Type: Book - Welcome to Kaya’s World: 1764 Growing up in a Native American Homeland Author: Dottie Raymeyer Publication: Pleasant Company Publications; Middleton, WI 53562. 2003 Synopsis: Raymer writes about life for a Nez Perce girl, named Kaya, in 1764. Photographs and illustrations as well as written information about all aspect of Native American life in the Plateau Region of the United States. This book discussed life before contact with whites and deals with many cultural aspect of the Nimiipuu. Quote: “According to Nimiipuu legend, animals lived on the earth long before there were any human beings. One of these animals was a smart but tricky character named Coyote. In Kaya’s time elders told this legend of how Coyote created Nimiipuu, and they still tell it today.”

Source: www.nez perce.org/History/FrequentlyAskedQ.htm Type: World Wide Web Site Synopsis: This site deals with frequently asked questions about the Nez Perce. Answers are simple and complete, pictures featured on the site. Quote: “Where did the Nez Perce live before contact with white men and where so they live now? The Nimiipuu lived in peaceful groups traveling seasonally within the deep canyons cut by the Snake, Salmon and Clearwater Rivers. The Nimiipuu traveled across Oregon, Washington and Idaho. … Today the Nimiipuu live all over the world, but the Nez Perce Reservation in located in North Central Idaho.”

Source: ww.fs.fed.us/npnht Type: World Wide Web Site Synopsis: This is the U.S. Forest Service site for the Nez Perce (Nee-Me-Poo) National Historic Trail. The site contains information on all aspects of the Nez Perce. Over 22 categories and links include items like Kids Pages, Educational Guide, Wildlife, and Events. This site is kid friendly and contains many activities for children to learn about Nez Perce. Quote: Salmon: “The salmon was a very important food source for the Nimiipuu. Salmon could be caught from the rivers and streams with a scoop, with dip nets, with fish traps or with gaff poles.”

Source: www.nps.gov/nepe Type: World Wide Web site Synopsis: This site is sponsored by the National Park Service and covers the Nez Perce National Historic Park. It contains sections like History & Culture, For Kids, Educational Programs and Nature and Science. It is easy to navigate and contains great pictures. Quote: For thousands of years, the people, the Nimiipuu, or Nez Perce, have lived in the area minimally covered by the Nez Perce National Historic Park. The park was established by the national park system on May 15, 1965.”

Book: Native American Crafts Workshop Published by: Fearon Teacher Aids, 1204 Buchanan Street, Carthage, IL Synopsis: This book contains Indian crafts from North American Tribes, Instructions are easy to follow and illustrated for easy use by elementary students. Contains cooking, arts, clothing and toy crafts.

Book: The Encyclopedia of North American Indian Tribes Author: Bill Yenne Publisher: Crescent Books, New York, 1986 Synopsis: This book gives detailed information about many Indian tribes. Tribes are listed in alphabetical order and included pictures. Information about the Nez Perce, pages 114-116 was specific and included geographic as well as historic information. Quote: “The name Nez Perce was give to the Sahaptini because, when they were first encounter by the French, some members of the tribe were seen wearing pendants attached to their noses.”

Source: www.pbs.org/weta/thewest World Wide Web site Synopsis: This site offers information about New Perspectives on the West. It includes about influential people, places, events and resources. It also hosts lesson plans on various topics. Plans are well organized and easy to follow.

Type: Pamphlets, Booklets, Handouts Source: Nez Perce National Historic Park and Northwest Interpretive Association; Seattle, WA Synopsis: This is a collection of pamphlets, booklets, and handouts give out at the Nez Perce National Historic Park, Spaulding, ID. Site. They give a broad view of Nez Perce History and life. Specific information about plants, sinew, tepee and Junior Range Guide is also included. Quote: “ The Nez Perce (Nimiipu) have always lived in the valleys of the Clearwater and Snake Rivers and their tributaries. The fished the streams, hunted the woodlands and dug bulbs of the edible Camas Lily on the high plateaus.

Type: Handout, drawings Source: Appaloosa Horse Museum and Heritage Center Synopsis: A collection of information sheets dealing with the Appaloosa horse and other horse information.

Type: Web Site Source: www.nationalgeographic.com Synopsis: Web site dealing with Lewis and Clark and their contact with the Nez Perce tribe in Idaho. Contains photos and short description of the encounter. Quote: “William Clark approached three Nez Perce boys, carefully, afraid he would frighten then the boys and make a bad impression. Offering the boys gifts of ribbon, he eased their fears and was soon led to the settlement of tepees.

Type: Web Site Source: www.juntosociety.com/native/nezperce Synopsis: A web site publishing a brief history of the Nez Perce and famed leader, Chief Joseph. Information is well-written and informative. Good photos are shown through the 14-page article. Quote: “The man who became a national celebrity with the name “Chief Joseph” was born in the Wallowa Valley in what is now northeastern Oregon in 1840. He was given the name Hin-mah-too-yah-lat-kekt, or Thunder Rolling Down the Mountain, but was widely known as Joseph, or Joseph the Younger, because His father had taken the Christian name Joseph when he was baptized at the Lapwai mission by Henry Spalding in 1838.

Type: Web Site Source: www.lewisandclarkexhibit.org Synopsis: A collection of information and lesson plans designed for units on the Lewis and Clark Expedition. Well-designed lesson plans.

Type: Web Site Source: www.uidaho.edu/idahonatives/nez Synopsis: A web site based in the University of Idaho and gives information about the Nez Perce tribe. Articles include information written by Josh Pinkham as well as current life styles.

Type: Book – North American Indians; Color and Story Album Author: Frank Fox Publisher: Troubador Press/Price Stern Sloan, New York. 1995 Synopsis: This color and story album gives information and a coloring page, with great detail about many of the Indian tribes of North American. The Nez Perce information is good and included a good color page illustrating the geography, housing and Appaloosa horse.

Book: The American Indian Author: Colin F. Taylor Publisher: Salamander Books LTD, London, UK, 2004 Synopsis: This 416 page book is a collection of information, paintings, drawings and photos that encompasses most Native American Tribes and their culture, history, technology and religion. The illustrations and pictures are of high quality and great detail. Taylor is a leading expert on the Plains culture. The sections about the Nez Perce are quite comprehensive in information and photos. Quote: “The explorers reported that fifty to one hundred horses per individual amongst the Nez Perce were quite common, and forty years later it was reported that as many as fifteen hundred horses might be own by Cayuse and Nez Perce family units…” p.104

Book: Atlas of The North American Indian, rev.ed Author: Carl Waldman Publisher: Checkmark Books, New York, NY, 2000 Synopsis: Carl Waldman’s book is a comprehensive look at the North American Indian tribe’s history, culture, language, and ways of life. It included new and update maps, a glossary and expanded bibliography. Information on the Nez Perce is intertwined throughout sections in the book such as Indian Lifeways, Indian Wars, and Indians and the Explorers. Quote: “In 1855, when summoned along with other Columbia Plateau tribes to council at Walla Walla in Washington Territory, the Nez Perce had been at peace with Euroamericans for half a century, since their contact with Lewis and Clark in 1805.” p. 154

Book: The Nez Perce – A First Americans Book Author: Virginia Driving Hawk Sneve Publisher: Holiday House, New York, NY. 1994 Synopsis: The author tells the history and culture information of the Nez Perce in an easy to read format, which is great for young readers. Illustrations are wonderfully done and accurate in geography and color. This book tells of the ways of life of Nez Perce including ideas about Spirit Helpers and the coming of the horse. Quote: “With horses, the Nez Perce were able to travel farther east into the plains to hunt buffalo. From the animals skin, they made robes to wear in the winter.” p. 19

Book: Tales of the Nez Perce Author: Donald M. Hines Publisher: Ye Galleon Press, Fairfield, WA. 1999 Synopsis: This book begins with an overview of the culture and history of the Nez Perce. It contains illustrations and photos throughout the text. More than forty Nez Perce legends and tale are included along with notes about meanings and other information about the tales. Quote: “The genre of oral narratives to which tales in this first section most closely conform to myth. If the term “myth” is not easily defined, the tales themselves denote particular mythic details: of a time before time, the deific personae of Coyote, and the origination of some of the Western Tribes, also plant and animal life.” p. 43

Book: Make It Work: North American Indians Authors: Andrew Haslam and Alexandra Parsons Publisher: Scholastic, New York, NY. 1995 Synopsis: This book illustrates how to create North American Indian culture models through hands-on Activities. Steps to creating a finished product are well written, easy to follow and complete with colorful photos and descriptions. Includes descriptions and models of clothing, housing, artwork and transportation. Quote: “ The Nez Perce lived in high plateau country to the west of the Rocky Mountains. The weather was cold and no crops grew. People relied on gathering roots, berries, and nuts and on fishing and hunting. The Nez Perce warriors wore ermine-tail and buffalo-horn helmets and buckskin war shirts with porcupine-quill decoration and horsehair tassels.”

Book: sapatq’ayn – Twentieth Century Nez Perce Artists Publisher: Northwest Interpretive Association and Confluence Press, Seattle, WA and Lewiston, ID. 1991 Synopsis: A collection of photographs and biographies of contemporary Nez Perce artists. Twenty artists and a piece of their work are shown.

Book: The Nez Perce Author: Stefanie Takacs Publisher: Children’s Press, Scholastic, New York, NY. 2003 Synopsis: A children’s book on the history, culture and daily life of the Nez Perce in an easy to read, colorful format. Great for young readers. Quote: “At, the same time, the Nez Perce proudly preserve their traditions and beliefs. They pass their history on to their children through stories and fables. Nez Perce culture also celebrates at powwows, ceremonies and feast.” p. 40

Book: The Nez Perce Tribe Author: Allison Lassieur Publisher: Bridgestone Books, Capstone Press, Mankato, MN 2000 Synopsis: A children’s book on the history, culture, government and daily life of the Nez Perce in an easy to read, colorful format. Great for young readers. It contains a hand-on activity and important address and web sites. Quote: “Today, the Nez Perce still have a tribal council. This group is called the Nez Perce Tribal Executive Committee. The council works to make life better for tribal members.” p. 21

Book: Appaloosas Authors: Victor Gentle and Janet Perry Publishers: Gareth Stevens Publishing, Milwaukee, MN. 1998 Synopsis: A children’s book about the Appaloosa horse breed complete with history and characteristics of the horse. It has colorful photos, illustrations and a glossary. Quote: “The Nez Perce also believed that spotted horses were born with good medicine, because they were painted by nature. After all, if your horse was not guarded from evil spirits, how could you be safe?” p.6

Book: Chief Joseph: Nez Perce Warrior Author: William R. Sanford Publisher: Enslow Publishers, Inc. Hillside, NJ. 1994 Synopsis: A children’s book detailing the history of the great Chief Joseph and his band of Nez Perce. Pictures, map, glossary and illustrations are included with the information. Quote: “The weary chiefs slowed their pace. For four more days they drifted north. Joseph received no word from his scouts of any pursuit. He began to feel secure. His band might reach Canada after all.” p. 32

Books: Kaya, An American Girl, 1764 (Series) Author: Janet Shaw Publisher: Pleasant Company Publications, Middleton, WI. 2002 Synopsis: A series of six fictional children’s books about a young Nez Perce girl in 1764. These books correctly illustrate the culture and events of the time in America. The entertaining reading and illustrations give factual information. A brief history is included in the back of the books. Quote: “Aalah took out the hemp cord and the bear grass she needed to weave some flat bags. She’d dyed the bear grass soft shades of red, green and yellow. She gave some brown cord to Kaya, the started a bag for Speaking Rain to work on. Although Speaking Rain could not see, she could make fine cord and could weave by touch once Aalah set the first rows.” p. 37

Book: Soun Tetoken: Nez Perce Boy Tames a Stallion Author: Kenneth Thomasma Publisher: Grandview Publishing Company, Jackson, WY. 2002 Synopsis: This fictional children’s book tell the tale of a mute Nez Perce boy who lives a happy, adventurous life with an adopted family, after his parents die in a fire. His life changes forever in the summer of 1877, when war happens between the Indians and the whites. He befriends a wild stallion and a coyote pup on his vision quest. Quote: “For all the next year the boy who could not speak and his horse, Sunburst, were together at every chance. Sunburst had become a young stallion. Soun trained his horse to get used to rope first. Then came the bridle. The biggest step would come the first time Soun would lift himself onto Sunburst’s back and ride him a short distance.

