Leah Brady Yvonne Dunn Maxine Emm Bernice Servilican *Debbie Dale

1. Leah Brady Yvonne Dunn Maxine Emm Bernice Servilican *Debbie Dale

2. Celebrating Nevada Indians Bernice Servilican Damonte Ranch High School Reno, Nevada

3. Celebrating NevadaIndians The Curriculum was compiled and written to study Nevada Indians by Native American Teachers of Nevada Indian Descent. • Leah Brady – Western Shoshone • Debra Dale – Northern Paiute and Shoshone • Yvonne Dunn – Northern Paiute • Maxine Emm – Northern Paiute • Bernice Servilican – Laguna Pueblo and Washoe

4. Celebrating NevadaIndians Special Thanks is extended to the following individuals for their invaluable assistance in the development of the cultural aspects of the curriculum. Their willingness to carry on the traditions of Nevada Indian People is commmendable. Diane Coffey Crutcher – Northern Paiute Dorothy Ely – Northern Paiute Elizabeth Brady – Western Shoshone Phil Swain – South. Paiute Bernadine Delorme – Western Shoshone Minnie Dick – Western Shoshone Theresa Jackson – Washoe Joanne Martinez - Washoe

5. CELEBRATING NEVADAINDIANS A Special THANKS given to : ARTIST: Richard Servilican MENTOR:Bill Abrams, NV Dept. of Education PILOT TEACHERS: Patricia Cox, Natchez Paul Grumstrup, West End Elementary Joe Mattioli, Roger Corbett Elementary Linda Mertens, E. C. Best Elementary

6. CELEBRATING NEVADA INDIANS A VERY SPECIAL THANKS TO THE NEVADA HUMANITIES COMMITTEE FOR FUNDING THE PROJECT THE NEVADA 125TH BIRTHDAY COMMISSION FOR PROVIDING FUNDING FOR PRINTING

7. CELEBRATING NEVADAINDIANS IS DEDICATED TO THE NATIVE AMERICANS OF NEVADA IN THE HOPE THAT OUR CULTURE AND TRADITIONS WILL BE PRESERVED AND APPRECIATED FOREVER.

8. Celebrating Nevada Indians Curriculum for the Classroom Teacher This curriculum was developed for classroom teachers to use in their teaching about Nevada Indians. The curriculum can be used to support teacher knowledge about Nevada Indians. The text and activities will enhance the authenticity of teaching about Nevada Indians in the classroom.

9. Poetry from Native American Studentsthroughout the curriculum. The poems give a personal perspective of the Native American culture through the eyes of students.

10. CULTURE CELEBRATING NEVADA INDIANS CRY OF AN EAGLE I stand on a cliff overlooking An unknown valley. Trying to realize who I am. I see an eagle flying above. It soars so smooth, so beautiful, this eagle brings good-luck and good spirit. Why does an eagle bring this to me? Now I realize who I am. An Indian. That is my answer. As I turn to leave, the eagle lets out a cry and flies away from the tall, beautiful pine tree that it was perched upon. I watch it fly away . . . High over the beautiful valley, over the trees and clear blue streams. Soon it is nothing but a speck, a small black speck, in the clear blue sky. My answer. Nicole James 10th Grade Owyhee Combined School Mrs. Reeves, 1987

11. CULTURE CELEBRATING NEVADA INDIANS I LOVE BEING INDIAN! Being Indian means: Good, tasty, make-your-mouth-water Indian tacos Grandmother’s handmade cradleboards with small, sleeping, smiling babies Our Shoshone-Paiute language Brown, round, frybread Dancing, happy people with pow-wows Colorful, bright, like the daylight costumes Indian people to love Fat, husky horses in the golden valleys I love my wonderful Indian Heritage I enjoy being Indian God bless all the Indian People on earth I’m glad to be what I am INDIAN! Vicki Harney 8th Grade Mrs. Savage 1988 Owyhee Combined School

12. NATIVE TOOLSCELEBRATING NEVADA INDIANSMOCCASINS Dancing To feel the drumbeat entering my soul A power overwhelming all thoughts. Sometimes at first There is a feeling of loneliness. As I enter the arena Faces full of questioning looks, All eyes upon me. I wait for the uneasiness to leave. I begin to dance-shyly at first. Then I feel the breeze and know my ancestors have come down to dance with me, and I feel their pride. I am representing their past And our future. My head now held high The drum-earth’s heartbeat Intertwined with mine, And I know I am worthy Of my moccasins. Katie Stately 10th Grade Mrs. Reeve Owyhee Combined School

