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Curricula Materials for the First South Carolinians: the Life and Times of Native Peoples in the Palmetto State

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Curricula Materials for the First South Carolinians: the Life and Times of Native Peoples in the Palmetto State Qrrfwla Materlall fOf' n.-'ltwtS.M ant...: n. Life 0Itd Tifta .fNtitiW ,.". ."""'ttoSNN Chicora Foundation, Inc. PO Box 8664 Columbia, SC 29202 803/787-6910 and South Carolina State Museum PO Box 100107 "-- Columbia, SC 29202--:-- 803/898-4921 This EJl!libiI is funded In pan by trl' South Carofina Humanities CoUf\C:1 a state program of the Nallor.a: Endowment for tlic Humanities Library of Congress Cataloging-in-Publications Data @2000 by Chicora Foundation, Inc. and the South Carolina State Museum. All rights reserved. No part of this publication may be reproduced or transcribed in any form without permission, except for brief quotations used in reviews. Full credit must be given to Chicora Foundation and the South Carolina State Museum. Exception: South Carolina school administrators and teachers are permitted to reproduce in whole or in part this document for school use only. ISBN 1-58317-052-9 Table of Contents Introduction 1 Pre-Visit 5 Lesson Plan 1. Foodways of Native Americans 13 Lesson Plan 2. Native American Stone Tools 25 Lesson Plan 3. The Nature of Indian-White Trade 35 Lesson Plan 4. Indian-White Relations During the 17th & 18th Centuries 43 Post-Visit 61 Appendix 1. The Exhibit 63 Appendix 2. Sources for Additional Information 91 Introduction What This Exhibit and Curricula think. Sure, it provides some facts, Package is All About some dates, some famous names. But This exhibit helps you and your these are not what history is made of students understand Native American - or what we believe needs to be life in South Carolina between at least stressed. 10,000 years ago and the early 1800s. It explores how Native Americans Instead, we hope that the arrived in North America by crossing a exhibit will open doors and land bridge that connected Siberia and discussions - about the past. About Alaska. It explains how these early how ordinary people lived. We hope South Carolinians hunted and collected that your students come to understand food ... and how they lived ... and the that Native Americans were ordinary tools they made. It examines the people just like them - with families, changes that took place in Native loves, prejudices, chores, cultures over time. It also explores responsibilities, different languages, what happened to these people with the different beliefs. coming of Europeans during the 16th and 17th centuries. Some Key Ideas These are some of the key ideas . It also talks a little about or concepts that we hope your students archaeology and how archaeologists will explore: explore the past... the techniques they use ... and how they take the evidence • Every group of people has a culture, a they uncover in the ground and bring set of customs and ways of doing that past to life. things. The exhibit, however, is • Cultural groups develop different primarily about helping your students ways of meeting their basic, needs. 1 • How a cultural group meets those element can be transformed by the . basic needs will depend on the culture, giving it new meanings and environment and the resources functions. available to them. People - and their cultures - adapt to and also change • Devolution is the loss of a previously their environment. existing cultural trait. Sometimes these lost traits are replaced by others, • No society is any more rational or sometimes they are not. "civilized" than another. A particular culture must, instead, be judged • Acculturation is the acquisition of new according to its own standards and culture traits as a result of one group values, rather than those of the coming into long-term physical contact observer. with another group. Often there are changes in both groups. Interaction between culturally different groups can produce conflict • History and archaeology are the and change. This conflict isn't because story of change over time. one group is more righteous than the other, but is usually the result of a lack • Many events (although not all) have of understanding and mutual respect, or causes which stem from the past and sometimes greed and belligerence. effects which have implications in the future. • Cultural change can be slow, occurring over long periods of time, or it may be • Historians and archaeologists use a rapid. The processes of cultural change wide variety of sources to learn about include: invention, diffusion, devolution, the past, including artifacts and and acculturation. accounts of everyday lives. • Invention is the formation, by a single How Not to Teach About individual, of a new habit, tool, or Native Americans principle that eventually gains the Remember that the original acceptance of others. inhabitants of South Carolina are not extinct! There are 8,246 Native people • Diffusion is the borrowing of cultural representing at least eight different traits from another group as a result tribal groups in South Carolina today, of contact. Sometimes the borrowed and many of them are descendants of 2 those tribes the Spanish, French, and • Don't let your students think that a . English first met when they explored few "brave" Europeans defeated South Carolina. It is critical that you thousands of "savage" Indians in battle. convey the fact that these people have The diseases brought over by the survived and live in the modern world, Europeans killed many more than were keeping many of their traditions alive. killed in battle. Native Americans were a healthy people that had no immunity It is important that we help for the plague-like diseases brought students avoid stereotypes and, here. In fact, perhaps the first instead, develop an understanding of instance of biological warfare occurred the Natives' struggle to gain when the English distributed small pox acceptance in our society. For example, infested blankets to Native Americans in order to reduce their population. • Don't talk about Native Americans in the past tense. There are over • Don't allow stereotypes in many text 1,500,000 Indians in the US today. books to go unchallenged. Why is it that Indians, protecting their homes • Don't talk about "us" and "them." and families were "savage" and Native Americans aren't the outsiders, "barbaric," yet European settlers, they are the original Americans. stealing land, raping Indian women, and spreading disease, were "fighting to • Don't expect Native Americans to look establish this brave new land?" The like Hollywood creations. There is no taking of scalps, for example, was a one Native look. Each tribe varies practice encouraged by whites to greatly in skin colors, body size, and eliminate hostile Native American other features. groups. Don't allow stereotypes to go Here are some other practices unchallenged. TV programs and movies to avoid in teaching about Native usually show the savage warrior or Americans: noble warrior stereotypes who may know only one word, "ugh." The truth is • Don't dress like Indians. We don't that Native Americans had a highly encourage students to dress like blacks developed language and oral tradition for Martin Luther King's holiday or as when the Europeans first came to the Jewish people at Hanukkah. To dress Carolinas. "like an Indian" encourages the 3 stereotypes we want to avoid - like war whooping, brandishing of tomahawks, and caricatures of native, dances. • Don't use incorrect words like warlike, primitive, savage. Is the US "warlike?" Before answering, think of the military budget and recent invasions into other lands? Are modern tools primitive? Will they seem that way in 2050? • Don't use words like "squaw," or "brave." Again these are stereotypes, and often the words have been associated with derogatory meanings, not unlike "broad," or "dude," in some cultures today. • Don't homogenize Indians. Don't combine rain dances, tipis, totem poles, and long houses. Do we homogenize European cultures by talking about gondolas, windmills, and bullfights as though they were all representative of the same peoples? • Don't trivialize sacred rites. Do we allow classes to act out high masses, pretend a Jewish circumcision, make communion a snack break, or playact an immersion baptism? Indian dances and rites are all part of their religion and include sacred symbolism - help your students understand and respect these rituals, not make fun of them. 4 Pre-Visit Check Out the Exhibit Only you are in a position to know One of the most valuable pre­ what is best for your students. By visit activities on your part will be to providing you with the complete label actually examine the exhibit before copy for all of the panels you can your students visit it. You don't have to arrange your visit to maximize the find the time to go to your local learning experience of your students. museum - we've include the 25 different panels in Appendix 1. How Archaeologists Do Archaeology The exhibit really isn't about We have tried hard to ensure archaeology - it's about Native that the exhibit is interesting, and Americans. But prior to about 1700, understandable to a broad range of most of our knowledge about Native people, but you are in the best position Americans comes from archaeology, so to know your students. this is a good opportunity to help your students understand a little more about You need to consider their age the science of archaeology. and abilities. Will they be able to understand all of the different Simply put, archaeology is the concepts and ideas? Do they have the scientific study of past human cultures. attention span to spend as long as it will It looks at the technology (stone tools take to go through the entire exhibit? and clay pots) and behavior (how houses were built and what foods were eaten) You might want to consider of Native American peoples.
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