Bibliography Alstrom, Mark E. The Elk (Mankato, MN: Crestwood House,1985) Alstrom, Mark E. The Sheep (Mankato, MN: Crestwood House,1985) Berke, Ernest, The North American Indians (Garden City, NY: Doubleday & Co. 1963) Cassidy, James J. Jr., Through Indian Eyes: The Untold Story of Native American Peoples (Pleasantville, N.Y: Reader’s Digest Association, Inc. 1995) Collins, Richard and Taylor, Colin, eds., The Native Americans: The Indigenous People if North America (New York: Smithmark Publishers, Inc. 1991) Cozens, Peter, The Wars for the Pacific Northwest, Vol. II (Mechanicsburg, PA: Stackpole, 2002) Council for Environmental,MD: Education, Western Association of Fish and Wildlife Associations, Project Wild (Bethesda, MD: Project Wild, 1992) Fox, Frank, North American Indians Color and Story Album (New York: Troubador Press, 1995) Green, Carl & Sanford. William, The Bison (Mankato, MN: Crestwood House, 1985) Hazen-Hammond, Susan, ed., Timelines of Native American History: Through the Centuries with Mother Earth and Father Sky (New York: Berkley Publishing Group 1997) Hazen, Walt, Lewis and Clark, History Grades 4 – 6 (St. Louis, Mo: Milliken Publishing Company, 2003) Hines, Donald M., Tales of the Nez Perce, (Fairfield, WA: Ye Galleon Press, 1999) Josephy, Allen, A handbook for Nez Perce National Park, (Seattle, WA, Northwest Interpretive Association) Lassieur, Allison, The Nez Perce Tribe (Mankato, MN: Bridgestone Books, 2000) Leitch, Barbara A., Chronology of the American Indian (St. Clair Shores: Scholarly Press, Inc. 1975)

Malinowski, Sharonet.al.,eds., The Gale Encyclopedia of Native American Tribes, vol.111, Artic, Subartic, great Plains, Plateau (Detroit, MI: Gale Research, Inc. 1998) Nentyl, Jerolyn, The Grizzly (Mankato,MN: Crestwood House,1985) Northwest Interpretive Association, sapatq’ayn – Twentieth Century Nez Perce Artists (Seattle, WA: Confluence Press, 1991) Olsen, Loren, A Legacy From Sam Morris (Seattle, WA: Northwest Interpretive Association, 1999) Pritzker, Barry M., Native Americans: An Encyclopedia of History, Culture, and Peoples, vol. 1, (Santa Barbara, CA: ABC-CLIO, Inc. 1998) Raymer, Dottie, Welcome to Kaya’s World – 1764- Growing up in a Native American Homeland, (Middleton, WI: Pleasantville Publishing Company 2003) Ruby, Robert H. and Brown, John A., A Guide to Indian Tribes of the Pacific Northwest, (Norman, OK: University of Oklahoma Press, 1992) Shaw, Janet, Kaya, An American Girl, Books 1-6 (Middleton, WI: Pleasant Publishing Company, 2002) Sanford, William R. Chief Joseph, Nez Perce Warrior, (Hillside, NJ: Enslow Publishers, Inc., 1994) Sneve, Virginia Driving Hawk, The Nez Perce – A First Americans Book (New York: Holiday House, 1994) Stone, Lynn M., the Great Horned Owl (Mankato, MN: Crestwood House,1985) Takacs, Stephanie, The Nez Perce, (New York: Children’s Press, Scholastic, 2003) Taylor, Colin F. The American Indian, (London, UK: Salamander Books Ltd., 2004) Thomasma, Kenneth, Soun Tetoken (Jackson, WY: Grandview Publishing Company, 1984) Trafzer, Clifford E. and Scheuerman, Richard, D., Chief Joseph’s Allies. (Newcastle, CA: Sierra Oaks Publishing Company, 1992) Waldman, Carl, Atlas of The North American Indian, rev. ed., (New York: Checkmark Books, 2000)

Walker, Deward. E., Jr., Myths of Idaho Indians (Moscow, ID: University of Idaho Press, 1980) Yenne, Bill, The Encyclopedia of North American Tribes, A Comprehensive Study of American Tribes from Abitibi to the Zuni. (New York: Cresent Books, 1986) Youngs, Bill and Wallace, Marcus, Timeline: Nez Perce History and Culture (18th Century), (Cheney, WA: Eastern Washington University, 2004) www.fs.fed.us/npnht/kids.html www.fs.fed.us/npnht/colorbook/ www.ihawaii.net/~stony/lore47.html www.juntosociety.com/native/nezperce.htm www.mnsu.edu/emuseum/cultural/northamerica/nez_perce.html www.nps.gov/nepe/pphtml/nature.html www.nationalgeographic.com/lewisandclark.html www.nezperce.org/History/FrequentlyAskedQ.htm www.pbs.org/weta/thewest/people/a_c/chiefjoseph.htm www.sierraclub.org/lewisandclark/slideshow_np www.uidaho.edu/idahonatives/nez/journey.html www.weippe.com www.wolfcenter.org/programs/cultural.htm

Lesson Plan for Animals: Student Learning Objectives:

1. Students will learn animals and their relationship to the Nez Perce culture. 2. Students will create a report and poster about a chosen animal. 3. Students will access specific World Wide Web sites to gain information

about animals of the Nez Perce world. 4. Students will tour the Appaloosa Museum and Heritage Center

Materials: Animal/ Horse Lesson Various reference book about Northwest animals and horses Poster board and notepaper Pencils, markers Computer with www. Access Horse Museum Scavenger Hunt Teacher Instructions:

1. Read Animal/Horse lesson to students, or provide copy to students to read.

2. Ask students to choose an animal of interest to research and write about. 3. Provide research books, magazine and assist student to reach one of the

following sites for information: www.fs.fed.us/npnht/kids/critters.shtml www.nationalgeographic.com www.nezperce.org/ www.nps.gov/nepe www.appaloosamuseum.org

4. Help students collect information and organize into sentence and paragraphs.

5. Arrange field trip to Appaloosa Museum. Ask for parent chaperones. Student Instructions:

1. Students listen to lesson reading and chose animal to research. 2. Students access web sites and use research book to gain information.

Write notes, sentences and then at least one paragraph to give complete information about the animal and its relationship to the Nez Perce culture.

3. Find or draw pictures of your animal. Label photos or drawings. 4. Create a poster or booklet about your animal. 5. Store poster or booklet in notebook or parfleche. 6. On filed trip complete the scavenger hunt page.

Lesson Extensions: Use Project Wild activities to extend learning about animals and their habitats. Student could color a page from the USDA Wildlife Color Book.

Appaloosa Horse Museum and Heritage Center Scavenger Hunt:

Name:________________________________________________

1. Find five items that related the Appaloosa to the Nez Perce. Write item and its purpose.

Item Use or Purpose

2. Describe the Nez Perce or other horse decorations you saw. Draw a picture.

3. Describe the role of the horse to the cowboys, rodeos and circuses as show at the museum.

4. What activity did you enjoy the most at the museum?

5. Tell 3 things you learned about the Appaloosa horse. Use complete sentences and correct punctuation.

Lesson Plan: Nez Perce Housing Student Learning Objectives:

1.Students will compare Nez Perce Housing of the late 1700’s, present day to their own housing by creating a chart. 2. Students will build model of tepee. 3. Students will color long house while discussing functions and structure of

house. Materials: Compare and contrast chart Note cards or note books Tepee building materials: Copy of tepee on cardstock or construction paper Construction paper, fun foam, canvas or fabric 6-10 sticks or bamboo skewers Scissors Pencils or markers Tape and/or glue Toothpicks Rafia or string Lesson Procedure: Teacher Instructions:

1. Read Nez Perce Housing to Students. Older students can read the information. Discuss important points while reading. List on board or chart paper.

2. Show pictures of 1700’s tepees, houses at Lapwai, a student’s or a teacher’s house.

3. Provide books and pictures of Nez Perce tepee for models. 4. Model note taking and compare and contrast chart.

Compare and Contrast:

1. Students read or listen to reading of Nez Perce Housing, taking notes on note cards or notebooks. Students could use other books and resources to complete information.

2. Students then work in pairs or teams to create a compare and contrast charts.

3. Class shares information in a discussion. Students add information to their chart.

4. Students store chart in folders, notebooks or student parfleches. 5. Older student could write comparison and contrast paragraphs as an

extension.

Tepee model:

1. Students trace tepee stencils on to paper, cardstock, fun foam, canvas or fabric.

2. Students cut out tepee and decorate it to look like tule mats or buffalo hides.

3. Fold back flaps and curve tepee in to shape. Overlap ends and tape or glue them together.

4. Tape or glue 4-6 skewers to inside of tepee so the ends stick out through the top. Make sure they are evenly space apart. Tie sticks together at the top with raffia or string.

5. Lean 4 skewers on the outside of the tepee. Tape or glue down to the sides, if necessary.

6. Tape or glue flap to front of tepee. Stick three toothpicks through front of tepee to close it.

7. Display projects with compare and contrast chart. 8. Save model for later group project of village construction.

Grading Rubric: Points Criteria 4 Project is complete, neat and on time. Student paid extra attention to

detail, applied extra effort to project; good use of time. 3 Project is complete, neat and on time. Good use of time. 2 Project is NOT complete, on time and is missing items. Used time

poorly and/or disrupted others. 1 Project is poorly done, missing or incomplete. Project is late or not

turned in. Student did little work and used time poorly. 0 No attempt at project, no project turned in.

Name:___________________________________________________________

Compare and Contrast Chart

Tepee or Long House of 1700s

Modern Nez Perce Housing

My House

Lesson Plan for Nez Perce Arts Student Objectives:

1. Student will learn about traditional Nez Perce Art and Modern Art 2. Student will listen to traditional music and stories and current music. 3. Student will create a hand-dyed product to decorate with beading or

petroglyph painting. Materials: Arts Lesson Pictures and Newspaper articles Plant dyes and procedures book Plant material and containers for dying White t-shirt, pre-washed, no fabric softener, 1/student Fabric Paints or Markers Pow-wow Costume Coloring/Id sheet Markers/crayons/colored pencils Various Nez Perce Music CDs or Cassettes Teacher Instructions:

1. Read Nez Perce Arts to students or provide student copy. 2. Show photos, clipping, books 3. Pass out color/id sheet/markers/crayons 4. Play various kinds of music while students work. 5. Begin dying process. Get parent helpers. Follow instruction in booklet for

dying shirt. 6. Some student will be working on shirt while others are coloring the pow-

wow costume sheet. 7. After the T-shirts have dried, could be several days later, have students

chose a favorite symbol or a petroglyph for t-shirt. 8. Student can either paint the symbol on or use fabric markers to decorate

the front or back of the shirt. 9. Allow shirt to dry completely before sending home. Wash according to

paint or marker instructions. Have those printed up to send home with t-shirt.

Student Instructions:

1. Listen to reading of Nez Perce Arts 2. Draw design for t-shirt, use symbols or petroglyphs. 3. Color pow-wow costumes in appropriate colors. Use photos or books for

ideas. 4. Dye your t-shirt according to teacher instructions. 5. Draw symbol on front or back of shirt with pencil first, then color in with

fabric paint, crayon or marker. 6. Wash your t-shirt before the final celebration. Wear your shirt on that day. 7. Store your work in your parfleche.

Culminating Activity and Celebration Students will display all work accomplished during the unit. They will have an opportunity to share and discuss the work with other classmates and parents. Students will share parfleche containing paper work and model village. Student will wear dyed t-shirt. Play Nez Music during the celebration. If possible, make fry bread, pemmican or dried fruit to enjoy during the celebration. Use rubrics to assess the student’s progress and completion.

Lesson Plan for Nez Perce Family Life Student Learning Objectives:

1. Students will learn about Nez Perce culture and traditional ways of life, life today and compare that to their own life.

2. Students will create a KWL graphic organize to assess learning. 3. Students will read a book and create a book review or report showing

evidence of Nez Perce culture. 4. Students will listen to Nez Perce guest speaker to gain first hand

knowledge of Nez Perce culture. Materials: Family Life Lesson Photos KWL Chart Book Review forms Chart paper or board Books: Best Friends by Loretta Krupinsky Kaya: An American Girl (series) by Janet Shaw Soun Tetoken by Kenneth Thomasma Kaya’ World by Dottie Raymer The Nez Perce by Stefanie Takacs The Nez Perce Tribe by Allison Lassieur The Nez Perce by Virginia Driving Hawk Snede Teacher Instructions:

1. Students fill out the K and W part of the KWL Chart. Explain details of form and meaning of chart.

2. Read Nez Perce Family lesson to students or provide student copy. Ask for questions, promote classroom discussion about learning. Use board or chart paper for recording.

3. Students fill in L on KWL chart. 4. Students chose a book to read. Have enough copies so each child has

their own copy. 5. Meet with students on various parts of their book to ensure

comprehension. 6. Contact guest speaker. Arrange class presentation and discussion time.