13. Celebrating Nevada Indians Leah Brady Nevada State Education Association

14. MAPS CELEBRATING NEVADA INDIANS NORTHERN PAIUTE SOUTHERN PAIUTE WESTERN SHOSHONE WASHOE

15. MAPS CELEBRATING NEVADA INDIANS • NUMA (Great Basin Paiute) • “The People” • AGAI TICUTTA • Trout Eaters (Walker Lake) • PUGWI TICUTTA • Fish Eaters ( South of W. L.) • TOI TICUTTA • Tule Eaters ( North of W. L.) • TUBUSI TICUTTA • Grass Bulb Eaters • (West of W.L.) • COZABEE TICUTTA • Fly Larvae Eaters (Mono) • CUI UI TICUTTA • Cui ui Eaters (Pyramid)

16. SEASONS CELEBRATING NEVADA INDIANS April and May - Fishing June - Seeds and Berries July - Rice Grass, Bird hunting August - Berry gathering Fall – Pine nuts November – Rabbits Year round – Big game Winter – Fish, food stores

17. SEASONSSpring CELEBRATING NEVADA INDIANS Later when the desert began to turn green with plant life, the women and children began to collect the seeds which were boiled and eaten. The first leaves of the squaw cabbage were also picked. In the spring as the women moved from valley to valley harvesting seeds and roots, the men hunted. The hunters used many devices: bows and arrows, spears, snares, baits, pitfalls, deadfalls, nets and blind decoys. The women needed a set of harvesting baskets, but the people did not accumulate much. They needed to be able to move when the plants and seeds were ready to harvest.

18. SEASONSSpring CELEBRATING NEVADA INDIANS The marshes were a storehouse of food for the Northern Paiute. Insects, seed stalks, eggs, small animals, fish, and birds supplemented their diets. Duck decoys were made and used in the same way hunters use them today. The Canvasback duck skin made the best decoy. The tule decoy was covered and the duck skin pinned down around short twigs of greasewood.

19. SEASONS CELEBRATING NEVADA INDIANSSpring Survival Arts of the Primitive Paiutes, M. Wheat, 1967 (Jimmy George) Along the shore, nets were set at an angle, supported by forked sticks thrust in the mud. When the ducks swam beneath the nets, the hunters would jump out an frighten them in to an attempted flight. The ducks and mudhens were caught in the nets. Migratory birds returned from the south to the marshland regions of Trout Lake (Walker Lake). The People knew when to expect their return and listened for their call. The men made tule boats and paddled through the marshlands in search of bird eggs. The women wore flexible bag-like baskets of green tule for carrying eggs.

20. SHELTER/HOMESKahneeCELEBRATING NEVADA INDIANS NUMA: A NORTHERN PAIUTE HISTORY, 1976

21. SHELTER/HOMEKahneeCELEBRATING NEVADA INDIANS When the first snow came, the People left their hunting and gathering and returned to the place where they would spend the winter. The women built new homes or repaired old ones. The homes were made of cattail leaves (sometimes river grass) placed in sheaves on a willow frame of a dome-like shape. A hole in the top allowed the smoke from the fire in the center of the house to escape. These round homes were very warm and protected the family from the winter storms. Walker River Paiutes, A Tribal History; Edward C. Johnson, 1975.

22. TOOLS CELEBRATING NEVADA INDIANS BASKETS Basketweavers from all the Nevada Tribes use willow as their primary basket material. The willow is gathered only at certain times of the year, beginning in autumn after the leaves fall and some continue gathering until spring when the sap begins to flow. Today, the survival of the good willow stands is limited due to elimination of natural growing areas due to population development and the spraying of herbicides and pesticides. Different sizes are gathered for different parts of the basket. Willows for thread or strings must be thin with no knots or branches coming out of them. Some willows will become backs or hoods for cradleboards, and others will be made into round baskets, winnowing trays, or burden baskets. Weavers of Tradition, Basketmakers of the Great Basin, 1995.

