2.+Artifact+Bag

Here are some ideas for artifacts we might share with our students while we study the Cherokee Indians, or even Native American Indians in general.

__Sam's Artifact bag__




 * Sequoyah** was the inventor of the Cherokee alphabet and a Native American leader. He worked as a trader and a silversmith in the Cherokee county, Georgia. He served with the United States Army during the Creek War. He was determined to preserve Cherokee culture and began to form a system of writing for the Cherokees in about 1809. He has improved the alphabet and thousands of people learned to read and write in there new written language.




 * Trail of Tears** was the relocation and movement of Native Americans in the United States. During the 1800s, the U.S. government created an “Indian Territory” in Oklahoma. The Cherokee tribe was one of the largest eastern tribes and they were forced to move there. Many Native Americans suffered from disease and starvation on their route to the destination. Thousands of Cherokee Indians died, which is why it was called the Trail of Tears.




 * Hernando de Soto** was a Spanish explorer who sailed the Atlantic Ocean looking for gold, and was the first European to explore Florida and the southeastern U.S. When Hernando de Soto followed the Cherokee roads into their villages in 1540, everything changed. The Spaniards brought foreign diseases, horses, chains, weapons, and vicious dogs to America, and they stole women, food, and slaves along the way. Smallpox killed many people and shrunk their population tremendously. Probably more then half of the people died.




 * Dream Catchers** are an authentic American Indian tradition. They are created to protect sleeping children from nightmares. The legend is that bad dreams were caught in the web.



This is a **map** of the Cherokee Country over time. The red line illustrates the original Cherokee claims. The black line illustrates the Cherokee boundary at close of revolution. The orange line illustrates the Cherokee boundary at final cession, and the blue line represents present day Cherokee reservation.

__Crystal's Artifact Bag__

[] This link leads to a short National Geographic Kids video describing the history and varied cultures of Native American Indians.

[] Featuring images from a variety of North American tribes, this music video of a Cherokee Mourning Song might make great background music to a read aloud or even as the topic of a journaling session (i.e. listener's response).

[] This is a Sioux Warrior Doll which could be brought in as a tangible model for students to create their own or perk their interest about Native American crafts, in general. Source: Orlando History Museum field trip Beads from Late 19th or 20th Century Display case notes that “glass beads were among the many trade goods the Seminoles acquired from Europeans and Americans. They replaced handmade shell beads originally used to decorate clothing and accessories. They were worn as necklaces or used in beadwork. Many early paintings and sketches of Seminole warriors show elaborate beadwork belts and bandoleers. Beadwork remains an artwork practiced by the Seminole tribe today.” Examining true artifacts like these necklaces would be a great way for students to get an idea of the crafts Native Americans created. Students might also be allowed to create their own necklaces to tie in a study on patterns, geometry, or skip-counting in math.

Source: [] When learning about Native American music, flutes such as these created by the Cheyenne, would be great to let students examine and listen to first-hand.

Source: Orlando History Museum field trip Timucuan Indian Canoe c. 1000 AD Display case notes that “Canoes were the Indians’ principal means of transportation. In order to make them, the Indians would fell a large tree (about one foot in diameter), let it dry for about three months, and then hollow it out over about a month by burning-out the middle and hand-hewing the ashen parts with shells. The trees used were cypress, elms, oak, chestnuts, and tulip trees. Large canoes could hold 20-30 warriors. There is evidence that certain tribes had ocean-going canoes and carried-on trade with Cuba and Mexico.” Having students look at an artifact like this, without first telling them what it is, might be a neat way to include a little “detective work” in their Native American unit. They could then go on to research more about this traditional form of transportation and how the canoes were made.

Source: [|www.enchanted] __ learning.com __ Above is an example of a Kachina doll I might created as a model for my class. Kachina (pronounced kah-**CHEE**-nah) dolls are traditional, hand-carved wooden dolls made by Hopi Indians of the southwestern US. Each Kachina doll represents a spirit in life. Some typical spirits represented by the Hopi in Kachina dolls include: the chief, the corn maiden, the ceremonial dancer, the singer, the ogre, the buffalo, the badger, the crow, the hawk, clouds, the sun, and the rainbow. By creating a Kachina doll of their own, then writing a short poem or story about its meaning, students would have the opportunity to connect their knowledge about Native American Indians with a type of their craftwork.

Source: [] This is an example of an Indian headband I’ve created as a model for my students. The Indian headband is well-known from movies and other popular images of Native Americans. Usually the headband consisted of a woven or beaded deerskin strip with tribal designs on it. This band was then tied around the brow with a feather or two tucked through the back. Not only eagle feathers but turkey, hawk, egret, and crane feathers were also used for Woodland Indian headbands. Although it is a bit cliché, I like the idea of allowing students to create their own Native American headdress to help them integrate ideas about how these people dressed for both everyday and ceremonial occasions. The activity could also be extended by having students write something important – such as a goal for the unit – on the back of each feather.

__Fazeela's Artifact Bag__

Source: []This is a picture of a Cherokee woman creating bead work. Native Americans were known for their decorative clothing and jewelery. Depending on the type of clothes and jewelery an individual wore, determined the tribe and social status they were from. Bead work was and is very important to the Cherokee culture. A picture like this could be used to launch an art lesson showing students important aspects of Cherokee art. Perhaps, students could share if they have visited a local Cherokee reservation or any other type of reservation.

Source: [] You tube Video: []Here is a picture of the Native American Ten Commandments. These rules were followed by most Native Americans. Since, religion was mostly about nature and treating others right, many of the commandments reflect some behavior or part of nature. Here is a video that contains music and many visuals representing the Ten Commandments. This video and picture would fit into a unit about religion and ceremonies of any type of Native American. Since, we are focusing on the Cherokee Indians, I would present the commandments in relation to the Cherokee. These are good life lessons that children can certainly take with them because they represent good behaviors and consideration. Source: []Here is a picture of the Northwest Indian War which was a war fought between the Natives and settlers. This can be used during the part of the unit talking about the influence of new settlers on the natives and the land. Children can analyze what is going on in the picture and what kinds of things may have influenced the war. This is a good picture for use of inquiry.

Source: []Here is a picture of a wigwam, one of the more popular houses built by Native Americans. On this site, there is a step by step explanation of how wigwams were built. A teacher might include this in a unit on Native American architecture or shelter. Not all Native Americans used Wigwams, but it is a good way to introduce one type of shelter. The wigwam was more difficult to build than the traditional tipi.



Source: []Here is a picture of Maize, or corn. Maize was one of the most important crops of the Natives. Being one of the easiest crops to grow, and the fact that has many uses, Natives loved to eat Maize. Teachers can use this picture and perhaps bring in real food related to the Cherokee to kick off the part of the unit that deals with Cherokee food. Students can discuss the many uses of maize and its importance to the Cherokee.

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