Student Instructions:

1. Fill out K and W on KWL chart. 2. Listen to teacher read lesson. 3. Fill out L on KWL chart. 4. Read chosen book. Add to KWL chart while reading. 5. Write book review about book. 6. Think of three questions for guest speaker. Write them down and submit. 7. Keep all papers in notebook or parfleche.

Book Review

Name:__________________________________________________________ List Main Character. Describe looks and character traits:

Other characters:

Describe setting (place and time). Use complete sentences and pictures:

Describe Plot or the action in the story. Complete sentences please. Beginning: Middle: End:

Would you recommend this book to others? Yes or No WHY or WHY NOT?

Nez Perce Family Life KWL Chart

Name:_________________________________________________________

K What do you already KNOW about

Nez Perce Life

W WHAT do you want to learn about

Nez Perce Life

L What did you LEARN about

Nez Perce Family Life

Lesson Plan for Plants/ Food Student Learning Objectives:

1. Students will learn and review plant and food vocabulary. 2. Students will learn plant identification. 3. Students will participate in the preparation of native food.

Materials: Plants/Food written material Word search Plant identification coloring sheets Fry bread recipe and instructions Teacher Instructions:

1. Read plants/food material to students. Emphasize vocabulary words from word search. Pass out word search.

2. Pass out coloring/identification sheets to students. 3. Gather material for fry bread. Enlist parent volunteers to help. 4. Separate students into groups of 3-4 to work with parent helper to prepare

bread. 5. Rotate groups in and out of the bread making process. Some students

will be working on word search or coloring sheets while others are making bread.

6. Students will save word search and plant identification sheets in notebook or parfleche.

Students Instructions:

1. Listen to teacher read plants and foods lesson, listening for plant and food words.

2. Complete word search. 3. Color plant identification sheets. Save in notebook or parfleche. 4. Work with parent volunteer to prepare fry bread and ENJOY!

Lesson Extensions: Students could prepare pemmican, dried fruit and fry bread. Adult volunteers could provide smoked salmon and camas (if available) for a feast or celebration within the classroom. It would be great to use the feast as a culminating activity at the end of the unit. Camas is only available as a gift from the Nez Perce.

Nez Perce Arts

Baskets, Hats and Bags

The Nez Perce women used the bounty of nature to create useful and beautiful items such as round baskets and hats, flat bags and round bags. The skins of animals were used for clothing and household items. Shells and porcupine quills adorned clothing and horse items. Long bones made warrior breastplates and tools. These creations were initially used for work in and around camp. As the trade circle grew larger, items were traded for useful tools as well as more decorative items. The basket and bags were woven from hemp, bear grass and cornhusk. The legend of Coyote and the Hemp Sisters tell the tale of why hemp only grows near water.1 Young girls listened to this tale while learning and practicing weaving with their grandmothers and other elder women. The coiled baskets were strong and stiff, made for collecting berries or holding hot water. Berry and root gathering called for a round bag, which had straps for carrying and were very deep. Flat bags were made in many sizes and held personal belongings. The bags were also used for food storage. The baskets and bags had intricate geometric designs. A basket or bag with a different design on each side was the mark of a gifted weaver. The flat bag designs were woven around the bag rather than from top to bottom. The basket hat was often woven with a mountain zigzag pattern incorporated. The women chose this pattern to pay honor to the mountains, which gave them water and guarded them from enemies. Wrapped twinning was the special technique used to make these hats.2 Sometimes beads or pieces of leather were added as a tassel to the tops of the hat. Beads and shells were added to clothing as decoration. Dentalium shells were a highly valued Pacific coast shell used to add beauty to clothing. Nez Perce women traded with others to gain these prized shells as well as iridescent blue abalone. According to legend, “the shining colors of abalone shells came from lightning that was brought to the earth by fire”.3 Earrings and hair ties used round abalone shell. Elk teeth and bone were first used as dress and clothing decoration. As trade increased European glass beads and blue glass beads from Russia were introduced and used. Porcupine quills were first soaked and then press between the teeth to produce a flat quill. They were dyed in natural color dye and made into rosettes or added to clothing. As trade increased with other tribes to the east designs of more natural, plant type motifs appeared in the Nez Perce clothing and bags. Parfleches or rawhide envelopes were highly decorated with intricate designs. The women used willow and cottonwood sticks for paintbrushes. Buffalo shoulder and hip bones were soaked with paint and used to paint large areas on the bags. These bags were used for storage of personal and family items.

Horse Regalia

Nez Perce also decorated their horse with finely decorated tack made from hide and natural materials. Horse collars were woven with motifs and geometric patterns. Beaded or quilled forehead ornaments for the horse were used during special ceremonies or parades. Adorned and long, fringed saddlebags elegantly moved as the horse ran or walked. The regalia or horse outfit was highly decorated and was seen as a tribute to Nez Perce culture and artistry.

Music and Dances The sacred drumming at pow-wows was the heartbeat of the earth. People danced many different kinds of cultural dances to the sound of the beating drums. Special costumes and movements make each part of this celebration exciting. After the grand entry, intertribal dances take place where each participant moves in their own special style to the beat of the drum. Men participating in the Men’s Traditional Dance wore buckskin clothing, often decorated with feathers. The Men’s Fancy Dance is a show of colorful ribbons, fringe and feathers. The dancers whirl at a fast pace, causing the colors to blend and blur. Other dances include the Grass Dance and the Duck and Dive Dance, in which warriors dip and dive to miss the enemy’s arrows and bullets. The Crow Hop and Prairie Chicken dance mimic the movement of the birds. Each dance has a unique costume, movement and drum beat. The Woman’s Traditional Dance is a danced to the gentle drumbeat. Traditional buckskin clothing with beaded bags and women hats are worn as the women move. The Jingle Dance comes from a legend of miraculous recovery.4 The story relates that as a man lay dying, he dreamt of his daughter and her friends dancing around in their dresses, which had been adorned with many metal jingle cones. The legend continues that the sight and the sound of the dance caused his great recovery. Jingle dresses are covered with rows upon row of tiny cones, often made from snuff can lids, and the dancer moves the delightful noise is made. Decorated leggings and moccasins add to the outfit’s beauty. Fancy brightly colored shawls and beaded dresses are worn for the Shawl/Fancy dance, in which the women move in quick light steps. By holding their arms out the dancers swoop and appear to have wings. Pow-wows offer the Nez Perce tribal members an opportunity to celebrate, dance, tell stories and wear highly decorated clothing and dancing outfits.

Today’s Art

Many traditional Nez Perce arts such as beading and drumming continue today. Modern painters and musicians are tribal members. New technology has blended with old style to produce new and wonderful music. Traditional music is preserved using modern technology. Visual artist use paints, bronze, beads and mixed media to express their cultural heritage. Modern fabric and beads make costumes more durable and lighter. The Nez Perce baskets and weaving are displayed and preserved for future generations. 1 Raymer, Welcome to Kaya’s World, p.33 2 Raymer, p. 32 3 Raymer, p. 30 4 NPS and NIA Booklet

Nez Perce Family Life

Today many Nez Perce families live on the Nez Perce Reservation in Idaho or on the Colville Reservation in eastern Washington. Other Nez Perce communities exist in British Columbia, Canada. There are about 3,000 tribal members who live and work on and off the reservations. The children attend public schools and compete against non-Indian children in football, volleyball, basketball, track and other sports. The Nez Perce tribe owns and operates many businesses and agencies including those in fisheries, wildlife, mining, construction and farming. Casinos employ many tribal members and generate income for the tribe. The tribe also runs a quarry, a marina and horse-breeding operation. The Nee-Mee-Poo Trail and an expansion of the Nez Perce National Historical Park are some of the tourist attractions included in their economic plans.1 Today the Nez Perce Tribe of Idaho is a self-governing institution and a federally acknowledged tribal entity.2 The Nez Perce Tribal Executive Committee is made up of nine elected tribal members who make important decisions about the businesses, reservation life and handling of money and investments. The tribe has its own police force, which enforces local laws, aswell as state a

nd federal laws.

Preserving the traditional Nez Perce culture is very important to today’s tribal members. Their history is related through stories and legend told to children by tribal elders and grandparents. Preserving Sahaptin, their original language is another important part of life today. The language is taught in the tribe’s elementary schools, adult classes and at Lewis and Clark State College. Nimiipuu culture is also preserved at celebrations, ceremonies and powwows held around the Northwest region. Powwows, like those held at Joseph, Oregon during Chief Joseph Days in the early spring, begin with a Grand Entry of the eagle staff and others flags, including the United States and Idaho State flags, are carried in to an arena. Tribal elders and other honored guests enter next followed by the brightly colored dancers in their full regalia.

Dances are performed at these celebrations, some of which are private and some are public. Nez Perce girls who participate in these dances were bright festive clothing in both traditional style and more modern style, such as the jingle dress. This dance was originally an Ojibwa tribal dance, but now is shared with many other tribes.3 The dress for this dance is covered with rows of sparkling metal cones that jingle with the movement. Another dance is performed by girls who wear a fancy shawl. The dancers appear to have wings as the girls dip, swoop and dive to the beating drums. Women also perform dances wearing traditional belted buckskin or cloth dresses. The Whipwoman, an elder tribal woman, leads the dancers with a special staff. She does not use it for whipping as the name might suggest. Men and boys also dance during the special ceremonies and powwows. The young boys dress in festive costumes decorated with feathers and beads and do dances that mimic quail movements. The dancers dance to the beat of the drum, which is said to “be the heartbeat of the earth, mother of all people.”4

Another link to the past in called Tamkalliks, a horse ride that symbolizes the Nez Perces’ return to the homeland called Wallowa, a place Chief Joseph was never allowed to return to. Many Nez Perce make this annual pilgrimage to pay honor to their ancestors and retain cultural traditions.

Nez Perce Family Life of Long Ago

The Nez Perce of the late 1700’s and 1800’s led different live than the modern Nez Perce. The villages each had its own leader or headman.5 This position was often held by the oldest man in the village, or a man, who had the role passed down to him from his father, such as the famous Chief Joseph. It was the role of this leader to meet with other tribal leaders on a regular basis. The villages often formed bands who garnered their name from a near by stream or river. The leaders of these band and villages formed a council that made decisions for the groups. Other important village members assisted these leaders in decision-making. The council also gained wisdom and direction from their common sense, traditions, and the spirits of the world.

Chief Joseph said, “We may quarrel with men sometimes about things on earth, but we never quarrel about the Great Spirit.”6 The Great Spirit was the father of all things and the mother was the earth in the beliefs of the Nimiipuu. They also believed that they were related to all things in nature and that special powers were embodied in birds and animals. Humans sought advice and guidance from these spirits.

Nez Perce children reaped knowledge and guidance from many years of teaching by their grandparents and other elders of the tribe. Grandparents had the most experience, wisdom and patience and were considered the main teachers. They shared their knowledge through songs, stories and legends. Children learned these legends and songs by heart and in turn passed them on to their children and grandchildren.

Young children learned many things about life through play. They would make miniature tepees, parfleches, canoes, and horses to play and learn with. Girls had dolls and miniature cradleboard, decorated with beads, quills and paint. They learned how to pack belongings and to care for horses with their toys. Games like the deer hoof game, shinny, a field hockey type contest, and bows and arrows help the children sharpen their aim for hunting. Another activity was throwing long sticks or shooting arrows through a rolling hoop. In the winter the children used snowshoes for racing and walking, which helped them build strength and endurance.

A child between the ages of ten and thirteen went on a vision quest to seek their vision. The child went off to the mountains or secluded place without food, shelter or water. This was supposed to attract a spirit or weyekin to the child. If a spirit did grace the child, it is believed to grant special powers or skills to him or her, like the courage of a cougar or speed of a deer. Once the spirit received the spirit, it was always with that person. Details of the vision quest was a private matter and only shared with family and special friends or during a special ceremony.

Young girls, about age three, begin to learn household chores and how to gather food from their grandmothers. In the Nez Perce season called Lah-te-tal, the new plants and flowers begin to bloom. Young girls had their own small digging stick for digging roots. Camas root gathering begins in the season called Keh-kee-tal, the season for the first harvest of roots. This was a time for harvest as well as dancing, horseracing, game playing and feasting. The girls also helped with berry picking and firewood gathering. Elder women who were know for being skillful in food gathering would honor a young girl by eating her first gathering of roots or berries.7 Women and girls were also responsible for making basket for food and clothing storage.

Young boys armed with toy bows and arrow would accompany tribal men on hunting and fishing trips. By the time he was six, a boy was a very important worker in the family and village. A ceremony was held to share his first successful fish catch or game from hunting. If a well-known hunter or fisherman ate the teenager’s food during this ceremony, it was believed that the boy would become a good provider.