23. TOOLSBASKETS CELEBRATING NEVADA INDIANS Basketmakers of the Great Basin, 1995. Theresa Jackson splitting willows .

24. FOODPINE NUT CELEBRATING NEVADA INDIANS Pine nut gathering in the fall was combined with religion, work, and play. In the early spring, the Paiutes prayed for a plentiful crop. In late summer, scouts and elders searched for the most promising pine nut area. As fall approached, when the rabbit brush bloomed, pine nuts were gathered for ceremony and dancing. After the first frost, everyone gathered their pine nuts.

25. TOOLS CELEBRATING NEVADA INDIANS PINE NUTS Men beat the trees with long stick poles with a hook on the end. This caused cones, nuts, twigs, and pitch to shower down on the women and children. The pine nuts were then picked from the cones on the ground. Large cone-shaped baskets called burden baskets, were used to carry the cones and nuts. The nuts taken from the cones were eaten from the shell, ground into flower, or stored for future use.

26. TOOLSBASKETS CELEBRATING NEVADA INDIANS Winnowing trays were used to separate the meats from the shells. The nuts were gently tossed Into the air and a breeze would carry away the shells and other debris, leaving the clean nutmeats in the tray.

27. TOOLS CELEBRATING NEVADA INDIANS GRINDING STONES Grinding stones were used to hull seeds and mill flour. Hulling of the seeds was done to remove the shells from the nutmeats. The nutmeats were ground into flour for soups and breads.

28. Celebrating Nevada Indians Yvonne Dunn First Grade Teacher Fernley Elementary School

29. Reader’s Theater Every culture has a creation story. Creation stories are global and tie groups of people together allowing others to learn about them through the cultural aspects of the story. One such story exists among one of the four tribes in Nevada. The "Origin of the Great Basin People" illustrates how the people of the Great Basin came to be.

30. “Origin of the Great Basin People” Characters: Narrator Coyote Waterbug Little People Daughter of Leader

31. Long ago, in the beginning, there was a great body of water around the land of the coyote. One day as he was on one of his journeys, he saw some distant lands across the water.

32. Coyote: I can't swim! How am I going to get across the water? I know what I'll do, I'll make the waterbug carry me across on his back. Waterbug, get over here! Waterbug: I am afraid of you. Why should I carry you across? Coyote: Please Waterbug, help me. I promise, I'll treat you good if you do this for me. Besides that, if I don't treat you right, you can dump me in the middle of the water. Waterbug. Get on Coyote. Let's go!

33. Coyote jumps on Waterbug's back and he's carried across to the other side. Coyote: I thank you Waterbug. Now I can continue on my journey. As Coyote continued on his journey, he met many people and during one of his visits with a tribe, he stayed with a group of people whose leader had a daughter he fell in love with.

34. Daughter of Leader: My father, thank you for allowing me to marry Coyote. I know he's not a favorite of yours. Leader. Coyote is always up to mischief and I do not trust him. I want him to leave but I know that if he goes, my daughter you will go with him. Coyote, what if I give you a special gift in exchange for my daughter? Coyote. Your daughter's beauty is something I won't find again but, I know I can find another bride. So, yes! Yes! I'll take your gift. Leader. Here's a woven willow basket with a lid. Coyote. It's beautiful. What's inside?

35. Leader: Don't open it! Do not open the lid until you get to your homeland. Coyote: Why? Leader: Don't ask questions Coyote. Just take it and do not take off the lid. So off Coyote went. But his curiosity was something he couldn't contain and he had very little patience. As he traveled with the basket on his back, he began to hear sounds coming from the basket.

36. Coyote: What is that I'm hearing? It sounds like singing and drumming. Where is that coming from? What! It's coming from the basket! It won't hurt for me to take a little peak and see what's inside this willow basket. I'll wait until I get to the land across the hill before I open it. The drumming and singing continued as coyote ran with the willow basket. When he got to the other side of the hill, he stopped. Coyote: I must know what is inside. (Coyote opens the basket.)

37. All of a sudden hundreds of little people jumped out and began running in all directions. Coyote: Stop! Stop! Get back in here all you people! (They scattered and ran in all directions.) Little People: He told you not to open the lid coyote. You are too curious and never listen! Now you've done it! Coyote: I must close the lid before I lose all of them. Little People: Too late Coyote. It's too late.

