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

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Religious beliefs and the significance of religion in different tribes

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Reasons for aggression between Euro-Americans and Indians

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Consequences of Euro-American Conquest on Plains tribes

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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. 3

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.

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Make conscious decisions on which items to let students handle and which items should be only displayed.

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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. 5

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 6

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 7

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. 8

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 9

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 10

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. 11

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, 12

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 14

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 18

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. 19

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.

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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.

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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.

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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.

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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.

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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.

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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).

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1. WARSHIELD 2. ARROWS 3. COUPSTICK 4. CHEYENNE 5. CROW

6. MOCCASINS 7. BISON 8. HEADDRESS 9. SHOSHONE 10. BEADEDBAG

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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

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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.

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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.

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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

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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

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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.

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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

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Stone Leather Glass Paper

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Cardboard Cotton Plastic Other Material

2. Describe how the artifact looks and feels. Shape: ___________________________

Size: ____________________________

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Weight: __________________________

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Moveable Parts: ___________________

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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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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? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 38

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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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