When it came time for courtship, during the mid teen years, there was a courtship dance. Girls would be on the inside of a large circle and boys on the outside of the circle. Boys carried a stick, often covered with fringed hide, and would touch the girl of his choice on the shoulder. If she chose him she would leave the stick on his shoulder. Boys would also play an elderberry stem flute outside her teepee. A young man might also participated in games and horseracing to impress a beloved.

Marriage usually occurred in mid to late teenage years and was usually arranged by the parents, although they sometimes they did bear in mind the son or daughter’s choice. Parents wanted to be certain the man or woman would be a good provider and a worthy, honorable person. The bride’s family would host a female relative of the groom, who watched the bride and decided if she would be a good wife. The groom would later come live with the bride’s family so they could watch him and decide if he was worthy of being her husband. Many beautiful and useful items were exchanged at a gift-giving ceremony.8 These offerings included baskets filled with roots and berries. The groom’s family gave animal hides or dried fish, a reflection of his skills as a provider. Horses were also included in this exchange. The married couple lived with either the bride’s or grooms family, depending upon which family had the most need.

Men and Women’s Roles in the Family and Tribe

Men and women had specific roles in the family. Nimipuu men hunted and fished. Following the salmon runs from early spring, Heel-lal, until late fall, Pe-koon-my-kal, Nez Perce men used fish hooks made from bone and spears to catch the fish. They built small traps in smaller streams and wooden platforms and used long handled nets over the rapids. At Celilo Falls, a traditional fishing spot on the Columbia River, large groups of families gathered to celebrate the return of the salmon. The men fished and women preserved the fish for the

winter by drying it over racks. They also smoked the fish over a fire. Pemmican dried fish blend, was made by mixing pounded fish with oil.

Men hunted buffalo in the late spring and early summer. Hunting parties would cross the rough and rocky Bitterroot Mountains for Buffalo Country, often being gone for many months or even years. The hunters used bows made from mountain sheep and arrows made from serviceberry branches and eagle feathers. Families accompanied the hunters helping to care for the meat and hides. Every part of the buffalo was used in one form or another. Bones were used to make knives, arrows, paint tools, and dice. The horns were made into spoons, cups and bowls. The beard was used for decorations on clothing and the tail was used to make a sweat bath brush. The hide was used for tepee covering, clothing, blankets and parfleches. Even the hooves were used for a rattle.

The Nez Perce often hunted with neighboring tribes such as Crow and Flathead. They worked together to stalk and hunt the buffalo by circling around a herd. Sometimes they would drive the buffalo over a cliff or into an ambush of spears and bow and arrows. When the Nimiipuu returned to their homeland they often brought back items from the Plains culture including beads and feathered headdresses.

Nimiipuu women were in charge of food preservation and care by smoking, drying, or by boiling. They used special digging sticks to dig the camas and kouse. Berries were dried and roots were crushed with a pedestal and mortar.

Girls learned to weave and design from their grandmother. They wove the flat bags of hemp, bear grass and cornhusk for storage of food and clothing. The containers were often decorated with unique two sided designs. They made round bags for gathering roots and coiled basket for holding hot water and crushed berries. Basket hats were woven with a zigzag design to honor the mountains. The Nez Perce weaving and bags were a highly prized trade item because or their superior construction and beautiful motifs.

Traditional clothing was made from hide of deer, elk and buffalo. Nimiipuu women and girls stretched and scraped the hides, then soaked the hide in water for a couple of days. The hides were tanned with a paste mixture of animal brains that was rubbed into the skin. To make the hides waterproof and strong, they were smoked. When the hide was processed, it could be used to make dresses, pants, leggings and moccasins. The women made sinew from the tendons of buffalo and elk. An awl and the sinew were used to sew the hides together.

Women took great pride in decorating their clothing. Porcupine quills were softened by soaking and then dyed using natural plant dyes. The quills were sewn on the clothing in many patterns and geometric designs. Dentalium, a Pacific coast shellfish, were gained through trade and made an excellent adornment.9 They acquired glass beads from Europe and Russia though trade and added them to clothing was a sign of wealth. Coins, bits of copper and elk teeth were also utilized. Fringes were the simplest and most common addition to clothing. Animal bones were also used as embellishment. They reused

decorated parts of worn out dresses. As trade increased among the tribes the floral designs were added to the geometric ones.

Women made parfleches form elk, deer and buffalo hide. This strong envelope-type of storage was painted with natural dyes from berries, flowering plants and trees. Young girls made their own parfleches from left over hide to be used for their dolls and toys.

Pregnant women were kept separate form the rest of the tribe during the last few months of pregnancy. She spoke and ate with only other females who taught her about childbirth and childcare. Upon the birth of the child, the village rejoiced with gifts and celebrations. When women had babies, they applied their artistry to adorn the cradleboard, tee-kas, which kept the baby snug and safe. The cradleboard was easily hung on the back, on a saddle of the horse or rested against a tree. Children were kept in the tee-kas until they were ready to walk.

Nez Perce families of today and the past are an important part of Nez Perce culture. 1 Pritzer, B., Native Americans: An Encyclopedia of History and Culture, Vol. 1, p. 380 2 Pritzer, p.380. 3 Raymer, Welcome to Kaya’s World, p. 54,55 4 Raymer, p. 54. 5 Tackas, S., The Nez Perce, p. 10. 6 Sneve, V. D. H., The Nez Perce, p. 17 7 Sneve, V. p.16 8 Raymer, P. 23 9 Raymer, p.28,29

Plants Nez Perce Food

Food of Long Ago

Nez Perce women and children harvest the family’s food during the

season called Lah-te-tal, the season when flowers begin to bloom and the shoots of plants, such as the wild onion and carrots, start to show above the soil. Late in February and early in March as the mountain snows began to melt, Nimiipuu began to leave their winter camps along the rivers and streams to gather roots at lower elevations. As the snow level rose higher, so did the gathering clan. Roots were the basis of the Nez Perce diet. These roots were usually dried and preserved for winter storage. Some plants were harvested for medicinal purposes. Other plants were used as dyes for clothing, baskets, regalia and decoration. A first food feast was held to celebrate and give thanks for the harvest and “ensure a continued harvest”1. The wild potato or biscuitroot was one of the first roots to be collected in the spring. Boiled with the skin on, it was peeled and eaten fresh. Another early root was kouse or biscuitroot, which was eaten raw, cooked or dried. When dry, it was ground into a meal or flour-like powder and made into cakes. Large cakes were brick-like and smaller ones were finger shaped. It was said to taste like stale biscuits.2 Nez Perce gathered huge quantities of biscuitroot for winter food. Wild carrot was dug in June and July and eaten in the same manner as biscuitroot. It was also made into a porridge. Another close relative, Yampa, was dug in June, July and August, in the season called Toos-te-ma-sa-tal. This bulb had a sweet carrot flavor and was cooked or eaten raw. It was boiled, steamed and mashed, or seasoned with animal fat and eaten. The mashed bulb was also shaped into a shell-like cup, which was either cooked as a cereal or eaten dried. Arrowleaf balsam root, elk thistle, cow parsnip and wild celery were collected when the stalks were young and tender and eaten like our celery. Bitterroot served a dual purpose. It did not grow in the home area of the Nimiipuu, but was gained through trading. Used as both medicine and food, it was boiled for 20 minutes to remove the bitter taste. Bitterroot was given out as a dessert. As a medicine, it was used to cure skin troubles, enhance the blood, and give to nursing mothers to increase milk supply.3 Camas is the most well known, most versatile and most important root for the Nez Perce. A blue lily-like flower, also called wild hyacinth, covered the prairies of the Plateau region in late May and early June. The bulb of this flower is collected from late July through September. After removing the bulb from the ground with a digging stick, tookas, the outer black covering was removed. It was then baked for at least 2 hours in a pit in the ground, and then dried in the sun for one week. The browned bulb was dried whole or ground in a coffee-ground like texture. The Nez Perce shaped it into loves, or used the ground camas as a porridge. Cooked camas has a sweet potato like flavor. The bulbs were dipped in animal marrow for a treat. The prepared camas could be stored

in insect proof containers for a period of three years.4 Other parts of the plant were also used. After boiling the bulb, the juice was mixed with honey for a cough syrup. The stem of the plant was used in the fire in place of grass. It was also used for mattress stuffing. The digging process was rich in ceremony and tradition. Women had special digging sticks made from fire-hardened wood with an antler handle. Young girls had miniature sticks and participated in the harvest. Often the gathering included games, dancing, horseracing and feasting as many tribal members participated. Berry gathering was another important part of the food harvest. Serviceberry was the most significant berry of the Nimiipuu. The purplish-black berries were eaten fresh, dried, mixed with other roots, and made into small cakes for storage. Black and red hawthorne berries were used in a similar manner and were gathered in May and June. Other berries that were dried and eaten fresh included golden currants, red sweet gooseberries, purple sour gooseberries, fireberry, huckleberry, and blackberries. Straw berries were gathered and eaten fresh. Black-capped and red raspberries and chokecherries were also abundant in the region and enjoyed by the Nez Perce families. Salmonberries, thimbleberries and huckleberries were another fresh treat for the Nimiipuu. The Nez Perce gathered numerous kinds of mushrooms for boiling and drying. Pine nuts and sunflowers seeds were roasted and eaten. The Nez Perce used tamarack sap and wild honey as a sugary additive. Rosehips were also gathered. Ho’pOp was a special dish made from ground camas and a gelatin made of dark brown tree lichen.5 The lichen was boiled, then dried and later mixed with animal fat to create a mush that was later combined with the camas.

Foods of Today The Nez Perce live in local communities where modern foods are readily available. Many communities have modern grocery stores and restaurants. The traditional foods are reserved for ceremonies and special occasions. Huckleberries, serviceberries and elderberries are still gathered. Camas, bitterroot and kouse are also enjoyed today. Many native plants have suffered and been lost due to modern farming and ranching practices and chemicals. Tribal entities work to restore these indigenous plants to streams, rivers and prairies. Other Plant Uses The tulle reed (bulrush) was traditionally used to create mats and covering for tepees. The branches of the willows were bent to create the frame of the sweat house and drying racks. Trees were used for dug out canoes, firewood, tepee poles and travois.

Plants used for dyes were: ‘’Black: Red: Wild carrot roots Indian paint root tree moss Huckleberry Mountain blackberry Green: Chokecherry meadow grass Brachen fungus algae (small) Tamarack bark Hemlock bark Yellow: Oregon grape root Blue: Alder bark Copper stains Sunflower root Larkspur”6

1National Park Service,Northwest Interpretive Association, Nez Perce Booklet 2 NPS and NIA 3 NPS and NIA 4 NPS and NIA 5 NPS and NIA 6 NPS and NIA

Nez Perce History

The Nez Perce Indians have always lived on the Columbia Plateau in the valleys of the Snake, Salmon, and Columbia Rivers. They have inhabited the traditional homeland areas, about 17 million acres, of the adjacent rivers, streams and mountains for many years. Legend has it that the Coyote created Nimiipuu (see Nez Perce Legends) in the area where he sprinkled the blood of the monster who tried to eat him. He gave the Nimiipuu, The People, the beautiful valley near these rivers. Coyote said, “This is the place for The People, Nimipuu. They will be strong and brave, and they will make a good live in this valley.” 1 The Heart of the Monster Landmark, where Coyote created the Nimipuu is located in the Kamiah Valley in Idaho. Petroglyps in the area are evidence that people lived and hunted in the area for more than 11,000 years. Legend relates that Nez Perce hunted tah-seeh, related to the pre-historic woolly mammoth.2 They fished in the rivers, harvested game and plants from the land for many years before the arrival of non-natives to the area. Lolo Trail was a traditional, ancient path through the Bitterroot Mountains that led to traditional buffalo hunting grounds. Nimipuu sometimes joined other tribes such as the Flatheads, with whom they were on good terms and often traded with, on the buffalo hunts.

