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