38. When Coyote got home, he opened the lid again and found only three people left in the basket. He allowed them to come out. Little People: Thank you Coyote. We will now stay in this area and call ourselves the Great Basin people. We will be the Paiutes, the Shoshones, and the Washoes because and our land will be this land that is like a huge sink or basin below the Sierras Nevadas. Coyote: Where did all the others go? Little People: They will become the other Native American tribes and populate the North and South American continents.

39. Coyote soon learned that his curiosity helped to create the Great Basin People and all the other tribes in North and South America. Even though he knew he helped populate Nevada with these little people, he was mad at himself for not listening to the leader. He was just plain nosy!

40. Celebrating Nevada Indians Maxine Emm Silver Springs Elementary Silver Springs, Nevada

41. 4th Grade Social Studies -- Scope and Sequenceand Celebrating Nevada IndiansNevada: Past and Present 1. Students continue to build upon their understanding of families, schools, and communities with an emphasis on Nevada. 2. Students learn the story of Nevada and discuss the motivations for coming to and settling here. 3. Additionally, students study the crucial relationship between the pioneers and the indigenous peoples of the area. 4. Students investigate the past and present political traditions of the state and local governments.

42. 4th Grade Social Studies -- Scope and Sequenceand Celebrating Nevada IndiansNevada: Past and Present 5. Students identify entrepreneurial activities of Nevadans and discuss their impact on the growth of the state. 6. Students study the geographic relationship between humans and the physical environment in Nevada.

43. 4th Grade Nevada Social Studies Standards and Celebrating Nevada Indians People, Culture, and Civilizations H1.4.1 Describe the lifestyles of Nevada’s Archaic people. H1.4.2 Define hunter-gatherer. H1.4.3 Describe the lifestyles of Nevada’s Native American cultures. H1.4.4 Discuss the interactions of pioneers with the Great Basin Indians

44. 4th Grade Nevada Social Studies Standardsand Celebrating Nevada Indians Nation Building and Development H2.4.1 Discuss examples of compromise and conflict within Nevada, i.e. Pyramid Lake Wars, etc. Social Responsibility and Change H3.4.1 Compare and contrast their daily lives with children in Nevada’s past. H3.4.2 Recognize that communities include people who have diverse ethnic origins, customs, and traditions, and who make contributions to Nevada.

45. 4th Grade Nevada Social Studies Standardsand Celebrating Nevada Indians Places and Regions G6.4.1 Describe the distinguishing features of historical regions in Nevada, i.e. Native American tribal territories, pioneer trails, and settlement areas. G6.4.3 Identify and describe the diversity and cultural traditions of Nevada’s people, i.e. , Native Americans, etc.

46. 4th Grade Nevada Social Studies Standardsand Celebrating Nevada Indians Environment and Society G8.4.1 Describe ways physical environments affect human activity in Nevada using historical and contemporary examples. G8.4.4 Identify natural hazzards in Nevada and their impact on the population G8.4.5 Describe the distribution patterns of natural resources in Nevada

47. 4th Grade Nevada Social Studies Standards and Celebrating Nevada Indians The Political Process C15.4.1 Describe the qualities of a leader. C15.4.2 Define and give examples of state and local interest groups. C15.4.3 Identify sources of information people use to form an opinion.

48. 6 - 8th Grade Nevada Social Studies Standards Scope and SequenceInterdependence & Perspectives: Nevada, U.S. and the World At this level of the Social Studies curriculum, the students investigate social studies from three perspectives: Nevada, the United States, and the World. Students learn about the foundations, structures, and processes of the political systems and institutions. They understand why people are economically interdependent and continue to develop the skills and perspectives necessary to study the relationships between the human and physical world using geographic technologies.

49. 6th – 8th Grade Nevada Social Studies – Scope and Sequence Interdependence & Perspectives: Nevada, U.S. and the World Nevada: Students explore the growth of Nevada from statehood to present day. Students will examine the processes of government, regions of the state, and analyze the influence of the availability of natural and human resources on the development of Nevada.

50. 6th – 8th Grade Nevada Social Studies Standardsand Celebrating Nevada Indians People, Cultures, and Civilizations H1.(6-8).1 Describe the cultural contributions of Native Americans in Nevada and in the United States. H1.(6-8).2 Investigate ways in which Native Americans and immigrants helped create North American culture. H1.(6-8).3 Describe the interactions among Native Americans, Europeans, and Africans. H1.(6-8).12 Identify and describe the characteristics of pre-agricultural societies.