At least twenty-seven separate villages of Nez Perces were located on the banks of the Clearwater River along with others situated on or near the Snake, Tucannon and the Grand Ronde.3 The Wallowa Mountains and Grande Ronde river valley was the home of the historic Nez Perce leader, Young Chief Joseph. The arrival of the horse to the land of the Nimipuu came around the 1720’s, giving the scattered groups means to form larger, more cohesive groups for social and political reasons. The horse became a symbol of pride and wealth for the Nez Perce and altered their means of semi-nomadic hunting and gathering to Plains-style buffalo hunting. Already skilled traders the horse provided far greater ranges and groups for resources. The Nimipuu were the first of the Native Americans to selectively breed horse for specific traits, such as sturdiness and surefootedness needed for traveling on the rugged mountain trails. Horses were elaborated decorated for war and for ceremonies. The Nez Perce lived, hunted, traded and fought with other tribes in the area. They also traded with French-Canadian fur trappers. It was their encounter with the Lewis and Clark Corps of Discovery in September of 1805 that was first contact with white men of the United States. William Clark and a party of men were scouting for food and a way out of the rugged Bitterroots when they encounter three Nez Perce boys. After giving the boys a gift of satin ribbon, the boys led them to a tepee settlement. (One of these ribbons is on display the Nez Perce Historical Museum at Spaulding, Id.) Lewis and the rest of the expedition joined Clark several days later. The tribe befriended the expedition giving them food, shelter, and helped them build wooden dugout canoes to continue their journey to the Pacific Ocean. The Nez Perce again hosted the Corps of Discovery on their return in May of 1806. Lewis and Clark and the corps spent several months with the tribe while waiting for the mountain snow to

melt. The Nimipuu became known for their friendliness to white settlers, traders, trappers and missionaries who passed through the area over the next several decades. In 1831,a small group of Nez Perce traveled to Washington, D.C. as part of a native delegation to be given the Bible and learn about Christianity.4 Missionary Henry Spaulding and his wife traveled to the area near present day Lapwai to establish a mission. Reverend Asa Smith established a mission near Kamiah, the area known in the legends as the birthplace of the Nez Perce.

In 1855, the Nez Perce entered into a treaty with the United States government transferring several million acres while keeping eight million acres for a reservation.5 Elias D. Pierce discovered gold on the Nez Perce Land in 1860. This brought many more whites to the area causing a rift between the Indians who were loyal to the whites and those who were not. The white hunger for gold and land pressure added to the discord. The whites ignored earlier agreement and trespassed on the Native’s land. Lewiston was established in 1861. Then in 1863, a treaty to sell huge portions of Nez Perce land was signed by one chief, a chief who had no authority to sell the land. Thus began the conflict between the whites and the Nez Perce. Years of cooperation and friendship had ended.

In 1877, the United States forced the Wallowa band to leave their sacred homeland, revoking the earlier treaty of 1875 that had granted this land to them as a reservation. This was the land of Old Chief Joseph, who was an early convert to Christianity by Reverend Spaulding. In the wake of the conflict and breaking of treaties, Old Joseph destroyed his Bible. His son, Young Joseph tried desperately to hold onto the homeland. Joseph and his people were given 30 days to leave their land move to the Lapwai reservation. Although he did not want to go, he submitted rather that involve his people in battle against the United States. Unfortunately, a band of young Nez Perce rebels killed three white men before Joseph and his people moved.

In an attempt to escape the bloodshed Joseph led his people, consisting of a few hundred warriors and 500 children, women and elders, on a 1600-mile journey through the Bitterroot Mountains and into Montana and Wyoming. His goal was to escape to Canada. After fighting 14 intense battles and outsmarting the Army on numerous occasions, Joseph was forced to surrender just 30 miles form the Canadian border. Joseph tired from the journey and loss of people said, ”Hear me, my chiefs, I am tired. My heart is sick and sad. From where the sun now stands, I will fight no more forever.”6He and his people were sent to live on reservations in Oklahoma and Kansas, far from their beloved Wallowa. The group eventually returned to Washington, living on the Collville Reservation. Chief Joseph died there in 1904.

Today, the Nez Perce live in many areas of Washington and Idaho, with principle reservation located near Lapwai Idaho. They govern themselves, after rejecting the Indian Reorganization Act of 1934 and the Indian New Deal. The Tribal Executive Committee, composed of elected members, oversees use of tribal natural resources and investment of income. Their land holding once numbering millions of acres had been reduced to approximately 90,000 acres.

Nez Perce (Nimipuu) Timeline 1720s - Arrival of the horse in land of Nimiipuu 1755 – Smallpox disease reaches Plateau Indians 1779 – Chief Joseph stated in1879 that over 100 years ago other white

French traders and trapper came to the Nez Perce 1805 – September – Nimiipuu meet members of the Lewis and Clark

Corps of Discovery, feeding, housing and teaching them to build dug out canoes. 1831 - Member of Nimiipuu travel to St. Louis to learn about Christianity 1836 – Spaulding Mission established near Lapwai Creek 1855 - Nez Perce sign treaty with United States Government confining

them to a reservation in an area of west-central Idaho, northeast Oregon and southeastern Washington

1860 - Elias D. Pierce discovers gold on Nez Perce Reservation 1861 - Town of Lewiston is formed 1863 - Nez Perce chief, Lawyer, sells Nez Perce lands to U.S.

government, known as the Thief Treaty 1871 - Old Chief Joseph dies. Young Chief Joseph and Looking Glass

inherit leadership of the Nez Perce. 1872 - Colville Reservation is formed by U.S. government 1873 - Wallowa Valley reserved by President Grant for Young Chief

Joseph and his people 1877- Spring - Young Chief Joseph and his people are forced to leave the

Wallowa Valley 1877 - June - Young Nez Perce rebels kill three white men 1877 - June to October – Nez Perce War – Nez Perce fight many battles,

Chief Joseph leads his band on 1600 mile journey in escape attempt 1877 – October 5 – Chief Joseph surrenders to U.S. soldiers

1885 – Chief Joseph returns to Colville Reservation from Kansas and Oklahoma reservations

1904 – Chief Joseph dies 1934 – Nez Perce Tribal Committee formed to govern tribal members and

secure income and resources Timeline compiled for Pathways to History: Mingling of Peoples from

various sources. See Bibliography for all sources used in Nez Perce Way of Life

History of the name Nez Perce

Lewis and Clark first called the Nez Perce the Chopunnish. The tribal members called themselves Nimiipuu, which means ”we the people” or “the real people”. They are also called Tsoop-Nit-Pa-Loo or “the walking out people”7. They were also called Sahaptin or Shahaptin by a neighboring tribe of Salishan.8 The name Nez Perce, which means pierced nose, was given to them by French trappers in the early 1800’s. Although it was an uncommon practice, a few of the tribe were wearing dentalium shells through their noses when they met the trappers.9

Lewis and Clark Meet the Nimiipuu Captain Meriwether Lewis and William Clark were sent by President

Thomas Jefferson to explore the west, the land of the Louisiana Purchase. They and the men who assisted them on their journey were called the Corps of Discovery. The Corps left St. Louis, Missouri on May 14,1804 and spent many months traveling up the Mississippi and Missouri rivers. They encountered numerous Indian tribes along they way, including the Mandan with whom they spent the winter of 1804.

In the spring of 1805, Lewis and Clark continue their journey up the Missouri River. A French guide and interpreter, Charbonneau, and his Shoshone wife, Sacagawea, accompanied the Corps. Sacagawea also carried her baby son, Jean Baptiste, along on the trip. They traveled up the Missouri until they reach Great Falls. These falls were very big and took the groups 21 day to portage or go around. The groups had to carry their boats and supplies around the falls by hand and by wagons, which they built on site.

Once they had gotten around the falls, the group encountered another obstacle. The great waters of the Missouri dwindled to a trickle and split in to three forks. Lewis climbed a nearby hill and saw the Rocky Mountains for the first time. He did not see another river to lead to the Pacific Ocean as he had earlier hoped. Lewis and Clark knew they would need horses to cross the mountains. They also knew the elusive Shoshone Indians living nearby would have horses. Sacagawea began to recognize familiar land. The group came to one village, she recognized the chief, Cameahwait, her brother10. After negotiations with they traded a rifle and piston and other goods for the horses they needed to cross the mountains.

Not only did the Shoshones provide horses, but also a guide named Toby, who led them along the mountain’s narrow footpaths.11 The Corps of Discovery began the most dangerous and difficult part of the entire journey on August 30, 1805. Winter was fast approaching, and they needed to cross the mountains quickly. The Shoshone warned the group that there was little to eat in the mountains at this time of year. The group nearly starved to death on this part of the journey. At one point, three horses were killed and eaten to survive.

In late September, the exhausted group met three Nez Perce boys who led them to a nearby village, where the natives fed them salmon, roots and berries. Either because of the richness of the food or because they overate, many of the men became very ill. Many were too sick to do anything but lay about. The Nez Perce taught Lewis and Clark men how to make canoes from large trees by burning and chopping out the core. After several weeks the Corps of Discovery left the Nez Perce village on the Clearwater River and journeyed down the Columbia River to the Pacific Ocean. Lewis and Clark left their horses with the Nez Perce for the return trip.

Along the way, the group met, ate and traded with the Yakima Indians. They bought supplies including food from the Yakima for the journey. The group did not buy salmon, remembering the sickness encountered at the Nez Perce

village. They did however buy 40 dogs for food, a common practice among the native tribes.12

Lewis and Clark and the Corps continued the trip toward the Pacific. The Chinook Indians and the Clatsop were other tribes they met along the way. On November 17, 1805, the group caught the first view of the Pacific and reached it about a week later. They built Fort Clatsop and spent the winter near the ocean.

The Corps of Discovery left for the long journey home on March 23, 1806. On their return trip they spent several weeks with the Nez Perce waiting for the mountain snow to melt. The return trip was easier for the groups because of familiar landmarks and the records Lewis kept. At Traveler’s Rest in Montana the group split into two groups, exploring the Marias and Yellowstone River drainages. The group reunited later on the Missouri River and continued to St. Louis, arriving September 23, 1806. The Lewis and Clark Corps of discovery had traveled 7,689 miles in 28 months, opening up the west to more exploration, expansion and living for the United States.

Nez Perce Wars The signing of treaty in 1855 by the Nez Perce gave the U.S. government land in exchange for a guarantee that their homeland would be set aside as a reservation. After gold was discovered on the Nez Perce land in 1860, many white settlers and miners arrived. In order to protect the gold, the miners, and the settlers the U. S. government made another treaty with the Nez Perce. In 1863, the tribe signed the agreement in exchange for money. Again the Nez Perce homeland grew smaller. Some bands of Nez Perce, including Chief Joseph and his band, continued to live peacefully in the Wallowas, off the reservation. But in1877, The United States government gave Chief Joseph and his band 30 days to move to the reservations or face war. Knowing that his people would suffer if he did not move, he began the journey to the reservation. Before the band reached its destination, a few angry young warriors attacked a group of settlers. The Indians sought revenge for past harm certain whites had done. The U.S. government tried to punish the Indians. With these events, the Nez Perce Wars had begun, even though Chief Joseph and other leaders had tried to prevent this from happening. Hoping to keep his people safe Chief Joseph led his tribe on a daring escape through the Bitterroot Mountains into Montana. The group of about 500 women, children and elderly hoped to escape into Canada and avoid capture. About 250 warriors were also in the group. The U. S. military chased after Chief Joseph’s group. There were many battles between the groups, including the battle at White Bird. In his story printed in the North American Review in April, 1879, Chief Joseph tells of the battle and reasons for it. He related the tribe did not have enough time to gather their entire herd when leaving their homeland. The band camped at White Bird Creek hoping to gather more of their stock, when “the soldiers attacked us, and the first

battle was fought”.13 In this battle 33 soldiers were killed. Another battle was fought near the Salmon River, the army having over 700 soldiers with General Howard in command.14 The Nez Perce were finally surrounded in the Bear Paw Mountains of Montana. The four-month, 1600-mile flight by Chief Joseph and his people ended just 30 miles from Canada. Wanting no more harm and death for his people, Chief Joseph surrendered to General Miles on October 5,1877. 15 1 Dottie Raymer, Welcome to Kaya’s World, 2 2 Raymer, 4 3 Robert H. Ruby and John A. Brown, A Guide to Indian tribes of the Pacific Northwest, 145 4 Ruby and Brown, 146 5 Barry M. Pritzker, Native Americans: An Encyclopedia of History, Culture and Peoples, vol.1, 377 6 www.pbs.org/weta/thewest/people/a_c/chiefjoseph.htm 7 Ruby, 145 8 Pritzken, 376 9 William Sanford, Chief Joseph, Nez Perce Warrior, author’s note 10 Walt Hazen, Lewis and Clark, 16 11 Hazen, 21 12 Hazen, 22 13 Peter Cozzens, The Wars for the Pacific Northwest, 309 14 Cozzens, 309. 15 William R. Sanford, Chief Joseph, Nez Perce Warrior, 23.

Nez Perce Animals

Nimiipuu Way Of Thinking

Nez Perce “respect animals because they believe animals were the early ancestors of man. There are still animal qualities, characteristics and resemblances in generations of human beings today.”1 Nez Perce liken animals to people and regard them as animal people. They also believe that animals have special powers and people are given these powers through their vision quest or weyekin. 2 Lessons of life and history are often taught through Nez Perce legends in which coyote is the central character. Other animals are characters through which human characteristics, both good and bad, are shown.

