2. Describe how the artifact looks and feels.
Shape: ___________________________
Size: ____________________________
_________________________________
_________________________________
Color: ___________________________
Weight: __________________________
_________________________________
_________________________________
Texture: _________________________
Moveable Parts: ___________________
_________________________________
_________________________________
Is there anything written, printed, or stamped on it: _____________________________________
___________________________________________________________________________________
3. Draw and color pictures of the object from the top, bottom, and side.
Top
Bottom
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Side
4. Uses of the artifact
How do you think the artifact was used? ______________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Who do you think might have used the artifact? _______________________________________
__________________________________________________________________________________
__________________________________________________________________________________
When do you think the artifact was used? _____________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Can you name a similar item that is used today? _______________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Discussion
What does your artifact tell you about technology at the time your artifact was made and
used? ____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What does the artifact tell you about the lives of the people that made or used it?
__________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
What are some questions you have about the artifact or things you want to learn about it?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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Vision Quest Short Answer Worksheet
In this activity, students are given a worksheet (provided on page 40 and in the back of the
notebook) to complete. They will be instructed to write a short story comprising of several
sentences about what they think their vision quest would be like. Students should include an
animal protector (i.e. the eagle) and what their protector told them to do during their life.
Teacher Tips: Encourage students to go in to detail about their journey to the vision quest.
After students are finished with worksheet, have them share it with a partner. Give examples
of good animals or good traits that protectors would share during vision quests. Also, remind
students that if their story is too big for the space provided, they should continue story on the
back of the paper.
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Name: __________________________
Vision Quest Story
Imagine you are a Plains Indian and you have just embarked on your first vision quest. You
want to know how to live your life and what you're going to do in your life. In several
sentences, describe your journey during your vision quest. Give details of your animal
protector and what it told you to do during your life.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
40