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“But, I Don’t Have Artifacts!”: Resources for Teaching Native Cultures and Object-based Learning in the Classroom
Ann Marie Gleeson, Primary Source
Chronological Thinking
Place the images in approximate chronological order.
What is the topic of your set of images?
What inferences can you make from this progression of images?
What connections can students make about change over time?
What skills does this activity address?
The Makah Peoples
1792
1865
1900
1903
1905
1910
1910
1911
1915
1923
1941
1964
1990s
1995
2009
Acoma Pueblo
1898
1899
1926
1929
1930s
1930s
1941
1941
1999
(Hillary Clinton at Acoma)
2006
2010
Native Footwear
400 – 600 AD Pueblo (Utah)
1870Kansas
1890ShawneeOklahoma
1890s Oklahoma
1900Blackfootceremonial
1910Alaska
1910 Canada
1920 Ojibewa
1940 Mexico
1970 Canada
1983 Alaska
2000 Minnesota Chippewa
2010 Yakima Washington State
Chronological Thinking
How did you make your decisions? What evidence did you use?How did you use objects?
Chronological Thinking
Change over time
Contemporary Images
Object analysis purpose,
detail work,
climate/geography/raw materials,
art, used today, tourism
Making Connections Without the Actual Artifact
Images of the object
Bring in contemporary objects or reproductions
Show images/videos of how it was made or used
Use sample raw materials
Artifact Kits
Cedar Bark
http://www.sfu.museum/time/en/panoramas/beach/bark/43/ http://www.sfu.museum/time/en/panoramas/beach/bark-stripping/44/
Cedar Bark
http://www.sfu.museum/time/en/panoramas/beach/uses-of-cedar-bark/47/ http://www.sfu.museum/time/en/panoramas/beach/uses-of-cedar-bark/48/
Resourceshttps://www.livebinders.com/play/play?id=1054119