Animal Uses The land of the Nez Perce is rich in animal life. Elk, mule deer and

whitetail deer roam the hills and valleys of the region. Meat was dried, smoked and eat fresh. Hooves and antlers were used for tools, decoration and games. No part of the animal was wasted. After scraping and tanning the hides, the women created clothing for their families and themselves. A well-made garment was revered as a gift to the Creator, who gave live to all and blessed both the hunter and the people with the animal.

Other animals in the region included bears, both grizzly and black. Necklaces of grizzly bear claws were worn by the brave warrior who killed the fierce animal. Respected for both its amazing strength and ferocious character, the grizzly bear was highly prized. Bighorn sheep and mountain goat also roamed the mountains. The ram’s horn was considered to be the best bow making material by the Nez Perce. The horn was straightened over hot spring and then joined with sinew. Sinew was made from the tendons of large animals and was used as a thread for sewing and wrapping.

The bison or buffalo provide the Nez Perce with hides and meat. Hunting parties would cross the rugged Bitterroot Mountains for the long treacherous journey to Buffalo Country, where they would often spend months or possibly years. Hunting parties often included hunters and their families. Women skinned and butchered the animal, smoking and preserving the meat. All parts of the bison were used. The hide was used for robes, bedding, and clothing. Knives, arrows, sleds, dice and shovels were fashioned from bones. Brains were ground and used as a tanning solution and dung provide fuel for fires. The horns were made into spoon, bowls and cups and the hooves were made into rattles. Even the bushy tail was used for a brush to be used in the sweat bath.3 Men trapped and fish the nearby rivers and streams. Otter, beaver, mink and muskrat flourished in the area. Nez Perce used the pelts for clothing and decorative purposes. With the arrival of French trappers and traders, the Nimiipuu traded the furs for items such as metal knives and axes, cloth, ribbon and beads, guns and accessories, and other items to make life easier.4

The wolf taught the Nez Perce about hunting sureness and quickness. They learned to protect their young and to survive by using their wits. If a person received a wolf weyekin on their vision quest, it is believed they would have strong hunting powers. Cougars or mountain lions also prowled in the region. Nimiipuu learned to protect themselves by learning the ways of the many animals that lived nearby. Although other fish were caught by the Nez Perce, the salmon was the most prized. Huge fishing camps at Celilo Falls on the Columbia River brought hundreds of Nez Perce together. The men fished using spears, traps and hooks. The women cleaned dried and smoked several hundred pounds of fish for winter storage. They made salmon pemmican by pounding dried salmon into mush, then combining it with oil. It was then kneaded smooth and stored in salmon-skin bags.5 Salmon was also part of the trading system, often exchanges for needed objects. The many animals living with the Nez Perce were considered “spiritual brothers”6. Beliefs tell “the humans were the last, and therefore the youngest creature on earth. The children learned to look to their elders, the animals, for strength in the face of danger.”7 Wisdom, patience, and other skill were also taught through the animals and legends about the animals.

Nez Perce - Horse People The Nez Perce acquired the horse in the early 1700’s from the Cayuse Indians. The Cayuse had traded with the Shoshone, who lived to the south of them. The Nez Perce were so impressed with the speed and agility of the horse, they sent out a trading party to attain some of these magnificent animals for their people. The valleys and prairies in the Nimiipuu homeland were rich in grasses and plants for grazing. Horses soon became a valuable possession of the Nez Perce families. By the end of the nineteenth century, some Nez Perce bands held more than a thousand horses and some individual had hundreds.8 In the 1700s and 1800s, the horse made Nez Perce way of life easier and different. The long hunting trips to the Buffalo Country became faster and more productive. Many more hunting parties ventured away from the winter camps. They traveled further and came into contact with other tribes; some were friendly while others were not. Trade increased between the tribes and eventually between the whites and other settlers. Nez Perce traders brought back cultural items such as the headdress, stone pipes, beads and bison-hide lodge covers from other tribes. Nimiipuu items like dried salmon, baskets and decorated clothing reached beyond the homelands as a result of this trade. The Nez Perce were highly regarded as horse breeders, riders and trainers. They selectively bred the horse for surefootedness, slimness, speed, strength, and endurance. According to legend the first horses received by the Nez Perce was a white mare. That mare and her foal are believed to be the

origin of all Nez Perce Horses. Although they did not breed for spots, many Nimipuu horses had spots, which later became known as the Appaloosa. The name itself came from the summer grazing land near the Palouse River. At first they were called Palouse Horses, then Palousy Horse, then Appaloosy, and eventually Appaloosa.9 Today, the Nez Perce are still known for their horse breeding, riding and training, as well as clinics, trail rides, parades and horse regalia and decoration. Recently the Nez Perce have bred the Appaloosa with a rare desert horse, Akhal-Teke, known for it swiftness and elegance to recreate the original Nez Perce Horse.10 1 National Park Service, And It Is Still That Way, Educators Guide, p. 9 2 NPS, And It Is Still That Way, p. 9 3 Raymer, Welcome to Kaya’s World, p. 42 4 NPS, p. 45 5 Raymer, p. 40 6 Raymer, p. 20 7 Raymer, p. 20 8 NPS, p. 47 9 Gentle and Perry, Appaloosas, p.8 10 Raymer, p. 7

Nez Perce Housing

Tepees – Wali-nini-t The Nez Perce acquired their first tepees from the tribes of the Plains Indians who lived to the east of them. Tepees, teepees, tipis all refer to a cone-shaped structure that is covered by sod or ground, mats made of plant material or skins of animals, or canvas, heavy fabric, in present day. The dwellings date back to times when early explorers came to North America in the 1500’s. 1 There is some belief that they existed before that time. Use of the tepee by the Plains Indians dates back to the 1700s. The first tepees in the plains may have been purchased or traded with other tribes or gained as gifts or in capture. Buffalo hunting tribes used the hides of the buffalo to cover the dwelling. It may haven taken as many as 14 hides to cover one structure. Wooden pegs were driven through the hide to hold the covering down. Buffalo bones were carved into sewing needles with which the hides were sewn together. The need to travel to gather foods, made the use of tepees practical. The Nez Perce traveled during the summer months to dig camas roots, fish and hunt buffalo and other game. Women were in charge of building their families’ home. Each tepee, I-niit, gave shelter to one extended family, which included father, mother, children, grandparents and any visiting relatives.2 Another name for the tepee was wali-mini-t.3

The women built small tepees framed with pine poles and covered with tule mats. First, the women leaned four poles together and tied them together at the top. Then they propped other poles on the first four until they had a cone-shaped structure. Tule (too-lee) mats were made from the tule reeds that were sewn together. These mats were layered like shingles on the frame of the tepee. When it was warm the reeds allowed air to flow through the tepee. When it was wet, the tule swelled and kept out the rain. In hot weather the mats could be rolled up, like blinds. Tule mats were also used as a ground covering to sit and on work. Young Nez Perce girls made toy mats and tepee for play and practice.4

Inside the tepee, the Nimiipuu family stored their possessions along the walls. A fire, for cooking and warmth, was built in the middle of the structure. The top of the tepee was open to allow the smoke to escape. When the tribe was ready to move to a new location, the tule mats are taken down, rolled up and carried to a new location. Poles were also taken down and moved.

With the destruction of buffalo and modern technology, tepee covers changed to canvas. Peg loops were also a change to tepee design, since canvas would ravel and tear when a peg was driven through.5 With the use of canvas the size of the tepee also increase up to 30 feet in diameter. Now tepees are pitched and use for special celebrations and ceremonies.

The Longhouse - Kuhentini During the winter months, the Nez Perce lived in the traditional type of

dwelling known as the longhouse or kuhentini-t.6 Small villages were located near rivers and streams, in protected canyons. Several families or possible an entire village would live in a longhouse at one time.

The construction of the longhouse was similar to the tepee, consisting of pine poles and tule mats, hides or canvas, in later years. They were often up to 150 feet long. Poles were often leaned against the mats on the outside to keep them from blowing away in a strong wind. The A-shaped longhouses were built with a small slit in the top to allow light to enter and smoke to exit. The entrance was along one side of the house and was usually covered with a skin or mat. The floor of the house was often dug down below the ground level to increase warmth. The dirt from this digging was place around the outside edges of the longhouse. Hides and mats were hung from the lodge poles on the inside of the longhouse to help keep the bitter winds and cold out. Hides were also rolled up and piled along the sidewalls of the house to add more insulation.

Although many people lived in the longhouse, there was room for families to cook and work together. Women made and fixed up clothing during the winter months while men fished and hunted. Women gathered other food and wove baskets. Men used this time to make nets and spears for fishing, and to make arrows and bows for hunting. Nez Perce National Historic Park Ranger Diane Hallickan said “the strongest material for making bows was a mountain sheep rams horn. The horn was steam straight over hot spring and then tied and wrapped together and covered with sinew.”7 The men also made ropes from horsehair. Children and other family member were in charge of keeping the fire going. While they worked the elders told the legends and stories of the Nimiipuu to the children. It was their way of teaching history and passing on important information.

Parfleches, rawhide envelopes, were used to store clothing.8 Baskets were also used for storage in the longhouse for both clothing and food. Woven bags made from hemp or cornhusks held food. Hemp was a natural material that was insect-proof. Insects that chewed on the bag got sick. Each family kept their own supply of dried fish, camas cakes and other food. Other tribal members would share if a family’s supply ran low.

Beds were made of mats and covered with grasses. Pillows were made from rolled mats or bags stuffed with cattail fuzz. Buffalo hides were warm blankets. At night, babies were placed in buckskin hammock-type cradles that were hung from the walls or ceilings. The edges of the cradle were gathered tight to keep the baby warm.

Families and villages stayed in their long houses until the warm weather returned in late February or early March when fishing and the root and berry gathering began. Tepees are used when the tribe became mobile again. The longhouse where Lewis and Clark spent months with the Nimiipu was located in Kamiah, Idaho.

Nez Perce families live in modern housing and communities. Housing is

often built on the reservations by U.S. Agency of Housing and Urban Development. Today’s Nez Perce enjoy all the modern conveniences that other Americans do. The village of Lapwai has a new elementary school and modern high school. The Nimiipuu government is located here. Many tribal departments, such as the Fish and Wildlife have their own buildings. Non-tribal members live in work in Lapwai.

1 Nez Perce National Historic Park, A Brief History of the I-Niit (tipi) 2 NPNHP 3 Lassieur, Allison, The Nez Perce Tribe, 11 4 Raymer, Welcome to Kaya’s World, 8 5 NPNHP 6Lassieur, 11 7 NPNHP, Hallickan 8 Raymer, 11,12

Nez Perce Life A Social Studies Unit for Primary Grades

EALRs /GLE EALR Evidence of Learning

Student will be able to: Assessments Student Activities

Essential Questions

History B. The Food We Eat (K) H 1.1.b Identify and analyze relationships between historical events

• Compare and contrast the kinds of foods eaten today with food eaten in the past.

Posters

H 2.1.1 Explain how an idea has affected the way people live

• Compare and contrast how foods are preserved and prepared today with the past.

Contrast and comparison Papers

What foods do we eat today that were not available to people of long ago?

H 2.2.1 Describe instance in which new technology has led to changes in values, beliefs and attitudes.

• Describe how technology has changed how people prepare and get food.

Classroom discussion and participation

A. Families (1) H 1.1.1b Identify and analyze relationships between historical events

• Explain the role of family in society. Nez Perce Alphabet book – writing, art, and reading, research specific topic/word

What is a family? How do families change over time? How are families alike and different?

A. Cultures in Our Community (2) WH 1.2.1 Describe similarities and differences between families, communities, and cultures, past and present; describe similarities and differences in the ways families communities and cultures address human needs over time; describe ways in which stories

• Compare and contrast different stories and/or accounts about past events, people, places or situations, identifying how they contribute to our understanding of various cultural groups.

Word search/crossword puzzles

How do people from differing cultural groups and ways of life works together to solve problems? Why is it important to understand how culture functions? What are the critical attributes of culture?

folktales and arts serve as expressions of cultures B. Our Native Past (3) H 1.3.1 Describe the contributions of peoples from various cultural groups to the development of local, Washington and U. S. history

• Describe ways languages, stories, music, and artistic creations serves as expressions of culture and influence behaviors of people living in a particular culture and time.

Adapt DIG DEEP How are Native American cultures similar and different?

WH 1.2.1 Describe similarities and differences between families, communities, and cultures, past and present; describe similarities and differences in the ways families communities and cultures address human needs over time; describe ways in which stories folktales and arts serve as expressions of cultures

• Explain how and why experience maybe interpreted differently by people from diverse cultural perspectives and frames of reference.

Use artifacts to construct a written account

How do stories, legends and the arts serve as expressions of cultural traditions?

US 1.2.1 Describe and compare patterns of life over time in the following historical periods: Indian cultures, (prehistory to 1492), Worlds Meet: Western Europe, West Africa, The Americans, Settlement and Colonization (1607-17760

• Examine from a Native American perspective the impact of European exploration and settlement.

How and why did the Native American Cultures change over time?

Geography (K) G 3.1.1a Identify choices individuals have in how they interact with the environment

• Explain that people in every culture may eat different foods because of location, culture and personal taste.

Recount information from books

What are the kinds of decisions families have to make about food?

• Identify foods/meals eaten for special occasions and recognizes the diversity of foods/meals among families.

Write labels, signs, or captions for drawings and models

(1) G 2.1.1 Observe and describe the physical characteristics of the local area and Washington State

• Use maps and globes to locate places. Why do families live where they do?

(1) G 3.3.1a Know that people are born into societies that consist of different racial, ethnic, religious, and or social groups (location, religion, place)

• Compare and contrast families different kinds of shelters and can relate differences to family size, income, location, and individual preferences.

Identify locations on maps

(2) G 3.3.1b Identify the ways cultural traditions are expressed through artistic creations and uses of the environment

• Describe ways in which language, stories, music, and artistic creations serve as expressions of culture and influence behavior of people living in a culture.

Create maps and models

(2) G 3.3.1c Recognize the positive and negative outcomes that can result when people of different cultural backgrounds interact and understand how an awareness of cultural traditions can help in cross-cultural communication

• Identify examples of cultural universals (basic human needs and social experience found in all societies past and present).

Compare and contrast the spatial arrangement of two different cultures; create diagrams, poster, models

(3) G1.2.1a Locate places major physical features, and human patterns using maps, globes, and other sources (Location, Place, Region)

• Explain how the location influenced ways of life in past times.

How does geography influence culture?

(3) G 3.2.1a Describe how differing environments both provide varying opportunities and set limits for human activity

• Compare and contrast the similarities and difference among Native cultures in meeting their human needs.

(3) G 3.2.1b Describe how people adapt to their environment to meet basic human needs and

• Analyze how Native Americans movement from one place to another affected tier way of life.

Trace the movement of a people and explain the causes and effects of that movement;

concerns (Human/Environment Interaction, Region, Place)

draw map and write captions

(3) G 3.3.1c Recognize the positive and negative outcomes that can result when people of different cultural backgrounds interact and understand how an awareness of cultural traditions can help in the cross-cultural communication

Civics C 3.2.1a Provide examples of conflict cooperation, and interdependence among individuals, groups, nations

• Explain how understanding cultural difference aids in appreciating similarities and difference among people.

Way is it important to understand how culture works?

• Recognize how different cultural values and experience can contribute to misunderstanding and conflict.

How do people from differing cultural groups and different ways of life work together to solve problems?

Economics (1) E 2.4.1b Analyze the impact of technology and tools of the production of goods and services

• Describe various forms of technology that families us in obtaining food, clothing, shelter, transportation, and leisure activities.

What goods and services do communities provide?

• Explain how technology influences families’ easy of life.

(3) E 2.1.1a Recognize that people trade or exchange foods and services only when they think they will gain

• Explain the role of trade among Native peoples – the exchange of goods, services and ideas.

How were Native American cultures affected by exchanges from the non-native peoples?

• Analyze the effect of trade between non-native peoples and native peoples.

Dear Reader: Nez Perce Life is a look at the life of Nez Perce tribal members past and present. This learning unit is designed for primary grades, especially grades 2 and three. Each component of the entire unit includes documentation, student activities and assessment. Areas covered in this unit consist of Nez Perce history, Nez Perce Housing, food, family life, animals, plants, clothing, and geography. Washington state social studies EALRs have also been addressed for grades kindergarten through third grade. The eastern Washington and northern Idaho areas are rich in Native American history. The area hosts many historical museums, battlefields, and monuments that can be visited as living classroom fieldtrips. During my research I explored the Nez Perce National Park visitor’s center at Spaulding, Idaho. The rangers were knowledgeable and helpful. I recommend a visit for all ages to this site. I also visited the new Lewis and Clark Discovery center and the Appaloosa Horse Club museum for related information and pictures. I have included a “virtual tour” of these places with my unit. This project incorporates written research, books for classroom use, art projects and writing assignments. Photograph copies and power points are included as artifacts. A collection of fiction and non-fiction books is included for both research and enjoyment while exploring the realm of the Nimiipuu. Music CDs and tapes are also included. A video entitled Nez Perce: Portrait of a People made by the National Park Service will be used as an introduction to this dynamic tribe. Students will be reading or be read to information about the various aspects of Nez Perce Life. Each weekly unit will involve a reading and an activity, which will be gathered in a portfolio to be displayed with the model village. I have included a wide variety of activities such as building model tepees and longhouses, comparing traditional and modern Nez Perce housing to the student’s own housing and a classroom visit by a guest Nez Perce speaker. Students will trace historical movement of Chief Joseph and his band through the rugged mountains by creating using maps. I have also included my collection of original photos of the Lapwai and Spalding area to be used for comparison and contrast. Historic photos from the Museum of Arts and Culture in Spokane, the Nez Perce National Historic Park at Spalding and the Appaloosa Horse Club are also used for reference. Each unit incorporates writing activities, visual and hands-on activities to engage many learning styles. Several music CDs and tapes highlight traditional music, stories and modern music. Newspaper articles give current information about tribal dealings and ways of life. Nez Perce Life is design to give elementary students an in-depth look at the tribe’s people, culture and way of life both past and present. Students will have an opportunity to explore the rich diversity and make comparisons and contrast with their own lives. The variety of sources and activities will make this a great learning and teaching experience for students and teachers. An overview of the unit, materials and resources follow.

Unit Plan Overview Week One: • Introduce unit

• Show Video: Nez Perce: Portrait of a People • Read Nez Perce Creation Story • Discuss legend/characters

• Nez Perce Timeline • Study timeline in partners • Create pictorial timeline

Week Two: • Nez Perce History

• History before contact with whites • Lewis and Clark • Chief Joseph • 1900’s

Week Three: • Nez Perce Housing

• Housing of early days –Tepees/longhouses • Create Tepee • Create model village of 1700’s

• Modern Nez Perce Housing • Student Housing

• Compare and contrast worksheet for student and Nez Perce Housing Week Four: • Nez Perce Family Life

• Family members roles of 1700’s • Family roles today • Guest speaker Anne McCormick • Read Welcome to Kaya’s World, Kaya, The American Girls Series, Best

Friends or Soun Tetoken – Book Review and Character Sketch • Nez Perce Customs

• Pow Wows and other celebrations • Costumes

Week Five: • Nez Perce Food

• Food of long ago • Plants

• Camas digging, Kouse • Food of Today

• Fry Bread – Make in class

• Animals • Wild game • Salmon

Week Six:

• Horses and the Nez Perce Tribe • The Appaloosa • Visit the Appaloosa Horse Club Museum

• Scavenger Hunt Week Seven: • Nez Perce Arts

• Baskets, Hats, Parfleches • Students make Parafleches

• Clothing/costume decoration • Natural Plant dyes

• T-shirt for Dad/Petroglyphs • Horse decoration • Music

• Tapes and CDs • Old and modern music

Week Eight: • Conclude unit

• Display villages • Parfleches containing accumulate work • Mock TV interview with a Nez Perce • Write newspaper report for school paper

Overview of Materials Table of Contents: A. Books

Classroom Literature 1. Kaya: An American Girl. The American Girls Collection Book 1: Meet Kaya Book 2: Kaya’s Escape Book 3: Kaya’s Hero Book 4: Kaya and Lone Dog Book 5: Kaya Show the Way Book 6: Changes for Kaya

2. Kaya’ Paper Dolls. The American Girls Collection 3. Welcome to Kaya’s World – 1764 – Growing up in a Native

American Homeland 4. Kaya And The River Girl. American Girls Short Stories 5. Kaya American Girls Trading Cards 6. Soun Tetoken: Nez Perce Boy Tames a Stallion K Thomasma 7. Appaloosas Victor Gentle,Janet Perry 8. The Nez Perce Allison Lassieur 9. Chief Joseph – Nez Perce Warrior William R. Sanford 10. The Sheep Mark Ahlstrom 11. The Nez Perce- A First Americans Book Virginia D.H. Sneve 12. The Elk Mark Alstrom 13. The Grizzly Jerolyn Ann Nentl 14. The Bison Green and Sanford 15. The Great Horned Owl Lynn M. Stone 16. North American Indians A. Haslam & A. Parsons 17. Tales of the Nez Perce Donald M. Hines 18. The American Indians Colin F. Taylor 19. Atlas of The North American Indian Carl Waldman 20. The North American Indians Ernest Berke

Teacher’s Guide/Activities 1. Educators Guide for Nez Perce National Park – Spaulding

Visitor’s Center 2. Lewis and Clark Rediscovery Project – Interactive CD

Pamphlets/Information Sheets 1. Nez Perce Plant/ Cultural Information – Nez Perce National Historic Park (Spaulding Visitor Center)

2. Appaloosa Horse Club Museum B. Video

1. Nez Perce, Portrait of A People 2. Lewis and Clark by Ken Burns

C. Music/Stories on Cassette/CD

1. Music of the Nez Perce. Bernie Krause 2. Nez Perce Stories as told by Elizabeth Wilson 3. Hello , Love Stories – Andre L. Picard, Jr. (Modern Nez Perce) 4. Nez Perce Music Archive – The Sam Morris Collection; Booklet and

CD ( Old Traditional Nez Perce Music) D. Photographs

1. Nez Perce Family Photo Copies – MAC 2. Nez Perce, Lapwaii, Spalding Photos - Dawes 3. Spaulding Visitor Center and Lewis and Clark Discovery Center–

Powerpoint 4. Nez Perce Family Life, Housing Powerpoints

E. Maps/Posters

1.Chief Joseph Poster 2.Appaloosa and Nez Perce Child Poster 3.Nez Perce: A Park About A People, For A People. NPNHP

4. Discovering Idaho: Lewis and Clark. Idaho State Historical Society F. Information from Web Sites: 1. www.fs.fed.us/npnht Federal site about Nez Perce National historic trail. Includes games and information for children and adults

2. www.sierraclub.org/lewisandclark/slideshow_np/ - Photos of Nez Perce 3. www.nationalgeographic.com/lewisandclark/record

G. Models 1. Tepee and Village 2. Horses

3. Dress, Lewis and Clark Ribbon, Button

Dear Reader: Nez Perce Life is a look at the life of Nez Perce tribal members past and present. This learning unit is designed for primary grades, especially grades 2 and three. Each component of the entire unit includes documentation, student activities and assessment. Areas covered in this unit consist of Nez Perce history, Nez Perce Housing, food, family life, animals, plants, clothing, and geography. Washington state social studies EALRs have also been addressed for grades kindergarten through third grade. The eastern Washington and northern Idaho areas are rich in Native American history. The area hosts many historical museums, battlefields, and monuments that can be visited as living classroom fieldtrips. During my research I explored the Nez Perce National Park visitor’s center at Spaulding, Idaho. The rangers were knowledgeable and helpful. I recommend a visit for all ages to this site. I also visited the new Lewis and Clark Discovery center and the Appaloosa Horse Club museum for related information and pictures. I have included a “virtual tour” of these places with my unit. This project incorporates written research, books for classroom use, art projects and writing assignments. Photograph copies and power points are included as artifacts. A collection of fiction and non-fiction books is included for both research and enjoyment while exploring the realm of the Nimiipuu. Music CDs and tapes are also included. A video entitled Nez Perce: Portrait of a People made by the National Park Service will be used as an introduction to this dynamic tribe. Students will be reading or be read to information about the various aspects of Nez Perce Life. Each weekly unit will involve a reading and an activity, which will be gathered in a portfolio to be displayed with the model village. I have included a wide variety of activities such as building model tepees and longhouses, comparing traditional and modern Nez Perce housing to the student’s own housing and a classroom visit by a guest Nez Perce speaker. Students will trace historical movement of Chief Joseph and his band through the rugged mountains by creating using maps. I have also included my collection of original photos of the Lapwai and Spalding area to be used for comparison and contrast. Historic photos from the Museum of Arts and Culture in Spokane, the Nez Perce National Historic Park at Spalding and the Appaloosa Horse Club are also used for reference. Each unit incorporates writing activities, visual and hands-on activities to engage many learning styles. Several music CDs and tapes highlight traditional music, stories and modern music. Newspaper articles give current information about tribal dealings and ways of life. Nez Perce Life is design to give elementary students an in-depth look at the tribe’s people, culture and way of life both past and present. Students will have an opportunity to explore the rich diversity and make comparisons and contrast with their own lives. The variety of sources and activities will make this a great learning and teaching experience for students and teachers. An overview of the unit, materials and resources follow.

Unit Plan Overview Week One: • Introduce unit

• Show Video: Nez Perce: Portrait of a People • Read Nez Perce Creation Story • Discuss legend/characters

• Nez Perce Timeline • Study timeline in partners • Create pictorial timeline

Week Two: • Nez Perce History

• History before contact with whites • Lewis and Clark • Chief Joseph • 1900’s

Week Three • Nez Perce Housing

• Housing of early days –Tepees/longhouses • Create Tepee • Create model village of 1700’s

• Modern Nez Perce Housing • Student Housing

• Compare and contrast worksheet for student and Nez Perce Housing Week Four • Nez Perce Family Life

• Family members roles of 1700’s • Family roles today • Guest speaker Anne McCormick • Read Welcome to Kaya’s World, Kaya, The American Girls Series, Best

Friends or Soun Tetoken or other books– Book Review and Character Sketch

• KWL Chart • Nez Perce Customs

• Pow Wows and other celebrations

Week Five • Nez Perce Food and Animals

• Food of long ago • Plants

• Camas digging, Kouse, other plants and uses

• Food of Today • Fry Bread • Word Search

• Animals • Wild game • Salmon

• Nez Perce- Horse People • Horses and the Nez Perce Tribe • The Appaloosa • Visit the Appaloosa Horse Club Museum

• Scavenger Hunt Week Seven • Nez Perce Arts

• Horse regalia and decoration • Baskets, Hats, Parfleches

• Students make Parafleches • Clothing/costume decoration

• Natural Plant dyes • T-shirt with Petroglyphs or symbol

• Music • Tapes and CDs • Old and modern music

Week Eight

• Conclude unit • Display villages and parafleches • Field trip to Nez Perce National Historic Park , Spaulding, ID

• Scavenger Hunt Materials

Overview of Materials Table of Contents: A. Books

Classroom Literature 1. Kaya: An American Girl. The American Girls Collection Book 1: Meet Kaya Book 2: Kaya’s Escape Book 3: Kaya’s Hero Book 4: Kaya and Lone Dog Book 5: Kaya Show the Way Book 6: Changes for Kaya

2. Kaya’ Paper Dolls. The American Girls Collection 3. Welcome to Kaya’s World – 1764 – Growing up in a Native

American Homeland 4. Kaya And The River Girl. American Girls Short Stories 5. Kaya American Girls Trading Cards 6. Soun Tetoken: Nez Perce Boy Tames a Stallion K Thomasma 7. Appaloosas Victor Gentle,Janet Perry 8. The Nez Perce Allison Lassieur 9. Chief Joseph – Nez Perce Warrior William R. Sanford 10. The Sheep Mark Ahlstrom 11. The Nez Perce- A First Americans Book Virginia D.H. Sneve 12. The Elk Mark Alstrom 13. The Grizzly Jerolyn Ann Nentl 14. The Bison Green and Sanford 15. The Great Horned Owl Lynn M. Stone 16. North American Indians A. Haslam & A. Parsons 17. Tales of the Nez Perce Donald M. Hines 18. The American Indians Colin F. Taylor 19. Atlas of The North American Indian Carl Waldman 20. The North American Indians Ernest Berke

Teacher’s Guide/Activities 1. Educators Guide for Nez Perce National Park – Spaulding

Visitor’s Center 2. Lewis and Clark Rediscovery Project – Interactive CD

Pamphlets/Information Sheets

1. Nez Perce Plant/ Cultural Information – Nez Perce National Historic Park (Spaulding Visitor Center)

2. Appaloosa Horse Club Museum B. Video

1. Nez Perce, Portrait of A People 2. Lewis and Clark by Ken Burns

C. Music/Stories on Cassette/CD

1. Music of the Nez Perce. Bernie Krause 2. Nez Perce Stories as told by Elizabeth Wilson 3. Hello , Love Stories – Andre L. Picard, Jr. (Modern Nez Perce) 4. Nez Perce Music Archive – The Sam Morris Collection; Booklet and

CD ( Old Traditional Nez Perce Music) 5. Spirit Flutes – David R. Maracle

D. Photographs

1. Nez Perce Family Photo Copies – MAC 2. Nez Perce, Lapwaii, Spalding Photos - Dawes 3. Spaulding Visitor Center and Lewis and Clark Discovery Center–

Powerpoint 4. Nez Perce Family Life, Housing Powerpoints

E. Maps/Posters

1.Chief Joseph Poster 2.Appaloosa and Nez Perce Child Poster 3.Nez Perce: A Park About A People, For A People. NPNHP

4. Discovering Idaho: Lewis and Clark. Idaho State Historical Society F. Information from Web Sites: 1. www.fs.fed.us/npnht Federal site about Nez Perce National historic trail. Includes games and information for children and adults

2. www.sierraclub.org/lewisandclark/slideshow_np/ - Photos of Nez Perce 3. www.nationalgeographic.com/lewisandclark/record

G. Models 1. Tepee and Village 2. Horses

3. Dress, Lewis and Clark Ribbon, Button

N K W E T I J L O I I L A H O I M N L L U U T J L N D U A C A M A S I C T R K O U S E K A U R L I M B R V G I R T O E Y U F I S H N R A W B T S F I S E N O K L E O ‘ A C I N B I T T E R O O T E L R E C R I A R K S A B O O 0 K O P F Y A D E E R H T I S A B K S L V R ‘ T A G E P A N B A N R I W T P H M L I O M U Y E A O O I A A W O L L I W H P P P Y M ‘ R N E B D K D ‘ Y R R E B E U L B C L O G H O I J H K U L A I H N O O W P P Q B U L W X S R T R O U T T W B Black Hawthorne Trout Arrowleaf Balsamroot Bulb Blueberry Elk Kinnikinnick Tookas Bitterroot Deer Serviceberry Salmon Wild Carrot Rosehip Wild Potato Camas Huckleberry Willow Kouse Tulle Fish Ho’pOp

Sweat Lodge Lesson Plan: Student Learning Objectives:

1. Student will discuss the meaning and importance of this legend. 2. Students will build a model sweathouse for their village model. 3. Create a Venn diagram to compare the legend and poem.

Materials: Sweat Lodge Legend Old Man, The Sweat Lodge Poem Small bendable sticks or pipe cleaners Model Magic Small rocks Lesson Procedure: Teacher Instruction:

1. Read Legend of Sweat House and Old Man, The Sweat Lodge. Copies may also be provided to older students to read.

2. Compare writing styles through classroom discussion. Model Venn diagram for comparison. 3. Share descriptions and pictures of sweat lodges with students.

Student Instructions:

1. Students listen to reading of legend and poem. 2. Students complete Venn diagram comparing and contrasting the two

writing genres. 3. Student, with partners, create a model of traditional sweat lodge. This will

be added to their village. 4. Students create frame using sticks. If possible take students on a nature

walk to collect their own willow branches. If no sticks are available, use brown pipe cleaners.

5. Using Model Magic students cover frame. Let air dry for a day or two. Then paint or color with markers. Add rocks and grass to make realistic.

6. Add to village.

Name: Legend Poem

The Creation Story of the Nez Perce

The Nimiipuu legend Coyote and the Swallowing Monster tells of the creation of the people. According to legend animals lived for many years on the earth before people arrived. One of these animals was Coyote, known as a trickster. The moral of this legend is to explain the existence of the Nez Perce and other peoples and to illustrate the physical traits of particular animals.

Lesson plan for Coyote and the Swallowing Monster

Student Learning Objectives 1. Students will discuss the characters, setting and cultural values in the

legend. 2. Students will identify and create a map showing the various tribes in the

intermountain area. 3. Students will identify and map the four cultural areas of the Pacific

Northwest: Great Basin, Western Great Plain, Northwest Coast and Columbia Plateau.

Materials: Copy of Coyote and the Swallowing Monster Legend Map of Pacific Northwest and tribal areas White drawing or construction paper Pencils, markers, crayons, erasers Lesson Procedure: Teacher Instructions:

1. Read Coyote and the Swallowing Monster to the students. Older students could read the story in pairs or individually.

2. Discuss legend characters, setting and cultural aspects with students. Model the web on overhead, board or large sheet of paper.

3. Provide an overhead or copies of map for students to fill in or copy. Student Procedure:

1. Students listen to legend, making quick notes on web about characters, setting, tribes and cultural aspects.

2. Students complete web after discussion. 3. Students create or fill in map showing tribes identified in the story. They

should create a color legend to identify each tribe. 4. Students add the four cultural areas to the map using a different method of

identification – such as striped or dots. 5. Students store completed web in folder, notebook or parfleche.

Name:

Coyote and the Swallowing Monster

Coyote and the

Swallowing Monster

Notes:

The Sweat Lodge The sweat lodge or sweat hut was and still an important part of the Nimiipuu way of life. The construction of this lodge was important and done according to custom and ceremony. The lodge was used for ceremonial, spiritual and physical purposes. The small, low domes are constructed with a framework of arched willow branches and were built with the entrance facing a stream, river or lake. Permanent houses were covered with layers of grass, bark and earth. Temporary structures were covered with skins or blankets. Any one who constructed their sweathouse incorrectly or mistreated it would have bad luck. The bathers would heat rocks in a red-hot fire near the house entrance. The hot rocks were pushed into a pit inside the lodge. Cold water from the nearby stream was poured over the rocks. The people them went inside to sit and sweat for about a half-hour.1 After bathing, the people would exit the lodge and jump into a nearby river, stream or even roll in the snow. The sweat lodge was a tradition rich in ceremony and purpose in addition to the bathing aspect. “It was to purify the body and propitiate the spirits before war or any other serious undertaking; to invigorate the body after a hunt; to cure illness by influencing the spirits of the disease; and in some tribes to enjoy the company of others enjoying the luxury of a steam bath2,” said Louis Williams, an enthologist for the Smithsonian Institute in 1896. Often a medicine man would hold these cleaning ceremonies.3 As with many Nez Perce traditions and ceremonies, there is a legend told about Sweat House. In this legend, the sweathouse is an old man. The legend talks about the concept of gaining strength through suffering and hardship. Phil George wrote the following poem about the sweat lodge: Old Man, The Sweat Lodge “This small lodge is now The womb of our mother, Earth. The blackness in which we sit, The ignorance of our impure minds.

These burning stones are The coming of new life.” I keep his words near my heart. Confessing, I recall my evil deeds. For each sin, I sprinkle water on fire hot stones. The hissed stem is sign that The place from which Earth’s seeds grow Is still alive. He sweats. I sweat.

I remember, Old Man heals the sick, Brings food fortune to one deserving. Sacred steam rises; I feel my pores five out their dross After I chant prayers to the Great Spirit, Through this door draws wisdom. Cleansed, I dive into icy water Pure, I wash away all of yesterday. “My son, walk in this new life. It is given to you. Think right, feel right. Be Happy.” I thank you, Old Man, the Sweat Lodge.4

The sweat lodge is still an important part of Nimiipuu culture today. Many

modern homes have lodges built near them.

1 Nez Perce National Historic Park, Education Guide, p. 17 2 NPNHP, p. 17 3 Diving Hawk Sneve, p.9. 4 NPNHP, p. 20.

Lesson Plan for Nez Perce: Portrait of a People Video: Student Learning Objectives:

1. Student will gain overview and knowledge about Nez Perce people and their culture.

2. Students will participate in question and answer discussion. Materials: Video: Nez Perce: Portrait of a People Questions sheet VCR/TV Chart paper, marker Teacher Instructions:

1. Tell students there will be a group discussion after the movie. Each student will be expected to contribute one thought or idea from the movie to the talk.

2. Show video to students. 3. Discuss the questions with the students, record answers on board or chart

paper. Suggested questions from the Nez Perce Historical Park Teacher’s guide:

• How did the Nez Perce people get their name? • Does this name represent their people and how? • How did the Nez Perce feel about the earth? Give examples. • Where did the Nez Perce receive their power? • What cause the U.S. Government to move the Nez Perce off their

land? • How did the Nez Perces’ lives change as a result of the Lewis and

Clark Corps of Discovery expedition? Give examples. • Describe one part of the Nez Perce culture. • What might the movie mean when it says Nez Perce History in the

past as will as the future? • What are some difference and similarities between how the Nez

Perce people live today versus 100 years ago? • How do the Nez Perce preserve their culture? • Why did some Nez Perce bands leave for Canada in 1877 and

some stay on the reservation? • What impact did this have on the Nez Perce as a whole? • What questions do you, the student have?

Questions taken from Nez Perce National Historic Park Teacher’s Guide available online at http://www.nps.gov/nepe/Education/Pre_Site.htm